In 2019, the Central United Talmudical Academy, a Kindergarten through 12th grade Hasidic private school in New York City agreed to give their students a standardized government test to see if the students are meeting the minimum education requirements set forth by NY state law. In return for giving the exam, the school was granted government funds. All of the students that took the exam failed. This outcome wasn’t surprising as the state has known about the secular education gap within the private Hasidic school community for the past few years. Prior to the pandemic, an investigation was started to see what could be done to correct the lack of a secular education within these schools but the investigation was put on pause as Covid worsened. It is important to note that while, “other schools might be struggling because of underfunding or mismanagement, [the private Hasidic] schools are different. They are failing by design” (Shapiro, Rosenthal). Within most of the private Hasidic schools, time spent learning topics like: Science, Math, English or History is seen as a waste of time. These schools instead prioritize learning about Jewish laws, traditions, prayers and duties within the community. The expectation is for these children to remain a part of the Hasidic Jewish community once they are adults. Therefore they believe their education should revolve around what they deem necessary skills to have in order to succeed within their community. As of Sept. 19th, the New York Education Policy Committee, “proposed amendments to New York State’s “substantial equivalency” regulations meant to clarify how the state determines that private schools offer instruction that is similar to that offered in public schools” it was further stated that “Monday’s vote only solidified rules on the methods the state will use to determine equivalency, not the actual curriculum schools need to follow” (Gergely).
Here is where the Constitutional Question arises: If the State of New York begins monitoring private Hasidic schools curriculums in order to ensure there is an equivalent secular curriculum being taught across the board between private and public schools, so that all students meet minimum state standards, would such a process of monitoring and mandating more secular education violate the free exercise rights of the Hasidic schools and families?
Most individuals within the Hasidic community would say yes; Monitoring and mandating a more secular education system within their private school system infringes upon their free exercise clause. The Hasidic community has, “since arriving in Brooklyn in the 1940s, … relied on religious schools to propel the community’s growth and maintain its continuity” (Shapiro, Rosenthal). The community is well aware of the poor test results from the standardized tests but in their eyes, “their schools are succeeding — just not according to the standards set by the outside world” (Shapiro, Rosenthal). The children of this community are being educated on the ways that they will succeed within their own community, which requires a different skill set than what is being offered in public schools.
The Wisconsin v Yoder case, may be used as a precedent in this case where the majority opinion found the Yoder children were allowed to be exempt from the minimum state educational requirement because the information the children would be learning in secular education wouldn’t help them in the lifestyle they would be living. Furthermore, a concern brought to light in the Wisconsin case was that students not being given a higher secular education wouldn’t be successful in the modern world, if they chose to leave the Amish community. However the courts dismissed the argument stating there was no evidence of that. Many of the parents that belong to the Hasidic community plan for their children to remain within the Hasidic community as they’re children enter into their adulthoods, therefore the parents have the sincere belief that the education being given to their child currently is the one that will be most beneficial to them in the long run. Additionally, if these children are forced into a more secular education system by the government, and stop receiving the strictly religious education that is accepted among their community, a ‘substantial burden’ may be placed upon them because “their leaders, the grand rabbis, wield significant power, and breaking the rules they set can carry serious consequences” one consequence may even be ‘shunning’ individuals from the entire community (Shapiro, Rosenthal).
I will make the counter argument, stating the state is remaining neutral by monitoring the education given within these schools and that the regulation, creating an equivalent curriculum for all schools, does not violate the free exercise clause. The government has a compelling state interest in ensuring all children are receiving an education where if they one day decide to leave whichever community they are currently a part of, they have the knowledge and skills necessary to leave said community and be successful. Furthermore by providing the children of this community with a more secular education, the effect on the children would be highly beneficial. As seen in the New York Times article, a man who grew up going to a private Hasidic school and has since left the Hasidic Jewish community, stated “It’s crazy that I’m 20 years old, I don’t know any higher order math, and never learned any science” (Shapiro, Rosenthal). It is likely that children who do choose to leave will be shunned from the only world they know about, with no tools or basic knowledge of the modern world to help themselves, they will likely struggle. If these children are given a more well rounded secular education base, the government isn’t infringing upon their freedom to continue practicing and studying their religion, the government is making it so that if the children do choose to leave their transition into the modern world will be less turbulent.
Sources:
https://www.nytimes.com/2022/09/11/nyregion/hasidic-yeshivas-schools-new-york.html





