This problem with the College Board has been an ongoing issue.

Michelle Malkin writes about new developments at Townhall.

The College Board’s Sabotage of American History

A stellar group of American historians and academics released a milestone open letter yesterday in protest of deleterious changes to the advanced placement U.S. history (APUSH) exam. The signatories are bold intellectual bulwarks against increasing progressive attacks in the classroom on America’s unique ideals and institutions.

Moms and dads in my adopted home state of Colorado have been mocked and demonized for helping to lead the fight against the anti-American changes to APUSH. But if there’s any hope at all in salvaging local control over our kids’ curriculum, it lies in the willingness of a broad coalition of educators and parents to join in the front lines for battles exactly like this one.

As the 55 distinguished members of the National Association of Scholars explained this week, the teaching of American history faces “a grave new risk.” So-called “reforms” by the College Board, which holds a virtual monopoly on A.P. testing across the country, “abandon a rigorous insistence on content” in favor of downplaying “American citizenship and American world leadership in favor of a more global and transnational perspective.”

The top-down APUSH framework eschews vivid, content-rich history lessons on the Constitution for “such abstractions as ‘identity,’ ‘peopling,’ ‘work, exchange and technology,’ and ‘human geography’ while downplaying essential subjects, such as the sources, meaning and development of America’s ideals and political institutions.” The scholars, who hail from institutions ranging from Notre Dame and Stanford to the University of Virginia, Baylor, CUNY, Georgetown and Ohio State, decried the aggressive centralization of power over how teachers will be able to teach the story of America.