It shall
be the policy of the board to provide equitable learning environments for the
students attending ICCSD. It is the board's policy that greater diversity and
enhanced learning will be the result of establishing the following goals . . .
The School Board is split 4-3 on the proposed policy. |
Putting a whole new meaning on the
generally accepted understanding of 'minority' in today's political climate,
the draft policy defines "minority students" to “mean those students
receiving free or reduced price lunches” and "non-minority students"
as “those not receiving free or reduced price lunches”. These definitions
cement in writing that the diversity policy addresses low socioeconomic black
children attending the ICCSD and further stigmatizes this segment of our school
age population.
We hope that those who haven't done so and who are
interested in this issue will go to this link http://www.edline.net/pages/ICCSD/and read the policy for
themselves. Here is a sample:
“No more than 10 percentage points of difference between the comprehensive high
schools (grades 9-12) with the highest and lowest percentages of minority
students at such schools in the District;
No more than 15 percentage points of difference between the junior high schools
(grades 7-8) with the highest and lowest percentages of minority students at
such schools in the District; and
For each elementary school (grades K-6), no more than 15 percentage points
above the mean percentage of the district-wide percentage of minority students
for all students in grades K-6.”
The rest
of the policy is equally obtuse; the four members of the School Board who
support this policy need remedial work in how to write a coherent document. If
you haven’t read the policy and think you support it, start from ground zero
and see if you change your mind.
The Board
majority that favors passage of this mind twisting policy must rethink its
position. A 4-3 vote is, as Sarah Swisher stated recently, enough to pass the
policy, but her belief that after its passage the minority dissenters should
get on board and work to implement it is wishful thinking. The
superintendent and school administrators will implement the policy, not the
board; and after implementation begins, it may become clear that the majority
was wrong to pass it.
We
- and apparently a large number of parents in the district - are not certain
exactly how the proposed policy is to be carried out. Until clarification of
the practical aspects of implementation is provided, the vote on the policy
should be held in abeyance. For example:
If
it is determined that a given school should have ‘x’ number of students
transferred out, but more than ‘x’ students express interest in relocating,
how will the decision of which students
go and which remain behind be made? Who will be the final authority? What would
be the impact on those who want to transfer out, but are not selected to go?
Similarly,
assume it is determined that ‘x’ number of students should be transferred out,
but less than ‘x’ students express interest; will students who don’t want to be
transferred be forced to do so in order to meet the goals set by the diversity
policy?
The policy states that the
“Superintendent shall not fail” in the implementation of the Board’s wishes on
this matter. It is hard to believe that this policy will achieve the desired
numbers without collateral damage, so we must ask
ourselves if the policy isn’t also intended
as a thinly disguised way to some day achieve what the Board can’t bring itself
to do now: dismiss Superintendent Stephen F. Murley.
Citing "some" evidence as "seeming" to support the
conclusion that students do better in schools where the disparity between
free-lunch (minority) and not free-lunch (non-minority) is within "acceptable
range" is a shaky basis upon which to decide to transfer out free lunch
kids (minority) and transfer in not-free lunch kids (non-minority.) And why
would any parent volunteer to transfer a child who is performing satisfactorily
in his/her current school into a school where a majority of the students haven't
been performing well, possibly have more unmet emotional needs, and
still need much remedial work to get to grade level?
What makes the majority of the School Board believe that free lunch kids
(minority) and non-free lunch kids (non-minority) who have been transferred in
or out will be accepted and welcomed by their new classmates into their
cliques? The transferred children will likely be stigmatized immediately and
may be isolated socially in a way that can be extremely painful: around
income levels.
How will children
who are transferred in and out get to their new schools? Will transfer
buses go around to all the schools picking up the
transfers and then dropping them off at the school they are now to attend - and later picking them up and bringing
them back to their home neighborhood at the conclusion of the school day?
What happens to students wanting to stay later for extracurricular activities
or get back to their old school in order to participate in after school
activities there? This is not a way to achieve healthy neighborhoods or good
neighborhood schools.
History
has proven busing to be inadequate in addressing socioeconomic integration; and
making everyone average is not a good long-term goal. Equality of opportunity
is a worthier end for which the ICCSD should strive.
A more
sensible solution for improving schools that are not demonstrating adequate
academic performance would be to upgrade their physical structures; equip all
classrooms with the latest technology; reward the teachers and administrators
in those schools who use innovative and successful measures to improve student
achievement; and provide top notch librarians as well as additional teacher
aides, counselors and social workers.
--Carol deProsse