Hurricane Sandy’s aftermath continues to wreak havoc on families impacted by its wrath. As the emotional and physical recovery continues into the foreseeable future, a venerable vacation tradition may become yet another casualty of the super storm – the weeklong February vacation.
As reported by NEWSDAY, most Long Island districts are expected to cancel three to five days of the February vacation, which begins on Presidents’ Day and continues throughout the week. This year it takes place from February 18 to 22. The goal of the cancellation is to try to make up lost time due to Sandy and the nor’easter that closed some schools for up to two weeks. New York City schools have already cut the vacation back to two days; students will attend school from February 20 to 22.
According to the NEWSDAY story, 66 of Long Island’s 124 school districts have already announced that they are cancelling or are considering calling off all or some of the midwinter vacation. While some district officials say they may restore the vacations if the state grants waivers from the mandated 180-day school year, the February vacation is the logical place to restore lost learning time.
Districts are in danger of losing state aid if they do not comply, although the state education commissioner can grant districts waivers of up to five days to cover “extraordinary” circumstances. But Commissioner John B. King Jr. has already emphasized that districts must use up vacation days before they are eligible for exemptions. There is also legislation pending that gives districts an additional five days of waivers, but the state legislature does not reconvene until January 1.
With news of the impending cancellations, there are complaints from students, parents, faculty and staff, many of whom have made vacation plans well in advance and stand to lose thousands of dollars – and priceless memories. It’s likely that a sizeable number of families will go ahead with their vacation plans anyway and attendance will be down – and that’s an individual family decision.
But that’s not a good enough reason to keep schools closed for everyone. Every district has already used up its store of emergency days and it’s only November! Those days are usually set aside for snowstorms.
Off the record, educators have long questioned the February vacation for its timing and value. Coming approximately seven weeks after the Christmas break, it interrupts the flow of learning in the middle of the school year – the prime time for education. Many regions in the country do not close school for the entire Presidents’ Day Week; perhaps this is the appropriate time to question the wisdom of this weeklong break. What do you think?
Last week, I attended my grandson’s pre-school “graduation” and it reminded me that students of all ages will be embarking on new school careers in the fall. If your child will be attending a new school come September – elementary, secondary or pre-school — check out my guest post on Parenting’s “Class Notes”
Blog: Tips for Transitioning to a New School. Whether you are moving to a new neighborhood or your child is “moving up” to a new level, there are steps you can take right now to ease the transition.
Curbing the Enthusiasm of Graduation Guests
Speaking of graduations, it’s the season for high school graduations and according to the Associated Press (AP), some schools are showing no tolerance for loud and sustained cheering by guests. For example, a mother was handcuffed at one school on a disorderly conduct charge. At another school, the principal admonished four graduates for the excessive cheering of their family and friends — and meted out consequences to the students! Although they have already fulfilled all of the graduation requirements, they now must perform 20 hours of community service to receive their diplomas.
Is it fair to curb the enthusiasm of guests celebrating this important milestone? What do you think about punishing graduates for the behavior of their friends and family?
Another rite of passage that goes hand in hand with high school graduation is the prom. An increasing number of school districts have implemented sobriety tests to cut down on pre-prom drinking. In addition, they have purchased alcohol-detection devices in an attempt to keep students safe.
According to a Newsday report, staff members have been trained in sobriety testing of students in at least 11 Long Island school districts. These include: Smithtown, Cold Spring Harbor, Connetquot, Hewlett-Woodmere, Islip, Long Beach, Northport-East Northport, Rockville Centre, Shoreham-Wading River, Three Village and West Islip.
A spokesman for Advanced Safety Devices, the Chatsworth, Calif., company that sells the Breathalyzer brand tester, told Newsday that it was unusual for school districts to purchase these devices in the past, but in recent years sales have increased to schools throughout the country.
While school administrators claim the tests are effective and have made a difference in preventing drinking, critics question whether educators should be administering sobriety tests to students.
Nine LI Budgets Pass in Revote
In a last hurrah to the school budget season, nine Long Island districts held revotes on Tuesday. In the first vote on May 15, seven of those districts had attempted unsuccessfully to override the two percent tax cap that became law in New York State this year. Eight of the nine reduced their budgets for the second round, this time adhering to the two percent tax cap.
Only one district – Elmont – submitted a 4.9 percent budget increase to the voters. A bit more than the required 60 percent of voters approved the budget, enabling the district to exceed the cap.
Clearly, New York State districts have entered a new era in school budgeting. How will the tax cap continue to impact Long Island schools, which pride themselves on being among the best in the country? During this budget season, a number of schools were closed, teachers were excessed, class size was increased, and educational programs were reduced.
What will be on the chopping block next year? Stay tuned.
Summer vacation is around the corner – and that means that both parents and kids get a break from the rigors of the school year. If your children are enrolled in day camp or other summer programs, they’ll likely get plenty of fresh air, exercise, and exploration. But the weak economy has taken its toll on families across the board. Fewer parents have the means to afford camps, tutors, and other summer programs that can enrich learning during the summer. And school budget cuts have also reduced free summer educational programs that existed in the recent past.
The bad news is that when students return to school after summer vacation, they’ve often lost one to three months of learning. Research indicates that math skills are most in jeopardy. Elementary students at all socio-economic levels typically lose math skills, while middle class students often make slight gains in reading.
The good news is that there are a number of strategies that you can use to ensure that your child doesn’t lose learning and skills over the summer. In the June/July issue of Long Island Parent, I offer 10 suggestions to help parents continue their children’s learning during the summer months. To read the whole article, go to: http://liparentonline.com/features2.html
Here are a few of the tips:
- Encourage reading by providing your children with plenty of books that interest them. Use school summer reading lists and library grade-level reading suggestions. Visit the library often and check out special summer events. Read with your children, and discuss the books they are reading with them. If you are really ambitious, organize a book club with a few of your child’s friends.
- Understand that any topic of interest to your child can be a source of learning. For example, if your child is interested in baseball, surround him or her with baseball books and magazines. Watching a baseball game and keeping score or cataloguing baseball cards can be a lesson in statistics, i.e., RBI, ERA.
- Car trips can evolve into math or geography lessons. Instead of the perennial kid question: “Are we there yet,” ask your children to estimate and calculate the travel time to a destination. Encourage your kids to recognize different state license plates, and talk about those states with them, fostering their geography skills.
- For social studies learning, make day trips to local historical sites, such as Teddy Roosevelt’s home at Sagamore Hill in Oyster Bay, or FDR’s home in Hyde Park, NY. Overnight trips to Washington, D.C., Philadelphia, Gettysburg, and Boston, offer a wealth of information about our nation’s history. And for science skills, don’t overlook children’s science museums and zoos, as well as outdoor natural wonders to explore, such as caves, beaches, and parks.
- Don’t overlook the kitchen as a wonderful learning lab. Involve your children in cooking and preparing meals, and they will exercise their reading, math and science skills. For example, have them read recipes, measure ingredients, and observe how the combination of different ingredients leads to the creation of something amazing. For advanced learning, ask questions, such as how many pints are in a quart, or what made the dough rise?
Remember to keep learning fun. You want your children to return to school in September with improved skills and a renewed love of learning!
This week I look forward to attending the Brentwood (N.Y.) High School Awards Night as a presenter of two scholarships in memory of my father, Herbert Fischman, who was a teacher and principal in the school district for 25 years. With this gesture, I will join with many other individuals and groups who together award hundreds of scholarships to Brentwood’s deserving graduates. I suspect that we are all part of a much larger group this spring who will also donate scholarships to high school graduates across the country.
In these difficult economic times, it hardly seems like a $500 or $1,000 scholarship makes a difference, but it does. Many of the students are awarded multiple scholarships, so while most of the individual awards are modest, they can add up — and numerous students receive sizeable support.
But it’s not just about the money. It’s about honoring young people who have excelled in spite of adversity, and who passionately want a shot at college. One of those Brentwood graduates, Samantha Garvey, made national headlines earlier this year when she was named a semi-finalist in the Intel Science Competition while her family was living in a homeless shelter. She is president of her school’s chapter of the National Honor Society, and has a 3.9 grade point average.
But you don’t need to have Samantha’s resume to receive a scholarship. The more that are available, the more opportunity there is to acknowledge young people who work hard to do their very best, as well as those who exemplify character traits that our communities and country desperately need, such as service and caring. I have to confess that the scholarship was not my idea. Vicki Novak, a Brentwood graduate who later became president of the Smithtown Council of PTAs, had the council donate the scholarship when my father died in 2005 and I was the administrative liaison to the PTA Council.
It wasn’t until three years ago while writing a book with my husband and brother that a light bulb went off in my head. Our book is about honoring memories and carrying on legacies, and the idea for the scholarship came from two of our interviewees — Nick Clooney, the father of George Clooney and brother of Rosemary Clooney, and Yeou-Cheng Ma, the sister of cellist Yo Yo Ma. Both separately suggested that one of the most accessible ways of honoring a loved one was to establish a scholarship in his or her memory. It was then that I made the commitment to continue the scholarship each year.
While the students are the recipients of the scholarships, attending the assembly and presenting the scholarships has been both cathartic and therapeutic for me. For example, I met retired teachers who worked in my father’s school and who shared with me their reminiscences, as well as their affection and admiration for my dad. In addition, listening to others speak about their loved ones confirmed that dedicating a scholarship, no matter what the amount, helps to keep alive the memory of those who are no longer here.
Since establishing the Herbert J. Fischman Memorial Scholarship, I have met some amazing students, parents, teachers, and principals. Some of the past recipients have sent me thank you notes expressing their appreciation.
One female student wrote:
“It is with great appreciation that I thank you and your family for allowing me to be one of the recipients of the $500 Herbert J. Fischman Memorial Scholarship. Words can’t describe how grateful my family and I are for your help towards my future. In this economy every little bit helps.”
And a young man who was on his way to an Ivy League college wrote the following:
“I would like to thank you for your generosity and support toward my college education. I would also like to pay respect to your father since he did serve in the community for an outstanding 25 years and is most likely respected by former colleagues and students. It still must be tough to cope with this loss since it is just over five years, but I know he still lives through people like you who give back to the community of Brentwood.
I am of Mexican and Haitian descent and I will be the first in my family to attend college.
I am blessed that I am one of the recipients of your scholarship. I will work hard to keep the spirit of your father alive and I will not let you down.”
In these difficult economic times where discretionary funds are diminishing, a scholarship, no matter how small, can enhance the life of a young person. It also perpetuates the living memory of a loved one.
We’re well into the 21st century but two recent news items should make us wonder how far we’ve actually come in this, the 83rd anniversary of Dr. Martin Luther King Jr.’s birth and the 58th anniversary of Brown v. Board of Education.
The first is an article by Katherine Schulten in The New York Times that notes that on last year’s National Assessment of Education Progress exam, only 2 percent of U.S. high school seniors were familiar with the civil rights struggle of the 1950s. Students could not identify the wording from Brown v. Board of Education, the US Supreme Court decision that knocked down the “separate but equal” doctrine in public schools.
Ms. Schulten reported also that after a comprehensive review, the Southern Poverty Law Center concluded that civil rights history is often avoided in schools.
Much more disturbing, the Atlanta Journal Constitution reported that parents in one Georgia school district were enraged by math worksheets that contained questions about slavery. Among them: “Each tree had 56 oranges. If eight slaves pick them equally, then how much would each slave pick?” Another: “If Frederick got two beatings per day, how many beatings did he get in one week?”
Parents are demanding an apology as well as diversity training for teachers and administrators.
Parents should be demanding a lot more than that! They should ask about the teacher(s) who gave the test. Where was the sensitivity to the African-American students? They should know the context of the math test. Was this an integration of math and history? If so, were these the best examples that could have been used? They should ask if this was an ad hoc blooper or a carefully crafted piece of the curriculum. Finally, who is responsible for supervising the teachers and the curriculum in the school and district – and where were they?
Both parents and teachers need to be vigilant in preventing prejudice and in celebrating the diverse and tolerant country we say we are. That begins with Martin Luther King Day, but doesn’t end there.
In honor of MLK Day, the NEA called upon teachers to “help students put in perspective Martin Luther King, Jr.’s life, his impact on the Civil Rights Movement, and his significance to American culture and history.”
Martin Luther King Day is observed this year on Monday, January 16. As the magazine PTO Today wrote, this day is an opportunity for parent groups to “help focus students’ attention on the civil rights leader and to reinforce his message of racial justice and equal rights.”
In the second decade of the 21st century, students have to know more than anniversaries. The history behind the anniversary tells us who we are as a people and what we aspire to be. The lessons of Dr. King’s life and legacy must go beyond one day in our schools. How the civil rights movement is taught or how Martin Luther King Day is observed, while important, is not the whole story. What is important is that we teach our children that we are a society that respects and celebrates differences.
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During the holiday break, I confess watching a few episodes of TLC’s Toddlers and Tiaras, a reality show that features actual parents (mostly mothers) preparing and entering their small children in kiddy beauty pageants. The mothers are depicted inflicting on their tiny daughters coaching lessons, spray tans, heavy makeup, false eyelashes and hairpieces – all for the privilege of winning a crown or a small monetary prize for their child’s physical appearance.
It got me thinking about whether TV parents reflect our values or help to shape them. And what, exactly, are the values that we want our schools to teach our children?
Have you seen Robert Young in re-runs as Jim Anderson in Father Knows Best, a popular 1950’s situation comedy?
Jim set standards for his children — Betty, Bud, and Kathy — and constantly differentiated right from wrong.
Or do you remember June Cleaver as the mom in Leave it to Beaver? She was always in the kitchen with her shirtwaist dresses and pearls dispensing milk and cookies, while her husband, Ward, gave their sons, Wally and Beaver, weekly lectures in the proper way to behave.
The baby-boomer generation and their parents thought these were the perfect families, and while they were glorified lily-white versions of reality, there was no question that the parents’ primary responsibility was to impart values, such as fairness, honesty and caring, to their children. They also sat down as a family for daily meals, during which they discussed the day’s events.
In later decades, the Cunninghams, Howard (Tom Bosley), a hardware store owner, and his stay at home wife, Marion, attempted to set their children and family friend, “the Fonz,” on the right path in Happy Days.
On The Cosby Show, the Huxtables — Cliff (Bill Cosby), a physician, and Clair, a lawyer, African-American parents of five — also modeled and taught the values they wanted their children to live by.
While all these parents were idealized versions of real mothers and fathers, they provided a benchmark against which actual people could measure their actions. And they supported the notion that American parents were the repositories of wisdom, knowledge and integrity, and were supposed to pass these values on to their children.
Fast forward to 2012. We don’t hear too many lectures on ethics from television parents. But we do hear about social and emotional intelligence, and schools’ attempts to teach character education. Values such as respect, kindness, empathy, and giving back are needed more than ever in our society, and there are many programs in our schools that attempt to develop nice human beings and good citizens. But it’s naïve and unrealistic to expect schools to do this alone. Parents are key partners in inculcating values in their children. All the lessons and activities in the world will not succeed without parental support.
What are we learning about values from today’s fictional TV parents? Cam and Mitchell, the same-sex parents of Lily on ABC’s Modern Family, are over-conscientious and ever-present to their daughter’s needs. Being present is key to success and an important value. Parents can’t influence their kids at all if they are not physically, emotionally, and mentally present. This includes: engaging in conversation, attending school and other events, and modeling values.
Frankie Heck, played by Patricia Heaton on ABC’s The Middle, should also be commended for parenting three rather odd children and allowing each of them to be whom they are. Enabling children to discover their own interests, find their purpose and pursue their own dreams is a key to happiness.
In total contrast, the mothers on TLC’s Toddlers and Tiaras live vicariously through their children. They spend thousands of dollars to have their daughters — some less than a year old — compete in beauty pageants. It is painful to watch toddlers crying and fighting their mothers as they get them ready to “compete.” Equally disturbing is the intense disappointment of both parent and child when the aspiring mini-beauty queens fail to win a crown. While some of the children say they like to participate, their parents are forcing their own passions on their children! One mother admitted that she had a baby so she could enter her in pageants. Another did not have the daughter she wanted, so her s on is now one of very few boys competing on the pageant circuit.
As we enter the New Year, it’s crucially important for parents to be strong partners with their children’s schools in building character. For better or worse, TV parents, then and now, provide a framework of what and what not to do. Here are some tips for 2012:
• Be role models for honesty, integrity, kindness and caring.
• Let your children know what your standards are in word and in deed.
• Teach your child to respect and celebrate differences.
• Be present for your children, and show up physically, mentally, and emotionally.
• Model the importance of giving to others.
• Eat dinner together as a family.
• Allow your children to discover their own interests, and to find their own purpose.
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It’s the holiday season and there are celebrations everywhere – at the office, at home and in the schools.
However you celebrate at home or in the office, the notion of what is appropriate and inappropriate in public schools continues to evolve as our communities become more diverse.
When I was a child, Christmas was observed in the schools with Christmas pageants, Christmas concerts, Christmas parties, candy canes and Christmas carols. Children who did not celebrate Christmas felt excluded. A generation later, Hanukkah was given a mention with a Hanukkah song in the holiday concert and perhaps Hanukkah food, such as jelly doughnuts. It was better than nothing, but still not much.
Later, Kwanzaa was included. Whether it was called “holiday festivities” or Christmas, everyone understood that it was basically a Christmas celebration with merely a nod to non-Christian holidays.
Nowadays, students observe so many different winter holidays in our multi-cultural society that schools simply can’t keep up with them all. Rather than being exclusionary, a number of schools have adopted an educational solution to this winter dilemma by having the students share their family traditions with their classmates. In this way, the school or teacher doesn’t put an imprimatur on any one practice. The children explain their customs and share their foods – and it becomes a learning experience.
Did I say “food?” Anyone who has ever worked in a school knows that you can easily gain seven pounds between Thanksgiving and Christmas with all the ubiquitous goodies. But sharing food among children has become a real problem. Is the food gluten free, peanut free, animal free, kosher or halal? With medical conditions, such as celiac disease, food allergies and dietary restrictions, it’s not as easy as it used to be to share holiday fare with your classmates. In the past, people just didn’t know any better; now we do!
Add to this the rampant concern about obesity and healthy eating in this country, and we have another dilemma on our hands. Parties bring together students, teachers and parents, and provide a break from the routine. But school parties typically revolve around junk food, such as candy, cookies, cupcakes and chips. As parents across the country lobby for school wellness policies and healthier fare in school cafeterias, the traditional holiday party becomes almost politically incorrect.
With these dilemmas, parents who care have to weigh in. You have to speak up if your child feels uncomfortable or is in danger of having his health or beliefs violated. School officials will listen to your concerns. In one district where I worked, parents rallied against a Christmas pageant in one school. It was replaced by a more ecumenical sharing of traditions.
Recently, one Rockland County teacher went way too far by telling her students that there is no Santa Claus. Parents complained and the teacher called each parent to apologize. Clearly, this teacher had no business imposing her own views and impinging on children’s beliefs.
If your child has a food restriction, let the school know ahead of time. If it’s a matter of healthy eating, are you willing to make an exception for a special occasion – or do you think school parties shouldn’t revolve around junk food? A study in the Journal of Nutrition, Education, and Behavior indicated that when fruit was served along with candy and cookies, children ate it and their total consumption of calories dropped.
If you are a parent who cares passionately about what is served at class parties, form a committee and come up with healthier food alternatives. Additionally, plan fun activities that are not food-related. How about a community service project instead, around which parents and students can unite?
Whatever your individual concerns or beliefs, our public schools are for everyone. Most important at this time and throughout the year is that parents — in partnership with schools — teach children how to respect and celebrate their differences.
Wishing you a happy holiday season and a healthy new year!
`Tis the season and everywhere we look there are suggestions for gift giving. No doubt on your list of recipients are your children’s teachers. Newspaper articles, TV spots, websites and blogs — not to mention catalogs — provide a potpourri of possibilities for teacher gifts. There’s a lot of pressure out there to give your children’s teachers the right gift. So what should that be?
You might want to start by examining your school’s policy on gifting. Some schools set a limit, e.g. $25, some don’t allow it at all, some specify one gift from the entire class, while others say nothing on the subject. Whatever your school’s policy, it’s likely to be ignored by at least some people. My experience has been that parents feel very pressured to give the teacher a gift she/he will appreciate, and worry that no gift could influence the teacher’s perception of their child.
Some parents go all out, while others begrudgingly do the minimum. I will never forget that when I was in first grade my teacher announced to us that Becky had given her the best gift in the class. She had been invited to Becky’s house for lunch and Becky’s father, a dress manufacturer, presented her with a beautiful dress. I remember that I and the other children felt powerless and unworthy as she opened our gifts. Throughout the year I understood implicitly why Becky was the teacher’s pet.
Those days may or may not be gone. There are still some parents who will lavish expensive gifts on teachers, causing others to be resentful. There are some parents who believe teachers don’t need “tips,” and others who simply can’t afford it in these difficult economic times.
Conversely, as a former teacher and administrator, I can safely say that most teachers don’t even want gifts. They truly appreciate a lovely note or card expressing appreciation, or perhaps even a homemade gift or gift card. But while receiving a truckload of extraneous gifts is flattering, they usually don’t know what to do with all the random stuff they get.
Case in point: one year I sent an email to all 1,000 teachers in our district asking for new items that we could use to put together gift baskets for the elderly in the community. I was inundated with “stuff” — unwanted Christmas presents. We recycled the gifts, assembling beautiful baskets wrapped in cellophane and curling ribbon, and made a lot of people happy. It’s amazing how a potholder, dishtowel, and hand lotion can be made to look so good with the proper wrapping!
There are some schools that ask parents to refrain from giving teachers gifts and instead suggest they honor their teachers with a contribution to any number of worthwhile causes. In this way, families can contribute what they are able to afford – or not at all if they are strapped – and the gift is from the entire class. Here are some ideas:
- A gift card to a supermarket or department store for a needy family
- A class collection of non-perishable food items for a local food pantry
- Purchasing holiday gifts for a homeless family
- Providing a holiday dinner for a needy family
- A donation to a charity
New York Times columnist Nicholas Kristof recently suggested several humanitarian organizations, many of which would be appropriate as an educational exercise for students.
For example: donations to CARE can provide school uniforms; contributions to Heifer International provide gifts of livestock and training to help families improve their nutrition and generate income, and Helen Keller International’s ChildSight program screens children for vision problems and provides eyeglasses.
Don’t forget your local charities; it’s meaningful for kids to know they are helping those close to home.
Even if it’s too late to change your school’s culture now, start a discussion now – and maybe things will change next year. Engaging parents and children in choosing the cause and bringing it to fruition will infuse both kids and adults with the true meaning of giving
North Shore, South Shore, all around Long Island there’s talk of school closings to save district’s money in these dire economic times.
Several school systems, including West Islip, North Bellmore, and Smithtown, have already put school-chopping proposals on the table. And more are sure to follow in a weak economy with decreased state aid and a 2 percent budget cap on the horizon for 2012-2013.
Whenever school closings are proposed, parents get upset. For the most part, they are dedicated to their home schools and don’t want their children to be used as pawns in school-shuttering plans. They like their principals and their teachers and the familiarity of their neighborhood schools. But the financial burden is becoming almost insurmountable. So what are districts to do?
And just this week, New York State’s new education commissioner, Dr. John B. King, Jr., agreed with the idea for Long Island and Westchester.
Dr. Cantor, a former director of the Long Island Economic and Social Policy Institute at Dowling College, estimates that the 47 school districts in western Suffolk County could save $32 million a year by forming five town-wide systems.
Under his proposal, the merger of dozens of local districts would allow the elimination of the vast majority of school superintendents, business and personnel officials. And he would give principals the power to budget and hire. Although consolidation has been proposed many times in the past, Dr. Cantor believes the time may now be right if parents want to stop the trend of increased class sizes and reduced student services.
Dr. King, on the other hand, is in favor of a more sweeping countywide consolidation.
He points to county systems in similar suburbs, such as those in Maryland and Virginia, which have comfortable, well-educated residents.
Merging districts has always been a political hot potato and no one expects school boards and central office administrators to voluntarily give up their power. Yet Dr. Cantor says he is trying to raise awareness that there is an alternative to the yearly decimation of educational programs and services.
By the way, Newsday this week supported the concept of consolidation. It sided with Cantor’s proposal for town-wide district consolidation, saying the commissioner’s proposal was too severe for Long Island. The paper noted the historical hardcore resistance to mergers on Long Island, citing Elwood’s failed attempt last year to find merger partners. But it says the state could offer incentives to make the idea more palatable.
It is up to parents to lead the charge if consolidation is to become a reality. As Newsday put it, “The solution lies in making parents understand that as times get hard and the recently passed tax cap kicks in, the only way to save beloved programs threatened by tight budgets is efficiency. Taxpayers who really want to see kids get the best in education and activities may have to let go of their dedication to tiny schools and tiny districts.
“As money gets tighter, things change. If the other choice is a drop-off in educational offerings, parents and taxpayers should demand that districts look hard at consolidation rather than fight it. Once they do, the process will be halfway home — and everyone will be closer to a more efficient and equitable way to educate our children.”
Dr. Cantor offers some reassurance to parents who are frightened by the prospect of consolidation by emphasizing that it “gives parents control of their local schools; children remain in the schools that the parents moved into the neighborhoods for. Parents will have more say in education because their local principals will be in charge of the budget and student achievement, not isolated administrators. Classes would remain smaller and teachers preserved.”
He added that the factors that would change with consolidation would not impact the students’ school experience but rather are “budget items that have no role in the children’s education; in fact it directs more school budget dollars to the classroom.”
And, Dr. Cantor stressed, “the plan preserves the neighborhood school. Children are not transported to other schools and districts. Nothing changes but better education at lower costs.”
I urge all parents to read Dr. Cantor’s consolidation plan on his website, www.martincantor.com. Click the publication link; the paper is at the bottom of the list.
Become familiar with all of the issues related to this topic. Deep cuts are on the horizon in all districts. Be informed, and decide for yourself what’s best for your children’s education!
NY schools chief eyes consolidation plan http://www.newsday.com/long-island/ny-schools-chief-eyes-consolidation-plan-1.3352428
Albany joins school-consolidation chorus http://www.newsday.com/opinion/albany-joins-school-consolidation-chorus-1.3354740
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