The Public's Schools

I have a confession to make: As the mother of a rising kindergartner, there's a tiny part of me that hopes all the "neighborhood schools" candidates get elected to the Wake County Board of Education on Oct. 6. You see, as a mom, I'd really love for my son (and, in a few more years, my daughter) to attend the elementary school in our neighborhood.

What's not to love? We could walk to school in 20 minutes, joining with our friends along the way to form a daily elementary school parade. He would be in school with kids he knows, whose parents I know. He'd be at a "good" school that's safe, familiar, stable and on a traditional calendar. Norman Rockwell himself would probably want to paint a picture of it all.

Even before I became a mom, I couldn't fault the parents who complain about (and then form yet another group to fight) annual reassignments that resulted in instability, uncertainty and sometimes long drives for families around the county. Now that I am a mom, I understand their concerns in a whole new way.

But I know too much. I am more than a mom -- a former teacher, a public education advocate, a citizen, a taxpayer -- and I cannot in good conscience support an approach that will lead to the re-segregation of schools, no matter how lovely my personal scenario might seem through the eyes of motherhood.

As a parent, my job is to do what is in the best interest of my own child. But the teachers, administrators and elected officials in our community? Their job is to do what is in the best interest of ALL children, regardless of what neighborhood they live in or who their parents are.

There are plenty of arguments on all sides of the debate around "supporting diverse schools" or "supporting neighborhood schools" (which aren't mutually exclusive in theory, but generally are opposites in practice). I don't have the time or energy or clarity of thought to wade through them all. But here are few things that, from research and personal experience, I know to be true:

• Schools with high concentrations of poverty have a harder time being successful than schools with fewer low-income students. It's not some kind of hogwash about having poor kids sit next to rich kids so they can learn better. It's simply that students living in poverty, no matter how smart they are, come with additional challenges (like being hungry or not having adequate health care or having a single parent who can't be home much because she's working two jobs) that schools must try to address.
• Schools with high concentrations of poverty tend to have higher rates of teacher turnover because they're tougher places to teach. That usually means more teachers with less experience and a general instability within the school culture, which means that teachers suffer and students suffer. And that's all students in the school, not just the poor ones. Studies suggest that students in poor and minority schools are twice as likely to have an inexperienced teacher and are 61 percent more likely to be assigned an uncertified teacher.
• Advocates for a "neighborhood schools" approach who claim that additional funding will be given to schools in poor neighborhoods to help them overcome their challenges are full of crap. Particularly in today's world of slashed budgets, the money won't be there -- or if it does come, it won't last long. And, unless you're Geoffrey Canada in the Harlem Children's Zone, it won't be enough to make a difference.
• Wake County's diversity policy is imperfect -- and I think the district sometimes does a poor job of implementing the policy, leaving families feeling ignored and snubbed -- but maintaining integrated schools is the right goal. The district is not "out to get" anyone and derives no pleasure from disrupting parents' vision of how school should be. They are simply wrestling with making the best decisions they can in support of the nearly 140,000 students in the district.

As for the election on Oct. 6, unfortunately I don't get to vote because I don't live in one of the districts on this year's ballot. If you are eligible to vote, I certainly don't presume to tell you who to vote for and am not endorsing any candidates. But I hope that, regardless of where you live, you'll consider that, as parents, we have the luxury making decisions based on our own children. Our school districts must consider all the children at once.

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If you'd like more information the role of diversity in maintaining healthy public schools, read Making Choices, a report I co-wrote in 2003 when I worked at Wake Education Partnership, or Striking a Balance, a 2008 report from the same organization. And feel free to comment, argue, debate -- just please be polite about it.

When Cyndi climbs down from her soapbox, she can be found blogging at Junius & Pippi Take the Cake.

Comments

[cindy w]

This is fascinating to me because my daughter is 2 1/2, so we have a few years before I have to worry about the Wake County School District. I'm trying to learn all I can about it now so I'll be prepared when the time comes.

Good post, thanks.

[~vee]

I'm in Texas so I don't understand. Do children go to school based on ethnic diversity rather than geographic location?

Here, our schools have assigned zones. Where you live dictates which school your child attends. If you wish to transfer your child to another school there is a possible waiting list (only a certain % are allowed to be transfers in each school) and a yearly fee. Also, transferred students can't use the school busing system; they need to provide their own transportation.

How are things different in Wake County?

[Carolyn]

Amen, Cyndi!!! Thank you for this thoughtful, respectful post.

[wine bottle bags]

That wouldn't be any problem at all.