The School Board Is Not Listening

Here's today's post from My Convertible Life... click on over to get all the links. And don't forget to sign up over there so you can keep on reading...

I spend a lot of time venting to my husband (bless him for listening) about articles in the newspaper, particularly those related to our public schools. Occasionally, I also vent to all of you. But here's the excerpt from this article published yesterday that finally got me to send a letter to the editor last night:

Kathleen Brennan, a Cary parent, said that while some parents won't get what they want, at least they're being heard now. Brennan is a co-founder of Wake CARES, a parent group that sued Wake over mandatory year-round schools.

After the N.C. Supreme Court ruled last year that Wake didn't need parental permission to send students to year-round schools, Wake CARES worked with other groups, such as the Wake County Republican Party, to elect new school board members.

"Parents are speaking out that they're dissatisfied, and the school board has given them a voice," Brennan said.

The good news for those of you tired of listening to my long-winded rants is that the word limit for letters to the editor is 200 words. So I'll refrain from lounging around on my blog soapbox and just give you the letter I sent to The News & Observer last night:

Kathleen Brennan (Wake CARES) says that while some parents won't get what they want in school options, the school board is listening and giving them a voice.

It's ironic she believed the former board didn't hear parents because board members didn't vote to end assignments to year-round schools. Now that the board majority is on her “side,” she assumes they are listening to all parents.

Yet the board is NOT listening to me, the parent of a rising kindergartner. The parent survey regarding year-round schools won't come to me, although my base school is year-round. The survey also won't come to my neighbors because they aren't parents, even though their tax dollars support and build schools in Wake County.

The board majority acts as if they are accountable only to those who voted for them – less than 4 percent of the county's eligible voters. I hope these board members will listen to all the voices in Wake County, not only those who agree with them. If they don't, they will renege on campaign promises of being responsive to parents – and they will do great harm to our schools and community in the process.

* * *

If you are also frustrated by the recent actions of the Wake County Board of Education, I urge you to write to the board and send letters to the editor -- don't just sit around and complain to your spouse. If the school board only hears from the people who are pleased, they'll assume that everyone is equally happy with their actions.

Mama Wisdom for the Holdiay Break

Preschool is closed until the new year.

I should probably be excited about the opportunity to spend two whole weeks with my beautiful children, playing and celebrating the holidays. Instead, I'm a little bit terrified.

Did I mention it's two whole weeks, plus two more days?

But instead of quaking in my slippers and trying to figure out how to get Sesame Street to play on continuous loop, I'm making plans with friends and remembering this note that came home from Junius's preschool teacher last week:

"As my children get older, I struggle more and more to fit into their schedule. It doesn't seem that long ago that they were happy to sit with me on the sofa and watch Charlie Brown or read a Christmas story. At the time, I remember thinking that what I really needed was time to run to the mall or wrap a gift. I didn't realize how quickly the time would fly. While your children are small and still think you are the greatest thing ever, please take the time to make those memories that will last. Make cookies together, let your child help you wrap gifts for the family, read a Christmas story, sit on the bed and tell your child what Christmas was like when you were a child. Before long your children will be grabbing the car keys and running out the door. You only have them for a short time -- make it count!"

So now we're heading out for a fun morning with friends at the Museum of Life and Science, where I won't be distracted by my computer or the 782 things that need to be done around the house before everyone arrives later this week. We'll have a great time with minimal whining (by me or them) and lots of activities.

And hopefully all this fun togetherness will have another side benefit -- a good naptime for the kids so I can still have a few minutes to myself when we return home.

Thursday Soapbox: The Myth of Rubbing Shoulders

Today I'm stealing a guest post written earlier this week by a 2007 graduate of Enloe High School regarding the significance of Wake County's diversity policy. For those less familiar with Raleigh, Enloe is a magnet high school that offers the International Baccalaureate program and is focused on humanities, sciences and the arts. Enloe, which regularly makes Newsweek's list of the top 100 high schools, opened in 1962 as the first integrated secondary school in Raleigh.

I love this post for several reasons...

1. This student learned more than the standard curriculum in high school -- he learned about the world, about people, and about the kind of person he wants to be.
2. This student recognized that his high school experience had significance beyond simply getting him a diploma and into college.
3. This student is still connected to his community and paying attention to current events, even though he has graduated and moved away for college.
4. This student took the time to share his experiences in an effort to make a difference for others.

Without further ado, here's Abhiram in his own words:

The Myth of Rubbing Shoulders

[There is a] myth that kids in magnet schools are merely rubbing shoulders and don't learn anything from diversity. I would like to debunk this right here and now with a few examples.

I understand very well that the following examples concern sensitive topics, and my intention is not to inflame emotions about these particular topics, but to address the impact that a diverse environment can bring to discussions concerning these topics.

Having participated in class debates about affirmative action in a diverse classroom, I understand very well the palpable tension that hovered in the air. Looking across the room, I could see very clearly the real impact this debate was having on each person as it related to their academic, social, and racial identity. Being in that diverse environment reminds you that you're not just talking about demographics, but real people on whom your advocated policy impacts. In a diverse classroom, you as a student can no longer ignore that elephant in the room and live in your ideological cave, but must absolutely step out into the open and see the world and the truth that it offers from many different perspectives.

Another example: As religion can be a personal and sensitive topic, it is often avoided as a topic of conversation among peers in ordinary life. However not too long ago, this peaceable state of affairs came to a crashing halt when one Wake County teacher invited a controversial speaker to talk to Enloe students. This speaker crossed the line and attacked and spread falsehoods about a particular minority. Had there not been a diverse enough community to recognize the blatant lies that had been propagated, it is not clear whether the appropriate authorities would have been contacted. In fact, no member of this particular minority was at the talk; the diverse student body confronted the issue and discussed it with their peers and it was only because of that diverse discussion that subsequently a responsible student (who belonged to that minority) alerted the appropriate authorities. [For more background on this incident, click here.]

Also, we take a course on World History in the 10th grade and part of this course includes a discussion of Holocaust and a trip to the Holocaust Museum in Washington D.C. Can you even imagine how much more poignant each moment becomes when you look at the expression on your Jewish friend’s face who’s family had suffered at Nazi hands?

Another topic we discuss in our World History Class is the Hindu Caste System. Once again the elephant in the room could not be ignored. There are Hindus in the classroom. I can still remember the looks on people’s faces as they glanced at us, perhaps wondering, “Do they really believe that?”, “Does their religion really say that?”, “How could they be so blatantly insensitive?”

And then we have a class discussion; nobody defends the anti-egalitarianism, but we point out mankind’s long tradition of misusing and misinterpreting religion to justify evil, with examples of anti-egalitarianism from other religions and from our own country’s history, when slave-owners would justify “keeping one’s place in society” to their slaves through biblical stories. What diversity brought was not mere, “shoulder rubbing,” rather it functioned as a check and balance on our collective arrogance. It reminded us that we are all human and all come from equally legitimate backgrounds which have all had their fair share of unfairness.

Suddenly, it begins to all tie together. We no longer see only through our own eyes, but through those of our peers as well. We begin to understand not only the men and women with whom we interact, but also what drives them, and why they see the world the way they do.

What diversity brings is not merely the “rubbing of shoulders” between the rich and the poor, or even the one-way transfer of knowledge from one party to another. It brings an understanding between people and of the motivations that drive them. It is an understanding to which “F&R” kids contribute and receive, and one that they deserve as well. It enlightens ALL of us with multiple perspectives on issues so that when we deal with the diverse conflict present on the increasingly international daily theatre, we will not blindly rush forward with single-minded and ignorant views.

________

If you're a registered voter in Wake County and you'd like to sign a petition (started by Enloe students) in support of the district's commitment to ensuring diverse and healthy schools, click here.

Thursday Sopabox: Character Education

A few years ago, I stopped watching the evening news because it was just too disturbing -- becoming a mom made me nervous enough, but seeing story after story about fires, crashes, abductions and killings put me over the edge.

Now it looks like I'm going to have to stop reading the paper, too. For the past two mornings, I've started my day as a serious grouch because of the headlines about the new Wake County Board of Education.

Today's soapbox post will ignore the actual substance of the decisions made at Tuesday night's board meeting -- you already know how I feel about the diversity policy and the magnet program, and I'm saving the staff development issue for another day. Today I just want to rant talk about the behavior and attitudes at the meeting following the swearing in of the four new members.

These new members campaigned on the notion that the old school board was arrogant and deaf to the concerns of parents and the community. Then, after being sworn in, these same members promptly got drunk from the kool-aid of power, pushed through eight new agenda items on major issues without any notice (or even printed materials) to the other four board members, and elected one of their own as the new board chair and another as vice chair (a leadership change that usually takes place in June of each year).

When questioned about whether they were behaving with the same arrogance that they'd accused the old board of, new board chair Ron Margiotta (the only incumbent who supported the new board members during the campaign) had this to say during the meeting: "Let's show the public we're going to respond to what they've been asking for all this time. That's the opposite of arrogance."

This is the same Ron Margiotta who threatened to cut off public comment during the same meeting when critics lined up to voice their concerns. Um, hello, irony?

To the "ruling majority": I've got news for you people. "The public" is not a homogeneous group. "The public" is not made up only of voters who elected you. "The public" is not all lined up to dismantle the Wake County public schools. "The public" is more than the squeaky wheel. In fact, only about 3 percent of the 570,000 registered voters in Wake County even supported you in this campaign. That's hardly a sweeping mandate for change.

If you're really serious about listening to "the public," that means you have to listen to ALL of it. Even me -- who didn't get to vote for or against you since you don't represent my district and who disagrees with most everything you did on Tuesday night. I know things aren't perfect in our schools -- and I'm happy to share my list of things I'd change if anyone wants to listen -- but I'm not interested in throwing out a healthy baby with the bathwater.

As a parent, I'm trying to teach my children how to behave politely and appropriately as the best way to get what they want. I'm attempting to model for them the way I hope they'll act when things aren't going their way (some days that goes better than others). And in our public schools, a district-wide focus on character education emphasizes such traits as integrity, respect and self-discipline.

If our own school board members can't display these traits, can't behave in a civil and thoughtful manner during a public meeting, how the hell can we expect our students to act appropriately in school? Maybe it's time these new board members had a tutorial on the difference between being a character and acting with character. And while you're at it, throw in a lesson on sunshine laws for good measure.

Disclaimer: I did not attend the meeting Tuesday night. I went to plenty when it was part of my job, so I chose to spend that time with my family instead. I'm writing this post based on what was reported in The News & Observer, so I realize that I'm responding to someone else's view of the event. No need to lecture me on not believing everything in print, unless you were actually there and want to adjust the record.

Photo by Ted Richardson at newsobserver.com, showing three of the four new board members (Debra Goldman, Chris Malone and John Tedesco) during Tuesday's meeting, along with newly elected board chair Ron Margiotta (seated).

Thursday Soapbox: Magnetic Responsibility

I may or may not have wasted an hour yesterday morning. That's because the magnet school I toured may or may not be there in six months. The building will be there -- goodness knows Wake County needs all the school buildings it has -- but the school, the program, the teachers, the students who make up that building today might be gone. Or not.

As a parent of a rising kindergartner, that's what's making me crazy these days -- the not knowing whether the incoming school board will make little tweaks or sweeping changes to my public school district.

In their quest to be responsive to parents, the newest four members of the Wake County Board of Education -- who will be sworn in on Dec. 1 -- campaigned on promises of a return to "neighborhood schools" and an end to "busing for diversity." I'm not exactly sure what people mean when they use those heavily-loaded phrases, but I do know that a strict neighborhood plan would eliminate or at least severely handicap Wake County's national-award-winning magnet program.

The Wake County Public School System (WCPSS) lists three objectives for its magnet program:

• Reduce high concentrations of poverty and support diverse populations
• Maximize use of school facilities
• Provide expanded educational opportunities

The first bullet point there got a lot of attention during the campaign because "diverse populations" got shortened to "busing" -- and no one likes "busing," even though it's not nearly that simple. The third bullet point is a big part of what draws most parents -- including me -- to consider these schools for our children. Imagining Junius learning about music, art, science, technology, language, leadership and media in elementary school sounds wonderful -- especially when I don't have to pay tuition for him to get it.

But that middle bullet point is one that gets lost in the rhetoric -- and it's one that every taxpayer in this county should care about, regardless of whether or not they have kids in the public schools. Employing a magnet program -- one that lures families from the crowded suburbs into downtown schools or schools in "less desirable neighborhoods" (how's that for a fully-loaded phrase?) -- is a fiscally responsible way to run a district as large as Wake County.

Without the magnet offerings, Wake County would likely return to the challenges seen here in the early 80s before the program began -- the same challenges now facing Charlotte-Mecklenburg, where downtown schools face under-enrollment and suburban schools are bursting at the seams. In a district of nearly 140,000 students that continues to grow by at least 4,000 students a year, despite the recessions, Wake County simply cannot afford to have empty seats.

Unlike Clay Aiken, I'm not planning on calling the new board members "selfish idiots." I'll reserve that judgement until they've had the chance to quit campaigning and start governing. I'm truly hoping that they're not idiots at all -- and that once they get into the substance of the issues facing our schools, they'll realize it's not nearly as simple as they thought.

Personally, I want the new school board members to care about the magnet program because it's been successful for the students in those schools. I want them to hear the voices of the parents of those students, even if those parents don't live in the board members' districts. I want them to find ways to provide the best education possible to all 140,000 kids.

But I know that money -- not student achievement or parent satisfaction -- is the real bottom line. And in tight economic times, I hope the new school board will remember their fiscal responsibility to use the existing facilities in the most efficient way possible -- and that includes maintaining a healthy magnet program in Wake County.

Thursday Soapbox: 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.

* * *

I may have to write on this topic again -- I've been struggling with this post for weeks and am still not satisfied. It's a complicated issue and I'm inclined to wander off on a million different tangents. In the meantime, if you'd like more information, 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 be polite about it.

My Other Writing Gig

Haven't had much time for blogging this week because I've been busy working on this (released today). It's not nearly as much fun to write, but the pay is better. If you're looking for information about gifted education in the U.S. (or, more specifically, in Guilford County), follow the link.

In the meantime, I've been storing away ideas about all the posts I'm hoping to write now that this project is finished -- funny quotes from my kids, books from my childhood, articles from my year abroad and a soapbox post about public schools.

Hope to get to some of them soon -- my head is getting crowded. Or maybe that's just the allergies that seem to have attacked me today.

Also, in case you were wondering, I have it on good authority that the recent change in barometric pressure is what's making my kids act extra crazy this week. Thank goodness it's not bad parenting.

Back to School

Is it tacky to do a big dance in the preschool lobby after dropping your kids off for the first day of the new year?

I mean, I know that it can be a tough day for mommies (and daddies) taking their little ones for the first time. I remember that day, three years ago -- Junius was delighted with all the toys, but all I could think about was that my baby didn't need me anymore.

But today, I am positively overjoyed to take them both to their very lovely preschool with their very wonderful teachers and come home to get some work done for paying clients. And it's not their first year, which made the dropping off even easier. So yes, I did a little dance groove on my way out of the school, humming the Sesame Street "Preschool Musical" song to myself.

This summer I learned that I'm really not cut out to be a full-time, stay-at-home mom (I had already suspected it, but this was my first extended period of time home with two children when we were not in the midst of moving). Most of the time I'm okay with that, but occasionally I have pangs of guilt and inadequacy about not wanting to be with my children all day every day. Then a friend reminded me yesterday that being a SAHM is a skill (and a talent), one that she and I have never had to develop because we've always been working a part-time or full-time job. Those moms who do it -- and do it well (bless them!) -- know that it takes serious effort to make that time at home work for everyone. My friend assured me that we could both learn how to be full-time SAHMs (without the help of preschool) if we had the opportunity.

It made me feel better to hear her say that. For now, I'm going to trust that she's right. And I'm going to say a little prayer that I not have the opportunity to prove her wrong.

P.S. The photo above is one of several I tried to take this morning before we left for preschool. Why oh why is it so incredibly difficult to get both kids facing the camera at the same time? I'm not even asking for smiles -- just both of them showing me their faces. Argh.

Online Music Monday

We're having a beautiful time at the beach, although I'm grouchy this morning because apparently my daughter didn't get the memo about sleeping late and taking long naps on vacation.

Thankfully, I had a link to this video from a friend on Facebook to cheer me up:


As budgets shrink across the country, school districts are facing tough decisions about cutting teaching positions and eliminating courses. In some cases, that means getting "back to basics" by focusing on reading and math. I'm a former English teacher, so I appreciate attention to reading -- and numerous studies have shown that a student's future academic success is dependent on learning to read by third grade. But a focus on reading and math at the expense of science, social studies, foreign language and the arts comes at a price.

The following quote is from an article about how the P.S. 22 chorus became celebrities on the Internet and got to meet some of the artists whose songs they've covered (like Tori Amos, Stevie Nicks and Rhiannon):

"As for fame, aside from some local-hero treatment on Staten Island, getting spoiled by stardom isn’t an option, thanks to the bittersweet realities of P.S. 22, which runs only through fifth grade; most of the current group graduated from the school and the chorus last month. 'I’m devastated,' says Milagros Vega, whose daughter, Mariah Baez, is an alto. 'I want to hold her back.' Mariah typifies the benefits of working with Breinberg: Confidence skyrockets and grades improve. 'Mariah has more friends and is so much more expressive' Vega says."

"Confidence skyrockets and grades improve." The ability to sing songs by The Cure might not get tested by No Child Left Behind (NCLB), but the significance of being excited about learning and having opportunities for success can't be measured by standardized tests.


Gregg Breinberg (a.ka Mr. B), who started the chorus at P.S. 22 in 2000, has a blog about the group and their performances. Check it out -- more than 9 million people have already watched their videos. I just hope that, when it comes to supporting public schools through volunteer time or taxes and bonds, all those viewers will remember what our teachers and students can accomplish when given the support they need.

Photo from PS22 Chorus blog.

Friday's Five: American Lit 101

It's back-to-school time. I know because all the stores are stocked with pens, notebooks, blue jeans and sweaters -- because nothing says back-to-school when it's 95 degrees in August like a nice sweater. But this post isn't about what to wear on your first day back in the classroom. Instead, it's about five books you should have read in high school English class (or at least your college American Lit class).

If you haven't read these, go straight to your local library or independent bookseller and find them. If you read them in high school, but haven't looked at them since then, they deserve another try. If nothing else, you need to have read them to understand all those literary allusions in high-brow things like ads for The Gap and episodes of The Simpsons.

All five are books that I taught as a high school teacher, and I'm certain I didn't fully appreciate them until I read them as an adult. Whether or not my former students liked them is something about which I will refrain from speculating -- but I can only hope they found their way back to these books a second time.

1. Fahrenheit 451 by Ray Bradbury: Drama, intrigue, suspense and censorship in a futuristic world that parallels real life today in strange ways. With flame-throwers. The 1966 film version is just bad, so don't bother.
   
   
2. Of Mice and Men by John Steinbeck: One of the sweetest, saddest stories of friendship ever. Makes me cry just thinking about it. The John Malkovich/Gary Sinise movie version of this book is actually really good, but you should still read the book.
   
   
3. The Scarlet Letter by Nathaniel Hawthorne: The tale of a surprisingly strong female character who is inexplicably in love with a very weak man. At one point, she tells him, "Preach! Write! Act! Do anything, save to lie down and die." That's my favorite line (loosely translated to modern English: "Dude. Get over yourself, grow a pair, and live your life, preferably with me in it.") Watching the Demi Moore film version does NOT count.
   
   
4. The Great Gatsby by F. Scott Fitzgerald: Secrets, opulence, jazz and heat. So glamorous and tawdry at the same time -- what's not to love? The Robert Redford/Mia Farrow movie version is unintentionally funny to watch (lots of fuzzy lighting and stiff dialogue), but not a particularly good film.
   
   
5. Their Eyes Were Watching God by Zora Neale Hurston: Another strong woman with a tough story, this novel wraps you up in Janie's life and loves in the early 1900s. The book is ritten in dialect and beautifully descriptive. Haven't seen Oprah's film version with Halle Berry, so I can't comment on that.
   

Note: As always, the links take you to purchasing info about the books at Quail Ridge Books & Music, which neither offered nor sent any compensation in return for this post. Also, the authors in no way bribed me to get their books on the list, given that they're all deceased, except for Bradbury, who doesn't know I exist.

Image from wikipeida.

Here Comes the I-love-you Man

Junius spent the past week at Superhero Camp through a great arts school near downtown. He had a blast, learning to fly, making a superhero belt and doing whatever else superheroes do. In addition to talking about Superman and the rest, they also talked about real life superheroes, like firefighters and garbage collectors and other people who make our lives better.

Every day he came home with a different stamp on the back of his hands -- his reward, he told me, for doing such a good job. On the last day, when I was admiring his hands, I noticed that the stamps that day were the ASL sign for "I love you" -- an image of a hand with the thumb, forefinger and pinky up, while the other two fingers are folded down.

That's so sweet, I thought to myself, that they're teaching the kids to be loving and kind superheroes.

When I asked Junius what the pictures were on his stamp, he lit up and announced, "It's a web-spinner hand, Mom! It's awesome!" Then he demonstrated by holding his hand out and pretending to shoot webs out of his wrist.

Sometimes, I am so not cool.