Amherst has four Elementary schools: Crocker Farm, Fort River, Mark’s Meadow and Wildwood. Due to the economic crisis, Mark’s Meadow is closing and the town therefore must be redistricted accordingly. One thing to be said about the redistricting is that with the closure it is inevitable and must happen. It is how the issue is being conducted that is causing approval from some and disapproval from others.
Over the years, each school has developed a culture to it. Because of open enrollment, meaning you can choose which school your child attends, certain cultures have created communities within certain schools. Crocker Farm has developed a large Latino population, and an English as a Second Language program to serve them. Fort River has the Cambodian students. Wildwood held a majority of the Chinese students, prior to the creation of the Chinese Charter School. Mark’s Meadow was the most racially diverse school and many of the students there were the children of UMass graduate students. After attending the School Committee meeting on October 22nd, where they presented their final maps, the argument was made that this “language clustering” within the schools is illegal.
Another issue that families have is the redistricting is being done with the criteria in mind that all schools should be equitable. This equality means that all Elementary schools will have about the name percentage of children on free and reduced lunch. The School Committee has stated that this is because studies prove that when there are high numbers of children on free and reduced lunch, that children do not fare as well. Certain areas of town are being treated differently with a group of apartments going to another school, while the houses surrounding it going to another. Essentially an island has been drawn around the Boulders and all of those children will go to Wildwood while all the children around them will attend Crocker Farm. It is a combination of disrupting the language clusters within the schools and the idea of busing the poor children away that have upset some in the town.
This has caused our group to take a new direction regarding the achievement gap for low-income students. From the research I have found, there are five promising factors to closing the achievement gap: 1) alignment of standards, assessment, and curriculum; 2) teacher quality; 3) class size; 4) parental involvement; and 5) leadership among staff. Parental involvement is an important quality, and we looked at an dissected why parents and community members are not involved. As the school can often times be an uninviting place, or the first parent-teacher interaction is when a child is being disciplined, we needed to come up with a way to create community and welcome all families from the start. Therefore the problem will now be that there is too little community involvement in the school systems.
Now our group has taken the direction of picking up the pieces after the moving of students, teachers and resources is finished, with the hope that we can turn these pieces into a mosaic. We will focus on starting discussions in the Spring by inviting all students, parents and teachers to a dinner to talk about how to better the school system. Here is a blurb I wrote for the group about our mission for the discussion in the Spring:
“Dinner and Discussion: Setting a Tone for the First Day
A night of food and conversation welcome to all families, students and teachers in the Amherst schools. This will be an opportunity to engage with one another about how to build community and improve all students’ education. With the changes taking place next year, our thoughts about the direction we want to go in have never been so valuable. Now more than ever we need to come to together to talk about our vision of our school system and how we can make that a reality in this new school year. Let’s start the year off right by making the decisions for ourselves how our community should be. The event will be occurring at the Masonic Lodge located next to the Amherst Police Station and accessible by Buses 30, 31, 37, 38 and 42. Childcare and translation will be provided.”
Instead of writing improve all students’ education, I thought about writing about equity for all students education, however there are feelings in the group that we do not want this to be associated with the redistricting. We also do not want the event to see like the opening of old wounds but how we can heal this and start anew. This blurb outlines the role of the group from here. Most of my research will be situational, like learning the more about how things operate in the Amherst schools.
Another policy I have been researching is the First Day program, from the recommendation of a teacher within our group. First Day began in Vermont with the goal of increasing community support for education. In the program, on the first day of the academic year all families are invited to come into school to be with their child. They have assemblies, activities and even just go class to class to meet their child’s teachers. This brings in those families who are usually discouraged by parent-teacher activities, with the hopes that everyone will become more involved in the school system. Since this year will be such a new year for all parties involved, it is vital that we start strong in order to make the schools the best they can be.
A problem which I hope we will find a way to address is the underlying tones of classism within the town which cause a divide within the school community. It is important for this issue to be talked because it has created the elephant in the room. Therefore there is difficulty in bringing the community together, especially in the school systems where certain socioeconomic identities are more represented and advocated for than others. While this seems to be a problem among the parents, it is the students who lose. The students are in a difficult predicament because they do not have voting power and are often not given the ability to advocate for themselves.