a dilemma of participation

What gets people motivated to get involved in the fiscal health of the schools that educate their kids?

These days, this is a question which I ponder quite regularly .

New Jersey has tilted the balance of funds to public education from the state coffers to the local community taxpayers, putting schools in fiscal binds and stirring up resentment in the public that gets directed at one of the only budgets that people get to vote on - the school budget. Is it any wonder that people, stirred up by economic situations beyond their control, exert their control by voting down many local school budgets?

But mostly it's just a small portion of the population who take the time and energy to actually exert that right of casting a ballot. Less than 20% of our community came out to vote in last year's school budget election and our populations tops 50,000 people.  

Now since I can't believe that situation is unique to our township, I'm forced to wonder what the obstacles are that prevent people, parents specifically, from taking an interest and active participation in determining whether a school budget is passed or not, considering that their children spend 13 years, if one counts kindergarten, within the halls of an establishment whose main focus is shaping the education, the critical analysis, the mathematical abilities and the reading comprehension those children receive.

Because if I knew what those obstacles were I could find a way to encourage and urge those parents to get more involved, to participate in the discussion and offer their insight, and learn the real facts. Because knowing those facts would overcome misconceptions and politically motivated rhetoric. Pushing information out is as easy as pressing send on an email, posting it on a website or sending an automated phone message. Engaging community with that message, asking them to take in that information and act on it, one way or the other, is the hurdle and given all the efforts put in this year, I'm not sure how else to prompt further action.

It's no secret that people are quick to speak up when something bothers them, or when they feel an action doesn't line up with their agenda, because then the participation gets loud and angry. That's a fine thing, but it's decidedly one sided and usually over a specific topic and once that has been addressed and the heat has subsided, the usual complacency sets in and those folks cast theirs eyes elsewhere, forgetting, or ignoring that there is still day to day business happening that impacts decisions and would benefit from involved community.

As NJ cuts public school aid and ties local school boards hands, the state
turns a blind eye to the increasing costs of private specialty schools needed for special education students, obliquely imply that local districts are spending too much in this area, and do nothing to curtail the year over year increases those private schools burden the home districts with as they endeavor to seek out the best education for that student population. Why does the NJ DOE not look to restrict tuition increases in that sector since it is still education dollars for our students? Why does the state do nothing to limit the increase health insurance costs impose on a school district annually? The average yearly increase school districts are faced with in one of the larger budgetary expenditures hovers in the 15% - 20% range. It seems that the state offices are perfectly okay that tax dollars go to a bloated insurance executive bonus instead of an early intervention reading program, adding an elective to the curriculum, or an advanced placement language course.

It takes the participation of the larger population to decide what is in their best interests, and in the interest of the schools educating their kids, yet that participation is limited to a small segment of involved parents and community minded individuals. And that's a shame as every person in the community, be they people without children currently enrolled or individuals without children, benefit from educating the next generation of innovators, civil servants, scientists, doctors, or businessperson. 

the frustration game

As parents we’re pretty vigilant that our kids do their homework, give more than their best to their school work, keep their grades up and reach for more than just getting by.

We’re probably more attentive to our son’s educational career than our daughters right now for many reasons, all of which are wrapped up tight with the dyslexia bow tie.

Ace is a smart kid with above average intelligence yet his test grades give the impression that he doesn’t study, that he doesn’t put in any effort and that he doesn’t care.

This is a frustrating issue for him. When he sees test after test come back with less than stellar grades, he gets annoyed and frustrated that no matter how hard he studies, how many times he stays after school for extra help, he’ll never achieve the grades that seem to come so easy to his sister. This frustration then dampens his enthusiasm for school and the class, or classes, he struggles with the most.

What’s frustrating for us, as parents, is seeing this in our son, despite knowing what he can accomplish and searching for ways to help him over look test scores and focus on putting in effort, giving that extra above your best. Not to mention the constant pitched battle of getting an active teenage boy to spend more hours studying, despite the success he has had in other classes after extra study time.

We have high expectations of our kids when it comes to school. We expect them to put in more than the average effort and time, demand that their homework be done before entertainment and that if grades fall extra –curricular activities such as sports, video game time and friend time, will be limited. It’s what parents should be doing. Isn’t this part of the job description?

The frustrating reality is that in high school, test grades do matter, especially when it comes to getting into college.

As Ace got headed into freshman year, we pushed him harder to overcome some of his biggest challenges. As a kid with Dyslexia, literacy has always been the hardest subject; all the reading, summarizing, writing and analysis is a daunting prospect. Over the teacher’s objections and the administrations hesitancy, Ace took an Honors English class as a high school freshman. The teacher was informed of Ace’s Dyslexia and, after voicing her concerns about him being placed in her class, agreed to see how he progressed. To help him with the reading assignments, we made sure he had the Audiobook version of all his books as well, so he could listen to the cadence of the book, reinforce the rhythm of the language and further absorb the content of the book, all of which can be very difficult for him when he reads. He spent time after school with the teacher, he wrote and rewrote and rewrote essays before the final version made it to the teacher. He didn’t do all that well on his tests, but at the end of the class he got a B and the teacher’s opinion had done a complete reversal. She complimented him on his work ethic, on how involved he was in class, she told him, and us, that she wished she could have given him more one on one time because he was clearly a good student and wanted to learn. All of this positive reinforcement, recognition of the effort and what he learned in that class uplifted him. He read more after being in that class, dove into new books, and felt that he could master his dyslexia. This was a huge success for him.

He had the same experience in an Honors History class his first semester as a sophomore. The teacher worked with him, understood some of the struggles Ace encountered and made sure to give him the opportunities he needed to succeed, but didn’t go out of his way to make it easy for Ace. The expectations were the same, read the material, do the homework, participate in class. There were no allowances made, just an understanding of the issues and the offer of time and assistance when needed. Ace did well in the class, he learned the material, he liked and trusted the teacher, but again his test scores weren’t great. He would come home with a C on a test, pissed off because he’d spent hours studying his history book, reviewing his class notes (not without considerable nagging from us that he study more because hey, Teenage Boy here who wants to eat and be out with his friends.) but he sees these grades as failures of effort. We try to remind him that these are far from failures. If a kid with an auditory processing disorder and dyslexia can get B’s in an honors class, well, I’d say he’s doing more than okay. He’s having trouble acknowledging that fact.

We try to reinforce the positive, to keep his eye on the successes, to remember that the classes he’s taking are harder, demand more of his him and effort. Not an easy thing to get from him because he’s an active kid who would rather be out playing baseball or playing Xbox.

And then there was Honors Geometry this semester.

Once again, the teacher was clear that she didn’t think Ace’s grades were strong enough to be in her class. As Ace began the semester, he immediately struggled. The material was hard and new, the class moved fast and there was little time to absorb unfamiliar material. Ace was frustrated and began to pull back on his efforts to work more. He didn’t want to stay after with the teacher, was quietly resistant to getting extra help and was clearly unhappy. The teacher suggested to him that he transfer out of Honors Geometry.

This path of frustration, of low homework grades continued and then he did poorly on another test. This time the teacher wrote on his test that maybe he should transfer out of Honors Geometry.

He was angry, sad and hurt. He asked if we would transfer him out so he didn’t fail this class.

Sometimes it’s better to step back and reevaluate. That very day he was transferred to another Geometry class.

There was fault on both sides, a circular failing that went round and round for a few weeks.

The teacher didn’t want Ace in her class and Ace knew that. When he didn’t do well, the teacher wouldn’t help him beyond the basics. When further help was not forthcoming and grades dipped, Ace didn’t dig in and put more effort into succeeding, he pulled back and took the “why bother” approach. The teacher viewed this as another reason he did not belong in her class.

Maybe, if the teacher had given him a little support, more help and been open, Ace might have responded and put more effort into the material, because when he wants to learn something, nothing stops him.

This was a missed opportunity for both teacher and student. Who knows, maybe if they had given each other more of a chance, they would have found the key to the problem, but instead, they both gave up.

I’m a little disappointed in my son, and told him the reasons why I feel that way, but having seen him succeed in similar situations, I know what he is capable of, and frankly this will be a blip on the trajectory of the person he’s becoming.


I’m more disappointed in the teacher, because it’s her job to lift up students like my son, to nurture the curious minds that might struggle, but instead she chose to push him out and focus on the students that she felt deserved her attention.

I sometimes wonder if we’re pushing too hard, urging him to reach for more with Honors classes. Maybe we should just let him take the standard grade appropriate classes and get good solid grades. But, as I even think that, I know as he gets older, goes to college and enters the workforce, he’s going to need to work just a little harder, put in a little more effort, in areas of life that his dyslexia impacts. Isn’t teaching him now that the extra effort is worth the reward preparing him for that life? Isn’t that what parents are supposed to do? Wouldn’t it be failing my son if I let him coast and expect that he’ll just get by?

educational reform, texas dental style

I really wanted to title this post "why it's not such a bad idea to let Texas secede from the union" but I resisted, barely.

Just this month the Texas Board of Education managed to approve a history curriculum that will put a conservative slant on History Books that may find a way into classrooms across the country.

Why is that, you might ask? Because Texas buys an assload of books, in an industry in which volume ordering can dictate any number of things. That is why History Books your child brings home might have a Conservative Christian slant to them someday soon. Comfortable with that fact?

Me, not so much. It's pretty damn scary.  The reality of it, not the Daily Show clip below.

This is why parents everywhere should begin attending their local board of education meetings and getting more involved in what happens in your local school district. Now more than ever. Not just because the Texas nit-wits can pull this shit off and few people know about it, let alone realize the insanity behind it. Read the original NY Times article, please, to know of which I speak.

If Lindsey Lohan farts in public, more people interact about that specific occurence than they do if there is a school district budget vote impacting their child's daily education. Why is this?

New Jersey is experiencing unprecedented school budget cuts, as are other districts around the country. I believe there are districts in California and Oregon that are on four school days a week because there isn't enough money to keep them open five days. I read an article recently that Kansas City might have to consolidate and close half their schools or face bankruptcy. Some of those steps may be beneficial in the end, but that's a pretty severe scenario.

Within weeks of the Governor's Budget address, some NJ school districts are reporting staffing cuts up to 100 as a beginning step. AS A BEGINNING STEP. Some of these positions are not necessary, I will agree. When prosperity reigns, there is work to made, positions created. When economies contract, many of those positions are no longer critical. I do know the level of potential staffing cuts are going to go below the "what can we do without" stage in the next year. Unprecedented budgetary constraints. Enlarged classroom sizes. Program, club, athletic reductions. All of this affects our children. And our future, as the kids coming through the school system today are going to be the ones leading our towns, our companies and our government.

Isn't that worth an hour, two, maybe three hours of your time once or twice a month? Is the latest episode of American Idol or Whichever spoiled Housewives more important than knowing what's happening in your district schools?

I don't care whether you have children in the district schools or not, it's our responsibility to make certain our kids are educated, that they receive the best education we, as a people, can provide.

The only way to see that happen is to be involved, to ask the questions, to voice your thoughts. Those voices, and thoughts and ideas are heard. I know. I hear them.

All to often the only time parents show up is to complain about something that affects their child, and I'm not referring to those parents that always take an interest and spend the time each month, I'm also not referring to the parent's with legitimate issues, I'm referring to the parent's whose only concern is their child's honor roll and how a decision affects their daily schedule. How about how a decision affects the community, the student body in total, your neighbor's employed in the school district? Those are the parents I'm referring to.

In shuttling the kids to sports and other community events I overhear many conversations about our local school budget, much of it misinformed. I've realized these fallacies spread so easily because people would rather receive news secondhand than make the effort to find the answer themselves. That bothers me. It is twice as hard to correct a mis-statement than it is for that inaccuracy to become belief. And this is how people make decisions as they pertain to schools, local government and any number of interesting important choices. If more people took an interest in finding out for themselves, then be spoonfed scurrilous noise, than we as a people would be so much more. I get that it is hard to find time in our overloaded, frantic schedules. My time is just as tightly compacted and my family sometimes regrets my involvement, but I know that the long term rewards will be worth it.

And now that I've gotten that off my chest, please check out this The Daily Show clip as well as the NY Times link. It's interesting, I promise.

And go attend a School Board of Education meeting. You'll hate me in the morning.