WakeEd

The WakeEd blog is devoted to discussing and answering questions about the major issues facing the Wake County school system. How will the new student assignment plan balance diversity, stability, proximity and stability? How will Jim Merrill replace Tony Tata as the new superintendent of the state's largest district? How will voters react to a $810 million school construction bond referendum on Oct. 8 ballot? How will this fall's school board elections impact the future of the district?

WakeEd is maintained by The News & Observer's Wake schools reporter, T. Keung Hui. While Keung posts information and analysis on the issues, keep us posted on your suggestions, questions, tips and what you're doing to cope with the changes in Wake's schools.

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Impact of eliminating diversity from magnet and year-round applications

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The elimination of socioeconomic diversity in filling Wake County's magnet schools and year-round schools had immediate results this year.

As noted in today's article, the acceptance rates shot up for both magnet schools and year-round schools. You had 812 more people accepted into magnet schools as hundreds of seats that had previously been left vacant for diversity reasons were filled.

(There's a long list of links at the bottom of the post for numbers crunchers.)

The revised selection criteria in which only crowding was used significantly boosted acceptance rates for people leaving several high-poverty schools. Whether that's good or bad is up for debate.

For instance, 55 of the 86 magnet applicants who wanted to leave Fox Road Elementary were accepted. Last year, only 22 of the 81 applicants were accepted.

At Wilburn Elementary, 91 of the 142 applicants got accepted for magnet seats. That's compared to 29 of 97 applicants last year.

At Lynn Road Elementary, you had 73 of 96 applicants accepted to leave for magnet schools. That's up from 15 out of 95 last year.

At Knightdale High, 169 of 246 applicants who wanted to leave for magnet schools were accepted. Last year, it was 92 out of 249 applicants.

The list goes on for other base schools.

The F&R percentages are projected to go up at several base schools that lost more applicants this year. Traditionally, it's the middle-class families and not the lower-income ones who apply to leave out of higher poverty schools.

The F&R percentages are projected to go down at several magnet schools that are getting more applicants this year.

For instance, Bugg Elementary took 98 more magnet applicants this year and is projected to see its F&R percentage drop from 54.7 percent to 53.1 percent.

In contrast, the F&R percentage is projected to rise from 38.6 percent this year at Southeast Raleigh High to 44.2 percent this fall. The school accepted 435 of 456 magnet applicants this year now that diversity wasn't a bar to filling seats. Last year, 174 of 366 applicants were accepted.

The data from magnet applicants by race would suggest that a number of black families want to go to Southeast Raleigh High.

Click here to view this year's school-by-school magnet acceptances.

Click here to view the same sheet for 2009.

Click here to view a link that will get you to past magnet acceptances.

Click here to view this year's school-by-school year-round calendar acceptances.

Click here to view the same sheet for 2009.

Click here to view a link that will get you to past year-round acceptances.

Click here for this year's list of magnet acceptances by base school.

Click here for this year's magnet acceptances by school and by grade.

Click here for last year's magnet and year-round acceptances by school and by grade.

Click here for this year's list of year-round acceptances by base school.

Click here for last year's list of acceptances for magnet and year-round schools by base schools.

Click here for the racial data of this year's magnet applicants.

Click here for the racial data for this year's year-round applicants.

Click here for the projected F&R and enrollment totals for each school for the 2010-11 school year.

Click here for the 2009-10 school-by-school F&R totals.

CORRECTED BAD LINKS FOR THIS YEAR'S SCHOOL-BY-SCHOOL TOTALS 

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HELP on YR

Apologies for using this blog for answers - don't know where else to get straight ones.

Our granddaughter is new to the area and will be starting kindergarten in Wake Co SOON. Trying to understand year-round schooling and its pros and cons. Also, is one track better than another?? There is a school across the street from their complex but are told that is not where she will attend. Any HELPful info will certainly be appreciated. Thank you:0)

Diversity for Thee, But Not for Me?

ANDY
TAYLOR
BECKI
GRAY
Supporters of Wake County
schools’ diversity policy claim
their critics are self-centered and
uninterested in educational excellence
and the collective good of the county
and its students. The tale essentially is
repeated by a media that cannot seem
to fathom any other explanation
for opposing such a self-evidently
altruistic policy.
But that view is
much too simplistic
and neglects a
proper discussion
of motives and
preferences. I’d
like to inject some
balance into the
coverage. Three
points in particular need to be made.
First, if proponents of diversity
can look beyond their own self-interests,
then it is reasonable to assume
opponents can as well. Supporters of
neighborhood schools worry about
the increased demands placed on parents
and students by busing and how
this erodes social capital in communities.
As scholars like Robert Putnam
have explained, punishing work
schedules, single-parent households,
and social atomization brought about
by technology, crime, and the declining
memberships of civic institutions
have done a number on public life in
modern America.
Schools are traditionally at the
center of a community and can help
offset these problems. They should
generate important relationships
among individuals and between families.
Students should be able to associate
with their classmates outside of
school time. Parents should be able to
play an integral part in their children’s
education and the essential support
system that helps schools, teachers,
and students succeed. It sounds like
bleeding-heart liberalism, I know. But
it’s at the heart of the case for neighborhood
schools.
Second, if the diversity policy
were so beneficial, why aren’t the
families that it affects most directly
joining the cause? Vocal advocates of
the policy are essentially white members
of the inside-the-Beltline elite or
leaders of the African-American community.
It is these people who write
the letters to the editor and go to the
meetings. Where are the parents of the
kids getting bused?
It’s hard to get a systematic idea
of the thoughts of those transferred to
schools beyond their community, but
it is notable that in a survey undertaken
by Public Policy Polling in March,
40 percent of African-Americans
opposed the current diversity policy.
At the same time, it seems as though
diversity’s supporters generally have
less personal stake in the school
board’s decisions than do their opponents.
The March PPP poll showed
the diversity policy was opposed by
56 percent of parents who had children
in Wake County public schools
while being opposed by a minority of
those who do not. The further people
get from the practical effects of the
diversity policy, the more they tend to
like it.
That those most directly affected
by the current policy might not like
it makes sense. Bused children spend
a significant proportion of their day
unproductively in transit. When they
get home they can neither play nor
do homework with school friends.
The parents feel disconnected from
their child’s education — unable to
volunteer in the classroom, drop in to
chat with the teacher, and attend PTA
meetings. If the wealthier families
whose kids do not attend neighborhood
schools can feel these strains,
wouldn’t the poorer ones suffer even
more?
Finally, I find it amusing that
proponents of the diversity policy
cannot be viewed as self-interested.
That’s baloney. They are human,
after all. From what I can gather from
conversations, news reports, and Internet
chatter, most of the high school
students committed to the diversity
policy are from schools — like Enloe
and Southeast Raleigh — that would
see a marked increase in the number
of poorer students if we went to a
community-based model. Many of the
parents involved live in nodes where
schools would have a greater number
of free- and reduced-lunch students
if the diversity policy were scrapped.
This presumably would affect their
property values and change the
complexion of the schools their kids
attend.
It looks as though they don’t
want the poorer kids from central and
east Raleigh in their schools. They
want them somewhere else. Just like
their opponents in western Wake, in
other words, their position is more
diversity for everyone else and less for
themselves.
To be honest, I am probably
more conflicted on this issue than
most right-of-center Wake County
residents. But regardless of what happens,
let’s understand what’s going
on here. No one group is morally
superior. No one outcome is unambiguously
positive. Like most disputes
over public policy, there’s much more
to this than meets the liberal eye.
CJ
Andy Taylor is Professor and Chair
of Political Science in the School of Public
and International Affairs at N.C. State
University.

Several great points, but

this discussion about students spending so much time on buses, is starting to grate on my nerves.  I grew up in upstate new york in a small town.  All students in the area went to a "central" school.  In some cases, the bus ride was over 20 miles from the school.  Somehow, we were educated and somehow we had time to have outside activities.  I wish everyone would stop with the long bus ride statements.  Also, if the bus ride is too long, drive your children to school... if your schedule permits... sorry for venting.

Since you are familiar with long bus rides

If your base school was year-round and you wanted a traditional calendar, would you send your kids to your traditional option or keep them at your year-round base &  whine that the traditional was too far away ?

Did you drive by a half

Did you drive by a half dozen other schools that your parents helped pay for to get to your centrally located high school because someone decided it was better for everyone if you did...then find out it benefits no one? Did your parent have to drive 2o+ miles in Wake County-like traffic to pick you up after a football practice or to attend a school event?

No Wake County-like traffic unless

cows were crossing the road.

That's brilliant! Not only

That's brilliant! Not only is Andy Taylor a kind and well respected sheriff of a small NC town, it appears he is also an intelligent and insightful political scientist.

Shazam!

Shazam!

Well said

Very well said.

I'm not going to try to

I'm not going to try to respond to all of that, partly because it's late and partly because I agree with quite a bit of it.

But, the reason I think the diversity policy may be the lesser of two evils is that no one has shown me a way to have high poverty schools (not WCPSS high poverty, but >80% real high poverty) that perform well....or even just get "good" results.    They almost always are bad, except for a few systems where those schools are the norm rather than the exception.

I don't know anyone who thinks the diversity policy is without flaws.  Some of the bus rides are excessive.  On one hand, you could simply lay zones across the current node system and keep each kid in their zone.  On the other hand, a kid who is riding a bus 20 miles to Green Hope may be better off than he would be traveling 6 miles to Knightdale or East Wake (distances guessed).

It has been shown here several times that the ED grad rate performance has been greatly affected by one subgroup, LEP.  If LEP numbers are increasing through the system, that subgroup could be affecting all of the numbers that people like to bring up when they are attacking the diversity policy.

I'd bet that LEP peformance is not something that can be fixed with a snap of the fingers.  I'd imagine it requires extra training for teachers, if not specialized teachers.  I'd also bet that methods of helping those students could be shared during PLT time, but that's a different discussion. 

Fairfax is always brought up as a model we should follow, but no one addresses the fact that SES is part of their assignment formula.  I don't think SES should necessarily be the overriding factor, but I do think it should be in the equation.

Wednesday, May. 12, 2010 Use

Wednesday, May. 12, 2010

Use real data to help students succeed

We work as a team of tutors in an after-school program in Southeast Raleigh. Our students are African-American children who live in the community. They are smart, thoughtful, creative and funny.

They have big dreams: to be a nurse, a newscaster, a shoe designer, even to help fix health care. Our goal is to ensure they realize their dreams.

Academically, they cover the full spectrum of achievement, from working below grade level to working well above grade level. We see each child as an individual and engage them all in learning activities that match their abilities.

However, our school district chooses to view them as one group. They are all from low-income families; therefore they are all labeled "At Risk."

At-risk students are often overlooked for placement in advanced courses. Many years ago in Wake County, school counselors, working with the school system's Curriculum & Instruction and Evaluation & Research departments, formed a math collaborative to promote greater enrollment in rigorous math classes.

This math collaborative found that Wake schools used no objective criteria for student placement in advanced math classes and that Level 4 minority students were placed on the advanced math track at much lower rates than equally scoring white and Asian students.

Two years after the school system identified these in equities, 60 percent of students with a high likelihood of success in eighth grade algebra were still not enrolled in that class. This deficit fell disproportionately on African-American and Hispanic students.

Furthermore, the Wake County Public School System provides children of poverty remedial instruction regardless of their individual academic achievement. The programs intended to assist at-risk students haven't realized their well-intended objectives and might be doing more harm than good.

The WCPSS Accelerated Learning Program (ALP) and Supplemental Educational Services (SES) are prime examples. Both programs were designed to bring students who were performing below grade level up to grade level.

Surprisingly, most of the students in these programs were already working at or above grade level. Many students who entered these programs at grade level fell below grade level after a year of service.

The one-year cost to WCPSS was $300,000 for the SES program and $7.6 million for the ALP program. Beyond the financial cost to our county, what was the cost to children who were already at grade level and are now behind?

There are solutions for this inequity. In our current era of easy-to-use computing resources, reliable data for individual academic performance are available. The WCPSS central office could empower principals and teachers to use these data and tailor learning activities to meet student needs.

We see our students as individuals, and we firmly believe our school district should see them as individuals as well.

For us to be an integrated community, WCPSS must abandon the "At Risk" model and adopt a pro-equity model that focuses on individual student achievement, not demographic grouping.

Shila Nordone, Jay Levine, Ulanda Caroway, Alleis Burton and Barbara Walters

I don't understand why this

I don't understand why this is a response to my post.  I don't think the diversity policy and an at-risk model are necessarily the same thing, and I certainly don't think that you have to have one to have the other.

At Risk Kids?

How does WCPSS define at risk kids?  Isn't it based on FRL (Free and Reduced Lunch), SWD (Students With Disabilities) and LEP (Limited English Proficiency).   Two of that categories can pretty much determine that these kids might need extra assistance (SWD and LEP).  FRL does not.  If you based at risk assistance on FRL you cannot assume these kids need extra assistance just like you can't assume kids that are non-FRL don't need extra assitance.  You have to look at the individual students to do that. 

Don't worry about the name ..

Won't you agree that most "at-risk" kids are also F&R?

The kids who have attendance problems, fail the EOx, can not read, had discipline problems, continue to fail grades, and are unlikely to graduate are mostly F&R.  I think it is rare to find "at-risk" kids at high wealth schools.  Not that rich kids can not fail, there just are not many of them.

So whether you want to concentrate individual kids who are failing, can not read, do not attend school regularly, do ot graduate. etc. or you want to place programs at schools with high F&Rs, for the most part, the places will be the same ....

 

 

 

 

The kids you describe

The kids you describe unfortunately have problems and issues that exist outside of school. The resources they need to succeed exist beyond the bounds of traditiional school settings. They need resouces having to do with social services, counseling, family intervention, mental health, and even the law and juvenile justice. That is why the community schools model is so important if we hope to reach these kids. Traditional school staff trained to teach the three Rs are not equiped to deal with what are essentially social challenges. Additionally, the city councils and county commissioner need to address the economic development needs of the the poorer areas of the county. We need a comprehensive and cooperative approach to address the problems you describe. The school system cannot and should not be expected to have all the answers.

Woodstock while you might be

Woodstock while you might be smart in some areas, I think you show your ignorance and lack of experience when we talk about the poor .... you talk the party line from a textbook ....

 "The resources they need to succeed exist beyond the bounds of traditiional school settings. They need resouces having to do with social services, counseling, family intervention, mental health, and even the law and juvenile justice"

That is the stock answer from conservative living in the suburbs ... actually the resources needed are quite simple and well within WCPSS toolbox ... they include smaller classes for struggling students, early reading intervention, Project Enlightment, free and reduced breakfast and lunch, after school tutoring, and comprehensive vocational training.   As I have said, Barwell is a community school and it is failing ... so, just because kids go to a close by school does not equate to sucess.

I don't use stocks

I don't use stocks answers. I know and worked with Ph.D.-level research scientists who study these very issues. I am telling you, until you reach outside of school and get other resources involved, you are destined to fail. Smaller classroms are not going to overcome the challenges a  child faces when he or she goes home every night to a drunken mother and an absent father. It is often not an educational issue at all, it is hardcore social issues.

Again woodstock most poor

Again woodstock most poor kids do not go home to drunken parents.  All of the F&R families I know are hard working families where both parents work nearly round the clock on multiple jobs .... what they lack is the time to avocate for their child to move to a better teacher or a better school, be tested for something, make sure all the HW is done, check Span, help with school projects, etc.  .... I think your idea of drunken poor people is over blown and isolated.

Did you forget to take your

Did you forget to take your ginko biloba today?  If every student in Wake County moved to a better teacher and a better school, then they would ultimately all end up with the same teacher and the same school.

I don't think you can make broad and all-encompassing statements about F&R kids, beyond the fact that they are F&R.  Some may have very supportive parents who happen to have chosen lower-paying careers or are between jobs.  Others may come from homes with drunken or drugged out parents (And I'm sure there are other non-F&R kids who likewise have drunken or drugged out parents).  Statements about F&R students that begin with "most of...," or "in general..." are inherently false.

The profile a student that

The profile a student that drops out is not one from a hardworking, two-parent family. Let's be real here.

Also, you do not work your ass off at 2 jobs "around the clock" for any extended period of time and not get ahead in life. Life can be tough as hell, but it is not that unfair.

I know a single mother of a

I know a single mother of a very bright, well-adjusted 5th grader who has worked at least two jobs as long as I've known her, and she struggles to stay afloat almost all the time.

I think you underestimate just how expensive it is to live in this area, even if you live on the cheap.

But you proved my point.

But you proved my point. Students of parents who work hard to provide for their kids do not generally fail academically (yes, I know, there are exceptions).

Fairfax is often used as an

Fairfax is often used as an example of what Wake's assignment policy should be....and they use SES as a factor.

Houston is often used as an example of a system that does well with ED kids, and they use an at-risk model (I think that about 165,000 of their students are considered "at risk", which is pretty close to the ED population in that system).

People who want to change WCPSS' assignment model don't want to recognize SES as a factor, and they don't want any kids to be seen as "at risk".  It doesn't seem to make much sense.

 

 

ED does not equal "at-risk"

ED does not equal "at-risk" especially if the F&R numbers are the measure. But, even if we pretend for a scond that they do, then you ignore the fact that there are losts of non-ED kids who are also at-risk due to learning diabilities, divorce, parents who use drugs or are alcoholics, depression, bullying, ostracization for various reasons, etc. Until we get past trying to group kids into meaningless categories and address them as individuals with unique circimstances we will never get to a point where we can provide the necessary resources to improve outcomes.

I define "at-risk" by

I define "at-risk" by outcome (reading below grade level, multiple EOx failures, not graduating) not environment (depression, divorce, etc.)  ... if we concentrate on the students who can not read at grade level, do not pass EOx and are unlikely to graduate and not worry about family income how much change in what we have now do you see occuring?  For example, do you see a major shift in "at-risk" resources from Barwell to Davis Drive?  Personally, I do not see the resources for "at-risk" changing much whether being based on income or individuals.

They aren't the same

In fact they are unrelated.   The diversity policy is an assignment model and is unrelated to the separate student achievement concept of an ethnicity bias in how students are assigned to a math level.     

duplicate

duplicate

boom time for private schools?

With the F&R % decreasing at the magnets and increasing at the non-magnets, you can expect more parents wanting to exit the non-magnets. Caught in a downward spiral, a tipping point may come along that will trigger a bigger flight out of non-magnets.

Why would people flee F&Rs?

Why would people flee F&Rs?

Isn't that what you and the

Isn't that what you and the others have been lamenting?

When I lived in the south a

When I lived in the south a single Black moving in would cause all the Whites to flee ... with F&Rs .... you may not be able to tell who they are ... teachers, firefighter, police can all be F&Rs ... so, if a police man moved on to my street I would not flee to private school nor if a teacher moved in ...  I think you are getting confused with the case where WCPSS would make a school say 90% F&R and don't compensate with more resources ... as a result the teachers leave and few advanced courses would be  offered .... you need to understand it is not the number of F&Rs it is the depletion of resources and opportunity WCPSS allow to occur when their numbers get too high ... most people who are truly interested in education would have no problem sending their kids to a school with a high % of F&R if the opportunities and teaching were the same as an affluent school ... it is not the people, it is the resources ...

What does F&R indicate

What does F&R indicate from an educational standpoint in regard to students with parents that are teachers, firefighters and police officers? What would be wrong with an entire school filled with these students? I am not saying that would happen, I am asking what possible negative impact would that have on a school and why would need to prevent it?  What different resources would they need?

That is what I was asking is

That is what I was asking is why people would flee to private school when the F&R% went up ... which was the original post.  Nothing should be wrong with having a high % of F&Rs in a school ... unfortunately when that happens, teachers tend to transfer out in higher numbers, highly qualified teachers tend to leave, and advanced classes tend to be under enrolled and as a result cancelled ... if we prevented the resource drain that occured in the past, having a high F&R% should not matter since the education, teachers and course offerings would be the same as low F&R schools.

So, not "different resources or more resources " ... just at least the same resources .. for example, Knightdale and Garner with 11 AP course compared to the average of 16 elsewhere makes those high F&R school less attractive ....

aiding and abetting

A high F&R % leads to an instinctive response. From posts on this blog, it appears people have been conditioned to think of high F&R schools as warehouses that are avoided like the plague and where you wouldn't find NBCT teachers, etc. Had the focus been on tackling the underlying problems, EOG metrics would have received more attention than F&R metrics. Thus, if F&R % goes up, the call to abandon ship goes off. There is reams of research that tells us scurrying around and ferrying students to other boats is better than fixing the F&R ship. Unfortunate indeed.

Did you see the projected F&R for your resort? The upward trend is bound to be unsettling for homeowners.

Contrary?

Isn't that contrary to Mr. Tedesco's publicly stated planned result of making WCPSS more attractive to parents and thus lowering the proportion headed out to private schools like Mr. Luddy's?   I thought the new assignment processes were not supposed to be a mechanism to drive more students to private schools.   I thought that was only a conspiracy theory.

It will make stepbystep and

It will make stepbystep and others ecstatic that some parents may be 'encouraged' to exit the public school system.

au contraire mon ami

I specifically was asking you about private school and/or homeschooling because from your comments I inferred that you prefer all or mostly all homogenous academic and maybe even social grouping (from comments about irresponsible parents, poor discipline among classmates, etc).  I apologize if I misintrepreted what you were saying you want your child(ren)'s schools to be like.  Other comments about programming interests you have also seem to be unrealistic for all schools given the tightwad budget in wcpss.

Tightwad budget? I will

Tightwad budget? I will ignore that. With magnetParent suggesting that it might be possible magnet seats are not more expensive than non-magnet seats, I have cause for hope.

Tried to ignore your inane

Tried to ignore your inane comments.

Don't put words in my mouth.  My discussions in this thread have been around the fact that you cannot make a blanket statement that an empty magnet seat costs real money.  There are other factors that need to be considered. You seem way too focused on my "if in fact the magnet schools per student rate is higher" statement.  That is only a disclaimer on whether there is a cost savings if the student attends a non-magnet school.  I have not seen the proof one way or another so I did not want to make an assumption without clarifying. 

Perhaps you should spend more of your time on my points about the empty seat theory - it would be a more productive use of your time.

Back to ignoring you...


 

magnet discrimination is inane

I responded to your empty seat theory with the airplane metaphor. You made a convenient assumption on what it takes to build and carry capacity. Nor did you account for opportunity costs, both monetary and intellectual.

I don't blame you for trying to imply that magnet costs could be lower than non-magnet costs. Were I a magnet parent, I would probably spin the "cheaper than made in China" theory.

Read all of my words

If you recall, I said that "If a building is half empty, with no trailers, then perhaps you can argue that money was spent for a room to be empty.  I don't know of any magnet schools that have that problem".(covers the capacity discussion).  I also said that "Yes, I agree that there is opportunity lost when a student is prevented from taking an empty seat at a magnet school.  I never argued that the policy for assignment to magnet schools shouldn't be changed.  They should fill every seat they can." (covers the opportunity discussin)

My empty seat theory, I said "If only 1 seat is left empty, that student is attending a different school at a lower cost/student (if in fact the magnet schools per student rate is higher) so there is a savings.  The magnet school does not get money in their budget for that empty seat." was in response to shearertw's statement that "The "empty seat" has no ears, eyes or brain ... An empty magnet seat not only cost real money..."  Therefore, under the premise that a magnet school costs more per student than a non-magnet, the student that is not attending the magnet will be attending a non-magnet - which, under that premise, is cheaper... therefore saving money.  I'm not implying that magnets are cheaper than non-magnets.  Read the words (all of them) again.  I'm not spinning anything, but defending against blanket statements that are not accurate for all cases.  Read all of my words instead of jumping on one or two little tidbits simply because my username has "magnet" in it.

I see where I

I see where I misinterpreted. I had zeroed in on the words in parentheses and ignored the rest. My mistake in this particular instance. However, I see you have expanded on this "if" in the Broughton thread so the phrase in question remains in focus. I don't know if you are hypothesizing about or questioning the magnet vs. non-magnet cost assumptions, but I can't see an answer emerging from these exchanges until we have WCPSS' financial data. And I would welcome the opportunity to be wrong since that would mean the economic hurdle is minimal or non-existent when it comes to establishing more magnet like schools.

Thank you for this

Thank you for this response.  I wouldn't necessarily call it hypothesizing.  Just trying to understand what the facts are based on what information is available.  I have heard many times how much the magnet program is sucking the budget dry, and even seen dollar amounts, but have not been given concrete examples/facts.   

I am afraid, however, that they are going to lose whatever MSAP funding support they are getting, and that will be the end of money available to sustain the magnet programs that currently exist (as well as the ability to afford to create more).

812 kids are no longer being

812 kids are no longer being locked out of opportunity by WCPSS and 812 expensive magnet seats were filled as opposed to being left empty.

"Whether that's good or bad is up for debate."

Please....please bring on your lame arguments for why this is a bad thing.

I'm not getting into the

I'm not getting into the magnet debate (hopefully), but just how expensive is it to teach an empty seat?

and won't there now be empty

and won't there now be empty seats in these so-called "bad schools?"

Kind of like flying a plane

Kind of like flying a plane with empty seats. But no worries since we have the equivalent of the airline bailout for the education sector courtesy of the MSAP.

Duh, let's see. The "empty

Duh, let's see.

The "empty seat" has no ears, eyes or brain to collect, process and, hopefully, retain some of the information the teacher is teaching.  The "sounds" and "sights" (i.e. information) coming from the teacher cost the same whether there are 19 or 21 one kids in her class.  An empty magnet seat not only cost real money, the cost of the lost opportunity is immeasurable.

Kind of depends on the

Kind of depends on the enrollment.  In a simple view, if 20 seats are left empty per grade, thats one less teacher on staff per grade.   If only 1 seat is left empty, that student is attending a different school at a lower cost/student (if in fact the magnet schools per student rate is higher) so there is a savings.  The magnet school does not get money in their budget for that empty seat.

priceless

if in fact the magnet schools per student rate is higher

I am astonished. Or should I be hopeful that since there is a possibility magnet seats don't cost more, we can expect them at the local schools?

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About the blogger

T. Keung Hui covers Wake schools.
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