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The WakeEd blog is devoted to discussing and answering questions about the major issues facing the Wake County school system. How much will the new Democratic majority on the school board do to undo the changes made by Republicans since 2009? Will the new student assignment plan be a hybrid of the last two models or primarily be a return to the use of busing for diversity? Who will replace Tony Tata as the new superintendent of the state's largest district? How will voters react to a likely request in 2013 to borrow potentially more than $1 billion to build and renovate schools?

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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State legislative study commission formed on school diversity

Submitted by KeungHui on 07/18/2010 - 06:00

State legislators will be focusing on the issue of diversity in public schools in light of the controversy taking place in Wake County.

As noted in today's article, the General Assembly approved the creation of a legislative study commission on diversity in public schools. The commission could recommend school districts adopt diversity policies and maybe even suggest changing the way the state funds schools to encourage those kind of busing efforts.

The reason for the state attention, backers acknowledge, is all the talk about the Wake school board scrapping the socioeconomic diversity policy.

“Whether you’re a Republican or a Democrat, we need to look at what Wake is doing,” said state Rep. Rick Glazier, a Cumberland County Democrat who had proposed the commission. “This is an issue that is truly important. This is one of the most successful and largest districts in the country making a major change, and the question is why?”

The new commission’s charges include seeing the effect diverse schools have on closing the achievement gap, parental involvement and student discipline. The commission will also see how diverse schools do academically compared to schools with homogeneous populations.

From there, the commission is supposed to evaluate how school funding is distributed in light of the data on school diversity.

Your view on the commission seems to depend on what you think about the changes taking place in Wake

The Great Schools in Wake Coalition has been a big backer of the study from when it was initially included in the state House version of the budget. GSIW chairwoman Yevonne Brannon is hoping the commission's recommendations will cause the school board majority to halt their plans.

“Sometimes you can’t legislate someone’s feelings but you can legislate their behavior,” Brannon said.

With diversity policy supporters so enthusiastic about the commission, it's probably not a
surprise that it's being viewed with skepticism by the school board majority and their backers.

School board member John Tedesco said Wake will still be one of the most diverse school districts in the state under community schools.

School board chairman Ron Margiotta said state legislators should better spend their time giving school districts more funding flexibility..

Terry Stoops, education policy analyst for the conservative John Locke Foundation said he believes the commission is primarily an effort by the pro-busing crowd to gather ammunition for the cause while beating up on Wake.

"We're going to have a commission that's ideologically driven by what's happening in Wake County," Stoops said. "That's unfortunate."

Claude Pope, chairman of the Wake County Republican Party, is pointing to how the 15 members of the commission will be appointed by Gov. Bev Perdue, state House Speaker Joe Hackney and state Senate leader Marc Basnight, all Democrats.

"You've got Democrats with an agenda to make them [Wake school board] look bad," Pope said. "They're not going to find anything that supports what the school board is doing because they don't want to find anything."

1279447266 State legislative study commission formed on school diversity The News and Observer Copyright 2011 The News and Observer . All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

Comments

Legislative Study Commission

Mon, 07/26/2010 - 10:43 — ethanperry

Uh Oh! North Carolina's legislature has a poor record of studying anything! Let the local school boards handle it and keep NC's "Study Commission" out of it.

<p class="MsoNormal"

Mon, 07/26/2010 - 10:22 — heyangde

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Remember...

Mon, 07/19/2010 - 21:50 — fiveblindmice

....back when Tedesco and Margiotta thought a study was a GOOD thing?

I do. And I noticed they really don't want any studying now.

That turn around just shows

Tue, 07/20/2010 - 08:52 — user12345

That turn around just shows they are not interested in our children and the best path but just want to blindly follow their dream to recreate their childhood memory of segregated township schools.

Please explain

Sun, 07/18/2010 - 19:24 — loriac

I wish someone would explain what is so special about Wake County. Why is it ok for the rest of the state to have neighborhood schools, but not Wake County? Why is it ok to question the will of the voters in Wake County? What is going on here? Who is really benefitting from all the busing????

I wonder also

Sun, 07/18/2010 - 20:31 — mommy59

I used to think my vote counted for something but I guess not in Wake County.

I voted for the new school because I just it was terrible that when my son graduated 8th grade his friends were split between 3 high schools. If there had been neighborhood schools then all of them would have gone to the same high school.

"If there had been

Mon, 07/19/2010 - 08:24 — danofnc

"If there had been neighborhood schools then all of them would have gone to the same high school."

That's not true.

There are going to be some zones with more than one high school. Depending on where you live, you could easily end up assigned to a different high school than some other kids in your middle school. It all depends on where people live, where the school is located, and where they apply to attend.

My daughter's elementary school is has a pretty much local assignment area, but the kids there will be assigned to at least two, maybe three different middle schools. If they all went to the same middle school, there would be some kids driving past their local MS to get to the other, no matter which one you chose to send them all to.

I am sure it was devastating

Mon, 07/19/2010 - 05:54 — magnetParent

I am sure it was devastating for your son, and I mean no disrespect, but please explain to me how having them all go to the same high school helps student achievement? Just trying to understanding the motivation behind this push.

but please explain to me how

Tue, 07/20/2010 - 02:59 — jeffrey1

but please explain to me how having them all go to the same high school helps student achievement

Emotional health and emotional stability is crucial. Non promotional school reassignment and inconsistent feeder patterns can have devastating effects on a child's emotional health, which can negatively impact achievement.

The issue has been studied in depth by Dr. Russell Rumberger. Most of Dr. Rumberger's research deals with instability caused by student mobility (families moving from one home - and school - to another. However, when I spoke with him years ago, he told me he had also looked at instability introduced by the school system (reassignment and/or feeder patterns), and reached similar conclusions.

Dr. Rumberger stated that existing research finds that students can suffer psychologically, socially, and academically from frequent school changes, and that they face the psychological challenge of coping with a new school environment. He also stated that as little as 2 non-promotional school changes during a student's first 8 years of school led to significant increases in the high school dropout rate.

IIRC, there was a link to a

Tue, 07/20/2010 - 12:09 — danofnc

IIRC, there was a link to a report by Dr. Rumberger posted here a while back. If not by him, it at least covered the same area.

It was about families moving during the school year and the challenges students face in switching schools in the middle of the year. It was NOT about reassignments during the summer.

How convenient that you have unverifiable information that he said reassignments are bad, too.

I'd love to know how he decided that a feeder pattern could cause poor performance. After 5th grade, you're going to a middle school. After 8th grade, you're going to a high school. That isn't going to change.

How convenient that you have

Wed, 07/21/2010 - 00:38 — jeffrey1

How convenient that you have unverifiable information that he said reassignments are bad, too.

I spoke with the man. Are you calling me a liar? Yes or no please.

Perhaps

Wed, 07/21/2010 - 02:37 — Dove314

Perhaps what Dan intended (?) was that it is less credible for Dr. Rumsberger (not you but him) to have orally communicated information which he/she has not published for review because without the full measure of the information including methods and more, as so many here including Bob Sconce, Mr. Shearer, and others have stated in the past, it is not possible to make a reasoned judgement on whether one agrees or not with the findings. Or if he has published the studies supporting the information he provided to you, perhaps you (or Dr. Rumsberger) could provide the citations associated with the information for people to fully understand his research..

Thank you Dove for your

Wed, 07/21/2010 - 06:17 — jeffrey1

Thank you Dove for your considerate post.

I don't have a problem with someone who wants a link so that they can delve deeper into an article or report. I am more than happy to try and find a link in these cases. However, I get a little edgy when someone accuses me of making something up or "conveniently" stating something because it cannot be verified.

I've been researching student assignment for 9 years, and it gets a little tiresome when other folks who have only been in "the game" since December, question the truthfulness of what I post. This is the second time in the last few days where I have been accused of "making up" information that I have posted. Last week, someone doubted a direct quote from an N&O article written by Keung.

As you might imagine, I have a lot of information stored on my computer in the form of documents, emails, bookmarks, meeting notes, etc. In many cases, I save a paragraph or two from lengthy articles or research papers so that I won't have to reread 50 pages of information looking for the one paragraph I'd like to cite.

Anyway, I dug a little deeper into my computer files for Dan:

Dan stated that Rumberger's research was NOT about reassignments during the summer, but I found the following in Rumberger's writings:

"Student mobility is the practice of students changing schools other than when they are promoted from one school level to the other, such as when students are promoted from elementary school to middle school or middle school to high school. Mobile students can change schools in between school years, such as during the summer, or during the school year. But no matter when it occurs, student mobility not only can harm the students who change schools, it can also harm the classrooms and schools they attend."

Dan also stated "How convenient that you have unverifiable information that he said reassignments are bad, too," and I found the following:

Many educators believe that student mobility is an inevitable result of students changing residences. Indeed, the majority of student mobility in the United States is a result of families changing residences. But not all student mobility is the result of residential mobility, particularly at the high school level. Schools contribute to mobility due to such things as overcrowding, class size reduction, suspension and expulsion policies, school choice, and the general academic and social climate. Schools can also help address the problem by both reducing unnecessary mobility and mitigating its harmful effects.

We are talking about going

Tue, 07/20/2010 - 05:36 — magnetParent

We are talking about going from middle school to high school here. Every child has to change schools in 9th grade. This is not reassignment. The fact that Johnny's MS friend Billy is going to a different high school does not affect achievement. It does not affect their emotional health and stability. My child's MS friends went on to about 18 different high schools! (Maybe more - forgot about the charter schools). How does having Johnny go to the same high school as Billy help student achievement? I am just trying to figure out if the push was for concern of achievement of all kids or really just so Johnny and Billy can go to school together.

We are talking about going

Wed, 07/21/2010 - 00:36 — jeffrey1

We are talking about going from middle school to high school here. Every child has to change schools in 9th grade. This is not reassignment.

If you read my post carefully, you would have seen that I talked not only about reassignment, but about feeder patterns as well.

The fact that Johnny's MS friend Billy is going to a different high school does not affect achievement. It does not affect their emotional health and stability.

Well thank you for your diagnosis, Dr. magnet Parent. May I ask what proof you have of this? Can you not understand that with feeder patterns in WCPSS, it is quite possible for all of your friends to attend a different middle/high school that you? Are you saying that none of the kids in this situation experience any sadness? Are you saying that sadness cannot result in a lack of interest in school work which leads to lower achievement? Tell me more Doctor.

When my kids moved from elementary to middle school, less than 5 kids from their elementary school went to the same middle school. Are you telling me that I imagined the emotional pain that I witnessed? Please help me to understand.

"If you read my post

Wed, 07/21/2010 - 08:07 — magnetParent

"If you read my post carefully, you would have seen that I talked not only about reassignment, but about feeder patterns as well."

And if you read my post carefully, you will see that I was responding to mommy59 who said that she "voted for the new school because ... it was terrible that when my son graduated 8th grade his friends were split between 3 high schools"

Sure they are sad.... for a little while... til school starts up again. They make new friends.

My daughter's best friend in 1st grade moved to the west coast. She was very upset. There were tears. Did it make her not want to be interested in school? It didn't even cross her mind. My children have friends spread out among many of the high schools in the county (believe it or not, some magnet school MS students decide to attend their base high school). My children have never used the excuse that they can't get interested in school because their friends are not at the same school. Sure they were upset at first. But they don't dwell on it. If a parent is allowing their child to use that as an excuse, they are not doing their job. How is a child going to be able to move on to college/jobs/life if they cannot handle the fact that their school friends are going somewhere else? To me, it is a lame excuse for tearing apart the assignment policy and has no direct connection to achievement. That is all I am asking - was this push really because of achievement or because "Johnny" can't go to HS with "Billy"?

And if you read my post

Wed, 07/21/2010 - 08:40 — jeffrey1

And if you read my post carefully, you will see that I was responding to mommy59

My apologies, but since you clicked on the reply button from my post, I naturally assumed you were responding to me.

If a parent is allowing their child to use that as an excuse, they are not doing their job.

I think it is awfully ignorant of you to blame parents for children that may suffer emotionally from being forced into a new environment. You're right than many children get through it just fine. But many others do not, and you have no right to blame their parents. I have personally talked with many parents who described it as a very traumatic experience and have sought professional help for their kids.

It is a well recognized fact that children of all ages, especially young ones, thrive on stability. It's the reason why newborns can laugh at the same funny face over and over, why toddlers can watch the same episode of Sesame Street over and over. It's also the reason that a student can look at a new school as if it's the end of the world. What can seem like a minor change to you and me is often a monstrous change in the eyes of children.

Each year, many kids go off to a distant college, only to realize that they long for the comforts of home. Many high school seniors each year choose to attend a college near their home so that they continue to be close to the support of friends and family.

If you would bother to read the research of Dr. Rumberger, he personally quotes the thoughts of many kids (high school aged) who speak of the difficulties associated with attending a new school. Those difficulties are most often centered around the fact that with the school change came a loss of existing friendships. Please don't blame parents for those very real feelings.

The post started here. I

Wed, 07/21/2010 - 11:21 — magnetParent

The post started here. I replied to mommy59.

http://blogs.newsobserver.com/wakeed/state-legislative-study-commission-formed-on-school-diversity#comment-175300

Re-read what I said... if a parent allows their child to use that as an excuse, they are not doing their job. I don't argue that different children deal with change differently, but allowing one to say "I cannot focus in school because my friend is going to a different school" and responding, "that's okay, its WCPSS's fault" is wrong. You help them get through it, you teach them that it is part of life's lessons and that they will survive. You show them the good that can come out of it, but you do not allow them to use it as an excuse. Doing so will not prepare them for real life. And we (at least I) was not talking about young children. I was responding to the scenario of one middle school feeding into more than 1 high school. (And for that matter it was 1 MS to 3 HS - so an average of 1/3 of the students will be familiar) That is the reason mommy59 voted for the new school board NOT to improve achievement.

Thanks for the

Wed, 07/21/2010 - 12:32 — jeffrey1

Thanks for the clarification, but I really don't think it happens the way you describe it:

Parent: Why have your grades slipped since going to high school?
Student: All my friends are at a different school now, and I've lost interest and motivation.
Parent: That darn WCPSS. They really messed up your life, didn't they. I can't believe they separated you from your friends. That's OK, I wouldn't want to try any harder if I were in your shoes. Perhaps you should drop out of school. That will show them.
Student: Thanks for your support Mom. Can I stay with you and Dad forever?

That's just ridiculous. I don't know of any parent that would take the time and effort to look into their child's progress at school, then turn around and give them the go-ahead to fail.

The real point here is that 90+% of the school districts in the country create consistent feeder patterns. Several elementary schools feed into a middle school, and 1-2 middle schools feed into a high school. Friends that you make in kindergarten are generally with you as you progress through middle school and high school.

WCPSS used to publish mobility statistics for each school, but I don't believe they do anymore. When I last looked into it, less than 50% of the students that enrolled in kindergarten remain enrolled at the same school through the 5th grade.

50k new kids and 30 new

Wed, 07/21/2010 - 14:40 — user12345

50k new kids and 30 new school in the last decade can stir the pot with kids being washed back and forth across the county. I am betting in some high growth areas they have been assigned to a new school almost every other year. A while back people actually welcomed all the new schools since it got your kid out of an old crowded school.

Mobility Statistics

Wed, 07/21/2010 - 14:26 — JanisTango

I would love to see mobility statistics regarding our 'rim' school. Based on an informal survey of students our school is actually like 25% or less.

OK Dr. Joyce...

Wed, 07/21/2010 - 08:19 — JanisTango

It can be both. Some kids adapt very well to changes and some don't. To say it's not a big deal when it's not your child that is having a difficult time adapting is wrong. My friend's child went from being a straight A student in middle school to academic probation in high school. He had a great deal of depression and some of it was attributed to being removed from his friends.

I'll Answer....

Mon, 07/19/2010 - 07:55 — JanisTango

I feel Mommy59's pain. My son's ES friends will go to 3 different middle school next year even though we live within 5 miles of each other. In regards to your question, WCPSS must have thought it was important when the three year assignment plan came out. They had peer continuity as one of the criteria when making all the changes. I don't personally think the assignment model that WCPSS used in the past was ever about achievement. If it was, they would have studied the impacts on these constant moves on the individuals that were being impacted. They refused to study it. In Lori Millberg's words....We don't need to study it, we just know it's working.

Really a side issue here,

Wed, 07/21/2010 - 22:08 — jenman

Really a side issue here, but that 'peer continuity' thing that Dulaney kept pushing was really just a smokescreen. It was his way of justifying the reassignment of kids from downtown to places like Green Hope High. Oh, but their classmates at Green Hope Elem are going to Green Hope High so they should too. Nevermind the fact that their assignment to GHE was assinine in the first place. There were many cases like yours where peer continuity was actually destroyed by the 3 year plan all in the name of diversity.

And I absolutely agree with you that the previous assignment model was NEVER ever about achievement.

Thank You!

Thu, 07/22/2010 - 06:47 — JanisTango

Thank you for your insight Jenman. It amazes me the amount of history and information you have regarding the assignment topic.

Peer continuity in theory makes perfect sense, but like people in our neighborhood discussed, if you are already being bused out of your neighborhood, in order to achieve peer continuity you will just get pushed further away from your neighborhood. If your base assignment was closer to home it might work. That was not our case.

BTW...on a side note...I read the N&O this morning and I can see some people are actually excited about Michael Alves coming to speak (Idea Intrigues Wake school board factions). Here's my prediction, if the model doesn't create segregated schools (which I never believed to be the case) and creates a good balance for our community, I can already see the other side taking credit for this happening. We kept up the fight and they had to listen to us. We were not going to give up! Since I have been involved in this fight throughout the elections last year, this is exactly what I have heard talked about. Granted there have been a lot of models discussed, but the basic premise has already been about giving more choice to the parents and creating stability. It was never about creating segregated schools even though that makes a good sound bite for The NAACP and others. Thoughts?

Thanks for the compliment,

Thu, 07/22/2010 - 12:20 — jenman

Thanks for the compliment, Janis. :-)

I agree with you that now GSIW will take credit for any positives in the new plan even though the board had intented those things all along. Much like Ann Denlinger/WakeED Partnership now touting how great EVAAS is. That's not what they said before the issue blew up.

Like Bob Sconce said, it's not pleasant to eat crow or even admit that the new board members could possibly do anything right. ;-)

I have heard a few rumblings against the controlled choice model because it will 'destroy magnet schools as we know them'. It will be interesting to see how that plays out. God forbid we give anybody else academic opportunities. <rolling eyes>

The new majority isn't going

Thu, 07/22/2010 - 12:28 — danofnc

The new majority isn't going to destroy magnets, unless they come up with something to appease Goldman in the process.

Honestly, I don't think any

Thu, 07/22/2010 - 14:03 — jenman

Honestly, I don't think any of them have any intention of getting rid of magnets. Not even Ron. I'm hoping to see some reforms and more students given equal access to them and I think that will happen.

Magnet families will

Thu, 07/22/2010 - 15:32 — NWRaleighMom

Magnet families will continue fighting this Board even if minimal privileges are taken away.

If you remove from the board

Thu, 07/22/2010 - 19:22 — red_balloon

If you remove from the board room those gaining from the magnet programs, the meetings will be more civil and the room sparsely occupied. So when Zande claims there is an increasingly widespread effort for the anti-BOE movement, I am not sure if there is much traction outside the magnet population and amongst those the NAACP can alarm.

I think that's a good goal,

Thu, 07/22/2010 - 14:28 — danofnc

I think that's a good goal, but I don't think "equal access" applies unless you're going to provide transportation. If you provide more, easier access to magnets, but don't offer transportation, then magnets effectively become a tool of the more affluent families.

Trying to provide transportation to every magnet school from every part of the county would be close to impossible, wouldn't it? Not to mention insanely expensive.

I thought (never looked all that hard, as I have no plans to send my kids to magnet schools) that the old assignment system had certain areas that were more likely to get accepted to certain magnets, so that express busing could be used.

Plus, if "every kid is going to go to school as close as possible to home", I don't really see how you can make the room for applicants in a traditional (WCPSS traditional) magnet school.

We don't need to offer

Thu, 07/22/2010 - 18:09 — jenman

We don't need to offer transportation to each student for every single magnet school in the county. We currently have duplicate programs that serve different areas of the county and I expect that to continue. For instance, if I want IB for my middle schooler, I can't apply to North Garner. I can only apply to East Millbrook. Same with AG or GT--my only option is Ligon. I can't apply to Carnage or Martin. And if for some reason I applied for a transfer to one of those schools I couldn't get transportation.

I expect some programs, or at least components of programs to be replicated in more areas of the county so the need to be bused 20 miles to reach that magnet program is no longer necessary. I don't know exactly what the solutions will be but there are plenty of ways to work around the issues that you bring up. I think there are plenty of schools that are underenrolled and have room for magnet applicants. Again, there are solutions to these problems/issues.

As for express busing and certain areas of town having a better chance to get accepted to certain magnets. It doesn't really work that way. Certain areas have a better chance of getting accepted just because of their SES make up but WCPSS does not give certain areas more seats than others. They do have draw areas for duplicate magnet programs like I mentioned above. But for schools like Wiley or Joyner which are unique programs, they are open to the entire county. In my experience in trying to get an express bus for our elem magnet, it depended upon how many people they had in that area to justify an express bus. Joyner Elem had 1 express bus that made 2 stops even though Joyner served the entire county. I think they now have 2 express buses, but they both serve North Raleigh. It also depends on how much parents fight for it (it took us 2 years to get a new bus/stop) and how willing your Assistant Principal is to help you out. Our AP didn't care and it took the Principal getting involved for the new express bus to happen.

Of course...

Thu, 07/22/2010 - 07:21 — Bob_Sconce

Success has many fathers, failure has none.

Of course they won't say "Wow. It appears we really pre-judged this board. We were wrong and we're sorry. How can we help you implement this vision?"

Crow tastes bad.

Before declaring success, let's achieve

Thu, 07/22/2010 - 12:41 — Athey01

it first.

Student Achievement

Mon, 07/19/2010 - 11:47 — Dove314

While you deflect to address whether the past BoE correctly evaluated whether the assignment model including the 3 year plan and the inclusion of peer continuity would positively impact achievement, you do not answer as to how the current assignment plan in development is evaluating and including criteria to aid in student achievement. I would love to see that as an aspect of the developing plan but so far have seen BoE members consider the two to be completely separate.

I Expect To See That...

Mon, 07/19/2010 - 12:45 — JanisTango

I don't have a crystal ball therefore I cannot tell you how the new plan will address achievement. I do expect to have some items clearly documented for how achievement will be measured and addressed going forward. That has to be apart of any plan. You tell me not to deflect the question to the previous board, but you are asking for something that is in the process of being developed. I'm anxious to see the new plan just like everyone else!

At this point

Mon, 07/19/2010 - 12:59 — Dove314

The plan is being developed but at this point, I think it is not unreasonable to see the board as whole and both the assignment and achievement committees working providing written goals and objectives similar to what someone (AngelaW?) posted from Fairfax County with criteria ordered in terms of their importance to the planning process. for Fairfax County, achievement was at the top of the list. I'd like to see such a list put together and published by the WCPSS BoE. While the resolution contained some criteria, they were not given any priority order. Is that unreasonable?

That Is Not Unreasonable!

Mon, 07/19/2010 - 14:34 — JanisTango

That is not unreasonable. My question would be how do we know they are not doing that? Could it be they are listing goals, etc internally, but not necessarily sharing it with the public at least until the plan and goals are more concise and accurate. I know when I do planning at work, my first few stabs at it are in draft form. My final plan is nothing like my initial draft. I wouldn't share the draft with my bosses, etc until I felt a little more certain about what the plan will actually be.

Has anyone asked the board this question?

Publicly

Mon, 07/19/2010 - 16:34 — Dove314

Publicly, we've seen the Policy committee indicate that student achievement is independent of student assignment and should be left to Ms. Prickett and the Student Achievement committee (referencing a policy committee meeting shown on WRAL with the comments coming from Mr. Malone, Ms. Goldman, and Ms. Prickett). This was the reason cited publicly during the meeting for NOT including any reference to achievement in the final assignment policy revision. Shouldn't goals and objectives be articulated in advance and amended as needed over the life of a major project?

I happen to believe that

Tue, 07/20/2010 - 02:45 — jeffrey1

I happen to believe that student achievement and student assignment should be independent of each other. I believe part of the reason we have failed to close the achievement gaps are because everyone assumed that assignment was the key to doing so. Only with achievement and assignment separated can we begin to tackle the achievement gap.

By itself, a neighborhood school system does nothing to address achievement. But it does allow us to remove the "crutch" that WCPSS has relied on for far too long, and begin to focus on healthy individuals.

Backwards

Mon, 07/19/2010 - 07:21 — Bob_Sconce

Please explain how having them all go to different high schools helps student achievement. The burden of proof is on the people seeking to continue this bizarre practice, not on those seeking to end it.

Neighborhood Schools

Mon, 07/19/2010 - 06:56 — mommy59

I am not even sure how student achievement is affected by the diversity or neighborhood schools.If we are all in the same school system then all of the teachers and students should have the same opportunities no matter what school the student attends or teacher is teaching.You just get to go to school with people in your neighborhood and ours is a very diverse area without having to move somebody just because their dad didn't make enough one year or too much.

Could you explain how busing

Mon, 07/19/2010 - 06:20 — Duhhuh666

Could you explain how busing them to different schools helps student achievement? And how is this practice cost effective? Could you explain how limiting the number of electives at schools to make magnet schools more attractive helps student achievement? The busing for diveristy policy was a failure. WCPSS is going back to an assignment plan used by greater than 99% of school districts what is so radical about that? Explain how greater than 99% of school districts use a community model and are not considered segregationalist?

How sad :(

Sun, 07/18/2010 - 22:07 — true_freedom

How sad :(

Good analysis

Sun, 07/18/2010 - 19:11 — virginiadare

http://www.indyweek.com/citizen/archives/2010/07/16/diversitys-supporters-have-the-high-ground-going-into-tuesdays-rally-at-the-capitol

So...

Sun, 07/18/2010 - 20:45 — Bob_Sconce

(1) For long URLs like that, I recommend a shortener service like http://bit.ly/. It turns that big URL into a much shorter one. Great for twitter, but also useful for blogs.

(2) Does anybody really read the independent? It's always struck me as a not-so-legitimate (evidenced by a lot of ads for prostitutes, somewhat questionable massage services, psychics and the like) far-left rag.

(3) Regarding H6, I live in Wakefield, know lots of people around here, and haven't heard anybody complaining about the move of H6 a few miles up the road. In general, people here generally support the majority. So, the first part of that editorial is not really a winning argument for your side.

Turf War

Sun, 07/18/2010 - 21:20 — Solon77

not-so-legitimate (evidenced by a lot of ads for prostitutes, somewhat questionable massage services, psychics and the like) far-left rag.

Sounds more like Michael Steele !

Ha...

Sun, 07/18/2010 - 21:24 — Bob_Sconce

What an awful thing to say about psychics.

Ahh, man, you had my hopes

Sun, 07/18/2010 - 21:47 — woodstock

Ahh, man, you had my hopes up ...then I read it. This is nothing more than a continuation of the same extreme left-wing rant that was resoundingly rejected last November by the voters of Wake County.

ZZZZZZZZZZ wake me up when you guys get a clue and have something new to say.

State legislative study commission formed on school diversity

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