Today, across New York State, voters are heading to the polls for school district elections. For some reason I have never been able to ascertain, school budgets are the only ones that are voted on directly in New York. Unfortunately, sometimes this means that school budgets fail as a general statement against taxes, forcing second votes on revised budgets or austerity budgets that cut all extracurriculars and all-but-bare-bones transportation.
This year, there has been an unusual amount of advertising to pass the school budget. I think it is to convince people not to use the budget vote as an opportunity to take out their frustration with the contentious rollout of common core standards in the state. For the record, I no longer have school-aged children in my household, so I haven’t experienced common core directly in my family. I do support the concept of common core, to cover fewer topics in a school year, but in greater depth, in contrast to the current trend toward a mile wide but an inch deep approach. New York State’s curriculum has long been infected with survey-itis. For example, in the social studies curriculum, a survey of US history is taught in fifth grade, again as a two-year sequence in seventh and eighth grades, and then again as a one year Regents course in high school, locally usually taken in 11th grade. Because so much time is devoted to rushing through large amounts of material, there isn’t time to engage in in-depth analysis of any time period or theme. When I was in high school in Massachusetts several decades ago, we had options for semester-long US history courses in Civil War and Reconstruction, Minorities in America, Presidential Greatness, or several other options. Already expected to have an overview of our country’s history, we were able to develop deeper understanding of the hows and whys of history, which also helped to inform our lives as active citizens.
The upset over the implementation of common core seems to mirror two statewide changes that happened during my children’s school careers, the ending of local high school diplomas in favor of more rigorous Regents diplomas for all graduates and reform of state-wide tests in fourth and eighth grades and high school Regent exams. It also mirrors the transition to a new high school honors program on the local level. The root of the problems with all these changes was not that the final goals, but the transition itself, in which students are tested in the new framework without the benefit of the years of preparatory study that is in place when the transition is complete, resulting in lower test scores as these students catch up to the new standards. It seems that the same mechanism is happening with the transition to common core.
The other oddity of this election locally is that we have eight candidates running for four board of education seats. Given that candidates often run unopposed or with only one more candidate than seats available, this year is a hot contest. Even more unusual, there is a group of four being presented almost as a slate, advertised together in mailings, on yard signs, and in hand-delivered fliers, and endorsed by the local teachers’ union.
Voting is from 12-9 PM today at the local elementary schools. It will be interesting to see how this all turns out.
UPDATE: The budget passed by a wide margin. All four of the candidates endorsed by the teachers’ union were elected; the two incumbents who were running for re-election got only 50-60% of the voting totals of the successful candidates.
