GUEST COMMENTARY

CLAUDIA JIMENEZ

Editor’s Note: Claudia Jimenez is a member of the Indian River County School Board and co-chair of Connected4Kinds.

In 2006, the Florida Supreme Court determined that the voucher program then in place, the Opportunity Scholarship Program was, “… fostering plural, nonuniform systems of education in direct violation of the constitutional mandate for a uniform system of free public schools” and was therefore unconstitutional (Bush v. Holmes, 919 So. 2d 392 – Florida Supreme Court 2006).

Since then, the debate over public education has become divisive with opposing camps supporting ‘choice’ (virtual, charter or vouchers for private, including religious schools) or traditional public schools. Well-meaning, caring individuals are found on both sides of this issue.

A hostile environment of accusation and recrimination benefits no one.

For those of us charged with decision-making, the landscape is complex and the issue resists simple resolution. We all want what is best for children: meaningful, engaging education that will prepare them to be productive, civic-minded citizens. The challenge is how to best achieve this within the constraints of unfunded or partially funded legislative mandates, testing requirements, revised academic standards, mandated performance pay tied to test results, and social and economic trends.

Public schools are rushed to adhere to progressively more demanding standards without adequate time or funding for implementation. Failure to excel in this new, chaotic system results in schools penalized for low grades as teachers and administrators adopt new programs and assess student progress, sometimes excessively.

Constant testing has alienated some parents who are tired of the culture of high stakes tests and the stress it inflicts on students. On the other hand, higher standards have driven positive change in schools as evidenced by increased learning gains in many local schools and by earnest attempts to engage children, improve literacy, increase teacher professional development, reduce truancy, address summer learning loss and improve school climate.

Admittedly, the intense focus on public education has resulted in needed improvement and increased accountability. But instead of supporting these gains, legislators are diverting resources from public schools and social programs that support families and children.

Dollars diverted to choice options do not always result in quality programs. Unlike homegrown charters that arise from a need in the community and are governed by local board members, for-profit charter management companies do not always know the community and their prime objective may not coincide with the needs of students. In the case of vouchers, it is impossible to assess the outcome because private institutions are beyond school board purview and are not required to take the same assessment test.

Students would be better served if all schools receiving taxpayer dollars were required to take the same diagnostic test. The

Indian River County school district serves approximately 17,600 students, 2,200 of whom take advantage of choice options. Meaningful progress could occur if we first acknowledge and strive to understand the complexity of the issue. To do so, we will have to question our beliefs, educate ourselves and work for what is best for students.

I have come to understand that one size doesn’t fit all; some students are well-served by choice schools. But there must be accountability so we can know if taxpayer resources are well used in the public interest.

Let’s reframe the discussion from either/or to how we can assure that all options work in the interests of our children – all 17,600 of them.