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School District Boundries
Here in USD503, we are only a few short miles in any direction from rural schools who are bussing in most of the kids from farm areas. As long as I can remember, these other schools, mostly Altamont 506, have always had busses come to our town and haul Parsons kids to their schools.
I never have understood this. All this time I thought this was normal and customary everywhere. Apparently not.
I have never liked the fact that they come pick up our kids. It harms our own school system. Don't we get paid by the body count? We are in the process of a major (expensive) school renovation. We need the money!
Furthermore, what the real issue for many area parents is racism. Many of the middle and upper class white parents do not want their precious going to school with those awful black people. USD 506 has a policy that it does not accept "disciplined problemed" students from out of district. This is double-speak for: "We can't admit that we will take your white daughter to try to keep her away from black boys."
Now we are stopping this one pick-up spot, but there are at least 3 or 4 more spots that I know of. I want them stopped also. I commend Dr. Perbeck and the school board for finally taking on this issue!
Parsons school district closes USD 506 bus stop in town
By Colleen Surridge
Parsons Sun
Parents of Meadow View Grade School students who were dropping their children off and picking them up at bus stops on the grounds of the Parsons State Hospital and Training Center no longer have that option, and parents are not happy.
Parent Jeff Sexton, whose child catches a bus to Meadow View at the PSHTC, told the Parsons Board of Education Tuesday that the USD 506 buses have been running that route for anywhere from 11 to 20 years with no opposition from USD 503.
Without the PSHTC bus stops as an option, Sexton said, a number of young children will have to be left at bus stops elsewhere for 30 to 45 minutes, where they will be exposed to the elements, as well as other possible dangers, before their bus arrives.
Superintendent Deborah Perbeck said although it has apparently been going on for years, the district had no knowledge of USD 506 entering 503 territory without permission until the district office was notified last week.
Once notified, Perbeck said a letter was sent to USD 506 to tell it to stop picking up students in 503 territory. She said USD 506 officials asked for a week to find a solution, but no other correspondence has taken place.
Sexton said mature, level-headed adults could surely reach some agreement, until parents could come up with some sort of solution.
USD 503 board member Sam Blubaugh said since 1993 the USD 503 board has looked to the state law that pertains to one district entering another's territory to pick up children.
"Unfortunately, this has gone on without our knowledge," Blubaugh said.
While USD 503 could grant USD 506 permission to enter its territory, as the decision is up to each district, Perbeck said it has remained Parsons' policy for more than 14 years not to allow other districts to cross into its territory.
Perbeck recommended that Sexton, and the other concerned parents he represented, to approach the USD 506 Board of Education about adjusting its bus schedule to work out picking up students from their homes or an alternate site nearby.
tags:
LOCAL NEWS
The inter-district transfer, if you will, of students has become more common once the funding of schools was, for all intents and purposes, transferred to the state level. It's my understanding that the host district must consent to the transfer for it to occur.
While school funding, in the sense of the operational budget, is a function of total enrollment, not so bond issues (I'm assuming the renovations you speak of are financed in this way). That is a function of the location of the real property. What this means is that the property owners in 503 are paying, through their property taxes, for the renovations even though their students attend schools in 506.
There is also some state funding for school improvements that flows to districts making the same; this, to my knowledge, is also not directly related to the enrollment.
The effect of all this is that the parents who send their students to 506 but who live within the 503 boundaries are helping to pay for the renovations, but do not directly realize any benefit therefrom. 506 gets the "per student" general operating funds (which may, in fact, be more than 503 would receive for the same student given the "weighting" factors in the school finance laws) but also incurs the expenses associated with these students.
They had some really impressive images of the human body from inside(and they did also have quite a bit of CG images as well). They walked through birth to death explaining how the body works and the currently held theories about different things as well.
Color me impressed.
Back on topic.
It seems to me this had occurred as a result of the state assuming funding of school districts. Good or bad, it seems that is the primary reason behind this.
I beleive they have had permission to run bus stops in the past, but it has gotten out of control.
506 has been picking up kids wherever they see fit.
I'm sure the original agreement was fine, but, it's been so long ago that the entire school system's personnell have changed and nobody really knows what, if anything, was ever agreed upon.
Shipping these kids out tends to dumb-down our school.
I'm not saying we need to outlaw such practice, but for our won sake, let's not cater to folks who want to send their kids elsewhere!
Tracy, we see this attempt each August here in Wichita. Udall and Wellington districts have been most aggressive in media ads trying to attract more students to their buildings. While the distance seems a bit much to most, at NEMHS (reversing the situation a bit) there have been students from Wellington, Newton, Hillsboro there, as well as from some of the closer districts such as Valley Center, Goddard, Maize, Mulvane, etc.
This has always been a "space available" situation, as 259 students come first, as they should; but it has happened.
And Tracy, should 503 become more aggressive in its efforts to retain its students, the more determined parents will either 1) move to 506, e.g., or 2) if they have sufficient $$ available, create a private school(s), which will have the same effect. I'm sure "white flight" has a lot to do with the migration.
For instance, the St.Paul school district merging with a district that is not even physically boundried by the other district.
Mergers, bond issues, closings.
SEK being the most depressed area in the state, seems to be at the center of the next controversy that comes along!
We have the same thing going on here. Most folks in Collyer send their kids to Quinter, as it is four miles closer, and the perception is that they really have better schools in terms of smaller class size, etc. This has been going on since consolidation took place in 1966 and Collyer had its high school closed. And Quinter has been sending buses to Collyer for just about that long too.
Recently, WaKeeney tried to stop the bus coming to Collyer, with no success. The parents had a fit. And at least here, this is not an issue of racism, as BOTH schools are lily white all the way through.
This has gone on now for THREE if not FOUR generations, and will not stop anytime soon.
I wonder though, in more populated areas, if the schools giving permission for the transfers out do so to thwart any talk of vouchers or, as you mentioned, the creation of private schools?
Collyer folks have been talking about a charter school for quite a while, and the Collyer Community Alliance has purchased the old Catholic school building and is restoring it. Some folks think it might make a good school again...
Well, what do we do then when WaKeeney and Oakley are too small to support a district? And it is inevitable unless they reverse their declining populations. And I dont see that happening. Will we just bus 'em all to Colby and Hays? How long would the kids be on a bus?
It all points to a downward spiral of declining population and death. People here think it cant happen to WaKeeney, but WaKeeney is closer to Hays than Quinter is to Colby...
My graduating class had 94. Today, the classes average about 30. And six years ago, we had TEN kids in first grade for one of the classes. I think they are up to 15 now, but...
...high schools with 15 in the graduating class are not going to survive very long. Even with Quinter, they'd be at 30 and dropping.
So, without schools, the quality of life declines more and even FEWER folks with kids will move here.
Just think what happens when the grocery store AND the school close. And Hays is pushing for regional government consolidation.
The handwriting is on the wall for western Kansas. We're either too dumb or too scared to admit it.
And the sheeple sleep...
To overuse a phrase, Jesus WEPT!
lh, short answer: yes, and, to a lesser extent, to relieve the crowding situation.
The charter school idea comes up from time to time in areas where there is either dissatisfaction with the available public schools or where the forced consolidation from 1966 is still a smoldering issue (or still a burning issue some places with which I'm familiar). I could see WaKeeney approving it, as the money would be in its district, given the resistance of the folks in Collyer to their students going to WaKeeney.
On "my favorite college radio station", on a program named "Cosmic Guerilla Theater", the DJ just played a take-off on "The Devil Went Down to Georgia". I missed the title of this, but it's about the devil going to Jamaica to sell a bit of weed, and Johnny is selling his stuff down the beach, and... well, you get the general drift. Funny, funny stuff.
And I think the Collyer folks only have K-8 in mind. The alternative would be home schooling, and there is already a lot of that going on out here.
The district just to the north of us just went through all this. Lawsuits, hate and discontent are still not over. Brother against brother in the town of Galesburg!
Like one of my favorite TV pundits always says
"IT'S GETTING UGLY OUT THERE!"
Who is the patron saint of lost causes? :)
Tracy, if you think the school fights are bitter, wait until the water fights encompass more than Trego and Ellis counties and the Cloud county intramurel...
You are so right on the looming fights on water. It WILL be ugly, no disagreement there.
As for the ugly water wars, no kidding. That is why governor leadership is running out the clock...
I remember arguing with the out-going superintendent when my oldest applied for kindergarten. Because he was leaving, I got my way. tee hee Later, I got some grief from the grade school principal because of a problem with a counselor, and was told I basically didn't have any rights, as my child was out-of-district. Eventually, I got him to back-pedal on that remark.
Tracy, it amazes me that parents would want to have their children bussed to a much smaller school. Yes, smaller classes can be nice, but too often a small school doesn't have the technical advantages that others do. To do this because of race says a lot about those parents. I pity them, their children, and the rest of us who will have to deal with it in the real world. And I attended school when segregation was the law!
The younger decided while in Middle School at TIS that she wanted to attend NEMHS, not that there was any perceived academic benefit to such attendance; frankly, the high school program at TIS is "top drawer". One of her main reasons was that it was time to attend a "real world" school (her words as a seventh grader). We had no problem with this, given our familiarity with the NEMHS curriculum, etc., but it did come as a bit of a surprise.
Then, she applies to and is accepted at a college that more resembles her elementary and middle school than her high school insofar as ethnic diversity is concerned. Go figure.
VeeTee, I GOT IT TAPED!!
I know one guy who was flunking out in our school.
His parents sent him to Oswego (small), he told me that he did NOTHING different, and was making A's and B's.
There is a difference from school to school.
I'm not sure how much different.
Tracy, 10 in a class? Wow. I'm assuming you mean a single grade? (BTW, I had to meet the school bus at a designated spot we agreed upon, because the bus wasn't allowed into the other district's boundaries.)
I never had to deal with school consolidation, but my ex did when he was in school. Sometimes there's a lot of...displeasure, to put it mildly, on both sides. But it quite often is an improvement for all, if they'd just climb down off their horses and give it some thought. Adults can be more childish than their children.
Okay, I'm confusing Altamont with Altoona. duh
Sorry, that was lh with the teensy class. DUH!
I'm gone to look for the extra large pliers to screw my head on a bit tighter again. :)
Now, that's funny! I don't care who you are!
On a more serious bent, if there really are that many "valedictorians", does that not suggest something fishy with the grading scale in use?
We had the same thing when #2 daughter graduated. There were 12 or 13 salutatorians and 3? valedictorians. I'd have to check the photo or with her.
But, hey, when you can take the test a second time to improve your score, what else can be expected?
http://tinyurl.com/3dekjp
Interestingly, although not in any way required by the current version of NCLB, the state at one time was considering assessments in history, etc. I don't know the current status of that plan.
Now? We treat public schools like a hopeless dumping ground. They used to be PUBLIC schools and COMMUNITY schools. Like, as in, EVERYONE took pride in "their" kids and their achievements. Not just football. It was like we had some ownership or investment stake in how well "our" kids did. Teaching was a respected profession. Now we act like it is a career of last choice that should be paid accordingly.
When did we stop caring? When and how did we lose our way? I'd like to blame NCLB, and I do, but inside, I fear this decline in our concern for real education began long before. I think NCLB was the result, not the beginning.
I guess now I have to say, not only "dude, where's my country" but "dude, where's my schools?"
I have a niece who graduated Emporia State a couple years ago. I don't even know how she ever completed college and know for a fact she doesn't belong in a classroom in charge of 26 third graders. But guess what folks? That's where she is. My oh my I hope someone figures out that NO teacher would be better than this teacher. Most of those third graders are more mature and make better decisions than this young woman.
lh, my gut feeling is the decline began in the 70's. Very, very slowly. Which is not to say that the 80's and 90's were bad. Things just got progressively worse.
When I was a senior at the very end of the 60's, we had a new, fresh out of college teacher for Int'l Relations and Sociology. The guy couldn't SPELL. It's pretty sad when the students can spell better than the teacher. I don't think we have that problem now. Kids can't spell either.
Another problem? We don't want to crush their little psyches. Those of the students, that is. Maybe it was an 80's thing, but I know of at least one teacher who couldn't mark poor spelling and grammar because "it will harm their creativity." Gee, red marks didn't stop MY creativity, and I doubt it did yours. Honestly? I don't think the teacher who said that had a clue about spelling and grammar. And she was an ENGLISH teacher.
Enough ranting from me in one post. The ball's in someone else's court for a while.
Rox, the marking of poor spelling and grammar (or, more correctly, the failure to mark) was going on for a while; I believe this has been discontinued for the most part. Why? The state assessments, believe it or not.
The problem I've seen here in 259 is that grammar isn't taught at all, or barely taught, at the elementary level. In middle schools, there is some slight attempt, depending upon the teacher. In the high schools, there is an attempt also, but by then, much of what is needed to be demonstrated on the assessments cannot be learned in the short time allowed. Couple that with some English teachers saying in essence, "I don't like grammar, I really don't know it, thus I'm not teaching it", and the basis for failure is set.
Learning grammar basics isn't, by and large, fun. I know that. However, one middle school language arts teacher I know has a "fun" way to teach prepositions. She climbs on top of a desk, then goes under the desk, out the window, etc., to demonstrate actions the students can related to the subject of prepositions (and in many cases, reinforces what they should know about verbs, etc.).
Most disappointing thing I ever heard; when our elder was a Junior in high school, with the writing assessment looming, the teacher took a day to discuss parts of speech. When the class got to adverbs, the short and sweet of it was adverbs modified verbs, adjectives and other adverbs, and could be identified by the ending of "ly". The elder knew better, of course, and began to object, to be told she was correct, but for the purposes of this class session, that's how it was going to be.
Personal experience; undergraduate auditing course. The professor gave unannounced hour exams; he also graded responses for spelling and grammar errors, as well as errors in accounting theory. My good spelling and passable grammar saved me on several occasions in his class. His rationale was that auditors had to communicate clearly, and thus basic spelling and grammar skills were essential. No other teacher, high school, college or law school, ever integrated spelling and grammar errors into the grading of papers outside of English class. Not a one.
VT, you got my point. There are core "subjects" that must be taught and started at an early age. Basic reading/writing, math, and science. Everything beyond that cannot be learned if the basics aren't. Your professor was right on the mark. If you can't read and write, no matter whether you're working with numbers or molecules or whatever, you have to be able to communicate.
There are brilliant minds out there who can't, and they don't understand that if you can't get your ideas across to others, the ideas are pretty much useless.
Grammar should be taught in the early grades. It doesn't have to be complicated, but the later it's delayed, the harder it is to cram it all in, and the less is learned.
Ask my grown kids about Mom and grammar. They'll tell you that, even now, I'll correct them. No matter where they are (at). ::grin::
You mentioned teachers with poorer grammar and spelling. The question that brings up is how do we expect students to learn when there's no one to teach them or even be examples for them? That's my beef.
And I laugh at the "ly" words. That's one thing writers are told to avoid. (Too "telling", too lazy) I'm not sure I could differentiate an adjective from an adverb if pressed (or tested!), or even give a definition without a few seconds of thought. However, I was a wiz at diagramming sentences in grade school. LOL
I had a superb high school English teacher. Most of us hated her. She was tough on everyone. But I learned so much from her and blessed her when I went on to take college English. I'd already done it all! A few years ago, I ran into her (uh, encountered her hehehe) in the grocery store and thanked her for everything she taught me. She's not one to show a lot of emotion, but I think it pleased her. I doubt she knows she was mentioned in a dedication in one of my books, but I know.
And, after two years of high school Latin, which language do I select my first semester, freshman year, in college? German, of course. After living through that mistake, I took a semester of Latin second semester in an effort to salvage my cumulative GPA, at least a bit.





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