Darcy Markham Mod#4 WP#1
“We invite parents
to state a placement preference for their children in either a single grade or
multi-age classroom. We honor such requests as long as space is available, and
we can maintain a balance of students in all classes to reflect the diversity
found in our student body as a whole.” (Lincoln Elementary. http://isd742.org/%7Elincoln/index.html)
Lincoln Elementary School,
located in St. Cloud, MN. is no different from any other school in that it
attempts to convey the prevailing values, attitudes and behavioral norms of
society, through what the school does. “Regardless of how we view the proper
role of our schools, we cannot deny that, intentionally or unintentionally. The
prevailing values, attitudes, and behavioral norms of our society are
transmitted to the young through what schools do” (Pai & Adler, 2001.
p.26). Through viewing the schools website, these values, attitudes and norms
can be gleamed
Lincoln Elementary claims it is a “Success for All”
school. Implicit in this statement is the core value of achievement
orientation, which is connected with the work- success ethic. The idea being
that a higher goal can be achieved through hard work, not only on the part of
the students but the teacher’s as well. This view is clearly stated in the
statement on their web page that states that Lincoln’s “hard working staff,
continually strives to learn…” (Lincoln Elementary, n.d.). The idea being
conveyed to the reader is that “an individual should not be satisfied with a
given position but should always seek something higher or better.” (Pai &
Adler. 2001. p.27). Teachers then should not be satisfied with their skills and
abilities as teachers, but should continuously seek out better methods and
skills to teach their students.
In reading about Lincoln Elementary another factor that stands out is the idea of “choice”. The idea is based on the core value embedded in the constitution of “Equal Opportunity”, the idea that opportunity for success is available to all, and it is our own choices along the road to success that determine whether or not we will achieve. As stated in Pai and Adler (2001), “ society must provide equality of opportunity that will enable individuals to develop their capabilities to the fullest”. (p.104). Here the school offers parents the “choice” of all day or half-day kindergarten as well as the “choice” of multiage or traditional classrooms. What is conveyed in these choices is that parents have the ‘equal opportunity” to choose which situation will be best for their child and that such choices will help their students achieve according to their individual needs.
However, equal opportunity means more than just
making something available. Levin in his analysis stated, “ In education, for
instance, equal access in this sense means such things as classroom doors
widened so wheel chairs can get in, shop classes permitting girls to enroll,
schools enrolling new immigrants. Levin says that in United State, he observed
that often, this first level of “equal access” has been taken to assume full
equal opportunity. (Levin, 1980 as cited in Shadiow, 2003). In order to know
whether the programs are truly an “equal opportunity” it is necessary to look
at the policy positions that determine such placement. According to the
website, “We
invite parents to state a placement preference for their children in either a
single grade or multi-age classroom. We
honor such requests as long as space is available, and we can maintain a
balance of students in all classes to reflect the diversity found in our
student body as a whole” (Lincoln Elementary, n.d.). Upon examining these
statements certain presuppositions become evident. First, the policy
presupposes that all parents are informed of the different options available.
The website offers some information, however, this information is only
available to those who have access to the website. Further, the website is
offered only in English, therefore people who speak other languages will not
have the same access. Without having knowledge of other contacts between school
and family, there is no way to know what information is made available to
parents through other forms of contact, are letters sent home, are they sent
home in the appropriate language, are parents informed prior to registration of
the choices that are available, and do parents have access to the implications
of these choices so that they can make the appropriate choices? Further, the
policy presupposes that parents will know which choice will be the most
appropriate placement for their child and the implications that this choice
will have for their child. Underlying these presuppositions is also the belief
that if parents “care” they will seek out the information before they make
their choice. Again this presupposes that parents are aware that they have a
choice, and that they understand what that choice is. Implicit in this is the
idea that those who are not aware that they have a choice or what they choice
is, are abdicating their responsibility, not the school. The idea being that if
the information is made available the school has provided “equal opportunity”
to all students. However, to be truly an equal opportunity, all parents must
have equal knowledge of the choices, equal opportunity to access information
and equal opportunity to choose between the choices.
If one looks further at the
statement made by the school, it further restricts the choice by stating that “
we honor this choice as long is space is available”. The question then becomes
how does the school determine who gets to have “choice”? Is the choice based on
a first come, first serve basis? If so, then when does this opportunity become
available? Do parents get to choose at the time of registration or later? What
time is registration open? Again, there are certain presuppositions in this
statement. First it presupposes that all parents know when registration is?
That the times available for registration are appropriate for all parents and
that all parents will be available to register at the times given? This of
course fails to take into account that some times may not be appropriate for
all parents. If the available time to register is during school hours, then
what accommodations are made for those parents who work and cannot take time
off to get to school during those hours? If registration occurs before school
actually starts, what happens to those parents who are out of town or on summer
vacation during these times. Finally, what happens to those students who
transfer into the school district during the year? Are they given the same
opportunity?
Finally, the statement is
further qualified by stating the choice is available so long as “we can
maintain a balance of students in all classes to reflect the diversity found in
our student body as a whole”. With this statement the idea of equal opportunity
is further limited by the judgment of the school. What does the school mean by
a “balance of students”? Does this mean that each classroom must have an equal
ratio of boys to girls, or that all ethnic minorities must be represented
equally within these classrooms? Who determines what the balance is? Is it
determined on the basis of local demographics or legislation that requires
certain quotas? Further, if a parent comes in and chooses a certain option for
their child and he or she happens to upset this balance, would that student be
placed into the alternative environment to make a place for another student who
will ensure such a balance?
The fact is that Lincoln
Elementary although claiming that it provides “choice” in reality offers
“limited choice” to the parents and students who attend it, with regards to
placement in the various learning environments that are available. Though the
core value of “equality of opportunity” is implied, it is only equal in that it
meets the requirements that are imposed upon it. In reviewing this website,
it becomes obvious that the statement made by Pai & Adler, (2001)
that “intentionally
or unintentionally. The prevailing values, attitudes, and behavioral norms of
our society are transmitted to the young through what schools do.” The
intention of Lincoln Elementary is to convey the idea of hard work equal
success and that it works to ensure that there is an equal opportunity for all
to achieve that success. Yet, this idea of equal opportunity is undermined by
the presuppositions made by the policy makers who in essence limit the
opportunity of choice by the policies they have established.
References:
Lincoln Elementary, (n.d.). Lincoln
homepage. Retrieved October 18,
2003 from http://isd742.org/%7Elincoln/index.html
Pai, Y., and Adler, S.
(2001). Cultural foundations of education. 3rd ed.
Merrill Prentice-Hall. Columbus, OH.
Shadiow, L. (2003, Fall). Cultural
foundations of education. Edf 500: Northern
Arizona University.