MARYSVILLE Early this year, the Marysville School District took on the daunting task of redrawing the boundaries of its elementary schools.
The changes were needed in anticipation of the opening of the new Grove Elementary School, slated for occupation in September 2008. As the redistricting process moved forward, school officials reasonably sought out the comments of parents in several public forums.
Those kids was the comment we heard more often than we would have liked, said Superintendent Larry Nyland.
Speaking bluntly, Nyland said those kids was a repeated reference to Native American students.
He quickly pointed out some principals and parents alike also stood up to defend diversity in the schools, saying that diversity only strengthens education and students.
In any case, the district already had what was termed a respect committee in place. But based at least partly on what he heard during the discussions over Grove, Nyland decided to make promoting diversity and equity in the district a priority. One result was a detailed report presented to the school board of directors Dec. 10.
Executive Director of Teaching and Learning Kyle Kinoshita joined the district in July. He volunteered to head up a study undertaken by the respect committee. In extensive comments to the school board, Kinoshita talked a lot about acceptance and equity.
Its difficult, complicated and doesnt come without a lot of effort, he said, adding equity cannot be treated as an aside.
I dont want to respond to this issue in a superficial way, Kinoshita said.
The respect committee report outlined several fairly specific problems that affect the entire district as well as issues that crop up at certain grade levels. District-wide the report names four so-called Tier 1 issues. The first addresses achievement gaps affecting students of color.
We have some persistent inequities in terms of student achievement, Kinoshita said, though neither he nor the written report provided specific numbers.
According to the report, other district-wide concerns include helping students who are not native speakers of English. Among other points, the committee report states the performance of such students on state mandated tests actually drops the longer those students are in the Marysville school system.
A third priority talks about steps to reduce and counter racism in peer relationships.
On this issue, the report reads in part: There are many anecdotal reports of exclusionary, disrespectful attitudes based on race and culture among students. These are often latent, internal and often unseen by adults, creating (the) perception of a lack of a problem in this area.
In putting together the report, Nyland said later that the respect committee conducted approximately 200 interviews, mostly of persons working for the district in some capacity or another. In the end, the report lists numerous steps the district can take to promote multiculturalism, with specific steps aimed at specific grade levels. The recommendations include everything from purchasing multicultural books to ensuring classroom instruction has a multicultural basis.
The report and Kinoshitas presentation generated some fairly strong reactions from various school board members.
We talk a good story, but we dont do it, said board member Don Hatch. A Native American, Hatch said the district had only taken steps in the past because he pushed for certain changes.
To be able to get a good education, you have to feel comfortable in school, Hatch said, adding that comfort level has to be present from the moment a student steps onto his or her school bus every morning.
Board member Michael Kundu took a different approach in looking at the report.
This is a battle that goes so far beyond us, Kundu said. He questioned whether money spent on equity measures might be better spent elsewhere. Among other concerns, Kundu said parental influence could negate whatever message the district puts out in its classrooms.
Are we just spinning our wheels here? Kundu said, admitting his comments might sound controversial or pessimistic. We have to be realistic, he added.
One respect committee recommendation calls for hiring more minority teachers. Kundu questioned whether the district would be willing to hire a minority teacher even if that instructor was less qualified than some other individual. Kundu claimed that exact issue had arisen up in Seattle schools.
According to Kinoshita, the answer is not hiring unqualified teachers, but putting in the classrooms teachers who can deal with students who dont look like they do.
For his part, Hatch said any belief the district could eliminate racism is wishful thinking. But he added the schools need to do whatever they can to reduce any problems. Hatch several times expressed a hope the board could bring in various district personnel to hash out equity issues, including such folks as bus drivers as well as teachers and administrators.
The somewhat contentious meeting went well into the evening. Afterwards, Nyland said the respect committee and various subcommittees would continue their work, presumably with more reports headed the way of the school board.