Not related, but the elementary class sizes are too large for our students. With all the surplus money in the district hiring enough staff to cut Kindergarten, First, Second and Third grade classes in half would go along way to elminating the math and reading problems. Also, add in more physical education and recess. The body need to be exercised as well as the mind.

From what I have seen, heard, and read about the academies proposal, the primary motivation for implementing this nationally-proven learning structure is that our high schools have failed to deliver acceptable academic outcomes with far too many of our kids for far too long. The status quo isn’t working, and it’s irrefutably a serious inhibitor to Rockford’s educational, social, and economic growth.

As a debate coach, you know that using a straw man or red herring argument (take your pick as to how to define your position) as you have done, is usually used because the debater can’t refute the fundamental facts of his opponent’s argument so he resorts to one or more logical fallacy approaches.

In the papers and on the radio there’s been some criticism of the academy model from a few corners, and my observation is that it is generally motivated either by a personal agenda or ignorance of facts. I have read the research, which clearly demonstrates the positive impact of college/career academies implemented in a smaller learning community environment.

Here are the highlights of two recent federally-backed MDRC research reports analyzing academy/smaller learning community outcomes in public school systems with high poverty in urban areas—similar to RPS 205:

Nashville Public High Schools—While the research showed academies “didn’t have any effect on [academic] outcomes–positive or negative, [it] found remarkable and significant effects on post-secondary employment and earnings, labor results that did not compromise classroom achievement. Students in academies on average earned 11% more annually than their non-academy peers. That added up to about $30,000 in eight years. Not only that, [it] found that the largest effects were among young men. The Career Academies produced an increase in the percentage of young people living independently with children and a spouse or partner. Young men also experienced positive impacts on marriage and being custodial parents.” (full report: http://www.mdrc.org/project_29_1.html)

New York City High Schools—The MDRC’s analysis of “smaller learning communities,” a key feature of the academy model, showed “encouraging findings providing clear and reliable evidence that, in roughly six years, a large system of small public high schools can be created and can markedly improve graduation prospects for many disadvantaged students. By the end of their first year of high school, 58.5% of [small schools of choice] enrollees are on track to graduate in four years compared with 48.5% of their non-SSC counterparts, for a difference of 10.0 percentage points. By the fourth year of high school, SSCs increase overall graduation rates by 6.8 percentage points, which is roughly one-third the size of the gap in graduation rates between white students and students of color. (full report: http://www.mdrc.org/publications/560/overview.html)

Greater earnings, improved families, and higher graduation rates. I think the facts in this debate speak for themselves, which is why the RPS school board showed unanimous support, and why there seems to be broad and passionate support among employers, government officials, unions, juvenile judges, churches, parents—and , oh yes, teachers and administrators who have spent time investigating the academies/small learning communities model.

The PWC did not trash or eliminate the RKFD vocational programs, that happen in 1987 by the BOE and headed up by two high school principals that were home grown leaders (so-called) from East and Guilford High.