Toward the end of last school year, I emailed the superintendent and science supervisor with even more concerns about the STEM ed inequity at Community Park, and also informed the entire Board of Education. Both the superintendent and the supervisor responded, with offers of a meeting, however I'd already met with both of them twice. Parent meetings are used to placate, and to isolate information so that others don't find out about issues. Thus, I didn't even bother following up. Only two members of the BoE responded.
Jun 8, 2017 Dear Steve and Eddie, This email is an overview of my experience as the parent of a female Dual Language Immersion student, as well as a query about the current status of science lab. It is prompted by two events: 1.) A panel you participated in last night at JW about the Black student experience in PPS, Steve, where you professed, several times, a dedication to equity in education; 2.) The final Dual Language Immersion parents meeting, where Betsy Baglio and a handful of other (predominantly white) parents were also present. As at past meetings, I asked Priscilla Russel about the status of science lab. Instead of yelling at me, as she did at the first meeting of the year, she said a bilingual Spanish/English teacher had given a demonstration and was being offered the position. I asked if this candidate had a degree in science and experience with teaching science - i.e. on par with/equitable to the science lab teachers at other K-5 Princeton Public Schools. Incredulously, Priscilla responded that she did not know. I reiterated that science matters, and pleaded with Priscilla not to allow a non-science specialist to be hired. I also stated that the inequity in STEM education at Community Park is institutional racism, and begged the other parents to think of the children who lack resources to overcome the STEM opportunity gap. Since we typically communicate via OPRA requests, or an email from the PPS law firm, here is a refresher of what I refer to as the "DLI bait and switch": The DLI program launched in 2015, and was marketed to parents as being the same as the traditional track, but with 50% of the day in Spanish. Other selling points included “enhanced cognitive ability” and “narrowing of the achievement gap.” However since that launch, DLI has never had science lab instruction equitable to that of other K-5 children in PPS. Due to understaffing, and out of fealty to the DLI model, science lab was removed from the curriculum. None of the DLI parents were informed. I found out because I was tipped off. In an Ivy League town heavily associated with Einstein, and populated by many scientists, science lab is highly valued - it reflects the values of the community. This is what the DLI children have received: -- 2015-16, a few weeks of science lab “scripts” translated for Spanish instruction by the classroom teacher where the English-speaking science teacher was present, but wasn’t allowed to actually speak to the children, even if they addressed him; “Engineering is Elementary” - which Eddie introduced mid-year for K-2 traditional classes too, and you endorsed, Steve, but seems to have petered out. -- 2016-17, instruction by a bilingual classroom aide who was rechristened "science teacher" from “instructional aide.” It seems that overnight a “classroom aide” can become a “science teacher” in PPS. Why this is indefensible - There is a well-known opportunity gap in STEM for girls and minorities. Exploiting Latinx children so predominantly white, predominantly economically secure children can acquire Spanish language skills is insidious and cruel. The majority of the native Spanish speakers in DLI are Latinx children who are immigrants, or children of immigrants, low income and, in this political climate, living in fear of being deported. These children were recruited for the DLI program; their parents were told it would make them better students, and attempts were even made to get children from Johnson Park. For vulnerable, oppressed populations, every setback in education - i.e. not receiving equitable STEM education - adds up. The excuse “DLI was a pilot program” doesn’t, and shouldn’t, fly in Princeton Public Schools - “Pilot” doesn’t equate to non-accredited teachers, a lack of transparency, abusing the trust of parents, or widening the STEM opportunity gap for girls and children of color. DLI was several years in the making by people with ample connections and even a few Ivy League degrees. It's not just the DLI kids - The entirety of CP, which has a higher concentration of Black, Latinx, and low-income children than most other PPS schools, fell into a science lab abyss with the mysterious departure of the former science teacher. To quote a Princeton University scientist parent: "The science at CP is shit." Two different teachers filled in: 2015-16, a former TA, and then in 2016-17, newly-graduated general ed teacher. Embarrassingly, a group of concerned scientist parents tried to salvage the science lab. They created a new job description (which Priscilla mocked at the recent DLI meeting), and there was talk of bringing in Princeton University science students to help out. DLI is used for personal betterment - On the back of this exploitive program, Betsy touted her involvement during her Board of Education campaign, and Priscilla positions herself as an expert speaker on DLI while trying to expand the program - despite not having competently established the first one. The pinnacle of hubris might be CP Principal Dineen Gruchacz, who has been quoted in DLI’s press coverage. Like you, Steve, her career benefits by association with DLI. During the BoE renewal presentation for DLI - where Dineen hilariously referred to Priscilla as her partner in crime - she was asked by a BoE member if there had been any problems with the program. Dineen cheerily responded, “Not a one!” Not. A. One….She said this in front of you, Steve - and Betsy, Priscilla. Nobody corrected her. Optics check-in: complicit white people in power dismissing, covering up, and perpetuating inequity. QUESTIONS -- What is the status of replacing the former science lab teacher? During a national teacher shortage, how did PPS mysteriously lose an excellent science teacher? He was tenured, highly rated, had a degree in science, and experience in science instruction - like the science lab teachers at the other K-5 PPS schools. He was also beloved by the children. -- Did you know that first grade DLI was not receiving garden education? Or most (maybe all) of CP? After all the spin and attempted misdirection (“Next Gen Science Standards”), I cannot trust PPS to provide equitable education. This means I have to query my children beyond the usual "How was your day?" - that’s how I found out about garden ed. When I raised the issue at the one evening parent meeting finally populated by some Latinx parents, neither Priscilla, Dineen, or Betsy seemed to know about it. And please, no excuses about the garden ed teacher being on medical leave. I know that a substitute was available. -- Why is PPS paying money to a consultant who is not tailoring the program to the PPS curriculum and staffing ability? -- Did you know that health (which is science) is taught in English to DLI students? Which means CP is not following the DLI model of teaching science in Spanish? Why, then, couldn’t science lab also have been taught in English? In the end, Eddie, was imploding the science lab at CP, losing a great teacher, and two years of STEM inequity for children completely avoidable all along? In closing, some PR advice: Appearing on panels about racism, deflective media statements using the names of racial justice organizations, and citing associations with scholars on the district website are mere window dressing in the face of ongoing inequity at CP. Do not hire a bilingual general ed teacher and rebrand them as a “science teacher.” If you do, you remain complicit in perpetuating inequity in STEM ed at CP. Girls and children of color will continue to be casualties of PPS hubris. You must put meaningful action behind your words and statements - please show respect for the children, parents, and education. It’s not too late. Regards, Jennifer
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