Christina School District’s Very Dangerous Game With Equity Could Backfire On Them

Christina School District

One of the reasons I have always admired the Christina School District is because they don’t have magnet schools or choice schools within their district.  That could change tomorrow night when the Christina Board of Education will vote on a proposal to expand the Honors program at Christiana High School from a 9th-12th grade program to a 6th-12th grade program.  I understand the why behind it as the district has empty seats in some of their buildings and they will be forced to consolidate at some point.  But this… I can’t get behind it.

Before I get into why I can’t support this, let me explain why they are doing it.  Christina, over the past fifteen years, has lost a ton of students to charter schools.  I truly believe the district wants to let go of the past and start offering richer programs to keep students in the district and to hopefully lure students back from the charters.  As well, they are losing honors students to Dickinson High School in Red Clay who offers an International Baccalaureate program.  Eventually, the Christina students in Wilmington issue will be resolved one way or another and Christina will lose those students.  The district has to make some major changes if they want to survive in the next decade.

But this idea is not good.  First off, I don’t think it is a wise idea to place middle school students in a high school setting.  Developmentally, they are not on the same level playing field.  By osmosis, these students will be exposed to things they are not ready for.  There is a reason students in public education are at elementary schools, middle schools, and high schools.  To make matters worse, the plan would call for this to start with 6th graders only for the next school year and by 2019 all 6th-8th grade students participating in this program would be integrated as students at a high school.  This cohort of 6th graders are going to have a very difficult time at a building with peers who are far older than them.

Furthermore, what happens when all the honors students leave the existing middle schools in the district?  That will leave a higher concentration of students who have larger needs.  Our current state accountability system for schools will place those schools with a bulls-eye on them when test scores come out.  If anyone thinks the Every Student Succeeds Act is going to take care of that they are deluding themselves.  It will set up an irreversible system of discrimination and segregation all over again, within their own district.  That is something all schools in Delaware should be steering away from, not towards.

This program would have smaller “cohorts” which would mean smaller class sizes.  I am all for that but it has to be done across the board.  There are existing classrooms in elementary and middle schools that do not have enough support in this district but teachers are forced to handle large classrooms with no support whatsoever.  But giving this preference to students who would most likely be considered talented and gifted while not giving those same choices to other students with just as much need if not more is just reinventing the discrimination wheel.  I’m not saying talented and gifted students shouldn’t be given those benefits, but I am saying if that benefit exists it needs to happen for all students.  No one wins in the large classroom scenario with one teacher.

The State of Delaware, and more specifically, the General Assembly, needs to look at the state school choice law.  While the intent may have been honorable in the beginning, it has morphed into pockets of segregation across the state.  Some are big and some are small, but they exist.  While charter schools take the brunt of the shots fired at these practices, many districts are setting up programs within their own districts that are dividing students.  Take the World Language Immersion program as an example.  In my day, you took a language.  They didn’t put a fancy name on it and start teaching Kindergartners Chinese or Spanish.  While I do think it is good for students to learn a second language, and possibly a third depending on their abilities, we are already seeing school districts around the state dealing with issues of segregation between the smarter kids and those with higher needs based on this program.  This isn’t even inequity, it is also inequality.  When you have both, it is a recipe for disaster for the overall educational health of a state.  This example is not just affecting New Castle County schools.  Districts in Kent and Sussex County are having these issues as well.  But their boards and administration don’t seem to be addressing what is happening within their own schools.

I don’t know what the solution is, but this isn’t it.  I don’t understand why they wouldn’t attempt to instill those honors programs in the schools they have now.  If they need to combine some schools and possibly sell old property that isn’t being used, that is one thing.  But dividing students like this is a lesson Delaware doesn’t want to learn.  This is a recommendation from the Superintendent (even though it is an Acting Superintendent).  When Christina passed their referendum earlier this year one of their promises was to create programs like this.  I am all for better programs in schools.  But school choice has led to such severe competition among Delaware schools that future generations of adults are going to be more divided than ever between the haves and the have-nots.  We have traditional school districts, charter schools, vo-techs, magnet schools, honors programs, World Immersion programs, and so forth.  And I’m not even getting into the Pathways to Prosperity program and how that is setting up particular societal roles in the future.

How can we talk about equity in schools with a weighted funding system when we are forcing schools into that position?  We are killing education in this state, one choice program at a time.  I believe Christina is trying to rush a program like this into place.  Let it marinate a bit.  Look at other options.  Slow your roll!  I’m not convinced this isn’t a case where the Acting Superintendent who will be gone in a few months at most just wants a notch like this on his résumé.  I think something this big would need to still be in the discussion stage with a new Superintendent who would be tasked to carry it out.

And in the name of all that is holy can we please get the words rigor or rigorous legally banned from discussion about education?  As well, the word “Academy” in traditional school districts signifies something elite that only select students can get into.  Not a smart idea to put an “Academy” into a school district.

To read the action item, which will be read for a second time, please go below.


12 thoughts on “Christina School District’s Very Dangerous Game With Equity Could Backfire On Them

      1. I only mention it because it doesn’t seem to bother parents that their sixth graders are in the high school. I’m aware that it is a separate wing and the students don’t commingle, but…


  1. But do we want to be a clone of Red Clay? Is this as creative as we can get? Perhaps some of the parents who could not get into NCS will like this idea. I, however, see nothing good coming out of this for every child left behind. The culture in our schools has been negatively affected by the loss of over 1000 students who have involved parents to charters. The removal of the remaining “top” students from the current school population can only further concentrate the students with high needs, high risk, and challenging behaviors.
    Thank God I have only one more year. It will be a nightmare.


  2. Everything in public schoolsis geared toward special ed students. It is impossible for teachers to teach to 3 or 4 different levels in a class. Especially secondary teachers that have 6 to 8 classes of 200 students. Not All teachers become teachers to teach all students. A lot of teachers become teachers to teach the higher and kids and they are not being challenged in our schools. They are being used to help the special ed kids but it does not work out that way. Public school has become an Avenue for special education to get special treatment but be classified as being among the regular population. They run AMUCK. They are behavior problems. They do not belong in the regular Ed classroom and our higher level kids should not have to deal with that. They are being brought down. Teachers should not be expected to teach special ed if they did not go to school to be a special ed teacher. none of these kids are being served the way this inclusion is right now and I for one would have my child a charter or private. As a matter of fact I had my child in private school until 8th grade and choiced out of Christina School District into another district where they could pick and choose who could attend and she is way better off for it. she did not have to deal with the disruptions and having to watch the teacher deal with the problems and ignore the rest of the class and watch these kids still get rewarded for bad behavior because the district does not want to get sued. I am a teacher in this District and the public has no clue what this district has done with the referendum money.


    1. Madge, I’m going to try to be really nice here without going off. If a teacher wants to teach the “higher” kids, they should go teach at some elite private school or Newark Charter School. Many of these “behaviors” you cite are not behavioral. They are neurological for many of these special education kids. Kids in the low-functioning classifications for disabilities, yes, they need different supports that a regular classroom can’t always provide. I was in one of your schools recently. I asked a teacher why one kid was sitting by himself at a table when all the other students were with other kids. I was told he is special education and this student made a choice that he wanted to do better in school so he chose to separate himself so he wouldn’t get distracted. For a young man to make that choice shows wisdom beyond his years and I salute his choice. Many of these disabilities manifest themselves because 1) Common Core really does suck, 2) Teachers are put under so much pressure to reach certain goals that are unrealistic and their job depends on it, and 3) there are bloated classroom sizes with very little support if any. I don’t care what anyone says, disabilities are on the rise. I have seen recent statistics that suggest half of the children in this country will have some type of neurological disability. So if you want to teach in public education, you might want to fucking get with the program or go teach at a private school or NCS. Because guess what, when I was a student way back in the day, we had many of the same issues. Maybe not as concentrated as Christina, but this isn’t a new tale. And I hate to break it to you, but all teachers should be trained in special education to become a fucking teacher. Cause guess what- if you are seeing all these kids as “behavioral” problems then you don’t know the first thing about special education. I would suggest finding out exactly which disability each of your special ed students has, read their IEP, see what is working or not working, and do some goddamn research on best practices to help each and every one of these “problem” students. Because they aren’t the problem. You are.


    2. firstly, it is a tragic, and incorrect assumption that all special ed students are behavior problems.
      secondly, I teach honors classes with little to no behavior issues-in this district.
      I am fortunate.
      is the district afraid? yes, but clearly not fearful enough to get it right.


      1. Folks, here’s the essential problem: if you’re in a game and you don’t like or control the rules, and out of a sense of higher ethics or lack of innovation (whichever you want to attribute to the player/district in question), you decide to not play the game at all, you lose!!! In the current DE educational environment, if you choose to not play the choice game, you de facto lose the game, which is what we’re seeing when many hundreds of families walk out the door each year, thousands across the past decade. A district in this predicament really has no “choice” but to play the choice game or else be condemned to forever be a pauper district, unable to attract middle class families and the financial networks associated with those families, and perhaps most importantly, the political capital associated with those families. Folks, that equals 95%+ poverty, no real serious political will to fund the schools equitably, constant blame and accusations of incompetence aimed at teachers and administrators, and wow, more misguided, disruptive and ineffectual “reform” mandates from above. While it may appear to some to be noble for a DE school district to refuse to play the choice game because it is morally just, should we also expect that District to sacrifice it’s viability — hell, its very existence — to that higher purpose? What good is an institution to its community if it is a dead institution?

        Liked by 1 person

        1. The real losers, either way, are the weak, the poor, those members of society from whom these “choicers” seek to escape. The money will follow those who leave-
          Is this the society we want?


          1. Indeed the school districts need to serve the poor families. However if a district s left with just poor families they wont have anyone to advocate for them. Attracting and keeping choicers and having the choicers squeak and get the grease so to speak helps the poor families who have their kids in the same schools as the choices.


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