Principals Detail Goal Progress; Student Decries Gatekeeping

by Joan R. Simon

(May 15, 2008) Having set individual building goals at the Mamaroneck schools in the fall, the six district principals detailed at the May 13 school board meeting what they have been doing to meet those goals. Before the main event got underway, however, high school sophomore Elizabeth Lieber read a poignant “letter to the board” criticizing policies that keep an “average” ("B to A-minus") student like her out of honors and Advanced Placement courses. (See the full letter.)

Teachers' union president Ann Borsellino and Chatsworth kindergarten teacher Darlene Adams sport "vote yes" buttons at the school board meeting in support of the school budget. The vote will take place on May 20.

Coincidentally, at the school board’s study session of May 6, the trustees had briefly discussed gatekeeping and other factors that divide students within the schools. The dialogue came at the end of an otherwise glowing report by board members on their recent classroom visits across the district. In her May 13 recap of the study session, board member Robin Nichinsky said: “Some of us had questions we took away from our walks, such as … an observation of the socioeconomic and racial divide still evident in too many classrooms. We agreed there is still much work to be done, including a discussion about closing the achievement gap and opening gates for our students.”

Ms. Lieber highlighted the issue dramatically in her letter: “MHS’ elitist gatekeeping policy is not on par with many other Westchester high schools and schools across the country. For example, if I were at Rye High … I would automatically be able to take AP U.S. History and AP Literature.” (See: MHS Honors and AP Guidelines.)

Building Goals In Action

The four elementary school principals reviewed the many programs and activities they had initiated to achieve goals developed in the fall. The focus was on student achievement, teacher collaboration, professional development, differentiated learning, improved communication, school culture, character development, inclusion and assessment. Activities included faculty and grade level meetings, book groups, teacher training workshops, Mamaroneck Schools Foundation grants, parent-teacher committees, lunch clubs, student leadership opportunities, improved assessment, assemblies and workshops for parents.

At the middle school and high school efforts were directed toward supporting at-risk students, developing a culture of respect, and improving communication among the staff. Seth Weitzman, the Hommocks principal, gave one example of how sharing practices between teams showed teachers how to use time more effectively and thereby better support struggling students. (A full report can be found at the Mamaroneck School District website.)

“Quantifiable” Results Wanted

Following the presentation, PTA Council President Susan Lewen said she was “disappointed” that the high school department chairs did not report on their curriculum work during the year and hoped that it would “happen soon” in an open meeting. Parent Cindy Habig also expressed frustration that the reports were “qualitative” and said she thought a “benchmark that is quantifiable” would give a better idea of what has been achieved.

Superintendent Paul Fried explained that “this first year” the principals were “open-ended about their goals,” which afforded them the opportunity to explore them more fully. “One of the things we’ve been thinking about in the second go-around is to try to quantify the results,” he said.

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