This commentary is by Brian Carroll of West Glover. He spent 26 years as a student services director for several districts in the Northeast Kingdom, and is currently semi-retired, providing consultation to school districts regarding special education and Title IX procedures. He also teaches English composition at Community College of Vermont.
If it hasn’t occurred already, it appears that H.454 will become law with the governor’s signature. It will be one of the most transformational education laws in decades with its focus on school governance, finance and the constitutional right to an equitable public education system.
The many iterations of the bill created significant division among educational stakeholders. Some think our educational system is inefficient and an unnecessary burden on taxpayers. Some believe the quality of instruction in our schools needs attention, thus more resources, particularly in the many rural districts in our state.
Then there is the division among those who believe independent schools should not receive public funding and those who believe it an inappropriate use of public funding. This particular issue appears to have the most divisiveness. Here’s my take on this issue.
Having spent the past 30 years of my career as a teacher and special ed administrator in Vermont and Virginia public schools. I’ve been an advocate of public education and believe in the teachings of the influential Vermont educator, John Dewey, who professed that public schools are necessary to sustain a democratic society.
I totally embraced the concept of public education’s requirement to be open to all learners, creating true diversity in the classrooms. As a special education advocate, I spent most of my career supporting the requirements of special ed law (IDEA, 1975) and believed that an IEP can make a difference to a special needs learner.
That being said, I now find myself in a position that may appear to counter these beliefs in public education. I have come to realize that students who learn differently don’t necessarily benefit from individualized instruction based on a special need (or disability).
I also realize that, given the many cultural challenges of the 21st century, our general student population appears to respond differently to larger secondary schools. By “differently,” I mean not achieving their potential due to the many factors involving technology, post-pandemic issues, and an increasingly divided society.
Several years ago, I was asked by a colleague to consider serving on the board of a very small, independent school. I had some reservations but I eventually realized that students do benefit from a small secondary school environment, so I agreed.
I have now served as chair of a micro-secondary school, East Burke School, for the past three years. With an enrollment of 7-12 students, it is truly a small school; however, it serves its students with a stellar, intentional and a tight curriculum that adheres to high standards, yet, can pace students along a reasonable achievement path towards a high school diploma.
This describes the type of opportunities that are sometimes challenging for some larger secondary schools in our public school systems, despite the many social, therapeutic and academic supports available.
Some vehemently oppose public funding for private, independent schools. I get it. One could easily argue that financial resources need to be totally directed toward our public schools. However, I would argue that private schools are not the enemy of public education. It’s about meeting the needs of students.
East Burke School happens to serve students in a district that has no secondary school. The students in this district have school choice. Ironically, the majority of secondary students split their attendance between two independent schools, both of which are considered relatively large by Vermont standards.
One could argue that school choice is a good thing for families of secondary students. Why is having a micro-school, as part of this choice, a problem?
There are those who argue that small schools are inefficient and costly due to low enrollment. On a spreadsheet, that argument may be valid, however, the tuition comparisons to the regional secondary schools do not support that argument.
I hope that schools like East Burke School will continue to thrive and can look toward a sustainable future without the current adversity and divisiveness that appears to be emanating from this law.
