Background:
Educated only in public schools, I am a proud graduate of the Bronx High
School of Science. I went into the Army National Guard to earn money and
put myself through college. I graduated first in my class from Indiana
Military Academy and became a Second Lieutenant in the Infantry. I
graduated Earlham College (major in Economics) and Harvard Law School. I
spent several years as a management consultant with CMI, CMG and
ThoughtBridge in the field of negotiation strategy and conflict
resolution. In the process of facilitating several teacher contract
negotiations, I learned a great deal about the issues and obstacles facing
public education. My wife, Gina LaRoche, and I run INSPIRITAS, a
leadership consulting and training firm. Our two boys attend the
Cambridgeport School (kindergarten and second grade). My book, titled, “Ready
To Lead? A story for leaders and their mentors.” (Jossey-Bass,
publisher) will be in bookstores in May of 2004. Prior to serving in my
first term on the School Committee, I was chair of the Police Review and
Advisory Board in Cambridge and served as the Director of the Global
Leadership Initiative at Harvard Business School. I am a member of the
Ward 10 Democratic Committee.
Role of the School Committee:
The School Committee role is much like a public Board of Directors. Our
primary responsibilities are to, a) establish clear educational priorities
in collaboration with the Superintendent, b) adopt a budget that is
aligned with the educational priorities and the fiscal realities, c) hire
(fire) and evaluate the Superintendent, d) set educational policies, e)
negotiate fair labor contracts with the district’s employees, and f)
create a forum for meaningful community dialogue on educational issues.
Elementary School Consolidation:
I thought the process and the decision were terrible. The process left
most of the community feeling disrespected and lied to. The School
Committee went back on its word to delay implementation until September
2004. There is no reason that a 2% budget reduction should require
rearranging half of our students. I was the only School Committee member
willing to put my opinions and proposals in writing for public discussion.
I was the only member with a budgetary alternative (which would have made
significant administrative cuts and made massive consolidation
unnecessary). Now, student enrollment in the elementary schools has
suddenly dropped by more than 300 children. Parents left our schools or
moved out of Cambridge in significant numbers. I am grateful to the
teachers and administrators who worked so hard to implement the plan,
however flawed it may have been. It is simply too soon to know if any of
the intended benefits will be realized. Now the hard work of improving
education begins.
Restructuring of the High School:
If we don’t have a clear expectation of what students should know at
each grade level, or how to teach children so that they can achieve those
expectations, or adequate resources and professional development to help
teachers succeed, it doesn’t matter how you rearrange the structures of
CRLS. Those are basic building blocks of academic excellence. Those
building blocks are missing or weak at CRLS, which is why its
accreditation was placed on probation. Of course we want excellence and
equity. That’s more than a noble ideal. It’s our responsibility. I
love the concept of small learning environments where adults know our
children. But the idea that we should race ahead with equity and only
eventually get around to academic excellence doesn’t work.
Academic Excellence and Goals for the Cambridge Public Schools:
With the help of the prior Superintendent, the School Committee adopted
the district goal of, “Excellent Instruction in Every Classroom.” At
the time, it made sense. It seemed to be a good goal to focus our
educational priorities. The new Superintendent was quick to observe that
excellent instruction wasn’t a proper goal. Student achievement was the
goal. Excellent instruction was one means to that end. But excellent
instruction isn’t enough. If School A gets excellent instruction that is
very different than in School B, and isn’t aligned with our district
standards, then children will still arrive at the high school with an
achievement gap that will overwhelm CRLS. That is one of many reasons that
we have been in the process of resetting our educational goals. The
Superintendent will soon have a detailed recommendation for us to review
and (I hope) approve.
School Budget:
We spend the most money and we do not get the highest academic
achievement. If we did have the highest achievement, we would all be proud
of the financial commitment that produced such success. Instead we are
justifiably concerned. We must spend less on administration and more on
education. We made a tiny bit of progress in the last two budgets, but we
need to do much more. The School Committee has not demonstrated the
political will to tackle this issue with urgency. Positions get shuffled,
restructured, reallocated, and redeployed, but rarely cut. This is the one
issue that the City Council is empowered to help us with. If the School
Committee does not significantly reduce administrative overhead, does the
City Council have the political will to vote, “No” on our budget? That
kind of message would support our Superintendent to make significant
changes. That kind of message would challenge the School Committee to face
this problem rather than pass it on to another generation.
MCAS:
The MCAS is a valuable tool for educators and a dangerous threat for many
of our children. The test is far from perfect, but that isn’t my primary
concern. Used properly, as one of multiple assessment instruments, it can
give teachers valuable insights into what the students know and where they
need more or different instruction. It can also help teachers improve our
curriculum. The problem arises when children fail the test in large
numbers or in certain patterns. Who will be held accountable when we fail
to educate our children? I believe that the adults must be held
accountable. If we disproportionately fail to educate our poor, our
Blacks, our Hispanics, whose fault is that? If our children can’t appeal
the decision with portfolios that demonstrate their competency because the
adults didn’t tell them to save their work, whose fault is that? The
fastest way to improve public education is to hold adults accountable for
their failure to educate children. Unfortunately adults have chosen to
avoid accountability. They have instead decided to punish the children by
denying them a diploma, thereby denying many of them a successful future.
I believe in high standards for our children. The MCAS by itself, with
accountability placed on the wrong people, will more likely hurt our
children.
Civic participation:
The School Committee members, as individuals, are highly accessible for
civic dialogue. I certainly get calls at all hours on a wide variety of
issues. However, the School Committee as a body is not accessible. This
makes it difficult to have meaningful civic participation in the creation
of district policy.
There are four formats for School Committee meetings: executive
sessions, regular business meetings, workshops, and the budget hearings.
Currently, only the budget hearings come close to allowing meaningful
civic participation. Obviously, no civic participation is possible during
executive sessions. Regular business meetings limit each person to three
minutes of public comment. The School Committee is not required to respond
to any of the questions, suggestions and concerns raised. Even in the
yearlong consolidation process, most School Committee Members waited until
the very end to share their thinking with the public. The budget hearings
allowed the public to meet, discuss, and brainstorm in small groups. At
least one School Committee member and one senior administrator
participated in each of those small groups. It wasn’t perfect, but it
was a step in the right direction.
What if we took three topics and discussed them throughout the year?
And what if we pushed the conversation out into the community? For
example, we could discuss the high school turnaround in a series of
meetings held at CRLS. We could discuss how to close the achievement gap
in meetings that took place in several elementary schools, or youth
centers. By pushing the School Committee out into the community, and
choosing a format for real dialogue, we are much more likely to draft
policy that serves the entire district.
Other:
This is a critical time for Cambridge Public Schools. We have an
experienced and committed Superintendent. We have the financial resources.
And we have a community that desperately wants all children to achieve at
a high level. What we need is a School Committee that will put education
ahead of politics. We need a School Committee who will support this
Superintendent to make some fundamental changes and improvements. We need
a School Committee with the wisdom to listen, the integrity to tell the
truth, and the courage to take a stand for all children. I am running for
re-election because I love the work and the work is not done. My name is
Alan Price and I am asking for your help, your support and your #1 vote on
November 4th. Thank you.
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