Editorial: 'Every child, every day'

Published on January 25, 2008

A new group has emerged in town and with it a School Committee candidate. The group is called ACE, short for the Amherst Committee for Excellence, and the candidate is Catherine Sanderson, psychology professor at Amherst College.

Their presence has galvanized a debate about what Amherst's public schools should be about. It's a healthy debate, one all communities should have.

ACE is a parents' group that formed to press the case for what members call a more "intellectually engaging and challenging curriculum that allows all children to reach their full potential." We can safely expect that Sanderson will advance that agenda if elected to the committee in April. On a fundamental level, ACE's goals appear to be the same as that of the school district.

More than 300 parents, residents and ACE members signed a Dec. 18 letter to school officials outlining the group's goals. The letter states in part:

"We believe it is imperative to represent Amherst public schools as institutions that seek to challenge and support all students, including those with strong preparation. ... We applaud and support the many school initiatives aimed at fostering a diverse and multi-cultural community, as well as those designed to meet the needs of disadvantaged and special needs students. In fact, when schools fail to provide a sufficiently rich, varied and challenging curriculum, it is precisely these students, as well as those that work above grade level, who are most hurt and affected." The full text of ACE's letter to school officials can be seen on amherstbulletin.com.

ACE's concern is with the quality of the curriculum in math and sciences. Members made these points in a column in last week's Bulletin, which is also on our Web site. As the high school adopts a new ninth-grade science curriculum, ACE members question whether the need for change actually reflects poor preparation in math and sciences in the elementary and middle schools. In that regard, while ACE members may speak of concern for students who demonstrate "strong preparation" and "work above grade level," they also raise issues about Amherst public education that will benefit all students.

Another group of parents and school leaders are also actively lobbying to shape the direction of the school. They are seeking a greater level of attention to students and teachers of color and a curriculum based more on social justice principles.

At a day-long program Nov. 30, about 200 school staffers participated in talks and seminars emphasizing the schools' social justice commitment and how it is to be implemented in everything they do. Administrators say the purpose of the social justice curriculum is to eliminate barriers between socio-economic groups, to identify and remove racial and class bias, to do more for the neediest students and to put greater emphasis on student cooperation rather competition.

Amherst Regional High School Principal Mark Jackson, in letter in today's Bulletin, asks that the interests of different groups be respected and wisely calls for a "moratorium on the use of the phrase equity v. excellence.'" As Jackson notes, such terminology oversimplifies a much more complex relationship. It also runs the risk of creating conflicts among people who all have the interest of students at heart.

In a town where people care deeply about education - and debate extensively the best ways to educate - there are always going to be groups pressing their point of view. The challenge for a public system - which must give equal access to every student eligible to go to school - is to harness the concerns, energy and talents different people bring to the discussion to create the best schools possible.