I am writing in response to the misleading information and some responses regarding the bond proposal for Manhasset Schools that would fund various capital improvement projects. I was concerned about some ideas that were written. Some background information includes: Shelter Rock school has had no major capital improvements for over 25 years. Munsey Park school has had no major capital improvements for 18 years when the new wing was added in order to have basic classrooms for students. The secondary school has had some renovations to locker rooms but no renovations to science rooms or the arts rooms. Enrollment has increased 11% in 7 years (or greater than 300 students). Graduating class sizes will increase 25% in 5 years based on current enrollment in each grade. Current classroom sizes and building space was not built to accommodate the current student population size.
Proposal for the science rooms:
Since the first day my children attended the Munsey Park elementary school, I was a bit dismayed at the sight of the science lab. Yes, it has lab tables and chairs but there is an abundance of wonderful examples of science as well as class materials that have no place to be stored. Because it’s a small room, class periods are limited for each grade to actually experience learning about science in a lab room. I believe, in some grades, they can only spend 1/2 their year in the lab due to scheduling conflicts and lack of room. It certainly has been proven that America has fallen drastically behind in the sciences and math. According to the US Department of Education, “The United States has become a global leader, in large part, through the genius and hard work of its scientists, engineers and innovators. Yet today, that position is threatened as comparatively few American students pursue expertise in the fields of science, technology, engineering and mathematics (STEM)—and by an inadequate pipeline of teachers skilled in those subjects.”
I have been exposed to science and engineering my entire life. My parents are both in the sciences as a Physics professor and Chemist and have seen and experienced the importance of sciences and their existence in a curriculum.
Proposal for music/arts rooms:
There are many thoughts about the arts program. The orchestra room for lessons is outdated and extremely small in both the elementary schools and the secondary school. I imagine that conducting sectional lessons in such rooms is stressful and not efficient because the children have limited sitting and standing space. District instruments have to be stored in outdated closets and shelves which are located in busy hallways and where they are at risk of being damaged or misplaced. It is plainly obvious when you visit the music and art rooms that there simply is not enough room. What about some space to store equipment that the teacher could use, instead, for actual music performance ? Enlarging these rooms or restructuring them would allow for a better learning environment as well as create a more inviting environment for the students and teacher. Perhaps it would lead to an increase in the percentage of younger students pursuing the arts. The music room located in the secondary school is equally outdated and tight in size. Orchestra students squeeze into spaces too small to draw their bows. Being a cellist, the experiences of performing and practicing in modern and updated rooms is not easily quantifiable but empowers the musician to play and learn.
Proposal for Cafeterias:
These rooms are severely overcrowded and inefficient. Currently, the children must wait in long lines outside in the hallways of the Munsey Park school to purchase a lunch because there is no room for a line inside the Cafeteria. Being young children, they may talk in line which results in disruption of important lessons that teachers are trying to give in their classrooms that are located next to the Cafeteria. It is difficult for adults to stand completely quiet for 10 minutes while waiting for their meal never mind children aged 12 and under. In addition, the inefficiencies greatly reduce the amount of time a child can actually enjoy their lunch and socialize with peers since a large amount of time is spent standing in line. School is a place where children grow academically and socially.
Regarding a person’s letter to the editor, they appear to be against the bond and have ideas to deal with the issues that would require no funding. They indicated that it is not necessary to touch the fine arts classrooms because the expansions and improvements are not “sorely needed” and “…our students have continually performed strongly in these areas in their current facilities without consequence”….. This opinion probably would change if they were able to see the current condition of the music and art rooms during an active rehearsal or lesson and experience the conditions as if they were a student practicing or sketching in the room. Similar to the arts proposal, they stated there is no need to update or enlarge the science rooms. They wrote, “…we believe better quality teachers are needed for success not larger rooms. Quality teachers create great schools, not wider hallways and floors.” Their opinion on quality of teachers has some merit, but it isn’t the only piece of the equation. They have not articulated any data which would show the impact of quality of teachers versus improving facilities. Both are a part of the equation. More so, if we follow their opinions to NOT consider the projects, they need to prove (quantitatively and qualitatively) all of the positive impacts that their reasoning will have on the future quality of our students’ education.
It appears they believe- “If it isn’t broken, don’t fix it…” But how do they know that the quality of education WON’T improve in these areas if the proposed projects are made?
As far as the important qualitative benefits, they lead to many questions. Isn’t it important to improve your facilities for the benefit of the teachers AND students? Doesn’t that impact learning settings? Our arts program has unbelievable talent. The chamber orchestra is phenomenal. Many of the players attend pre-Julliard. Wouldn’t students feel even more empowered when they have a proper room with a teacher who can fully utilize the space to teach and hold rehearsals? Isn’t there a possibility that their performances in various school “competitions” would improve even greater with the proper setting to practice? I am very impressed with our students who are interested in the sciences and submit experiments to national competitions. Wouldn’t young students benefit from performing experiments in a more updated science lab where they can discuss results and learn in an actual “scientific” setting? Wouldn’t we, perhaps, have even more children who participate in the arts, take an interest in science, and be “healthier” since they have a longer moment to enjoy a meal with friends during rare downtime? Again, these types of benefits are hard to quantify, but am certain they would benefit the students and teachers.
These comments are my own thoughts. I have observed the situations and conditions of the rooms myself when volunteering for lunch duty or attending open houses,etc. The district’s review committee has probably considered these points, but I felt the need to express them as a member of the community and a parent who is concerned about the unsubstantiated claims that have been made.
Sandra Tauckus
