It’s that time of year again when the community will come out to vote for the school budget and board of education members. If we listen to the candidates spewing the rhetoric about our “failing” schools, we would believe that our students are not learning, our educators are not teaching, and our parents are not raising their children with high expectations or aspirations for success. This is simply not true.
It is easy for those vying for a seat on the board to cast stones at the teachers, administrators, and the present board members while declaring that they will make Westbury schools “better.” However, they have not stated what that change would entail. Clearly, those who make these claims about the Westbury schools are unaware of our innovative programs, well-trained personnel or the diverse student population we serve.
The students who attend the Westbury schools are greeted each day with engaging and rigorous instruction from caring and dedicated professionals. Our test scores may be low when compared to neighboring districts, however, not enough has been reported about the tremendous external challenges that many of our students face, which renders those comparisons invalid. As many as 90% of our students live in poverty, speak a language other than English at home, lack the parental involvement that is the result of having parents who work several jobs, and have the responsibility of caring for younger siblings or working part-time themselves to contribute financially to their families.
One criticism of our schools is that many of our students are not reading on grade level. However, what is not stated is that the data is based on scores from the statewide controversial exams that parents in neighboring districts have opted their children out of for several years due to their inappropriateness. Therefore, it is not surprising that our district, with its inherent challenges, would have less than stellar scores to report for exams that are two to three years above grade level. To hold that data as an indicator of our “failing schools” is inappropriate and unfair.
Despite our students’ struggles, they continue to make great gains with the help of their teachers. This is evident because there is measureable data that indicates growth that is not publicly announced. Test scores printed in a local paper do not clearly define our students. The students of Westbury participate in community service projects, take Advanced Placement courses, place nationally in sports and athletics, graduate high school with honors, receive generous scholarship packages, and attend public and private universities.
It is insulting and disrespectful to our students, teachers, administrators, and Board of Education members to have those who desire to represent our public schools (yet do not use them) criticize them. So, rather than blame the teachers, together we as a community should generate real solutions, not mere rhetoric, so that we can continue to help our students succeed.
—Christine Corbett, president, Westbury Teachers Association, Shahana Khairoola, vice president, Westbury Teachers Association
