Mandy L. Draper, community member and parent
HARDWICK – I am writing this piece as a community member. These views are my own personal views and are not that of the school board. My writings are not endorsed by the school board or anyone in the district: these are my personal opinions and thoughts.
I read a recent opinion piece that started with an eloquent quote. Given the week in which I am writing this, I too, will start with a quote – “The function of education is to teach one to think intensively and to think critically. Intelligence plus character—that is the goal of true education.” —Martin Luther King Jr.
Amid the ongoing discussions about the potential closure of Lakeview, it is crucial that we, as invested members of this community, foster an environment of open dialogue and collaboration. With a passion for progress and an unwavering commitment to the betterment of our educational landscape, I reach out to you today.
Let’s talk about the heart of the matter: the significant disparity in per pupil expenditure, particularly glaring at Lakeview. Why is this the case? Can we chart a course that retains Lakeview’s vibrancy while addressing this inequity? Our community deserves solutions that benefit everyone, doesn’t it?
Let’s revisit the genesis of our discourse. It wasn’t enrollment that initiated this conversation; it was a pressing teacher shortage. How did that sudden shortage occur? What can we do to attract and retain talented educators and staff? How can we address this urgent need without exacerbating the challenges faced by our two-teacher K-6 campus?
These two issues seem lost in the rhetoric all too often as we hear about the enriching activities Greensboro has to offer, or a focus on tax rates, or simple dollars and sense… nope, cents. If Greensboro pays x dollars into y budget does that change the per pupil expenditure disparity? Is it fair or equitable to students, or teachers to have multiple grades being taught in one campus by one teacher, where on another campus a teacher paid the same amount has the luxury of only teaching one grade? And students on another campus have the experience of being surrounded by a variety of students around the same age as themselves?
The dichotomy between teaching close to home and busing students from neighboring towns to Lakeview raises critical questions. What are the implications of such choices? Should our youngest learners be transported outside their hometowns? If so, under what circumstances? Let’s ignite a thoughtful conversation that transcends individual opinions and feelings. Because I hear both sentiments coming out of the same mouths repeatedly: Lakeview learners should not have to be bused to Hardwick or Woodbury, but let’s bus Hardwick or Woodbury learners to Lakeview. This contradiction does not sit well with me. And I would earnestly hope that the blatant contradiction would not sit well with any person committed to logical thought.
Also, let’s not simply ignore the data. The recent busing survey provides insights into the preferences of our community. If families district-wide shy away from Lakeview with busing as an option, should we not recalibrate our focus? Are district choice and busing truly effective solutions to even just our enrollment challenges? Because I have serious doubts that they would solve that one issue, but even more serious doubts about whether that is the issue we should be focused on first. Cramming more kids into a two-teacher, seven- grade campus would appear to create more problems than it solves to me.
Another issue I find worthy of note is the scheduling conflict between the save-Lakeview meeting in Greensboro and the school board meeting. What message does this send to our community, and how can we foster effective collaboration amid differing perspectives? Competing with the board meeting seems to fly in the face of a collaborative or unified approach. The school board meetings have consistently been on the same day and time monthly for at least the last three or four years (and probably longer). So how did this overlap occur? Was it oversight? Was it purposeful? If not, when was it discovered and why wasn’t it rectified? My own direct inquiry did not lead to a cohesive answer.
In the midst of impassioned voices advocating for Lakeview’s preservation, let’s not lose sight of the bigger picture. Mistakes happen, and misunderstandings arise, but our commitment to positive intent should remain unwavering. Witnessing the harassment, bullying, finger pointing and degradation of those with different opinions has been incredibly disheartening. We are all adults. Let us model respectful discourse for the future generations watching us closely. This is after all about them, isn’t it? Aristotle once said, “It is the mark of an educated mind to be able to entertain a thought without accepting it.” How many of us are dedicated to trying to work together and find common ground? How many of us can get out of our own line of thought and hear out the other side on these pressing issues?
Advocates for Lakeview, I hear your pleas for preserving the school. But let’s address the elephant(s) in the room, the per pupil expenditure inequity and staffing issues. What solutions are on the table for addressing those concerns? What attention was given these items during your meeting in Greensboro during the last school board meeting at Hardwick Elementary? No matter what you pay in taxes, no matter what your property values are, no matter whether you have a lake or Highland Center for the Arts, these issues are at the core of the discussion. Not just enrollment, not just enrichment, not just tax dollars.
Regarding the enrichment activities oft cited by proponents of keeping Lakeview open. What evidence do you have that these enriching activities would cease to exist if the building that houses the Lakeview campus ceased to be used to educate students either temporarily or permanently? How are these activities sourced to the rest of the district currently? How are these activities woven into the fabric of this “one school three campus” model? I have not seen any “unity” in practice, except for the winter concert, which was nice. Our district-wide opportunities should not be confined to one campus. How can we ensure enrichment for all, and equitable use of the district’s resources for all students and staff? Wouldn’t it be a true blessing to the students across the district, no matter which campus they visit, to be able to make use of all of the resources in the district?
Petitions and discussions have a place in our democratic process. People should not be disparaged for making their opinions known and trying to follow the difficult and unclear process available to them to do so. It is not the duty of the school board to police the community, their opinions, how they seek to express them, or to get involved in the rumor mill. The school board’s duty is to use the data available to it to create an excellent and equitable educational environment for all students in the district, not just a handful of those students.
As we move forward, let’s collectively commit to transparency, data-driven discussions, and inclusive solutions. Our decisions should be rooted in current and relevant data, and our presentation of information should be free from bias. Unity and constructive dialogue should guide our path.
In our quest for unity, let’s collectively strive to reduce the use of divisive language, assumptions about ill intent, and misinformation. A community thrives on open-mindedness, respect, and the willingness to understand diverse perspectives. “To educate a man in mind and not in morals is to educate a menace to society.” – Theodore Roosevelt. Shouldn’t we be committed in this discourse to model respectful debate, transparent data sharing, and finding common ground as a community for the children, whose lives and education we are debating?
In the spirit of genuine collaboration, let’s pledge to engage in respectful discourse. Harassing, bullying, or manipulating data to support personal agendas has no place in discussions that impact the future of our children. Our community is stronger when we treat each other with empathy and respect. Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world.” We seem to be woefully focused on a “building” at times, instead of on the education occurring in our district.
Long-range goals should incorporate a collective vision. Utilizing the Lakeview building for interim solutions, such as moving the central office or considering alternatives like relocating the sixth grade to Hazen, switching Hazen and the elementary school for better space utilization, requires creativity, sacrifice, and a shared commitment to unity across the district. Let’s roll up our sleeves and work towards common goals, ensuring an exceptional community and education for all.
Let’s be meticulous in fact-checking our information and providing credible sources. There has indeed been PCB testing done at HES. The results were made available, and a remediation plan is in place and being implemented. I did see some recent “literature” circulating which raised this issue as if it calls into question HES’ ability to accommodate a handful more students. This literature glaringly ignored relevant facts applicable to other campuses. Woodbury’s water, Lakeview’s staffing. It also failed to share that PCB testing will occur in the future for those two campuses. Thus, there could be issues we are not yet aware of in those buildings as well. We must wait on the state to do that testing. So, this isn’t readily available data. But “highlighting” the PCB issue at HES, while simultaneously ignoring real and possible defects in other buildings is the definition of “spin.” It would be nice if both sides tried to avoid that.
Also, it’s crucial to avoid associating OSSU links or board members’ names with work product that is not officially endorsed by the board or district. It would also be ideal not to see people or media outlets quoting the superintendent without fact checking with the superintendent. I saw a recent article where a community member was referring to a conversation that they had with Dr. Baker, but unfortunately Dr. Baker was not asked whether that was an accurate reflection of his sentiment. We can’t, or shouldn’t, take hearsay as gospel.
Lakeview holds a special place in our hearts, and we recognize the positive environment it provides. However, our collective focus should not waver from the core issues plaguing our district: staffing and equity. Let us channel our passion into comprehensive solutions that uplift the entire community.
Lastly, I encourage the community to give feedback on board member engagement. Some push for norms that limit board members’ ability to engage with the public. Some believe elected officials should fulfill their duty to engage with their community and constituents. Your input matters. It matters to me. I know I have volunteered my time on this board since 2020, long before my own child was in any of these buildings, because I was committed to being proactively involved in the process, engaging with the process. And I believe that as an elected official it is my duty to engage with my community and not simply represent my own thoughts or feelings.
Together, let’s create a legacy of collaboration, transparency, and a steadfast commitment to the prosperity of our schools and, most importantly, our students.
I’ll end on another worthy quote – “Education breeds confidence. Confidence breeds hope. Hope breeds peace.” —Confucius
