In meeting after meeting with a wide range of community residents and leaders, Great Schools for All proponents hear variations on these same legitimate questions:
• Will anyone be interested in interdistrict socioeconomically-mixed magnet schools?
• Would any students want to attend?
• Would any parents send their kids outside their home districts to attend a theme-focused magnet school?
• Is it possible to generate the critical mass of urban and suburban students needed to justify investments in these schools, strategically situated in the city and suburbs?
And in response, skeptics say: No. Not likely. Probably not. Interesting idea, but unlikely to happen.
Others, however, say: Hold on. Not so fast. Let’s not jump to such negative conclusions when we don’t even know the details of what such schools might look like. Let’s reserve judgment until we have specific proposals to consider.
In that context, I’ve been struck recently by several developments and observations suggesting that there may well be a potential market just waiting for interdistrict magnet schools that would appeal to interests and values now beginning to surface throughout our community.
For example, earlier this month, several hundred high school students from the city and 12 suburban school districts spent a day discussing racism and ways to come together across historic but ultimately artificial geographic boundaries to address issues of diversity, breaking down stereotypes, expansion of interdistrict opportunities, ways to address change. As one suburban student noted, “Change and diversity are coming—it’s not going to always be the way it’s been. So the community will have to get used to it.”
A suburban student recently wrote a thoughtful letter to the editor of the Democrat and Chronicle expressing concern about the “harsh disparities that continue to exist between Rochester schools and suburban schools….A student’s opportunities in public education shouldn’t be this different between schools that are only twenty minutes apart.” The letter went on to say, “It doesn’t feel right, that some people just get lucky—this needs to change.”
A small group of students representing city and suburban schools have been meeting occasionally under the guidance of teachers to discuss breaking down barriers between city and suburban schools. A group of city students regularly discusses ways to change the educational system, including crossing existing district boundaries. A class of students at a local private school has been discussing ways to advocate for changes that would have the potential to bring more students together across racial, socioeconomic and geographic lines.
Talk is cheap, and none of this proves a willingness to actually cross district lines to attend magnet schools, but it does suggest that many young people share the values and value the outcomes that this GS4A initiative is designed to address, and may be amenable to having the conversation, when more concrete options are proposed.
And what about the adults? Over the past couple of months, GS4A has conducted several focus groups of parents and guardians of students about evenly split between city and suburbs. Asked about pulling their kids out of existing schools to cross district lines to attend more economically diverse schools, initial reactions were to stay put. But when specific examples of potential diverse magnet schools were raised for consideration—types of schools their children would not now have available to them—the conversations typically changed, and levels of interest perked up.
Asked if they would be willing to consider having their children cross district lines to access such schools, many said yes, they would be open to the possibility. Asked how much of a barrier transportation might be to such decisions, most said that their kids were already spending considerable time on buses in both city and suburbs, so that by itself would not constitute a knockout factor in their decisions.
And, of course, some city parents have already opted to send their kids outside district lines to access schools in the Urban-Suburban program. So again, at this point this is all just talk, but it certainly does not suggest the automatic “No way” response we have received from some stakeholders.
Even district superintendents with whom we’ve met have acknowledged that they have students who may well be interested in attending such schools if they provide academic opportunities unavailable in their own districts.
And beyond local speculation about what might happen here, there are examples in communities across the country where significant numbers of students have made conscious choices to cross urban and suburban lines to attend socioeconomically-diverse magnet schools that offer academic options not otherwise available to them in their neighborhoods or home districts: including more than 20,000 in Raleigh/Wake County, NC, and many others in places like Omaha, Minneapolis/St. Paul, Hartford, Montgomery County, MD and other communities where students and their families have made such choices.
So let’s not be so quick to assume that there would be insufficient interest in supporting a network of diverse magnet schools as a way of reducing the effects of poverty, and better preparing both urban and suburban students for their future and the future well-being of our community.
To further test this proposition, we’ll be conducting a professional survey of several hundred urban and suburban parents later this winter to more formally gauge the level of support for particular types of interdistrict magnet schools.