We can all agree that the quality of education in the West Windsor-Plainsboro School District is high. By all measures, our children enjoy some of the best schools in the state and the country. We are blessed to be able to send our children to these schools. Our school district is a wonderful, academically rigorous district, full of hope and challenge. Indeed, our district produces children who are very prepared to succeed in making their way to college.
Our Superintendent, Dr. David Aderhold, has addressed some of the issues confronting our district and our children. In a front-page story in the New York Times earlier this year, he said our district was facing a crisis. Our students were overburdened and stressed out, juggling too much work and too many demands.
In 2014-15, Dr. Aderhold said 120 middle and high school students were recommended for mental health assessments; 40 were hospitalized. And on a survey administered by the district, students wrote things like, “I hate going to school,” and “Coming out of 12 years in this district, I have learned one thing: that a grade, a percentage or even a point is to be valued over anything else.”
With his letter, Dr. Aderhold inserted West Windsor-Plainsboro Regional School District into a national discussion about the intense focus on achievement at elite schools and whether it has gone too far.
I must ask, has our focus on academic rigor gone too far? Are our children too stressed out? Now, I am a strong believer in the rigors of an academic system, one that molds our young men and women to be productive members of the community.
I remember vividly, not too long ago, while I was growing up in the Caribbean, that if we didn’t pass a test, we would get scolded. Physically scolded. And I still remember these arcane practices; they leave long-lasting effects on us, no matter what successes they may have triggered later in adult life.
I understand the importance of strictness and rigor in many cultures, but I am also a very strong defender of the rights of our children. They deserve a balanced program that takes their safety and mental stability into consideration. We must find common ground to develop the most intellectually savvy, driven, motivated and well-rounded citizens; and the way to do this goes SAT preparation and increasing PARCC testing numbers.
According to the National Scientific Council on the Developing Child, “The early years (birth to 5 years) lay the foundation for a wide range of later developmental outcomes that really matter–self-confidence and sound mental health, motivation to learn, achievement in school and later in life.”
To improve our academic system:
• We must compare the actual results against the desired outcomes.
• We must take a measured approach to a well-rounded curriculum that offers challenging schedules as well as a fun learning environment.
• We must make sure that the addition of technology within the classroom augments the electronics kids have been exposed to in one form or another. Let us encourage creative expression.
• We must insure the opportunity for students to explore the arts, as well as other enrichment programs for all levels and interests, that challenge our children’s abilities.
By improving our children’s cognitive, social and emotional skills, an increased level of educational attainment is all that more achievable.
We have a wonderful school district–one that has changed considerably throughout the years–some would say for the better, others would say for the worst. Regardless of which opinion you may have, I suspect we would all agree there is room for improvement.
Let’s be certain that “improvement” benefits our children, all our children.
If am elected:
• I will advocating for the children and ensure a complete balance in the academic curriculum.
• I will advocate for resources to support students, parents and teachers.
• I will advocate and assure that every student that wants to go to college will do so.
Russel Melville
Plainsboro
Melville is a candidate for the WW-P School Board
