Revisiting K-3/4-8

At last week's BOE meeting, Wayne Traska requested that the K-3/4-8 grade configuration component of the Long-Range Facilities plan be revisited. It is now on the Consent Agenda for this week Wednesday's BOE meeting.

Mr. Traska's request was in the hopes of clearing the air and ensuring the community has adequate opportunity to speak on the issue. He also expressed hope that the discussion would answer questions people might have about the change in grades.

If you missed the initial workshop held over the summer, her is your chance to hear what K-3/4-8 has and doesn't have to offer.

On a personal note, I feel K-3/4-8 is more expense and headache than it is worth. I feel we can do more with the schools we have and only stand to harm our successful schools by tearing them apart to start from scratch.

While researchers into the idea have cited no guaranteed successful grade configuration, many lean towards K-8 and K-12 models as being better environments for students both academically and mentally/emotionally. These models also show stronger community support and ties that help ensure the success of the students and the individual schools. In addition, many researchers state emphatically that narrow grade configurations (K, K-1, K-2, K-3) actually hurt students academically particularly in the lower socioeconomic groups and place additional stress on younger students by causing more transitions at younger ages.

Maybe the second coming of the K-3/4-8 issue will build some support for the idea.