No One Asked Me But… (October 25,2023)

By DR. LARRY MOSES

No one asked me but… Many of us are aware of a movement in the Moapa and Virgin Valleys to establish a local school district. We are two communities 60-90 miles, and probably at least 50 years, away from the educational mad-house that has been created by the central administration of the Clark County School District (CCSD).

The CCSD is divided into seven large politically-driven districts, which do not recognize natural, cultural, or physical boundaries. Our communities have been disenfranchised, leaving us without representation at the altar of consolidation and conformity.

Many of the policies and expenses inherent in CCSD have little or no practical value for our communities. The development of a local school district would offer an educational system that is responsive to our communities’ unique needs.

If it requires 47 legislators to represent the diverse interest of the people of Clark County on the legislative level, why would one assume that seven school board members, all whom are from the inner city, could adequately represent the interest of the varied cultural, ethnic, and political beliefs of those of us who make up the rest of Clark County?

A myriad of educational research has concluded that smaller school districts allow for stronger partnerships between the schools, parents, and local businesses because of the greater sense of community.

Local school districts have stronger academic programs because students receive stronger personal attention.

Students have more opportunities to develop leadership skills in the smaller schools in local school districts.

Historically, there are lower dropout rates, higher graduation rates, and higher academic achievement in smaller school districts and schools.

Small districts build a greater sense of pride within students for their school and community.
Better teamwork and cooperation between the board, central office, and the local school staff is fostered in smaller school districts.

Education should be controlled at the local level because different communities have different needs. “One size fits all” curriculum dictated by a large distant central office denies communities the ability to tailor lessons to the unique needs of their children. Within a local district the educators can focus on individual schools to meet each school’s unique needs. A local school district would eliminate wasteful allocations for programs which are of little use locally.

A local board would make it possible for parents to bring issues to those in charge of education of their children. There is greater trust in local boards made up of local people.

Large bureaucratic districts assign lower priority to kids while protecting the whims of the bureaucracy. More educational dollars actually reach the child as they are not eaten up by the large bureaucracy. Decision making and resources are where they belong, as close as possible to the kids.

The local school administration knows which positions the school needs and will choose staffing to meet those needs. Teachers and staff will not be placed by a distant bureaucracy practicing the “dancing of the lemons.”

The good news is that you can run a central office for a small school district on a fraction of what a behemoth like CCSD costs because you are not spending millions of dollars paying thousands of central office bureaucrats.

No one asked me but… Here are some things you might want to digest in thinking about the failure of CCSD.

The results of proficiency testing for 2022-23 school year are out. Only thirty-nine percent of the district’s students were deemed proficient in English. To put that in numbers: 61 out of every 100 CCSD students are not proficient. In math the story is even worse: out every 100 students 72 are below grade level in math.

Do you know of any successful business that runs on 39 and 28 percent efficiency rating?
I found this interesting, the State Board of Education has established a Star Rating system to rank the success level of schools in the State of Nevada. One and two stars are failing schools. Three stars are given to an average school. Five stars are reserved for the most successful schools in the State.

East Career and Technical Academy in Las Vegas received a five-star rating, but 74 out of 100 of its students are not proficient in math. In English, 33 out of 100 are not proficient.

The school is not alone. Veterans Tribute Career and Technical Academy is another five-star school. Its proficiency rates in math and English are 28.4 percent and 67.5 percent respectively.

Only five schools have English proficiency rates topping 90 percent. Three of them are high school campuses at the College of Southern Nevada.

One hundred and eighty schools have English proficiency levels below 40 percent. In dozens of elementary schools, it’s under 25 percent.

Thirty-eight schools have math proficiency rates under 10 percent. That includes six high schools that are rated three star.

Among some student groups, the results were notably worse. Just 23.7 percent of black students are proficient in English. In math, it’s 13.1 percent. Among Hispanic students, 32.2 percent are proficient in English and 20.8 percent in math.

CCSD Superintendent Jesus Jara has implemented a host of disastrous policies. Topping the list are his decisions to implement dumbed-down grading standards and gutting student discipline.

Minimum F grading, in effect at CCSD, mandates that students can’t receive less than 50 percent for assignments even if they don’t do any work.

Last fall, the district bragged that student grades were improving. However, what these results really show is that giving students higher grades for less work is a recipe for lower achievement.

The results of restorative discipline are evidenced nearly every evening on the local news channels. You can disciple without educating but you cannot educate without discipline.

Thought of the week… “Discipline is the bridge between goals and accomplishment.”
– Jim Rohn