Comments by schdyres1
Posted on September 12 at 10:38 p.m. (Suggest removal)
The website, Albany.edu, states that SUNYAlbany Tuition costs and other fees for NYS residents is $9,263, and for out-of state students is $24,343. How are the SCSD's per student expenditures 4 x those expenditures? Have not checked the $20,000 per SCSD student cost, but if that is the number, please note the percentage of Special Ed and ENN students in the District. Then compare that percentage to the suburban schools in the area, and the amount they are able to spend per child. There is no question that the SCSD and many other NYS urban schools have been financially shortchanged. Such schools need smaller class sizes, and more support staff in order to help students achieve at their highest level. Yes, the District does need more money, to more adequately serve its students, as well as to lower the tax burden on our community.
Posted on September 11 at 11:47 p.m. (Suggest removal)
Hard to understand how someone could read this article, and reduce it to the above comment. Communities thrive when their schools are successful in educating each student to his/her potential. The SCSD does an amazing job given the inequitable financial resources allotted to the District by the state government. It is important that the residents of Schenectady advocate for adequate funding for the education of its students. We will reap what we sow.
Posted on September 4 at 2:13 p.m. (Suggest removal)
Excellent article about a timely subject.
Posted on September 1 at 11:18 a.m. (Suggest removal)
Myshortpencil: When all else fails, drag out the test results of urban public schools all over the country, whose charge is to serve diverse populations of students with increasingly varied life experiences, with scant resources. Yes, test results are important, but somehow it has only been important to point the finger at the school staff, rather than the state legislators and governors who do NOT finance education in these schools "equitably" so smaller class sizes, and more support services can help these students achieve their potential. I don't know of any teacher who thinks the job is done when everyone in the class achieves the achievement level of the "least capable kid in the class." The challenge of teaching has always been to provide instruction to every student in the class at his/her highest level. The SCSD has a number of students who successfully complete the rigorous HS Baccalaureate Program every year. That is certainly not teaching to the lowest common denominator.
Posted on August 30 at 1:18 p.m. (Suggest removal)
Financial "equity" is what the NYS Legislature and Gov. Cuomo have not provided to students in high-need, low wealth school districts. There is not a conflict between reaching excellence, (each child's potential) and providing finances, and thus programs and support staff, equitably to reach that goal. Too bad myshortpencil chose to turn this article into a rant against teachers and public schools. He does both a disservice.
Posted on August 18 at 3:30 p.m. (Suggest removal)
Kudos to Lynn Flanagan for pointing out a major problem experienced by National Grid Woodlawn customers. This also happens in other parts of Woodlawn! Sometimes the outage is brief, but long enough to disrupt clocks on major appliances, as well as small ones. This area has long had such problems. Niagara Mohawk's own records substantiated 22 outages in one year. It doesn't seem that National Grid has made much improvement since taking over.
Posted on August 6 at 11:53 a.m. (Suggest removal)
The writer of the second letter brings up an excellent point, and an accurate portrayal of the present low teacher morale in the SCSD. IT's very unfortunate that the Gazette chose to put this letter online, but not print it in the Daily Gazette print edition. One has to wonder why.
Posted on July 16 at 11:35 a.m. (Suggest removal)
I agree with Regent Judith Johnson, that this is an "unconscionable" solution to the shortage of substitutes, particularly in urban school districts. I have heard of UNcertified substitutes, in fact paras, with little or no credentials in the content areas of math, and science, as well as teaching, subbing in such classes in middle schools for a nearly a semester. This is an incredible burden to place on a para, and an unbelievable disservice to the affected students, some of whom may be taking Regents exams.
To make matters worse, these paras are paid as though they were performing their para jobs. This saves districts money, no incentive to seek out qualified, certified substitutes.
In the first place, the State Education Dept. and the State Legislature, and the Governor need to finally address the underfunding of urban schools. Providing the necessary funds for smaller class sizes, and more support services for students will improve school climate. Urban school districts also need more money to compete with the substitute scale of other area school districts.
Secondly, why not have area colleges that have graduate and undergraduate degrees in Education, make it a part of their programs to encourage their juniors/seniors be be available to substitute?
There are certainly other better ways to solve this problem, rather than just applying a "band aid," that in reality lowers the quality of Education at a time when higher standards are supposedly the goal.
Posted on July 14 at 1:52 p.m. (Suggest removal)
Please do not compare the job of educating the diverse student bodies of urban school districts with the student bodies of private schools. Private schools often have entrance exams on which to base their acceptance choices. They often do not have the same, if any, proportion of ENN learners, and Special Needs students. If students present behavior problems, they can be told to leave.
Public schools are for every student who arrives at the door.
Posted on June 30 at 12:59 a.m. (Suggest removal)
Why wasn't this letter in the print version of the Gazette?