In a message dated 11/4/00 6:53:14 PM Central Standard Time,
[EMAIL PROTECTED] writes:
<< With a voucher, she can't even come close to
the amount it would take to not only go to the school she needs, but take
part in that social life. She's also an African-American Muslim. We live on
a fixed, very small income. What good is a voucher to my kid who needs not
only good academics, but access? >>
Thank you Mr. Marks for articulating my very thought. I hope Ms Juno receives
this post and will give it serious consideration. There is a problem with the
belief that association brings on assimilation. In the first place, it
ignores exemplary situations such as pointed out in Mr. Marks post, alluding
to a belief that excellence requires particular environs. History exposes the
fallacy in this belief. This belief further negates consideration of
improving the quality of education for all students by asserting that only
certain types of schools, in certain environs, can provide the basis for
qualitative growth of skill and acumen.
Secondly, there is the waning monetary base of school A in losing the child
to school B, further burdening school A's ability to provide quality
education to the students left behind. Following this rationale, why not take
all of the students from school A over to school B ?? Again as pointed out by
Mr. Marks, much more is involved in sending the child to compete in the
social environment prevalent in matters of this nature (read chronicles on
the effect of busing programs during the 60's and 70's). Though the child is
now in an environment that will stimulate academic excellence (maybe), the
weight of the social stress acquired may out weigh the benefit of academic
exchange.
It is time to revamp our approach to funding education and, more importantly,
addressing the "silent" issues surrounding urban schools. Vouchers add to the
problem more than provide any solutions.
Robert Anderson
Minneapolis
IP Candidate, House 61B
