Category: Letters to Local Papers

By Ellie Norris

I have attended meetings and read many excellent letters regarding the one- or two-school question.

Everything concerning the benefits of retaining Winthrop and Doyon seems clear to me to be desirable, viable and educationally beneficial.

The size of the student population of each school has proven to be conducive to managing and encouraging the development of these young children in a secure environment.

They flourish because they can receive the right combination of personal attention and also the experience of being with others without being overwhelmed.

Each of them has an identity, like a young plant, precious, fragile but ready to grow.

The benefit of the Winthrop school site is particularly valuable because of its location in the heart of downtown, the site of so much history.

It is named after the first governor of Massachusetts, whose descendants still live in Ipswich.

Is it right to wipe away this valued site? There is much to see and do just a little walk from the school.

When the children look around them, what do they see? They learn that they are part of American History.

Everywhere they look, they can see homes that are hundreds of years old, where early settlers lived and can even visit them to see how people lived then.

They see a river which supported commerce by boat, mills, fishing, early manufacturing, and the hosiery industry (an early occupant of EBSCO, a modern industry).

They have access to museums and a welcoming library which offers many wonderful programs for young children.

They have their own playground lovingly built by the support of the community and nearby playing fields by the town hall.

You don’t have to be born here to feel that it is yours. It belongs to all of us.

It is a people friendly environment. That is why there are so many events in and around the downtown.

All the history is not just downtown but it must be rare to have so much in such a relatively small area.

We also honor the contribution of all those who have served our country, such as Paul F. Doyon, after whom our other elementary school was named.

This Doyon school, surrounded by forest and farms as well as homes, is yet another facet of the astounding variation that makes our town unique.

Not only do I believe that our two schools are necessary to serve the needs of our diverse population, but they have been doing it successfully in spite of difficult physical challenges.

The size of each school allows the young children to feel safe and to flourish. The numbers of students are conducive to learning and provide a healthy environment.

Can we not renovate and/or add on to the schools, redesigning and retaining the unique characteristics each school offers?

Or do we wipe away the distinctive features each school offers to our town?

Winthrop and Doyon: landmarks in our history. Successful, viable, loved. Don’t eliminate them. Value them. Keep them.

Ellie Norris
Woods Lane

As the time for town meeting grows near, I find it necessary to weigh in on the matter of one new elementary school in Ipswich.

Although now in my second year of retirement, I was an elementary school teacher in Ipswich for 40 years.

I was fortunate to teach at both the Winthrop and Doyon schools which provided me with rewarding experiences.  Both are marvelous schools with strong, well established cultures.

I would appreciate it if you, the voters, would consider the perspective of a veteran first grade teacher.

Shopping at a big box store doesn’t necessarily provide you with the personal services you can receive at small, local shops.

Children really are not short adults. They are able to thrive more in an intimate setting where they can feel safe and be recognized.

Childhood is a magical time of wonder, or at least it should be.

Housing 775 children in a mega-school means the loss of important components that have been established in the existing elementary school cultures.

All students at the Winthrop School are given walking permission slips on the first day of school which enables them to take part in planned as well as spontaneous trips within walking distance of the school.

These have included such special treats as treks to the Whipple House to experience life in the 17th Century, trips to the Ipswich Museum to observe paintings of Arthur Wesley Dow, walks to Sawmill Point and Water Street with sketch pads in hand to draw some of the places that Dow had painted with an “artist’s eye”, walking across the Choate Bridge (one of the oldest stone arch bridges in the country, then back at school viewing pictures of the Whipple House being moved across the bridge from its original location), learning about the fish ladder while walking over the footbridge then viewing Alan Pearsall’s mural on the walls of EBSCO, walking along High Street to hunt for boot scrapers and hitching posts visible in front of some of the First Period houses, trips to Baker’s Pond and Sally’s Pond (as well as the small pond on the Winthrop School property)

Being located downtown has also given the students accessibility to trips to the public library, fire station, police station, post office, and town hall.  All of this is possible when there is a downtown, neighborhood school.

I would like you to consider the loss of the “culture building” of whole grade performances in one mega-school.

Grade level shows that build confidence and allow children to express themselves would be impossible to hold when you are trying to include 120 or more children (unlike 60-plus students who can all be included in their small school setting) for each production.

Then, there’s the beloved whole school Art Show.  The intimacy of a whole small school show where families are able to walk to the school, can’t be compared to a mega-school show where those without transportation would not be included.

Crane Beach picnic (which includes the gathering of all elementary students in one section of the beach) was always one of my favorite days, but having that number of pre-K-5 children together every day (including drop offs, pickups and emergency evacuations) does not necessarily sound practical to me.

I could go on and on, but I think you can see, I simply do not think that bigger is better. Teaching children involves so much more than a building.

We know that our main goal is to educate these children who are our future, however, a mega-school will not allow us to provide the nurturing, caring, compassion, and passion that are also integral parts of their education due to the sheer size of the building/population and anonymity of each child.

For those of you who may have forgotten (or never knew) please think about the original intent of Sheila McAdams’ (principal of the Winthrop School) letter to the MSBA requesting funds for repairing/rebuilding one school at a time.

There was compassion and wisdom in that application. Something that held so much promise for one school at a time (which would eventually result in updated facilities for everyone) has turned people against each other in a very divisive manner.

The nurturing cultures that have been established in the two elementary school system work. They aren’t broken, it’s the buildings that need help.

The final outcome rests in the hands of the voters in Ipswich. It is an awesome responsibility that should not be taken lightly.

When you make your decision, please consider your answer to this question: If you could send your child to a close knit, family-type school, would you really want to send them to a large, impersonal, city-type school?

Please think about the children in this town and what they truly deserve.

“Equity for all,” in the current proposal, would result in much less for many. Think long and hard and please choose to vote no for one elementary school in Ipswich.

Ann Marie Tlumacki
Farley Avenue

Our community is struggling with a big decision involving our children and our money. Most families struggle over such decisions and must discuss and argue and work it out.

At the end of the day they still love each other. This process in Ipswich doesn’t have to be as divisive as it seems to be.

It is democracy in action and in Ipswich we are privileged to be able to participate at this level.

At the end of the day we still love and care for our friends and neighbors. We just need to work through it and come to consensus as a community what we think is best.

I have previously addressed town meeting about the pricelessness of the proximity of the Ipswich Public Library to the school children of Ipswich. I would like to restate that this is in the words of the credit card ad “priceless.”

In the century and a half since the library was built we have only built one school outside of walking distance from it. Presently three-fourths of our student body can walk to the library.

I think we need to take a very deep breath and think about our kids before we take 50 percent of our students out of safe walking distance from the library.

That would be the entire elementary population.

My five children went to the local elementary school. I considered it to be their second family.

None of my children had identified special needs, but as a young family we most definitely had special needs.

We faced times of major health crises and our kids were caringly supported. I credit this experience with much of their success in life.

Elementary schools need to provide much more than learning. Kids need a haven, a caring second home, a place where everyone knows each other.

This nurturing environment sets the stage for lifelong learning.

Most young families face multiple difficult and challenging times — paying off student loans, finding jobs, renting, moving, trying to buy homes, balancing work and family life, possibly taking care of elderly parents and the introduction of new siblings to the family.

Major changes regularly happen in young children’s lives. Small schools can keep track of these changes and stressors and allow the child’s school life to be the most productive it can be.

When my family of origin was struggling, living downtown with a single mom overwhelmed with her situation and raising six young children and caring for her very ill mother downstairs, we could all walk to school.

However, the youngest one of us was the sunshine of my mother’s life and my mother did not send her to school.

So, the kindergarten teacher at the local school came to our house, knocked on the door, introduced herself and said “Mrs. Perkins your daughter must go to school. It’s not a choice.”

And, so my youngest sister went off happily to school and is now a first-grade teacher herself for the past 35 years.

When my mother and uncles and aunts went to school in the 20s and 30s and 40s they walked to school their whole lives and made lifelong friends.

They studied at the library after school and met with friends downtown, maybe even at my grandfather’s drugstore for an ice cream soda. My family had this benefit for nine decades.

In the words of one of my elderly aunts “it was an absolutely ideal life.”

In my 22 years at the library I witnessed many young families moving to the downtown of Ipswich for exactly this type of ideal life.

I think we need to pause and take a very hard look before jumping into something of such historic precedence.

If anything, we should be aiming to bring the 25 percent of Ipswich school children who cannot walk to the library closer to town so that they may enjoy this privilege as well.

My understanding is that this is supposed to be all about the children. That is all I am addressing here, what is best for the children.

I have absolutely no “skin in the game.” I certainly wish I did but my grandchildren are all over the country and the world.

I have been involved with nurturing children my whole life and I am speaking only from my heart, as I ask you to please try to consider this purely for the children.

Maureen Fay
Fellows Rd.

“The size of the school does not inhibit personal interaction; it encourages it. Small schools typically serve a community nucleus. This invites strong support from parents and community members as well as closer working relationships among the school staff. In a small school it is not unusual for teachers, administrators, and school board members to know each other well. This can lead to easy acceptance of new ideas among friends as well as a strong sense of identification and belonging.” -ERIC Clearinghouse on Rural Education and Small Schools Las Cruces NM.

I’ve been closely following the school improvement plan in Ipswich.

As an early childhood educator for the past 15 plus years I take a natural interest in all things school related.

I own and run a small progressive preschool in a neighboring town and many of our students go onto Winthrop or Doyon or other local public schools.

I also live in town and will eventually have two little ones in the school system and need to keep in myself in the loop with what our community is doing for it’s children.

I’ve attended the meetings, read the letters to the editor, and followed on social media.

I am in favor of keeping two smaller schools in our community.

I attended my first school committee meeting when the news broke that they were considering one potential larger school. I went to fight for two smaller schools.

I was surrounded primarily by wonderful educators, parents and community members who also wanted two smaller schools.

I know that as time has passed some people’s views have shifted, perhaps because they know more now and truly feel differently or perhaps because they wish this situation would just resolve itself sooner rather than later.

I am still in favor of two smaller schools and will continue to be.

This has never changed for me because as an educator, inherently I know that smaller educational environments build more closely knit communities which results in a more positive learning experience for teachers, children and parents alike.

When students and teachers feel heard, feel respected, and feel good about their school community, they do better.

Small close-knit communities promote individuality and leadership. Aside from my experience, research shows that smaller is better!

There are numerous studies that have been conducted over recent years that indicate just how important it is to keep our school communities small.

A recent article by Diane Weaver Dunn of Education World shares:

“Reforming public education may be as simple as creating smaller schools. The results of two recent studies indicate that small schools may be the remedy for lots of what is wrong with public education. Small schools can reduce the negative effects of poverty, reduce violence, and increase parent involvement and student accountability.”

Research also shows that smaller schools, which are typically considered to have 300 students or less, have higher academic achievement when it comes to test scores and achievement results.

Dr. Stuart Grauer, a teacher, and Founder of The Small Schools Coalition, a research group seeking answers on which size school is best reminds us that “Small schools demonstrate great achievement equity.

Smaller, more “communal” learning environments reduce both student and teacher alienation commonly identified in larger school systems, and enhance student engagement in learning.”

I realize that some of our community members are concerned first and foremost about equity.

I feel at the elementary level equity in regards to environment and resources should not be our first concern.

Who has the best science lab, largest library, or least leaky roof are not necessarily indicators of achievement.

We all know that brand new, beautiful schools are not the be all end all for education. I have met many teachers in our community over the years and in regard to this school reform issue several have communicated that they will teach wherever they are asked to.

One even shared that she could teach out of a cardboard box if need be!

Of course, we clearly do need to update our buildings, but in doing this we need to consider what makes our schools all that they are: The teachers.

The teachers are the heart and soul of our schools. The teachers tirelessly show up day after day, committing themselves to the difficult job of educating our children with joy.

But before the science labs and smart boards come the relationships.

First and foremost our teachers are master relationship builders. In order to teach children they need to connect with them and truly know them.

Which leads us back to what type of environment teachers and children build relationships best in: Smaller!

Smaller schools are better at supporting community-building relationships! Doyon and Winthrop already have established their own close-knit communities.

Families feel loyal and connected to their own district school.

To the point where if they were to move across town they would continue to drive to their beloved school.

These two school communities are currently by no means identical or equitable in terms of environment, but they are equitable in terms of maintaining kind, caring communities.

If you take away this closeness, this smallness, in favor of one big school you will lose some of this warmth, joy and respect that come from these two communities. And thus some of the achievement.

Kudos to some brave parents in our community for making us take a closer look at the two-school option.

Our community needs to truly work together to explore the option of two schools as the best possible option for our children, the smallest citizens in our community and Ipswich’s future.

Other resources on the benefits small schools:

• https://www.hks.harvard.edu/pepg/PDF/Papers/PEPG05-05Hylden.pdf

• https://www.ericdigests.org/pre-923/small.htm

• http://www.educationworld.com/a_issues/issues108.shtml

• http://www.communityworksinstitute.org/cwjonline/essays/a_essaystext/graue r_smallsch1.html

Jen Rita
Chattanooga Road.
Ipswich resident, mom to two future IPS students and owner/director at Parker River Community Preschool

BY Neal Zagarella

On May 8 the citizens of Ipswich will be asked to decide the future of elementary education in town. It is important to note that the citizens have already spoken several times on this issue.

In a special town meeting in June of 2017 citizens voted against funding a feasibility study for a large, combined elementary school at the Doyon site. That vote was meant to be binding.

In October of 2016, the school committee voted 6-1 against placing a large, combined elementary school at the Doyon site.

The basis cited for this vote by many committee members was location. A downtown site within walking distance of the largest amount of residents, local businesses and the library was found to be important and desirable.

This thinking can be traced to the Ipswich Community Development Plan (CDP). This document, adopted in 2003 as a guide for future growth, praises the town for locating facilities in and near the downtown “adding vitality to our town center.”

The CDP also recommends that future growth be “pedestrian-friendly”.

At the June 2017 special town meeting citizens also passed an advisory for the school committee to reconsider maintaining our current two small school model.

This vote echoed the testimony of the vast majority of parents at open school committee meetings during the decision process.

Doyon parents and past students cherished their small community school. Winthrop parents and graduates were equally fond of theirs.

Now on May 8, the school committee asks us to reverse the two votes taken at the June 2017 town meeting, override the vote the committee made in October 2017, set aside the recommendations of the Ipswich Community Development Plan, and ignore the voices of hundreds of parents that value our two small school communities.

Time and again the citizens of Ipswich have decided against this $70 million dollar project.

We have decided that Ipswich is not a place for what would be the largest elementary school in Essex County.

Moreover, we have decided that we cherish our two small schools and the learning experience provided by both of them.

On May 8, say “No” to building one of the largest elementary schools in Massachusetts. It’s what we’ve been saying all along.

Neal Zagarella
Linebrook Rd.

Our town is at a crossroads. There are intelligent people on both sides who care deeply about all of the children and future of Ipswich.

They are my friends and neighbors. There are disagreements and that is okay – they are the epitome of a healthy democracy.

However, this debate has become unnecessarily divisive. The name-calling, the fabrications of the truth, the blaming, and even cyber bullying – this abounds.

Rather than be received by angry responses, the differing opinions should be respected and, and get this – they may help us understand each other and find a path forward.

A common observation from opinions over the past two years is that a combined school – no matter the location – has opposition.

Remember those “Save Bialek” signs? One school at Bialek – opposed. At Winthrop – opposed. At Doyon – opposed.

Each opposition was/is met by different people for different reasons. Each of these reasons are legitimate for those individuals and should be respected. “Same same” – as my three year old would say.

Recently, there has been negative commenting made to people opposed to a combined school at the Doyon location.

When the proposed Bialek and Winthrop locations were met with opposition – the consensus was simply that there was “insufficient support for those locations.”

The June 2017 Town Meeting then showed insufficient support for the Doyon location, when the vote for a feasibility study at Doyon failed to get two-thirds approval – the same two-thirds that will be required for the Doyon location this May.

Despite this clear opposition, expressed in the only binding vote on location, the process continued.

Perhaps the reason for the current divisiveness is because the Doyon location is the last one left for a combined school.

If the order of location review had been Bialek, then Doyon, and then Winthrop, would this “blame” be different?

What can the above opinions regarding proposals for a combined school at every location teach us? That a combined elementary school is probably not right for Ipswich.

A combined school at Doyon is not the best solution for all of our students because it is not easily accessible to most of our student population as almost half of our elementary students live within one mile of Winthrop, and approximately three out of four students live closer to Winthrop than Doyon.

Whether bus, bike, drive or walk – this is a fact. A new sidewalk won’t make an approximately 45-minute walk any faster.

Ipswich is a geographically large town. Look at a map. The proposed school is not at all central.

Think of those living on the Neck. Bus rides for 5 year olds will likely be increased as a result of the distance.

Many families won’t have a choice, and these young children will be subject to the longer rides.

Those who have a choice will drive – causing congestion, increased fuel use, and idling cars.

If the bus rides are kept to a more reasonable length, more buses will be necessary, significantly increasing yearly operating costs – costs that are not included in the current combined school budget.

This increased distance from most students and longer, or more, bus and car rides flies in the face of sustainability.

This is absolutely the wrong message to be sending to our youngest about the environment – it’s a step backwards.

The increased distance will also detrimentally affect carless families’ abilities to get to after-school programs, parent teacher conferences – activities which busing doesn’t accommodate.

A combined school at Doyon will remove downtown benefits to students and families, such as walking field trips to the Ipswich Museum and River, the library, visits to Zumi’s with parents after school.

Young people move to Ipswich for its unique vibrant downtown and current residents enjoy it, whether they live walkable to the downtown or not.

A school presence downtown is a critical part of this vibrancy, and has been for well over 100 years.

Slowing down for a student crossing the street reminds the public of our youth – this can’t be replicated. This school presence is irreplaceable and will be lost, likely, forever.

With that said – the existing Doyon school location offers just as important benefits, such as amazing access to the Willowdale State Forest – no one is downplaying those, and they should remain to Doyon students.

Many moved to this more scenic area of town closer to Doyon to have that benefit.

And to those who live in the gray area close to the Winthrop location who are interested in attending Winthrop, I believe there could be an addition to Winthrop to accommodate those students, and an original proposal included just that.

They also may prefer to attend Doyon.

With all of this said – if the combined school fails in May, we are left with nothing, right? Wrong.

Should the vote fail, Ipswich can apply again as soon as next year, and can apply simultaneously for a renovation/addition for both schools.

The MSBA won’t put us at the back of a “line” as there is no “line” – project applications are looked at anew each year and chosen by need.

Is starting over risky? Maybe, but if our schools were found to be in “need” four-plus years ago, I’d infer that they will likely found to be in need, if not more so, in the next year(s).

While we now may have to reapply, the MSBA never took this renovation/addition option away from Ipswich – it continues to exist.

Since we have educational programs that are currently excelling in our schools, I have faith that our administration and leadership can work together to create educational programs that can work effectively with renovations and cost-effective additions to both schools.

Physical space standards and guidelines were developed by the MSBA for new construction, and the MSBA has the discretion to determine square footage for proposed renovation projects on a case-by-case basis.

Our student enrollment is down hundreds of students from its peak 10 years ago, when overcrowding was an issue. Two classrooms at Winthrop were actually empty this past year.

All of this means additions do not have to be enormous or extraordinarily expensive.

As recently as the tri-board meeting on April 7, our own boards’ numbers show that such costs of renovations/additions, depending on the addition size, are about the same or less expensive than the proposed combined school.

After seeing the lack of consensus over the years, what I believe is right for and can touch all children – Doyon and Winthrop – and the future of Ipswich is to maintain our current elementary schools.

As a future Winthrop parent, I am more than okay with Doyon going first.

In fact, this isn’t just about current Ipswich children, this is a critical decision that will affect children and the character of Ipswich for the next 100 years.

Don’t choose an option just because it’s perceived to be the “only option left.” It’s not. Don’t vote out of fatigue – let’s get this right.

This is not at all about the “haves vs have nots” – it is about having faith in our school administration and teachers – the people inside of the building that make or break education.

My aunt, a retired teacher who taught first grade for 34 years stated to me: “What’s most important to children of this age is TLC- that’s what they need.”

I have faith that our teachers currently give our children just that, and as a mother of two very young daughters who this will directly affect, I am voting no on Article 5.

However, in May, if there are adequate votes for a combined school at Doyon, let’s all come together to support this.

If the vote fails, I have faith that our community will support maintaining our current beloved schools to allow the continued success of our children’s education.

In the meantime, let’s respect each other.

Michele Hunton
Turkey Shore Rd.

The Ipswich Community Development Plan (CDP) “is a document of, by, and for the residents of Ipswich.”

It’s an essential vision document for our town. It is actually more significant than our law, since it is meant to inform the laws we make.

And it speaks directly to the current school project debate.

The plan establishes guidelines for “smart growth” and states Ipswich “should consistently use this document to guide their decision making process with regard to major Town decisions.”

It praises Ipswich for “locating facilities in and near the downtown”, and recommends “continuing this trend for adding vitality to our town center.”

Among the CDP’s important objectives are preserving the “country town” and “village character” of Ipswich, encouraging “pedestrian-friendly” growth and avoiding the “homogenization of landscape and community” that comes with suburban “sprawl.”

The plan cites the Winthrop school among its prime examples of facilities that are properly located.

The current single combined school project contradicts its key guidelines by removing a primary town asset from downtown (Winthrop) and building a single elementary school 2 1/2 miles from the center of town.

While the proposal counters the core vision of the CDP, its also ignores other sources of sound advice.

Evidence shared with town boards and the public demonstrates that smaller, neighborhood schools are not only better for kids, psychologically and educationally, but also better for property values.

Neighborhood schools in close proximity increase a home’s desirability. Ipswich is spread out over a large geographic area, and our two schools are the perfect solution to keeping a small school as close to your home as possible.

The proposed combined school on Linebrook would be more than two miles further away from the majority of our homes and our children.

It would create an unwalkable mega-school, with kids more likely to feel lost in the crowd and less connected with their teachers.

It would be larger than every other PK-6 elementary school in Essex County, and larger than 98 percent of all PK-6 elementary schools in Massachusetts.

In other words, most towns in Massachusetts also think such a super-sized school is a bad idea.

Educationally, financially, culturally, socioeconomically, environmentally — Ipswich can’t afford this mega-school.

We need to compromise on repairing our current two school buildings. Renovations (which are less than shiny new buildings) must be made to work.

Our primary focus should be on teachers and curriculum, not brick and mortar.

$70 million for a school will be followed by $30 million for public safety. Funding our current school educational needs is already precarious, let’s not make it impossible.

While certain classrooms at Winthrop are slightly undersized, ask any teacher what they would rather lose: 100 square feet of classroom space or their co-teacher?

We can still heed the guidelines of our CDP. We can still listen to the overwhelming evidence that our current small neighborhood schools are best for children.

We can still honor our previous “No” vote at June 2017’s town meeting, where further funding of the project was denied.

The school committee ignored the town’s decision by tapping into educational funds.

On May 8, say “No” to Article 5.

Keep Doyon for its children’s sake. Keep Winthrop for its children’s sake. Keep our town’s culture and property protected for everyone’s sake.

Jacob Borgman
Northgate Road

There’s been much debate about school size, with many worried about the proposed combined elementary school at Doyon (Fact: if built, it would be bigger than 98 percent of elementary schools in Massachusetts).

I have the honor to work in Everett Public Schools as a physical therapist for elementary school kids.

In this role I travel to several different schools, working with children with varying levels of motor challenges.

Two of these schools that I visit are small, and the other two are large.

I have seen and felt firsthand the difference between working in a small school as compared to working in a large school.

Of course, one is not ‘good’ and one is not ‘bad’ because fantastic children and staff are in both.

However, I have found it undeniable that the small schools function better and are more attuned to each child’s needs.

In the small schools, the principal knows who comes and goes through the front doors.

She knows me, a physical therapist working with students who need specialized services, and this fosters collaboration and improved communication.

Just as importantly, she knows every student and the home situation and family from which they come.

She knows what child doesn’t have a winter coat and what children come in hungry, and she knows how to address these immediate needs.

The principal fosters this knowledge of key details and she attracts staff who do the same, making a huge difference in kids’ lives and their readiness to learn.

Put simply, this can happen much easier in a small school. As Kimberly Mavroides wrote in last week’s letter to the editor, overwhelming research confirms that small schools foster tighter relationships and the educational outcomes are better — most especially for those children who are at an economic disadvantage or have special needs.

On a personal level, we have experienced how the community of a small school, in our case the Winthrop school, can become an integral part of your family life and support structure.

We have found this level of care and commitment from Winthrop school staff.

This invites engagement on all levels. I have no doubt parents at Doyon feel the same about their school.

Because isn’t that what education is all about? A dynamic process of learning about ourselves, each other and the world around us that is built on relationships?

As a mom of two young children and a huge proponent of our public schools, I urge you to vote “No” on the combined school project at the May town meeting. It’s way too big. We can do better.

Stacey Keane
East Street

In the April 12 edition of the Ipswich Chronicle, the editorial strongly suggested that anyone who supported two small community schools is overly idealistic and unrealistic.

The reality is that in regard to good education “small” is not idealistic but very realistic.

Look all over this country and the world and one will see that good things happen in education on a small scale.

Spend a little time reading the literature on educational research such as from Harvard professors, David Perkins (Smart Schools) and Roland Barth (Improving Schools from Within) and one will learn that small-scale educational experiences have consistently demonstrated that they are “victory gardens” in the educational turf, where wonderful happenings in teaching and learning occur.

I am all about investing in education.

Elementary education is about building the foundation for the young to navigate life and ensure the best possible future for our town and our planet.

Because education is the one investment that cannot be taken away, one could argue that investing a little more makes sense.

At the elementary school level, my experience says the most important thing we should invest in is not one megaschool with all the bells and whistles, but rather a safe/clean/supportive space under a roof that does not leak.

We should be all about investing in people, not stuff. We should be about helping our students develop a desire to learn and helping our good teachers get better.

John Wigglesworth
Argilla Road

The proposed combined elementary school, to be voted at town meeting on May 8, is too big.

The overwhelming majority of scholarly research clearly shows that students, especially of elementary age, do best in small schools and that having smaller community schools is the best determinant of successful educational experience and outcomes.

I don’t believe this school is the right choice for our students, and I will be voting no at town meeting.

A US Department of Education study concluded that a higher percentage of students are successful when they are part of smaller, more intimate learning communities.

Other studies found that smaller schools result in higher rates of parental participation, lower rates of absenteeism and problem incidents, and better capacity for staff to quickly identify and solve problems.

Teachers in small schools have a stronger sense of connection to all students in the school (not just the students in their own class), than teachers in large schools.

Children in small schools have a greater sense of security, belonging and continuity.

I’ve not found a single study that finds that larger elementary schools are superior to, or even on par with, small schools.

The children that should matter to all of us are those that are hurt the most by large schools: students from low-income households and students with learning differences or disabilities.

For students with learning disabilities, just a 10-student increase in grade size (not class size!) is found to decrease their math and reading achievement.

Each grade would be increasing by far more than 10 students, putting academic achievement at risk. I am just not okay with this.

In the many board meetings I’ve attended over the past year, there is a pervasive attitude that this is no big deal and the kids will be okay.

But it’s not okay. Look the data yourself.

A child does not need to be an “orchid” to be bothered by an enormous, overwhelming environment.

Nearly every young child functions much better in small settings, but those with anxiety, sensory processing disorders or any learning differences can be particularly and severely impacted by large, overstimulating environments.

More than 800 people in the school. Lunch periods feeding more than 250 children at a time.

Recess periods with double the current number of students. Extended day and enrichment programs with twice as many kids.

These things will make the school day needlessly chaotic and difficult.

People compare this to the combined middle and high school, saying that those students are just fine.

However, that school, while combined, is administered by two principals and two assistants.

There are separate entrances and the building essentially functions as two separate schools.

This elementary school would have the same number of grades and the same number of children with just one principal and possibly one vice principal (we’ve not been told otherwise despite my many inquiries).

One large entrance for all. No “schools within the school” that were promised to us to make the school “feel small.”

These are not middle and high schoolers, they are little kids.

This school would be built for 775 students (the largest in Essex county) and the School Building Committee routinely points out the space we’ll have for another wing to be built on in the future.

Just how many students do we feel comfortable educating in this space?

To be clear, I do not and never have supported this megaschool at any location.

Not at Winthrop, not at Bialek Park and not now at Doyon.

To have 775 children in a school, when virtually all academic research shows this to be detrimental to learning, teacher morale and student achievement, is short sighted and does not put the well being of our students and educators first.

As a huge supporter of education, and as a mother who will have an elementary school-aged child for at least the next eight years, I will be voting “no” on this project.

We can and should do better for our smallest and most vulnerable students.