Ad­di­tional ed­u­ca­tion should not be frowned upon

The Dundalk Eagle - - BY THE PEOPLE - By TIM FAZEN­BAKER

The decision to open pub­lic schools na­tion­wide has been heav­ily de­bated and polls of par­ents, teach­ers, and staff show that the pref­er­ence among those di­rectly im­pacted is just as split.

In sev­eral polls, roughly a third of stu­dents, par­ents, and teach­ers strongly de­sire for an en­tire vir­tual plat­form to be­gin the new school year, a third is strongly in fa­vor of re­open­ing for full face-to­face in­struc­tion, and a third are in fa­vor of a hy­brid model.

Un­for­tu­nately, schools and those di­rectly im­pacted by their open­ing (or lack thereof) have been used by both political par­ties in their at­tempt at sway­ing vot­ers.

Although this has be­come a train wreck, with very little con­sen­sus as to what is ac­tu­ally best, school districts like that in Fair­fax County have taken it upon it­self to un­of­fi­cially po­lice the ed­u­ca­tion of stu­dents way out of its ju­ris­dic­tion.

The Fair­fax County Pub­lic School Sys­tem in Vir­ginia has elected to re­sume vir­tual learn­ing for stu­dents and staff un­til at least the con­clu­sion of the first se­mes­ter. In con­junc­tion with this decision, district per­son­nel have asked par­ents who have chil­dren en­rolled in the county’s school district not to pro­vide their chil­dren with pri­vate tu­tor­ing dur­ing the school clo­sure.

This re­quest is ab­so­lutely ab­surd!

The school district is con­cerned that only those from wealthy fam­i­lies will be pro­vided with the ad­di­tional ed­u­ca­tional op­por­tu­ni­ties. They ar­gue that this ad­van­tage will lead to a greater aca­demic achieve­ment gap.

While these con­cerns may be valid, it is not the re­spon­si­bil­ity of any par­ent to limit their child’s level of aca­demic achieve­ment to even the so-called play­ing field.

The school sys­tem has plenty of op­tions and re­sources avail­able to them if they want the level of ed­u­ca­tion re­ceived to be eq­ui­table.

District per­son­nel needs to think out­side the box and make ad­di­tional and sup­ple­men­tal ed­u­ca­tional op­por­tu­ni­ties avail­able for those who live in house­holds not as fi­nan­cially sta­ble as their peers.

There is ab­so­lutely noth­ing wrong with par­ents get­ting their chil­dren ad­di­tional tu­tor­ing if they have the fi­nan­cial re­sources to do so.

Telling par­ents that they should not help their chil­dren be­cause it can seem ad­van­ta­geous is a huge dis­credit to the pub­lic school sys­tem.

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