Public engagement
The District is seeking public input on the Task Force report and next steps. Please look for meeting dates and other information at www.bsdvt.org or by calling 865.5332.
Overview of the Task Force
* The task force was appointed in January 2006. It met on 13 evenings at schools throughout the city and completed its work in June 2006.
* Composition: 15 members (5 each of parents, community members and educators) and 3 ex-officio members from the School Board.
* Charge: To develop a new approach or combination of approaches to further the achievement of students from low-income families.
* Process: Reviewed the school district's existing model, developed principles that defined success and applied those principles to current model and to alternative possibilities.
* Recommendations: Voted unanimously that the Burlington School District should socio-economically integrate all its schools. It suggested six strategies.
* Report: Submitted to the school board a 40-page report that includes findings and recommendations. This report is available online at www.bsdvt.org or by calling 865-5332.
Burlington schools population and support to families who are low-income
* Burlington's schools are the most diverse in Chittenden County and Vermont. Students speak 28 languages other than English. About 47% of Burlington elementary school students quality for free and reduced-price meals, a federal measure of poverty, compared with 27% statewide. About 80% of students are white, compared with 95% statewide.
* The District partners with more than a dozen state, federal and nonprofit organizations to help deliver services to students, including some programs aimed at those from low-income families. Services include health and dental clinics, academic tutoring, comprehensive after-school programs, family assistance and behavioral and mental health services.
* The Burlington School District devotes more resources to high-poverty schools than to socio-economically mixed schools, including lower class sizes, more personnel and increased professional development.
Principles adopted by the Task Force
For more, please see the Task Force report page 6.
* The schools need community partnerships.
* Diversity is a key strength in Burlington's schools.
* The School district must create an environment to attract and support quality teaching.
* The District should provide opportunities and resources for each child to reach his/her potential.
* District facilities must be strategically utilized.
Related information
* The federal definition of free and reduced-priced meals: A household of four must earn less than $25,155 a year for children to qualify for free meals and less than $35,798 a year for reduced-price meals.
* The number of students who qualify for free and reduced-price meals has increased from 1,130 in 2000-2001 to 1,293 in 2005-2006, despite declining overall enrollment during those years.
Challenges identified with Burlington's current model
* Cultural diversity is a key strength in our schools that is unevenly shared. All students should have an equal opportunity to learn from, and with, those unlike themselves.
* Uneven distribution of students from low-income families in District elementary schools. At Barnes and Wheeler schools, more than 90% of students qualify for free and reduced lunch as compared with 35-47% in the other four elementary schools.
* Uneven distribution of resources: The cost per elementary student is lowest at Edmunds Elementary and highest at Wheeler.