Justine Josue wrote an article for The Osprey a Long Island news publication, titled, “Patchogue-Medford School District Finds New Success in Increased Playtime”.
In that article she reported,
“Disciplinary referrals in the Patchogue-Medford school district have been cut in half after five months under the Whole Child Development program, Dr. Michael Hynes, superintendent of the district, said. . .
“Classes have access to “The Imagination Station” and “The Wonder Room,” rooms with open spaces and toys such as Lincoln Logs, LEGO and giant foam blocks. Teachers use these rooms for play and lessons. . .
“Forty percent of school districts nationwide have reduced recess in an attempt to have students in class longer for higher standardized test scores, according to the American Association for the Child’s Right to Play. This decline of playtime alarmed The American Academy of Pediatrics. They responded by releasing the policy statement “The Crucial Role of Recess in School,” which concluded that recess was necessary for social, emotional, physical and cognitive development.”
The Patchogue-Medford school district is a small district on Long Island New York. It is 4% Black, 37% Hispanic and 55% White. Only 38% of the student population is eligible for free lunch and only 9% are eligible for reduced lunch. This is a fairly affluent district.
Patchogue-Medford is a K-12 district that has a student population of 7,66l students with 525 teachers and 118 paraprofessionals.
It is evident that this district has the opportunity to provide an “out of the box” education to its students because of its population and wealth. This is a district that does not depend on federal or state aid to operate successfully therefore they are not pressured by the government to adhere to the system of education that is designed for and designated to impoverished districts.
It is evident that the children of the wealthy receive a more comprehensive and engaging education than the children of the poor. Not because there is not enough money to provide an excellent education to all children but because the government uses funding to control the system of education delivered to impoverished districts that perpetuates poverty.
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