Anonymous wrote:I think posters well meaning (and some not) are missing the point.

The point of the article is that a small number of white parents come in and not only control the influencing factors on the school but also define how that happens and what it means to be a better school. The PTA in itself is the problem as there are other barriers for poor families to enter it. The PTA issue is that the white parents basically define that the PTA is the way to influence and the poor people either join into their structure or stay out.

The things that the small number of white people want to do to "improve the school" are usually things that benefit their kids and don't play into the needs of poor families. Tracking and gifted centers is a perfect example. The pressure for more seats to be in compacted math or get into the local or regional CES and open up more seats so the white kids don't get left behind with the hispanic kids is intense. White parents will push teachers to spend time with the higher reading groups and give their kids enrichment when other kids can't even read. White parents often want to see after school programs and enrichment programs at the school yet they are the only ones who can afford it. White parents want the field trips that cost over $50.

White parents act as if they are saving the school. Many of the comments are very tone deaf. Comments made to other white parents considering pulling out to private schools along the lines of "oh we can't loose you, we need everyone to stay so the school can get better" within earshot of teachers or non-white parents is harmful. Yes keeping more high scoring white kids in the school will help the rankings and possibly attract more white parents into the school but their presence alone isn't making it better , in fact, sometimes it is hurting by taking away desperately needed resources.

Look at all the posts from people saying look at the test scores by race not the school as if its perfectly fine for all the hispanic to be failing as long as the white kids are passing.

What I have seen, is in schools with a high (over 65%) Spanish speaking population, there is NO PTA. Why is this? Because you could have all the translators in the world and they are not going to participate. I am not trying to sound racist here. What I have seen are parents living below the poverty line and struggling to put food on the table, much less run a PTA meeting.

Anonymous wrote:I think posters well meaning (and some not) are missing the point.

The point of the article is that a small number of white parents come in and not only control the influencing factors on the school but also define how that happens and what it means to be a better school. The PTA in itself is the problem as there are other barriers for poor families to enter it. The PTA issue is that the white parents basically define that the PTA is the way to influence and the poor people either join into their structure or stay out.

The things that the small number of white people want to do to "improve the school" are usually things that benefit their kids and don't play into the needs of poor families. Tracking and gifted centers is a perfect example. The pressure for more seats to be in compacted math or get into the local or regional CES and open up more seats so the white kids don't get left behind with the hispanic kids is intense. White parents will push teachers to spend time with the higher reading groups and give their kids enrichment when other kids can't even read. White parents often want to see after school programs and enrichment programs at the school yet they are the only ones who can afford it. White parents want the field trips that cost over $50.

White parents act as if they are saving the school. Many of the comments are very tone deaf. Comments made to other white parents considering pulling out to private schools along the lines of "oh we can't loose you, we need everyone to stay so the school can get better" within earshot of teachers or non-white parents is harmful. Yes keeping more high scoring white kids in the school will help the rankings and possibly attract more white parents into the school but their presence alone isn't making it better , in fact, sometimes it is hurting by taking away desperately needed resources.

Look at all the posts from people saying look at the test scores by race not the school as if its perfectly fine for all the hispanic to be failing as long as the white kids are passing.

Anonymous wrote:I think posters well meaning (and some not) are missing the point.

The point of the article is that a small number of white parents come in and not only control the influencing factors on the school but also define how that happens and what it means to be a better school. The PTA in itself is the problem as there are other barriers for poor families to enter it. The PTA issue is that the white parents basically define that the PTA is the way to influence and the poor people either join into their structure or stay out.

The things that the small number of white people want to do to "improve the school" are usually things that benefit their kids and don't play into the needs of poor families. Tracking and gifted centers is a perfect example. The pressure for more seats to be in compacted math or get into the local or regional CES and open up more seats so the white kids don't get left behind with the hispanic kids is intense. White parents will push teachers to spend time with the higher reading groups and give their kids enrichment when other kids can't even read. White parents often want to see after school programs and enrichment programs at the school yet they are the only ones who can afford it. White parents want the field trips that cost over $50.

White parents act as if they are saving the school. Many of the comments are very tone deaf. Comments made to other white parents considering pulling out to private schools along the lines of "oh we can't loose you, we need everyone to stay so the school can get better" within earshot of teachers or non-white parents is harmful. Yes keeping more high scoring white kids in the school will help the rankings and possibly attract more white parents into the school but their presence alone isn't making it better , in fact, sometimes it is hurting by taking away desperately needed resources.

Look at all the posts from people saying look at the test scores by race not the school as if its perfectly fine for all the hispanic to be failing as long as the white kids are passing.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Agree. I work at a high FARMS school where the PTA president refuses to spend PTA money on interpreters to attend the PTA meetings, which essentially keeps the Spanish speaking majority away from participating in the PTA. When we looked closely at the budget and expenses, we saw that the amount of money spent on book fair decorations would pay for the interpreter for the whole year but the president still wouldn't budge. They said that if a staff member would volunteer their time to interpret then they would be ok with it. Staff members ended up finding high school students needing SSL hours. The PTA serves the interests of the English speaking UMC minority, and not the majority of the school's population.

The PTA President doesn't get to make all the decisions. Even the Board doesn't get to make all decisions. Votes should be open to members at meetings to vote on budget items. Anyone can propose an amendment on the floor for a public vote. Get more involved in your PTA and more educated on how PTA is *supposed* to work, then you can effect change. If there is an issue with the PTA board at your local school, go to your Cluster Coordinator or Area VP for support. Contact the MCCPTA if you don't know who your cluster coordinator or Area VP are.

I suggest you read the article. You can't expect poor, non-English speaking parents who barely have a high school education if that to walk into a PTA meeting and take on the 4-5 mothers with advanced degrees who are controlling everything by calling for a floor vote and an amendment to get interpreters. The point of the article is that the low income parents are intimidated by them and have neither the time nor debate skills to prevail.

I wasn't suggesting the people in need of the services do the advocating, I was suggesting YOU do it! You are a teacher and see a need. The PTA also includes teachers and you could follow all of the steps I mentioned to include interpreter services in the budget. Or you could work with other parents to do it.

At my child's school, I made sure there were interpreters at all meeting and Spanish translation of all PTA newsletters and flyers. You can advocate on behalf of the families at your school who need services and inclusion instead of complaining about it

Be the change you wish to see in the world.

I am the teacher PP and I didn't write the post you're responding to. Interesting you assume that I'm not involved.

Anonymous wrote:

Anonymous wrote:Agree. I work at a high FARMS school where the PTA president refuses to spend PTA money on interpreters to attend the PTA meetings, which essentially keeps the Spanish speaking majority away from participating in the PTA. When we looked closely at the budget and expenses, we saw that the amount of money spent on book fair decorations would pay for the interpreter for the whole year but the president still wouldn't budge. They said that if a staff member would volunteer their time to interpret then they would be ok with it. Staff members ended up finding high school students needing SSL hours. The PTA serves the interests of the English speaking UMC minority, and not the majority of the school's population.

I can see both prospective but surly it’s the UMC families who are contributing more to the PTA budget than anyone in the school. Why can’t the parents bring their own interpreter or *gasp* try to learn English? Surely, the school has someone who speaks Spanish that can translate if the idea of paying for translators for parents who speak a different native language is too expensive?

Amharic speakers (those from Ethiopia and Eritrea) don’t expect translators or the language to be fully translated on documents. We either bring an adult interpreter with us to school meetings or make an effort to learn English. At some point people have to learn the world doesn’t cater to everything you desire and you have to put in an effort as well.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Agree. I work at a high FARMS school where the PTA president refuses to spend PTA money on interpreters to attend the PTA meetings, which essentially keeps the Spanish speaking majority away from participating in the PTA. When we looked closely at the budget and expenses, we saw that the amount of money spent on book fair decorations would pay for the interpreter for the whole year but the president still wouldn't budge. They said that if a staff member would volunteer their time to interpret then they would be ok with it. Staff members ended up finding high school students needing SSL hours. The PTA serves the interests of the English speaking UMC minority, and not the majority of the school's population.

The PTA President doesn't get to make all the decisions. Even the Board doesn't get to make all decisions. Votes should be open to members at meetings to vote on budget items. Anyone can propose an amendment on the floor for a public vote. Get more involved in your PTA and more educated on how PTA is *supposed* to work, then you can effect change. If there is an issue with the PTA board at your local school, go to your Cluster Coordinator or Area VP for support. Contact the MCCPTA if you don't know who your cluster coordinator or Area VP are.

I suggest you read the article. You can't expect poor, non-English speaking parents who barely have a high school education if that to walk into a PTA meeting and take on the 4-5 mothers with advanced degrees who are controlling everything by calling for a floor vote and an amendment to get interpreters. The point of the article is that the low income parents are intimidated by them and have neither the time nor debate skills to prevail.

I wasn't suggesting the people in need of the services do the advocating, I was suggesting YOU do it! You are a teacher and see a need. The PTA also includes teachers and you could follow all of the steps I mentioned to include interpreter services in the budget. Or you could work with other parents to do it.

At my child's school, I made sure there were interpreters at all meeting and Spanish translation of all PTA newsletters and flyers. You can advocate on behalf of the families at your school who need services and inclusion instead of complaining about it

Be the change you wish to see in the world.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Agree. I work at a high FARMS school where the PTA president refuses to spend PTA money on interpreters to attend the PTA meetings, which essentially keeps the Spanish speaking majority away from participating in the PTA. When we looked closely at the budget and expenses, we saw that the amount of money spent on book fair decorations would pay for the interpreter for the whole year but the president still wouldn't budge. They said that if a staff member would volunteer their time to interpret then they would be ok with it. Staff members ended up finding high school students needing SSL hours. The PTA serves the interests of the English speaking UMC minority, and not the majority of the school's population.

Your argument makes sense but no fundraising organization is eager to pay the going professional rate for a service that could be donated in kind. It's certainly not fair to expect the teachers to provide this, but finding HS students seems like the best solution for everyone. Our school always found parent volunteers.

I'm talking about an MCPS interpreter, which would cost an extremely affordable rate. Certainly less than what was spent for book fair decorations that the kids didn't even notice or appreciate.

Affordability is not the issue here. Unless MCPS make clear rules on how money can be spent on interpreter services, I would not do that. If you hire interpreters for Spanish, how about other languages? How many parents are needed to get one interpreter? Or only the largest ethnic group gets one?

Anonymous wrote:

Anonymous wrote:
Agree. I work at a high FARMS school where the PTA president refuses to spend PTA money on interpreters to attend the PTA meetings, which essentially keeps the Spanish speaking majority away from participating in the PTA. When we looked closely at the budget and expenses, we saw that the amount of money spent on book fair decorations would pay for the interpreter for the whole year but the president still wouldn't budge. They said that if a staff member would volunteer their time to interpret then they would be ok with it. Staff members ended up finding high school students needing SSL hours. The PTA serves the interests of the English speaking UMC minority, and not the majority of the school's population.

The PTA President doesn't get to make all the decisions. Even the Board doesn't get to make all decisions. Votes should be open to members at meetings to vote on budget items. Anyone can propose an amendment on the floor for a public vote. Get more involved in your PTA and more educated on how PTA is *supposed* to work, then you can effect change. If there is an issue with the PTA board at your local school, go to your Cluster Coordinator or Area VP for support. Contact the MCCPTA if you don't know who your cluster coordinator or Area VP are.

I suggest you read the article. You can't expect poor, non-English speaking parents who barely have a high school education if that to walk into a PTA meeting and take on the 4-5 mothers with advanced degrees who are controlling everything by calling for a floor vote and an amendment to get interpreters. The point of the article is that the low income parents are intimidated by them and have neither the time nor debate skills to prevail.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Agree. I work at a high FARMS school where the PTA president refuses to spend PTA money on interpreters to attend the PTA meetings, which essentially keeps the Spanish speaking majority away from participating in the PTA. When we looked closely at the budget and expenses, we saw that the amount of money spent on book fair decorations would pay for the interpreter for the whole year but the president still wouldn't budge. They said that if a staff member would volunteer their time to interpret then they would be ok with it. Staff members ended up finding high school students needing SSL hours. The PTA serves the interests of the English speaking UMC minority, and not the majority of the school's population.

Your argument makes sense but no fundraising organization is eager to pay the going professional rate for a service that could be donated in kind. It's certainly not fair to expect the teachers to provide this, but finding HS students seems like the best solution for everyone. Our school always found parent volunteers.

I'm talking about an MCPS interpreter, which would cost an extremely affordable rate. Certainly less than what was spent for book fair decorations that the kids didn't even notice or appreciate.

Anonymous wrote:

Anonymous wrote:Agree. I work at a high FARMS school where the PTA president refuses to spend PTA money on interpreters to attend the PTA meetings, which essentially keeps the Spanish speaking majority away from participating in the PTA. When we looked closely at the budget and expenses, we saw that the amount of money spent on book fair decorations would pay for the interpreter for the whole year but the president still wouldn't budge. They said that if a staff member would volunteer their time to interpret then they would be ok with it. Staff members ended up finding high school students needing SSL hours. The PTA serves the interests of the English speaking UMC minority, and not the majority of the school's population.

Your argument makes sense but no fundraising organization is eager to pay the going professional rate for a service that could be donated in kind. It's certainly not fair to expect the teachers to provide this, but finding HS students seems like the best solution for everyone. Our school always found parent volunteers.

Anonymous wrote:

Anonymous wrote:
Agree. I work at a high FARMS school where the PTA president refuses to spend PTA money on interpreters to attend the PTA meetings, which essentially keeps the Spanish speaking majority away from participating in the PTA. When we looked closely at the budget and expenses, we saw that the amount of money spent on book fair decorations would pay for the interpreter for the whole year but the president still wouldn't budge. They said that if a staff member would volunteer their time to interpret then they would be ok with it. Staff members ended up finding high school students needing SSL hours. The PTA serves the interests of the English speaking UMC minority, and not the majority of the school's population.

The PTA President doesn't get to make all the decisions. Even the Board doesn't get to make all decisions. Votes should be open to members at meetings to vote on budget items. Anyone can propose an amendment on the floor for a public vote. Get more involved in your PTA and more educated on how PTA is *supposed* to work, then you can effect change. If there is an issue with the PTA board at your local school, go to your Cluster Coordinator or Area VP for support. Contact the MCCPTA if you don't know who your cluster coordinator or Area VP are.

I suggest you read the article. You can't expect poor, non-English speaking parents who barely have a high school education if that to walk into a PTA meeting and take on the 4-5 mothers with advanced degrees who are controlling everything by calling for a floor vote and an amendment to get interpreters. The point of the article is that the low income parents are intimidated by them and have neither the time nor debate skills to prevail.