Is It Time to Pay for Academically Talented Courses?

At Monday night’s District 308 school board meeting, the idea of a fee for AT (academically talented) was discussed. 

Since this is an optional program that is not mandated by the state or federal government, it has to be considered as a possible area for cut.  I get this.  The district is in a financial bind.  However, if it is going to be a pay-to-play program, I really feel that some guarantees should be given to the parents paying—like their child will actually have AT class.

My daughter participated in AT for several years.  There were quarters when she received her once a week AT class (per subject) less than 30 percent of the time it was supposed to take place.  If an AT teacher is out sick, there is no sub like there is for AP classes or Honor Classes or FDK or Dual Language classes.  If the AT teacher has a meeting, no class.  When the AT teacher is testing incoming students in fall and spring, no class either.  School assembly for fundraising during AT time, another class lost.  Most of the misses are not the teacher’s fault and are just the way the program is structured.  I would say it averaged seven times a quarter.  I think a pay-per actual class session may be a better deal for parents.

So, why didn’t I pull my daughter if I was unhappy with the program?  Two reasons.  First, she enjoyed the challenges that she did receive in the class.  She didn’t like missing social studies or science for AT and then having to make up, but
she dealt with it.  

Second, she stayed because I was told by her classroom teachers that she needed to be in AT to be placed in Honors in Junior High.  Now, she takes Honors math with peers that were not in AT math in fifth grade and current fifth-graders.  AT language arts is also including other students that were not in fifth-grade AT.  This is for monetory reasons so that the classes are more balanced numbers wise. Of course, it is great that more kids get the program so it is a win-win situation.

If parents are going to pay or help pay for the program, why not make it an exceptional  program that is more meaningful and consistent?  A program that other districts model their programs from.  I know that the AT teachers and the PACE group would have wonderful ideas.  Yes, I know that this is easy to say and hard to do. It would take time and money (which the district would then charge the parents for).  However, isn’t problem-solving and determination part of the goals of AT already? 

If not, then we can do what is already being piloted.  My third-grader can go to fourth-grade math to meet her needs.  No extra cost involved with that.  She can take the place of a fourth-grader going to fifth and so on.   

What do others think?