Board meeting 2_19_08_redistribution_cockrill_ms

McKinney Independent McKinney Independent School District School District

Redistribution of StudentsRedistribution of Students

A Report to the Board of TrusteesA Report to the Board of TrusteesFebruary 19, 2008February 19, 2008

History of Secondary Zoning in MISDHistory of Secondary Zoning in MISD

► In 1995, when Dowell Middle School In 1995, when Dowell Middle School opened – second middle school in MISDopened – second middle school in MISD

►Decision to prevent the district from Decision to prevent the district from becoming an “east vs. west” districtbecoming an “east vs. west” district

►Socio-Economic diversity was one of the Socio-Economic diversity was one of the goals of the zoning for Dowell Middle goals of the zoning for Dowell Middle SchoolSchool

►Determined to be legal since race and Determined to be legal since race and ethnicity were not usedethnicity were not used

History of Zoning ContinuedHistory of Zoning Continued

►Practice of providing socio-economic Practice of providing socio-economic balance has continued in the secondary balance has continued in the secondary schools since that timeschools since that time

►As MISD has become larger, it is more As MISD has become larger, it is more difficult to provide complete balancedifficult to provide complete balance

►Current recommendation uses socio-Current recommendation uses socio-economic diversity as one of the criteria, but economic diversity as one of the criteria, but not necessarily the most importantnot necessarily the most important

Redistribution For Socio-Economic BalanceRedistribution For Socio-Economic Balance

►Almost complete balance for socio- Almost complete balance for socio- economics:economics: Cockrill 25%Cockrill 25% Dowell 22%Dowell 22% Evans 25%Evans 25% Faubion 27%Faubion 27% Scott Johnson 21%Scott Johnson 21%

Redistribution For Socio-Economic Redistribution For Socio-Economic BalanceBalance

►Problems:Problems: Enrollment vs. Capacity at Scott Johnson and Enrollment vs. Capacity at Scott Johnson and

Dowell within 3 yearsDowell within 3 years Evans underutilizedEvans underutilized Map is extremely disjointedMap is extremely disjointed

Redistribution for Geographic BalanceRedistribution for Geographic Balance

►Socio-Economic Diversity Unevenly Socio-Economic Diversity Unevenly DistributedDistributed Cockrill – 11%Cockrill – 11% Dowell – 4%Dowell – 4% Evans – 10%Evans – 10% Faubion – 57%Faubion – 57% Scott Johnson – 42%Scott Johnson – 42%

Redistribution for Geographic BalanceRedistribution for Geographic Balance

►Problems:Problems: 2 Campuses (Faubion and Scott Johnson) over 2 Campuses (Faubion and Scott Johnson) over

40% Economically Disadvantaged40% Economically Disadvantaged Enrollment vs. capacity at Dowell in year twoEnrollment vs. capacity at Dowell in year two With fewer buses, increased traffic at drop off With fewer buses, increased traffic at drop off

and pick up timesand pick up times

Geographic ZoningGeographic Zoning►What are the hidden costs of a strictly What are the hidden costs of a strictly

geographic map?geographic map? Additional staffingAdditional staffing

►The current pupil to teacher staffing ratios at The current pupil to teacher staffing ratios at the 4 Middle School Campuses are as the 4 Middle School Campuses are as follows:follows: Dowell 18.49 to 1Dowell 18.49 to 1 Evans 18.43 to 1Evans 18.43 to 1 Faubion 17.41 to 1Faubion 17.41 to 1 Johnson 18.00 to 1Johnson 18.00 to 1


geographic map? (Continued)geographic map? (Continued) If Johnson and Faubion become Title I If Johnson and Faubion become Title I

campuses, then the staffing ratios would campuses, then the staffing ratios would change due to adding additional staff.change due to adding additional staff.

The ratios would look something like this:The ratios would look something like this:►Cockrill 18.00 to 1Cockrill 18.00 to 1►Dowell 18.00 to 1Dowell 18.00 to 1►Evans 18.00 to 1Evans 18.00 to 1►Faubion 16.00 to 1Faubion 16.00 to 1►Johnson 16.00 to 1Johnson 16.00 to 1


geographic map? (Continued)geographic map? (Continued) The additional teaching staff would cost the The additional teaching staff would cost the

district an estimated $900,000 the first year and district an estimated $900,000 the first year and would grow as the campuses grew if they would grow as the campuses grew if they remain as Title I campusesremain as Title I campuses

There would also be a need to add There would also be a need to add administrative, counseling, and administrative, counseling, and paraprofessional staff bringing the total to paraprofessional staff bringing the total to approximately $1,200,000approximately $1,200,000

Geographic ZoningGeographic Zoning

►What are the hidden costs of a strictly What are the hidden costs of a strictly geographic map? (Continued)geographic map? (Continued) If Faubion and Johnson both become Title I If Faubion and Johnson both become Title I

campuses and the pupil/teacher ratios are campuses and the pupil/teacher ratios are reduced as they are in the elementary schools, reduced as they are in the elementary schools, then the capacities of the campuses would also then the capacities of the campuses would also be reduced thereby necessitating moving more be reduced thereby necessitating moving more students out of those campusesstudents out of those campuses

Questions/Comments from the PublicQuestions/Comments from the Public►Would MISD receive more Federal money if Would MISD receive more Federal money if

SJMS and FMS were Title I?SJMS and FMS were Title I? No, the amount of money we receive would not No, the amount of money we receive would not

change, we would have to take some of the change, we would have to take some of the money away from the elementary schools and money away from the elementary schools and distribute it to the middle schoolsdistribute it to the middle schools

What this recommendation accomplishes:What this recommendation accomplishes:

►An increase in geographical proximity to the An increase in geographical proximity to the middle schools compared to our current middle schools compared to our current zoningzoning

►All five (5) middle school have socio-All five (5) middle school have socio-economic diversityeconomic diversity

►Allows for continued growth at Scott Allows for continued growth at Scott Johnson Middle SchoolJohnson Middle School

What this recommendation accomplishes:What this recommendation accomplishes:

► If the growth projections remain as accurate If the growth projections remain as accurate as in the past, there will not need to be any as in the past, there will not need to be any additional redistribution of middle schools additional redistribution of middle schools for the next 5 yearsfor the next 5 years

►Faubion, Evans, Dowell and Scott Johnson Faubion, Evans, Dowell and Scott Johnson all receive some capacity reliefall receive some capacity relief

Questions/Comments from the PublicQuestions/Comments from the Public

►This method of zoning schools is not legal.This method of zoning schools is not legal. Supreme Court decision in Supreme Court decision in Parents Involved in Parents Involved in

Community Schools v. Seattle School Dist. No. Community Schools v. Seattle School Dist. No. 11,, 127 S.Ct. 2738 (2007) 127 S.Ct. 2738 (2007)

Seemed to create issues and raise questions Seemed to create issues and raise questions with regard to school district attempts to achieve with regard to school district attempts to achieve racial equity racial equity

However ….However ….

Questions/Comments from the PublicQuestions/Comments from the Public► This method of zoning schools is not legal. This method of zoning schools is not legal.

(Continued)(Continued) Justice Anthony M. Kennedy’s separate concurrence, Justice Anthony M. Kennedy’s separate concurrence,

along with four other members of the Court along with four other members of the Court constituting a majority, recognized that:constituting a majority, recognized that:

““diversity (other than racial equity/diversity) as an diversity (other than racial equity/diversity) as an educational goal remains a compelling government educational goal remains a compelling government interest” interest”

Justice Kennedy found that “diversity, therefore, Justice Kennedy found that “diversity, therefore, remains a recognizable goal that can be achieved remains a recognizable goal that can be achieved through a variety of measures including school site through a variety of measures including school site selection, magnet programs, and attendance zones.”selection, magnet programs, and attendance zones.”


►This method of zoning schools is not legal. This method of zoning schools is not legal. (Continued)(Continued) Race has not been, and will not be, a factor in Race has not been, and will not be, a factor in

the McKinney ISD’s attendance zoning. Socio-the McKinney ISD’s attendance zoning. Socio-economic diversity, which necessarily involves economic diversity, which necessarily involves all groups, is one of the criteria for McKinney all groups, is one of the criteria for McKinney ISD’s zoning decisions ISD’s zoning decisions


►What criteria were used to determine these What criteria were used to determine these attendance zones?attendance zones? Provide relief for campuses that have outgrown Provide relief for campuses that have outgrown

their capacitytheir capacity Maximize the utilization of the middle school Maximize the utilization of the middle school

campusescampuses Extend the time as far as possible before future Extend the time as far as possible before future

redistribution of middle school students will redistribution of middle school students will need to occurneed to occur

Questions/Comments from the Questions/Comments from the PublicPublic

►What criteria were used to determine these What criteria were used to determine these attendance zones?attendance zones? Minimize whenever possible the split feeder Minimize whenever possible the split feeder

pattern from elementary school to middle schoolpattern from elementary school to middle school Provide socio-economic diversity at all of the Provide socio-economic diversity at all of the

middle school campusesmiddle school campuses Increase the geographical proximity to a closely Increase the geographical proximity to a closely

located middle school where possiblelocated middle school where possible►Who came up with these criteria?Who came up with these criteria?

The administration and the BoardThe administration and the Board


►Why are students being bused all over the Why are students being bused all over the district?district? Students will be bused no matter how we zone Students will be bused no matter how we zone

the schools because there are 109 square miles the schools because there are 109 square miles within the McKinney ISD boundarieswithin the McKinney ISD boundaries

According to statistics, only 45% of that square According to statistics, only 45% of that square mileage has been developed at this time, mileage has been developed at this time, therefore there are not schools close to all of therefore there are not schools close to all of our populationour population

Questions/Comments from the PublicQuestions/Comments from the Public►This method of zoning hurts students being This method of zoning hurts students being

involved in extra-curricular activities.involved in extra-curricular activities. From 2004-05 to 2006-07 the number of middle From 2004-05 to 2006-07 the number of middle

school students in athletics grew 18.9% while school students in athletics grew 18.9% while the overall enrollment increased 14.5%the overall enrollment increased 14.5%

During the same years, the number of high During the same years, the number of high school students involved in athletics grew school students involved in athletics grew 46.3% while the enrollment increased 14.5%46.3% while the enrollment increased 14.5%

The number of students enrolled in Middle The number of students enrolled in Middle School Fine Arts has grown 30% over the past School Fine Arts has grown 30% over the past 3 years.3 years.

The number of students in orchestra has grown The number of students in orchestra has grown 329% during the same time period.329% during the same time period.

Questions/Comments from the PublicQuestions/Comments from the Public►This method of zoning prevents students This method of zoning prevents students

from receiving tutoring after school.from receiving tutoring after school. MISD provides 23 tutorial buses for after school MISD provides 23 tutorial buses for after school

tutoring. tutoring. ►SJMS has 2 tutorial busesSJMS has 2 tutorial buses►DMS has 4 tutorial busesDMS has 4 tutorial buses►EMS has 2 tutorial busesEMS has 2 tutorial buses►FMS has 1 tutorial busFMS has 1 tutorial bus►MHS has 1 tutorial busMHS has 1 tutorial bus►MNHS has 1 tutorial busMNHS has 1 tutorial bus►MBHS has 1 tutorial busMBHS has 1 tutorial bus►There are 11 elementary tutorial buses at 5 There are 11 elementary tutorial buses at 5

elementary schoolselementary schools


►Why can’t Walker students go to Cockrill?Why can’t Walker students go to Cockrill? The Walker students currently attend Faubion and The Walker students currently attend Faubion and

in this recommendation, they are not being movedin this recommendation, they are not being moved If we move Walker into Cockrill, someone will need If we move Walker into Cockrill, someone will need

to move out with enough students to allow for the to move out with enough students to allow for the growth at Cockrillgrowth at Cockrill

If we move Walker out of Faubion, we will have to If we move Walker out of Faubion, we will have to move someone into Faubion with enough students move someone into Faubion with enough students to replace the number of Walker studentsto replace the number of Walker students


►You can’t force students to accept the You can’t force students to accept the diversity.diversity. This is true, however, we also can’t force the This is true, however, we also can’t force the

students to learn in the classrooms. What we students to learn in the classrooms. What we cancan do is expose them to education and inspire do is expose them to education and inspire them to study and learn. The same can be said them to study and learn. The same can be said for the benefits of learning from students from for the benefits of learning from students from different socio-economic backgrounds.different socio-economic backgrounds.

MISD Compared to Districts with at least 15,000 MISD Compared to Districts with at least 15,000 students and 18% to 32% Economically Disadvantagedstudents and 18% to 32% Economically Disadvantaged

DISTNAMEDISTNAMEStudentStudent

CountCountEco DisadvEco Disadv

PercentPercentMeanMean

ACTACTMeanMean

SATSAT

CLEAR CREEK ISDCLEAR CREEK ISD 3537835378 18.218.2 22.422.4 10841084

PLANO ISDPLANO ISD 5275352753 18.718.7 24.424.4 11491149

LEANDER ISDLEANDER ISD 2423024230 19.219.2 22.722.7 10551055

LEWISVILLE ISDLEWISVILLE ISD 4889048890 21.421.4 22.122.1 10871087

PEARLAND ISDPEARLAND ISD 1615916159 22.122.1 21.121.1 10351035

MCKINNEY ISDMCKINNEY ISD 2107321073 23.823.8 22.922.9 10561056

KATY ISDKATY ISD 5072550725 24.324.3 22.922.9 10881088

ROUND ROCK ISDROUND ROCK ISD 3909239092 24.824.8 23.323.3 10871087

HUMBLE ISDHUMBLE ISD 3114431144 25.725.7 21.521.5 10491049

MANSFIELD ISDMANSFIELD ISD 2794027940 29.129.1 20.320.3 997997

FORT BEND ISDFORT BEND ISD 6679266792 31.131.1 20.920.9 10311031

MISD Score RankMISD Score Rank 66 33 55

MISD Compared to Districts with at least 15,000 students and MISD Compared to Districts with at least 15,000 students and 18 to 32% Economically Disadvantaged18 to 32% Economically Disadvantaged

All Students

DISTNAME

TAKSMS

All Tests

TAKSMS

Science

TAKSMS

Math

TAKSMS

Reading/ELA

TAKSMS

SocialStudies

CLEAR CREEK ISD 85 86 88 95 96

PLANO ISD 88 90 92 96 97

LEANDER ISD 82 82 88 95 95

LEWISVILLE ISD 84 84 90 95 96

PEARLAND ISD 83 85 88 95 94

MCKINNEY ISD 85 86 89 95 95

KATY ISD 83 84 88 95 95

ROUND ROCK ISD 83 85 87 94 94

HUMBLE ISD 74 76 80 92 92

MANSFIELD ISD 74 72 80 92 92

FORT BEND ISD 72 76 79 91 91

MISD Score Rank 2 2 2 2 3

MISD Compared to Districts with at least 15,000 MISD Compared to Districts with at least 15,000 students and 18% to 32% Economically Disadvantagedstudents and 18% to 32% Economically Disadvantaged

All Students

DISTNAME

TAKSComm

All Tests

TAKSCommScience

TAKSCommMath

TAKS ComReading/

ELA

TAKSComm

SocialStudies

TAKSComm

Writing

CLEAR CREEK ISD 24 33 39 44 54 46

PLANO ISD 29 37 47 50 68 48

LEANDER ISD 22 26 39 44 47 40

LEWISVILLE ISD 22 26 37 45 50 43

PEARLAND ISD 22 30 37 43 47 43

MCKINNEY ISD 28 33 45 47 54 47

KATY ISD 21 31 37 40 53 44

ROUND ROCK ISD 26 34 41 46 57 42

HUMBLE ISD 15 24 28 35 43 32

MANSFIELD ISD 15 17 27 36 39 38

FORT BEND ISD 17 24 30 36 43 37

MISD Score Rank 2 3 2 2 3 2

MISD vs. StateMISD vs. StateMet Standard Met Standard All StudentsAll Students ECDECD

All TestsAll TestsDistrictDistrict 85%85% 67%67%

StateState 70%70% 60%60%

Reading/ELAReading/ELADistrictDistrict 95%95% 87%87%


MathMathDistrictDistrict 89%89% 76%76%


WritingWritingDistrictDistrict 96%96% 92%92%


ScienceScienceDistrictDistrict 86%86% 65%65%


Social StudiesSocial StudiesDistrictDistrict 95%95% 86%86%


MISD vs. StateMISD vs. State CommendedCommended All StudentsAll Students ECDECD

All TestsAll TestsDistrictDistrict 28%28% 12%12%


Reading/ELAReading/ELADistrictDistrict 47%47% 25%25%


MathMathDistrictDistrict 45%45% 24%24%


WritingWritingDistrictDistrict 47%47% 26%26%


ScienceScienceDistrictDistrict 33%33% 16%16%


Social StudiesSocial StudiesDistrictDistrict 54%54% 27%27%



►There is absolutely no evidence showing There is absolutely no evidence showing that this works.that this works. In the book In the book All Together Now: Creating Middle All Together Now: Creating Middle

Class Schools thru Public School ChoiceClass Schools thru Public School Choice by by Richard Kahlenberg it states, “The data clearly Richard Kahlenberg it states, “The data clearly shows that the economically disadvantaged shows that the economically disadvantaged students benefit from attending middle-class students benefit from attending middle-class schools and that in middle-class schools peers schools and that in middle-class schools peers are more motivated, parents more powerful and are more motivated, parents more powerful and teachers more qualified.” teachers more qualified.”


►There is absolutely no evidence showing There is absolutely no evidence showing that this works. (Continued)that this works. (Continued) It has also been shown in a study by the It has also been shown in a study by the

Department of Education that economically Department of Education that economically disadvantaged students attending middle-class disadvantaged students attending middle-class schools perform better, on average, than schools perform better, on average, than middle-class students attending high poverty middle-class students attending high poverty schools. schools.


►There is absolutely no evidence showing There is absolutely no evidence showing that this works. (Continued)that this works. (Continued) The Century Foundation Task Force on the Common The Century Foundation Task Force on the Common

School in their report School in their report Divided We FailDivided We Fail indicates, “We indicates, “We recommend that federal, state and local governments recommend that federal, state and local governments adopt a policy goal of giving every child in America the adopt a policy goal of giving every child in America the opportunity to attend an economically integrated school. opportunity to attend an economically integrated school. Every education policy decision, from the funding of Every education policy decision, from the funding of multibillion dollar federal programs, to deciding where to multibillion dollar federal programs, to deciding where to draw a school boundary line, should seriously weigh draw a school boundary line, should seriously weigh whether the action will promote or hinder the central whether the action will promote or hinder the central goal of economically integrated schools.” goal of economically integrated schools.”

Retention of Experienced TeachersRetention of Experienced Teachers

► Are there salary gaps between teachers in schools Are there salary gaps between teachers in schools with a high percentage of economically with a high percentage of economically disadvantaged students vs. those with a low disadvantaged students vs. those with a low percentage of economically disadvantaged percentage of economically disadvantaged students in districts that zone geographically?students in districts that zone geographically? Arlington -- $3,070Arlington -- $3,070 Austin -- $3,010Austin -- $3,010 Dallas -- $424Dallas -- $424 Fort Worth -- $1,666Fort Worth -- $1,666 Houston -- $1,047Houston -- $1,047


►Why the difference?Why the difference? Education Trust has found that students in Education Trust has found that students in

schools with a high percentage of economically schools with a high percentage of economically disadvantaged students are likely to get the disadvantaged students are likely to get the least experienced and less successful teachers.least experienced and less successful teachers.

When new schools are opened the more When new schools are opened the more experienced and more successful teachers experienced and more successful teachers apply for transfers to the less challenging apply for transfers to the less challenging schools.schools.


►What is the difference in the average What is the difference in the average salaries in the McKinney ISD middle salaries in the McKinney ISD middle schools?schools? Faubion MS -- $44,483Faubion MS -- $44,483 Dowell MS -- $44,177Dowell MS -- $44,177 Johnson MS -- $44,625Johnson MS -- $44,625 Evans MS -- $43,929Evans MS -- $43,929

►Difference Highest to lowest -- $696Difference Highest to lowest -- $696


► The Walker students are the only students from The Walker students are the only students from Faubion Middle School who then go to McKinney Faubion Middle School who then go to McKinney Boyd High School.Boyd High School. This is not accurate. There are students from both This is not accurate. There are students from both

Burks and Caldwell Elementary Schools who attend Burks and Caldwell Elementary Schools who attend Faubion Middle School and then advance to McKinney Faubion Middle School and then advance to McKinney Boyd High SchoolBoyd High School

► It is a lot farther for the Walker students to go to It is a lot farther for the Walker students to go to Faubion than it is for them to go to Cockrill.Faubion than it is for them to go to Cockrill. It is 1.4 miles farther to Faubion than to Cockrill. This It is 1.4 miles farther to Faubion than to Cockrill. This

takes approximately 5 minutes extra time.takes approximately 5 minutes extra time.

Questions/Comments from the PublicQuestions/Comments from the PublicThis increases the travel time on the bus.This increases the travel time on the bus.

DistrictDistrict Size (sq.mi.)Size (sq.mi.) Max. Ride Time Max. Ride Time (min.)(min.)

Lewisville ISDLewisville ISD 117 sq. miles117 sq. miles 45 min.45 min.

Rockwall ISDRockwall ISD 108 sq. miles108 sq. miles 60+ min.60+ min.

Abilene ISDAbilene ISD 100 sq. miles100 sq. miles 60+ min.60+ min.

Denton ISDDenton ISD 170 sq. miles170 sq. miles 60 min.60 min.

Garland ISDGarland ISD 92 sq. miles92 sq. miles 60 min.60 min.

Tyler ISDTyler ISD 206 sq. miles206 sq. miles 60 min.60 min.

McKinney ISDMcKinney ISD 109 sq. miles109 sq. miles 60 min.60 min.

Questions/Comments from the PublicQuestions/Comments from the Public► You are increasing the environmental impact You are increasing the environmental impact

and traffic congestion by busing students across and traffic congestion by busing students across the district.the district. Logically there is less traffic congestion and Logically there is less traffic congestion and

less environmental impact of operating a bus less environmental impact of operating a bus than when 30 to 60 parents drive their than when 30 to 60 parents drive their children to schoolchildren to school

If you go to one of our elementary schools at If you go to one of our elementary schools at pick up time, you will see that even with pick up time, you will see that even with neighborhood schools MANY of our parents neighborhood schools MANY of our parents do not even allow their children to walk to do not even allow their children to walk to elementary schoolelementary school


►There will be more buses added with this There will be more buses added with this zoning proposal.zoning proposal. Number of Middle School buses in 2007-08Number of Middle School buses in 2007-08

►5454 Estimated number of Middle School buses for Estimated number of Middle School buses for

2008-092008-09►5555

Adding a Middle School and estimated to only Adding a Middle School and estimated to only add one bus routeadd one bus route


►Why can’t you guys get this right? Why do Why can’t you guys get this right? Why do we have to keep rezoning?we have to keep rezoning? If we were to quit growing, we would not have to If we were to quit growing, we would not have to

build new schools and we would not have to build new schools and we would not have to assign students to attend the new schoolsassign students to attend the new schools

As long as we keep growing, we will have to As long as we keep growing, we will have to build new schools and continue to rezonebuild new schools and continue to rezone


►What is the added cost of transportation for What is the added cost of transportation for the recommended map vs. a geographically the recommended map vs. a geographically oriented map?oriented map? It is estimated to add an additional $480,000 for It is estimated to add an additional $480,000 for

the recommended plan versus the geographic the recommended plan versus the geographic plan that has been shownplan that has been shown


► This type of zoning for the students will increase This type of zoning for the students will increase the drop-out rates for the students as they do not the drop-out rates for the students as they do not form the long lasting relationships by going from form the long lasting relationships by going from elementary to middle to high school with the same elementary to middle to high school with the same students.students. McKinney ISD’s dropout rate is 1.1%, the average for McKinney ISD’s dropout rate is 1.1%, the average for

Region 10 is 4.1% and the state average is 3.7%. We Region 10 is 4.1% and the state average is 3.7%. We have been contacted by Esther Smith of the TEA have been contacted by Esther Smith of the TEA because they are forming a “Best Practices” dropout because they are forming a “Best Practices” dropout recovery resource manual and they are considering recovery resource manual and they are considering including MISD due to our low dropout rate.including MISD due to our low dropout rate.

Questions/Comments from the PublicQuestions/Comments from the Public► How does the MISD transportation budget as a How does the MISD transportation budget as a

percent of the total budget compare to other percent of the total budget compare to other similar districts?similar districts? Birdville – 2.1% of total budget (39.9 square miles)Birdville – 2.1% of total budget (39.9 square miles) Mansfield – 2.9% of total budget (93.63 square miles)Mansfield – 2.9% of total budget (93.63 square miles) Keller – 2.9% of total budget (51.0 square miles)Keller – 2.9% of total budget (51.0 square miles) Denton – 3.0% of total budget (170.73 square miles)Denton – 3.0% of total budget (170.73 square miles) Leander – 3.3% of total budget (198.51 square miles)Leander – 3.3% of total budget (198.51 square miles) Humble – 3.3% of total budget (92.6 square miles)Humble – 3.3% of total budget (92.6 square miles) MISD – 3.8% of total budget (109.00 square miles)MISD – 3.8% of total budget (109.00 square miles) Pearland – 4.8% of total budget (48.36 square miles)Pearland – 4.8% of total budget (48.36 square miles)

Questions/Comments from the PublicQuestions/Comments from the Public►The MISD Board and administration zones The MISD Board and administration zones

for socio-economic diversity for political for socio-economic diversity for political reasons.reasons. This is not a logical comment. If you think This is not a logical comment. If you think

about it, if the Board did redistribution of about it, if the Board did redistribution of students for political reasons, it would be students for political reasons, it would be easier for them to not use socio-economics as easier for them to not use socio-economics as one of the criteria in making their decision for one of the criteria in making their decision for the redistribution of students. The Board is the redistribution of students. The Board is actually showing courage in the face of actually showing courage in the face of adversity.adversity.

Questions/Comments from the PublicQuestions/Comments from the Public►Can the 7Can the 7 thth graders stay at their current graders stay at their current

school for their 8school for their 8 thth grade year? grade year? While I have always felt that those moving to While I have always felt that those moving to

a new school should go ahead and move, we a new school should go ahead and move, we have, sometimes in the past allowed students have, sometimes in the past allowed students to remain at their current campus for their final to remain at their current campus for their final year if the parents are willing to provide year if the parents are willing to provide transportationtransportation

No final decision has been made on this issueNo final decision has been made on this issue


►How can we express our feelings to the How can we express our feelings to the Board?Board? Email at Email at www.misdteamof8.netwww.misdteamof8.net Speak at Board meetings during the Public Speak at Board meetings during the Public

Comments portion of the agendaComments portion of the agenda Contact your Board representativeContact your Board representative

http://www.misdteamof8.net/

In the Final AnalysisIn the Final Analysis

►The concerns do not have to do with:The concerns do not have to do with: Quality of FacilitiesQuality of Facilities Quality of InstructionQuality of Instruction Quality of Fine Arts ProgramsQuality of Fine Arts Programs Quality of Athletic ProgramsQuality of Athletic Programs Quality of Clubs/OrganizationsQuality of Clubs/Organizations Quality of CurriculumQuality of Curriculum Quality of Teachers and AdministratorsQuality of Teachers and Administrators

In the Final AnalysisIn the Final Analysis► The expressed central areas of concern are that The expressed central areas of concern are that

students may spend extra time on a school bus or students may spend extra time on a school bus or car getting to a campus that is not as close to their car getting to a campus that is not as close to their home as another campus and we are limiting the home as another campus and we are limiting the opportunities of students who receive bus opportunities of students who receive bus transportation to a school that is not in their transportation to a school that is not in their neighborhoodneighborhood

► My question is whether these concerns warrant My question is whether these concerns warrant changing a method of zoning that has been changing a method of zoning that has been successful for the past 13 years successful for the past 13 years

Board meeting 2_19_08_redistribution_cockrill_ms

Education

geographic map

middle school campuses

scott johnson

geographic balanceproblems

campuses faubion

dowell middle schooldetermined

continuedif johnson

middle schoolswhat