Dear Editor,
In their June 13 commentary, “The Achilles’ heel of Vermont education reform,” the Friends of Vermont Public Education state that, “Since the early 1990s, we have been operating two parallel educational systems — public and private.” The organization calls upon the Vermont Legislature to create “one unified educational system,” arguing that, “The current structure allows independent schools to operate with significantly less oversight and accountability compared to public schools.”
These are curious assertions. St. Johnsbury Academy was founded in 1842, Burr and Burton in 1829, Lyndon Institute in 1867 and Thetford Academy in 1819. Putney School opened in 1935 and Vermont Academy in 1876.
Many independent schools in our state predate every public school, and their missions, educational standards and civically engaged graduates have played essential roles in every conceivable arena of Vermont life.
In their literary metaphor, the Friends of Vermont Public Education portray independent schools as significantly weakening the educational landscape because they lack “stringent transparency” and are “exempt from public meetings, financial information disclosure, budget voter approval and public records accessibility.”
First, both public and independent schools in Vermont are accredited by the New England Association of Schools and Colleges. The standards are, in fact, applied and enforced equally in all accredited schools.
In Vermont, 23 public schools and 45 independent schools are NEASC accredited, with 12 public school candidates and one independent school candidate for accreditation. The Vermont Agency of Education and NEASC have worked together effectively and cooperatively for many years.
Second, every nonprofit/non-religious independent school reports its finances annually through the IRS Form 990. These annual reports are readily available through Guidestar and other online resources. There is nothing hidden or obscure about the income and expenditures of these institutions.
Third, independent schools state their missions publicly and clearly articulate what they expect from themselves and from their students. Few institutions, public or independent, can be “all things to all people.” Independent schools are required to be honest with the public about what they can — and cannot — accomplish with their kids.
Finally, independent schools are held to their publicly stated missions and practices by the most stringent standard possible. If they do not achieve their educational goals they will close. Attendance at these schools is voluntary and students and families who find their expectations disappointed will withdraw. Independent schools must answer for their aspirations with their actual achievements. And with their existence.
The question of whether or not students and their families can use taxpayer funds to attend independent schools presents complex issues.
Given the obvious differences among citizens in a democracy, it is fair to ask if families have the right to choose schools that meet their needs or their philosophies. Given the limited public resources available, it is fair to question if using some of this money to fund families’ choices detracts from the rights of other students. Given the realities of Vermont’s geography, our historic town autonomy and the long and successful history of independent schools, it is fair to ask if a “universal” education system is a practical possibility and a philosophical necessity.
Many independent schools in Vermont have operated for more than a century. Their standards both on paper and in their living graduates could not be a more public declaration of their capacity to educate effectively.
The answer to a complex question is sometimes complex. Both independent and public schools can meet the aspirations we all have for our kids. A system that seeks ways to work cooperatively rather than antagonistically makes the most sense in this state.
Jay Stroud, Quechee
Editor’s note: Stroud is past president of the Board of the New England Association of Schools and Colleges and the former director of the NEASC Commission on Independent Schools.
