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Jenette Noe
Professor Burwell
Foundations of Schooling
May 19, 2011
Home of the Panthers: An Investigation into Parma School District #137
Parma, Idaho is a small agricultural town in Canyon County, near the Oregon border. As
of 2009, the school district had 1073 students enrolled. The district has one elementary school,
Maxine Johnson Elementary. It has one middle school housed in two buildings, therefore
splitting it into east and west wings. There is one high school, the newest of all the buildings,
with a large gymnasium added within the last year. Data from 2009 lists a nearly perfectly
balanced gender ratio, with 50.98% male students and 49.02% female students. There are two
primary ethnic groups in the district: Caucasian and Hispanic. Seventy percent of the students
are listed as Caucasian, while 26.80% are listed as Hispanic. The district suffers from a high rate
of poverty, with 85.1% participation rate in the free and reduced meal program of 2009. State
data lists 224 LEP students, likely due in part to the large portion of migrant families in the
agricultural region. In connection to the agriculture economy, most of the district is rural
country, and in 2009, 476 students participated in the bus transportation program. The district
boasted a 93% graduation rate in 2009. In 2009 the school only had four dropouts, up from two
in 2008.
The district has not been able to make adequate yearly progress, but it was very close. Of
the 41 targets Parma set, in 2008 they made 90.24% of them. Progress goals were unable to be
met with LEP and disabled students in reading ISATs. Students labeled as LEP, disabled, and
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Hispanic/Latino were unable to meet progress goals for math and language ISATs. State
breakdowns show the Parma district with ISAT achievements nearly equal to those of the state.
Many of the districts greatest challenges stem from the difficulty in serving
economically disadvantaged students, migrant students, LEP students and disabled students. As
Ms. Hardin, the principal of Maxine Johnson Elementary said, many LEP students experience
difficulty learning in the classroom because their academic language is different than their home
language. Ms. Hardin and Mr. Norton both mentioned 25% of the students belong to migrant
families, and their mobility makes it difficult to address their needs. The district has attempted to
address this by having a Migrant Family Coordinator on hand. There are resource rooms
available at the different schools for students who need extra help, and faculty to work with
them. Although at the elementary there is not someone available to follow cognitively impaired
students throughout the day, funds are available to be targeted towards support where needed.
Parma also offers after-school programs and summer-school programs for those who need such
support. The elementary has a pullout gifted and talented program, though I do not believe such
programs are available at the middle or high school levels. In addition to these services, Parma
students have the option of studying at the Canyon Owyhee School Service Agency (COSSA)
facility in Wilder. COSSA offers vocation studies that Parma would be otherwise incapable of
providing, as well as advanced classes for students wishing to graduate early or catch up.
From the interviews our group conducted, it seems that Parma educators feel very
supported by their administrators. As Ms. McMillin, a high school art teacher expressed, I feel
real comfortable approaching any administrator about projects and concerns. Mrs. Hardin
seconded this sentiment when she expressed that teachers feel trust and support from the
superintendant and the school board. Mr. Norton is a key player in the Parma school district, and
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his efforts have been acknowledged. A glowing recommendation letter from the Chairman of
the Board of Trustees earned him the honor of being Idahos 2010-2011 Superintendant of the
Year.
As well as feeling supported by district administrators like Mr. Norton and the Board of
Trustees, Parma interviewees felt that their voices were heard and taken into account. They
generally rated the schools as fairly a participatory democracy with administrators willing to
listen to the concerns of teachers and students. As Ms. McMillin said, I always have felt its
been democratic the staff respects the students as individuals and will seek their opinion on
things. A high school student felt similar, saying, I dont find it difficult to talk to staff and
faculty besides my teachers because they try to make themselves available to students and they
can always make time to talk to you. This accessibility was mentioned by a community
member who felt she could approach principals and teachers to talk to them and get answers.
This same member felt she could make her voice heard by participating in levy voting and other
school related matters. An interviewed high school student pointed out that although teachers
have the ultimate power, in student government, we students have a voice and are able to
communicate our views on current issues with [the students] making the decisions. At each
level there are representatives, from department to parent groups to students, because of the size
of the community people are able to advocate for themselves When asked about interaction
between administrators, teachers, students and their families, Mr. Norton responded that he felt
the small-town community atmosphere made it possible for friendly and supportive interaction.
This small town feel seems to draw the Parma community very close together. Although
interest groups like the Parent Involvement Team (PIT) and the Lions Club seek to interact with
the schools, some of the greatest influences come from supportive Parma families. The
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community member we interviewed listed off names like the Rohrbachers, Rohers, Bowers, and
Ruths as big names in the community. In a town with a population listed as less than two
thousand, it is possible for certain families to establish repute and sway in important avenues like
the schools. Another large supporter within the community is the Bruce Mitchell Foundation.
This organization has funds set aside to benefit the Parma community and its schools. Many of
the schools facilities and technology were made possible by contributions from the Bruce
Mitchell Foundation. Parma graduates seeking college educations also may qualify for
substantial four-year scholarships from the foundation. As Mr. Sharkey, a high school biology
teacher said, Parma is a community of Haves and Have-Nots. While Parma may have a high
rate of poverty, the community bonds together and the Haves make a point to share with the
Have-Nots. Groups like the Lions Club and the Bruce Mitchell Foundation work together with
big names in the community to make sure that the schools can provide the best education
possible.
But sometimes the community support isnt enough. When conflicts arise or teachers
needs arent met, the Parma PEA responds. Stacy was able to interview the current Parma PEA
president, and she had some interesting insights to share. Right now Parma educators are
experiencing a lot of frustration with PEA, and some feel fed up with an unsupportive IEA.
Members have to pay $60 dues a month, and currently Parma teachers feel they are getting
nothing in return. In my interview with Ms. McMillin, she mentioned that dissatisfied teachers
are dropping out of the union because they feel it is ineffective. The current president of the
Parma IEA chapter stated that she will step down from the position next year, and she is
uncertain if she will continue to be a member.
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Aside from the current uneasy environment of education reform, Parma teachers seem to
feel that their working conditions are good. As mentioned before, they feel supported by the
community and the administration. The current salary for a beginning teacher in Parma is
$31,000 with the average salary of $40,419. The average secondary level (which I desire to
teach) salary is $43,207. The highest teacher salary is currently $49,916, while the
Superintendents salary is significantly higher at $97,995. Because of budget cuts the district has
stopped advertising positions to fill those of retiring staff. They are taking steps to cut staff
numbers and adjust master contracts in anticipation of further federal and state budget cuts.
To better understand the students, we interviewed a female sophomore who has attended
the Parma school district since kindergarten. Her answers were thoughtful and well said,
offering us a glimpse into the school culture. When asked about peer groups, she said: Of
course there are always some cliques and our school is no exception. We have the classic setup
of the more athletic, popular kids in a type of hierarchy over the less popular, less athletic group
of students. Her peer groups reflected the divisions that Stacy and I remembered from our days
at Parma. We remembered peer group divisions around extracurricular, religious, academic,
hobby, and ethnic lines. Our student went on to say: Our high school culture is a blend of a lot
of different people working cohesively together. I think that we tend to have a fairly friendly
atmosphere, and most people at my school are accepting of others and tolerant of our
differences. During our class presentations I remembered thinking this same thing Parma
students may not interact much because of peer group divisions, but they are rarely openly
hostile towards one another. Cliques exist in many forms in the schools, but they do not create
much conflict between the students. As our student said, in the small school they respect one
another.
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Researching my hometown school district was very interesting. I enjoyed the process of
familiarizing myself with the districts demographics, and the fresh perspectives of my group
members were intriguing. Having grown up within this district, I recognize that I am biased, and
likely to view the schools through a rosy lens. I had a very positive experience growing up in the
Parma schools, and I would not be afraid to enroll my own (future) children in such a district.
As for myself, I would love to teach in the Parma district, or a similar school district. I enjoy
smaller schools for the close communities they foster. While some people hate the everybody
knows everyone atmosphere, I enjoy this friendly and familiar environment. Although the
school does have its challenges, it seems to have a very supportive administration and
community.