OPINIONS

Graphics by Madeline Michalowski ’22 Voice4Change offers students the chance to have a say in where educational funds are allotted. Students from more than 45 districts and 80 schools in Connecticut will submit proposals to the Connecticut Department of Education that will then be voted upon by students to determine what the $20,000 grants will be used for at each school. However, opinions differ as to whether or not wealthy districts like Westport need such funding.

ge has somehow al-Aways played a factor in judging a person’s ability to create change. The younger you are, the more people underestimate how much of a mark you can make. The Connecticut State Board The Connecticut State Board of Education realizes the power of Education realizes the power of the youth voice. They underof the youth voice. They understand that the ability to spark stand that the ability to spark change isn’t dependent on age. change isn’t dependent on age. Voice4Change is grounded Voice4Change is grounded in giving students the opportuin giving students the opportunity to voice their opinions, as nity to voice their opinions, as well as develop essential skills well as develop essential skills in the world. It’s this premise in the world. It’s this premise that I am supporting. Voicethat I am supporting. Voice4Change is about recognizing 4Change is about recognizing the changemaking capabilities the changemaking capabilities students have, offering a way students have, offering a way for students to pursue them for students to pursue them and equipping students with and equipping students with all of the tools they need to go all of the tools they need to go on to become future leaders. on to become future leaders. As a current high school As a current high school student, I was thrilled to see so student, I was thrilled to see so many of my peers throw themmany of my peers throw themselves into learning more about selves into learning more about the initiative and crafting their the initiative and crafting their proposals as soon as it was anproposals as soon as it was announced. Often with the social nounced. Often with the social standards that naturally exist in standards that naturally exist in high school, students feel hesitant to engage in such seemingly ambitious, “nerdy” activities. But watching the overwhelming amount of students promoting their ideas in front of Governor Ned Lamont, State Senator Will Haskell and Congressman Jim Himes—I was amazed at just how many of my peers wantWestport Board of Education meets frequently to decide whether more tax funds should be allotted to the music program, or to plan changes in the school-schedule for the upcoming month. These changes are made without giving students a voice and we just have to adapt. If I am the one who is attending school for nearly seven hours a day, devoting an additional number of hours at night to studying and doing homework year after year, I don’t feel it’s unreasonable to ask hallways, a library equipped with dozens of desktop computers, laptops, 3D printers and more. So why do we need $20,000? In addition to providing COVID-19 aid, the mission of Voice4Change is to provide students with input in the allocation of their school’s resources and to experience the process of creating and lobbying for a proposal. Although it is important for students to be involved in these decisions, this can be achieved without putting $20,000 on the line. the lowest expenditures spend around $10,000 per student. I will not deny that all students despite their zip code have been affected by the COVID-19 pandemic, but we can’t ignore the immense privilege wealthy districts have to improve this experience. Under-resourced schools that were already struggling are put at an even greater disadvantage due to the pandemic. Instead of creating a program like Voice4Change in which everyone is given money, the state should determine which towns most desperately need aid. Wealthy towns like Westport are so fortunate to have resources to mitigate the effects of Covid. Yet issues like learning loss from online school or student burn throwing money at the problem. Many of the issues that have arisen at Staples as a result of Covid speak to the larger culture of the

Anna Diorio ’23

Arts Editor

ed to make a difference in our community. It even inspired me to craft my own proposal. These values that Voice4Change strives to promote are something that should also be added at the local level. The Westport Board of Education meets frequently to decide whether more tax funds should be allotted to the music program, or to plan changes in the school-schedule for the upcoming month. These changes are made without giving students a voice and we just have to adapt. If I am the one who is attending school for nearly seven hours a day, devoting an additional number of hours at night to studying and doing homework year after year, I don’t feel it’s unreasonable to ask for a say in such a fundamental part of my day-to-day life, not to mention the foundation of my future. Voice4Change promotes such positive messages about the importance of youth civic engagement—messages that are worth spreading even further. verything about Staples Eexudes wealth. From the grand archway at the front entrance, the sheer size of the building, state of the art sports facilities and well landscaped hallways, a library equipped with dozens of desktop computers, laptops, 3D printers and more. So why do we need $20,000? In addition to providing COVID-19 aid, the mission of Voice4Change is to provide students with input in the allocation of their school’s resources and to experience the process of creating and lobbying for a proposal. Although it is important for students to be involved in these decisions, this can be achieved without putting $20,000 on the line. Connecticut has one of the highest rates of education disrates of education disparity in the country. Wealthy school districts like Westport thrive and are placed highly in nationally rankings of public schools. However, even more districts are left behind to fail. According to CSDE data from Ella Alpert ’22

Broadcast Director

the 2019-2020 school year, out districts, about 70% spend more than $18,000 per student. Voice4Change earnings will just barely account for one student’s expenditures. Districts with the lowest expenditures spend around $10,000 per student. I will not deny that all students despite their zip code have been affected by the COVID-19 pandemic, but we can’t ignore the immense privilege wealthy districts have to improve this experience. Under-resourced schools that were already struggling are put at an even greater disadvantage due to the pandemic. Instead of creating a program like Voice4Change in which everyone is given money, the state should determine which towns most desperately need aid. Wealthy towns like Westport are so fortunate to have resources to mitigate the effects of Covid. Yet issues like learning loss from online school or student burn throwing money at the problem. Many of the issues that have arisen at Staples as a result of Covid speak to the larger culture of the school. Prioritizing mental health and minimizing stress can be accomplished without $20,000. $1.5 million of federal aid is not going to solve Connecticut’s education disparity, or all Covid related problems in schools. However, if divided between those who need it the most, this mon

FEATURES

New GFS club seeks to promote multiculturalism

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hen parents Beatriz

WJones and James McLaughlin approached Greens Farms Elementary School (GFS) teacher Amanda Moitoso with the idea for a culture club, Moitoso jumped at the offer. The three now organize and meet every month, inviting students in grades three through learn about different cultures and heritages. “[The club was founded] to promote the knowledge of culture and diversity to our school community. It is a major goal of the district and our school to increase awareness, understanding and acceptance of diverse heritages and others’ cultural identities,” Moitoso, who is also a member of the district Diversity, Equity and Inclusion Committee, said. Thus far, the GFS club has met once after hosting their kickoff event. Each month, club

members will learn about a new cultural group or practice and complete a fun craft or activity that supports their learning. During their kickoff event, the club invited guests from TEAM Staples, Staples’ multiculturalism club, to speak about diversity and help the members brainstorm topics they want to learn about later in the year. “I was really impressed with all of the “It’s clear that they students and their are interested in insights. broadening their I felt that the teachknowledge of our ers did a global community.” fantastic job plan-Amanda Moitoso ning the GFS Teacher meeting and making it interesting for the students,” Tessa Moore ’22, a president of TEAM Staples, said. “I am so excited that a club like this is being created at GFS that will be able to start conversations and education about diversity and multiculturalism from such a young age.” In late November, for example, the club explored the topic of “holiday lights,” learning about how lights are represented in different fall and winter holidays. The club ended the meeting by making a craft Christmas tree, menorah, kinara and paper diya to represent Christmas, Hanukkah, Kwanza and Diwali, respectively. “In January we’ll be meeting again to learn about the Chinese New Year since that’ll be coming up in early February. We hope to teach students about the traditions of the holiday and bring some awareness of Chinese culture to our members,” Moitoso said. Moitoso hopes to expand the program to all club members to run GFS’s “All-School Meetings” in which they will be able to teach the entire school what they have learned about a certain heritage or culture. “We’re only just beginning, but we received positive feedback from the students re Moitoso said. “It’s clear they are interested in broadening their knowledge of our global community, and we look forward to helping them achieve that through this club.”

YOUTH DIVERSITY The

Graphic by Lilly Weisz ’23 Photos contributed by GFS teacher Amanda Moitoso