Different perspectives of funding divide SPHS

The structure of receiving funding at the high school is a convoluted system of questions and concerns. Multiple sources of support, confusion over who to ask, and a shift in administration are all factors involved in the structure of funding for courses; the perspectives on the financing of classes seem to differ between staff and students.

The issue of funding is one that is difficult to comprehend with a multifaceted perspective. Looking at the issue of funding from different lenses provides an insight into how different members of the community view the funding for classes at the high school campus.

When identifying the issues of funding on campus, a number of teachers on campus have reported that their courses feel adequately funded in a majority of aspects.

For courses involved in the sciences, laboratory tables and equipment line the perimeter of classrooms. In the arts classrooms, however, there is a lack of funding in terms of location for both staff and students.

“We don’t have an official photography lab for the class, so I have no storage space to store materials,” photography teacher Rouzanna Berberian said. “Wish Night and SPEF mainly contribute to the photography department by providing us with more contemporary and higher quality materials to help students explore varieties of art while the district funds the necessary supplies.”

The main consensus between a majority of teachers seems to be that all the courses and activities are adequately funded. When making comparisons between different fields of education, teachers, especially in the arts, feel as though their courses are supported by the district.

“From my perspective, [SPEF has] been very generous in providing the materials I need for each course I teach,” visual arts teacher Aimee Levie-Hultman said. “Coming from a smaller district without as much money as larger school districts, the value we place on the arts allows me to receive the necessary funding for all my classes.”

Despite the views from teachers that their courses are funded and supported by SPEF, some students on campus seem to believe that a majority of courses – especially those in the arts – are left underfunded.

“There’s very little publicization for arts based events in comparison to activities like sports games where there are themes and rewards for attendance,” senior Kate Campbell-Kelly said. “The arts feel forgotten at SPHS without events or exhibitions to garner attention to the physical arts programs like painting and drawing. It seems like there is very little recognition for artists on campus compared to individuals like athletes or scholars.”

The arts on campus are typically student-led or more heavily student involved. From stage directors for plays and musicals to individualized art portfolios, students are put into positions where they must understand how funding works for their shows or their competition submissions. For programs in place on campus that involve student leaders, fundraising and grants have become an established norm to receive money.

“We’re lucky to have the opportunities to apply for grants from organizations such as the PTSA,” senior dance captain Stephanie Law said. “However, most of our funding comes from student donations made to our after school dance classes. Dancers and parents actively volunteer for Bingo, which is a large contributor to the program.”

Two separate perspectives reveal the many discrepancies in the concept of funding on campus. On one hand, teachers have built a certain experience and expectation in their time teaching that allows them to understand what may need funding. On the other hand, students feel stifled from exploring their passions as a result of lacking support and resources. These conflicting outlooks on funding divide our campus.

“Sports teams and STEM classes receive more funding than dance, theater, and other arts programs,” an anonymous performing arts student said. “The sports teams on campus are great, but I feel that some of the funding they receive could be distributed amongst our VAPA department.”

Without properly addressing all the issues of funding on campus, all parties involved who are impacted by fiscality will continue to see the problem at different levels. Solving this issue requires every individual, from the district to students, to truly understand the value of dividing the allocated budget for SPHS to equally promote and support all of the programs that the campus offers.