The outrage at the purchase of reading materials for public schools that were found to be "laden with cultural and racial stereotypes" may be well-founded, and parents' concerns deserve to be listened to by the school district and the publisher ("School books spark outrage," Sept. 10).
The most concerning part of the whole article, or the real outrage, is top administrators buying $1.2 million of books and saying that "they never thoroughly reviewed the content" and admitting, "We didn't vet the material." The money matters, but how about not knowing what the children are being taught? That doesn't help any achievement gap.
If they were too busy to inform themselves about this program, how do they know "they are not going to find a better program?" Does this same thing happen with other curriculum?
It sounds like this can get worked out, and the receptive publisher will have a better product in the end and so will the kids. In the meantime, congratulations to the parents and teachers who paid attention to their kids' schooling and addressed the issue.
Cherie Doyle Riesenberg, St. Paul
The writer is a former curator and faculty member at Macalester College in St. Paul and co-founder of Seven Hills Classical Academy (now Seven Hills Preparatory Academy), a charter school in Bloomington.
LITERACY
Don't demoralize reading volunteers; value them
As the volunteer coordinator for a large, first-ring suburban school district that serves a diverse student population, I have concerns about the recent Star Tribune editorial "A call to action for improved literacy" (Sept. 4). It portrays volunteer tutors as well-meaning but as essentially failing students because they are poorly trained — that simply listening to children read or reading to a child is inadequate.
While school districts, including ours, offer volunteers additional training to maximize the impact they have during their time with students, I feel the editorial undermines the value of the relationship that develops between the student and the volunteer and the potential outcomes — even when the volunteer is simply listening to the child or reading to the child. Having that supportive, encouraging and consistent volunteer presence can make all the difference in the world toward helping a child develop a sense of capacity as a learner.
Research supports that for a child to read to a volunteer (and also to a canine through the Reading Education Assistance Dogs program) has a profound benefit of changing a student's attitude about reading. Teachers report that students' confidence in reading, overall behavior and attitudes about school often improve, as well.