THOUGHTFUL IDEAS WILL HELP RESOLVE CLASS-SIZE ISSUES

There are few things that can raise tensions in a community like changing public school attendance boundaries or in some other way tinkering with which school your child will attend. There are many reasons, most good and some bad. Geography and where families with school-age children choose to live is a large part of the equation. It is no secret that one of the top considerations in making a house-buying decision among young parents is schools. Others buying a house often give equal consideration to schools because of resale potential.

Add to this the fact that classroom sizes, while at a respectable average student level of just under 23 students overall in Cape Girardeaus public schools, vary from too many students in some classes to too few in others. And sheer numbers arent all administrators must consider. Racial balance is a key factor too. In the districts elementary schools, student populations range from 63 percent minority at May Greene to just 6 percent at Alma Schrader. In all, the districts students are 18 percent minority. Finally, the housing development pattern plays a part. The major growth areas in Cape Girardeau have been to the north and west -- where classroom sizes are the largest.

In the past, construction of an additional elementary school was seen as a big part of the solution. But voters twice have rejected bond issues for new construction and other improvements. While the school board hasnt ruled out the possibility of a new school, it is looking at other options for spreading students among existing schools. This is the task of a redistricting committee that began meeting last week. It is a daunting job, one that must find workable solutions as well as deal with the emotions and concerns of parents who have a vital interest in the committees work.

There are at least two key considerations that must be kept in mind by everyone involved in the redistricting discussions: First, the committee must be open to ideas and suggestions from the public. Nothing upsets taxpaying district patrons and parents of students more than having their thoughts solicited and then ignored. The committee needs a carefully thought out mechanism for getting and weighing public input. Second, those who have a keen interest in the issues of classroom sizes and attendance areas have an obligation to participate in a way that is constructive and, ultimately, beneficial to the most students possible. Anger and accusations have no place in the current deliberations. Reasonable and thoughtful suggestions are what the committee needs to hear.

In the end there will be some final recomendations. Along the way there will be a variety of proposals and plans. Each should receive careful consideration, and those that make sense should be embraced. All others should be rejected.