By Rebecca Martin
Public education is one of the most important public institutions we have. It shapes not only individual student outcomes, but the long-term health, equity, and stability of entire communities.
Yet, when it comes to decisions about budgets, programming, staffing, and priorities, community engagement is often reduced to a single moment: the annual budget vote and limited public comment.
According to concerns raised by parents in the district, the Board of Education and the public were presented with a budget this year that lacked clarity on key operational decisions, including the J. Watson Bailey Middle School schedule changes that parents were only recently informed about during orientation for incoming 5th graders. This omission effectively obscured the full impact of what was being approved.
If those details had been clearly disclosed at the time of the vote, would the budget have passed as presented? Or would it have been rejected, triggering a second vote and forcing a broader conversation about priorities, including whether administrative costs and structural spending should be reviewed before student programs are reduced.
Transparency and Engagement Must Happen Before Decisions Are Made
If we take seriously the idea that public education belongs to the community, then engagement of the real impacts of a budget must begin earlier when priorities are being set.
This requires structured participation, specifically, a Community Advisory Board embedded directly into the budget, planning and engagement process? Such a body should not be symbolic. It should be representative, with members selected by lottery from each school in the district to avoid gatekeeping and provide broad participation. Terms could be staggered and two-year in length to preserve continuity and independence. The board could meet regularly and have a defined, substantive role in shaping district priorities before decisions are made.
The people most affected by education policy are often the last to be meaningfully consulted. Families navigating academic supports, enrichment opportunities, and transportation needs are frequently presented with decisions only after they are already in motion.
At that point, public comment alone cannot meaningfully shape outcomes. Communities should not be placed in a position where they must respond to decisions after the fact, when meaningful alternatives are no longer on the table.
Families Informed of Major Schedule Changes at Bailey Middle School During Orientation
Parents report that at Bailey Middle School, the elimination of the homework period, activity period, and late buses—along with the extension of the school day to 3:00 p.m.—was recently announced during orientation for their incoming 5th graders.
These are not minor scheduling changes—they are structural decisions that directly affect how students learn, receive support, and participate in school life.
The homework period has provided essential academic support for English language learners and students with IEPs and 504 plans.
The activity period supports enrichment, student engagement and social development through clubs, the arts, and athletics – opportunities central to well-rounded middle school experience.
The removal of late buses creates immediate barriers for working families who rely on extended-day transportation for both academic support and participation.
Take action
We are learning about additional cuts and changes across the district with similar impacts. Bailey Middle School is a clear example—and apparently, not an isolated one.
Call on the Kingston City School District Board of Education to pause implementation of these unexpected changes at Bailey Middle School and instead, reopen a real, accessible process for parent and community input before moving forward.
Community members are encouraged to attend and make their voices heard during Board of Education public sessions. The next one is tonight, Wednesday, June 24 at 7:00pm. Check the school calendar for location and additional information.