PRESCHOOL EDUCATION (1988; updated 2010)
1. Make public preschool available free or at a nominal charge to all at-risk four-year olds.
2. Provide preschool for all four-year olds as space becomes available. Absent state or federal funds, a sliding scale based on family ability to pay should exist to assist enrollment of children in a public program for 4-year-olds.
3. Allow at-risk four-year olds' participation in the existing Extended Day Program.
4. Provide transportation for those at-risk four-year olds who would be excluded from preschool because of a lack of transportation.
5. Expand public preschools with attention paid to low-income and minority-dominated areas as well as Metro stops and other locations accessible to the working
6. Expand public preschool beyond existing models, using pilot projects to test different early childhood education curricula. Teachers for such programs should have specific training and/or experience in meeting the particular needs of young children.
The League of Women Voters of Arlington supports:
1. Curriculum that is designed to include:
- programs that impart basic skills (reading, writing, and
- programs in music and art, science, human relations,
social studies, ESOL, special education and programs for
the academically gifted;
- programs for early childhood education;
- options in type of school and programs for students,
teachers and parents within existing school districts when
- preparation for new programs through staff development and
extensive communication between school and community, to be
followed by adequate evaluation (1973); and
- career education as a part of all K-12 curriculum. (1996)
2. Providing for differences in individual learning needs through
separate alternative programs so long as they are not detrimental
to the regular program. (1982)
3. The continuation of alternative schools, the Exemplary School
Projects and the Career Center. (1992)
4. Thematically enriching the base curriculum in middle schools
and high schools, and encouraging more school projects like those
found in the Exemplary School Projects. (1992)
5. Initiatives that keep school programs tuned to the
technological developments that are changing the way we
communicate, develop, receive and record information. Continuing
effort should be made to keep the Career Center and all other
one-of-a-kind facilities accessible to all. (1992)
6. Funding of locally supported programs for the arts and
athletics at a level that permits participation of all interested
7. Increased emphasis on social studies in the curriculum
- A social studies requirement in each grade beginning in
kindergarten and continuing without interruption
through grade 12.
- A strong interdisciplinary and global approach that
incorporates information on the controversies that have
propelled world events. Materials such as myths,
legends and biographies should be used to enrich
- More emphasis given to geography beginning Grade 3.
- World history required in at least two consecutive
years in later grades.
- Economics and geography should be integral parts of
every social studies course. Time must be allotted in
the school year for the study of the history and
economic developments of the twentieth century.
- Additional electives that could include Advanced
Placement courses, regional studies (e.g., African,
Asian, Latin American, European studies and history)
and current events. (1990)
8. The inclusion of foreign language instruction at all levels:
At the elementary level various types of programs should be
available. At the middle and high school levels, language
instruction should build on previous instruction. Adequate lab
materials and instruction for various levels should be provided.
Language choices should be broad at the high school level.
9. Adherence to Title IX regulations.(2003)
School Bond Issues
A cost-benefit study prior to a bond decision to determine
the desirability of new construction versus renovation and/or the
feasibility of the project; early publication of notification of
intent to present a bond issue; separate questions on the ballot
for each school, unless the plan is an interdependent, integrated
Teacher Evaluation and Retirement
Expanded input to the personnel evaluation system to include
principals, supervisors, peers, students and parents; optional
early retirement for teachers at age 55. (1974)
Equal treatment for Arlington school and county employees in
any salary adjustment that reflects cost of living factors.
Strong consideration of salary increases based on merit.
The consideration of five components when making school
consolidation decisions. Those components are:
- Giving priority to educational considerations over financial
- Two classrooms per grade in elementary schools as a prime
- Full utilization of schools, not limited to three
"Rs," space for laboratories and studios, and special
- School plants in all areas of the county.
- Consideration of the future use of buildings before closing
1. Maintaining the present program diversity in the face of
shifting enrollment patterns. Exploration of innovative means of
providing education with a consideration of
their cost effectiveness. (1982; 2015)
2. Access to equal educational programs for all groups and
equitable distribution of the county's diverse racial and ethnic
school population in any kind of reorganization or consolidation.
1. A maximum class size set by the School Board for each
discipline at the secondary level varying according to the
discipline. Each class should be assured of adequate supplies,
texts, equipment and desks necessary for quality instruction.
2. Allowing principals to make exceptions to the class size
specified in the Budget Planning Factors, reporting and
justifying such exceptions to the Superintendent and the School
Board at the time they occur.
3. Holding principals accountable to consult with staff
regarding any possible trade of a teaching position for a
non-teaching position in their schools. Use of a discretionary
fund for additional instructional positions to discourage
4. Using any available funds in the Schools' budget to reduce
class size, where needed. (1988)
Concrete, individualized, home/school communication at all
school levels. (1992)
Resources devoted to a strong staff development program in
all disciplines. (1996)