Jewish Education in America Today Essays by Rabbi Daniel Lehmann, KK OO M LL II M YY RR II SS EE RR Dr

CONTACT

AUTUMN 2000 / TISHREI 5761 VOLUME 3, NUMBER 1 THE JOURNAL OF JEWISH LIFE NETWORK /

Jewish Education in America Today Essays by Rabbi Daniel Lehmann, KK OO M LL II M YY RR II SS EE RR Dr. Alvin Mars, Michael H. Steinhardt, VV AA AA

L L

C Marshall Breger, Mark J. Pelavin, and C

KK EE Rabbi Nina Beth Cardin RR Rabbi Nina Beth Cardin W W OO II SS WW HH TT E LL E II FF EE NN contact AUTUMN 2000 / TISHREI 5761 VOL 2 NO 4 Forming Partnerships in a JEWISH LIFE NETWORK / Time of Division Rabbi Niles Goldstein Editor ince the Second World War, the State of Israel and the Holo- Eli Valley caust have served as touchstones of Jewish identity in America. Copy Editor S More recently, catchphrases such as “continuity” and “spiritual- David Winter ity” have begun to play more prominent roles in the national Jewish Administration lexicon. Today, more and more of our leaders and organizations are Kawana Bell talking about the critical importance of Jewish education to both iden- Administration tity formation and the revitalization of Jewish life in the United States. Paul Golin Creative Consultant But what is the most effective way of imparting the Jewish tradition to American Jews? Are full-time day schools the answer, even at the high Yakov Wisniewski Design Director school level? Is utilizing a voucher system congruent with Jewish values? How does a school balance its commitment to Jewish as well as JEWISH LIFE NETWORK secular learning? Or does the whole notion of a Jewish parochial Michael H. Steinhardt school undermine our community’s embrace of the American demo- Chairman cratic system and pluralism? This issue of Contact will explore these Rabbi Irving Greenberg issues, and examine several of the current educational alternatives— President some of which are succeeding, and some of which have already failed. Jonathan J. Greenberg Executive Director This is my last issue as the editor of Contact. It has been a privilege to help develop what began as a small newsletter into a 12-page quarterly CONTACT is produced and distributed by Jewish Life Network, journal, and to provide a new forum for the multiplicity of (often con- a Judy and Michael Steinhardt flicting) voices that exist within the Jewish community. I will be mov- Foundation, 6 East 39th Street, ing on to a new venture, trying to incorporate some of the lessons I 10th floor, New York, NY 10016. have learned from many of you in these very pages as I build a new, Phone: (212) 279-2288 multi-denominational congregation here in New York City. Let us con- Fax: (212) 279-1155 tinue to work hard on projects at the national level, but let us not for- Email: [email protected] get that beyond the world of foundations and philanthropists are the Copyright © 2000 by Jewish Life Network. individual members of the household of Israel—without whose talent,

K O M L I Y R I Jewish Life Network is S E intelligence, and energy there would be no Jewish life. R V A A E dedicated to strengthening H

L C and transforming Ameri- Eli Valley, who has served with diligence and excellence as Contact’s J K E R W O I can Jewry to ensure a S W copy editor, will be taking over as editor, and I wish him well. He will H T E L I F E N flourishing, sustainable do wonderful things with the journal. community in a fully integrated free society. We seek to revitalize Jewish identity through May each of you have reflective, meaningful and fulfilling Days of Awe, educational, religious and cultural initiatives that are designed to reach out to all Jews, as well as a New Year filled with joy and peace. with an emphasis on those who are on the margins of Jewish life. Chazak v’ematz,

Some photography in this issue is presented courtesy of ArtToday. Rabbi Niles Goldstein

2 CONTACT he first “New Jew” Graduation the After three years, two buildings, “NewJew” Tand a great deal of hard work and imagination, the New Jewish High School Experiment of Greater Boston graduated its first senior class on June 18, 2000. Seventeen student pioneers received diplomas and heard com- Tales Out mencement addresses from Professor Jehuda Reinharz, president of Brandeis University, of School and Rabbi Irving Greenberg, president of Prayer is required, Jewish Life Network. It was a special by RABBI DANIEL LEHMANN moment as students delivered moving but we offer speeches about their experiences as found- multiple minya- ing students of the school and the educa- nim and discussion tional moments that have shaped their groups to meet the diverse vision of Jewish life. Five hundred people needs of our students. We were present to witness this historic event chose not to refer to the prayer in our community and to celebrate the groups by denominational names accomplishments of these students who will in order to allow students to experiment continue their studies at places like Harvard, and explore without labels that may not be a Brandeis, Swarthmore, the University of comfortable fit. We have been able to create steeped Chicago, JTS/Columbia, the Rhode island vibrant, student-led prayer groups with names in Jewish tradition School of Design, University of Massachu- like “the mechitza minyan,” “the traditional and thus can guide the students in setts Amherst, and several institutions in egalitarian minyan,” “the liberal minyan,” the process of creating art that draws upon Israel. The graduation gave us an opportu- “Jewish meditation,” and “the creative service.” their Jewish identities and experiences. We nity to reflect on our mission to create an Pluralism extends far beyond the prayer have erected art installations that are con- innovative high school that is dedicated to experience. Our students have designed nected to Jewish symbols and texts, and religious pluralism, rigorous text study, cre- their own pluralistic Shabbatonim which have brought artists to the school to discuss ative expression, and social activism. allow for varied approaches to Sabbath their work. The integration of artistic modes The school opened its doors in September observance. We have instituted “pluralism of expression with other curricular areas, 1997 with 48 students enrolled. Later that labs” which engage students in discussions especially Jewish studies, has been a powerful year the number would grow to 50 students of controversial issues in Jewish life from tool for engaging the whole student. Ado- in the ninth and tenth grades. As we begin multiple perspectives. Our Jewish studies lescents have powerful ideas that are often our fourth year, we are anticipating a total classes focus on close readings of texts that most naturally expressed in artistic form. of nearly 210 students in all four grades. generate rich conversations about the differ- We have acquired a 20-acre parcel in ent ways in which we read and interpret Jewish Experiential Learning Waltham, MA on which we will build a these common treasures of our tradition. Our school has sought to tear down the bar- state-of-the-art campus over the next few Students are encouraged to challenge each riers often erected between formal and infor- years. More importantly, we have built a other and the faculty while learning to lis- mal education. By requiring that students school culture with several distinct compo- ten with respect and appreciation to the participate in three school-sponsored Shab- nents that are worthy of description. views of others. Our faculty also reflects the batonim over the course of the year, we have religious diversity of the student body with enabled the school to provide ongoing oppor- Religious Pluralism Jewish studies and general studies teachers tunities for extending our Jewish communal From its inception, the school developed a representing a wide range of affiliations. enterprise beyond the school building. We core commitment to religious pluralism. While we can be proud of our achieve- begin each year with a three-day retreat at a While we are not the first or only school to ment in the area of religious pluralism, it is Jewish overnight camp in the hills of New do so, NJHS placed pluralism at the center becoming more difficult to engender the Hampshire to establish our school as a com- of its educational vision at the outset. We same passion for pluralism among the new munity of learners. Travel has also become a worked hard to attract students from Con- students who enter the school. As with distinctive component of our experiential servative, Orthodox, Reform, Reconstruc- many other elements of the school’s mis- learning. Students and faculty travel to Israel, tionist, and secular backgrounds. Nearly sion, the challenge is to find ways to keep Europe, and throughout the U.S. on trips that 25% of our students come to us from public religious pluralism a fresh experience and a create organic laboratories for Jewish living schools or secular independent schools. stimulating part of school life. and foster the development of relationships Integrating the day school and non-day that are not hindered by grades and homework school students has been a significant part Jewish Education and the Arts assignments. Community service and social of our pluralist agenda. In addition, we have We have also emphasized creative expression. activism projects in which students and faculty sought to connect our students to peers It has been our conviction that students can work together have added another important outside the Jewish community primarily become more than mere consumers of culture; dimension to our experiential learning. through a program we have developed with they can become generators of culture deeply an ethnically diverse Catholic high school. rooted in Jewish ideas, texts and values. World-class encounters Courses covering a broad range of artistic High school students are capable of meaning- disciplines are a part of our core curriculum. ful encounters with “the best and the bright- Rabbi Daniel Lehmann is the founding Headmaster We have encouraged students to produce est” in our communities. Indeed, they thrive of the New Jewish High School of Greater Boston and original works in drama, music, and visual on the give and take with people of interna- the founding President of the North American Associ- arts. The art faculty includes people who are tional renown. We have endeavored to facili- ation of Jewish High Schools.

AUTUMN 2000 3 tate that process by inviting people who are leaders in their fields to learn with our stu- A Pioneering Vision dents. For example, David Mamet has taught writing and literature in our school. Alan Dershowitz is a regular guest at our Beit TheJewish Midrash programs. The students feel empow- ered by their interactions with people of this BoardingSchool caliber, and they realize that we take our stu- by DR. ALVIN MARS dents seriously as thinkers and leaders. We have learned that high schools can effectively e are witnessing a truly amazing pioneers who are prepared to break the draw upon the rich resources available in the resurgence of Jewish day high bounds of conventional wisdom and dare to community, and can create an exciting atmos- schools in the major cities of undertake the most difficult challenges based phere of intellectual exchange at levels rarely W North America. Generations of Jewish stu- on their belief in the value of intensive sec- achieved even in college. Instead of a small dents fortunate enough to live in one of ondary Jewish education. Jewish high school being described by its lim- these communities will have an opportunity The school of which I write is the itations, it can be the window into a world to participate in an intensive Jewish second- American Hebrew Academy, which is few high school students have a chance to ary educational experience, which can play presently being built in Greensboro, North explore. The students will rise to the chal- a significant role in shaping their Jewish Carolina. It is located on a one hundred- lenge, and will benefit immeasurably from identity and adding richness and depth to acre lakefront campus designed by a pro- the serious engagement with those on the the quality of their lives. tégé of Frank Lloyd Wright to look more cutting-edge of our society. Those of us involved in, or even just like a small liberal arts college than a high interested in, Jewish education must ask school. The Academy’s design incorporates Lessons Learned what will become of those students who are the latest technology. Its staff is creating a Building the school from the ground up has not fortunate enough to live in the major curriculum that will challenge the brightest not been without its problems. We are con- centers of Jewish population where these students. The Academy is intended to stantly struggling with our role as a com- schools are being established. Will there be attract both those students who have had munity school, especially in the process of high quality Jewish high schools for them? an intensive elementary Jewish education admissions. Our rapid growth has been a Conventional wisdom dictates: probably and those whose Jewish educational oppor- challenge to manage, and yet we have diffi- not! It simply requires too many resources tunities may have been very limited. culty turning away students who sincerely to establish a new Jewish high school, too I have had the privilege of having been desire this type of education. We have pre- large a Jewish population to generate appointed the Academy’s founding head- ferred an inclusive admissions policy to one enough students for such a school, and too master. Our initial coeducational classes for that establishes strict criteria. However, our many teachers within the community the ninth and tenth grades will commence ability to adequately serve all who deserve trained to teach in an academic Jewish high in September 2001. Adding a grade each the opportunity to have an intensive Jewish school to expect that top-quality Jewish sec- year, we will become a full four-year high day school education is limited by our ondary schools can be created in smaller school in September 2003. ambitious academic program and our high towns across America. The American Hebrew Academy is not standards. The integration of Jewish and The answer, of course, is a Jewish the answer to all of the problems and chal- general studies also requires much more boarding high school. Before the idea is dis- lenges presently faced by secondary Jewish creativity and innovative thought. With the missed as mere fancy, let me note that this education in America. It will neither be a best intentions, we often fall short of realiz- concept is the dream of a small group of school for every Jewish child, nor a com- ing our vision of an integrated curriculum. pioneering visionary philanthropists who fortable option for every Jewish family. But Faculty development needs constant atten- believe in anonymous giving and are deeply it will create a new model of Jewish school— tion. The continued expansion of our fac- concerned about the lack of Jewish educa- our nation’s first liberal, pluralistic Jewish ulty has challenged us to assemble the right tional opportunities for teenagers in smaller boarding high school. To date, only the team of professionals who can work well Jewish communities everywhere in North Orthodox community has provided residen- together and participate fully in the con- America. More importantly, they are cur- tial Jewish educational opportunities. Now struction of the school’s culture. rently turning this dream into a reality. families who are not Orthodox will have the There are many challenges. After all, option of a Jewish boarding school. That A Work in Progress what Jewish parent would send a child opportunity will be open to families who Ultimately, schools are made and remade away for high school? It is difficult enough seek to provide their children with a high every year. Our task is to focus our creative to separate from our children when they quality Jewish education regardless of energies on that process so that we strive to enter college. Furthermore, what family whether they live within or outside the generate new models of educational excel- could afford such an education? Only major centers of Jewish life. lence. Community Jewish high school edu- wealthy ones is the conventional response. Because the American Hebrew Academy cation is just in the nascent phase of its Lastly, how could a faculty of substantial will be a boarding school, it will provide an development. We need to experiment, take Jewish teachers be found in this age of educational model that underscores the risks, and evaluate our programs and struc- teacher shortages? importance of a Jewish environment and a tures to determine what works and what The creation of such a school is a unique Jewish life experience in education. It will does not. One of our graduates put it well endeavor, one that requires unbounded provide an opportunity to realize the full in a speech he gave (in Hebrew) at our vision and unbridled commitment - to say potential of Jewish youth by exposing them graduation. He said to his classmates, nothing of substantial resources. It requires to a day school education and an informal “Every class needs to reestablish this place, Jewish experience in a setting previously add customs, jokes, insert its soul into the Dr. Alvin Mars is Headmaster of the American available only in Jewish summer camps and school. Renew yourselves every moment to Hebrew Academy in Greensboro, North Carolina. programs in Israel. investigate even deeper. The New Jewish 4High School should forever be new.” CONTACT Will Jewish parents send their children to truth... Pluralism is about people respecting good standing, both in terms of academics a boarding school? They already send their people and therefore it supports the value of and deportment, will have their scholarships children to such schools. Why else would community.”1 This is the kind of communal renewed for the full four years of study at the some of the most famous non-denomina- environment we hope to establish at the Academy. After the initial period, it is tional boarding schools of the Northeast American Hebrew Academy. expected that a substantial scholarship pro- establish chairs of Jewish studies, engage rab- Which Jewish teachers will be attracted gram will insure that no qualified student bis to teach and establish Jewish student away from large urban centers to the Ameri- will be denied admission to the Academy groups, build Sukkoth in the centers of their can Hebrew Academy? Talented, creative, simply because his or her parents cannot campuses, or show Jewish students in reli- visionary teachers who want to participate in afford the tuition charged by the Academy. gious services as part of their publicity the creation of a new model in the world of We are confident that the decades ahead videos? For the first time, Jewish parents and Jewish education, and who want to help will be witness to the success not just of the teens will have a Jewish boarding school establish a first in our nation—a pluralistic American Hebrew Academy but of the Jewish option to consider. community of Jewish scholars living together day and residential school movements as Why is the school being created as a plu- with their students throughout the school well. Our success will ultimately be meas- ralistic school rather than affiliating solely year. I believe we will attract the most enthu- ured by the contributions the Academy’s tal- with one Jewish denomination or move- siastic and capable faculty. ented young graduates will make to the ment? We do so because we are undertaking What about the cost of this type of edu- Jewish people and the world, and by the to build a community of learners for all those cation for the Jewish family? The policy of number of times which our school, with its Jewish students presently without a Jewish the American Hebrew Academy will be to innovative programs, technology and high school option. They will join together admit only the most highly qualified stu- methodologies is replicated in one form or to learn and grow as Jews within the living dents. By virtue of their outstanding aca- another over the years ahead. The age of the Jewish community we will be establishing at demic and personal qualifications as pluralistic Jewish boarding school is upon us; the Academy. Or Mars, a Jewish educational demonstrated in appropriate admissions test- let there be many more than one. thinker and practitioner, wrote: “Ultimately, ing, individual interviews, and recommenda- the answer to the question ‘Why pluralism?’ tions, all students admitted during the 1. Or Mars, “Toward a Working Pluralism in Jew- ish Educational Organizations,” Unpublished final is a statement of belief about community and Academy’s initial years will be granted a full project, Jerusalem Fellows, 2000 p. 60. people more that it is about the nature of tuition scholarship. Students who remain in

AUTUMN 2000 5 The MillenniumSchool and Whyit Failed by MICHAEL H. STEINHARDT

ntrepreneurial philanthropy is driven by risk taking. If we hope to effect fundamental change in Jewish Ecommunal life, we must be willing to explore uncharted territories and risk failure in the pursuit of potentially great gain. The Millennium School is a case in point. When I established Jewish Life Network in 1996, one of my main objectives was to meaningfully increase the number of non-Orthodox children who attend day schools. With this in mind, I sought to create a High School that would attract Jewish families who were most integrated into American life. The need for such a school was obvious: Although Jewish day schools run the denominational gamut through junior high (albeit predominantly Orthodox), once you get to High School there are only a handful of Conservative or Reform Jewish institutions in the entire country. Even amongst the Orthodox, there is a sharp drop in attendance from Junior High School to High School. It is precisely these years when children put aside their acceptance of parental values and seek their own lifestyle and identity. Instead of abandoning them at this impressionable age, we should do all we can to instill them with positive Jewish feelings. Why were there almost no high schools that met this need among integrated, non-Orthodox Jewish families in America? Part of the problem was that a high school education is increasingly seen as a competitive launching pad for college. In order to recruit assimilated Jewish families, a Jewish high school must not only impart Jewish knowledge and identity. It must also boast a general studies curriculum that can compete with the best private schools in the country. I am convinced that a Jewish High School could potentially provide both a superlative secular education and enriched Jew- ish literacy. This would be the key to attracting the parents who are most integrated into American life, because they wouldn’t have to choose between a quality education and a Jewish education. Instead, they would choose a Jewish education because it is the quality education. Needless to say, we were aware of the challenges inher- ent in integrating Jewish and secular education. If we made the Jewish element too thick, assimilated Jewish parents would avoid it because they would fear it was too parochial. On the other hand, if we were to dilute the Jew- ish element excessively in order to concentrate on secular academic excellence, it would not have sufficient impact on the students’ Jewish identity. In our search to create a blueprint for a proposed new Jewish High School which could compete academically with the likes of Dalton and Horace Mann, we held a competition in which various parties designed academic models. One established day school offered a proposal that included a basic curriculum with high academic standards. A second proposal promised to model itself after existing quality Jew-

Michael H. Steinhardt is Chairman of Jewish Life Network.

6 CONTACT ish high schools, but with a non-denomina- synthesis of daring creative learning in ...the community tional, pluralist approach. However, it did Jewish and general studies. After further not include the kind of innovative course- research, revision, and refinement of the philanthropists were work necessary to attract skeptical, less original model, the Millennium School not ‘hungry’ enough affiliated parents. We ultimately chose a Partners devised a curriculum that was at ‘dark horse’ group helmed by Dr. Leon Bot- once groundbreaking in its academic to invest venture stein and sponsored by Bard College. This approach and meticulous in its inclusion proposal offered the most exciting promise of Jewish content. Apparently, the organiz- philanthropic capital of an innovative atmosphere and creative ers were not ambivalent about being in a daring new curriculum. It featured a fresh approach to defined as a Jewish school. The next chal- math and science education, and an empha- lenge was to muster the funds to put the experimental school. sis on writing skills that is unmatched even school in motion. The school had the mer- at top private schools. We understood that its of a breakthrough investment in the of Conservative or Reform. It has not this model was most likely to compete suc- Jewish future because it tapped into a hith- occurred to enough people that the over- cessfully for the attention of integrated erto unmet need. We knew that many whelming majority of American Jews are American Jews who send their children to communities were considering starting so alienated by organized Jewish life that the nation’s top non-Jewish schools. How- their own new high schools, and we were even labels like “Conservative” and ever, Bard College, as a non-sectarian confident that they would find the Millen- “Reform” smack of the undesirable status school, insisted that any high school that it nium School an excellent model for their quo. The American Jewish demographic is sponsor also be non-sectarian in its student own curricula. If we had been operating by changing, and its population has spiritual population. This seemed workable on the rules of Wall Street, venture capitalists and educational needs that defy denomina- paper, but it ignored the issue of interdating would have lined up around the block to tional stereotyping. With this in mind, the and eventual intermarriage of the school’s invest in our promising new start-up. Millennium School sought to unite Jews own student body. In addition, we were But the organized Jewish community is from all backgrounds and to teach in a concerned with the way the group wished not Wall Street. Once our program model language American Jews could actually to present Judaism as a model culture for was in place, we encountered a great deal identify with. Unfortunately, this model of the students. The curriculum stressed the of recalcitrance from people who were education was unheard of in the hide- study of Judaism as a culture in history, but afraid to think in terms of large-scale inno- bound community. Thus the Millennium we believed that Jewish identity must also vation. In retrospect, I criticize myself for School experiment was aborted by the be accessible in some tangible, living form being too slow to offer the seed capital. But accumulation of errors and structural that students can emulate. Therefore, we there were other inhibiting factors as well. weaknesses in Jewish philanthropy. gave substantial additional grants to enable Even after I offered a major challenge grant The exploration of new high school the group to develop ways to impart Jewish to attract donors, the Millennium Partners models was not a total waste. I have gone identity to a more secular and more were fearful that they could not raise the on to give a grant to the Heschel School ambivalent student body. matching money because the project had for its proposed new high school. I believe After two years of effort, we found the no precedent and the community philan- the Heschel School will make an important final academic proposal to have serious thropists were not ‘hungry’ enough to contribution to widening the range of high problems. Despite repeated assurances to invest venture philanthropic capital in a school offerings, as it is non-denomina- the contrary, the group did not address the daring new experimental school. They tional and pluralistic. The Heschel School challenge of routine interdating and inter- were particularly concerned that there was stresses the integration of American and marriage. Maybe we are not competent to no will to invest in a higher-cost, superior Jewish culture, and it is actively seeking tackle that at the moment. In addition, institution designed to reach the least com- fresh educational leadership. It is also some of the Jewish curricular elements mitted members of the community. heartening to note that around the coun- seemed to be gimmicky. The study of Part of the problem was that the try, the number of community-oriented, religion—and not just Judaism—as a live organized Jewish community lacked the non-denominational high schools opening option was left out. Apparently it was too infrastructure and vision to channel funds or on the drawing boards is remarkable. hot to handle for the architects of the pro- systematically into frontier areas of philan- If the plus side of entrepreneurial failure posal. We also feared that the learning envi- thropy. Instead, it preferred to prop up is that we learn from our mistakes, then I ronment would be particularly negative if status quo institutions of yesteryear, no now see how vital it is that we press the the school was staffed by individual teach- matter what their track record might be. cause of trans-denominational Jewish high ers who were not necessarily well-disposed Thus it was that the innovative nature of schools. If the only way to do this is to look towards Judaism and Jewish identity. Ulti- the Millennium School was paradoxically outside the organized Jewish community mately, we decided not to go ahead because its greatest handicap. and the usual philanthropic suspects for we feared that the school would provide a But an even greater problem is that the assistance, then we must be prepared to do marginal Jewish environment and a mixed community still finds itself bound by so. What this means in practical terms is message which would not prove strong Orthodox parameters of Jewish education. that the time has come to recruit high-qual- enough to create and inspire Jewish identity The prevailing assumption is that a rigor- ity educators who are not bound by current at home in mainstream American culture. ous Jewish education can be had only denominational parameters in their think- Back to the drawing board. We were within an Orthodox framework. When the ing, and to organize philanthropic venture now approached by a visionary lay leader organized community does reach out funds and partnerships targeted to push the and professional educator who dreamed of beyond the Orthodox, it continues to envelope in high school education and else- creating a new Jewish school that was a think in the denominational perspectives where in Jewish life.

AUTUMN 2000 7 he debate over school vouchers has School Vouchers tual and cultural identity, are vouchers likely generated a great deal of heat but to significantly increase the numbers who Tunfortunately very little illumination. switch to private schooling. Perhaps because the voucher issue serves as a an Answer 3. Vouchers are an abandonment of the poor pennant in the culture wars, it is too often debated in apocalyptic terms rather than as to Jewish communal defense organizations have but one of a range of educational policies Our Ills made a touchstone of their opposition to vouchers the claim that vouchers hurt the that promote the principle of parental choice. BY MARSHALL BREGER I do not intend to deal here with consti- poor. And if it did, they should oppose vouchers. But is this claim true? tutional questions about school vouchers, filled that function 50 years ago, but they Any ordinary citizen who looks at the although I do believe that the recent Supreme don’t do so today. The challenge is one for school system in most urban environments Court case of Mitchell v. Helms (permitting society at large to meet. public funds to be used to lend computers to knows that it has failed students. William Raspberry, an African American syndicated private religious schools) suggests that a 2. Vouchers Will Destroy Public Schools columnist for the Washington Post, has writ- majority of justices would likely approve a The teachers unions argue that voucher pro- ten that he used to oppose vouchers because voucher scheme should the proper case come posals are part of an effort to destroy the he feared they would take money and sup- before the court. public school system. While it cannot be port from the public schools. But recently he Instead, I propose to explore three core denied that there are some conservatives who concluded that if vouchers might save 10,000 claims made by Jewish opponents of voucher want to get the state out of the school busi- school children from the inner-city, that schemes: the claim that only public schools ness, or as they put it, “separate schools from would be 10,000 more than at present. If the are up to the job of teaching students civic state,” the goal of a voucher system is cer- choice is helping a few or helping no one, virtue, the claim that vouchers are designed tainly not to destroy the public school. But it Raspberry is prepared to jump in. Indeed, to destroy public education, and the claim does aim to “destroy” what has effectively that voucher schemes result in the abandon- been a public school monopoly on education. ment of the poor. Ever since Pierce v. Society of Sisters in the 1920’s, it has been black letter law that Jews should embrace vouchers as 1. Public Schools are Necessary To the state cannot require children to go to one of a number of educational Inculcate Civic Virtue public schools. Still, the overwhelming American Jews have long had a love affair majority of school children attend public innovations that increase parental with the public school, in large part because schools. And, in the United States, unlike public schools served as the way station for countries as diverse as England and Israel, choice. That is good public policy. assimilation for so many in the immigrant little if any financial support is provided to generation. Public schools not only taught private schools—the stated excuse being that polls make it clear that a majority of blacks English; they taught one to be an American. most private education in the U.S. is reli- support school vouchers. Now that most American Jews have been giously based. Whatever past reasons (and it What vouchers do is allow for competi- successfully Americanized (with a vengeance, was a combination of anti-Catholicism in the tion among schools. Look at Florida. Gover- some would add), the role of the public nineteenth century and xenophobia in the nor Jeb Bush’s A-Plus reform offers families school has been transmogrified into the incu- early twentieth), there can be little doubt that vouchers when public schools flunk state bator of common or civic values. This is today the driving force behind opposition to academic tests twice in four years. Last year, Horace Mann’s notion of a “common school” state aid to private schools is the political only two schools got the voucher dunce cap, brought into the twenty-first century. power of public sector unionism. but 78 more received their first “F.” However, It is difficult to know, though, what Jews Anti-voucher groups advance with certi- when this year’s scores came out June 19, all mean by a common school. If they mean a tude the proposition that money for vouchers 78 of those schools passed. The fact is that in school integrated by class and race, geographi- will in some way undermine public education. middle class suburbs, where the public cally-based public schools often lack diversity But they fail to provide supporting empirical schools excel, most parents will choose pub- of race and class. Indeed, Catholic schools are evidence for this assertion. Given that infla- lic schools. Only in areas where the public generally far more diverse than public schools tion-adjusted spending on education in the schools have demonstrably failed will large (certainly suburban public schools) as regards U.S. increased by 50 percent between 1974 numbers of parents seek other options for race, class, and even religion. and 1991, reaching an all time high at $300 their children. And no one should keep them It is likely that the term “common billion last year, it is hard to see any diminu- from choosing the best for their children, just school” refers to the reaching of common tion of funds for public education in the off- as we would for ours. values, or what we used to call, more ing. None of the existing voucher proposals quaintly, citizenship or civics. While it is cor- urge less money for public schools. I suppose Conclusion rect that our society is fractionating and that if a third of the student body were to go to One more point. Jews should embrace our common values may be fraying, it is private schools, the public schools would vouchers as one of a number of educational unfair to expect the public school system to receive a commensurate reduction in aid. But innovations that increase parental choice. repair the damage. Indeed, there is abundant is this unfair? In any event, vouchers do not That is good public policy. But support for evidence in the daily press that the opposite mean less money per capita for public schools. vouchers is also a matter of communal “self- is true— that inner-city public schools today More importantly, the claim that vouch- interest.” Vouchers will provide badly needed have very little to do with building a com- ers will mean abandonment of public schools funds for the growing day school movement. mon culture or teaching civic virtue. is simply false. The viability of the public And they will relieve the financial strain on American Jews are right. We desperately school system has little to do with vouchers. many striving to live a fully Jewish lifestyle. need ways of affirming our common culture In upper-middle class areas where public These are arguments that Jewish communal in an increasingly balkanized multicultural schools are often first-rate, parents will likely leaders seem determined to exclude from environment. Public schools may have ful- still choose public education. Only in the their decisional calculus. That they do so so inner-city, where schools have failed their often is ironic. But that, I fear, is a subject for Marshall Breger is Professor of Law at the Catholic students, and among religious groups with a separate essay. University of America, Columbus School of Law. strong needs to provide an integrative spiri-

8 CONTACT he American system of public educa- vouchers will be good for public schools. tion is under increasing criticism, Vouchers for Private Competition, they argue, is the key to T much of it well-deserved. At the & Parochial Schools improving performance. But would voucher same time, American Jewish support for day plans provide real competition? Even the schools is increasing, perhaps wisely so. It most ambitious plans would provide only a does not follow, however, that government- modest percentage of the cost to attend pri- aCure vate schools. Even the most ambitious plans, funded vouchers for private and parochial schools, the solution of choice for many day Worse than offering, say, $1,000 per child, would make a school supporters and public school critics, real difference only to those fairly well-off are sound public policy or a solution that the families who can afford most of a private merits support by American Jews. Disease school education. They provide no meaning- Vouchers are a prescription worse than by MARK J. PELAVIN ful assistance to the poorest families, to the ills they are being prescribed for. In seek- inner-city families who are unlikely to bene- ing to solve pressing challenges—improving in Brown v. Board of Education: “Education fit from any increased competition. As the public education and improving Jewish edu- is the very foundation of good citizenship. It president of the National Education Associa- cation (and, thereby, improving Jewish conti- is a principal instrument in awaking the tion, Bob Case, recently wrote: “Voucher nuity)—they would actually sow the seeds of child to cultural values.” advocates blithely claim that quality private even more extensive problems on each of That function, the inculcation of funda- and parochial schools will sprout like mush- those fronts. Specifically, vouchers would mental values, is an area in which today’s rooms to accommodate the demand created come at the expense of public schools and, public schools have often come under attack, by a large-scale urban voucher system. How- by lowering the wall of separation between but it is an issue of special concern to the ever, this claim requires a truly heroic faith church and state, would erode the guarantee Jewish community, which is not too far in the distributive justice of the free market- of religious liberty which has allowed the removed, in time or emotion, from the immi- place—a faith that is mocked by the harsh Jewish community to flourish in the United grant experience. Historically, public schools realities of inner-city economics. Bear in States as nowhere else in the Diaspora. have been the crucible in which a shared mind, we are talking about poor, largely identity—an identity as American—was minority communities that are shunned by Public Education at Risk forged. In a recent Phi Delta Kappa/Gallup major supermarket chains, big-name hard- It is important to begin with some often poll, the goal of “preparing students to be ware stores and the like. Yet voucher advo- unspoken threshold questions: Why is public good citizens” was considered “very impor- cates would have us believe that the private education so important? What is the purpose tant” by more people than was any other marketplace—which long ago fled the inner of a system of public education? What is the goal. Surely our community, a small minority city — will be willing to invest in thousands Jewish community’s stake in public education? group, depends on the rule of law, and on of high-quality schools serving underprivi- Although the most obvious purpose of the democratic institutions of our society, to leged children.”2 public education—teaching children reading, maintain not only public order (although writing, and other basic skills—may well be its certainly that) but also to create the type of Religious Liberty fertile soil which has allowed Judaism, like Although most American Jews share an many other faiths, to take root here so firmly. instinctive commitment to the separation of By lowering the wall of And whatever you think about public church and state, a principle which has been separation between church and schools, and whatever choice we may each so central to our success within the Ameri- make for our own children, this fact is unmis- can experiment, some appear willing to sacri- state, [vouchers] would erode the takable: nearly 90% of American children1 fice that principle in pursuit of a myopic attend public schools. It is within the walls— solution to today’s problem. guarantee of religious liberty the sometimes crumbling, often unpainted It is a first principle of the First Amend- which has allowed the Jewish walls—of public schools that the future of our ment that government funds should not be nation is being shaped. What type of victory spent for religious worship, instruction, or community to flourish in the would it be if we were to succeed in raising a polarization. This principle grows out of the generation of better-educated Jews, while so experience of the founders of our nation, and United States as nowhere else. many others are worse off? Having reached the framers of our Constitution, who the pinnacle of achievement in the United believed that the best way to protect religion most important, it is not the only purpose. States, would we be so callous, and so short- was to isolate it from the often stifling influ- Public education shapes our society. As Horace sighted, as to pull the ladder up behind us? ence of the government. With government Mann argued in 1848: “Education does better And if we did so, what kind of society would funds come, appropriately, government than to disarm the poor of their hostility we leave to our children? strings, and by accepting government funds towards the rich; it prevents being poor… The questions about the role and purpose religious institutions open themselves up to The spread of education, by enlarging the of public schools are relevant to the voucher government oversight. cultivated class or caste, will open a wider debate because vouchers come at the expense There are also community relations con- area over which the social feelings will expand; of public school funding. The two leading cerns implicated by the voucher debate. Who and, if this education should be universal and plans, in Ohio and Milwaukee, specify the would be eligible for vouchers? Could they complete, it would do more than all things to per-student amount to be deducted from pub- be used at any religious school? What about obliterate factitious distinctions in society.” lic schools when students leave for private schools run, say, by the Nation of Islam or Public schools are about more than read- schools. Although funding is not the answer the white supremacist World Church of the ing and writing. As the Supreme Court noted to all that ails public schools, it is clear that Creator? Even among mainstream religious increased funding must be a significant facet groups, is it wise to set up a competition of any serious attempt to improve them. among religions for federal dollars? Does that Mark J. Pelavin is Associate Director of the Reli- not foment exactly the type of religious divi- gious Action Center of Reform Judaism. Some voucher proponents argue that

AUTUMN 2000 9 siveness the framers were trying to avoid by erecting the wall of separation? a of Every court that has considered the con- Tale ManyDaySchools stitutionality of voucher plans has stuck them down. It is true that the Supreme Court may, today, be disposed to uphold a by RABBI NINA BETH CARDIN voucher plan, but that is far from clear. In its most recent case on government funding of deally, every Jewish child should ticulars would be different. Before we sectarian education (Mitchell v. Helms) a would send our kids to a day school plurality (four Justices) of the court signaled have an integrated education, one with a differing ideology, we need to support for even more extensive government I that blends his or her particular funding of parochial schools than for the brand of Judaism with his or her par- be comfortable with answers to the fol- provision of computer equipment which was ticular secular interests and abilities. lowing questions. How will our chil- at issue. But not only did three Justices file a Short of home-schooling, though, that dren be affected by the fact that: sharp dissent. Two others joined the plural- ideal is generally not available. There- 1.they are the children of Conservative ity only in the result, writing separately to fore, those of us who choose to inter- rabbis in an Orthodox environment? make clear that they did not view the case as weave secular and Jewish education in 2.their mother is a rabbi? setting a precedent for a larger program an effort to teach the whole child are 3.the davening (praying) at the school (such as vouchers). delighted at the growth of Jewish day is non-egalitarian? schools. Through these relatively new 4.the way Torah is taught reflects a Conclusion theology and methodology which Vouchers are controversial and will lead to institutions, we parents hope to give differ significantly from our theology divisions in our society. There is the poten- the best of both worlds to our children. tial for a judicial system deeply split on the These two worlds will not merely co- and methodology? constitutionality of voucher plans; there is exist side by side, but be integrated so 5.the school’s understanding of Jewish the likelihood of schisms within the reli- that our children may learn how to law - more in its interpretation than gious community as various faiths and live committed, unified lives. in its practice - differs significantly denominations compete for a limited pool of If only it were easy. To take advan- from the way we understand Jewish federal dollars; there is the probability of tage of such schooling, we must first law? even greater distance between our society’s be blessed with living within reason- We have had to make this decision haves and have-nots, as vouchers facilitate able driving distance of a quality Jew- three times so far, in two different the well-to-do sending their children to ish day school. We must be blessed communities. The fundamental issue, expensive private schools and leave the less despite our passionate desire for Jew- fortunate searching for answers as their chil- with bank accounts, jobs or (grand) ish education, was always the same: dren languish in further-impoverished public parents who can help us foot the bill. schools. Within our own community, there And, we have to be comfortable with what would be best for each of our will be a difficult prioritization between the the theology and ideology of the day children? We looked at each child desire to aid our Jewish day schools and our school that may be located in our area. individually, and weighed their needs long-standing commitment to social justice. I am a Conservative rabbi (on and their personalities against the What is less certain is the level of success the mid- to liberal-end) married to a alternative choices before us. Those vouchers might be able to reach in their ulti- Conservative rabbi (on the mid- to choices were: public school, private mate goal. We simply do not know the traditional-end). Clearly, we want school, day school. We were lucky to extent to which private school vouchers our kids to grow up proud, comfort- live only three miles away from Ortho- could help students receive a better educa- able Jews, and hopefully, though we dox high schools, whereas the closest tion. We do know that the results will not be Conservative high schools were 45 favorable for those left behind in public don’t openly say it, Conservative. minutes away. We opted for the Ortho- schools further embattled, further belittled, What happens, then, when there is and further depleted of resources. no Conservative high school but only dox schools because of their proximity, It is in our community’s interests and in an Orthodox school, or a community but more importantly because they our larger society’s interests to pursue solu- school run by an Orthodox synagogue, both perceived of themselves as com- tions to the problems our educational system to continue the ten years of Solomon munity schools and professed (and faces that will provide enhanced opportunity Schechter education our children have largely provided) a welcoming attitude to all of our children, that will leave intact just finished? toward non-Orthodox students and the fundamental principles of religious lib- We will go look at the school. Bot- their families. Sometimes teachers erty which have made America a land in tom line, we want our kids to have a would say things that were less than which many faiths have flourished, and that powerful Jewish education. And we are complimentary toward Conservative will not exacerbate old wounds or inflict and Reform Jews; sometimes there new wounds where we are already weak. willing to compromise somewhat to would be ideological irritations. But Vouchers are divisive, dangerous, and uncer- make that happen. But not anything tain. There are, quite simply, better answers goes. We would probably feel the same for the most part, the blessings of hav- available to us. about a Reform day school but the par- ing our children be a part of a vibrant Jewish community not ancillary to 1. Source: U.S. Dept. of Ed, Digest of Education their daily lives but integral to them Statistics 1999, Table 5 (1997-98). Rabbi Nina Beth Cardin is Director of Jewish 2. Bob Case, “Save Urban Schools by Bleeding Life at the Jewish Community Center of Greater outweighed the deficits. Them,” Brookings Quarterly, 7/15/98. Baltimore. So far, it must also be told, our

10 CONTACT high school children have all been boys. And as much as I would like to deny it, it is easier for me to send my sons to Orthodox day schools than it would be to send my daughter. They can daven in a non-egalitarian minyan the same as they do in an egalitarian minyan; and their egalitarian experiences at home and at shul will, I trust, preserve their egalitarian spirit. Indeed, one can argue that expe- riencing davening in both places fosters healthy pluralism. The same is not true of a daughter. She cannot have the same experience in an Orthodox day school as do her brothers. Her experience would not be one of pluralism but of exclusion. And while I endorse partic- ipating in Orthodox services to share in a happy event or to visit on occasion, I would not want exclusion to be the daily religious fare for my daughter. That, I imagine, is where I would have to draw the line. If the only local day school were Orthodox with no accommodations for egalitari- anism or, short of that, a women’s minyan, I would strongly consider sending my daughter else- where. The nagging question would always be, which is it easier to counter at home and later in life: her intimate expo- sure to an Orthodox ideology that is at odds with our chosen ideology, or a lesser engagement with Judaism due to a lack of intense Jewish schooling? The complex question remains, of course, what is best for this child? This past year, we opted to send one son to a community day school run by an Orthodox synagogue, and another to a non-Jewish private school (and a dynamic supple- mentary Jewish high school), because that is what we and they thought would be best for each. Ultimately, availability, finances, affiliation, ideology, and even gender are all a part of assessing the best school that can nurture the precious bodies and souls of our children.

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