Equitable Participation Opportunities for Student on Field Trips

Field trips are intended to enhance and support the educational program and therefore, should be equitably provided for all students by ensuring that district funds or parent organizations provide the total funding for all students for all field trips. School district field trip policies should address this inequity to ensure "equitable access, inclusion, and opportunity to learn."

The aim of educational reform is to help all students achieve to the highest possible standards. Through the efforts of federal and state level initiatives, such as No Child Left Behind and Title I, it is evident that the message for educators is "all means all." Much attention and multiple resources have been given to comprehensive school reform. However, it is imperative to note that in order to tackle the goal of "all means all" (Scott, 1998), it is necessary to address the all-important principle of equity. Meaningful school reform can only be achieved through educational practice that adheres loyally to principles of equity. Addressing the principle of equity involves understanding the more complex concept of integration. This concept embraces not just the breadth of access (access to programs, opportunities, etc., for all students) but the depth of inclusion, the nature of involvement of all types of learners in all kinds of curricular offerings.

The goals of equity specifically define key concepts of equity and enumerate specific actions and opportunities that should occur within schools and classrooms so that the notion that all diverse learners must achieve to high standards becomes possible. According to Solis (2000), there are five prominent equity goals: 1) comparably high academic achievement and other student outcomes; 2) equitable access and inclusion; 3) equitable treatment; 4) equitable opportunity to learn; and 5) equitable resources.

The concept of educational equity must be the driving force to protect the rights of children in public schools. The five educational equity goals hold the most promise in ensuring that all children, including minority disadvantaged children, are included in efforts to assist all students to learn to the highest possible standards.

One area of questionable equity in public schools is the issue of field trips. Many districts have policies and/or guidelines for field trips. These documents generally contain the procedural aspects of field trips. For example, the use of parent consent forms, addressing medical needs of students, timelines, and chaperones are generally outlined as well as directives or suggestions for field trips to be connected to curricular topics. The manner is which field trips are funded is often omitted or the policy does not equitably address that "equitable access, inclusion, and opportunity to learn," is provided to all students. Field trips are often funded from school or district budgets or through parent organizations. However, there are many times that students are expected to pay for part of the trip through their own funds. While schools often claim to provide the funds for many students who are unable to pay for field trips, the reality is that this does not apply to all trips and requires the student to be in the vulnerable position of having to admit to a lack of funds. Educational equity speaks to the need to create quality, effective learning experiences and to provide access to those experiences for all students regardless of race, gender, national origin, or economic status.

The current practice in many school districts is to provide unequal funding for field trips. Some field trips are fully funded while other trips require students to pay part or all of the expenses. This reality poses a hardship for many students who are provided with two choices: 1) do not partake of the field trip experience, or 2) ask school personnel for financial assistance if it is even available. The former choice leaves a student behind to remain in school with inferior instruction while the field trip is taking place, and the latter choice requires a student to repeatedly be in the position to ask for financial assistance which many students are reluctant to do.

1. Meaningful school reform can only be achieved through educational practice that adheres loyally to principles of equity. Addressing the principle of equity involves understanding the more complex concept of integration.

2. The concept of educational equity must be the driving force to protect the rights of children in public schools. The five educational equity goals hold the most promise in ensuring that all children, including minority disadvantaged children, are included in efforts to assist all students to learn to the highest possible standards.

Field trips are meant to enhance and support the curriculum. If it is truly beneficial for students to engage in this additional learning experience, it is incumbent upon a school district to ensure that all students have equal access and inclusion through adequate school funding. When a student is deprived of this educational experience, this results in an inequity and a lesser educational program for those students. Students who cannot partake of the field trip experience a reduced educational program by the lack of the experience and the inferior educational program that replaces the trip.

Field trips are intended to enhance and support the curriculum and as such, they should be equitably available to all students. Unfortunately, this is not the case in many school districts. Students are often confronted the situation of not being able to partake due to lack of personal funds or placed in a vulnerable position to ask for financial assistance.

The aim of educational reform is to help all students achieve to the highest possible standards. " Much attention and multiple resources have been given to comprehensive school reform. Meaningful school reform can only be achieved through educational practice that adheres loyally to principles of equity. Addressing the principle of equity involves understanding the more complex concept of integration. This concept embraces not just the breadth of access (access to programs, opportunities, etc., for all students) but the depth of inclusion, the nature of involvement of all types of learners in all kinds of curricular offerings. My concern deals with the fact that students in many districts as well as my own district are often discriminated against due to the process for funding field trips. These students are often denied an educational experience because the students cannot afford the expenses of the trip or they are placed in the position to have to ask for financial assistance. If we truly are concerned with educational equity for all students, we need to address the fact that our current practices are not equitable.

If school district field trip policy is written to address the equitable funding of field trips for all students, the additional educational experience will be equal for all students. While the number of field trips may have to be reduced due to cost factors, an amended policy would ensure that all students have equal access and inclusion in the educational program.

Clabaugh, Gary and Rozycki, Edward. (2003). Analyzing Controversy. Oreland, PA: New Foundations Press.

Hinman, Lawrence. (2003). Ethics: A pluralistic approach to moral theory (3^rd edition). Belmont, CA: Thomson/Wadsworth Learning.

Salisbury Township School District Board of Education. Policy No. 121. (Allentown, PA, May 2004).

Scott, B. "A Different Kind of Will: Educational Equity and the School Reform Movement." IDRA Newsletter (San Antonio, Texas: Intercultural Development Research Association, June -- July 1994).

Scott, B. "In Pursuit of Equity: An Idea Whose Time Has Come." IDRA Newsletter (San Antonio: Intercultural Development Research Association, September 1990).

Scott, B. "Make No Mistake -- The Goal is Equity." IDRA Newsletter (San Antonio: Intercultural Development Research Association, March 1998).

Solis, Adela. "Equity Principles and School Reform: What it Takes to Ensure that "All Means All." IDRA Newsletter (San Antonio, Texas: Intercultural Development Research Association, February 2000).

	121. FIELD TRIPS/EDUCATIONAL TOURS
1. Purpose	Field Trips
SC 1361	The Board recognizes that field trips--when used as a device for teaching and learning integral to the curriculum--are an educationally sound and important ingredient in the instructional program of the schools. Properly planned and executed field trips can:
	1. Supplement and enrich classroom procedures by providing learning experiences in an environment outside the schools.
	2. Arouse new interests among students.
	3. Help students relate school experiences to the reality of the world outside of school.
	4. Afford students the opportunity to study real things and real processes in their actual environment.
2. Definition	A field trip shall be defined as a school-sponsored trip planned by a teacher(s) for an entire class or grade and one in which the trip purpose and destination follow the curriculum and planned course for the class or grade. Field trips shall be for the purpose of enriching and supplementing instruction in the various areas of curriculum study. A field trip planned for a specific grade, class, or group shall be made available to all members of said grade, class, or group.
3. Guidelines	Field trips shall have the approval of the building principal before any announcement is made to the students. Students are limited to two local, general fund-sponsored field trips per year. Parent organizations may sponsor field trips above and beyond this number that meet the definition stated above. The building principal is responsible to maintain equity and fairness to all students in approving field trips and allowing additional field trips, such as symphony, Weller Center, Morning Call newspaper work, etc., when conditions warrant.
	The management team shall develop procedures for the organization of field trips. These procedures shall include the formulation of rules and regulations governing the conduct and safety of all participants and the promulgation of such rules and regulations to all students and adults involved. In addition, signed approval forms or waivers will be required for all students who are to go on a field trip. These forms shall contain a liability release and acknowledgement of any risk involved. Overnight trips require prior Board approval. Parental waivers are required.
	Elementary Field Trips
	Field trips shall have the approval of the building principal before any announcement is made to the students. The building principal is responsible to maintain equity and fairness to all students in approving field trips. Overnight trips require prior Board approval. Parental waivers are required.
	Students will have the opportunity for one general budget (district) sponsored field trip in the content areas of Language Arts, Math, Science or Social Studies. Students may participate in one additional field trip in the Arts area as determined by the special subject teachers.
	Parent organizations may also sponsor one additional field trip per year, if desired.
	An intradistrict trip (within the school district) is not considered a field trip as defined in this policy. A class trip shall be defined as a school-sponsored trip planned by a teacher(s) for an entire class or grade. The trip is considered to be a culminating social/recreational class event for no more than one school day per class. A class trip is planned for a specific grade or class and shall be made available to all members of said grade or class.
	An Educational Tour shall be defined as an educational trip planned by teachers for students who pay their own expenses. These trips are various in nature and are categorized and defined as follows:
	1. Student Trip - A student trip is organized by students and the student advisor, extracurricular advisor, or teacher. It is generally planned as a culminating activity for students. Every effort should be made to select destinations that are reasonable and will attract the largest number of participants. Student trips must be discussed and scheduled with the principal prior to discussion with the students. Tours must be scheduled so that students miss no more than one day of school. The advisor or chaperone/teacher(s) will be allotted professional days for the student trip that occurs on scheduled school days. Overnight trips require prior Board approval. Parental waivers are required.
	2. Group Tour - Group tours are organized by independent tour agencies for select groups of student volunteers. Teachers are usually named by the agency as chaperones. Tours are organized for many locations throughout the United States and abroad.
	The school district shall not be responsible or liable for the organization or conduct of any tour agency or expenses, injuries, or personal property losses of the teacher(s) or student(s) participating. A certificate of insurance must be provided by the tour organization. In addition, parents or guardians must sign a waiver acknowledging that the school district is totally disassociated from the group tour and absolving the school district from all responsibility and liability. Planning or solicitation for a tour may not be done during students' or teachers' class time although flyers and written information may be distributed. Group tours may not be used to give or deny credit in any part of a student's educational program. The Salisbury Township School District administration reserves the right to refuse to excuse any professional employee or student from teaching duties or classes to participate on a tour. Teachers may use personal days or days without pay with the building principal's approval for the latter. Students attending group tours will be marked as planned, excused absences. Parental waivers absolving the school district and understanding the risks involved are required.

School Code 517, 1361	The District will use the Homeland Security Advisory System (HSAS) to determine if trips will be cancelled due to National security threats. In the event of any National emergencies, the trip will be cancelled if a High or Severe Threat Level is declared at the time that the decision must be made regarding the need to cancel the trip. At the time that parents are advised of the details of the trip they must be advised of the possibility that deposited funds may be lost in the event that a trip is cancelled.

Party	Benefit Received	Kind of Benefit	Cost Suffered	Kind of Cost	Proximity	Probability
Low Income Students	Access and inclusion in all offered field trips	Divisible Absolute Substantial			Immediate Long term	High
Low Income Parents	Personal monies not required for field trips	Divisible Absolute Substantial			Immediate Long term	High
Average and Above Income Students	Access and inclusion in all offered field trips	Divisible Absolute Substantial	May not be able to have as many field trips offered as usual	Indivisible Positional Substantial	Immediate Long term	High
Average and Above Income Parents	Personal monies not required for field trips	Divisible Absolute Substantial	May want more field trip opportunities for their children	Indivisible Positional Substantial	Immediate Long term	High
School Districts	All students provided equal opportunities	Divisible Absolute Substantial	Will have to find funding for trips considered integral to instruction	Divisible Positional Substantial	Immediate Long term	High
Parent Organizations	Continue support of school field trips	Divisible Absolute Substantial	May be asked to do additional fundraising	Divisible Positional Substantial	Immediate Long term	High