Is it day school or nothing?
From Josh Lipowsky’s report on a Jewish day school conference in Teaneck, sponsored by groups representing Othodox, Reform, Conservative and independent schools:
Among the challenges facing the day school system is how to maintain relevance in the wider Jewish community. With the issue of affordability, other options such as charter schools have become more popular.
“There is no alternative to day school,” said Scott Goldberg, [director of the Institute for University-School Partnership at Yeshiva Unviersity]. “There’s day school and there’s not day school. Day school is the most effective means of keeping the community vibrant. Other things will come along that will contribute to the perpetuity of the Jewish people, but they’re not [as good as] day school.”
There is so much to unpack in Goldberg’s statement that I don’t know where to begin. Let me say that as the father of three day school kids (through the eighth grade), I made the personal choice that the other Jewish educational alternatives (namely, Hebrew school) were not as “good” as day school. But to define “good” I have to state my goals.
Goldberg talks about keeping the Jewish community “vibrant” and contributing to its “perpetuity.” I’m drawn to the former goal over the latter. I feel day schools gave my kids a deeper, thicker sense of Jewish culture, language, learning, and history than they would have gotten in two- or three-day-a-week Hebrew school. When it comes time for them to make their own Jewish choices, I hope they will do so knowing more, feeling more, and drawing on a community upon which they’ll want to build, or against which they’ll want to rebel (if they’re going to rebel, I want them at least to know what they’re rebelling against).
And I do believe a “vibrant” community depends on members who are steeped in its lore, raised on its culture, and fluent in its languages and ritual — even if they devote themselves to transforming that ritual, which I hope my kids do.
I understand the argument for “perpetuity” (or “continuity”) – roughly defined as making sure kids care enough about Judaism to want to at least marry a Jewish spouse and, one hopes, to live their lives as strongly identified Jews. The evidence does suggest that graduates of day schools are more likely to make these choices — although there’s debate over whether correlation implies causation. I just find “continuity” a rather soulless and biological goal, perpetuity without mission or meaning. (That’s why I salute Goldberg for saying “vibrant,” which suggests his goal is more than mere continuity).
The problem with “There is no alternative to day school” is that such thinking in recent years led to binary decision-making by Jewish leaders and educators. The “smart money” and intellectual capital in Jewish education and philanthropy went to Jewish day schools in the past two decades, leaving Hebrew schools orphaned. Rabbi Gordon Tucker once said that the Conservative movement’s push for day school education at the expense of synagogue supplementary schools was a “massive rhetorical failure” that destroyed the religious school field for “decades to come.”
“There is no alternative to day school” is also problemmatic because there must be an alternative — simply put, outside of Orthodoxy, the majority of Jewish families do not and will not choose day schools, even if they were free. And the recession has shown the vulnerability of the day school model — I know committed Conservative day school families who are actively seeking alternatives, because the financial burden of tuition is just too much.
There’s an unfortunate divide — even competition — between day schools and Hebrew schools, between educators and the parents — and it all comes down to binary thinking. Day school proponents are demanding support for their movement from federations and other institutions, and explicitly or implicitly diss Hebrew schools as failures. Hebrew school parents resent that day school parents get communal or synagogue subsidies for what they consider a rarified and even elitist choice on the part of parents they consider indulgent or fanatical.
We need a more holistic approach to Jewish education, one that doesn’t pit one model against the other, but instead regards Jewish education as a continuum that contains a variety of viable alternatives. Otherwise we are creating a sort of artificial class system, with all the tensions and inequities that implies.