The Hard Work of Change
For most superintendents, redistricting is the “R” word — the one whispered in hallways and dreaded in boardrooms. Closing schools, consolidating programs, and redrawing boundaries — even when paired with promising initiatives like magnet programs or modified Princeton Plans — is hard.
Not just technically hard, but emotionally and politically hard.
John F. Kennedy, in his 1962 address challenging the nation to reach the moon, said:
“We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard… because that goal will serve to organize and measure the best of our energies and skills.”
That same call to courage echoes in school districts today. The most meaningful work in education — the work that tests our values, unites our communities, and shapes our children’s futures — rarely comes easily.
Consolidation is never just a facilities or budget decision; it’s a community story. When schools merge or close, students lose familiar hallways and playgrounds. Teachers and staff face uncertainty about their assignments and futures. Families grieve the loss of a neighborhood hub that once hosted concerts, voting booths, and PTA meetings. Communities lose not just a building but a piece of identity.
That emotional and social fallout matters deeply. Research shows that poorly managed consolidations can cause short-term dips in academic achievement and student well-being. Teachers’ morale suffers. Trust erodes. What appears as a logistical adjustment on paper can ripple through the entire social fabric of a district.
