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Candidates define student success as individualized achievement; incumbents point to high graduation rates
Summary
At an Averill Park Central School District forum, candidates described student success as individualized progress and emphasized district programs, social connections and access to career and enrichment opportunities; an incumbent cited high graduation rates and funding disparities with nearby districts.
Candidates at the Averill Park Central School District forum described student success as a personalized measure that ranges from academic excellence to steady individual growth, and they outlined how the district can support that variety of outcomes.
Megan said success should include access to a broad set of opportunities — sports, arts, technical education and college coursework — so students can "walk through doors" appropriate to their interests. She highlighted district graduation performance and funding disparities with neighboring districts as context for the work ahead.
"As of 2023‑24, our graduation rate was described in the forum as over 90 percent compared with a stated state average of 86 percent," Megan said. The forum transcript contains a garbled numeric phrasing; that figure is presented here as stated by the candidate and should be verified with district records.
Other candidates framed success as students becoming respectful, hardworking adults or making measurable year‑to‑year gains. Chris Phillips said success "is very unique to each student," noting students who show strong improvements year to year represent success even if absolute scores remain below grade level. Allison Massey said success includes students enjoying school and wanting to learn.
Candidates also tied the district mission "every student every day" to practical steps: ensuring basic needs are met before opportunities, supporting students experiencing homelessness or economic disadvantage, and sustaining advocacy for fairer state funding. Megan singled out that district advocacy to Albany and partnerships with regional education groups underlie efforts to secure more state support.
No candidate proposed changing the district's stated mission; instead they offered different emphases — individualized pathways, equitable access to programs, and continued advocacy for funding.
