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Students and parents urge Virginia Beach school board to preserve Spanish immersion at middle-school level
Summary
Students, parents and teachers urged the Virginia Beach School Board to preserve and consolidate the district’s Spanish dual-language immersion program at the middle-school level, warning that dismantling the pathway would halt students’ progress and undermine long-term benefits.
Hattie Friedman, a student in the class of 2027, told the Virginia Beach School Board on Sept. 23 that eight years in the district’s Spanish dual-language immersion program transformed her academic experience and urged the board not to cut or dismantle immersion at middle school. "This program meant so much to me," Friedman said, describing advanced coursework she could take as a result of immersion and instances where she used Spanish in international and local settings.
Parents and teachers echoed that plea during public comment. Mindy Friedman, who noted the meeting conflicted with Rosh Hashanah observances, said consolidating immersion at a single middle-school site or ensuring home-school options with appropriate immersion-level Spanish 1–3 coursework would sustain students’ progress and program rigor. "Bringing all DLI students together will make the program more sustainable and ensure they continue to learn at a true immersion level," she said.
Kim Mayo, speaking separately about specialty programming, argued the district must ensure equitable access across gifted and specialty programs and warned against cost-driven changes that would reduce program quality. Several speakers expressed willingness to work with the district on options that preserve immersion while acknowledging budget pressures.
Union and district staff also weighed in. Heather Seif, president of the Virginia Beach Education Association, said immersion remains the highest-fidelity route to bilingual fluency and called on the board to provide appropriate coursework placements for immersion students at middle and high school so they continue to be challenged.
The board did not vote on any immersion-specific policy at the meeting. Instead, public commenters asked the board and staff to research options, consult families, and return with proposals that balance program sustainability and budget realities. Staff did not present a formal plan or timeline for changes during the meeting; speakers asked that the board prioritize outreach to affected families before making budget-driven program changes.
