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Residents urge board to restore The House on Mango Street to 9th-grade ELA; multiple readers quote passages
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Summary
Dozens of residents, teachers and parents urged the Elizabethtown Area School District board during public comment to restore Sandra Cisneros's The House on Mango Street to the ninth-grade curriculum, reading passages and arguing the text offers vital representation and class discussion opportunities.
Dozens of residents and educators used the district’s public comment time to urge the Elizabethtown Area School District board to restore Sandra Cisneros’s The House on Mango Street to the ninth-grade English language arts curriculum.
Christy Moore, a 20-year public-school educator who introduced herself as a parent of two Elizabethtown students, said the book ‘‘creates space to discuss the universal human experiences of hardship and sadness, but also of hope.’’ Moore asked the board to reconsider removing the text and read an extended passage to illustrate its classroom value.
Multiple speakers followed Moore reading passages aloud and describing why the text matters to students. ‘‘For some students, these aren’t just books. They’re mirrors,’’ said Kim Clandence, who read an excerpt and urged restoration. Jennifer Melli and others, including retired and current educators, described classroom experiences in which the text sparked meaningful discussion and fostered empathy.
Other members of the public addressed the board about related issues. Numerous speakers said the facilities decision before the board is urgent and urged a full rebuild rather than renovation. Some commenters warned against politicizing curriculum; one speaker, Brenda Kaylor, said she feared the board’s approach appeared to favor a particular religious view and asked whether all students felt welcome.
Board reaction and outcome: The board did not take a formal action on curriculum during this meeting; public comments were recorded and the board proceeded to action items on facilities, contracts and personnel. The meeting record shows no immediate vote to restore the book.
Why it matters: Many speakers framed the book-restoration request as a pedagogical issue—arguing professional educators select curricula for instructional quality—and as a representation issue for students who see themselves reflected in the material. The repeated reading of passages and range of supporters, including current and retired teachers and parents, indicate strong community interest in this curriculum decision.
The public comment period ended and the board continued with scheduled business, including a multi-item group vote and the building project selection.
