The three candidates vying for the position of Sisters school superintendent sounded off on the economic impact of education in the district. Although their answers were often similar, there were some important differences.

The new superintendent could be a key factor in determining the economic direction of Sisters for the future (See "Sisters at an economic crossroads," The Nugget, April 4, page 1).

Elaine Drakulich believes, "Every employer values a well-educated workforce. Moreover, people with ideas who can turn them in to innovation are great drivers of any economy."

Finalist Dennis Friedrich sees the same question in a slightly different light: "The draw of good schools has always had an impact on the local economy by attracting businesses and residents."

However, Andy Sommer sees a bridge between both points of view:

"The quality of education that a community provides for its young people is essential to its future economic success. Good schools attract businesses to a community and provide businesses with their future employees. Both systems are vitally linked."

The question of whether our school programs prepare students for entering the global economy and workforce brought forth some differences in opinion, as well as thoughts for change and improvement.

"I believe that one positive spin off of the reform efforts currently under way in most states is the requirement for increased problem-solving techniques, as well as subject area standards. The quality of instruction is the key and not necessarily the curriculum," said Friedrich.

Drakulich says, "Generally, technology applications are not taught, learned or used as extensively as needed by each student to be a highly productive worker in a global economy."

"School systems can and should do better, especially given the global competition that our students will encounter in their adult lives. Schools will have to provide more science, math and world language instruction to properly prepare students for the future," said Sommer.

Although only one of the candidates tied the knowledge of a foreign language to global competitiveness, all had some thoughts on the subject of foreign language in the school curriculum.

"Assuming the resources are available, it is a very strong enrichment to core curriculum. If the language is successfully mastered, it can be a life-long asset for students," said Drakulich.

"Comprehending, reading, writing and speaking a second language is a skill that both helps students to better understand our world and to succeed in it. As the world shrinks, language fluency becomes even more crucial. Our current approach is no longer adequate," said Sommer.

"I have been intrigued with foreign countries that have had as a part of their education a requirement that students become familiar with other languages and cultures by promoting large numbers of students to travel abroad so they can understand different cultures. It provides a better basis for understanding on how we fit into the global picture, a key ingredient in our success as a nation in future years," said Friedrich.

Sommer noted, "Our students can be fluent in multiple languages. They are just as talented as students in Europe who speak and write fluently in more than one language. Research has demonstrated that if a child is immersed in two languages at an early age, fluency is a natural outcome. After age six, however, it takes at least seven years of schooling to approach fluency in a second language. If bilingual fluency is a district goal, then starting in the primary grades is essential."

Friedrich offered a cultural aspect to language:

"Part of the purpose of foreign language is not related to the mechanics of the language but the culture as well. It provides an appreciation for others. We are the proud grandparents of two adopted Chinese girls. We are learning Chinese words as our newly adopted granddaughter is learning English. From my perspective that is the value of learning and appreciating different languages."