UPDATED 6/18: Marathon Plans Reveal Removal of Independent Elementary STEM Classroom

Internal planning documents for the upcoming school year at Marathon Central School District have revealed a significant shift in the elementary curriculum: the elimination of an independent Science, Technology, Engineering, and Math (STEM) classroom.

According to multiple sources familiar with the district's planning documents, the dedicated, standalone STEM room at the elementary level will no longer operate as an independent special class next year. 

Historically, such programs provide students with distinct, hands-on instructional time dedicated purely to engineering challenges, coding, and scientific inquiry outside of their general education classrooms.

While it is common for districts under budgetary or scheduling constraints to push these competencies back into the general, homeroom curriculum, the removal of a dedicated facility and specialized instructor often alters the depth of instruction students receive in these critical fields.

Under New York State Education Department (NYSED) regulations, public elementary schools are legally mandated to provide instruction that facilitates student mastery of the state's Mathematics, Science, and Technology (MST) learning standards. However, state law allows local school boards significant autonomy in how they deliver this curriculum. NYSED does not require an independent, standalone STEM classroom or a specialized secondary STEM instructor at the primary level; rather, the state permits districts to fully integrate these science and engineering design competencies directly into the standard daily routines of general education homeroom.

In an effort to provide the community with clear context on the operational reasoning behind this decision, NNToday reached out to both the elementary school principal and Superintendent Coppola.

The district administration was asked to clarify:

UPDATE: The Superintendent provided a response to these questions on June 18; the responses are in italics. The questions posed have been edited to reflect the language sent in the request to the Superintendent to provide full context.

1. What was the primary operational or budgetary driving factor behind the decision to remove the elementary STEM program? What is the cost saved by removing the STEM classroom? Will this result in further layoffs within the district?

"The district is not eliminating STEM instruction. Rather, we are restructuring how STEM concepts are delivered at the elementary level. The certified teacher who previously served in the STEM classroom is being reassigned to a general education classroom to address instructional needs and support core academic programming.

This change does not generate a direct cost savings, as it is a reassignment of existing staff rather than a position reduction. At this time, we do not anticipate any additional layoffs as a result of this change, as no staff member is being laid off through this transition."

1. How does the district plan to integrate science, technology, engineering, and mathematics competencies into the general elementary curriculum moving forward?

"STEM-related skills and concepts will continue to be incorporated throughout the elementary curriculum. Students will engage with these competencies through science and mathematics instruction, library and technology resources, project-based learning opportunities, and other classroom activities that promote problem-solving, critical thinking, creativity, and innovation."

1. Some community members have raised concerns about balancing administrative contract increases with programmatic reductions at the student level. What is the district's response to these concerns?

"The district understands and respects community concerns regarding budget decisions and program changes. Administrative contracts, like those of all employee groups, are negotiated and administered in accordance with applicable agreements and legal requirements.

When making budgetary and staffing decisions, the district's primary focus remains providing students with the strongest educational program possible while maintaining fiscal responsibility and meeting contractual obligations."

As of publication time, neither the principal nor the superintendent has responded to multiple requests for comment; they responded on June 18, and this article was updated to include their response.