While it is critical for PTAs to remain engaged during any boundary study or realignment, it is not in keeping with the mission of PTA to take positions on recommendations made or on other specifics of boundary adjustments.  The reason for this is that PTA is bound by simple democratic processes--majority rules.  In the case of boundary adjustments, there will always be students and their families on opposing sides of the issue.  Unless a PTA has polled every family in the school and received a response from them all, PTA cannot be speaking on behalf of all students.  By taking a position one way or another, you are then speaking against the wishes of some in your community.  Representing the interests of fairness for all families in the community, PTAs should, however, insist on the publication and wide circulation of complete and accurate boundary information and may need to challenge inaccurate or incomplete data or projections provided by any of the participating parties including the school district's staff.

Every PTA unit is part of the larger whole.  Of course, we each work to further PTA's mission within our own school community.  In the case of school boundaries, it is wisest for PTAs not to position themselves on either side of the issue because that position may conflict with the needs of all students represented by a PTA.

PTAs involved in boundary issues are reminded that their role is to inform the community about the process and its developments, encourage parental participation in the study process, maintain timely and thorough communication with the community, and set up local meetings with appropriate officials as you determine are needed.   When PTAs maintain a neutral status, they allow for a free flow of opinions from every member of the community; truly no one feels their opinions are being outweighed by the 'strength' of the collective voice of PTA members.  PTAs should manage their meetings, communications, and public involvement so as to ensure that at the conclusion of any boundary process the PTA continues to be the comfortable, fair, and most desirable neutral ground for all parties to convene so as to best work for all the children and all the families served by the PTA's school. 

During a period of boundary consideration, PTAs should continue to provide programs, services and support to their entire constituency and help ensure that the boundary issues do not discourage parent involvement and student programs available to all families.

Most PTAs that have been through a boundary discussion have taken special care to keep positions or opinions apart from the PTA.  At one school recently going through a boundary change, for example, two parents who are very active in the PTA took on the task of reviewing proposals on boundary adjustments.  They communicated with interested people electronically, encouraging parents to attend meetings (those organized by the school system as well as those organized internally to gather input) and offering interpretations of which options might best serve the most students.  It was, however, up to the parents to attend the meetings and personally express their concerns.  No materials were distributed under the auspices of the PTA, but opinions about the "best" plans were definitely shared.

Boundary adjustments (and even the possibility of a boundary adjustment) are emotional, sensitive, and potentially divisive issues.  Communities have literally been torn apart during these discussions.  PTAs are strongly advised to keep their associations apart from the possible merits or detriments of boundary proposals and remain in a neutral position of advocating for community participation and communication. The Fairfax County Council of PTAs includes PTA leaders who have considerable experience working on boundary issues, leaders who understand the pitfalls, opportunities, and alternatives offered by boundary considerations; PTA leaders in schools affected by boundary issues are encouraged to ask for advice.