Inside the multipurpose room at J.W. Coon Elementary School on Wednesday, Amber Craven stepped to the microphone without notes—speaking as a staff member, mother, and an exceptional children’s teacher assistant.
She told Cumberland County Board of Education members she has watched her son transform in the J.W. Coon’s smaller classrooms—going from struggling in a larger district to earning straight A’s for the first time.
“He is a straight A student,” Craven said. “He has never been a straight A student. He hated school until he got to J.W. Coon.”
Her voice steady, Craven urged district leaders to consider what students could lose in a smaller, close-knit school where they are known, supported and not overlooked.
“So please, please help these students,” she said. “Don’t just send them off and shove them in somewhere else. They are loved here. Please do not close the school down.”
Around her, rows of parents, educators, and community members sat quietly in folding chairs—some leaning forward with hands clasped, others watching intently with arms crossed or papers resting in their laps. A few wore school shirts, signaling their connection to J.W. Coon as they listened.
They were at the elementary school for a public hearing by the school board, which voted April 2 to start the closure process for Manchester and J.W. Coon elementary schools. In a similar hearing on Monday at Manchester, Spring Lake residents fought to keep the school open.
Over the course of the roughly 25-minute hearing on Wednesday, a steady stream of speakers—many of them educators—stepped forward, focusing their remarks on how changes to class size and school environment could affect the students they serve.
Under the district’s proposal, J.W. Coon would close before the 2026–27 school year, with students reassigned to Brentwood and Sherwood Park elementary schools while a new school is constructed on the campus.
What the Data Shows
District data shows J.W. Coon is operating well below capacity, with 188 students enrolled in a building designed for 333—or about 56% of capacity.
The school, originally built in 1963, carries a facility condition index score of 65.55, categorized as “poor.” The school needs $4.5 million in repairs, with more than $1.6 million in additional repair costs over the next seven years, according to the district.
Operational costs are also higher at J.W. Coon than many elementary schools in the district, with the school costing more than $3 million annually to operate—about $16,120 per student.
District leaders have said consolidating schools could reduce those costs while allowing investment into a new, modern facility. The district’s proposal includes building a new elementary school on the J.W. Coon campus, with an estimated cost of $50 million and a construction timeline of about two to two-and-a-half years.
‘They Are Not Lost in the Crowd’
For many educators at J.W. Coon, the concern is not just about where students will go—but whether they will be lost once they get there.
Craven pointed to the school’s exceptional children’s program, where she said students receive individualized attention that may be difficult to replicate in larger schools.
“They are 100% helped—they are not lost in the crowd,” she said.
She noted that the program serves a significant number of students with specialized needs—including some who are placed at J.W. Coon from other schools because their assigned campuses do not have the capacity to support them.
“There are about 40 students that walk in the EC building, and only one of those children is from this district,” Craven said. “Our school has adequately helped these kids in ways their home schools could not.”
She warned that moving those students into larger schools with bigger class sizes could undo that progress. “Bigger class sizes means that they are going to get lost,” she said.
Kimberly Godden, a grades 3–5 autism teacher at the school, echoed those concerns, emphasizing the role consistency and structure play in student success.
“Uncertainty about what will happen next year for our students has amplified fear and anxiety for students, staff, and families,” Godden said.
She said students who rely on predictable routines and specialized support—such as individualized instruction, behavioral interventions and consistent staffing—are especially vulnerable to disruption, particularly those already facing systemic inequities.
“These emotional and psychological impacts are often more pronounced for students from marginalized communities,” she said. “For students who rely heavily on structure and specialized support, this uncertainty can lead to regression in both behavioral and academic progress.”
Godden also questioned the timeline of the decision, arguing that moving forward with a vote before a clear plan is in place could further destabilize students.
“If all students deserve an equal and equitable opportunity to receive a quality education, then why are we moving forward with the possible closure of J.W. without first having a solid plan in place?” she asked.
‘This Is About Equity’
For parents like Jasmine Davis, the conversation goes beyond logistics.
Davis said she and her husband drive about 20 minutes each day so their children can attend J.W. Coon—a choice she said has paid off in ways that go beyond academics.
“They’re excited to go to school every single day,” she said.
She described the school as a place where teachers know her children—and where that familiarity has helped build their confidence.
“It’s more than just a school,” Davis said. “It’s more of a family. It’s more of a home for us.”
She said the possibility of closure brings uncertainty, especially as she prepares to enroll another child.
“I don’t know what school they’ll be going to. I don’t know the teachers. I don’t know anything,” she said.
Jamiedre Burns, an exceptional children’s resource teacher at J.W. Coon, said she understands why families are hesitant—but also sees potential in what could come next.
Speaking from her own experience, Burns said she was in fourth grade when her elementary school closed, forcing her to transfer to a new campus.
“When I arrived at the new school the following year, everything changed,” Burns said. “I remember thinking, ‘This is what we deserved all along.’”
Burns said students at J.W. Coon deserves access to facilities and resources that older buildings cannot always provide.
“They deserve a school with a dedicated gymnasium—not a cafeteria that serves as a multi-purpose room,” she said. “They deserve to learn in one building, not walk between buildings for instruction.”
She framed the conversation as one rooted in fairness across the district.
“This is about equity,” Burns said. “This is about giving all students the same opportunities that exist in other parts of the district.”
Still, she emphasized that any transition must be handled carefully—raising concerns about staffing, stability and the lack of a clear plan.
“What is the plan?” Burns asked. “Our staff and our students deserve stability, clear communication and a well-defined path forward.”
The public hearing was part of the state requirements for potential school closures. The school board is expected to vote on whether to move forward with closing J.W. Coon and Manchester Elementary School on May 12.
