Title One Schools

[Anonymous]

(VA) Can anyone talk to me about the benefits of being a Title One school? We just finished our first year of school at our local elementary (DS is in 1st grade and was in private for K due to covid) and it was a really rough year. I just learned that the elementary school is becoming a title 1 school next year.

I'm really not sure what to do. DS is really unhappy in school and I am worried the school is just going to get worse now that it's officially title one. So many of our neighbors move when their kids hit Kindergarten because of this school. Or their parents are teachers in the other elementary schools in our area and they get to attend those, or they pay for private, or even homeschool. We love our area so much and I wish I could change this school (middle and high school are well ranked). It was a 6 or a 7 when we moved here a decade ago and has fallen yearly. I was told most of the kids are applying to our school through school choice because ours is getting more underenrolled yearly.

Does Virginia ever do anything drastic to turn Title One schools around? Like making them magnets, language immersion schools, summer school, extra tutoring after school?

[Anonymous]

Money!!! Title one schools get additional resources/programs. In addition, the class sizes are often smaller, your kid is exposed to people of different incomes and cultures and you are investing in your neighborhood.

[Anonymous]

Agree. Being designated Title One just means the school meets s threshold of kids that have free/reduced lunch. In your case it sounds like because neighborhood people are opting out. It does not change the school fundamentally other than providing more resources. It’s actually a good thing.

[Anonymous]

Small class sizes are a positive. We were at a title one in mcps and only had 14 kids in my kids classes k thru 2nd. Why was your child unhappy specifically?

[Anonymous]

Title I gives extra money. At our school, that means a ton more staff members. So my extremely privileged, smart kid typically has a ratio of 4-5 kids per teacher. Why? He has two-three teachers and a paraprofessional in a class of 22 kids. And kids are regularly sent to work with reading specialists, math coaches, SLPs, and English specialists. And because these professionals are in the building, when he was struggling with one specific concept, he got to work with the reading specialist and got it right away. There was no stigma because many of his classmates already worked with her. His education and growth has benefited because of the program.

[Anonymous]

Anonymous wrote:Small class sizes are a positive. We were at a title one in mcps and only had 14 kids in my kids classes k thru 2nd. Why was your child unhappy specifically?

OP here. My child was unhappy unrelated to issues. He felt bullied, there were frequent disruptions/behavioral problems and some pretty mean kids. Some of it is covid related since I think he was the only one who attended K in person, the rest had a virtual year, very few could read when entering 1st grade. I've heard from other mom friends that all the kids are behind in most classes.

They already had a small class size. I think 14 kids with 1 teacher and a para.

[Anonymous]

Anonymous wrote:Agree. Being designated Title One just means the school meets s threshold of kids that have free/reduced lunch. In your case it sounds like because neighborhood people are opting out. It does not change the school fundamentally other than providing more resources. It’s actually a good thing.

Speaking as a parent who sent two kids to Title I/Title 1-eligible elementary, middle, and high schools:

If your school has already been close to the FRL% that makes it eligible for Title I, then you won't see a big difference in the make-up of the school. Title I's benefits, as others have stated, do include additional funding, a cap on class sizes, exposure and interaction with a more diverse student body (racially, culturally, and socioeconomically), and other "perks."

However, if you're comparing a Title I school to a non-Title I school, there usually are very significant differences academically and socially. PTAs are not as well-funded and therefore cannot provide the same level of additional support and enrichment programs wealthier schools do. If you also have a large # of ELL students, a lot of efforts and focus are likely to be directed toward those students' needs. Academic pace and depth of study/instruction can be significantly slower and less encompassing than affluent, high-performing schools. Basic education is the same; richness and experience differs greatly.

The leadership makes all the difference. Our elementary school changed principals 3 times during the time our family was there. First principal was great and expected every individual child, regardless of background, to achieve his/her potential - not just meet minimum standards. After that one's retirement, the new principal had a much different focus which had positive effects - like increasing engagement of non-English speaking community (half the school); but unfortunately any benefits were at the cost of the other students. That principal was a first-time principal after being an assistant principal at a very affluent school with a very different student body. The third principal was an experienced and very loved principal from another non=-title I elementary school, but still had a significant # of ELL students and had demonstrated good success with student achievement. After being out of the school for a few years once our kids aged out, we attended a community event at the school and the whole atmosphere was completely different under this 3rd principal v. the predecessor. It was lively and active; PTA and general parental participation was greater; parents were more enthusiastic about the school and its leadership. It was a welcomed return to better days.

All that said, OP, you need to evaluate your specific school for yourself. The Title I designation isn't the determining factor. If your daughter is visibly unhappy, you have good reason to investigate and research your options. Title I designation and funding isn't going to change her experience, unless there's a shift in the leadership as well. Why is your daughter unhappy? What is YOUR sense of the teachers, the principal, the quality of instruction? How do YOU feel when you walk into the building or attend a meeting or event there? Visit other schools you are able to transfer to/lottery into and compare. Maybe even attend an event there with your daughter and see how she reacts v. when she's at an event at your current school.

Despite the academic differences, I am not aware of any middle class, English-proficient students from our elementary school who were not sufficiently prepared for middle school or high school. My own kids are just as capable as any other student coming from non-title I elementaries. For me overall, my kids have had outstanding academic experiences as well as some leaving a lot to be desired; but I am grateful they have been in more diverse schools v. vast majority very affluent white schools. Advantages and disadvantages to everything. There are schools that strike a great balance, however. If I were to do it again? I don't regret our choices per se; but I don't know if I would try something different instead, TBH.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Agree. Being designated Title One just means the school meets s threshold of kids that have free/reduced lunch. In your case it sounds like because neighborhood people are opting out. It does not change the school fundamentally other than providing more resources. It’s actually a good thing.

Speaking as a parent who sent two kids to Title I/Title 1-eligible elementary, middle, and high schools:

If your school has already been close to the FRL% that makes it eligible for Title I, then you won't see a big difference in the make-up of the school. Title I's benefits, as others have stated, do include additional funding, a cap on class sizes, exposure and interaction with a more diverse student body (racially, culturally, and socioeconomically), and other "perks."

However, if you're comparing a Title I school to a non-Title I school, there usually are very significant differences academically and socially. PTAs are not as well-funded and therefore cannot provide the same level of additional support and enrichment programs wealthier schools do. If you also have a large # of ELL students, a lot of efforts and focus are likely to be directed toward those students' needs. Academic pace and depth of study/instruction can be significantly slower and less encompassing than affluent, high-performing schools. Basic education is the same; richness and experience differs greatly.

The leadership makes all the difference. Our elementary school changed principals 3 times during the time our family was there. First principal was great and expected every individual child, regardless of background, to achieve his/her potential - not just meet minimum standards. After that one's retirement, the new principal had a much different focus which had positive effects - like increasing engagement of non-English speaking community (half the school); but unfortunately any benefits were at the cost of the other students. That principal was a first-time principal after being an assistant principal at a very affluent school with a very different student body. The third principal was an experienced and very loved principal from another non=-title I elementary school, but still had a significant # of ELL students and had demonstrated good success with student achievement. After being out of the school for a few years once our kids aged out, we attended a community event at the school and the whole atmosphere was completely different under this 3rd principal v. the predecessor. It was lively and active; PTA and general parental participation was greater; parents were more enthusiastic about the school and its leadership. It was a welcomed return to better days.

All that said, OP, you need to evaluate your specific school for yourself. The Title I designation isn't the determining factor. If your daughter is visibly unhappy, you have good reason to investigate and research your options. Title I designation and funding isn't going to change her experience, unless there's a shift in the leadership as well. Why is your daughter unhappy? What is YOUR sense of the teachers, the principal, the quality of instruction? How do YOU feel when you walk into the building or attend a meeting or event there? Visit other schools you are able to transfer to/lottery into and compare. Maybe even attend an event there with your daughter and see how she reacts v. when she's at an event at your current school.

Despite the academic differences, I am not aware of any middle class, English-proficient students from our elementary school who were not sufficiently prepared for middle school or high school. My own kids are just as capable as any other student coming from non-title I elementaries. For me overall, my kids have had outstanding academic experiences as well as some leaving a lot to be desired; but I am grateful they have been in more diverse schools v. vast majority very affluent white schools. Advantages and disadvantages to everything. There are schools that strike a great balance, however. If I were to do it again? I don't regret our choices per se; but I don't know if I would try something different instead, TBH.

It boils down to being a title I school, but not too title I. Once a school is designated, there is no further financial benefit to having more FARMs students. Crossing the threshold can be great for a school, but a school with a very high poverty rate will likely have worse outcomes

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Agree. Being designated Title One just means the school meets s threshold of kids that have free/reduced lunch. In your case it sounds like because neighborhood people are opting out. It does not change the school fundamentally other than providing more resources. It’s actually a good thing.

Speaking as a parent who sent two kids to Title I/Title 1-eligible elementary, middle, and high schools:

If your school has already been close to the FRL% that makes it eligible for Title I, then you won't see a big difference in the make-up of the school. Title I's benefits, as others have stated, do include additional funding, a cap on class sizes, exposure and interaction with a more diverse student body (racially, culturally, and socioeconomically), and other "perks."

However, if you're comparing a Title I school to a non-Title I school, there usually are very significant differences academically and socially. PTAs are not as well-funded and therefore cannot provide the same level of additional support and enrichment programs wealthier schools do. If you also have a large # of ELL students, a lot of efforts and focus are likely to be directed toward those students' needs. Academic pace and depth of study/instruction can be significantly slower and less encompassing than affluent, high-performing schools. Basic education is the same; richness and experience differs greatly.

The leadership makes all the difference. Our elementary school changed principals 3 times during the time our family was there. First principal was great and expected every individual child, regardless of background, to achieve his/her potential - not just meet minimum standards. After that one's retirement, the new principal had a much different focus which had positive effects - like increasing engagement of non-English speaking community (half the school); but unfortunately any benefits were at the cost of the other students. That principal was a first-time principal after being an assistant principal at a very affluent school with a very different student body. The third principal was an experienced and very loved principal from another non=-title I elementary school, but still had a significant # of ELL students and had demonstrated good success with student achievement. After being out of the school for a few years once our kids aged out, we attended a community event at the school and the whole atmosphere was completely different under this 3rd principal v. the predecessor. It was lively and active; PTA and general parental participation was greater; parents were more enthusiastic about the school and its leadership. It was a welcomed return to better days.

All that said, OP, you need to evaluate your specific school for yourself. The Title I designation isn't the determining factor. If your daughter is visibly unhappy, you have good reason to investigate and research your options. Title I designation and funding isn't going to change her experience, unless there's a shift in the leadership as well. Why is your daughter unhappy? What is YOUR sense of the teachers, the principal, the quality of instruction? How do YOU feel when you walk into the building or attend a meeting or event there? Visit other schools you are able to transfer to/lottery into and compare. Maybe even attend an event there with your daughter and see how she reacts v. when she's at an event at your current school.

Despite the academic differences, I am not aware of any middle class, English-proficient students from our elementary school who were not sufficiently prepared for middle school or high school. My own kids are just as capable as any other student coming from non-title I elementaries. For me overall, my kids have had outstanding academic experiences as well as some leaving a lot to be desired; but I am grateful they have been in more diverse schools v. vast majority very affluent white schools. Advantages and disadvantages to everything. There are schools that strike a great balance, however. If I were to do it again? I don't regret our choices per se; but I don't know if I would try something different instead, TBH.

It boils down to being a title I school, but not too title I. Once a school is designated, there is no further financial benefit to having more FARMs students. Crossing the threshold can be great for a school, but a school with a very high poverty rate will likely have worse outcomes

OP here. I'm not entirely sure where the high poverty rate is coming from. Most neighborhoods here are 800-1.2m houses and there are several townhouse communities nearby as well. If those families put their kids in this school, it would be more balanced. Our neighborhoods are packed with kids under 10. It is what it is though. I'm glad to hear that title one designation isn't a death spiral. I truly wish it could become a language immersion school. I think if the school were taught in 2 languages, it would be great. The barrier is language and the school's inability to teach English language effectively.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Small class sizes are a positive. We were at a title one in mcps and only had 14 kids in my kids classes k thru 2nd. Why was your child unhappy specifically?

OP here. My child was unhappy unrelated to issues. He felt bullied, there were frequent disruptions/behavioral problems and some pretty mean kids. Some of it is covid related since I think he was the only one who attended K in person, the rest had a virtual year, very few could read when entering 1st grade. I've heard from other mom friends that all the kids are behind in most classes.

They already had a small class size. I think 14 kids with 1 teacher and a para.

Is all that particularly related to being a Title I school v. any other school in the area post-pandemic?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Agree. Being designated Title One just means the school meets s threshold of kids that have free/reduced lunch. In your case it sounds like because neighborhood people are opting out. It does not change the school fundamentally other than providing more resources. It’s actually a good thing.

Speaking as a parent who sent two kids to Title I/Title 1-eligible elementary, middle, and high schools:

If your school has already been close to the FRL% that makes it eligible for Title I, then you won't see a big difference in the make-up of the school. Title I's benefits, as others have stated, do include additional funding, a cap on class sizes, exposure and interaction with a more diverse student body (racially, culturally, and socioeconomically), and other "perks."

However, if you're comparing a Title I school to a non-Title I school, there usually are very significant differences academically and socially. PTAs are not as well-funded and therefore cannot provide the same level of additional support and enrichment programs wealthier schools do. If you also have a large # of ELL students, a lot of efforts and focus are likely to be directed toward those students' needs. Academic pace and depth of study/instruction can be significantly slower and less encompassing than affluent, high-performing schools. Basic education is the same; richness and experience differs greatly.

The leadership makes all the difference. Our elementary school changed principals 3 times during the time our family was there. First principal was great and expected every individual child, regardless of background, to achieve his/her potential - not just meet minimum standards. After that one's retirement, the new principal had a much different focus which had positive effects - like increasing engagement of non-English speaking community (half the school); but unfortunately any benefits were at the cost of the other students. That principal was a first-time principal after being an assistant principal at a very affluent school with a very different student body. The third principal was an experienced and very loved principal from another non=-title I elementary school, but still had a significant # of ELL students and had demonstrated good success with student achievement. After being out of the school for a few years once our kids aged out, we attended a community event at the school and the whole atmosphere was completely different under this 3rd principal v. the predecessor. It was lively and active; PTA and general parental participation was greater; parents were more enthusiastic about the school and its leadership. It was a welcomed return to better days.

All that said, OP, you need to evaluate your specific school for yourself. The Title I designation isn't the determining factor. If your daughter is visibly unhappy, you have good reason to investigate and research your options. Title I designation and funding isn't going to change her experience, unless there's a shift in the leadership as well. Why is your daughter unhappy? What is YOUR sense of the teachers, the principal, the quality of instruction? How do YOU feel when you walk into the building or attend a meeting or event there? Visit other schools you are able to transfer to/lottery into and compare. Maybe even attend an event there with your daughter and see how she reacts v. when she's at an event at your current school.

Despite the academic differences, I am not aware of any middle class, English-proficient students from our elementary school who were not sufficiently prepared for middle school or high school. My own kids are just as capable as any other student coming from non-title I elementaries. For me overall, my kids have had outstanding academic experiences as well as some leaving a lot to be desired; but I am grateful they have been in more diverse schools v. vast majority very affluent white schools. Advantages and disadvantages to everything. There are schools that strike a great balance, however. If I were to do it again? I don't regret our choices per se; but I don't know if I would try something different instead, TBH.

It boils down to being a title I school, but not too title I. Once a school is designated, there is no further financial benefit to having more FARMs students. Crossing the threshold can be great for a school, but a school with a very high poverty rate will likely have worse outcomes

Yes, good point.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Agree. Being designated Title One just means the school meets s threshold of kids that have free/reduced lunch. In your case it sounds like because neighborhood people are opting out. It does not change the school fundamentally other than providing more resources. It’s actually a good thing.

Speaking as a parent who sent two kids to Title I/Title 1-eligible elementary, middle, and high schools:

If your school has already been close to the FRL% that makes it eligible for Title I, then you won't see a big difference in the make-up of the school. Title I's benefits, as others have stated, do include additional funding, a cap on class sizes, exposure and interaction with a more diverse student body (racially, culturally, and socioeconomically), and other "perks."

However, if you're comparing a Title I school to a non-Title I school, there usually are very significant differences academically and socially. PTAs are not as well-funded and therefore cannot provide the same level of additional support and enrichment programs wealthier schools do. If you also have a large # of ELL students, a lot of efforts and focus are likely to be directed toward those students' needs. Academic pace and depth of study/instruction can be significantly slower and less encompassing than affluent, high-performing schools. Basic education is the same; richness and experience differs greatly.

The leadership makes all the difference. Our elementary school changed principals 3 times during the time our family was there. First principal was great and expected every individual child, regardless of background, to achieve his/her potential - not just meet minimum standards. After that one's retirement, the new principal had a much different focus which had positive effects - like increasing engagement of non-English speaking community (half the school); but unfortunately any benefits were at the cost of the other students. That principal was a first-time principal after being an assistant principal at a very affluent school with a very different student body. The third principal was an experienced and very loved principal from another non=-title I elementary school, but still had a significant # of ELL students and had demonstrated good success with student achievement. After being out of the school for a few years once our kids aged out, we attended a community event at the school and the whole atmosphere was completely different under this 3rd principal v. the predecessor. It was lively and active; PTA and general parental participation was greater; parents were more enthusiastic about the school and its leadership. It was a welcomed return to better days.

All that said, OP, you need to evaluate your specific school for yourself. The Title I designation isn't the determining factor. If your daughter is visibly unhappy, you have good reason to investigate and research your options. Title I designation and funding isn't going to change her experience, unless there's a shift in the leadership as well. Why is your daughter unhappy? What is YOUR sense of the teachers, the principal, the quality of instruction? How do YOU feel when you walk into the building or attend a meeting or event there? Visit other schools you are able to transfer to/lottery into and compare. Maybe even attend an event there with your daughter and see how she reacts v. when she's at an event at your current school.

Despite the academic differences, I am not aware of any middle class, English-proficient students from our elementary school who were not sufficiently prepared for middle school or high school. My own kids are just as capable as any other student coming from non-title I elementaries. For me overall, my kids have had outstanding academic experiences as well as some leaving a lot to be desired; but I am grateful they have been in more diverse schools v. vast majority very affluent white schools. Advantages and disadvantages to everything. There are schools that strike a great balance, however. If I were to do it again? I don't regret our choices per se; but I don't know if I would try something different instead, TBH.

It boils down to being a title I school, but not too title I. Once a school is designated, there is no further financial benefit to having more FARMs students. Crossing the threshold can be great for a school, but a school with a very high poverty rate will likely have worse outcomes

OP here. I'm not entirely sure where the high poverty rate is coming from. Most neighborhoods here are 800-1.2m houses and there are several townhouse communities nearby as well. If those families put their kids in this school, it would be more balanced. Our neighborhoods are packed with kids under 10. It is what it is though. I'm glad to hear that title one designation isn't a death spiral. I truly wish it could become a language immersion school. I think if the school were taught in 2 languages, it would be great. The barrier is language and the school's inability to teach English language effectively.

My understanding is that a lot of parents in Alexandria go private.

[Anonymous]

If your child is unhappy, it likely has to do with the personality of the kids and/or the faculty reaction. Not to do w/Title 1 designation. There are many reasons schools don’t work for kids, but there should be nothing that would be worse about being an official Title One school that would change that.

BTW - my kids are total white privilege and they loved their Title 1 elem. school.

[Anonymous]

Anonymous wrote:If your child is unhappy, it likely has to do with the personality of the kids and/or the faculty reaction. Not to do w/Title 1 designation. There are many reasons schools don’t work for kids, but there should be nothing that would be worse about being an official Title One school that would change that.

BTW - my kids are total white privilege and they loved their Title 1 elem. school.

OP here. Yes I agree with that. That's why I didn't mention it in the beginning. It's not related to the Title One. There are a lot of needy students who need a lot of attention because they didn't receive Pre-K or real K instruction due to covid. I think it has exacerbated issues. He's also struggling with making friends due to the language barrier (all 3 kids at his table grouping don't speak English right now).

I'm convinced that if they could teach the kids English, that all of the students would be quickly on grade level. I wish they focused on that.

[Anonymous]

The other parents in the neighborhood aren’t wrong. Switch schools.

Changing a school to a magnet or immersion school takes time and if it is not already on the radar, it’s not going to happen while your child is at the school.