Considering moving to DC

[Anonymous]

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Anonymous wrote:DCUM is so much fun! Whew. I am the poster who posted about her child earlier. Considering that my child took PARCC the same test the students at Deal take, I know how his scores match up. Also, my child is now in Algebra and will be judged the same. His RI test and current reading level, again same test the kids at Deal take. So I know how he matches up with my White friends kids at those schools. Notice that I said NOTHING about his actual grades. I never said that test scores are not important at all. I just said that great test scores don’t make good schools fully.

That may not have been your intent, but it was precisely what you did when you agreed with the post that said exactly that. In fact the summary of the poster with whom you agreed that you replied to was "and most parents with options don’t want their kids to be or to go to school with mostly kids who are multiple grade levels behind." I am the poster who said there's a huge difference between saying test scores don't mean everything and test scores don't mean anything. Seems like you actually agree with that position.

I stand by my position that a school with 5% (or some very small #) of kids at grade level cannot provide the same quality of education as those with the vast majority at grade level. I also stand by my position that low test scores have nothing to do with race.

Why don’t the PP above tell us what school her DC goes to? And what his scores are on PARCC?

Probably because the people on this board are so rude

Nope, she should because if she makes a statement that is factual, she should have no problem backing it up by answering the question above.

Lots of boosters on DCUM for low performing schools saying stuff but then when asked name your school, it’s radio silence.

Wow! I have no problem backing it up honestly AND there are rude posters on this board. Wells is the school He had a 4 on both.

10% of kids a grade level in math. Your kid surrounded by lower performing kids. Kind of exactly what the poster everyone called "rude" suggested.

+1. 4 is grade level and should be the minimum requirement, I would not tout that as good.

Also it’s obvious that the kids taking Algebra at your school are not being taught advance math if only 10% of kids are on grade level.

Lastly, depending on how many questions your kid got right, he would be in the bottom 1/2 at Deal and not anywhere near or close to the top.

NP, I couldn't find anywhere the parent said her kid was at the top. The parent actually said there was still work to be done. I can tell based on the scores from last year's PARCC, every student doesn't take Algebra so they are separated for that at least (if not more).

She said he is in the accelerated math cohort and taking Algebra. He got a 4 so is in the top 10% of kids in math at the school.

So yes, big difference being at the too when you are just grade level and bottom half at Deal.

59% were 4+ in math. Which means 41% were not proficient (per the PARCC test). For at-risk students, 13% were 4+.

[Anonymous]

Anonymous wrote:

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Anonymous wrote:DCUM is so much fun! Whew. I am the poster who posted about her child earlier. Considering that my child took PARCC the same test the students at Deal take, I know how his scores match up. Also, my child is now in Algebra and will be judged the same. His RI test and current reading level, again same test the kids at Deal take. So I know how he matches up with my White friends kids at those schools. Notice that I said NOTHING about his actual grades. I never said that test scores are not important at all. I just said that great test scores don’t make good schools fully.

That may not have been your intent, but it was precisely what you did when you agreed with the post that said exactly that. In fact the summary of the poster with whom you agreed that you replied to was "and most parents with options don’t want their kids to be or to go to school with mostly kids who are multiple grade levels behind." I am the poster who said there's a huge difference between saying test scores don't mean everything and test scores don't mean anything. Seems like you actually agree with that position.

I stand by my position that a school with 5% (or some very small #) of kids at grade level cannot provide the same quality of education as those with the vast majority at grade level. I also stand by my position that low test scores have nothing to do with race.

Why don’t the PP above tell us what school her DC goes to? And what his scores are on PARCC?

Probably because the people on this board are so rude

Nope, she should because if she makes a statement that is factual, she should have no problem backing it up by answering the question above.

Lots of boosters on DCUM for low performing schools saying stuff but then when asked name your school, it’s radio silence.

Wow! I have no problem backing it up honestly AND there are rude posters on this board. Wells is the school He had a 4 on both.

10% of kids a grade level in math. Your kid surrounded by lower performing kids. Kind of exactly what the poster everyone called "rude" suggested.

+1. 4 is grade level and should be the minimum requirement, I would not tout that as good.

Also it’s obvious that the kids taking Algebra at your school are not being taught advance math if only 10% of kids are on grade level.

Lastly, depending on how many questions your kid got right, he would be in the bottom 1/2 at Deal and not anywhere near or close to the top.

NP, I couldn't find anywhere the parent said her kid was at the top. The parent actually said there was still work to be done. I can tell based on the scores from last year's PARCC, every student doesn't take Algebra so they are separated for that at least (if not more).

She said he is in the accelerated math cohort and taking Algebra. He got a 4 so is in the top 10% of kids in math at the school.

So yes, big difference being at the too when you are just grade level and bottom half at Deal.

59% were 4+ in math. Which means 41% were not proficient (per the PARCC test). For at-risk students, 13% were 4+.

Gasp. At Deal??

[Anonymous]

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Anonymous wrote:LOL. She never said her son was doing great, she said he was doing BETTER and there was still work to do.

Then that means her son was getting a 3 or lower when at the CH school. That’s below grade level. No wonder he struggled there. I could have told you that by just looking at the PARCC scores. See how that goes.

And that may very well be true. Does it not change that she can be happy for progress now? Even after DCPS kept kids out of physical buildings for a 1.5? I get it, some people on this board have perfect children, who never struggle with anything, but everyone's kid isn't that way. Gasp - did I just admit that as a non-minority person? The horror.

You have completely missed the point. No one is saying she can’t be happy.

The point is that standardized test scores are of value and reflected where the kids stand in regards to content and knowledge base and why her kid struggled.

People are definitely saying she can't be happy because they said she has low expectations.

You know that you can have low expectations and be happy. You can be both. It’s not exclusive one or the other.

Again, no one said she was not happy.

[Anonymous]

Anonymous wrote:

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Anonymous wrote:

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Anonymous wrote:LOL. She never said her son was doing great, she said he was doing BETTER and there was still work to do.

Then that means her son was getting a 3 or lower when at the CH school. That’s below grade level. No wonder he struggled there. I could have told you that by just looking at the PARCC scores. See how that goes.

And that may very well be true. Does it not change that she can be happy for progress now? Even after DCPS kept kids out of physical buildings for a 1.5? I get it, some people on this board have perfect children, who never struggle with anything, but everyone's kid isn't that way. Gasp - did I just admit that as a non-minority person? The horror.

You have completely missed the point. No one is saying she can’t be happy.

The point is that standardized test scores are of value and reflected where the kids stand in regards to content and knowledge base and why her kid struggled.

People are definitely saying she can't be happy because they said she has low expectations.

You know that you can have low expectations and be happy. You can be both. It’s not exclusive one or the other.

Again, no one said she was not happy.

She doesn't have low expectations. She knows her kid still has work to do. That's what was said.

[Anonymous]

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCUM is so much fun! Whew. I am the poster who posted about her child earlier. Considering that my child took PARCC the same test the students at Deal take, I know how his scores match up. Also, my child is now in Algebra and will be judged the same. His RI test and current reading level, again same test the kids at Deal take. So I know how he matches up with my White friends kids at those schools. Notice that I said NOTHING about his actual grades. I never said that test scores are not important at all. I just said that great test scores don’t make good schools fully.

That may not have been your intent, but it was precisely what you did when you agreed with the post that said exactly that. In fact the summary of the poster with whom you agreed that you replied to was "and most parents with options don’t want their kids to be or to go to school with mostly kids who are multiple grade levels behind." I am the poster who said there's a huge difference between saying test scores don't mean everything and test scores don't mean anything. Seems like you actually agree with that position.

I stand by my position that a school with 5% (or some very small #) of kids at grade level cannot provide the same quality of education as those with the vast majority at grade level. I also stand by my position that low test scores have nothing to do with race.

Why don’t the PP above tell us what school her DC goes to? And what his scores are on PARCC?

Probably because the people on this board are so rude

Nope, she should because if she makes a statement that is factual, she should have no problem backing it up by answering the question above.

Lots of boosters on DCUM for low performing schools saying stuff but then when asked name your school, it’s radio silence.

Wow! I have no problem backing it up honestly AND there are rude posters on this board. Wells is the school He had a 4 on both.

10% of kids a grade level in math. Your kid surrounded by lower performing kids. Kind of exactly what the poster everyone called "rude" suggested.

+1. 4 is grade level and should be the minimum requirement, I would not tout that as good.

Also it’s obvious that the kids taking Algebra at your school are not being taught advance math if only 10% of kids are on grade level.

Lastly, depending on how many questions your kid got right, he would be in the bottom 1/2 at Deal and not anywhere near or close to the top.

NP, I couldn't find anywhere the parent said her kid was at the top. The parent actually said there was still work to be done. I can tell based on the scores from last year's PARCC, every student doesn't take Algebra so they are separated for that at least (if not more).

She said he is in the accelerated math cohort and taking Algebra. He got a 4 so is in the top 10% of kids in math at the school.

So yes, big difference being at the too when you are just grade level and bottom half at Deal.

59% were 4+ in math. Which means 41% were not proficient (per the PARCC test). For at-risk students, 13% were 4+.

I’m the PP from 21:29 above that said depending on how many questions her kid got right, he could be in the bottom half at Deal. If he scored on the lower end of the 4’s that could be in the 42-49% bracket at Deal which is the bottom half.

Deal’s scores, the best DCPS middle school in the city, isn’t anything to write home about but it is much better than her school, Wells, where only 10% of the kids are at grade level.

The scores of both schools reflect the low expectation culture so prevalent in DCPS.

[Anonymous]

Math scores across the US have tanked during Covid. Math via zoom is not ideal for learning.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCUM is so much fun! Whew. I am the poster who posted about her child earlier. Considering that my child took PARCC the same test the students at Deal take, I know how his scores match up. Also, my child is now in Algebra and will be judged the same. His RI test and current reading level, again same test the kids at Deal take. So I know how he matches up with my White friends kids at those schools. Notice that I said NOTHING about his actual grades. I never said that test scores are not important at all. I just said that great test scores don’t make good schools fully.

That may not have been your intent, but it was precisely what you did when you agreed with the post that said exactly that. In fact the summary of the poster with whom you agreed that you replied to was "and most parents with options don’t want their kids to be or to go to school with mostly kids who are multiple grade levels behind." I am the poster who said there's a huge difference between saying test scores don't mean everything and test scores don't mean anything. Seems like you actually agree with that position.

I stand by my position that a school with 5% (or some very small #) of kids at grade level cannot provide the same quality of education as those with the vast majority at grade level. I also stand by my position that low test scores have nothing to do with race.

Why don’t the PP above tell us what school her DC goes to? And what his scores are on PARCC?

Probably because the people on this board are so rude

Nope, she should because if she makes a statement that is factual, she should have no problem backing it up by answering the question above.

Lots of boosters on DCUM for low performing schools saying stuff but then when asked name your school, it’s radio silence.

Wow! I have no problem backing it up honestly AND there are rude posters on this board. Wells is the school He had a 4 on both.

10% of kids a grade level in math. Your kid surrounded by lower performing kids. Kind of exactly what the poster everyone called "rude" suggested.

+1. 4 is grade level and should be the minimum requirement, I would not tout that as good.

Also it’s obvious that the kids taking Algebra at your school are not being taught advance math if only 10% of kids are on grade level.

Lastly, depending on how many questions your kid got right, he would be in the bottom 1/2 at Deal and not anywhere near or close to the top.

NP, I couldn't find anywhere the parent said her kid was at the top. The parent actually said there was still work to be done. I can tell based on the scores from last year's PARCC, every student doesn't take Algebra so they are separated for that at least (if not more).

She said he is in the accelerated math cohort and taking Algebra. He got a 4 so is in the top 10% of kids in math at the school.

So yes, big difference being at the too when you are just grade level and bottom half at Deal.

59% were 4+ in math. Which means 41% were not proficient (per the PARCC test). For at-risk students, 13% were 4+.

Her son is in the "accelerated" math cohort and is taking Algebra in 8th grade. Basically "accelerated" is on-level for any other school in America.

[Anonymous]

Anonymous wrote:Math scores across the US have tanked during Covid. Math via zoom is not ideal for learning.

Yeah. Lots of schools in DC with pretty good scores pre-COVID now have barely any kids at grade level. That's not about expectations changing or the culture, these kids are behind because they weren't in school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DCUM is so much fun! Whew. I am the poster who posted about her child earlier. Considering that my child took PARCC the same test the students at Deal take, I know how his scores match up. Also, my child is now in Algebra and will be judged the same. His RI test and current reading level, again same test the kids at Deal take. So I know how he matches up with my White friends kids at those schools. Notice that I said NOTHING about his actual grades. I never said that test scores are not important at all. I just said that great test scores don’t make good schools fully.

That may not have been your intent, but it was precisely what you did when you agreed with the post that said exactly that. In fact the summary of the poster with whom you agreed that you replied to was "and most parents with options don’t want their kids to be or to go to school with mostly kids who are multiple grade levels behind." I am the poster who said there's a huge difference between saying test scores don't mean everything and test scores don't mean anything. Seems like you actually agree with that position.

I stand by my position that a school with 5% (or some very small #) of kids at grade level cannot provide the same quality of education as those with the vast majority at grade level. I also stand by my position that low test scores have nothing to do with race.

Why don’t the PP above tell us what school her DC goes to? And what his scores are on PARCC?

Probably because the people on this board are so rude

Nope, she should because if she makes a statement that is factual, she should have no problem backing it up by answering the question above.

Lots of boosters on DCUM for low performing schools saying stuff but then when asked name your school, it’s radio silence.

Wow! I have no problem backing it up honestly AND there are rude posters on this board. Wells is the school He had a 4 on both.

10% of kids a grade level in math. Your kid surrounded by lower performing kids. Kind of exactly what the poster everyone called "rude" suggested.

+1. 4 is grade level and should be the minimum requirement, I would not tout that as good.

Also it’s obvious that the kids taking Algebra at your school are not being taught advance math if only 10% of kids are on grade level.

Lastly, depending on how many questions your kid got right, he would be in the bottom 1/2 at Deal and not anywhere near or close to the top.

NP, I couldn't find anywhere the parent said her kid was at the top. The parent actually said there was still work to be done. I can tell based on the scores from last year's PARCC, every student doesn't take Algebra so they are separated for that at least (if not more).

She said he is in the accelerated math cohort and taking Algebra. He got a 4 so is in the top 10% of kids in math at the school.

So yes, big difference being at the too when you are just grade level and bottom half at Deal.

59% were 4+ in math. Which means 41% were not proficient (per the PARCC test). For at-risk students, 13% were 4+.

Her son is in the "accelerated" math cohort and is taking Algebra in 8th grade. Basically "accelerated" is on-level for any other school in America.

Exactly. The accelerated cohort in Fairfax takes Algebra in 6th grade.

[Anonymous]

Hate to break it to y'all.

https://www2.ed.gov/datastory/stem/algebra/index.html

In America, only 24% of public school students take algebra in 8th grade.


There is also research that suggests that every student is not actually ready for Algebra even in 8th grade (and before). https://www.rand.org/content/dam/rand/pubs/working_papers/WR1200/WR1209/RAND_WR1209.pdf
https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Linda-M_-Gojak/Algebra_-Not-_If_-but-_When_/
https://hechingerreport.org/kids-are-failing-algebra-the-solution-slow-down/

[Anonymous]

Anonymous wrote:

Anonymous wrote:Math scores across the US have tanked during Covid. Math via zoom is not ideal for learning.

Yeah. Lots of schools in DC with pretty good scores pre-COVID now have barely any kids at grade level. That's not about expectations changing or the culture, these kids are behind because they weren't in school.

Incorrect. Deal had 61 or 62% cohort at or above grade level pre-COVID. No significant change.

All the other DCPS middle and non test in high school pre-COVID had math scores at or above grade level in single percentages or teens. So no DCPS schools have horrible scores pre-COVID. These schools scores are lower Post COVID.

Posters like above who make false statements to perpetuate or excuse the culture of low expectations in DC are part of the problem. Or else PP above is in complete denial.

[Anonymous]

Anonymous wrote:Hate to break it to y'all.

https://www2.ed.gov/datastory/stem/algebra/index.html

In America, only 24% of public school students take algebra in 8th grade.


There is also research that suggests that every student is not actually ready for Algebra even in 8th grade (and before). https://www.rand.org/content/dam/rand/pubs/working_papers/WR1200/WR1209/RAND_WR1209.pdf
https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Linda-M_-Gojak/Algebra_-Not-_If_-but-_When_/
https://hechingerreport.org/kids-are-failing-algebra-the-solution-slow-down/

In DCPS, way too many 8th graders are in algebra. You can see middle school parcc data where most of the 8th graders in algebra are not scoring proficient, and the only kids left in 8th grade math are really behind, and it's clear they're putting everyone who isn't multiple years behind in algebra.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Math scores across the US have tanked during Covid. Math via zoom is not ideal for learning.

Yeah. Lots of schools in DC with pretty good scores pre-COVID now have barely any kids at grade level. That's not about expectations changing or the culture, these kids are behind because they weren't in school.

Incorrect. Deal had 61 or 62% cohort at or above grade level pre-COVID. No significant change.

All the other DCPS middle and non test in high school pre-COVID had math scores at or above grade level in single percentages or teens. So no DCPS schools have horrible scores pre-COVID. These schools scores are lower Post COVID.

Posters like above who make false statements to perpetuate or excuse the culture of low expectations in DC are part of the problem. Or else PP above is in complete denial.

Charters. I didn't say DCPS. In some cases, 50 plus point declines in math proficiency. The culture didn't suddenly become "low expectations." So if your explanation for low test scores is low expectations, that's your counterfactual.

[Anonymous]

Anonymous wrote:Hate to break it to y'all.

https://www2.ed.gov/datastory/stem/algebra/index.html

In America, only 24% of public school students take algebra in 8th grade.


There is also research that suggests that every student is not actually ready for Algebra even in 8th grade (and before). https://www.rand.org/content/dam/rand/pubs/working_papers/WR1200/WR1209/RAND_WR1209.pdf
https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Linda-M_-Gojak/Algebra_-Not-_If_-but-_When_/
https://hechingerreport.org/kids-are-failing-algebra-the-solution-slow-down/

This area is not representative of general America. You obviously don’t realize that the DC area is the most highly educated area in the country. DC is the most highly educated city in the country.

For Algebra to be consider advance in 8th grade with this premise is a low caliber. The kids have so much more potential that is not being met. That is how DCPS tries to narrow the achievement gap but lowering the potential of the top. Story as old as tine.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Hate to break it to y'all.

https://www2.ed.gov/datastory/stem/algebra/index.html

In America, only 24% of public school students take algebra in 8th grade.


There is also research that suggests that every student is not actually ready for Algebra even in 8th grade (and before). https://www.rand.org/content/dam/rand/pubs/working_papers/WR1200/WR1209/RAND_WR1209.pdf
https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Linda-M_-Gojak/Algebra_-Not-_If_-but-_When_/
https://hechingerreport.org/kids-are-failing-algebra-the-solution-slow-down/

This area is not representative of general America. You obviously don’t realize that the DC area is the most highly educated area in the country. DC is the most highly educated city in the country.

For Algebra to be consider advance in 8th grade with this premise is a low caliber. The kids have so much more potential that is not being met. That is how DCPS tries to narrow the achievement gap but lowering the potential of the top. Story as old as tine.

But I was actually responding to this comment " Basically "accelerated" is on-level for any other school in America. "