Educational Inequities in MCPS

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Let's talk about inequities amongst teachers. Many teachers are chewed up and spit out of the system without ever knowing what it's like to have a class where students are motivated and self disciplined in order for a teacher to communicate effectively for quality lessons. Some teachers get the good classes bit others get the crap classes where students fight the teachers everyday then the system blames all shortcomings on the teacher. Teachers are basically harassed and fired for systemic problems. I would not recommend this career unless you want to take a vow of poverty.

I agree these are serious problems in MCPS. What are some solutions that would improve teacher retention and student outcomes?

Instill discipline, accountability, and expect all students to behave respectfully towards staff and other students. This will improve your teacher retention and student outcomes. Plain and simple. RIght now, we're letting kids run the schools as if they own it. Teachers are not empowered and have to bow down to the administrators and take abuse from students.

While I agree with you 100%, the things you mentioned can't happen because they are aspects of whiteness and MCPS is an anti-racist school district.

And for as long as this continues, we will never achieve the objectives we all want (improved teacher retention and student outcomes). We can't improve until the environment where we are supposed to learn is conducive to learning.

[Anonymous]

https://en.wikipedia.org/wiki/Single_parents_in_the_United_States

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’ve proposed this before, that the busing of students should go both ways: academically talented students bused to the magnets which are in low SES schools, and set up arts magnets in high SES schools (and bus low SES students to these high SES schools).

God, can you even imagine? The screaming from wealthy DMV parents would be heard in West Virginia. How DARE you put *their* precious child on a BUS (gasp!) to a POOR neighborhood (gasp!)

As they always do on DCUM, they’ll just stomp their foot threaten to take their ball and go home by moving or going private.

According to the boundary analysis, 95% of the people in MoCo didn't want to be bussed. This spans all demographics. So the only people who support busing appear to be childless wokes or wokes whose children have already graduated.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’ve proposed this before, that the busing of students should go both ways: academically talented students bused to the magnets which are in low SES schools, and set up arts magnets in high SES schools (and bus low SES students to these high SES schools).

God, can you even imagine? The screaming from wealthy DMV parents would be heard in West Virginia. How DARE you put *their* precious child on a BUS (gasp!) to a POOR neighborhood (gasp!)

As they always do on DCUM, they’ll just stomp their foot threaten to take their ball and go home by moving or going private.

According to the boundary analysis, 95% of the people in MoCo didn't want to be bussed. This spans all demographics. So the only people who support busing appear to be childless wokes or wokes whose children have already graduated.

This. I'm a parent whose kids were moved to a much lower ranking middle school due to a boundary reassignment. We told the board moving us would do nothing to help the students they were wanting to help and they didn't listen to us. Guess what, 3 years later- we've proven that this is the case. Scores are still bad across the board amongst the demographics they thought this would help. The only thing it did was brought up the school's test scores slightly higher due to the slight increase in Asian kids. There are no actual improvements when it comes to educational inequities when all you're doing is boosting test scores by simply playing a chess game.

[Anonymous]

Anonymous wrote:The bad schools aren't bad because of MCPS. The bad schools are bad because of the students and parents.

On the plus side, this suggests a solution: massively increase magnet admissions, further boosting the scores at magnet schools.

THe gifted high performing student cohort in MCPS is very underserved. It's at less than 1% seats per all students and most districts can serve 5% G&T or magnet programs, across all three - ES, MS and HS.

Considering this area has a significantly large portion of college grads and highly educated parents the G&T programs in MCPS should formally serve 10% of the student population or more with APs, tracking, etc.

[Anonymous]

If MCPS was a township public district and not an asininely large 220 school mismanaged public school system in a bar bell county (highly educated + sanctuary city), it could serve everyone much better.

oh well.

large county systems need to die. At least DCPS has a successful charter school program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’ve proposed this before, that the busing of students should go both ways: academically talented students bused to the magnets which are in low SES schools, and set up arts magnets in high SES schools (and bus low SES students to these high SES schools).

God, can you even imagine? The screaming from wealthy DMV parents would be heard in West Virginia. How DARE you put *their* precious child on a BUS (gasp!) to a POOR neighborhood (gasp!)

As they always do on DCUM, they’ll just stomp their foot threaten to take their ball and go home by moving or going private.

According to the boundary analysis, 95% of the people in MoCo didn't want to be bussed. This spans all demographics. So the only people who support busing appear to be childless wokes or wokes whose children have already graduated.

This. I'm a parent whose kids were moved to a much lower ranking middle school due to a boundary reassignment. We told the board moving us would do nothing to help the students they were wanting to help and they didn't listen to us. Guess what, 3 years later- we've proven that this is the case. Scores are still bad across the board amongst the demographics they thought this would help. The only thing it did was brought up the school's test scores slightly higher due to the slight increase in Asian kids. There are no actual improvements when it comes to educational inequities when all you're doing is boosting test scores by simply playing a chess game.

"The only thing it did was brought up the school's test scores slightly higher due to the slight increase in Asian kids."

False. It also made race-obsessed white progressives feel better about themselves because diversity.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The bad schools aren't bad because of MCPS. The bad schools are bad because of the students and parents.

On the plus side, this suggests a solution: massively increase magnet admissions, further boosting the scores at magnet schools.

THe gifted high performing student cohort in MCPS is very underserved. It's at less than 1% seats per all students and most districts can serve 5% G&T or magnet programs, across all three - ES, MS and HS.

Considering this area has a significantly large portion of college grads and highly educated parents the G&T programs in MCPS should formally serve 10% of the student population or more with APs, tracking, etc.

The local schools where the highly educated people live are essentially magnet programs.

[Anonymous]

Anonymous wrote:Get rid of magnet schools, immersion programs etc. as they are the root cause of problems.

Just stop teaching completely, as that s the root cause?

[Anonymous]

Anonymous wrote:

Anonymous wrote:The bad schools aren't bad because of MCPS. The bad schools are bad because of the students and parents.

On the plus side, this suggests a solution: massively increase magnet admissions, further boosting the scores at magnet schools.

THe gifted high performing student cohort in MCPS is very underserved. It's at less than 1% seats per all students and most districts can serve 5% G&T or magnet programs, across all three - ES, MS and HS.

Considering this area has a significantly large portion of college grads and highly educated parents the G&T programs in MCPS should formally serve 10% of the student population or more with APs, tracking, etc.

I'd love to see your math on this because this feels wrong at every level except maybe MS. The CES programs serve more than 1% of the 4th and 5th graders, and then almost every school now has ELC in addition to compacted math.

At the HS level, you have the criteria-based programs but also access to AP classes beginning freshman year.

So, how did you get to 1%?

[Anonymous]

What happened to the experimental schools that were offering full year school?
Did those work out? Where is the report on this program? I thought this was a smart idea

[Anonymous]

Anonymous wrote:Let's talk about more and more students becoming special for the benefits of prescribed amphetamines and zero accountability.

Should switch to a lottery system so that the nootropics don't go to the preppers.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’ve proposed this before, that the busing of students should go both ways: academically talented students bused to the magnets which are in low SES schools, and set up arts magnets in high SES schools (and bus low SES students to these high SES schools).

God, can you even imagine? The screaming from wealthy DMV parents would be heard in West Virginia. How DARE you put *their* precious child on a BUS (gasp!) to a POOR neighborhood (gasp!)

As they always do on DCUM, they’ll just stomp their foot threaten to take their ball and go home by moving or going private.

According to the boundary analysis, 95% of the people in MoCo didn't want to be bussed. This spans all demographics. So the only people who support busing appear to be childless wokes or wokes whose children have already graduated.

Oh. You’re an adult who uses “wokes” and thinks they’ve said something.

Sorry about your low IQ. Must be hard.

[Anonymous]

Anonymous wrote:What happened to the experimental schools that were offering full year school?
Did those work out? Where is the report on this program? I thought this was a smart idea

That's a great question. I did a Google search and found this: https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/CGKVDN804301/$file/Opening%20Innovative%20Schls%20220726.pdf

Basically, it is hard to tell. Keeping in mind that the extended calendar was rolled out basically right before covid, and the impact of the pandemic on exactly the sorts of families most likely to be in the program, it is hard to tease out whether it is working. What struck me as interesting is the very low level of attendance on the first day of school at the extended calendar schools. It would be interesting to know how attendance goes for the rest of the summer, and whether it picks back up when traditional calendar schools are in session.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’ve proposed this before, that the busing of students should go both ways: academically talented students bused to the magnets which are in low SES schools, and set up arts magnets in high SES schools (and bus low SES students to these high SES schools).

God, can you even imagine? The screaming from wealthy DMV parents would be heard in West Virginia. How DARE you put *their* precious child on a BUS (gasp!) to a POOR neighborhood (gasp!)

As they always do on DCUM, they’ll just stomp their foot threaten to take their ball and go home by moving or going private.

According to the boundary analysis, 95% of the people in MoCo didn't want to be bussed. This spans all demographics. So the only people who support busing appear to be childless wokes or wokes whose children have already graduated.

Oh. You’re an adult who uses “wokes” and thinks they’ve said something.

Sorry about your low IQ. Must be hard.

Everyone outside the Takoma Park Co-op knows that woke is now a pejorative. Linguist John McWhorter even wrote a book on the word in "Woke Racism." If you were more liberal and open-minded like me you'd know this.