Are in boundary families leaving Hardy because if MacArthur?

[Anonymous]

Thanks PP. That is a refreshing first-hand account, after all the Hardy gloom and gloom talk.

[Anonymous]

Anonymous wrote:Thanks PP. That is a refreshing first-hand account, after all the Hardy gloom and gloom talk.

PP here again. A bit more detail - the kids they got to answer questions and lead the tours were absolutely wonderful. Very sweet and very articulate. I know they pick their best for this, but still!

There was mention of many many activities including travel, all kinds of club sports, and also music classes. No tracking of any kind, but I think there were some opportunities for advanced math (?)

I attended part of the Hardy vs Lincoln basketball game. Big, loud crowd but friendly and didn’t see any brawls broke out, despite what could be described as very physical, very sloppy play on the court. Not easy for junior high school kids to make shots!

I asked about the bathrooms and they said they were shut to clean off graffiti

[Anonymous]

I looked on the website and the (public) video section shows sweet, happy kids:

https://www.hardyms.org/m/video/index.jsp

It seems like there is a good majority of them. Troubling ones are a bit everywhere unfortunately, but certain posters make it sound like the situation is a disaster..

My kids are only in ES and I keep reading this board since I am nervous about middle school. Maybe I shouldn’t!

[Anonymous]

Anonymous wrote:I looked on the website and the (public) video section shows sweet, happy kids:

https://www.hardyms.org/m/video/index.jsp

It seems like there is a good majority of them. Troubling ones are a bit everywhere unfortunately, but certain posters make it sound like the situation is a disaster..

My kids are only in ES and I keep reading this board since I am nervous about middle school. Maybe I shouldn’t!

I am a parent at Hardy after being a huge Hardy proponent (from the outside) for years.

The school needs to spend a little bit of time getting back to basics. General maintenance and custodial issues send the wrong message to students and parents. Probably not unique to Hardy, but the administration has to demonstrate that they're on top of the visible stuff in order to have trust for the invisible stuff.

The budget cuts have had a profound effect on the school. Most directly, electives were cut. This sucks, but the repercussions extend from there. There are fewer teachers and staff around to provide oversight of the students. I presume this is related to the reports of fighting that I've heard/read. It also means there are few breaks from "academic" classes. Coupled with students -- all students -- being relatively feral following a disastrous lock-out from schools during the pandemic, the need for more teachers, more staff, and more electives could not be more heightened.

It is terribly unfortunate that DCPS cut Hardy's budget despite (actually, because of) an increase in enrollment during the pandemic. It has set the school back and it remains to be seen if it can recover. Atop that, installing a new principal at the same time as (a) return from pandemic and (b) budget cuts borders between negligent and hostile.

I remain optimistic for Hardy, but I'm fearful there may be some time until it gets back to where it was and where it was going. Hopefully this is a one-year blip, but I think it is too early to tell.

Separately, I am highly optimistic about Macarthur. The school is completely set-up to succeed. The main threat now is DCPS kneecapping it through some stupidity like they did with Hardy this year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I looked on the website and the (public) video section shows sweet, happy kids:

https://www.hardyms.org/m/video/index.jsp

It seems like there is a good majority of them. Troubling ones are a bit everywhere unfortunately, but certain posters make it sound like the situation is a disaster..

My kids are only in ES and I keep reading this board since I am nervous about middle school. Maybe I shouldn’t!

I am a parent at Hardy after being a huge Hardy proponent (from the outside) for years.

The school needs to spend a little bit of time getting back to basics. General maintenance and custodial issues send the wrong message to students and parents. Probably not unique to Hardy, but the administration has to demonstrate that they're on top of the visible stuff in order to have trust for the invisible stuff.

The budget cuts have had a profound effect on the school. Most directly, electives were cut. This sucks, but the repercussions extend from there. There are fewer teachers and staff around to provide oversight of the students. I presume this is related to the reports of fighting that I've heard/read. It also means there are few breaks from "academic" classes. Coupled with students -- all students -- being relatively feral following a disastrous lock-out from schools during the pandemic, the need for more teachers, more staff, and more electives could not be more heightened.

It is terribly unfortunate that DCPS cut Hardy's budget despite (actually, because of) an increase in enrollment during the pandemic. It has set the school back and it remains to be seen if it can recover. Atop that, installing a new principal at the same time as (a) return from pandemic and (b) budget cuts borders between negligent and hostile.

I remain optimistic for Hardy, but I'm fearful there may be some time until it gets back to where it was and where it was going. Hopefully this is a one-year blip, but I think it is too early to tell.

Separately, I am highly optimistic about Macarthur. The school is completely set-up to succeed. The main threat now is DCPS kneecapping it through some stupidity like they did with Hardy this year.

Thanks for a thoughtful and balanced perspective

[Anonymous]

2/3 to 3/4 of the kids are Hardy now are from one of the feeder schools - Eaton, Mann, Hyde, Key, Stoddert. That's who these so-called 'scary' kids are at Hardy... DC goes to Hardy. Some typical middle school drama that has happened - but generally the kids are the same from the feeder attended with some intermingling with some kids from other feeders as friend groups morph around. Kids seem to like the more flexible atmosphere allowed by a relatively small school - they can 'navigate' the school during advisory to follow up with teachers on school work and assignments. I personally like the more relaxed approach to things like many teachers giving second chance homework and second chance tests, where grades from a first and second test can be averaged. That has been shown to be a highly legit way to ensure kids learn the material and build a foundation of knowledge - some states have even adopted as a model based on being better for learning. No, the kids don't have tons of hours of homework, but is that really a major advantage long term either academically or for mental health or building other interests. Large %s of the kids are taking higher level math, doing good ELA assignments, etc. The limited electives with the budget cuts are really bad. The admin/teachers should monitor recess better including they know where the limited numbers of fights happen but don't seem to monitor well (many of those fights just like in the burbs are b/w relatively privileged kids testing out their adolescent-ness), and the principal doesn't seem like the most attuned (but DC reports little to no real opinion or caring about him), and some of the teachers are better than others.... but overall, it's a public school with some but limited resources, a significant majority of relatively well off kids with relatively well off parents, and it's not a pressure cooker but DC seems to be learning what they need to learn...

[Anonymous]

Anonymous wrote:2/3 to 3/4 of the kids are Hardy now are from one of the feeder schools - Eaton, Mann, Hyde, Key, Stoddert. That's who these so-called 'scary' kids are at Hardy... DC goes to Hardy. Some typical middle school drama that has happened - but generally the kids are the same from the feeder attended with some intermingling with some kids from other feeders as friend groups morph around. Kids seem to like the more flexible atmosphere allowed by a relatively small school - they can 'navigate' the school during advisory to follow up with teachers on school work and assignments. I personally like the more relaxed approach to things like many teachers giving second chance homework and second chance tests, where grades from a first and second test can be averaged. That has been shown to be a highly legit way to ensure kids learn the material and build a foundation of knowledge - some states have even adopted as a model based on being better for learning. No, the kids don't have tons of hours of homework, but is that really a major advantage long term either academically or for mental health or building other interests. Large %s of the kids are taking higher level math, doing good ELA assignments, etc. The limited electives with the budget cuts are really bad. The admin/teachers should monitor recess better including they know where the limited numbers of fights happen but don't seem to monitor well (many of those fights just like in the burbs are b/w relatively privileged kids testing out their adolescent-ness), and the principal doesn't seem like the most attuned (but DC reports little to no real opinion or caring about him), and some of the teachers are better than others.... but overall, it's a public school with some but limited resources, a significant majority of relatively well off kids with relatively well off parents, and it's not a pressure cooker but DC seems to be learning what they need to learn...

I emphatically agree with the homework point. At best, the evidence is that homework is "not disadvantageous" in middle school. (Homework is detrimental in middle school.)

I think your feeder school percentage is wrong. For this current year, the overall percentage of students that come from the five feeder schools should be in the 90s.

[Anonymous]

Anonymous wrote:2/3 to 3/4 of the kids are Hardy now are from one of the feeder schools - Eaton, Mann, Hyde, Key, Stoddert. That's who these so-called 'scary' kids are at Hardy... DC goes to Hardy. Some typical middle school drama that has happened - but generally the kids are the same from the feeder attended with some intermingling with some kids from other feeders as friend groups morph around. Kids seem to like the more flexible atmosphere allowed by a relatively small school - they can 'navigate' the school during advisory to follow up with teachers on school work and assignments. I personally like the more relaxed approach to things like many teachers giving second chance homework and second chance tests, where grades from a first and second test can be averaged. That has been shown to be a highly legit way to ensure kids learn the material and build a foundation of knowledge - some states have even adopted as a model based on being better for learning. No, the kids don't have tons of hours of homework, but is that really a major advantage long term either academically or for mental health or building other interests. Large %s of the kids are taking higher level math, doing good ELA assignments, etc. The limited electives with the budget cuts are really bad. The admin/teachers should monitor recess better including they know where the limited numbers of fights happen but don't seem to monitor well (many of those fights just like in the burbs are b/w relatively privileged kids testing out their adolescent-ness), and the principal doesn't seem like the most attuned (but DC reports little to no real opinion or caring about him), and some of the teachers are better than others.... but overall, it's a public school with some but limited resources, a significant majority of relatively well off kids with relatively well off parents, and it's not a pressure cooker but DC seems to be learning what they need to learn...

Thanks for sharing,PP. Interesting.

[Anonymous]

Anonymous wrote:

Anonymous wrote:2/3 to 3/4 of the kids are Hardy now are from one of the feeder schools - Eaton, Mann, Hyde, Key, Stoddert. That's who these so-called 'scary' kids are at Hardy... DC goes to Hardy. Some typical middle school drama that has happened - but generally the kids are the same from the feeder attended with some intermingling with some kids from other feeders as friend groups morph around. Kids seem to like the more flexible atmosphere allowed by a relatively small school - they can 'navigate' the school during advisory to follow up with teachers on school work and assignments. I personally like the more relaxed approach to things like many teachers giving second chance homework and second chance tests, where grades from a first and second test can be averaged. That has been shown to be a highly legit way to ensure kids learn the material and build a foundation of knowledge - some states have even adopted as a model based on being better for learning. No, the kids don't have tons of hours of homework, but is that really a major advantage long term either academically or for mental health or building other interests. Large %s of the kids are taking higher level math, doing good ELA assignments, etc. The limited electives with the budget cuts are really bad. The admin/teachers should monitor recess better including they know where the limited numbers of fights happen but don't seem to monitor well (many of those fights just like in the burbs are b/w relatively privileged kids testing out their adolescent-ness), and the principal doesn't seem like the most attuned (but DC reports little to no real opinion or caring about him), and some of the teachers are better than others.... but overall, it's a public school with some but limited resources, a significant majority of relatively well off kids with relatively well off parents, and it's not a pressure cooker but DC seems to be learning what they need to learn...

I emphatically agree with the homework point. At best, the evidence is that homework is "not disadvantageous" in middle school. (Homework is detrimental in middle school.)

I think your feeder school percentage is wrong. For this current year, the overall percentage of students that come from the five feeder schools should be in the 90s.

Excessive homework can be bad but that depends on the kid. Some kids speed through homework and others don't.

The general rule of thumb is 10 minutes of homework per grade per day.

[Anonymous]

That’s the rule of thumb as a consolation to homework advocates. If I recall correctly, the general sentiment is “homework is detrimental in ES,” “not advantageous but not detrimental in MS,” and “modest homework is helpful in HS.” I believe the scientific literature settled on 10 mins per day per grade level because they felt reasonably confident this level of homework wouldn’t be bad, thereby placating the pro-homework wing.

I can dig out the grad school research on this, but I’m confident someone on here knows it better and more immediately than me.

[Anonymous]

Not really. In fact, research shows that homework is good.

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

[Anonymous]

15:37 poster.

There is so homework but more manageable- like 3 hrs of math, some ELA And science etc. just not the intense amounts so many privates in the area give.

The % of kids was including all grades - you have falloff in 7th and 8th as some families do leave

[Anonymous]

Anonymous wrote:Not really. In fact, research shows that homework is good.

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

This is, more or less, just plagiarized from a Time magazine article (https://time.com/4466390/homework-debate-research/). I actually want to know about rigorous academic studies on this, not pop descriptions and not really meta-analyses. A meta-analysis doesn't hold a candle to an rct or even a compelling diff-in-diff design.

[Anonymous]

Anonymous wrote:Not really. In fact, research shows that homework is good.

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

I do not know this study. I am 100% certain that the people posting that homework is bad, even in HS, are the same parents who think everyone deserves a trophy and that we should not recognize academic excellence and achievement because it makes other kid feel bad.

You are kneecapping your kids by protecting them from homework and accountability.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Not really. In fact, research shows that homework is good.

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

I do not know this study. I am 100% certain that the people posting that homework is bad, even in HS, are the same parents who think everyone deserves a trophy and that we should not recognize academic excellence and achievement because it makes other kid feel bad.

You are kneecapping your kids by protecting them from homework and accountability.

You are, without a doubt, 100% wrong.