APS Duran School Performance Email - Is Long Branch a Failing School?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Its hard to see that EVERY single North Arlington elementary schools are distinguished. Its a hard fact of life.

Who lives in north Arlington? What socioeconomic class do they belong to?

How do you explain ATS?

Hint: it’s not SES. It’s parents who GAF.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Its hard to see that EVERY single North Arlington elementary schools are distinguished. Its a hard fact of life.

Who lives in north Arlington? What socioeconomic class do they belong to?

How do you explain ATS?

Hint: it’s not SES. It’s parents who GAF.

ATS is an option school. That’s how I explain it.

It’s SES.

And I would add the cultural and language barrier.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The disparities existed back when there were more suspensions so how exactly is this a solution? It's not.

Prove it. Tell us how things were worse back then.

We’re not using the same measures and the number and needs of English language learners and special education students is not the same as it was prior to the 2010s. If you have worked in education over this timeframe, it is absolutely apparent how things have changed, but to those on the outside, it might not seem that different

Let’s compare non-special needs and non-ELLs across the decades. Even typical, Gen-Ed kids are worse off now. Inclusion makes people feel good, but produces shtty outcomes.

Yes, and it has nothing to do with helping special education students. It’s about the special education teacher shortage, and how they can get their required minimum hours with a skeleton crew, not because the schools are being cheap, but because they can’t find enough people.

It’s a difficult job and the pay is crap.

[Anonymous]

As a Long Branch parent, I’m not surprised at all to see this. It starts at the top - the principal is completely unprofessional. Think - nose rings, purple hair, acts in general like she’s a camp counselor, not the leader of a school.
She is so focused on “equity” that the general population of students suffers. No homework through 5th grade? Why? To be equitable to kids who don’t have parents to help. Then our kids have to have tutors and extra help just to be ready for middle school.
I have seen many families that have left for private and am considering doing the same.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Its hard to see that EVERY single North Arlington elementary schools are distinguished. Its a hard fact of life.

Who lives in north Arlington? What socioeconomic class do they belong to?

How do you explain ATS?

Hint: it’s not SES. It’s parents who GAF.

ATS is an option school. That’s how I explain it.

It’s SES.

And I would add the cultural and language barrier.

ATS is Title 1, sweetie. The difference is those low income families value education.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Its hard to see that EVERY single North Arlington elementary schools are distinguished. Its a hard fact of life.

Who lives in north Arlington? What socioeconomic class do they belong to?

How do you explain ATS?

Hint: it’s not SES. It’s parents who GAF.

ATS is an option school. That’s how I explain it.

It’s SES.

And I would add the cultural and language barrier.

ATS is Title 1, sweetie. The difference is those low income families value education.

So as an APS teacher, tell me how I can overcome this? APS cannot make up for uninvolved parents, regardless of the reason for the uninvolvement. There’s a limit to our ability when we have parents who don’t, or can’t, support what we are doing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Its hard to see that EVERY single North Arlington elementary schools are distinguished. Its a hard fact of life.

Who lives in north Arlington? What socioeconomic class do they belong to?

How do you explain ATS?

Hint: it’s not SES. It’s parents who GAF.

ATS is an option school. That’s how I explain it.

It’s SES.

And I would add the cultural and language barrier.

ATS is Title 1, sweetie. The difference is those low income families value education.

So as an APS teacher, tell me how I can overcome this? APS cannot make up for uninvolved parents, regardless of the reason for the uninvolvement. There’s a limit to our ability when we have parents who don’t, or can’t, support what we are doing.

Bingo. Even the best teacher can’t overcome this obstacle. The change has to come from WITHIN these communities. People need to want better lives for their children.

We need to separate kids by ability, even if things aren’t pretty when it comes to demographics.

BUT (and here is where I completely disagree with MAGA), we need to offer these students intensive supports. Smaller class sizes with potentially more hours of instruction, so those who are capable of catching up might actually do so. It will likely be fewer students than we hope for, but better than not trying at all. (Until community attitudes and behaviors change, there’s only so much schools can do.)

In the meantime, we need to allow well-prepared/capable students to move forward without struggling learners holding them back.

*If Democrats continue to pretend there is no issue, MAGA will win and we will get vouchers*

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Its hard to see that EVERY single North Arlington elementary schools are distinguished. Its a hard fact of life.

Who lives in north Arlington? What socioeconomic class do they belong to?

How do you explain ATS?

Hint: it’s not SES. It’s parents who GAF.

ATS is an option school. That’s how I explain it.

It’s SES.

And I would add the cultural and language barrier.

ATS is Title 1, sweetie. The difference is those low income families value education.

So as an APS teacher, tell me how I can overcome this? APS cannot make up for uninvolved parents, regardless of the reason for the uninvolvement. There’s a limit to our ability when we have parents who don’t, or can’t, support what we are doing.

Bingo. Even the best teacher can’t overcome this obstacle. The change has to come from WITHIN these communities. People need to want better lives for their children.

We need to separate kids by ability, even if things aren’t pretty when it comes to demographics.

BUT (and here is where I completely disagree with MAGA), we need to offer these students intensive supports. Smaller class sizes with potentially more hours of instruction, so those who are capable of catching up might actually do so. It will likely be fewer students than we hope for, but better than not trying at all. (Until community attitudes and behaviors change, there’s only so much schools can do.)

In the meantime, we need to allow well-prepared/capable students to move forward without struggling learners holding them back.

*If Democrats continue to pretend there is no issue, MAGA will win and we will get vouchers*

Exactly. It’s not maga to want better schools. The reality is that not everyone places the same value on schools. There are cultures who do less/don’t get involved. It’s not necessarily because they don’t care but where they are from education in different, teacher parent relationships are not the same. Some cultures will not acknowledge or treat disabilities, or do the absolute minimum. It’s why some schools can have high EL/FARMS rates and fare better than schools with similar stats.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The disparities existed back when there were more suspensions so how exactly is this a solution? It's not.

Prove it. Tell us how things were worse back then.

We’re not using the same measures and the number and needs of English language learners and special education students is not the same as it was prior to the 2010s. If you have worked in education over this timeframe, it is absolutely apparent how things have changed, but to those on the outside, it might not seem that different

Let’s compare non-special needs and non-ELLs across the decades. Even typical, Gen-Ed kids are worse off now. Inclusion makes people feel good, but produces shtty outcomes.

Yes, and it has nothing to do with helping special education students. It’s about the special education teacher shortage, and how they can get their required minimum hours with a skeleton crew, not because the schools are being cheap, but because they can’t find enough people.

And because special education isn’t limited to kids with actual disabilities, but includes a large number of kids with massive behavioral issues due to poor parenting.

Money would be better spent providing parenting classes in some of these situations.

This is an ignorant and unfortunate comment.

Unfortunate that it’s true.

Just saying that does not make it true. Tell us what makes you think this? What supports this? Give us evidence. I'd really like to hear it.

https://www.theatlantic.com/magazine/2026/01/elite-university-student-accommodation/684946/

Regardless of what side you're on, this is worth a read. We have absolutely expanded the category of who gets accommodations. To deny this as fact is ignorant.

[Anonymous]

Anonymous wrote:Longbranch is very similar to Ashlawn when it comes to community support and socio eco profile. Yet Ashlawn is on track. What's the difference?

I looked at the data because I was curious:

Ashlawn has 19.2% English learners vs Long Branch's 33.6%

Free and reduced lunch statistics are similar.

75% more ESL students is a huge difference.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The disparities existed back when there were more suspensions so how exactly is this a solution? It's not.

Prove it. Tell us how things were worse back then.

We’re not using the same measures and the number and needs of English language learners and special education students is not the same as it was prior to the 2010s. If you have worked in education over this timeframe, it is absolutely apparent how things have changed, but to those on the outside, it might not seem that different

Let’s compare non-special needs and non-ELLs across the decades. Even typical, Gen-Ed kids are worse off now. Inclusion makes people feel good, but produces shtty outcomes.

Yes, and it has nothing to do with helping special education students. It’s about the special education teacher shortage, and how they can get their required minimum hours with a skeleton crew, not because the schools are being cheap, but because they can’t find enough people.

And because special education isn’t limited to kids with actual disabilities, but includes a large number of kids with massive behavioral issues due to poor parenting.

Money would be better spent providing parenting classes in some of these situations.

This is an ignorant and unfortunate comment.

Unfortunate that it’s true.

Just saying that does not make it true. Tell us what makes you think this? What supports this? Give us evidence. I'd really like to hear it.

https://www.theatlantic.com/magazine/2026/01/elite-university-student-accommodation/684946/

Regardless of what side you're on, this is worth a read. We have absolutely expanded the category of who gets accommodations. To deny this as fact is ignorant.

Yes I read that clickbait article. It's about accommodations in college and has nothing to do with kids with inappropriate behavior in elem and secondary. How does it prove your claim that special education isn’t limited to kids with actual disabilities, but includes a large number of kids with massive behavioral issues due to poor parenting?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The disparities existed back when there were more suspensions so how exactly is this a solution? It's not.

Prove it. Tell us how things were worse back then.

We’re not using the same measures and the number and needs of English language learners and special education students is not the same as it was prior to the 2010s. If you have worked in education over this timeframe, it is absolutely apparent how things have changed, but to those on the outside, it might not seem that different

Let’s compare non-special needs and non-ELLs across the decades. Even typical, Gen-Ed kids are worse off now. Inclusion makes people feel good, but produces shtty outcomes.

Yes, and it has nothing to do with helping special education students. It’s about the special education teacher shortage, and how they can get their required minimum hours with a skeleton crew, not because the schools are being cheap, but because they can’t find enough people.

And because special education isn’t limited to kids with actual disabilities, but includes a large number of kids with massive behavioral issues due to poor parenting.

Money would be better spent providing parenting classes in some of these situations.

This is an ignorant and unfortunate comment.

Unfortunate that it’s true.

Just saying that does not make it true. Tell us what makes you think this? What supports this? Give us evidence. I'd really like to hear it.

https://www.theatlantic.com/magazine/2026/01/elite-university-student-accommodation/684946/

Regardless of what side you're on, this is worth a read. We have absolutely expanded the category of who gets accommodations. To deny this as fact is ignorant.

Yes I read that clickbait article. It's about accommodations in college and has nothing to do with kids with inappropriate behavior in elem and secondary. How does it prove your claim that special education isn’t limited to kids with actual disabilities, but includes a large number of kids with massive behavioral issues due to poor parenting?

You’re responding to multiple people.

But, keep digging in. You’re the reason we will end up with vouchers.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The disparities existed back when there were more suspensions so how exactly is this a solution? It's not.

Prove it. Tell us how things were worse back then.

We’re not using the same measures and the number and needs of English language learners and special education students is not the same as it was prior to the 2010s. If you have worked in education over this timeframe, it is absolutely apparent how things have changed, but to those on the outside, it might not seem that different

Let’s compare non-special needs and non-ELLs across the decades. Even typical, Gen-Ed kids are worse off now. Inclusion makes people feel good, but produces shtty outcomes.

Yes, and it has nothing to do with helping special education students. It’s about the special education teacher shortage, and how they can get their required minimum hours with a skeleton crew, not because the schools are being cheap, but because they can’t find enough people.

And because special education isn’t limited to kids with actual disabilities, but includes a large number of kids with massive behavioral issues due to poor parenting.

Money would be better spent providing parenting classes in some of these situations.

This is an ignorant and unfortunate comment.

Unfortunate that it’s true.

Just saying that does not make it true. Tell us what makes you think this? What supports this? Give us evidence. I'd really like to hear it.

https://www.theatlantic.com/magazine/2026/01/elite-university-student-accommodation/684946/

Regardless of what side you're on, this is worth a read. We have absolutely expanded the category of who gets accommodations. To deny this as fact is ignorant.

Yes I read that clickbait article. It's about accommodations in college and has nothing to do with kids with inappropriate behavior in elem and secondary. How does it prove your claim that special education isn’t limited to kids with actual disabilities, but includes a large number of kids with massive behavioral issues due to poor parenting?

In my experience, it’s actually quite common for parents to deny there’s an issue which means their kids don’t get services and it causes a ton of chaos in the classroom

[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:The disparities existed back when there were more suspensions so how exactly is this a solution? It's not.

Prove it. Tell us how things were worse back then.

We’re not using the same measures and the number and needs of English language learners and special education students is not the same as it was prior to the 2010s. If you have worked in education over this timeframe, it is absolutely apparent how things have changed, but to those on the outside, it might not seem that different

Let’s compare non-special needs and non-ELLs across the decades. Even typical, Gen-Ed kids are worse off now. Inclusion makes people feel good, but produces shtty outcomes.

Yes, and it has nothing to do with helping special education students. It’s about the special education teacher shortage, and how they can get their required minimum hours with a skeleton crew, not because the schools are being cheap, but because they can’t find enough people.

And because special education isn’t limited to kids with actual disabilities, but includes a large number of kids with massive behavioral issues due to poor parenting.

Money would be better spent providing parenting classes in some of these situations.

This is an ignorant and unfortunate comment.

Unfortunate that it’s true.

Just saying that does not make it true. Tell us what makes you think this? What supports this? Give us evidence. I'd really like to hear it.

https://www.theatlantic.com/magazine/2026/01/elite-university-student-accommodation/684946/

Regardless of what side you're on, this is worth a read. We have absolutely expanded the category of who gets accommodations. To deny this as fact is ignorant.

Yes I read that clickbait article. It's about accommodations in college and has nothing to do with kids with inappropriate behavior in elem and secondary. How does it prove your claim that special education isn’t limited to kids with actual disabilities, but includes a large number of kids with massive behavioral issues due to poor parenting?

You’re responding to multiple people.

But, keep digging in. You’re the reason we will end up with vouchers.

Keep digging into what exactly? I don't agree with you that kids in special ed are really just behavior problems due to poor parenting and don't actually have disabilities. I have never seen this. It's not easy to get an IEP. Do you have any idea what it entails? I have seen a lot of kids who should have IEPs and don't because the schools deny them. Or kids with IEPs but the schools say no to the support they should have.

[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:

Anonymous wrote:The disparities existed back when there were more suspensions so how exactly is this a solution? It's not.

Prove it. Tell us how things were worse back then.

We’re not using the same measures and the number and needs of English language learners and special education students is not the same as it was prior to the 2010s. If you have worked in education over this timeframe, it is absolutely apparent how things have changed, but to those on the outside, it might not seem that different

Let’s compare non-special needs and non-ELLs across the decades. Even typical, Gen-Ed kids are worse off now. Inclusion makes people feel good, but produces shtty outcomes.

Yes, and it has nothing to do with helping special education students. It’s about the special education teacher shortage, and how they can get their required minimum hours with a skeleton crew, not because the schools are being cheap, but because they can’t find enough people.

And because special education isn’t limited to kids with actual disabilities, but includes a large number of kids with massive behavioral issues due to poor parenting.

Money would be better spent providing parenting classes in some of these situations.

This is an ignorant and unfortunate comment.

Unfortunate that it’s true.

Just saying that does not make it true. Tell us what makes you think this? What supports this? Give us evidence. I'd really like to hear it.

https://www.theatlantic.com/magazine/2026/01/elite-university-student-accommodation/684946/

Regardless of what side you're on, this is worth a read. We have absolutely expanded the category of who gets accommodations. To deny this as fact is ignorant.

Yes I read that clickbait article. It's about accommodations in college and has nothing to do with kids with inappropriate behavior in elem and secondary. How does it prove your claim that special education isn’t limited to kids with actual disabilities, but includes a large number of kids with massive behavioral issues due to poor parenting?

You’re responding to multiple people.

But, keep digging in. You’re the reason we will end up with vouchers.

Keep digging into what exactly? I don't agree with you that kids in special ed are really just behavior problems due to poor parenting and don't actually have disabilities. I have never seen this. It's not easy to get an IEP. Do you have any idea what it entails? I have seen a lot of kids who should have IEPs and don't because the schools deny them. Or kids with IEPs but the schools say no to the support they should have.

We got one for my child, and I thought he was borderline at best. Actually felt like we were being pushed into doing it - don't want that to be the take away or the headline. But it did seem much easier than it should be, but that's just my two cents. And, it ended after only a few months. Ie - after reviewing the progress at 3-4 months, it was determined he didn't need it anymore. Not sure he ever did.