Title One Schools

[Anonymous]

Once it's title one, can you request to change schools?

[Anonymous]

Kids peers and academic competition matter. Title one kids simply often do not have educated parents ego understand how to nurture a child’s educational and intellectual growth. If you are even worried about this it tells me you are an involved parent.

There’s good reason why kids in your neighborhood don’t attend this school. Public school is bad enough as it is, throw in poverty and it’s a recipe for disaster.

[Anonymous]

Anonymous wrote:Once it's title one, can you request to change schools?

Not on that basis.
Really?

[Anonymous]

Anonymous wrote:Kids peers and academic competition matter. Title one kids simply often do not have educated parents ego understand how to nurture a child’s educational and intellectual growth. If you are even worried about this it tells me you are an involved parent.

There’s good reason why kids in your neighborhood don’t attend this school. Public school is bad enough as it is, throw in poverty and it’s a recipe for disaster.

Not necessarily a "disaster." Not all Title I schools are horrible!

As someone mentioned earlier, much depends on the FARM%
Title I eligibility begins at about 40%. Once you get past 45-50%, it's likely a significant enough issue to want to change.

[Anonymous]

Anonymous wrote:Kids peers and academic competition matter. Title one kids simply often do not have educated parents ego understand how to nurture a child’s educational and intellectual growth. If you are even worried about this it tells me you are an involved parent.

There’s good reason why kids in your neighborhood don’t attend this school. Public school is bad enough as it is, throw in poverty and it’s a recipe for disaster.

Wow, snob much? People that are poor can’t be good parents? That absurd.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Kids peers and academic competition matter. Title one kids simply often do not have educated parents ego understand how to nurture a child’s educational and intellectual growth. If you are even worried about this it tells me you are an involved parent.

There’s good reason why kids in your neighborhood don’t attend this school. Public school is bad enough as it is, throw in poverty and it’s a recipe for disaster.

Wow, snob much? People that are poor can’t be good parents? That absurd.

No one is saying that. The reality is that many kids are poor because there are a lot of family issues, one or more parents aren't in the picture and there's a lot of family trauma. And these kids are often exposed to a lot of thing much earlier.

But yeah it depends on whether they're new immigrants (in which case, they might not speak English and thus are behind in school) or because of problems. I wish schools taught English language better to new immigrants or had afterschool tutoring.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kids peers and academic competition matter. Title one kids simply often do not have educated parents ego understand how to nurture a child’s educational and intellectual growth. If you are even worried about this it tells me you are an involved parent.

There’s good reason why kids in your neighborhood don’t attend this school. Public school is bad enough as it is, throw in poverty and it’s a recipe for disaster.

Wow, snob much? People that are poor can’t be good parents? That absurd.

No one is saying that. The reality is that many kids are poor because there are a lot of family issues, one or more parents aren't in the picture and there's a lot of family trauma. And these kids are often exposed to a lot of thing much earlier.

But yeah it depends on whether they're new immigrants (in which case, they might not speak English and thus are behind in school) or because of problems. I wish schools taught English language better to new immigrants or had afterschool tutoring.

Many middle and upper-class kids come from families with a lot of issues, single-parent homes, splitting time between two divorced parents' homes, various trauma.
But language barriers are indeed an issue. Still, you can't teach someone English overnight. It takes time; and once students reach a certain level of English proficiency, their academic achievement catches up.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kids peers and academic competition matter. Title one kids simply often do not have educated parents ego understand how to nurture a child’s educational and intellectual growth. If you are even worried about this it tells me you are an involved parent.

There’s good reason why kids in your neighborhood don’t attend this school. Public school is bad enough as it is, throw in poverty and it’s a recipe for disaster.

Wow, snob much? People that are poor can’t be good parents? That absurd.

No one is saying that. The reality is that many kids are poor because there are a lot of family issues, one or more parents aren't in the picture and there's a lot of family trauma. And these kids are often exposed to a lot of thing much earlier.

But yeah it depends on whether they're new immigrants (in which case, they might not speak English and thus are behind in school) or because of problems. I wish schools taught English language better to new immigrants or had afterschool tutoring.

Many middle and upper-class kids come from families with a lot of issues, single-parent homes, splitting time between two divorced parents' homes, various trauma.
But language barriers are indeed an issue. Still, you can't teach someone English overnight. It takes time; and once students reach a certain level of English proficiency, their academic achievement catches up.

None of this is correct. Academic attainment is highly correlated with household wealth. UMC families may have problems, but their kids are still more likely to do well in school than kids from poorer families.

[Anonymous]

Any UMC kid would benefit from the extra resources and small class sizes of a Title 1 school, because they can be combined with the private extra tutoring, etc. that UMC kids get to promote success. There is no down side unless you are bothered by people who have a different background than you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kids peers and academic competition matter. Title one kids simply often do not have educated parents ego understand how to nurture a child’s educational and intellectual growth. If you are even worried about this it tells me you are an involved parent.

There’s good reason why kids in your neighborhood don’t attend this school. Public school is bad enough as it is, throw in poverty and it’s a recipe for disaster.

Wow, snob much? People that are poor can’t be good parents? That absurd.

No one is saying that. The reality is that many kids are poor because there are a lot of family issues, one or more parents aren't in the picture and there's a lot of family trauma. And these kids are often exposed to a lot of thing much earlier.

But yeah it depends on whether they're new immigrants (in which case, they might not speak English and thus are behind in school) or because of problems. I wish schools taught English language better to new immigrants or had afterschool tutoring.

Many middle and upper-class kids come from families with a lot of issues, single-parent homes, splitting time between two divorced parents' homes, various trauma.
But language barriers are indeed an issue. Still, you can't teach someone English overnight. It takes time; and once students reach a certain level of English proficiency, their academic achievement catches up.

None of this is correct. Academic attainment is highly correlated with household wealth. UMC families may have problems, but their kids are still more likely to do well in school than kids from poorer families.

Yes, a socioeconomic component - not the families with a lot of issues and single-parent components per se. The comment I was responding to stated that "many kids are poor because" of those factors. The cause(s) of the poverty aren't the direct problem. The poverty and the effects of that poverty are the bigger problem. It just unfairly, imo, characterized poor people as people struggling with all those social ills; especially when the next, and separate sentence asserted it depends on how many are new immigrants and language barriers. THAT is true.

[Anonymous]

Anonymous wrote:Any UMC kid would benefit from the extra resources and small class sizes of a Title 1 school, because they can be combined with the private extra tutoring, etc. that UMC kids get to promote success. There is no down side unless you are bothered by people who have a different background than you.

Disagree. My school spent the title one money on extra tutoring for kids who are behind, extra language aides to teach English. My kid doesn't need any of that and doesn't get any extra time with any other teachers. Whereas non title 1 schools spent regular tax payer dollars on extracurriculars, enriching material, gifted classes. Basically in Title 1 if you're an average student on grade level, you get ignored.

[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.

MVCS tried that and it didn't raise scores/academic achievement significantly at all.

[Anonymous]

Anonymous wrote:Once it's title one, can you request to change schools?

I wish. Virginia even got a waiver to stop people from transferring from ACPS's JH school when it was failing. They're not going to let you switch schools just because yours is rated 1/10 and is Title I. You have to have a different excuse, like a special program you want to opt in or out of.