Montgomery County Parents: Please check student/teacher ratio of your elementary school

[Anonymous]

Well, I could be wrong. There may be a point. It is not a secret that truly wealthy families including top middle-class families send their kids to private school. The so called "high-income" families utilizing the public school system is at the most middle/bottom middle-class families.

If our president characterized 250K as high income, why does our public school system think differently?

Sigh.

Anonymous wrote:I'm not sure what the point of the thread was, but yes, the ratios vary considerably based on whether the school is Title I or Focused Academic Support, which is a measure of how many low-income families attend. The county makes an effort to have lower class sizes in areas where students come from lower-income homes, in an effort to address the fact that some of those students may start out in kindergarten already behind the higher-income kids. It's no secret that this is the strategy.

[Anonymous]

Anonymous wrote:Well, I could be wrong. There may be a point. It is not a secret that truly wealthy families including top middle-class families send their kids to private school. The so called "high-income" families utilizing the public school system is at the most middle/bottom middle-class families.

If our president characterized 250K as high income, why does our public school system think differently?

Sigh.

Anonymous wrote:I'm not sure what the point of the thread was, but yes, the ratios vary considerably based on whether the school is Title I or Focused Academic Support, which is a measure of how many low-income families attend. The county makes an effort to have lower class sizes in areas where students come from lower-income homes, in an effort to address the fact that some of those students may start out in kindergarten already behind the higher-income kids. It's no secret that this is the strategy.

I'm not sure of your point - are you complaining that your schools aren't good? Presumably you live in high income area and your schools are well-rated. If you are truly concerned about the advantage given the to the kids at Title I schools - perhaps it would be worth moving to one of those areas.

[Anonymous]

I too don't understand the point. My child attends a title 1 school, and is considered to be a low income area and I'm beyond happy. Those kids, and my child, need that low ratio. Most of the kids are struggling with being in a structured setting, as well as learning the English language, all at the same time.

[Anonymous]

Anonymous wrote:I too don't understand the point. My child attends a title 1 school, and is considered to be a low income area and I'm beyond happy. Those kids, and my child, need that low ratio. Most of the kids are struggling with being in a structured setting, as well as learning the English language, all at the same time.

I think the point is that kids in more affluent areas need these low ratios as well, or at least lower than they get now. 30 kids in a K class is insane.

[Anonymous]

which schools have 30 kids in K?

[Anonymous]

Anonymous wrote:I too don't understand the point. My child attends a title 1 school, and is considered to be a low income area and I'm beyond happy. Those kids, and my child, need that low ratio. Most of the kids are struggling with being in a structured setting, as well as learning the English language, all at the same time.

My children also attended at Title I school, and had a maximum of 15 in the classroom until 4th and 5th grade (this was a while ago). It was wonderful, and even though the small class size was needed because of the number of ESOL students, it was a benefit to everyone. My kids loved their school, and I am thankful they went there instead of another local non-Title I school, which had 28-29 students per class (even in K and 1st grade).

[Anonymous]

Anonymous wrote:fyi

watkin mills es is not a title 1 school. weaton woods es is.

You are incorrect, Watkins Mill ES is a Title I school, and has been for a while.

[Anonymous]

Curious. What is the benefit for an on par or advanced child with no learning disabilities to being in a school with smaller classes but many children needing intervention and learning a new language? How much extra help does a child really get in one of these classrooms? We are weighing title 1 vs. non title 1 schools and can't make up our minds where to live.

[Anonymous]

Anonymous wrote:Curious. What is the benefit for an on par or advanced child with no learning disabilities to being in a school with smaller classes but many children needing intervention and learning a new language? How much extra help does a child really get in one of these classrooms? We are weighing title 1 vs. non title 1 schools and can't make up our minds where to live.

My friend had a very smart daughter in a title one school with ~15 kids in the class. The teacher was able to basically custom craft a lesson plan especially for her. She received a ton of individual attention. She eventually was accepted to a HGC for 4th and 5th. This will probably really depend on the makeup of the class.

[Anonymous]

Anonymous wrote:Curious. What is the benefit for an on par or advanced child with no learning disabilities to being in a school with smaller classes but many children needing intervention and learning a new language? How much extra help does a child really get in one of these classrooms? We are weighing title 1 vs. non title 1 schools and can't make up our minds where to live.

17:01 here. My kids were both great students and were able to get plenty of attention from the teacher in their classes. There were a lot of parents, like me, who volunteered time every week to work with the children who were below grade level in reading and math, so that the teacher and paraeducators (who helped in the class occasionally) could focus more on the kids who were able to perform at or above grade level. The teacher would usually group the kids by their ability, and assign the groups work which would be challenging for them. ESOL students were pulled to work with the ESOL teacher on a regular basis, or some years, there was an ESOL co-teacher in the classroom for the entire year.

My kids, along with a lot of the kids from their elementary school, are now in high school and are either at one of the magnet schools or in the AP and IB programs. They did not suffer at all from being in a Title I school during their elementary years.

When evaluating schools, please consider that a school is more than just its test scores. Some of the Title I schools have excellent, warm administrators, devoted staff members who have been there for many years, and an active PTA. Those are some of the things to look for, along with a cheerful, clean school and children/teachers who look happy to be there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I too don't understand the point. My child attends a title 1 school, and is considered to be a low income area and I'm beyond happy. Those kids, and my child, need that low ratio. Most of the kids are struggling with being in a structured setting, as well as learning the English language, all at the same time.

My children also attended at Title I school, and had a maximum of 15 in the classroom until 4th and 5th grade (this was a while ago). It was wonderful, and even though the small class size was needed because of the number of ESOL students, it was a benefit to everyone. My kids loved their school, and I am thankful they went there instead of another local non-Title I school, which had 28-29 students per class (even in K and 1st grade).

With 30 kids in one class, do they get an assistant? My child's class in kindergarten is one teacher and 15 kids. No assistant.

[Anonymous]

Watkins Mill ES is not on this list:
http://www.montgomeryschoolsmd.org/departments/titleone/includes/title1_schools.shtm

I would like to you since you sounds authoritative. Then, I encounter a serious question. How does MCPS organize those schools under Title I program?

Anonymous wrote:

Anonymous wrote:fyi

watkin mills es is not a title 1 school. weaton woods es is.

You are incorrect, Watkins Mill ES is a Title I school, and has been for a while.

[Anonymous]

How can you get out of having to attend your neighborhood Title 1 school other than moving?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I too don't understand the point. My child attends a title 1 school, and is considered to be a low income area and I'm beyond happy. Those kids, and my child, need that low ratio. Most of the kids are struggling with being in a structured setting, as well as learning the English language, all at the same time.

My children also attended at Title I school, and had a maximum of 15 in the classroom until 4th and 5th grade (this was a while ago). It was wonderful, and even though the small class size was needed because of the number of ESOL students, it was a benefit to everyone. My kids loved their school, and I am thankful they went there instead of another local non-Title I school, which had 28-29 students per class (even in K and 1st grade).

With 30 kids in one class, do they get an assistant? My child's class in kindergarten is one teacher and 15 kids. No assistant.

No, no assistant.

[Anonymous]

Anonymous wrote:Watkins Mill ES is not on this list:
http://www.montgomeryschoolsmd.org/departments/titleone/includes/title1_schools.shtm

I would like to you since you sounds authoritative. Then, I encounter a serious question. How does MCPS organize those schools under Title I program?

Anonymous wrote:

Anonymous wrote:fyi

watkin mills es is not a title 1 school. weaton woods es is.

You are incorrect, Watkins Mill ES is a Title I school, and has been for a while.

Not either PP here, but... Watkins Mill WAS a Title I school for a number of years but recently lost that status. It may have gone back, I'm not sure, but it has been on the cusp for a few years. How Title I schools become Title I depends on the (federally set) percentage of students qualifying for Free or Reduced Meals. That percentage is nto set in stone, so it's possible for schools to go back and forth, if they hover around that perfectage. Usually it's roughly 65%.