Parents not doing anything to improve neighborhood school

[Anonymous]

Anonymous wrote:Because they could put in a lot of hours they don't have, and still have nothing change. What kind of effort are you looking for from them? Is the administration on board with the changes you want to see?

This was a big problem with our IB Title 1 school. We had parents working their tails off, year after year, all thinking they were going to be the group to make a real difference and the administration blocked their efforts each time, and usually after lots of hard work was already put in. After a while, parents stopped trying and left the school. I have no doubt that in time my IB school will be great, but it will take a while. If your administration IS on board, then by all means, do what you can to motivate parents to help, because a difference can be made.

[Anonymous]

I'm curious what schools people are talking about. I'm involved in our EOTP Title 1 DCPS, and I find the principal very welcoming of serious efforts.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Because they could put in a lot of hours they don't have, and still have nothing change. What kind of effort are you looking for from them? Is the administration on board with the changes you want to see?

This was a big problem with our IB Title 1 school. We had parents working their tails off, year after year, all thinking they were going to be the group to make a real difference and the administration blocked their efforts each time, and usually after lots of hard work was already put in. After a while, parents stopped trying and left the school. I have no doubt that in time my IB school will be great, but it will take a while. If your administration IS on board, then by all means, do what you can to motivate parents to help, because a difference can be made.

Very interested to hear more about this, if you can share. Any lessons learned? If you could do it over, would you take a different approach?

[Anonymous]

This is 15:27, all I will stay is that we left, and this year the school has a new principal. I am not sure what the general feeling is yet but I am hopeful that it will be a positive change!

[Anonymous]

15:27 again...to do it differently, I would be sure the admin to really listened to your plans and be 100% sure they are on board before you put in the work. A big part of our problem was that the admin said sure, go ahead without realizing or paying attention to what the parents were really doing and then in the end, always lowered the axe. The parents could have been extremely clear about the details and asked the administration to do the same with approvals/rejections and that at least would have avoided work being done for nothing.

[Anonymous]

Anonymous wrote:15:27 again...to do it differently, I would be sure the admin to really listened to your plans and be 100% sure they are on board before you put in the work. A big part of our problem was that the admin said sure, go ahead without realizing or paying attention to what the parents were really doing and then in the end, always lowered the axe. The parents could have been extremely clear about the details and asked the administration to do the same with approvals/rejections and that at least would have avoided work being done for nothing.

Thank you. I ask because I am embarking on this process at a Title I school in Northeast with a new principal, and I'm sure she will say all the right things but I know it's much more complicated process than most people realize. Still, I am not going to give up without trying, though I may be just one in a series of ineffective efforts.

[Anonymous]

Anonymous wrote:This is 15:27, all I will stay is that we left, and this year the school has a new principal. I am not sure what the general feeling is yet but I am hopeful that it will be a positive change!

What specific changes were you trying to make a the school, and what were the reasons the administration didn't want to implement these changes?

[Anonymous]

Anonymous wrote:

Anonymous wrote:15:27 again...to do it differently, I would be sure the admin to really listened to your plans and be 100% sure they are on board before you put in the work. A big part of our problem was that the admin said sure, go ahead without realizing or paying attention to what the parents were really doing and then in the end, always lowered the axe. The parents could have been extremely clear about the details and asked the administration to do the same with approvals/rejections and that at least would have avoided work being done for nothing.

Thank you. I ask because I am embarking on this process at a Title I school in Northeast with a new principal, and I'm sure she will say all the right things but I know it's much more complicated process than most people realize. Still, I am not going to give up without trying, though I may be just one in a series of ineffective efforts.

I've heard of principals saying the wrong thing (i.e., "we don't need or want your help"), and that's a deal breaker for me. I'm very thankful for our current principal.

[Anonymous]

I am a parent with a graduate degree, and I have a pre-k kid at an up and coming EOTP school. I have joined the PTA and am trying to become involved. Some of the other high SES pre k parents are as well, but some are not. I have discovered that some of those who are not are zoned for another higher performing school, and they are just using our school for prek, which is a longshot WOTP. They will be gone by K. Others are just overwhelmed by the demands of two careers and parenting small kids.

[Anonymous]

Anonymous wrote:We're at our IB Title I school. Maybe because of the common lottery, there is a fairly sizable higher-SES group of parents in the PK grades. If only these families were energized to do something to improve the school we could keep the momentum up to make it a desireable school. But there is hardly any parental involvement. It's pretty amazing actually. I know it's hard work, but if everyone invested some time and effort, there would be no need to look elsewhere, play the lottery, commute an ungodly distance, etc etc. Why are these families so apathetic? I just don't get it.

That it's a Title I school says the majority of families are likely low-SES. So why are you just looking to the high-SES parents, for them to get involved?

[Anonymous]

The misnomer is that it takes numbers to make a difference which is a farce. You can't have it both ways in one way everyone wants this country-club atmosphere and in other ways they want "it's only about me" accolades. For the short-time eveyone is there at a school making a difference is perpetual, so do your part and move on. Be remembered for what you did, instead being remembered what you attempted.

[Anonymous]

I think if you wanted to plan some kind of specific event like a book fair or a family reading night and reached out to families with a clearly defined job (work the snack tsble,, do a craft activity from 6 to 7) then that might be easier for families to get involved. When they volunteer make sure you share your gratitude and thank them profusely.

[Anonymous]

Anonymous wrote:

Anonymous wrote:This is 15:27, all I will stay is that we left, and this year the school has a new principal. I am not sure what the general feeling is yet but I am hopeful that it will be a positive change!

What specific changes were you trying to make a the school, and what were the reasons the administration didn't want to implement these changes?

I think this PP is talking about Ludlow-Taylor, where the history of high SES parents priorities v. former Principal's priorities has been the subject of several long threads here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We're at our IB Title I school. Maybe because of the common lottery, there is a fairly sizable higher-SES group of parents in the PK grades. If only these families were energized to do something to improve the school we could keep the momentum up to make it a desireable school. But there is hardly any parental involvement. It's pretty amazing actually. I know it's hard work, but if everyone invested some time and effort, there would be no need to look elsewhere, play the lottery, commute an ungodly distance, etc etc. Why are these families so apathetic? I just don't get it.

Does your school feed into a good middle and high school? If not, you might have your answer. It's hard to be motivated for a school that you know you will leave.

Dumb question, PP. Which elementary school brimming with low SES kids in the lower grades feeds to a "good middle and high school." Name one.

[Anonymous]

Anonymous wrote:I am a parent with a graduate degree, and I have a pre-k kid at an up and coming EOTP school. I have joined the PTA and am trying to become involved. Some of the other high SES pre k parents are as well, but some are not. I have discovered that some of those who are not are zoned for another higher performing school, and they are just using our school for prek, which is a longshot WOTP. They will be gone by K. Others are just overwhelmed by the demands of two careers and parenting small kids.

Almost all high SES parents seem to wake up and smell the coffee somewhere between PreK and 2nd grade. You've just done it earlier than most. The joint DCPS/DC Charter early childhood lottery lends itself to using schools for pres and prek with no intention of staying on. It is what it is.