This may seem an obvious point...

[Anonymous]

Here's the mismatch, as I see it. Upper-class, well-educated DC is a class unto itself, a hypereducated cohort chock-full of National Merit Scholars, 1600 (old) SAT-ers, valedictorians, Order of the Coif, Phi Beta Kappa, Ivy Ph.D.'s, etc., and there has been shown to be a connection between children's educational outcomes and parents' outcomes. Many of us came out of suburban school systems

Then we put our kids in the local school system, where nothing is directed at the kids who - I'm probably not phrasing this well - have accelerated academic needs (and I'm not just talking kids of tiger moms) like the kid who reads at 4th grade level in Kindergarten, the 5th grader who already knows how to code so is clearly ready for Algebra, etc.

DCPS is in this life and death struggle with how intergenerational poverty and racism have shackled some kids to the ground, so has no very limited focus on kids who are already taking off.

And we, the hypereducated and successful are like-is there a way to make this system work for our kids? Is what they're learning going to help them that Intel Science Talent Search contest or are they in classes where one kid in 10 even knows what the teacher is covering? Are we crazy?

By contrast, the suburban school systems are full of places where you can get accelerated math, honors programs of all sorts... you just have to pay the price for educational access, i.e., move into the neighborhood and struggle through a clusterfork of a commute to your dual-earner jobs to afford it.

I mean, that's it, right?

[Anonymous]

Here is what my well-regarded suburban school district had that my IB DCPS does not:

* transportation to and from school
* vast majority of kids working on grade level
* well-supplied science labs
* many high school teachers with PhDs in their subject areas (not in education)
* full-time librarians and school nurses in every school every day
* a science research program in the high schools to help students enter Intel, Siemens, and other competitions
* instrumental and choral music starting in 3rd grade
* school calendars set several years in advance
* consistent aftercare program--same schedule and providers each year
* in-school suspension rooms with dedicated teachers in middle and high school, so kids could be disciplined if they affected other students, but could still keep up with their assignments
* relatively few children in foster care, with illiterate parents, or otherwise exposed to very challenging circumstances
* meals prepared in a cafeteria using some fresh ingredients (though we definitely had our share of frozen pizza, canned veggies, and chicken nuggets)
* shop and home ec classes. Darkrooms and kilns in each middle and high school.
* honors classes for English, history, math, and science beginning in 7th grade.
* a wide range of honors, AP, and elective classes (with schools bigger than anything in DC except Deal and Wilson, this was possible)
* a history of getting kids into Ivy League and other high-ranked schools (helped by teachers and staff who had attended such schools themselves)
* many more sports (bowling, lacrosse, gymnastics, field hockey, badminton, etc.)


And here's what DC has that my district did not:
* more access to museums and community resources
* more economic and racial diversity
* free PK, breakfast, and lunch
* beforecare
* bilingual options
* charters and OOB lotteries
* free public transit for schoolkids
* more opportunities outside the school system for kids to do extracurriculars
* overseas trips and school-run summer programs
* fancier school buildings

I think it's possible for DCPS to add some of the things that I loved about school as a kid (and some of them, like no school nurse, just boggle my mind). But some of it is about the income and education of the parents and that's not within DCPS' control.

[Anonymous]

Anonymous wrote:Here is what my well-regarded suburban school district had that my IB DCPS does not:

* transportation to and from school
* vast majority of kids working on grade level
* well-supplied science labs
* many high school teachers with PhDs in their subject areas (not in education)
* full-time librarians and school nurses in every school every day
* a science research program in the high schools to help students enter Intel, Siemens, and other competitions
* instrumental and choral music starting in 3rd grade
* school calendars set several years in advance
* consistent aftercare program--same schedule and providers each year
* in-school suspension rooms with dedicated teachers in middle and high school, so kids could be disciplined if they affected other students, but could still keep up with their assignments
* relatively few children in foster care, with illiterate parents, or otherwise exposed to very challenging circumstances
* meals prepared in a cafeteria using some fresh ingredients (though we definitely had our share of frozen pizza, canned veggies, and chicken nuggets)
* shop and home ec classes. Darkrooms and kilns in each middle and high school.
* honors classes for English, history, math, and science beginning in 7th grade.
* a wide range of honors, AP, and elective classes (with schools bigger than anything in DC except Deal and Wilson, this was possible)
* a history of getting kids into Ivy League and other high-ranked schools (helped by teachers and staff who had attended such schools themselves)
* many more sports (bowling, lacrosse, gymnastics, field hockey, badminton, etc.)


And here's what DC has that my district did not:
* more access to museums and community resources
* more economic and racial diversity
* free PK, breakfast, and lunch
* beforecare
* bilingual options
* charters and OOB lotteries
* free public transit for schoolkids
* more opportunities outside the school system for kids to do extracurriculars
* overseas trips and school-run summer programs
* fancier school buildings

I think it's possible for DCPS to add some of the things that I loved about school as a kid (and some of them, like no school nurse, just boggle my mind). But some of it is about the income and education of the parents and that's not within DCPS' control.

I'm going to highlight the things my DCPS has on your suburban list. (I only know elementary so far, so can't speak to science labs etc)

Here are other things our DCPS has that suburban schools don't:
*smaller class sizes, much better student:teacher ratios
*Language instruction from K
*Prek4
*The ability to use PTA funds towards teachers/instruction

In short, DCPS is all over the place, but if you choose well, there isn't a difference.

[Anonymous]

What a lot of people want and get a suburban school is ease and peace of mind -- you buy a house and send your child to school. That's it, that's all the choice there is. And they're happy with it. There's no lottery, no charters, no stress about switching schools at K, 1st, 5th, middle school or high school.

People seem to tout the charters and lottery system of DC as a feature. It's a bug.

[Anonymous]

Anonymous wrote:What a lot of people want and get a suburban school is ease and peace of mind -- you buy a house and send your child to school. That's it, that's all the choice there is. And they're happy with it. There's no lottery, no charters, no stress about switching schools at K, 1st, 5th, middle school or high school.

People seem to tout the charters and lottery system of DC as a feature. It's a bug.

I'm not a charter parent, but I do think we can thank the charters for spurring change across the board. If nothing else, it has forced the city to look at, and then close, some failing and vastly under enrolled schools. It has added competition to DCPS schools and a variety of options to all families.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Here is what my well-regarded suburban school district had that my IB DCPS does not:

* transportation to and from school
* vast majority of kids working on grade level
* well-supplied science labs
* many high school teachers with PhDs in their subject areas (not in education)
* full-time librarians and school nurses in every school every day
* a science research program in the high schools to help students enter Intel, Siemens, and other competitions
* instrumental and choral music starting in 3rd grade
* school calendars set several years in advance
* consistent aftercare program--same schedule and providers each year
* in-school suspension rooms with dedicated teachers in middle and high school, so kids could be disciplined if they affected other students, but could still keep up with their assignments
* relatively few children in foster care, with illiterate parents, or otherwise exposed to very challenging circumstances
* meals prepared in a cafeteria using some fresh ingredients (though we definitely had our share of frozen pizza, canned veggies, and chicken nuggets)
* shop and home ec classes. Darkrooms and kilns in each middle and high school.
* honors classes for English, history, math, and science beginning in 7th grade.
* a wide range of honors, AP, and elective classes (with schools bigger than anything in DC except Deal and Wilson, this was possible)
* a history of getting kids into Ivy League and other high-ranked schools (helped by teachers and staff who had attended such schools themselves)
* many more sports (bowling, lacrosse, gymnastics, field hockey, badminton, etc.)


And here's what DC has that my district did not:
* more access to museums and community resources
* more economic and racial diversity
* free PK, breakfast, and lunch
* beforecare
* bilingual options
* charters and OOB lotteries
* free public transit for schoolkids
* more opportunities outside the school system for kids to do extracurriculars
* overseas trips and school-run summer programs
* fancier school buildings

I think it's possible for DCPS to add some of the things that I loved about school as a kid (and some of them, like no school nurse, just boggle my mind). But some of it is about the income and education of the parents and that's not within DCPS' control.

I'm going to highlight the things my DCPS has on your suburban list. (I only know elementary so far, so can't speak to science labs etc)

Here are other things our DCPS has that suburban schools don't:
*smaller class sizes, much better student:teacher ratios
*Language instruction from K
*Prek4
*The ability to use PTA funds towards teachers/instruction

In short, DCPS is all over the place, but if you choose well, there isn't a difference.

And choosing well comes with a high financial price.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here is what my well-regarded suburban school district had that my IB DCPS does not:

* transportation to and from school
* vast majority of kids working on grade level
* well-supplied science labs
* many high school teachers with PhDs in their subject areas (not in education)
* full-time librarians and school nurses in every school every day
* a science research program in the high schools to help students enter Intel, Siemens, and other competitions
* instrumental and choral music starting in 3rd grade
* school calendars set several years in advance
* consistent aftercare program--same schedule and providers each year
* in-school suspension rooms with dedicated teachers in middle and high school, so kids could be disciplined if they affected other students, but could still keep up with their assignments
* relatively few children in foster care, with illiterate parents, or otherwise exposed to very challenging circumstances
* meals prepared in a cafeteria using some fresh ingredients (though we definitely had our share of frozen pizza, canned veggies, and chicken nuggets)
* shop and home ec classes. Darkrooms and kilns in each middle and high school.
* honors classes for English, history, math, and science beginning in 7th grade.
* a wide range of honors, AP, and elective classes (with schools bigger than anything in DC except Deal and Wilson, this was possible)
* a history of getting kids into Ivy League and other high-ranked schools (helped by teachers and staff who had attended such schools themselves)
* many more sports (bowling, lacrosse, gymnastics, field hockey, badminton, etc.)


And here's what DC has that my district did not:
* more access to museums and community resources
* more economic and racial diversity
* free PK, breakfast, and lunch
* beforecare
* bilingual options
* charters and OOB lotteries
* free public transit for schoolkids
* more opportunities outside the school system for kids to do extracurriculars
* overseas trips and school-run summer programs
* fancier school buildings

I think it's possible for DCPS to add some of the things that I loved about school as a kid (and some of them, like no school nurse, just boggle my mind). But some of it is about the income and education of the parents and that's not within DCPS' control.

I'm going to highlight the things my DCPS has on your suburban list. (I only know elementary so far, so can't speak to science labs etc)

Here are other things our DCPS has that suburban schools don't:
*smaller class sizes, much better student:teacher ratios
*Language instruction from K
*Prek4
*The ability to use PTA funds towards teachers/instruction

In short, DCPS is all over the place, but if you choose well, there isn't a difference.

And choosing well comes with a high financial price.

Posters on this board seem to think all of us are deciding between Wilson, Langley and Whitman.

[Anonymous]

Anonymous wrote:

Anonymous wrote:But I think I know why everyone on this particular board comes across as defensive and embittered.

We are all, somewhat, expected to justify not moving to the suburbs "for the good of our children," (or, as I like to think of it, move to the suburbs so our children can huff glue in a garage and drive drunk to prom and be abysmally bored), all the damn time. To everyone.

The myth of the suburban school experience is really strong. I never went to a suburban school myself (and I'm sure some immensely clever poster will chime in here about how they can tell that)--but I have to wonder. What, exactly, besides giant sports fields and parking lots, do these mythical burb schools have?

I can tell you what they don't have...they don't have a lot of minorities which is the very definition of a utopian society to a lotta folks.

But they will...in the next 10 years Latinos will outnumber white teens in Moco HSs. Those schools will be so different...much browner and DC schools will be whiter. Not that these changes are negatives. It's just what is happening in our region.

[Anonymous]

Anonymous wrote:in the next 10 years Latinos will outnumber white teens in Moco HSs. Those schools will be so different...much browner and DC schools will be whiter. Not that these changes are negatives. It's just what is happening in our region.

STOP IT DON'T SAY THAT YOU'RE GOING TO SCARE PEOPLE!!!!

[Anonymous]

Some suburban schools are much more ethnically diverse than any DCPS.

[Anonymous]

Any they will be even more so in the next 10 years...

[Anonymous]

Anonymous wrote:But I think I know why everyone on this particular board comes across as defensive and embittered.

We are all, somewhat, expected to justify not moving to the suburbs "for the good of our children," (or, as I like to think of it, move to the suburbs so our children can huff glue in a garage and drive drunk to prom and be abysmally bored), all the damn time. To everyone.

The myth of the suburban school experience is really strong. I never went to a suburban school myself (and I'm sure some immensely clever poster will chime in here about how they can tell that)--but I have to wonder. What, exactly, besides giant sports fields and parking lots, do these mythical burb schools have?

You'll aren't from here, are you?

-- MoCo "W" grad, with DCPS Ward 3 IB kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:But I think I know why everyone on this particular board comes across as defensive and embittered.

We are all, somewhat, expected to justify not moving to the suburbs "for the good of our children," (or, as I like to think of it, move to the suburbs so our children can huff glue in a garage and drive drunk to prom and be abysmally bored), all the damn time. To everyone.

The myth of the suburban school experience is really strong. I never went to a suburban school myself (and I'm sure some immensely clever poster will chime in here about how they can tell that)--but I have to wonder. What, exactly, besides giant sports fields and parking lots, do these mythical burb schools have?

You'll aren't from here, are you?

-- MoCo "W" grad, with DCPS Ward 3 IB kids.

Some DC residents need to get out more. Not all of the suburban schools John Hughes movies.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:But I think I know why everyone on this particular board comes across as defensive and embittered.

We are all, somewhat, expected to justify not moving to the suburbs "for the good of our children," (or, as I like to think of it, move to the suburbs so our children can huff glue in a garage and drive drunk to prom and be abysmally bored), all the damn time. To everyone.

The myth of the suburban school experience is really strong. I never went to a suburban school myself (and I'm sure some immensely clever poster will chime in here about how they can tell that)--but I have to wonder. What, exactly, besides giant sports fields and parking lots, do these mythical burb schools have?

You'll aren't from here, are you?

-- MoCo "W" grad, with DCPS Ward 3 IB kids.

Some DC residents need to get out more. Not all of the suburban schools John Hughes movies.

Very true. What is a "W" grad. She says it like it means something. Should we be impressed your parents moved into a neighborhood that they called the school that?

[Anonymous]

A 'W' high school is the DCUM MD schools board equivalent of a JKLM.

Western Mont Co - Whitman, Wooton, Walter Johnson etc.