PARCC scores for at-risk kids at ITDS?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So, a lot of states have done away with these types of tests. Because we know it doesn't show what a kids actually knows, thinking skills and so forth. It tells you mostly how well kids can test, what they memorize and spit back out, and has a bunch of social and economic bias. Unless kids are prepared specifically with tools to over come those limits and bias on the test.

This is a cop-out.

When our "non-brown" child was at ITDS, we did no preparations for the test, other than trying to ensure that DC got a good night sleep and some form of breakfast. And DC consistently got 5s in both categories. What we did do was read to DC daily in the early years and discuss complicated concepts and ideas, plus limit useless screen time.

The main reason we left in middle school is the stark delta between "white" and "brown" performance, together with the sense that the school emphasized building identify-group self-esteem over teaching hard skills and critical thinking.

Yeah, cop-out. Okay. That is why some states have dropped testing and many colleges stopped considering SAT scores.

No state has dropped its testing. Annual testing is actually required by federal law. This year states are dropping their tests for obvious reasons (coronavirus), but this is the absolute exception.

The schools that tend to do a lot of test prep are schools with a less affluent student population. These schools think it will help, but it usually doesn't.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So, a lot of states have done away with these types of tests. Because we know it doesn't show what a kids actually knows, thinking skills and so forth. It tells you mostly how well kids can test, what they memorize and spit back out, and has a bunch of social and economic bias. Unless kids are prepared specifically with tools to over come those limits and bias on the test.

This is a cop-out.

When our "non-brown" child was at ITDS, we did no preparations for the test, other than trying to ensure that DC got a good night sleep and some form of breakfast. And DC consistently got 5s in both categories. What we did do was read to DC daily in the early years and discuss complicated concepts and ideas, plus limit useless screen time.

The main reason we left in middle school is the stark delta between "white" and "brown" performance, together with the sense that the school emphasized building identify-group self-esteem over teaching hard skills and critical thinking.

Yeah, cop-out. Okay. That is why some states have dropped testing and many colleges stopped considering SAT scores.

No state has dropped its testing. Annual testing is actually required by federal law. This year states are dropping their tests for obvious reasons (coronavirus), but this is the absolute exception.

The schools that tend to do a lot of test prep are schools with a less affluent student population. These schools think it will help, but it usually doesn't.

States haven't dropped testing, but several have dropped PARCC.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So, a lot of states have done away with these types of tests. Because we know it doesn't show what a kids actually knows, thinking skills and so forth. It tells you mostly how well kids can test, what they memorize and spit back out, and has a bunch of social and economic bias. Unless kids are prepared specifically with tools to over come those limits and bias on the test.

This is a cop-out.

When our "non-brown" child was at ITDS, we did no preparations for the test, other than trying to ensure that DC got a good night sleep and some form of breakfast. And DC consistently got 5s in both categories. What we did do was read to DC daily in the early years and discuss complicated concepts and ideas, plus limit useless screen time.

The main reason we left in middle school is the stark delta between "white" and "brown" performance, together with the sense that the school emphasized building identify-group self-esteem over teaching hard skills and critical thinking.

Yeah, cop-out. Okay. That is why some states have dropped testing and many colleges stopped considering SAT scores.

No state has dropped its testing. Annual testing is actually required by federal law. This year states are dropping their tests for obvious reasons (coronavirus), but this is the absolute exception.

The schools that tend to do a lot of test prep are schools with a less affluent student population. These schools think it will help, but it usually doesn't.

States haven't dropped testing, but several have dropped PARCC.

Correct.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The scores are online with other charters and a lot of dcps middle schools. But there are a lot of dcps middle schools that do better too. Not sure of the why's and how's .

And there are a lot more families planning to stay through middle school than there were even 3-4 years ago. The competition for schools private and public has grown a lot which is part of the reason for people staying.

We like the school and feel it is educating our child well. But, if you want a school with top preforming score for low income students then it is not currently that school. It is and does a lot of really good things for all different types of students. Just depends on what you and your student need.

Define “a lot”

It seemed like about 1/4 of last year's 4th graders left for different schools (primarily Basis and Latin) so perhaps 2/3 - 3/4 stayed for 5th grade? Not sure what next year will look like but most other families we're talking to are staying; there are a few that live in the Deal boundary and I believe they were always planning to leave at 6th. not sure if that's still true but wouldn't surprise.

To the PP with younger kids at the school, maybe you could try connecting with families with older kids as the years go on, and see what their experience is like? The school has changed a lot of its middle school model, so an experience that someone had 2 years ago might not reflect the current structure/approach.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The scores are online with other charters and a lot of dcps middle schools. But there are a lot of dcps middle schools that do better too. Not sure of the why's and how's .

And there are a lot more families planning to stay through middle school than there were even 3-4 years ago. The competition for schools private and public has grown a lot which is part of the reason for people staying.

We like the school and feel it is educating our child well. But, if you want a school with top preforming score for low income students then it is not currently that school. It is and does a lot of really good things for all different types of students. Just depends on what you and your student need.

Thanks to all who provided information. However, two posters have suggested that if I'm concerned about the at-risk disparity, I should look at schools where at-risk kids do well on standardized tests (like KIPP). I've been thinking about this differently--I think that looking at how at-risk students are doing might be a good way to gauge a school's overall quality. Kids from high income, high education families will do well everywhere, and ITDS has a significant proportion of these kinds of kids (and hence, higher test scores, overall). So I think that looking at at-risk kids across schools might be a good way to tell how well the school is educating its students--although, unfortunately, all we know about them is their PARCC scores, with all the caveats of interpreting standardized test scores.

I’m so confused.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The scores are online with other charters and a lot of dcps middle schools. But there are a lot of dcps middle schools that do better too. Not sure of the why's and how's .

And there are a lot more families planning to stay through middle school than there were even 3-4 years ago. The competition for schools private and public has grown a lot which is part of the reason for people staying.

We like the school and feel it is educating our child well. But, if you want a school with top preforming score for low income students then it is not currently that school. It is and does a lot of really good things for all different types of students. Just depends on what you and your student need.

Thanks to all who provided information. However, two posters have suggested that if I'm concerned about the at-risk disparity, I should look at schools where at-risk kids do well on standardized tests (like KIPP). I've been thinking about this differently--I think that looking at how at-risk students are doing might be a good way to gauge a school's overall quality. Kids from high income, high education families will do well everywhere, and ITDS has a significant proportion of these kinds of kids (and hence, higher test scores, overall). So I think that looking at at-risk kids across schools might be a good way to tell how well the school is educating its students--although, unfortunately, all we know about them is their PARCC scores, with all the caveats of interpreting standardized test scores.

I absolutely agree with the above. There is an organization that always highlights to top 10 schools in DC that do the best with at-risk kids. https://empowerk12.org/bold-performance-schools
KIPP and DC Prep do it well, as do many DCPS schools.

We are at Seaton, which has really high scores for at-risk groups... a lot of what they do is academic pull-out work (pulling out the highest achievers, the lowest achievers, the ESL kids) so everyone is getting really individualized attention.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The scores are online with other charters and a lot of dcps middle schools. But there are a lot of dcps middle schools that do better too. Not sure of the why's and how's .

And there are a lot more families planning to stay through middle school than there were even 3-4 years ago. The competition for schools private and public has grown a lot which is part of the reason for people staying.

We like the school and feel it is educating our child well. But, if you want a school with top preforming score for low income students then it is not currently that school. It is and does a lot of really good things for all different types of students. Just depends on what you and your student need.

Thanks to all who provided information. However, two posters have suggested that if I'm concerned about the at-risk disparity, I should look at schools where at-risk kids do well on standardized tests (like KIPP). I've been thinking about this differently--I think that looking at how at-risk students are doing might be a good way to gauge a school's overall quality. Kids from high income, high education families will do well everywhere, and ITDS has a significant proportion of these kinds of kids (and hence, higher test scores, overall). So I think that looking at at-risk kids across schools might be a good way to tell how well the school is educating its students--although, unfortunately, all we know about them is their PARCC scores, with all the caveats of interpreting standardized test scores.

I absolutely agree with the above. There is an organization that always highlights to top 10 schools in DC that do the best with at-risk kids. https://empowerk12.org/bold-performance-schools
KIPP and DC Prep do it well, as do many DCPS schools.

We are at Seaton, which has really high scores for at-risk groups... a lot of what they do is academic pull-out work (pulling out the highest achievers, the lowest achievers, the ESL kids) so everyone is getting really individualized attention.

Seaton is a great school for lower elementary. I am really disappointed at the lack of differentiation in math at ITS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The scores are online with other charters and a lot of dcps middle schools. But there are a lot of dcps middle schools that do better too. Not sure of the why's and how's .

And there are a lot more families planning to stay through middle school than there were even 3-4 years ago. The competition for schools private and public has grown a lot which is part of the reason for people staying.

We like the school and feel it is educating our child well. But, if you want a school with top preforming score for low income students then it is not currently that school. It is and does a lot of really good things for all different types of students. Just depends on what you and your student need.

Thanks to all who provided information. However, two posters have suggested that if I'm concerned about the at-risk disparity, I should look at schools where at-risk kids do well on standardized tests (like KIPP). I've been thinking about this differently--I think that looking at how at-risk students are doing might be a good way to gauge a school's overall quality. Kids from high income, high education families will do well everywhere, and ITDS has a significant proportion of these kinds of kids (and hence, higher test scores, overall). So I think that looking at at-risk kids across schools might be a good way to tell how well the school is educating its students--although, unfortunately, all we know about them is their PARCC scores, with all the caveats of interpreting standardized test scores.

I absolutely agree with the above. There is an organization that always highlights to top 10 schools in DC that do the best with at-risk kids. https://empowerk12.org/bold-performance-schools
KIPP and DC Prep do it well, as do many DCPS schools.

We are at Seaton, which has really high scores for at-risk groups... a lot of what they do is academic pull-out work (pulling out the highest achievers, the lowest achievers, the ESL kids) so everyone is getting really individualized attention.

KIPP and DC Prep are known for being very regimented - some folks describe them as "kill and drill" schools - and their methods might not work for some families. Are there any schools that don't focus on compliance and repetition that are doing a good job with at-risk students?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The scores are online with other charters and a lot of dcps middle schools. But there are a lot of dcps middle schools that do better too. Not sure of the why's and how's .

And there are a lot more families planning to stay through middle school than there were even 3-4 years ago. The competition for schools private and public has grown a lot which is part of the reason for people staying.

We like the school and feel it is educating our child well. But, if you want a school with top preforming score for low income students then it is not currently that school. It is and does a lot of really good things for all different types of students. Just depends on what you and your student need.

Thanks to all who provided information. However, two posters have suggested that if I'm concerned about the at-risk disparity, I should look at schools where at-risk kids do well on standardized tests (like KIPP). I've been thinking about this differently--I think that looking at how at-risk students are doing might be a good way to gauge a school's overall quality. Kids from high income, high education families will do well everywhere, and ITDS has a significant proportion of these kinds of kids (and hence, higher test scores, overall). So I think that looking at at-risk kids across schools might be a good way to tell how well the school is educating its students--although, unfortunately, all we know about them is their PARCC scores, with all the caveats of interpreting standardized test scores.

I absolutely agree with the above. There is an organization that always highlights to top 10 schools in DC that do the best with at-risk kids. https://empowerk12.org/bold-performance-schools
KIPP and DC Prep do it well, as do many DCPS schools.

We are at Seaton, which has really high scores for at-risk groups... a lot of what they do is academic pull-out work (pulling out the highest achievers, the lowest achievers, the ESL kids) so everyone is getting really individualized attention.

KIPP and DC Prep are known for being very regimented - some folks describe them as "kill and drill" schools - and their methods might not work for some families. Are there any schools that don't focus on compliance and repetition that are doing a good job with at-risk students?

Whittier, DCB.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So, a lot of states have done away with these types of tests. Because we know it doesn't show what a kids actually knows, thinking skills and so forth. It tells you mostly how well kids can test, what they memorize and spit back out, and has a bunch of social and economic bias. Unless kids are prepared specifically with tools to over come those limits and bias on the test.

This is a cop-out.

When our "non-brown" child was at ITDS, we did no preparations for the test, other than trying to ensure that DC got a good night sleep and some form of breakfast. And DC consistently got 5s in both categories. What we did do was read to DC daily in the early years and discuss complicated concepts and ideas, plus limit useless screen time.

The main reason we left in middle school is the stark delta between "white" and "brown" performance, together with the sense that the school emphasized building identify-group self-esteem over teaching hard skills and critical thinking.

There is definitely a disparity in the experiences of students of color and other students at ITS, which is unfortunate and surprising for a school that wears its SJW badge so proudly. Not for every student and not as pronounced for girls, but it's definitely there, not just in performance but also in discipline and culture. We aren't the only family who left because our experience was so different - and not in a good way - from those of our non-brown friends.

If you're Caucasian and upper middle class, your child will probably be fine at ITS and pretty much anywhere. If you have a student of color, especially a boy, be alert.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The scores are online with other charters and a lot of dcps middle schools. But there are a lot of dcps middle schools that do better too. Not sure of the why's and how's .

And there are a lot more families planning to stay through middle school than there were even 3-4 years ago. The competition for schools private and public has grown a lot which is part of the reason for people staying.

We like the school and feel it is educating our child well. But, if you want a school with top preforming score for low income students then it is not currently that school. It is and does a lot of really good things for all different types of students. Just depends on what you and your student need.

Thanks to all who provided information. However, two posters have suggested that if I'm concerned about the at-risk disparity, I should look at schools where at-risk kids do well on standardized tests (like KIPP). I've been thinking about this differently--I think that looking at how at-risk students are doing might be a good way to gauge a school's overall quality. Kids from high income, high education families will do well everywhere, and ITDS has a significant proportion of these kinds of kids (and hence, higher test scores, overall). So I think that looking at at-risk kids across schools might be a good way to tell how well the school is educating its students--although, unfortunately, all we know about them is their PARCC scores, with all the caveats of interpreting standardized test scores.

I absolutely agree with the above. There is an organization that always highlights to top 10 schools in DC that do the best with at-risk kids. https://empowerk12.org/bold-performance-schools
KIPP and DC Prep do it well, as do many DCPS schools.

We are at Seaton, which has really high scores for at-risk groups... a lot of what they do is academic pull-out work (pulling out the highest achievers, the lowest achievers, the ESL kids) so everyone is getting really individualized attention.

I wouldn’t call 16% in ELA and 31% in math “really high”. Now Shepherd’s 50/50 is very impressive. Lafayette is 32/47. Maury is 71/43. Barnard is 31/34. Heck even Noyes and Bunker Hill are better than ITS 13/22 and 23/19. I agree that DCPS is better than charters in this area.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So, a lot of states have done away with these types of tests. Because we know it doesn't show what a kids actually knows, thinking skills and so forth. It tells you mostly how well kids can test, what they memorize and spit back out, and has a bunch of social and economic bias. Unless kids are prepared specifically with tools to over come those limits and bias on the test.

This is a cop-out.

When our "non-brown" child was at ITDS, we did no preparations for the test, other than trying to ensure that DC got a good night sleep and some form of breakfast. And DC consistently got 5s in both categories. What we did do was read to DC daily in the early years and discuss complicated concepts and ideas, plus limit useless screen time.

The main reason we left in middle school is the stark delta between "white" and "brown" performance, together with the sense that the school emphasized building identify-group self-esteem over teaching hard skills and critical thinking.

There is definitely a disparity in the experiences of students of color and other students at ITS, which is unfortunate and surprising for a school that wears its SJW badge so proudly. Not for every student and not as pronounced for girls, but it's definitely there, not just in performance but also in discipline and culture. We aren't the only family who left because our experience was so different - and not in a good way - from those of our non-brown friends.

If you're Caucasian and upper middle class, your child will probably be fine at ITS and pretty much anywhere. If you have a student of color, especially a boy, be alert.

We have a black boy that has thrived at ITS. I wish you wouldn’t spread stories like this. Did you ever think that maybe the problem Children you mentioned happened to be brown? In our grade, the “problem” children happen to be white. There are always going to be children that require a lot of support along with family cooperation. I’d refrain from making generalizations about an entire school unless you have facts vs hearsay. FWIW my son’s black middle school peers have been accepted to Walls, Banneker, and several high demand private schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So, a lot of states have done away with these types of tests. Because we know it doesn't show what a kids actually knows, thinking skills and so forth. It tells you mostly how well kids can test, what they memorize and spit back out, and has a bunch of social and economic bias. Unless kids are prepared specifically with tools to over come those limits and bias on the test.

This is a cop-out.

When our "non-brown" child was at ITDS, we did no preparations for the test, other than trying to ensure that DC got a good night sleep and some form of breakfast. And DC consistently got 5s in both categories. What we did do was read to DC daily in the early years and discuss complicated concepts and ideas, plus limit useless screen time.

The main reason we left in middle school is the stark delta between "white" and "brown" performance, together with the sense that the school emphasized building identify-group self-esteem over teaching hard skills and critical thinking.

There is definitely a disparity in the experiences of students of color and other students at ITS, which is unfortunate and surprising for a school that wears its SJW badge so proudly. Not for every student and not as pronounced for girls, but it's definitely there, not just in performance but also in discipline and culture. We aren't the only family who left because our experience was so different - and not in a good way - from those of our non-brown friends.

If you're Caucasian and upper middle class, your child will probably be fine at ITS and pretty much anywhere. If you have a student of color, especially a boy, be alert.

We have a black boy that has thrived at ITS. I wish you wouldn’t spread stories like this. Did you ever think that maybe the problem Children you mentioned happened to be brown? In our grade, the “problem” children happen to be white. There are always going to be children that require a lot of support along with family cooperation. I’d refrain from making generalizations about an entire school unless you have facts vs hearsay. FWIW my son’s black middle school peers have been accepted to Walls, Banneker, and several high demand private schools.

Your post makes no sense. The previous poster is not talking about what races are problem child. He is talking about the inherent bias of teachers in targeting and disciplining brown kids more than white, especially boys. You know this exists and what the previous poster is saying from their own experience.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So, a lot of states have done away with these types of tests. Because we know it doesn't show what a kids actually knows, thinking skills and so forth. It tells you mostly how well kids can test, what they memorize and spit back out, and has a bunch of social and economic bias. Unless kids are prepared specifically with tools to over come those limits and bias on the test.

This is a cop-out.

When our "non-brown" child was at ITDS, we did no preparations for the test, other than trying to ensure that DC got a good night sleep and some form of breakfast. And DC consistently got 5s in both categories. What we did do was read to DC daily in the early years and discuss complicated concepts and ideas, plus limit useless screen time.

The main reason we left in middle school is the stark delta between "white" and "brown" performance, together with the sense that the school emphasized building identify-group self-esteem over teaching hard skills and critical thinking.

There is definitely a disparity in the experiences of students of color and other students at ITS, which is unfortunate and surprising for a school that wears its SJW badge so proudly. Not for every student and not as pronounced for girls, but it's definitely there, not just in performance but also in discipline and culture. We aren't the only family who left because our experience was so different - and not in a good way - from those of our non-brown friends.

If you're Caucasian and upper middle class, your child will probably be fine at ITS and pretty much anywhere. If you have a student of color, especially a boy, be alert.

We have a black boy that has thrived at ITS. I wish you wouldn’t spread stories like this. Did you ever think that maybe the problem Children you mentioned happened to be brown? In our grade, the “problem” children happen to be white. There are always going to be children that require a lot of support along with family cooperation. I’d refrain from making generalizations about an entire school unless you have facts vs hearsay. FWIW my son’s black middle school peers have been accepted to Walls, Banneker, and several high demand private schools.

Your post makes no sense. The previous poster is not talking about what races are problem child. He is talking about the inherent bias of teachers in targeting and disciplining brown kids more than white, especially boys. You know this exists and what the previous poster is saying from their own experience.

It may exist but PP is taking her experience and extrapolating it for an entire school. I suspect I know who the PP is. There are extremely misbehaved kids of all colors. Just because your kid is getting disciplined, does not mean they are getting disciplined because they are black. As a black mom, one has to take comfort in knowing that problem children are addressed evenly and kids that are physically violent are dealt with. It has been my experience that ITS has been a little too liberal when it comes to this. I am all for restorative justice, but I have seen kids (of all colors) continue to act out physically and it takes a toll.

I do have an issue with the disparity of black/white scores. Especially when many of my black peers at the school are middle to upper middle class. If there’s anything I’d want the school to improve on it would be that. I just don’t see the uneven discipline that PP is referring to. Some people don’t want to come to terms that they have a difficult child. It’s my belief that some actions by parents condone some poor behavior as they’re always blaming the school despite many valid attempts to help. Children are smart and they know how to play these situations. I’ve seen to before in the classroom. Kids come back into the classroom emboldened and seeming untouchable because their parents have condoned their behavior is some respect.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So, a lot of states have done away with these types of tests. Because we know it doesn't show what a kids actually knows, thinking skills and so forth. It tells you mostly how well kids can test, what they memorize and spit back out, and has a bunch of social and economic bias. Unless kids are prepared specifically with tools to over come those limits and bias on the test.

This is a cop-out.

When our "non-brown" child was at ITDS, we did no preparations for the test, other than trying to ensure that DC got a good night sleep and some form of breakfast. And DC consistently got 5s in both categories. What we did do was read to DC daily in the early years and discuss complicated concepts and ideas, plus limit useless screen time.

The main reason we left in middle school is the stark delta between "white" and "brown" performance, together with the sense that the school emphasized building identify-group self-esteem over teaching hard skills and critical thinking.

There is definitely a disparity in the experiences of students of color and other students at ITS, which is unfortunate and surprising for a school that wears its SJW badge so proudly. Not for every student and not as pronounced for girls, but it's definitely there, not just in performance but also in discipline and culture. We aren't the only family who left because our experience was so different - and not in a good way - from those of our non-brown friends.

If you're Caucasian and upper middle class, your child will probably be fine at ITS and pretty much anywhere. If you have a student of color, especially a boy, be alert.

We have a black boy that has thrived at ITS. I wish you wouldn’t spread stories like this. Did you ever think that maybe the problem Children you mentioned happened to be brown? In our grade, the “problem” children happen to be white. There are always going to be children that require a lot of support along with family cooperation. I’d refrain from making generalizations about an entire school unless you have facts vs hearsay. FWIW my son’s black middle school peers have been accepted to Walls, Banneker, and several high demand private schools.

Your post makes no sense. The previous poster is not talking about what races are problem child. He is talking about the inherent bias of teachers in targeting and disciplining brown kids more than white, especially boys. You know this exists and what the previous poster is saying from their own experience.

It may exist but PP is taking her experience and extrapolating it for an entire school. I suspect I know who the PP is. There are extremely misbehaved kids of all colors. Just because your kid is getting disciplined, does not mean they are getting disciplined because they are black. As a black mom, one has to take comfort in knowing that problem children are addressed evenly and kids that are physically violent are dealt with. It has been my experience that ITS has been a little too liberal when it comes to this. I am all for restorative justice, but I have seen kids (of all colors) continue to act out physically and it takes a toll.

I do have an issue with the disparity of black/white scores. Especially when many of my black peers at the school are middle to upper middle class. If there’s anything I’d want the school to improve on it would be that. I just don’t see the uneven discipline that PP is referring to. Some people don’t want to come to terms that they have a difficult child. It’s my belief that some actions by parents condone some poor behavior as they’re always blaming the school despite many valid attempts to help. Children are smart and they know how to play these situations. I’ve seen to before in the classroom. Kids come back into the classroom emboldened and seeming untouchable because their parents have condoned their behavior is some respect.

It’s not 1 black family’s experience above. There have been many posts about this concern towards disciplining and targeting black kids.