Upper elementary at a Title 1 school

[Anonymous]

We noticed a lot of movement pre-K 3 through kindergarten. After that, things were pretty stable until end of 4th.

Academic quality has varied more by teacher, which would happen at any school. We have had amazing teachers, good teachers, and ok teachers. Some have been better at differentiation. My kid hasn’t taken PARCC because of COVID, so I can’t say what their score would be… but on all other metrics they are doing great.

The bigger thing I think we have “missed” out on is activities. Our school has some, but I know other “wealthier” schools have more programming, especially in aftercare. We have some basic offerings through volunteer organizations. My kids do not notice, love aftercare, etc. And- most of the time- I appreciate that aftercare is so low key. But I have, at various times, been really jealous when I have heard the various after school clubs and activities other friends have through school. Logistically, it would just be easier if I could use aftercare for my kids extracurricular pursuits.

[Anonymous]

Anonymous wrote:We noticed a lot of movement pre-K 3 through kindergarten. After that, things were pretty stable until end of 4th.

Academic quality has varied more by teacher, which would happen at any school. We have had amazing teachers, good teachers, and ok teachers. Some have been better at differentiation. My kid hasn’t taken PARCC because of COVID, so I can’t say what their score would be… but on all other metrics they are doing great.

The bigger thing I think we have “missed” out on is activities. Our school has some, but I know other “wealthier” schools have more programming, especially in aftercare. We have some basic offerings through volunteer organizations. My kids do not notice, love aftercare, etc. And- most of the time- I appreciate that aftercare is so low key. But I have, at various times, been really jealous when I have heard the various after school clubs and activities other friends have through school. Logistically, it would just be easier if I could use aftercare for my kids extracurricular pursuits.

I totally agree in aftercare and after school activities

[Anonymous]

OP here. Really appreciate the feedback, all. I have to say, the idea of DC being a small group of one is concerning and feels isolating. My kid is a social butterfly and I can’t imagine being happy being alone, particularly if other kids are working together. I also don’t love the idea of them losing friends every year, but do love the thought of a small cohort of like minded families finding each other.

[Anonymous]

Anonymous wrote:OP here. Really appreciate the feedback, all. I have to say, the idea of DC being a small group of one is concerning and feels isolating. My kid is a social butterfly and I can’t imagine being happy being alone, particularly if other kids are working together. I also don’t love the idea of them losing friends every year, but do love the thought of a small cohort of like minded families finding each other.

Friends will come and go at any school. And at a school like the ones you name, I don't think you would have peer academic issues until 4th or 5th. It's the really ungentrified schools where you have to think about that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here. Really appreciate the feedback, all. I have to say, the idea of DC being a small group of one is concerning and feels isolating. My kid is a social butterfly and I can’t imagine being happy being alone, particularly if other kids are working together. I also don’t love the idea of them losing friends every year, but do love the thought of a small cohort of like minded families finding each other.

Friends will come and go at any school. And at a school like the ones you name, I don't think you would have peer academic issues until 4th or 5th. It's the really ungentrified schools where you have to think about that.

Ya, this is where each Title 1 really differs. life in a group of one is so different than life in a group of 10ish peers (which is what my kids have at ours). 10ish peers is lovely. I guess upper NW schools may have more than a hundred peers in each grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Really appreciate the feedback, all. I have to say, the idea of DC being a small group of one is concerning and feels isolating. My kid is a social butterfly and I can’t imagine being happy being alone, particularly if other kids are working together. I also don’t love the idea of them losing friends every year, but do love the thought of a small cohort of like minded families finding each other.

Friends will come and go at any school. And at a school like the ones you name, I don't think you would have peer academic issues until 4th or 5th. It's the really ungentrified schools where you have to think about that.

Ya, this is where each Title 1 really differs. life in a group of one is so different than life in a group of 10ish peers (which is what my kids have at ours). 10ish peers is lovely. I guess upper NW schools may have more than a hundred peers in each grade.

Well yes, and new kids that enter are often above grade level, which is less likely at a Title I. But I did love the small and cozy feel of our neighborhood school with only 40 kids total per grade. You don't get that in Ward 3.

[Anonymous]

I'm a White mom of a rising 5th grader at Whittier--who is super excited to go to Wells (both of us).

It's too obvious to people who know me who I am (hi, friends!) so I don't want to post everything about our experience here. If you want details, feel free to reach out to the PTO ([e-mail]).

But the short story is, we've had friends leave, and we've had a lot of friends stay, and we make plans to do camps and middle school together. Those friends may not be White middle class, and not all of them are top of the class. But just because it's Title 1 doesn't mean that there are always behavior problems, and that advanced kids aren't challenged.

I'm happy to give you honest feedback. Please reach out.

[Anonymous]

Why do white folks always assume their kids will be in the advanced group at a Title 1? Seriously.

[Anonymous]

Anonymous wrote:Why do white folks always assume their kids will be in the advanced group at a Title 1? Seriously.

It’s not just white folks, it’s all higher SES folks. Not all gentrifiers are white you know.

[Anonymous]

Anonymous wrote:Why do white folks always assume their kids will be in the advanced group at a Title 1? Seriously.

This has a kernel of truth though! We are mid elementary at one of the better Title 1s. Everyone basically knows how the kids rank bc of small groups (and we all saw them this year on teams.) Many white kids are in the middle groups. The top group is mixed with immigrants, AA and a couple white kids.

Fwiw, the parents who were disturbed that their kids were not in the top group have moved to upper NW.

[Anonymous]

Because ses is a reliable predictor of academic achievement.
So not so much the white piece of it but the ses piece.
We all know this.

[Anonymous]

Anonymous wrote:Because ses is a reliable predictor of academic achievement.
So not so much the white piece of it but the ses piece.
We all know this.

Academic opportunity is a reliable indicator of academic achievement. What these title 1 schools are doing is giving kids from lower SES families a shot at opportunity. That's how it was with my kids in small group instruction at a title 1.
I'd much prefer my kids to be in classes with them than the middling kids from high SES families who have been test-prepped into "advanced".

[Anonymous]

Anonymous wrote:

Anonymous wrote:Because ses is a reliable predictor of academic achievement.
So not so much the white piece of it but the ses piece.
We all know this.

Academic opportunity is a reliable indicator of academic achievement. What these title 1 schools are doing is giving kids from lower SES families a shot at opportunity. That's how it was with my kids in small group instruction at a title 1.
I'd much prefer my kids to be in classes with them than the middling kids from high SES families who have been test-prepped into "advanced".

We are a lower SES who moved to upper NW shot the shot a opportunity. I think DC would have simply been a good kid doing grade level work. At NW school, his high SES peers showed him different kind of norm. His reading was on 11th grade level in 5th grade, and his Parcc's were all 5's. No way would that have been the case in Tubman.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Because ses is a reliable predictor of academic achievement.
So not so much the white piece of it but the ses piece.
We all know this.

Academic opportunity is a reliable indicator of academic achievement. What these title 1 schools are doing is giving kids from lower SES families a shot at opportunity. That's how it was with my kids in small group instruction at a title 1.
I'd much prefer my kids to be in classes with them than the middling kids from high SES families who have been test-prepped into "advanced".

We are a lower SES who moved to upper NW shot the shot a opportunity. I think DC would have simply been a good kid doing grade level work. At NW school, his high SES peers showed him different kind of norm. His reading was on 11th grade level in 5th grade, and his Parcc's were all 5's. No way would that have been the case in Tubman.

I don't know anything about Tubman. Do they have small group instruction for advanced kids? Or are you suggesting that all the kids there are dumb?

Also, don't get too excited about advanced reading level alone - my kids have also had far advanced reading levels. Keep an eye on comprehension level and writing level in concert with those. It's not like your kid is ready for HS reading.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Because ses is a reliable predictor of academic achievement.
So not so much the white piece of it but the ses piece.
We all know this.

Academic opportunity is a reliable indicator of academic achievement. What these title 1 schools are doing is giving kids from lower SES families a shot at opportunity. That's how it was with my kids in small group instruction at a title 1.
I'd much prefer my kids to be in classes with them than the middling kids from high SES families who have been test-prepped into "advanced".

We are a lower SES who moved to upper NW shot the shot a opportunity. I think DC would have simply been a good kid doing grade level work. At NW school, his high SES peers showed him different kind of norm. His reading was on 11th grade level in 5th grade, and his Parcc's were all 5's. No way would that have been the case in Tubman.

I don't know anything about Tubman. Do they have small group instruction for advanced kids? Or are you suggesting that all the kids there are dumb?

Also, don't get too excited about advanced reading level alone - my kids have also had far advanced reading levels. Keep an eye on comprehension level and writing level in concert with those. It's not like your kid is ready for HS reading.

This is a bit harsh!

For a lowered SES family, as this PP states they are, I can see how having higher SES peers could bring that kid up. Isnt that documented? For higher SES kids with educated parents, they will probably be fine and thrive anywhere, but not true for everyone.