So, what is wrong with Hardy?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I mean, he's "Bringing Barry Back!" Not berries.

The son for life? The one who was throwing chairs and melting down in a bank and quite possibly may still get elected?

Why is it that DC is a laughingstock again? Help me, someone, it's hard to justify to the rest of my family why I live in a city of apparently complete and total idiots.

This thread is so much fun.

Well....(we've got weed!).

[Anonymous]

Anonymous wrote:

Anonymous wrote:Nope, what I'm saying is that when people are stating that they are turned off by a school simply because of test scores, they are missing the mark. Test scores, in and of themselves, do not determine that a child is receiving a high-quality education. So take out WOTP and replace it with 'high test scores' (which will read a little funny, but you get the point).

So by this construct, Hardy woukd not be considered in the same category as WOTP schools and lacks the resources of a higher SES school.

Well on some level it isn't. If it were, then the parents who live IB and send their children to Key and Mann, and are much more wealthy than the Tenleytown hippies at Janney or Hearst, might find satisfaction at Hardy. But as we all know, they don't.

Can we go back to being lectured about how superior Williams is, if we only knew where it were or had a reason to give a damn about it? That's really the icing on the cake of this conversation.

[Anonymous]

what are tenleytown hippies?

[Anonymous]

Anonymous wrote:what are tenleytown hippies?

They were those five-finger shoe things.

[Anonymous]

Sorry, wear not were.

[Anonymous]

Anonymous wrote:Nope, what I'm saying is that when people are stating that they are turned off by a school simply because of test scores, they are missing the mark. Test scores, in and of themselves, do not determine that a child is receiving a high-quality education. So take out WOTP and replace it with 'high test scores' (which will read a little funny, but you get the point).

Its impossible for a parent to judge how much test scores are the result of teaching vs student preparation.

Many posters on this and the 100+ page thread claim the teaching is fine.

Its hard to trust those claims without evidence, such as data on how a cohort of hardy grads were doing in HS and if they found themselves well prepared.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Nope, what I'm saying is that when people are stating that they are turned off by a school simply because of test scores, they are missing the mark. Test scores, in and of themselves, do not determine that a child is receiving a high-quality education. So take out WOTP and replace it with 'high test scores' (which will read a little funny, but you get the point).

Its impossible for a parent to judge how much test scores are the result of teaching vs student preparation.

Many posters on this and the 100+ page thread claim the teaching is fine.

Its hard to trust those claims without evidence, such as data on how a cohort of hardy grads were doing in HS and if they found themselves well prepared.

This is just anecdote of course, but my (high-peforming, IB) Hardy student and my chiild's peers from Hardy all seem to be having very successful high school careers.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Nope, what I'm saying is that when people are stating that they are turned off by a school simply because of test scores, they are missing the mark. Test scores, in and of themselves, do not determine that a child is receiving a high-quality education. So take out WOTP and replace it with 'high test scores' (which will read a little funny, but you get the point).

Its impossible for a parent to judge how much test scores are the result of teaching vs student preparation.

Many posters on this and the 100+ page thread claim the teaching is fine.

Its hard to trust those claims without evidence, such as data on how a cohort of hardy grads were doing in HS and if they found themselves well prepared.

This is just anecdote of course, but my (high-peforming, IB) Hardy student and my chiild's peers from Hardy all seem to be having very successful high school careers.

Thanks for your willingness to share information, PP. Is your high-performing Hardy grad at Wilson? Which AP classes is your DC taking? How has he/she scored on the APs?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Now I figured out exactly why white northeast liberals are worse racists than white conservative southerners. White northeast liberals surgically segregate undesirable races out if their lives while southern conservatives integrate with the natural friction but at least they integrate .

Having lived in both places I can say that was not my experience AT ALL.

Anyway what are the other criticsms of Hardy besides it's ib rate, it's size and it's uniform policy?

You missed the most important one. Test scores, which though not perfect,are the best measure of education quality available.

I am very happy Hardy has a stable staff and seems poised to make progress. We sent our oldest to private during the principal churn years, but there is a chance we could send the younger one to Hardy.

Yep, test scores are the biggest deterrent. Ward 3 kids simply perform at a much higher level, as a whole, than kids from outside of Ward 3, as a whole. Hence the tit-for-tat about snobbery and racism; but when you get down to it the scores speak for themselves. You can argue about the generational, social causes for lower test scores, but that's beside the point when parents desire the best possible education for their kid(s), in the present. Parents tend to want high-achieving kids to be surrounded by (mostly) other high achieving kids. Once this is acknowledged, what else is there to discuss other than uniforms and P.E.?

Anyone who works in education in DC will tell you that this isn't really true. Teachers who 'inherit' high performing students don't have to work nearly as hard as those who do not. Income level is still the largest determining factor for academic performance meaning high SES children consistently score higher than low SES children. There's no special magic happening at any WOTP schools. Remove many of those teachers to a low performing school and they wouldn't be able to get anywhere close to the same results. So, you're not necessarily getting the best possible education. What you're getting is a school with other children who are high performing, many also high SES, and typically more resources, because parents can afford to provide them when the District wont.

Thanks for your insight, PP.

You're right. Teachers matter, but not that much. Facilities matter, but not that much. Extra-curriculars matter, but not that much.

What matters most is how many well-prepared, hard-working, well-supported children, i.e., high-SES children, are at the school. Those children will educate each other and challenge each other to reach his or her full potential.

So, how many IB children are at Hardy this year? How many in the 6th grade?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Now I figured out exactly why white northeast liberals are worse racists than white conservative southerners. White northeast liberals surgically segregate undesirable races out if their lives while southern conservatives integrate with the natural friction but at least they integrate .

Having lived in both places I can say that was not my experience AT ALL.

Anyway what are the other criticsms of Hardy besides it's ib rate, it's size and it's uniform policy?

You missed the most important one. Test scores, which though not perfect,are the best measure of education quality available.

I am very happy Hardy has a stable staff and seems poised to make progress. We sent our oldest to private during the principal churn years, but there is a chance we could send the younger one to Hardy.

Yep, test scores are the biggest deterrent. Ward 3 kids simply perform at a much higher level, as a whole, than kids from outside of Ward 3, as a whole. Hence the tit-for-tat about snobbery and racism; but when you get down to it the scores speak for themselves. You can argue about the generational, social causes for lower test scores, but that's beside the point when parents desire the best possible education for their kid(s), in the present. Parents tend to want high-achieving kids to be surrounded by (mostly) other high achieving kids. Once this is acknowledged, what else is there to discuss other than uniforms and P.E.?

Anyone who works in education in DC will tell you that this isn't really true. Teachers who 'inherit' high performing students don't have to work nearly as hard as those who do not. Income level is still the largest determining factor for academic performance meaning high SES children consistently score higher than low SES children. There's no special magic happening at any WOTP schools. Remove many of those teachers to a low performing school and they wouldn't be able to get anywhere close to the same results. So, you're not necessarily getting the best possible education. What you're getting is a school with other children who are high performing, many also high SES, and typically more resources, because parents can afford to provide them when the District wont.

Thanks for your insight, PP.

You're right. Teachers matter, but not that much. Facilities matter, but not that much. Extra-curriculars matter, but not that much.

What matters most is how many well-prepared, hard-working, well-supported children, i.e., high-SES children, are at the school. Those children will educate each other and challenge each other to reach his or her full potential.

So, how many IB children are at Hardy this year? How many in the 6th grade?

That's a state secret of the public schools of the District of Columbia. When you have a need to know, you will be informed by DCPS Central

[Anonymous]

Anonymous wrote:

Anonymous wrote:what are tenleytown hippies?

They were those five-finger shoe things.

People who have the financial wherewithal to be pulled together, but deliberately aren't.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Now I figured out exactly why white northeast liberals are worse racists than white conservative southerners. White northeast liberals surgically segregate undesirable races out if their lives while southern conservatives integrate with the natural friction but at least they integrate .

Having lived in both places I can say that was not my experience AT ALL.

Anyway what are the other criticsms of Hardy besides it's ib rate, it's size and it's uniform policy?

You missed the most important one. Test scores, which though not perfect,are the best measure of education quality available.

I am very happy Hardy has a stable staff and seems poised to make progress. We sent our oldest to private during the principal churn years, but there is a chance we could send the younger one to Hardy.

Yep, test scores are the biggest deterrent. Ward 3 kids simply perform at a much higher level, as a whole, than kids from outside of Ward 3, as a whole. Hence the tit-for-tat about snobbery and racism; but when you get down to it the scores speak for themselves. You can argue about the generational, social causes for lower test scores, but that's beside the point when parents desire the best possible education for their kid(s), in the present. Parents tend to want high-achieving kids to be surrounded by (mostly) other high achieving kids. Once this is acknowledged, what else is there to discuss other than uniforms and P.E.?

Anyone who works in education in DC will tell you that this isn't really true. Teachers who 'inherit' high performing students don't have to work nearly as hard as those who do not. Income level is still the largest determining factor for academic performance meaning high SES children consistently score higher than low SES children. There's no special magic happening at any WOTP schools. Remove many of those teachers to a low performing school and they wouldn't be able to get anywhere close to the same results. So, you're not necessarily getting the best possible education. What you're getting is a school with other children who are high performing, many also high SES, and typically more resources, because parents can afford to provide them when the District wont.

Thanks for your insight, PP.

You're right. Teachers matter, but not that much. Facilities matter, but not that much. Extra-curriculars matter, but not that much.

What matters most is how many well-prepared, hard-working, well-supported children, i.e., high-SES children, are at the school. Those children will educate each other and challenge each other to reach his or her full potential.

So, how many IB children are at Hardy this year? How many in the 6th grade?

Have you called the Principal to ask? She not keeping a secret, it's just that she does not monitor DCUM.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Now I figured out exactly why white northeast liberals are worse racists than white conservative southerners. White northeast liberals surgically segregate undesirable races out if their lives while southern conservatives integrate with the natural friction but at least they integrate .

Having lived in both places I can say that was not my experience AT ALL.

Anyway what are the other criticsms of Hardy besides it's ib rate, it's size and it's uniform policy?

You missed the most important one. Test scores, which though not perfect,are the best measure of education quality available.

I am very happy Hardy has a stable staff and seems poised to make progress. We sent our oldest to private during the principal churn years, but there is a chance we could send the younger one to Hardy.

Yep, test scores are the biggest deterrent. Ward 3 kids simply perform at a much higher level, as a whole, than kids from outside of Ward 3, as a whole. Hence the tit-for-tat about snobbery and racism; but when you get down to it the scores speak for themselves. You can argue about the generational, social causes for lower test scores, but that's beside the point when parents desire the best possible education for their kid(s), in the present. Parents tend to want high-achieving kids to be surrounded by (mostly) other high achieving kids. Once this is acknowledged, what else is there to discuss other than uniforms and P.E.?

Anyone who works in education in DC will tell you that this isn't really true. Teachers who 'inherit' high performing students don't have to work nearly as hard as those who do not. Income level is still the largest determining factor for academic performance meaning high SES children consistently score higher than low SES children. There's no special magic happening at any WOTP schools. Remove many of those teachers to a low performing school and they wouldn't be able to get anywhere close to the same results. So, you're not necessarily getting the best possible education. What you're getting is a school with other children who are high performing, many also high SES, and typically more resources, because parents can afford to provide them when the District wont.

Thanks for your insight, PP.

You're right. Teachers matter, but not that much. Facilities matter, but not that much. Extra-curriculars matter, but not that much.

What matters most is how many well-prepared, hard-working, well-supported children, i.e., high-SES children, are at the school. Those children will educate each other and challenge each other to reach his or her full potential.

So, how many IB children are at Hardy this year? How many in the 6th grade?

Have you called the Principal to ask? She not keeping a secret, it's just that she does not monitor DCUM.

As has been reported on DCUM -- this thread, I think -- the principal has stated that she will not release he information out of respect for OOB.

[Anonymous]

families.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Now I figured out exactly why white northeast liberals are worse racists than white conservative southerners. White northeast liberals surgically segregate undesirable races out if their lives while southern conservatives integrate with the natural friction but at least they integrate .

Having lived in both places I can say that was not my experience AT ALL.

Anyway what are the other criticsms of Hardy besides it's ib rate, it's size and it's uniform policy?

You missed the most important one. Test scores, which though not perfect,are the best measure of education quality available.

I am very happy Hardy has a stable staff and seems poised to make progress. We sent our oldest to private during the principal churn years, but there is a chance we could send the younger one to Hardy.

Yep, test scores are the biggest deterrent. Ward 3 kids simply perform at a much higher level, as a whole, than kids from outside of Ward 3, as a whole. Hence the tit-for-tat about snobbery and racism; but when you get down to it the scores speak for themselves. You can argue about the generational, social causes for lower test scores, but that's beside the point when parents desire the best possible education for their kid(s), in the present. Parents tend to want high-achieving kids to be surrounded by (mostly) other high achieving kids. Once this is acknowledged, what else is there to discuss other than uniforms and P.E.?

Anyone who works in education in DC will tell you that this isn't really true. Teachers who 'inherit' high performing students don't have to work nearly as hard as those who do not. Income level is still the largest determining factor for academic performance meaning high SES children consistently score higher than low SES children. There's no special magic happening at any WOTP schools. Remove many of those teachers to a low performing school and they wouldn't be able to get anywhere close to the same results. So, you're not necessarily getting the best possible education. What you're getting is a school with other children who are high performing, many also high SES, and typically more resources, because parents can afford to provide them when the District wont.

Thanks for your insight, PP.

You're right. Teachers matter, but not that much. Facilities matter, but not that much. Extra-curriculars matter, but not that much.

What matters most is how many well-prepared, hard-working, well-supported children, i.e., high-SES children, are at the school. Those children will educate each other and challenge each other to reach his or her full potential.

So, how many IB children are at Hardy this year? How many in the 6th grade?

Have you called the Principal to ask? She not keeping a secret, it's just that she does not monitor DCUM.

As has been reported on DCUM -- this thread, I think -- the principal has stated that she will not release he information out of respect for OOB.

This is not correct. She will give them if you ask - in fact, at one point, they were posted on the Hardy website in conjunction with information about the open houses. She's not keeping a secret, there is no grand conspiracy, there is no terrible news about few IB students attending - all you have to do is ask and she will tell you.