High FARMS/ small class size / substantial ESOL / good teachers -what should be my biggest priority?

[Anonymous]

Looking at the statistics at DC's future elementary school, if we go public, I see that 75 percent of the students have English as a second language, more than 80% of the students receive FARMS. From some of the parents I hear that the school has a reputation of good teachers and small class size. Also, the school is Title I, so the school gets additional resources. The location is not ideal and not near our house. The neighbors who send their kids seem comfortable enough with busing their kids, but I think many people don't send their kids because the school doesn't feel local (meaning it's not just because of bad stats, but also because of bad geography and the weird boundary lines Montgomery County has drawn in our neighborhood).

Someone please tell me the arguments in favor of sending DC? I really want to give our neighborhood school a chance (even though it's not even in our neighborhood) but I can't help but think DC will be out of place and possibly not challenged in this environment. I have nothing to compare it to. Has anyone gone out on a limb and given a school with "challenging" stats a chance and been pleasantly surprised?

[Anonymous]

We are in a similar situation with our ES - not exactly in our neighborhood, with substantial FARMS and ESOL populations. However, I've talked with enough parents to feel comfortable giving it a chance. While the numbers on paper aren't anything to get excited over, most of the parents there seem pleased. Plus, I figure if we get there and find it not to be a good match for our kids, then we will look at other options. But I don't see what we have to lose by trying it - it's not like one year of bad kindergarten would set up your child for a lifetime of failure. That said, everyone in my neighborhood seems pretty pleased with the school, so I'm not too worried that it will be a horrible experience.

[Anonymous]

If either one of you are talking about New Hampshire Estates, don't do it.. No one who pays Montgomery County property taxes should have to work that hard to get their kids a good early education.

[Anonymous]

What schools are you talking about?

[Anonymous]

I am the second poster - I am not talking about New Hampshire Estates.

[Anonymous]

OP - not New Hampshire.

[Anonymous]

Georgian Forest? Weller Road? Somewhere else in SS?

[Anonymous]

Gaithersburg Elem? I know someone in a similar situation (I was surprised, given where they live, that it is their elementary school), but they LOVE it. I'd say one argument in favor of it is it sounds like there are other kids in your neighborhood who go there, so I would think your child would feel comfortable there.

[Anonymous]

Make an appt. with the principal to discuss your concerns. In many school with a high ESOL population, those students are pulled out of class for the bulk of reading/language arts instruction. My friend's school had a class of 12 kids left over after the other 10 or so go to the ESOL teacher for 2 hrs each day.

[Anonymous]

Anonymous wrote:Make an appt. with the principal to discuss your concerns. In many school with a high ESOL population, those students are pulled out of class for the bulk of reading/language arts instruction. My friend's school had a class of 12 kids left over after the other 10 or so go to the ESOL teacher for 2 hrs each day.

Even if the kids are going to "ESOL", it doesn't mean they're at the same level. Also, they don't leave the classroom for 2 hours in my experience, more like 45 minutes, then the ESOL teacher returns them and takes a new batch of kids. Some kids will be beginner ESOL, some advanced, and they are placed with their peers at the same level of English comprehension. There is a lot of going and coming and it can be very disruptive if there's not another adult in the classroom to get them engaged in new tasks. Of course with the budget the schools are low on paraeducators and it is a problem in a high ESOL classroom. Just my personal experience, some schools I'm sure handle it better than others.

[Anonymous]

Rosemary Hills??? Stay away.

[Anonymous]

Anonymous wrote:Rosemary Hills??? Stay away.

Why? It seems fine to me and I think I have reasonably high standards.

[Anonymous]

Without getting into which school and getting back to your original question, OP:

I've known people at a Title 1 school who are very happy with the school. And at my kids' schools, there are pretty high farms and ESOL rates. Those rates really haven't mattered. What has mattered is having good teachers and having a principal who recognizes the needs of the ENTIRE school population and makes sure that every child's needs are met. I've seen some schools where this isn't the case and others where it is.

What has also mattered is parental involvement. If you have an ESOL family with involved parents, those children are better behaved. I've seen some of those kids rise to the top of the class in terms of academics. Many of these kids have a drive to do well and succeed; that starts at home. It's the kids without involved parents who tend to be the bigger behavioral problems. That's what really takes away from learning in classrooms the most.

My recommendation: Talk to the principal. Ask the hard questions. Get your own sense of the school. And then give it a try. You can always look for a private school or another option if it doesn't work out for you.

Also, depending on your child's abilities, there could be other options for you down the line. I know plenty of folks who have gone from similar schools as the one you describe into magnet programs.

[Anonymous]

DC is currently at a focus (but not Title I) school and has enjoyed the benefits of smaller class sizes. They will go up a little next year but unless things change a lot before next month, not by much. The smaller class size wouldn't mean much without great teachers and a dedicated, receptive administrative staff. We had heard positive things about DC's school from several parents and have been blown away by the quality of the teachers and the sense of community at the school. I've heard from parents with kids at all levels of learning that their needs are being well met. Were DC accepted into a magnet program (not presuming anything but we've been advised to apply) we'd have a difficult time deciding whether to leave the current ES.

Agree with PPs that you should talk with the principal and tour the school. How s/he fields your questions should help you decide.

[Anonymous]

I don't know the answer to your question, OP. I'm asking myself exactly the same things.
My son will start K this fall at a school exactly like you've described. On the one hand, smaller classes seems like a plus, but the fact that over 75% are ESOL may swamp any size benefit. Our school has such a high ESOL % that we were told its part of the day for all the K classes -- the kids aren't taken out of the classroom for it. So what happens to my child? If he's pulled out for small group instruction in reading, that seems great. If on the other hand, he's expected to sit quietly and 'learn' how to say 'hello', then that's a problem.
I decide we'd give it a go this year. I will watch closely and then decide on whether a move is necessary.
Good luck.