What would DCPS be like if it offered magnet and gifted programs in MS and accelerated academic tracks, and had entrance exams and failed kids who couldn’t meet the standards? Then DCPS parents would not be flocking to Basis. |
No, I think a standard could be maintained by requiring summer school or after-school tutoring, by requiring a study skills elective, or by continuing to give low grades. What BASIS is doing is offering an alternative of you accept an age-inappropriate placement *which is inappropriate for basically nobody*, or you leave. Again, I ask that anyone describe the profile of a student for whom repeating two elementary grades is a *good* choice that effectively addresses their needs. Can anyone, anyone, describe a situation where this would be a good faith recommendation? Or is it more that they have to push one kid out of the lifeboat to save the rest? |
so what? BASIS' "model" is premised on doing the easy parts, and avoiding the hard parts. As if my "model" at work was that I only do the tasks that are easy for me and blow off the rest, and I can only be rated on the easy tasks. If BASIS wasn't allowed to avoid the harder work, it wouldn't be as appealing to parents or look as successful. It's all premised on avoiding a fair share of the hardest parts of education. |
You seem to passionately care about struggling kids in DC, yet strenously resist the actual solution: tracked programs according to needs and ability. Why do you INSIST on destroying programs that are academically challenging in the name of “equity”? Would you be satisfied if BASIS created remedial classrooms and sent all the failing kids there? |
They definitely avoid some of the hardest parts - dealing with unmotivated students or students with special needs. But accelerated teaching is also very hard, in a different way. The only easy part of teaching would be giving a mediocre education to motivated and well-supported students. |
Actually I'd be ok with tracking under certain circumstances. But I think it's misleading to compare BASIS to other schools knowing how it shirks certain responsibilities. It isn't an apples-to-apples comparison. I think if BASIS had to play by the same rules that other schools do, it wouldn't look so great, and therefore I don't think we need any more BASIS than we already have. |
Do you really think that *any* student in a self-contained classroom can succeed in advanced coursework at any school in the nation? Really? Your answer is providing funds for a 1:1 aide? How many of those should a school fund? That money is taken away from the rest of the students who are not in the self-contained classroom. No thank you. |
I do think that, if adequate support is provided. Some kids need 1:1 support and specialized teaching but are nonetheless highly motivated and intelligent. Other students can't do advanced coursework, but let's be real here, lots of kids at BASIS aren't doing advanced coursework. Schools should fund as many 1:1 aides as their students' IEPs require, according to the law. The money is not taken away from other students. You need to understand how the UPSFF works. |
PP is clueless. Basis actually does have an obligation to take high-level IEPs. But what would happen is that they would get a private placement. |
If BASIS is only for kids who can do advanced coursework, they'll need to be kicking out an awful lot of their current students, no? More than 1/3 of BASIS students are below grade level on the math PARCC, just sayin'. |
You sound like an elementary school parent. When kids get into MS and beyond, it is acceptable and appropriate for them to be sorted into groups by academic ability. This is normal and good. Arguing that we have to get rid of acceleration programs because all schools (and classes) have to “do the hard part” is crazy and destructive. What really seems to irk you is that Basis can filter for students who can be accelerated because you apparently think it is unfair that DCPS has to take all comers. But the sensible response to that is not “destroy acceleration at charters because DCPD cannot do that.” The sensible response is “provide more acceleration at DCPS.” Really though you just hate charters. |
So you want to destroy Basis out of jealousy. We should all just be stuck with DCPS’s increasingly dismal outcomes. |
I really don't just hate charters, and I'm not against ability grouping. But I hate when people compare BASIS to other schools that have to do things that BASIS refuses to do. It isn't an accurate comparison and it misleads people into thinking BASIS is a better school than it actually is. BASIS can offer accelerated classes while also providing other classes to other students who are below grade level. It's a very normal thing that many schools routinely do. But it's just sooooooooooo hard for BASIS, they just can't handle it I guess. |
Lol not even DCPS does that. kids who need 1:1s go to self-contained. Charters will throw a 1:1 at a kid in ES because they don’t have the economy of scale to do self-contained generally. (Interesting that KIPP does - likely because they are big.) But a 1:1 is basically just a cheap babysitter. Later in MS the kid goes to a private placement. |
Actually, if you look at 9th grade, the Basis PARCC math proficiency scores are the highest in DC: 77.36. In comparison, Walls is only at 55.40 for 9th grade, and it supposedly only cherry picks DC's top students. So, yes, I guess that the advanced math does pay off. |