Replicating ATS success — what are exact differences

[Anonymous]

https://www.bursar.live/families/explicit-teaching-the-old-school-approach-delivering-crystal-clear-results-5771

More on direct instruction, the pedology used by ATS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ATS should mandate 2/3rds of slots for lower socioeconomic and minority students, similar to how Montessori does their prek. I have no problem with ATS existing or being a home for attentive parents. But it should favor disadvantaged every step of the way. And, please don't tell me it's FRL rate is similar or better than other schools, that is truly irrelevant. It's FRL needs to be twice the worst neighborhood school, and it's student demographics needs to flip the stats of U.S. public. Then you know it's really serving those who need it in our society.

Yeah, no. No one’s gonna go for that. You’d be better off advocating for ATS-style teaching at Drew or something.

I'm PP, then shut down ATS. Sure, go ahead and try to roll out whatever magic you think can be applied on a pedagolocal basis across the board. let's hope you're successful in doing that, but then there is no reason for ATS to exist, not unless you make it a disadvantaged model.

There are a lot of people who disagree with you, but you’re entitled to your opinion I suppose.

Good luck shutting it down.

Oh my goodness, you think you're some kind of majority, or even a significant sliver? Get over yourself. Count up the populations at HB, Campbell, Montessor, and Arl Tech and you are vastly outnumbered. All of those people don't want your rigid system. Then count their waiting lists. Then count people who are just fine at their neighborhoods regardless. Why should the whole APS system invest in a 2nd ATS over a 2nd HB or 2nd Montessori, who also have long enough annual waitlists that you could open another school. People, know there are limits to your bubble and be happy you got what it is. Not everyone is dying to get in.

Wait… what? 😂

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know someone asked why ATS is different from other option schools and someone else mentioned absenteeism. For reference. ATS has 1.7% of kids with chronic absenteeism. Claremont is 18.83% and Campbell is 19.94%.

Everyone can discuss this to death. But it is the makeup of the school. THAT is the difference. ATS doesn't have some magic solution. They haven't solved education. They have a very specific self selecting group of families who highly value education. And that is super wonderful.

It is just hard to fight against nearly 20% of the school being chronically absent. The population of the school is just different.

Also, this got me looking at absentee rates at schools.

Drew 23.66%
Randolph 21.76%
Barcroft 15.5%

Lets Compare to N. Arlington schools

Nottingham .51%
Taylor 4.02%
Cardinal 2.14%

Chronic Absenteeism is probably the real problem we need to solve to help close the achievement gap.

Yet ATS is doing better than all the North Arlington schools you mentioned with the same level of chronic absenteeism. It’s not just the parent population. My friend’s two kids came from a poor performing South Arlington school and were not at grade level for anything. The parents are super involved in their kids education but the kids were falling behind because the school sucks. The youngest started last year. ATS caught her up to grade level. She came middle of first grade and could barely read. Now the eldest is at ATS. Being caught up well. The parents were super involved but as immigrants they didn’t know how to teach their kids the mechanics of reading. Also the classroom environment wasn’t safe (literally - kids were throwing stuff all the time) and both their kids were subject to bullying. Once they switched to ATS everything changed. Kids were doing better academically, socially and emotionally.

Came here to say something similar. The families and type of kids that attend ATS may contribute to the success, but there is also something different about their programing. They certainly haven't discovered a special magic solution or solved education, but, they have figured out a method that is clearly seeing results.

We received slots to ATS in 2nd and 3rd grade for our two DCs. Our kids as well as us were able to see very stark differences in the day-to-day classroom learning. Their understanding and desire to continue learning drastically changed too.

BINGO!!
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.

**unless the family culture is one that doesn’t prioritize school. Then kids don’t turn in their homework/misbehave/don’t show up to school.

I repeat:
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.
If kids are misbehaving, they're either not appropriately challenged and engaged; or they have behavioral issues that need medical attention.
If kids are not turning in their homework or showing up to school, they have more significant problems that require medical/social attention.

OR (and this is probably many of them), they have sh!tty parents. No amount of teacher engagement can change a family culture of IDGAF.

You are talking about upper elementary before the kids may even realize that there are consequences for not turning in work. Getting a kindergartener or first grader to do homework is hard. If a parent thinks that there is little value, it’s not the kids fault if they don’t have space/time/resources at home to do it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ATS should mandate 2/3rds of slots for lower socioeconomic and minority students, similar to how Montessori does their prek. I have no problem with ATS existing or being a home for attentive parents. But it should favor disadvantaged every step of the way. And, please don't tell me it's FRL rate is similar or better than other schools, that is truly irrelevant. It's FRL needs to be twice the worst neighborhood school, and it's student demographics needs to flip the stats of U.S. public. Then you know it's really serving those who need it in our society.

Yeah, no. No one’s gonna go for that. You’d be better off advocating for ATS-style teaching at Drew or something.

Drew needs something. All the fighting to get a neighborhood school and it still has the same abysmal achievement outcomes. I live next door and would have zero issue with making it ATS 2 with guaranteed admission for neighborhood kids. Then the 25 kids at the ATS hub stop at Drew can come back to their neighborhood school..

absolutely NOT!
Took years to eliminate geographical guarantee to immersion. APS should never, ever go back.
1. not equitable or fair
2. people move into the neighborhood for the guaranteed admission and the school becomes too crowded with few outside the geographical boundary able to access
Never again.

I mean I get what you are saying but the crowding happened with Immersion because it was like 4 neighborhoods. This would be one very small neighborhood that already can't fill it's neighborhood school. But fine then make Drew into the same model as ATS as a neighborhood school and permit transfers like they.already do since the school is under enrolled).

All I am saying is that if ATS is truly a model of instruction that can help close the achievement class let's move it to a school that has suffered one of the worst achievement gaps in the county's history (although unfortunately right now it's overall scores are disappointing)

I mean for overall reading only 52% of kids passed. When accounting for race it's only 74% of white kids, 46% of black and hispanic kids. And those are the best results. APS should be ashamed of outcomes at Drew (not to mention Randolph and Barcroft) and if there is this magic way to fix it we should implement it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ATS should mandate 2/3rds of slots for lower socioeconomic and minority students, similar to how Montessori does their prek. I have no problem with ATS existing or being a home for attentive parents. But it should favor disadvantaged every step of the way. And, please don't tell me its FRL rate is similar or better than other schools, that is truly irrelevant. Its FRL needs to be twice the worst neighborhood school, and its student demographics needs to flip the stats of U.S. public. Then you know it's really serving those who need it in our society.

This is an interesting comment, but I think that APS just needs to offer more schools that use the ATS model. This is a public school district. It’s unfair to offer a product like ATS- the literal best public elementary school in Virginia- when it benefits so few of the taxpaying population. I would be fine with them setting aside percentage for students receiving FRL, but there’s no getting around the fact that we need more ATS slots for everyone.

They already guarantee admission for all of their VIP classes. That's how they have the FRL% that they have.
It perplexes me that people propose this for option programs but balk at it for creating boundaries/implementing admissions policy for all neighborhood schools. Well, it doesn't really perplex me; but it sure saddens me.

People can and do think many hypocritical things. But the only ones responsible for segregation in Arlington schools are the people RUNNING the school system. It’s our elected officials who need to answer for this- or just fix it. Parents shouldn’t get to make the calls. See the Nottingham thread for another example….

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know someone asked why ATS is different from other option schools and someone else mentioned absenteeism. For reference. ATS has 1.7% of kids with chronic absenteeism. Claremont is 18.83% and Campbell is 19.94%.

Everyone can discuss this to death. But it is the makeup of the school. THAT is the difference. ATS doesn't have some magic solution. They haven't solved education. They have a very specific self selecting group of families who highly value education. And that is super wonderful.

It is just hard to fight against nearly 20% of the school being chronically absent. The population of the school is just different.

Also, this got me looking at absentee rates at schools.

Drew 23.66%
Randolph 21.76%
Barcroft 15.5%

Lets Compare to N. Arlington schools

Nottingham .51%
Taylor 4.02%
Cardinal 2.14%

Chronic Absenteeism is probably the real problem we need to solve to help close the achievement gap.

Yet ATS is doing better than all the North Arlington schools you mentioned with the same level of chronic absenteeism. It’s not just the parent population. My friend’s two kids came from a poor performing South Arlington school and were not at grade level for anything. The parents are super involved in their kids education but the kids were falling behind because the school sucks. The youngest started last year. ATS caught her up to grade level. She came middle of first grade and could barely read. Now the eldest is at ATS. Being caught up well. The parents were super involved but as immigrants they didn’t know how to teach their kids the mechanics of reading. Also the classroom environment wasn’t safe (literally - kids were throwing stuff all the time) and both their kids were subject to bullying. Once they switched to ATS everything changed. Kids were doing better academically, socially and emotionally.

Came here to say something similar. The families and type of kids that attend ATS may contribute to the success, but there is also something different about their programing. They certainly haven't discovered a special magic solution or solved education, but, they have figured out a method that is clearly seeing results.

We received slots to ATS in 2nd and 3rd grade for our two DCs. Our kids as well as us were able to see very stark differences in the day-to-day classroom learning. Their understanding and desire to continue learning drastically changed too.

BINGO!!
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.

**unless the family culture is one that doesn’t prioritize school. Then kids don’t turn in their homework/misbehave/don’t show up to school.

I repeat:
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.
If kids are misbehaving, they're either not appropriately challenged and engaged; or they have behavioral issues that need medical attention.
If kids are not turning in their homework or showing up to school, they have more significant problems that require medical/social attention.

OR (and this is probably many of them), they have sh!tty parents. No amount of teacher engagement can change a family culture of IDGAF.

People love to hate on parents . Are there really that many IDGAF parents in Arlington ? Because I haven’t met any yet.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know someone asked why ATS is different from other option schools and someone else mentioned absenteeism. For reference. ATS has 1.7% of kids with chronic absenteeism. Claremont is 18.83% and Campbell is 19.94%.

Everyone can discuss this to death. But it is the makeup of the school. THAT is the difference. ATS doesn't have some magic solution. They haven't solved education. They have a very specific self selecting group of families who highly value education. And that is super wonderful.

It is just hard to fight against nearly 20% of the school being chronically absent. The population of the school is just different.

Also, this got me looking at absentee rates at schools.

Drew 23.66%
Randolph 21.76%
Barcroft 15.5%

Lets Compare to N. Arlington schools

Nottingham .51%
Taylor 4.02%
Cardinal 2.14%

Chronic Absenteeism is probably the real problem we need to solve to help close the achievement gap.

Yet ATS is doing better than all the North Arlington schools you mentioned with the same level of chronic absenteeism. It’s not just the parent population. My friend’s two kids came from a poor performing South Arlington school and were not at grade level for anything. The parents are super involved in their kids education but the kids were falling behind because the school sucks. The youngest started last year. ATS caught her up to grade level. She came middle of first grade and could barely read. Now the eldest is at ATS. Being caught up well. The parents were super involved but as immigrants they didn’t know how to teach their kids the mechanics of reading. Also the classroom environment wasn’t safe (literally - kids were throwing stuff all the time) and both their kids were subject to bullying. Once they switched to ATS everything changed. Kids were doing better academically, socially and emotionally.

Came here to say something similar. The families and type of kids that attend ATS may contribute to the success, but there is also something different about their programing. They certainly haven't discovered a special magic solution or solved education, but, they have figured out a method that is clearly seeing results.

We received slots to ATS in 2nd and 3rd grade for our two DCs. Our kids as well as us were able to see very stark differences in the day-to-day classroom learning. Their understanding and desire to continue learning drastically changed too.

BINGO!!
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.

**unless the family culture is one that doesn’t prioritize school. Then kids don’t turn in their homework/misbehave/don’t show up to school.

I repeat:
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.
If kids are misbehaving, they're either not appropriately challenged and engaged; or they have behavioral issues that need medical attention.
If kids are not turning in their homework or showing up to school, they have more significant problems that require medical/social attention.

OR (and this is probably many of them), they have sh!tty parents. No amount of teacher engagement can change a family culture of IDGAF.

People love to hate on parents . Are there really that many IDGAF parents in Arlington ? Because I haven’t met any yet.

You’re not going to meet them bc they can’t or won’t show up to things at school. Some care but can’t make it; some don’t care. You are meeting the people who show up.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know someone asked why ATS is different from other option schools and someone else mentioned absenteeism. For reference. ATS has 1.7% of kids with chronic absenteeism. Claremont is 18.83% and Campbell is 19.94%.

Everyone can discuss this to death. But it is the makeup of the school. THAT is the difference. ATS doesn't have some magic solution. They haven't solved education. They have a very specific self selecting group of families who highly value education. And that is super wonderful.

It is just hard to fight against nearly 20% of the school being chronically absent. The population of the school is just different.

Also, this got me looking at absentee rates at schools.

Drew 23.66%
Randolph 21.76%
Barcroft 15.5%

Lets Compare to N. Arlington schools

Nottingham .51%
Taylor 4.02%
Cardinal 2.14%

Chronic Absenteeism is probably the real problem we need to solve to help close the achievement gap.

Yet ATS is doing better than all the North Arlington schools you mentioned with the same level of chronic absenteeism. It’s not just the parent population. My friend’s two kids came from a poor performing South Arlington school and were not at grade level for anything. The parents are super involved in their kids education but the kids were falling behind because the school sucks. The youngest started last year. ATS caught her up to grade level. She came middle of first grade and could barely read. Now the eldest is at ATS. Being caught up well. The parents were super involved but as immigrants they didn’t know how to teach their kids the mechanics of reading. Also the classroom environment wasn’t safe (literally - kids were throwing stuff all the time) and both their kids were subject to bullying. Once they switched to ATS everything changed. Kids were doing better academically, socially and emotionally.

Came here to say something similar. The families and type of kids that attend ATS may contribute to the success, but there is also something different about their programing. They certainly haven't discovered a special magic solution or solved education, but, they have figured out a method that is clearly seeing results.

We received slots to ATS in 2nd and 3rd grade for our two DCs. Our kids as well as us were able to see very stark differences in the day-to-day classroom learning. Their understanding and desire to continue learning drastically changed too.

BINGO!!
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.

**unless the family culture is one that doesn’t prioritize school. Then kids don’t turn in their homework/misbehave/don’t show up to school.

I repeat:
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.
If kids are misbehaving, they're either not appropriately challenged and engaged; or they have behavioral issues that need medical attention.
If kids are not turning in their homework or showing up to school, they have more significant problems that require medical/social attention.

OR (and this is probably many of them), they have sh!tty parents. No amount of teacher engagement can change a family culture of IDGAF.

You are talking about upper elementary before the kids may even realize that there are consequences for not turning in work. Getting a kindergartener or first grader to do homework is hard. If a parent thinks that there is little value, it’s not the kids fault if they don’t have space/time/resources at home to do it.

To be clear, it’s not a child’s fault if his/her parents do drugs, let them watch TV all day, model terrible behavior, and don’t make them go to school.

That’s an uphill battle for the kid for sure.

No amount of teacher positivity and raised expectations can negate that though.

Want better schools? Look at your COMMUNITY.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know someone asked why ATS is different from other option schools and someone else mentioned absenteeism. For reference. ATS has 1.7% of kids with chronic absenteeism. Claremont is 18.83% and Campbell is 19.94%.

Everyone can discuss this to death. But it is the makeup of the school. THAT is the difference. ATS doesn't have some magic solution. They haven't solved education. They have a very specific self selecting group of families who highly value education. And that is super wonderful.

It is just hard to fight against nearly 20% of the school being chronically absent. The population of the school is just different.

Also, this got me looking at absentee rates at schools.

Drew 23.66%
Randolph 21.76%
Barcroft 15.5%

Lets Compare to N. Arlington schools

Nottingham .51%
Taylor 4.02%
Cardinal 2.14%

Chronic Absenteeism is probably the real problem we need to solve to help close the achievement gap.

Yet ATS is doing better than all the North Arlington schools you mentioned with the same level of chronic absenteeism. It’s not just the parent population. My friend’s two kids came from a poor performing South Arlington school and were not at grade level for anything. The parents are super involved in their kids education but the kids were falling behind because the school sucks. The youngest started last year. ATS caught her up to grade level. She came middle of first grade and could barely read. Now the eldest is at ATS. Being caught up well. The parents were super involved but as immigrants they didn’t know how to teach their kids the mechanics of reading. Also the classroom environment wasn’t safe (literally - kids were throwing stuff all the time) and both their kids were subject to bullying. Once they switched to ATS everything changed. Kids were doing better academically, socially and emotionally.

Came here to say something similar. The families and type of kids that attend ATS may contribute to the success, but there is also something different about their programing. They certainly haven't discovered a special magic solution or solved education, but, they have figured out a method that is clearly seeing results.

We received slots to ATS in 2nd and 3rd grade for our two DCs. Our kids as well as us were able to see very stark differences in the day-to-day classroom learning. Their understanding and desire to continue learning drastically changed too.

BINGO!!
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.

**unless the family culture is one that doesn’t prioritize school. Then kids don’t turn in their homework/misbehave/don’t show up to school.

I repeat:
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.
If kids are misbehaving, they're either not appropriately challenged and engaged; or they have behavioral issues that need medical attention.
If kids are not turning in their homework or showing up to school, they have more significant problems that require medical/social attention.

OR (and this is probably many of them), they have sh!tty parents. No amount of teacher engagement can change a family culture of IDGAF.

People love to hate on parents . Are there really that many IDGAF parents in Arlington ? Because I haven’t met any yet.

LOL. You must not go out much. Sometimes seems like I’m the only one who cares.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know someone asked why ATS is different from other option schools and someone else mentioned absenteeism. For reference. ATS has 1.7% of kids with chronic absenteeism. Claremont is 18.83% and Campbell is 19.94%.

Everyone can discuss this to death. But it is the makeup of the school. THAT is the difference. ATS doesn't have some magic solution. They haven't solved education. They have a very specific self selecting group of families who highly value education. And that is super wonderful.

It is just hard to fight against nearly 20% of the school being chronically absent. The population of the school is just different.

Also, this got me looking at absentee rates at schools.

Drew 23.66%
Randolph 21.76%
Barcroft 15.5%

Lets Compare to N. Arlington schools

Nottingham .51%
Taylor 4.02%
Cardinal 2.14%

Chronic Absenteeism is probably the real problem we need to solve to help close the achievement gap.

Yet ATS is doing better than all the North Arlington schools you mentioned with the same level of chronic absenteeism. It’s not just the parent population. My friend’s two kids came from a poor performing South Arlington school and were not at grade level for anything. The parents are super involved in their kids education but the kids were falling behind because the school sucks. The youngest started last year. ATS caught her up to grade level. She came middle of first grade and could barely read. Now the eldest is at ATS. Being caught up well. The parents were super involved but as immigrants they didn’t know how to teach their kids the mechanics of reading. Also the classroom environment wasn’t safe (literally - kids were throwing stuff all the time) and both their kids were subject to bullying. Once they switched to ATS everything changed. Kids were doing better academically, socially and emotionally.

Came here to say something similar. The families and type of kids that attend ATS may contribute to the success, but there is also something different about their programing. They certainly haven't discovered a special magic solution or solved education, but, they have figured out a method that is clearly seeing results.

We received slots to ATS in 2nd and 3rd grade for our two DCs. Our kids as well as us were able to see very stark differences in the day-to-day classroom learning. Their understanding and desire to continue learning drastically changed too.

BINGO!!
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.

**unless the family culture is one that doesn’t prioritize school. Then kids don’t turn in their homework/misbehave/don’t show up to school.

I repeat:
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.
If kids are misbehaving, they're either not appropriately challenged and engaged; or they have behavioral issues that need medical attention.
If kids are not turning in their homework or showing up to school, they have more significant problems that require medical/social attention.

OR (and this is probably many of them), they have sh!tty parents. No amount of teacher engagement can change a family culture of IDGAF.

People love to hate on parents . Are there really that many IDGAF parents in Arlington ? Because I haven’t met any yet.

LOL. You must not go out much. Sometimes seems like I’m the only one who cares.

Which schools? That’s definitely not the case here in 22207. Parents care too much.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know someone asked why ATS is different from other option schools and someone else mentioned absenteeism. For reference. ATS has 1.7% of kids with chronic absenteeism. Claremont is 18.83% and Campbell is 19.94%.

Everyone can discuss this to death. But it is the makeup of the school. THAT is the difference. ATS doesn't have some magic solution. They haven't solved education. They have a very specific self selecting group of families who highly value education. And that is super wonderful.

It is just hard to fight against nearly 20% of the school being chronically absent. The population of the school is just different.

Also, this got me looking at absentee rates at schools.

Drew 23.66%
Randolph 21.76%
Barcroft 15.5%

Lets Compare to N. Arlington schools

Nottingham .51%
Taylor 4.02%
Cardinal 2.14%

Chronic Absenteeism is probably the real problem we need to solve to help close the achievement gap.

Yet ATS is doing better than all the North Arlington schools you mentioned with the same level of chronic absenteeism. It’s not just the parent population. My friend’s two kids came from a poor performing South Arlington school and were not at grade level for anything. The parents are super involved in their kids education but the kids were falling behind because the school sucks. The youngest started last year. ATS caught her up to grade level. She came middle of first grade and could barely read. Now the eldest is at ATS. Being caught up well. The parents were super involved but as immigrants they didn’t know how to teach their kids the mechanics of reading. Also the classroom environment wasn’t safe (literally - kids were throwing stuff all the time) and both their kids were subject to bullying. Once they switched to ATS everything changed. Kids were doing better academically, socially and emotionally.

Came here to say something similar. The families and type of kids that attend ATS may contribute to the success, but there is also something different about their programing. They certainly haven't discovered a special magic solution or solved education, but, they have figured out a method that is clearly seeing results.

We received slots to ATS in 2nd and 3rd grade for our two DCs. Our kids as well as us were able to see very stark differences in the day-to-day classroom learning. Their understanding and desire to continue learning drastically changed too.

BINGO!!
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.

**unless the family culture is one that doesn’t prioritize school. Then kids don’t turn in their homework/misbehave/don’t show up to school.

I repeat:
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.
If kids are misbehaving, they're either not appropriately challenged and engaged; or they have behavioral issues that need medical attention.
If kids are not turning in their homework or showing up to school, they have more significant problems that require medical/social attention.

OR (and this is probably many of them), they have sh!tty parents. No amount of teacher engagement can change a family culture of IDGAF.

You are talking about upper elementary before the kids may even realize that there are consequences for not turning in work. Getting a kindergartener or first grader to do homework is hard. If a parent thinks that there is little value, it’s not the kids fault if they don’t have space/time/resources at home to do it.

To be clear, it’s not a child’s fault if his/her parents do drugs, let them watch TV all day, model terrible behavior, and don’t make them go to school.

That’s an uphill battle for the kid for sure.

No amount of teacher positivity and raised expectations can negate that though.

Want better schools? Look at your COMMUNITY.

Agree with this 100%. Schools can help, but unless a kid is getting support at home, it is an uphill battle. I grew up in an immigrant household. My parents were raised in terrible poverty. My grandparents were illiterate. While my parents couldn't really "help" me with my schoolwork past 1st grade or so, they certainly understood that the only path for their children to not live in poverty was for us to do well in school and get good educations. They couldn't check our work, but they could see if we completed assignments, made sure we were studying for tests, made sure we went to school FCOL. You can't replicate this environment without families that see value in education.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know someone asked why ATS is different from other option schools and someone else mentioned absenteeism. For reference. ATS has 1.7% of kids with chronic absenteeism. Claremont is 18.83% and Campbell is 19.94%.

Everyone can discuss this to death. But it is the makeup of the school. THAT is the difference. ATS doesn't have some magic solution. They haven't solved education. They have a very specific self selecting group of families who highly value education. And that is super wonderful.

It is just hard to fight against nearly 20% of the school being chronically absent. The population of the school is just different.

Also, this got me looking at absentee rates at schools.

Drew 23.66%
Randolph 21.76%
Barcroft 15.5%

Lets Compare to N. Arlington schools

Nottingham .51%
Taylor 4.02%
Cardinal 2.14%

Chronic Absenteeism is probably the real problem we need to solve to help close the achievement gap.

Yet ATS is doing better than all the North Arlington schools you mentioned with the same level of chronic absenteeism. It’s not just the parent population. My friend’s two kids came from a poor performing South Arlington school and were not at grade level for anything. The parents are super involved in their kids education but the kids were falling behind because the school sucks. The youngest started last year. ATS caught her up to grade level. She came middle of first grade and could barely read. Now the eldest is at ATS. Being caught up well. The parents were super involved but as immigrants they didn’t know how to teach their kids the mechanics of reading. Also the classroom environment wasn’t safe (literally - kids were throwing stuff all the time) and both their kids were subject to bullying. Once they switched to ATS everything changed. Kids were doing better academically, socially and emotionally.

Came here to say something similar. The families and type of kids that attend ATS may contribute to the success, but there is also something different about their programing. They certainly haven't discovered a special magic solution or solved education, but, they have figured out a method that is clearly seeing results.

We received slots to ATS in 2nd and 3rd grade for our two DCs. Our kids as well as us were able to see very stark differences in the day-to-day classroom learning. Their understanding and desire to continue learning drastically changed too.

BINGO!!
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.

**unless the family culture is one that doesn’t prioritize school. Then kids don’t turn in their homework/misbehave/don’t show up to school.

I repeat:
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.
If kids are misbehaving, they're either not appropriately challenged and engaged; or they have behavioral issues that need medical attention.
If kids are not turning in their homework or showing up to school, they have more significant problems that require medical/social attention.

OR (and this is probably many of them), they have sh!tty parents. No amount of teacher engagement can change a family culture of IDGAF.

People love to hate on parents . Are there really that many IDGAF parents in Arlington ? Because I haven’t met any yet.

LOL. You must not go out much. Sometimes seems like I’m the only one who cares.

I know a fair number of parents who take their kids out of school for vacations, but they're the exception.

I also know a fair number of parents who think they care more about education than others, but what they care about is test scores.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know someone asked why ATS is different from other option schools and someone else mentioned absenteeism. For reference. ATS has 1.7% of kids with chronic absenteeism. Claremont is 18.83% and Campbell is 19.94%.

Everyone can discuss this to death. But it is the makeup of the school. THAT is the difference. ATS doesn't have some magic solution. They haven't solved education. They have a very specific self selecting group of families who highly value education. And that is super wonderful.

It is just hard to fight against nearly 20% of the school being chronically absent. The population of the school is just different.

Also, this got me looking at absentee rates at schools.

Drew 23.66%
Randolph 21.76%
Barcroft 15.5%

Lets Compare to N. Arlington schools

Nottingham .51%
Taylor 4.02%
Cardinal 2.14%

Chronic Absenteeism is probably the real problem we need to solve to help close the achievement gap.

Yet ATS is doing better than all the North Arlington schools you mentioned with the same level of chronic absenteeism. It’s not just the parent population. My friend’s two kids came from a poor performing South Arlington school and were not at grade level for anything. The parents are super involved in their kids education but the kids were falling behind because the school sucks. The youngest started last year. ATS caught her up to grade level. She came middle of first grade and could barely read. Now the eldest is at ATS. Being caught up well. The parents were super involved but as immigrants they didn’t know how to teach their kids the mechanics of reading. Also the classroom environment wasn’t safe (literally - kids were throwing stuff all the time) and both their kids were subject to bullying. Once they switched to ATS everything changed. Kids were doing better academically, socially and emotionally.

Came here to say something similar. The families and type of kids that attend ATS may contribute to the success, but there is also something different about their programing. They certainly haven't discovered a special magic solution or solved education, but, they have figured out a method that is clearly seeing results.

We received slots to ATS in 2nd and 3rd grade for our two DCs. Our kids as well as us were able to see very stark differences in the day-to-day classroom learning. Their understanding and desire to continue learning drastically changed too.

BINGO!!
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.

**unless the family culture is one that doesn’t prioritize school. Then kids don’t turn in their homework/misbehave/don’t show up to school.

I repeat:
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.
If kids are misbehaving, they're either not appropriately challenged and engaged; or they have behavioral issues that need medical attention.
If kids are not turning in their homework or showing up to school, they have more significant problems that require medical/social attention.

OR (and this is probably many of them), they have sh!tty parents. No amount of teacher engagement can change a family culture of IDGAF.

You are talking about upper elementary before the kids may even realize that there are consequences for not turning in work. Getting a kindergartener or first grader to do homework is hard. If a parent thinks that there is little value, it’s not the kids fault if they don’t have space/time/resources at home to do it.

To be clear, it’s not a child’s fault if his/her parents do drugs, let them watch TV all day, model terrible behavior, and don’t make them go to school.

That’s an uphill battle for the kid for sure.

No amount of teacher positivity and raised expectations can negate that though.

Want better schools? Look at your COMMUNITY.

It often takes just one special teacher to make all the difference for a kid. Having a school full of those special teachers who care, engage, provide interesting instruction, and encourage effort to reach the goals the teacher knows they can achieve rather than lowered goals to "meet the child where they are" can make a huge difference. Just because a school can't replace or fully make-up for a lousy parent doesn't mean schools can't do better than they are for the kids.

Perhaps you'd be willing to expand on your thought about looking to the community for better schools? With it following your previous comment, I don't see your point.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know someone asked why ATS is different from other option schools and someone else mentioned absenteeism. For reference. ATS has 1.7% of kids with chronic absenteeism. Claremont is 18.83% and Campbell is 19.94%.

Everyone can discuss this to death. But it is the makeup of the school. THAT is the difference. ATS doesn't have some magic solution. They haven't solved education. They have a very specific self selecting group of families who highly value education. And that is super wonderful.

It is just hard to fight against nearly 20% of the school being chronically absent. The population of the school is just different.

Also, this got me looking at absentee rates at schools.

Drew 23.66%
Randolph 21.76%
Barcroft 15.5%

Lets Compare to N. Arlington schools

Nottingham .51%
Taylor 4.02%
Cardinal 2.14%

Chronic Absenteeism is probably the real problem we need to solve to help close the achievement gap.

Yet ATS is doing better than all the North Arlington schools you mentioned with the same level of chronic absenteeism. It’s not just the parent population. My friend’s two kids came from a poor performing South Arlington school and were not at grade level for anything. The parents are super involved in their kids education but the kids were falling behind because the school sucks. The youngest started last year. ATS caught her up to grade level. She came middle of first grade and could barely read. Now the eldest is at ATS. Being caught up well. The parents were super involved but as immigrants they didn’t know how to teach their kids the mechanics of reading. Also the classroom environment wasn’t safe (literally - kids were throwing stuff all the time) and both their kids were subject to bullying. Once they switched to ATS everything changed. Kids were doing better academically, socially and emotionally.

Came here to say something similar. The families and type of kids that attend ATS may contribute to the success, but there is also something different about their programing. They certainly haven't discovered a special magic solution or solved education, but, they have figured out a method that is clearly seeing results.

We received slots to ATS in 2nd and 3rd grade for our two DCs. Our kids as well as us were able to see very stark differences in the day-to-day classroom learning. Their understanding and desire to continue learning drastically changed too.

BINGO!!
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.

**unless the family culture is one that doesn’t prioritize school. Then kids don’t turn in their homework/misbehave/don’t show up to school.

I repeat:
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.
If kids are misbehaving, they're either not appropriately challenged and engaged; or they have behavioral issues that need medical attention.
If kids are not turning in their homework or showing up to school, they have more significant problems that require medical/social attention.

OR (and this is probably many of them), they have sh!tty parents. No amount of teacher engagement can change a family culture of IDGAF.

People love to hate on parents . Are there really that many IDGAF parents in Arlington ? Because I haven’t met any yet.

LOL. You must not go out much. Sometimes seems like I’m the only one who cares.

I know a fair number of parents who take their kids out of school for vacations, but they're the exception.

I also know a fair number of parents who think they care more about education than others, but what they care about is test scores.

I think that taking your kid out of school for vacations is not the kind of “not caring” people are talking about.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know someone asked why ATS is different from other option schools and someone else mentioned absenteeism. For reference. ATS has 1.7% of kids with chronic absenteeism. Claremont is 18.83% and Campbell is 19.94%.

Everyone can discuss this to death. But it is the makeup of the school. THAT is the difference. ATS doesn't have some magic solution. They haven't solved education. They have a very specific self selecting group of families who highly value education. And that is super wonderful.

It is just hard to fight against nearly 20% of the school being chronically absent. The population of the school is just different.

Also, this got me looking at absentee rates at schools.

Drew 23.66%
Randolph 21.76%
Barcroft 15.5%

Lets Compare to N. Arlington schools

Nottingham .51%
Taylor 4.02%
Cardinal 2.14%

Chronic Absenteeism is probably the real problem we need to solve to help close the achievement gap.

Yet ATS is doing better than all the North Arlington schools you mentioned with the same level of chronic absenteeism. It’s not just the parent population. My friend’s two kids came from a poor performing South Arlington school and were not at grade level for anything. The parents are super involved in their kids education but the kids were falling behind because the school sucks. The youngest started last year. ATS caught her up to grade level. She came middle of first grade and could barely read. Now the eldest is at ATS. Being caught up well. The parents were super involved but as immigrants they didn’t know how to teach their kids the mechanics of reading. Also the classroom environment wasn’t safe (literally - kids were throwing stuff all the time) and both their kids were subject to bullying. Once they switched to ATS everything changed. Kids were doing better academically, socially and emotionally.

Came here to say something similar. The families and type of kids that attend ATS may contribute to the success, but there is also something different about their programing. They certainly haven't discovered a special magic solution or solved education, but, they have figured out a method that is clearly seeing results.

We received slots to ATS in 2nd and 3rd grade for our two DCs. Our kids as well as us were able to see very stark differences in the day-to-day classroom learning. Their understanding and desire to continue learning drastically changed too.

BINGO!!
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.

**unless the family culture is one that doesn’t prioritize school. Then kids don’t turn in their homework/misbehave/don’t show up to school.

I repeat:
When kids are appropriately challenged, they become more engaged.
When kids are insufficiently challenged, they know the adults have lower expectations of them.
If kids are misbehaving, they're either not appropriately challenged and engaged; or they have behavioral issues that need medical attention.
If kids are not turning in their homework or showing up to school, they have more significant problems that require medical/social attention.

OR (and this is probably many of them), they have sh!tty parents. No amount of teacher engagement can change a family culture of IDGAF.

People love to hate on parents . Are there really that many IDGAF parents in Arlington ? Because I haven’t met any yet.

LOL. You must not go out much. Sometimes seems like I’m the only one who cares.

I know a fair number of parents who take their kids out of school for vacations, but they're the exception.

I also know a fair number of parents who think they care more about education than others, but what they care about is test scores.

I think that taking your kid out of school for vacations is not the kind of “not caring” people are talking about.

Correct. Let me give some examples 1) we had people showing up this week to register their kid because they had no idea school started. This will probably continue for another month, 2) we have parents that just don't pick up their kids from school on a regular basis, 3) we have kids with horrible behavior problems that we can't send home because their home environment is unsafe and CPS/authorities have done nothing (or parents have already had kids taken by CPS and now know how to manipulate the system to keep the other kids). There are parents who when you contact about their kid struggling in school will refuses conferences, refuse phone calls, refuse testing or anything to help their kid. I mean I could go on, but for every parent that is super involved and caring there will be one that is not but I think the vast majority of parents are somewhere in the middle.