To the parents in "good schools"

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I stumbled onto this post and OP, thank you for expressing why I find my kids' elementary school frustrating. Yes, we supplement because if we didn't our kids would spend their days ambling from station to station doing "independent" work. There's the mini-lesson for 15 minutes, but beyond that my kids both report that they work alone or with other kids to figure out things. There is a massive lack of direct instruction. Hence, we spend money on Russian Math and I spend over an hour each night essentially teaching my kids reading, including walking through the different steps in a DRA. It is frustrating when I think about how much time is wasted in school where the kids are not getting direct instruction.

OP - I agree. It is nice to hear what I've been thinking articulated so well by a teacher. It is unbelievable how much is expected to be done at home. Not only that, but it is unbelievable how little assistance the schools give to help parents do it all at home. You kid gets a bad grade on a test? Come in and see me about it (and that is after it took 2-3 weeks to grade the test). We don't send tests home. So we have to go in and meet with a teacher to see the test and the go over it at home with our kids during the same time that they are supposed to be studying for the next test on new material.

Even the most involved, caring parents with conscientious students have trouble supporting their kids.

This is the big scam. I wish schools were open and honest about the need to supplement. Our school is a "no homework" just read kind of school. But it's actually not true. To meet expectations, parents really probably need to spend on hour or so a night teaching their kids. Most parents fly blind. I've been lucky in that our teachers at least tell us what they are doing during the week. I basically pre-teach, teach and re-teach everything they are learning. And my kids are the "model" type student, but really I am just supplementing the hell out of them.

We should be honest and just say hey--if you want your kid to do well and grasp concepts you need to commit to 60-90 minutes of supplementing daily. They won't do that and it's annoying.

That said our school is nice, the community is welcoming, the teachers try, and we are one of those "good schools." So, I kind of see OP's point.

Is this common? I have never done this/thought of doing this/know of anyone personally who does this (that I know about)--though I am admittedly out of the parent loop. To me, supplementing is more like enrichment: going to science centers, arts, chess club etc. I thought people who talked about supplementing were just saying what was taught wasn't enough for their standards, rather than it was needed for their kids to currently do well in school. I'm also at one of the little homework/good schools. I would think that it would be important NOT to supplement on the school curriculum so that the teacher could get an accurate read on what the student can do.

We are at a similar school. It's more common than you think. If you read the OP's post, it's pretty clear how hands off schools are once kids are at "grade level" instead of figuring out what a kid actually can learn and accomplish.

Thats my experience.

Our kids don't really learn anything new in school, so they learn outside of school. Makes me wonder why the heck we are paying the real estate premium for a "good school" when they're effectively being homeschooled.

What grade are your kids in?

I have a 2nd grader and 4th grader in AAP in McLean. Kids have solid peer group. 4th grader is starting algebra. So many bright kids in his AAP class. Vocabulary expanding with Caesar’s English. What more do you want? I’ve been satisfied. He did art club, chess club and science Olympiad.

The teachers are involved and are doing a fine job.

I'm the PP.

First grade, in the Oakton pyramid.

Teacher and AAP counselor have admitted our child is several grade levels ahead in several subjects, but won't give our child anything more challenging. They only have minor differentiation for reading, but none for math.

Really wish our school started AAP earlier like its done in other areas.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I am a teacher and am home sick.

OP is so, so spot on when it comes to FCPS. There is an expectation that parents will re-teach, teach or supplement in schools where there is a population that is ... not struggling with poverty. I will run an assessment and if a kid is struggling,

The flip side is also really true. The county is amazing about working really hard about closing the achievement gap. I would say in FCPS, there is an absolute effort to put the best admins in schools that are struggling and need leadership.

Another point is really true. In FCPS, many, many teacher get into the system by working in "hard' Title I schools and bolt. But the ones who stick around are probably the strongest teachers in the entire system. I think they combat this by putting strong admins in these schools. It tends to work well. If you look at Justice, which was a mess, you can see how a strong admin improves student performance.

But the peer group is sort of a dog whistle. It means people want their kids around people who went to college, who aren't hourly wage workers, and who feel familiar.

So wanting a strong peer group is OK for private school parents, but a dog whistle for public school parents?

Sorry, but a strong pyramid with experienced teachers and a high-performing peer group is what most thinking about public school want if they can swing it.

Very true. If it wasn't people would not pay more money to live in "good school" boundaries.

[Anonymous]

The parents here are nuts. We supplement/enrich with Netflix & Xbox and our kids are doing fine.

[Anonymous]

Anonymous wrote:The parents here are nuts. We supplement/enrich with Netflix & Xbox and our kids are doing fine.

Same here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I am a teacher and am home sick.

OP is so, so spot on when it comes to FCPS. There is an expectation that parents will re-teach, teach or supplement in schools where there is a population that is ... not struggling with poverty. I will run an assessment and if a kid is struggling,

The flip side is also really true. The county is amazing about working really hard about closing the achievement gap. I would say in FCPS, there is an absolute effort to put the best admins in schools that are struggling and need leadership.

Another point is really true. In FCPS, many, many teacher get into the system by working in "hard' Title I schools and bolt. But the ones who stick around are probably the strongest teachers in the entire system. I think they combat this by putting strong admins in these schools. It tends to work well. If you look at Justice, which was a mess, you can see how a strong admin improves student performance.

But the peer group is sort of a dog whistle. It means people want their kids around people who went to college, who aren't hourly wage workers, and who feel familiar.

So wanting a strong peer group is OK for private school parents, but a dog whistle for public school parents?

Sorry, but a strong pyramid with experienced teachers and a high-performing peer group is what most thinking about public school want if they can swing it.

Exactly. Not sure how that's a "dog whistle" of any kind. It's just common sense.

[Anonymous]

Teacher here. I worked in a high poverty FCPS school and moved on like OP. She's so, so right. The entire system in terms of measuring what is a "good" school are ridiculous.

I worked in a school where white kids actually scored higher than many of the other schools that are often recommended. As a former high school teacher, I can see where the divide falls and it's not nonsense.

In terms of elementary and primary (where I have also taught), it's more shocking. We can do so, so much more for these kids, but the county is more focused on compliance than actual learning (hence ELD).

OP is right in a lot of ways, fwiw. It is almost a sabbatical teaching in a high performing FCPS school. OP, girl, enjoy the break.

[Anonymous]

Common people, stop generalizing... good or bad is ALWAYS teacher specific. to argue that better the teachers at low income schools are better than those at high income schools is just your perception/experience.

[Anonymous]

ugh, this thread again

[Anonymous]

Anonymous wrote:ugh, this thread again

Interesting that you groan at this thread. I've read it and it makes some very, very good points. I hope it continues and teachers continue to chime in. I welcome their voices unlike you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:ugh, this thread again

Interesting that you groan at this thread. I've read it and it makes some very, very good points. I hope it continues and teachers continue to chime in. I welcome their voices unlike you.

Just say "bump" in you want to keep it at the top of the forum. Would be easier and just as meaningful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ugh, this thread again

Interesting that you groan at this thread. I've read it and it makes some very, very good points. I hope it continues and teachers continue to chime in. I welcome their voices unlike you.

Just say "bump" in you want to keep it at the top of the forum. Would be easier and just as meaningful.

Actually, not really. Other teachers beyond OP have chimed in. I like hearing from them.