Top 5 for K on WL at CCPCS, Stokes, Creative Minds and IT - Pros - Cons?

[Anonymous]

PP, why not? The underserved students at Meridian are who IT wants to reach.

[Anonymous]

Anonymous wrote:PP, why not? The underserved students at Meridian are who IT wants to reach.

Of course! But not all parents (especially those who are ELL and FARMS families) even want a progressive, child-centered approach for their children's educations. They are more comfortable with traditional "I'm the teacher and I know best" direct instruction that includes worksheets and desks in rows and uniforms. We seek out schools for our children based on our assumptions of what is best in education and on our own history of schooling. So IT looks and is very different from a typical model you'll see in most public schools that serve high ELL and FARMS populations. Doesn't mean it's better, just different. And unless those parents seek out that difference, the population will continue to be what it currently is.

[Anonymous]

Meridian doesn't really have a waitlist. At least, that is my impression. We've applied twice and basically once you turn in your paperwork you are in. They don't hold a lottery.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:He is of the top 5 on the waitlist for Cap City PCS, Stokes, Creative Minds and Inspired Teaching. I am pretty confident that it'll definitely be among, CM, IT and CCPCS (although I think that we have a good chance at Stokes too). Thanks!

HUH? Did some money change hands? No one gets that lucky five times.

There are only 4 schools. Stokes is first come, first waitlist so no luck there, just being there early. IT opened a 2nd K class so the chances for that grade are better. CM is a new school, so chances are better. CC is expanding so the chances are better too. So yes the OP is lucky, but it's not unbelieveable.

I do know that about Stokes. And while I don't know anyone who applied to all those schools for preK I do know many people who applied for PS3 - to all of them (including ourselves). Everyone has numbers above 100. Our lowest number is above 150.

[Anonymous]

There are many fewer students in lotteries for K, as in boundary schools have to accept in boundary students. So the wait lists are shorter by the number of families that live in west of park, or other desirable in boundary schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:He is of the top 5 on the waitlist for Cap City PCS, Stokes, Creative Minds and Inspired Teaching. I am pretty confident that it'll definitely be among, CM, IT and CCPCS (although I think that we have a good chance at Stokes too). Thanks!

HUH? Did some money change hands? No one gets that lucky five times.

There are only 4 schools. Stokes is first come, first waitlist so no luck there, just being there early. IT opened a 2nd K class so the chances for that grade are better. CM is a new school, so chances are better. CC is expanding so the chances are better too. So yes the OP is lucky, but it's not unbelieveable.

I do know that about Stokes. And while I don't know anyone who applied to all those schools for preK I do know many people who applied for PS3 - to all of them (including ourselves). Everyone has numbers above 100. Our lowest number is above 150.

Yes but Pre-K is not the same as K. K has a lot better chances especially this year with CC, CM and IT.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Meridian is still going to be around the corner with a much nicer building so I am guessing most Meridian families will stay there.

And just because a household is in a 500-600k house doesn't mean they have $30k a year for private. I know we do not bit we don't qualify for FARM either.

Sure, but the point is that the same community of families who are attracted to Meridian - and perhaps didn't get in - now have another option right around the corner. And everyone knows of that option and is going to be talking about. Of course they're going to apply.

Unlikely. Meridian has an entirely different approach than IT. Just because it's in the same neighborhood, doesn't make it attractive or competitive. Note all the families in DC who don't attend the schools in their own neighborhood. Convenience doesn't lead to attendance.

That's not true. Latino families prefer to stay in the neighborhood. That's why Bancroft, HD Cooke, Marie Reed, Meridian, & Columbia Heights all have such vibrant Hispanic communities, they're all in Ward 1 near Columbia Heights. That's why it was so important for Mundo Verde to move there, immersion programs are more successful when there are native language speakers. (Tyler in SE has a Spanish Immersion program but hardly any Spanish-speaking students.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:PP, why not? The underserved students at Meridian are who IT wants to reach.

Of course! But not all parents (especially those who are ELL and FARMS families) even want a progressive, child-centered approach for their children's educations. They are more comfortable with traditional "I'm the teacher and I know best" direct instruction that includes worksheets and desks in rows and uniforms. We seek out schools for ourchildren based on our assumptions of what is best in education and on our own history of schooling. So IT looks and is very different from a typical model you'll see in most public schools that serve high ELL and FARMS populations. Doesn't mean it's better, just different. And unless those parents seek out that difference, the population will continue to be what it currently is.

This is such a miopic vision of what ELL or FARMS parents want for their children.
The concept of progressive and child centered instruction is wonderful in theory. However teachers and schools are getting so caught up in the concepts and in some cases the expeditions that they are losing focus of the reality of matters; and when children lack the basic tools (thus the old fashioned grammar, spelling and structured and guided writing assignments) to express themselves, chaos is happening, where students and parents are getting frustrated, teachers don't seem to know what to do think it's not part of their job description. A few years of this and here you have high school drop outs because they are so behind there is no way to catch up ...

[Anonymous]

Anonymous wrote:

Anonymous wrote:PP, why not? The underserved students at Meridian are who IT wants to reach.

Of course! But not all parents (especially those who are ELL and FARMS families) even want a progressive, child-centered approach for their children's educations. They are more comfortable with traditional "I'm the teacher and I know best" direct instruction that includes worksheets and desks in rows and uniforms. We seek out schools for our children based on our assumptions of what is best in education and on our own history of schooling. So IT looks and is very different from a typical model you'll see in most public schools that serve high ELL and FARMS populations. Doesn't mean it's better, just different. And unless those parents seek out that difference, the population will continue to be what it currently is.

That is incredibly condescending. My DS goes to Bridges and that school is nothing if not progressive and child-centered. It also has a very high percentage of ELL/FARMS families, and that's part of why the school is so special. The moms tend to walk their little ones to school, they, often with another little sibling, and they may or may not speak English, but they love individualized attention that they see at Bridges. They don't have be fluent in English to recognize a good school for their children that aligns with their parenting approach. They tend to be very child-focused, and not the strong disciplinarian you are describing at all, (though frankly, I don't care to attack either one). However, I don't think you are very in touch with the Hispanic community and your assumptions betray you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:PP, why not? The underserved students at Meridian are who IT wants to reach.

Of course! But not all parents (especially those who are ELL and FARMS families) even want a progressive, child-centered approach for their children's educations. They are more comfortable with traditional "I'm the teacher and I know best" direct instruction that includes worksheets and desks in rows and uniforms. We seek out schools for ourchildren based on our assumptions of what is best in education and on our own history of schooling. So IT looks and is very different from a typical model you'll see in most public schools that serve high ELL and FARMS populations. Doesn't mean it's better, just different. And unless those parents seek out that difference, the population will continue to be what it currently is.

This is such a miopic vision of what ELL or FARMS parents want for their children.
The concept of progressive and child centered instruction is wonderful in theory. However teachers and schools are getting so caught up in the concepts and in some cases the expeditions that they are losing focus of the reality of matters; and when children lack the basic tools (thus the old fashioned grammar, spelling and structured and guided writing assignments) to express themselves, chaos is happening, where students and parents are getting frustrated, teachers don't seem to know what to do think it's not part of their job description. A few years of this and here you have high school drop outs because they are so behind there is no way to catch up ...

Not the PP, but I don't get your point.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:PP, why not? The underserved students at Meridian are who IT wants to reach.

Of course! But not all parents (especially those who are ELL and FARMS families) even want a progressive, child-centered approach for their children's educations. They are more comfortable with traditional "I'm the teacher and I know best" direct instruction that includes worksheets and desks in rows and uniforms. We seek out schools for ourchildren based on our assumptions of what is best in education and on our own history of schooling. So IT looks and is very different from a typical model you'll see in most public schools that serve high ELL and FARMS populations. Doesn't mean it's better, just different. And unless those parents seek out that difference, the population will continue to be what it currently is.

This is such a miopic vision of what ELL or FARMS parents want for their children.
The concept of progressive and child centered instruction is wonderful in theory. However teachers and schools are getting so caught up in the concepts and in some cases the expeditions that they are losing focus of the reality of matters; and when children lack the basic tools (thus the old fashioned grammar, spelling and structured and guided writing assignments) to express themselves, chaos is happening, where students and parents are getting frustrated, teachers don't seem to know what to do think it's not part of their job description. A few years of this and here you have high school drop outs because they are so behind there is no way to catch up ...

Not the PP, but I don't get your point.

Not the PP either, but I think she's defending a more traditional approach to education. The way the PPP spun it is that there's a progressive, child-centered approach vs. a dictatorial approach. I think the PP was responding that her impression of the former is that the fundamentals of instruction are easily lost in the lofty concepts; and a focus on the instructional content (as opposed to the instructional method) shouldn't be so quickly written off.

Or, I could be totally wrong.

[Anonymous]

Oh, I think she was also taking issue with the assumption that ELL/FARMS families are so monolithic and simplistic in their choice of schools for their children. Presented with two styles of education, side-by-side (or a block apart) they would all somehow prejudicially favor one over the other, as if they wouldn't make nuanced and informed and individual decisions.

[Anonymous]

Friend of an English language tutor for grades 4-6.

Almost every single one of her students (both ELL and English speakers) are from non traditional schools who are behind in reading and writing, with no learning disabilities. I am implying it's the teacher or the programme -- if the kid needs a structured curriculum, then the parents need to realize that and not be swayed by all the hip methodologies.

[Anonymous]

New poster here. An obvious point has been missed here.

People gravitate towards schools that they hear about through their sphere of influence. You may not see a huge increase in Latinos at IT, NOT because they aren't interested in the learning model, but simply because the school is not on their radar screen. In general, what happens is that a friend or neighbor tells you about a school and you tell two "like minded" friends and so on. There are probably less than five latino families at IT right now which is not enough to create a major ripple effect on its own. The school has tried to advertise and hold informational sessions in the Columbia Heights/Shaw area, but sphere of influence may trump location here.

We all operate through our spheres of influence. Sure, if you're a mad researcher, contrarian, or trailblazer you may be the first in your circle to go where others have not gone before you. But that's the exception, not the rule. Sphere of influence plays a major role in the decisions we make about our child's education. (Sad to say, DCUM is a "sphere of influence" for some :wink.

The reason why there are so many middle to upper middle class families at IT was that the initial "sphere of influence" was those who had some connection or were familiar with the Center for Inspired Teaching. Schools like Potomac Lighthouse and CAPCS pull families with similar spheres of influence which is why they have similar demographics. The demographics at IT will surely change over time as more people become familiar with the school and as the lottery process--AKA the great equalizer--does its thing. However, it's probably going to take a moment as siblings fill many slots in the preschool; city demographics continue to change; and more school options are put on the table for parents to choose from.

[Anonymous]

Anonymous wrote:Friend of an English language tutor for grades 4-6.

Almost every single one of her students (both ELL and English speakers) are from non traditional schools who are behind in reading and writing, with no learning disabilities. I am implying it's the teacher or the programme -- if the kid needs a structured curriculum, then the parents need to realize that and not be swayed by all the hip methodologies.

I agree that every learning model is not for every student and yes, you have to know what works best for your individual kid. Where traditional schools drill and cram information into students (often not such a bad thing for some), other models such as the expeditionary model create an atmosphere where the student actually takes the time to "learn" the material. The problem is the "time" factor--actually learning the information takes time. If the teacher travels down too many rabbit holes and does not focus on the most important parts of the curriculum, the students will fall behind their cohorts in more traditional learning programs. The key is in the execution which is why you have to research carefully the operators of the program to make sure they know what the heck they are doing.