Frustrated

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You should talk to the principal. It is their job to hold teachers accountable.

I'd be interested in hearing more about Latin. I hear it is a mixed bag. The challenge is not there. Kids are leaving it, especially at the upper-elementary grades. So is the k-1-2-3 program better?

You've obviously confused Latin with another school. First of all, the challenge is definitely there. Secondly (and what eliminates the reliability of what you've "heard"), nobody is leaving in the upper elementary grades because there are no upper elementary grades: it's a middle-school/high-school program.

My thoughts too. 5-6 can be considered "upper elementary" but there is no K-3 (or 4).

I see your point, however the reason I didn't consider them "upper elementary" has to do with the model of the school. Were it a K-5 or a K-8, I would agree that 5th could be considered upper elementary (although I continue to think of 6th as middle school) but it isn't. Since it's 5-12 the PP's assertion simply makes no sense, in that context the school is divided into middle and upper (or H.S.). In any case, 5th is the big intake year and any kids that leave by 6th would be leaving because the challenge is too great, not because it isn't there.

We're left wondering if she's just trying to sling mud even when she doesn't know what she's talking about, or else she's somehow confused Latin with another school. I suppose we should give her the benefit of the doubt and assume the latter.

[Anonymous]

Anonymous wrote:

Much attention will be paid to children at the cusp of proficiency. We have actually been told by our childs teacher that they are going to skip around the math curriculum (EDM) so they can cover what will most likely be on the DCCAS. If that isn't teaching to the test!

I feel that for posterity I should point out that this is exactly, precisely what happens in at least a couple of B-CC MoCo schools. It's not just DCPS. And so people who believe they can solve everything curriculum by simply selling the Tenley townhouse and moving to Chevy Chase Elem. district will want to make deep, pointed inquiries in advance. There could be other compelling reasons to move, but avoiding standardized test prep (in EDM and elsewhere) should not be one of them.

Just have to say, we had OPs problem (which was more than avoiding standardized test prep mentioned by PP), solved it as you describe by leaving Tenleytown and moving to CCES and couldn't be happier. DC (and other kids) get instruction tailored to DC's level, even though DC (and many other kids) are 1 or more grades ahead of their chronological age. Of course, there is still test prep (mostly w/ practice test in fall and early spring to identify kids who need extra help), but no test prep to the ridiculous degree we experienced in DCPS. DC is now not bored, but happy.