Diversity of schools - can this work both ways? Am I being unreasonable?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yes, so I am PP with MS kid:

socially - transition was more gradual than abrupt. MS child is socially very adaptable, moreso than us, child's parents. Finds many ways to engage with many kids.

This kid is super proud of friends and school. Does not want to change schools for anything. Kind of has a chip on shoulder about the big schools like Deal and all they've got; I don't want to encourage that, but if my kid lines up with the underdogs for the rest of their life, I'd probably be pretty proud.

School does not seem to be a big challenge, but there are some accelerated cohorts. The kids are friendly, belying many stereotypes. Trouble of course is that it doesn't show up on objective testing.

Challenges include knowing whether there is better that can be extracted out of our kid educationally and whether that matters. This kid could of course be put in some kind of pressure cooker to get a "better educational experience" but that's kind of counterfactual. What I'd like is for teachers to push everyone to do more.

Other challenges include not having sports program I'd want my kid to have or extracurriculars that seem to be as enriching.

My hope is that going through this MS and its particular program with an integrated student body will make the school better at reaching everybody who's in the school's pattern and pushing them to succeed as well as good for my kid in terms of socializing them into a world that's not Bethesda and the Ivy League. I think that the school-related "rigor" efforts and support come through engagement with school leadership and teachers, so some of that depends on specific individuals rather than the system in my opinion. I think DCPS has a lot of teachers and administrators who care a lot, but it's hard to expect them to give 110% to every student all the time. I can understand why caring about students who could fall from being net positives in society to net negatives first, as a matter of triage, is logical. That said, I think part of how you reach these kids is expecting greater things from them than society has expected to date.

I'd just say as our MS kid goes through MS, it seems like kid is on top of grades and tests very well so is very likely to move to a selective HS instead of neighborhood HS.

So if I was to suggest what things might be like for others joining the so-called underperforming MS: socially, adaptable kids can do fine! Academically, parent engagement seems pretty valuable, and can help all students win against a public service bureaucracy, extracurricularly, it can be a little rough. But, again, I value placing my kids into an integrated cohort across race and class very highly, probably more highly than placing them in an academically rigorous cohort, believing that our children are likely to be academically successful as well as well-suited to a future better than ours.

So - clearly living in a way that's not so congruent with that of the DCUM norm. Optimistic and engaged.

DP, also with MS kid at one of these schools. Above comments are mostly spot-on with our experience, especially the bold parts. Social adjustment was a bit more abrupt--going from an ES where you've known the same kids for 7-8 years and suddenly lots of new kids from other schools who are having their own struggles adapting led to some social stress at the beginning. The school was super helpful--even focusing on cooperative games for the first month of PE to keep kids from different schools from sticking in those groups. All is well--kid loves the school and friends old and new.

We are happy with the sports offered, and the culture, community, and communication at the school. Kid's sense of personal responsibility has grown tremendously, and they are also very on top of grades, so I also expect a selective HS.

It’s easy to be on top of grades when majority is so low performing. It’s all relative to your peer group. If your kid was placed in a high performing group, your kid may just be on the average side and in the middle. Ask the parents who move from poorly performing EOTP schools to WOTP.

Also things get much more real if your kid gets into a selective high school into a higher level playing field. High probability your kid is going to to come in less prepared and likely struggle with the higher academics. This has been shown again and again and why colleges have summer academic programs for kids from low performing schools or offer remedial programs/tutoring support for freshman’s. If you look at the stats, much higher percentage of these kids drop out and never get a degree.

I actually think it's something else. I think parents who *really* excelled in school, like were in the top 1 percent on various tests, national merit scholar finalists etc, and have kids like that, are more comfortable taking a chance on these schools. We are at a title 1 elementary and I see that... The parents who were Rhodes scholars stayed bc they know their kids will be fine. Those who went to big state schools and are UMC and successful but not at the 1 percent level often left.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yes, so I am PP with MS kid:

socially - transition was more gradual than abrupt. MS child is socially very adaptable, moreso than us, child's parents. Finds many ways to engage with many kids.

This kid is super proud of friends and school. Does not want to change schools for anything. Kind of has a chip on shoulder about the big schools like Deal and all they've got; I don't want to encourage that, but if my kid lines up with the underdogs for the rest of their life, I'd probably be pretty proud.

School does not seem to be a big challenge, but there are some accelerated cohorts. The kids are friendly, belying many stereotypes. Trouble of course is that it doesn't show up on objective testing.

Challenges include knowing whether there is better that can be extracted out of our kid educationally and whether that matters. This kid could of course be put in some kind of pressure cooker to get a "better educational experience" but that's kind of counterfactual. What I'd like is for teachers to push everyone to do more.

Other challenges include not having sports program I'd want my kid to have or extracurriculars that seem to be as enriching.

My hope is that going through this MS and its particular program with an integrated student body will make the school better at reaching everybody who's in the school's pattern and pushing them to succeed as well as good for my kid in terms of socializing them into a world that's not Bethesda and the Ivy League. I think that the school-related "rigor" efforts and support come through engagement with school leadership and teachers, so some of that depends on specific individuals rather than the system in my opinion. I think DCPS has a lot of teachers and administrators who care a lot, but it's hard to expect them to give 110% to every student all the time. I can understand why caring about students who could fall from being net positives in society to net negatives first, as a matter of triage, is logical. That said, I think part of how you reach these kids is expecting greater things from them than society has expected to date.

I'd just say as our MS kid goes through MS, it seems like kid is on top of grades and tests very well so is very likely to move to a selective HS instead of neighborhood HS.

So if I was to suggest what things might be like for others joining the so-called underperforming MS: socially, adaptable kids can do fine! Academically, parent engagement seems pretty valuable, and can help all students win against a public service bureaucracy, extracurricularly, it can be a little rough. But, again, I value placing my kids into an integrated cohort across race and class very highly, probably more highly than placing them in an academically rigorous cohort, believing that our children are likely to be academically successful as well as well-suited to a future better than ours.

So - clearly living in a way that's not so congruent with that of the DCUM norm. Optimistic and engaged.

DP, also with MS kid at one of these schools. Above comments are mostly spot-on with our experience, especially the bold parts. Social adjustment was a bit more abrupt--going from an ES where you've known the same kids for 7-8 years and suddenly lots of new kids from other schools who are having their own struggles adapting led to some social stress at the beginning. The school was super helpful--even focusing on cooperative games for the first month of PE to keep kids from different schools from sticking in those groups. All is well--kid loves the school and friends old and new.

We are happy with the sports offered, and the culture, community, and communication at the school. Kid's sense of personal responsibility has grown tremendously, and they are also very on top of grades, so I also expect a selective HS.

It’s easy to be on top of grades when majority is so low performing. It’s all relative to your peer group. If your kid was placed in a high performing group, your kid may just be on the average side and in the middle. Ask the parents who move from poorly performing EOTP schools to WOTP.

Also things get much more real if your kid gets into a selective high school into a higher level playing field. High probability your kid is going to to come in less prepared and likely struggle with the higher academics. This has been shown again and again and why colleges have summer academic programs for kids from low performing schools or offer remedial programs/tutoring support for freshman’s. If you look at the stats, much higher percentage of these kids drop out and never get a degree.

I actually think it's something else. I think parents who *really* excelled in school, like were in the top 1 percent on various tests, national merit scholar finalists etc, and have kids like that, are more comfortable taking a chance on these schools. We are at a title 1 elementary and I see that... The parents who were Rhodes scholars stayed bc they know their kids will be fine. Those who went to big state schools and are UMC and successful but not at the 1 percent level often left.

No, not generally the case.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yes, so I am PP with MS kid:

socially - transition was more gradual than abrupt. MS child is socially very adaptable, moreso than us, child's parents. Finds many ways to engage with many kids.

This kid is super proud of friends and school. Does not want to change schools for anything. Kind of has a chip on shoulder about the big schools like Deal and all they've got; I don't want to encourage that, but if my kid lines up with the underdogs for the rest of their life, I'd probably be pretty proud.

School does not seem to be a big challenge, but there are some accelerated cohorts. The kids are friendly, belying many stereotypes. Trouble of course is that it doesn't show up on objective testing.

Challenges include knowing whether there is better that can be extracted out of our kid educationally and whether that matters. This kid could of course be put in some kind of pressure cooker to get a "better educational experience" but that's kind of counterfactual. What I'd like is for teachers to push everyone to do more.

Other challenges include not having sports program I'd want my kid to have or extracurriculars that seem to be as enriching.

My hope is that going through this MS and its particular program with an integrated student body will make the school better at reaching everybody who's in the school's pattern and pushing them to succeed as well as good for my kid in terms of socializing them into a world that's not Bethesda and the Ivy League. I think that the school-related "rigor" efforts and support come through engagement with school leadership and teachers, so some of that depends on specific individuals rather than the system in my opinion. I think DCPS has a lot of teachers and administrators who care a lot, but it's hard to expect them to give 110% to every student all the time. I can understand why caring about students who could fall from being net positives in society to net negatives first, as a matter of triage, is logical. That said, I think part of how you reach these kids is expecting greater things from them than society has expected to date.

I'd just say as our MS kid goes through MS, it seems like kid is on top of grades and tests very well so is very likely to move to a selective HS instead of neighborhood HS.

So if I was to suggest what things might be like for others joining the so-called underperforming MS: socially, adaptable kids can do fine! Academically, parent engagement seems pretty valuable, and can help all students win against a public service bureaucracy, extracurricularly, it can be a little rough. But, again, I value placing my kids into an integrated cohort across race and class very highly, probably more highly than placing them in an academically rigorous cohort, believing that our children are likely to be academically successful as well as well-suited to a future better than ours.

So - clearly living in a way that's not so congruent with that of the DCUM norm. Optimistic and engaged.

DP, also with MS kid at one of these schools. Above comments are mostly spot-on with our experience, especially the bold parts. Social adjustment was a bit more abrupt--going from an ES where you've known the same kids for 7-8 years and suddenly lots of new kids from other schools who are having their own struggles adapting led to some social stress at the beginning. The school was super helpful--even focusing on cooperative games for the first month of PE to keep kids from different schools from sticking in those groups. All is well--kid loves the school and friends old and new.

We are happy with the sports offered, and the culture, community, and communication at the school. Kid's sense of personal responsibility has grown tremendously, and they are also very on top of grades, so I also expect a selective HS.

It’s easy to be on top of grades when majority is so low performing. It’s all relative to your peer group. If your kid was placed in a high performing group, your kid may just be on the average side and in the middle. Ask the parents who move from poorly performing EOTP schools to WOTP.

Also things get much more real if your kid gets into a selective high school into a higher level playing field. High probability your kid is going to to come in less prepared and likely struggle with the higher academics. This has been shown again and again and why colleges have summer academic programs for kids from low performing schools or offer remedial programs/tutoring support for freshman’s. If you look at the stats, much higher percentage of these kids drop out and never get a degree.

I actually think it's something else. I think parents who *really* excelled in school, like were in the top 1 percent on various tests, national merit scholar finalists etc, and have kids like that, are more comfortable taking a chance on these schools. We are at a title 1 elementary and I see that... The parents who were Rhodes scholars stayed bc they know their kids will be fine. Those who went to big state schools and are UMC and successful but not at the 1 percent level often left.

No, not generally the case.

Well, I actually parent at one of these schools and see it. Chat with the parents who stayed and it eventually comes out that they were exceptional at school: our one EOTP title 1 elementary we literally had Rhodes scholars, Harvard grads, MIT grads, multiple valedictorians, CTYers. Parents who were in the top 1 percent when they were students. I think there is a relationship there... They are less worried about their kids sinking to an average.

[Anonymous]

I also think it makes parents more willing to try a "worse" middle school bc they have reason to believe their kids would have a very good shot at getting into an application school. If they didn't have evidence to give them that hope, maybe they would be more inclined to get their kids to a UMC school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:+1. Asian families tend to be pragmatic about public schools, not chasing some ideal sounding ethnic breakdown.

Because they understand that the role of a school is to give their kids the best education available, rather than to advance some sort of progressive utopia.

Just another reason why Asians do well academically. For them, it's a purely transactional experience.

Hmm, but I don’t value the Asian model of learning. Diversity is important. A good school for all is an excellent goal. Injecting UMC who score well on exams improves lower income kids’ education and goals while improving UMC kids too. I reject that test scores and my kid’s outcomes are my entire focus. We live in a democracy and we need to improve public education for ALL kids. UMC families need to stop defeating schools and hoarding opportunities.

I support improving all schools for all kids. But I also know that I, individually, can have little or no impact on that, especially in a hidebound and incompetent administration like DCPS. Positive change like that takes decades. It became clear that DCPS is in a downward spiral again, which is why we picked up our kids and moved to Arlington this year. I can't wait around and hope that DCPS gets its act together fast enough to give my kids a good education.

+100. Same. Bowser hasn't prioritized improving schools even as mayoral control of schools continues unabated in the District. Arlington for us.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yes, so I am PP with MS kid:

socially - transition was more gradual than abrupt. MS child is socially very adaptable, moreso than us, child's parents. Finds many ways to engage with many kids.

This kid is super proud of friends and school. Does not want to change schools for anything. Kind of has a chip on shoulder about the big schools like Deal and all they've got; I don't want to encourage that, but if my kid lines up with the underdogs for the rest of their life, I'd probably be pretty proud.

School does not seem to be a big challenge, but there are some accelerated cohorts. The kids are friendly, belying many stereotypes. Trouble of course is that it doesn't show up on objective testing.

Challenges include knowing whether there is better that can be extracted out of our kid educationally and whether that matters. This kid could of course be put in some kind of pressure cooker to get a "better educational experience" but that's kind of counterfactual. What I'd like is for teachers to push everyone to do more.
J
Other challenges include not having sports program I'd want my kid to have or extracurriculars that seem to be as enriching.

My hope is that going through this MS and its particular program with an integrated student body will make the school better at reaching everybody who's in the school's pattern and pushing them to succeed as well as good for my kid in terms of socializing them into a world that's not Bethesda and the Ivy League. I think that the school-related "rigor" efforts and support come through engagement with school leadership and teachers, so some of that depends on specific individuals rather than the system in my opinion. I think DCPS has a lot of teachers and administrators who care a lot, but it's hard to expect them to give 110% to every student all the time. I can understand why caring about students who could fall from being net positives in society to net negatives first, as a matter of triage, is logical. That said, I think part of how you reach these kids is expecting greater things from them than society has expected to date.

I'd just say as our MS kid goes through MS, it seems like kid is on top of grades and tests very well so is very likely to move to a selective HS instead of neighborhood HS.

So if I was to suggest what things might be like for others joining the so-called underperforming MS: socially, adaptable kids can do fine! Academically, parent engagement seems pretty valuable, and can help all students win against a public service bureaucracy, extracurricularly, it can be a little rough. But, again, I value placing my kids into an integrated cohort across race and class very highly, probably more highly than placing them in an academically rigorous cohort, believing that our children are likely to be academically successful as well as well-suited to a future better than ours.

So - clearly living in a way that's not so congruent with that of the DCUM norm. Optimistic and engaged.

DP, also with MS kid at one of these schools. Above comments are mostly spot-on with our experience, especially the bold parts. Social adjustment was a bit more abrupt--going from an ES where you've known the same kids for 7-8 years and suddenly lots of new kids from other schools who are having their own struggles adapting led to some social stress at the beginning. The school was super helpful--even focusing on cooperative games for the first month of PE to keep kids from different schools from sticking in those groups. All is well--kid loves the school and friends old and new.

We are happy with the sports offered, and the culture, community, and communication at the school. Kid's sense of personal responsibility has grown tremendously, and they are also very on top of grades, so I also expect a selective HS.

It’s easy to be on top of grades when majority is so low performing. It’s all relative to your peer group. If your kid was placed in a high performing group, your kid may just be on the average side and in the middle. Ask the parents who move from poorly performing EOTP schools to WOTP.

Also things get much more real if your kid gets into a selective high school into a higher level playing field. High probability your kid is going to to come in less prepared and likely struggle with the higher academics. This has been shown again and again and why colleges have summer academic programs for kids from low performing schools or offer remedial programs/tutoring support for freshman’s. If you look at the stats, much higher percentage of these kids drop out and never get a degree.

I actually think it's something else. I think parents who *really* excelled in school, like were in the top 1 percent on various tests, national merit scholar finalists etc, and have kids like that, are more comfortable taking a chance on these schools. We are at a title 1 elementary and I see that... The parents who were Rhodes scholars stayed bc they know their kids will be fine. Those who went to big state schools and are UMC and successful but not at the 1 percent level often left.

No, not generally the case.

Well, I actually parent at one of these schools and see it. Chat with the parents who stayed and it eventually comes out that they were exceptional at school: our one EOTP title 1 elementary we literally had Rhodes scholars, Harvard grads, MIT grads, multiple valedictorians, CTYers. Parents who were in the top 1 percent when they were students. I think there is a relationship there... They are less worried about their kids sinking to an average.

Far more of these people are at schools WOTP or, even more so, private. In our WOTP ES, there are always 2+ parents that went to my same HYP in each of my child’s classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yes, so I am PP with MS kid:

socially - transition was more gradual than abrupt. MS child is socially very adaptable, moreso than us, child's parents. Finds many ways to engage with many kids.

This kid is super proud of friends and school. Does not want to change schools for anything. Kind of has a chip on shoulder about the big schools like Deal and all they've got; I don't want to encourage that, but if my kid lines up with the underdogs for the rest of their life, I'd probably be pretty proud.

School does not seem to be a big challenge, but there are some accelerated cohorts. The kids are friendly, belying many stereotypes. Trouble of course is that it doesn't show up on objective testing.

Challenges include knowing whether there is better that can be extracted out of our kid educationally and whether that matters. This kid could of course be put in some kind of pressure cooker to get a "better educational experience" but that's kind of counterfactual. What I'd like is for teachers to push everyone to do more.
J
Other challenges include not having sports program I'd want my kid to have or extracurriculars that seem to be as enriching.

My hope is that going through this MS and its particular program with an integrated student body will make the school better at reaching everybody who's in the school's pattern and pushing them to succeed as well as good for my kid in terms of socializing them into a world that's not Bethesda and the Ivy League. I think that the school-related "rigor" efforts and support come through engagement with school leadership and teachers, so some of that depends on specific individuals rather than the system in my opinion. I think DCPS has a lot of teachers and administrators who care a lot, but it's hard to expect them to give 110% to every student all the time. I can understand why caring about students who could fall from being net positives in society to net negatives first, as a matter of triage, is logical. That said, I think part of how you reach these kids is expecting greater things from them than society has expected to date.

I'd just say as our MS kid goes through MS, it seems like kid is on top of grades and tests very well so is very likely to move to a selective HS instead of neighborhood HS.

So if I was to suggest what things might be like for others joining the so-called underperforming MS: socially, adaptable kids can do fine! Academically, parent engagement seems pretty valuable, and can help all students win against a public service bureaucracy, extracurricularly, it can be a little rough. But, again, I value placing my kids into an integrated cohort across race and class very highly, probably more highly than placing them in an academically rigorous cohort, believing that our children are likely to be academically successful as well as well-suited to a future better than ours.

So - clearly living in a way that's not so congruent with that of the DCUM norm. Optimistic and engaged.

DP, also with MS kid at one of these schools. Above comments are mostly spot-on with our experience, especially the bold parts. Social adjustment was a bit more abrupt--going from an ES where you've known the same kids for 7-8 years and suddenly lots of new kids from other schools who are having their own struggles adapting led to some social stress at the beginning. The school was super helpful--even focusing on cooperative games for the first month of PE to keep kids from different schools from sticking in those groups. All is well--kid loves the school and friends old and new.

We are happy with the sports offered, and the culture, community, and communication at the school. Kid's sense of personal responsibility has grown tremendously, and they are also very on top of grades, so I also expect a selective HS.

It’s easy to be on top of grades when majority is so low performing. It’s all relative to your peer group. If your kid was placed in a high performing group, your kid may just be on the average side and in the middle. Ask the parents who move from poorly performing EOTP schools to WOTP.

Also things get much more real if your kid gets into a selective high school into a higher level playing field. High probability your kid is going to to come in less prepared and likely struggle with the higher academics. This has been shown again and again and why colleges have summer academic programs for kids from low performing schools or offer remedial programs/tutoring support for freshman’s. If you look at the stats, much higher percentage of these kids drop out and never get a degree.

I actually think it's something else. I think parents who *really* excelled in school, like were in the top 1 percent on various tests, national merit scholar finalists etc, and have kids like that, are more comfortable taking a chance on these schools. We are at a title 1 elementary and I see that... The parents who were Rhodes scholars stayed bc they know their kids will be fine. Those who went to big state schools and are UMC and successful but not at the 1 percent level often left.

No, not generally the case.

Well, I actually parent at one of these schools and see it. Chat with the parents who stayed and it eventually comes out that they were exceptional at school: our one EOTP title 1 elementary we literally had Rhodes scholars, Harvard grads, MIT grads, multiple valedictorians, CTYers. Parents who were in the top 1 percent when they were students. I think there is a relationship there... They are less worried about their kids sinking to an average.

Far more of these people are at schools WOTP or, even more so, private. In our WOTP ES, there are always 2+ parents that went to my same HYP in each of my child’s classes.

This. Majority of these parents are NOT at title 1 schools. Not even close.

[Anonymous]

there are lots of these sorts of academic high achievers all over DC. while the average top college 1500 SAT type parent probably does not go on to send their kids to an urban title 1 public school, the trend noted by the above poster that these people seem to leave less during mid-elementary years is nonetheless also real. maybe some of these people went to these type of top schools only to decide it was not the absolute be all end all.

[Anonymous]

Having lived both EOTP and WOTP, and attended school in both, I agree that most HYP types do not have their kids in Title I schools. But of those who do (or non-Title 1 EOTP), every single one of them in my experience has budgeted for private HS, even if they don't wind up using it. You don't figure this out until your kids get a bit older and you realize that these families who are so rah-rah about public ES are also able to pull the trigger on private quite easily, which makes it much easier for them to play the schools one day at a time. Those of us who can't afford private also can't afford to take the same risks.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yes, so I am PP with MS kid:

socially - transition was more gradual than abrupt. MS child is socially very adaptable, moreso than us, child's parents. Finds many ways to engage with many kids.

This kid is super proud of friends and school. Does not want to change schools for anything. Kind of has a chip on shoulder about the big schools like Deal and all they've got; I don't want to encourage that, but if my kid lines up with the underdogs for the rest of their life, I'd probably be pretty proud.

School does not seem to be a big challenge, but there are some accelerated cohorts. The kids are friendly, belying many stereotypes. Trouble of course is that it doesn't show up on objective testing.

Challenges include knowing whether there is better that can be extracted out of our kid educationally and whether that matters. This kid could of course be put in some kind of pressure cooker to get a "better educational experience" but that's kind of counterfactual. What I'd like is for teachers to push everyone to do more.

Other challenges include not having sports program I'd want my kid to have or extracurriculars that seem to be as enriching.

My hope is that going through this MS and its particular program with an integrated student body will make the school better at reaching everybody who's in the school's pattern and pushing them to succeed as well as good for my kid in terms of socializing them into a world that's not Bethesda and the Ivy League. I think that the school-related "rigor" efforts and support come through engagement with school leadership and teachers, so some of that depends on specific individuals rather than the system in my opinion. I think DCPS has a lot of teachers and administrators who care a lot, but it's hard to expect them to give 110% to every student all the time. I can understand why caring about students who could fall from being net positives in society to net negatives first, as a matter of triage, is logical. That said, I think part of how you reach these kids is expecting greater things from them than society has expected to date.

I'd just say as our MS kid goes through MS, it seems like kid is on top of grades and tests very well so is very likely to move to a selective HS instead of neighborhood HS.

So if I was to suggest what things might be like for others joining the so-called underperforming MS: socially, adaptable kids can do fine! Academically, parent engagement seems pretty valuable, and can help all students win against a public service bureaucracy, extracurricularly, it can be a little rough. But, again, I value placing my kids into an integrated cohort across race and class very highly, probably more highly than placing them in an academically rigorous cohort, believing that our children are likely to be academically successful as well as well-suited to a future better than ours.

So - clearly living in a way that's not so congruent with that of the DCUM norm. Optimistic and engaged.

DP, also with MS kid at one of these schools. Above comments are mostly spot-on with our experience, especially the bold parts. Social adjustment was a bit more abrupt--going from an ES where you've known the same kids for 7-8 years and suddenly lots of new kids from other schools who are having their own struggles adapting led to some social stress at the beginning. The school was super helpful--even focusing on cooperative games for the first month of PE to keep kids from different schools from sticking in those groups. All is well--kid loves the school and friends old and new.

We are happy with the sports offered, and the culture, community, and communication at the school. Kid's sense of personal responsibility has grown tremendously, and they are also very on top of grades, so I also expect a selective HS.

It’s easy to be on top of grades when majority is so low performing. It’s all relative to your peer group. If your kid was placed in a high performing group, your kid may just be on the average side and in the middle. Ask the parents who move from poorly performing EOTP schools to WOTP.

Also things get much more real if your kid gets into a selective high school into a higher level playing field. High probability your kid is going to to come in less prepared and likely struggle with the higher academics. This has been shown again and again and why colleges have summer academic programs for kids from low performing schools or offer remedial programs/tutoring support for freshman’s. If you look at the stats, much higher percentage of these kids drop out and never get a degree.

I actually think it's something else. I think parents who *really* excelled in school, like were in the top 1 percent on various tests, national merit scholar finalists etc, and have kids like that, are more comfortable taking a chance on these schools. We are at a title 1 elementary and I see that... The parents who were Rhodes scholars stayed bc they know their kids will be fine. Those who went to big state schools and are UMC and successful but not at the 1 percent level often left.

I’m sure parents of younger kids get tired of hearing this, but people repeat it for a reason: the most important word in your post is “elementary.” The older students get, the more both educational and behavioral differences start to impact the classroom. We were one of countless DC families who were thrilled with our neighborhood school through pre-K, K, and early elementary but faced increasing problems in 3rd and especially 4th. Even if we parents might have thought “it’s fine because our advanced learner will learn no matter what,” our child was not on board with continuing in an environment like her 4th grade classroom. She was desperate for both more challenge and a calmer classroom environment. But ask us in 1st or 2nd grade, and we would have been the biggest boosters around.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yes, so I am PP with MS kid:

socially - transition was more gradual than abrupt. MS child is socially very adaptable, moreso than us, child's parents. Finds many ways to engage with many kids.

This kid is super proud of friends and school. Does not want to change schools for anything. Kind of has a chip on shoulder about the big schools like Deal and all they've got; I don't want to encourage that, but if my kid lines up with the underdogs for the rest of their life, I'd probably be pretty proud.

School does not seem to be a big challenge, but there are some accelerated cohorts. The kids are friendly, belying many stereotypes. Trouble of course is that it doesn't show up on objective testing.

Challenges include knowing whether there is better that can be extracted out of our kid educationally and whether that matters. This kid could of course be put in some kind of pressure cooker to get a "better educational experience" but that's kind of counterfactual. What I'd like is for teachers to push everyone to do more.

Other challenges include not having sports program I'd want my kid to have or extracurriculars that seem to be as enriching.

My hope is that going through this MS and its particular program with an integrated student body will make the school better at reaching everybody who's in the school's pattern and pushing them to succeed as well as good for my kid in terms of socializing them into a world that's not Bethesda and the Ivy League. I think that the school-related "rigor" efforts and support come through engagement with school leadership and teachers, so some of that depends on specific individuals rather than the system in my opinion. I think DCPS has a lot of teachers and administrators who care a lot, but it's hard to expect them to give 110% to every student all the time. I can understand why caring about students who could fall from being net positives in society to net negatives first, as a matter of triage, is logical. That said, I think part of how you reach these kids is expecting greater things from them than society has expected to date.

I'd just say as our MS kid goes through MS, it seems like kid is on top of grades and tests very well so is very likely to move to a selective HS instead of neighborhood HS.

So if I was to suggest what things might be like for others joining the so-called underperforming MS: socially, adaptable kids can do fine! Academically, parent engagement seems pretty valuable, and can help all students win against a public service bureaucracy, extracurricularly, it can be a little rough. But, again, I value placing my kids into an integrated cohort across race and class very highly, probably more highly than placing them in an academically rigorous cohort, believing that our children are likely to be academically successful as well as well-suited to a future better than ours.

So - clearly living in a way that's not so congruent with that of the DCUM norm. Optimistic and engaged.

DP, also with MS kid at one of these schools. Above comments are mostly spot-on with our experience, especially the bold parts. Social adjustment was a bit more abrupt--going from an ES where you've known the same kids for 7-8 years and suddenly lots of new kids from other schools who are having their own struggles adapting led to some social stress at the beginning. The school was super helpful--even focusing on cooperative games for the first month of PE to keep kids from different schools from sticking in those groups. All is well--kid loves the school and friends old and new.

We are happy with the sports offered, and the culture, community, and communication at the school. Kid's sense of personal responsibility has grown tremendously, and they are also very on top of grades, so I also expect a selective HS.

It’s easy to be on top of grades when majority is so low performing. It’s all relative to your peer group. If your kid was placed in a high performing group, your kid may just be on the average side and in the middle. Ask the parents who move from poorly performing EOTP schools to WOTP.

Also things get much more real if your kid gets into a selective high school into a higher level playing field. High probability your kid is going to to come in less prepared and likely struggle with the higher academics. This has been shown again and again and why colleges have summer academic programs for kids from low performing schools or offer remedial programs/tutoring support for freshman’s. If you look at the stats, much higher percentage of these kids drop out and never get a degree.

I actually think it's something else. I think parents who *really* excelled in school, like were in the top 1 percent on various tests, national merit scholar finalists etc, and have kids like that, are more comfortable taking a chance on these schools. We are at a title 1 elementary and I see that... The parents who were Rhodes scholars stayed bc they know their kids will be fine. Those who went to big state schools and are UMC and successful but not at the 1 percent level often left.

I’m sure parents of younger kids get tired of hearing this, but people repeat it for a reason: the most important word in your post is “elementary.” The older students get, the more both educational and behavioral differences start to impact the classroom. We were one of countless DC families who were thrilled with our neighborhood school through pre-K, K, and early elementary but faced increasing problems in 3rd and especially 4th. Even if we parents might have thought “it’s fine because our advanced learner will learn no matter what,” our child was not on board with continuing in an environment like her 4th grade classroom. She was desperate for both more challenge and a calmer classroom environment. But ask us in 1st or 2nd grade, and we would have been the biggest boosters around.

This is what we're going through as well. I'm confident my kids will learn what they need to know. My kids are the ones who are complaining, and they're not wrong. We will probably stick it out through elementary, but I'm not putting them in neighborhood MS where it'll be much worse.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yes, so I am PP with MS kid:

socially - transition was more gradual than abrupt. MS child is socially very adaptable, moreso than us, child's parents. Finds many ways to engage with many kids.

This kid is super proud of friends and school. Does not want to change schools for anything. Kind of has a chip on shoulder about the big schools like Deal and all they've got; I don't want to encourage that, but if my kid lines up with the underdogs for the rest of their life, I'd probably be pretty proud.

School does not seem to be a big challenge, but there are some accelerated cohorts. The kids are friendly, belying many stereotypes. Trouble of course is that it doesn't show up on objective testing.

Challenges include knowing whether there is better that can be extracted out of our kid educationally and whether that matters. This kid could of course be put in some kind of pressure cooker to get a "better educational experience" but that's kind of counterfactual. What I'd like is for teachers to push everyone to do more.

Other challenges include not having sports program I'd want my kid to have or extracurriculars that seem to be as enriching.

My hope is that going through this MS and its particular program with an integrated student body will make the school better at reaching everybody who's in the school's pattern and pushing them to succeed as well as good for my kid in terms of socializing them into a world that's not Bethesda and the Ivy League. I think that the school-related "rigor" efforts and support come through engagement with school leadership and teachers, so some of that depends on specific individuals rather than the system in my opinion. I think DCPS has a lot of teachers and administrators who care a lot, but it's hard to expect them to give 110% to every student all the time. I can understand why caring about students who could fall from being net positives in society to net negatives first, as a matter of triage, is logical. That said, I think part of how you reach these kids is expecting greater things from them than society has expected to date.

I'd just say as our MS kid goes through MS, it seems like kid is on top of grades and tests very well so is very likely to move to a selective HS instead of neighborhood HS.

So if I was to suggest what things might be like for others joining the so-called underperforming MS: socially, adaptable kids can do fine! Academically, parent engagement seems pretty valuable, and can help all students win against a public service bureaucracy, extracurricularly, it can be a little rough. But, again, I value placing my kids into an integrated cohort across race and class very highly, probably more highly than placing them in an academically rigorous cohort, believing that our children are likely to be academically successful as well as well-suited to a future better than ours.

So - clearly living in a way that's not so congruent with that of the DCUM norm. Optimistic and engaged.

DP, also with MS kid at one of these schools. Above comments are mostly spot-on with our experience, especially the bold parts. Social adjustment was a bit more abrupt--going from an ES where you've known the same kids for 7-8 years and suddenly lots of new kids from other schools who are having their own struggles adapting led to some social stress at the beginning. The school was super helpful--even focusing on cooperative games for the first month of PE to keep kids from different schools from sticking in those groups. All is well--kid loves the school and friends old and new.

We are happy with the sports offered, and the culture, community, and communication at the school. Kid's sense of personal responsibility has grown tremendously, and they are also very on top of grades, so I also expect a selective HS.

It’s easy to be on top of grades when majority is so low performing. It’s all relative to your peer group. If your kid was placed in a high performing group, your kid may just be on the average side and in the middle. Ask the parents who move from poorly performing EOTP schools to WOTP.

Also things get much more real if your kid gets into a selective high school into a higher level playing field. High probability your kid is going to to come in less prepared and likely struggle with the higher academics. This has been shown again and again and why colleges have summer academic programs for kids from low performing schools or offer remedial programs/tutoring support for freshman’s. If you look at the stats, much higher percentage of these kids drop out and never get a degree.

I actually think it's something else. I think parents who *really* excelled in school, like were in the top 1 percent on various tests, national merit scholar finalists etc, and have kids like that, are more comfortable taking a chance on these schools. We are at a title 1 elementary and I see that... The parents who were Rhodes scholars stayed bc they know their kids will be fine. Those who went to big state schools and are UMC and successful but not at the 1 percent level often left.

I’m sure parents of younger kids get tired of hearing this, but people repeat it for a reason: the most important word in your post is “elementary.” The older students get, the more both educational and behavioral differences start to impact the classroom. We were one of countless DC families who were thrilled with our neighborhood school through pre-K, K, and early elementary but faced increasing problems in 3rd and especially 4th. Even if we parents might have thought “it’s fine because our advanced learner will learn no matter what,” our child was not on board with continuing in an environment like her 4th grade classroom. She was desperate for both more challenge and a calmer classroom environment. But ask us in 1st or 2nd grade, and we would have been the biggest boosters around.

Asking as someone whose oldest is in K at a school like you describe -- do you regret not leaving sooner? We have loved being in a neighborhood school for ECE, have loved all our teachers, think the kids are great, school has great administration. So far, the biggest incentive we've had to leave is that the aftercare program is extremely bare bones and we'd love more options. But that's pretty minor.

We are debating moving next year for 1st, though, because we can see that a lot of families start peeling off by 2nd or 3rd grade and that the environment for middle elementary is not as good as what we've had in ECE. But it's hard to have a crystal ball and know if it will be not ideal but tolerable (and worth staying in the school with people we know and the short commute and the neighborhood friends, at least insofar as some people stay) or will we hit a year that is really bad and wish we'd moved sooner?

We'd be looking at maybe seeing if we can get a spot at ITS, since then we'd potentially stay there through middle school and there'd be less jumping around. Though if we got into Latin or BASIS, we'd probably move again? I'm not sure.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yes, so I am PP with MS kid:

socially - transition was more gradual than abrupt. MS child is socially very adaptable, moreso than us, child's parents. Finds many ways to engage with many kids.

This kid is super proud of friends and school. Does not want to change schools for anything. Kind of has a chip on shoulder about the big schools like Deal and all they've got; I don't want to encourage that, but if my kid lines up with the underdogs for the rest of their life, I'd probably be pretty proud.

School does not seem to be a big challenge, but there are some accelerated cohorts. The kids are friendly, belying many stereotypes. Trouble of course is that it doesn't show up on objective testing.

Challenges include knowing whether there is better that can be extracted out of our kid educationally and whether that matters. This kid could of course be put in some kind of pressure cooker to get a "better educational experience" but that's kind of counterfactual. What I'd like is for teachers to push everyone to do more.

Other challenges include not having sports program I'd want my kid to have or extracurriculars that seem to be as enriching.

My hope is that going through this MS and its particular program with an integrated student body will make the school better at reaching everybody who's in the school's pattern and pushing them to succeed as well as good for my kid in terms of socializing them into a world that's not Bethesda and the Ivy League. I think that the school-related "rigor" efforts and support come through engagement with school leadership and teachers, so some of that depends on specific individuals rather than the system in my opinion. I think DCPS has a lot of teachers and administrators who care a lot, but it's hard to expect them to give 110% to every student all the time. I can understand why caring about students who could fall from being net positives in society to net negatives first, as a matter of triage, is logical. That said, I think part of how you reach these kids is expecting greater things from them than society has expected to date.

I'd just say as our MS kid goes through MS, it seems like kid is on top of grades and tests very well so is very likely to move to a selective HS instead of neighborhood HS.

So if I was to suggest what things might be like for others joining the so-called underperforming MS: socially, adaptable kids can do fine! Academically, parent engagement seems pretty valuable, and can help all students win against a public service bureaucracy, extracurricularly, it can be a little rough. But, again, I value placing my kids into an integrated cohort across race and class very highly, probably more highly than placing them in an academically rigorous cohort, believing that our children are likely to be academically successful as well as well-suited to a future better than ours.

So - clearly living in a way that's not so congruent with that of the DCUM norm. Optimistic and engaged.

DP, also with MS kid at one of these schools. Above comments are mostly spot-on with our experience, especially the bold parts. Social adjustment was a bit more abrupt--going from an ES where you've known the same kids for 7-8 years and suddenly lots of new kids from other schools who are having their own struggles adapting led to some social stress at the beginning. The school was super helpful--even focusing on cooperative games for the first month of PE to keep kids from different schools from sticking in those groups. All is well--kid loves the school and friends old and new.

We are happy with the sports offered, and the culture, community, and communication at the school. Kid's sense of personal responsibility has grown tremendously, and they are also very on top of grades, so I also expect a selective HS.

It’s easy to be on top of grades when majority is so low performing. It’s all relative to your peer group. If your kid was placed in a high performing group, your kid may just be on the average side and in the middle. Ask the parents who move from poorly performing EOTP schools to WOTP.

Also things get much more real if your kid gets into a selective high school into a higher level playing field. High probability your kid is going to to come in less prepared and likely struggle with the higher academics. This has been shown again and again and why colleges have summer academic programs for kids from low performing schools or offer remedial programs/tutoring support for freshman’s. If you look at the stats, much higher percentage of these kids drop out and never get a degree.

I actually think it's something else. I think parents who *really* excelled in school, like were in the top 1 percent on various tests, national merit scholar finalists etc, and have kids like that, are more comfortable taking a chance on these schools. We are at a title 1 elementary and I see that... The parents who were Rhodes scholars stayed bc they know their kids will be fine. Those who went to big state schools and are UMC and successful but not at the 1 percent level often left.

No, not generally the case.

Well, I actually parent at one of these schools and see it. Chat with the parents who stayed and it eventually comes out that they were exceptional at school: our one EOTP title 1 elementary we literally had Rhodes scholars, Harvard grads, MIT grads, multiple valedictorians, CTYers. Parents who were in the top 1 percent when they were students. I think there is a relationship there... They are less worried about their kids sinking to an average.

This is just not true. The number of Rhodes scholars or Ivy League educated parents sending their kids to Title 1 schools is negligible, at most.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yes, so I am PP with MS kid:

socially - transition was more gradual than abrupt. MS child is socially very adaptable, moreso than us, child's parents. Finds many ways to engage with many kids.

This kid is super proud of friends and school. Does not want to change schools for anything. Kind of has a chip on shoulder about the big schools like Deal and all they've got; I don't want to encourage that, but if my kid lines up with the underdogs for the rest of their life, I'd probably be pretty proud.

School does not seem to be a big challenge, but there are some accelerated cohorts. The kids are friendly, belying many stereotypes. Trouble of course is that it doesn't show up on objective testing.

Challenges include knowing whether there is better that can be extracted out of our kid educationally and whether that matters. This kid could of course be put in some kind of pressure cooker to get a "better educational experience" but that's kind of counterfactual. What I'd like is for teachers to push everyone to do more.

Other challenges include not having sports program I'd want my kid to have or extracurriculars that seem to be as enriching.

My hope is that going through this MS and its particular program with an integrated student body will make the school better at reaching everybody who's in the school's pattern and pushing them to succeed as well as good for my kid in terms of socializing them into a world that's not Bethesda and the Ivy League. I think that the school-related "rigor" efforts and support come through engagement with school leadership and teachers, so some of that depends on specific individuals rather than the system in my opinion. I think DCPS has a lot of teachers and administrators who care a lot, but it's hard to expect them to give 110% to every student all the time. I can understand why caring about students who could fall from being net positives in society to net negatives first, as a matter of triage, is logical. That said, I think part of how you reach these kids is expecting greater things from them than society has expected to date.

I'd just say as our MS kid goes through MS, it seems like kid is on top of grades and tests very well so is very likely to move to a selective HS instead of neighborhood HS.

So if I was to suggest what things might be like for others joining the so-called underperforming MS: socially, adaptable kids can do fine! Academically, parent engagement seems pretty valuable, and can help all students win against a public service bureaucracy, extracurricularly, it can be a little rough. But, again, I value placing my kids into an integrated cohort across race and class very highly, probably more highly than placing them in an academically rigorous cohort, believing that our children are likely to be academically successful as well as well-suited to a future better than ours.

So - clearly living in a way that's not so congruent with that of the DCUM norm. Optimistic and engaged.

DP, also with MS kid at one of these schools. Above comments are mostly spot-on with our experience, especially the bold parts. Social adjustment was a bit more abrupt--going from an ES where you've known the same kids for 7-8 years and suddenly lots of new kids from other schools who are having their own struggles adapting led to some social stress at the beginning. The school was super helpful--even focusing on cooperative games for the first month of PE to keep kids from different schools from sticking in those groups. All is well--kid loves the school and friends old and new.

We are happy with the sports offered, and the culture, community, and communication at the school. Kid's sense of personal responsibility has grown tremendously, and they are also very on top of grades, so I also expect a selective HS.

It’s easy to be on top of grades when majority is so low performing. It’s all relative to your peer group. If your kid was placed in a high performing group, your kid may just be on the average side and in the middle. Ask the parents who move from poorly performing EOTP schools to WOTP.

Also things get much more real if your kid gets into a selective high school into a higher level playing field. High probability your kid is going to to come in less prepared and likely struggle with the higher academics. This has been shown again and again and why colleges have summer academic programs for kids from low performing schools or offer remedial programs/tutoring support for freshman’s. If you look at the stats, much higher percentage of these kids drop out and never get a degree.

I actually think it's something else. I think parents who *really* excelled in school, like were in the top 1 percent on various tests, national merit scholar finalists etc, and have kids like that, are more comfortable taking a chance on these schools. We are at a title 1 elementary and I see that... The parents who were Rhodes scholars stayed bc they know their kids will be fine. Those who went to big state schools and are UMC and successful but not at the 1 percent level often left.

No, not generally the case.

Well, I actually parent at one of these schools and see it. Chat with the parents who stayed and it eventually comes out that they were exceptional at school: our one EOTP title 1 elementary we literally had Rhodes scholars, Harvard grads, MIT grads, multiple valedictorians, CTYers. Parents who were in the top 1 percent when they were students. I think there is a relationship there... They are less worried about their kids sinking to an average.

This is just not true. The number of Rhodes scholars or Ivy League educated parents sending their kids to Title 1 schools is negligible, at most.

That broader group, though? I did CTY, took the SAT at 12, I have a PhD, and we are at a title 1 ES where there are other parents with those kinds of backgrounds. I'm not worried about my kids academically. But we'll also move if we don't lottery into one of a few charters for MS. (I think you'd find the same thing in greater number at the upper NW schools. The issue is just that a lot of people in DC did very well in school. I don't think this is a title 1 issue specifically.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:yes, so I am PP with MS kid:

socially - transition was more gradual than abrupt. MS child is socially very adaptable, moreso than us, child's parents. Finds many ways to engage with many kids.

This kid is super proud of friends and school. Does not want to change schools for anything. Kind of has a chip on shoulder about the big schools like Deal and all they've got; I don't want to encourage that, but if my kid lines up with the underdogs for the rest of their life, I'd probably be pretty proud.

School does not seem to be a big challenge, but there are some accelerated cohorts. The kids are friendly, belying many stereotypes. Trouble of course is that it doesn't show up on objective testing.

Challenges include knowing whether there is better that can be extracted out of our kid educationally and whether that matters. This kid could of course be put in some kind of pressure cooker to get a "better educational experience" but that's kind of counterfactual. What I'd like is for teachers to push everyone to do more.

Other challenges include not having sports program I'd want my kid to have or extracurriculars that seem to be as enriching.

My hope is that going through this MS and its particular program with an integrated student body will make the school better at reaching everybody who's in the school's pattern and pushing them to succeed as well as good for my kid in terms of socializing them into a world that's not Bethesda and the Ivy League. I think that the school-related "rigor" efforts and support come through engagement with school leadership and teachers, so some of that depends on specific individuals rather than the system in my opinion. I think DCPS has a lot of teachers and administrators who care a lot, but it's hard to expect them to give 110% to every student all the time. I can understand why caring about students who could fall from being net positives in society to net negatives first, as a matter of triage, is logical. That said, I think part of how you reach these kids is expecting greater things from them than society has expected to date.

I'd just say as our MS kid goes through MS, it seems like kid is on top of grades and tests very well so is very likely to move to a selective HS instead of neighborhood HS.

So if I was to suggest what things might be like for others joining the so-called underperforming MS: socially, adaptable kids can do fine! Academically, parent engagement seems pretty valuable, and can help all students win against a public service bureaucracy, extracurricularly, it can be a little rough. But, again, I value placing my kids into an integrated cohort across race and class very highly, probably more highly than placing them in an academically rigorous cohort, believing that our children are likely to be academically successful as well as well-suited to a future better than ours.

So - clearly living in a way that's not so congruent with that of the DCUM norm. Optimistic and engaged.

DP, also with MS kid at one of these schools. Above comments are mostly spot-on with our experience, especially the bold parts. Social adjustment was a bit more abrupt--going from an ES where you've known the same kids for 7-8 years and suddenly lots of new kids from other schools who are having their own struggles adapting led to some social stress at the beginning. The school was super helpful--even focusing on cooperative games for the first month of PE to keep kids from different schools from sticking in those groups. All is well--kid loves the school and friends old and new.

We are happy with the sports offered, and the culture, community, and communication at the school. Kid's sense of personal responsibility has grown tremendously, and they are also very on top of grades, so I also expect a selective HS.

It’s easy to be on top of grades when majority is so low performing. It’s all relative to your peer group. If your kid was placed in a high performing group, your kid may just be on the average side and in the middle. Ask the parents who move from poorly performing EOTP schools to WOTP.

Also things get much more real if your kid gets into a selective high school into a higher level playing field. High probability your kid is going to to come in less prepared and likely struggle with the higher academics. This has been shown again and again and why colleges have summer academic programs for kids from low performing schools or offer remedial programs/tutoring support for freshman’s. If you look at the stats, much higher percentage of these kids drop out and never get a degree.

I actually think it's something else. I think parents who *really* excelled in school, like were in the top 1 percent on various tests, national merit scholar finalists etc, and have kids like that, are more comfortable taking a chance on these schools. We are at a title 1 elementary and I see that... The parents who were Rhodes scholars stayed bc they know their kids will be fine. Those who went to big state schools and are UMC and successful but not at the 1 percent level often left.

No, not generally the case.

Well, I actually parent at one of these schools and see it. Chat with the parents who stayed and it eventually comes out that they were exceptional at school: our one EOTP title 1 elementary we literally had Rhodes scholars, Harvard grads, MIT grads, multiple valedictorians, CTYers. Parents who were in the top 1 percent when they were students. I think there is a relationship there... They are less worried about their kids sinking to an average.

I also have a kid at an EOTP Title 1- since PK3 and now 4th grade. I htink you have it backwards. The more successful the parent (academically and professionally) the more likley that don't accept "my kid will be fine anywhere"- instead they are the ones pushing for more challenges, more pull outs for advanced kids and then bailing on most of the title 1 schools by 4th grade. We are one of those families and hoping the lottery comes through next time.