experience at a title one school

[Anonymous]

Is anyone willing to share experiences they have had at title one schools? If you're willing to name the schools that could be helpful, but not necessary. Having toured some if them, I don't see a huge difference in the early childhood programs, except that everyone eats free. Some friends and family members have encouraged me to write off all title ones just because of that status, which is making me second guess my impressions, so I guess I'm looking for more data points.

[Anonymous]

I'm interested in this too. Although not everyone eats for free at title I schools--only at the community-eligibility title I schools, where FARM data are not collected. So yes everyone eats for free at Powell, but not everyone eats for free at Bancroft.

[Anonymous]

Anonymous wrote:Is anyone willing to share experiences they have had at title one schools? If you're willing to name the schools that could be helpful, but not necessary. Having toured some if them, I don't see a huge difference in the early childhood programs, except that everyone eats free. Some friends and family members have encouraged me to write off all title ones just because of that status, which is making me second guess my impressions, so I guess I'm looking for more data points.

Sorry, but since it sounds like you would only use the program for preschool, I don't even want to mention my school. Parents like that are the reason these schools remain Title I.

[Anonymous]

We are at Capital City - the elephant in the room that no one talks about is the haves vs the have nots.

The DC CAS scores are split almost down the line for low SES.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Is anyone willing to share experiences they have had at title one schools? If you're willing to name the schools that could be helpful, but not necessary. Having toured some if them, I don't see a huge difference in the early childhood programs, except that everyone eats free. Some friends and family members have encouraged me to write off all title ones just because of that status, which is making me second guess my impressions, so I guess I'm looking for more data points.

Sorry, but since it sounds like you would only use the program for preschool, I don't even want to mention my school. Parents like that are the reason these schools remain Title I.

This, exactly. As a long-time resident of DC I'd like to say that this attitude by the newest arrivals is really irritating to me. Let me use that free preschool for 2 years, so long as the kids aren't *TOO* ghetto, or the percentage of ghetto kids isn't *TOO* high. That buys me a little time to scheme for either a better school or a different address. Or maybe they'll tear down Potomac Gardens/public housing in Columbia Heights by the time Maeve is in 2nd grade and then she can continue on safely in her pk3 school. Whew!

If you're so affluent, as Greater Greater Washington keeps telling us that all the white/Asian/multi-raced Millennials are .... why can't you pay for private preschool and preK, as has always been done (and still is) in Ward 3? Oh, because you "crave diversity." But not too much.

[Anonymous]

I'm the op. I'm actually looking for a school for the long haul. Do people purposely seek out a school for just a couple years? If I never have to play the lottery again I would be most happy. I've just spent the most time in the PS classrooms on tours because that is how they've been organized. There have been a couple tours, though, where the administrator offered to show the older classrooms and a few parents turned down the opportunity, so I guess I can see where you're coming from. By and large, though, I think most people want to find a good fit with the whole school.

[Anonymous]

Anonymous wrote:We are at Capital City - the elephant in the room that no one talks about is the haves vs the have nots.

The DC CAS scores are split almost down the line for low SES.

How does this affect your child's (and your) experience?

[Anonymous]

My child is at a Title I school and one thing I have noticed there is the amount of services that are available on site. Multiple school psychologists, counselors, and social workers. Two teachers in the classroom, principal and staff knowing they have a mission beyond just education. Social service organizations bringing in services oriented at both parents and children, etc.

These things are not for my family, but they are very useful. I also feel that even if they are not necessary for my family, engaging with them and participating might help make it seem less stigmatizing to be involved, e.g., if there is a food distribution by a social services organization, take a token amount and express interest so that it doesn't seem like it is something for "someone else." If there is a parental practices workshop, don't opt out so it seems like it is just for losers.

There will be the test scores, certainly, but I think one of the pluses about my child's school, which I won't name, are the high expectations/big dreams that teachers and administration have for the kids. I think the services are great, and providing them in a context that makes it feel like the school is not some kind of institution for have-nots is important.

I think a sense of big-picture optimism is really key - look for that among teachers and administration.

[Anonymous]

Awesome point, PP. That really pinpoints what I love (but hadn't been able to name) about our Title I school. Dreaming big for all kids makes for an inspiring learning environment.

[Anonymous]

I'm a parent at Cooke. As others have said, it's annoying when people go into it looking for a school for just a couple of years. On the other hand, that's turned out to be our reality. My child's needs are just different than the bulk of kids, and so we will move on.

But, we have LOVED it. My child has so many friends, whose parents come from all walks of life. It is a great disappointment to me that Cooke has ben unable to retain middle class parents beyond first grade, but that has been the reality I've seen play out.

[Anonymous]

Anonymous wrote:I'm a parent at Cooke. As others have said, it's annoying when people go into it looking for a school for just a couple of years. On the other hand, that's turned out to be our reality. My child's needs are just different than the bulk of kids, and so we will move on.

But, we have LOVED it. My child has so many friends, whose parents come from all walks of life. It is a great disappointment to me that Cooke has ben unable to retain middle class parents beyond first grade, but that has been the reality I've seen play out.

I am in-boundary for Cooke and was impressed at the open house (actually, surpringly impressed, I must admit). Could you talk more about what you liked about the school? Is the principal, Mrs. Black, doing anything to try to retain people from the neighborhood past first grade? Thanks!

[Anonymous]

Anonymous wrote:

Anonymous wrote:I'm a parent at Cooke. As others have said, it's annoying when people go into it looking for a school for just a couple of years. On the other hand, that's turned out to be our reality. My child's needs are just different than the bulk of kids, and so we will move on.

But, we have LOVED it. My child has so many friends, whose parents come from all walks of life. It is a great disappointment to me that Cooke has ben unable to retain middle class parents beyond first grade, but that has been the reality I've seen play out.

I am in-boundary for Cooke and was impressed at the open house (actually, surpringly impressed, I must admit). Could you talk more about what you liked about the school? Is the principal, Mrs. Black, doing anything to try to retain people from the neighborhood past first grade? Thanks!

I am fairly certain that you and I have talked. I have very mixed feelings on this subject, and it's far too complicated for a message board. There is a lot to love about Cooke, and I personally like a great many of the educators and administrators there. Very much. I spend a lot of time thinking if there are things that could have been done to retain middle class families. And I'll honestly say I don't know. A lot of individual choices go into school choice. And there a re a lot of parents who think you are nuts if you send your kid to a title one school, so when a parent gets a call from a so called better (better test scores? less FARMS?) school it is hard to turn that slot down. That said, I also am friends with a lot of families who have left, and they can articulate a difference in how the schools are operated. Better organization, better outreach, things like that.

[Anonymous]

I spent 4 years at Thomson. Question is where to start. It taught me that school reform is way more complicated than Rhee & company want to believe. Teachers were in constant tredmill that is exhausting, don't assume your child will get supports because they know you will provide them & their are a ton kids that need help. DC has no clue how to deal with esl kids so they face constant regression. Forget PTA's about 5 people will carry it and become increasing bitter. Your principal & teaching staff will turnover all the time. Your kid will have a program that is likely to be a full grade level below what they are teaching in other parts of the city. Putting your kid into a title one school is a not just being there for other poor kids. There is a reason so many of us have fled.

[Anonymous]

Anonymous wrote:My child is at a Title I school and one thing I have noticed there is the amount of services that are available on site. Multiple school psychologists, counselors, and social workers. Two teachers in the classroom, principal and staff knowing they have a mission beyond just education. Social service organizations bringing in services oriented at both parents and children, etc.

These things are not for my family, but they are very useful. I also feel that even if they are not necessary for my family, engaging with them and participating might help make it seem less stigmatizing to be involved, e.g., if there is a food distribution by a social services organization, take a token amount and express interest so that it doesn't seem like it is something for "someone else." If there is a parental practices workshop, don't opt out so it seems like it is just for losers.

There will be the test scores, certainly, but I think one of the pluses about my child's school, which I won't name, are the high expectations/big dreams that teachers and administration have for the kids. I think the services are great, and providing them in a context that makes it feel like the school is not some kind of institution for have-nots is important.

I think a sense of big-picture optimism is really key - look for that among teachers and administration.

Two teachers per classroom is more the norm at schools that serve a lot of English language learners (the extra teachers are actually ESL teachers), it's not common at Title 1 schools that don't serve many English language learners.

[Anonymous]

My child attends a Title I school (so did I). What about this designation bother / concerns you?

Look at the school / teachers / community and not labels / stereotypes. You might just surprise yourself.