About tomorrow and Saturday -- Did they listen? What will we do if they don't?

[Anonymous]

I've heard maybe one actual DCPS parent - Ken Archer - speak out in favor of choice sets for his neighborhood.

Anybody else supporting choice sets / controlled choice? What do we intend to do if they present the same material again -- as should be apparent 72 hours from now?

They've already burned all kinds of goodwill and energy that could have gone toward figuring out boundaries and feeder assignments which would have already bee a heavy lift.

[jsteele]

They are definitely presenting the same proposals. You won't see new proposals until late May or early June.

[Anonymous]

I'm planning to go to the Dunbar meeting on Saturday. I have read up on the proposals. Is there any reason to go for the first hour or can I just show up at 10 and be okay?

[Anonymous]

jsteele wrote:They are definitely presenting the same proposals. You won't see new proposals until late May or early June.

Apparently 450 people participated in the last round. Do they think they'll see a lot of new faces this time around? I don't understand the purpose or the thinking here...or why DCPS is completely tacit w/DMEforDC.

[jsteele]

Anonymous wrote:

jsteele wrote:They are definitely presenting the same proposals. You won't see new proposals until late May or early June.

Apparently 450 people participated in the last round. Do they think they'll see a lot of new faces this time around? I don't understand the purpose or the thinking here...or why DCPS is completely tacit w/DMEforDC.

This round is being pitched as "part 2". Apparently different parts of the proposals will be emphasized. I think a lot of the same people will go as went last round.

[Anonymous]

Anonymous wrote:I've heard maybe one actual DCPS parent - Ken Archer - speak out in favor of choice sets for his neighborhood.

Anybody else supporting choice sets / controlled choice? What do we intend to do if they present the same material again -- as should be apparent 72 hours from now?

They've already burned all kinds of goodwill and energy that could have gone toward figuring out boundaries and feeder assignments which would have already bee a heavy lift.

I was under the impression that Archer's kid was too young to attend DCPS.

[jsteele]

Anonymous wrote:

Anonymous wrote:I've heard maybe one actual DCPS parent - Ken Archer - speak out in favor of choice sets for his neighborhood.

Anybody else supporting choice sets / controlled choice? What do we intend to do if they present the same material again -- as should be apparent 72 hours from now?

They've already burned all kinds of goodwill and energy that could have gone toward figuring out boundaries and feeder assignments which would have already bee a heavy lift.

I was under the impression that Archer's kid was too young to attend DCPS.

I think he is entering pre-k. But, that's not relevant to what he supports. People don't have to even have kids to have an opinion about schools.

Edit: Oh, I guess you are responding to the description of him as a "DCPS parent". It's not quite that, yet.

[Anonymous]

jsteele wrote:

Anonymous wrote:

jsteele wrote:They are definitely presenting the same proposals. You won't see new proposals until late May or early June.

Apparently 450 people participated in the last round. Do they think they'll see a lot of new faces this time around? I don't understand the purpose or the thinking here...or why DCPS is completely tacit w/DMEforDC.

This round is being pitched as "part 2". Apparently different parts of the proposals will be emphasized. I think a lot of the same people will go as went last round.

If this is the case, I hope the present more – and more accurate – maps. What we've seen so far is misleading and inaccurate (i.e. no acknowledgment of removing 'inherited assignment rights', incorrect depictions of current boundaries, etc.).

[Anonymous]

Please, everyone, go tomorrow and Sat. if you can.
We need to stay involved and not get complacent.
See you there, I'll be looking for (and using) our DCUM code words.
State your opinions-whatever they may be-in the interest of children.

[Anonymous]

Anonymous wrote:Please, everyone, go tomorrow and Sat. if you can.
We need to stay involved and not get complacent.
See you there, I'll be looking for (and using) our DCUM code words.
State your opinions-whatever they may be-in the interest of children.

Please provide here a few examples of code words, just to make sure I recognize you!

[Anonymous]

Well, definitely do not refer to high performing "seats"

Do insist that the DME explain how they plan to "grow the pie"

Maybe a reference to HRCS could be worked in . . .

[Anonymous]

Anonymous wrote:Well, definitely do not refer to high performing "seats"

Do insist that the DME explain how they plan to "grow the pie"

Maybe a reference to HRCS could be worked in . . .

Ok, understood, thanks. The "pie" is quintessentially DCUM's.

[Anonymous]

Anonymous wrote:Well, definitely do not refer to high performing "seats"

Do insist that the DME explain how they plan to "grow the pie"

Maybe a reference to HRCS could be worked in . . .

look for toe shoe dad

[Anonymous]

Anonymous wrote:Well, definitely do not refer to high performing "seats"

Do insist that the DME explain how they plan to "grow the pie"

Maybe a reference to HRCS could be worked in . . .

what's HRCS?

[Anonymous]

I'd like to see the DME taken to task for embracing social engineering BS. Take a look at achievement gap data for Brent, which is generally regarded as one of the highest achieving schools EotP.

http://profiles.dcps.dc.gov/scorecard/Brent+Elementary+School

The FARMS rate is roughly 11 percent and yet approx three times as many AA students are Basic and Below Basic as compared to Whites. Moreover, three to four times as many White students test as advanced when compared to their AA classmates. (BTW, I am aware that many AA students are not from low-income families).

What does the DME make of these disparities? And how do "choice sets" and other half-baked concoctions suddenly bridge the gap in the face of what appears to be the reality of public education in DC?