Why does DCPS rank 49th in the country, behind poor states like Kentucky, Tennessee and WV?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Troll post.

Unfortunately I don’t think so. No tracking , low standards, and social promotion is a race to the bottom. Many kids graduate who can’t do multiplication or read more than 3-4th grade level.

Looking at PARCC scores where basically no one in a number of high schools is on grade level in math is just shocking.

To add to this point, PARCC is a watered-down set of standards compared to other states.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It was fairly shocked to see just how much time and resources at our majority minority school are devoted to “anti racism” curriculum. I mean, 90% of the kids are well below grade level. Shouldn’t every minute of every day be spent on math/reading? It’s bizarre.

My kids attend a DCPS Title 1 school and spend zero hours/time on anti-racism curriculum. You’re a troll.

NP. You are naive and obviously don’t know what your kid is learning. Anti-racism is definitely embedded in the curriculum, no doubt. Also as you get to higher grades in middle and high school, it tends to dominate.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It was fairly shocked to see just how much time and resources at our majority minority school are devoted to “anti racism” curriculum. I mean, 90% of the kids are well below grade level. Shouldn’t every minute of every day be spent on math/reading? It’s bizarre.

My kids attend a DCPS Title 1 school and spend zero hours/time on anti-racism curriculum. You’re a troll.

NP. You are naive and obviously don’t know what your kid is learning. Anti-racism is definitely embedded in the curriculum, no doubt. Also as you get to higher grades in middle and high school, it tends to dominate.

You might be surprised to learn that anti-racism efforts are more robust in Ward 3 schools than anywhere else in the city. Yes, anti-racism is embedded in the curriculum, however it's not explicitly taught as a learning standard. While you might have learned 30 years ago the white supremacy perspective on slavery, current curriculum takes a more holistic approach without leaving out the voices and experiences of those who were enslaved. See how fast we can get to an anti-racism lesson without saying "Today's learning objective will be that all students will be able to define anti-racism." In many schools in Ward 3 Black History month is celebrated with much more effort than many other schools. Why do you suppose that might be?

[Anonymous]

Anonymous wrote:In DCPS we have a 'missing middle' sweet spot to teach to. We could either teach to the children of the multiply degreed and fail out 2/3 of students or teach to the children of the unsuccessful and uneducated (which is very rarely their fault, but its consequences for the young are undeniable based on countless studies) and by teaching to allow the least educable to get through the school system, we have low standards and try to figure out what to do with everybody who can learn Algebra and analyze Toni Morrison by 9th grade. I'm amazingly sympathetic with teaching to the least educated, but it leaves us unsure what to do with our kids.

No disagreement with anything you’ve written. DC gives the successful and educated the options of living in neighborhoods of other successful and educated residents for higher concentrations of their children in the neighborhood school or choosing charter, magnet/application or private.

Living in DC is possible as long as there are these choices. Are there other cities with better choices or outcomes to emulate? Cities with great neighborhood schools for all families?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It was fairly shocked to see just how much time and resources at our majority minority school are devoted to “anti racism” curriculum. I mean, 90% of the kids are well below grade level. Shouldn’t every minute of every day be spent on math/reading? It’s bizarre.

My kids attend a DCPS Title 1 school and spend zero hours/time on anti-racism curriculum. You’re a troll.

NP. You are naive and obviously don’t know what your kid is learning. Anti-racism is definitely embedded in the curriculum, no doubt. Also as you get to higher grades in middle and high school, it tends to dominate.

You might be surprised to learn that anti-racism efforts are more robust in Ward 3 schools than anywhere else in the city. Yes, anti-racism is embedded in the curriculum, however it's not explicitly taught as a learning standard. While you might have learned 30 years ago the white supremacy perspective on slavery, current curriculum takes a more holistic approach without leaving out the voices and experiences of those who were enslaved. See how fast we can get to an anti-racism lesson without saying "Today's learning objective will be that all students will be able to define anti-racism." In many schools in Ward 3 Black History month is celebrated with much more effort than many other schools. Why do you suppose that might be?

Because DCPS has confused non-Black DC residents with the Jan. 6 types they hear about on the news.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It was fairly shocked to see just how much time and resources at our majority minority school are devoted to “anti racism” curriculum. I mean, 90% of the kids are well below grade level. Shouldn’t every minute of every day be spent on math/reading? It’s bizarre.

My kids attend a DCPS Title 1 school and spend zero hours/time on anti-racism curriculum. You’re a troll.

NP. You are naive and obviously don’t know what your kid is learning. Anti-racism is definitely embedded in the curriculum, no doubt. Also as you get to higher grades in middle and high school, it tends to dominate.

You might be surprised to learn that anti-racism efforts are more robust in Ward 3 schools than anywhere else in the city. Yes, anti-racism is embedded in the curriculum, however it's not explicitly taught as a learning standard. While you might have learned 30 years ago the white supremacy perspective on slavery, current curriculum takes a more holistic approach without leaving out the voices and experiences of those who were enslaved. See how fast we can get to an anti-racism lesson without saying "Today's learning objective will be that all students will be able to define anti-racism." In many schools in Ward 3 Black History month is celebrated with much more effort than many other schools. Why do you suppose that might be?

Please tell me the "White Supremacist version of history" that was taught in DC.

[Anonymous]

Anonymous wrote:My take on the original question, why is DCPS 49th. I'd start with the backlash against Civil Rights in the 60s that led to mass incarceration. Being a Chocolate City, DC was and is a profitable source of recruits to the school to prison pipeline. I suspect if you check the numbers against other urban centers, you'll get the similar rankings. Then I'd say that the switch to teaching reading using the whole word method rather than phonics really did a number on students across the country. The theory doesn't work better than phonics but I'm pretty sure they're still using in DCPS. Then you have inequitable funding, which was only mitigated but not solved by per-pupil-funding over property taxes. Despite being really diverse, DC is terribly segregated and the schools reflect that. Oddly enough that separate but equal thing still doesn't work. And then there are generational factors. Parents who weren't well-prepared for the workplace or for college aren't likely to know how to make sure they're kids get what they didn't. And so on and so on. All of these things need to be addressed and no doubt there are so many more. Unfortunately, we get a lot of rationalizations and an unwillingness to put the money behind what it would take to fix this problem. Just my take. -Little Black Duck

While word vs phonics is such a straw man argument. Doing teading teaches reading. That's it.

[Anonymous]

I want to see rankings calibrated by wealth.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It was fairly shocked to see just how much time and resources at our majority minority school are devoted to “anti racism” curriculum. I mean, 90% of the kids are well below grade level. Shouldn’t every minute of every day be spent on math/reading? It’s bizarre.

My kids attend a DCPS Title 1 school and spend zero hours/time on anti-racism curriculum. You’re a troll.

NP. You are naive and obviously don’t know what your kid is learning. Anti-racism is definitely embedded in the curriculum, no doubt. Also as you get to higher grades in middle and high school, it tends to dominate.

You might be surprised to learn that anti-racism efforts are more robust in Ward 3 schools than anywhere else in the city. Yes, anti-racism is embedded in the curriculum, however it's not explicitly taught as a learning standard. While you might have learned 30 years ago the white supremacy perspective on slavery, current curriculum takes a more holistic approach without leaving out the voices and experiences of those who were enslaved. See how fast we can get to an anti-racism lesson without saying "Today's learning objective will be that all students will be able to define anti-racism." In many schools in Ward 3 Black History month is celebrated with much more effort than many other schools. Why do you suppose that might be?

Please tell me the "White Supremacist version of history" that was taught in DC.

Not "White Supremacist version of history" rather perspective on slavery, as an example. Any historical textbook that didn't include the perspective and/or experiences of an enslaved person, or Native American is by definition bias. Any lesson, for that matter. Consider Christopher Columbus in a more comprehensive historical context and the comparison of curriculum 50 years to those used in classroom nows. Find me a textbook from 1970 that is inclusive to all voices on the subject of Christopher Columbus and him finding America.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It was fairly shocked to see just how much time and resources at our majority minority school are devoted to “anti racism” curriculum. I mean, 90% of the kids are well below grade level. Shouldn’t every minute of every day be spent on math/reading? It’s bizarre.

My kids attend a DCPS Title 1 school and spend zero hours/time on anti-racism curriculum. You’re a troll.

NP. You are naive and obviously don’t know what your kid is learning. Anti-racism is definitely embedded in the curriculum, no doubt. Also as you get to higher grades in middle and high school, it tends to dominate.

You might be surprised to learn that anti-racism efforts are more robust in Ward 3 schools than anywhere else in the city. Yes, anti-racism is embedded in the curriculum, however it's not explicitly taught as a learning standard. While you might have learned 30 years ago the white supremacy perspective on slavery, current curriculum takes a more holistic approach without leaving out the voices and experiences of those who were enslaved. See how fast we can get to an anti-racism lesson without saying "Today's learning objective will be that all students will be able to define anti-racism." In many schools in Ward 3 Black History month is celebrated with much more effort than many other schools. Why do you suppose that might be?

Please tell me the "White Supremacist version of history" that was taught in DC.

Not "White Supremacist version of history" rather perspective on slavery, as an example. Any historical textbook that didn't include the perspective and/or experiences of an enslaved person, or Native American is by definition bias. Any lesson, for that matter. Consider Christopher Columbus in a more comprehensive historical context and the comparison of curriculum 50 years to those used in classroom nows. Find me a textbook from 1970 that is inclusive to all voices on the subject of Christopher Columbus and him finding America.

You'd have to go pretty far back to find a textbook that didn't include the perspective of slaves and indigenous people. It may not have been gotten its full share of coverage, but it was there.

I went to public elementary school in the Deep South in the 1970s, and I certainly learned that slavery was miserable for the slaves and that indigenous people were treated badly.

[Anonymous]

Anonymous wrote:

Anonymous wrote:In DCPS we have a 'missing middle' sweet spot to teach to. We could either teach to the children of the multiply degreed and fail out 2/3 of students or teach to the children of the unsuccessful and uneducated (which is very rarely their fault, but its consequences for the young are undeniable based on countless studies) and by teaching to allow the least educable to get through the school system, we have low standards and try to figure out what to do with everybody who can learn Algebra and analyze Toni Morrison by 9th grade. I'm amazingly sympathetic with teaching to the least educated, but it leaves us unsure what to do with our kids.

No disagreement with anything you’ve written. DC gives the successful and educated the options of living in neighborhoods of other successful and educated residents for higher concentrations of their children in the neighborhood school or choosing charter, magnet/application or private.

Living in DC is possible as long as there are these choices. Are there other cities with better choices or outcomes to emulate? Cities with great neighborhood schools for all families?

I think these areas where white flight was less thorough and the government has been pushed to undo segregation. The places I’ve heard of are places where they have combined city county government and schools, one being the county where Louisville KY is located.

I think the truest solution to the segregation we see will never be implemented-true metro area school system amalgamation. Chalk it up there guns and nobody using transit. “Me over you, especially if you includes The Other.”

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It was fairly shocked to see just how much time and resources at our majority minority school are devoted to “anti racism” curriculum. I mean, 90% of the kids are well below grade level. Shouldn’t every minute of every day be spent on math/reading? It’s bizarre.

My kids attend a DCPS Title 1 school and spend zero hours/time on anti-racism curriculum. You’re a troll.

NP. You are naive and obviously don’t know what your kid is learning. Anti-racism is definitely embedded in the curriculum, no doubt. Also as you get to higher grades in middle and high school, it tends to dominate.

You might be surprised to learn that anti-racism efforts are more robust in Ward 3 schools than anywhere else in the city. Yes, anti-racism is embedded in the curriculum, however it's not explicitly taught as a learning standard. While you might have learned 30 years ago the white supremacy perspective on slavery, current curriculum takes a more holistic approach without leaving out the voices and experiences of those who were enslaved. See how fast we can get to an anti-racism lesson without saying "Today's learning objective will be that all students will be able to define anti-racism." In many schools in Ward 3 Black History month is celebrated with much more effort than many other schools. Why do you suppose that might be?

Please tell me the "White Supremacist version of history" that was taught in DC.

Not "White Supremacist version of history" rather perspective on slavery, as an example. Any historical textbook that didn't include the perspective and/or experiences of an enslaved person, or Native American is by definition bias. Any lesson, for that matter. Consider Christopher Columbus in a more comprehensive historical context and the comparison of curriculum 50 years to those used in classroom nows. Find me a textbook from 1970 that is inclusive to all voices on the subject of Christopher Columbus and him finding America.

You'd have to go pretty far back to find a textbook that didn't include the perspective of slaves and indigenous people. It may not have been gotten its full share of coverage, but it was there.

I went to public elementary school in the Deep South in the 1970s, and I certainly learned that slavery was miserable for the slaves and that indigenous people were treated badly.

Maybe. I went to public elementary school in the midwest in the 1970s and distinctly remember being confused by the concept of ownership of another human being and the illustrations in textbooks of enslaved people with happy smiles while in the cotton fields.

[Anonymous]

At what point will people admit no amount of money thrown at a school system will fix what is wrong with the city's population?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In DCPS we have a 'missing middle' sweet spot to teach to. We could either teach to the children of the multiply degreed and fail out 2/3 of students or teach to the children of the unsuccessful and uneducated (which is very rarely their fault, but its consequences for the young are undeniable based on countless studies) and by teaching to allow the least educable to get through the school system, we have low standards and try to figure out what to do with everybody who can learn Algebra and analyze Toni Morrison by 9th grade. I'm amazingly sympathetic with teaching to the least educated, but it leaves us unsure what to do with our kids.

No disagreement with anything you’ve written. DC gives the successful and educated the options of living in neighborhoods of other successful and educated residents for higher concentrations of their children in the neighborhood school or choosing charter, magnet/application or private.

Living in DC is possible as long as there are these choices. Are there other cities with better choices or outcomes to emulate? Cities with great neighborhood schools for all families?

I think these areas where white flight was less thorough and the government has been pushed to undo segregation. The places I’ve heard of are places where they have combined city county government and schools, one being the county where Louisville KY is located.

I think the truest solution to the segregation we see will never be implemented-true metro area school system amalgamation. Chalk it up there guns and nobody using transit. “Me over you, especially if you includes The Other.”

This is true everywhere, though. The rich can choose to live where they want and they can move whenever too. So what makes this special about the district?

[Anonymous]

Anonymous wrote:At what point will people admit no amount of money thrown at a school system will fix what is wrong with the city's population?

Never? Educators love the idea that they can be heroes and that play the roles of both teacher and social worker for the neediest kids, and politicians love the idea that desperately needed social work can be foisted on the schools, which is easier and cheaper than the level of family services really needed.