school without walls essay prompt

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Equity is literally the opposite of merit. And used in the way it is used now, it actually reduces opportunity for black kids because it covers up the actual deficits of the system. Open access to Walls wouldn’t do anything for DC kids except remove academic preparation for the kids who need it - including black kids. Somehow Banneker doesn’t shy away from expecting a lot from DC black kids …

I disagree. True equity means ensuring outcomes are fair. This means affording opportunities to those who work just as hard (sometimes harder) but do not have the same privileges as others. It is common knowledge that many DCUM families pay for private tutors, psychologists, math classes, science camps, etc. for their children to help them grow but also help them get ahead. I think that is wonderful. But for the kids who don't have that support or those means, I do not think they should be penalized. If given the opportunity, many times they will far surpass the wealthier trained kids.

I personally know several incredibly smart kids who have had little to no training. Given the chance, they would easily outshine anyone. People who work with a diverse group of kids know this to be true. We want to ensure that those kids are not overlooked. It is fairness. And even more it seems unjust to bypass the more capable kid.

What you negatively refer to as equity, I see as opportunity. If your child is affected by it, know that there are many smart, capable, brilliant incredible kids on the sidelines who are thrilled to be offered an opportunity to play the game. Instead of feeling small about it, you should help your kid appreciate their own talent and smarts WHILE applauding the talents and smarts of others.

No one should be using "equity" as an excuse for any negative educational outcomes for their child. That is the ultimate scapegoating.

The problem with your argument is that HS is too late. If DC wants more W7 and 8 kids in Walls then it needs gifted & tracking in elementary. Yet who is adamantly opposed to that? Right, the equity crowd. The fact is academic skills are not evenly distributed, and school systems need to prepare the future doctors & engineers.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Equity is literally the opposite of merit. And used in the way it is used now, it actually reduces opportunity for black kids because it covers up the actual deficits of the system. Open access to Walls wouldn’t do anything for DC kids except remove academic preparation for the kids who need it - including black kids. Somehow Banneker doesn’t shy away from expecting a lot from DC black kids …

I disagree. True equity means ensuring outcomes are fair. This means affording opportunities to those who work just as hard (sometimes harder) but do not have the same privileges as others. It is common knowledge that many DCUM families pay for private tutors, psychologists, math classes, science camps, etc. for their children to help them grow but also help them get ahead. I think that is wonderful. But for the kids who don't have that support or those means, I do not think they should be penalized. If given the opportunity, many times they will far surpass the wealthier trained kids.

I personally know several incredibly smart kids who have had little to no training. Given the chance, they would easily outshine anyone. People who work with a diverse group of kids know this to be true. We want to ensure that those kids are not overlooked. It is fairness. And even more it seems unjust to bypass the more capable kid.

What you negatively refer to as equity, I see as opportunity. If your child is affected by it, know that there are many smart, capable, brilliant incredible kids on the sidelines who are thrilled to be offered an opportunity to play the game. Instead of feeling small about it, you should help your kid appreciate their own talent and smarts WHILE applauding the talents and smarts of others.

No one should be using "equity" as an excuse for any negative educational outcomes for their child. That is the ultimate scapegoating.

The problem with your argument is that HS is too late. If DC wants more W7 and 8 kids in Walls then it needs gifted & tracking in elementary. Yet who is adamantly opposed to that? Right, the equity crowd. The fact is academic skills are not evenly distributed, and school systems need to prepare the future doctors & engineers.

+1

By 9th grade kids who are smart but can’t comprehend what they’re reading will not do well at an application HS. And the kids will realize they aren’t on the same level as their peers which is a big blow to them when they’ve been told they’re the top student at their middle school. We have to push stronger academics in elementary.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Equity is literally the opposite of merit. And used in the way it is used now, it actually reduces opportunity for black kids because it covers up the actual deficits of the system. Open access to Walls wouldn’t do anything for DC kids except remove academic preparation for the kids who need it - including black kids. Somehow Banneker doesn’t shy away from expecting a lot from DC black kids …

I disagree. True equity means ensuring outcomes are fair. This means affording opportunities to those who work just as hard (sometimes harder) but do not have the same privileges as others. It is common knowledge that many DCUM families pay for private tutors, psychologists, math classes, science camps, etc. for their children to help them grow but also help them get ahead. I think that is wonderful. But for the kids who don't have that support or those means, I do not think they should be penalized. If given the opportunity, many times they will far surpass the wealthier trained kids.

I personally know several incredibly smart kids who have had little to no training. Given the chance, they would easily outshine anyone. People who work with a diverse group of kids know this to be true. We want to ensure that those kids are not overlooked. It is fairness. And even more it seems unjust to bypass the more capable kid.

What you negatively refer to as equity, I see as opportunity. If your child is affected by it, know that there are many smart, capable, brilliant incredible kids on the sidelines who are thrilled to be offered an opportunity to play the game. Instead of feeling small about it, you should help your kid appreciate their own talent and smarts WHILE applauding the talents and smarts of others.

No one should be using "equity" as an excuse for any negative educational outcomes for their child. That is the ultimate scapegoating.

The problem with your argument is that HS is too late. If DC wants more W7 and 8 kids in Walls then it needs gifted & tracking in elementary. Yet who is adamantly opposed to that? Right, the equity crowd. The fact is academic skills are not evenly distributed, and school systems need to prepare the future doctors & engineers.

+1

By 9th grade kids who are smart but can’t comprehend what they’re reading will not do well at an application HS. And the kids will realize they aren’t on the same level as their peers which is a big blow to them when they’ve been told they’re the top student at their middle school. We have to push stronger academics in elementary.

Yes. And we need to maximize potential but not at the expense of having classrooms taught at the highest level too. Some kids can’t get there and that’s fine. It’s not TJ or bust.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Equity is literally the opposite of merit. And used in the way it is used now, it actually reduces opportunity for black kids because it covers up the actual deficits of the system. Open access to Walls wouldn’t do anything for DC kids except remove academic preparation for the kids who need it - including black kids. Somehow Banneker doesn’t shy away from expecting a lot from DC black kids …

I disagree. True equity means ensuring outcomes are fair. This means affording opportunities to those who work just as hard (sometimes harder) but do not have the same privileges as others. It is common knowledge that many DCUM families pay for private tutors, psychologists, math classes, science camps, etc. for their children to help them grow but also help them get ahead. I think that is wonderful. But for the kids who don't have that support or those means, I do not think they should be penalized. If given the opportunity, many times they will far surpass the wealthier trained kids.

I personally know several incredibly smart kids who have had little to no training. Given the chance, they would easily outshine anyone. People who work with a diverse group of kids know this to be true. We want to ensure that those kids are not overlooked. It is fairness. And even more it seems unjust to bypass the more capable kid.

What you negatively refer to as equity, I see as opportunity. If your child is affected by it, know that there are many smart, capable, brilliant incredible kids on the sidelines who are thrilled to be offered an opportunity to play the game. Instead of feeling small about it, you should help your kid appreciate their own talent and smarts WHILE applauding the talents and smarts of others.

No one should be using "equity" as an excuse for any negative educational outcomes for their child. That is the ultimate scapegoating.

The problem with your argument is that HS is too late. If DC wants more W7 and 8 kids in Walls then it needs gifted & tracking in elementary. Yet who is adamantly opposed to that? Right, the equity crowd. The fact is academic skills are not evenly distributed, and school systems need to prepare the future doctors & engineers.

+1

By 9th grade kids who are smart but can’t comprehend what they’re reading will not do well at an application HS. And the kids will realize they aren’t on the same level as their peers which is a big blow to them when they’ve been told they’re the top student at their middle school. We have to push stronger academics in elementary.

Yes. And we need to maximize potential but not at the expense of having classrooms taught at the highest level too. Some kids can’t get there and that’s fine. It’s not TJ or bust.

Walls is an application HS for a reason. If a kid “can’t get there” there are plenty of other options.

[Anonymous]

Can we get back to the original question about the essay prompt? How are these things graded? Are there tips we could give our kids, like make sure you have a good topic sentence? Have two paragraphs? Etc does anyone know?

[Anonymous]

Make sure that your student addresses the prompt or question directly and effectively. The school wants to see that the student can provide thoughtful, relevant, and coherent responses.

Have your child practice writing well-organized essays with a clear introduction, body paragraphs with supporting evidence, and conclusion.

Review grammar, spelling and punctuation rules with your child. Give them incorrect sentences and have them edit them.

And have your student show their unique voice and perspective in their writing. Schools want to see creativity and original thought.

Good luck!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Yes, first year. DCPS was concerned that the prior year's standardless "interviews" might not be watering down the applicant pool quite enough. I heard the prompts under consideration are:

Tell us why you think academic merit and objective tests are bad? Bonus points if you can explain why diversity is more important than what you learn.

This is a joke, right? At EdFest, the principal said the essays would be based on PARC, but I don't know what that means...

So why don't they just bring back the requirement to score at least a 4 on PARCC?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

This is a joke, right? At EdFest, the principal said the essays would be based on PARC, but I don't know what that means...

So why don't they just bring back the requirement to score at least a 4 on PARCC?

Because the school is not interested in testing the ability of students to score well on multiple choice tests. Many studies show that good test takers do NOT have better outcomes in college settings.

Therefore, high schools and colleges across the nation have started reducing the emphasis on standardized testing while increasing a focus on skills like writing, interviewing, etc.

These skills are proven to lead to more successful outcomes in academic and in workforce settings.

I am a STEM hiring manager. I am way more interested in talking with potential hires and seeing a writing sample than having them take a multiple choice test. I assume colleagues in other fields feel the same way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just sounds like an anxious parent of an eighth grader trying trying to figure out what to tell her kid to help him get ready for the essay test. Maybe grab a little intel from DCUM or crowdsource a halfway decent guess.

Nope. Just a DCPS parent sick and tired of watching DC destroy the few good schools we have in the name of equity.

NP. Wow, overt racism. Really? I pray I don't know you IRL. Whatever privilege you were handed in life and subsequently handed that privilege over to your child, does not mean you or your child are better than anyone else. I get it. You are afraid of equity because it means you can't just use your privilege to succeed. You actually have to use merit.

Your child was allowed to start the race before the flag went down. Now, a referee is saying "Wait, the race was rigged. It is not fair that your kid started to run before the race actually began. We need equity. You are furious. But even still neither you nor your child will be penalized. Just stay where you are, but I'm going to stop the timer for a few seconds to try to let the other kids try to catch. Don't worry. I will not let them catch up because I can't start the game over, but they can try. " Now, your child is STILL in the lead but you are complaining that the race was slowed down to allow the others a "fairer" chance at a better score.

Equity is not a bad word. Racism is. Learn that now. Teach your child.

Wow. What a Rorschach. Do you realize how much your post resonates (differently) with both sides (separately & inside their chambers) about what's wrong?

" ... neither you nor your child will be penalized. Just stay where you are, but I'm going to stop the timer for a few seconds to try to let the other kids try to catch [up]." strikes many of those with different views completely differently than the (unifying?) way you seem to believe it will.

[Anonymous]

Anonymous wrote:Can we get back to the original question about the essay prompt? How are these things graded? Are there tips we could give our kids, like make sure you have a good topic sentence? Have two paragraphs? Etc does anyone know?

They said at the open house they were still working on what the prompt would be, if it was handwritten or typed, how many paragraphs it would be, how much time would be allotted etc. They did say if the student already has an accommodation (504/IEP) for longer time on tests/work that that would be allowed for the essay as well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

This is a joke, right? At EdFest, the principal said the essays would be based on PARC, but I don't know what that means...

So why don't they just bring back the requirement to score at least a 4 on PARCC?

Because the school is not interested in testing the ability of students to score well on multiple choice tests. Many studies show that good test takers do NOT have better outcomes in college settings.

Therefore, high schools and colleges across the nation have started reducing the emphasis on standardized testing while increasing a focus on skills like writing, interviewing, etc.

These skills are proven to lead to more successful outcomes in academic and in workforce settings.

I am a STEM hiring manager. I am way more interested in talking with potential hires and seeing a writing sample than having them take a multiple choice test. I assume colleagues in other fields feel the same way.

This colleague doesn't think the same. Ability to communicate in writing and in person are very important skills for the workplace--I agree about that.

But if someone is not good at standardized tests, they are likely not a good programmer or good at other STEM positions that require exacting logic and precision.

[Anonymous]

What it sounds like is that they want to avoid situations where overengaged parents or a tutor do the work at home for that one 8th grade lax bro we all know doesn't do his homework.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

This is a joke, right? At EdFest, the principal said the essays would be based on PARC, but I don't know what that means...

So why don't they just bring back the requirement to score at least a 4 on PARCC?

Because the school is not interested in testing the ability of students to score well on multiple choice tests. Many studies show that good test takers do NOT have better outcomes in college settings.

Therefore, high schools and colleges across the nation have started reducing the emphasis on standardized testing while increasing a focus on skills like writing, interviewing, etc.

These skills are proven to lead to more successful outcomes in academic and in workforce settings.

I am a STEM hiring manager. I am way more interested in talking with potential hires and seeing a writing sample than having them take a multiple choice test. I assume colleagues in other fields feel the same way.

This colleague doesn't think the same. Ability to communicate in writing and in person are very important skills for the workplace--I agree about that.

But if someone is not good at standardized tests, they are likely not a good programmer or good at other STEM positions that require exacting logic and precision.

None of this will matter in a few years. Emerging technologies will redefine STEM. You'll need to be a good writer and communicator. Programmer not so much.

[Anonymous]

Anonymous wrote:Make sure that your student addresses the prompt or question directly and effectively. The school wants to see that the student can provide thoughtful, relevant, and coherent responses.

Have your child practice writing well-organized essays with a clear introduction, body paragraphs with supporting evidence, and conclusion.

Review grammar, spelling and punctuation rules with your child. Give them incorrect sentences and have them edit them.

And have your student show their unique voice and perspective in their writing. Schools want to see creativity and original thought.

Good luck!

It’s interesting that they even focus on spelling. My child has not been taught to spell in DCPS. I specifically asked about this in 3rd grade and the principal said in the computer age with autocorrect, kids don’t need it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

This is a joke, right? At EdFest, the principal said the essays would be based on PARC, but I don't know what that means...

So why don't they just bring back the requirement to score at least a 4 on PARCC?

Because the school is not interested in testing the ability of students to score well on multiple choice tests. Many studies show that good test takers do NOT have better outcomes in college settings.

Therefore, high schools and colleges across the nation have started reducing the emphasis on standardized testing while increasing a focus on skills like writing, interviewing, etc.

These skills are proven to lead to more successful outcomes in academic and in workforce settings.

I am a STEM hiring manager. I am way more interested in talking with potential hires and seeing a writing sample than having them take a multiple choice test. I assume colleagues in other fields feel the same way.

PARCC tests essay writing.