Rank your top Spanish immersion programs

[Anonymous]

Oyster. The class curriculum there especially at the elementary level is highly challenging for students. And it's amazing how the children are learning two languages at once. Stretching their minds. The teachers there are really, really good too. They love teaching and it shows. They challenge the students and truly rise to the occasion (they should be paid more). Our daughter is receiving an outstanding foundation there. We are very glad we are in the school.

That said, we know all the other schools have amazing teachers and curriculum too. It's a matter of where you think you and your child will do best.

[Anonymous]

For me, I'd be interested to hear what parents think of Cleveland, Marie Reed and Bancroft as well (yes, I know there is a difference in demand among those 3, but I'd love more info about all 3).

We have two young children at Bancroft. So far, it has been great. I am not convinced that we will stay there until fifth grade but I hope that its momentum continues so that we do. It works for us because we both work full time, with somewhat flexible hours, in opposite directions without a nanny / babysitter / family - so being able to walk to their school is very important. The aftercare program for the young kids is flexible - we use it 1 - 2 times per week and the day(s) can change. This keeps us sane and then makes our kids happier. Although language immersion is not a must for us, it is a fantastic bonus. I think Bancroft is a bilingual school (all kids are in the dual language program) whereas Cleveland and Marie Reed have dual language and English language programs - so the whole school is on one page (but I could be wrong). The communication about events could be better but I have found that checking their website often, going to PTA and other meetings and joining the school's listserv gives me enough information (you just need to be more proactive). Picking up our kids yesterday and seeing them hug their teachers and classmates while we were chatting with other parents making plans to get together over the holidays was terrific.

[Anonymous]

Anonymous wrote:Oyster. The class curriculum there especially at the elementary level is highly challenging for students. And it's amazing how the children are learning two languages at once. Stretching their minds. The teachers there are really, really good too. They love teaching and it shows. They challenge the students and truly rise to the occasion (they should be paid more). Our daughter is receiving an outstanding foundation there. We are very glad we are in the school.

That said, we know all the other schools have amazing teachers and curriculum too. It's a matter of where you think you and your child will do best.

Will you stay in Oyster for middle school? Why or why not?

TIA!!

[Anonymous]

I have a child a Cleveland. I think it's a good option to put your child in while you wait to get into your top choice. I'm happy we got in. The aftercare/beforecare is chaotic. However, the students seem engaged. The teacher quality is hit or miss. We are in the immersion program so we looked out. The communication is bad and the principle is brand new. It also lacks parental involvement. I would leave for Oyster/MV at a drop of a dime.

[Anonymous]

I have a child a Cleveland. I think it's a good option to put your child in while you wait to get into your top choice. I'm happy we got in. The aftercare/beforecare is chaotic. However, the students seem engaged. The teacher quality is hit or miss. We are in the immersion program so we looked out. The communication is bad and the principle is brand new. It also lacks parental involvement. I would leave for Oyster/MV at a drop of a dime.

[Anonymous]

Thanks Bancroft and Cleveland parents, that is helpful!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm laughing at the herd mentality of this thread. Only one poster put DC Bilingual on their list, and put it down as #7. DC Bilingual is a public charter Tier 1 school - with a proven track record over 9 years (and 25 years for its parent organization, CentroNia). Whereas the love for MV, which has been around for like two minutes ... oh, don't get me started ...

Are you a parent at DC Bilingual? I would LOVE to get more info on it. I started a thread on this the other day, and no one replied. They have not announced any open houses and have info from last year's lottery on their page. I'm very interested, and at least the current location is good for me, but I definitely feel like I want to hear more from the school before I apply.

Interesting that the first poster here never responded to PP about whether they are a DC Bilingual parent. Maybe they're not a parent (but a staff member or something) so they're not responding because they can't give the viewpoint PP is asking for... but really, even though many so far are saying they disagree with the "DCB over MV" idea, this is a great time for any DC Bilingual parents reading this to pipe up about what they think of the school, especially if it's positive.

For me, I'd be interested to hear what parents think of Cleveland, Marie Reed and Bancroft as well (yes, I know there is a difference in demand among those 3, but I'd love more info about all 3).

I'm the person who spoke up for DC Bilingual. My kid is no longer enrolled there, but had a good experience there. I thought the teachers were outstanding. (I also believe there's good teachers at every school - no one has a monopoly on great teachers.) But then we moved into Deal-land.

DC Bilingual doesn't do outreach via the Internet ... the only way to get to know them is to walk in, ask questions, and see the classrooms. Just show up.

As to my MV comparison, given all the love and awards and buzz and supportive parents it probably is a better school than DC Bilingual; I wouldn't know. My key point was that most folks (save one) early in the thread weren't mentioning a high-performing Spanish immersion school that has been around a long time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Oyster. The class curriculum there especially at the elementary level is highly challenging for students. And it's amazing how the children are learning two languages at once. Stretching their minds. The teachers there are really, really good too. They love teaching and it shows. They challenge the students and truly rise to the occasion (they should be paid more). Our daughter is receiving an outstanding foundation there. We are very glad we are in the school.

That said, we know all the other schools have amazing teachers and curriculum too. It's a matter of where you think you and your child will do best.

Will you stay in Oyster for middle school? Why or why not?

TIA!!

Oyster-Adams parent, but not PP, here. There was a point when many families were gung ho to stay at Adams. A few who started in pre-K or around the 2007 combination of Oyster and Adams can be found in 7-8th now. But this was before the explosion of charter middle school options and specialized language charter schools.

A PP gave more detail, but basically there are many families who already speak two or more languages before they even start Oyster. It's not exactly amazing what they do, but it is generally well executed. Math in PK-3 is generally OK and is done in Spanish. But there is no elementary science teacher, or even much of a science focus, in Oyster building.

The specials are OK. I've seen better. Art is now in English and PE is in Spanish. Music used to be all in Spanish but the part-time, PTO paid music teacher teaches songs mostly in English now. The librarian has been there for 20 years and has really good, but gringo-accented Spanish. And doesn't seem to have any interest in e-books.

The upper school, grades 4-8, have full-time, DCPS-staffed science and specials teachers. But lots of people are unhappy with the quality of math and Spanish language instruction in the upper grades. The logistics are a nightmare and the wealthy condo neighbors are often unhappy.

There's a lot of uncertainty with boundary and feeder changes, building options nearby, DCPS hurdles with hiring and retaining Spanish teachers, and a small middle school in an elementary building.

It's not uncommon for parents of all backgrounds and languages to "start shopping" in 2nd or 3rd grade before kids go to the Adams building. Even within the same family, some kids do really well at O-A, but some don't. A significant number of students from well-educated, Spanish-dominant parents tend to leave quietly before 6th. They are sometimes replaced by students from the other DCPS dual-immersion Spanish-English schools. But not always. So the middle school grades are really small. Meanwhile, none of the other elementary dual-immersion DCPS schools feed into Adams.

Long answer to a short question. Most folks are taking it year by year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Oyster. The class curriculum there especially at the elementary level is highly challenging for students. And it's amazing how the children are learning two languages at once. Stretching their minds. The teachers there are really, really good too. They love teaching and it shows. They challenge the students and truly rise to the occasion (they should be paid more). Our daughter is receiving an outstanding foundation there. We are very glad we are in the school.

That said, we know all the other schools have amazing teachers and curriculum too. It's a matter of where you think you and your child will do best.

Will you stay in Oyster for middle school? Why or why not?

TIA!!

Oyster-Adams parent, but not PP, here. There was a point when many families were gung ho to stay at Adams. A few who started in pre-K or around the 2007 combination of Oyster and Adams can be found in 7-8th now. But this was before the explosion of charter middle school options and specialized language charter schools.

A PP gave more detail, but basically there are many families who already speak two or more languages before they even start Oyster. It's not exactly amazing what they do, but it is generally well executed. Math in PK-3 is generally OK and is done in Spanish. But there is no elementary science teacher, or even much of a science focus, in Oyster building.

The specials are OK. I've seen better. Art is now in English and PE is in Spanish. Music used to be all in Spanish but the part-time, PTO paid music teacher teaches songs mostly in English now. The librarian has been there for 20 years and has really good, but gringo-accented Spanish. And doesn't seem to have any interest in e-books.

The upper school, grades 4-8, have full-time, DCPS-staffed science and specials teachers. But lots of people are unhappy with the quality of math and Spanish language instruction in the upper grades. The logistics are a nightmare and the wealthy condo neighbors are often unhappy.

There's a lot of uncertainty with boundary and feeder changes, building options nearby, DCPS hurdles with hiring and retaining Spanish teachers, and a small middle school in an elementary building.

It's not uncommon for parents of all backgrounds and languages to "start shopping" in 2nd or 3rd grade before kids go to the Adams building. Even within the same family, some kids do really well at O-A, but some don't. A significant number of students from well-educated, Spanish-dominant parents tend to leave quietly before 6th. They are sometimes replaced by students from the other DCPS dual-immersion Spanish-English schools. But not always. So the middle school grades are really small. Meanwhile, none of the other elementary dual-immersion DCPS schools feed into Adams.

Long answer to a short question. Most folks are taking it year by year.

That is a really helpful, detailed perspective. Thank you, much appreciated.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I always wonder why parents say Montessori isn't for their child. Do you have experience with the philosophy to test its effectiveness? I have no dog in the fight, just curious.

I know about Montessori b/c I have nieces and nephews who went. My child needs more structure and direction.

NP, this is very true. Even Montessori teachers will tell you, the model is not ideal for every child. Some kids are fine either way, some thrive, and some really require a more structured environment.

we used to send our kids to a Montessori school. while i fully believe that Montessori is NOT for every child, every Montessori teacher with whom i have spoken believe that Montessori is for every child.

Ok, not every Montessori teacher will say that, but some do understand. Especially those (like my neighbor) who put her own kid in Montessori and saw how it was not the best fit. Well, full story is she moved somewhere that didn't have it and saw how that child thrived in unexpected ways. Then she got it, and now she can explain it's not for everyone.

I understand that some kids do better with more structure than Montessori allows for. But how do you know how much structure will be best for your kid? My kid is 2 and I really have no idea how she would do in Montessori, but I feel like right now I need to make a decision that will last through elementary school. Would love to hear others' views on what kind of kid does better with more vs. less structure. Also, does Montessori only emphasize individual work, or is there group work, too?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Oyster. The class curriculum there especially at the elementary level is highly challenging for students. And it's amazing how the children are learning two languages at once. Stretching their minds. The teachers there are really, really good too. They love teaching and it shows. They challenge the students and truly rise to the occasion (they should be paid more). Our daughter is receiving an outstanding foundation there. We are very glad we are in the school.

That said, we know all the other schools have amazing teachers and curriculum too. It's a matter of where you think you and your child will do best.

Will you stay in Oyster for middle school? Why or why not?

TIA!!

Oyster-Adams parent, but not PP, here. There was a point when many families were gung ho to stay at Adams. A few who started in pre-K or around the 2007 combination of Oyster and Adams can be found in 7-8th now. But this was before the explosion of charter middle school options and specialized language charter schools.

A PP gave more detail, but basically there are many families who already speak two or more languages before they even start Oyster. It's not exactly amazing what they do, but it is generally well executed. Math in PK-3 is generally OK and is done in Spanish. But there is no elementary science teacher, or even much of a science focus, in Oyster building.

The specials are OK. I've seen better. Art is now in English and PE is in Spanish. Music used to be all in Spanish but the part-time, PTO paid music teacher teaches songs mostly in English now. The librarian has been there for 20 years and has really good, but gringo-accented Spanish. And doesn't seem to have any interest in e-books.

The upper school, grades 4-8, have full-time, DCPS-staffed science and specials teachers. But lots of people are unhappy with the quality of math and Spanish language instruction in the upper grades. The logistics are a nightmare and the wealthy condo neighbors are often unhappy.

There's a lot of uncertainty with boundary and feeder changes, building options nearby, DCPS hurdles with hiring and retaining Spanish teachers, and a small middle school in an elementary building.

It's not uncommon for parents of all backgrounds and languages to "start shopping" in 2nd or 3rd grade before kids go to the Adams building. Even within the same family, some kids do really well at O-A, but some don't. A significant number of students from well-educated, Spanish-dominant parents tend to leave quietly before 6th. They are sometimes replaced by students from the other DCPS dual-immersion Spanish-English schools. But not always. So the middle school grades are really small. Meanwhile, none of the other elementary dual-immersion DCPS schools feed into Adams.

Long answer to a short question. Most folks are taking it year by year.

Thank you, that was the most detailed and honest response I could have asked for.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Oyster. The class curriculum there especially at the elementary level is highly challenging for students. And it's amazing how the children are learning two languages at once. Stretching their minds. The teachers there are really, really good too. They love teaching and it shows. They challenge the students and truly rise to the occasion (they should be paid more). Our daughter is receiving an outstanding foundation there. We are very glad we are in the school.

That said, we know all the other schools have amazing teachers and curriculum too. It's a matter of where you think you and your child will do best.

Will you stay in Oyster for middle school? Why or why not?

TIA!!

Oyster-Adams parent, but not PP, here. There was a point when many families were gung ho to stay at Adams. A few who started in pre-K or around the 2007 combination of Oyster and Adams can be found in 7-8th now. But this was before the explosion of charter middle school options and specialized language charter schools.

A PP gave more detail, but basically there are many families who already speak two or more languages before they even start Oyster. It's not exactly amazing what they do, but it is generally well executed. Math in PK-3 is generally OK and is done in Spanish. But there is no elementary science teacher, or even much of a science focus, in Oyster building.

The specials are OK. I've seen better. Art is now in English and PE is in Spanish. Music used to be all in Spanish but the part-time, PTO paid music teacher teaches songs mostly in English now. The librarian has been there for 20 years and has really good, but gringo-accented Spanish. And doesn't seem to have any interest in e-books.

The upper school, grades 4-8, have full-time, DCPS-staffed science and specials teachers. But lots of people are unhappy with the quality of math and Spanish language instruction in the upper grades. The logistics are a nightmare and the wealthy condo neighbors are often unhappy.

There's a lot of uncertainty with boundary and feeder changes, building options nearby, DCPS hurdles with hiring and retaining Spanish teachers, and a small middle school in an elementary building.

It's not uncommon for parents of all backgrounds and languages to "start shopping" in 2nd or 3rd grade before kids go to the Adams building. Even within the same family, some kids do really well at O-A, but some don't. A significant number of students from well-educated, Spanish-dominant parents tend to leave quietly before 6th. They are sometimes replaced by students from the other DCPS dual-immersion Spanish-English schools. But not always. So the middle school grades are really small. Meanwhile, none of the other elementary dual-immersion DCPS schools feed into Adams.

Long answer to a short question. Most folks are taking it year by year.

This PP points out that Adams, I guess that is the 4-8 middle/ upper school? Is underutilized? Maybe they should feed other dc bilingual schools in? I guess many wealthy, IB parents will still leave for Deal and private, but this would aggregate the students like the dci model at least for Spanish speaking middle school. I might hope kaya has thought of this, but she is apparently punting middle school theses days.

[Anonymous]

To clarify, it's not that the Adams space is underutilized. It's inappropriate. The building is not designed for middle school programs. It's an old elementary building with no real parking situated on one of the narrowest streets in Adams Morgan. Which is saying something. But it does have a nuclear fallout shelter.

Nobody in their right mind would have made Adams a middle school, let alone a bilingual middle school that doesn't use the bilingual elementary school a block away in the Ward with the highest concern concentration of Spanish speakers in the city. Oh, it also has a pool, full size soccer field, DPR tennis courts on site and is situated on a new cityscape with safer sidewalks on a widened street. That school is Marie Reed. It now feeds into Cardoza for 6-12 with no bilingual track.

Unfortunately, the principal who hatched the Oyster-Adams hybrid of two buildings over a mile apart was not in her right mind back in 2006. But let's not rehash that soap opera.

As of today, it's pretty evident the Oyster-Adams setup is not sustainable as a pk-8 bilingual "education campus". The education campus model in DCPS has resulted in under subscribed, under resourced, small middle school grades scattered across the city. And those are single building schools.

Common sense might say create Reed-Adams "campus" as a DCPS option for dual immersion. But it's more complicated than that.

If you're moving IB just for Oyster, fasten your seatbelts. It's going to be a bumpy ride.

[Anonymous]

Anonymous wrote:To clarify, it's not that the Adams space is underutilized. It's inappropriate. The building is not designed for middle school programs. It's an old elementary building with no real parking situated on one of the narrowest streets in Adams Morgan. Which is saying something. But it does have a nuclear fallout shelter.

Nobody in their right mind would have made Adams a middle school, let alone a bilingual middle school that doesn't use the bilingual elementary school a block away in the Ward with the highest concern concentration of Spanish speakers in the city. Oh, it also has a pool, full size soccer field, DPR tennis courts on site and is situated on a new cityscape with safer sidewalks on a widened street. That school is Marie Reed. It now feeds into Cardoza for 6-12 with no bilingual track.

Unfortunately, the principal who hatched the Oyster-Adams hybrid of two buildings over a mile apart was not in her right mind back in 2006. But let's not rehash that soap opera.

As of today, it's pretty evident the Oyster-Adams setup is not sustainable as a pk-8 bilingual "education campus". The education campus model in DCPS has resulted in under subscribed, under resourced, small middle school grades scattered across the city. And those are single building schools.

Common sense might say create Reed-Adams "campus" as a DCPS option for dual immersion. But it's more complicated than that.

If you're moving IB just for Oyster, fasten your seatbelts. It's going to be a bumpy ride.

This is a good rationale. Hope DCPS is thinking of this but prob not who knows.

[Anonymous]

Anonymous wrote:To clarify, it's not that the Adams space is underutilized. It's inappropriate. The building is not designed for middle school programs. It's an old elementary building with no real parking situated on one of the narrowest streets in Adams Morgan. Which is saying something. But it does have a nuclear fallout shelter.

Nobody in their right mind would have made Adams a middle school, let alone a bilingual middle school that doesn't use the bilingual elementary school a block away in the Ward with the highest concern concentration of Spanish speakers in the city. Oh, it also has a pool, full size soccer field, DPR tennis courts on site and is situated on a new cityscape with safer sidewalks on a widened street. That school is Marie Reed. It now feeds into Cardoza for 6-12 with no bilingual track.

Unfortunately, the principal who hatched the Oyster-Adams hybrid of two buildings over a mile apart was not in her right mind back in 2006. But let's not rehash that soap opera.

As of today, it's pretty evident the Oyster-Adams setup is not sustainable as a pk-8 bilingual "education campus". The education campus model in DCPS has resulted in under subscribed, under resourced, small middle school grades scattered across the city. And those are single building schools.

Common sense might say create Reed-Adams "campus" as a DCPS option for dual immersion. But it's more complicated than that.

If you're moving IB just for Oyster, fasten your seatbelts. It's going to be a bumpy ride.

That was helpful, thank you! I want to consider moving IB, but the uncertainty of the schools future makes me a little nervous. That is just DCPS I guess, you have to be willing to go along for the ride or jump ship at different stages. Thanks PP!