Not Ward 3 - What changes are you looking for so that you would want to attend local school

[Anonymous]

You know I don't think DCPS dismisses parents and I don't think they are all about appearances, lots of pressure yes, but not everyone is a cynical manipulator out there. That said, they have to work with what they have and many parents for many reasons can't contribute enough to their child's educational needs. Given that is a reality for a certain cohort other strategies need to be employed.

However, my feeling in DC is that there is a bubble group of kids quite smart and capable of doing more rigorous work that do not because there is so much focus on the cohort in crisis. There are tremendous demands placed on both the school administration and teachers in these circumstances. This is why I like Cantania's focus on redirecting needs. That said ideally there would be smaller number of these type of schools in crisis and more where there is solid performance. Yes it is lovely to have a schools scoring at 90% on test like the DC Cas, but you have to wonder if they are teaching that or parents are providing that through extras.

If DC had more solid 75% schools we would not have this boundary crisis because many of us would quit driving across town and help build these type of schools. The problem is that we have a few 80-90 % schools and a lot of 30% and below schools.

Schools are in crisis because DCPS does and has dismissed parents who don't have wealth and political clout behind them. As much as people here say that parents need to band together and demand more, the belief that some parents don't support their kids' education is a dividing line that persists among parents who do have that clout.

And that belief is pernicious because it validates efforts by those who have resources to supplement education where DCPS falls short; at the same time, it undermines efforts by parents who can't make up for DCPS deficiencies.

Believe that low-income people care about education because it's the one true shot. And in a city with so much education, wealth and power, it should be the strongest rung at the bottom of the socio-economic ladder.

If you're a supporter of neighborhood schools, then demand more for ALL schools. Reading this thread, I realized how far we are from achieving an acceptable floor, and that's something that has to be realized before we can raise the ceiling.

[Anonymous]

Anonymous wrote:

You know I don't think DCPS dismisses parents and I don't think they are all about appearances, lots of pressure yes, but not everyone is a cynical manipulator out there. That said, they have to work with what they have and many parents for many reasons can't contribute enough to their child's educational needs. Given that is a reality for a certain cohort other strategies need to be employed.

However, my feeling in DC is that there is a bubble group of kids quite smart and capable of doing more rigorous work that do not because there is so much focus on the cohort in crisis. There are tremendous demands placed on both the school administration and teachers in these circumstances. This is why I like Cantania's focus on redirecting needs. That said ideally there would be smaller number of these type of schools in crisis and more where there is solid performance. Yes it is lovely to have a schools scoring at 90% on test like the DC Cas, but you have to wonder if they are teaching that or parents are providing that through extras.

If DC had more solid 75% schools we would not have this boundary crisis because many of us would quit driving across town and help build these type of schools. The problem is that we have a few 80-90 % schools and a lot of 30% and below schools.

Schools are in crisis because DCPS does and has dismissed parents who don't have wealth and political clout behind them. As much as people here say that parents need to band together and demand more, the belief that some parents don't support their kids' education is a dividing line that persists among parents who do have that clout.

And that belief is pernicious because it validates efforts by those who have resources to supplement education where DCPS falls short; at the same time, it undermines efforts by parents who can't make up for DCPS deficiencies.

Believe that low-income people care about education because it's the one true shot. And in a city with so much education, wealth and power, it should be the strongest rung at the bottom of the socio-economic ladder.

If you're a supporter of neighborhood schools, then demand more for ALL schools. Reading this thread, I realized how far we are from achieving an acceptable floor, and that's something that has to be realized before we can raise the ceiling.

You're partly right but not for the reason you state.

Here's my take: because high-stakes testing focuses on one number only -- the number of kids scoring proficient or above -- all of DCPS' efforts are focused on one thing, which is getting kids who aren't proficient but are close up to proficient. So, for example, summer school is only offered to kids who score close to but under proficient. If you're below basic, or advanced, sorry, DCPS doesn't have anything for you.

[Anonymous]

Anonymous wrote:

You know I don't think DCPS dismisses parents and I don't think they are all about appearances, lots of pressure yes, but not everyone is a cynical manipulator out there. That said, they have to work with what they have and many parents for many reasons can't contribute enough to their child's educational needs. Given that is a reality for a certain cohort other strategies need to be employed.

However, my feeling in DC is that there is a bubble group of kids quite smart and capable of doing more rigorous work that do not because there is so much focus on the cohort in crisis. There are tremendous demands placed on both the school administration and teachers in these circumstances. This is why I like Cantania's focus on redirecting needs. That said ideally there would be smaller number of these type of schools in crisis and more where there is solid performance. Yes it is lovely to have a schools scoring at 90% on test like the DC Cas, but you have to wonder if they are teaching that or parents are providing that through extras.

If DC had more solid 75% schools we would not have this boundary crisis because many of us would quit driving across town and help build these type of schools. The problem is that we have a few 80-90 % schools and a lot of 30% and below schools.

Schools are in crisis because DCPS does and has dismissed parents who don't have wealth and political clout behind them. As much as people here say that parents need to band together and demand more, the belief that some parents don't support their kids' education is a dividing line that persists among parents who do have that clout.

And that belief is pernicious because it validates efforts by those who have resources to supplement education where DCPS falls short; at the same time, it undermines efforts by parents who can't make up for DCPS deficiencies.

Believe that low-income people care about education because it's the one true shot. And in a city with so much education, wealth and power, it should be the strongest rung at the bottom of the socio-economic ladder.

If you're a supporter of neighborhood schools, then demand more for ALL schools. Reading this thread, I realized how far we are from achieving an acceptable floor, and that's something that has to be realized before we can raise the ceiling.

I think we have to work on the floor and the ceiling at the same time -- a school system should provide suitable, adequate education for everyone it serves. Kids are different. DCPS reformers thought they could make them all the same, by turning "low performing" students into high performers, irrespective of elements outside the classroom -- just by giving the kids better teachers -- meaning young, inexperienced (but energetic!) teachers. Their plan A was stupid, but they have no plan B - for any of the kids.

[Anonymous]

In addition to some of the other things that have been listed-- a path to high quality middle and high schools.

- Ward 5 parent of DCI-bound kids

[Anonymous]

Anonymous wrote:

Anonymous wrote:

You know I don't think DCPS dismisses parents and I don't think they are all about appearances, lots of pressure yes, but not everyone is a cynical manipulator out there. That said, they have to work with what they have and many parents for many reasons can't contribute enough to their child's educational needs. Given that is a reality for a certain cohort other strategies need to be employed.

However, my feeling in DC is that there is a bubble group of kids quite smart and capable of doing more rigorous work that do not because there is so much focus on the cohort in crisis. There are tremendous demands placed on both the school administration and teachers in these circumstances. This is why I like Cantania's focus on redirecting needs. That said ideally there would be smaller number of these type of schools in crisis and more where there is solid performance. Yes it is lovely to have a schools scoring at 90% on test like the DC Cas, but you have to wonder if they are teaching that or parents are providing that through extras.

If DC had more solid 75% schools we would not have this boundary crisis because many of us would quit driving across town and help build these type of schools. The problem is that we have a few 80-90 % schools and a lot of 30% and below schools.

Schools are in crisis because DCPS does and has dismissed parents who don't have wealth and political clout behind them. As much as people here say that parents need to band together and demand more, the belief that some parents don't support their kids' education is a dividing line that persists among parents who do have that clout.

And that belief is pernicious because it validates efforts by those who have resources to supplement education where DCPS falls short; at the same time, it undermines efforts by parents who can't make up for DCPS deficiencies.

Believe that low-income people care about education because it's the one true shot. And in a city with so much education, wealth and power, it should be the strongest rung at the bottom of the socio-economic ladder.

If you're a supporter of neighborhood schools, then demand more for ALL schools. Reading this thread, I realized how far we are from achieving an acceptable floor, and that's something that has to be realized before we can raise the ceiling.

You're partly right but not for the reason you state.

Here's my take: because high-stakes testing focuses on one number only -- the number of kids scoring proficient or above -- all of DCPS' efforts are focused on one thing, which is getting kids who aren't proficient but are close up to proficient. So, for example, summer school is only offered to kids who score close to but under proficient. If you're below basic, or advanced, sorry, DCPS doesn't have anything for you.

Right - they care about numbers -- specifically proficiency numbers on DC-CAS. If you're already there, they take you for granted. If you're way behind, they don't have a clue of how to help you and don't try (except for their stupid "it's all about the teachers" attempt), but if you're on the cusp of proficiency, then they care very much, because there's a chance that with extra drilling, you can inch over the proficiency line and make THEM look good.

[Anonymous]

Right - they care about numbers -- specifically proficiency numbers on DC-CAS. If you're already there, they take you for granted. If you're way behind, they don't have a clue of how to help you and don't try (except for their stupid "it's all about the teachers" attempt), but if you're on the cusp of proficiency, then they care very much, because there's a chance that with extra drilling, you can inch over the proficiency line and make THEM look good.

Doesn't all this point to a major disconnect in the way schools are funded? We're almost fifteen years into No Child Left Behind and it seems to me that it's a complete failure.

I've been trying to parse out OSSE's accountability structure and its enormously confusing. The at-a-glance look at proficiency provided on schools' websites classifies each school, from low to high, as Priority, Focus, Developing, Rising and Reward.

There's been so much talk about low-income kids needing more support, but the kind of support they're getting is counterproductive to their improvement. It seems to me that the more challenging a particular cohort may be, the more innovation is needed to address those challenges. Schools and classrooms that do well have administrations and teachers who have greater autonomy over their approach to education. Charter schools are proof of that

But priority and developing schools have less autonomy and less flexibility in their use of funds and in the way they reach students. Add the per pupil funding structure to that and its a formula for failing schools to fail harder.

[Anonymous]

Anonymous wrote:

Right - they care about numbers -- specifically proficiency numbers on DC-CAS. If you're already there, they take you for granted. If you're way behind, they don't have a clue of how to help you and don't try (except for their stupid "it's all about the teachers" attempt), but if you're on the cusp of proficiency, then they care very much, because there's a chance that with extra drilling, you can inch over the proficiency line and make THEM look good.

Doesn't all this point to a major disconnect in the way schools are funded? We're almost fifteen years into No Child Left Behind and it seems to me that it's a complete failure.

I've been trying to parse out OSSE's accountability structure and its enormously confusing. The at-a-glance look at proficiency provided on schools' websites classifies each school, from low to high, as Priority, Focus, Developing, Rising and Reward.

There's been so much talk about low-income kids needing more support, but the kind of support they're getting is counterproductive to their improvement. It seems to me that the more challenging a particular cohort may be, the more innovation is needed to address those challenges. Schools and classrooms that do well have administrations and teachers who have greater autonomy over their approach to education. Charter schools are proof of that

But priority and developing schools have less autonomy and less flexibility in their use of funds and in the way they reach students. Add the per pupil funding structure to that and its a formula for failing schools to fail harder.

You lost me at "Charter schools have proof of that."

[Anonymous]

Ok, again we only fight charter versus public. In my Ward, Ward 5 charters are winning out, but they cannot serve the new group of parents moving in due to space. So what do we need to be fighting for to have a "right" to a workable solution rather than a "lottery" chance?

[Anonymous]

Anonymous wrote:Ok, again we only fight charter versus public. In my Ward, Ward 5 charters are winning out, but they cannot serve the new group of parents moving in due to space. So what do we need to be fighting for to have a "right" to a workable solution rather than a "lottery" chance?

Yes, all parents in the city should have a right to a good school. I think charter have there place, but can only work well in a system with stone neighborhood schools too. Instead, charters have become a all-city substitute neighborhood schools -- if you're lucky in the lottery.

To some extent, I think parents have let this happen, as they jumped at the "chance" to get into a charter, thus not working on building up their neighborhood option. I don't think parents SHOULD HAVE TO work on their own neighborhood schools, but they way the system is set up, that is the only way it happens.

I think parents all over the city should demand that DCPS do its job and build up, instead of close, neighborhood schools. It's not an easy job, but it's DCPS' job and they haven't been doing it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Ok, again we only fight charter versus public. In my Ward, Ward 5 charters are winning out, but they cannot serve the new group of parents moving in due to space. So what do we need to be fighting for to have a "right" to a workable solution rather than a "lottery" chance?

Yes, all parents in the city should have a right to a good school. I think charter have there place, but can only work well in a system with stone neighborhood schools too. Instead, charters have become a all-city substitute neighborhood schools -- if you're lucky in the lottery.

To some extent, I think parents have let this happen, as they jumped at the "chance" to get into a charter, thus not working on building up their neighborhood option. I don't think parents SHOULD HAVE TO work on their own neighborhood schools, but they way the system is set up, that is the only way it happens.

I think parents all over the city should demand that DCPS do its job and build up, instead of close, neighborhood schools. It's not an easy job, but it's DCPS' job and they haven't been doing it.

I couldn't agree more.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here's my list. Just two points.

1. Teaching at grade level. Currently Kramer MS (my IB) teaches below grade level.
You can achieve teaching at grade level only if you:
a) do not promote to next level kids who do not show basic level skills at the end of the year. This would turn in keeping in current level about 25% of kids each year on average.
b) introduce a two-level teaching at least for Math and English (Math and test-in advanced Math/ English and test-in advanced English)

2. Enhanced security. Full-time professional security officer on duty. Camcorders in main common areas and lockers.

Parent IB for Kramer MS

you wish list is pretty basic, teaching at grade level and school safety. is the school that bad?

For "local" standards, the school is not bad at all, with 25% of students proficient or above... And the Principal is a driver of change, strong professional profile and motivated.
However note that my list is not basic at all. Point 1 would entail a drastic change and would not be popular: either stop advancing to next class 25% of kids each year (25% are below basic according to the DC-CAS); or introduce advanced FULLY SEPARATED classes for the 20% proficient students.

I am also IB for Kramer MS and I would say, YES, the school is that bad. Are they trying to improve? Yes, but are they anywhere close that I would send my child? No.

[Anonymous]

No more than 20% FARMS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Here's my list. Just two points.

1. Teaching at grade level. Currently Kramer MS (my IB) teaches below grade level.
You can achieve teaching at grade level only if you:
a) do not promote to next level kids who do not show basic level skills at the end of the year. This would turn in keeping in current level about 25% of kids each year on average.
b) introduce a two-level teaching at least for Math and English (Math and test-in advanced Math/ English and test-in advanced English)

2. Enhanced security. Full-time professional security officer on duty. Camcorders in main common areas and lockers.

Parent IB for Kramer MS

Please read again my message (above) if you are truly interested in the topic of this thread. Not only did I state what we want, but also said measure that parents of proficient students in Ward 8 have identified are requested since so many years...
For political reasons, and against good sense and teaching/learning basic principles, DCPS has never supported or introduced the measures I mentioned a) & b). Teachers are often intimidated by parents (and sometimes kids in HS) and just let them move to next grade level to avoid confrontation.

DCPS introduced DC-CAS but has never enforced the common sense principle that all kids "below basic" in, let's say English and Math, should not move up to the next grade. Decision is delegated to teachers and Principals, who have little incentives to get kids to repeat the school year (they do not want to confront the parents; they do not want to keep in the school for more than the due years the lower performing kids -- who are often disruptive too) .

DCPS should get rid of political conditioning and take a stand on this matter: "Below basic" students (in Math & English) should not be allowed to move up to the next grade. Since they are instead allowed to move up, in schools like Kramer where the "Below basic" are about 25% of the student population, the consequence is only one: the following year class will teach below grade level.

The good and proficient students are unprotected in our schools. "Below basic" are allowed to progress to the next level. At the same time, honor advanced separate classes for proficient/advanced students are not introduced...

Hope this helps to understand what we (my partner and I; the parents of proficient kids from my neighborhood) think: we either want DCPS to take a stand against the malpractice of allowing "Below basic" students to progress; or we want advanced/honor separate classes for our proficient kids.

The problem with this (and let me be clear that I 100% understand your frustration) is that the only thing worse than social promotion is not promoting kids socially. It's tragic when students graduate from HS and can barely read at a 4th grade level. However, it's even worse when they drop out. And being held back a year, not advancing with his (or her) peers is almost a guarantee that the student will drop out. A barely literate HS graduate can eventually get a job as a grocery checker or gas station attendant. Is it a path to college? No, but it's a job. A HS dropout is a criminal waiting to happen.

This isn't my opinion, this is reality.

[Anonymous]

Anonymous wrote:No more than 20% FARMS.

Really? Good luck with that. Wilson is 37% FARMS. Deal is 23%.

[Anonymous]

I think promoting students even if not proficient is a mistake. What are you teaching the student? It does not matter if you fail, you still get to pass go and collect $200? I do like the idea of math and test-in advanced math. If you promote non-proficient students then at least track them so every student is being met where they are. I think that would be common sense to place students according to their scores and abilities.