Is DC right for us?

[Anonymous]

Anonymous wrote:Hi OP here;

Daycare is taken care off which is why we needed a 3 bedroom. We will have live in help once the baby arrives.

With our jobs we needed care and all daycare around here had a year long or what not waiting list, live in help seems the next best route that we would have care for the baby when we need it.

Thanks for all the suggestions. I will look at the different charter schools and the "lotto process.

Wait, do you have a live-in already? If not, you could be screwed. Seriously. Get off this forum and onto the nanny forum.

I don't know what full-time care costs in MA, but $50K a year is not unheard of in this area.

If you do have a live-in for the next 2-3 years, relax! School isn't compulsory until age 5. A lot will happen between now and then. Focus on the next 6 months and let the rest of it go.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In answer to your initial question, I don't think DC is right for you.

I disagree, PP. They are EXACTLY like the many DC folks who stress about schools while kids are in utero

lol TOO TRUE!

So true. I have been involved at our neighborhood school since DD turned 1. We had a bad lottery number so she matched there, so I'm glad I got in early to work on it.

[Anonymous]

I bet they have a relative who will live in and care for the baby.

OP, don't count on Bridges. I'm still on the waitlist for 4th grade there. Earlier grades will have even longer waits.

[Anonymous]

Anonymous wrote:I bet they have a relative who will live in and care for the baby.

OP, don't count on Bridges. I'm still on the waitlist for 4th grade there. Earlier grades will have even longer waits.

Bridges announced all the local listservs about a month ago that they had space in every grade K and above.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In answer to your initial question, I don't think DC is right for you.

I disagree, PP. They are EXACTLY like the many DC folks who stress about schools while kids are in utero

lol TOO TRUE!

So true. I have been involved at our neighborhood school since DD turned 1. We had a bad lottery number so she matched there, so I'm glad I got in early to work on it.

What does this even mean? What I think it really means is "gentrifiers set foot in the building and learn it's not a scary place." But people act like improving a school is something earnest volunteers can "work on" like making sandwiches once a year at a homeless shelter on thanksgiving ...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In answer to your initial question, I don't think DC is right for you.

I disagree, PP. They are EXACTLY like the many DC folks who stress about schools while kids are in utero

lol TOO TRUE!

So true. I have been involved at our neighborhood school since DD turned 1. We had a bad lottery number so she matched there, so I'm glad I got in early to work on it.

What does this even mean? What I think it really means is "gentrifiers set foot in the building and learn it's not a scary place." But people act like improving a school is something earnest volunteers can "work on" like making sandwiches once a year at a homeless shelter on thanksgiving ...

It means I started volunteering. I go on my lunch hour to read to the kids and help them with lunch. I got to know the preschool program, met the principal and various other staff. Indeed, I did learn that it is not a scary place. Now as a parent, I am much more able to resolve issues and work with the school because I built relationships early. I think it makes out PTA more effective too. Am I making a huge difference? No, but it's been two years now so I like to think I have contributed somewhat.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I bet they have a relative who will live in and care for the baby.

OP, don't count on Bridges. I'm still on the waitlist for 4th grade there. Earlier grades will have even longer waits.

Bridges announced all the local listservs about a month ago that they had space in every grade K and above.

I am telling you that I am on the waitlist. Yes, I got onto it late (moved to DC after the lottery and didn't add Bridges right away) but they absolutely have a waitlist now for at least some grades. By the time that PP's kid is old enough for school, it's likely their waitlists will be even longer.

[Anonymous]

Consider ssma, bridges 4th grade mom. The upper elementary is a small group, but the kids and teacher are fantastic. (One of the children might be mine, I take the fifth. Pretty sure there is room, we just had a family relocate to a school closer to their home.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In answer to your initial question, I don't think DC is right for you.

I disagree, PP. They are EXACTLY like the many DC folks who stress about schools while kids are in utero

lol TOO TRUE!

So true. I have been involved at our neighborhood school since DD turned 1. We had a bad lottery number so she matched there, so I'm glad I got in early to work on it.

What does this even mean? What I think it really means is "gentrifiers set foot in the building and learn it's not a scary place." But people act like improving a school is something earnest volunteers can "work on" like making sandwiches once a year at a homeless shelter on thanksgiving ...

It means I started volunteering. I go on my lunch hour to read to the kids and help them with lunch. I got to know the preschool program, met the principal and various other staff. Indeed, I did learn that it is not a scary place. Now as a parent, I am much more able to resolve issues and work with the school because I built relationships early. I think it makes out PTA more effective too. Am I making a huge difference? No, but it's been two years now so I like to think I have contributed somewhat.

I see.

[Anonymous]

Anonymous wrote:Consider ssma, bridges 4th grade mom. The upper elementary is a small group, but the kids and teacher are fantastic. (One of the children might be mine, I take the fifth. Pretty sure there is room, we just had a family relocate to a school closer to their home.

We're on that list too--between #5 and #10. Not our first choice, since DS has no prior Montessori experience, but right now that is moot since our waitlist position hasn't moved. Not surprisingly, schools don't want to take new kids after count day. I wish they would, since there's a chance we'll be there in 5th grade anyway and it would be great to get kids acclimated as soon as possible.

[Anonymous]

For fourth grade? I'm going to ask. It might be having a son, they are very boy heavy in the upper grades, and I think they try and balance it... If they can.

[Anonymous]

If they are doing a gender preference, that would violate their charter. The waitlist hasn't moved at all in weeks so it seems more likely that they just aren't taking new kids after count day. Most charters don't. And, it seems, most DCPSs don't take out of bounds kids after count day either.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In answer to your initial question, I don't think DC is right for you.

I disagree, PP. They are EXACTLY like the many DC folks who stress about schools while kids are in utero

lol TOO TRUE!

So true. I have been involved at our neighborhood school since DD turned 1. We had a bad lottery number so she matched there, so I'm glad I got in early to work on it.

What does this even mean? What I think it really means is "gentrifiers set foot in the building and learn it's not a scary place." But people act like improving a school is something earnest volunteers can "work on" like making sandwiches once a year at a homeless shelter on thanksgiving ...

Not PP, but there is a lot of low-hanging fruit at most DCPS schools. Many don't have a lot of after school clubs and activities, for example, and many don't have a tutoring program but could really use one. In a perfect world these sorts of resources would be provided by the government and automatically in place where needed. But in the world we actually live in, providing these resources to Title I schools requires reaching out to a network of non-profit service providers and in some cases finding money to pay for it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In answer to your initial question, I don't think DC is right for you.

I disagree, PP. They are EXACTLY like the many DC folks who stress about schools while kids are in utero

lol TOO TRUE!

So true. I have been involved at our neighborhood school since DD turned 1. We had a bad lottery number so she matched there, so I'm glad I got in early to work on it.

What does this even mean? What I think it really means is "gentrifiers set foot in the building and learn it's not a scary place." But people act like improving a school is something earnest volunteers can "work on" like making sandwiches once a year at a homeless shelter on thanksgiving ...

It means I started volunteering. I go on my lunch hour to read to the kids and help them with lunch. I got to know the preschool program, met the principal and various other staff. Indeed, I did learn that it is not a scary place. Now as a parent, I am much more able to resolve issues and work with the school because I built relationships early. I think it makes out PTA more effective too. Am I making a huge difference? No, but it's been two years now so I like to think I have contributed somewhat.

I see.

Way to go, PP. I used to be a teacher and having a little help at lunchtime was a sanity-saver! Opening all those milks, helping them wash hands, wiping spills, getting them into coats for recess-- all of that can be done by a volunteer and it frees up the teacher to catch her breath and take care of other things. I'm sure it was much appreciated!!

[Anonymous]

Neighborhood parents of babies and toddlers who are willing to form a group and dig in at a struggling neighborhood school can in fact accomplish a lot, but only if they're a fairly cohesive group willing to roll up their sleeves and pitch in collectively over a number of years. They need to give time, savvy and money, a lot of all three. It's worked well at Maury, Brent, Ludlow Taylor, Ross and elsewhere, but only over 5-10 years.