It isn't just instruction, as noted above those kids don't have access to the same PTA and extras that wealthier schools do.
Moreover, even if you look at scores for "white" kids, which is really just a bad proxy for "non-disadvantaged," those scores are generally lower as well. So, it isn't just the English learners who are not achieving equal results. |
I didn't say it was. I was referring to online s**t stirring. |
I think the idea floated of moving the Immersion programs to Carlin Springs and Barcroft could be a step in the right direction because it would bring non-native Spanish speakers into those schools voluntarily. Unfortunately, that would also push neighborhood kids around those schools elsewhere, which would be a hardship for their families and could also make things worse at Randolph. |
And I was referring to online scapegoating. It’s not attractive to blame other people for your problems. |
Gentrification. |
Ah, I see I was right. People in Arlington should certainly address their problems together in real life. They should be aware when discussing them in an anon online forum, that there are people s**t stirring, either out of ideological dislike for Arlington, RE boosterism for other locales, or just because they are jerks. |
Seriously? What's the budget of the average Northside elementary school? $100k/year? While they do some nice enrichment activities and maybe partially fund an assistant, it can't make up that much of a difference. |
yes, they make a huge difference.
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Not my rant on AEM. So I guess I'm not the only one who shares this perspective. |
I think that's mostly true but it also means that those kids are getting intensive SOL cramming - carlin springs for instance. It's a real turnoff for parents, UMC or otherwise, for whom passing a standardized test is a simple by product of paying attention in class, not an accomplishment. The pace of instruction is most definitely slower and that is a if reason, not racism or direct classism that The UMC avoids SA schools that aren't option schools. They are so segregated that it has thrown instruction out of balance. |
Your comment comes off as coming from the perspective of someone who thinks 100K isn't all that grand and who is at a school with one of those budgets and as having absolutely no experience, familiarity, or understanding of a Title I school experience with PTA resources less than $40K, less than $20K, less than $10K. For starters: More resources for classrooms - for additional/supplemental materials, classroom libraries, PE equipment, art supplies, etc. More training for teachers More, and better quality equipment more, higher quality, broader variety enrichment opportunities private music lessons (not a PTA budget - though perhaps it could be for students who can't afford them; but an example of opportunities the families' wealth provides and demonstrative of some of the differences impacting the school) better quality musical instruments - ones that aren't in constant need of repair and taking away from instruction time, better quality and playability ability to fill-in where the parents have deemed APS to have fallen short: like purchasing stage lights or $40K for shade covers for playgrounds, smartboards or upgraded smartboards while other schools were still waiting for initial smartboards (in the past) More resources to pay for low-income students' participation in field trips and enrichment activities and therefore access to those things by more students Mini-grants for teachers Funding special academic and/or community service projects and initiatives All the spillover effects on staff morale, school pride, and overall performance Perhaps folks from schools with those $100K budgets can offer other things they do with that money - and folks from schools on the other end of the spectrum can indicate how similar it is for their students. |
This, exactly. The teaching quality is absolutely equal, if not better. But the goalpost becomes the least common denominator rather than the same high goalpost kids at the other schools are being pushed toward. Pace of instruction is definitely different, as well as instructional opportunities like group projects, independent projects, or even just projects in general. These elementary schools don't put on theatrical productions or musicals. They aren't doing independent research papers or building science projects. Not because the students aren't capable - but because they have to spend more time being taught to the test and don't have time for more interesting or engaging academic instruction. They don't go as deep into subject matter because they are focused on that least common denominator. Therefore, those already above that denominator are not being pushed to their potential. |
Calling you out for scapegoating is not the same as what you so delicately refer to as "s**t stiring." Why such a chip on your shoulder? |
That was my experience exactly in a SA elementary. And the NA elementary was a drastically improved situation as described above as well. You nailed it. |
PP's above nailed it all right. It is a whole different world in S.A schools.
I challenge any N.A. parent who disagrees to come to a S.A. school and check out the activities and PTA expenses. We are at a title I S.A. school. We have a little money to spend, but not much. And, we spend money on things like coat drives and basics for some of the families. Rather than after school enrichment, kids are taking extra SOL preps. Those who don't need it don't get access to enrichment those days because the school won't do anything unless ALL kids can do it. Our classrooms are filled with old furniture. Our yard is weeds. All of our equipment in the class is old. We don't do plays or independent projects. Things are really basic here. |