Ranking - Immersion Schools

[Anonymous]

Anonymous wrote:

Anonymous wrote:You can go sit in on a class at LAMB. The first time you see it, it's kinda hard to believe. The classrooms are silent. You have 30 little kids working and the classroom is so quiet it's hard to believe it's real.

It’s fantastic for early elementary. Really lovely.

Go to any party for a lamb student in upper elementary. Everyone is talking about Mathnesium, or the latest Bs drama from the administration.

I was a huge lamb booster until my kids got older and I got tired of the nonstop drama and poor academics.

I feel like supplementing particularly in math is super common across a lot of schools particularly bilingual. We have kids at another Spanish immersion on your list and I was shocked when we started to learn how many of the older kids do Russian School of Math, Mathnasium, etc. Our oldest is now in 2nd and I am generally happy with the school but I do feel like I want more rigor around math.

Seperately, I was talking to a family at Bancroft a few weeks ago who said they started doing math supplementing because they realized that their kids only knew math terminology in Spanish.

I don't have enough data points to know whether this is a DC thing or a bilingual thing or what, but I definitely don't think this is unique to LAMB at all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:You can go sit in on a class at LAMB. The first time you see it, it's kinda hard to believe. The classrooms are silent. You have 30 little kids working and the classroom is so quiet it's hard to believe it's real.

This is eerie. I'm not sure I'd want this.

i have not seen a LAMB classroom, but I did observe my daughters prek classroom at another bilingual montessori program (attached to a daycare, not DCPS or charter). It is definitely not quiet all the time, it is just during their 'work cycles.' I guess the best way to describe it is that they are taught how to leverage what adults would call their 'deep concentration' the teachers are going around the room quietly supporting the kids, and there are some kids that are working together on a shared project, so it's not like it's totally silent. It's just quiet, calm, and peaceful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You can go sit in on a class at LAMB. The first time you see it, it's kinda hard to believe. The classrooms are silent. You have 30 little kids working and the classroom is so quiet it's hard to believe it's real.

It’s fantastic for early elementary. Really lovely.

Go to any party for a lamb student in upper elementary. Everyone is talking about Mathnesium, or the latest Bs drama from the administration.

I was a huge lamb booster until my kids got older and I got tired of the nonstop drama and poor academics.

I feel like supplementing particularly in math is super common across a lot of schools particularly bilingual. We have kids at another Spanish immersion on your list and I was shocked when we started to learn how many of the older kids do Russian School of Math, Mathnasium, etc. Our oldest is now in 2nd and I am generally happy with the school but I do feel like I want more rigor around math.

Seperately, I was talking to a family at Bancroft a few weeks ago who said they started doing math supplementing because they realized that their kids only knew math terminology in Spanish.

I don't have enough data points to know whether this is a DC thing or a bilingual thing or what, but I definitely don't think this is unique to LAMB at all.

First it is important to differentiate if your kid is supplementing because they are not challenged enough or if your kid needs help in math because they are struggling or not getting the basics. It sounds like at LAMB it is because the math is weak and so many kids are getting outside help to make up the deficit.

The majority of kids in general are not supplementing. If kids are supplementing with these programs or tutors most it is because they are struggling or needing instruction in core basics because the teaching is weak. It is not common for parents to put their kids in extra math if their kid is doing well.

We are at an immersion charter and the group of kids we know were not supplementing. These were kids who were the top performers in math and did well. Then again the upper grade math teachers were very strong.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You can go sit in on a class at LAMB. The first time you see it, it's kinda hard to believe. The classrooms are silent. You have 30 little kids working and the classroom is so quiet it's hard to believe it's real.

It’s fantastic for early elementary. Really lovely.

Go to any party for a lamb student in upper elementary. Everyone is talking about Mathnesium, or the latest Bs drama from the administration.

I was a huge lamb booster until my kids got older and I got tired of the nonstop drama and poor academics.

I feel like supplementing particularly in math is super common across a lot of schools particularly bilingual. We have kids at another Spanish immersion on your list and I was shocked when we started to learn how many of the older kids do Russian School of Math, Mathnasium, etc. Our oldest is now in 2nd and I am generally happy with the school but I do feel like I want more rigor around math.

Seperately, I was talking to a family at Bancroft a few weeks ago who said they started doing math supplementing because they realized that their kids only knew math terminology in Spanish.

I don't have enough data points to know whether this is a DC thing or a bilingual thing or what, but I definitely don't think this is unique to LAMB at all.

First it is important to differentiate if your kid is supplementing because they are not challenged enough or if your kid needs help in math because they are struggling or not getting the basics. It sounds like at LAMB it is because the math is weak and so many kids are getting outside help to make up the deficit.

The majority of kids in general are not supplementing. If kids are supplementing with these programs or tutors most it is because they are struggling or needing instruction in core basics because the teaching is weak. It is not common for parents to put their kids in extra math if their kid is doing well.

We are at an immersion charter and the group of kids we know were not supplementing. These were kids who were the top performers in math and did well. Then again the upper grade math teachers were very strong.

I also want to add that my objective data for doing well and assessing this is MAP testing. My kid scores mid 90th percentile

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You can go sit in on a class at LAMB. The first time you see it, it's kinda hard to believe. The classrooms are silent. You have 30 little kids working and the classroom is so quiet it's hard to believe it's real.

It’s fantastic for early elementary. Really lovely.

Go to any party for a lamb student in upper elementary. Everyone is talking about Mathnesium, or the latest Bs drama from the administration.

I was a huge lamb booster until my kids got older and I got tired of the nonstop drama and poor academics.

I feel like supplementing particularly in math is super common across a lot of schools particularly bilingual. We have kids at another Spanish immersion on your list and I was shocked when we started to learn how many of the older kids do Russian School of Math, Mathnasium, etc. Our oldest is now in 2nd and I am generally happy with the school but I do feel like I want more rigor around math.

Seperately, I was talking to a family at Bancroft a few weeks ago who said they started doing math supplementing because they realized that their kids only knew math terminology in Spanish.

I don't have enough data points to know whether this is a DC thing or a bilingual thing or what, but I definitely don't think this is unique to LAMB at all.

I would argue the kid at Bancroft is weak in Spanish and not math.

He is likely not understanding what is being taught in Spanish. Solving math problems is universal

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You can go sit in on a class at LAMB. The first time you see it, it's kinda hard to believe. The classrooms are silent. You have 30 little kids working and the classroom is so quiet it's hard to believe it's real.

It’s fantastic for early elementary. Really lovely.

Go to any party for a lamb student in upper elementary. Everyone is talking about Mathnesium, or the latest Bs drama from the administration.

I was a huge lamb booster until my kids got older and I got tired of the nonstop drama and poor academics.

I feel like supplementing particularly in math is super common across a lot of schools particularly bilingual. We have kids at another Spanish immersion on your list and I was shocked when we started to learn how many of the older kids do Russian School of Math, Mathnasium, etc. Our oldest is now in 2nd and I am generally happy with the school but I do feel like I want more rigor around math.

Seperately, I was talking to a family at Bancroft a few weeks ago who said they started doing math supplementing because they realized that their kids only knew math terminology in Spanish.

I don't have enough data points to know whether this is a DC thing or a bilingual thing or what, but I definitely don't think this is unique to LAMB at all.

Would you mind sharing which of these schools your DC is at? I’m not OP but also interested in knowing more about immersion schools where math is weaker, or where it’s not uncommon to supplement.

[Anonymous]

OP here - thanks for all the feedback. Of course I agree with all the points about the commute to DCB or LAMB being probably untenable. And points taken re: Montessori at LAMB. But as a follow up, what I want to know is - why is DCB, at least (and possibly LAMB) viewed as “better”/ more sought after than MV? What makes it better?

[Anonymous]

Anonymous wrote:OP here - thanks for all the feedback. Of course I agree with all the points about the commute to DCB or LAMB being probably untenable. And points taken re: Montessori at LAMB. But as a follow up, what I want to know is - why is DCB, at least (and possibly LAMB) viewed as “better”/ more sought after than MV? What makes it better?

LAMB is a very specific program and a lot of people want Montessori, so the waitlist is long. I don’t think there is much difference between MV and DCB, so not sure why DCB viewed at “better.” Maybe people assume the long waitlist means it is better? We are at DCB and the Spanish instruction is not strong. We are native speakers and work a lot at home. My kid in upper EL has classmates that barely speak Spanish. It is a very nice community and that’s why we stay, but have many friends at MV who are happy and it also seems like a nice community. I would not select DCB/ Lamb over MV from the hill for the commute.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here - thanks for all the feedback. Of course I agree with all the points about the commute to DCB or LAMB being probably untenable. And points taken re: Montessori at LAMB. But as a follow up, what I want to know is - why is DCB, at least (and possibly LAMB) viewed as “better”/ more sought after than MV? What makes it better?

LAMB is a very specific program and a lot of people want Montessori, so the waitlist is long. I don’t think there is much difference between MV and DCB, so not sure why DCB viewed at “better.” Maybe people assume the long waitlist means it is better? We are at DCB and the Spanish instruction is not strong. We are native speakers and work a lot at home. My kid in upper EL has classmates that barely speak Spanish. It is a very nice community and that’s why we stay, but have many friends at MV who are happy and it also seems like a nice community. I would not select DCB/ Lamb over MV from the hill for the commute.

Because MV went through a really difficult time in the past 5 or so years and DCB has been pretty steady.

Also DCB offers a DCI guarantee, MV only has a preference.

DCB is near DCI so it's possible to live really close to both. That's not really possible with MV.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here - thanks for all the feedback. Of course I agree with all the points about the commute to DCB or LAMB being probably untenable. And points taken re: Montessori at LAMB. But as a follow up, what I want to know is - why is DCB, at least (and possibly LAMB) viewed as “better”/ more sought after than MV? What makes it better?

LAMB is a very specific program and a lot of people want Montessori, so the waitlist is long. I don’t think there is much difference between MV and DCB, so not sure why DCB viewed at “better.” Maybe people assume the long waitlist means it is better? We are at DCB and the Spanish instruction is not strong. We are native speakers and work a lot at home. My kid in upper EL has classmates that barely speak Spanish. It is a very nice community and that’s why we stay, but have many friends at MV who are happy and it also seems like a nice community. I would not select DCB/ Lamb over MV from the hill for the commute.

Because MV went through a really difficult time in the past 5 or so years and DCB has been pretty steady.

Also DCB offers a DCI guarantee, MV only has a preference.

DCB is near DCI so it's possible to live really close to both. That's not really possible with MV.

DCB also expanded so the lower grades will not have the DCI guarantee.

[Anonymous]

And people seem to agree - MV (both campuses) has stabilized, right?

[Anonymous]

Anonymous wrote:And people seem to agree - MV (both campuses) has stabilized, right?

NBA was never unstable. Yes there was some turnover right after the pandemic with teachers, but that was everywhere.

It just got associated with all the drama at MVP, of which none was at MV8

[Anonymous]

Anonymous wrote:

Anonymous wrote:And people seem to agree - MV (both campuses) has stabilized, right?

NBA was never unstable. Yes there was some turnover right after the pandemic with teachers, but that was everywhere.

It just got associated with all the drama at MVP, of which none was at MV8

I don't think MV8 was unstable, it was just new and that makes people cautious. And since it is part of MV and ultimately operated by the same top leadership, any concerns about MVP are going to cause concern about MV8. You can't operate one school that's a hot mess and not raise that question about other sites.

MVP is I guess "stable" in the sense that it's not getting worse, but its stats are still not good compared to MV8 and DCB. Looking at DC School Report Card compare function.

Kudos to MV in making these available at all, even though it took a bit of digging to find them.
https://docs.google.com/presentation/d/1xQlHUZZ72SP1q8MCWw7lNLCBEAUhp3LRn35jh1DTxSM/edit?slide=id.g37ece349db3_0_388#slide=id.g37ece349db3_0_388

https://drive.google.com/file/d/1_8ROfPu5SjwOtC_qTSbHz9RC1RoIgTTr/view -- this one has a lot of interesting information about budget cuts and layoffs at MV in the later slides.

[Anonymous]

Anonymous wrote:OP here - thanks for all the feedback. Of course I agree with all the points about the commute to DCB or LAMB being probably untenable. And points taken re: Montessori at LAMB. But as a follow up, what I want to know is - why is DCB, at least (and possibly LAMB) viewed as “better”/ more sought after than MV? What makes it better?

LAMB is the oldest immersion charter program in the city. It's a damn near perfect program for kids until they are in third grade or so, when the weaknesses of the montessori approach and the school become more apparent. The academics are not as strong as they should be and the school is pretty hostile to standardized testing. But your child will become fluent in Spanish even if the parents can't speak a word. The montessori approach allows kids a lot of freedom and while some use it to avoid math and other things they don't like, it also allows kids to work far ahead of grade level if they choose. There's no teaching down to the lowest common denominator. It is a lovely, lovely community. Behavioral issues are nonexistent. The building is gorgeous and the outdoor space is great.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:And people seem to agree - MV (both campuses) has stabilized, right?

NBA was never unstable. Yes there was some turnover right after the pandemic with teachers, but that was everywhere.

It just got associated with all the drama at MVP, of which none was at MV8

I don't think MV8 was unstable, it was just new and that makes people cautious. And since it is part of MV and ultimately operated by the same top leadership, any concerns about MVP are going to cause concern about MV8. You can't operate one school that's a hot mess and not raise that question about other sites.

MVP is I guess "stable" in the sense that it's not getting worse, but its stats are still not good compared to MV8 and DCB. Looking at DC School Report Card compare function.

Kudos to MV in making these available at all, even though it took a bit of digging to find them.
https://docs.google.com/presentation/d/1xQlHUZZ72SP1q8MCWw7lNLCBEAUhp3LRn35jh1DTxSM/edit?slide=id.g37ece349db3_0_388#slide=id.g37ece349db3_0_388

https://drive.google.com/file/d/1_8ROfPu5SjwOtC_qTSbHz9RC1RoIgTTr/view -- this one has a lot of interesting information about budget cuts and layoffs at MV in the later slides.

PP here yes it was the same ED at the top but each school has their own principal and leadership team and ran their own campus.

Some people may not have liked the old ED because of some things but to be fair, she did an amazing job when it came to the business and management side of the organization. The school was also very transparent at the board meetings and parents were always notified about them and could zoom in. Slides made public, etc..such as above.

She did have the best interest of the school and her organizational skills and understanding the big picture was top notch. I say this as someone who is in a leadership position and understand what it takes to run things. I am also a parent so saw both sides of the picture. Sure I did not agree with some decisions but it doesn’t diminish all the accomplishments she had growing the school from a basement to where it is today.

Anyway, the new ED is a parent with kids at the school and looks promising. Only time will tell.