Wilson “hybrid” schedule next year?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I also wonder if there's been any research done on the 4x4 math impact on girls. I've long been conscious of the "leaky faucet" of girls confidence in math and stem careers - and while I am not at ALL a fan of the 4x4 haven't seen it raised o these boards - what not having a full year/learning retention approach to math does to help girls who are good in math, but is known to have less confidence than their boys peers.

Great question--PLEASE DEMAND ANSWERS OF DCPS leadership, especially Ferebee and his deputies:

[e-mail]
[e-mail]
[e-mail]
[e-mail]

Or you can submit questions here:

https://dcforms.dc.gov/webform/dc-public-schools-ask-chancellor


The fact is, they have used COVID (and all of the attention on in-person/remote schooling/testing) over the last two years to divert attention from the fact that they are imposing this on DC high schools without any evidence that it is doing more good than harm.

+1000

They have used the switch to virtual and then Covid protocols this year to push a lot of policy changes through that are not proven in any way to help student learning. Most are just to increase grades and graduation rates. It’s all smoke a mirrors. And it will end up hurting the kids that most need support in DCPS.

Yes. It’s hurting quite a lot of students, and especially those most in need of support. I’ve reached out to Ferebee to ask for his reasoning, but never got a response. I’ve filled out the survey and write the general number. For YEARS we heard about minimizing learning loss over the summer, but come high school it’s fine if your kid goes a year without math. We were promised that if my kid had math first term, they would have it first term again. Nope. Can barely recall foreign language after nearly a year. I think he needs to explain his reasoning. Have they reported survey results?

[Anonymous]

Also, I think there are just fewer classes. I know sophomores who didn’t get any electives they asked for. Not one. How is that for motivating a kid?!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I also wonder if there's been any research done on the 4x4 math impact on girls. I've long been conscious of the "leaky faucet" of girls confidence in math and stem careers - and while I am not at ALL a fan of the 4x4 haven't seen it raised o these boards - what not having a full year/learning retention approach to math does to help girls who are good in math, but is known to have less confidence than their boys peers.

Great question--PLEASE DEMAND ANSWERS OF DCPS leadership, especially Ferebee and his deputies:

[e-mail]
[e-mail]
[e-mail]
[e-mail]

Or you can submit questions here:

https://dcforms.dc.gov/webform/dc-public-schools-ask-chancellor


The fact is, they have used COVID (and all of the attention on in-person/remote schooling/testing) over the last two years to divert attention from the fact that they are imposing this on DC high schools without any evidence that it is doing more good than harm.

+1000

They have used the switch to virtual and then Covid protocols this year to push a lot of policy changes through that are not proven in any way to help student learning. Most are just to increase grades and graduation rates. It’s all smoke a mirrors. And it will end up hurting the kids that most need support in DCPS.

Yes. It’s hurting quite a lot of students, and especially those most in need of support. I’ve reached out to Ferebee to ask for his reasoning, but never got a response. I’ve filled out the survey and write the general number. For YEARS we heard about minimizing learning loss over the summer, but come high school it’s fine if your kid goes a year without math. We were promised that if my kid had math first term, they would have it first term again. Nope. Can barely recall foreign language after nearly a year. I think he needs to explain his reasoning. Have they reported survey results?

For the record, DCPS did not do the survey--the Wilson parent group did it and sent it to DCPS. The results were overwhelmingly anti-4x4 (like 70 percent against vs 25 percent pro)...it might be on the Wilson website.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I also wonder if there's been any research done on the 4x4 math impact on girls. I've long been conscious of the "leaky faucet" of girls confidence in math and stem careers - and while I am not at ALL a fan of the 4x4 haven't seen it raised o these boards - what not having a full year/learning retention approach to math does to help girls who are good in math, but is known to have less confidence than their boys peers.

Great question--PLEASE DEMAND ANSWERS OF DCPS leadership, especially Ferebee and his deputies:

[e-mail]
[e-mail]
[e-mail]
[e-mail]

Or you can submit questions here:

https://dcforms.dc.gov/webform/dc-public-schools-ask-chancellor


The fact is, they have used COVID (and all of the attention on in-person/remote schooling/testing) over the last two years to divert attention from the fact that they are imposing this on DC high schools without any evidence that it is doing more good than harm.

+1000

They have used the switch to virtual and then Covid protocols this year to push a lot of policy changes through that are not proven in any way to help student learning. Most are just to increase grades and graduation rates. It’s all smoke a mirrors. And it will end up hurting the kids that most need support in DCPS.

Yes. It’s hurting quite a lot of students, and especially those most in need of support. I’ve reached out to Ferebee to ask for his reasoning, but never got a response. I’ve filled out the survey and write the general number. For YEARS we heard about minimizing learning loss over the summer, but come high school it’s fine if your kid goes a year without math. We were promised that if my kid had math first term, they would have it first term again. Nope. Can barely recall foreign language after nearly a year. I think he needs to explain his reasoning. Have they reported survey results?

For the record, DCPS did not do the survey--the Wilson parent group did it and sent it to DCPS. The results were overwhelmingly anti-4x4 (like 70 percent against vs 25 percent pro)...it might be on the Wilson website.

The results were also in the Beacon (the student newspaper), which should be available on the website.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I also wonder if there's been any research done on the 4x4 math impact on girls. I've long been conscious of the "leaky faucet" of girls confidence in math and stem careers - and while I am not at ALL a fan of the 4x4 haven't seen it raised o these boards - what not having a full year/learning retention approach to math does to help girls who are good in math, but is known to have less confidence than their boys peers.

Great question--PLEASE DEMAND ANSWERS OF DCPS leadership, especially Ferebee and his deputies:

[e-mail]
[e-mail]
[e-mail]
[e-mail]

Or you can submit questions here:

https://dcforms.dc.gov/webform/dc-public-schools-ask-chancellor


The fact is, they have used COVID (and all of the attention on in-person/remote schooling/testing) over the last two years to divert attention from the fact that they are imposing this on DC high schools without any evidence that it is doing more good than harm.

+1000

They have used the switch to virtual and then Covid protocols this year to push a lot of policy changes through that are not proven in any way to help student learning. Most are just to increase grades and graduation rates. It’s all smoke a mirrors. And it will end up hurting the kids that most need support in DCPS.

Yes. It’s hurting quite a lot of students, and especially those most in need of support. I’ve reached out to Ferebee to ask for his reasoning, but never got a response. I’ve filled out the survey and write the general number. For YEARS we heard about minimizing learning loss over the summer, but come high school it’s fine if your kid goes a year without math. We were promised that if my kid had math first term, they would have it first term again. Nope. Can barely recall foreign language after nearly a year. I think he needs to explain his reasoning. Have they reported survey results?

For the record, DCPS did not do the survey--the Wilson parent group did it and sent it to DCPS. The results were overwhelmingly anti-4x4 (like 70 percent against vs 25 percent pro)...it might be on the Wilson website.

It seems like this would be a huge problem for a lot of kids with IEPs...

[Anonymous]

^^ Much more worried about my IEP kid than my advanced kid (both in the Wilson pyramid). Advanced kid can do math at double speed. But what happens if the “accommodation” my IEP kid needs is “grade level math, but at the ordinary pace” ?

(And yes, I realize it’s the same number of minutes in class. But it’s only half as many afternoons and evenings and weekends to mull things over and work them out.)

[Anonymous]

^^^ it seems like an awful system if a child has an IEP/ learning difference. I was considering Wilson but likely would not if this 4x4 schedule remains for several years.

[Anonymous]

Parents of kids with IEPs may have more leverage than anyone else...it is absolutely not the same pace (ask any teacher about how much faster they are going and how much less time they have to support kids/how much less time kids have to absorb material).

If your kid has an IEP, PLEASE email downtown--again, you may have more leverage than anyone since DCPS MUST accommodate your child and they are insisting that ALL high schools use this schedule.

[Anonymous]

Anonymous wrote:^^ Much more worried about my IEP kid than my advanced kid (both in the Wilson pyramid). Advanced kid can do math at double speed. But what happens if the “accommodation” my IEP kid needs is “grade level math, but at the ordinary pace” ?

(And yes, I realize it’s the same number of minutes in class. But it’s only half as many afternoons and evenings and weekends to mull things over and work them out.)

I’m pp and while the minutes are the same, there is so much compression with 4x4 it makes math and other subjects challenging because there is no time for a lesson to sink in. It seems like there is a lot more wasted time with 4x4 because everyone needs breathing room.

[Anonymous]

4x4 is worst of both. Highly compressed then huge gaps before you get back to that subject, could easily be January to September if not January to January. That is reckless no matter the skill level but especially harmful for those who need support.

If kids need to repeat they should stay a year longer in high school, or do summer school, this makes no sense.

[Anonymous]

Anonymous wrote:4x4 is worst of both. Highly compressed then huge gaps before you get back to that subject, could easily be January to September if not January to January. That is reckless no matter the skill level but especially harmful for those who need support.

If kids need to repeat they should stay a year longer in high school, or do summer school, this makes no sense.

You are right that it makes no sense in terms of actual learning. But DCPS demonstrates on a daily basis that it is a political entity- so all they care about is data they can point to to look better. So they make choices to increase graduation rates without actually increasing learning. That’s the policy behind the 4x4 and grading. It’s really sad for all students in the system.

[Anonymous]

Anonymous wrote:

Anonymous wrote:4x4 is worst of both. Highly compressed then huge gaps before you get back to that subject, could easily be January to September if not January to January. That is reckless no matter the skill level but especially harmful for those who need support.

If kids need to repeat they should stay a year longer in high school, or do summer school, this makes no sense.

You are right that it makes no sense in terms of actual learning. But DCPS demonstrates on a daily basis that it is a political entity- so all they care about is data they can point to to look better. So they make choices to increase graduation rates without actually increasing learning. That’s the policy behind the 4x4 and grading. It’s really sad for all students in the system.

THIS. DCPS wants numbers not results. So they base their whole approach on lowering all standards to get more kids by instead of supporting the bottom performers early in the elementary and middle school years. This hurts all kids low and high performers and helps no one.

[Anonymous]

Two things might have impact here: 1) lots and lots of people emailing DCPS; 2) media attention (this has gotten zero coverage so DCPS has not had to justify it). Anyone have any ideas for how to get local media to cover it? Make Ferebee somehow justify that it is good educational practice while at the same time explain that his kid happens to be at one of the only schools that is exempt from it...

[Anonymous]

Outside of the academic issues with this schedule, it sounds like a nightmare for counselors to schedule.

[Anonymous]

A group of parents need to go to these DC x XG or whatever crap DCPS is pushing and ask for the research behind 4x4 in terms of academic gains. They want to reimagine high school so they should be very open to parent input on what is not working.