Tell me about your *average* student at W-L

[Anonymous]

Anonymous wrote:

Anonymous wrote:In general, it is good to challenge your kid and get them into the classes that they will be learning the most even if getting Bs. W-L on-level classes in 9th grade are a mix of motivated but scared kids combined with tough kids with a “background” + motivated disadvantaged kids (kids who speak a different language at home or have a significant special need). In later years of HS, regular classes trend more towards the second two groups as the first group is a little bored in the regular classes and moves up to the intensified classes. There are lots of great teachers in the school and some regular classes have two teachers for special ed kids or ESOL. That means that the class can actually be better managed than a regular class packed with kids without disadvantages. At the same time, there is more to do because the teachers have to teach to different levels in one room.

Being in a class with motivated but disadvantaged kids (ESOL, special needs) will make your child a better person by developing empathy. And ask yourself seriously if your child will gravitate to the tough kids with a background or if they are a risk taker. If the answer is likely no, then you don’t need to worry about the kids with a “background”. Your kid will be scared of them and avoid. Your kid will provide a model for them of working hard through challenges. Regardless, it will all be fine if your kid talks to you and you have a sense of what is going on.

So cringe.

It is really cringe to assume that this kid will be a model for those "disadvantaged" ESOl and special needs. EL and students with disabilities work exceptionally hard and are super motivated. They will probably be a model for a lazy white kid.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In general U.S. public high schools are different than the 1990s and 2000s when far fewer kids took AP classes and thus the gen ed classes were actually quite challenging. Back then there were even "lower level" classes below gen ed for students who couldn't muster the effort or were even further behind. Most of us parents had to "test in" to AP classes back then. Teacher recommendations were also often required. Right here in APS, MCPS, etc.

OP here - thanks, this was something I hadn’t realized. In math at least for the first year he will be in the “lower” class - has to repeat algebra (long story but current school made a complete mess out of math instruction for the past 3 years).

I wonder if it was actually the school at fault

What’s the point of that comment?

It means that the parent seems to think their "average" kid is better than all the other average kids at W-L. And is looking to blame other factors - teachers, school, "disruptive" kids for holding their kid back. Maybe they should look more closely at what is going on with their own child and then support whatever needs the kid has. Instead of looking to blame external factors.

You’re just going to have to trust me on this one. I don’t relish my kid having to repeat a class and if I could do it over again I would never have had him do algebra in 8th if I knew the outcome.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In general, it is good to challenge your kid and get them into the classes that they will be learning the most even if getting Bs. W-L on-level classes in 9th grade are a mix of motivated but scared kids combined with tough kids with a “background” + motivated disadvantaged kids (kids who speak a different language at home or have a significant special need). In later years of HS, regular classes trend more towards the second two groups as the first group is a little bored in the regular classes and moves up to the intensified classes. There are lots of great teachers in the school and some regular classes have two teachers for special ed kids or ESOL. That means that the class can actually be better managed than a regular class packed with kids without disadvantages. At the same time, there is more to do because the teachers have to teach to different levels in one room.

Being in a class with motivated but disadvantaged kids (ESOL, special needs) will make your child a better person by developing empathy. And ask yourself seriously if your child will gravitate to the tough kids with a background or if they are a risk taker. If the answer is likely no, then you don’t need to worry about the kids with a “background”. Your kid will be scared of them and avoid. Your kid will provide a model for them of working hard through challenges. Regardless, it will all be fine if your kid talks to you and you have a sense of what is going on.

So cringe.

It is really cringe to assume that this kid will be a model for those "disadvantaged" ESOl and special needs. EL and students with disabilities work exceptionally hard and are super motivated. They will probably be a model for a lazy white kid.

This is OP. To be clear I fully agree - if nothing else our experience thus far has challenged my biases and preconceptions. And it has also fully demonstrated that one of the issues with schools in poverty is that the students there to learn (black, white, at risk, ESOL) suffer when the school cannot control behavior and cannot provide the correct level of instruction to meet each kid where they are at. I talk a lot with parents and grandparents in my neighborhood and it would be extremely naive to believe that it is only white/wealthy parents concerned about this. I happen to have the resources to move my kid but not everyone is so fortunate. Kids also differ in their vulnerability to this kind of stuff.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In general, it is good to challenge your kid and get them into the classes that they will be learning the most even if getting Bs. W-L on-level classes in 9th grade are a mix of motivated but scared kids combined with tough kids with a “background” + motivated disadvantaged kids (kids who speak a different language at home or have a significant special need). In later years of HS, regular classes trend more towards the second two groups as the first group is a little bored in the regular classes and moves up to the intensified classes. There are lots of great teachers in the school and some regular classes have two teachers for special ed kids or ESOL. That means that the class can actually be better managed than a regular class packed with kids without disadvantages. At the same time, there is more to do because the teachers have to teach to different levels in one room.

Being in a class with motivated but disadvantaged kids (ESOL, special needs) will make your child a better person by developing empathy. And ask yourself seriously if your child will gravitate to the tough kids with a background or if they are a risk taker. If the answer is likely no, then you don’t need to worry about the kids with a “background”. Your kid will be scared of them and avoid. Your kid will provide a model for them of working hard through challenges. Regardless, it will all be fine if your kid talks to you and you have a sense of what is going on.

So cringe.

It is really cringe to assume that this kid will be a model for those "disadvantaged" ESOl and special needs. EL and students with disabilities work exceptionally hard and are super motivated. They will probably be a model for a lazy white kid.

This is OP. To be clear I fully agree - if nothing else our experience thus far has challenged my biases and preconceptions. And it has also fully demonstrated that one of the issues with schools in poverty is that the students there to learn (black, white, at risk, ESOL) suffer when the school cannot control behavior and cannot provide the correct level of instruction to meet each kid where they are at. I talk a lot with parents and grandparents in my neighborhood and it would be extremely naive to believe that it is only white/wealthy parents concerned about this. I happen to have the resources to move my kid but not everyone is so fortunate. Kids also differ in their vulnerability to this kind of stuff.

OP, you know that WL is not a school in poverty, right? There is a pretty significant affluent population along with a spectrum of students on different socioeconomic levels. Your posts indicate that you make some assumptions about the school and its population that really are not warranted.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In general, it is good to challenge your kid and get them into the classes that they will be learning the most even if getting Bs. W-L on-level classes in 9th grade are a mix of motivated but scared kids combined with tough kids with a “background” + motivated disadvantaged kids (kids who speak a different language at home or have a significant special need). In later years of HS, regular classes trend more towards the second two groups as the first group is a little bored in the regular classes and moves up to the intensified classes. There are lots of great teachers in the school and some regular classes have two teachers for special ed kids or ESOL. That means that the class can actually be better managed than a regular class packed with kids without disadvantages. At the same time, there is more to do because the teachers have to teach to different levels in one room.

Being in a class with motivated but disadvantaged kids (ESOL, special needs) will make your child a better person by developing empathy. And ask yourself seriously if your child will gravitate to the tough kids with a background or if they are a risk taker. If the answer is likely no, then you don’t need to worry about the kids with a “background”. Your kid will be scared of them and avoid. Your kid will provide a model for them of working hard through challenges. Regardless, it will all be fine if your kid talks to you and you have a sense of what is going on.

So cringe.

It is really cringe to assume that this kid will be a model for those "disadvantaged" ESOl and special needs. EL and students with disabilities work exceptionally hard and are super motivated. They will probably be a model for a lazy white kid.

This is OP. To be clear I fully agree - if nothing else our experience thus far has challenged my biases and preconceptions. And it has also fully demonstrated that one of the issues with schools in poverty is that the students there to learn (black, white, at risk, ESOL) suffer when the school cannot control behavior and cannot provide the correct level of instruction to meet each kid where they are at. I talk a lot with parents and grandparents in my neighborhood and it would be extremely naive to believe that it is only white/wealthy parents concerned about this. I happen to have the resources to move my kid but not everyone is so fortunate. Kids also differ in their vulnerability to this kind of stuff.

OP, you know that WL is not a school in poverty, right? There is a pretty significant affluent population along with a spectrum of students on different socioeconomic levels. Your posts indicate that you make some assumptions about the school and its population that really are not warranted.

In fact I have no experience with affluent schools - my kid has attended Title I schools up until now.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In general, it is good to challenge your kid and get them into the classes that they will be learning the most even if getting Bs. W-L on-level classes in 9th grade are a mix of motivated but scared kids combined with tough kids with a “background” + motivated disadvantaged kids (kids who speak a different language at home or have a significant special need). In later years of HS, regular classes trend more towards the second two groups as the first group is a little bored in the regular classes and moves up to the intensified classes. There are lots of great teachers in the school and some regular classes have two teachers for special ed kids or ESOL. That means that the class can actually be better managed than a regular class packed with kids without disadvantages. At the same time, there is more to do because the teachers have to teach to different levels in one room.

Being in a class with motivated but disadvantaged kids (ESOL, special needs) will make your child a better person by developing empathy. And ask yourself seriously if your child will gravitate to the tough kids with a background or if they are a risk taker. If the answer is likely no, then you don’t need to worry about the kids with a “background”. Your kid will be scared of them and avoid. Your kid will provide a model for them of working hard through challenges. Regardless, it will all be fine if your kid talks to you and you have a sense of what is going on.

So cringe.

It is really cringe to assume that this kid will be a model for those "disadvantaged" ESOl and special needs. EL and students with disabilities work exceptionally hard and are super motivated. They will probably be a model for a lazy white kid.

This is OP. To be clear I fully agree - if nothing else our experience thus far has challenged my biases and preconceptions. And it has also fully demonstrated that one of the issues with schools in poverty is that the students there to learn (black, white, at risk, ESOL) suffer when the school cannot control behavior and cannot provide the correct level of instruction to meet each kid where they are at. I talk a lot with parents and grandparents in my neighborhood and it would be extremely naive to believe that it is only white/wealthy parents concerned about this. I happen to have the resources to move my kid but not everyone is so fortunate. Kids also differ in their vulnerability to this kind of stuff.

OP, you know that WL is not a school in poverty, right? There is a pretty significant affluent population along with a spectrum of students on different socioeconomic levels. Your posts indicate that you make some assumptions about the school and its population that really are not warranted.

Thank you for saying this. OP has some ignorant and offensive assumptions both about W-L and also about kids who come from lower socioeconomic backgrounds. Seems to think they are better than everyone else.

[Anonymous]

My kids are at Wakefield so take this with a grain of salt, but I think the use of AI and laptops in high school has really cut down on behavior issues in class because the students who do not want to be there just play computer games and have AI do their classwork and homework. Similarly, the kids who are struggling are less likely to slow down the class because they just have AI do their classwork. Don't get me wrong, I am super depressed about what this means for society and I would ban all tech in school if I could. But this is what my kids report.

[Anonymous]

Anonymous wrote:My kids are at Wakefield so take this with a grain of salt, but I think the use of AI and laptops in high school has really cut down on behavior issues in class because the students who do not want to be there just play computer games and have AI do their classwork and homework. Similarly, the kids who are struggling are less likely to slow down the class because they just have AI do their classwork. Don't get me wrong, I am super depressed about what this means for society and I would ban all tech in school if I could. But this is what my kids report.

that is interesting because i heard both from my kid and teacher friends that kids were more disruptive once they banned cell phones in class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In general, it is good to challenge your kid and get them into the classes that they will be learning the most even if getting Bs. W-L on-level classes in 9th grade are a mix of motivated but scared kids combined with tough kids with a “background” + motivated disadvantaged kids (kids who speak a different language at home or have a significant special need). In later years of HS, regular classes trend more towards the second two groups as the first group is a little bored in the regular classes and moves up to the intensified classes. There are lots of great teachers in the school and some regular classes have two teachers for special ed kids or ESOL. That means that the class can actually be better managed than a regular class packed with kids without disadvantages. At the same time, there is more to do because the teachers have to teach to different levels in one room.

Being in a class with motivated but disadvantaged kids (ESOL, special needs) will make your child a better person by developing empathy. And ask yourself seriously if your child will gravitate to the tough kids with a background or if they are a risk taker. If the answer is likely no, then you don’t need to worry about the kids with a “background”. Your kid will be scared of them and avoid. Your kid will provide a model for them of working hard through challenges. Regardless, it will all be fine if your kid talks to you and you have a sense of what is going on.

So cringe.

It is really cringe to assume that this kid will be a model for those "disadvantaged" ESOl and special needs. EL and students with disabilities work exceptionally hard and are super motivated. They will probably be a model for a lazy white kid.

This is OP. To be clear I fully agree - if nothing else our experience thus far has challenged my biases and preconceptions. And it has also fully demonstrated that one of the issues with schools in poverty is that the students there to learn (black, white, at risk, ESOL) suffer when the school cannot control behavior and cannot provide the correct level of instruction to meet each kid where they are at. I talk a lot with parents and grandparents in my neighborhood and it would be extremely naive to believe that it is only white/wealthy parents concerned about this. I happen to have the resources to move my kid but not everyone is so fortunate. Kids also differ in their vulnerability to this kind of stuff.

OP, you know that WL is not a school in poverty, right? There is a pretty significant affluent population along with a spectrum of students on different socioeconomic levels. Your posts indicate that you make some assumptions about the school and its population that really are not warranted.

Thank you for saying this. OP has some ignorant and offensive assumptions both about W-L and also about kids who come from lower socioeconomic backgrounds. Seems to think they are better than everyone else.

I think I explained our background pretty well and my take on high poverty schools. Where are your kids in school? Have they ever attended a T1 school?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In general, it is good to challenge your kid and get them into the classes that they will be learning the most even if getting Bs. W-L on-level classes in 9th grade are a mix of motivated but scared kids combined with tough kids with a “background” + motivated disadvantaged kids (kids who speak a different language at home or have a significant special need). In later years of HS, regular classes trend more towards the second two groups as the first group is a little bored in the regular classes and moves up to the intensified classes. There are lots of great teachers in the school and some regular classes have two teachers for special ed kids or ESOL. That means that the class can actually be better managed than a regular class packed with kids without disadvantages. At the same time, there is more to do because the teachers have to teach to different levels in one room.

Being in a class with motivated but disadvantaged kids (ESOL, special needs) will make your child a better person by developing empathy. And ask yourself seriously if your child will gravitate to the tough kids with a background or if they are a risk taker. If the answer is likely no, then you don’t need to worry about the kids with a “background”. Your kid will be scared of them and avoid. Your kid will provide a model for them of working hard through challenges. Regardless, it will all be fine if your kid talks to you and you have a sense of what is going on.

So cringe.

It is really cringe to assume that this kid will be a model for those "disadvantaged" ESOl and special needs. EL and students with disabilities work exceptionally hard and are super motivated. They will probably be a model for a lazy white kid.

This is OP. To be clear I fully agree - if nothing else our experience thus far has challenged my biases and preconceptions. And it has also fully demonstrated that one of the issues with schools in poverty is that the students there to learn (black, white, at risk, ESOL) suffer when the school cannot control behavior and cannot provide the correct level of instruction to meet each kid where they are at. I talk a lot with parents and grandparents in my neighborhood and it would be extremely naive to believe that it is only white/wealthy parents concerned about this. I happen to have the resources to move my kid but not everyone is so fortunate. Kids also differ in their vulnerability to this kind of stuff.

OP, you know that WL is not a school in poverty, right? There is a pretty significant affluent population along with a spectrum of students on different socioeconomic levels. Your posts indicate that you make some assumptions about the school and its population that really are not warranted.

Thank you for saying this. OP has some ignorant and offensive assumptions both about W-L and also about kids who come from lower socioeconomic backgrounds. Seems to think they are better than everyone else.

I think I explained our background pretty well and my take on high poverty schools. Where are your kids in school? Have they ever attended a T1 school?

aah, you are one of those who think they are some social justice warrior because you... put your kids in a T1 school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In general, it is good to challenge your kid and get them into the classes that they will be learning the most even if getting Bs. W-L on-level classes in 9th grade are a mix of motivated but scared kids combined with tough kids with a “background” + motivated disadvantaged kids (kids who speak a different language at home or have a significant special need). In later years of HS, regular classes trend more towards the second two groups as the first group is a little bored in the regular classes and moves up to the intensified classes. There are lots of great teachers in the school and some regular classes have two teachers for special ed kids or ESOL. That means that the class can actually be better managed than a regular class packed with kids without disadvantages. At the same time, there is more to do because the teachers have to teach to different levels in one room.

Being in a class with motivated but disadvantaged kids (ESOL, special needs) will make your child a better person by developing empathy. And ask yourself seriously if your child will gravitate to the tough kids with a background or if they are a risk taker. If the answer is likely no, then you don’t need to worry about the kids with a “background”. Your kid will be scared of them and avoid. Your kid will provide a model for them of working hard through challenges. Regardless, it will all be fine if your kid talks to you and you have a sense of what is going on.

So cringe.

It is really cringe to assume that this kid will be a model for those "disadvantaged" ESOl and special needs. EL and students with disabilities work exceptionally hard and are super motivated. They will probably be a model for a lazy white kid.

This is OP. To be clear I fully agree - if nothing else our experience thus far has challenged my biases and preconceptions. And it has also fully demonstrated that one of the issues with schools in poverty is that the students there to learn (black, white, at risk, ESOL) suffer when the school cannot control behavior and cannot provide the correct level of instruction to meet each kid where they are at. I talk a lot with parents and grandparents in my neighborhood and it would be extremely naive to believe that it is only white/wealthy parents concerned about this. I happen to have the resources to move my kid but not everyone is so fortunate. Kids also differ in their vulnerability to this kind of stuff.

OP, you know that WL is not a school in poverty, right? There is a pretty significant affluent population along with a spectrum of students on different socioeconomic levels. Your posts indicate that you make some assumptions about the school and its population that really are not warranted.

Thank you for saying this. OP has some ignorant and offensive assumptions both about W-L and also about kids who come from lower socioeconomic backgrounds. Seems to think they are better than everyone else.

I think I explained our background pretty well and my take on high poverty schools. Where are your kids in school? Have they ever attended a T1 school?

aah, you are one of those who think they are some social justice warrior because you... put your kids in a T1 school.

Ok at this point I know you’re just posting in bad faith so I will ignore.

Meanwhile to the other PPs, thanks for sharing your experience.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In general, it is good to challenge your kid and get them into the classes that they will be learning the most even if getting Bs. W-L on-level classes in 9th grade are a mix of motivated but scared kids combined with tough kids with a “background” + motivated disadvantaged kids (kids who speak a different language at home or have a significant special need). In later years of HS, regular classes trend more towards the second two groups as the first group is a little bored in the regular classes and moves up to the intensified classes. There are lots of great teachers in the school and some regular classes have two teachers for special ed kids or ESOL. That means that the class can actually be better managed than a regular class packed with kids without disadvantages. At the same time, there is more to do because the teachers have to teach to different levels in one room.

Being in a class with motivated but disadvantaged kids (ESOL, special needs) will make your child a better person by developing empathy. And ask yourself seriously if your child will gravitate to the tough kids with a background or if they are a risk taker. If the answer is likely no, then you don’t need to worry about the kids with a “background”. Your kid will be scared of them and avoid. Your kid will provide a model for them of working hard through challenges. Regardless, it will all be fine if your kid talks to you and you have a sense of what is going on.

So cringe.

It is really cringe to assume that this kid will be a model for those "disadvantaged" ESOl and special needs. EL and students with disabilities work exceptionally hard and are super motivated. They will probably be a model for a lazy white kid.

This is OP. To be clear I fully agree - if nothing else our experience thus far has challenged my biases and preconceptions. And it has also fully demonstrated that one of the issues with schools in poverty is that the students there to learn (black, white, at risk, ESOL) suffer when the school cannot control behavior and cannot provide the correct level of instruction to meet each kid where they are at. I talk a lot with parents and grandparents in my neighborhood and it would be extremely naive to believe that it is only white/wealthy parents concerned about this. I happen to have the resources to move my kid but not everyone is so fortunate. Kids also differ in their vulnerability to this kind of stuff.

OP, you know that WL is not a school in poverty, right? There is a pretty significant affluent population along with a spectrum of students on different socioeconomic levels. Your posts indicate that you make some assumptions about the school and its population that really are not warranted.

Thank you for saying this. OP has some ignorant and offensive assumptions both about W-L and also about kids who come from lower socioeconomic backgrounds. Seems to think they are better than everyone else.

I think I explained our background pretty well and my take on high poverty schools. Where are your kids in school? Have they ever attended a T1 school?

aah, you are one of those who think they are some social justice warrior because you... put your kids in a T1 school.

Ok at this point I know you’re just posting in bad faith so I will ignore.

Meanwhile to the other PPs, thanks for sharing your experience.

I'm one of the other PPs, and I find you get better responses during the weekdays. Many weekend posters are often trying to be less than helpful and usually bitter about something.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In general, it is good to challenge your kid and get them into the classes that they will be learning the most even if getting Bs. W-L on-level classes in 9th grade are a mix of motivated but scared kids combined with tough kids with a “background” + motivated disadvantaged kids (kids who speak a different language at home or have a significant special need). In later years of HS, regular classes trend more towards the second two groups as the first group is a little bored in the regular classes and moves up to the intensified classes. There are lots of great teachers in the school and some regular classes have two teachers for special ed kids or ESOL. That means that the class can actually be better managed than a regular class packed with kids without disadvantages. At the same time, there is more to do because the teachers have to teach to different levels in one room.

Being in a class with motivated but disadvantaged kids (ESOL, special needs) will make your child a better person by developing empathy. And ask yourself seriously if your child will gravitate to the tough kids with a background or if they are a risk taker. If the answer is likely no, then you don’t need to worry about the kids with a “background”. Your kid will be scared of them and avoid. Your kid will provide a model for them of working hard through challenges. Regardless, it will all be fine if your kid talks to you and you have a sense of what is going on.

So cringe.

It is really cringe to assume that this kid will be a model for those "disadvantaged" ESOl and special needs. EL and students with disabilities work exceptionally hard and are super motivated. They will probably be a model for a lazy white kid.

This is OP. To be clear I fully agree - if nothing else our experience thus far has challenged my biases and preconceptions. And it has also fully demonstrated that one of the issues with schools in poverty is that the students there to learn (black, white, at risk, ESOL) suffer when the school cannot control behavior and cannot provide the correct level of instruction to meet each kid where they are at. I talk a lot with parents and grandparents in my neighborhood and it would be extremely naive to believe that it is only white/wealthy parents concerned about this. I happen to have the resources to move my kid but not everyone is so fortunate. Kids also differ in their vulnerability to this kind of stuff.

OP, you know that WL is not a school in poverty, right? There is a pretty significant affluent population along with a spectrum of students on different socioeconomic levels. Your posts indicate that you make some assumptions about the school and its population that really are not warranted.

Thank you for saying this. OP has some ignorant and offensive assumptions both about W-L and also about kids who come from lower socioeconomic backgrounds. Seems to think they are better than everyone else.

I think I explained our background pretty well and my take on high poverty schools. Where are your kids in school? Have they ever attended a T1 school?

aah, you are one of those who think they are some social justice warrior because you... put your kids in a T1 school.

Ok at this point I know you’re just posting in bad faith so I will ignore.

Meanwhile to the other PPs, thanks for sharing your experience.

No I'm actually not, but you seem to have some odd assumptions that may make it more difficult to find what your kid needs. For starters, you seem to be assuming things about W-L that are just not true. It's a high performing school. It is also a diverse school. The two are not mutually exclusive, despite your assumptions. Also, you seem to be assuming that others - other kids, teachers, T1 school, etc - are the things holding your kid back. Not so sure that's true either. Good luck to your kid.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL this brings back memories of when our oldest was a junior and only taking one non-AP class in the core subjects.

On back to school night every class we went to was packed with anxious parents with lots of questions -- except that class. For that class, we were the only ones who showed up.

Umm ok, are you laughing at parents in this situation?

Yea, pretty much. And laughing at ourselves. What a waste of time. The bad parents had it right.

The “bad” parents? The ones who may have been working two (or more) jobs to support their families?

There are lots of different types of parents out there. And a lot of reasons they may not be showing up. If you think all the no shows are exclusively working three jobs and “good people”, or all hard working parents are also “good” parents, you’d be mistaken.

[Anonymous]

Anonymous wrote:People need to stop criticizing parents for being concerned about this. It is real. My DD reports the most disruption in her one non intensified class — Spanish 3. The contrast to her AP and intensified classes is stark. It only takes one kid but is more likely lots of kids who can be that one kid are in the class.

Aren’t all foreign language classes non-intensified though? In other words there is no way around this for certain subjects in general, correct? (Or perhaps there is a way only for grade 11 and up, I believe?)