Oyster middle school- english option?

[Anonymous]

I honestly don't understand the aggressive response from Oyster fanatics to all the parents who question whether bilingual education is right for their child or offering an English-only alternative. If anything, it seems to me that it makes little sense for Oyster to be a neighborhood school; why force IB families to take a space in a program there are literally hundreds of people waiting to get into? If someone says "take my space and give it to a bilingual household," is that something to condemn?

I do worry that I won't be able to participate fully in my daughter's education or be a resource to her. That's important to me. The response seems to be "suck it up and move, racist." (For the record, I've lived outside the US and speak another language; it just doesn't happen to be Spanish. I also have no dog in the fights over changes in administration, quality of middle school math, etc. - we're just starting out.) The pro-OA posters here are doing a great job of creating the impression that Oyster-Adams is a fundamentally unwelcoming environment for families that don't speak Spanish at home and don't have that as their highest priority; that does not make me any more excited about the school.

I would be interested in hearing from parents who shared those concerns and resolved them or from those who found public school alternatives (private school is an option, but I would really like to use a neighborhood public school - Eaton would be the most logical alternative given where our new house is). I would be less interested in hearing from those who seem to think that wanting something different for my child than you want for your child is a moral failing.

[Anonymous]

I should say that I'm reacting to this and a couple other recent O-A threads - the negativity, though seems a consistent theme.

[Anonymous]

Some students who had difficulties at OA have gone to Eaton. Some were able to get in without moving, other families moved to be in boundary for Eaton.

I agree with the larger point you are making, why force IB families to go to OA if they are not interested in a bilingual education? I think a possible solution would be for DCPS to have a centralized system that allows swaps of in boundary spots. Say, your family's spot at OA for a spot at Murch.

But I would not be in favor converting OA into a charter type school that accepts students from everywhere. I think it is very beneficial for OA to have an IB population that provides a strong sense of community.

[Anonymous]

Anonymous wrote:I honestly don't understand the aggressive response from Oyster fanatics to all the parents who question whether bilingual education is right for their child or offering an English-only alternative. If anything, it seems to me that it makes little sense for Oyster to be a neighborhood school; why force IB families to take a space in a program there are literally hundreds of people waiting to get into? If someone says "take my space and give it to a bilingual household," is that something to condemn?

I do worry that I won't be able to participate fully in my daughter's education or be a resource to her. That's important to me. The response seems to be "suck it up and move, racist." (For the record, I've lived outside the US and speak another language; it just doesn't happen to be Spanish. I also have no dog in the fights over changes in administration, quality of middle school math, etc. - we're just starting out.) The pro-OA posters here are doing a great job of creating the impression that Oyster-Adams is a fundamentally unwelcoming environment for families that don't speak Spanish at home and don't have that as their highest priority; that does not make me any more excited about the school.

I would be interested in hearing from parents who shared those concerns and resolved them or from those who found public school alternatives (private school is an option, but I would really like to use a neighborhood public school - Eaton would be the most logical alternative given where our new house is). I would be less interested in hearing from those who seem to think that wanting something different for my child than you want for your child is a moral failing.

It sounds as if you have the problem. I don't know why you're so defensive, but to my knowledge, no one has accused anyone who doesn't want their child to attend Oyster of being a racist or immoral. However, I do call those parents' common sense and good judgement into question. Why did you move IB for Oyster with all of these misgivings about a dual immersion education? Eaton is literally walking distance from Oyster--why not save yourself the headache and just move to Cleveland Park in the first place?

[Anonymous]

Anonymous wrote:I honestly don't understand the aggressive response from Oyster fanatics to all the parents who question whether bilingual education is right for their child or offering an English-only alternative. If anything, it seems to me that it makes little sense for Oyster to be a neighborhood school; why force IB families to take a space in a program there are literally hundreds of people waiting to get into? If someone says "take my space and give it to a bilingual household," is that something to condemn?

I do worry that I won't be able to participate fully in my daughter's education or be a resource to her. That's important to me. The response seems to be "suck it up and move, racist." (For the record, I've lived outside the US and speak another language; it just doesn't happen to be Spanish. I also have no dog in the fights over changes in administration, quality of middle school math, etc. - we're just starting out.) The pro-OA posters here are doing a great job of creating the impression that Oyster-Adams is a fundamentally unwelcoming environment for families that don't speak Spanish at home and don't have that as their highest priority; that does not make me any more excited about the school.

I would be interested in hearing from parents who shared those concerns and resolved them or from those who found public school alternatives (private school is an option, but I would really like to use a neighborhood public school - Eaton would be the most logical alternative given where our new house is). I would be less interested in hearing from those who seem to think that wanting something different for my child than you want for your child is a moral failing.

Btw, your new official English-alternative school under the new boundary plan is Francis-Stevens SWW.

[Anonymous]

It sounds as if you have the problem....However, I do call those parents' common sense and good judgement into question.

Well, you showed him/her.

[Anonymous]

NP - anyone who chooses to send their kid to a school but who doesn't subscribe to the stated mission, purpose and objectives of the school (i.e. dual language) rightly deserves any criticisms and judgements that come their way.

[Anonymous]

Anonymous wrote:NP - anyone who chooses to send their kid to a school but who doesn't subscribe to the stated mission, purpose and objectives of the school (i.e. dual language) rightly deserves any criticisms and judgements that come their way.

What if, after many years of investment, the family realizes the school is not doing anything besides dual language well? That there are significant gaps in students' experiences, and that, if it's going to be any kind of a "good" school, these need to be addressed seriously and effectively. This choice between Spanish and advanced math (or any other aspect of academic rigor) is a false one.

[Anonymous]

Anonymous wrote:

Anonymous wrote:NP - anyone who chooses to send their kid to a school but who doesn't subscribe to the stated mission, purpose and objectives of the school (i.e. dual language) rightly deserves any criticisms and judgements that come their way.

What if, after many years of investment, the family realizes the school is not doing anything besides dual language well? That there are significant gaps in students' experiences, and that, if it's going to be any kind of a "good" school, these need to be addressed seriously and effectively. This choice between Spanish and advanced math (or any other aspect of academic rigor) is a false one.

My experience has been that the students who tend to leave Oyster early are struggling/have always struggled with Spanish. The "not enough advanced math" is usually a cover for their so-so to failing performance in the language. It's a face-saving excuse.

[Anonymous]

Anonymous wrote:

Anonymous wrote:NP - anyone who chooses to send their kid to a school but who doesn't subscribe to the stated mission, purpose and objectives of the school (i.e. dual language) rightly deserves any criticisms and judgements that come their way.

What if, after many years of investment, the family realizes the school is not doing anything besides dual language well? That there are significant gaps in students' experiences, and that, if it's going to be any kind of a "good" school, these need to be addressed seriously and effectively. This choice between Spanish and advanced math (or any other aspect of academic rigor) is a false one.

That's a totally different question and issue from whether or not a family supports a mission of dual language.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP - anyone who chooses to send their kid to a school but who doesn't subscribe to the stated mission, purpose and objectives of the school (i.e. dual language) rightly deserves any criticisms and judgements that come their way.

What if, after many years of investment, the family realizes the school is not doing anything besides dual language well? That there are significant gaps in students' experiences, and that, if it's going to be any kind of a "good" school, these need to be addressed seriously and effectively. This choice between Spanish and advanced math (or any other aspect of academic rigor) is a false one.

My experience has been that the students who tend to leave Oyster early are struggling/have always struggled with Spanish. The "not enough advanced math" is usually a cover for their so-so to failing performance in the language. It's a face-saving excuse.

The students who have, in the past, left for Deal have been top students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP - anyone who chooses to send their kid to a school but who doesn't subscribe to the stated mission, purpose and objectives of the school (i.e. dual language) rightly deserves any criticisms and judgements that come their way.

What if, after many years of investment, the family realizes the school is not doing anything besides dual language well? That there are significant gaps in students' experiences, and that, if it's going to be any kind of a "good" school, these need to be addressed seriously and effectively. This choice between Spanish and advanced math (or any other aspect of academic rigor) is a false one.

My experience has been that the students who tend to leave Oyster early are struggling/have always struggled with Spanish. The "not enough advanced math" is usually a cover for their so-so to failing performance in the language. It's a face-saving excuse.

The students who have, in the past, left for Deal have been top students.

Top students in Spanish? All of them? Are you sure? I have been personally told by several departing parents over the years that part of the reason they were leaving Oyster was because their children didn't really like Spanish/Spanish never really "clicked" for their kids/Spanish had always been a struggle. I'm not saying that every student who chose to leave Oyster did so because they struggled with Spanish. I'm just saying that not every student who leaves is seeking advanced math.

[Anonymous]

My experience has been that the students who tend to leave Oyster early are struggling/have always struggled with Spanish. The "not enough advanced math" is usually a cover for their so-so to failing performance in the language. It's a face-saving excuse

The students who have, in the past, left for Deal have been top students.

Both statements above are incorrect. I personally know students of all types that left for Deal. Top students, average students, weak students, English dominant that were good in Spanish, English dominant that struggled with Spanish, and also native Spanish speakers.

Posters in this thread and similar threads about OA seem mainly concerned about the advanced students. My perception is that the advanced students that stayed at OA did very well and were accepted at selective high schools (SWW, Sidwell, etc).