Can Gentrifers Use Their Skills and Resources to "Make" a Great School?

[Anonymous]

Anonymous wrote:Having been at a high FARMS rate school before, here is what I have discovered:

* Active PTA does not translate to much of anything in terms of the actual education, test scores, or student behavior. Sure they put on nice events or have nice after school programs or even get funding for some school extras but it doesn't fix the underlying issues.

* "Involved parents" don;t make a difference because the involved parents have to be involved in order to insure their kids don't fall behind because the regular classroom work is usually a bit behind grade level and the teacher doesn't have time to differentiate, She is too busy dealing with behavior issues and children who are a grade level behind in every subject.

*Principal - has a marginal impact if she/he is good, has a bigger impact if he/she is a poor leader or not well liked by staff.

*Teachers - mixed bag - some will be good some won't. The best skill the teacher needs - behavior management skills.

The only real thing that is going to make a difference - getting enough parents to buy in that you can tip the scale in favor of nonFARMS parents by at least a margin of 60% nonFARMS vs. FARMS. Then you will see a difference.

So, you're saying a prerequisite is that the neighborhood must contain enough high-SES parents or potential parents in which to populate a school, or the possibility of improving the level of academic achievement at the school is pretty much hopeless.

[Anonymous]

Anonymous wrote:

Anonymous wrote:


I grew up in CCDC about 30 years ago. At that time no kids I knew went to Murch, Lafayette, or Janney. Eaton and Hearst were actually the best schools.

omfg. Janney and Lafayette have been the exclusive province of middle-class people since their inception in ~1930. To a lesser extent, so has Murch. At no point in their histories have any of these three schools had major demographic shifts. If you don't believe this, you can educate yourself by looking at the class photos over the decades.

And PP, I grew up in Forest Hills during the 1960s - 1980s, and many of the neighborhood kids went to Murch, as did I.

I guess you are saying I am lying? Or maybe my experience was just different than yours.

You're saying that nobody you knew on a personal level went to public school and then extrapolating your data point of One to agree that Janney indeed used to be populated by ____[?]_____ but then "gentrified." It didn't. It was always so.

[Anonymous]

Anonymous wrote:OP- Poster here. This is a great debate. I can take the criticism because I am willing to ask the questions that most of peers would not. Most people who can leave- don't ask what they can do for DC schools- they just leave or go private.

If I wanted to live in Arlington or Bethesda it wouldnt be a problem. But I'm not putting myself in that suburban nightmare. I'd prefer to stay in the city and really help to improve things.

When I look at the resources that DCPS has to spend its hard to think that an active PTA can't help transform any school into a great school. I'm just wondering if too many DC parents of underperforming schools aren't willing (or aren't able) to do all they can to turn things around.

You're such a kind and friendly person that I'm sure you'll do super well bringing the whole neighborhood together and creating the awesome school you dream of. As long as it's nothing like those nightmare hellscapes Bethesda and Arlington, because I know I shudder at the thought of having some of the best schools in America and very involved neighborhoods and parents. I mean, UGH, NIGHTMARE!

[Anonymous]

Hilarious thread!

[Anonymous]

WTF are these skills? Writing essays?

[Anonymous]

I think it is hilarious that OP is writing this about Powell, which is already a high-demand school with tons of people OOB applying for. DC did not get in OOB 3 years ago.

[Anonymous]

Although many took offense to the OP’s choice of words — the question that he/she posed is still valid.
The comments here are angry and depressing — basically claiming that you cannot turn these schools around and chastising the OP for wanting to get involved.
As a family that has lived in DC for 15 years (and is very interested in staying in the city) we are now entering the lottery and are realizing that our best/probably only chance to get into a PK3 program is our IB school — which has a lot of uphill climbing to do. We were in a much stronger school district, but were redistricted out of that school. So we have been trying to focus on how we (and yes, the obvious changing demographic of this neighborhood) can get involved and make a difference at our new IB school. We can either try our best to make it better, sit around and do nothing letting our kid’s education suffer, or move.
So can all of these new parents make a better school or are we just going to continue the same pattern of moving out of the city?
With the large number of new parents interested in staying in the city beyond age 3, I would hope that there is the opportunity for lots of these schools to improve.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Having been at a high FARMS rate school before, here is what I have discovered:

* Active PTA does not translate to much of anything in terms of the actual education, test scores, or student behavior. Sure they put on nice events or have nice after school programs or even get funding for some school extras but it doesn't fix the underlying issues.

* "Involved parents" don;t make a difference because the involved parents have to be involved in order to insure their kids don't fall behind because the regular classroom work is usually a bit behind grade level and the teacher doesn't have time to differentiate, She is too busy dealing with behavior issues and children who are a grade level behind in every subject.

*Principal - has a marginal impact if she/he is good, has a bigger impact if he/she is a poor leader or not well liked by staff.

*Teachers - mixed bag - some will be good some won't. The best skill the teacher needs - behavior management skills.

The only real thing that is going to make a difference - getting enough parents to buy in that you can tip the scale in favor of nonFARMS parents by at least a margin of 60% nonFARMS vs. FARMS. Then you will see a difference.

So, you're saying a prerequisite is that the neighborhood must contain enough high-SES parents or potential parents in which to populate a school, or the possibility of improving the level of academic achievement at the school is pretty much hopeless.

Yes, that is exactly what I am saying.

[Anonymous]

Anonymous wrote:We live in Petworth and are considering our options for elementary schools. I can't help feeling that with the recent neighborhood improvements in housing stock and HHI that there are is now a critical mass of highly educated and well off parents.

Has anyone ever tried to form an action group with other higher SES parents to work on their local school. We are looking at Powell and wondering if 30-40 well of parents enrolled their children and took an active interest in the school they could really turn things around and continue to increase the school quality through raising additional funds, establishing more after school programs, increasing the clubs and holding teachers and the principal to account etc.. If it can happen at Janney etc, why not elsewhere?

We have some decent teachers, and alot of momentum. Do people think a group of parents could really make the difference in one DC school. Or are we stuck with the poorly performing students dragging everyone else down?

This is what you have very little control over. You can raise a ton of money, but if the teachers and admin are not interested in your '"skills and resources" than a lot of money can be wasted. You can purchase and donate all the smart boards and science lab equipment money can buy, but if the teachers don't know how/want to take the time to work them into their already existing lesson plans, those things will grow mold in the basement, get lost in off site storage, or simply disappear. So do it, but I would advise that you not spend a dime unless the ideas are coming from the inside. After school programs by outside entities are the exception there - no teacher buy-ins needed, just the principal's OK to use the space. Start by asking the school what they want and need.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Having been at a high FARMS rate school before, here is what I have discovered:

* Active PTA does not translate to much of anything in terms of the actual education, test scores, or student behavior. Sure they put on nice events or have nice after school programs or even get funding for some school extras but it doesn't fix the underlying issues.

* "Involved parents" don;t make a difference because the involved parents have to be involved in order to insure their kids don't fall behind because the regular classroom work is usually a bit behind grade level and the teacher doesn't have time to differentiate, She is too busy dealing with behavior issues and children who are a grade level behind in every subject.

*Principal - has a marginal impact if she/he is good, has a bigger impact if he/she is a poor leader or not well liked by staff.

*Teachers - mixed bag - some will be good some won't. The best skill the teacher needs - behavior management skills.

The only real thing that is going to make a difference - getting enough parents to buy in that you can tip the scale in favor of nonFARMS parents by at least a margin of 60% nonFARMS vs. FARMS. Then you will see a difference.

So, you're saying a prerequisite is that the neighborhood must contain enough high-SES parents or potential parents in which to populate a school, or the possibility of improving the level of academic achievement at the school is pretty much hopeless.

Yes, that is exactly what I am saying.

Try telling that to the kids at Banneker or Mckinnley.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Having been at a high FARMS rate school before, here is what I have discovered:

* Active PTA does not translate to much of anything in terms of the actual education, test scores, or student behavior. Sure they put on nice events or have nice after school programs or even get funding for some school extras but it doesn't fix the underlying issues.

* "Involved parents" don;t make a difference because the involved parents have to be involved in order to insure their kids don't fall behind because the regular classroom work is usually a bit behind grade level and the teacher doesn't have time to differentiate, She is too busy dealing with behavior issues and children who are a grade level behind in every subject.

*Principal - has a marginal impact if she/he is good, has a bigger impact if he/she is a poor leader or not well liked by staff.

*Teachers - mixed bag - some will be good some won't. The best skill the teacher needs - behavior management skills.

The only real thing that is going to make a difference - getting enough parents to buy in that you can tip the scale in favor of nonFARMS parents by at least a margin of 60% nonFARMS vs. FARMS. Then you will see a difference.

So, you're saying a prerequisite is that the neighborhood must contain enough high-SES parents or potential parents in which to populate a school, or the possibility of improving the level of academic achievement at the school is pretty much hopeless.

Yes, that is exactly what I am saying.

Try telling that to the kids at Banneker or Mckinnley.

Try focusing on the topic, which is neighborhood elementary schools that draw from the few blocks surrounding the school.

Application only, citywide high schools that pull a self selecting group of high schoolers ... not at all the same, you know?

[Anonymous]

I think that gentrifiers with their great skills and resources should spend time understanding poverty and educational achievement (as PPs noted). If you have the energy and interest that would be a great place to start.

[Anonymous]

+2

[Anonymous]

Here is my impression from years of experience with DCPS:

What many parents don't understand is that making a school succeed takes a ton of work. It doesn't matter if the kids are from high-SES families or poverty stricken. All that changes is who contributes to do the work to make it succeed. In a school with high poverty, it will require outside groups, nonprofits, and dedicated staff to out in lots of extra work while DCPS outs in additional resources (which it does). In a higher SES school, you won't get much outside help from community groups or even DCPS. But no matter where you go in DCPS there will be limited resources, some weak staff, and plenty of children that need extra help.

Raising money isn't going to solve all the problems and it isn't where the real change is made. Many people may choose not to believe it, but the JKLM schools have been successful for generations because parents stay involved, informed and worked together as a community. If there wasn't a library, parents volunteered to create one and staff it. If there weren't afterschool activities, parents volunteered to create and run them. If something was broken, a parent volunteered to fix it. I admit that some schools have a parent base that has more capacity - time, skills, and connections - to do these things. If the parent base doesn't have them, work with the school to identify outside groups that do. But some of it can be done by anyone with the goal of helping the school and not just their child.

In short, you should get to know the school and work to continue strengthening the community that already exists at the school. (At Powell, in particular, they already have a good community. Work to stregthen what already exists.) Work with others to identify and fill whatever gaps are there. It isn't enough to identify the problems, you have to help identify solutions and the resources to create change. And remember that time and energy are the most important resources you can offer. There is plenty of work to go around.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We live in Petworth and are considering our options for elementary schools. I can't help feeling that with the recent neighborhood improvements in housing stock and HHI that there are is now a critical mass of highly educated and well off parents.

Has anyone ever tried to form an action group with other higher SES parents to work on their local school. We are looking at Powell and wondering if 30-40 well of parents enrolled their children and took an active interest in the school they could really turn things around and continue to increase the school quality through raising additional funds, establishing more after school programs, increasing the clubs and holding teachers and the principal to account etc.. If it can happen at Janney etc, why not elsewhere?

We have some decent teachers, and alot of momentum. Do people think a group of parents could really make the difference in one DC school. Or are we stuck with the poorly performing students dragging everyone else down?

This is what you have very little control over. You can raise a ton of money, but if the teachers and admin are not interested in your '"skills and resources" than a lot of money can be wasted. You can purchase and donate all the smart boards and science lab equipment money can buy, but if the teachers don't know how/want to take the time to work them into their already existing lesson plans, those things will grow mold in the basement, get lost in off site storage, or simply disappear. So do it, but I would advise that you not spend a dime unless the ideas are coming from the inside. After school programs by outside entities are the exception there - no teacher buy-ins needed, just the principal's OK to use the space. Start by asking the school what they want and need.

Yes, the problem with the school principal and staff is just as big of a problem as the parents with respect to resistance to change. In order to pass many if not most programmatic changes at a DCPS schools, you have to put the change to a vote, to current parents as well as the teachers. Most of the parents at these schools will not respond to the request to vote, except for the gentrifiers, but unless there is a critical mass of gentrifiers, you will still lose that vote. And you can count on the teachers and most likely principal to be resistant to change. So you lose that vote, too. The political reality, gentrifiers, is they don't want you or your "enlightened" changes. Because they know the result will be more gentrifiers once the changes occur; and even if they understand the long-term academic benefit of that, they prefer the status quo they know. It's just a losing proposition unless the population is already saturated with gentrifiers, and even then most of those gentrifiers would rather not deal with the B.S.