Mundo Verde (P St) vs. Burroughs

[Anonymous]

Anonymous wrote:

Anonymous wrote:A Better Question, perhaps even a new thread - how do schools determine Free and Reduced Lunch Status or simply the Socioeconomic Status of it’s students? My kid has been in Charter and Public schools for now over 9 years and I have never received a form or survey or anything asking that information. How do Public’s and Charters even know?

I don’t have a kid at Burroughs but I imagine with the large amount of gentrification and the constant elimination of public housing in the Brookland neighborhood that the school population reflects that change. Am I wrong to assume this? The population of Brookland has changed over the years and Burroughs should have too.? Maybe?

https://dcps.dc.gov/farm

If it is over 40% all kids get free lunch, so you would not be asked for your status.

They determine whether a school is eligible for the Community Eligibility Program (that Pp referenced above) based on the previous year's enrollment. The form is here on the DCPS website. Many schools do require you to fill it out.

I've had kids in DC charter schools since 2004 and still have one there now. We have had to fill out the form every single year, including the years when our charter was Title 1.

The DCPS community eligibilty schools for 2019-20 are here: https://dcps.dc.gov/node/1037772

FWIW the CEP program was created by the Obama Administration. The Trump Administration is trying to end it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The kid needs to be competent in English before considering another language.

That's literally not how language immersion works, whether in at a school or in the home. Competency in any language doesn't happen till much later.

The poster is saying at least on grade level in English if that’s the family’s native language. If my child is struggling in English and ELA is only taught 50% of class time, I would not continue a foreign language.

[Anonymous]

While I fundamentally disagree with what the poster above is saying about needing predictors before considering whether a child will succeed at immersion, I am concerned that MV's record on educating kids who are at-risk, special needs or black are actually not any better, and in some cases, significantly worse than Burroughs:

(b) MV scores - meet or exceed expectations, 2018-2019 data (/b)
black kids - 22% ELA; 22% Math
At risk kids - 19% ELA; 24% Math

(b) Burroughs Scores - meet or exceed expectations, 2018-19 data (/b)
Black kids - 25% ELA, 31% math
At risk kids - 18% ELA, 28% math
http://results.osse.dc.gov/school/220

[Anonymous]

Anonymous wrote:While I fundamentally disagree with what the poster above is saying about needing predictors before considering whether a child will succeed at immersion, I am concerned that MV's record on educating kids who are at-risk, special needs or black are actually not any better, and in some cases, significantly worse than Burroughs:

(b) MV scores - meet or exceed expectations, 2018-2019 data (/b)
black kids - 22% ELA; 22% Math
At risk kids - 19% ELA; 24% Math

(b) Burroughs Scores - meet or exceed expectations, 2018-19 data (/b)
Black kids - 25% ELA, 31% math
At risk kids - 18% ELA, 28% math
http://results.osse.dc.gov/school/220

the same data (http://results.osse.dc.gov/school/3065) set also shows that white kids at MV perform worse than other white kids in the District (63% ELA and 69% math at MV vs. 85% ELA and 79% Math - DC averages). Sigh. I don't know if that's an immersion lag or what.

this all just makes me feel horrible, like a bad parent, a bad human for participating in a totally unfair system that is failing the majority of the District's students.

[Anonymous]

For comparison, other language charters:

YY scores - meet or exceed expectations, 2018-2019 data
Black kids: 37% ELA, 30% Math
At risk kids: N/A ELA, N/A Math

LAMB scores - meet or exceed expectations, 2018-2019 data
Black kids: 46% ELA, 21% Math
At risk kids: 18% ELA, 0% Math

DC Bilingual scores - meet or exceed expectations, 2018-2019 data
Black kids: 33% ELA, 19% Math
At risk kids: 29% ELA, 29% Math

How we're serving Black and at-risk kids is an issue at many schools in the city.

[Anonymous]

Anonymous wrote:

Anonymous wrote:While I fundamentally disagree with what the poster above is saying about needing predictors before considering whether a child will succeed at immersion, I am concerned that MV's record on educating kids who are at-risk, special needs or black are actually not any better, and in some cases, significantly worse than Burroughs:

(b) MV scores - meet or exceed expectations, 2018-2019 data (/b)
black kids - 22% ELA; 22% Math
At risk kids - 19% ELA; 24% Math

(b) Burroughs Scores - meet or exceed expectations, 2018-19 data (/b)
Black kids - 25% ELA, 31% math
At risk kids - 18% ELA, 28% math
http://results.osse.dc.gov/school/220

the same data (http://results.osse.dc.gov/school/3065) set also shows that white kids at MV perform worse than other white kids in the District (63% ELA and 69% math at MV vs. 85% ELA and 79% Math - DC averages). Sigh. I don't know if that's an immersion lag or what.

this all just makes me feel horrible, like a bad parent, a bad human for participating in a totally unfair system that is failing the majority of the District's students.

If you take the data of the white kids WOTP out of the city and look at white kids just in DCPS schools EOTP, you would get a more accurate picture. The WOTP kids carry the whole city in overall scores.

[Anonymous]

Anonymous wrote:

Anonymous wrote:While I fundamentally disagree with what the poster above is saying about needing predictors before considering whether a child will succeed at immersion, I am concerned that MV's record on educating kids who are at-risk, special needs or black are actually not any better, and in some cases, significantly worse than Burroughs:

(b) MV scores - meet or exceed expectations, 2018-2019 data (/b)
black kids - 22% ELA; 22% Math
At risk kids - 19% ELA; 24% Math

(b) Burroughs Scores - meet or exceed expectations, 2018-19 data (/b)
Black kids - 25% ELA, 31% math
At risk kids - 18% ELA, 28% math
http://results.osse.dc.gov/school/220

the same data (http://results.osse.dc.gov/school/3065) set also shows that white kids at MV perform worse than other white kids in the District (63% ELA and 69% math at MV vs. 85% ELA and 79% Math - DC averages). Sigh. I don't know if that's an immersion lag or what.

this all just makes me feel horrible, like a bad parent, a bad human for participating in a totally unfair system that is failing the majority of the District's students.

There have been studies re an immersion lag. Any lag is supposed to even out by 5th. Look at the 3rd / 4th / 5th grade to see if it improves. Also look at your own kid's scores for 3/4/5.

Keep in mind MV doesn't accept new students in those grades. So that could be cause for more concern.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While I fundamentally disagree with what the poster above is saying about needing predictors before considering whether a child will succeed at immersion, I am concerned that MV's record on educating kids who are at-risk, special needs or black are actually not any better, and in some cases, significantly worse than Burroughs:

(b) MV scores - meet or exceed expectations, 2018-2019 data (/b)
black kids - 22% ELA; 22% Math
At risk kids - 19% ELA; 24% Math

(b) Burroughs Scores - meet or exceed expectations, 2018-19 data (/b)
Black kids - 25% ELA, 31% math
At risk kids - 18% ELA, 28% math
http://results.osse.dc.gov/school/220

the same data (http://results.osse.dc.gov/school/3065) set also shows that white kids at MV perform worse than other white kids in the District (63% ELA and 69% math at MV vs. 85% ELA and 79% Math - DC averages). Sigh. I don't know if that's an immersion lag or what.

this all just makes me feel horrible, like a bad parent, a bad human for participating in a totally unfair system that is failing the majority of the District's students.

If you take the data of the white kids WOTP out of the city and look at white kids just in DCPS schools EOTP, you would get a more accurate picture. The WOTP kids carry the whole city in overall scores.

And the kids at charters that do outperform -- KIPP, DC Prep, Latin, BASIS. And the Banneker/Walls kids. SH is doing well, as is Hardy. And Hardy for last year was still mostly OOB.

[Anonymous]

Anonymous wrote:For comparison, other language charters:

YY scores - meet or exceed expectations, 2018-2019 data
Black kids: 37% ELA, 30% Math
At risk kids: N/A ELA, N/A Math

LAMB scores - meet or exceed expectations, 2018-2019 data
Black kids: 46% ELA, 21% Math
At risk kids: 18% ELA, 0% Math

DC Bilingual scores - meet or exceed expectations, 2018-2019 data
Black kids: 33% ELA, 19% Math
At risk kids: 29% ELA, 29% Math

How we're serving Black and at-risk kids is an issue at many schools in the city.

Except at Yu Ying, where they have almost no at-risk kids!

[Anonymous]

Anonymous wrote:

Anonymous wrote:While I fundamentally disagree with what the poster above is saying about needing predictors before considering whether a child will succeed at immersion, I am concerned that MV's record on educating kids who are at-risk, special needs or black are actually not any better, and in some cases, significantly worse than Burroughs:

(b) MV scores - meet or exceed expectations, 2018-2019 data (/b)
black kids - 22% ELA; 22% Math
At risk kids - 19% ELA; 24% Math

(b) Burroughs Scores - meet or exceed expectations, 2018-19 data (/b)
Black kids - 25% ELA, 31% math
At risk kids - 18% ELA, 28% math
http://results.osse.dc.gov/school/220

the same data (http://results.osse.dc.gov/school/3065) set also shows that white kids at MV perform worse than other white kids in the District (63% ELA and 69% math at MV vs. 85% ELA and 79% Math - DC averages). Sigh. I don't know if that's an immersion lag or what.

this all just makes me feel horrible, like a bad parent, a bad human for participating in a totally unfair system that is failing the majority of the District's students.

Of course it’s worst than Burroughs because Burroughs has a majority at risk and uses more of their school’s and teacher’s resources, time, services etc.. on these kids at the expense of the higher performing kids.

The achievement gap has not significantly budge in over 10 years. What makes you think that it’s going to be significant in DC which has one of the highest dollar per pupil allocated in the country yet is always at the bottom 1/3rd of the list in academic performance compared to other states?

Issues that are prevalent in poor families (stable family, role models, hunger and housing insecurity, mental issues, trauma, and on and on) need to be addressed as a society and early is what will help.