Switching Schools: Has the grass been greener?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did this thread get off tangent with racism. Let’s move on.

Because someone asked a relevant question.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The answer someone offered was that racism explains a lot of it.

I'm at an EOTP school that is fantastic and has a small minority of white folks -- racism truly explains a lot of the flight. The white people who stuck around are comfortable with their kids being a racial minority, many of those who left simply were not (and whispered their concerns about it.) I've seen it with my own eyes and heard it with my own ears.

Pp -- I'll add this this is a school with peaceful classrooms and where those kids (who left) were thriving. The only explanation that made sense was racism.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did this thread get off tangent with racism. Let’s move on.

Because someone asked a relevant question.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The answer someone offered was that racism explains a lot of it.

I'm at an EOTP school that is fantastic and has a small minority of white folks -- racism truly explains a lot of the flight. The white people who stuck around are comfortable with their kids being a racial minority, many of those who left simply were not (and whispered their concerns about it.) I've seen it with my own eyes and heard it with my own ears.

This! Other parents ask me about the other students “slowing them down.” So tired of the gifted white student myth.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did this thread get off tangent with racism. Let’s move on.

Because someone asked a relevant question.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The answer someone offered was that racism explains a lot of it.

I'm at an EOTP school that is fantastic and has a small minority of white folks -- racism truly explains a lot of the flight. The white people who stuck around are comfortable with their kids being a racial minority, many of those who left simply were not (and whispered their concerns about it.) I've seen it with my own eyes and heard it with my own ears.

This! Other parents ask me about the other students “slowing them down.” So tired of the gifted white student myth.

NP here--

But but, those up and coming schools are doing your child a disservice. Take it from me (or not), the grading assessments or whatever you want to call it is scaled down. We learned this last year when we switched to a more prominent EOTP school. Larla getting 4s at one school is not the same as getting a 4 with a more affluent student body.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did this thread get off tangent with racism. Let’s move on.

Because someone asked a relevant question.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The answer someone offered was that racism explains a lot of it.

I'm at an EOTP school that is fantastic and has a small minority of white folks -- racism truly explains a lot of the flight. The white people who stuck around are comfortable with their kids being a racial minority, many of those who left simply were not (and whispered their concerns about it.) I've seen it with my own eyes and heard it with my own ears.

This! Other parents ask me about the other students “slowing them down.” So tired of the gifted white student myth.

NP here--

But but, those up and coming schools are doing your child a disservice. Take it from me (or not), the grading assessments or whatever you want to call it is scaled down. We learned this last year when we switched to a more prominent EOTP school. Larla getting 4s at one school is not the same as getting a 4 with a more affluent student body.

That's your experience, but mine was different. Maybe it's even the same school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Switched EOTP to WOTP elementary, and kind of regret it. I don't think WOTP is significantly better in the ways I care about. And in some ways it's worse in ways that I do care about. Both are fine, I just can't get too excited about WOTP.

Could you elaborate on the specific things that you care about?

Individual attention from teachers. I think the academic challenge was actually better EOTP in some ways. WOTP does have now cool stuff that the PTA bus, but I can also supplement that EOTP and maybe benefit some kids who otherwise wouldn't have been exposed to it.

More diverse learning environment. There's a lot the kids are learning other than academics. I'd like my kids to be capable of working with anyone. WOTP is kind of sheltered. At least for elementary school.

EOTP, the mean kids/bullies aren't generally the kids of the super PTA parents. I think there's some reluctance from WOTP teachers to address these issues with bratty kids.

PTA/dues. There's a lot of pressure to donate thousands to the PTA.

Parents community. While the kids experience is more of a focus, I connect much better with the parents EOTP. I don't do well with snobs.

Commute. Sucks.

*chokes* Thousands?! I gave our (eotp) PTA $200 and felt awesome about myself. Is this what everyone else is giving?!

We live EOTP, not WOTP. But I know that the schools WOTP PTA provides things like instructors and programming for the higher achieving kids since DCPS will not.

Also, as someone else posted, a kid scoring 3.5 is going to get a ton of support to bring him to grade level. So sounds like they are much better at supporting those at the bottom (defined as 3 on PARCC) and those at the top.

Frankly, we would have no problem donating a few thousand to get those services.

But part of the reason a child making a 3 on the PARC will get so much attention WOTP is that there aren't many kids making 1 s and 2s, so 3s the resoruces like RTI. Same resources EOTP, but EOTP these resources are going to kids who are further behind. I think high acheiving kids can do great in a struggling school - they will stand out and get special attention because of it. It's the kids who are a year behind grade level rather than two or three years that limp along.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The data doesn’t support your assertion above.

Racism. It explains a lot of it.

And yes, I've heard all the excuses like "but test scores", "but SES not race", "but POC do it too"... I hear you, but I don't believe you.

If you want to use the race card to blanket and explain all the problems with DCPS, that’s your choice.

But we as a minority parent along with our many AA friends disagree. We don’t see middle class AA friends sending their kids to the poor performing schools either. Not an option in their book at all. But sure, they don’t because they are racist too. No other reason for it.

+1 We left our title 1, for a HRC. College educated middle class black family, though not originally from DC. We know other black and brown middle & upper middle class families that are doing the same or moving out to MD or VA. You do have to believe it for it to be true!

Thanks for your input. I’m sure your reasons for leaving a title 1, poor performing school could be the same as another white family. But the people who say it’s all or mostly about race will not acknowledge it and instead say the white family is racist.

These people don’t understand that when they do this, it drives away the families who might otherwise possibly stay.
Racist people will leave no matter what.
Those who are not racist but have concerns about a school will be on the fence. But when you dismiss their concerns and play the race card with them and everyone, they will leave too.

[Anonymous]

Ridiculous. Parents with high standards for their children's education aren't racist. They're parents with high standards.

[Anonymous]

I know 5 AA families who left Powell in the upper grades just this year for better schools; specially looking for a MS feed. Kids currently attend Shepherd, Bancroft, Latin and Basis.

Call it what you want, its about affording your child with the best education you can possibly get. For those so called “pioneer” patents who are sticking around, kudos to you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did this thread get off tangent with racism. Let’s move on.

Because someone asked a relevant question.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The answer someone offered was that racism explains a lot of it.

I'm at an EOTP school that is fantastic and has a small minority of white folks -- racism truly explains a lot of the flight. The white people who stuck around are comfortable with their kids being a racial minority, many of those who left simply were not (and whispered their concerns about it.) I've seen it with my own eyes and heard it with my own ears.

This! Other parents ask me about the other students “slowing them down.” So tired of the gifted white student myth.

We have a kid who tests way above grade level in mid elementary. So it isnt subjective or misguided. However unlike some we want this kid to stay with the kid’s friends. The issue is when middle school comes what should this kid be doing? Look at test scores at the destination school and there’s like 1 kid in each grade who tests at ‘Exceeds’ in Math and English.

How can my kid get a good education on Kid’s level when most teachers are struggling to get half their classes to meet standards and the rest done even get that far?

That is my real question and I don’t mean it rhetorically. If places like Brookland MS, CHEC, MacFarland have answers to this I want to know what they are. I want a reasonable approach to this. I’m willing to go along with anything plausible that teachers would do. But if there’s no approach to this, how am I not underserving my own kid? Should this kid take only classes above grade level in middle school? I can kind of figure out high school - there’s everything from Coolidge early college to Bard to Banneker and SWW. That makes some sense. But should I advocate for my kid to be in algebra in 6th grade? Take extra homework or something? Or just go with the flow and get the kid some YouTube videos on computer programming?

I want to stick with DCPS all the way through and help show what’s possible. But what standards do I have to judge by? We aren’t educators and we’re mostly just trying to not commit educational neglect.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did this thread get off tangent with racism. Let’s move on.

Because someone asked a relevant question.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The answer someone offered was that racism explains a lot of it.

I'm at an EOTP school that is fantastic and has a small minority of white folks -- racism truly explains a lot of the flight. The white people who stuck around are comfortable with their kids being a racial minority, many of those who left simply were not (and whispered their concerns about it.) I've seen it with my own eyes and heard it with my own ears.

This! Other parents ask me about the other students “slowing them down.” So tired of the gifted white student myth.

We have a kid who tests way above grade level in mid elementary. So it isnt subjective or misguided. However unlike some we want this kid to stay with the kid’s friends. The issue is when middle school comes what should this kid be doing? Look at test scores at the destination school and there’s like 1 kid in each grade who tests at ‘Exceeds’ in Math and English.

How can my kid get a good education on Kid’s level when most teachers are struggling to get half their classes to meet standards and the rest done even get that far?

That is my real question and I don’t mean it rhetorically. If places like Brookland MS, CHEC, MacFarland have answers to this I want to know what they are. I want a reasonable approach to this. I’m willing to go along with anything plausible that teachers would do. But if there’s no approach to this, how am I not underserving my own kid? Should this kid take only classes above grade level in middle school? I can kind of figure out high school - there’s everything from Coolidge early college to Bard to Banneker and SWW. That makes some sense. But should I advocate for my kid to be in algebra in 6th grade? Take extra homework or something? Or just go with the flow and get the kid some YouTube videos on computer programming?

I want to stick with DCPS all the way through and help show what’s possible. But what standards do I have to judge by? We aren’t educators and we’re mostly just trying to not commit educational neglect.

I believe they are obligated to offer an advanced class even if there is only one kid in it. Go to an open house and ask.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did this thread get off tangent with racism. Let’s move on.

Because someone asked a relevant question.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The answer someone offered was that racism explains a lot of it.

I'm at an EOTP school that is fantastic and has a small minority of white folks -- racism truly explains a lot of the flight. The white people who stuck around are comfortable with their kids being a racial minority, many of those who left simply were not (and whispered their concerns about it.) I've seen it with my own eyes and heard it with my own ears.

This! Other parents ask me about the other students “slowing them down.” So tired of the gifted white student myth.

We have a kid who tests way above grade level in mid elementary. So it isnt subjective or misguided. However unlike some we want this kid to stay with the kid’s friends. The issue is when middle school comes what should this kid be doing? Look at test scores at the destination school and there’s like 1 kid in each grade who tests at ‘Exceeds’ in Math and English.

How can my kid get a good education on Kid’s level when most teachers are struggling to get half their classes to meet standards and the rest done even get that far?

That is my real question and I don’t mean it rhetorically. If places like Brookland MS, CHEC, MacFarland have answers to this I want to know what they are. I want a reasonable approach to this. I’m willing to go along with anything plausible that teachers would do. But if there’s no approach to this, how am I not underserving my own kid? Should this kid take only classes above grade level in middle school? I can kind of figure out high school - there’s everything from Coolidge early college to Bard to Banneker and SWW. That makes some sense. But should I advocate for my kid to be in algebra in 6th grade? Take extra homework or something? Or just go with the flow and get the kid some YouTube videos on computer programming?

I want to stick with DCPS all the way through and help show what’s possible. But what standards do I have to judge by? We aren’t educators and we’re mostly just trying to not commit educational neglect.

Here's what you can do, PP. As a parent of a middle elementary student, you're well-placed to be the PTO's liaison to the middle school if they don't already have one. Step up and figure out what would be helpful. Can the middle school offer a tour for feeder families of all ages? Can the principal/AP come to an elementary school PTO meeting for a casual chat? Would it be fun to bring the little kids to see a basketball game? If there's a PTO at the middle school, can you get to know them, attend a meeting, promote their fundraiser to your families, or whatever would be helpful to them? Do whatever you can to build out the relationship and help people feel a sense of caring towards the middle school. As you go along, you'll be able to gather more information about how it works to have advanced classes. This isn't going to mean that your child's needs will be met at the middle school. But this is the kind of slow relationship-building that, over time, helps a middle school improve. Take a look at the Brookland Village twitter account for an example of relationship-building, they have meetings for the whole feeder group: https://twitter.com/VoBTS5

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did this thread get off tangent with racism. Let’s move on.

Because someone asked a relevant question.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The answer someone offered was that racism explains a lot of it.

I'm at an EOTP school that is fantastic and has a small minority of white folks -- racism truly explains a lot of the flight. The white people who stuck around are comfortable with their kids being a racial minority, many of those who left simply were not (and whispered their concerns about it.) I've seen it with my own eyes and heard it with my own ears.

This! Other parents ask me about the other students “slowing them down.” So tired of the gifted white student myth.

We have a kid who tests way above grade level in mid elementary. So it isnt subjective or misguided. However unlike some we want this kid to stay with the kid’s friends. The issue is when middle school comes what should this kid be doing? Look at test scores at the destination school and there’s like 1 kid in each grade who tests at ‘Exceeds’ in Math and English.

How can my kid get a good education on Kid’s level when most teachers are struggling to get half their classes to meet standards and the rest done even get that far?

That is my real question and I don’t mean it rhetorically. If places like Brookland MS, CHEC, MacFarland have answers to this I want to know what they are. I want a reasonable approach to this. I’m willing to go along with anything plausible that teachers would do. But if there’s no approach to this, how am I not underserving my own kid? Should this kid take only classes above grade level in middle school? I can kind of figure out high school - there’s everything from Coolidge early college to Bard to Banneker and SWW. That makes some sense. But should I advocate for my kid to be in algebra in 6th grade? Take extra homework or something? Or just go with the flow and get the kid some YouTube videos on computer programming?

I want to stick with DCPS all the way through and help show what’s possible. But what standards do I have to judge by? We aren’t educators and we’re mostly just trying to not commit educational neglect.

You have to know your kid. Is your kid self-motivated enough to self-study? Mine isn't. My child thrives when he is pushed by his classmates to succeed, and that won't happen if he's the only kid who is able to meet expectations.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did this thread get off tangent with racism. Let’s move on.

Because someone asked a relevant question.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The answer someone offered was that racism explains a lot of it.

I'm at an EOTP school that is fantastic and has a small minority of white folks -- racism truly explains a lot of the flight. The white people who stuck around are comfortable with their kids being a racial minority, many of those who left simply were not (and whispered their concerns about it.) I've seen it with my own eyes and heard it with my own ears.

This! Other parents ask me about the other students “slowing them down.” So tired of the gifted white student myth.

We have a kid who tests way above grade level in mid elementary. So it isnt subjective or misguided. However unlike some we want this kid to stay with the kid’s friends. The issue is when middle school comes what should this kid be doing? Look at test scores at the destination school and there’s like 1 kid in each grade who tests at ‘Exceeds’ in Math and English.

How can my kid get a good education on Kid’s level when most teachers are struggling to get half their classes to meet standards and the rest done even get that far?

That is my real question and I don’t mean it rhetorically. If places like Brookland MS, CHEC, MacFarland have answers to this I want to know what they are. I want a reasonable approach to this. I’m willing to go along with anything plausible that teachers would do. But if there’s no approach to this, how am I not underserving my own kid? Should this kid take only classes above grade level in middle school? I can kind of figure out high school - there’s everything from Coolidge early college to Bard to Banneker and SWW. That makes some sense. But should I advocate for my kid to be in algebra in 6th grade? Take extra homework or something? Or just go with the flow and get the kid some YouTube videos on computer programming?

I want to stick with DCPS all the way through and help show what’s possible. But what standards do I have to judge by? We aren’t educators and we’re mostly just trying to not commit educational neglect.

I believe they are obligated to offer an advanced class even if there is only one kid in it. Go to an open house and ask.

I don’t believe so. Can you show where this happens?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did this thread get off tangent with racism. Let’s move on.

Because someone asked a relevant question.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The answer someone offered was that racism explains a lot of it.

I'm at an EOTP school that is fantastic and has a small minority of white folks -- racism truly explains a lot of the flight. The white people who stuck around are comfortable with their kids being a racial minority, many of those who left simply were not (and whispered their concerns about it.) I've seen it with my own eyes and heard it with my own ears.

This! Other parents ask me about the other students “slowing them down.” So tired of the gifted white student myth.

We have a kid who tests way above grade level in mid elementary. So it isnt subjective or misguided. However unlike some we want this kid to stay with the kid’s friends. The issue is when middle school comes what should this kid be doing? Look at test scores at the destination school and there’s like 1 kid in each grade who tests at ‘Exceeds’ in Math and English.

How can my kid get a good education on Kid’s level when most teachers are struggling to get half their classes to meet standards and the rest done even get that far?

That is my real question and I don’t mean it rhetorically. If places like Brookland MS, CHEC, MacFarland have answers to this I want to know what they are. I want a reasonable approach to this. I’m willing to go along with anything plausible that teachers would do. But if there’s no approach to this, how am I not underserving my own kid? Should this kid take only classes above grade level in middle school? I can kind of figure out high school - there’s everything from Coolidge early college to Bard to Banneker and SWW. That makes some sense. But should I advocate for my kid to be in algebra in 6th grade? Take extra homework or something? Or just go with the flow and get the kid some YouTube videos on computer programming?

I want to stick with DCPS all the way through and help show what’s possible. But what standards do I have to judge by? We aren’t educators and we’re mostly just trying to not commit educational neglect.

I believe they are obligated to offer an advanced class even if there is only one kid in it. Go to an open house and ask.

I don’t believe so. Can you show where this happens?

I don't have an example, I don't think that kind of data would be published. It was told to me by an Eliot-Hine parent.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did this thread get off tangent with racism. Let’s move on.

Because someone asked a relevant question.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The answer someone offered was that racism explains a lot of it.

I'm at an EOTP school that is fantastic and has a small minority of white folks -- racism truly explains a lot of the flight. The white people who stuck around are comfortable with their kids being a racial minority, many of those who left simply were not (and whispered their concerns about it.) I've seen it with my own eyes and heard it with my own ears.

This! Other parents ask me about the other students “slowing them down.” So tired of the gifted white student myth.

We have a kid who tests way above grade level in mid elementary. So it isnt subjective or misguided. However unlike some we want this kid to stay with the kid’s friends. The issue is when middle school comes what should this kid be doing? Look at test scores at the destination school and there’s like 1 kid in each grade who tests at ‘Exceeds’ in Math and English.

How can my kid get a good education on Kid’s level when most teachers are struggling to get half their classes to meet standards and the rest done even get that far?

That is my real question and I don’t mean it rhetorically. If places like Brookland MS, CHEC, MacFarland have answers to this I want to know what they are. I want a reasonable approach to this. I’m willing to go along with anything plausible that teachers would do. But if there’s no approach to this, how am I not underserving my own kid? Should this kid take only classes above grade level in middle school? I can kind of figure out high school - there’s everything from Coolidge early college to Bard to Banneker and SWW. That makes some sense. But should I advocate for my kid to be in algebra in 6th grade? Take extra homework or something? Or just go with the flow and get the kid some YouTube videos on computer programming?

I want to stick with DCPS all the way through and help show what’s possible. But what standards do I have to judge by? We aren’t educators and we’re mostly just trying to not commit educational neglect.

I believe they are obligated to offer an advanced class even if there is only one kid in it. Go to an open house and ask.

I don’t believe so. Can you show where this happens?

I don't have an example, I don't think that kind of data would be published. It was told to me by an Eliot-Hine parent.

Lovely, heard from an EH family. It must be true.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did this thread get off tangent with racism. Let’s move on.

Because someone asked a relevant question.

If high achieving kids are doing so great at title 1 schools, then why can’t they keep them in the upper elementary? Why are they not going to DCPS middle schools EOTP?
Why is 50% of the kids in DC go to charter schools? If you break down this 50% to WOTP and EOTP, it will be much, much higher than 50%.

The answer someone offered was that racism explains a lot of it.

I'm at an EOTP school that is fantastic and has a small minority of white folks -- racism truly explains a lot of the flight. The white people who stuck around are comfortable with their kids being a racial minority, many of those who left simply were not (and whispered their concerns about it.) I've seen it with my own eyes and heard it with my own ears.

This! Other parents ask me about the other students “slowing them down.” So tired of the gifted white student myth.

We have a kid who tests way above grade level in mid elementary. So it isnt subjective or misguided. However unlike some we want this kid to stay with the kid’s friends. The issue is when middle school comes what should this kid be doing? Look at test scores at the destination school and there’s like 1 kid in each grade who tests at ‘Exceeds’ in Math and English.

How can my kid get a good education on Kid’s level when most teachers are struggling to get half their classes to meet standards and the rest done even get that far?

That is my real question and I don’t mean it rhetorically. If places like Brookland MS, CHEC, MacFarland have answers to this I want to know what they are. I want a reasonable approach to this. I’m willing to go along with anything plausible that teachers would do. But if there’s no approach to this, how am I not underserving my own kid? Should this kid take only classes above grade level in middle school? I can kind of figure out high school - there’s everything from Coolidge early college to Bard to Banneker and SWW. That makes some sense. But should I advocate for my kid to be in algebra in 6th grade? Take extra homework or something? Or just go with the flow and get the kid some YouTube videos on computer programming?

I want to stick with DCPS all the way through and help show what’s possible. But what standards do I have to judge by? We aren’t educators and we’re mostly just trying to not commit educational neglect.

You have to know your kid. Is your kid self-motivated enough to self-study? Mine isn't. My child thrives when he is pushed by his classmates to succeed, and that won't happen if he's the only kid who is able to meet expectations.

THIS. Most kids are not self motivated to study. I’m not saying there are none but the majority are not.

Would they rather be doing homework or math equations or outside playing with friends?

But as kids get older, peer groups and pressure play a more important role. So when all your friends in your class are aiming to do well and get the top grades, so will your kid be motivated especially if he is in the middle or lower end of the pack.

If he is easily cruising by getting good grades without much effort, chance of him trying harder is much lower. Why should he when he is the top student?

Ask any teacher what percentage of kids are truly self motivated.....