APS: Think the "no move" campaign is going to work?

[Anonymous]

Anonymous wrote:

Anonymous wrote:So what is the “opportunity hoarding” that the teacher sees at Key?

With the 50/50 model does that mean that affluent, Spanish-speaking kids are hoarding opportunities from lower-income, Spanish speaking kids?

I’m not following her logic.

That is because she doesn’t use logic.

I don’t even understand WHO she’s accusing of opportunity hoarding. The only people competing for the Spanish-speaking seats in this 50/50 model are Spanish-speaking kids.

Right?

[Anonymous]

Anonymous wrote:

Anonymous wrote:So what is the “opportunity hoarding” that the teacher sees at Key?

With the 50/50 model does that mean that affluent, Spanish-speaking kids are hoarding opportunities from lower-income, Spanish speaking kids?

I’m not following her logic.

That is because she doesn’t use logic.

Because the logic doesn’t follow. The demographics of Arlington have shifted. The reason APS moved away from neighborhood boundaries for immersion was that the Spanish speaking kids whose families couldn’t afford housing in the right zones were being shut out of the lottery. That’s what led to the imbalance in 50/50. It’s not true that they had a 50/50 split before, and it’s also not true that Key is located close to the majority of Spanish speakers in Arlington. Isn’t that equity? Removing transportation and accessibility issues for the majority of the most vulnerable families? I think that’s what APS is trying to do? Give kids in the R-B corridor an accessible neighborhood school AND move immersion to a location more proximate to the majority of disadvantaged Spanish families who face transportation challenges getting their kids to immersion at Key?

[Anonymous]

She doesn’t know wtf she’s talking about, and the dwindling responses on this topic on AEM indicate that most of the knee jerk initial supporters of keeping key on key have backed away. The facts, as they slowly dribble out, do not support the narrative that more poor people of color are served by keeping Key in place vs. moving it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So what is the “opportunity hoarding” that the teacher sees at Key?

With the 50/50 model does that mean that affluent, Spanish-speaking kids are hoarding opportunities from lower-income, Spanish speaking kids?

I’m not following her logic.

That is because she doesn’t use logic.

She hates white people.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So what is the “opportunity hoarding” that the teacher sees at Key?

With the 50/50 model does that mean that affluent, Spanish-speaking kids are hoarding opportunities from lower-income, Spanish speaking kids?

I’m not following her logic.

That is because she doesn’t use logic.

She hates white people.

I wouldn’t go that far, but I’m certainly glad that she’s not teaching my children, regardless of racial issues.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So what is the “opportunity hoarding” that the teacher sees at Key?

With the 50/50 model does that mean that affluent, Spanish-speaking kids are hoarding opportunities from lower-income, Spanish speaking kids?

I’m not following her logic.

That is because she doesn’t use logic.

Because the logic doesn’t follow. The demographics of Arlington have shifted. The reason APS moved away from neighborhood boundaries for immersion was that the Spanish speaking kids whose families couldn’t afford housing in the right zones were being shut out of the lottery. That’s what led to the imbalance in 50/50. It’s not true that they had a 50/50 split before, and it’s also not true that Key is located close to the majority of Spanish speakers in Arlington. Isn’t that equity? Removing transportation and accessibility issues for the majority of the most vulnerable families? I think that’s what APS is trying to do? Give kids in the R-B corridor an accessible neighborhood school AND move immersion to a location more proximate to the majority of disadvantaged Spanish families who face transportation challenges getting their kids to immersion at Key?

No - gentrification crowded the schools; but the 50/50 admissions was still pursued. No Spanish-dominant families would have been shut-out due to not living in the neighborhood.

[Anonymous]

Anonymous wrote:So what is the “opportunity hoarding” that the teacher sees at Key?

With the 50/50 model does that mean that affluent, Spanish-speaking kids are hoarding opportunities from lower-income, Spanish speaking kids?

I’m not following her logic.

I don't know the context in which this was referred to; but opportunity hoarding pertains to the idea that white affluent people have "hoarded" opportunities for themselves, shutting out the low-income people. This is by ensuring their schools remain affluent and high-performing (which generally equates to "white"), NIMBYism, etc.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So what is the “opportunity hoarding” that the teacher sees at Key?

With the 50/50 model does that mean that affluent, Spanish-speaking kids are hoarding opportunities from lower-income, Spanish speaking kids?

I’m not following her logic.

That is because she doesn’t use logic.

Because the logic doesn’t follow. The demographics of Arlington have shifted. The reason APS moved away from neighborhood boundaries for immersion was that the Spanish speaking kids whose families couldn’t afford housing in the right zones were being shut out of the lottery. That’s what led to the imbalance in 50/50. It’s not true that they had a 50/50 split before, and it’s also not true that Key is located close to the majority of Spanish speakers in Arlington. Isn’t that equity? Removing transportation and accessibility issues for the majority of the most vulnerable families? I think that’s what APS is trying to do? Give kids in the R-B corridor an accessible neighborhood school AND move immersion to a location more proximate to the majority of disadvantaged Spanish families who face transportation challenges getting their kids to immersion at Key?

No - gentrification crowded the schools; but the 50/50 admissions was still pursued. No Spanish-dominant families would have been shut-out due to not living in the neighborhood.

Right, and none have been shut out in any case because not enough Spanish speakers are applying to keep a full 50:50.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So what is the “opportunity hoarding” that the teacher sees at Key?

With the 50/50 model does that mean that affluent, Spanish-speaking kids are hoarding opportunities from lower-income, Spanish speaking kids?

I’m not following her logic.

I don't know the context in which this was referred to; but opportunity hoarding pertains to the idea that white affluent people have "hoarded" opportunities for themselves, shutting out the low-income people. This is by ensuring their schools remain affluent and high-performing (which generally equates to "white"), NIMBYism, etc.

She seemed to be trying to make a Key specific point using a quote from an article that she found that didn’t really apply. The article was more focused on 50:50 immersion being watered down to a lower ratio of Spanish speakers in order to fill all the demand from English speakers.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So what is the “opportunity hoarding” that the teacher sees at Key?

With the 50/50 model does that mean that affluent, Spanish-speaking kids are hoarding opportunities from lower-income, Spanish speaking kids?

I’m not following her logic.

I don't know the context in which this was referred to; but opportunity hoarding pertains to the idea that white affluent people have "hoarded" opportunities for themselves, shutting out the low-income people. This is by ensuring their schools remain affluent and high-performing (which generally equates to "white"), NIMBYism, etc.

yes we understand what opportunity hoarding means. The question is how it applies here. I don't think it does.

[Anonymous]

Anonymous wrote:

Anonymous wrote:She also has a garage. So, maybe her street isn’t zoned, but random people aren’t trying to park there (it’s not near anything of note) and she has a GARAGE.

Wow. You know a lot about Key Lady. I'm a McK mom and can't figure out who McKrazy is...I guess I don't gossip enough.

NP. Not only does Key Lady have a garage but it a huge, 2 car garage with a driveway big enough to hold at least 2 cars. And while she doesn’t have street parking right in front of her house, she does have street parking right across the street from her house and she doesn’t live anywhere close enough to WL that she’d be effected by parking for WL, or any other school. She doesn’t know me but I live around the corner from her.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So what is the “opportunity hoarding” that the teacher sees at Key?

With the 50/50 model does that mean that affluent, Spanish-speaking kids are hoarding opportunities from lower-income, Spanish speaking kids?

I’m not following her logic.

I don't know the context in which this was referred to; but opportunity hoarding pertains to the idea that white affluent people have "hoarded" opportunities for themselves, shutting out the low-income people. This is by ensuring their schools remain affluent and high-performing (which generally equates to "white"), NIMBYism, etc.

yes we understand what opportunity hoarding means. The question is how it applies here. I don't think it does.

Ironically, the article’s concerns about needy kids being pushed out of the program by well off English speakers are best addressed by moving Key closer to needy kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So what is the “opportunity hoarding” that the teacher sees at Key?

With the 50/50 model does that mean that affluent, Spanish-speaking kids are hoarding opportunities from lower-income, Spanish speaking kids?

I’m not following her logic.

That is because she doesn’t use logic.

She hates white people.

I wouldn’t go that far, but I’m certainly glad that she’s not teaching my children, regardless of racial issues.

Agreed. She really should not be teaching in APS anymore.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:She also has a garage. So, maybe her street isn’t zoned, but random people aren’t trying to park there (it’s not near anything of note) and she has a GARAGE.

Wow. You know a lot about Key Lady. I'm a McK mom and can't figure out who McKrazy is...I guess I don't gossip enough.

NP. Not only does Key Lady have a garage but it a huge, 2 car garage with a driveway big enough to hold at least 2 cars. And while she doesn’t have street parking right in front of her house, she does have street parking right across the street from her house and she doesn’t live anywhere close enough to WL that she’d be effected by parking for WL, or any other school. She doesn’t know me but I live around the corner from her.

Wow—she’s such a liar.

[Anonymous]

Key needs Spanish speakers. No white kid is keeping them out. The native Spanish speakers are not on the waitlist. They get in. The teacher is full of carp.