WCP article on Watkins

[Anonymous]

https://thinkprogress.org/what-its-like-to-be-a-principal-of-color-dealing-with-white-parents-3beb13ae7353

[Anonymous]

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I sense [detractors] think that somehow those [achievement gap] efforts harm the outcomes for white students or other students,” says one parent who supports Bell. “Maybe they think if you’re focusing efforts on the achievement gap, you can’t achieve for all students.”

I think that this is a real concern. Do Watkins families feel that children doing above grade level work are pushed to reach even farther? That is not the sense I have come away with after speaking with Watkins parents.

Do Watkins family think their kids are MORE important than some other Watkins family kids? The reasonable, community-minded approach would be to work to serve both sets of students, particularly since you chose to live in a city and neighborhood that you know is beset by income inequality. Not to take over the school for your own personal benefit.l

No, but they certainly think their children are equally important.

By the way the Watkins neighborhood is not beset with income equality. The income equality comes from OOB. Doesn't make the kids any less important, but you should get your facts right.

The idea that the UMC kids at Watkins are somehow being harmed by attempts to address income inequality is just ludicrous.

When the attitude of some teachers is that your child is already ahead and therefore it doesn't matter if they make progress during the year, then yes, they are being harmed.

Yeah, I don't believe that's the case. Even if it is, sounds like it's one bad teacher -- and also that there's no evidence that NOT helping the kids at the bottom would help the kids at the top.

Preventing (or at least, not encouraging) the further advancement of the advanced kids will help reduce the achievement gap. Helping the advanced kids excel increases the gap. It's not "ludicrous," it's common sense.

That sounds like a really intense conspiracy theory, and I seriously doubt it's true.

the school isn't the reason advanced kids are advanced and conversely they can't them back academically. This is just stupid tin foil hat trolling from PP

np here. I don't think this is so far off the mark. Look at what is happening at Wilson next year with the Principal putting all students, regardless of ability, in honors classes. I think DCPS understands that it is next to impossible to meaningfully raise the scores of low performing students without serious, costly social interventions. So, lets make that achievement gap lessen by slowing the propulsion of higher performing students. You really think an "honors" class that has students both below and above grade level is going to serve higher performing students? How much more advanced will they really become when the teacher spends the majority of her/his time trying to get students several grades behind just to grade level? I am all for helping these students but suspect DCPS has decided to do it at the expense of high performing students.

so you're comparing a HIGH SCHOOL curriculum with an ELEMENTARY SCHOOL curriculum? That's ridiculous

Don't be stupid. No one said anything about curriculum. I was addressing the point made that the achievement gap is being lessened by preventing the further advancement of advanced kids. What is being done at Wilson is an example.

Yeah, if you actually believe this insane theory, I don't know what to say to you.

Based on the recounting of a parent that actually heard the Watkins principal admit the focus would be on lower performing students, what do you both say now?

[Anonymous]

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Anonymous wrote:

I sense [detractors] think that somehow those [achievement gap] efforts harm the outcomes for white students or other students,” says one parent who supports Bell. “Maybe they think if you’re focusing efforts on the achievement gap, you can’t achieve for all students.”

I think that this is a real concern. Do Watkins families feel that children doing above grade level work are pushed to reach even farther? That is not the sense I have come away with after speaking with Watkins parents.

Do Watkins family think their kids are MORE important than some other Watkins family kids? The reasonable, community-minded approach would be to work to serve both sets of students, particularly since you chose to live in a city and neighborhood that you know is beset by income inequality. Not to take over the school for your own personal benefit.l

No, but they certainly think their children are equally important.

By the way the Watkins neighborhood is not beset with income equality. The income equality comes from OOB. Doesn't make the kids any less important, but you should get your facts right.

The idea that the UMC kids at Watkins are somehow being harmed by attempts to address income inequality is just ludicrous.

When the attitude of some teachers is that your child is already ahead and therefore it doesn't matter if they make progress during the year, then yes, they are being harmed.

Yeah, I don't believe that's the case. Even if it is, sounds like it's one bad teacher -- and also that there's no evidence that NOT helping the kids at the bottom would help the kids at the top.

Preventing (or at least, not encouraging) the further advancement of the advanced kids will help reduce the achievement gap. Helping the advanced kids excel increases the gap. It's not "ludicrous," it's common sense.

That sounds like a really intense conspiracy theory, and I seriously doubt it's true.

the school isn't the reason advanced kids are advanced and conversely they can't them back academically. This is just stupid tin foil hat trolling from PP

np here. I don't think this is so far off the mark. Look at what is happening at Wilson next year with the Principal putting all students, regardless of ability, in honors classes. I think DCPS understands that it is next to impossible to meaningfully raise the scores of low performing students without serious, costly social interventions. So, lets make that achievement gap lessen by slowing the propulsion of higher performing students. You really think an "honors" class that has students both below and above grade level is going to serve higher performing students? How much more advanced will they really become when the teacher spends the majority of her/his time trying to get students several grades behind just to grade level? I am all for helping these students but suspect DCPS has decided to do it at the expense of high performing students.

so you're comparing a HIGH SCHOOL curriculum with an ELEMENTARY SCHOOL curriculum? That's ridiculous

Don't be stupid. No one said anything about curriculum. I was addressing the point made that the achievement gap is being lessened by preventing the further advancement of advanced kids. What is being done at Wilson is an example.

Yeah, if you actually believe this insane theory, I don't know what to say to you.

Based on the recounting of a parent that actually heard the Watkins principal admit the focus would be on lower performing students, what do you both say now?

Huh? What she said is not a conspiracy theory to "keep white kids from performing." To the extent it's accurate (and who knows if it is), it doesn't at all show that she's "intentionally slowing the propulsion of higher performing students."

[Anonymous]

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Anonymous wrote:

I sense [detractors] think that somehow those [achievement gap] efforts harm the outcomes for white students or other students,” says one parent who supports Bell. “Maybe they think if you’re focusing efforts on the achievement gap, you can’t achieve for all students.”

I think that this is a real concern. Do Watkins families feel that children doing above grade level work are pushed to reach even farther? That is not the sense I have come away with after speaking with Watkins parents.

Do Watkins family think their kids are MORE important than some other Watkins family kids? The reasonable, community-minded approach would be to work to serve both sets of students, particularly since you chose to live in a city and neighborhood that you know is beset by income inequality. Not to take over the school for your own personal benefit.l

No, but they certainly think their children are equally important.

By the way the Watkins neighborhood is not beset with income equality. The income equality comes from OOB. Doesn't make the kids any less important, but you should get your facts right.

The idea that the UMC kids at Watkins are somehow being harmed by attempts to address income inequality is just ludicrous.

When the attitude of some teachers is that your child is already ahead and therefore it doesn't matter if they make progress during the year, then yes, they are being harmed.

Yeah, I don't believe that's the case. Even if it is, sounds like it's one bad teacher -- and also that there's no evidence that NOT helping the kids at the bottom would help the kids at the top.

Preventing (or at least, not encouraging) the further advancement of the advanced kids will help reduce the achievement gap. Helping the advanced kids excel increases the gap. It's not "ludicrous," it's common sense.

That sounds like a really intense conspiracy theory, and I seriously doubt it's true.

the school isn't the reason advanced kids are advanced and conversely they can't them back academically. This is just stupid tin foil hat trolling from PP

np here. I don't think this is so far off the mark. Look at what is happening at Wilson next year with the Principal putting all students, regardless of ability, in honors classes. I think DCPS understands that it is next to impossible to meaningfully raise the scores of low performing students without serious, costly social interventions. So, lets make that achievement gap lessen by slowing the propulsion of higher performing students. You really think an "honors" class that has students both below and above grade level is going to serve higher performing students? How much more advanced will they really become when the teacher spends the majority of her/his time trying to get students several grades behind just to grade level? I am all for helping these students but suspect DCPS has decided to do it at the expense of high performing students.

so you're comparing a HIGH SCHOOL curriculum with an ELEMENTARY SCHOOL curriculum? That's ridiculous

Don't be stupid. No one said anything about curriculum. I was addressing the point made that the achievement gap is being lessened by preventing the further advancement of advanced kids. What is being done at Wilson is an example.

Yeah, if you actually believe this insane theory, I don't know what to say to you.

Based on the recounting of a parent that actually heard the Watkins principal admit the focus would be on lower performing students, what do you both say now?

ummm ... nothing? That I don't expect my kid to get special treatment if he doesn't need it? That I'm sure he'll be fine?

[Anonymous]

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Anonymous wrote:

Anonymous wrote:

I sense [detractors] think that somehow those [achievement gap] efforts harm the outcomes for white students or other students,” says one parent who supports Bell. “Maybe they think if you’re focusing efforts on the achievement gap, you can’t achieve for all students.”

I think that this is a real concern. Do Watkins families feel that children doing above grade level work are pushed to reach even farther? That is not the sense I have come away with after speaking with Watkins parents.

Do Watkins family think their kids are MORE important than some other Watkins family kids? The reasonable, community-minded approach would be to work to serve both sets of students, particularly since you chose to live in a city and neighborhood that you know is beset by income inequality. Not to take over the school for your own personal benefit.l

No, but they certainly think their children are equally important.

By the way the Watkins neighborhood is not beset with income equality. The income equality comes from OOB. Doesn't make the kids any less important, but you should get your facts right.

The idea that the UMC kids at Watkins are somehow being harmed by attempts to address income inequality is just ludicrous.

When the attitude of some teachers is that your child is already ahead and therefore it doesn't matter if they make progress during the year, then yes, they are being harmed.

Yeah, I don't believe that's the case. Even if it is, sounds like it's one bad teacher -- and also that there's no evidence that NOT helping the kids at the bottom would help the kids at the top.

Preventing (or at least, not encouraging) the further advancement of the advanced kids will help reduce the achievement gap. Helping the advanced kids excel increases the gap. It's not "ludicrous," it's common sense.

That sounds like a really intense conspiracy theory, and I seriously doubt it's true.

the school isn't the reason advanced kids are advanced and conversely they can't them back academically. This is just stupid tin foil hat trolling from PP

np here. I don't think this is so far off the mark. Look at what is happening at Wilson next year with the Principal putting all students, regardless of ability, in honors classes. I think DCPS understands that it is next to impossible to meaningfully raise the scores of low performing students without serious, costly social interventions. So, lets make that achievement gap lessen by slowing the propulsion of higher performing students. You really think an "honors" class that has students both below and above grade level is going to serve higher performing students? How much more advanced will they really become when the teacher spends the majority of her/his time trying to get students several grades behind just to grade level? I am all for helping these students but suspect DCPS has decided to do it at the expense of high performing students.

so you're comparing a HIGH SCHOOL curriculum with an ELEMENTARY SCHOOL curriculum? That's ridiculous

Don't be stupid. No one said anything about curriculum. I was addressing the point made that the achievement gap is being lessened by preventing the further advancement of advanced kids. What is being done at Wilson is an example.

Yeah, if you actually believe this insane theory, I don't know what to say to you.

Based on the recounting of a parent that actually heard the Watkins principal admit the focus would be on lower performing students, what do you both say now?

ummm ... nothing? That I don't expect my kid to get special treatment if he doesn't need it? That I'm sure he'll be fine?

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

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Anonymous wrote:

I sense [detractors] think that somehow those [achievement gap] efforts harm the outcomes for white students or other students,” says one parent who supports Bell. “Maybe they think if you’re focusing efforts on the achievement gap, you can’t achieve for all students.”

I think that this is a real concern. Do Watkins families feel that children doing above grade level work are pushed to reach even farther? That is not the sense I have come away with after speaking with Watkins parents.

Do Watkins family think their kids are MORE important than some other Watkins family kids? The reasonable, community-minded approach would be to work to serve both sets of students, particularly since you chose to live in a city and neighborhood that you know is beset by income inequality. Not to take over the school for your own personal benefit.l

No, but they certainly think their children are equally important.

By the way the Watkins neighborhood is not beset with income equality. The income equality comes from OOB. Doesn't make the kids any less important, but you should get your facts right.

The idea that the UMC kids at Watkins are somehow being harmed by attempts to address income inequality is just ludicrous.

When the attitude of some teachers is that your child is already ahead and therefore it doesn't matter if they make progress during the year, then yes, they are being harmed.

Yeah, I don't believe that's the case. Even if it is, sounds like it's one bad teacher -- and also that there's no evidence that NOT helping the kids at the bottom would help the kids at the top.

Preventing (or at least, not encouraging) the further advancement of the advanced kids will help reduce the achievement gap. Helping the advanced kids excel increases the gap. It's not "ludicrous," it's common sense.

That sounds like a really intense conspiracy theory, and I seriously doubt it's true.

the school isn't the reason advanced kids are advanced and conversely they can't them back academically. This is just stupid tin foil hat trolling from PP

np here. I don't think this is so far off the mark. Look at what is happening at Wilson next year with the Principal putting all students, regardless of ability, in honors classes. I think DCPS understands that it is next to impossible to meaningfully raise the scores of low performing students without serious, costly social interventions. So, lets make that achievement gap lessen by slowing the propulsion of higher performing students. You really think an "honors" class that has students both below and above grade level is going to serve higher performing students? How much more advanced will they really become when the teacher spends the majority of her/his time trying to get students several grades behind just to grade level? I am all for helping these students but suspect DCPS has decided to do it at the expense of high performing students.

At the end of a community meeting a few month ago on the achievement gap, Principal Bell very explicitly said that teachers were going to be focusing on bringing up the kids who were behind, and that would mean less time for the kids who were doing OK. I appreciated the honesty. (Anyone else who was at the meeting, please chime in to share your memory and interpretation.) My kids are doing pretty well, but yes, they are bored at times. Still, they are progressing, and I understand that they will do fine either way. Parents whose kids finished up at Watkins a few years ago said that their kids learned very little in 5th grade because there were few academic peers. That's becoming less of a problem as more on/above grade students are staying on, which makes a huge difference.

I hope all the trolls who are giving parents with advanced kids a bunch of crap will STFU after this post.

What does that even mean? Fifth grade class reverts to a 3rd grade curriculum to let struggling students catch up while advanced students sit at their tables drooling? Do you have any concept of schools operate?

[Anonymous]

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I sense [detractors] think that somehow those [achievement gap] efforts harm the outcomes for white students or other students,” says one parent who supports Bell. “Maybe they think if you’re focusing efforts on the achievement gap, you can’t achieve for all students.”

I think that this is a real concern. Do Watkins families feel that children doing above grade level work are pushed to reach even farther? That is not the sense I have come away with after speaking with Watkins parents.

Do Watkins family think their kids are MORE important than some other Watkins family kids? The reasonable, community-minded approach would be to work to serve both sets of students, particularly since you chose to live in a city and neighborhood that you know is beset by income inequality. Not to take over the school for your own personal benefit.l

No, but they certainly think their children are equally important.

By the way the Watkins neighborhood is not beset with income equality. The income equality comes from OOB. Doesn't make the kids any less important, but you should get your facts right.

The idea that the UMC kids at Watkins are somehow being harmed by attempts to address income inequality is just ludicrous.

When the attitude of some teachers is that your child is already ahead and therefore it doesn't matter if they make progress during the year, then yes, they are being harmed.

Yeah, I don't believe that's the case. Even if it is, sounds like it's one bad teacher -- and also that there's no evidence that NOT helping the kids at the bottom would help the kids at the top.

Preventing (or at least, not encouraging) the further advancement of the advanced kids will help reduce the achievement gap. Helping the advanced kids excel increases the gap. It's not "ludicrous," it's common sense.

That sounds like a really intense conspiracy theory, and I seriously doubt it's true.

the school isn't the reason advanced kids are advanced and conversely they can't them back academically. This is just stupid tin foil hat trolling from PP

np here. I don't think this is so far off the mark. Look at what is happening at Wilson next year with the Principal putting all students, regardless of ability, in honors classes. I think DCPS understands that it is next to impossible to meaningfully raise the scores of low performing students without serious, costly social interventions. So, lets make that achievement gap lessen by slowing the propulsion of higher performing students. You really think an "honors" class that has students both below and above grade level is going to serve higher performing students? How much more advanced will they really become when the teacher spends the majority of her/his time trying to get students several grades behind just to grade level? I am all for helping these students but suspect DCPS has decided to do it at the expense of high performing students.

so you're comparing a HIGH SCHOOL curriculum with an ELEMENTARY SCHOOL curriculum? That's ridiculous

Don't be stupid. No one said anything about curriculum. I was addressing the point made that the achievement gap is being lessened by preventing the further advancement of advanced kids. What is being done at Wilson is an example.

Yeah, if you actually believe this insane theory, I don't know what to say to you.

Based on the recounting of a parent that actually heard the Watkins principal admit the focus would be on lower performing students, what do you both say now?

ummm ... nothing? That I don't expect my kid to get special treatment if he doesn't need it? That I'm sure he'll be fine?

+1

There are no prizes for crushing 3rd grade. Some of these parents probably do competitive yoga too

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

I sense [detractors] think that somehow those [achievement gap] efforts harm the outcomes for white students or other students,” says one parent who supports Bell. “Maybe they think if you’re focusing efforts on the achievement gap, you can’t achieve for all students.”

I think that this is a real concern. Do Watkins families feel that children doing above grade level work are pushed to reach even farther? That is not the sense I have come away with after speaking with Watkins parents.

Do Watkins family think their kids are MORE important than some other Watkins family kids? The reasonable, community-minded approach would be to work to serve both sets of students, particularly since you chose to live in a city and neighborhood that you know is beset by income inequality. Not to take over the school for your own personal benefit.l

No, but they certainly think their children are equally important.

By the way the Watkins neighborhood is not beset with income equality. The income equality comes from OOB. Doesn't make the kids any less important, but you should get your facts right.

The idea that the UMC kids at Watkins are somehow being harmed by attempts to address income inequality is just ludicrous.

When the attitude of some teachers is that your child is already ahead and therefore it doesn't matter if they make progress during the year, then yes, they are being harmed.

Yeah, I don't believe that's the case. Even if it is, sounds like it's one bad teacher -- and also that there's no evidence that NOT helping the kids at the bottom would help the kids at the top.

Preventing (or at least, not encouraging) the further advancement of the advanced kids will help reduce the achievement gap. Helping the advanced kids excel increases the gap. It's not "ludicrous," it's common sense.

That sounds like a really intense conspiracy theory, and I seriously doubt it's true.

the school isn't the reason advanced kids are advanced and conversely they can't them back academically. This is just stupid tin foil hat trolling from PP

np here. I don't think this is so far off the mark. Look at what is happening at Wilson next year with the Principal putting all students, regardless of ability, in honors classes. I think DCPS understands that it is next to impossible to meaningfully raise the scores of low performing students without serious, costly social interventions. So, lets make that achievement gap lessen by slowing the propulsion of higher performing students. You really think an "honors" class that has students both below and above grade level is going to serve higher performing students? How much more advanced will they really become when the teacher spends the majority of her/his time trying to get students several grades behind just to grade level? I am all for helping these students but suspect DCPS has decided to do it at the expense of high performing students.

At the end of a community meeting a few month ago on the achievement gap, Principal Bell very explicitly said that teachers were going to be focusing on bringing up the kids who were behind, and that would mean less time for the kids who were doing OK. I appreciated the honesty. (Anyone else who was at the meeting, please chime in to share your memory and interpretation.) My kids are doing pretty well, but yes, they are bored at times. Still, they are progressing, and I understand that they will do fine either way. Parents whose kids finished up at Watkins a few years ago said that their kids learned very little in 5th grade because there were few academic peers. That's becoming less of a problem as more on/above grade students are staying on, which makes a huge difference.

Sounds like your kids are just in receiving mode. Send them to DeVos Academy.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The article doesn't touch on the crux of the issue. Several other Cap Hill neighborhood schools now support majority in-bound populations, or will shortly - Brent, Maury, SWS (mostly Hill, was mostly IB before they got the Goding building) and Ludlow-Taylor coming up. But Watkins doesn't attract nearly as many kids from the Cluster district as it could and, arguably, should. The school is only around one-quarter in-bound, much less than it was a decade ago, when it reached a high of over 40% IB and white. The main problem is that high SES Watkins parents commonly bail after 2nd or 3rd grade, including for Ludlow these days. Principal Bell doesn't sound like the best choice for the school - if she can't please her district's well-heeled parents, she won't survive in a city where upper middle-class parents commonly buy very expensive homes to gain access to high-performing schools. The Watkins IB parents feel left behind as a group. They know that their star is not rising relative to nearby programs (despite endless claims to the contrary on these boards, and around the hood) and many ultimately wish they'd bought real property in another Hill ES school district. The school has been troubled year in and year out since the Montessori and SWS programs found their own homes. These were the programs most of the neighborhood parents went for, and celebrated. The fancy renovation may not make much difference come August.

You have no clue WTF you are talking about. LT offered 7,6 and 6 spots for 3rd, 4th and 5th and pulled only negligible numbers off the WL. I have never understood the need/desire of people like you who post utter BS. Don't you have anything better to do?

It happens. Our immediate neighbors of 15 years bailed from Watkins to Ludlow after 2nd grade a year ago. Yes, they got lucky in the lottery, with proximity preference. They seemed a lot happier this past school year. Better teachers, better specials, less drama.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

I sense [detractors] think that somehow those [achievement gap] efforts harm the outcomes for white students or other students,” says one parent who supports Bell. “Maybe they think if you’re focusing efforts on the achievement gap, you can’t achieve for all students.”

I think that this is a real concern. Do Watkins families feel that children doing above grade level work are pushed to reach even farther? That is not the sense I have come away with after speaking with Watkins parents.

Do Watkins family think their kids are MORE important than some other Watkins family kids? The reasonable, community-minded approach would be to work to serve both sets of students, particularly since you chose to live in a city and neighborhood that you know is beset by income inequality. Not to take over the school for your own personal benefit.l

No, but they certainly think their children are equally important.

By the way the Watkins neighborhood is not beset with income equality. The income equality comes from OOB. Doesn't make the kids any less important, but you should get your facts right.

The idea that the UMC kids at Watkins are somehow being harmed by attempts to address income inequality is just ludicrous.

When the attitude of some teachers is that your child is already ahead and therefore it doesn't matter if they make progress during the year, then yes, they are being harmed.

Yeah, I don't believe that's the case. Even if it is, sounds like it's one bad teacher -- and also that there's no evidence that NOT helping the kids at the bottom would help the kids at the top.

Preventing (or at least, not encouraging) the further advancement of the advanced kids will help reduce the achievement gap. Helping the advanced kids excel increases the gap. It's not "ludicrous," it's common sense.

That sounds like a really intense conspiracy theory, and I seriously doubt it's true.

the school isn't the reason advanced kids are advanced and conversely they can't them back academically. This is just stupid tin foil hat trolling from PP

np here. I don't think this is so far off the mark. Look at what is happening at Wilson next year with the Principal putting all students, regardless of ability, in honors classes. I think DCPS understands that it is next to impossible to meaningfully raise the scores of low performing students without serious, costly social interventions. So, lets make that achievement gap lessen by slowing the propulsion of higher performing students. You really think an "honors" class that has students both below and above grade level is going to serve higher performing students? How much more advanced will they really become when the teacher spends the majority of her/his time trying to get students several grades behind just to grade level? I am all for helping these students but suspect DCPS has decided to do it at the expense of high performing students.

so you're comparing a HIGH SCHOOL curriculum with an ELEMENTARY SCHOOL curriculum? That's ridiculous

Don't be stupid. No one said anything about curriculum. I was addressing the point made that the achievement gap is being lessened by preventing the further advancement of advanced kids. What is being done at Wilson is an example.

Yeah, if you actually believe this insane theory, I don't know what to say to you.

Based on the recounting of a parent that actually heard the Watkins principal admit the focus would be on lower performing students, what do you both say now?

ummm ... nothing? That I don't expect my kid to get special treatment if he doesn't need it? That I'm sure he'll be fine?

+1

There are no prizes for crushing 3rd grade. Some of these parents probably do competitive yoga too

But there are consequences. Come back and talk to us when you bail for the suburbs in middle school and find out your kid is majorly behind.

[Anonymous]

Not sure why all of this energy is being expended by any of you Hill parents on this matter. What does any of it matter when your middle school options are all severely lacking and a sh** show. It would be much more in your interest to band together and lobby DCPS on that issue so you aren't all competing for the finite spots as Latin, Basis and oob Hardy.

[Anonymous]

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

I sense [detractors] think that somehow those [achievement gap] efforts harm the outcomes for white students or other students,” says one parent who supports Bell. “Maybe they think if you’re focusing efforts on the achievement gap, you can’t achieve for all students.”

I think that this is a real concern. Do Watkins families feel that children doing above grade level work are pushed to reach even farther? That is not the sense I have come away with after speaking with Watkins parents.

Do Watkins family think their kids are MORE important than some other Watkins family kids? The reasonable, community-minded approach would be to work to serve both sets of students, particularly since you chose to live in a city and neighborhood that you know is beset by income inequality. Not to take over the school for your own personal benefit.l

No, but they certainly think their children are equally important.

By the way the Watkins neighborhood is not beset with income equality. The income equality comes from OOB. Doesn't make the kids any less important, but you should get your facts right.

The idea that the UMC kids at Watkins are somehow being harmed by attempts to address income inequality is just ludicrous.

When the attitude of some teachers is that your child is already ahead and therefore it doesn't matter if they make progress during the year, then yes, they are being harmed.

Yeah, I don't believe that's the case. Even if it is, sounds like it's one bad teacher -- and also that there's no evidence that NOT helping the kids at the bottom would help the kids at the top.

Preventing (or at least, not encouraging) the further advancement of the advanced kids will help reduce the achievement gap. Helping the advanced kids excel increases the gap. It's not "ludicrous," it's common sense.

That sounds like a really intense conspiracy theory, and I seriously doubt it's true.

the school isn't the reason advanced kids are advanced and conversely they can't them back academically. This is just stupid tin foil hat trolling from PP

np here. I don't think this is so far off the mark. Look at what is happening at Wilson next year with the Principal putting all students, regardless of ability, in honors classes. I think DCPS understands that it is next to impossible to meaningfully raise the scores of low performing students without serious, costly social interventions. So, lets make that achievement gap lessen by slowing the propulsion of higher performing students. You really think an "honors" class that has students both below and above grade level is going to serve higher performing students? How much more advanced will they really become when the teacher spends the majority of her/his time trying to get students several grades behind just to grade level? I am all for helping these students but suspect DCPS has decided to do it at the expense of high performing students.

so you're comparing a HIGH SCHOOL curriculum with an ELEMENTARY SCHOOL curriculum? That's ridiculous

Don't be stupid. No one said anything about curriculum. I was addressing the point made that the achievement gap is being lessened by preventing the further advancement of advanced kids. What is being done at Wilson is an example.

Yeah, if you actually believe this insane theory, I don't know what to say to you.

Based on the recounting of a parent that actually heard the Watkins principal admit the focus would be on lower performing students, what do you both say now?

ummm ... nothing? That I don't expect my kid to get special treatment if he doesn't need it? That I'm sure he'll be fine?

+1

There are no prizes for crushing 3rd grade. Some of these parents probably do competitive yoga too

But there are consequences. Come back and talk to us when you bail for the suburbs in middle school and find out your kid is majorly behind.

So my kid blows away PARCC which shows advanced learner ahead of curve on college readiness, but I should be worried about falling behind? How does that logic work?

[Anonymous]

Anonymous wrote:Not sure why all of this energy is being expended by any of you Hill parents on this matter. What does any of it matter when your middle school options are all severely lacking and a sh** show. It would be much more in your interest to band together and lobby DCPS on that issue so you aren't all competing for the finite spots as Latin, Basis and oob Hardy.

Debbie Downer! Where have you been? It took you 7 pages to dump on Hill MS options . . . but only 7 pages of dumping on ES! Dare I say - progress?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Not sure why all of this energy is being expended by any of you Hill parents on this matter. What does any of it matter when your middle school options are all severely lacking and a sh** show. It would be much more in your interest to band together and lobby DCPS on that issue so you aren't all competing for the finite spots as Latin, Basis and oob Hardy.

Debbie Downer! Where have you been? It took you 7 pages to dump on Hill MS options . . . but only 7 pages of dumping on ES! Dare I say - progress?

BASIS has infinite spots as they'll once again work through their entire waitlist. Latin is indeed finite and Hardy is just not enough of an improvement over Hill options to care that much.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Not sure why all of this energy is being expended by any of you Hill parents on this matter. What does any of it matter when your middle school options are all severely lacking and a sh** show. It would be much more in your interest to band together and lobby DCPS on that issue so you aren't all competing for the finite spots as Latin, Basis and oob Hardy.

Debbie Downer! Where have you been? It took you 7 pages to dump on Hill MS options . . . but only 7 pages of dumping on ES! Dare I say - progress?

Just pointing out the reality of your situaruon. None of you are rushing to use Jefferson, SH or EH. Already someone has replied that Basis does in fact have infiinite capacity. Thr mental gymnastics some of you engage in to justify your lifestyle choices is amazing.