Wilson honors for all - how has it worked?

[Anonymous]

I went to the Wilson presentation for current 8th grader’s parents last week. When the principal described honors for all, she included in the decription that these were intentionally small classes (less than 20 students) and they were providing academic supports to bring struggling students up and they were seeing good results as the students rose through the grades. What is the experience from the student/family perspective? Are students that arrive strong challenged and engaged? Are the kids that struggled making academic gains? Is it considered a success?

[Anonymous]

So English and history classes have fewer than 20 students?

[Anonymous]

Anonymous wrote:I went to the Wilson presentation for current 8th grader’s parents last week. When the principal described honors for all, she included in the decription that these were intentionally small classes (less than 20 students) and they were providing academic supports to bring struggling students up and they were seeing good results as the students rose through the grades. What is the experience from the student/family perspective? Are students that arrive strong challenged and engaged? Are the kids that struggled making academic gains? Is it considered a success?

How on earth would a student, much less a parent, actually know this?

[Anonymous]

So the principal is closing the achievement gap by ensuring the top students hit the ceiling as fast as possible. If thebonlybdiscussion is on bringing up the slow kids what’s the point of honors? At this stage kids can either do the work or not. Demand more parents or stop supporting the achool.

[Anonymous]

Anonymous wrote:So the principal is closing the achievement gap by ensuring the top students hit the ceiling as fast as possible. If thebonlybdiscussion is on bringing up the slow kids what’s the point of honors? At this stage kids can either do the work or not. Demand more parents or stop supporting the achool.

OP here - my question was how has this worked? I think it would be helpful to consider that answer before assuming the worst and “demanding more”.

[Anonymous]

Anonymous wrote:So the principal is closing the achievement gap by ensuring the top students hit the ceiling as fast as possible. If thebonlybdiscussion is on bringing up the slow kids what’s the point of honors? At this stage kids can either do the work or not. Demand more parents or stop supporting the achool.

You seem to be asserting that it's not possible to increase academic achievement in high school. What data supports this notion?

[Anonymous]

OP, the main concern that I've heard expressed was from a kid who struggled in middle school and WANTED on-level course work. As an incoming freshman, that kid predicted that he'd fail an honors course, and sure enough, that's what happened. He transferred to a different school tat was more prepared to meet him where he is and is now doing much better.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I went to the Wilson presentation for current 8th grader’s parents last week. When the principal described honors for all, she included in the decription that these were intentionally small classes (less than 20 students) and they were providing academic supports to bring struggling students up and they were seeing good results as the students rose through the grades. What is the experience from the student/family perspective? Are students that arrive strong challenged and engaged? Are the kids that struggled making academic gains? Is it considered a success?

How on earth would a student, much less a parent, actually know this?

You don't think there are any DCUM parents of Wilson students who are behind or struggling in English etc? Is DCUM Lake Wobegon?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I went to the Wilson presentation for current 8th grader’s parents last week. When the principal described honors for all, she included in the decription that these were intentionally small classes (less than 20 students) and they were providing academic supports to bring struggling students up and they were seeing good results as the students rose through the grades. What is the experience from the student/family perspective? Are students that arrive strong challenged and engaged? Are the kids that struggled making academic gains? Is it considered a success?

How on earth would a student, much less a parent, actually know this?

You don't think there are any DCUM parents of Wilson students who are behind or struggling in English etc? Is DCUM Lake Wobegon?

Yes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So the principal is closing the achievement gap by ensuring the top students hit the ceiling as fast as possible. If thebonlybdiscussion is on bringing up the slow kids what’s the point of honors? At this stage kids can either do the work or not. Demand more parents or stop supporting the achool.

OP here - my question was how has this worked? I think it would be helpful to consider that answer before assuming the worst and “demanding more”.

My oldest is at Deal but I heard the Principal on NPR with other academics that research points to all the kids benefitting from this model. The high achievers needs are met while kids at the lower end learn more with support (initially) and develop much better confidence and self esteem. It is problematic that so few minorities end up in advanced classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So the principal is closing the achievement gap by ensuring the top students hit the ceiling as fast as possible. If thebonlybdiscussion is on bringing up the slow kids what’s the point of honors? At this stage kids can either do the work or not. Demand more parents or stop supporting the achool.

OP here - my question was how has this worked? I think it would be helpful to consider that answer before assuming the worst and “demanding more”.

My oldest is at Deal but I heard the Principal on NPR with other academics that research points to all the kids benefitting from this model. The high achievers needs are met while kids at the lower end learn more with support (initially) and develop much better confidence and self esteem. It is problematic that so few minorities end up in advanced classes.

Maybe Deal can learn from this so can catch up before they go to Wilson?

[Anonymous]

I have 2 children at Wilson and I would be very skeptical of the claim of small classes. My son’s Calculus class has 40 students.
There are sometimes small classes but it is fairly random and sometimes you might get lucky. Also, teachers are a mixed bag so good luck if you end up in an honors for all class with a crummy teacher. This move may help kids at the bottom although even that is questionable but it does nothing for the high achievers.

[Anonymous]

Anonymous wrote:I have 2 children at Wilson and I would be very skeptical of the claim of small classes. My son’s Calculus class has 40 students.
There are sometimes small classes but it is fairly random and sometimes you might get lucky. Also, teachers are a mixed bag so good luck if you end up in an honors for all class with a crummy teacher. This move may help kids at the bottom although even that is questionable but it does nothing for the high achievers.

The principal was specifically speaking of the reconfigured 9th-grade' honors for all' classes being smaller by design; she didn't say that about all classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So the principal is closing the achievement gap by ensuring the top students hit the ceiling as fast as possible. If thebonlybdiscussion is on bringing up the slow kids what’s the point of honors? At this stage kids can either do the work or not. Demand more parents or stop supporting the achool.

OP here - my question was how has this worked? I think it would be helpful to consider that answer before assuming the worst and “demanding more”.

My oldest is at Deal but I heard the Principal on NPR with other academics that research points to all the kids benefitting from this model. The high achievers needs are met while kids at the lower end learn more with support (initially) and develop much better confidence and self esteem. It is problematic that so few minorities end up in advanced classes.

Maybe Deal can learn from this so can catch up before they go to Wilson?

They already do this at Deal. There are no "tracked" classes except for math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So the principal is closing the achievement gap by ensuring the top students hit the ceiling as fast as possible. If thebonlybdiscussion is on bringing up the slow kids what’s the point of honors? At this stage kids can either do the work or not. Demand more parents or stop supporting the achool.

OP here - my question was how has this worked? I think it would be helpful to consider that answer before assuming the worst and “demanding more”.

My oldest is at Deal but I heard the Principal on NPR with other academics that research points to all the kids benefitting from this model. The high achievers needs are met while kids at the lower end learn more with support (initially) and develop much better confidence and self esteem. It is problematic that so few minorities end up in advanced classes.

Maybe Deal can learn from this so can catch up before they go to Wilson?

It is identical to Deal's model. There are no levels except for math. It is all IB and the provide many support opportunities for struggling students to keep up with the strong students.