Yu Yang--is the student body predominately African American, does Yu Yang have a non-Chinese track..

[Anonymous]

Anonymous wrote:Listen African American parents, low tracks with low expectations DO NOT WORK.

Hello ignoramus,
Who are you to say this differentiation to the model is a low track and that the expectations for these kids are low? Isn't it the reverse? It appears to me, an African American educator, that the school is saying they DO expect these kids to achieve, and that they'll do anything to help them, including spending more money and time on them. I only wish my school would do this.

[Anonymous]

Well then what the F*** does work? I'm sick of post after post decrying how awful this is, without any acknowledgement that sometimes you have to go with what you got. Would you rather the entire school be closed so AA don't feel bad? Yes, let's close the only FREE option for CHinese in DC, even though students who are having trouble are getting extra help, because we don't want anyone to feel badly. This is a RIDICULOUS position to take.

SO, once more, what is your solution, oh you offended people who have no children at the school?

[Anonymous]

Anonymous wrote:

Anonymous wrote:So what we have concluded is that Yu Ying is incapable of providing it's charter mission to low SES students. That is also a problem. Low SES families need not apply, for your child will not, I repeat, will not, receive a dual language education. Just be happy you get a slot in the lottery.

You may have concluded that - "we" did no such thing. Chinese is not being abandoned in the non-immersion track, you know.

You may have concluded that - "we" did no such thing. Chinese is not being abandoned in the non-immersion track, you know.

BRILLIANT!!!! Chinese is not being abandoned in the non-immersion track--I just had to repeat that! Now, I have a question for you...what is being done in the "non-immersion" track? Is it test preparation, problem based instruction, rote memorization, study skills, expeditionary learning? Can anyone tell me what the instruction looks like for these African American students...what are they being given aside from a piece meal approach to Chinese.

And btw AA parents, be mindful that this proces WILL and DOES have long term implications on your child not only academically, socially but also psychologically. Think about it-- all of the low ability are now forced to be friends with each other; and they see all of the high ability students doing different and unique things. Not only that, there is without a doubt a culture of low expectation and "WE HAVE TO PASS THE TEST" energy going on in the lower track.

For those AA parents who have children in the high track, by the grace of God go I...this could be your child in the low track. BE AWARE...this is a downward spiral!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So what we have concluded is that Yu Ying is incapable of providing it's charter mission to low SES students. That is also a problem. Low SES families need not apply, for your child will not, I repeat, will not, receive a dual language education. Just be happy you get a slot in the lottery.

You may have concluded that - "we" did no such thing. Chinese is not being abandoned in the non-immersion track, you know.

You may have concluded that - "we" did no such thing. Chinese is not being abandoned in the non-immersion track, you know.

BRILLIANT!!!! Chinese is not being abandoned in the non-immersion track--I just had to repeat that! Now, I have a question for you...what is being done in the "non-immersion" track? Is it test preparation, problem based instruction, rote memorization, study skills, expeditionary learning? Can anyone tell me what the instruction looks like for these African American students...what are they being given aside from a piece meal approach to Chinese.

And btw AA parents, be mindful that this proces WILL and DOES have long term implications on your child not only academically, socially but also psychologically. Think about it-- all of the low ability are now forced to be friends with each other; and they see all of the high ability students doing different and unique things. Not only that, there is without a doubt a culture of low expectation and "WE HAVE TO PASS THE TEST" energy going on in the lower track.

For those AA parents who have children in the high track, by the grace of God go I...this could be your child in the low track. BE AWARE...this is a downward spiral!

It looks like your proposed solution is that all AA families should avoid Yu Ying. Hmm, now what sort of message would that send? That only white and asian children can succeed at Yu Ying?

Really? Is that the best you can do?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So what we have concluded is that Yu Ying is incapable of providing it's charter mission to low SES students. That is also a problem. Low SES families need not apply, for your child will not, I repeat, will not, receive a dual language education. Just be happy you get a slot in the lottery.

You may have concluded that - "we" did no such thing. Chinese is not being abandoned in the non-immersion track, you know.

You may have concluded that - "we" did no such thing. Chinese is not being abandoned in the non-immersion track, you know.

BRILLIANT!!!! Chinese is not being abandoned in the non-immersion track--I just had to repeat that! Now, I have a question for you...what is being done in the "non-immersion" track? Is it test preparation, problem based instruction, rote memorization, study skills, expeditionary learning? Can anyone tell me what the instruction looks like for these African American students...what are they being given aside from a piece meal approach to Chinese.

And btw AA parents, be mindful that this proces WILL and DOES have long term implications on your child not only academically, socially but also psychologically. Think about it-- all of the low ability are now forced to be friends with each other; and they see all of the high ability students doing different and unique things. Not only that, there is without a doubt a culture of low expectation and "WE HAVE TO PASS THE TEST" energy going on in the lower track.

For those AA parents who have children in the high track, by the grace of God go I...this could be your child in the low track. BE AWARE...this is a downward spiral!

It looks like your proposed solution is that all AA families should avoid Yu Ying. Hmm, now what sort of message would that send? That only white and asian children can succeed at Yu Ying?

Really? Is that the best you can do?

[Anonymous]

Yes, it sounds like it is the person's solution. He/she can't acknowledge that many, many, African American children are doing wonderfully at Yu Ying. It messes up his/her conspiracy theory.

[Anonymous]

Anonymous wrote:Listen African American parents, low tracks with low expectations DO NOT WORK.

OK - in this situation, what would work?

[Anonymous]

Hello ignoramus,
Who are you to say this differentiation to the model is a low track....

Now we've resorted to name calling. Nice.

When you take all of the children who "apparently" can't make it in the high-track Chinese immersion and create a skills-only model, that is, by definition, the LOW track. When you take all of the struggling learners and stick them in a room together, that is not differentiation. It is tracking and it is wrong.

[Anonymous]

Anonymous wrote:Yes, it sounds like it is the person's solution. He/she can't acknowledge that many, many, African American children are doing wonderfully at Yu Ying. It messes up his/her conspiracy theory.

The DCC is a very small group. Doesn't that suggest that the great majority of AA children are succeeding at Yu Ying?

Nevermind, I think I just made too much sense.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So what we have concluded is that Yu Ying is incapable of providing it's charter mission to low SES students. That is also a problem. Low SES families need not apply, for your child will not, I repeat, will not, receive a dual language education. Just be happy you get a slot in the lottery.

You may have concluded that - "we" did no such thing. Chinese is not being abandoned in the non-immersion track, you know.

You may have concluded that - "we" did no such thing. Chinese is not being abandoned in the non-immersion track, you know.

BRILLIANT!!!! Chinese is not being abandoned in the non-immersion track--I just had to repeat that! Now, I have a question for you...what is being done in the "non-immersion" track? Is it test preparation, problem based instruction, rote memorization, study skills, expeditionary learning? Can anyone tell me what the instruction looks like for these African American students...what are they being given aside from a piece meal approach to Chinese.

And btw AA parents, be mindful that this proces WILL and DOES have long term implications on your child not only academically, socially but also psychologically. Think about it-- all of the low ability are now forced to be friends with each other; and they see all of the high ability students doing different and unique things. Not only that, there is without a doubt a culture of low expectation and "WE HAVE TO PASS THE TEST" energy going on in the lower track.

For those AA parents who have children in the high track, by the grace of God go I...this could be your child in the low track. BE AWARE...this is a downward spiral!

So in this situation, what would you suggest?

[Anonymous]

Anonymous wrote:Hello ignoramus,
Who are you to say this differentiation to the model is a low track....

Now we've resorted to name calling. Nice.

When you take all of the children who "apparently" can't make it in the high-track Chinese immersion and create a skills-only model, that is, by definition, the LOW track. When you take all of the struggling learners and stick them in a room together, that is not differentiation. It is tracking and it is wrong.

Yes, you keep saying the same thing over and over again. You also continue to propose nothing. What is your idea of a solution? Right now, you are merely a problem.

[Anonymous]

OK - in this situation, what would work?

First, you ensure that you only enroll students in Pre-K or K for language immersion. Second, you ensure all students receive Chinese immersion. If you believe in immersion, this is why you send your student to this type of a school. Indeed, immersion is the model that works for dual-language. So, if the goal is DUAL-language, then stick with the goal. You provide high quality differentiated instruction to all students in a diverse setting. You ensure that every single student receives the high quality model. You put aides in the classroom to help students who are struggling. You DON'T pull these students out. Everyone loses when you start labeling and pulling students out.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So what we have concluded is that Yu Ying is incapable of providing it's charter mission to low SES students. That is also a problem. Low SES families need not apply, for your child will not, I repeat, will not, receive a dual language education. Just be happy you get a slot in the lottery.

You may have concluded that - "we" did no such thing. Chinese is not being abandoned in the non-immersion track, you know.

You may have concluded that - "we" did no such thing. Chinese is not being abandoned in the non-immersion track, you know.

BRILLIANT!!!! Chinese is not being abandoned in the non-immersion track--I just had to repeat that! Now, I have a question for you...what is being done in the "non-immersion" track? Is it test preparation, problem based instruction, rote memorization, study skills, expeditionary learning? Can anyone tell me what the instruction looks like for these African American students...what are they being given aside from a piece meal approach to Chinese.

And btw AA parents, be mindful that this proces WILL and DOES have long term implications on your child not only academically, socially but also psychologically. Think about it-- all of the low ability are now forced to be friends with each other; and they see all of the high ability students doing different and unique things. Not only that, there is without a doubt a culture of low expectation and "WE HAVE TO PASS THE TEST" energy going on in the lower track.

For those AA parents who have children in the high track, by the grace of God go I...this could be your child in the low track. BE AWARE...this is a downward spiral! [/quote]

So in this situation, what would you suggest?

For the love of Jesus, Mary, and Oprah (as my fav goof off site tomandlorenzo.com says). No. This could NOT be your child in the non immersion track! ONLY IF YOUR CHILD IS NOT DOING WELL in immersion. For Pete's sake, no one said, ok, let's put all the AA kids in a lower track. No, they said let's figure out how we can best serve students who are not being served well currently. How is that so nefarious? ALl the low ability are now forced to be friends with each other. That is pathetically laughable, and says a hell of a lot about what you expect out of your child, if the most improtant thing is who their friends are. You chose a school like Yu Ying, and I would hope you were choosing it was the understanding that it wasn't an easy road to begin with.

[Anonymous]

As a yu ying parent I agree with 1532. The main issue is the lack of high-quality instruction,especially on the English days. Having inexperienced teachers trying to cover the curriculum in half the time isn't working. This is an issue in 4th, 3rd and the dcc.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So what we have concluded is that Yu Ying is incapable of providing it's charter mission to low SES students. That is also a problem. Low SES families need not apply, for your child will not, I repeat, will not, receive a dual language education. Just be happy you get a slot in the lottery.

You may have concluded that - "we" did no such thing. Chinese is not being abandoned in the non-immersion track, you know.

You may have concluded that - "we" did no such thing. Chinese is not being abandoned in the non-immersion track, you know.

BRILLIANT!!!! Chinese is not being abandoned in the non-immersion track--I just had to repeat that! Now, I have a question for you...what is being done in the "non-immersion" track? Is it test preparation, problem based instruction, rote memorization, study skills, expeditionary learning? Can anyone tell me what the instruction looks like for these African American students...what are they being given aside from a piece meal approach to Chinese.

And btw AA parents, be mindful that this proces WILL and DOES have long term implications on your child not only academically, socially but also psychologically. Think about it-- all of the low ability are now forced to be friends with each other; and they see all of the high ability students doing different and unique things. Not only that, there is without a doubt a culture of low expectation and "WE HAVE TO PASS THE TEST" energy going on in the lower track.

For those AA parents who have children in the high track, by the grace of God go I...this could be your child in the low track. BE AWARE...this is a downward spiral! [/quote]

So in this situation, what would you suggest?

For the love of Jesus, Mary, and Oprah (as my fav goof off site tomandlorenzo.com says). No. This could NOT be your child in the non immersion track! ONLY IF YOUR CHILD IS NOT DOING WELL in immersion. For Pete's sake, no one said, ok, let's put all the AA kids in a lower track. No, they said let's figure out how we can best serve students who are not being served well currently. How is that so nefarious? ALl the low ability are now forced to be friends with each other. That is pathetically laughable, and says a hell of a lot about what you expect out of your child, if the most improtant thing is who their friends are. You chose a school like Yu Ying, and I would hope you were choosing it was the understanding that it wasn't an easy road to begin with.

I don't believe this person is actually a parent. I think he/she is probably a former parent or something. If they were a current parent, they would know that the kids see each other all the time and spend a lot of time together for actual instruction as well. (like art, pe, and unit of inquiry). The "low ability" aren't being forced to be friends with anyone because they see all their entire grade level all the time everyday.