Why w school students not preferred in Blair magnet
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Anonymous
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Oh please. Teachers underestimate students ALL THE TIME for various reasons and race is a biggie. This really speaks to the whole issue on another thread and how non-black teachers tend to think more poorly of their minority students. This has been measured in scientific studies. They also tend to underestimate the abilities of boys.
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Anonymous
The teacher said 15-20 parents at one MS are expecting their child admitted each year. Data in the choice study show that year 17 were admitted from both MS in the WJ cluster. By numbers alone the teacher is entitled to an eye-roll, has nothing to do with KNOWING the students at least half these parents will be wrong. |
Anonymous
I think your post is offensive to teachers. You can't always blame on race for your short comings. |
Anonymous
+1 I am somewhat new to this area, and even I figured out what the "W" schools meant: http://greatergreaterwashington.org/post/19285/de-facto-segregation-threatens-montgomery-public-schools/ "and the vaunted "W schools," Winston Churchill, Walter Johnson, Walt Whitman and Thomas Wootton. We'll call these the "Top White" schools." |
Anonymous
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This refers to a study done by researchers at Hopkins. PP, you are the one who is being offensive. The study shows that teachers of different races have starkly different opinions about the SAME KID.
From the other thread: http://releases.jhu.edu/2016/03/30/race-biases-tea...ers-expectations-for-students/ Race Biases Teachers’ Expectations for Students White teachers more likely to doubt educational prospects of black boys and girls When evaluating the same black student, white teachers expect significantly less academic success than black teachers, a new Johns Hopkins University study concludes. This is especially true for black boys. When a black teacher and a white teacher evaluate the same black student, the white teacher is about 30 percent less likely to predict the student will complete a four-year college degree, the study found. White teachers are also almost 40 percent less likely to expect their black students will graduate high school. “What we find is that white teachers and black teachers systematically disagree about the exact same student,” said co-author Nicholas Papageorge, an economist in the Krieger School of Arts and Sciences. “One of them has to be wrong.” The study, forthcoming in the journal Economics of Education Review, and now available online, suggests that the more modest expectations of some teachers could become self-fulfilling prophecies. These low expectations could affect the performance of students, particularly disadvantaged ones who lack access to role models who could counteract a teacher’s low expectations, Papageorge said. “If I’m a teacher and decide that a student isn’t any good, I may be communicating that to the student,” Papageorge said. “A teacher telling a student they’re not smart will weigh heavily on how that student feels about their future and perhaps the effort they put into doing well in school.” The findings also likely apply beyond the education system, the researchers say — leading to racial biases in the workplace, the service industry and the criminal justice system. The researchers analyzed data from the Educational Longitudinal Study of 2002, an ongoing study following 8,400 10th grade public school students. That survey asked two different teachers, who each taught a particular student in either math or reading, to predict how far that one student would go in school. With white students, the ratings from both teachers tended to be the same. But with black students, boys in particular, there were big differences — the white teachers had much lower expectations than black teachers for how far the black students would go in school. The study found: ?White and other non-black teachers were 12 percentage points more likely than black teachers to predict black students wouldn’t finish high school. ?Non-black teachers were 5 percent more likely to predict their black boy students wouldn’t graduate high school than their black girls. ?Black female teachers are significantly more optimistic about the ability of black boys to complete high school than teachers of any other demographic group. They were 20 percent less likely than white teachers to predict their student wouldn’t graduate high school, and 30 percent less likely to say that then black male teachers. ?White male teachers are 10 to 20 percent more likely to have low expectations for black female students. ?Math teachers were significantly more likely to have low expectations for female students. ?For black students, particularly black boys, having a non-black teacher in a 10th grade subject made them much less likely to pursue that subject by enrolling in similar classes. This suggests biased expectations by teachers have long-term effects on student outcomes, the researchers said. Papageorge’s co-authors are Seth Gershenson, an assistant professor of public policy at American University, and Stephen B. Holt, a doctoral student at American University. “While the evidence of systematic racial bias in teachers’ expectations uncovered in the current study are certainly troubling and provocative, they also raise a host of related, policy-relevant questions that our research team plans to address in the near future,” Gershenson said. “For example, we are currently studying the impact of these biased expectations on students’ long-run outcomes such as educational attainment, labor market success, and interaction with the criminal justice system. The study was supported by the American Educational Research Association. |
Anonymous
Are facts offensive? Race Biases Teachers’ Expectations for Students White teachers more likely to doubt educational prospects of black boys and girls http://releases.jhu.edu/2016/03/30/race-biases-teachers-expectations-for-students/ |
Anonymous
maybe it's because teachers know the kids. after all, they are the ones who have to deal with kids day in and day out, right? who would know better than the teachers?? |
Anonymous
Maybe read the link. When evaluating the same black student, white teachers expect significantly less academic success than black teachers, a new Johns Hopkins University study concludes. This is especially true for black boys. When a black teacher and a white teacher evaluate the same black student, the white teacher is about 30 percent less likely to predict the student will complete a four-year college degree, the study found. White teachers are also almost 40 percent less likely to expect their black students will graduate high school. “What we find is that white teachers and black teachers systematically disagree about the exact same student,” said co-author Nicholas Papageorge, an economist in the Krieger School of Arts and Sciences. “One of them has to be wrong.” |
Anonymous
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"It's amazing that the MS teacher would already KNOW who was who by back-to-school night, though, isn't it?"
It is almost as if the teachers have talked to the teachers from the previous grade in order to equalize the classes for the coming year... Or do you think they group the kids with problems and try to give them to the "new" teacher? The teachers ALWAYS know more than the parents about which kid will do what. That IN NO WAY implies that parents shouldn't push teachers to justify their actions. |
Anonymous
There are over 400 students in my child's middle-school grade. And in most of my child's classes, there are more than 30 students per class. I'm not seeing much opportunity here for a given teacher to acquire a thorough knowledge of a given student. |
Anonymous
This is your fiction. First I don't believe there is an exceptional group set off from the pack, that's contrary to the concept of a curve. Second even if there were, in addition to including math geniuses it would scoop up a fair number of the future math cranks of the world, people who for whatever reason obsess on math but arrest in their own thoughts. There'd be no way for the teacher or the test to distinguish between raw talent and such a person and there's no need to because kids deserve the benefit of the doubt. Regardless, what probably is obvious to the teacher is parents who have a deeper interest in the magnet than that of their kid's, and no doubt such parents are over represented in the group mentioned. I mean really, last year of middle school and they don't realize back to school night isn't for individual discussions?!? Glad the teacher has a sense of humor about it, as surely this is just the first of many such interactions before the end of eighth grade. |
Anonymous
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The magnet programs have become segregated populations within a school. Why not end them altogether and spread the challenging course work across all schools in the county?
The magnet programs have failed in their main goal which was to balance out racial populations in the system. MCPS should go back to the drawing board to revisit this issue but open up more academic options to all students. Restructuring school boundaries and busing options into the more elite schools should be on the table. |
Anonymous
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OP, I know of several very smart kids from the downtown consortium area (so non-W home schools) who went to HGC and magnet middle school programs but then didn't get into the Blair magnet.
W school kids are not the only ones getting rejected. 100 spaces is very limiting. |
Anonymous
But, I think OP is thinking that W kids are smarter than non W kids, so more of the W kids should be accepted compared to those in non Ws. I don't think this btw, as evidenced by the fact that there was one kid at QO who was an Intel semi finalist one year, and there were none from some of the W schools. |
Anonymous
Wait, if the magnets are primarily white and Asian, and the magnets are housed at Takoma and Blair and Eastern, which are otherwise majority minority, then how have they failed to balance out racial populations in the system? They have made wealthy west-county families compete to go to school in Silver Spring. I think you're talking about the achievement gap. Magnets were absolutely not created to solve the achievement gap. |