OP here. Thank you all for your thoughtful messages. It is interesting how as parents we share common concerns - wanting what's best for our kids and trying to navigate the environment.

You're just trolling and have no idea what you're talking about.

Thank you for your thoughtful reply.

So to be clear, the red clubs and the blue clubs play against each other, so a red will play a blue? So, these teams play against a total of 12 other teams during the fall and spring season as part of ECNL-R?

Also, one aspect I like about ECNL-R is there is less travel than ECNL-National for games. It provides more time for studying for high school, and frankly down time and socializing time. Any sense of how the Arlington Red and McLean Green do for playing soccer at selective colleges?

For example, I've heard that kids do play soccer at selective colleges coming out of Bethesda Blue (the level right below their MLS Next); and that some kids purposefully choose Bethesda Blue instead of MLS Next so they can have more time for studying and down time. I'm wondering how Arlington Red and McLean Green do in terms of this -- providing training and level of play to play soccer at selective colleges (eg: colleges in NESCAC)

Thank you.

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Transplant_1 wrote:I think it's way over the top to say she sucked the life out. I do think she got burnt out after COVID, but she did one of the best jobs I saw around in getting kids engaged and into the classroom. She hired an Assitant principal that has been there 1 - 2 years now (can't remember, my memory is fuzzy), so has built someone to take her place. So, that says a lot to me.

My kid says she never smiled once. Her AP is also leaving

I didn't know the AP is also leaving. Has that been formally announced? She's told a few people?

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Transplant_1 wrote:My understanding is that college admission offices often / try to have a sense of schools grade culture, so have a sense of what an A means at an high grade inflation school, vs. a low grade inflation school. Also, my understanding is that grade inflation is a problem across the country, and so colleges don't "trust" grades as much, which is why score on APs have become more important over the past years / decades, and why kids are now taking 5 - 10 - 12 APs, precisely because college rely on them more as they are a national standard. So..... the grade inflation does give kids a false sense of safety, which will hit them hard in college. But, in the end, they still have to focus on their APs.

So..... does it really really matter. I'm not being snarky. Just trying wondering.

Anything that increases randomness matters. When grades are useless, motivation to get good grades and the feedback value of grades are undermined. When top colleges don't know how to evaluate students at a school, they just move along. And making the only point of distinction AP tests just really reduces the whole high school experience.

Nobody wins.

Great point. Agreed.

My understanding is that college admission offices often / try to have a sense of schools grade culture, so have a sense of what an A means at an high grade inflation school, vs. a low grade inflation school. Also, my understanding is that grade inflation is a problem across the country, and so colleges don't "trust" grades as much, which is why score on APs have become more important over the past years / decades, and why kids are now taking 5 - 10 - 12 APs, precisely because college rely on them more as they are a national standard. So..... the grade inflation does give kids a false sense of safety, which will hit them hard in college. But, in the end, they still have to focus on their APs.

So..... does it really really matter. I'm not being snarky. Just trying wondering.

I think it's way over the top to say she sucked the life out. I do think she got burnt out after COVID, but she did one of the best jobs I saw around in getting kids engaged and into the classroom. She hired an Assitant principal that has been there 1 - 2 years now (can't remember, my memory is fuzzy), so has built someone to take her place. So, that says a lot to me.

OP here who posted about deepening math with Kumon and Russian math. When I was little, doing a little math 3 - 4 a week to practice and solidify was not burn-out, it was part of HW. But math HW (with all HW, it seems) has disappeared. My current 4th grader did Kumon all of 2022. A little bit of math (10 mins) every day, to nail her tables. It massively boosted her confidence, and now she loves math and can focus on concepts, not on basic arithmetic. Highly recommend the Kumon off River Road -- can also get your shopping done Current 7th grader did some Kumon first semester of 7th grade - got much more comfortable with fractions, looking for greatest common multiple and least common factor for double digit and triple digit numbers -- very key to feeling comfortable in math. Both now are in Russian Math (on Connecticut) solidifying concepts, getting more comfortable with math, learning importance of precision, and dealing more with word problems to get more comfortable with abstracting, not just literally following rules and arithmetic.

I share my experience, to the extent helpful, because I don't understand who spends time trolling DCUMS to just make broadside negative comments for no reason.

We're moving to N. VA area, and trying to get a better sense of the Arlington Red and McLean Green teams. I think these are the teams right below their highest level (which play at ECNL National), and Artlington Red and McLean Green play at ECNL Regional. Based on what I found online, their "region" is a total of 6 teams (https://public.totalglobalsports.com/public/event/2561/standings/16423).

Questions:
-- Does this mean, that these 6 teams play only each other for both the fall and spring season? Next year is it likely to change, so players can get more exposure to other teams?
-- What is the coaching like for each club? How solid of a line-up across the years (especially late middle - high school teams)
-- Do they tend to be "clique-y" -- my son joined a new club/team this year, and the boys are their internal sub-cliques, and as he said "it's hard to break into the cliques" so he's not having a great time, and its affecting his play, and the way boys treat him / pass balls to him or not on the field.
-- One basic question.... does the fee include any summer or winter training, or are they separate fees?

I know the 2nd an 3rd are very broad questions and depend on each team. If you have experiences to share for either team for the '09 group, I'd greatly appreciate it. Please no broad slam-dunk negative or positive reactions (eg: they suck, they are the best.) After a less than happy year, we're trying to find the right fit. -- Thank you.

PP who is a teacher. Thank you for your comment.

OP here. I have a 4th grader in an elementary that feeds into Deal/Jackson Reed, and a 7th grader at Deal who went to a the same feeder elementary. Both are middling students. What I'm finding is that by grouping all the kids together, the school system is not structured / systematized to address the kids needs. Further, there's nothing for the kids to reach for. I want my 7th grader to see, "that is what you need to do to be in honors," and to have something to work for. He has nothing like that now. He thinks he's "fine," and most of the kids and parents have the same attitude. So it's hard to be the lone voice to ask my child to do more than what the school requries for a A / B. For math, we've been able to find outside vendors (eg, Kumon, Russian Math) to do more than DCPS is requiring and really deepen and solidify his understanding. But, it's harder for the other subjects.

OP, I have a 4th grader in an elementary school that feeds into Deal/Jackson Reed, and a 7th grader at Deal. I'm looking for differentiation, not because they are on the top end at 99%, but because they are middling. What I'm finding is that by grouping all the kids together, the school system then is not structured / disciiplined / systematized to address the kids needs. I want my 7th grader to see, "that is what you need to do to be in honors," and to have something to work for and reach for. He has nothing like that now. He thinks he's "fine," and most of the kids and parents have the same attitude. So it's hard to be the lone voice "it's only you mom."

I believe Arlington public school system does much more differentiation in middle school. I think they have the same issue with having to support a wide spectrum of kids. But, it seems they do the differentiation, not bc of equity, but to ensure they are meeting the needs of all the abilities.

Is "career and tech ed" to provide preparation for more non-college bound students, or students that are not focused on selective colleges

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Anonymous wrote:Deal sounds like a disaster.

It is not a disaster. I like the principal. But I do wish the academic standards were a bit higher.
My kids coasted at Deal. Then 9th grade at JR was even easier than 8th grade at Deal. Very frustrating.
Rigor comes in at JR only with APs unfortunately. I know private schools don’t like APs but I’m not sure how JR would manage without them.

OP here: And thus why, I started this thread and asked why Jackson Reed's presentations don't present / barely present about APs.

From what I've picked up, APs have become the "anchor" for academic rigor across US public high schools, since colleges can't "trust" grades (as much as they used to?) because of grade inflation - for whatever reasons, to hide the acievement gap or to keep selective college bound kids/parents happy. Well then, so be it - that's another debate. But then, why doesn't Jackson Reed present on APs?

Why the focus on academies almost exclusively?

Because DCPS has decided to spend $$$ on Academy Directors at all the high schools. These are high level director salaries. 3 at JR. Academies also fall under career and tech Ed which is flush with money these days. The goal is to force every kid into an academy and make them complete the pathway

Fine, then why not talk about how it's integrated overall in terms of academics, APs, course sequencing, colleges, etc.

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Anonymous wrote:I have visited DCPS and MCPS schools, and the difference in the public discussion of academics in open houses is striking. MCPS principals will up-front address acceleration. I even heard one say “It is our obligation to give students the challenge they need.” Long discussions of math tracking and selection of classes.

In DCPS, academics seem to be practically a dirty word at open houses. Parents who ask about it get stared at questioningly, as if they just ripped a big fart.

I was just chatting with a friend in Moco schools and was blown away at the support for academic rigor, there are multiple magnet middle schools, her kid is in 5th grade and they tested kids to determine if any were eligible, he was automatically offered a seat at a STEM middle magnet (but they are turning it down), lots of accelerated classes in his elem school to for math and reading.
Why is DC so afraid of this? Perfomative equity. meaning all kids get a mediocre education and honors/AP "for all"

Sad but unfortunately true. They don’t want to challenge the higher achievers and make it difficult as hell to get information, access, and classes.

The goal is to lower the top so they can say the are closing the achievement gap.

This. I am so unenthused about JR and worried about the lack of enrichment in 9th at JR. When asked at this virtual open house this week, they said freshman can pursue an extracurricular to get enrichment, join an academy (through current freshman and sophomores get first dibs so rising freshman are probably on a waitlist), and find a trusted adult to get more suggestions. (And yes DC tried for private and walls and is waitlisted everywhere and no we are not moving). My DC has been so bored at Deal - their class hasn’t finished a single book in English! - I worry about another year of the same.

I hear this about not reading any books all the time. Are they actually not assigned any full books in Deal?

DC’s class was assigned Raisin in the Sun, Chains, and To Kill a Mockingbird. The assigned reading is so slow that they haven’t finished a single one. It’s April. Meanwhile my 5th grader at a Deal feeder read Chains in ELA enrichment. And don’t even get me started on the fact that they haven’t had a single writing assignment in English.

In what grade was there no writing assignment???

8th grade.

The best part is that they only substantial writing assignment was in....yes, math class.

Our kids are on the same team. DC complained but I told them I have no sympathy since it was the first challenge they faced all year.

Is this something you can raise with the school?

At first you think “it’ll get better, there must be a reason they didn’t finish the book/assign a paper/ etc.” so you wait, you trust them when they say they are about to hire a teacher if one is missing so you don’t hire a tutor, and next thing you know, it’s been months of the same low standards or no teachers. I’ve found when you engage the administration on these shortcomings the response is performative, but no real change. We will enrich on our own in JR and at Deal for DC2. That is why I appreciate everyone’s honesty here because it is easy to fall into the trap if “it can’t possibly be this bad” and then you can lose time trying to find the outside resources when you realize it is the rule, not the exception.

+1. Bingo. This has been my experience at 7th Deal. I do think the Principal and Asst Principal care and try their best. But, there is only so much they can do in the face of systematic under-resources, under management, under-culture of seeking achievement and excellence.