Reply to Changes in MCPS in the last 15 years

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[quote=Anonymous][quote=Anonymous]If you look at the ESL % you will see that they are much lower than the population of Hispanic kids. The hispanic population is growing in MCPS because its younger and have more children per household.  There has also been migration from DC into MD as DC areas are gentrifying. The low income hispanic population in NOVA so far has tended to move further out or become more concentrated in the pockets of low income housing in NOVA rather than into Montgomery County. It is difficult for low income people to pick and move. If they have to do it they are more likely to find a community that culturally accepts them and is familiar so overtime you may or may not see migration from NOVA to MCPS. MCPS does not know what to do with the hispanic population. They have almost no representation anywhere within MCPS or even MCPTA despite being the largest group. Their interests do not align with the AA administrators or BOE members but as a group they do not have enough engagement or political engagement to change things.

The biggest change that I have seen over the past 15 years has nothing to do with the demographic changes. It has been the runaway growth of a toxic work culture within MCPS. This is really the root of all the problems -sex abuse crimes, terrible curriculum, plummeting scores, low teacher morale, poorly maintained facilities, bad capacity planning and hostile community engagement. Toxic behavior is rewarded and educating kids is at best an after thought. The system is functioning as a bunch of incompetent people desperately trying to keep their jobs not by excelling at their jobs but by telling each other what they want to hear and covering up for each other. There is zero external accountability within the central office and its favored principals that central office carefully places to keep central office staff happy. Its a mess.[/quote]

THE MAIN reason c2.0 was krap was the committee had to accommodate the illiterate ESOL Hispanic kids who can’t pass a proficiency test ever. The whole curriculum, subject matter (drop science, drop specials, drop PE to 1x/week, drop social studies), and duration of what was left (double math time, double ELA time) was to try and get those kids to frickin pass the dam Pearson’s test. p for proficient, you passed the low bar.
That didn’t work.
Next up, assignment and test retakes, rounded up to whole grade, no final exams, etc.[/quote]

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