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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]what I'm trying to get at is while people can say

"I am happy in a school that is diverse"

their school choices can also mean

"I am choosing schools to avoid Black and poor people who are my neighbors."[/quote]

This is frickin hilarious.  Some woke white person “of means” makes a statement about how it’s important being in a school that is racially, economically, and academically diverse.

She then gets called out correctly that this is not true, her title 1 school is homogenous.  Many HRCS are more diverse.

Then, unable to refute that and admit that she is wrong, she goes on to now accuse everyone of being racist.

Folks, it’s the same play every time.  When challenged, instead of providing facts and support for their stance, the only defense these people have left is everyone is racist.

No, I’m not white or racist.  I’m avoiding putting my kid in a failing school.  Black families with options are doing the EXACT same thing.  [/quote]

You are conflating a few different posters. I am the PP who prefers in-class differentiation in elementary to tracking programs that pull kids out of schools and classes, but I wasn’t involved in the devolution about the relative diversity of charters vs title 1 dcps. I don’t think anyone is racist for disagreeing with me—I do think it’s a shame (but not a surprise) that we cannot discuss the merits of tracking vs grouping without going off the rails. And look, if a school is failing kids, neither approach is going to work. I still don’t think anyone has demonstrated that tracking in elementary school is actually the right move. Even in older grades you see the problem. If tracking was the answer PPs pretend it is, you wouldn’t have people worried about Dunbar (like the forgotten OP) because they would be sure their kid’s needs are being met, either in the test-in school or at Dunbar. But that’s not the case. To be clear, I’m not suggesting dcps get rid of Banneker and other test-in high schools. But why would we start that process with little kids, especially when the research does not support it. Anyway, I’m going to give this thread back to folks talking about Dunbar. 
Ps I’m not white either, don’t make those assumptions.
PPs I’m not naming my school bc I like what I see there, and I don’t want it to get flamed by a bunch of people who obviously don’t go there. [/quote]

You also clearly aren’t a teacher.  How do you think this in class differentiation works in 4th grade.  Please explain how a classroom is to be run with some students barely literate and others reading 300 page novels on a regular basis?[/quote]

I’m not a teacher, you’re right, but I do spend a lot of time with teachers if that counts for anything (probably not :))! In our school, the grouping is probably more possible because we’ve received extra funding from the district due to at risk kids and such, so we have more instructional coaches who “push in”— so there is a lot of putting kids in small groups. yes some of the time they are on an app, but sometimes the group is with the coach and sometimes with the teacher. So for example, in one of  my kids’ class, some kids were working on the basics for literacy, and some were in a small group working on creative writing. Which brings me back to my original point—if you are going to invest in a way to meet kids’ needs, I think the best way is to invest in more coaches and aids in each classroom so that there is even more of this. That seems to me to be a better use of funds than a G and T track. [/quote]

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