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[quote=Anonymous][quote=Anonymous]...if allowed in- are counseld out around K/1 when they cannot 'keep up' with dual language. Also, DC CAS testing starts in 2nd grade now. And the highest SI class at Tyler is now 4th. I would disagree that its not enough time to see data. Last year the 3rd grade class should have seen great gains- and clearly did not. They are in the bottom 40 lowest performing schools. Turns out, segregation does not work (so far) for either group.[/quote]

This is probably a discussion for another thread but while we're at it: I think what you're pointing to is a general difficulty to make "immersion" work past the early grades, when academics and subject matters start to become more important. Neither the charter school system nor DCPS has a significant basis on which to make an affirmation that this works. I'm an anecdotal data point: I learned statistics in French (not my mother tongue) because I was immersed in a French school system for those years. Were I to be tested in stats in my mother tongue I'd be an utter failure. We could do away with testing immersion programs in English but instead test them in their target language, but that frankly makes no sense since those kids, for the most part, eventually need to excel in stats, biology, trigonometry, chemistry, physics, literature etc. in English not Spanish. It's naive to think that they'll just happen to learn all these subjects in English, because that's the language spoken at home, at parties, among friends, in newspapers, on TV. But that's not where they'll learn subject matter.
Rather, I think this city has not thought immersion through. It's been an attractive concept to keep families with young children in the system. In speaking with many I often get the impression that they haven't thought immersion through in any meaningful way past the acquisition of basic spoken and written skills.
But maybe I'm missing some big chuck of logic somewhere.[/quote]

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