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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]It isn't a question of segregation. [b]How is a teacher suppose to teach kids who are above grade level alongside those who  are below when kids reach MS age[/b]. Does the teacher assign 2-3 different books for students to read?  Do the students who are at or above grade level review long division with the kids who haven't mastered the basics?  Practically speaking, I would love to know how having kids performing at so man different levels would work.  11:56, please share your ideas instead of just accusing parents of supporting segregation.  I wonder if you even have an older ES age kid because I can't think of one parent who would risk the education of their kid just to prove they don't believe in segregation.[/quote]

Ask Jefferson -- they currently do this and they're making progress.

Too much in this post to break down, but as a practical matter this is not how the classrooms function.  The curriculum is on grade level. They don't teach a 4th grade curriculum to 7th graders just because a majority are not 7th grade proficient.  The students who struggle likely get additional supports to help them make up the difference.  The classroom is not dialed back to make accomodations -- the benchmark is 7th grade learning objectives.

and yes -- students can and do read different levels books for independent reading (ie approved books rated for appropriate level of proficiency).  That's how the schools address the range of proficiency levels common throughout the system.[/quote]

in theory but practice no. If the slow kids were truly getting the support they need they would not be in the 6th grade reading at a 3rd grade level.  DC just keeps passing them along.  Jefferson teachers are attempting the impossible but they are not serving the advanced kids. [/quote]

if a student starts at 2nd grade level and move to 4th in one year that's a big leap even if they still test well below grade level.  DC does hold back students in some grades, but that often reflects lack of progress in addition to lack of proficiency.[/quote]

Again -- there are at least 5 students who scored 5 on PARCC in math and ELA (not necessarily the same 5 students on each).  If Jefferson is such academic suicide how do these students manage to score highly?[/quote]

You're going to get outliers.  I've been helping a FARMs student at a failing DCPS HS who attended Eliot-Hine apply to colleges, as a volunteer for a non-profit.  [b]She scored remarkably well on the SATs for a kid in her situation[/b], loves to read and has taken advantage of  DC Public Libraries, DCPS and OSSE summer school programs over the years, [b]including an all-expenses-paid residential program at an Ivy League school.[/b] She comes from a very religious family, enabling her to learn a great deal of vocabulary from scripture and spent time in public libraries on Khan Academy to prep for the SATs. When admissions results come out next week, I'm expecting big things.

[/quote]

Was it merit-based?  There are a lot of middle-income families who would benefit from all-expenses-paid programs locally, much less at an Ivy.  They don't have a low enough family income level to apply.  They make too much money for nice opportunities.  And then people wonder why they resent the poor and flee to the suburbs where the schools are good and the crime is low.

SMH.[/quote]

Yeah -- the poors have it way too good.  You're a horrible person.  [/quote]

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