Reply to Initial boundary options for Crown/Damascus study

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]My bad, i read the table wrong. Yes, the numbers are all about the same.

[quote=Anonymous][quote=Anonymous]Option 1&3: Churchill Asian increased from 33% to 37%, FARMS decreased from 10.9% to 9.9%. Wootton Asian increased from 37.4% to 43.2% and FARMS decreased from 13.4% to 11.9%.

I'm pretty sure the current options will exacerbate educational inequality, but I amsatisfied. I wonder can we reduce the FARMS  to 5% or even lower for Churchill?[/quote]

Are we looking at different data set? For all 4 options, Churchill Asian decrease from 37% to34.7% and farm from 9.9% to 9.8%.[/quote][/quote]

So why even mess with Wootton families and force them to move out to QO and crown? There are only losers and the ones being moved out are the relatively poorer ones. Financial hit on them will be devastating. What’s even worse is that their kids will have to be separated from their friends. This kind of double whammy is too much. [/quote]

Every school is going to experience change when a new school opens. They are not going to leave Wootton and Churchill as is in a boundary study. Can you imagine the backlash? And at least for Wootton there are definitely neighborhoods in the Wootton cluster close to Crown, some even walking distance like part of Fallsmead's boundary. And DuFief area is nowhere near Wootton. Ridgeview or Lakelands Park and QO makes much more sense for DuFief.[/quote]

Every option has at least two Wootton elementary school impacted. What’s even worse in option 2 and 4 are small neighborhoods in both Lakewood and stone mill gets split.  Who has empathy on these few kids who will have to be separated from their friends since 5 to a new high school with nobody else???[/quote]
Kids are resilient.  They will make new friends, especially when they are younger.[/quote]

No my kids are not resilient. I hope your kids get the same change and be resilient [/quote]
They have. My one kid moved ES 2x.  They are now in college, at an oos internship making good money.[/quote]

Moving in ES is totally different from being forced to move in HS. If you don’t wear my shoes, then don’t tell me kids are resilient [/quote]
My kid also went to a different MS. But, there are kids today who go to a different HS due to split articulation from MS. They are fine.

Kids are resilient if you teach them to be.  They won't be resilient if you push the "your world is going to fall apart" attitude onto your kids.[/quote]

If it’s split 50/50 or close to that it’s fine. Now it’s the 5-10% gets split out.  You can keep talking your kids are resilient crap but have some empathy on these kids.  [/quote]
Sure, I can have empathy, but it doesn't change the fact that the boundaries need to address the four factors, and split articulation is not one of them.

We currently have weird boundaries where we have islands, and everyone agrees that such boundaries make no sense.  Those options that have the least split articulation continue to have islands.   Those options also don't address capacity issues for some of the MS in the long run.

So, while I sympathize with the kids about their friend groups, when creating boundaries, friend groups aren't part of the factor.

Having stated that, who knows.. for some of the kids, maybe going to a different HS is a positive.[/quote]

One could argue that split articulation is covered under stability of assignments. Creating complex and complicated maps that split and return or resplit student groups makes it significantly more complicated to address future boundary issues on a smaller scope, since it would make them much more likely to cascase.[/quote]
Here's MCPS definition of "stability of assignment"

[quote] MCPS attempts to minimize the number of times the same student(s) are impacted by reassignments leading to changing schools[b] during their time in a particular school level. [/b]

The policy states:  
“student reassignments should consider recent boundary or geographic student choice assignment plan changes, and/or school closings and consolidations that may have affected the same students.”[/quote]

The way I read it, stability of assignment has to do with being reassigned more than once for boundary changes and/or school choice (special programs) changes "during their time in a particular school level", for example, during their time in ES.  I don't read that as split articulation.[/quote]

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