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[quote=Anonymous][quote=Anonymous][quote=Anonymous]I would argue that they are badly served.  I work in dcps and I see where the majority of funding and resources go:  struggling kids.  Now is all that focus effective?  Not always.  I clearly see the focus being on the lowest common denominator. Naturally,  teachers are drawn to helping kids who are struggling.  It takes training and experience to not let those who already Excel coast where they are.[/quote]

This is not my experience at all.  My DS is in one of the best NW DCPS elementaries and he is struggling and there is no natural or other draw of the teachers to help him.  He's getting entirely left behind.  At this school (don't know about other NW DCPS elementaries) the natural draw of the teachers is to respond to the students that are getting things most quickly and are easiest to teach.  I'm struggling to have the teacher, the principal, and the special needs coordinator even acknowledge the need and when I press they acknowledge it but they don't address it.  Everyone on this board is so quick to assume that the neediest are getting the most.  That is just simply not the case.  If it were, then there wouldn't be so many needy kids in DCPS.[/quote]

DCPS, like many struggling districts, does best with kids in the middle.  Struggling kids require more resources and advanced kids are left to their own devices.  (admittedly a gross generalization)

There's little incentive to move strong students even higher.  If your child is "on the bubble," that is to say, your child is slightly below proficiency and demonstrates the potential to make it to the proficient level then they gets lots of attention because the school is incentivized to claim another proficient kid.  It is a perversion of NCLB and Obama is moving to change it by create incentives for school districts to move all students higher and not simply focus on one measure - proficiency.[/quote]

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