Reply to My way to solve APS MS boundaries: MS ATS at williamsburg

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I’m imagining something where everyone learns Latin, plays an instrument, and sings in the chorus.

Though honestly just calling it “ATS” would probably get enough parents to sign up that the boundaries issue would be solved!

HB2 for middle school would also solve the problem :)[/quote]

So you want to guarantee kids in the ATS program at WMS spots in band, orchestra and chorus? How does that work? What if there are not enough spots for the kids in the neighborhood WMS seats?

And please explain how the ATS MS classes would be different from the regular WMS classes? This is where we get into the issue of ATS not really having a pedagogy. [/quote]

ATS does have a pedagogy. It’s not obvious to people like you but it makes a huge difference learning wise. ATS exclusively uses direct instruction. Most other Arlington schools use inquiry based learning or a combination of inquiry based learning and direct instruction. See this article on direct instruction in math:

https://www.city-journal.org/article/californias-math-framework-is-flawed

It’s sad. The biggest problem with California’s math standards is not that it’s “woke” but that it pushes inquiry based learning. But it’s critics, like you PP, don’t understand what a significant difference the style of instruction makes. So they focus on how “woke” California’s math standards are and you here claim that ATS doesn’t really have a pedagogy. [/quote]

Not PP here.  And I don’t dispute that there are some true believers/pedagogical families out there.  But, as has been pointed out, that’s not who you have populating ATS.  As evidenced by the HB numbers.  It’s these people who feel like winning a lottery in APS actually gets them something “better” educationally for their child.  They somehow believe that by “winning” they are avoiding the parents who can’t manage to fill out APS dumb lottery form—which, by the way, is idiot proof.  Most N Arlington schools are filled with too involved parents, see all the complaints on this forum about the over advocating of N Arlington PTAs.    So it’s nonsense in my view to offer these programs which arent actually serving particular students needs but rather filling irrational parents sense of superiority.  [/quote]

65% of ATS students aren’t white, 35% are economically disadvantaged and 38% are English learners. Compare these numbers to N Arlington schools. Nottingham for example is 73% White, 5% economically disadvantaged and 6% English learners. Tuckahoe, Cardinal, Jamestown, Taylor and Discovery all have similar numbers. ATS doesn’t have the affluent, over involved North Arlington parents you are thinking of. [/quote]

PP here. Also, i was specifically responding to PP’s assertion that ATS doesn’t have a specific pedagogy. Whether the parents are true believers or not is irrelevant. It has a pedagogy which is direct instruction. That pedagogy is evidence based and makes a huge difference to learning outcomes.[/quote]

Np. You're wrong. There is no pedagogy. It can't be mapped, at least not yet, and certainly isn't certified or recognized by third-party institutions. You're describing a teaching style commonly called lecturing. As for FRl, that is entirely controlled by APS at all options and is makes it an irrelevant point. APS would be in trouble, maybe even federally, otherwise.  Notice someone else above in this thread makes the point about tracking where the demand for ATS comes from, not who gets let in by APS in end. ATS v. Cardinal? Those questions make at least half of APS laugh out loud. [/quote]

Google the definition of pedagogy and research the importance direct instruction has on learning outcomes. You may think this is some mere “teaching style.” But it actually significantly affects learning outcomes. [/quote]

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