Reply to When (if ever) will DC neighborhood schools be the default option for high achieving students?

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Reply to "When (if ever) will DC neighborhood schools be the default option for high achieving students?"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]"Needy" or low SES does not always mean low performing.

High SES bias keeps the patterns of segregation going strong... they think mostly white means better... [/quote]

Here's a question.  Who would you rather have as a classmate? This isn't an argument couched as a question, but a true question.  A learning disabled child (adhd, dyslexia, dysgraphia) currently a year below grade level from a high SES family.  Or a child on or above grade level from low SES home whose witnessed a medium amount of trauma (things like screaming fights between mom and others).  Both have some behavioral issues either from the adhd or the lack of a stable home-life.

Go.

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Not PP. Either one of those classmates would be fine. It’s the 13 kids that are 2-3 grade levels behind from a family that does not (or cannot due to life circumstances) prioritize education that make a learning environment somewhere that I’m not going to stick my kid. [/quote]

Np, here.

And therein lies the rub.  The unwillingness of parents to opt-in.

AA Borderline low SES parent here (due to sudden life changing events) of a high performing child.

Did not opt in for the neighborhood school.

Some reasons for opting out are valid and specific to the historic dysfunction of certain DCPS schools. Some reasons for opting out mask deeply held stereotypes rooted in bigotry.

I opted out of our neighborhood school early on; I was a teacher at a nearby struggling school and knew some of the unique problems at our IB school .  At the time our IB school was very unstable, with a revolving door of administrators and inconsistent school culture.  The ECE program was not strong, and felt prison like when we walked through the doors to visit. Front office staff generally cold and unfriendly.

Regarding the question about children with emotional or learning disabilities, socio-economic status has little to do with whether or not the child is a disruptor to the class to the point of holding other students back. From my teaching experience, lower SES parents are generally more willing to go along with prescribed interventions. Some high SES parents can afford to be in denial. They can afford to challenge teachers and administrators. At times, high SES parents threaten to gaslight public school staff professionally,  causing school staff to swallow the abusive child behaviors.

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