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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Given the huge demographic income disparities in DC, do you honestly believe that what some “UMC” folks are calling for would not result in more de facto segregation in DC schools?

And do you not think it’s ironic that some are specifically calling for this at the school named in honor of Mr. Hobson?

[/quote]

Unclear, actually. Within schools it would likely increase racial divisions between classes/tracks. Between schools? I actually think you’d see more diversity at many schools if tracking was available. [/quote]

I dunno.  I mean, you don't have to have actual "tracking" at the middle school level-- in theory it's possible to have more fluid ability groupings and keep kids physically together with differentiated assignments, so that if you aren't on the high "track" at first you can still get on it later.  The idea is to avoid making it hard for kids to increase their level as they are able.  It just takes a lot of teaching staff, and that means it's costly.  But if DCPS were more willing to provide high-ability coursework in one way or another, it might be able to get back some of the high-performing POC kids that currently go to charters or privates.[/quote]

The reason many high-performing POC kids go to charters, privates, and the suburbs is also why differentiation at the MS+ level is impractical— because for many kids performing below grade level, it’s not really an academic problem. It’s behavioral. It’s not that these kids are mentally incapable of performing at grade level, it’s that they are unmotivated, lack proper parental supports, and often have behavioral issues that distract from learning. And that impacts other kids, the teachers, the whole school.

I grew up in a public school system with these same issues. Back then, it was addressed by moving the most disruptive students into separate classes with teachers trained to address these issues. We even had an “alternative” high school for at risk kids who were not able to adequately perform in traditional classrooms. It also provided special services for teen parents— a close friend of mine who was strong academically transferred there because she had a baby at 16 and they offered on site childcare and parenting classes.

This approach is out of favor, and now most school districts seek to integrate at risk and disruptive kids as much as possible. Segregating them is stigmatizing and often worsens their issues. But there is upside, not just for academic superstars but especially for students who are at or even below grade level and need extra help. Those are often the kids who lose the most in integrated classrooms because if they are well behaved, they get ignored.

It’s an old educational problem. My old district segregated out the under-achievers and at-risk kids. Proponents of tracking and honors programs want to segregate the high achievers.  DCPS does neither, so families segregate themselves via charters, private schools, and moving. In schools where at risk kids outnumber high achievers, this is particularly likely.[/quote]

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