Reply to To the parents in "good schools"

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Reply to "To the parents in "good schools""

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I think the issue is that when we as a country started using testing as a measure of what is a good school everything else went out of the window.

I have kids in a "good" school in FCPS. And OP's description is spot on. Yes, during open houses, teachers will say they don't believe in tons of homework, but suddenly when an ECART occurs, we get worksheets and recommendations that we supplement our kids' learning because they aren't getting it in class. When I had a kid in AAP, I got e-mails explaining that the expectation is that he would know all of his times tables before the year started, so I might want to either teach him over the summer or get a tutor. It's frustrating.

While the kids are great peers, I do wonder if there is something to what OP said. Are we complacent? Do we accept our "good" schools, "good" SAT scores, etc. because our property values are tied to this?

One check on all of this has been the PTA. We've had horrible principals literally run back to the Gatehouse because the PTA was able to mobilize. So, there's that. But I do see a lot of what OP is saying to be true. But I wonder...do we even care?[/quote]

Honestly what you describe is what I was looking for. Sounds like your teachers aren’t teaching to the test, and are creating a real curriculum. That sounds good to me.[/quote]

This is the other reason why "good schools" aren't making sure kids are learning. That would be too old fashioned for many parents in good schools [b]so it's just easier especially in elementary to have kids work on creative projects with no set measured goal[/b] and if they don't understand basics, the teachers and principals can just say, "well so and so was able to get this, so perhaps it's your child or you". It's never about the actual child's needs.[/quote]

This is actually what I want more of for my kids so I fit with your view of parent's perspective.  "Set measured goals" are often too reductive and often not what matters most in learning--but rather what can be reliably measured and is appropriate across a large group of students.  Fine for what it is, but a limited education.   I would prefer the teachers to focus their energies on how to find competent ways of judging complex performances that vary--much like what happens at IB, at the university level, and life.But There are criteria--but not perfectly measured goals.  For the basics, I think set measured goals are good.  But like a good portion of educated families, my kids entered K reading and doing math several years above grade level and have continued on without hitches. I'm not worried about their ability to master the basics.

I *would* prefer more competent math instruction--what I see happening is the worst of both worlds--too much rote practice on simple skills that are tested by SOL and then not enough thoughtful support in the deeper math investigations.  Other countries have gotten math instruction down much better than we have in the US and we could learn a lot--but we don't attract enough math inclined adults to teach at the elementary level here so it's hard to import directly.  I actually think students would do better if something like 3 teachers were hired in each elementary school to teach math to all the grades--much like an art or music specialist--and the rest of the math practice was just through computer adapted support.
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Well I have to disagree. My child is now in a computer class and the teacher gives a list of 10 or things you can do to get an A for each project and the projects are quick so you don't have weeks to figure them out. Maybe there are five more very vague goals to get a higher grade if the kids want to be very creative. Some of the 10 goals though are creative goals such as create an imaginary story line as part of your project. It works, everyone knows what to do and the projects are just if not more creative and more importantly to the point of the project than the ones we saw with a different teacher where the kids were just floundering and talking and not getting anywhere because of no clear direction. Time and again, we saw these creative vague questions being asked of the kids and the kids having no direction how to achieve anything remotely creative or helpful to answering the question. The kids also get to do more projects with some direction because everyone is on task and there is a set due date.
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