Reply to In which NW DC neighborhoods do most (75%+) of ES-aged kids attend their in-bound public ES?

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Reply to "In which NW DC neighborhoods do most (75%+) of ES-aged kids attend their in-bound public ES?"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I think a lot of us don't make much distinction between charter and public schools. They're all just schools. [/quote]

Well, it does change the vibe of the neighborhood when lots of neighbors go to school together -- the kids can walk to each others houses for playdates, etc. [/quote]

The kids in our area all go to different schools. No one cares. They all play together. [/quote]

This.  [b]Big mistake if you prioritize poor neighborhood schools over better schools.[/b]  You will realize this sooner than later in upper elementary and upper.  Kids don’t choose friends based on where they live.  It’s not an issue when they can also take metro and get around by themselves.  My DS started going on metro by himself to school in 6th.[/quote]

No one is doing that. Most of the schools on the list the PP posted above with very high IB participation rates are the best schools in the city (Janney, Mann, etc).

The DCPS schools that are not that great don't have very high IB participation, so kids don't get that "walk to and from school with friends and  go freely from house to house" thing.[/quote]

Some circling logic here--the only reason these schools are "great" is they have a self-selected cohort of students from very well-off families that can pay to segregate themselves in specific neighborhoods to take advantage of geographic boundary preferences. Theses school would not be "great" for long if they didn't offer an in-boundary preference. [/quote]

Not really. One of the biggest determinants of how well kids do is what the kids around them are doing. If they're in a class full of children working hard, they will likely work hard too. If they're in a class full of children who aren't working hard, they probably won't either. Peer pressure is powerful thing among children, and that can be bad and it can be good. [/quote]

How is that different. If it is the cohort of kids and the resulting peer pressure that makes them perform better, then the school is not actually "great"-- teacher quality and curricula don't factor in much. The neighborhood is "great" not the school.   [/quote]

+1
Just look at the test scores for kids who are lower income at some of these schools.  The scores are pretty bad considering the resources the school has to put into a relatively low percent of disadvantaged kids.[/quote]

Fortunately (or not) those kids only matter to my children and I when they compose a majority of the class. At that point, it’s not the teachers’ fault at all but there will be no learning going on in those classrooms.

I don’t think there’s realistically anything the teachers can do for those kids except raise the floor but you get enough of those kids and the teachers can’t teach at the appropriate level. There’s nothing a teacher can do if the kids and the families are disruptive.

[/quote]

I think it’s a bit disturbing how many times you wrote “there’s nothing a teacher can do” to support lower income students. It’s also troubling that you only characterize then as disruptive.  I think you should reevaluate your biases.  [b]And hold your schools to higher expectations to support these students.[/b][/quote]

"Troubling" lmao

At those schools that's all they do. The blatant goal is to close the achievement gap by dragging the top down.[/quote]

At Lafayette they only try to close the achievement gap? Well they are doing a crappy job at it.[/quote]

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