It always makes me sad when someone comes to this site for info and a few posters turn it into a joke so quickly. The thread never recovers. I was actually interested in this thread originally. Sigh.

Anonymous wrote:Fortunately, the Yu Ying report card goes up to 5. Shoe in for Harvard.

Anonymous wrote:and all the amplifiers in their music department go up to 11

Anonymous wrote:Just make sure your kid doesn't take up drumming.

[When asked what happened to their first drummer]
David St. Hubbins: He died in a bizarre gardening accident...
Nigel Tufnel: Authorities said... best leave it... unsolved.

Anonymous wrote:

Anonymous wrote:Fortunately, the Yu Ying report card goes up to 5. Shoe in for Harvard.

and all the amplifiers in their music department go up to 11

Just make sure your kid doesn't take up drumming.

Anonymous wrote:Fortunately, the Yu Ying report card goes up to 5. Shoe in for Harvard.

and all the amplifiers in their music department go up to 11

Fortunately, the Yu Ying report card goes up to 5. Shoe in for Harvard.

I hear Harvard won't look at applicants with anything but straight "4"s in 2nd grade

Anonymous wrote:16:13, I agree about the report cards.

In addition, this year it was leveling the child on the low end for reading, child complains endlessly about how boring the reading material in school is, by year end DC is showing great "growth" and is finally accurately leveled.

I get teachers are under huge pressure to show "value-added" but forcing a kid to read material that bores them day in and day out is frustrating.

This makes me sick -- like another form of cheating but without all the tell-tale erasures.

Anonymous wrote:"My experience has been the teachers at Brent start the child off with 3s generally even when, (by their standardized assessments) the child is performing at an advanced level."

That has been my experience at a JKLM school, with a child who is bright. Start at 3s/Developing and work up to 4s/Secure, even for standards that I knew my child had already mastered. We do see some "Beginning" for new things. I have no idea what other kids get - I don't want to ask!

I believe (and someone please correctly me if I am wrong) all the not introduced, beginning, developing and secure entries are what the standard is at each point in the year. Your child's No. (1/2/3/4) at the top for each quarter is an overall where they are for all the standards identified below.

"I get teachers are under huge pressure to show "value-added" but forcing a kid to read material that bores them day in and day out is frustrating."

16:13 here. We haven't had this experience - school is challenging and reading materials are at the right level. But I agree that the teachers must be under pressure to show growth.

16:13, I agree about the report cards.

In addition, this year it was leveling the child on the low end for reading, child complains endlessly about how boring the reading material in school is, by year end DC is showing great "growth" and is finally accurately leveled.

I get teachers are under huge pressure to show "value-added" but forcing a kid to read material that bores them day in and day out is frustrating.

"My experience has been the teachers at Brent start the child off with 3s generally even when, (by their standardized assessments) the child is performing at an advanced level."

That has been my experience at a JKLM school, with a child who is bright. Start at 3s/Developing and work up to 4s/Secure, even for standards that I knew my child had already mastered. We do see some "Beginning" for new things. I have no idea what other kids get - I don't want to ask!

Our dcps principal & teachers tell us numbers aren't really relevant. They're not grades per se. My kid got 4 in Social Studies because he came into school with an obession for history. he hadn't learned it in school, but teacher had to use the standards. We're told to look at trends for progress and teacher comments. (Some teachers much better at this than others.) Unless your kid has mostly all year long, they're probably similar to their peers. A combo of 3s and 4s. It's more like pass/fail than grades.

Yeah, it seems that different teachers interpret it different ways. Some teachers use the proficient/advanced guidelines, others do the A/B thing, and others interpret it differently - your best bet is to ask the teacher. Overall, the grades/scores seem pretty subjective in those years, so I wouldn't get too worried or excited no matter what the results.

3/Proficient means performing on Grade level. 4 is "advanced."

My experience has been the teachers at Brent start the child off with 3s generally even when, (by their standardized assessments) the child is performing at an advanced level.

I guess it's to demonstrate that child grew during the year, therefore the teacher was successful?

Either way, I find the DCPS report card pretty useless, so I wouldn't worry much.

Is getting a 3 like a B and a 4 like an A? How many 4s are given? I don't want to ask friends because my DD gets mostly 3s and I suspect their kids do better. DD is in 2nd grade at Brent.

TIA.