Anonymous wrote:Because they could start working their tails off today, and even if all goes very smoothly the changes still probably won't come about quickly enough to benefit their children. For high-SES families it is much easier to play the lottery or, if need be, move, than to flip around a school. And it takes much more than a bunch of high SES attending the school to change it. The students and families don't hire and fire teachers. It takes an administration dedicated to making these hard choices. If your child has a bum teacher it doesn't matter much if his classmates are high or low SES.

+1. OP, you need to engage parents of babies and two-year-olds. They are the ones who stand to benefit here. They are often pretty clueless about schools-- I know I was-- but may jump at the chance to be involved if there is leadership and a manageable time commitment. That will give you a bigger coalition and a bigger fundraising base.

Anonymous wrote:Art and world language instruction is mandated by DCPS. High quality music and science may need to be supported by grants or PTA donations.

It may be mandated, but the quantity and quality are often inadequate in both areas.

Because they could start working their tails off today, and even if all goes very smoothly the changes still probably won't come about quickly enough to benefit their children. For high-SES families it is much easier to play the lottery or, if need be, move, than to flip around a school. And it takes much more than a bunch of high SES attending the school to change it. The students and families don't hire and fire teachers. It takes an administration dedicated to making these hard choices. If your child has a bum teacher it doesn't matter much if his classmates are high or low SES.

Art and world language instruction is mandated by DCPS. High quality music and science may need to be supported by grants or PTA donations.

Bottom line, it must be that people are not satisfied with the school. Try to find out why. Here are some ideas.

Many have brought up the Principal/administration-- that is a major factor. But what about the program offerings? Do people feel their children are challenged? Is there music, art, languages, quality science and math, etc.? Is the classroom atmosphere orderly and free of excessive conflict? Physically, is the school and its grounds adequate, well-maintained and clean?

OP unless you post specific ideas you have about what parent involvement should look like at your school, what efforts to get it have been tried, and what the results were, your post doesn't really mean much and there's no way to give any ideas we have.

Oh, also whether the Administration/Principal is responsive to parent ideas and involvement?

Anonymous wrote:

Anonymous wrote:We're at our IB Title I school. Maybe because of the common lottery, there is a fairly sizable higher-SES group of parents in the PK grades. If only these families were energized to do something to improve the school we could keep the momentum up to make it a desireable school. But there is hardly any parental involvement. It's pretty amazing actually. I know it's hard work, but if everyone invested some time and effort, there would be no need to look elsewhere, play the lottery, commute an ungodly distance, etc etc. Why are these families so apathetic? I just don't get it.

Does your school feed into a good middle and high school? If not, you might have your answer. It's hard to be motivated for a school that you know you will leave.

Not OP, but many people are at elementary schools they love even though they know in middle they'll be looking for something else. How is it not worth it to try to improve your school in the upper grades so you don't have to move next year or keep playing the lottery - even if you'll have to play for middle? I think these parents aren't just thinking about middle school... I think generally they're planning to jump ship for K or 1st.

Do you know if the school administration is responsive to parent involvement? At Title I schools sometimes the bureaucracy can be very entrenched, and a hostile principal can cut off parent efforts at the knees.

Gentrification creates a lot of sensitive situations-- maybe more than you realize-- and they can play out within a school in ways that are hard to see if you don't know what you are looking for.

I would suggest you ask around for other parents' experiences trying to improve the school. There have probably been others who tried before you came along. You might learn a lot.

Anonymous wrote:We're at our IB Title I school. Maybe because of the common lottery, there is a fairly sizable higher-SES group of parents in the PK grades. If only these families were energized to do something to improve the school we could keep the momentum up to make it a desireable school. But there is hardly any parental involvement. It's pretty amazing actually. I know it's hard work, but if everyone invested some time and effort, there would be no need to look elsewhere, play the lottery, commute an ungodly distance, etc etc. Why are these families so apathetic? I just don't get it.

Does your school feed into a good middle and high school? If not, you might have your answer. It's hard to be motivated for a school that you know you will leave.

What school? How do you know they're not involved?

Do you want the high SES parents to push out the low income kids who are three grades behind? Does this improve their chance for a better middle and high school? I understand what you are saying OP, I really do. But if my kid is in a classroom where 75% of the kids are behind/disruptive--all my volunteer efforts in the world aren't going to fix lousy parenting (or total lack of) or shitty homelife. The ONLY thing that makes a school better is just more SES parents putting their kids in. They don't even have to do anything. Anyhow, unless you are IB for deal all the high SES parents are likely gone after 4th grade anyhow for a charter or private. I plan to put my kid into our marginal IB but will play lottery every you "just in case" we get a better offer that would cover us through middle school.

Ah. Everyday send your kid to school ready to learn.

What exactly is it, op, you're expecting parents to do?

I'm also wondering what kind of involvement you're looking for. Have you/someone asked the parents to do something specific and they don't do it? Maybe they don't know where to start. I bet if someone asked a parent with fundraising experience, for example, to write a request letter for a Friends and Family campaign they'd do it in a heartbeat. Or ask someone to take the lead on sending out info or drawing up a flyer to post to encourage participation in Bike to School Day to foster community spirit. Easy. Or to bring in a special snack -- popcorn's super easy -- for a pajama day. The next level of involvement may be to have parent volunteers help out in the classroom on specific tasks. Maybe I'm too Pollyanna about this, but I think most folks don't get involved because they don't know what needs to be done.

Because they could put in a lot of hours they don't have, and still have nothing change. What kind of effort are you looking for from them? Is the administration on board with the changes you want to see?

We're at our IB Title I school. Maybe because of the common lottery, there is a fairly sizable higher-SES group of parents in the PK grades. If only these families were energized to do something to improve the school we could keep the momentum up to make it a desireable school. But there is hardly any parental involvement. It's pretty amazing actually. I know it's hard work, but if everyone invested some time and effort, there would be no need to look elsewhere, play the lottery, commute an ungodly distance, etc etc. Why are these families so apathetic? I just don't get it.