Can you just supplement outside of school? Luminati or some such?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you can't really point to some specific problem, then it sounds like FOMO. But you can't make decisions based on the vague fear that the grass might be greener on the other side.

Your kids are likely in reading and math groups, which are based on ability. So there are other kids who are also "above grade level" or whatever. Ask your kids what they are working on--what books did they read, what did they write about, what are they doing in math. Ask them what they did that day that was hard for them. Are there assignments that let kids stretch themselves regardless of ability? This would include things like open-ended writing assignments, or optional math problems that are more difficult, or creative projects that synthesize different areas (drawing a map of an imaginary place, for example).

The only thing that would really concern me would be behavioral issues that meant that the teacher didn't have the ability to really teach because he or she was constantly managing some kid(s) disruptions. Barring that, there will be a range of abilities in any classroom, and a good teacher will find ways to challenge all the kids, at least sometimes.

NP here but I very much relate to the question the OP raised. The problem I have is that, other than attending school myself ages ago, I don't have much background or knowledge about what they should be reading and doing in math. I mean, in 3rd grade they should be able to do long division and big number multiplication, right? By second grade they should be able to right a simple story? Periodic table in ... maybe 5th grade? There, that's all I can remember. How would I know that my kids' grammar/math/science/writing is up to snuff, without uprooting them and putting them in another school.

I find the OP's question frustrating because of the assumption that the OP's kids cannot get a good education at the school in question. I have a child in a school that sounds similar to the OP's description. My child is in 3rd grade. How do you know how your child is doing in school? You go to parent teacher conferences and stay in touch with the teacher about how your child is doing. Your teacher can tell you what is "grade level" for the various things you want to know about. It doesn't sound like you actually know enough about elementary education to assess whether a SCHOOL is any good at all.

If the parcc scores show that 2/3 of third graders aren’t at grade level then assume your kid is not getting a good education. Unless you kid also scored low on PARCCC. Kids above grade level at low performing schools always get lost in the shuffle. No teacher wants or is a law to do that much differentiation.

The thing about DC is that there are a plethora of school choices. And with choices, comes a balance of decisions for parents. We all want to make the best decision for our family, the decision that weighs all of our different values and results in the choice that seems to balance those out the best. But at the end of the day, because of all those choices, I think we cant help but question our decision, wonder if we should have done something different, imagine that our choice somehow negatively impacts our kids, etc.

It sounds like you have a lot of good reasons to stay at your school, but you are fixating on the one thing that might be a reason to leave. Maybe try to reframe your thinking and focus on the positives?

Anonymous wrote:Third grade.
The answer is 3rd grade.

+1

Anonymous wrote:

Anonymous wrote:If you can't really point to some specific problem, then it sounds like FOMO. But you can't make decisions based on the vague fear that the grass might be greener on the other side.

Your kids are likely in reading and math groups, which are based on ability. So there are other kids who are also "above grade level" or whatever. Ask your kids what they are working on--what books did they read, what did they write about, what are they doing in math. Ask them what they did that day that was hard for them. Are there assignments that let kids stretch themselves regardless of ability? This would include things like open-ended writing assignments, or optional math problems that are more difficult, or creative projects that synthesize different areas (drawing a map of an imaginary place, for example).

The only thing that would really concern me would be behavioral issues that meant that the teacher didn't have the ability to really teach because he or she was constantly managing some kid(s) disruptions. Barring that, there will be a range of abilities in any classroom, and a good teacher will find ways to challenge all the kids, at least sometimes.

NP here but I very much relate to the question the OP raised. The problem I have is that, other than attending school myself ages ago, I don't have much background or knowledge about what they should be reading and doing in math. I mean, in 3rd grade they should be able to do long division and big number multiplication, right? By second grade they should be able to right a simple story? Periodic table in ... maybe 5th grade? There, that's all I can remember. How would I know that my kids' grammar/math/science/writing is up to snuff, without uprooting them and putting them in another school.

I find the OP's question frustrating because of the assumption that the OP's kids cannot get a good education at the school in question. I have a child in a school that sounds similar to the OP's description. My child is in 3rd grade. How do you know how your child is doing in school? You go to parent teacher conferences and stay in touch with the teacher about how your child is doing. Your teacher can tell you what is "grade level" for the various things you want to know about. It doesn't sound like you actually know enough about elementary education to assess whether a SCHOOL is any good at all.

Anonymous wrote:

Anonymous wrote:If you can't really point to some specific problem, then it sounds like FOMO. But you can't make decisions based on the vague fear that the grass might be greener on the other side.

Your kids are likely in reading and math groups, which are based on ability. So there are other kids who are also "above grade level" or whatever. Ask your kids what they are working on--what books did they read, what did they write about, what are they doing in math. Ask them what they did that day that was hard for them. Are there assignments that let kids stretch themselves regardless of ability? This would include things like open-ended writing assignments, or optional math problems that are more difficult, or creative projects that synthesize different areas (drawing a map of an imaginary place, for example).

The only thing that would really concern me would be behavioral issues that meant that the teacher didn't have the ability to really teach because he or she was constantly managing some kid(s) disruptions. Barring that, there will be a range of abilities in any classroom, and a good teacher will find ways to challenge all the kids, at least sometimes.

NP here but I very much relate to the question the OP raised. The problem I have is that, other than attending school myself ages ago, I don't have much background or knowledge about what they should be reading and doing in math. I mean, in 3rd grade they should be able to do long division and big number multiplication, right? By second grade they should be able to right a simple story? Periodic table in ... maybe 5th grade? There, that's all I can remember. How would I know that my kids' grammar/math/science/writing is up to snuff, without uprooting them and putting them in another school.

Agree. How do I know my kid is doing fine? If my only benchmark is myself, and what I hear from other parent friends about their children, it is hard to tell whether my kid is actually doing well, or only doing well in comparison to the kids in his classroom. Do people ever regret staying at the Title One school? Can you realize too late that you should have moved them sooner?

I think it depends on the teacher and circumstances such as class size, and what your other options are. We left after a surprise class size increase of new kids with needs that overwhelmed even a stellar teacher. But had we not gotten into one of our top choices, we would be riding it out. We also knew that some of the high performers in the cohort would be leaving the DC area.

Child was fine academically at the HRCS, no concerns at all. DC's reading group is the highest in the room (unsurprising for a fall birthday) rather than walking down the hall to the class a grade up, otherwise the same reading group experience. Had we stayed, DC would likely have spent more time in the grade above classroom, which is fine. It was more about quality of life issues and the stress on DC with the crowded classroom.

Sometimes a Title I school will have smaller class sizes due to lower enrollment, so your DC might get more personal attention there. Teachers at our Title I were stellar and motivated, a lot more motivated than the HRCS teacher we have this year.

Anonymous wrote:If you can't really point to some specific problem, then it sounds like FOMO. But you can't make decisions based on the vague fear that the grass might be greener on the other side.

Your kids are likely in reading and math groups, which are based on ability. So there are other kids who are also "above grade level" or whatever. Ask your kids what they are working on--what books did they read, what did they write about, what are they doing in math. Ask them what they did that day that was hard for them. Are there assignments that let kids stretch themselves regardless of ability? This would include things like open-ended writing assignments, or optional math problems that are more difficult, or creative projects that synthesize different areas (drawing a map of an imaginary place, for example).

The only thing that would really concern me would be behavioral issues that meant that the teacher didn't have the ability to really teach because he or she was constantly managing some kid(s) disruptions. Barring that, there will be a range of abilities in any classroom, and a good teacher will find ways to challenge all the kids, at least sometimes.

NP here but I very much relate to the question the OP raised. The problem I have is that, other than attending school myself ages ago, I don't have much background or knowledge about what they should be reading and doing in math. I mean, in 3rd grade they should be able to do long division and big number multiplication, right? By second grade they should be able to right a simple story? Periodic table in ... maybe 5th grade? There, that's all I can remember. How would I know that my kids' grammar/math/science/writing is up to snuff, without uprooting them and putting them in another school.

It really depends on what the school is doing. Some are quite good at differentiation, which can take various forms--sending the kid to a different class for a certain topic, assigning different books or lessons, online supplementation, leveled reading/math groups, projects where kids can do more or less based on their abilities. And some schools or teachers just are not good at this.

Perhaps even moreso, it depends how your kid is doing. Some kids are pretty happy to go along with the rest of the class even if they catch on a bit quicker than the others. Some get bored are troublemakers. Some will take opportunities to differentiate whenever possible--reading harder books, doing more research, writing more detailed papers. And some will slack off and not push themselves. But if your issue is that your kid seems happy and you are happy and you just wonder if they could be learning a bit more, I think that's a time where a bit of outside supplementation (frequent library and museum trips, maybe a more academic summer camp in an area of interest, fun afterschool classes) might be just as rewarding. If your kid wants to learn calculus, it doesn't really matter much whether he does it in 8th grade or freshman year of college. Social skills, writing skills (something that very few schools teach well--even those with lots of high achievers), creativity, tolerance, are all good things to work on as well.

Anonymous wrote:If you can't really point to some specific problem, then it sounds like FOMO. But you can't make decisions based on the vague fear that the grass might be greener on the other side.

Your kids are likely in reading and math groups, which are based on ability. So there are other kids who are also "above grade level" or whatever. Ask your kids what they are working on--what books did they read, what did they write about, what are they doing in math. Ask them what they did that day that was hard for them. Are there assignments that let kids stretch themselves regardless of ability? This would include things like open-ended writing assignments, or optional math problems that are more difficult, or creative projects that synthesize different areas (drawing a map of an imaginary place, for example).

The only thing that would really concern me would be behavioral issues that meant that the teacher didn't have the ability to really teach because he or she was constantly managing some kid(s) disruptions. Barring that, there will be a range of abilities in any classroom, and a good teacher will find ways to challenge all the kids, at least sometimes.

I agree with this, and also with the poster who said 3rd grade. I have a 3rd grader who is academically advanced and who's in a charter school - there is a cohort of advanced kids, there are open ended assignments, and there are opportunities to stretch creatively. My kid is happy to go to school every day and is actively engaged in learning both in school and at home with me.

There are also parts of school (not straight academics, but other parts) that really challenge my kid, and I think that's important. I was thinking about this exact issue recently, and found this piece written by a teacher. It helped frame my thinking: https://www.kqed.org/mindshift/32681/why-academic-teaching-doesnt-help-kids-excel-in-life

Anonymous wrote:We are at an EOTP Title One Elementary that is slowly gentrifying. We love the school, the kids, the families, etc. I would love to stay here through elementary.

Despite being generally happy, and believing in all the positive benefits my kids are receiving at this school, I have the nagging worry that perhaps this will impact their future academic achievement. My kids are your typical DCUM advanced kids. Not genius level, by any means. But clearly above grade level.

I guess, I just wondered .. at what age did it become apparent that your child's academic needs were not being met? How did you know that? Just conjecture, or actual knowledge? Or did you never actually have that happen? If you felt like they were not being challenged, did you just supplement, if so, how? Did you move schools? When you child moved to a different school, was there an apparent lag in their academic skills? OR, did you realize that they were actually fine.

I guess I just want some first hand accounts to either ease my mind, or, to let me know that this nagging doubt is actually something I should be listening to. Academics are a small piece of the school choice puzzle, at least in the early years, but each year they become more and more important. Right?

I also wonder what Teachers think.

How old are your children?

I think it is important to have a realistic assessment of what your children's actual needs are. Everyone thinks their 4 year old is advanced.

Third grade.
The answer is 3rd grade.

If you can't really point to some specific problem, then it sounds like FOMO. But you can't make decisions based on the vague fear that the grass might be greener on the other side.

Your kids are likely in reading and math groups, which are based on ability. So there are other kids who are also "above grade level" or whatever. Ask your kids what they are working on--what books did they read, what did they write about, what are they doing in math. Ask them what they did that day that was hard for them. Are there assignments that let kids stretch themselves regardless of ability? This would include things like open-ended writing assignments, or optional math problems that are more difficult, or creative projects that synthesize different areas (drawing a map of an imaginary place, for example).

The only thing that would really concern me would be behavioral issues that meant that the teacher didn't have the ability to really teach because he or she was constantly managing some kid(s) disruptions. Barring that, there will be a range of abilities in any classroom, and a good teacher will find ways to challenge all the kids, at least sometimes.

What grade is your child now?

One way to know if your child is at / above grade level is by looking at PARCC score. You could also have your child tested outside of school on an achievement test, such as the WISC or Woodcock-Johnson.

Of course, you could also supplement after school with music or other classes, find opportunities to practice writing, and encouraging lots of independent reading.

We are at an EOTP Title One Elementary that is slowly gentrifying. We love the school, the kids, the families, etc. I would love to stay here through elementary.

Despite being generally happy, and believing in all the positive benefits my kids are receiving at this school, I have the nagging worry that perhaps this will impact their future academic achievement. My kids are your typical DCUM advanced kids. Not genius level, by any means. But clearly above grade level.

I guess, I just wondered .. at what age did it become apparent that your child's academic needs were not being met? How did you know that? Just conjecture, or actual knowledge? Or did you never actually have that happen? If you felt like they were not being challenged, did you just supplement, if so, how? Did you move schools? When you child moved to a different school, was there an apparent lag in their academic skills? OR, did you realize that they were actually fine.

I guess I just want some first hand accounts to either ease my mind, or, to let me know that this nagging doubt is actually something I should be listening to. Academics are a small piece of the school choice puzzle, at least in the early years, but each year they become more and more important. Right?

I also wonder what Teachers think.