Anonymous wrote:Anonymous wrote:OP here. Thanks for the posts above. So my suspicion is right - no (comparable) data out there as it looks now to conduct such analysis.
I do appreciate the demographics factor view. What bothers me is that it is a word of the mouth which drives perceptions, and not data.
Cross-state comparisons would make it plain and simple clear which state/county is failing its kids. And which state/county provides lessons to learn from.
Foundation for the future is laid at the elementary level. Then why comparable data issue is not a federal concern?
So I'm confused. Are you just worried that your friends will think your child attends a bad school?
Anonymous wrote:OP here. Thanks for the posts above. So my suspicion is right - no (comparable) data out there as it looks now to conduct such analysis.
I do appreciate the demographics factor view. What bothers me is that it is a word of the mouth which drives perceptions, and not data.
Cross-state comparisons would make it plain and simple clear which state/county is failing its kids. And which state/county provides lessons to learn from.
Foundation for the future is laid at the elementary level. Then why comparable data issue is not a federal concern?
Anonymous wrote:Anonymous wrote:OP here. Thanks for the posts above. So my suspicion is right - no (comparable) data out there as it looks now to conduct such analysis.
I do appreciate the demographics factor view. What bothers me is that it is a word of the mouth which drives perceptions, and not data.
Cross-state comparisons would make it plain and simple clear which state/county is failing its kids. And which state/county provides lessons to learn from.
Foundation for the future is laid at the elementary level. Then why comparable data issue is not a federal concern?
Education is a State responsibility so each state sets its own educational policy and standards. There have been attempts to standardized educational policy across states, see the common core, but that has been actively resisted in some states and run into resistance in other places.
Kids with involved parents who are invested in their kids tend to do well in school regardless of where they live. But there are some areas that have better schools then others. It is up to you to decide if you want to move to an area with a shorter commute for you (2 hours sucks) but might not have the educational support that you desire. I don't know enough about DC Public Schools but it sure sounds like a mix bag with some great options that are harder to get into and some not so great options. Research the individual schools in the area you are moving to and decide if those work for you. Or be prepared to go private.
Or move so that your commute is cut in half, an hour, and choose a house in an area with a known strong school district.
But you are not going to find stats for comparison because each state has its own policy and own measuring tools.
Anonymous wrote:We did it. We lived in MoCo, in one of the "W" districts. My husband's commute was close to an hour some days, and he would get sleepy commuting back late at night and almost crashed his car on one occasion (job requires late hours). We had a toddler.
We decided to bite the bullet and buy in NW DC. Husband's commute is now 15-20 min. We benefited from free PK3/4, and so far our child is doing wonderfully in elementary. There are plenty of highly educated families in our neighborhood also sending kids to public school, and their kids are doing well.
If you are as risk-averse as many of us, I would only do it if you have the budget to buy in-boundary for Wilson, in one of the NW neighborhoods. Otherwise, even if you lottery into a good charter, people often say education in DC is a year to year decision. Charters that work well in PK sometimes don't work well by the upper grades, or there isn't a "path" to middle/high school.
I'd also check the real estate forum, where this question re: moving back to DC has been posed recently.
Good luck with your decision!
Anonymous wrote:OP here. Thanks for the posts above. So my suspicion is right - no (comparable) data out there as it looks now to conduct such analysis.
I do appreciate the demographics factor view. What bothers me is that it is a word of the mouth which drives perceptions, and not data.
Cross-state comparisons would make it plain and simple clear which state/county is failing its kids. And which state/county provides lessons to learn from.
Foundation for the future is laid at the elementary level. Then why comparable data issue is not a federal concern?
Anonymous wrote:OP here. Thanks for the posts above. So my suspicion is right - no (comparable) data out there as it looks now to conduct such analysis.
I do appreciate the demographics factor view. What bothers me is that it is a word of the mouth which drives perceptions, and not data.
Cross-state comparisons would make it plain and simple clear which state/county is failing its kids. And which state/county provides lessons to learn from.
Foundation for the future is laid at the elementary level. Then why comparable data issue is not a federal concern?
Anonymous wrote:OP here. Thanks for the posts above. So my suspicion is right - no (comparable) data out there as it looks now to conduct such analysis.
I do appreciate the demographics factor view. What bothers me is that it is a word of the mouth which drives perceptions, and not data.
Cross-state comparisons would make it plain and simple clear which state/county is failing its kids. And which state/county provides lessons to learn from.
Foundation for the future is laid at the elementary level. Then why comparable data issue is not a federal concern?
Anonymous wrote:Short answer - no. There is no national standardized elementary level test. Maryland and DC both take the PARCC, or did, but even that was tailored for each state's curriculum.
Basically, PP is right. Scores are just going to tell you about demographics anyway.