Anonymous wrote:

Anonymous wrote:Will the at-risk preference go before or after the sibling preference. Aside from expansion years, they completely fill the pre-k3 class with siblings (and teachers' kids I guess), so this seems mostly lip service unless they're willing to wait list siblings in the future.

My hope would be that it would go
At risk with sibling
At risk without sibling
Not at risk with sibling
Not at risk without sibling

Because having siblings together is important, and probably especially so for at risk families that are less likely to have cars and flexible work schedules.

If siblings are important shouldn't be

IB (if dcps offers this)
At risk with siblings
Not at risk siblings
At risk
Staff child
Not a risk

For the people that are chiming in with schools, have the schools applied to use the preference with the board yet?

Stokes will do the at-risk preference.

Anonymous wrote:Will the at-risk preference go before or after the sibling preference. Aside from expansion years, they completely fill the pre-k3 class with siblings (and teachers' kids I guess), so this seems mostly lip service unless they're willing to wait list siblings in the future.

My hope would be that it would go
At risk with sibling
At risk without sibling
Not at risk with sibling
Not at risk without sibling

Because having siblings together is important, and probably especially so for at risk families that are less likely to have cars and flexible work schedules.

Anonymous wrote:Will the at-risk preference go before or after the sibling preference. Aside from expansion years, they completely fill the pre-k3 class with siblings (and teachers' kids I guess), so this seems mostly lip service unless they're willing to wait list siblings in the future.

It used to be common for DCB to have only 2 classes of prek3 kids. From now forward it will be 3 or 4, so I would guess there will be more spaces.

Anonymous wrote:

Anonymous wrote:Latin

Ooh. That's a twist.

Why? That was announced quite some time ago.

Will the at-risk preference go before or after the sibling preference. Aside from expansion years, they completely fill the pre-k3 class with siblings (and teachers' kids I guess), so this seems mostly lip service unless they're willing to wait list siblings in the future.

Anonymous wrote:

Anonymous wrote:How does an in-demand school like DCB then ensure it has a diversity of kids from across the economic spectrum? I can't imagine they want to serve only disadvantaged kids -- as they say kids do better in racially and economically integrated schools. Is there a % set aside?

I doubt DCB gets so many at-risk applicants that there is a chance of filling the whole school with them.

Actually, DCB has more at-risk kids than their "peer" charters, and close to their neighborhood DCPS bilingual schools.

DCB 23% at-risk
MV 14%
Stokes 9%
LAMB 7%

Neighborhood schools like Powell and Bruce Monroe are around 1/3 at-risk, so I could imagine a preference bringing DCB up to similar percentages. Wonder what that will do to the perception of charters being better for "peer group" and "achievement gap" issues...

Anonymous wrote:How does an in-demand school like DCB then ensure it has a diversity of kids from across the economic spectrum? I can't imagine they want to serve only disadvantaged kids -- as they say kids do better in racially and economically integrated schools. Is there a % set aside?

I doubt DCB gets so many at-risk applicants that there is a chance of filling the whole school with them.

How does an in-demand school like DCB then ensure it has a diversity of kids from across the economic spectrum? I can't imagine they want to serve only disadvantaged kids -- as they say kids do better in racially and economically integrated schools. Is there a % set aside?

Anonymous wrote:Latin

Ooh. That's a twist.

I thinkITS but not sure.

Latin

Two rivers applied

Letter from school:
Earlier this month DC Bilingual submitted its application with the DC Public Charter School Board to allow for our school to add an “at-risk preference” for students who apply to attend our school. This new policy was introduced as part of the Expanding Equitable Access to Schools Amendment Act of 2020, which seeks to grant at-risk students and their families greater access to the schools that they want to attend, and ensure that those schools are prepared to serve higher numbers of at-risk students. (Source) If approved by the charter board, DC Bilingual will be able to enact this preference for the school year 2022-23.

Research shows us that students perform better academically in racially and socio-economically integrated schools. We see this every day at DC Bilingual. We are doing all we can under the current system to recruit students who would benefit most from our program, but it is not enough. This new opportunity to offer an at-risk preference to families via the My School DC lottery process will allow us to prioritize families who face crisis and instability due to long standing economic injustice and racism. Further, as we look to serve more students in the future, this preference will allow us to fulfill our commitment to offer a majority of these additional seats to students furthest from opportunity.

In sharing this information, we also must acknowledge the stigma associated with the term “at-risk” and acknowledge how this label can be harmful for students and families. Although we must operate under the system in place, DC Bilingual will ensure this label does not dictate how students are treated nor will we allow it to follow them throughout their academic career at our school. We are committed to ensuring every family has the same experience at DC Bilingual, regardless of their background. Also, we will advocate whenever possible for a revision of this language as other states/districts have done in recent years.

Now that the application is submitted, DC Bilingual will soon be asked to defend our application at a public hearing. We will need community support in order for it to go smoothly, so keep an eye out for future opportunities to participate in this process. You will receive updates about this process in the weekly Head of School message.