Anonymous wrote:

Anonymous wrote:2% of students are proficient in math.

This. It’s shocking the school continues to operate when less than 2% of the kids are on grade level in math. Less than 2%. DC social promotion at its best. It’s probably worst now after the pandemic.

We are zoned for Dunbar and it’s a non-starter. Just no way we are sending DS there. I don’t care how nice the building is.

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Anonymous wrote:Although I hate the low academic standards, my real issue is with the violence in and near the school.

Do you think your child specifically would be pulled into this?

NP. It's unpleasant to witness and can be really traumatic. It disrupts the learning environment and wastes instructional time. And nearby people do sometimes get hurt in a scuffle just by being in range It's not because anyone thinks their child is going to be invited to partake in a carjacking.

My child was not happy in his elementary school where there were frequent behavioral disruptions, including thrown chairs, even though he was never directly involved.

All sounds alarming and unfortunate. Didn't know there was this kind of violence at the schools mentioned except for Latin. Why doesn't Latin face the same thing? Is it because the school is smaller?

Charter school means the families have to be motivated enough to transport their kids & fill out paperwork.

That’s not it. Functionally half of DC Public School students attend charters. Even more go to Out of Boundary DCPS schools. So a MAJORITY of DC parents are willing to fill out applications and arrange transporation.

Yes, half of parents are willing to do this. And the kids of families where parents are not able to be involved in this way, family is in crisis, family has criminal justice system involvement, family is experiencing housing insecurity, etc. are concentrated in the by right schools that fully half of DC parents are jumping through hoops to avoid. The resulting cohort at those schools has all kinds of behavior and social issues at a much higher rate than they would if so many parents didn’t go to charters or OOB options. Get it?

Have DCPS provide some G and T in elementary and tracking in MS and HS and you won’t have parents with options choosing charters. Until then families will do what is best for their kid.

So talk to DCPS because they are not meeting the needs of ALL kids, just the bottom. That’s all they care about so why should families care about their poorly performing IB schools?

Not to take this thread off topic, but NO. We do not need G&T tracking in elementary. these are little kids still--they don't need to be divided and segregated. If you are really worried about your kid's needs being met, you might argue for lower rations or more aids in classrooms, but not tracking. As kids get older and schools get larger, there is room for kids to go into classes that meet their level more (e.g., are you ready for Algebra in 7th or 8th or whatever), but that is really not necessary in elementary. We are a family with means, and would prefer to keep segregation out of our nice EOTP Title 1 school.

I agree with you that tracking isn't needed in elementary - especially not in early elementary. However, your Title I school might not be as track-less as you think. I've seen schools that don't have formal tracking still group lower performing or special ed students with certain teachers. Sometimes it's because those teachers are better at supporting kids but sometimes it's because those teachers are less senior/favored. Also, sometimes there aren't enough special ed inclusion co-teachers to support classrooms, so students get grouped to concentrate teachers in a particular classroom. My point is - tracking can start early whether you are aware of it or not.

PP here and I agree with you. I wonder if we are all talking past each other and conflating G&T tracking with in-class ability grouping. To be clear, in-class ability grouping is (in my view) fine, and helps make sure kids receive appropriate, tailored instruction. My issue is with separate G&T programs or classes that pull kids apart. You could argue that a kid who is not in G&T could be added to that program in a later year, and of course this does happen. But more frequently, the gap widens. Sure, some of this is because some of the kids with natural aptitude were pulled out. But also now you've got a bright kid with some learning differences in a class with a higher proportion of kids who are dealing with trauma and may be acting out, and they don't get to learn from (and compete with) the kids in the G&T program. And frequently, you'll have kids who are advanced in some ways and behind in others, so in-class differentiation, when done properly, is better able to address student needs. Test-in programs are notorious for baking the prejudices of the testmaker and the teachers into selection. As I said in my first post, there is a case to be made for differentiation, but the evidence I've seen doesn't suggest there is a net benefit to offering "honors" before middle school.

And to the other posters, I speak only for myself. Other parents can have different opinions. But that illustrates my point. By having us all at the same school, and in the same class, we get to hear each other's perspectives and learn from each other. No one is better than anyone else, no one is made to feel less than anyone else. To me, having kids in a diverse (racially, economically, academically, etc.) class is about that, not about "atmospherics."

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Although I hate the low academic standards, my real issue is with the violence in and near the school.

Do you think your child specifically would be pulled into this?

NP. It's unpleasant to witness and can be really traumatic. It disrupts the learning environment and wastes instructional time. And nearby people do sometimes get hurt in a scuffle just by being in range It's not because anyone thinks their child is going to be invited to partake in a carjacking.

My child was not happy in his elementary school where there were frequent behavioral disruptions, including thrown chairs, even though he was never directly involved.

All sounds alarming and unfortunate. Didn't know there was this kind of violence at the schools mentioned except for Latin. Why doesn't Latin face the same thing? Is it because the school is smaller?

Charter school means the families have to be motivated enough to transport their kids & fill out paperwork.

That’s not it. Functionally half of DC Public School students attend charters. Even more go to Out of Boundary DCPS schools. So a MAJORITY of DC parents are willing to fill out applications and arrange transporation.

Yes, half of parents are willing to do this. And the kids of families where parents are not able to be involved in this way, family is in crisis, family has criminal justice system involvement, family is experiencing housing insecurity, etc. are concentrated in the by right schools that fully half of DC parents are jumping through hoops to avoid. The resulting cohort at those schools has all kinds of behavior and social issues at a much higher rate than they would if so many parents didn’t go to charters or OOB options. Get it?

Have DCPS provide some G and T in elementary and tracking in MS and HS and you won’t have parents with options choosing charters. Until then families will do what is best for their kid.

So talk to DCPS because they are not meeting the needs of ALL kids, just the bottom. That’s all they care about so why should families care about their poorly performing IB schools?

Not to take this thread off topic, but NO. We do not need G&T tracking in elementary. these are little kids still--they don't need to be divided and segregated. If you are really worried about your kid's needs being met, you might argue for lower rations or more aids in classrooms, but not tracking. As kids get older and schools get larger, there is room for kids to go into classes that meet their level more (e.g., are you ready for Algebra in 7th or 8th or whatever), but that is really not necessary in elementary. We are a family with means, and would prefer to keep segregation out of our nice EOTP Title 1 school.

I agree with you that tracking isn't needed in elementary - especially not in early elementary. However, your Title I school might not be as track-less as you think. I've seen schools that don't have formal tracking still group lower performing or special ed students with certain teachers. Sometimes it's because those teachers are better at supporting kids but sometimes it's because those teachers are less senior/favored. Also, sometimes there aren't enough special ed inclusion co-teachers to support classrooms, so students get grouped to concentrate teachers in a particular classroom. My point is - tracking can start early whether you are aware of it or not.

PP here and I agree with you. I wonder if we are all talking past each other and conflating G&T tracking with in-class ability grouping. To be clear, in-class ability grouping is (in my view) fine, and helps make sure kids receive appropriate, tailored instruction. My issue is with separate G&T programs or classes that pull kids apart. You could argue that a kid who is not in G&T could be added to that program in a later year, and of course this does happen. But more frequently, the gap widens. Sure, some of this is because some of the kids with natural aptitude were pulled out. But also now you've got a bright kid with some learning differences in a class with a higher proportion of kids who are dealing with trauma and may be acting out, and they don't get to learn from (and compete with) the kids in the G&T program. And frequently, you'll have kids who are advanced in some ways and behind in others, so in-class differentiation, when done properly, is better able to address student needs. Test-in programs are notorious for baking the prejudices of the testmaker and the teachers into selection. As I said in my first post, there is a case to be made for differentiation, but the evidence I've seen doesn't suggest there is a net benefit to offering "honors" before middle school.

And to the other posters, I speak only for myself. Other parents can have different opinions. But that illustrates my point. By having us all at the same school, and in the same class, we get to hear each other's perspectives and learn from each other. No one is better than anyone else, no one is made to feel less than anyone else. To me, having kids in a diverse (racially, economically, academically, etc.) class is about that, not about "atmospherics."

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Although I hate the low academic standards, my real issue is with the violence in and near the school.

Do you think your child specifically would be pulled into this?

NP. It's unpleasant to witness and can be really traumatic. It disrupts the learning environment and wastes instructional time. And nearby people do sometimes get hurt in a scuffle just by being in range It's not because anyone thinks their child is going to be invited to partake in a carjacking.

My child was not happy in his elementary school where there were frequent behavioral disruptions, including thrown chairs, even though he was never directly involved.

All sounds alarming and unfortunate. Didn't know there was this kind of violence at the schools mentioned except for Latin. Why doesn't Latin face the same thing? Is it because the school is smaller?

Charter school means the families have to be motivated enough to transport their kids & fill out paperwork.

That’s not it. Functionally half of DC Public School students attend charters. Even more go to Out of Boundary DCPS schools. So a MAJORITY of DC parents are willing to fill out applications and arrange transporation.

Yes, half of parents are willing to do this. And the kids of families where parents are not able to be involved in this way, family is in crisis, family has criminal justice system involvement, family is experiencing housing insecurity, etc. are concentrated in the by right schools that fully half of DC parents are jumping through hoops to avoid. The resulting cohort at those schools has all kinds of behavior and social issues at a much higher rate than they would if so many parents didn’t go to charters or OOB options. Get it?

Have DCPS provide some G and T in elementary and tracking in MS and HS and you won’t have parents with options choosing charters. Until then families will do what is best for their kid.

So talk to DCPS because they are not meeting the needs of ALL kids, just the bottom. That’s all they care about so why should families care about their poorly performing IB schools?

Not to take this thread off topic, but NO. We do not need G&T tracking in elementary. these are little kids still--they don't need to be divided and segregated. If you are really worried about your kid's needs being met, you might argue for lower rations or more aids in classrooms, but not tracking. As kids get older and schools get larger, there is room for kids to go into classes that meet their level more (e.g., are you ready for Algebra in 7th or 8th or whatever), but that is really not necessary in elementary. We are a family with means, and would prefer to keep segregation out of our nice EOTP Title 1 school.

I agree with you that tracking isn't needed in elementary - especially not in early elementary. However, your Title I school might not be as track-less as you think. I've seen schools that don't have formal tracking still group lower performing or special ed students with certain teachers. Sometimes it's because those teachers are better at supporting kids but sometimes it's because those teachers are less senior/favored. Also, sometimes there aren't enough special ed inclusion co-teachers to support classrooms, so students get grouped to concentrate teachers in a particular classroom. My point is - tracking can start early whether you are aware of it or not.

PP here and I agree with you. I wonder if we are all talking past each other and conflating G&T tracking with in-class ability grouping. To be clear, in-class ability grouping is (in my view) fine, and helps make sure kids receive appropriate, tailored instruction. My issue is with separate G&T programs or classes that pull kids apart. You could argue that a kid who is not in G&T could be added to that program in a later year, and of course this does happen. But more frequently, the gap widens. Sure, some of this is because some of the kids with natural aptitude were pulled out. But also now you've got a bright kid with some learning differences in a class with a higher proportion of kids who are dealing with trauma and may be acting out, and they don't get to learn from (and compete with) the kids in the G&T program. And frequently, you'll have kids who are advanced in some ways and behind in others, so in-class differentiation, when done properly, is better able to address student needs. Test-in programs are notorious for baking the prejudices of the testmaker and the teachers into selection. As I said in my first post, there is a case to be made for differentiation, but the evidence I've seen doesn't suggest there is a net benefit to offering "honors" before middle school.

And to the other posters, I speak only for myself. Other parents can have different opinions. But that illustrates my point. By having us all at the same school, and in the same class, we get to hear each other's perspectives and learn from each other. No one is better than anyone else, no one is made to feel less than anyone else. To me, having kids in a diverse (racially, economically, academically, etc.) class is about that, not about "atmospherics."

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Although I hate the low academic standards, my real issue is with the violence in and near the school.

Do you think your child specifically would be pulled into this?

NP. It's unpleasant to witness and can be really traumatic. It disrupts the learning environment and wastes instructional time. And nearby people do sometimes get hurt in a scuffle just by being in range It's not because anyone thinks their child is going to be invited to partake in a carjacking.

My child was not happy in his elementary school where there were frequent behavioral disruptions, including thrown chairs, even though he was never directly involved.

All sounds alarming and unfortunate. Didn't know there was this kind of violence at the schools mentioned except for Latin. Why doesn't Latin face the same thing? Is it because the school is smaller?

Charter school means the families have to be motivated enough to transport their kids & fill out paperwork.

That’s not it. Functionally half of DC Public School students attend charters. Even more go to Out of Boundary DCPS schools. So a MAJORITY of DC parents are willing to fill out applications and arrange transporation.

Yes, half of parents are willing to do this. And the kids of families where parents are not able to be involved in this way, family is in crisis, family has criminal justice system involvement, family is experiencing housing insecurity, etc. are concentrated in the by right schools that fully half of DC parents are jumping through hoops to avoid. The resulting cohort at those schools has all kinds of behavior and social issues at a much higher rate than they would if so many parents didn’t go to charters or OOB options. Get it?

Have DCPS provide some G and T in elementary and tracking in MS and HS and you won’t have parents with options choosing charters. Until then families will do what is best for their kid.

So talk to DCPS because they are not meeting the needs of ALL kids, just the bottom. That’s all they care about so why should families care about their poorly performing IB schools?

Not to take this thread off topic, but NO. We do not need G&T tracking in elementary. these are little kids still--they don't need to be divided and segregated. If you are really worried about your kid's needs being met, you might argue for lower rations or more aids in classrooms, but not tracking. As kids get older and schools get larger, there is room for kids to go into classes that meet their level more (e.g., are you ready for Algebra in 7th or 8th or whatever), but that is really not necessary in elementary. We are a family with means, and would prefer to keep segregation out of our nice EOTP Title 1 school.

I agree with you that tracking isn't needed in elementary - especially not in early elementary. However, your Title I school might not be as track-less as you think. I've seen schools that don't have formal tracking still group lower performing or special ed students with certain teachers. Sometimes it's because those teachers are better at supporting kids but sometimes it's because those teachers are less senior/favored. Also, sometimes there aren't enough special ed inclusion co-teachers to support classrooms, so students get grouped to concentrate teachers in a particular classroom. My point is - tracking can start early whether you are aware of it or not.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:I'm a high-SES black parent and my kids would get destroyed at most of those schools. We have enough problems to worry about than subjecting our kids to that foolishness. It'll be Latin or private for us, so reallistically probably private starting in 6th.

Due to racism, low expectations from teachers? Overcrowding? Something else? Your voice is important for all to hear. I'm a parent of a young mixed kid and always seeking to listen to Black voices willing to share their lived experiences.

My kids are mixed too (black and non-white). It's really about low expectations, which is really a problem everywhere when it comes to black children. Most high-performing (on even grade level-performing) black children have few same race academic peers in public schools. This is a real drag on their academic performance as you get into middle, HS.

I would have a look at this:

https://washingtondc.momcollective.com/parenting-wisdom/tips/diverse-schools-dilemma-black-boys-in-school/

Here is the money quote from the link above

School Solutions

Diverse Schools Dilemma’s suggestions helped me envision a plan for my son’s education, up until middle school. After elementary school, things get tricky. The book has a suggestion to help middle-class parents of African-American boys overcome the cycle of low expectations, decide excelling academically is a Black thing, and be in a peer group that will push a young man to do and be his best. Unfortunately, the solution is not cheap, it’s a private school. Not just a private school, a private school with a critical mass of students of color. It isn’t the only solution, but a public school program the book highlights is so complex and nuanced I would not trust DCPS or a charter to be able to implement or maintain it. There are a number of predominately African-American private schools in the District of Columbia, but that would be another post for another time.

Thank you for sharing. Raises so many more questions about how to curate the academic experience to support our POC kids. My well-intentioned white friends tell me not to worry about school choice-- that kids with educated parents will do fine even if the school is mediocre completely overlooking that my son has to figure out how to PROVE he is more competent just to be viewed (encouraged, and challenged) similarly by a teacher, not to mention other factors like making friends. We all know intrinsic biases work against POC kids but this is new territory for me and I'm trying to figure out how to navigate it. In the comments section, the author recommended finding mentors because learning how to navigate academics for POC is a skill to be learned and i will do that. Thanks again for your initial comment.

The other issue is peer group. Many POC with means send their kids to private rather to even Deal or Wilson, because while the white kids tend to be uniformly higher SES and higher performing, that isn't the same of the kids of color. So there have been issues with being drawn into a crowd where there is pressure not to be seen as a nerd and to de-prioritize academics.

This. As a parent of black children this is my concern and why we are planning on private starting in middle. It’s also my experience. I attended a high-performing HS, but was the ONLY black male in any of my honors/AP classes for all four years - in school that was 30% black! I found that my black middle class peers (and still good friends) did far worse than their SES status would have predicted versus white kids. It’s just anecdotal, but I always got the sense that the presence of an overwhelmingly low income black population (which was bussed in from nearby city) had a depressing impacts on the academic fortunes of the middle class blacks kids. And I wouldn’t even say behavior was a problem so much as expectations.

How did I manage to avoid the pull-down: my parents were well-eatablished/ respected in local education circles and I was the rare black kid that was expected to pull straight As, etc. I didn’t always like that, but I see it as a true blessing…that my kids won’t enjoy. So they’ll need the peer group that I could do without. Sadly, that means a private school…

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Although I hate the low academic standards, my real issue is with the violence in and near the school.

Do you think your child specifically would be pulled into this?

NP. It's unpleasant to witness and can be really traumatic. It disrupts the learning environment and wastes instructional time. And nearby people do sometimes get hurt in a scuffle just by being in range It's not because anyone thinks their child is going to be invited to partake in a carjacking.

My child was not happy in his elementary school where there were frequent behavioral disruptions, including thrown chairs, even though he was never directly involved.

All sounds alarming and unfortunate. Didn't know there was this kind of violence at the schools mentioned except for Latin. Why doesn't Latin face the same thing? Is it because the school is smaller?

Charter school means the families have to be motivated enough to transport their kids & fill out paperwork.

That’s not it. Functionally half of DC Public School students attend charters. Even more go to Out of Boundary DCPS schools. So a MAJORITY of DC parents are willing to fill out applications and arrange transporation.

Yes, half of parents are willing to do this. And the kids of families where parents are not able to be involved in this way, family is in crisis, family has criminal justice system involvement, family is experiencing housing insecurity, etc. are concentrated in the by right schools that fully half of DC parents are jumping through hoops to avoid. The resulting cohort at those schools has all kinds of behavior and social issues at a much higher rate than they would if so many parents didn’t go to charters or OOB options. Get it?

Have DCPS provide some G and T in elementary and tracking in MS and HS and you won’t have parents with options choosing charters. Until then families will do what is best for their kid.

So talk to DCPS because they are not meeting the needs of ALL kids, just the bottom. That’s all they care about so why should families care about their poorly performing IB schools?

Not to take this thread off topic, but NO. We do not need G&T tracking in elementary. these are little kids still--they don't need to be divided and segregated. If you are really worried about your kid's needs being met, you might argue for lower rations or more aids in classrooms, but not tracking. As kids get older and schools get larger, there is room for kids to go into classes that meet their level more (e.g., are you ready for Algebra in 7th or 8th or whatever), but that is really not necessary in elementary. We are a family with means, and would prefer to keep segregation out of our nice EOTP Title 1 school.

Hate to break it to you but without tracking most kids in your title 1 school won’t be doing Algebra in 7th or 8th grade. It’s too late. By then, they are way behind and don’t have any good numerical foundation. That’s a fact.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Although I hate the low academic standards, my real issue is with the violence in and near the school.

Do you think your child specifically would be pulled into this?

NP. It's unpleasant to witness and can be really traumatic. It disrupts the learning environment and wastes instructional time. And nearby people do sometimes get hurt in a scuffle just by being in range It's not because anyone thinks their child is going to be invited to partake in a carjacking.

My child was not happy in his elementary school where there were frequent behavioral disruptions, including thrown chairs, even though he was never directly involved.

All sounds alarming and unfortunate. Didn't know there was this kind of violence at the schools mentioned except for Latin. Why doesn't Latin face the same thing? Is it because the school is smaller?

Charter school means the families have to be motivated enough to transport their kids & fill out paperwork.

That’s not it. Functionally half of DC Public School students attend charters. Even more go to Out of Boundary DCPS schools. So a MAJORITY of DC parents are willing to fill out applications and arrange transporation.

Yes, half of parents are willing to do this. And the kids of families where parents are not able to be involved in this way, family is in crisis, family has criminal justice system involvement, family is experiencing housing insecurity, etc. are concentrated in the by right schools that fully half of DC parents are jumping through hoops to avoid. The resulting cohort at those schools has all kinds of behavior and social issues at a much higher rate than they would if so many parents didn’t go to charters or OOB options. Get it?

Have DCPS provide some G and T in elementary and tracking in MS and HS and you won’t have parents with options choosing charters. Until then families will do what is best for their kid.

So talk to DCPS because they are not meeting the needs of ALL kids, just the bottom. That’s all they care about so why should families care about their poorly performing IB schools?

Not to take this thread off topic, but NO. We do not need G&T tracking in elementary. these are little kids still--they don't need to be divided and segregated. If you are really worried about your kid's needs being met, you might argue for lower rations or more aids in classrooms, but not tracking. As kids get older and schools get larger, there is room for kids to go into classes that meet their level more (e.g., are you ready for Algebra in 7th or 8th or whatever), but that is really not necessary in elementary. We are a family with means, and would prefer to keep segregation out of our nice EOTP Title 1 school.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Although I hate the low academic standards, my real issue is with the violence in and near the school.

Do you think your child specifically would be pulled into this?

NP. It's unpleasant to witness and can be really traumatic. It disrupts the learning environment and wastes instructional time. And nearby people do sometimes get hurt in a scuffle just by being in range It's not because anyone thinks their child is going to be invited to partake in a carjacking.

My child was not happy in his elementary school where there were frequent behavioral disruptions, including thrown chairs, even though he was never directly involved.

All sounds alarming and unfortunate. Didn't know there was this kind of violence at the schools mentioned except for Latin. Why doesn't Latin face the same thing? Is it because the school is smaller?

Charter school means the families have to be motivated enough to transport their kids & fill out paperwork.

That’s not it. Functionally half of DC Public School students attend charters. Even more go to Out of Boundary DCPS schools. So a MAJORITY of DC parents are willing to fill out applications and arrange transporation.

Yes, half of parents are willing to do this. And the kids of families where parents are not able to be involved in this way, family is in crisis, family has criminal justice system involvement, family is experiencing housing insecurity, etc. are concentrated in the by right schools that fully half of DC parents are jumping through hoops to avoid. The resulting cohort at those schools has all kinds of behavior and social issues at a much higher rate than they would if so many parents didn’t go to charters or OOB options. Get it?

Have DCPS provide some G and T in elementary and tracking in MS and HS and you won’t have parents with options choosing charters. Until then families will do what is best for their kid.

So talk to DCPS because they are not meeting the needs of ALL kids, just the bottom. That’s all they care about so why should families care about their poorly performing IB schools?

Not to take this thread off topic, but NO. We do not need G&T tracking in elementary. these are little kids still--they don't need to be divided and segregated. If you are really worried about your kid's needs being met, you might argue for lower rations or more aids in classrooms, but not tracking. As kids get older and schools get larger, there is room for kids to go into classes that meet their level more (e.g., are you ready for Algebra in 7th or 8th or whatever), but that is really not necessary in elementary. We are a family with means, and would prefer to keep segregation out of our nice EOTP Title 1 school.

I was in G and T and it started in 3rd grade. This is not little kids, 3rd is when the achievement gap really widens and a teacher cannot effectively teach when kids are 3-4 levels apart. Also it’s not fixed. Kids can move into G and T.

If you tracked, those kids that can’t read yet could all get more targeted support in the classroom with more aides, etc..

Tracking is not what causes segregation. It’s not supporting the kids more who need it and socially promoting everyone every year.

The kids who get the shortest end of the stick when you don’t track is the low income smart kid. My family was poor and I was on FARMS. I was tracked and did well. Things would have been different if I was not because my family did not know much about education and could not support at all at home.

There are many school districts who have successful tracking programs with a large portion of low SES kids. So no, if done right it actually helps low SES kids the most.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Although I hate the low academic standards, my real issue is with the violence in and near the school.

Do you think your child specifically would be pulled into this?

NP. It's unpleasant to witness and can be really traumatic. It disrupts the learning environment and wastes instructional time. And nearby people do sometimes get hurt in a scuffle just by being in range It's not because anyone thinks their child is going to be invited to partake in a carjacking.

My child was not happy in his elementary school where there were frequent behavioral disruptions, including thrown chairs, even though he was never directly involved.

All sounds alarming and unfortunate. Didn't know there was this kind of violence at the schools mentioned except for Latin. Why doesn't Latin face the same thing? Is it because the school is smaller?

Charter school means the families have to be motivated enough to transport their kids & fill out paperwork.

That’s not it. Functionally half of DC Public School students attend charters. Even more go to Out of Boundary DCPS schools. So a MAJORITY of DC parents are willing to fill out applications and arrange transporation.

Yes, half of parents are willing to do this. And the kids of families where parents are not able to be involved in this way, family is in crisis, family has criminal justice system involvement, family is experiencing housing insecurity, etc. are concentrated in the by right schools that fully half of DC parents are jumping through hoops to avoid. The resulting cohort at those schools has all kinds of behavior and social issues at a much higher rate than they would if so many parents didn’t go to charters or OOB options. Get it?

Have DCPS provide some G and T in elementary and tracking in MS and HS and you won’t have parents with options choosing charters. Until then families will do what is best for their kid.

So talk to DCPS because they are not meeting the needs of ALL kids, just the bottom. That’s all they care about so why should families care about their poorly performing IB schools?

Not to take this thread off topic, but NO. We do not need G&T tracking in elementary. these are little kids still--they don't need to be divided and segregated. If you are really worried about your kid's needs being met, you might argue for lower rations or more aids in classrooms, but not tracking. As kids get older and schools get larger, there is room for kids to go into classes that meet their level more (e.g., are you ready for Algebra in 7th or 8th or whatever), but that is really not necessary in elementary. We are a family with means, and would prefer to keep segregation out of our nice EOTP Title 1 school.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Although I hate the low academic standards, my real issue is with the violence in and near the school.

Do you think your child specifically would be pulled into this?

NP. It's unpleasant to witness and can be really traumatic. It disrupts the learning environment and wastes instructional time. And nearby people do sometimes get hurt in a scuffle just by being in range It's not because anyone thinks their child is going to be invited to partake in a carjacking.

My child was not happy in his elementary school where there were frequent behavioral disruptions, including thrown chairs, even though he was never directly involved.

All sounds alarming and unfortunate. Didn't know there was this kind of violence at the schools mentioned except for Latin. Why doesn't Latin face the same thing? Is it because the school is smaller?

Charter school means the families have to be motivated enough to transport their kids & fill out paperwork.

That’s not it. Functionally half of DC Public School students attend charters. Even more go to Out of Boundary DCPS schools. So a MAJORITY of DC parents are willing to fill out applications and arrange transporation.

Yes, half of parents are willing to do this. And the kids of families where parents are not able to be involved in this way, family is in crisis, family has criminal justice system involvement, family is experiencing housing insecurity, etc. are concentrated in the by right schools that fully half of DC parents are jumping through hoops to avoid. The resulting cohort at those schools has all kinds of behavior and social issues at a much higher rate than they would if so many parents didn’t go to charters or OOB options. Get it?

Have DCPS provide some G and T in elementary and tracking in MS and HS and you won’t have parents with options choosing charters. Until then families will do what is best for their kid.

So talk to DCPS because they are not meeting the needs of ALL kids, just the bottom. That’s all they care about so why should families care about their poorly performing IB schools?

Not to take this thread off topic, but NO. We do not need G&T tracking in elementary. these are little kids still--they don't need to be divided and segregated. If you are really worried about your kid's needs being met, you might argue for lower rations or more aids in classrooms, but not tracking. As kids get older and schools get larger, there is room for kids to go into classes that meet their level more (e.g., are you ready for Algebra in 7th or 8th or whatever), but that is really not necessary in elementary. We are a family with means, and would prefer to keep segregation out of our nice EOTP Title 1 school.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Although I hate the low academic standards, my real issue is with the violence in and near the school.

Do you think your child specifically would be pulled into this?

NP. It's unpleasant to witness and can be really traumatic. It disrupts the learning environment and wastes instructional time. And nearby people do sometimes get hurt in a scuffle just by being in range It's not because anyone thinks their child is going to be invited to partake in a carjacking.

My child was not happy in his elementary school where there were frequent behavioral disruptions, including thrown chairs, even though he was never directly involved.

All sounds alarming and unfortunate. Didn't know there was this kind of violence at the schools mentioned except for Latin. Why doesn't Latin face the same thing? Is it because the school is smaller?

Charter school means the families have to be motivated enough to transport their kids & fill out paperwork.

That’s not it. Functionally half of DC Public School students attend charters. Even more go to Out of Boundary DCPS schools. So a MAJORITY of DC parents are willing to fill out applications and arrange transporation.

Yes, half of parents are willing to do this. And the kids of families where parents are not able to be involved in this way, family is in crisis, family has criminal justice system involvement, family is experiencing housing insecurity, etc. are concentrated in the by right schools that fully half of DC parents are jumping through hoops to avoid. The resulting cohort at those schools has all kinds of behavior and social issues at a much higher rate than they would if so many parents didn’t go to charters or OOB options. Get it?

Have DCPS provide some G and T in elementary and tracking in MS and HS and you won’t have parents with options choosing charters. Until then families will do what is best for their kid.

So talk to DCPS because they are not meeting the needs of ALL kids, just the bottom. That’s all they care about so why should families care about their poorly performing IB schools?

Not to take this thread off topic, but NO. We do not need G&T tracking in elementary. these are little kids still--they don't need to be divided and segregated. If you are really worried about your kid's needs being met, you might argue for lower rations or more aids in classrooms, but not tracking. As kids get older and schools get larger, there is room for kids to go into classes that meet their level more (e.g., are you ready for Algebra in 7th or 8th or whatever), but that is really not necessary in elementary. We are a family with means, and would prefer to keep segregation out of our nice EOTP Title 1 school.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Although I hate the low academic standards, my real issue is with the violence in and near the school.

Do you think your child specifically would be pulled into this?

NP. It's unpleasant to witness and can be really traumatic. It disrupts the learning environment and wastes instructional time. And nearby people do sometimes get hurt in a scuffle just by being in range It's not because anyone thinks their child is going to be invited to partake in a carjacking.

My child was not happy in his elementary school where there were frequent behavioral disruptions, including thrown chairs, even though he was never directly involved.

All sounds alarming and unfortunate. Didn't know there was this kind of violence at the schools mentioned except for Latin. Why doesn't Latin face the same thing? Is it because the school is smaller?

Charter school means the families have to be motivated enough to transport their kids & fill out paperwork.

That’s not it. Functionally half of DC Public School students attend charters. Even more go to Out of Boundary DCPS schools. So a MAJORITY of DC parents are willing to fill out applications and arrange transporation.

Yes, half of parents are willing to do this. And the kids of families where parents are not able to be involved in this way, family is in crisis, family has criminal justice system involvement, family is experiencing housing insecurity, etc. are concentrated in the by right schools that fully half of DC parents are jumping through hoops to avoid. The resulting cohort at those schools has all kinds of behavior and social issues at a much higher rate than they would if so many parents didn’t go to charters or OOB options. Get it?

Have DCPS provide some G and T in elementary and tracking in MS and HS and you won’t have parents with options choosing charters. Until then families will do what is best for their kid.

So talk to DCPS because they are not meeting the needs of ALL kids, just the bottom. That’s all they care about so why should families care about their poorly performing IB schools?