Another Deal parent of an advanced learner here (7th grade). My child was bored to tears in elementary school, too, and I would have given anything for tracking at that point. And yet I'm not screaming for more tracking at Deal.

I think this is the case for a couple reasons. Whereas my child is easily getting As at Deal, he is only as intellectually bored as he allows himself to be. He's surrounded by smart kids and smart teachers, who can and do engage him at his level. For the most part, assignments are such that students can tackle them at whatever level they're able. Second, there is a lot of development that goes on during middle school beyond academics. For example, my son is learning to advocate for himself with teachers and administrators, he's building organizational skills, he's trying new activities, and he's figuring out how to be out in the world in a safe and responsible way without me hovering.

That I'm not agitating for more tracking and acceleration doesn't make me a complacent parent who doesn't want what's best for my child. I am confident that my child is developing as a whole person at Deal, while also getting a very good academic education. I read stories of local high schools being pressure cookers for kids taking a gazillion AP classes. I don't feel any need to accelerate that pressure.

Anonymous wrote:What "agenda" and what "boosterism"?

That's a decision point, PP expressed clear interest in math advancement, that's something Basis definitely offers, as opposed to Deal.

Apple, meet orange. End of story.

I think the point is that there is a Basis booster who never misses an opportunity to promote how supposedly great the school is, without any empirical evidence. Some people are tired of it. Yes, you love Basis and want to promote it, but for now you have no data. Stop pretending you've got the answer to a complex problem.

You don't see Latin and Deal acting so desperate.

(BTW, I have no vested interest in any of these schools.)

Anyone know whether there are any Basis open houses planned? Can't seem to find anything in that regard.

It really isn't hard to understand that BAsis has been up and running (using that term loosely) for 3.5 months. To say it does anything well is a stretch. It may be the most amazing Charter school ever invented (wait...isn't that KIPP?) but there were a lot of bumps in the prep for the incoming 5th graders and the bumps still continue.

Yes, my kid is there. Hoping to ride out the bumps. Happy to get out if it doesnt improve.

That is the truth.

What "agenda" and what "boosterism"?

That's a decision point, PP expressed clear interest in math advancement, that's something Basis definitely offers, as opposed to Deal.

Apple, meet orange. End of story.

BASIS booster never misses an opportunity. Hope you see her agenda, PP.

Well, if you are a Deal parent who is interested in math tracking and accelerated options, then Basis is the place for you.

Anonymous wrote:Oh come on, you folks are puzzled by how parents have started to complain that there isn't tracking outside math? MoCo is tightening up access to above grade level math instruction in both ES (via Curriculum 2.0) and MS. They're over-correcting for a long-standing problem, widespread over-acceleration. What would I do for over-acceleration as my kid's problem. Parental push-back has been strong in MoCo so balance will surely return shortly.

If your kid excels at English or science, why do you want him/her in class with kids who struggle with basic skills (be they IB or OOB kids)? Deal doesn't do advanced courses outside math because most of the kids in them would be AA or Latino, not because DCPS is following sound logic in sticking with in-class differentiation beyond ES. They come under fire for having so many Asian and white kids in 7th grade algebra. My kid hasn't been remotely challenged by English, or challenged much in science, in 6th grade. He would have been a good candidate for 6th grade algebra (which I hear BASIS is teaching). We're on the fence about staying.

Anonymous wrote:Not puzzled that people are complaining just want to hear some evidence that this is needed. Maybe I'm wrong, but I don't have the impression that there is some big contingent of kids at Deal that are struggling with the basics.

About 19% of Deal 6th graders in 2011 were not proficient.

Anonymous wrote:Oh come on, you folks are puzzled by how parents have started to complain that there isn't tracking outside math? MoCo is tightening up access to above grade level math instruction in both ES (via Curriculum 2.0) and MS. They're over-correcting for a long-standing problem, widespread over-acceleration. What would I do for over-acceleration as my kid's problem. Parental push-back has been strong in MoCo so balance will surely return shortly.

If your kid excels at English or science, why do you want him/her in class with kids who struggle with basic skills (be they IB or OOB kids)? Deal doesn't do advanced courses outside math because most of the kids in them would be AA or Latino, not because DCPS is following sound logic in sticking with in-class differentiation beyond ES. They come under fire for having so many Asian and white kids in 7th grade algebra. My kid hasn't been remotely challenged by English, or challenged much in science, in 6th grade. He would have been a good candidate for 6th grade algebra (which I hear BASIS is teaching). We're on the fence about staying.

Not puzzled that people are complaining just want to hear some evidence that this is needed. Maybe I'm wrong, but I don't have the impression that there is some big contingent of kids at Deal that are struggling with the basics.

Anonymous wrote:where pps use "OOB" in reference to Deal, Hardy and S-H they're often making polite reference to low-performing minority kids. they don't know for a fact if these kids are IB, OOB or IB address cheaters; they know that their presence in classes with much higher-performing kids invariably diminishes instruction. cut pps some slack will ya, they're trying to keep the conversation lively without provoking knee-jerk reactions. more advanced courses would hardly kill DCPS. specifics would get personal.

You find that kind of reference "polite"? EOTP parent here with a child at Deal, and I find it obnoxious and stereotyped.

where pps use "OOB" in reference to Deal, Hardy and S-H they're often making polite reference to low-performing minority kids. they don't know for a fact if these kids are IB, OOB or IB address cheaters; they know that their presence in classes with much higher-performing kids invariably diminishes instruction. cut pps some slack will ya, they're trying to keep the conversation lively without provoking knee-jerk reactions. more advanced courses would hardly kill DCPS. specifics would get personal.

Oh come on, you folks are puzzled by how parents have started to complain that there isn't tracking outside math? MoCo is tightening up access to above grade level math instruction in both ES (via Curriculum 2.0) and MS. They're over-correcting for a long-standing problem, widespread over-acceleration. What would I do for over-acceleration as my kid's problem. Parental push-back has been strong in MoCo so balance will surely return shortly.

If your kid excels at English or science, why do you want him/her in class with kids who struggle with basic skills (be they IB or OOB kids)? Deal doesn't do advanced courses outside math because most of the kids in them would be AA or Latino, not because DCPS is following sound logic in sticking with in-class differentiation beyond ES. They come under fire for having so many Asian and white kids in 7th grade algebra. My kid hasn't been remotely challenged by English, or challenged much in science, in 6th grade. He would have been a good candidate for 6th grade algebra (which I hear BASIS is teaching). We're on the fence about staying.

Anonymous wrote:Another Deal parent here (of a 7th grader) and I'm also puzzled by some of these postings. Our advanced learner (who also does CTY in the summers) seems challenged by and interested in the work, including 7th grade algebra. We weren't thrilled by the science class last year, but it seems much more interesting this year. And humanities and English have been strong. What is it that you think you're missing?

FWIW, I was at a social function a couple of days ago and talked to a friend whose kids are in middle school in Bethesda. The parents are up in arms over there because the new math curriculum has no more advanced track or differentiated grouping. I just had to laugh, after seeing all these sanctimonious postings here about the glories of MoCo tracking.

I think it's still unclear whether that applies to middle school. And, what we're talking about it differentiated tracking in other subjects like English and social studies.

Another Deal parent here (of a 7th grader) and I'm also puzzled by some of these postings. Our advanced learner (who also does CTY in the summers) seems challenged by and interested in the work, including 7th grade algebra. We weren't thrilled by the science class last year, but it seems much more interesting this year. And humanities and English have been strong. What is it that you think you're missing?

FWIW, I was at a social function a couple of days ago and talked to a friend whose kids are in middle school in Bethesda. The parents are up in arms over there because the new math curriculum has no more advanced track or differentiated grouping. I just had to laugh, after seeing all these sanctimonious postings here about the glories of MoCo tracking.

If you can read I didn't say anything about the IB %s at Deal. What I'm saying is that for the past two years at least, the majority of Janney and Lafayette's 5th grades chose to enroll at Deal. AND they did enroll - it's not some fantasy. Sure some people have peeled off for private for 7th - I know a handful myself but my daughter's peer group from elementary remains intact.

In addition, my understanding is that Deal didn't accept any OOB kids this year or the year before. My honest question though again - give me some evidence that advanced learners at Deal are missing something - make the case please - anecdotal or otherwise. The argument that OOB, poor AA kids are dragging everyone else down is tired and old. Can we move beyond the OOB issue and have a real discussion about what's missing in what our kids are learning?