Anonymous wrote:

Anonymous wrote:What's the demographic breakdown of Stokes pre-k? I'm trying to find out if there's a lot of fluent native speakers in the French classroom. I'm trying to convince my West African neighbors to apply, but she's afraid her child will stand out as an African. I don't have a kid there "yet", but the tour was awesome. It was a mixed group from my own two eyes, but I don't know the ethnic breakdown. Someone asked during the tour and the question was shunned because the school can't select students for language ability. Also, curious about the breakdown on the Spanish side since my DC is already bilingual in Spanish/English. I'm going to do my darndest to be first to apply next year since the WL is ordered by time stamp (unless with system is changed by plans to do one lottery for everyone, etc..). TIA

This seems odd. There are Hispanic, AA, White, and Asians at this school. Most of the Francophone teachers are African. The school has kids coming from all walks of life, not just "non-affluent" folks as some snob upthread posted.

Demographics according to their 2011-2012 annual report are:

AA - 52%
Hispanic - 35%
White - 11%
Asian - 1%
Other - 0%

Limited or not English Proficient - 35%
Free or Reduced Priced Lunch - 74%

Good or bad, the French program is the only Charter school game in town. There is a need for more--so where are the "Harricots Verts"?

Anonymous wrote:What's the demographic breakdown of Stokes pre-k? I'm trying to find out if there's a lot of fluent native speakers in the French classroom. I'm trying to convince my West African neighbors to apply, but she's afraid her child will stand out as an African. I don't have a kid there "yet", but the tour was awesome. It was a mixed group from my own two eyes, but I don't know the ethnic breakdown. Someone asked during the tour and the question was shunned because the school can't select students for language ability. Also, curious about the breakdown on the Spanish side since my DC is already bilingual in Spanish/English. I'm going to do my darndest to be first to apply next year since the WL is ordered by time stamp (unless with system is changed by plans to do one lottery for everyone, etc..). TIA

This seems odd. There are Hispanic, AA, White, and Asians at this school. Most of the Francophone teachers are African. The school has kids coming from all walks of life, not just "non-affluent" folks as some snob upthread posted.

Where can you get the profile data broken down by grade level?

Anonymous wrote:
Actually, I don't have opinions about the school; I just know it's beloved by many, which is good. I'd be delighted to have yours -- I am truly, genuinely curious about it. And I am not sure where I can look up the school's academic achievement, so if you can provide guidance, I am all ears. (The reviews in Great Schools seem great, but I am not sure what value to attached to them). Thanks in advance for your help.

http://www.dcpcsb.org/SchoolProfile.aspx?sid=61

I'm not sure how you measure academic achievement at such a young age AND in French, but you can read the accountability reports and go visit the school yourself.

Depends on your computer connection and luck in getting through when Stokes starts accepting applications. Stokes only accepts computer submitted applications, no waiting in line starting in the middle of the night.

What's the demographic breakdown of Stokes pre-k? I'm trying to find out if there's a lot of fluent native speakers in the French classroom. I'm trying to convince my West African neighbors to apply, but she's afraid her child will stand out as an African. I don't have a kid there "yet", but the tour was awesome. It was a mixed group from my own two eyes, but I don't know the ethnic breakdown. Someone asked during the tour and the question was shunned because the school can't select students for language ability. Also, curious about the breakdown on the Spanish side since my DC is already bilingual in Spanish/English. I'm going to do my darndest to be first to apply next year since the WL is ordered by time stamp (unless with system is changed by plans to do one lottery for everyone, etc..). TIA

Anonymous wrote:Would you say that the immersion program is appropriate for kids who already speak fluent French at home? There is a running thread at the MD public schools forum about Sligo Creek (which I assume is similar to Stokes), and most people think that kids who already speak French don't benefit as much -- they are studying with kids who have never heard a word of French before.

http://www.dcurbanmom.com/jforum/posts/list/207018.page

There are a couple of native speakers in each grade level. If my kid were a native speaker, I'd rather have them in the bilingual model at Stokes than in a English only model. Stoke is not teaching kids French, it is teaching them in French. They are being taught history, social studies, math, writing and reading in French.

It's the type of bilingual education: one English and one immersion teacher in a single classroom vs single language per classroom approach.

LAMB uses the one classroom two teachers approach. MV, Yu Ying, and now Stokes you the one language, one classroom approach.

What does ylu yang have to do with this thread?

Anonymous wrote:

Anonymous wrote:A full immersion classroom for half of the week is what the rest of the world calls bilingual, two-way, or dual immersion. A full immersion program is 100% in one language, usually PS3/PK4.

Few schools use mixed language classes these days.

I think all of the other bilingual schools in DC (except Stokes and Yu Ying) use mixed language classrooms. So the change in Stokes is interesting. Silly to quibble over technical term. There was nothing misleading in the original description.

Mundo Verde uses the same model as Stokes and Yu Ying.

Stokes accepts students into open slots at all grade levels. I would think an upper elementary student joining in 2nd, 3rd, 4th, as a native French speaker would find more French going on in the classroom. Not a lot of native speakers, but usually a couple per class.

Would you say that the immersion program is appropriate for kids who already speak fluent French at home? There is a running thread at the MD public schools forum about Sligo Creek (which I assume is similar to Stokes), and most people think that kids who already speak French don't benefit as much -- they are studying with kids who have never heard a word of French before.

http://www.dcurbanmom.com/jforum/posts/list/207018.page

Anonymous wrote:I think it's full immersion at preK and K and partial immersion (50/50) in 1-5 -- the non-affluent person's version of WIS.

I wonder how is Stokes' academic achievement, though. Does the immersion model have a trade-off with academic excellence?

Keep your not-so-veiled cracks to yourself. And please don't visit the school--I want you to remain ignorant about it, so my kids will have more of a chance of getting in.

Anonymous wrote:A full immersion classroom for half of the week is what the rest of the world calls bilingual, two-way, or dual immersion. A full immersion program is 100% in one language, usually PS3/PK4.

Few schools use mixed language classes these days.

I think all of the other bilingual schools in DC (except Stokes and Yu Ying) use mixed language classrooms. So the change in Stokes is interesting. Silly to quibble over technical term. There was nothing misleading in the original description.