Anonymous wrote:10-12 hours of academic work for 180 days provides serious remediation. More effort yields more results.

Not really. All public schoolchildren have 180 days (except those at Haynes who have a year-round program). The average schoolday is 7.5 hours.

So, you're suggesting that if you take a child who is 3 years below grade level and stick him in a room for another 2.5 hours at the end of the day for tutoring, (minus recess and PE right? because that's not "academic instruction") that he'll be up to speed in no time.

Clearly you know nothing about education, and it doesn't sound like you even know much about children.

And also, they won't do algebra until the kids are ready. Those who are ready, do it. Those who aren't get the skills so they are.

It is not over the course of the summer. They plan to get started with tutoring in March or so. That's six months before the opening of school.

Anonymous wrote:Pp: you are concerned about what happens if they are swamped with kids who need remediation. What are you concerned about? What is the worst-case scenario that has you anxious?

It seems to me that basis will take applications, do a low key assessment immediately, and use results from this assessment to both offer pre-opening-of-school tutoring to those who need it and to structure their classrooms and curriculum in response to the needs of their student body. All the while keeping their model of rigorous and advanced academics in mind as the ultimate goal. And all the while expecting that individual student to be committed and engaged in working hard to meet the goal.


I find this a highly logical way for basis to proceed. And certainly a more coherent plan for struggling students than I have heard from other corners.

That the resources to sufficient tutor a class of 10 year-old doing 2nd grade math to a class that's ready for Algebra over the course of the summer is slightly unrealistic.

Pp: you are concerned about what happens if they are swamped with kids who need remediation. What are you concerned about? What is the worst-case scenario that has you anxious?

It seems to me that basis will take applications, do a low key assessment immediately, and use results from this assessment to both offer pre-opening-of-school tutoring to those who need it and to structure their classrooms and curriculum in response to the needs of their student body. All the while keeping their model of rigorous and advanced academics in mind as the ultimate goal. And all the while expecting that individual student to be committed and engaged in working hard to meet the goal.


I find this a highly logical way for basis to proceed. And certainly a more coherent plan for struggling students than I have heard from other corners.

Anonymous wrote:You mean, this is a matter of setting very high expectations, and figuring out how to reach them.

Yes, it is in part. I think that's what the PP was pointing out. "We'll do it!" is a statement, not a strategy. I have wondered about this myself. Tutoring and summer school are not going to be sufficient to raise the math performance level (or reading/writing either) of students who are several years below grade level. A "content specialist" could be a math superstar, but teaching to under-performing students and getting them out of remedial learning is a rather different skill set.

Well put. I'm concerned about what happens if they're swamped with kids needing remediation. It's a charter, so it's really hard to "counsel out" students or discourage certain types of students from applying. There are no switching costs in a city like DC with high supply of charter options.

I'm a tutor. I know how long it can take to get a DCPS kid up to speed. It would be helpful to know how they plan to accelerate the cycle.

Nobody claims that basis will appeal to everyone. If the idea doesn't work for your kid, or your family simply turn down the invitation to apply and let people for whom the school is a good fit go on their merry way.

I don't know, but I doubt kids at Basis will be without sports and the arts. The website cites them. I imagine these kids will have a robust slate of extracurricular options.

Anonymous wrote:10-12 hours of academic work for 180 days provides serious remediation. More effort yields more results.

so then there will be no sports? no recess/PE? This may work for some kids, but I don't think this is right for mine. I do want them to reach their full potential but i don't want them to get burnt out.

10-12 hours of academic work for 180 days provides serious remediation. More effort yields more results.

Anonymous wrote:With the situation in dc public schools, I would rather a school that has the problem you describe above. This is a problem of reaching very high expectations and figuring out how to do that. I find this problem almost a gleeful one to have compared to the problems dcps seems to have even minimally educating its kids. I think you would not be a good candidate to teach at Basis if your first reaction is that it can't be done.

You mean, this is a matter of setting very high expectations, and figuring out how to reach them.

Yes, it is in part. I think that's what the PP was pointing out. "We'll do it!" is a statement, not a strategy. I have wondered about this myself. Tutoring and summer school are not going to be sufficient to raise the math performance level (or reading/writing either) of students who are several years below grade level. A "content specialist" could be a math superstar, but teaching to under-performing students and getting them out of remedial learning is a rather different skill set.

I think it will b e good for DC public school kids to have challenges; I don't want to see them as stressed and near-suicidal as in other countries. I hope that there will be adequate chances for the youngsters to burn off steam, get exercise...

With the situation in dc public schools, I would rather a school that has the problem you describe above. This is a problem of reaching very high expectations and figuring out how to do that. I find this problem almost a gleeful one to have compared to the problems dcps seems to have even minimally educating its kids. I think you would not be a good candidate to teach at Basis if your first reaction is that it can't be done.

I am a teacher, but not the kind Mary Siddall will be looking for. I have an MA in Elementary Education and am licensed in Elementary Education. I also have several years of experience teaching in DC. The Basis DC website makes very clear that they are not interested in licensed teachers, but rather subject area "specialists."

I was initially interested in Basis DC professionally, but the more I read on the website, the less interested I became.

I think I was most concerned by the "Math Course Sequence" http://www.basisdc.org/index.php?option=com_content&view=article&id=94&Itemid=393. Evidently, 5th graders either start with 8th grade/7th grade math, or start with Algebra I. (Pause) Please, go see for yourself. Now, ask yourself - What is the plan for students who enter at the 2nd or 3rd grade math level? I see on the website that there will be options for tutoring, and that is very nice, but tutoring and summer school are not going to be enough for the below level child who is forced to sit in a math class that is five grade levels above their ability.

The DC Basis School has a web site: http://www.basisdc.org/