Ten or twenty tardies and the student should be removed from the school. Let someone who is more committed to learning take his or her place.

So does your analysis pertain to IB? I'm an inbound Hardy parent who definitely got my kid to school late more than 10 times for various reasons. My DS looks forward to school and is a straight A student.

So...has Hardy provided the new enrollment figures yet, or is that still classified information?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:so far we have seen esimtates ranging from no change, to 50% IB in grade 6.

hmmmm.

It's hard to say. I saw a larger number of non-African American 6th graders, but it's not possible to say whether they are IB or OB (likewise it is not possible to say whether any of the AA are IB or OB). Sure thing, the 6th grade line picking up their schedule sheet had a larger share of non-AA . It was clearly visible. I'd say maybe 20-25% ?

The problem with a large OB population are the tardy. I stayed until about 9:30 am yesterday chatting with other parents, I counted about 30-40 kids (clearly OB) getting to school more than 15 mins late. That's wrong and unacceptable, it is disruptive for the rest of the class.

You will see that at Deal also.

Ten or twenty tardies and the student should be removed from the school. Let someone who is more committed to learning take his or her place.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:so far we have seen esimtates ranging from no change, to 50% IB in grade 6.

hmmmm.

It's hard to say. I saw a larger number of non-African American 6th graders, but it's not possible to say whether they are IB or OB (likewise it is not possible to say whether any of the AA are IB or OB). Sure thing, the 6th grade line picking up their schedule sheet had a larger share of non-AA . It was clearly visible. I'd say maybe 20-25% ?

The problem with a large OB population are the tardy. I stayed until about 9:30 am yesterday chatting with other parents, I counted about 30-40 kids (clearly OB) getting to school more than 15 mins late. That's wrong and unacceptable, it is disruptive for the rest of the class.

What makes you so sure all the tardies yesterday were OB? Not snark, I am seriously asking how you can tell of the 6th grades, only a small percentage with whom your DC was with in ES.

More than 90% of AA at Hardy are OB (DCPS data). So if you see 40 AA tardy students you can reasonably assume that about 35-36 were OB.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:so far we have seen esimtates ranging from no change, to 50% IB in grade 6.

hmmmm.

It's hard to say. I saw a larger number of non-African American 6th graders, but it's not possible to say whether they are IB or OB (likewise it is not possible to say whether any of the AA are IB or OB). Sure thing, the 6th grade line picking up their schedule sheet had a larger share of non-AA . It was clearly visible. I'd say maybe 20-25% ?

The problem with a large OB population are the tardy. I stayed until about 9:30 am yesterday chatting with other parents, I counted about 30-40 kids (clearly OB) getting to school more than 15 mins late. That's wrong and unacceptable, it is disruptive for the rest of the class.

What makes you so sure all the tardies yesterday were OB? Not snark, I am seriously asking how you can tell of the 6th grades, only a small percentage with whom your DC was with in ES.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:so far we have seen esimtates ranging from no change, to 50% IB in grade 6.

hmmmm.

It's hard to say. I saw a larger number of non-African American 6th graders, but it's not possible to say whether they are IB or OB (likewise it is not possible to say whether any of the AA are IB or OB). Sure thing, the 6th grade line picking up their schedule sheet had a larger share of non-AA . It was clearly visible. I'd say maybe 20-25% ?

The problem with a large OB population are the tardy. I stayed until about 9:30 am yesterday chatting with other parents, I counted about 30-40 kids (clearly OB) getting to school more than 15 mins late. That's wrong and unacceptable, it is disruptive for the rest of the class.

You will see that at Deal also.

Anonymous wrote:

Anonymous wrote:so far we have seen esimtates ranging from no change, to 50% IB in grade 6.

hmmmm.

It's hard to say. I saw a larger number of non-African American 6th graders, but it's not possible to say whether they are IB or OB (likewise it is not possible to say whether any of the AA are IB or OB). Sure thing, the 6th grade line picking up their schedule sheet had a larger share of non-AA . It was clearly visible. I'd say maybe 20-25% ?

The problem with a large OB population are the tardy. I stayed until about 9:30 am yesterday chatting with other parents, I counted about 30-40 kids (clearly OB) getting to school more than 15 mins late. That's wrong and unacceptable, it is disruptive for the rest of the class.

Anonymous wrote:so far we have seen esimtates ranging from no change, to 50% IB in grade 6.

hmmmm.

It's hard to say. I saw a larger number of non-African American 6th graders, but it's not possible to say whether they are IB or OB (likewise it is not possible to say whether any of the AA are IB or OB). Sure thing, the 6th grade line picking up their schedule sheet had a larger share of non-AA . It was clearly visible. I'd say maybe 20-25% ?

so far we have seen esimtates ranging from no change, to 50% IB in grade 6.

hmmmm.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:That's a good question, and I don't have an answer. Thank you.

I guess the school needs to fully embrace changes that could benefit the entire school, like sem, but drag their feet on others (like, potentially uniforms for example). That seems like too simplistic an answer.

Why drag their feet on uniforms. It screams 1990s inner city school, when I assume that Hardy wants to project a more inclusive and modern image.

The uniform thing cracks me up. In the '70s & '80s, anyone in a uniform was a private school kid. So then the public schools started phasing them in, and simultaneously the private schools started phasing them out.

Uniform, no uniform, doesn't matter -- as long as we can tell which kids are which it's all good! (That last sentence was sarcasm, in case it's not evident.)

The point is that some public schools started phasing them it, where they believed it would help bring order to chaotic school situations (along with tough disciplinary measures). Hardy uniforms are a vestige of that era, and perhaps of those problems. One would think that the school would want to move on, unless in fact the uniforms are still deemed necessary to instill discipline.

Gee, we've told you earlier in the thread why the uniforms got voted in by the parents. It had nothing to do with discipline problems or chaos. But go on, make up your own stories instead of listening to people who were actually there.

And again, I don't have a problem if the Hardy families - IB or OOB - want to vote uniforms out. I'm just sick of some of the assumptions people are making about the nature of the school and the kids based on the fact that they have uniforms.

Anonymous wrote:

Anonymous wrote:I have no problem if more ward 3 parents decide to send their child to Hardy MS if they agree to respect Hardy's unique culture. Some things can not be changed.

Whether you have a problem with it or not, neighborhood kids have a right to the school, and they do not have to accept the culture at all. They can advocate for any changes they want. Not that they will, but it seems arrogant to say, "We'll let you come if you respect our culture."

DP here. I have no problem if IB kids attend the school and their families advocate for changes. I have a problem if they complain about it without sending their kids there.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:^^NP here. I'm having a hard time understanding this: why is it when IB parents say that their concern is the educational quality, that Hardy parents ignore that and claim it's about something else? Do you think we're lying?

Don't be stupid. Just 'cause peple said the Civil War was about states'r rights didn't make it so - it was about slavery.

Read the whole thread. It will open your eyes. "Eduational quality" is a statement that is a proxy for a whole bunch of complaints - some race-based, some legitimate educational quality-related, some in a whole different category- that cannot be fixed by making whatever improvements to "educational quality" sought by IB parents.

I'm not being stupid. I'm being honest (obviously something you're not used to). This is an anonymous forum. Why would I lie? If parents say it's about race, then it's about race. If they say it's about class, it's about class. If they say it's about educational quality, then it's not? That's stupid. How are we supposed to have a real discussion if we can't take what is said at face value?

I think the question is whether or not the educational quality is as low as it's perceived to be and whether that perception is fueled by the percentage of low-income black OOB students attending. My kid went to Hardy back in the day so I can't speak to the quality of it now but she had some excellent teachers (if Sarah Bax is still there, you have to get your kid into her algebra class), some good teachers, a few so-so teachers and two clunkers (one was a long-term substitute so she left eventually). Not a perfect middle school education but overall pretty good and my kid's doing well in college today. Now, obviously, there are folks on this thread who wouldn't consider that spread of quality of teachers satisfactory and that's fine. But it's a valid question to ask whether there are others who would accept that if their kid were attending a middle school that was 50% white.

It appears that Hardy IB boundaries will not be expanding anytime soon. Both leading mayoral candidates have said that the DME school boundary plan should not be implemented as is.

IB Hardy parent: I am glad that uniforms are screening our kids from marketing pressures to desire (and thus ask) ultra-expensive clothing items like $350 limited edition sneakers, or $400 branded sweaters. It is not that I cannot afford it. It is more about keeping kids focused, at least for middle school, on presenting themselves and appreciate others at school more for who they are and what they are learning, rather than what they are wearing on their shoes. Especially at school. Then on weekends, i.e. on their free time, any family and kids can decide whether they are for the $350 sneakers or not.

I am all for uniforms, especially at such a delicate age , and in a context where kids and teenagers are taking possession of themselves. It certainly simplify the noisy signals that they are learning to process in the search for their individuality, and in a good way.

I can certainly see with my eyes that my kid is benefiting from it. And, if a consultation was held, I am sure that most current IB families would express their favor for the uniforms.

Hardy IB mom

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:That's a good question, and I don't have an answer. Thank you.

I guess the school needs to fully embrace changes that could benefit the entire school, like sem, but drag their feet on others (like, potentially uniforms for example). That seems like too simplistic an answer.

Why drag their feet on uniforms. It screams 1990s inner city school, when I assume that Hardy wants to project a more inclusive and modern image.

The uniform thing cracks me up. In the '70s & '80s, anyone in a uniform was a private school kid. So then the public schools started phasing them in, and simultaneously the private schools started phasing them out.

Uniform, no uniform, doesn't matter -- as long as we can tell which kids are which it's all good! (That last sentence was sarcasm, in case it's not evident.)

The point is that some public schools started phasing them it, where they believed it would help bring order to chaotic school situations (along with tough disciplinary measures). Hardy uniforms are a vestige of that era, and perhaps of those problems. One would think that the school would want to move on, unless in fact the uniforms are still deemed necessary to instill discipline.

Uniforms are a response to a lot of issues. They do help on some discipline issues ie they help identify the 1or 2% that violate the rules within the community. They enable kids to have similar look so wealth becomes less obvious. They help form an identity connected to the school. Since not school has a perfect student body it does not seem reasonable that any of these factors have changed. If you feel that your child will be judged so harshly as to be part of some "rowdy" past then maybe you just have too many bias's to let your kid go there. That is your problem but the rest of the world moves on.