Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's so funny to me how the zeitgeist of DCUM seems to be:

JLKM/mostly white charter school scores go down/have big achievement gap: test scores don't matter as much as experiential/bilingual education does

KIPP and other schools have high test scores with mostly black/economically disadvantaged student bodies: they teach too much to the test, it's "not a good fit" for my kid.

school like Cap City has middling test scores and a curriculum similar to that of a HRCS (see also, IB at Banneker and Eastern): I can't send my kid there because the test scores show there's not a cohort of high performers.

Sort of.

IMO, what most DCUM families want in a preschool and elementary school is quite different than what they want as high school and college approach.

They're all for play-based preschool, lots of recess minimal assessments, specials and enrichment opportunities. Immersion is a big plus. And they want a school full of students who start scoring well on PARCC by 3rd without any explicit test prep.

Basically they want a progressive private school through 3rd or 4th, and a high achieving suburban or wealthier urban middle and high school environment with advanced classes, IB or AP, and classmates who are scoring in the 1400-1500s on the SAT.

They want a school full of rich kids with highly educated parents. And they want it to start at age 3 and include language immersion and be two blocks from their house and have guaranteed enrollment for everyone in a three-block radius and not have any kids with behavior problems (unless their kid has behavior problems in which case ONLY that specific behavior problem, only for their kid, and dealt with very intensively yet compassionately with evidence-based treatment). There should also be no more than 15 kids in the class with a full-time aide (with a college degree) but by middle and high school the school should be large enough to offer 7 foreign languages and 12 sports teams and yearbook and band, chorus, and orchestra and robotics and model UN. But it also cannot be overcrowded, and all kids who want to play on a sports team should make the team but also the team should win every game.

Anonymous wrote:So why put your children in a charter school that has an alternative curriculum if the test results are dismal?

Anonymous wrote:
Why do you think the students test so poorly on standardized tests?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's so funny to me how the zeitgeist of DCUM seems to be:

JLKM/mostly white charter school scores go down/have big achievement gap: test scores don't matter as much as experiential/bilingual education does

KIPP and other schools have high test scores with mostly black/economically disadvantaged student bodies: they teach too much to the test, it's "not a good fit" for my kid.

school like Cap City has middling test scores and a curriculum similar to that of a HRCS (see also, IB at Banneker and Eastern): I can't send my kid there because the test scores show there's not a cohort of high performers.

Sort of.

IMO, what most DCUM families want in a preschool and elementary school is quite different than what they want as high school and college approach.

They're all for play-based preschool, lots of recess minimal assessments, specials and enrichment opportunities. Immersion is a big plus. And they want a school full of students who start scoring well on PARCC by 3rd without any explicit test prep.

Basically they want a progressive private school through 3rd or 4th, and a high achieving suburban or wealthier urban middle and high school environment with advanced classes, IB or AP, and classmates who are scoring in the 1400-1500s on the SAT.

They want a school full of rich kids with highly educated parents. And they want it to start at age 3 and include language immersion and be two blocks from their house and have guaranteed enrollment for everyone in a three-block radius and not have any kids with behavior problems (unless their kid has behavior problems in which case ONLY that specific behavior problem, only for their kid, and dealt with very intensively yet compassionately with evidence-based treatment). There should also be no more than 15 kids in the class with a full-time aide (with a college degree) but by middle and high school the school should be large enough to offer 7 foreign languages and 12 sports teams and yearbook and band, chorus, and orchestra and robotics and model UN. But it also cannot be overcrowded, and all kids who want to play on a sports team should make the team but also the team should win every game.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's so funny to me how the zeitgeist of DCUM seems to be:

JLKM/mostly white charter school scores go down/have big achievement gap: test scores don't matter as much as experiential/bilingual education does

KIPP and other schools have high test scores with mostly black/economically disadvantaged student bodies: they teach too much to the test, it's "not a good fit" for my kid.

school like Cap City has middling test scores and a curriculum similar to that of a HRCS (see also, IB at Banneker and Eastern): I can't send my kid there because the test scores show there's not a cohort of high performers.

Sort of.

IMO, what most DCUM families want in a preschool and elementary school is quite different than what they want as high school and college approach.

They're all for play-based preschool, lots of recess minimal assessments, specials and enrichment opportunities. Immersion is a big plus. And they want a school full of students who start scoring well on PARCC by 3rd without any explicit test prep.

Basically they want a progressive private school through 3rd or 4th, and a high achieving suburban or wealthier urban middle and high school environment with advanced classes, IB or AP, and classmates who are scoring in the 1400-1500s on the SAT.

They want a school full of rich kids with highly educated parents. And they want it to start at age 3 and include language immersion and be two blocks from their house and have guaranteed enrollment for everyone in a three-block radius and not have any kids with behavior problems (unless their kid has behavior problems in which case ONLY that specific behavior problem, only for their kid, and dealt with very intensively yet compassionately with evidence-based treatment). There should also be no more than 15 kids in the class with a full-time aide (with a college degree) but by middle and high school the school should be large enough to offer 7 foreign languages and 12 sports teams and yearbook and band, chorus, and orchestra and robotics and model UN. But it also cannot be overcrowded, and all kids who want to play on a sports team should make the team but also the team should win every game.

Anonymous wrote:

Anonymous wrote:It must have improved quite a bit since we were last there several years ago.

Yes, it must have. My experience is only in observing the after-school activities over the past two years. I am also impressed with the diversity of the student body, the faculty, and families, and with how respectful and well-behaved, yet active, happy, and engaged the students appear to be. My grandmother taught for a decade at the public elementary school that served Chicago's Cabrini Green housing project, and my sister and I would visit with her at the school one day each year. I thus have a place in my heart for urban public schools, their teachers and staff, and the children they educate. CCPC seems like a great model to me.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's so funny to me how the zeitgeist of DCUM seems to be:

JLKM/mostly white charter school scores go down/have big achievement gap: test scores don't matter as much as experiential/bilingual education does

KIPP and other schools have high test scores with mostly black/economically disadvantaged student bodies: they teach too much to the test, it's "not a good fit" for my kid.

school like Cap City has middling test scores and a curriculum similar to that of a HRCS (see also, IB at Banneker and Eastern): I can't send my kid there because the test scores show there's not a cohort of high performers.

Sort of.

IMO, what most DCUM families want in a preschool and elementary school is quite different than what they want as high school and college approach.

They're all for play-based preschool, lots of recess minimal assessments, specials and enrichment opportunities. Immersion is a big plus. And they want a school full of students who start scoring well on PARCC by 3rd without any explicit test prep.

Basically they want a progressive private school through 3rd or 4th, and a high achieving suburban or wealthier urban middle and high school environment with advanced classes, IB or AP, and classmates who are scoring in the 1400-1500s on the SAT.

uh huh. keep telling yourself that... but nobody else believes it (and you probably don't either).

Anonymous wrote:

Anonymous wrote:It's so funny to me how the zeitgeist of DCUM seems to be:

JLKM/mostly white charter school scores go down/have big achievement gap: test scores don't matter as much as experiential/bilingual education does

KIPP and other schools have high test scores with mostly black/economically disadvantaged student bodies: they teach too much to the test, it's "not a good fit" for my kid.

school like Cap City has middling test scores and a curriculum similar to that of a HRCS (see also, IB at Banneker and Eastern): I can't send my kid there because the test scores show there's not a cohort of high performers.

Sort of.

IMO, what most DCUM families want in a preschool and elementary school is quite different than what they want as high school and college approach.

They're all for play-based preschool, lots of recess minimal assessments, specials and enrichment opportunities. Immersion is a big plus. And they want a school full of students who start scoring well on PARCC by 3rd without any explicit test prep.

Basically they want a progressive private school through 3rd or 4th, and a high achieving suburban or wealthier urban middle and high school environment with advanced classes, IB or AP, and classmates who are scoring in the 1400-1500s on the SAT.