Anonymous wrote:For K & 1 according to DCPS Language Acquisition Division there isn’t a proficiency assessment. For students 2 and above there is. However if you have been at another DL school and are 2nd and above there is usually no assessment.

This is correct.

For K & 1 according to DCPS Language Acquisition Division there isn’t a proficiency assessment. For students 2 and above there is. However if you have been at another DL school and are 2nd and above there is usually no assessment.

Folks, calm down. We are currently attending BMPV and have a high wait list number for Powell.

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Anonymous wrote:Marie Reed will test you, even if you are coming from Oyster or other immersion programs!

Why would anyone leave Oyster to go to Marie Reed? This is a serious question, no snark intended.

FWIW, I’ve been an IB OA parent for 8 years. I haven’t heard of a family leaving OA for another immersion school, unless it’s WIS or an out of state immersion school. Oh, there were a few that left at 6th when DCI first opened, but I haven’t heard about any recent DCI departures since DCI doesn’t seem to have the strongest reputation.

Anonymous wrote:Marie Reed will test you, even if you are coming from Oyster or other immersion programs!

Why would anyone leave Oyster to go to Marie Reed? This is a serious question, no snark intended.

Marie Reed will test you, even if you are coming from Oyster or other immersion programs!

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Anonymous wrote:

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Anonymous wrote:Does a student coming from another language immersion Charter or in my case DCPS still have to take the test as well?

My child is in 2nd and high on the waiting list for another DCPS immersion school. Will they make him take the est even though he's been at the school for 4 years?

You definitely have to take the test if coming to Oyster from a charter, or from an out of state immersion school.

Not sure about one DCPS immersion program to another.

It's not Oyster, but two other DCPS immersion schools.

Oyster Adams will test any student, no matter the grade or school (immersion or otherwise).

Other DCPS immersion schools may have a different policy—you should call the school.

I know BM is happy to accept you even if you have no language skills.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does a student coming from another language immersion Charter or in my case DCPS still have to take the test as well?

My child is in 2nd and high on the waiting list for another DCPS immersion school. Will they make him take the est even though he's been at the school for 4 years?

You definitely have to take the test if coming to Oyster from a charter, or from an out of state immersion school.

Not sure about one DCPS immersion program to another.

It's not Oyster, but two other DCPS immersion schools.

Oyster Adams will test any student, no matter the grade or school (immersion or otherwise).

Other DCPS immersion schools may have a different policy—you should call the school.

Anonymous wrote:

Anonymous wrote:Does a student coming from another language immersion Charter or in my case DCPS still have to take the test as well?

My child is in 2nd and high on the waiting list for another DCPS immersion school. Will they make him take the est even though he's been at the school for 4 years?

You definitely have to take the test if coming to Oyster from a charter, or from an out of state immersion school.

Not sure about one DCPS immersion program to another.

It's not Oyster, but two other DCPS immersion schools.

Anonymous wrote:Does a student coming from another language immersion Charter or in my case DCPS still have to take the test as well?

My child is in 2nd and high on the waiting list for another DCPS immersion school. Will they make him take the est even though he's been at the school for 4 years?

You definitely have to take the test if coming to Oyster from a charter, or from an out of state immersion school.

Not sure about one DCPS immersion program to another.

Does a student coming from another language immersion Charter or in my case DCPS still have to take the test as well?

My child is in 2nd and high on the waiting list for another DCPS immersion school. Will they make him take the est even though he's been at the school for 4 years?

I am an awful tester- but great student! Didn’t have the chance to learn Spanish until college when I studied abroad and stayed for almost five years.

What I look for at Oyster, and find, is a nurturing environment where my DC learn, grow and become the best version of themselves. Along the way, they are acquiring great language skills in both English and Spanish - and learning about the diversity of the community we live in and the values of each. Teachers told kids not to worry about testing, just get a good night’s sleep. The importance of actual learning resonates.

Is there a perfect model? No? Will there forever be debate? Yes.

I wish we’d had 90/10, but oh well. Still managing fine! Glad the school continually invests In learning about trends and topics that affect dual language learning.

Anonymous wrote:Oversimplification. Plenty of the opposite can be found. Parents need to read both sides of the research (in favor and against) and decide for themselves. Not easy unless you have nothing to do.... If it can push English/math scores to levels of Janney, Lafayette, Mann...and prepare students for high school/college (beyond what those articles say), some parents may think is good (and why wait over 10 years to implement?), but others will decide to wait and see what happens, just in case. Both deserve respect.

Please post the research that has found that 90/10 language immersion programs have poor outcomes. We’ll wait.

Oversimplification. Plenty of the opposite can be found. Parents need to read both sides of the research (in favor and against) and decide for themselves. Not easy unless you have nothing to do.... If it can push English/math scores to levels of Janney, Lafayette, Mann...and prepare students for high school/college (beyond what those articles say), some parents may think is good (and why wait over 10 years to implement?), but others will decide to wait and see what happens, just in case. Both deserve respect.

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Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:Thank you but I am in boundary, with sibling preference and Spanish proficiency. It hurts to see that they accept whoever they want and that what they sell as a "rigorous admission process" is that a personal decision, not sure based on what. I am not so much interested in trying to appeal the decision as in making sure that the process becomes open and fair, which it is not at the moment. Glad to hear that parents are doing something and I believe that the more complaints they get, the more likely they are to be forced to do something. Will a lawyer help?

Probably not, but why don’t you hire a lawyer and see what happens. You won’t be the first person to (unsuccessfully) sue Oyster because you don’t like the admissions result.

You’re also NOT an IB parent.

On the bright side, you may be better off staying away from Oyster the upcoming year as there will be changes that nobody can explain to you (90% Spanish copy cat from Marie Reed for instance). Do I want my child to be a guinea pig? I attended a parent meeting for kinder and decided to look for another school. My IB friend has not made up her mind either and parents who know about language learning will have doubts. Watch the spots for changes and report back....

Oyster’s switch to a 90/10 (Spanish/English) model in PK4 and K is based on research and best practices: https://carla.umn.edu/immersion/acie/vol10/may2007_researchminority.html

“ELL students in 90:10 programs attain the same levels of proficiency in English and the same or higher standards of achievement in reading/language arts and math (measured in English) as ELL students in 50:50 programs. Thus, more exposure to instructional time in English does not lead to an improvement in English language proficiency or achievement in reading/language arts and math as measured in English.“

Btw, WIS follows the 90/10 model in PK and K as well. At WIS, 1st through 5th is 50/50.

You can always find evidence for anything (50:50, 80:20, 90/10...) if you look for it. Nothing convincing was given to us and this "research" you linked is just a summary (no references) more than 10 years old intended for ELL (English Language Learners) not to drop out of school (in San Jose, California?). Would you try a treatment that a doctor gives you based on so called "evidence" that is not up to date? I would not.

If given a choice to believe research from the highly respected Center for Advanced Research on Language Acquisition at the University of Minnesota, or you (an anonymous poster with an ax to grind with Oyster), I’ll go with the former.

Btw, a quick Google search yields additional research that strongly supports the 90/10 model:

https://sole-jole.org/16111.pdf (From 2015)

https://www.americancouncils.org/sites/default/files/DLI-portfolio.pdf

https://www.littleelmisd.net/cms/lib5/TX01918043/Centricity/Domain/130/Dual%20Language%20Program%20-%20Research.pdf

https://www.berkeleyschools.net/wp-content/uploads/2011/10/TWIAstounding_Effectiveness_Dual_Language_Ed.pdf?864d7e

http://www.cal.org/twi/toolkit/PI/P_QA/parent_a3.htm

“Comparing the achievement of students in 90/10 and 50/50 models, Lindholm-Leary (2001) found that by Grades 7-8, English language learners and native-English-speaking students scored similarly to their peers of the same language and economic backgrounds on achievement tests in English. When achievement was measured in Spanish, students in 90/10 programs scored higher than students in 50/50 programs. Thus, more instructional time spent in Spanish positively affected achievement in Spanish and had no negative effect on achievement measured in English.”