Anonymous wrote:

Anonymous wrote:How to put this? Most families in Petworth do not send their kids to Roosevelt. It’s not a good school.

900 kids go there. Obviously many families DO send their kids there. Please just say "white families" if that's what you mean.

From the IB participation rate and the schools students are going to instead, most of the students opting out aren't white.

Anonymous wrote:How to put this? Most families in Petworth do not send their kids to Roosevelt. It’s not a good school.

900 kids go there. Obviously many families DO send their kids there. Please just say "white families" if that's what you mean.

Anonymous wrote:What the "colonization" (really poor choice of words BTW) poster is suggesting is basically what was done at Jackson Reed (nee Wilson) in the early to mid 90s with the academies. Prior to then, the IB enrollment at Wilson was exceedingly low. Though Wilson had always been the OOB destination of choice for students trying to exit their in-bounds schools but who didn't get into Banneker or Walls. And there were no charters back then to peel off attentive families then either. So easier lift back then.

I’m not sure the academies did anything to turn Wilson around. The academies are nothing special although I guess they are a good marketing strategy. Part of the problem is that DCPS Central loves to say screw you to upper middle class families even though they need these families. Schools work best for everyone when you have a mix of kids. Kids from higher income and educated families bring stability to schools and they also draw good teachers to the schools. The upward momentum lifts all boats including the low income kids. Look at MCPS. All of their high schools are pretty decent because even their poorest high schools have a decent number of middle class kids. And their strategy of creating high level magnets within schools has worked out reasonably well.

I'm using the impolite words because we're anonymous and I think it's shitty that we can't do better than this. But I await something better...and I'm still waiting...

What the "colonization" (really poor choice of words BTW) poster is suggesting is basically what was done at Jackson Reed (nee Wilson) in the early to mid 90s with the academies. Prior to then, the IB enrollment at Wilson was exceedingly low. Though Wilson had always been the OOB destination of choice for students trying to exit their in-bounds schools but who didn't get into Banneker or Walls. And there were no charters back then to peel off attentive families then either. So easier lift back then.

Anonymous wrote:

Anonymous wrote:The thing is, we want “our” kids segregated from the kids who are dumb and want to hurt them.

We want our kids to feel like excelling is normal and violence is not.

For many kids that simply isn’t true. And I don’t know what you do for them. They end up at schools like Roosevelt and as a result we shun them.

There of course is the usual segregation, racism, classism, and all that. It doesn’t help. I’ve put my kids into a middle school that some would not. I’m willing to go pretty far.

But at the end of the day, I would not let my kid go to a school with open gang activity and that doesn’t teach to kids who can get a 3 on an AP test. It’s too much of a mismatch.

I’ve been in Roosevelt for the foreign service curriculum rundown. Years ago now. It would be something I’d like to have done myself. But how many of these kids could actually complete such a curriculum?

I get the WHY. Trauma and centuries of being treated as subhuman and not being permitted to learn, achieve, and feel safe are terrible. But when it leads to harmful treatment of the people around you, how should the people around you react? Through avoidance, not overreaction, right? I can’t fix a kid’s trauma. My DD certainly can’t. My kid can’t teach yours Algebra. What are reasonable expectations?

The only way I see of changing this amounts to colonization. I’ll call it what it is. It’s things like sticking Coolidge Early College at Coolidge. Making a group within a group that doesn’t have to deal with Black lower class trauma or Central American gang activity and the other myriad problems kids can’t shed when they get to school.

If you get that in there, the edges start to bleed together. Things start to heal. But this won’t start without colonial island analogy school situations.

Hate it but I fail to see more realistic situations emerging when clearly these 99.9% poor minority DCPS schools are being shunned.

Clearly this post sounds very reasonable to many DCUM posters, but is based on absolutely zero actual knowledge of what’s going on on the ground. Maybe before suggesting “colonization” (?!!!!!!) you should spend a few minutes listening to what the people dealing with “lower class Black trauma” (!!!!!!) actually have to say about their lives. It certainly isn’t your “colonization.”

I wrote this. I'm a neighbor with kids, one an eighth grader in very nearby schools. Not a charter fan and I wanted, and still want, DCPS to succeed.

I hate this idea, and I can't think of anything else that will make the school integrate outside of poor black and brown DC. Integration is one thing, because generally the writers here are the middle to upper class parents who avoid schools that are almost strictly Black and Hispanic and poor. What I'm talking about with 'colonization' - me calling it what it really is, because doing ugly shit deserves to be called what it is, is the only approach that seems like it could draw new parents into the school in a choice-based enrollment regime. DC appears entirely unwilling to not let people choose schools and change their kids' enrollment every year or whenever they want.

Success is another thing. Succeeding for the students who are at Roosevelt now. I want that to happen, for ordinary students and even for those who are truant, criminally-involved, stoned every day, whatever. But has anyone ever proposed anything that helps those students succeed? If so, DCPS clearly hasn't gotten the memo, as test scores and attendance aren't going in the right direction.

The only things I've ever read about involve (1) taking very small numbers of students and placing them in completely different environments, e.g., taking one Black student and sticking them in a high-achieving White school in the suburbs and (2) KIPP-style drill-all-day schools. Roosevelt is almost by definition neither of those things. Can they, will they, get kids with trauma to love to learn and become optimistic about their futures such that they make good choices, get help to succeed long-term? I really want this. But as I've shared before, I'm one parent, not a parent of a kid like this, and my kids would only deal with externalities arising from these kids not succeeding to date.

All that said - if you want to teach me about how we could respond to a long negative history, I'm interested. I don't need a litany of complaints or a recapitulation of history, I'd like ideas that would help me do something more than just nod along as somebody tells me about negative things that have happened. Like, seriously, what would make it so that kids reading below grade level in a subculture suspicious of academic success would love to read? What makes 10th graders who see relatives unemployed and can't see their way to a good job believe that they could actually get one?

I just want to prioritize a better future through action. Would spending a few minutes listening to Black people who've not succeeded economically help direct what needs to be done? Or would I just hear some undirected complaints? I say all this anonymously and impolitely so I can get to the point. Does hearing people complain get anywhere? Wouldn't you want to start with how people think they and others around them could help make the situation better?

Anonymous wrote:

Anonymous wrote:The thing is, we want “our” kids segregated from the kids who are dumb and want to hurt them.

We want our kids to feel like excelling is normal and violence is not.

For many kids that simply isn’t true. And I don’t know what you do for them. They end up at schools like Roosevelt and as a result we shun them.

There of course is the usual segregation, racism, classism, and all that. It doesn’t help. I’ve put my kids into a middle school that some would not. I’m willing to go pretty far.

But at the end of the day, I would not let my kid go to a school with open gang activity and that doesn’t teach to kids who can get a 3 on an AP test. It’s too much of a mismatch.

I’ve been in Roosevelt for the foreign service curriculum rundown. Years ago now. It would be something I’d like to have done myself. But how many of these kids could actually complete such a curriculum?

I get the WHY. Trauma and centuries of being treated as subhuman and not being permitted to learn, achieve, and feel safe are terrible. But when it leads to harmful treatment of the people around you, how should the people around you react? Through avoidance, not overreaction, right? I can’t fix a kid’s trauma. My DD certainly can’t. My kid can’t teach yours Algebra. What are reasonable expectations?

The only way I see of changing this amounts to colonization. I’ll call it what it is. It’s things like sticking Coolidge Early College at Coolidge. Making a group within a group that doesn’t have to deal with Black lower class trauma or Central American gang activity and the other myriad problems kids can’t shed when they get to school.

If you get that in there, the edges start to bleed together. Things start to heal. But this won’t start without colonial island analogy school situations.

Hate it but I fail to see more realistic situations emerging when clearly these 99.9% poor minority DCPS schools are being shunned.

Clearly this post sounds very reasonable to many DCUM posters, but is based on absolutely zero actual knowledge of what’s going on on the ground. Maybe before suggesting “colonization” (?!!!!!!) you should spend a few minutes listening to what the people dealing with “lower class Black trauma” (!!!!!!) actually have to say about their lives. It certainly isn’t you “colonization.”

Can you share what people on the ground think of the early college program at Coolidge? Do they think the school within a school model is good for the larger school community?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It seems like DCPS has given up on schools like Roosevelt. Tiered classes would probably be beneficial at Roosevelt but DCPS has decided that is the third rail of education so it will never happen. The global academy started out with great fanfare and initially there was a partnership with the Georgetown School of Foreign Service but all that fell apart very quickly

The city has spend hundreds of millions of dollars on Roosevelt. The problem definitely isn't resources.

It isn’t needing more resources. It is how money is spent in DCPS. And DCPS rarely looks at whether programs are being effective or not. Maybe it is a political thing but money is constantly thrown at useless programs that are not working but rarely are they removed.

Definitely true. It's stunning how much money the city wastes.

Anonymous wrote:

Anonymous wrote:It seems like DCPS has given up on schools like Roosevelt. Tiered classes would probably be beneficial at Roosevelt but DCPS has decided that is the third rail of education so it will never happen. The global academy started out with great fanfare and initially there was a partnership with the Georgetown School of Foreign Service but all that fell apart very quickly

The city has spend hundreds of millions of dollars on Roosevelt. The problem definitely isn't resources.

It isn’t needing more resources. It is how money is spent in DCPS. And DCPS rarely looks at whether programs are being effective or not. Maybe it is a political thing but money is constantly thrown at useless programs that are not working but rarely are they removed.

Anonymous wrote:

Anonymous wrote:The thing is, we want “our” kids segregated from the kids who are dumb and want to hurt them.

We want our kids to feel like excelling is normal and violence is not.

For many kids that simply isn’t true. And I don’t know what you do for them. They end up at schools like Roosevelt and as a result we shun them.

There of course is the usual segregation, racism, classism, and all that. It doesn’t help. I’ve put my kids into a middle school that some would not. I’m willing to go pretty far.

But at the end of the day, I would not let my kid go to a school with open gang activity and that doesn’t teach to kids who can get a 3 on an AP test. It’s too much of a mismatch.

I’ve been in Roosevelt for the foreign service curriculum rundown. Years ago now. It would be something I’d like to have done myself. But how many of these kids could actually complete such a curriculum?

I get the WHY. Trauma and centuries of being treated as subhuman and not being permitted to learn, achieve, and feel safe are terrible. But when it leads to harmful treatment of the people around you, how should the people around you react? Through avoidance, not overreaction, right? I can’t fix a kid’s trauma. My DD certainly can’t. My kid can’t teach yours Algebra. What are reasonable expectations?

The only way I see of changing this amounts to colonization. I’ll call it what it is. It’s things like sticking Coolidge Early College at Coolidge. Making a group within a group that doesn’t have to deal with Black lower class trauma or Central American gang activity and the other myriad problems kids can’t shed when they get to school.

If you get that in there, the edges start to bleed together. Things start to heal. But this won’t start without colonial island analogy school situations.

Hate it but I fail to see more realistic situations emerging when clearly these 99.9% poor minority DCPS schools are being shunned.

Clearly this post sounds very reasonable to many DCUM posters, but is based on absolutely zero actual knowledge of what’s going on on the ground. Maybe before suggesting “colonization” (?!!!!!!) you should spend a few minutes listening to what the people dealing with “lower class Black trauma” (!!!!!!) actually have to say about their lives. It certainly isn’t you “colonization.”

Some people don't give a rat's ass about school. They think it's a waste of time.

Anonymous wrote:The thing is, we want “our” kids segregated from the kids who are dumb and want to hurt them.

We want our kids to feel like excelling is normal and violence is not.

For many kids that simply isn’t true. And I don’t know what you do for them. They end up at schools like Roosevelt and as a result we shun them.

There of course is the usual segregation, racism, classism, and all that. It doesn’t help. I’ve put my kids into a middle school that some would not. I’m willing to go pretty far.

But at the end of the day, I would not let my kid go to a school with open gang activity and that doesn’t teach to kids who can get a 3 on an AP test. It’s too much of a mismatch.

I’ve been in Roosevelt for the foreign service curriculum rundown. Years ago now. It would be something I’d like to have done myself. But how many of these kids could actually complete such a curriculum?

I get the WHY. Trauma and centuries of being treated as subhuman and not being permitted to learn, achieve, and feel safe are terrible. But when it leads to harmful treatment of the people around you, how should the people around you react? Through avoidance, not overreaction, right? I can’t fix a kid’s trauma. My DD certainly can’t. My kid can’t teach yours Algebra. What are reasonable expectations?

The only way I see of changing this amounts to colonization. I’ll call it what it is. It’s things like sticking Coolidge Early College at Coolidge. Making a group within a group that doesn’t have to deal with Black lower class trauma or Central American gang activity and the other myriad problems kids can’t shed when they get to school.

If you get that in there, the edges start to bleed together. Things start to heal. But this won’t start without colonial island analogy school situations.

Hate it but I fail to see more realistic situations emerging when clearly these 99.9% poor minority DCPS schools are being shunned.

Clearly this post sounds very reasonable to many DCUM posters, but is based on absolutely zero actual knowledge of what’s going on on the ground. Maybe before suggesting “colonization” (?!!!!!!) you should spend a few minutes listening to what the people dealing with “lower class Black trauma” (!!!!!!) actually have to say about their lives. It certainly isn’t you “colonization.”

OP, I'm in Petworth as well and IB for Roosevelt. Roosevelt is not a good IB school unfortunately. I would not be terrified to send my 9th grade, but I would be really concerned about college readiness. My kid is at Banneker and happy there.

Fwiw, I attended a middle school years ago that fed to Roosevelt and Coolidge. We were woefully unprepared for high school and that is part of the challenge for schools like Roosevelt. By the time most kids arrive, they're already below grade level.

Anonymous wrote:The thing is, we want “our” kids segregated from the kids who are dumb and want to hurt them.

We want our kids to feel like excelling is normal and violence is not.

For many kids that simply isn’t true. And I don’t know what you do for them. They end up at schools like Roosevelt and as a result we shun them.

There of course is the usual segregation, racism, classism, and all that. It doesn’t help. I’ve put my kids into a middle school that some would not. I’m willing to go pretty far.

But at the end of the day, I would not let my kid go to a school with open gang activity and that doesn’t teach to kids who can get a 3 on an AP test. It’s too much of a mismatch.

I’ve been in Roosevelt for the foreign service curriculum rundown. Years ago now. It would be something I’d like to have done myself. But how many of these kids could actually complete such a curriculum?

I get the WHY. Trauma and centuries of being treated as subhuman and not being permitted to learn, achieve, and feel safe are terrible. But when it leads to harmful treatment of the people around you, how should the people around you react? Through avoidance, not overreaction, right? I can’t fix a kid’s trauma. My DD certainly can’t. My kid can’t teach yours Algebra. What are reasonable expectations?

The only way I see of changing this amounts to colonization. I’ll call it what it is. It’s things like sticking Coolidge Early College at Coolidge. Making a group within a group that doesn’t have to deal with Black lower class trauma or Central American gang activity and the other myriad problems kids can’t shed when they get to school.

If you get that in there, the edges start to bleed together. Things start to heal. But this won’t start without colonial island analogy school situations.

Hate it but I fail to see more realistic situations emerging when clearly these 99.9% poor minority DCPS schools are being shunned.

+1000.
Thank you.

Anonymous wrote:The thing is, we want “our” kids segregated from the kids who are dumb and want to hurt them.

We want our kids to feel like excelling is normal and violence is not.

For many kids that simply isn’t true. And I don’t know what you do for them. They end up at schools like Roosevelt and as a result we shun them.

There of course is the usual segregation, racism, classism, and all that. It doesn’t help. I’ve put my kids into a middle school that some would not. I’m willing to go pretty far.

But at the end of the day, I would not let my kid go to a school with open gang activity and that doesn’t teach to kids who can get a 3 on an AP test. It’s too much of a mismatch.

I’ve been in Roosevelt for the foreign service curriculum rundown. Years ago now. It would be something I’d like to have done myself. But how many of these kids could actually complete such a curriculum?

I get the WHY. Trauma and centuries of being treated as subhuman and not being permitted to learn, achieve, and feel safe are terrible. But when it leads to harmful treatment of the people around you, how should the people around you react? Through avoidance, not overreaction, right? I can’t fix a kid’s trauma. My DD certainly can’t. My kid can’t teach yours Algebra. What are reasonable expectations?

The only way I see of changing this amounts to colonization. I’ll call it what it is. It’s things like sticking Coolidge Early College at Coolidge. Making a group within a group that doesn’t have to deal with Black lower class trauma or Central American gang activity and the other myriad problems kids can’t shed when they get to school.

If you get that in there, the edges start to bleed together. Things start to heal. But this won’t start without colonial island analogy school situations.

Hate it but I fail to see more realistic situations emerging when clearly these 99.9% poor minority DCPS schools are being shunned.

This puts into words what I've been dealing with our MS/HS path (IB to Roosevelt) and I appreciate it.

Anonymous wrote:It seems like DCPS has given up on schools like Roosevelt. Tiered classes would probably be beneficial at Roosevelt but DCPS has decided that is the third rail of education so it will never happen. The global academy started out with great fanfare and initially there was a partnership with the Georgetown School of Foreign Service but all that fell apart very quickly

The city has spend hundreds of millions of dollars on Roosevelt. The problem definitely isn't resources.