Poster 9:47 here. Yes, I was referring to charters. Its common misconception that because Oyster and Walls and whatnot have tests for Spanish speaking ability or academic aptitude that charters can to. They can't. Look up both DC and federal law and you'll see that the preferences that can be offered are very limited (in DC its siblings and founders only) and for federal its siblings, founders, children of teachers, and I believe that's it.

Sounds like 9:57 was referring to charters. Regular public schools, magnet schools and private use tests at 2nd and higher based on best practice in immersion education. Frankly, there are plenty of parents who overestimate their kids language capabilities.

Some educators profile in school. Friend from Panama with Afro-Anglo name and AA appearance but less than perfect English had to practically hang a flag around child's neck to get consistent help in Spanish. Friends from Philippines and Anglo Caribbean with Spanish last names have the reverse experience.

The charter law in DC could be changed to allow language preference or the charter board could issue strong guidelines on applying to immersion school after 1st grade.

There are probably other options. DCI consortium should work on this

nonsense. Oyster has a test for new students testing in at higher grades.

I agree that it'd be great to have a testing option for immersion schools but realize that both federal and state law prohibit it. Since its unlikely that such a fundamental shift in the law will happen schools should look to creating language tracks, the same way many immersion middle and high schools do. There is a track for new students who do not speak any of the target language and a track for students who do. Not ideal, especially at the elementary level when students tend to be in the same class all day or spend time in classes in bigger blocks of time but its a possibility.

Anonymous wrote:There would have to be a test that would evaluate oral fluency but also written fluency. Being exposed to a language at home is not at all the same thing as going to school all day in that language. By 3rd grade or so, any advantage that native speakers of the second language had is gone for the most part, and good readers in English are also the good readers in the target language. Just having one parent in the home speaking the language, or a nanny, etc., even two parents at home may not be enough.

Native speakers don't even know how to write it. My daughter who takes spanish in middle school often ask our neighbor for help with her homework who is a native speaker, he doesn't know how to write it but he can speak it fluently. His parents don't speak engish that well and he was born and raised here.

There would have to be a test that would evaluate oral fluency but also written fluency. Being exposed to a language at home is not at all the same thing as going to school all day in that language. By 3rd grade or so, any advantage that native speakers of the second language had is gone for the most part, and good readers in English are also the good readers in the target language. Just having one parent in the home speaking the language, or a nanny, etc., even two parents at home may not be enough.

Long term, I think all the language charters are going to need to resolve the issue of having native-speaking kids who want to enroll at the higher grades.

The problem hasn't cropped up too much because most of the charters are still new and will admit students up to grade 2. But what about after grade 2? That's when they see attrition in the higher grades. Meanwhile, there are fluent-speaking kids in the target language who want to attend but simple can't get in.

Yu Ying has has already had the issue a few times, and all the other language charters will too in a year or two. This issue will only get bigger, and simply screams out for a solution.

Arlington VA requests that students above grade 2 have a "background" in Spanish before admitting to the bilingual Key Elementary. Or perhaps simple administering a test would be simpler and fairer. Whatever the way, a solution MUST be found. With the transient population of DC and so many new 3rd, 4th and 5th graders moving in, it is crazy not to offer these older kids the option of attending a language charter.

Anonymous wrote:I'm the poster who called a few months back. Whomever answered (didn't get her name, but now wished I would've) readily admitted that they had a preference for Spanish dominant. She didn't say it like there was anything to hide. Curious to see how the app. will look this year. When I called it was to get prepared for this lottery "season".

That someone would say that gives me concern. It is possible, of course, that she was speaking more or less generally about the benefits of having some native speakers in the classroom and is not involved in the lottery.

Anonymous wrote:My wife is a native Spanish speaker, I get along fine in Spanish, especially with little kids. Wife and I speak mostly English with each other but only Spanish with our son, who is in Spanish-language day care all week. He knows a few phrases in English, but can't really explain himself unless he speaks Spanish.

We count as a Spanish-dominant household, right?

This is similar to my situation though my DC is fluent in English. I brought this up when I called the school for info on applying. They said it was an advantage, but from this thread sounds like that's not the case. Who to believe?!

My wife is a native Spanish speaker, I get along fine in Spanish, especially with little kids. Wife and I speak mostly English with each other but only Spanish with our son, who is in Spanish-language day care all week. He knows a few phrases in English, but can't really explain himself unless he speaks Spanish.

We count as a Spanish-dominant household, right?

Anonymous wrote:

Anonymous wrote:Has anyone applied to LAMBS PCS from outside DC, moving in-district after the lottery? My family is moving to DC in the summer, and this is our one chance to get into the school, but we won't have a local address until we get there, obviously.

You need to provide an address on the application. I would suggest applying anyway. If you get in and are not a DC resident you will have to pay tuition to attend. If you get in and move to DC in the summer, your child attends tuition-free. If you don't get in, well, none of this matters anyway.

She will not get in if she is not a DC resident. There are too many DC residents trying to enter their children into LAMB. Tuition spots can only be provided if there are no DC residents interested in the spot. However, on a positive note, a non-resident can apply for a lottery slot. If the non-resiendt is selected in the lottery, they must provide proof of DC residency at the time of registration. I personally know of a couple who applied to one of the immersion charters while living in illinois. once their child won a lottery seat in the school, the family moved to the city and rented.

i know another couple who sold their house in maryland and moved into the city once their child was awarded a lottery slot in one of the immersions. so, PP can apply while living out of state, but must prove residency upon admission.

Anonymous wrote:Has anyone applied to LAMBS PCS from outside DC, moving in-district after the lottery? My family is moving to DC in the summer, and this is our one chance to get into the school, but we won't have a local address until we get there, obviously.

You need to provide an address on the application. I would suggest applying anyway. If you get in and are not a DC resident you will have to pay tuition to attend. If you get in and move to DC in the summer, your child attends tuition-free. If you don't get in, well, none of this matters anyway.