Just looked, DCI isn't approved yet either.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A stunningly attractive, new, spacious, state-of-the-art-for-DCPS building.

Our wotp kids are in trailers.

I think the biggest difference is the lack of disruptive kids in wotp classrooms. Not sure how much is a difference in the population of kids vs the administrations way of handling disruptive kids.

The op asked about Deal. Read the op. Are your Deal kids in trailers ?

Yes, my Deal kid was in "learning cottages" all last year.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What others have said plus it is the only IB middle school in DC. Not only IB public school but even private schools don't offer an IB middle years program. That alone shows the dedication and commitment to educating students.

WIS offers an IB middle years program.

So does Eliot-Hine and Jefferson MS (NE and SW).

You are both wrong.

WIS does NOT offer MYP. Primary and hs but not middle school.

Neither EH or Jefferson are actually approved yet.

Anonymous wrote:Op, the quick (and sad) answer to your question is nothing. All the advantages that WTOP park seem to have come from SES.

- schools have more financial resources bc parents can afford to give
- parents can participate more either bc one can afford to SAH (and thus have the time) or they have jobs that allows for flexibility so they can volunteer
- kids are not as disruptive bc they do not have to deal with crap at home
- parents have the means and the will to "fix" those kids who are disruptive

I could go on but you get the point.

Let's add one more STABILITY, in EOB schools the administration/principals often rotate in and out of the school as do the students. Teachers who are trying to make a difference are facing an uphill battle. Half the students don't come to school during first period, when it rains, snows, on Mondays, Fridays, the day before or after a holiday, etc. Oh and then DCPS first two years of IMPACT kept rewarding the WOTP teachers with huge bonuses, how is that an incentive for teachers to work East of the river. There are many highly effective and "exhausted" teachers giving it everything they've got EOTP but they have been routinely dismissed and labeled by the media, DCPS, and others as ineffective based on the overall test scores of the school.

Raise money.

If you are asking about test scores, the research says that that is family income. The PTA fundraisers are nice, but don't have a causal relationship with test scores. The sort of parental involvement that includes help with homework, tutoring, and providing a quiet place to do homework does have a causal relationship with test scores.

[quote=Anonymous]honestly, more respect for quirkiness/ what I call "creative disrespect." At a WOTP school, it's more ok for a kid to write a poem instead of the assigned essay, wear bright colored socks, make a suggestion to the teacher. EOTP schools are more about maintaining order and teaching kids to follow rules. Which makes some sense, given that many students don't have very orderly home lives and following directions is a good life skill, but can also make school less fun and lead kids to be less engaged and creative.

http://www.washingtonpost.com/blogs/class-struggle/post/do-rich-and-poor-parenting-styles-matter/2012/11/29/cc78e020-39e7-11e2-b01f-5f55b193f58f_blog.html is sort of what I'm getting at.[/quote]

Great point, PP. Some kids are taught to be creators/leaders while others are taught to be [rule-abiding] followers.

In elementary our EOTP school had an almost non-existent PTA, but the professionals you do meet at pickup and birthday parties were warm and genuine. At EOTP aftercare was run by actual teachers from the school. The principal was engaged and hands on because she had to be. The kids wore uniforms and only if a kid was coming from a terrible home or shelter would you know they were poor, because their clothes/faces were dirty and they'd complain about being hungry - before they walked into the building. The parents drive cars that are just as nice, luxury SUVs etc. I'd say there were a lot more English language learners per class. Aftercare was heavily subsidized and parents aren't expected to fork out huge donations for anything. There was no "gala auction." there are a lot of smart kids but you see a drain into charter schools with each passing year.

At our WOTP school, some of the teachers who are not as effective stay on because they aren't subject to the scrutiny of a hardass principal who has to make it work to stay 'rising.' The aftercare is pricey, a LOT more per month. There are on-site enrichment options like dance, sports teams, and robotics. The parents in general seem to have more money, there are more professionals and less blue collar workers. The degree of e-mail communication is better.

Anonymous wrote:

Anonymous wrote:Op, the quick (and sad) answer to your question is nothing. All the advantages that WTOP park seem to have come from SES.

1) schools have more financial resources bc parents can afford to give
2) parents can participate more either bc one can afford to SAH (and thus have the time) or they have jobs that allows for flexibility so they can volunteer
3) kids are not as disruptive bc they do not have to deal with crap at home
4) parents have the means and the will to "fix" those kids who are disruptive

I could go on but you get the point.

So here is the other side of the coin for each claim you're making (I'm numbering them for quick reference):
1) Title I schools enjoy many more fully funded partnerships due to their Title I status (needs good management but it's there for the taking and a true asset)
2) you find fewer high-maintenance parents; they aren't constantly in the face of a teacher who is otherwise doing a good job
3) kids appreciate school, truly bond, and make it their home
4) see (2): try do what you propose, rude awaking, unless of course it's a poor black child...

+1. I had a draft saying the same things, but slightly more offensively. You call them "high-maintenance parents", and I was going to comment on the "pushy neurotic controlling parents" who could be a huge stressor and time sink on teachers, possibly on par with the 8 year-old with behavioral problems, but at least schools have specialized staff for the kid. The parents are all on the teacher.

There was another comment about the "class party coordinator" taking work off the teachers WOTP. Whee. Really? That sounds like a job created to give a bored person a sense of purpose.

I'm actually really looking forward to meeting and collaborating with the current ELL moms at my local DCPS. They may not bully the local businesses into throwing money at a PTA, but they seem plenty involved, they know how to feed a crowd, and they were smart enough to get their kids into a school that has been doing great things for their kids.

Anonymous wrote:I would add, parents are better at getting funding from private sources-- companies, foundations-- and better at advocating for the school within DCPS administration.

Not true. They may be able to pay up but they are not able to get some of the partnerships Title I schools can (seen it for myself, sad as it is) because those organizations benefit from grants and all if they serve Title I schools (not for the other ones).

Anonymous wrote:Op, the quick (and sad) answer to your question is nothing. All the advantages that WTOP park seem to have come from SES.

1) schools have more financial resources bc parents can afford to give
2) parents can participate more either bc one can afford to SAH (and thus have the time) or they have jobs that allows for flexibility so they can volunteer
3) kids are not as disruptive bc they do not have to deal with crap at home
4) parents have the means and the will to "fix" those kids who are disruptive

I could go on but you get the point.

So here is the other side of the coin for each claim you're making (I'm numbering them for quick reference):
1) Title I schools enjoy many more fully funded partnerships due to their Title I status (needs good management but it's there for the taking and a true asset)
2) you find fewer high-maintenance parents; they aren't constantly in the face of a teacher who is otherwise doing a good job
3) kids appreciate school, truly bond, and make it their home
4) see (2): try do what you propose, rude awaking, unless of course it's a poor black child...

Anonymous wrote:Responsive Classroom.

So does our EotP school, and has been for a long time. (Better implemented recently, I grant you that.)

Anonymous wrote:

Anonymous wrote:What others have said plus it is the only IB middle school in DC. Not only IB public school but even private schools don't offer an IB middle years program. That alone shows the dedication and commitment to educating students.

WIS offers an IB middle years program.

So does Eliot-Hine and Jefferson MS (NE and SW).

I would add, parents are better at getting funding from private sources-- companies, foundations-- and better at advocating for the school within DCPS administration.

Responsive Classroom.