Anonymous wrote:

Anonymous wrote:Of course kids are learning way less this year. Teachers are cutting 1/3-1/2 the curriculum and there are way fewer instructional hours. The situation is even worse than we can see because there is very lenient grading and rampant cheating going on. Our kids are SO behind their counterparts at private schools and public schools that are open. And, not only that, but the school day will still be significantly reduced even when they are in-person because "equity" - can't have regular school hours in-person if virtual kids aren't getting the same! The equity mission at APS is out of hand. Everyone needs to be reaching out to APS and school board and tell them to end this nonsense. We need regular hours at school, put more kids on busses to make logistics easier, move to 3 feet distancing for elementary. And, most importantly, pay attention to school board elections and stop blindly voting for whoever the ACDC endorses. I hope they find a good candidate, but they have a very bad track record.

Citation? Or let me guess...you pulled that from your a$$?

My 5th grader’s teacher said this at parent teacher conferences. And my older kid’s AP teachers have said they only have time to teach 2/3 of the curriculum. The kids are on their own for the rest.

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If your kid is scoring way above grade level on these inventories in the fall, nothing taught in MS is going to increase it by much. Or at all. My kids always scored two or more years ahead. It would vary over the course of the year, up and down. Pre pandemic. If your kid comes into sixth grade over 1000 on math inventory, nothing they are teaching in math 6 extended is going to move him much. He’s already way ahead. And for reading, the decrease probably reflects that your kid is doing less independent reading than over the summer. The APS reading course or English 7 isn’t going to move the readings score of a high achieving kid. That’s pretty pandemic truth.

My kid's high reading score did increase, but she also is still reading as much as she did over the summer. Maybe even more over these cold months. Also, her English 7 teacher isn't as lax about grading as other teachers so she does take that one a little more seriously.

I think a lot depends on teachers - the 7th grade teachers have been great. Better than the pre-pandemic 6th grade teachers. Plus, there was practically zero new content in pre-pandemic 6th grade so it's tough to compare the years.

I agree with this. I guess my point is that mild declines in already high scores are not a sign of DL failure. These inventories do go up (and my kids did over grades 6-8) but they are really only a measure of the schools “failure” if the kid doesn’t progress with grade level material. They are useful for math placement and identifying need for interventions. That’s about it.

You are in complete and utter denial if you do not think DL for an ENTIRE year and going to a 4-day school week where the teacher only lectures a small portion of the class time has not had a negative effect.

"Negative"? I don't think that is universally true. I think many kids aren't learning quite as much as if it were in-person school, but most kids aren't declining / net negative. At least the ones who are actually attending class. The kids who don't join at all certainly will decline.

And quite frankly even in a regular year there are a wide range of experiences with how much kids learn and outcomes.

But vaccines are here. Kids are going back. Your kid will be OK. He is still a high reading level and better off than the many kids who will never get to that level, pandemic or not.

DP. Not learning as much as kids in sane grade last year is a “negative effect”. Yes- that applies across the board. It’s tiresome to repeatedly hear that the lower standard is fine, acceptable. They didn’t even introduce anything new after March last year so as not to disadvantage certain kids. Sink to the lowest denominator -APS way.

Yes, a lower standard is OK this year. There is a global pandemic FFS.

So, I am one of the PPs. My kid's inventory scores dipped, but I don't care about that. However, his grades also took a significant nosedive, and when I asked his guidance counselor whether there was any discussion/coordination around "a lower standard," I was told no. Actually she kind of chuckled at the question. So, my kid (who is by most of these metrics above-average) might wind up taking a seat in an APS summer school program that really should go to kids who have historically struggled and are doing even worse this year. APS is a train wreck on these issues, even pre-pandemic. The stories I have heard about kids with IEPs and the alleged "interventions" they're getting make my head spin. I believe my kid will be okay in the long term. But this last year has shown me what APS really is--a system that has a reputation for great schools that is largely made up of kids whose parents are wealthy and highly educated. Meaning their kids could live in a cave for a decade and wind up going to college because the parents have the resources to make that happen. Meanwhile, for kids who are genuinely struggling for any number of reasons, APS is just a disaster. In my opinion, you have to be pretty bad to have to pay the DOJ $25 million to settle on your poor treatment of kids and families who don't speak English. But no one in N. Arlington cares about that.

Anonymous wrote:Of course kids are learning way less this year. Teachers are cutting 1/3-1/2 the curriculum and there are way fewer instructional hours. The situation is even worse than we can see because there is very lenient grading and rampant cheating going on. Our kids are SO behind their counterparts at private schools and public schools that are open. And, not only that, but the school day will still be significantly reduced even when they are in-person because "equity" - can't have regular school hours in-person if virtual kids aren't getting the same! The equity mission at APS is out of hand. Everyone needs to be reaching out to APS and school board and tell them to end this nonsense. We need regular hours at school, put more kids on busses to make logistics easier, move to 3 feet distancing for elementary. And, most importantly, pay attention to school board elections and stop blindly voting for whoever the ACDC endorses. I hope they find a good candidate, but they have a very bad track record.

That’s right. My kids aren’t going to be shorted a minute of instruction just because you’re fine with yours eating lunch with 100 unmasked kids. Any believe me, I’ll be regularly communicating with whoever I need to ensure that “equity.” And there’s lots of us. And the administration listens to us a lot more than the APE screamers. You’re welcome!

Anonymous wrote:Of course kids are learning way less this year. Teachers are cutting 1/3-1/2 the curriculum and there are way fewer instructional hours. The situation is even worse than we can see because there is very lenient grading and rampant cheating going on. Our kids are SO behind their counterparts at private schools and public schools that are open. And, not only that, but the school day will still be significantly reduced even when they are in-person because "equity" - can't have regular school hours in-person if virtual kids aren't getting the same! The equity mission at APS is out of hand. Everyone needs to be reaching out to APS and school board and tell them to end this nonsense. We need regular hours at school, put more kids on busses to make logistics easier, move to 3 feet distancing for elementary. And, most importantly, pay attention to school board elections and stop blindly voting for whoever the ACDC endorses. I hope they find a good candidate, but they have a very bad track record.

Citation? Or let me guess...you pulled that from your a$$?

Anonymous wrote:My sister is an APS teacher. If your kids went down, be happy they probably aren't cheating. There is rampant cheating going on. DL is just a disaster for learning and your kids are not alone. There's an APE graphic going around about the dramatic increase in failing grades for middle school.

Based on data they pulled out of their a$$?

Anonymous wrote:My sister is an APS teacher. If your kids went down, be happy they probably aren't cheating. There is rampant cheating going on. DL is just a disaster for learning and your kids are not alone. There's an APE graphic going around about the dramatic increase in failing grades for middle school.

Uh huh. Which is it? Are they failing or are they cheating?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If your kid is scoring way above grade level on these inventories in the fall, nothing taught in MS is going to increase it by much. Or at all. My kids always scored two or more years ahead. It would vary over the course of the year, up and down. Pre pandemic. If your kid comes into sixth grade over 1000 on math inventory, nothing they are teaching in math 6 extended is going to move him much. He’s already way ahead. And for reading, the decrease probably reflects that your kid is doing less independent reading than over the summer. The APS reading course or English 7 isn’t going to move the readings score of a high achieving kid. That’s pretty pandemic truth.

My kid's high reading score did increase, but she also is still reading as much as she did over the summer. Maybe even more over these cold months. Also, her English 7 teacher isn't as lax about grading as other teachers so she does take that one a little more seriously.

I think a lot depends on teachers - the 7th grade teachers have been great. Better than the pre-pandemic 6th grade teachers. Plus, there was practically zero new content in pre-pandemic 6th grade so it's tough to compare the years.

I agree with this. I guess my point is that mild declines in already high scores are not a sign of DL failure. These inventories do go up (and my kids did over grades 6-8) but they are really only a measure of the schools “failure” if the kid doesn’t progress with grade level material. They are useful for math placement and identifying need for interventions. That’s about it.

You are in complete and utter denial if you do not think DL for an ENTIRE year and going to a 4-day school week where the teacher only lectures a small portion of the class time has not had a negative effect.

"Negative"? I don't think that is universally true. I think many kids aren't learning quite as much as if it were in-person school, but most kids aren't declining / net negative. At least the ones who are actually attending class. The kids who don't join at all certainly will decline.

And quite frankly even in a regular year there are a wide range of experiences with how much kids learn and outcomes.

But vaccines are here. Kids are going back. Your kid will be OK. He is still a high reading level and better off than the many kids who will never get to that level, pandemic or not.

DP. Not learning as much as kids in sane grade last year is a “negative effect”. Yes- that applies across the board. It’s tiresome to repeatedly hear that the lower standard is fine, acceptable. They didn’t even introduce anything new after March last year so as not to disadvantage certain kids. Sink to the lowest denominator -APS way.

Yes, a lower standard is OK this year. There is a global pandemic FFS.

Of course kids are learning way less this year. Teachers are cutting 1/3-1/2 the curriculum and there are way fewer instructional hours. The situation is even worse than we can see because there is very lenient grading and rampant cheating going on. Our kids are SO behind their counterparts at private schools and public schools that are open. And, not only that, but the school day will still be significantly reduced even when they are in-person because "equity" - can't have regular school hours in-person if virtual kids aren't getting the same! The equity mission at APS is out of hand. Everyone needs to be reaching out to APS and school board and tell them to end this nonsense. We need regular hours at school, put more kids on busses to make logistics easier, move to 3 feet distancing for elementary. And, most importantly, pay attention to school board elections and stop blindly voting for whoever the ACDC endorses. I hope they find a good candidate, but they have a very bad track record.

My sister is an APS teacher. If your kids went down, be happy they probably aren't cheating. There is rampant cheating going on. DL is just a disaster for learning and your kids are not alone. There's an APE graphic going around about the dramatic increase in failing grades for middle school.

This doesn’t seem surprising but to those who say that kids aren’t learning anything, my daughter’s scores improved (in math she went from on track to slightly above where she should be, in reading she went from very advanced to even more advanced).

But I bet if my elementary schooler did a test like his, the scores would have dropped. His teachers are having a rougher go of things.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If your kid is scoring way above grade level on these inventories in the fall, nothing taught in MS is going to increase it by much. Or at all. My kids always scored two or more years ahead. It would vary over the course of the year, up and down. Pre pandemic. If your kid comes into sixth grade over 1000 on math inventory, nothing they are teaching in math 6 extended is going to move him much. He’s already way ahead. And for reading, the decrease probably reflects that your kid is doing less independent reading than over the summer. The APS reading course or English 7 isn’t going to move the readings score of a high achieving kid. That’s pretty pandemic truth.

My kid's high reading score did increase, but she also is still reading as much as she did over the summer. Maybe even more over these cold months. Also, her English 7 teacher isn't as lax about grading as other teachers so she does take that one a little more seriously.

I think a lot depends on teachers - the 7th grade teachers have been great. Better than the pre-pandemic 6th grade teachers. Plus, there was practically zero new content in pre-pandemic 6th grade so it's tough to compare the years.

I agree with this. I guess my point is that mild declines in already high scores are not a sign of DL failure. These inventories do go up (and my kids did over grades 6-8) but they are really only a measure of the schools “failure” if the kid doesn’t progress with grade level material. They are useful for math placement and identifying need for interventions. That’s about it.

You are in complete and utter denial if you do not think DL for an ENTIRE year and going to a 4-day school week where the teacher only lectures a small portion of the class time has not had a negative effect.

"Negative"? I don't think that is universally true. I think many kids aren't learning quite as much as if it were in-person school, but most kids aren't declining / net negative. At least the ones who are actually attending class. The kids who don't join at all certainly will decline.

And quite frankly even in a regular year there are a wide range of experiences with how much kids learn and outcomes.

But vaccines are here. Kids are going back. Your kid will be OK. He is still a high reading level and better off than the many kids who will never get to that level, pandemic or not.

DP. Not learning as much as kids in sane grade last year is a “negative effect”. Yes- that applies across the board. It’s tiresome to repeatedly hear that the lower standard is fine, acceptable. They didn’t even introduce anything new after March last year so as not to disadvantage certain kids. Sink to the lowest denominator -APS way.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t think I ever saw the beginning of the year Math Inventory. I wouldn’t be surprised if we were in same boat. I just don’t think they have really learned much in math. I think teachers have tried to cover the material but my kid isn’t absorbing it. We started tutoring, fwiw.

Both are included on the report. It’s on ParentVue under documents.

Mine is in 5th. Do they take it at beginning of year? Nothing on mid-year report.

Our APS 5th Grader took the math inventory about 5 weeks ago, but I don't see any test results from earlier in the year. Our kid scored well above proficiency, but DC has been tutored all year long.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If your kid is scoring way above grade level on these inventories in the fall, nothing taught in MS is going to increase it by much. Or at all. My kids always scored two or more years ahead. It would vary over the course of the year, up and down. Pre pandemic. If your kid comes into sixth grade over 1000 on math inventory, nothing they are teaching in math 6 extended is going to move him much. He’s already way ahead. And for reading, the decrease probably reflects that your kid is doing less independent reading than over the summer. The APS reading course or English 7 isn’t going to move the readings score of a high achieving kid. That’s pretty pandemic truth.

My kid's high reading score did increase, but she also is still reading as much as she did over the summer. Maybe even more over these cold months. Also, her English 7 teacher isn't as lax about grading as other teachers so she does take that one a little more seriously.

I think a lot depends on teachers - the 7th grade teachers have been great. Better than the pre-pandemic 6th grade teachers. Plus, there was practically zero new content in pre-pandemic 6th grade so it's tough to compare the years.

I agree with this. I guess my point is that mild declines in already high scores are not a sign of DL failure. These inventories do go up (and my kids did over grades 6-8) but they are really only a measure of the schools “failure” if the kid doesn’t progress with grade level material. They are useful for math placement and identifying need for interventions. That’s about it.

You are in complete and utter denial if you do not think DL for an ENTIRE year and going to a 4-day school week where the teacher only lectures a small portion of the class time has not had a negative effect.

"Negative"? I don't think that is universally true. I think many kids aren't learning quite as much as if it were in-person school, but most kids aren't declining / net negative. At least the ones who are actually attending class. The kids who don't join at all certainly will decline.

And quite frankly even in a regular year there are a wide range of experiences with how much kids learn and outcomes.

But vaccines are here. Kids are going back. Your kid will be OK. He is still a high reading level and better off than the many kids who will never get to that level, pandemic or not.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If your kid is scoring way above grade level on these inventories in the fall, nothing taught in MS is going to increase it by much. Or at all. My kids always scored two or more years ahead. It would vary over the course of the year, up and down. Pre pandemic. If your kid comes into sixth grade over 1000 on math inventory, nothing they are teaching in math 6 extended is going to move him much. He’s already way ahead. And for reading, the decrease probably reflects that your kid is doing less independent reading than over the summer. The APS reading course or English 7 isn’t going to move the readings score of a high achieving kid. That’s pretty pandemic truth.

My kid's high reading score did increase, but she also is still reading as much as she did over the summer. Maybe even more over these cold months. Also, her English 7 teacher isn't as lax about grading as other teachers so she does take that one a little more seriously.

I think a lot depends on teachers - the 7th grade teachers have been great. Better than the pre-pandemic 6th grade teachers. Plus, there was practically zero new content in pre-pandemic 6th grade so it's tough to compare the years.

I agree with this. I guess my point is that mild declines in already high scores are not a sign of DL failure. These inventories do go up (and my kids did over grades 6-8) but they are really only a measure of the schools “failure” if the kid doesn’t progress with grade level material. They are useful for math placement and identifying need for interventions. That’s about it.

You are in complete and utter denial if you do not think DL for an ENTIRE year and going to a 4-day school week where the teacher only lectures a small portion of the class time has not had a negative effect.

Anonymous wrote:

Anonymous wrote:If your kid is scoring way above grade level on these inventories in the fall, nothing taught in MS is going to increase it by much. Or at all. My kids always scored two or more years ahead. It would vary over the course of the year, up and down. Pre pandemic. If your kid comes into sixth grade over 1000 on math inventory, nothing they are teaching in math 6 extended is going to move him much. He’s already way ahead. And for reading, the decrease probably reflects that your kid is doing less independent reading than over the summer. The APS reading course or English 7 isn’t going to move the readings score of a high achieving kid. That’s pretty pandemic truth.

My kid's high reading score did increase, but she also is still reading as much as she did over the summer. Maybe even more over these cold months. Also, her English 7 teacher isn't as lax about grading as other teachers so she does take that one a little more seriously.

I think a lot depends on teachers - the 7th grade teachers have been great. Better than the pre-pandemic 6th grade teachers. Plus, there was practically zero new content in pre-pandemic 6th grade so it's tough to compare the years.

I agree with this. I guess my point is that mild declines in already high scores are not a sign of DL failure. These inventories do go up (and my kids did over grades 6-8) but they are really only a measure of the schools “failure” if the kid doesn’t progress with grade level material. They are useful for math placement and identifying need for interventions. That’s about it.