Anonymous wrote:PP here. Also, your notion that school principals shouldn't offer testimonials for consultants that they've used is odd to me. I'm an IT consultant, and my Web site is full of client testimonials, including from a couple of large school districts. There is absolutely nothing unethical whatsoever about someone recommending a consultant who has done work that they value.

I disagree. A principal is a public servant and their title represents the interests of a broad, diverse community. As such, they should not be in the business of offering testimonials. And there is a HUGE difference between offering a testimonial for IT work versus endorsing a person who espouses fringe views on sensitive topics such as racism. I hope you can see the difference. It also calls into question the motivation for HFA - is it in the best interests of the students or is it just a profitable resume padder for the consultant?

Wow that definition of white fragility is a pretty messed up racist catchall that is probably a fantastic tool for bullies in this town.
PP who grew up in the South: but the problem is that this is DC, and a huge majority of the white people here understands the big picture problem and agrees there is inequality. The accusations of racism, and the doubling down with accusations of white fragility are statistically inevitably going to be thrown mostly at people who know racism exists and wish it didn't.

hold up a sec i'm the poster seems like some people are thinking is too political ha

the reason they went to honors for all is because people were upset it was mostly whites and asians in the advanced classes and blacks and Hispanics in the basic classes

with honors for all in 9th grade it's one last attempt to help blacks and Hispanics catch up and hopefully be prepared to do more advanced work

once again the irony is strong here looks like we have several examples of black parents who don't care about the racial disparity and are more interested that their children will be successful in school advancing at a more basic rate

it's the white liberal sjw who are complaining about the racial inbalances

sounds like once again yall need to mind your own business

that's not political those are just facts

plus it's still true that in the later grade most of the AP classes are asians, whites and African with very few African Americans

Why do you think Honors for all is bad?

PP here. Also, your notion that school principals shouldn't offer testimonials for consultants that they've used is odd to me. I'm an IT consultant, and my Web site is full of client testimonials, including from a couple of large school districts. There is absolutely nothing unethical whatsoever about someone recommending a consultant who has done work that they value.

Anonymous wrote:
You can find more information about Rachel Laser and HFA on her public professional website: https://www.rachellaser.com

On this website you can read her article "Why I Am Atoning For Racism" where she declares "Today, I, a white American, atone for my racism." Cliff notes: she is not atoning for any personal act of racism or even any racist thoughts but rather for "white privilege".

On her website, you can also see how Rachel uses her role in creating the diversity committee and implementing HFA at Wilson High School to market her professional consulting services on “racism and white privilege”. Yes, that's right - she is using our Wilson High School to sell her professional services. It’s even on her resume. See her webpage titled “White Privilege & Rascism”: https://www.rachellaser.com/white-privilege-race where she states “Rachel Laser is founder and facilitator of the Wilson Diversity Task Force and works as a consultant on bridging racial and cultural divides.”

On Rachel’s website, Principal Martin actually provides a "testimonial" that identifies her as "Principal Kim Martin, Woodrow Wilson High School, Washington, DC". See https://www.rachellaser.com/testimonials. Here is Principal Martin’s full testimonial:

Throughout this school year, I am most proud of the formation of the Diversity Task Force (DTF), which Rachel facilitated and helped create. When we started the DTF, all we knew was that we wanted to figure out concrete and measurable goals to bridge the achievement and well-being gap at Wilson. Each month, Rachel and I met to figure out an agenda that would ensure a productive and forward-moving meeting and she brought fresh ideas and models from other schools for me to consider. In our early meetings, we discussed bias, the definition of racism and white fragility in way that laid a fertile and receptive foundation for our work to come. At many meetings, I used current Wilson data to highlight some inequality, and students who were affected by these inequalities spoke about their pain. Within six months, this committee was so focused on a goal that we could not prevent them from trying to “do something.” I am hopeful that what we are doing will move Wilson towards our goal. I am certain that the process we are using has tremendous merit and I have asked Rachel to stay with us for another year. With Rachel’s help, I have also been reflecting on how my own background, experiences and perspectives have impacted the school change process. If you too are committed to concrete and measurable change in your workplace, I highly recommend Rachel to work with your school, company or organization.
Principal Kim Martin
Woodrow Wilson High School, Washington, DC

This testimonial is improper on multiple levels. First, a school principal should not publicly endorse anyone or any service, especially someone who is trying to profit from controversial changes to critical course offerings. Second, let’s unpack what Principal Martin referred to as “the definition of racism” because it is not what you think it is. Rachel has redefined the term “racism”. Here is how Rachel defines it on her website:

“Racism is a deeply-rooted system in our country that disadvantages and devalues people of color as a group and advantages and empowers white people as a group. Racism is also individual instances of hatred, prejudice or discrimination by a person in a dominant racial group directed at a person of a marginalized racial group.” (https://www.rachellaser.com/definitions)

Racism in her definition—and the definition embraced by Principal Martin—means that in the U.S. only white people can be racist. This is wrong and dangerous, and it shocks me that a principal of a diverse school would embrace such an inaccurate and intentionally biased definition.

Then there is the term “white fragility”. I can thank Principal Martin for introducing me to this racist term. Here is the definition on Rachel’s website:

White fragility is “a state in which even a minimum amount of racial stress becomes intolerable, triggering a range of defensive moves. These moves include the outward display of emotions such as anger, fear, and guilt, and behaviors such as argumentation, silence, and leaving the stress-inducing situation. These behaviors, in turn, function to reinstate white racial equilibrium.” (https://www.rachellaser.com/definitions)

Again, the idea that a principal of a diverse school would use such a term is just wrong. This term is intended to suppress discussion and stigmatize those that disagree.

I think it is useful for parents and students to know more about the public views of the two people responsible for bringing HFA to Wilson High School. It helps explain the trust issues that some parents have with the information provided by Wilson.

Thanks for posting that information. As a middle aged white person who attended segregated schools in the South as a child, I can say that I agree 100% with the comments from Rachel and disagree entirely with your objections.

I see white fragility constantly in my fairly racist family members who find any suggestion that racism actually exists or negatively impacts anyone to be intolerable. The fact that, for example, the DOJ found that the system of court fines and policing in Ferguson was structured explicitly to extract money from the black community and lower taxes on whites (structural racism that's alive and well in 2019) is absolutely inconceivable to them, and trying to have any rational discussion of a topic like that is impossible -- the become instantly furious. That's white fragility. It's not something someone dreamed up to shut down discussion, it's an observed reality that a lot of people (white and black) have commented on. The fact that you deny it exists suggests to me that you haven't engaged in many honest conversations about race with racists.

The term racism is very commonly used in an academic sense to refer not to simple bigotry but also an imbalance of power. It's in that sense that many people argue that only white people in the US are racists, whereas everybody can be a bigot. To me, that's semantics and not something that I get that upset about.

Certainly I am aware of my white privilege in day to day life, from the way that I am treated by the police (especially now that I'm no longer poor) to how I'm treated in stores to the fact that no one has ever called the police on me when I was sleeping in a common room at college, or using a coat hanger to unlock my car door after locking my keys in my car, or climbing over my back fence when I was locked out of my house -- all things that result in the police being called on law abiding black college students, car owners and homeowners. Or to take a personal example -- I've called and paid for ubers for some of my kid's friends at various points when they were stuck and I didn't have time to drive them. Twice I've done this for black kids, and both times the first driver has seen the kid and left, something that's never happened when the kid was white. This is particularly striking to me because I happen to spend time in some places where I am the only white person around, and it's a complete total and utter non issue, whereas in the converse situation I've seen black people made uncomfortable in a variety of ways when they are in an all white group. That's white privilege.

There's a lot to discuss with HFA, and a lot of reasons that I think it's a bad idea, but denying structural racism or white privilege (or that those things have historically played a role in access to quality schooling) is not a particularly helpful place to start.

Anonymous wrote:Ugh.

I was the PP that asked above:
Why not keep the honors programs that are working and work hard to achieve racial equality in the feeders and admission?

If the problem is that one feeder middle school recommends all their kids for honors, and one does not, it seems like this should be possible to fix without going to an untracked system, correct?

Achieving equality of opportunity is a really important goal. But making sure all kids are challenged and pushed is also an important goal.

If admin isn’t happy with teachers recommendations to honors classes because it’s subjective, then have the kids take a screening test. Those who score above a certain percentage gets put in the honors class. Easy objective solution.

Anonymous wrote:Admin wants to make this about race. Let’s talk about it then. I asked 2 of my AA friends (1 is a single mom, the other middle class family) what they thought about HFA. Both thought it was a terrible idea. The single mom said school was hard for her, and she would never want to be put in an honors class. It’s setting her up to fail. The other parents said the same thing. Setting up the kids who can’t handle an honors course up to fail. Bad idea.

Above is me. I forgot to add that I asked them if they thought it was a race issue because basically that was how admin was presenting it as such. Both said no, not at all.

Ugh.

I was the PP that asked above:
Why not keep the honors programs that are working and work hard to achieve racial equality in the feeders and admission?

If the problem is that one feeder middle school recommends all their kids for honors, and one does not, it seems like this should be possible to fix without going to an untracked system, correct?

Achieving equality of opportunity is a really important goal. But making sure all kids are challenged and pushed is also an important goal.

Admin wants to make this about race. Let’s talk about it then. I asked 2 of my AA friends (1 is a single mom, the other middle class family) what they thought about HFA. Both thought it was a terrible idea. The single mom said school was hard for her, and she would never want to be put in an honors class. It’s setting her up to fail. The other parents said the same thing. Setting up the kids who can’t handle an honors course up to fail. Bad idea.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Please identify how to get this information from “the source” I went to the parents information night and it certainly was not offered up there.

Here's the FAQ from the Wilson site:

https://www.wilsonhs.org/ourpages/auto/2011/4/12/49270996/Honors%20for%20All%20FAQ%2011_2017.docx

Two things jumped out at me. First, part of the "why did we do this":

The quantitative data clearly show significant differences in participation and results along demographic lines. The qualitative information revealed heretofore unspoken reasons for the quantitative results, and left little doubt that there are pervasive sources of bias throughout the academic system. Teachers at one feeder middle school recommended virtually all of their students for honors courses at Wilson, whereas teachers at another feeder school recommended virtually none. Students recounted the unexpected social signals they experienced, in anecdotes that were repeated frequently and provoked head nods from others. “I walked in and the teacher asked: ‘Are you sure you are in the right classroom?’” “I knew the answer, but my study group members wouldn’t accept it.” “My middle school classes were much more diverse. What happened at Wilson?”

And the "How will we ensure that all students will be challenged?" section:

The curriculum is not less rigorous than the former honors classes. Teachers are using standard and accepted measures, such as Lexile scores, to ensure that the level of challenge remains the same.

Finally, the contact for questions is Rachel Laser at rachel@rachellaser.com.

You can find more information about Rachel Laser and HFA on her public professional website: https://www.rachellaser.com

On this website you can read her article "Why I Am Atoning For Racism" where she declares "Today, I, a white American, atone for my racism." Cliff notes: she is not atoning for any personal act of racism or even any racist thoughts but rather for "white privilege".

On her website, you can also see how Rachel uses her role in creating the diversity committee and implementing HFA at Wilson High School to market her professional consulting services on “racism and white privilege”. Yes, that's right - she is using our Wilson High School to sell her professional services. It’s even on her resume. See her webpage titled “White Privilege & Rascism”: https://www.rachellaser.com/white-privilege-race where she states “Rachel Laser is founder and facilitator of the Wilson Diversity Task Force and works as a consultant on bridging racial and cultural divides.”

On Rachel’s website, Principal Martin actually provides a "testimonial" that identifies her as "Principal Kim Martin, Woodrow Wilson High School, Washington, DC". See https://www.rachellaser.com/testimonials. Here is Principal Martin’s full testimonial:

Throughout this school year, I am most proud of the formation of the Diversity Task Force (DTF), which Rachel facilitated and helped create. When we started the DTF, all we knew was that we wanted to figure out concrete and measurable goals to bridge the achievement and well-being gap at Wilson. Each month, Rachel and I met to figure out an agenda that would ensure a productive and forward-moving meeting and she brought fresh ideas and models from other schools for me to consider. In our early meetings, we discussed bias, the definition of racism and white fragility in way that laid a fertile and receptive foundation for our work to come. At many meetings, I used current Wilson data to highlight some inequality, and students who were affected by these inequalities spoke about their pain. Within six months, this committee was so focused on a goal that we could not prevent them from trying to “do something.” I am hopeful that what we are doing will move Wilson towards our goal. I am certain that the process we are using has tremendous merit and I have asked Rachel to stay with us for another year. With Rachel’s help, I have also been reflecting on how my own background, experiences and perspectives have impacted the school change process. If you too are committed to concrete and measurable change in your workplace, I highly recommend Rachel to work with your school, company or organization.
Principal Kim Martin
Woodrow Wilson High School, Washington, DC

This testimonial is improper on multiple levels. First, a school principal should not publicly endorse anyone or any service, especially someone who is trying to profit from controversial changes to critical course offerings. Second, let’s unpack what Principal Martin referred to as “the definition of racism” because it is not what you think it is. Rachel has redefined the term “racism”. Here is how Rachel defines it on her website:

“Racism is a deeply-rooted system in our country that disadvantages and devalues people of color as a group and advantages and empowers white people as a group. Racism is also individual instances of hatred, prejudice or discrimination by a person in a dominant racial group directed at a person of a marginalized racial group.” (https://www.rachellaser.com/definitions)

Racism in her definition—and the definition embraced by Principal Martin—means that in the U.S. only white people can be racist. This is wrong and dangerous, and it shocks me that a principal of a diverse school would embrace such an inaccurate and intentionally biased definition.

Then there is the term “white fragility”. I can thank Principal Martin for introducing me to this racist term. Here is the definition on Rachel’s website:

White fragility is “a state in which even a minimum amount of racial stress becomes intolerable, triggering a range of defensive moves. These moves include the outward display of emotions such as anger, fear, and guilt, and behaviors such as argumentation, silence, and leaving the stress-inducing situation. These behaviors, in turn, function to reinstate white racial equilibrium.” (https://www.rachellaser.com/definitions)

Again, the idea that a principal of a diverse school would use such a term is just wrong. This term is intended to suppress discussion and stigmatize those that disagree.

I think it is useful for parents and students to know more about the public views of the two people responsible for bringing HFA to Wilson High School. It helps explain the trust issues that some parents have with the information provided by Wilson.

I agree. I am so sick of people using the race card and asserting parents are trying to exclude certain students because they just don’t agree with policy. As someone who posted before, I don’t care the race or economic status of the students in my child’s class as long as the students can handle the demands of the course.

Sure a majority of these students will tend to be more white but that’s the reality of the socioeconomic factors of the demographics of this city. Wilson parents did not create it so don’t be blaming us for it and using the race card. It’s ironic that the ones on this forum advocating HFA has provided no suggestions or solutions as to how to address the overwhelming concerns here by parents of their child not being challenged enough being in a class with such a wide spread of academic abilities.

Why shouldn’t people bring their political agendas to the dcps forum when Principal Martin brings hers to work?

Ugh.

Anonymous wrote:

Anonymous wrote:
Please identify how to get this information from “the source” I went to the parents information night and it certainly was not offered up there.

Here's the FAQ from the Wilson site:

https://www.wilsonhs.org/ourpages/auto/2011/4/12/49270996/Honors%20for%20All%20FAQ%2011_2017.docx

Two things jumped out at me. First, part of the "why did we do this":

The quantitative data clearly show significant differences in participation and results along demographic lines. The qualitative information revealed heretofore unspoken reasons for the quantitative results, and left little doubt that there are pervasive sources of bias throughout the academic system. Teachers at one feeder middle school recommended virtually all of their students for honors courses at Wilson, whereas teachers at another feeder school recommended virtually none. Students recounted the unexpected social signals they experienced, in anecdotes that were repeated frequently and provoked head nods from others. “I walked in and the teacher asked: ‘Are you sure you are in the right classroom?’” “I knew the answer, but my study group members wouldn’t accept it.” “My middle school classes were much more diverse. What happened at Wilson?”

And the "How will we ensure that all students will be challenged?" section:

The curriculum is not less rigorous than the former honors classes. Teachers are using standard and accepted measures, such as Lexile scores, to ensure that the level of challenge remains the same.

Finally, the contact for questions is Rachel Laser at rachel@rachellaser.com.

You can find more information about Rachel Laser and HFA on her public professional website: https://www.rachellaser.com

On this website you can read her article "Why I Am Atoning For Racism" where she declares "Today, I, a white American, atone for my racism." Cliff notes: she is not atoning for any personal act of racism or even any racist thoughts but rather for "white privilege".

On her website, you can also see how Rachel uses her role in creating the diversity committee and implementing HFA at Wilson High School to market her professional consulting services on “racism and white privilege”. Yes, that's right - she is using our Wilson High School to sell her professional services. It’s even on her resume. See her webpage titled “White Privilege & Rascism”: https://www.rachellaser.com/white-privilege-race where she states “Rachel Laser is founder and facilitator of the Wilson Diversity Task Force and works as a consultant on bridging racial and cultural divides.”

On Rachel’s website, Principal Martin actually provides a "testimonial" that identifies her as "Principal Kim Martin, Woodrow Wilson High School, Washington, DC". See https://www.rachellaser.com/testimonials. Here is Principal Martin’s full testimonial:

Throughout this school year, I am most proud of the formation of the Diversity Task Force (DTF), which Rachel facilitated and helped create. When we started the DTF, all we knew was that we wanted to figure out concrete and measurable goals to bridge the achievement and well-being gap at Wilson. Each month, Rachel and I met to figure out an agenda that would ensure a productive and forward-moving meeting and she brought fresh ideas and models from other schools for me to consider. In our early meetings, we discussed bias, the definition of racism and white fragility in way that laid a fertile and receptive foundation for our work to come. At many meetings, I used current Wilson data to highlight some inequality, and students who were affected by these inequalities spoke about their pain. Within six months, this committee was so focused on a goal that we could not prevent them from trying to “do something.” I am hopeful that what we are doing will move Wilson towards our goal. I am certain that the process we are using has tremendous merit and I have asked Rachel to stay with us for another year. With Rachel’s help, I have also been reflecting on how my own background, experiences and perspectives have impacted the school change process. If you too are committed to concrete and measurable change in your workplace, I highly recommend Rachel to work with your school, company or organization.
Principal Kim Martin
Woodrow Wilson High School, Washington, DC

This testimonial is improper on multiple levels. First, a school principal should not publicly endorse anyone or any service, especially someone who is trying to profit from controversial changes to critical course offerings. Second, let’s unpack what Principal Martin referred to as “the definition of racism” because it is not what you think it is. Rachel has redefined the term “racism”. Here is how Rachel defines it on her website:

“Racism is a deeply-rooted system in our country that disadvantages and devalues people of color as a group and advantages and empowers white people as a group. Racism is also individual instances of hatred, prejudice or discrimination by a person in a dominant racial group directed at a person of a marginalized racial group.” (https://www.rachellaser.com/definitions)

Racism in her definition—and the definition embraced by Principal Martin—means that in the U.S. only white people can be racist. This is wrong and dangerous, and it shocks me that a principal of a diverse school would embrace such an inaccurate and intentionally biased definition.

Then there is the term “white fragility”. I can thank Principal Martin for introducing me to this racist term. Here is the definition on Rachel’s website:

White fragility is “a state in which even a minimum amount of racial stress becomes intolerable, triggering a range of defensive moves. These moves include the outward display of emotions such as anger, fear, and guilt, and behaviors such as argumentation, silence, and leaving the stress-inducing situation. These behaviors, in turn, function to reinstate white racial equilibrium.” (https://www.rachellaser.com/definitions)

Again, the idea that a principal of a diverse school would use such a term is just wrong. This term is intended to suppress discussion and stigmatize those that disagree.

I think it is useful for parents and students to know more about the public views of the two people responsible for bringing HFA to Wilson High School. It helps explain the trust issues that some parents have with the information provided by Wilson.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If it's true that the HFA class is truly H level, and kids who wouldn't have failed physics will fail HFA physics, let's discuss that tragedy. Students need to be taught at their level. How can a huge high school like Wilson simply decide to teach Honors Physics and generously allow non-honors level students to sit in and likely fail? How do we not all agree that the students would be best served by having the options of physics or honors physics?

The reality is that we have no idea whether HFA will be dumbed down and fail to meet the honors students needs or whether it will be kept at honors level and fail average students who would have succeeded in a normal class. But either outcome seems completely unsatisfactory.

Yeah. I get how HFA is intended to avoid an imperfect system of channeling people to the best class, but it creates collateral damage at both the top and the bottom. Why is that okay?

It seems the best thing to do would be to improve the process for tiering — which there are ways to do — rather than throw the baby out with the bath water.

liberals and other SJW consider tiering aka tracking to be racist. Welcome to the future

No we don't.

They consider it racist until they realize that it actually is what would be best for their own kid and then their tune changes...