So what has the principal done to be anti white people besides that one comment?

Pro AA and anti-white.

Pro-AA: what does that mean exactly? What exactly has the principal done that isnti-neighborhood?

IB families don't WANT to leave, they have to. Trust me, there is nothing I would like to see more than for LT to be as good as Maury, etc. so we could all stay. A principal with the same visions of improvement is necessary but LT does not have that in Cobbs. The whole day care claim is plain obnoxious, btw.

I just don't understand what dcum parents want from ludlow taylor, what a principal would have to for parents to feel catered to. I can kind of understand why a principal might feel burned out having parents use their school for free preschool but don't stick around for older grades. Although being rude to parents on the presumption that they are going to leave is a self fufilling porphecy

What is it about the jump from PK to K? Is it that all the other families bail at the same time. Critical mass = you mandating that the principal be changed. Where are you all going.

The principal is very pro-african american and very anti neighborhood kids who come for a year or two and then leave. The school will never serve the neighborhood or provide a quality education for kids of any demographic while she is there.

This is so incredibly frustrating and ridiculous considering the neighborhood this school sits in. (IB with property tax assessment just raised again so that it's only a bit south of $ 1 million.)

Anonymous wrote:And there was erasing to the top going on in the non-portfolio classrooms. The principal is a disaster and you can use the school as daycare. Beyond that, forget it.

I say this sadly since LT is our inboundary school.

Ditto this. You will be ok there for 1-2 years, and will be in good company with lots of neighborhood families, great kids, etc. After that you need to move on. If they can get the principal out LT may have a chance, but even then it will take a while.

And there was erasing to the top going on in the non-portfolio classrooms. The principal is a disaster and you can use the school as daycare. Beyond that, forget it.

I say this sadly since LT is our inboundary school.

I (not a L-T parent) think it's just no use resurrecting all kinds of old experiences and much more useful to get current and up to date information from teachers, parents, and staff currently there. Things change so fast at many schools!
L-T test scores have always been odd. In one meeting I participated, my impression was that L-T very aggressively got children declared special needs and waived from regular DC-CAS testing. Those students became subject to "port-folio" assessments, which by all accounts may be the more appropriate way to assess true progress for special needs children. I'm not sure this is cheating; it's more of a "strategic use of available tools". But it makes those test scores completely incomparable. The lower grades, now slowly entering the testing cohorts, are better grounds for comparison if that's what you want to bank your insight on (I for one wouldn't).

Just wanted to resurrect this thread and ask current parents what they love about the school...we are off of the waitlist, but have very good positions at other schools. I plan to go for a visit as well, but I just wanted some initial feedback. We met some of the PTA parents at a PTA forum a while ago and were so impressed with the involvement there.

I have to say, there is something still fishy about Ludlow-Taylor's DC CAS scores from 2012. I just looked at the grade break down on Great Schools.com.

Percentage of 5th graders proficient in Math and Reading: around 77%

Percentage of 3rd graders proficient in Math and Reading: 43%


There were only 22 3rd graders testing and 26 5th graders testing, but still. Odd

I went to an open house at LT. I am hoping to get my DC into a Reggio school for next year for PS3 (I am not IB but live nearby). Someone asked the PTA president why the scores dropped, and he gave this big song and dance about how the 2nd grade teacher wasn't up to par, so the PTA forced her out, and some special needs kids were sent to Prospect, and now they have a great 2nd grade teacher and it's all good. (Never mind that Prospect is closing!) So basically he threw a teacher and a bunch of special needs kids under the bus for their declining test scores, when it's pretty obvious to everyone that the scores were inflated due to CHEATING! I guess it would be unrealistic to expect him to come out and say that, but I have to admit I was pretty disgusted.

The principal couldn't be bothered to show up.

Anonymous wrote:I am happy to say I know other white parents (I'm white myself) who are just as disturbed as I am by some of the statements I described. Regarding PTA tensions, I also think there's an unfortunate tendency among some (by no means all) gentrifiers to buy Still, negative assumptions about black kids in schools are very deeply ingrained in many parents (not all of them white).into the idea that their very presence constitutes an improvement and expect to be welcomed with open arms, as opposed to accepting that they are newbies and treading lightly.

Negative assumptions? When white kids hit 3rd grade in Hill schools, and take the DC-CAS (without cheating), more than half test "advanced" versus 2-4% of AA kids in the same schools. Meanwhile, in Rockville and Bethesda roughly 20% of AA kids test advanced on the MoCo DC-CAS equivalent. The low-income and lower-middle-class AA population in DCPS scares many high-SES parents off races away for good reason. That's why DCPS needs gifted and talented/advanced learners programs in a big way, yet shuns them as being unfair. Hard to argue that the very presence of whites doesn't in fact constitute improvement when the peer group they provide to DCPS arrives much better prepared to learn than the pre-whites peer group. I'm distrubed by the fact that my Stanton Park neighborhood property taxes support LT, not by truthful statements made here.