Anonymous wrote:

Anonymous wrote:4x4 is worst of both. Highly compressed then huge gaps before you get back to that subject, could easily be January to September if not January to January. That is reckless no matter the skill level but especially harmful for those who need support.

If kids need to repeat they should stay a year longer in high school, or do summer school, this makes no sense.

You are right that it makes no sense in terms of actual learning. But DCPS demonstrates on a daily basis that it is a political entity- so all they care about is data they can point to to look better. So they make choices to increase graduation rates without actually increasing learning. That’s the policy behind the 4x4 and grading. It’s really sad for all students in the system.

Anonymous wrote:4x4 is worst of both. Highly compressed then huge gaps before you get back to that subject, could easily be January to September if not January to January. That is reckless no matter the skill level but especially harmful for those who need support.

If kids need to repeat they should stay a year longer in high school, or do summer school, this makes no sense.

Anonymous wrote:^^ Much more worried about my IEP kid than my advanced kid (both in the Wilson pyramid). Advanced kid can do math at double speed. But what happens if the “accommodation” my IEP kid needs is “grade level math, but at the ordinary pace” ?

(And yes, I realize it’s the same number of minutes in class. But it’s only half as many afternoons and evenings and weekends to mull things over and work them out.)

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I also wonder if there's been any research done on the 4x4 math impact on girls. I've long been conscious of the "leaky faucet" of girls confidence in math and stem careers - and while I am not at ALL a fan of the 4x4 haven't seen it raised o these boards - what not having a full year/learning retention approach to math does to help girls who are good in math, but is known to have less confidence than their boys peers.

Great question--PLEASE DEMAND ANSWERS OF DCPS leadership, especially Ferebee and his deputies:

lewis.ferebee@k12.dc.gov
melissa.kim@k12.dc.gov
amy.maisterra@k12.dc.gov
drewana.bey@k12.dc.gov

Or you can submit questions here:

https://dcforms.dc.gov/webform/dc-public-schools-ask-chancellor


The fact is, they have used COVID (and all of the attention on in-person/remote schooling/testing) over the last two years to divert attention from the fact that they are imposing this on DC high schools without any evidence that it is doing more good than harm.

+1000

They have used the switch to virtual and then Covid protocols this year to push a lot of policy changes through that are not proven in any way to help student learning. Most are just to increase grades and graduation rates. It’s all smoke a mirrors. And it will end up hurting the kids that most need support in DCPS.

Yes. It’s hurting quite a lot of students, and especially those most in need of support. I’ve reached out to Ferebee to ask for his reasoning, but never got a response. I’ve filled out the survey and write the general number. For YEARS we heard about minimizing learning loss over the summer, but come high school it’s fine if your kid goes a year without math. We were promised that if my kid had math first term, they would have it first term again. Nope. Can barely recall foreign language after nearly a year. I think he needs to explain his reasoning. Have they reported survey results?

For the record, DCPS did not do the survey--the Wilson parent group did it and sent it to DCPS. The results were overwhelmingly anti-4x4 (like 70 percent against vs 25 percent pro)...it might be on the Wilson website.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I also wonder if there's been any research done on the 4x4 math impact on girls. I've long been conscious of the "leaky faucet" of girls confidence in math and stem careers - and while I am not at ALL a fan of the 4x4 haven't seen it raised o these boards - what not having a full year/learning retention approach to math does to help girls who are good in math, but is known to have less confidence than their boys peers.

Great question--PLEASE DEMAND ANSWERS OF DCPS leadership, especially Ferebee and his deputies:

lewis.ferebee@k12.dc.gov
melissa.kim@k12.dc.gov
amy.maisterra@k12.dc.gov
drewana.bey@k12.dc.gov

Or you can submit questions here:

https://dcforms.dc.gov/webform/dc-public-schools-ask-chancellor


The fact is, they have used COVID (and all of the attention on in-person/remote schooling/testing) over the last two years to divert attention from the fact that they are imposing this on DC high schools without any evidence that it is doing more good than harm.

+1000

They have used the switch to virtual and then Covid protocols this year to push a lot of policy changes through that are not proven in any way to help student learning. Most are just to increase grades and graduation rates. It’s all smoke a mirrors. And it will end up hurting the kids that most need support in DCPS.

Yes. It’s hurting quite a lot of students, and especially those most in need of support. I’ve reached out to Ferebee to ask for his reasoning, but never got a response. I’ve filled out the survey and write the general number. For YEARS we heard about minimizing learning loss over the summer, but come high school it’s fine if your kid goes a year without math. We were promised that if my kid had math first term, they would have it first term again. Nope. Can barely recall foreign language after nearly a year. I think he needs to explain his reasoning. Have they reported survey results?

For the record, DCPS did not do the survey--the Wilson parent group did it and sent it to DCPS. The results were overwhelmingly anti-4x4 (like 70 percent against vs 25 percent pro)...it might be on the Wilson website.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I also wonder if there's been any research done on the 4x4 math impact on girls. I've long been conscious of the "leaky faucet" of girls confidence in math and stem careers - and while I am not at ALL a fan of the 4x4 haven't seen it raised o these boards - what not having a full year/learning retention approach to math does to help girls who are good in math, but is known to have less confidence than their boys peers.

Great question--PLEASE DEMAND ANSWERS OF DCPS leadership, especially Ferebee and his deputies:

lewis.ferebee@k12.dc.gov
melissa.kim@k12.dc.gov
amy.maisterra@k12.dc.gov
drewana.bey@k12.dc.gov

Or you can submit questions here:

https://dcforms.dc.gov/webform/dc-public-schools-ask-chancellor


The fact is, they have used COVID (and all of the attention on in-person/remote schooling/testing) over the last two years to divert attention from the fact that they are imposing this on DC high schools without any evidence that it is doing more good than harm.

+1000

They have used the switch to virtual and then Covid protocols this year to push a lot of policy changes through that are not proven in any way to help student learning. Most are just to increase grades and graduation rates. It’s all smoke a mirrors. And it will end up hurting the kids that most need support in DCPS.

Yes. It’s hurting quite a lot of students, and especially those most in need of support. I’ve reached out to Ferebee to ask for his reasoning, but never got a response. I’ve filled out the survey and write the general number. For YEARS we heard about minimizing learning loss over the summer, but come high school it’s fine if your kid goes a year without math. We were promised that if my kid had math first term, they would have it first term again. Nope. Can barely recall foreign language after nearly a year. I think he needs to explain his reasoning. Have they reported survey results?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I also wonder if there's been any research done on the 4x4 math impact on girls. I've long been conscious of the "leaky faucet" of girls confidence in math and stem careers - and while I am not at ALL a fan of the 4x4 haven't seen it raised o these boards - what not having a full year/learning retention approach to math does to help girls who are good in math, but is known to have less confidence than their boys peers.

Great question--PLEASE DEMAND ANSWERS OF DCPS leadership, especially Ferebee and his deputies:

lewis.ferebee@k12.dc.gov
melissa.kim@k12.dc.gov
amy.maisterra@k12.dc.gov
drewana.bey@k12.dc.gov

Or you can submit questions here:

https://dcforms.dc.gov/webform/dc-public-schools-ask-chancellor


The fact is, they have used COVID (and all of the attention on in-person/remote schooling/testing) over the last two years to divert attention from the fact that they are imposing this on DC high schools without any evidence that it is doing more good than harm.

+1000

They have used the switch to virtual and then Covid protocols this year to push a lot of policy changes through that are not proven in any way to help student learning. Most are just to increase grades and graduation rates. It’s all smoke a mirrors. And it will end up hurting the kids that most need support in DCPS.