Anonymous wrote:The problem is a combination of three factors: high poverty, high ESL, and low enrollment (relative to other FCPS high schools).

The offerings of advanced courses can be reduced - both variety and instances of those classes. This can impact scheduling.

And there have been issues maintaining some mainstream activities. I believe a few years ago baseball did not field a team, but I think they resolved that.

The continuing decline in enrollment will only make these problems worse. FCPS is not doing anything to fix the situation.

Anonymous wrote:

Anonymous wrote:

So, would you be in favor of offering all of the same classes at Lewis that are offered at WSHS, even if the classes are very small, even if it’s only 5 students in a class? Or would you complain that FCPS was “wasting” money on Lewis, “especially when you pay more taxes”?




This is the answer!! Offer the same classes. Offer online versions of any languages instead of pupil placement as a language loop hole. Keep the UMC homes in Lewis and add more!! Focus on Lewis thriving in the next 8 years instead of putting all the odds against them. Start the buy in in elem. feeder schools, have the arts and sports teams go into the middle school and elem. school to get the kids excited. Sports teams can host camps on teacher work days where kids can play with the student athletes. Theater and Music can offer a sing a long. Simple low lift/low cost ways to build community. Someone mentioned they have a great Little League community in the lower grades - get a top ranked baseball coach and turn the team around. It won't happen in one year, but the bones are there if FCPS could just out a little effort into the school instead of turning the other cheek.

I work in an elementary school with a traditionally "poorly received" high school. The HS got a new principal 3 years ago and he immediately started coming to all of the feeder schools several times a year with students. The HS principal comes to almost all of our PTA meetings and community nights so that parents can get to know him YEARS before their kids will be there. There have been some growing pains and it has not always been smooth, but in only 3 years the HS stats are SO different.

On the part in bold: NO! If FCPS is not going to populate Lewis, then it needs to offer in-person classes for every class that is at neighboring schools, even if there is a teacher for just 1-2 students. Think that’s wasteful? Then change the boundaries to ensure Lewis is as populated as the nearby schools. If people don’t want Lewis kids in their schools, then they need to offer EVERY opportunity at Lewis because the kids who are at Lewis shouldn’t get screwed in the meantime.

Anonymous wrote:

So, would you be in favor of offering all of the same classes at Lewis that are offered at WSHS, even if the classes are very small, even if it’s only 5 students in a class? Or would you complain that FCPS was “wasting” money on Lewis, “especially when you pay more taxes”?




This is the answer!! Offer the same classes. Offer online versions of any languages instead of pupil placement as a language loop hole. Keep the UMC homes in Lewis and add more!! Focus on Lewis thriving in the next 8 years instead of putting all the odds against them. Start the buy in in elem. feeder schools, have the arts and sports teams go into the middle school and elem. school to get the kids excited. Sports teams can host camps on teacher work days where kids can play with the student athletes. Theater and Music can offer a sing a long. Simple low lift/low cost ways to build community. Someone mentioned they have a great Little League community in the lower grades - get a top ranked baseball coach and turn the team around. It won't happen in one year, but the bones are there if FCPS could just out a little effort into the school instead of turning the other cheek.

I work in an elementary school with a traditionally "poorly received" high school. The HS got a new principal 3 years ago and he immediately started coming to all of the feeder schools several times a year with students. The HS principal comes to almost all of our PTA meetings and community nights so that parents can get to know him YEARS before their kids will be there. There have been some growing pains and it has not always been smooth, but in only 3 years the HS stats are SO different.

Anonymous wrote:We have kids at a different HS that is often bashed here, and I can say without reservation that our school is great. I love it. My kids are thriving in IB, have become great critical thinkers, and have had a myriad of opportunities to round out their HS years. I couldn’t have hoped for a better experience for them. People are afraid of poverty. They act like it’s a contagious disease. IME my children have made friends across economic lines and their friendships are driven mostly by shared sports/activities and shared classes. I was worried that our own affluence would be uncomfortable for our kids, but it’s a non issue. I will say, that there is some self segregation at school based on language. English language learners tend to hang out with each other and less with native speakers. Some sports like soccer and baseball help bridge that divide. Call up the school and ask for a tour. I know our principal and admin gives them to prospective families.

Anonymous wrote:

Anonymous wrote:I think it might be helpful for people to understand how things work in regards to education in a high-poverty high school environment.

Teachers teach their lesson. That lesson is not altered based on a student's understanding or poverty level. There is no special geometry class for low-income individuals where the kids learn only half of what high-income students learn. Teachers teach. If a student needs extra help, there are after-school sessions and advisory sessions.

Poverty or language barriers do not change the lesson being taught, be they regular or advanced classes. Poverty and language barriers CAN change the outcomes of the classes, as those students are more likely to struggle. But that does not mean that YOUR kid will struggle.

Maybe there should be. Years ago Justice (then Stuart) had success breaking down Algebra into a two-year sequence. Then Gatehouse types intervened because maybe they worried about a special sequence for mostly struggling low-income kids. Now, of course, we've got Reid trying to pretend lots of sixth graders should be taking Algebra.

https://www.washingtonpost.com/local/education/how-administrators-killed-fairfax-schools-math-success/2014/05/25/26632d46-e0a1-11e3-8dcc-d6b7fede081a_story.html

You can still take advanced classes at a Lewis or Justice. [b]But if the number of kids interested in those classes is much smaller, there's a greater likelihood of scheduling conflicts[b].

Anonymous wrote:I think it might be helpful for people to understand how things work in regards to education in a high-poverty high school environment.

Teachers teach their lesson. That lesson is not altered based on a student's understanding or poverty level. There is no special geometry class for low-income individuals where the kids learn only half of what high-income students learn. Teachers teach. If a student needs extra help, there are after-school sessions and advisory sessions.

Poverty or language barriers do not change the lesson being taught, be they regular or advanced classes. Poverty and language barriers CAN change the outcomes of the classes, as those students are more likely to struggle. But that does not mean that YOUR kid will struggle.

Anonymous wrote:Another Lewis parent who recently moved into the district from out of state and didn't realize we moved into a "bad" pyramid - I echo everything I see below. Overall, you get out of a school what you put into it. My kids will be fine graduating from Lewis because they're putting the work in to make it so. So are their friends with darker skin than they have, even those whose parents don't speak English well. Everyone there is trying to succeed, and sometimes the most motivated kids are the ones other families are trying to avoid contact with. In addition to learning a high school curriculum and taking part in theater and band (we aren't a sports family), my kids will learn that not everyone is like us, not everyone looks like us, and we need to help everyone succeed.

Anonymous wrote:I'll put the lede right up front for you: no, Lewis is not that bad. Yes, your kid can get a good education and a wonderful high school experience there.

Pros of Lewis:
- The teachers and administration. Hands down the best teachers and administration we've experienced in FCPS. This is where the school's small size comes into play, as the teachers really get to know their students, with smaller class sizes and fewer kids overall. Teachers do not go easy on their students, but they will reach out to parents if they see students struggling or if coursework is missing. The teachers really want their kids to succeed.

- More opportunities for participation. Be it sports or drama or music, there are more chances for your kid to join in. Several talented freshmen took to the stage in starring roles in the spring musical last year. The marching band encourages its players to take on leadership roles. The sports teams aren't the best, but those kids get out there and work hard. And your kid will most likely make the sports team. All of those things will look great when applying to colleges.

Negatives of Lewis:
- The size. It's both a pro and a con, as the smaller size means less of a population to draw from for donations, for parent participation. It's hard getting volunteers. Many parents don't speak English, and it can be a struggle to navigate the school environment, but I will say that those parents still want their kids to succeed.


I think a big worry parents have about going to Lewis is whether the large ESOL population holds more advanced students back, or even regular students back, and I will say no. My kid's getting pass-advanced on tests, and I'm not doing any supplemental work. My child's not the only one doing well there.

The test scores look bad, yes, but again, remember that Lewis has one of the highest ESOL populations of schools. It's not easy doing standardized testing in another language. Those scores do not reflect the hard work and dedication of the teachers, but rather, the challenges of an international student population.

The school also has some of the nicest, most hardworking kids I've encountered. They're the ones who hold the door for you and notice when someone enters the room and needs a chair. My kid went to a different, larger middle school, and my kid has said many times that they feel safer walking the hallways of Lewis than at the other school.

Ultimately, I realize this won't change the minds of people. I wish people would just walk the halls or meet the community before forming conclusions. I'm also aware that right next door to Lewis, there's a school pyramid that had a drug overdose death earlier this school year and has problems with middle schoolers rampaging through the shopping centers, which people have rather shrugged away. Apparently test scores mean more? All schools can have problems. But Lewis has already been painted negatively, and it's like those medieval paintings done by some monk who's obviously never seen a lion. Whatever picture folks have painted off Lewis, let me tell you, it's really far off.

Anonymous wrote:I'll put the lede right up front for you: no, Lewis is not that bad. Yes, your kid can get a good education and a wonderful high school experience there.

Pros of Lewis:
- The teachers and administration. Hands down the best teachers and administration we've experienced in FCPS. This is where the school's small size comes into play, as the teachers really get to know their students, with smaller class sizes and fewer kids overall. Teachers do not go easy on their students, but they will reach out to parents if they see students struggling or if coursework is missing. The teachers really want their kids to succeed.

- More opportunities for participation. Be it sports or drama or music, there are more chances for your kid to join in. Several talented freshmen took to the stage in starring roles in the spring musical last year. The marching band encourages its players to take on leadership roles. The sports teams aren't the best, but those kids get out there and work hard. And your kid will most likely make the sports team. All of those things will look great when applying to colleges.

Negatives of Lewis:
- The size. It's both a pro and a con, as the smaller size means less of a population to draw from for donations, for parent participation. It's hard getting volunteers. Many parents don't speak English, and it can be a struggle to navigate the school environment, but I will say that those parents still want their kids to succeed.


I think a big worry parents have about going to Lewis is whether the large ESOL population holds more advanced students back, or even regular students back, and I will say no. My kid's getting pass-advanced on tests, and I'm not doing any supplemental work. My child's not the only one doing well there.

The test scores look bad, yes, but again, remember that Lewis has one of the highest ESOL populations of schools. It's not easy doing standardized testing in another language. Those scores do not reflect the hard work and dedication of the teachers, but rather, the challenges of an international student population.

The school also has some of the nicest, most hardworking kids I've encountered. They're the ones who hold the door for you and notice when someone enters the room and needs a chair. My kid went to a different, larger middle school, and my kid has said many times that they feel safer walking the hallways of Lewis than at the other school.

Ultimately, I realize this won't change the minds of people. I wish people would just walk the halls or meet the community before forming conclusions. I'm also aware that right next door to Lewis, there's a school pyramid that had a drug overdose death earlier this school year and has problems with middle schoolers rampaging through the shopping centers, which people have rather shrugged away. Apparently test scores mean more? All schools can have problems. But Lewis has already been painted negatively, and it's like those medieval paintings done by some monk who's obviously never seen a lion. Whatever picture folks have painted off Lewis, let me tell you, it's really far off.

Anonymous wrote:We had friends who bought a house that sent their kids to Hutchinson ES. The parents visited the school, talked with the Principal, and were genuinely excited to send their child to Hutchinson. The staff was welcoming and great. The Teachers were devoted to kids and teaching. It felt amazing. Their kid went there for K. They moved in the summer because their kid received no real attention from the Teacher because their kid knew the alphabet, could write the alphabet, knew their numbers, shapes, colors, and all of the skills that kids who attend pre-school know. The kid could read a little.

The Teachers were devoted and wonderful and wanted to help kids learn. The other kids were fun and fine, there were no major behavioral issues. But they did not have the same pre-school experience and they were learning letters, sounds, numbers, shapes, colors and the like from scratch. Books were sent home every week for the parents to read to their kids, books that were meant to help the parents learn to read as well as the kids.

Say what you will, but kids arrive at school at different starting points and that is going to impact what the kids can be taught. Kids who are arriving to school not knowing things like the alphabet and their numbers are kids who likely come from homes where the parents cannot help with homework or help with school. The kids will learn at a slower pace because they don't have supports at home to help them learn.

The environment can be great and the teachers can be amazing but there is a difference in what you can learn when you have a peer group that starts school from scratch vs a peer group that starts school having been read to and taught basic concepts at home.

Lewis, Mt. Vernon, Herndon, South Lakes are good schools. You can succeed and thrive there. But they are schools with two schools, the kids in the AP/IB programs and the kids who are not. And that is a very different environment then a school like WSHS or Langley or Oakton. I don't blame parents for wanting their kids in schools were there is less of a divide between the kids and were there are more opportunities for a kid to succeed. And that tends to be at schools with a higher SES and fewer ELL.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:To the Lewis parent- very glad your child is thriving there. I have good friends whose child experienced a lot of bullying at Key but is also doing well at Lewis.

I know you can only definitively speak for yourself but why do you think the 200 or 300 kids zoned for Lewis transfer out? What are they missing about Lewis that you're seeing present there?

They transfer out because they don't want their kids to go to school with poor brown kids.

A neighbor who proudly displayed the "love is love, science is real, all are welcome" flag in her front yard sold her house and moved the family deep within a 'safer' school pyramid, all based on the prospect of her children having to move out of WSHS and attend Lewis. You have to help the poor brown kids, until it can potentially impact your own kids.

Anonymous wrote:I think it might be helpful for people to understand how things work in regards to education in a high-poverty high school environment.

Teachers teach their lesson. That lesson is not altered based on a student's understanding or poverty level. There is no special geometry class for low-income individuals where the kids learn only half of what high-income students learn. Teachers teach. If a student needs extra help, there are after-school sessions and advisory sessions.

Poverty or language barriers do not change the lesson being taught, be they regular or advanced classes. Poverty and language barriers CAN change the outcomes of the classes, as those students are more likely to struggle. But that does not mean that YOUR kid will struggle.