Anonymous wrote:

Anonymous wrote:Okay here's the thing.. most kids from poor families with uneducated parents grow up not thinking that college or some type of higher education is a reality for them. It's not even in their thought process. We need to change that culture- for the kids AND for the parents.

So that we can saddle more kids with crushing student loan debt. Great idea...not.

Anonymous wrote:

Anonymous wrote:Actually the new thinking is we need to move away from the PreK model. We are over educating our kids... meaning we are forcing children into specific structured didactic with ever increasing worse results. Children are learning dependence not independence. We have expanded helicopter parenting to helicopter life from nearly cradle to post college. Kids need unsupervised play to develop properly.

This is the reasoning behind play-based preschools, but I haven't heard that it should be applied to at-risk children as well as UMC children.

Anonymous wrote:Okay here's the thing.. most kids from poor families with uneducated parents grow up not thinking that college or some type of higher education is a reality for them. It's not even in their thought process. We need to change that culture- for the kids AND for the parents.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You need to get the parents involved. If parents can't or won't be involved, the school will never get better for most of those kids.

Involved, how?

DP.. care about the kids' education. Make sure the kids do their HW and tell the kids to get a good education. A parent doesn't necessarily have to be able to help with HW, though that definitely helps. MCPS provides Saturday school and summer classes for struggling students. I took a math summer class once in MS (not in MCPS). It enabled me to take more advanced math class in HS.

I grew up low income with parents who didn't speak English. And I was a latch key kid.

Most parents care about their kids' education, don't they?

Actions speak louder than words.

Anonymous wrote:This whole thread sounds like OP is crowdsourcing ideas/input for some sort of a school project. Are you, OP?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You need to get the parents involved. If parents can't or won't be involved, the school will never get better for most of those kids.

Involved, how?

DP.. care about the kids' education. Make sure the kids do their HW and tell the kids to get a good education. A parent doesn't necessarily have to be able to help with HW, though that definitely helps. MCPS provides Saturday school and summer classes for struggling students. I took a math summer class once in MS (not in MCPS). It enabled me to take more advanced math class in HS.

I grew up low income with parents who didn't speak English. And I was a latch key kid.

Most parents care about their kids' education, don't they?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You realize that even in a diverse school, struggling students are usually in very different classes than successful students...right? The opportunity for role models is small. When MCPS looked at the differences between Twinbrook ES and the other schools in the RM cluster, Twinbrook parents were (understandably)not convinced their kids would be better off removed from small Title 1 classes to be bussed to a different school where they would have classes 2x the size. It is a very complex issue.

Peoviding equal opportunity means open all AP and IB classes to every student in MCPS, regardless the grade and classes a student took. Wellbeing students will sit in the same classroom with the other students. All students will learn and success!

No, that's not what is going to happen. "Wellbeing" students will sure sit in the same classroom with "the other students", but the other students will be so behind academically that the teacher will have to tailor lessons to their level to get at least some reaction out of them. That will water down the courses, "wellbeing" students will not learn anything, and there is still no guarantee that "the other students" catch up.

The achievement gap needs to be closed BEFORE middle school -- and not in high school AP classes - because, come middle school, it is already too late.

This is so cultural. You are dealing with students whose parents never finished middle school in this country or another one. They don't do preventative care, they think paying HC insurance premiums is wrong, they work cash jobs and have Auntie raise them with their cousins, they send $100s a month back to the home country family, they never bother to learn nor use English.

Then the other culture - no father figure, rap and sports icons, violence instead of discussion, pick on those who study "like a white person", etc.

Maybe OP desires the socialist boarding school for the millions of at risk babies age 2 through 18. What is that? $100,000 per pupil room, board, field trips? Then they can graduate and create more socialist programs. Just keep paying them taxes on the books MoCo!!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You realize that even in a diverse school, struggling students are usually in very different classes than successful students...right? The opportunity for role models is small. When MCPS looked at the differences between Twinbrook ES and the other schools in the RM cluster, Twinbrook parents were (understandably)not convinced their kids would be better off removed from small Title 1 classes to be bussed to a different school where they would have classes 2x the size. It is a very complex issue.

Peoviding equal opportunity means open all AP and IB classes to every student in MCPS, regardless the grade and classes a student took. Wellbeing students will sit in the same classroom with the other students. All students will learn and success!

No, that's not what is going to happen. "Wellbeing" students will sure sit in the same classroom with "the other students", but the other students will be so behind academically that the teacher will have to tailor lessons to their level to get at least some reaction out of them. That will water down the courses, "wellbeing" students will not learn anything, and there is still no guarantee that "the other students" catch up.

The achievement gap needs to be closed BEFORE middle school -- and not in high school AP classes - because, come middle school, it is already too late.

Anonymous wrote:

My child is in one of the local CES programs. His BFF lives in our neighborhood, but only because his parent is on disability housing program. The BFF doesn't go to the local school (which is an excellent es) but is bussed OUT to a much "lesser" school for either behavioral problems, special reading program or both. The BFF has no observable behavior problems in the neighborhood, in fact the opposite.

BFFs parent has not had the same opportunities and privileges in life as I have. The parent does not understand the importance of advocating for the children, does not go to the school events like back to school night. Does not supplement the education the child gets at school by adding extra books, talking about the curriculum and connecting the child to additional resources, etc. The BFF accused my child of "showing off" for using mildly advanced words in conversation. The parent does not speak "proper queens English" conversationally.

The fundamental difference between where my child is, academically, and the BFF is related to what goes on at home.

We can bus kids all over the state, but that will not solve the root of the problem. I would rephrase the initial question to: how can we solve the education barrier by enabling more parents at home.

Anonymous wrote:Trying to think outside the box to resolve the educational disparities of MCPS, seems some schools consistently perform better, likely due to the insular nature of the well to population attending those schools.

It’s time we finally do something instead of complaining about it. Children of lesser means should have the same educational opportunity as the wealthy and the well off children would really grow if they expanded their multicultural experiences and exposures.

So this isn’t really an innovation because it’s been done before in other places but should we start to advocate for diversified schools... we already have a robust busing system all we need to do is end the practice of local based schooling (which sadly has its roots in segregation, yet has persisted). Amazing how that segregation remains today in schools, albeit more ‘economic’ than race based but we all know pervasive institutional racial discrimination leads to economic disparities and that translates to the reduced educational opportunity in the local school where the victims of systemic generational racism attend.

It cannot be that hard to develop a computer model which will place students in schools to create a balance in the schools of the wonderful diversity we have in the county. What a truly enriching experience it would be for all our young students. The only challenges I see would be potentially longer school bus commutes but I think this one is workable. We already have many of the ‘gifted’ program students traveling cross county. Sure another challenge will be some will complain, but like all change once instituted they’d get used to it.

Let’s have a good discussion and start to make our schools better for all. Please no haters here, the first step to advantageous change is constructive dialogue.

Anonymous wrote:

Anonymous wrote:Unfortunately, parental involvement is something that cannot be solved by re-engineering the districts. I live in a wealthy public school district in the NYC suburbs and even with the relatively homoegeneous student population (racially diverse but not economically diverse), it is the students whose parents feel the school district should raise and educate their kids that have the worst outcomes.

Single parents and poor parents are struggling to put food on the plate, maybe working 2 jobs, or are suffering because they are unemployed and thus for a variety of reasons they cannot instill educational virtue into their children. Do we let such disadvanged children of disadvantaged parents (not saying being a single parent is a disadvantage, it’s a blessing of course but single parents will on average be more busy). No, by mixing the advanced students with the disadvanged... the disadvanged can watch, learn, see from the well performing peers how to be a better student. Better students get the benefit of being a role model. Also we can use the SSL requirement to our advantage. We can assign underperforming students to high achieving students and for SSL hours, they can tutor and assist with homework the academically challenged. Since the under performers need SSL hits too, since they too are experiencing a multicultural experience... they can get SSL hours for this type of learning. Since perhaps these children would be working after school to support the family, and not doing homework and now we’ve restricted their free time in this SSL-tutor model. We can pay these students a SSL credit ‘cash award’. Thus they learns that education pays dividends. A great lesson. This would be affordable because as they become better students, the county will spend much less on all the special programs.
Then think of the social benefits. New opportunity for boyfriend and girlfriend relationships outside the static stale undiverse options now available. Kids will learn poor kids are people too, learn rich kids aren’t so bad after all, colors religions creeds and cultural barriers break down as children enjoy their shared human experience. I know this sounds cheesy but point is these are real word lessons many don’t learn until they are an adult, now they can learn them when their life is dedicated to learning. When these kids grow up they will likely be more harmonious with ‘others’ more open minded, ideally less likely to partake in the divisive and partisan political behavior the current crop in office our forcing upon society. This isn’t ‘hope and change’ rhetoric but change we can work on to hopefully bring more peaceful and prosperous future for all of our children.

Isn’t this worth a try? You say it failed in NYC, their failure is our opportunity to improve. MoCo is growing and expanding with increases of immigrants and diverse peoples, do we throw our hands up and say it can be done, so we build more walls to live behind? Or do we embrace our new neighbors, friends, and in time,our new family members. Now is the time to embrace the future for our county.

Anonymous wrote:

Anonymous wrote:Unfortunately, parental involvement is something that cannot be solved by re-engineering the districts. I live in a wealthy public school district in the NYC suburbs and even with the relatively homoegeneous student population (racially diverse but not economically diverse), it is the students whose parents feel the school district should raise and educate their kids that have the worst outcomes.

Cradle to grave public schools will not teach beyond a low bar.

Anonymous wrote:

Anonymous wrote:What if MCPC buse s whitman 9 and 10 th grade rs to Kennedy and Kennedy 9t&10 th graders to whitman, move the faculties as well? Will this practice make Kennedy a better school? Yes, but will the low performing students suddenly become better students?

No