Anonymous wrote:Thanks teacher from Europe. Not sure I understand your the point you are trying to make. I assume an IB degree from a US school should equal to the IB degree a student in Europe receives. Anyway, schools in US. That doesn't change the fact that the needs of high % FARM school will be different than a low % FARMS school. That is a fact and pointing it out does not make me a racist. Different doesn't mean inferior or worse just different!

No.....but your repeated stance that poor=less than is what makes you racist and classist.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am not a racist, a classist (is that even a word?) or a troll. It is fact that DCI is 52% FARMS and it is a fact that having a high FARMS rate will change the culture of the school. In my post I pointed out the plus of having a diverse population but the negative of having to provide additional support (academic and/or social) often needed in higher proverty schools. You may not have had much experience in working with kids from low income backgrounds or had kids who attended at Title 1 school, but I have.

The FARMS rate at DCI is likely to fall dramatically as feeder school kids matriculate. YY is only something like 20 percent FARMS and much of that is in the leading edge classes. I think LAMB, Stokes and MV have similar demographics.

The leading edge classes at Yu Ying are long gone. Most of the current 5th grade started at Yu Ying in prek4.

They are at DCI! That is the whole point.

Stokes, DC Bilingual and all the other feeders except MV have been around as long or longer than Yu Ying. Doubtful having the kids from the feeders matriculate into DCI will lower the farm rate significantly.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am not a racist, a classist (is that even a word?) or a troll. It is fact that DCI is 52% FARMS and it is a fact that having a high FARMS rate will change the culture of the school. In my post I pointed out the plus of having a diverse population but the negative of having to provide additional support (academic and/or social) often needed in higher proverty schools. You may not have had much experience in working with kids from low income backgrounds or had kids who attended at Title 1 school, but I have.

The FARMS rate at DCI is likely to fall dramatically as feeder school kids matriculate. YY is only something like 20 percent FARMS and much of that is in the leading edge classes. I think LAMB, Stokes and MV have similar demographics.

The leading edge classes at Yu Ying are long gone. Most of the current 5th grade started at Yu Ying in prek4.

Same for Stokes and LAMB. Their leading edge classes are juniors and seniors in high school.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am not a racist, a classist (is that even a word?) or a troll. It is fact that DCI is 52% FARMS and it is a fact that having a high FARMS rate will change the culture of the school. In my post I pointed out the plus of having a diverse population but the negative of having to provide additional support (academic and/or social) often needed in higher proverty schools. You may not have had much experience in working with kids from low income backgrounds or had kids who attended at Title 1 school, but I have.

The FARMS rate at DCI is likely to fall dramatically as feeder school kids matriculate. YY is only something like 20 percent FARMS and much of that is in the leading edge classes. I think LAMB, Stokes and MV have similar demographics.

The leading edge classes at Yu Ying are long gone. Most of the current 5th grade started at Yu Ying in prek4.

They are at DCI! That is the whole point.

Anonymous wrote:Thanks teacher from Europe. Not sure I understand your the point you are trying to make. I assume an IB degree from a US school should equal to the IB degree a student in Europe receives. Anyway, schools in US. That doesn't change the fact that the needs of high % FARM school will be different than a low % FARMS school. That is a fact and pointing it out does not make me a racist. Different doesn't mean inferior or worse just different!

My point is that the needs of a high % FARM population are similar to the needs of a standard (truly) International School population, and the IB program is designed to address those needs. So if you don't want a high % FARM population, you would also hate the student body of a true International School, and International School is not for you. Try a standard private.

Anonymous wrote:

Anonymous wrote:I am not a racist, a classist (is that even a word?) or a troll. It is fact that DCI is 52% FARMS and it is a fact that having a high FARMS rate will change the culture of the school. In my post I pointed out the plus of having a diverse population but the negative of having to provide additional support (academic and/or social) often needed in higher proverty schools. You may not have had much experience in working with kids from low income backgrounds or had kids who attended at Title 1 school, but I have.

The FARMS rate at DCI is likely to fall dramatically as feeder school kids matriculate. YY is only something like 20 percent FARMS and much of that is in the leading edge classes. I think LAMB, Stokes and MV have similar demographics.

The leading edge classes at Yu Ying are long gone. Most of the current 5th grade started at Yu Ying in prek4.

Thanks teacher from Europe. Not sure I understand your the point you are trying to make. I assume an IB degree from a US school should equal to the IB degree a student in Europe receives. Anyway, schools in US. That doesn't change the fact that the needs of high % FARM school will be different than a low % FARMS school. That is a fact and pointing it out does not make me a racist. Different doesn't mean inferior or worse just different!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am not a racist, a classist (is that even a word?) or a troll. It is fact that DCI is 52% FARMS and it is a fact that having a high FARMS rate will change the culture of the school. In my post I pointed out the plus of having a diverse population but the negative of having to provide additional support (academic and/or social) often needed in higher proverty schools. You may not have had much experience in working with kids from low income backgrounds or had kids who attended at Title 1 school, but I have.

The FARMS rate at DCI is likely to fall dramatically as feeder school kids matriculate. YY is only something like 20 percent FARMS and much of that is in the leading edge classes. I think LAMB, Stokes and MV have similar demographics.

Similar demographics in that the older grades tend to be FARMSier than younger, I mean.

From DCPCSB - Economically disadvantaged

Stokes 71%
DC Bilingual 82%
LAMB 26.9%
YY 12.7%
MV 35%

Anonymous wrote:But a 52% FARMS rate is high. Diversity is good and the kids are coming from strong schools but a high FARMS rate could mean that the school uses its time and resources tackling issues of poverty. This focus could define the culture of the school detracting from the needs of all students.

So a real International School isn't for you.

Signed,

A Teacher At One Of the Bigger International Schools In Europe

PS--I've worked at three different European International Schools, and every one of them has a significant portion of low-income students. Yes, we have the Diplomats' kids, but they are hardly a majority. Many expat children (US, UK, Germany, France, Netherlands, etc.) come from families whose parents can't afford the tuition: these parents' employers pay the tuition. In addition, we have a hefty population of "local" kids on scholarship, and these kids come in from families more impoverished than you've ever seen, and with horrible English skills. An International School classroom is not like a traditional American school environment, even in the "big" International Schools of Europe (where the I.B. program was born). If you ever go through IB English assessment guides (especially the Examiner's guides for scoring the essential Paper 1 and Paper 2), you'll see that perfect English isn't a requirement for receiving a perfectly fine score, and there is a specific reminder to examiners that they can only penalize students in ONE category for imperfect English, as long as the paper is well-organized and argued, and the student's meaning is clear (unlike in AP English, in which poor grammar hurts students quite a lot on the exam compositions). This is because the program was formed to support a VERY diverse student population. There are plenty of positives in this environment, but if you don't agree, International Schools aren't for you (not that I'm convinced all of the "International Schools" in the US are truly International anyway: I think they are more International School Lite, watered down to appease the wealthy local parents who don't truly want an International School environment...but that's another rant).

Anonymous wrote:

Anonymous wrote:I am not a racist, a classist (is that even a word?) or a troll. It is fact that DCI is 52% FARMS and it is a fact that having a high FARMS rate will change the culture of the school. In my post I pointed out the plus of having a diverse population but the negative of having to provide additional support (academic and/or social) often needed in higher proverty schools. You may not have had much experience in working with kids from low income backgrounds or had kids who attended at Title 1 school, but I have.

The FARMS rate at DCI is likely to fall dramatically as feeder school kids matriculate. YY is only something like 20 percent FARMS and much of that is in the leading edge classes. I think LAMB, Stokes and MV have similar demographics.

Similar demographics in that the older grades tend to be FARMSier than younger, I mean.

Anonymous wrote:I am not a racist, a classist (is that even a word?) or a troll. It is fact that DCI is 52% FARMS and it is a fact that having a high FARMS rate will change the culture of the school. In my post I pointed out the plus of having a diverse population but the negative of having to provide additional support (academic and/or social) often needed in higher proverty schools. You may not have had much experience in working with kids from low income backgrounds or had kids who attended at Title 1 school, but I have.

The FARMS rate at DCI is likely to fall dramatically as feeder school kids matriculate. YY is only something like 20 percent FARMS and much of that is in the leading edge classes. I think LAMB, Stokes and MV have similar demographics.

I am not a racist, a classist (is that even a word?) or a troll. It is fact that DCI is 52% FARMS and it is a fact that having a high FARMS rate will change the culture of the school. In my post I pointed out the plus of having a diverse population but the negative of having to provide additional support (academic and/or social) often needed in higher proverty schools. You may not have had much experience in working with kids from low income backgrounds or had kids who attended at Title 1 school, but I have.