Betsy Wolf

@betsyjwolf

SWDC Parent, Ed Researcher, Lover of Graphs, 🐺 - Tweets are my own

Vrijeme pridruživanja: svibanj 2013.

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  1. Prikvačeni tweet
    27. sij

    DC! I’m late to the party (had another kid), but here are some insights from the recent report written by some of us at . This work was funded by . /1

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  2. 1. velj

    Update: logging in BEFORE summer camp registration is supposed to open and it’s sold out

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  3. proslijedio/la je Tweet
    30. sij

    The whitewashing of the word "choice" in education reform and around women's rights underscores the historic effort to have black people follow a white idealized principle that was never meant for us.

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  4. 30. sij

    Ps. Harvard researchers also don’t think that avg test scores are a good indicator of school quality. 🤔

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  5. 30. sij

    Also worth considering: what is a “diverse” school in DC? A representative one would be 67% Black and 44% “at-risk.”

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  6. 30. sij
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  7. proslijedio/la je Tweet
    29. sij

    This short clip is worth a listen. Some quotes: "(families) are making judgments about school quality ... but they're basing those judgments often on poor data" such as test scores or other parents' opinions. 1/

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  8. 30. sij

    My children's elementary school in DC. Quite a trajectory. Rhee merged Amidon and Bowen (and closed Bowen), and the school was also reconstituted in 2011? And now we're back to 2005 levels of enrollment. Woohoo!

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  9. 30. sij
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  10. proslijedio/la je Tweet
    27. sij

    Really important research on gentrification, diversity enrollment and choice. Not the first study to find that demand for choice increases with increasing gentrification. It’s not the native residents, in other words, driving the demand for choice..but it’s complicated.

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  11. 27. sij
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  12. 27. sij

    (c) account for the fact that some schools serve highly student mobile populations and inevitably may need more resources. Lots more info to dig into here:

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  13. 27. sij

    Finally, report recs are: (a) use trends (e.g., changing demographics) to adjust enrollment projections; (b) allocate resources to account for mid-year mobility or at least research it to determine if there is a resource deficit; /46

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  14. 27. sij

    Related to enrollment projections: % of students transferring back to their inboundary schools for K. PK is not guaranteed at most DCPS schools. Families were more likely to transfer back to inboundary schools for K when those schools served fewer Black and at-risk and more White

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  15. 27. sij

    Ninth grade would be one area for DC to invest in, as well as to monitor and track progress of students. /44

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  16. 27. sij

    Not related to enrollment projections: 9th grade retention. The average school retained about 10% of its ninth-grade students. Moreover, five schools retained a quarter of their ninth-grade students each year, although the list of these schools changed from year to year. /43

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  17. 27. sij

    Takeaway: School choices in DC mirror other rigorous national research about how families, particularly White ones, sort themselves among schools. /42

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  18. 27. sij

    In W 5/7/8, where many schools serve predominantly Black students, there was a striking pattern in White and Latino students selecting schools with much lower % of Black students than their in-boundary schools. W 5/7/8 are also the only wards that have more charters than DCPS./41

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  19. 27. sij

    Additionally, when not attending in-boundary schools, all student subgroups tended to select schools with lower % at-risk students than their in-boundary schools, but White and non-at-risk students did so at a greater extent. /40

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  20. 27. sij

    Not related to enrollment projections: Geographic distance from home to school. Students attending charter and non-in-boundary DCPS schools tended to travel farther for schools with lower % of at-risk students and less far for schools with high % of at-risk students. /39

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  21. 27. sij

    Related to enrollment projections: New schools. Half of the new schools were severely over-projected (by more than 150%) for enrollment. Probably no great way to predict enrollment in a school that has yet to exist. /38

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