<p>As a comparision to some of the schools in better funded areas I wanted to post the list as far as I know of kids at my daughters high school.
Unofficial list there are a few students who aren't represented. Several are taking time off to work or travel and some didn't get their forms turned in to be counted.
This is a state that is 47th in funding nationwide- a district who has been millions of dollars in the hole for years but where there is a high cost of living and hard to retain teachers.
Still this school is where many of the AP classes are held in the district and where some students transfer from private schools to attend.
The weighted student funding formula actually gives this school less money per student than other high schools in the district- it has about 25% on free/reduced lunch </p>
<p>Alaska Pacific University ( 1)
Art institute of Seattle (1)
Bellevue Community College (4)
Berklee College of Music ( 1)
Boston University (2)
Brandeis University ( 1)
Bowdoin College ( 1)
Brown University ( 5)
Carleton College (2)
Carnegie Mellon(1)
Central St. Martins ( 1)
Clark University ( 1)
Colgate University ( 1)
Columbia University ( 2)
Columbia University/Jewish Theological Seminary ( 1)
Cornell University ( 1)
Concordia University( 1)
Cornish College of the Arts ( 3)
Dartmouth College ( 2)
Duke University ( 1)
Eastern Washington University (1)
Emory University (1)
George Washington University (3)
Goucher College (1)
Hampton University (1)
Hartwick College (1)
Harvard University (2)
Howard University (1)
Ithaca College (1)
Johns Hopkins University (1)
Lewis & Clark University (1)
Loyola Marymount University (3)
Michigan State (1)
Montana State University (1)
New York University (3)
Norfolk State University (1)
Northwestern University (3)
Oberlin College (2)
Oberlin Conservatory (2)
Occidental College (3)
Otis School of Design (1)
Parsons (3)
Princeton University(2)
Pratt Institute(4)
Pomona College (2)
Pitzer College (1)
Reed College (1)
Rhode Island school of Design (1)
Roosevelt University (1)
Scripps College (2)
Seattle Central Community College (6)
Seattle Pacific University (2)
Seattle University (2)
Skidmore College (1)
Stanford University (9)
Spelman College (1)
Swarthmore College (1)
Tulane University (1)
Tufts University (1)
University of British Columbia (1)
University of California - Berkeley (2)
University of California -Los Angeles(2)
University Of California- Santa Cruz (1)
University of Chicago (1)
University of Colorado - Boulder (1)
University of Denver (1)
University of Michigan- Ann Arbor(2)
University of Montana (2)
University of Oregon (1)
University of North Carolina- Chapel Hill (2)
University of Pennsylvania (1)
University of Portland (1)
University of Puget Sound (1)
University of Redlands (2)
University of Washington (38)
University of Wisconsin -Madison (2)
University of Southern California (1)
University of Warwick (1)
Washington University in St Louis (2)
Washington State University (1)
Western Washington University (13)
Whitman College (3)
Willamette University (3)
Wake Forest College (1)
Xavier University of Louisana (2)
Villanova College (1)
Some interesting choices - but the omissions are interesting too- I will see if I can get more schools cause I know there are some missing.</p>
<p>The district most often cites 47th but I have also seen 34th( and a recent news article has been changed to 34th in spending)
They are trying right now to figure out how to raise money-part of problem is they built a brand new administration facility and used money that should have been used elsewhere.
The city Council can help to fund the schools without asking for a vote- which may be the best way to go because public confidence that the district would make good use of any new funds is low.</p>
<p>Something that is particulary galling to me is that the district is appealing yet another court decision in san fransico ,that bans them from using race to assign students to buildings, somthing that has surely cost them hundreds of thousands of dollars. A board member told me that when she questioned this, as it has been shown that by not using race schools are only slightly more integrated but public perception of the district is lower, the attorney for the district told her that "even if we win( the court appeal) we don't have to do it".!</p>
<p>I'm sorry EK, but that list may be doing the cause of more money a disservice! I live in the 50th (OK, maybe 49th) state for school funding, my kids went to private school that was originally started to "escape" desegregation, and thrives as an integreated school that provides an "escape" to continuing poor funding, the wealthiest folks in the county mostly send their kids to our school or the one across town - but, they don't do nearly that well in college admissions. Shoot, they don't think that "big". That school does not fit my definition of an inner city public high school! It sounds like a great school, and a great bargain for Seattle residents.</p>
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<p>It sounds like a great school, and a great bargain for Seattle residents.<<</p>
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<p>That's what I was thinking. Scanning the list I see about 45 kids going to top 20 and/or Ivy League universities (including 13 to HYPSM), another 15 going to top LACs, and 38 more going to UW - on most lists it's one of the top public universities in the country.</p>
<p>I'd say your school is doing great. It certainly puts our local large suburban high school in the shade.</p>
<p>I guess the point I was trying to make is that because the school has very dedicated teachers and parents as well as fairly high expectations for students, that is making more of a difference than just throwing more money at it
Bill gates has been going around the country giving money to schools who want to become smaller- but this school with 1700 students is offering economies of scale that you can't necessarily get in a smaller school. I would love to see smaller class sizes, the standard is 32 ( throughout district )although some are bigger, but I think a lot has to do with the teachers-
( even though I don't use Microsoft and Gates is a republician and lives in Bellevue- I still think he has done some great work- I just get riled when I see schools bending over backwards to get some of his money- and in the school I was previously involved with- I saw them change their transformation plan to what they were actually doing- rather than what they had intended to do in the first place- I guess they were reverse engineering their budget- but it wasn't what they needed to do )</p>
<p>Because this school has the reputation that it does, it is easier to get individuals and businesses to contribute, imo. It is the alma Mater of Jimi Hendrix, Quincy Jones among others and stood up to provide MLK jr a place to speak when the biggest church in town turned him down.
Meanwhile schools without such strong PTAs are really having difficulty in a climate that all but requires them to raise money to fund teaching posistions.
Our district cites schools as doing well with NCLB as compared to other schools, but when you see that the school has 8% FRL as opposed to schools with 90%, I think- "well I certainly hope they are doing that well- when the parents have professional degrees and they live in a fancy part of town, why are we patting the school on the back when the students pass a test?
I feel the same way when schools that have entrance exams or other criteria to be accepted do well, why shouldn't a school that can hand pick students do well? We need to look at what other criteria come into play besides motivated and prepared students, and at Garfield, I think it is teachers and parents.
Other schools have motivated teachers as well, but because Garfield has a strong reputation, I think it may encourage dedicated teachers to come, it must be discouraging at schools where you might have promising students, but for whatever reason, aren't getting the support from administration and parents.
I would like to see schools that are much more successful than others, redistribute outside money including money raised by PTAS to schools that have more need. We have elementary schools of about 230 students raising over $200,000 but we have other schools who don't have enough textbooks.
One high school has enough graphing calculators so that students don't even have to bring theirs to school, but another school doesn't have copy paper to make hand outs.
It is a very uncomfortable place to have PTSAs funding staff positions.
If we can raise the money for say a reading tutor or Ap physics class, it adds to the education for everyone, but then the legislature says" see, you didn't really need us to give you more money".
It reminds me of how the district told me they would handle the education of my oldest- who was all over the chart in terms of academics, easily 3 or 4 grades above in some areas, but 2 grades or so below in others. In order for her to get help, they said she would have to be two grades below in everything to qualify.
That was never going to happen, her determination and intelligence was not going to allow her to be 2 grade levels below- why do we need to wait for someone to fail to help them?
Why do we need to wait for a school or district to fail before we see what is needed? It doesn't make sense.
I hope things will change- I don't want to live in a city where the only families who are attending public schools are the ones who can't afford to live anywhere else.</p>
<p>In all fairness, I think it's important to keep in mind that there are approximately 400 students in this graduating class, and that approximately 5-10% of the ninth graders failed to graduate (a far better rate than in the rest of the city). </p>
<p>I would argue that most public schools do a pretty good job with the middle 85% of students, an okay job with the top 5%, and a terrible job with the bottom 10%. And it's that 10% that suck up the federally mandated funding. One reason why schools are struggling now relative to the 70's is the requirement that all students be educated; there are single students in many schools that cost four or five (or more) times the cost of the average students due to special physical, emotional, or learning needs. Yes, they should be educated---and yes, it's terribly expensive.</p>
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<p>I would like to see schools that are much more successful than others, redistribute outside money including money raised by PTAS to schools that have more need. We have elementary schools of about 230 students raising over $200,000 but we have other schools who don't have enough textbooks.<<</p>
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<p>Nice sentiment, but it would probably only last through one season of fund raising, and all those people who are working so hard will just disappear. We've been through several rounds of equity funding court cases, and the issue is still being hashed out in the courts. the only halfway workable solution cited so far is to redirect all state money to underfunded districts, they originally wanted to do the equivalent of what you are proposing - wealthy districts turn in some of their local earmarked tax money to the state, and the state redistributes it to poorer districts. Then that changed to for wealthy districts a formula would be applied, and when local funding got over a certain amount state funding would be diverted, that proposal is being litigated now.</p>
<p>If it passes, the wealthy districts will probably fold and the cities will sell the properties for pennies on the dollar to newly organized private schools, and repeal all the local taxes. That will have the added "benefit" of throwing the students that DMD77 is discussing (some are big financial drains) onto the county school system. It doesn't affect our schools as much, we are unique in the state in that there is only 1 huge school system for the entire county. The majority of the "movers and shakers", except for local politicians, opted out to private schools many years ago, first, as I said, to escape desegregation, then, in the 80s more to escape chronic underfunding because much of the system's potential capital money was tied up in the longest running deseg case of all (nothing but minimal maintenance was done on the schools for 25 years).</p>
<p>I wasn't really thinking about the state getting involved in redistributing the money but perhaps a seperate organiazation like we have now that is a funnel through which money passes could possibly redistribute money throughout the district. But, I agree that if money was shuttled elsewhere, fundraising may just dry up.
We are currently looking at new sources for revenue, although the proposal to tax lattes didnt go over state wide, the same people think that taxing pop and bottled water citywide would do the trick.
The superintendent ( who doesn't live in the city) is assembling a committee of the usual suspects to look at the problem-not holding my breath- but I don't know what the solution is.</p>
<p>Emaraldkity4 - congratulations on your school's successes. You probably know that in some school districts under 2000 is a dream school population. I heard that Los Angleles hasn't had a new High school built since the 1970's. Some schools are over 3500 students. America needs to re-establish its committment to public education and fund all schools adequately. We shouldn't have to rely on bake sales to get text books into inner city classes. It is not coincidence that California went from the top of the pile to near the bottom after prop 13 kicked in.</p>
<p>Schools are expected to respond to so many social problems- gangs, drugs, disfunctional families; funding for counselors and class size reductions just don't make it. My school is 100% free lunch and we have one counselor for over 700 kids.</p>
<p>Many of those going to the top 20 Colleges are from the City's Advanced Progress Program. These students test in 1st grade (some later) to enter the program and must be in 99th percentile in cognitive ability and achievement to enter the program. Students are taught at a minimum of 2 years above grade-level. They stay together as a cohort, going to the same middle school then on to Garfield. Another program also requires testing, but students stay in self-contained classrooms in several elementary schools and are taught about 1 year above grade level. Many of these students also end up in the HS. Given so many talented students at the outset, I personally believe the district could do a great deal better. That this is a "typical" inner-city school is somewhat misleading. What is not misleading is that the facilities are indeed terrible. It also goes to show what all the data on the role elite colleges play in eventual success. Once the student variable is accounted for, what school the student attends makes little difference.</p>
<p>I don't know most of the seniors, so I didn't recognize the names to know if they were in APP previously. I do know that I worked in the counseling office with students who hadn't identified that they even wanted to attend college till perhaps junior or even senior year, and I was impressed at what an effort staff made to get everyone who wanted to into college- even students who didn't think they wanted to.
Besides the students from teh districts highly capable program the school has several other programs to support and guide students and encourage them to attend college. AVID I believe is a national program, African American Scholars,Black Achievers, Ignite Mentoring,Mesa and ACE which was a support class my daughter participated in first semester. She did so well that they decided she didn't need it 2nd semester. :)</p>
<p>it is accurate that if students identify as "gifted" as part of the district testing program they may go to the districts 'top" program for elementary and middle school. That is in quotes because I do not think much of the districts gifted program. I looked at it for my oldest- but I was very disappointed at what was purported to be advanced. I know lots of students who have chosen other public Seattle schools and received easily as good of an education as in APP.
Some parents are happy with APP, and it is also accurate that if you are enrolled in the APP program for 8th grade, then you may have priority for Garfield over even students from the neighborhood, this is very attractive to students and especially parents as they feel that it is important to have the students stick together for high school.
I don't feel it is so important, my daughter at Reed has friends who attended APP through middle and elementary, but did not want to be stuck with the same group of kids they had known since K, and so attended high schools other than Garfield. Most of the other schools in teh district have a selection of AP or IB classes, even at Nova across the street from Garfield which is one of the smallest high schools at about 280? students can take AP classes.
I feel that while the opportunity to teach some motivated kids can attract some great teachers, I don't think it is just the fact that some kids have been in APP that makes the classrooms a great place.
My daughter who was in Special education 3rd-8th gd had straight A's in challenging classes @ Garfield fall semester and jsut a tad lower spring semester. She is excited about taking an AP class next year. Very few of her group of friends attended the APP program, but they virtually all are doing quite well. She had been participating in track, which like most sports is one of the more diverse areas of the school, and no one had under a 3.5
The energy and enthusiasm of the kids and the teachers is contagious and not restricted to parents who have pulled their kids out of private schools to attend Garfield or who have stayed the course through Lowell and Washington, jsut so they could attend Garfield.
This was our first year, and I realize that with the new principal things are on a much more positive upswing than with the former principal, and I have been very impressed at the level of communication with parents and with the high expectations for everyone. While I don't generally volunteer in my daughters classrooms,( are you kidding?) I have in other areas of the school- not AP classes, and I had a great time- well sometimes not so great- but these are smart kids, sometimes too smart for their own good ;)
I am so impressed at how teachers returned messages the same day and some times immediately when I had a question or concern. I know not all the teachers can be exemplary, but even the "worst" teacher my daughter had this year, she said was better than the best teacher she had last year. I appreciate that within reason if a student wants to take an AP class they can, but also that a class does not have to be AP to be challenging. It can be overwhelming for some students to take on that challenge, but so far, we have heard so many great things from students and teachers that we are happy with our decision to stay in public school.</p>
<p>All I was pointing out was that many of those kids who tested into APP or other programs such as Spectrum are the ones going to the top colleges. It is primarily because those kids attend, and have an active and vocal parent group that AP courses are offered. The high school a little south, without this APP group, has far fewer AP courses. While some parents chose other programs and schools for their kids, the APP program at least provides some hope of an accelerated curriculum. It is not, however, the quality of Chicago's regional gifted center programs, nor is Garfield the quality of Chicago's new public college preparatory academies. </p>
<p>My S, who attended this HS found the counseling and administration to be of little help, and on many occasions needing reminding to do the simple things, such as send in recommendation letters and mid year reports. Getting good follow-up on issues requiring some organizational work was nearly impossible, even with multiple parental meetings. The teachers were a hit and miss affair as in most schools. Some very good, others under-skilled and unable to teach to the level of the more advanced students.</p>
<p>What the school does have, as well as its primary feeder middle school, is a fantastic music program. But even this program is made up of predominately APP & Spectrum kids whose parents could afford private lessons early on. </p>
<p>At least the school provides a community of similar kids sharing similar aspirations and a core of advanced courses for them to take. This helps keep the kids focused and makes being academically successful something not to be shy about. But, move this kids as a group to any high school anywhere, provide them with the same number of AP courses, but taught by different AP teachers, put any principal in charge, and hire all new counselors, and I contend the college placement result will be the same, maybe even better.</p>
<p>ITA about music
It is a disgrace that schools only offer music in 3rd and 4th grades ( if then) and if students want to continue they have to have private lessons.
My daughter took lessons through school in 3rd & 4th grade and as I was a single mom at that time- it was difficult to pay for the rental, let alone to consider to pay for private lessons so that she could continue.
Her school did a few years later begin a steel drum program with the inspiration and support from their new principal ( who only lasted three years- two years longer than their last two principals)- which was fantastic- kids didn't have to rent steel drums and they were very easy to learn and fun to play. </p>
<p>I have had good experience with the counseling staff of course I am comparing them to the counselor who was at my daughters previous school who was awful- really awful- he is now at the same high school as the principal who introduced the steel drum program.
( Incidentally the counseling staff is disappearing next year- all will be gone except for Mr Labi- on leave and in new jobs outside the district)</p>
<p>emeraldkity4: Were you able to come up with a more complete list? Just curious. I heard from one source that the final tally for Stanford was 16, put don't know if that is accurate.</p>