website: http://www.mlkmiddleschool.org/

Parents' Reviews of King

Re: Your Impressions of Berkeley Public Middle Schools
I have experience with King. My kids love it. They have had some excellent teachers. The sports program is strong. The edible school yard garden and kitchen are wonderful. One kid loves the afterschool sewing/knitting/beading classes. It is near the soon to be reopened north berkeley library. The food is good. It is the largest of the 3. It has a strong drama program afterschool for 7th & 8th graders. Before school music is well attended. Willard parents have told me that they like the school well. Hopefully a parent will respond. Longfellow is also as strong as the other two. Some of each grade are continuing dual spanish-english classes for core subjects. Hopefully you will hear from these parents too. Probably does not help you make your decision, but at least they are all a good choice! BUSD mom

Re: Where does your middle-schooler go to school?
All three of my kids went to MLK Middle School in Berkeley and loved it. They got good academic preparation for Berkeley High, made lots of friends, and participated in after school activities. There is a lot going on at King for lots of different types of kids. Check it out. happy in BUSD

Re: Worried about homework in Berkeley middle schools
My 3 kids all went to King and found the homework load to be very reasonable. All three played sports at King and also did extra-curriculars outside of school, and never seemed panicky or stressed about the amount of homework they had. The teachers make sure that larger writing assignments and projects are well scaffolded and broken down into ''chunks'' so kids can work on them one step at a time. My kids are all fairly organized and that probably helps, but the load did not seem unreasonable at all. --Happy MLK family

Each student is given a wire-bound ''academic organizer'' from sixth grade on, and I find that my son has to be very organized to stay on top of his homework--and he's an organized, conscientious student as it is. I have more concerns about how his more scattered, dreamy younger brother, who may follow him to King in a few years, would handle the workload there.

The students at King are certainly not coddled. If anything, if they are able to keep up with the workload at King, they will be well-prepared for the rigors of high school and college.

Yes, I did see ''Road to Nowhere,'' BTW. King parent

Re: Longfellow vs. Willard
I'm not sure about Longfellow vs. Willard; but I can speak to the Longfellow vs. King question. My child had a hard time socially at King, particularly in 6th grade; while her friends who went to Longfellow had an easier time forming cohesive friendship groups. Most of her current friends are friends who went to Longfellow, though things are much more socially open at BHS. Academically, I would probably choose King again, but the social ''scene'' was very rough for a smart, shy, self-conscious child (lots of teasing about being ''smart''; though I wonder if other kids were teased about other differences). What is unclear to me is how much of this is middle school (friends with children in the private schools have spoken of similar problems), how much of this was the specific school, and how much of it was the child (who is thriving in high school). anon

Re: King in Berkeley vs Portola
The 6th graders at King, where my student goes, are well buffeted from the rest of the school and spend their whole day with the same classroom-group of kids. The group moves from class to class together as a clump. Everyone, pretty much, stays in the 6th grade wing. We think King is great, with good afterschool class opportunities and great sports and perfomring arts. Anon

Re: Moving to Berkeley Summer 2010 - middle schools?
I've had experience of both King and Willard Middle schools in Berkeley - and both those experiences were good. My daughter was in 7th grade when we moved and thrived at King, loved the big size and the demanding teaching. My son went to Willard because we had moved closer to there, and also thrived, made great friends and was well prepared for high school. Willard is much smaller than King and he liked that he knew everybody. There are certain programs at King (such as dance, jazz band and French) that are not offered at Willard and the facilities are bigger, but as there are more kids and my son was only interested in sports, it basically balanced out. On the other hand, I found the King administration more intimidating to deal with, although I believe this has improved at both schools. I'm currently working with some Willard teachers on starting a chorus program, and have been highly impressed by their enthusiasm, energy, and dedication. Fiona

Re: Returning to Berkeley after 10 yrs - which school?
My 6th grader at King is having a great year. The academics are challenging enough. The school does fine with test scores. Most kids from King are quite well prepared for the rigorous classes at Berkeley High. The school feels fun and safe. Athletics are quite well-run. Swimming afterschool is offered by the City of Berkeley at King Pool, too. There are several kids from Europe who are here in Berkeley for just one year or less while their parents are in town on academic sabatical. They seem to do fine and the American kids seem to enjoy having the new kids around. The kitchen classroom and garden classes are amazing (google ''edible schoolyard''). The new lunch building produces fabulous nutritious lunches that kids love (believe it or not). Seems like the school is big enough for each kid to find others with similar interests. By the way, in Berkeley, many private school kids opt for Berkeley High. The public schools in Berkeley work well for us, and leave us with money left over for travel.

Re: The low-down on King & Willard Middle Schools
Hi, I taught at Willard last year and my child is a 7th grader at King this year. I think the teachers are equally good at both schools. Willard is in a more urban environment near Ashby, whereas King is in a mostly residential area. My child really likes King and loves the zero period music program. My child is an A student and is in the Honors Math program. They find it fun and challenging and look forward to taking Honors Geometry at BHS next year, in 8th grade. My child says making friends at King is the easy part. Making the right friends in King's diverse community is the hard part. King has lockers. At Willard, you carry your stuff around all day with you. King has a really nice new lunch room with homemade breads, salad bar, soup, etc. As a parent, I feel more at home in the King community. King parent

I have a 5th grader who is in a public elementary school, and I'm wondering whether people have comments on King -- does it work for most kids? My child can get easily distracted, though this year seems more academically focused, in part because of a great teacher. I hear King has great teachers, but that classroom management is a challenge and a lot of time is wasted on just trying to get kids to focus. How are the academics? Do you have to be really self-motivated and organized to succeed?

I also wonder about the social dynamics -- do kids get enough adult attention/support/guidance to address the social issues that come up at this age? Is it easy for a child to just get lost in the mix of so many kids?

Thank you for any insights! anon

In my kids class, there is a wide range of skills and abilities, but the teachers are fabulous at working with the kids and there is an aide in the class to help the kids with challenges. The principal, vice principals, counselors and special ed. teachers seem to work quite well as a team.

When I felt my kid needed more specific attention on an academic item, it was easy to communicate with my kid's teacher by email, and then in person, and get the item resolved. Lots of teachers there said that when they were getting a credential, King was the school they dreamed of working at some day, and now they are sooo glad to be there.

The staff put a lot of energy into helping the 6th graders step up to middle school. All the parents I have spoken with are very happy with their 6th grader's experience at King. I highly recommend it. King Parent

As to academics....it's public school. I don't think their main goal is getting kids to Harvard or Yale. There are some great creative teachers, some enhh worn out teachers. All of them well meaning, but, you know, they're dealing with a crazy bureucracy, crazy laws, classes that are larger than they should be, five minute parent teacher conferences, etc. etc.

One nice thing at King is the band program, which has been a strong anchor for my daughter. If your kid is musically inclined, consider it, even though it means getting up at an ungodly hour. The sixth grade band teacher in particular is a bit of a nut, quite demanding, but in retrospect my daughter feels she got a lot out of his program. Hope this all helps a bit. c.s

For the parent who asked about King, the before school music program begins at 7:45 am and goes until 8:30 and then regular classes begin at 8:45. The time slot is called ''sero period'' The kids can take band, orchestra or choir. Sixth graders have their own band. There is also a jazz club that kids can do (whether or not they take morning music). It seems to me that doing music at zero period is a great way for the kids to build a cohort. And it can get them ready for the great music at Berkeley High.

The sports at King are very good, too. And swimming is offered next door at King pool at 4 pm. Anonymous

would love to hear more recent updates on King Middle School and any changes that have occurred with the new principal. anon

Academics? Well, the jury is still out. We've been in public school since the beginning, and I have always wished there was more of a challenge. However, there is finally some real history and science (!) and that is keeping him happy. Also, a fine elective called ''What's on your Plate'' for sixth graders is really helping to teach critical thinking, Berkeley-style.

The campus is really beautiful and well cared for. The place has a very good vibe. I like the way the grades are kept separate at lunch and activity time - lessening opportunities for hazing. There are a lot of rules and they seem to be rather strict in enforcing them. The parents are much more engaged than I had expected at such a large middle school.

We have talked several times about the drug/alcohol issue. He says the principal has made at least one announcement about it, and my son has been asking more questions about drugs and drug use (great opportunities for guidance!) I gather there is still a problem with availability nearby and perhaps on campus, so it's something we'll have to watch closely and keep communicating about. The bigger issue I have right now is that there has been a rash of locker break-ins. The boys say there are kids with listening devices that crack the locks. This has them pretty upset.

Even with these problems, I get the impression that my son feels quite safe there, but is aware that there are things he needs to watch for. We have long experience with the principal (from elementary school) and trust him to deal with these issues aggressively. Pleased so far

Re: Pros and Cons of Berkeley Middle Schools
My 8th grade daughter has had a great experience at MLK Middle School. Middle School Open House took place last week and we were impressed. Other parents I spoke with were similarly upbeat. Some of the highlights: excellent, dedicated teachers, the fabulous Edible Schoolyard and cooking program, and Spring after-school enrichment classes in subjects like architecture, solar cars, dance, and more. The whole academic and social environment at MLK seems a lot more positive than what I experienced in a suburban district where schools were supposedly great. My daughter had one teacher she didn't care for last year, but that individual is no longer at King. One kid said King is ''exciting,'' which is a pretty positive statement coming from a middle schooler. King Parent

Re: Best BUSD Middle School?
I have zero experience with any Berkeley Schools. However, I have had a great deal of experience with Bob Whitlow, who will be a 6th grade teacher at MLKing Middle School in the Fall. He has been the much beloved and truly amazing director of Aurora Elementary (an East Bay Independent School) for a great many years and decided he wanted to have his own classroom for a change. Everywhere he goes, he creates an atmosphere of community, tolerance, open-mindedness and creative approaches to learning. If you end up near him, you will be lucky indeed ---Long-time Aurora parent

I have a daughter in private elementary school and am considering Martin Luther King for middle school. I've heard some good things about King and plan to check it out. Meanwhile, I would love to hear of parents' experiences with King, good or bad. Is the curriculum challenging? Are classes kept under control? Is the school safe? Is it so big that kids get overwhelmed? What's the social situation like? What do you wish you had known before your child started school there? If you started in private elementary school, how was the transition? Any information--about any of these questions--will be much appreciated. Thanks! Elementary school mom

The 6th graders have only two core classes--the same teacher teaches English and History, another teacher for Math & Science. They also have PE and various other subjects like art and drama. 6th grade lunch is separate from the 7th/8th graders, which is nice--all in all it is an easy transition from 6th grade. It is only in 7th grade when they have different teachers for every subject. Teachers seem to make a point of providing projects that challenge students.

Another good change from elementary school is the expectation that the kids are responsible for their own homework--starting right away in 6th grade homework assignments are frequently stamped in daily, and if you don't do your homework, it will affect your grade, which many students find motivating. We did need to sign off on her homework once a week, but you will probably find that you will not be nearly as involved in cajoling your student to do their homework.

No middle school is going to have the students sitting like statues in classes, but as far as your questions about classrooms and the schoolyard are concerned, our experiences have been very positive.

A few other comments: The new principal is very well-regarded, having been at Cragmont in Berkeley a number of years. We like the fact that the school is diverse. The Edible Schoolyard (the big garden on campus) is integrated in the science classes--that includes both growing and cooking food. The new, long-awaited, dining commons is expected to be open in the fall, I believe. Good cafeteria food, if your child is willing to nutritious food (salad bar, etc). The Band and Orchestra programs are available to any student. They are ''zero'' period, meaning you have to be there by 7:45am, but are well worth getting up for. The kids learn a lot, and sound great. There are various after-school enrichment classes in the spring--the production of the Odyssey was especially amazing. Various sports teams too. Overall a very good school! Happy King parent

Due to discouraging numbers and classroom disruptions, some believe that attempting to teach to ALL children though differentiated instruction is impossible. As a result it's a wonder BUSD hasn't lost more students to private. Several years ago at district wide meetings the superintendent brought up the subject of the exodus to private, and instead of highlighting improvements in academics or accountability, tolerance became the primary focus. In our house, BUSD’s tolerance rant became a joke as we questioned tolerance of who or what – Society and varying lifestyles, governing bodies (such as BUSD), mediocrity, lack of accountability, thievery, and/or violence?

The general lack of control of wayward or slacking students (more groups we’re to be tolerant of), and/or the 50% of students who score low or failing on state standards math tests, dictate remedial math as the standard in 6th and 7th grade. Add into the mix CPM (College Prep Math) books utilized by the district, which were linguistically too difficult for most of the lower and middle achieving students to comprehend, and the recipe for low test scores then becomes clearer. We’ll admit achieving students were offered extra work in order to achieve A’s (A work or problem of the week), but we found this was usually without additional class-time instruction. Plus, in middle school there is still no belief in tracking or separating children by ability in any subject until they are in 8th grade math, and even those classes were at risk. Everything is still age or grade based, with no separation based upon maturity or ability. This led our child to wonder if his knowledge or ability was expected to rub off on other students by osmosis, while he was left helping instead of learning.

As it pertains to a previous post by a teacher regarding academic placement in 7th grade honors algebra, we’d like to offer the majority good luck. We found that gaining access for our bright child to the only program for achieving students, honors algebra, was impossible with the previous principal, as placements were limited to less than 3% of the students in the 7th grade. Entry was dependent upon high scores on a variety of specialized tests and the recommendation by their 6th grade teacher. Eleven students out of nearly 300 gained access, the remaining were subject to remedial math. Not very specialized or even-handed when equity has also been touted as a concern.

Alas, according to the district all this is supposed to change this coming year as they are finally making changes to the math program. Please note that parent requests for inclusion in this decision making process were ignored, yet we still have high hopes for progress. Should anyone be interested in the changes to the math program they are available on page 45 of the school board minutes noted below. http://www.berkeley.k12.ca.us/SB/docs/bd_of_ed_march_14_07_packet.pdf

Since most kids won't complain about classes being too easy, what we've heard from parents is that everything seems to be ok. That is until parents question curriculum or math placement, or their child is booted out of school for physically defending their person. It also depends upon the personality of your child, whether they are complacent or eager to learn. Question and listen when your child tells you they are bored, the class is too easy, or their grades are slipping. Look at their homework. Sit in on a few classes. Or just sit in your car once the bell has rung to see how many kids walk in late from the store on MLK with sodas or chips in hand. Only then will you understand, as we have, that there is much room for improvement of accountability at King.

Again, I would encourage all parents to get involved, make sure your children are able to finish their homework, but never assume all is well just because there aren’t complaints about school. If you believe your child is under-challenged even district GATE personnel suggest tenacious parent advocacy for a more challenging or differentiated curriculum.

One last note. Before the school year ended an elementary school parent with a friend who teaches at King told me, ''Everything is great at King, the principal only comes into the classroom maybe once or twice a year.'' What I wondered was whether they heard themselves when they made this statement. We're absolutely certain the new principal will be more visible and open to the King community, and gain a grasp on the problems previously faced at King. Looking Forward with Hope

Can anyone give me an idea of the comparison between Willard and King middle schools academically? My child has been offered a place at Willard, and I am thinking about asking for King instead - but with not much enthusiasm after the things I have heard. I'm wondering why Berkeley public schools are so poor academically - is everyone who wants a good education for their children sending them to private school? And how can people afford this? It's enough to drive one into teaching... anon, as my frustration is surely not politically correct

What the Berkeley schools have attempted to accomplish is noble, in my opinion. Unlike some other school districts, Berkeley tries hard to render all of the schools within a particular grade level range reasonably similar in terms of ethnic mix and overall quality of teaching staff. I also think that there are a lot of excellent teachers and programs in the schools, and that any child who attends Berkeley schools has the opportunity, at least, to get a good education, *provided there is adequate support within the home environment*.

However, reality intrudes and creates real problems. Most recently, of course, has been the brutal round of budget-cutting that has led to the slashing of programs and the teachers' ''work to rule'' collective action. These things definitely hurt in the classroom.

But the problems in the Berkeley schools are certainly longer-standing than this. The most fundamental problem, as I see it, is that the schools are being asked to accomplish things that are simply unrealistic--most notably, they are expected to transform, single-handedly, the behaviors, attitudes, and achievement levels of disadvantaged children, who comprise a very large percentage of the Berkeley school population (and this proportion is made larger by the large percentage of wealthier parents who have put their children in private schools).

I have come to believe ever more firmly that children's basic orientation toward learning and achievement starts in the home; if they are not truly supported at home to do well in school, the schools will fight an uphill battle to win their hearts and minds and will almost always lose. For whatever reasons historically and sociologically, many (certainly not all) parents in disadvantaged neighborhoods apparently are not able to support their children sufficiently in this way. Whether it's because of hostility, lack of confidence, being too busy and overwhelmed, or whatever, too many parents simply do not and perhaps cannot provide the support their children need to do well in school. While volunteering in the schools I saw that by the fourth grade, far too many children apparently had already made some kind of internal decision that achieving in school is ''not their thing.'' And it gets worse later on.

The result here is that teachers are trying to cope with classrooms including too many children who are largely tuned out from learning and achieving. Anyone who has spent even a small amount of time volunteering in the schools knows that a few disruptive children can affect negatively an entire classroom and drive an otherwise conscientious teacher crazy. Almost every day my eighth grader at Willard comes home and tells me about the disrespectful and downright mean things that some students routinely say to teachers, how some kids apparently pride themselves on how often they are given detention or are otherwise disciplined, how so many students virtually never do their homework and don't seem to care, etc., etc.

And of course, in terms of the superficial ways that some people measure ''school quality,'' the presence of low-achieving children from non-supportive homes lowers the district's test scores and makes it appear that the overall quality of education is poor.

The truth is, a child can (still) get a good education in the Berkeley schools. The number of students who depart annually for excellent universities after finishing their Berkeley public school educations attests to this. But the pathway through the public schools can be a difficult one to follow for many children and for their parents, as well. Some children have the temperament to ''tune out'' the negative stuff, but some do not. I will add that the situation in the public schools would be far better if some of the parents who have placed their children in private schools returned them to the public system. Those children and their parents are resources that the school district could certainly use. But I understand that parents want to do what's best for their children, and in too many cases the perception is that their kids will be better off in a private school environment. That's sad. dag

Hi, My ten-year-old daughter (summer birthday so she will be eleven by september) is starting King Middle School in the fall and is very worried and upset about it. She says she does not want to got to middle school at all, but she really doesn't like King in particuar. She hates how huge the school is and does not like that she will be changing classes now. She is a moderatly well-adjusted child who gets excellent grades and is top of her class right now. She does have a good friend going there, that is not an issue. My daughter has heard that you have to 'run the mile' every week at King for P.E. ( which she doesn't want to/thinks she might not be able to do) and is upset that the swimming program at King has been cut. My daughter is worried that there will be a lot of troublemaking kids at King and that because the classes are so big she won't get any individual attention from the teacher. She hates the gardening and cooking program and even though she is good at both, because ''It is a waste of academic time''. Please any advice on how to help make the transition easier for he (For the record, she has always hated change and getting older or having people expect more from her). Laura

I would like to hear from other parents of kids at ML King Middle School in Berkeley. Our two oldest graduated relatively intact, and we have always spoken highly of the school, although we knew that some of their friends did not fare so well. This year our third child, who seemed to be doing well, (achieving high grades, behaving well, etc.) suffered a major emotional crisis and we discovered he has been using alcohol, marijuana and other drugs, on a regular basis, AT SCHOOL. Apparently, he learned through the grapevine that he could obtain drugs on the King campus and has been doing so since he was in 5th grade.

I am concerned that other families should be aware of the situation. My son first confided with the school psychologist, who is familiar with the ongoing situation and informed the administration. However, even after my son was hospitalized for a month, the principal looked me straight in the eye and said, "We don't have a drug or alcohol problem here. We would know if we did. We don't have incoming sixth-grade parents saying to us that they have heard there is a problem here."

So, I guess I'd like to rectify that situation. If other families have had similiar problems at King, I think it's only fair for incoming families to know. (Among the community of mental health professionals the situation on the King campus is an open secret.) One of the things I've liked best about our six turbulent years at Berkeley High School is how things improved BECAUSE all the problems were made public. I am really disturbed by the apparent effort of the administration at King to keep up appearances, making each family feel individually responsible, rather than taking an honest look at the situation on campus, and how it might be improved for everyone's benefit.

For my son's sake, I hope this can appear anonymously -- and I would love to see responses posted here and archived for general reference.

Thank you. concerned mom

With that said, I feel the administration at King needs to be more proactive and affirmative in responding to the parents of its students. In my opinion, it seems that there's an insular attitude within the administration at the school -- attempting to stay above the fray in taking on controversial issues like drugs and bullying. This rather insular attitude makes me as a parent feel ignored when what I'd like to have is an ongoing open, communicative dialogue with the administration. I'm sure it's not the administration's intent to ignore parents or be insular. The fact is that many kids will be doing drugs by ages 11, 12, 13, and parents may be aware of it, or not, and certainly educators who have taught middle school for many years are aware of it. If several hundred kids are coming to school drugged out, the problem is obvious. But, it's hidden, and not a topic you just bring up with other parents, so the only way to be aware of the problem is for parents and administrators to know the kids you're dealing with -- talk to the ones who get caught, find out how many kids are using by listening to kids, talk generally to kids, talk with the parents whose kids are using drugs -- and get to know and listen to concerned parents who bring up these issues. Certainly, you don't expect the principal to make an announcement saying drugs are being sold on campus. However, in the end, the way in which the administration communicates to you as an individual parent with a middle-school child who has a drug problem, and to the community of its parents about all kinds of issues, makes a huge difference in the perception and reputation of the school for incoming sixth-grade families and those families already at the school. Please post anonymously since my child is still at King. --Anon

There are many wonderful and devoted teachers there and they do a lot to try to engage the kids, but the powerful undertow of the need to experiment, the need to rebel, and the allure of alcohol and marijuana is too much for many kids to resist. And yes, there is a very very strong tendency to blame the parents and the children, to hide the problem in the individuals involved, making it seem like there are just some bad kids making bad mistakes. All of this is devasting for parents, especially single parents like myself, and the level of guilt and shame is overwhelming, which of course only compounds the problem. I don't know how it could be turned around. Kids who are making the choices to experiment with ''substances'' can't let teachers or administrators be supportive. The identification of school as the enemy seems to be built into the whole system, for children who choose to rebel.

In short, yes, there is a serious problem of alcohol and marijuana at King Middle School, and it is not being dealt with in a way that supports change. (Whatever that might be--I sure don't know...) Let me also reiterate that there are teachers there who give 100% to their students and who are true gems. anon

Kit Pappenheimer, Principal, King Middle School

My son is 13 and i am aware this is a tough time for kids in general. that is why we chose to put him in an environment where the possible harmful choices he can make are reduced - e.g. don't put a puppy in a china shop!

I do believe the school administration has to take a stronger position in not only regulating the presence of the drugs/alcohol on campus (which they seem to minimize re: the response) but also encouraging an environment where kids can make better choices.

What can be done as a community response to change the wave? i too have a friend who's kid was sucked into drinking and drugs at MLK and ended up dropping out. Let's not delude ourselves - experimenting and becoming a regular drinker/smoker are two very different things. My sense is that more of the latter is happening than should be the case.

It's tough enough as it is to maintain a good relationship w/ our kids at this age. putting them in an environment where bad choices are more the norm just creates more stress for the parents and endanger's your child. they are still kids at this age - and some kids are wired to try risky things.

concerned

In that climate, it's easy for trouble to brew. If kids are in an anonymous environment, they will feel freer to act out and disrespect both teachers and other kids and ultimately themselves. They will feel that if they can get away with something, then why not try? and at that age, they want to try it all.

During the elementary school years I knew what was up; now, since my kid does not talk much, I have no idea, and I'm keeping my fingers crossed hoping he'll remember to do the right thing at the critical time.

One added factor that makes the situation even more out of control is that many kids are completely unsupervised after school until their parents get home. I insist that my son come home every day after school and he hates me for it since hardly anyone else is under such restrictions.

I generally agree with King Principal Pappehheimer that it is after school in such situations rather than during school that kids with complete freedom and no supervision get into the most trouble.

This being said, I find that King is a mixed bag of a school with good and bad teachers, and a pretty weak curriculum, particularly in English. From my limited knowledge, the drug/alcohol issue exists at King but does not appear worse than at other middle schools where friends' kids go.

anon

After a rather tumultuous first year at King Middle School with a teacher who has had major difficulties in the classroom, we're hoping to appeal to our child's counselor to let us ''suggest'' teachers for next year. I would appreciate hearing any recommendations for outstanding 7th grade teachers at King in any subject, especially in terms of their ability to manage a diverse classroom while at the same time providing a stimulating environment for students who have a high academic potential.

Don't lose heart. My child had many SUPERIOR teachers at King in 7th and 8th grade. I don't think it would be fair to mention the specific teachers my child had since she only experienced one teacher for each subject. My daughter went to private school in elementary school and I was hesitant to send her to King. However, I am now convinced that the private schools my friends kids went to did not have teachers who were any better or even as good as the many excellent teachers my daughter experienced at King.

As we all know, there are classes from HELL for the teacher as well as for the students who want to learn. Your child may not have had a very experienced teacher and/or it could have been one of those classes teachers hope never to experience again. A particular group of kids can ruin a class for those who really want to learn.

If your child has "high academic potential", he/she will be taking classes next year which will separate her from the kids who take the easier road. Don't despair. My daughter has pals from King who I am sure will be accepted at Harvard or Columbia three years from now. And I believe their teachers for King can take credit for inspiring the kids to work to their potential.

My daughter was crazy about most of her teachers at King in 7th and 8th grade. If she wasn't in love with them, she realized at least she was learning alot from them.

I will be forever greatful to the teachers at King who inspired my child to write even longer papers than assigned because she wanted them to be thrilled with her. I am thankful to her advanced math teacher who was not young or cute, but such a good teacher that she could really acknowledge him for that! I am delighted that her Spanish teacher was so charming that it was fun to learn. And the history teacher that was so funny with the stories he made up that she couldn't wait to get to his class.

You don't need to "suggest" to the counselor...I think your child's academic success will create a situation where he/she will be with other good students with good teachers.

A BIG FAN OF KING!

Re: Middle Schools with a strong math/science department
Martin Luther King Jr Middle School has a strong math department where 6th graders can test into 8th grade Honors Algebra for their 7th grade year and take Honors Geometry at BHS for their 8th grade year. Eventually, if they stay on this track, they can take math at UC berkeley during their senior year at BHS. jamie

I have two boys, one of whom is a sensitive, emotional kid and withdraws in tough social circles; the other likes to be hip and cool and seeks out those hip, cool kids who aren't bullies. They both have the potential to excel academically and do so when they have talented teachers who take the time to learn what works with the individual kids in their classes. I'm trying to get a sense of how what MLK's strongests programs are, how good the teachers are, and how my kids will fit into the social environment(right now they are 2 years away from starting middle school). Perspectives from MLK parents would be greatly appreciated. Louise

He has excellent teachers, especially in French and science. The geometry is particularly challenging, but, again, he has a great teacher who keeps him interested and on his toes.

King also has early morning band, after school homework, help and a wide variety of after school sports. There is also an amazing garden and my son never tires of going to the kitchen and cooking upvegetarian masterpieces.

As far as social activities, It could use a few dances, but all in it's been a rewarding excperience. happy King parent

As she is a bright kid my first concern has never been with academics. I have a basic belief in the old adage that you can't take away ability, although so often, the potential is not reached. From my own life and the lives of my friends I can see that the ultimate happiness is not reached through academics but by finding out just what motivates and brings the most satisfaction. How many adults are doing work in the area that they initially started out in? I wish she would work harder and be more motivated to excel but on the other hand she is socially adept with good self esteem and alot of commonsense.The school climate at King is better than most Middle schools. Most of the teachers are doing a wonderful job and of course I hold the previous principal, Neil Smith, in the highest regard.

Parents get bogged down with a variety of concerns but if they remain positive and supportive of the staff and their child's efforts I feel that the outcome will be good. It is definitely worth mentioning that the advice I found the most useful is;