| Berkeley Parents Network |
| Home | Members | Post a Msg | Reviews | Advice | Subscribe | Help/FAQ | What's New |
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
I'm interested in hearing feedback regarding King Middle
School. I'm particularly interested in hearing about
academics at King. My son is a 6th grader in an
independent school and is advanced in math. His current
school moved him into it's advanced 7th grade math class
this year. The teacher confirms that this arrangement is
working well. He is also a prolific reader. I'm
wondering if King can challenge him academically. We're
all happy with his current school, but it would be nice to
put those tuition dollars elsewhere in our budget.
anonymous
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;
My younger child, a bright, eager student who makes friends very easily, is *very* happy there. I will say that this is a kid who is not easily bored --loves school, always ready for something new, and looks for academic ways to make school more interesting.
My older daughter is also happy, although she has less cause to be. Academically, she does pretty well despite a minor learning disability. As always, there are some great teachers who provide the minimal additional support she needs to exceed, and some who seem to think she should just 'try harder'. Socially, however, she is an inept, nerdish, and inappropriately childish sweetheart. She has been physically attacked at King, had her life threatened (''but we were just kidding''), and been teased at levels from the annoying to the troubling. The school moved swiftly to respond to the physical attacks, although I still worry that the verbal stuff is not dealt with directly and consistently.
King works for us because the academics are as good as they get in Berkeley at the middle school level,and because we already learned that private school is not a panacea for social problems. (At Pacific Academy she was truly viciously teased one year out of three *with* the concurrence of the teacher.) While there is less opportunity for really bad things to happen in a smaller school, they also have less variety in their academic, sports, and after-school programs. Clueless teachers can happen ANYWHERE, and the dollars paid for private school don't translate into more attention paid to parental concerns.
The administrators at King are consistently good, you can actually talk to a vice-principal who knows *your* kid and will be with them for three years, and the diversity of programs available make it *much* easier for your kids to find something to engage them personally.
Nervous Mom Who Still Likes King
I have two kids who went to Walden School- a small K-6 private school and then went to Longfellow Middle School in 7th grade. I don't know much about King- but I will say that both my kids adjusted easily to Longfellow. As a teacher myself, I think there is a real advantage to 6th graders being with younger, rather than older children, and both my kids really benefitted from being at the top of the school in their 6th grade class. They received more personal attention from the smaller environment at a vulnerable time in their lives and were more than ready to move on to a bigger public school.
I've watched a lot of parents in K-6 private schools making this decision, and overall, it really seems like the kids who get the extra year at the smaller school benefit much more than the kids who transfer in 6th grade. There is a short period of awkwardness that first month of 7th grade, since the majority of kids have come to the school in 6th, but I think it's well worth the maturing they get to experience as sixth graders being the oldest, rather than the youngest in their school. I'm sorry BUSD went to a 6-8 middle school format, because research shows that middle schoolers benefit greatly being in schools with younger children. Good luck. Emily
Having a child similar in nature to yours (he was in Montessori pre-school, very athletic, but has been in public school since kindergarten), and having friends whose sons went from private to King in 6th and 7th grades, my advice is to begin his acclimation to public school from 6th grade because the 6th grade teachers and curriculum at King are excellent. I have a 19-year old daugher who also went to King, and when my son started 6th grade this year, there were some of the same teachers from 6 or 7 years ago and more recent hires, who I've observed throughout this school year, are excellent. I believe Neil Smith, the previous principal, did a good job of hiring newer teachers over the years. Unless your son knows several kids at King and is sociable, I don't believe starting him at King in the 7th grade is a great idea. My friend regrets to this day that she had her son at a private school through 6th grade, and when he went to King at 7th grade, he didn't adjust well. By the time he adjusted, he was ready to start 9th grade, and didn't do well adjusting to 9th grade at BHS. However, this is just my viewpoint, you really have to take into account what you know about your son, what he knows about himself, and discount some of the things a private school administrator might say to you due to their own self-interests. Good luck. J. A.
Re: Math Tutor
Have you tried the King homework club? They have teachers
available Mon-Thurs afterschool. My daughter, 7th grade,
has received lots of help. Her math teacher stays late
every Thursday to help students. There is also before school
tutoring every morning and the primary focus is math.
Dionne
Last updated: Oct 10, 2007
Copyright © 1996-2008 Berkeley Parents Network