Capital City PCS - Lower School

Overall, I've been pleased with the changes.

I had my 3 children in this school during the 2017-18 school year, and then only 2 there during the 2018-19 school year. I had taken them out of their old school (which was a positive and nurturing environment and I now regret that decision) because I was seeking a more culturally-aware, character-building and challenging environment for them. I was very drawn to the school because I thought it would be a place where the teachers and administrators would work to instill positive cultural awareness, which black children and people are in desperately need of. So we made our way to Roots PCS (a very small school). I was pleasantly surprised by the 2nd/3rd grade teacher. He set out to instill positive cultural images, awareness and beliefs in the children, and their work, art and the classroom itself reflected that. My second grader was anxious to go to school everyday, learn and worked very hard. He made honor roll both semesters. My other 2 children's experiences were less than awe-inspiring. While my oldest who was in the 4th grade did very well (doing 5th grade work- he's always been an excellent student), he was surprised to see that when the children brought candy to the teacher she was less strict with them, and that the other 4th graders were mostly lagging behind without advancing beyond basic skills such as long division and reading (at the appropriate grade level). As for my then-kindergartener, her experience was terrible. The school Special Ed teacher desperately tried to work with her and I'm sure her actual teacher tried to some extent, but it was clear that she was not getting the help that she needed. For one thing, there were no paraprofessionals and the Special Ed teacher was often required to work as a substitute for the combined 2nd/3rd grade class, so I took my daughter out of the school. The 2018-19 school year was absolutely awful! The boys were in the same class together (one in 3rd and one in 5th). They both hated going and wished they were in the other teacher's class. There was just too much negativity and not enough encouragement. Both of my boys have always liked school so this was new! Finally, one day my oldest said the class was "a hellhole" and "a warzone". I had NEVER heard him talk like that before! And my youngest son cried at the prospect of going back. I took them out and homeschooled them the remainder of the year...

My son is in pre-K at Whittier, and he loves going to school! His teachers are kind and caring, and reassuring and helpful when behavioral issues arise. The kids get a lot of outdoor play time. My son has blossomed there, made great friends, and feels valued. It's a diverse school with a happy and energetic culture (the teachers can be found singing karaoke in the mornings at dropoff). The community is strong. The club offerings are amazing. There's a chess club that's taught by an international chess master and a wonderful school garden. We are very happy at Whittier.

We love DCB and the community around the school. Ms Daniela is a superlative leader who has built a team around her that values student success and bringing out the best in everyone. The school has been able to retain highly effective teachers because they’re willing to sacrifice the higher pay of DCPS to stay in the warm community of DCB. We have been parents of DCB students for seven years now and can’t imagine sending our kids anywhere else. Homework is limited to reading (in both Spanish and English) which helps develop a love of learning in the kids and reflects the most recent research that worksheet type busywork isn’t effective in younger grades. My 9 year old helped fill this out, and he noted, “There is definitely no bullying, I’ve never seen anything like bullying at DCB.”

I recently attended a formal meeting with school staff to discuss my son’s academic performance and support needs. The meeting included his teachers and the 5th-grade principal. Unfortunately, the tone and conduct of the principal during this meeting were unprofessional, dismissive, and deeply concerning.Rather than approaching the discussion collaboratively and with a problem-solving mindset, the principal appeared defensive and unwilling to acknowledge the severity of the academic challenges being presented. At one point during the meeting, it was openly stated that all students in the 5th-grade cohort are performing approximately three grade levels behind.This admission alone should have prompted immediate concern, reflection, and corrective action. Instead, it was presented as though this widespread underperformance was acceptable or unavoidable, which is deeply troubling. The school has stated that there are two teachers assigned to approximately 16 students in the 5th grade. On paper, this ratio may appear sufficient. However, when the majority of students in the classroom are struggling academically and performing well below grade level, this staffing model is inadequate to meet individual learning needs.Students with learning disabilities require specialized instruction, differentiated teaching strategies, and consistent progress monitoring. Simply placing two teachers in a room with multiple struggling students does not guarantee effective support especially if neither teacher is providing specialized education services or evidence-based interventions. It is unrealistic to expect that meaningful individualized support can be delivered when nearly every student in the classroom requires remediation. This is not a matter of effort or intention; it is a matter of capacity and structure.ring the meeting, my son was present and actively participated. He verbally expressed that he needs academic support and clearly identified the subjects in which he struggles—reading, writing, and math. His ability to articulate these challenges demonstrates self-awareness and a desire to succeed.Despite this, his concerns were minimized. Rather than being validated and addressed with a concrete support plan, his struggles were reframed as issues of confidence rather than skill deficits. While confidence is important, it cannot replace instruction. Confidence is built through mastery, and mastery is achieved through proper teaching, practice, and support.