Since kindergarten my daughter has been ddiagnosed with adhd, said to have signs of depression, has been given an IEP, and had a history of stretching the truth. I have been reported to child protective services twice, have been offered help, but the help I need has not been completed. I am at the Piont of being afraid to ask for more services for having having been reported in the past. My daughter has been labeled as a trouble maker, but have not had the requirements of her IEP met. I tried going to counselor for support, even the principal.... but in the end, have had little support. The school seems to play on favoritism....which I have no idea how to join the club! It is scary setting your child fall between cracks at such an early stage! There is also poor communication within its system!
- submitted by a community member
March 05, 2013
Test scores are not the best judge of how your child will thrive in a school with a low teacher to student ratio. This IB school has the most amazing principal and great teachers. The fact that the majority of the students have parents whose first language is not English speaks volumes on the overall test scores. Our son knows more about other cultures and has a greater appreciation of them than he would ever get at one of the homogeneous schools in North Arlington.
- submitted by a parent
May 12, 2010
I am a staff person in Arlington Public Schools who provides services at Randolph. If you only look at test scores, you miss what a wonderful school this is that provides high-quality instruction from fabulous, creative teachers. There is a low student-teacher ratio and kids get very individualized attention. The majority of teachers are very skilled at differentiating instruction. Randolph is a warm, wonderful school that goes above and beyond to serve a very diverse student population.