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GreatSchools Rating

Oyster-Adams Bilingual School (Adams)

Public | 4-8 | 355 students

We are best known for dual immersion program.
 
 
Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 5 ratings
2012:
Based on 9 ratings
2011:
No new ratings
2010:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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25 reviews of this school


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Posted June 12, 2013

What I love most about Oyster elementary is the social environment. Truly a supportive and diverse community, a place to build life skills. I am very happy that my kids are there.
—Submitted by a parent


Posted May 16, 2013

Having a bilingual program is great. The trouble is kids need to master & excel in skills beyond languages later in life and Adams does not offer a challenging academic curriculum in the middle school years. I hope they get it right someday. It's just disappointing my kids won't see the benefits...
—Submitted by a parent


Posted May 12, 2013

Discipline problems are on the increase in the middle school due to poor leadership. In addition quality of instruction varies from classroom to classroom as there is no real supervision to ensure consistency. My kids have had very good teachers and very bad ones too. Teachers receive very little support and are left on their own to battle the daily problems. Many are very fed up. I agree with some of the comments that parents have posted here. The school really needs new leadership to survive.
—Submitted by a parent


Posted March 24, 2013

Great teachers but very poor administration. Both, teachers and parents are frustated with the current principal and her team. The school needs new leadership to survive.
—Submitted by a parent


Posted March 23, 2013

The teachers at the school are great and very committed to make the dual program successful. However the administration is weak and uninspiring. The current principal is not acting as a leader and seems to be unable to make any decisions at all. The assistant principals are just as bad. The middle school campus in particular is badly run. Discipline problems are on the increase because there isn't a clear policy for students. Students misbehave because the school allows them to do so. It is a real shame.


Posted September 2, 2012

Grade 7 and 8 are relatively new additions and continuing with the bilingual immersion or choosing a different middle school is a hard choice for some (not all) parents. In the early years, this school so inspired my daughter to an incredible love of learning and passion for going to school,developed her values and worldly outlook. Immersion schooling was a privilege, a huge challenge for leaders to deliver but wonderful. And a special aspect of this school is its true commitment to diversity and inclusivity. Each child is taught to feel special for who they are, to develop and value their self-identity and appreciate others. All in all it was an incredible experience for my daughter and I am ever grateful to the dedicated staff, and exceptional community. Now it has middle school years that with support can become wonderful too. The principal is Harvard educated and PIONEERED a bilingual school successfully in a more challenging demographic situation prior to this appointment. I trust her background and leadership. It is complex. Parents listen and support or move elsewhere at the middle school stage. Pre-K to grade 6 is really special, a privilege for sure.
—Submitted by a parent


Posted July 23, 2012

My children will just be starting the Oyster-Adams Middle School, I have received mixed reviews regarding the school. I love bilingual education for my children, however, I will not sacrifice high academic expectations to get it.


Posted June 10, 2012

I have had a different experience than what the other parents have recently discussed. It's true that they aren't going to offer a lot of leveled math instruction, but that's due to it's small size. Small size=less money=fewer teachers. There just aren't enough teachers to offer the leveled math instruction that some parents want. That is a drawback to some parents. However, the small size contributes to a very close-knit community. All teachers know every student in the school, and my son appreciates that everyone knows him. I also have to disagree about the curriculum not challenging students as well. Just take a look at the 8th grade graduating class - over half of them have been accepted to prestigious private high schools or selective public area high schools. This, to me, tells me that my son has received an above average education and is ready to take on high school.
—Submitted by a parent


Posted June 7, 2012

Huge discipline problems and a very uninspiring principal are the negatives of the school. The English teachers are good and so are the parents. There are very few good Spanish Teachers. In general they tend to be very weak.
—Submitted by a parent


Posted June 1, 2012

Teachers and parents do a great job, Principal leadership is below average, most students don't behave well. This wasn't the case with last principal
—Submitted by a parent


Posted May 31, 2012

After many years in the school we have deciced to leave for another middle school that can offer the academic challenges that our kids need. The current Principal doesn't believe in offering different levels of math instruction, Instead her philosophy seems to be "one size fits all" . Other middle schools offer a much better and more solid curriculum than Oyster does so we are leaving. In adddition, the current administration is very weak. The school has serious discipline problems which they seem unable to resolve. We have tried to speak to the current principal several times and have offered her different solutions but she doens't want to hear. IT is a shame and it breaks our heart, as we really do believe in bilingual education, but not at the expense of putting the academics at risk. We feel that if we stay at Oyster our child's education will suffer.
—Submitted by a parent


Posted May 4, 2012

We are very dissapointed and frustrated with the current principal. She is making really bad decisions with regards to teacher selection and the middle school program. What is worse is that she doesn't listen to parents and ignores any concerns, or suggestions parents might have. As a result of her weak leadership, the program is becoming so average that a bilingual education for our children is not longer a priority , if the academics are going to suffer. We know that many other families think likewise and many are leaving the school. Amongst those there are Spanish speaking families like us. It is a real shame as Oyster used to be a great school.
—Submitted by a parent


Posted April 26, 2012

I agree with the comments posted here. The current principal is not a leader and is losing the respect of parents, teachers and students. we don't understand why she insists in keeping those really bad teachers that are affecting the quality of the program. The school really needs new leadership.
—Submitted by a parent


Posted April 26, 2012

Once upon a time, Oyster was a great school but it is rapidly declining due to the lack of leadership and vision of its current principal. The best students are leaving to go to Deal and other schools, not because they do not longer wish to be in a bilingual program but because they are getting bored and the school is not offering them any challenges. In addition the principal does not want to fire some really bad teachers who should be doing something else rather than wasting the years of our children.
—Submitted by a parent


Posted May 15, 2010

Oyster-Adams has an effective bilingual immersion plan that serves a diverse community of learners. It is both a true neighborhood school and a place that serves our city as a whole. My daughter loves Oyster.
—Submitted by a parent


Posted April 1, 2010

Oyster is a awsome school. Its a small environment so that the students can get to know their teachers and classmates. And it is a great oportunity to be able to learn another languege from such a young age
—Submitted by a student


Posted February 6, 2010

This school may be 'above average' by DC standards, but by far not an above average school. I find it to be quite average and luke warm at best. The children are frindly and well behaved: 5star. The teacher quality: 3star. Parent involvement: 4.5star. Dual immersion language model: 2. Acedemically overall, nothing special: 3star-luke warm. Not agressive or very well targeted toward the individual. My son will not be returning next year. I expected more based upon the school's reputation. I am not alone in my feelings as a parent either. Please note, there aren't many reviews written on this site yet; only 9.
—Submitted by a parent


Posted September 15, 2009

Great acceptance rate to the best high schools after graduation.
—Submitted by a parent


Posted February 10, 2009

Oyster has been life-changing for my children, and the quality of the teaching and dedication by staff is as good as it gets -anywhere, private, charter or public. Just today I dropped in the intermediate campus: 5th graders presenting a power point to their classmates on a multi-tiered math project in Spanish; 6th grade math group rapping/singing the solution to an equation; 4th graders focused outside with their teacher on language arts; you see adults putting children first every minute. All DCPS should be like Oyster.
—Submitted by a parent


Posted July 23, 2008

My school is the best school in the district because its the only school that people from all over the world can learn english and spanish and mybe teach us stuff about their old school soo do the parent that says the school is unsatisfactory then why is your child in it thank you vary much P.S the teachers their are one of the best teachers in the district and the principal is the best principal in the whole district. to anyone who disagrees feel free to say what you want but no matter what you say Oyster is the best . Thakyou very much!!!!!
—Submitted by a student


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
Math

The state average for Math was 52% in 2012.

69 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
82%

2010

 
 
78%

2009

 
 
76%
Reading

The state average for Reading was 49% in 2012.

69 students were tested at this school in 2012.

2012

 
 
93%

2011

 
 
82%

2010

 
 
75%

2009

 
 
75%
Scale: % proficient or advanced

About the tests


In 2011-2012 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, and science in grades 5, 8, and High School. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

See Washington DC's state standards

Source: Office of the State Superintendent of Education

Math

The state average for Math was 50% in 2012.

63 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
82%

2010

 
 
70%

2009

 
 
81%
Reading

The state average for Reading was 48% in 2012.

63 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
88%

2010

 
 
81%

2009

 
 
88%
Science

The state average for Science was 36% in 2011.

74 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
81%

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, and science in grades 5, 8, and High School. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

See Washington DC's state standards

Source: Office of the State Superintendent of Education

Math

The state average for Math was 49% in 2012.

74 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
84%

2010

 
 
78%

2009

 
 
80%
Reading

The state average for Reading was 41% in 2012.

74 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
80%

2010

 
 
82%

2009

 
 
81%
Scale: % proficient or advanced

About the tests


In 2011-2012 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, and science in grades 5, 8, and High School. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

See Washington DC's state standards

Source: Office of the State Superintendent of Education

Math

The state average for Math was 59% in 2012.

50 students were tested at this school in 2012.

2012

 
 
88%

2011

 
 
89%

2010

 
 
78%

2009

 
 
68%
Reading

The state average for Reading was 50% in 2012.

50 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
88%

2010

 
 
70%

2009

 
 
82%
Scale: % proficient or advanced

About the tests


In 2011-2012 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, and science in grades 5, 8, and High School. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

See Washington DC's state standards

Source: Office of the State Superintendent of Education

Math

The state average for Math was 58% in 2012.

56 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
78%

2010

 
 
77%

2009

 
 
79%
Reading

The state average for Reading was 49% in 2012.

56 students were tested at this school in 2012.

2012

 
 
89%

2011

 
 
73%

2010

 
 
82%

2009

 
 
79%
Science

The state average for Science was 39% in 2011.

37 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
76%

2009

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2011-2012 Washington, D.C. used the District of Columbia Comprehensive Assessment System (DC-CAS) to test students in reading and math in grades 3 through 8 and 10, and science in grades 5, 8, and High School. The DC-CAS is a standards-based testing program, which means it measures specific skills defined for each grade by the District of Columbia. The goal is for all students to score at or above the proficient level.

See Washington DC's state standards

Source: Office of the State Superintendent of Education

GreatSchools Rating

What makes up this rating?

Academic rating
10 / 10
Climate rating
Coming 2013

This GreatSchools Rating is based on academics, including students' test scores, academic growth and college readiness. Soon, the rating will also measure school climate, which includes safety, cleanliness, parent involvement and more.

Learn more about our methodology

What is the new GreatSchools Rating?

Rating legend
Below
average
Average
Above
average

Our rating (from 1 to 10) reflects a school's overall performance. The higher the rating, the more likely the school will prepare your child for the future, so choose an above-average school (8-10) if possible. For average schools (4-7), do careful research and look for evidence that the school has high-quality programs. For below-average schools (1-3), take caution; a low-performing school may not provide the instruction or environment your child needs to learn, and you may need to supplement classroom lessons at home.

Academic rating

The academic rating is made up of equally-weighted parts: students' test scores, their academic growth and their readiness for college (for high schools). If a school is designated low performing (Tier 3) by the DC Public Charter School Board, the school receives a "Below average" GreatSchools Rating. The graphs below compare this school's results to other schools in the city.
Overall academic rating

10

Above average

Test score rating 2012*
This school
City
1
2
3
4
5
6
7
8
9
10
Learn more about this school's test scores »

Student growth rating 2012**
This school
City
1
2
3
4
5
6
7
8
9
10

*Test scores are based on 2012 DC-CAS results from the District of Columbia.

**The academic growth rating measures how schools affect student test score improvement over time in reading and math. The data is for the 2012 school year and is provided by the Office of the State Superintendent of Education.

Climate ratings

Starting in fall 2013, we plan to release a climate rating as part of this school's overall GreatSchools Rating. The climate rating will be based on survey data about various aspects of this school's climate, such as safety, cleanliness, expectations for students, parent involvement, and more.

Student ethnicity

Ethnicity This school State average
Hispanic 56% 13%
White 28% 7%
Black 10% 78%
Asian 3% 1%
Two or more races 2% 1%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Special education 111%N/A13%
Students eligible for free or reduced-price lunch program 245%N/A73%
English learners 123%N/A7%
Source: 1 Office of the State Superintendent of Education, 2011-2012
Source: 2 NCES, 2010-2011

Attendance

  This school District averageState average
All Students 98%N/AN/A
Asian/Pacific Islander 97%N/AN/A
Black, not Hispanic 97%N/AN/A
Hispanic 98%N/AN/A
White, not Hispanic 98%N/AN/A
Economically disadvantaged 98%N/AN/A
Students with disabilities 98%N/AN/A
Limited English proficient 98%N/AN/A
Source: DCPS, 2009-2010

Student-teacher ratio

  This school District averageState average
Students per FTE teacher 11N/A14
Source: NCES, 2008-2009

Teacher resources

Special staff resources available to students Assistant principal(s)
Art teacher(s)
Computer specialist(s)
ELL/ESL Coordinator
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Manually entered by a school official.

Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Specialized programs for specific types of special education students
  • Specific learning disabilities

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Computer specialist(s)
School facilities
  • Computer lab
  • Outdoor learning lab
  • Science lab

Arts & music

Staff resources available to students
  • Art teacher(s)
School facilities
  • Art room
  • Music room
Performing and written arts
  • Dance
  • Drama
Clubs
  • Student newspaper
  • Yearbook

Language learning

Specific academic themes or areas of focus
  • Foreign languages
Bi-lingual or language immersion programs offered
  • Spanish
Foreign languages taught
  • Chinese (Mandarin)
  • Spanish
Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population
Languages supported by ESL/ELL programs
  • Spanish
Staff resources available to students
  • ELL/ESL Coordinator
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School facilities
  • Access to sports fields
  • Gym
  • Kitchen
  • Multi-purpose room ("cafegymatorium")
School leaders can update this information here.

School basics

School start time
  • 8:45am
School end time
  • 3:15pm
Before school or after school care / program onsite
  • Before school: starts at 8:00 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • Monica Liang-Aguirre
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Special schedule
  • Block scheduling
Is there an application process?
  • Yes

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • None
Specific academic themes or areas of focus

Don't understand these terms?
  • Foreign languages
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Specialized programs for specific types of special education students
  • Specific learning disabilities
Foreign languages taught
  • Chinese (Mandarin)
  • Spanish
Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population
Languages supported by ESL/ELL programs
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Computer specialist(s)
  • ELL/ESL Coordinator
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Remediation
Transportation provided for students by the school / district
  • 96 (Stadium Armory - McLean Gardens), X3 (Minnesota Ave - McLean Gardens), L1, L2, L4 (Chevy Chase Circle - Potomac Park/Dupont Circle/McPherson Sq)
  • Transportation provided for special education students only
School facilities
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • Auditorium
  • Computer lab
  • Gym
  • Internet access
  • Kitchen
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Outdoor learning lab
  • Playground
  • Science lab
Partnerships with local resources and organizations
  • U.S. Chess Center
  • Petit Plats
  • The Washington Hilton
  • The World Bank
  • The Ford Foundation
School leaders can update this information here.

Sports

Boys sports
  • Basketball
  • Cross country
  • Soccer
  • Swimming
  • Tennis
  • Track
Girls sports
  • Basketball
  • Cross country
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Volleyball

Arts & music

Performing arts
  • Dance
  • Drama

Student clubs

Clubs (distinct from courses)
  • Student newspaper
  • Yearbook
School leaders can update this information here.

School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Join PTO/PTA
  • Organize fundraising events (school auction, bake sales, etc.)
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.

Apply

 

Submit your application by

February 27, 2013

 
 
Apply now
 

Planning ahead

Students typically attend these schools after graduating
Wilson High School
School Without Walls
McKinnely Tech High School
Notice an inaccuracy? Let us know!

2020 19th St. NW
Washington, DC 20008
Website: Click here
Phone: (202) 673-7311

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