Chevy Chase CES Parents -- How's it going?

[Anonymous]

Just curious to hear from CCES CES parents on how the program is this year? Pros/Cons? Better than home school? If you're willing to provide your homeschool, that would be great too!

Thanks!

[Anonymous]

bump

[Anonymous]

???

What are you looking for? I doubt anyone is both homeschooling AND having their child at CCES to compare for you.

We had two kids go through the HGC (as it was then called) at CCES. It was fantastic, and has remained the highlight of their K-12 years.

[Anonymous]

Anonymous wrote:???

What are you looking for? I doubt anyone is both homeschooling AND having their child at CCES to compare for you.

We had two kids go through the HGC (as it was then called) at CCES. It was fantastic, and has remained the highlight of their K-12 years.

I think she is saying the child's home school, not homeschooling.

[Anonymous]

Cannot provide recent feedback but DC went through the program a few years ago and it was transformational.

[Anonymous]

my child is a fifth grader and has thrived. my older DD went to a different center program before we moved and this school is overall better run but universally the CES curriculum and teachers at both schools have been excellent. no complaints. she was accepted before the lottery system, so I can't speak to how fourth grade is going. but the fourth grade teachers are amazing, so that is what is most important

[Anonymous]

Anonymous wrote:my child is a fifth grader and has thrived. my older DD went to a different center program before we moved and this school is overall better run but universally the CES curriculum and teachers at both schools have been excellent. no complaints. she was accepted before the lottery system, so I can't speak to how fourth grade is going. but the fourth grade teachers are amazing, so that is what is most important

Would be more interested in hearing how the 4th grade is changed since it went from 99%+ to 85%+ kids

[Anonymous]

Anonymous wrote:

Anonymous wrote:my child is a fifth grader and has thrived. my older DD went to a different center program before we moved and this school is overall better run but universally the CES curriculum and teachers at both schools have been excellent. no complaints. she was accepted before the lottery system, so I can't speak to how fourth grade is going. but the fourth grade teachers are amazing, so that is what is most important

Would be more interested in hearing how the 4th grade is changed since it went from 99%+ to 85%+ kids

For the CES lottery last year it was 75th+ locally-normed percentile. (For the middle-school magnets it was 85th+ locally-normed percentile.) I think you are right to wonder, as thst means there is a wider range of abilities in the class, making it harder on the teacher no matter how talented he or she is.

[Anonymous]

Do we really have to hash this out again? It was already 85+ percentile for CES starting 2018, when they changed to universal pooling from the former opt-in method. So the current CES 5th graders are 85+ percentile. I imagine it's not so different from the 75+ percentile.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:my child is a fifth grader and has thrived. my older DD went to a different center program before we moved and this school is overall better run but universally the CES curriculum and teachers at both schools have been excellent. no complaints. she was accepted before the lottery system, so I can't speak to how fourth grade is going. but the fourth grade teachers are amazing, so that is what is most important

Would be more interested in hearing how the 4th grade is changed since it went from 99%+ to 85%+ kids

For the CES lottery last year it was 75th+ locally-normed percentile. (For the middle-school magnets it was 85th+ locally-normed percentile.) I think you are right to wonder, as thst means there is a wider range of abilities in the class, making it harder on the teacher no matter how talented he or she is.

Statistically, shouldn’t the range actually be narrower now with more kids nearer the average and fewer of the extreme kids at the very top?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:my child is a fifth grader and has thrived. my older DD went to a different center program before we moved and this school is overall better run but universally the CES curriculum and teachers at both schools have been excellent. no complaints. she was accepted before the lottery system, so I can't speak to how fourth grade is going. but the fourth grade teachers are amazing, so that is what is most important

Would be more interested in hearing how the 4th grade is changed since it went from 99%+ to 85%+ kids

For the CES lottery last year it was 75th+ locally-normed percentile. (For the middle-school magnets it was 85th+ locally-normed percentile.) I think you are right to wonder, as thst means there is a wider range of abilities in the class, making it harder on the teacher no matter how talented he or she is.

What's the point of putting 2% of all kids in a program selected from the top 25%. Kids that actually need enrichment, by and large, won't get it. Is there any benefit to this? Is this just their way to shutdown the magnets?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:my child is a fifth grader and has thrived. my older DD went to a different center program before we moved and this school is overall better run but universally the CES curriculum and teachers at both schools have been excellent. no complaints. she was accepted before the lottery system, so I can't speak to how fourth grade is going. but the fourth grade teachers are amazing, so that is what is most important

Would be more interested in hearing how the 4th grade is changed since it went from 99%+ to 85%+ kids

For the CES lottery last year it was 75th+ locally-normed percentile. (For the middle-school magnets it was 85th+ locally-normed percentile.) I think you are right to wonder, as thst means there is a wider range of abilities in the class, making it harder on the teacher no matter how talented he or she is.

What's the point of putting 2% of all kids in a program selected from the top 25%. Kids that actually need enrichment, by and large, won't get it. Is there any benefit to this? Is this just their way to shutdown the magnets?

Why would any of this “shut down” magnets? DCUM has an obsession with this idea, but it makes no sense.

The kids in magnets were never “all 99%+” perfect-grade kids, anyway. My kid was at the old HGC and MS magnets, back when DCUM says they were “good.” My kid had some super-duper-high test scores in ELA/reading areas, very high 90s on most everything else, a handful of merely above-average test scores over the years, and whatever the equivalent of As and Bs was back then. Not FARMS. My best guess was that those extremely high reading scores sort of outweighed everything else, but who knows. The process was actually even more inscrutable back then, because there were teacher evaluations involved (at least at the ES level, not sure about MS), which could boost or blow a kid’s chances.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:my child is a fifth grader and has thrived. my older DD went to a different center program before we moved and this school is overall better run but universally the CES curriculum and teachers at both schools have been excellent. no complaints. she was accepted before the lottery system, so I can't speak to how fourth grade is going. but the fourth grade teachers are amazing, so that is what is most important

Would be more interested in hearing how the 4th grade is changed since it went from 99%+ to 85%+ kids

For the CES lottery last year it was 75th+ locally-normed percentile. (For the middle-school magnets it was 85th+ locally-normed percentile.) I think you are right to wonder, as thst means there is a wider range of abilities in the class, making it harder on the teacher no matter how talented he or she is.

What's the point of putting 2% of all kids in a program selected from the top 25%. Kids that actually need enrichment, by and large, won't get it. Is there any benefit to this? Is this just their way to shutdown the magnets?

Why would any of this “shut down” magnets? DCUM has an obsession with this idea, but it makes no sense.

The kids in magnets were never “all 99%+” perfect-grade kids, anyway. My kid was at the old HGC and MS magnets, back when DCUM says they were “good.” My kid had some super-duper-high test scores in ELA/reading areas, very high 90s on most everything else, a handful of merely above-average test scores over the years, and whatever the equivalent of As and Bs was back then. Not FARMS. My best guess was that those extremely high reading scores sort of outweighed everything else, but who knows. The process was actually even more inscrutable back then, because there were teacher evaluations involved (at least at the ES level, not sure about MS), which could boost or blow a kid’s chances. [/quote

According to the data the county released in the past over 90% of the kids in magnets were over 95% but by and large they were the top 2%

The point is today they randomly pick a small percentage of slightly above average kids for enrichment while the majority of those who are among the top are sidelined

[Anonymous]

According to the data the county released in the past over 90% of the kids in magnets were over 95% but by and large they were the top 2%

[Anonymous]

Anonymous wrote:
Do we really have to hash this out again? It was already 85+ percentile for CES starting 2018, when they changed to universal pooling from the former opt-in method. So the current CES 5th graders are 85+ percentile. I imagine it's not so different from the 75+ percentile.

Except for the bly slots done by lottery try before we’re waitlist slots — the vast majority of kids were in the 97th-99th percentile. Now a kid in the 75th percentile has the same shot of getting in as a kid in the 99th.