Blair CAP

[Anonymous]

Anonymous wrote:Do Blair CAP kids also take comp science classes? DC is interested in humanities and comp science.

They could, but probably not in 9th grade. I don’t think there’s any room for electives in 9th. DC was looking at the 4 CAP classes plus math, double science, and Spanish.

[Anonymous]

A few additional questions about CAP for those with current/recent experience:
What is the homework load like (how many hours per day)? How much of the work is group vs individual projects? And do any of your kiddos have learning differences? If so, do you find the school and/or program supportive?

[Anonymous]

Very little homework. Mostly individual but more group than the regular program. There are a number of kids with LDs and IEPs. Of the many magnets this is one of the ones that's most inclusive IMO.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Leaving because the workload is too much is different than a change in the program’s overall quality.

I hope you are right. We had done a CAP visit a few years back and thought there was much more focus on academics then. We just kept hearing about safe spaces, POC, and accommodations which is great but much less about what exactly in the approach to teaching and learning - except in one session. I just hope it is a style and not substance issue, because I really like the concept of a rigorous program that promotes critical thinking.

The assumption is that a test-in magnet will be rigorous and challenging. I can see how they'd want to reassure kids and families that it's also a program that's welcoming and accessible to every student who is accepted—which is not something that can necessarily be taken for granted.

I asked the English teacher in the CAP program a few years back if they read literature, and got a lecture from a white lady about how she made sure to have them read books written by black/indigenous people of color and unrecognized minorities.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Leaving because the workload is too much is different than a change in the program’s overall quality.

I hope you are right. We had done a CAP visit a few years back and thought there was much more focus on academics then. We just kept hearing about safe spaces, POC, and accommodations which is great but much less about what exactly in the approach to teaching and learning - except in one session. I just hope it is a style and not substance issue, because I really like the concept of a rigorous program that promotes critical thinking.

The assumption is that a test-in magnet will be rigorous and challenging. I can see how they'd want to reassure kids and families that it's also a program that's welcoming and accessible to every student who is accepted—which is not something that can necessarily be taken for granted.

I asked the English teacher in the CAP program a few years back if they read literature, and got a lecture from a white lady about how she made sure to have them read books written by black/indigenous people of color and unrecognized minorities.

Interesting as CAP is very heavily dominated by white upper middle class families from Takoma Park.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Do Blair CAP kids also take comp science classes? DC is interested in humanities and comp science.

They could, but probably not in 9th grade. I don’t think there’s any room for electives in 9th. DC was looking at the 4 CAP classes plus math, double science, and Spanish.

Your get one elective in addition to WL. Most kids knock out a requirement like PE but PPs child could opt for computer science in that slot. Sounds like your child did double science instead but that's not required for CAP kids. It might be for magnet kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Leaving because the workload is too much is different than a change in the program’s overall quality.

I hope you are right. We had done a CAP visit a few years back and thought there was much more focus on academics then. We just kept hearing about safe spaces, POC, and accommodations which is great but much less about what exactly in the approach to teaching and learning - except in one session. I just hope it is a style and not substance issue, because I really like the concept of a rigorous program that promotes critical thinking.

The assumption is that a test-in magnet will be rigorous and challenging. I can see how they'd want to reassure kids and families that it's also a program that's welcoming and accessible to every student who is accepted—which is not something that can necessarily be taken for granted.

I asked the English teacher in the CAP program a few years back if they read literature, and got a lecture from a white lady about how she made sure to have them read books written by black/indigenous people of color and unrecognized minorities.

Interesting as CAP is very heavily dominated by white upper middle class families from Takoma Park.

And we were one of those families. I actually don't have a problem with the source material, just the pious delivery, like we needed enlightenment. It also wasn't the answer to my question: do they read literature?

Yes.

[Anonymous]

I have a 9th grader in CAP and would disagree that they have “very little” homework. My CAP student has History and/or English at least 3x week plus work on larger group projects.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Leaving because the workload is too much is different than a change in the program’s overall quality.

I hope you are right. We had done a CAP visit a few years back and thought there was much more focus on academics then. We just kept hearing about safe spaces, POC, and accommodations which is great but much less about what exactly in the approach to teaching and learning - except in one session. I just hope it is a style and not substance issue, because I really like the concept of a rigorous program that promotes critical thinking.

The assumption is that a test-in magnet will be rigorous and challenging. I can see how they'd want to reassure kids and families that it's also a program that's welcoming and accessible to every student who is accepted—which is not something that can necessarily be taken for granted.

I asked the English teacher in the CAP program a few years back if they read literature, and got a lecture from a white lady about how she made sure to have them read books written by black/indigenous people of color and unrecognized minorities.

Interesting as CAP is very heavily dominated by white upper middle class families from Takoma Park.

And we were one of those families. I actually don't have a problem with the source material, just the pious delivery, like we needed enlightenment. It also wasn't the answer to my question: do they read literature?

Yes.

Side note: why do you think the CAP program is so heavily TKPK UMC families, and, for example, the magnet isn’t?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Leaving because the workload is too much is different than a change in the program’s overall quality.

I hope you are right. We had done a CAP visit a few years back and thought there was much more focus on academics then. We just kept hearing about safe spaces, POC, and accommodations which is great but much less about what exactly in the approach to teaching and learning - except in one session. I just hope it is a style and not substance issue, because I really like the concept of a rigorous program that promotes critical thinking.

The assumption is that a test-in magnet will be rigorous and challenging. I can see how they'd want to reassure kids and families that it's also a program that's welcoming and accessible to every student who is accepted—which is not something that can necessarily be taken for granted.

I asked the English teacher in the CAP program a few years back if they read literature, and got a lecture from a white lady about how she made sure to have them read books written by black/indigenous people of color and unrecognized minorities.

Interesting as CAP is very heavily dominated by white upper middle class families from Takoma Park.

And we were one of those families. I actually don't have a problem with the source material, just the pious delivery, like we needed enlightenment. It also wasn't the answer to my question: do they read literature?

Yes.

Side note: why do you think the CAP program is so heavily TKPK UMC families, and, for example, the magnet isn’t?

Well, CAP is limited to kids who live in the DCC and those who attended Eastern. So, geographically, it is going to be predominantly TKPK and Silver Spring families because the admissions are limited to those groups. Blair SMCS is a whole-county admissions process, so it will attract more kids from outside the DCC.

Both groups are largely MC/UMC, but one has limited geographic admissions and the other does not.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Leaving because the workload is too much is different than a change in the program’s overall quality.

I hope you are right. We had done a CAP visit a few years back and thought there was much more focus on academics then. We just kept hearing about safe spaces, POC, and accommodations which is great but much less about what exactly in the approach to teaching and learning - except in one session. I just hope it is a style and not substance issue, because I really like the concept of a rigorous program that promotes critical thinking.

The assumption is that a test-in magnet will be rigorous and challenging. I can see how they'd want to reassure kids and families that it's also a program that's welcoming and accessible to every student who is accepted—which is not something that can necessarily be taken for granted.

I asked the English teacher in the CAP program a few years back if they read literature, and got a lecture from a white lady about how she made sure to have them read books written by black/indigenous people of color and unrecognized minorities.

Interesting as CAP is very heavily dominated by white upper middle class families from Takoma Park.

And we were one of those families. I actually don't have a problem with the source material, just the pious delivery, like we needed enlightenment. It also wasn't the answer to my question: do they read literature?

Yes.

Side note: why do you think the CAP program is so heavily TKPK UMC families, and, for example, the magnet isn’t?

Well, CAP is limited to kids who live in the DCC and those who attended Eastern. So, geographically, it is going to be predominantly TKPK and Silver Spring families because the admissions are limited to those groups. Blair SMCS is a whole-county admissions process, so it will attract more kids from outside the DCC.

Both groups are largely MC/UMC, but one has limited geographic admissions and the other does not.

That doesn’t explain why one is predominantly white and the other isn’t.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Leaving because the workload is too much is different than a change in the program’s overall quality.

I hope you are right. We had done a CAP visit a few years back and thought there was much more focus on academics then. We just kept hearing about safe spaces, POC, and accommodations which is great but much less about what exactly in the approach to teaching and learning - except in one session. I just hope it is a style and not substance issue, because I really like the concept of a rigorous program that promotes critical thinking.

The assumption is that a test-in magnet will be rigorous and challenging. I can see how they'd want to reassure kids and families that it's also a program that's welcoming and accessible to every student who is accepted—which is not something that can necessarily be taken for granted.

I asked the English teacher in the CAP program a few years back if they read literature, and got a lecture from a white lady about how she made sure to have them read books written by black/indigenous people of color and unrecognized minorities.

Interesting as CAP is very heavily dominated by white upper middle class families from Takoma Park.

And we were one of those families. I actually don't have a problem with the source material, just the pious delivery, like we needed enlightenment. It also wasn't the answer to my question: do they read literature?

Yes.

Side note: why do you think the CAP program is so heavily TKPK UMC families, and, for example, the magnet isn’t?

Well, CAP is limited to kids who live in the DCC and those who attended Eastern. So, geographically, it is going to be predominantly TKPK and Silver Spring families because the admissions are limited to those groups. Blair SMCS is a whole-county admissions process, so it will attract more kids from outside the DCC.

Both groups are largely MC/UMC, but one has limited geographic admissions and the other does not.

Blair magnet is not whole county, it's downcounty (phs is upcounty equivalent). Magnet kids at TPMS can also apply for both Blair cap and magnet.

I would say that TP umc families value humanities more -- alot of arts people and lawyers here, mostly white. Immigrant families (in TP or Rockville or wherever) tend to look more to stem for educational opportunities. Also, income may factor, LMC or poorer people may view humanities as more of a luxury than an essential focus.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Leaving because the workload is too much is different than a change in the program’s overall quality.

I hope you are right. We had done a CAP visit a few years back and thought there was much more focus on academics then. We just kept hearing about safe spaces, POC, and accommodations which is great but much less about what exactly in the approach to teaching and learning - except in one session. I just hope it is a style and not substance issue, because I really like the concept of a rigorous program that promotes critical thinking.

The assumption is that a test-in magnet will be rigorous and challenging. I can see how they'd want to reassure kids and families that it's also a program that's welcoming and accessible to every student who is accepted—which is not something that can necessarily be taken for granted.

I asked the English teacher in the CAP program a few years back if they read literature, and got a lecture from a white lady about how she made sure to have them read books written by black/indigenous people of color and unrecognized minorities.

Interesting as CAP is very heavily dominated by white upper middle class families from Takoma Park.

And we were one of those families. I actually don't have a problem with the source material, just the pious delivery, like we needed enlightenment. It also wasn't the answer to my question: do they read literature?

Yes.

Side note: why do you think the CAP program is so heavily TKPK UMC families, and, for example, the magnet isn’t?

Well, CAP is limited to kids who live in the DCC and those who attended Eastern. So, geographically, it is going to be predominantly TKPK and Silver Spring families because the admissions are limited to those groups. Blair SMCS is a whole-county admissions process, so it will attract more kids from outside the DCC.

Both groups are largely MC/UMC, but one has limited geographic admissions and the other does not.

That doesn’t explain why one is predominantly white and the other isn’t.

That wasn't the question, though. The question was why is one predominantly pulling from Takoma Park and Silver Spring, and the answer is that admissions are limited by geography.

In terms of race, I haven't seen a breakdown of each program in years (since the Metis report) but it's obvious that Blair magnet as more Asian American kids than Blair CAP. Blair CAP has more Black and Hispanic kids than Blair magnet.

Again, a geographic explanation carries some weight. As noted, Blair magnet is county-wide and Blair CAP is DCC only. If you look at p.9 here, you'll see that the area that makes up the DCC has the lowest concentration of AAPI families in the county. https://mcatlas.org/filetransfer/Storymaps/Trends%20in%20Racial%20and%20Ethnic%20Diversity%20STORYMAP.pdf

So, the program that is limited to a certain geographic area also has fewer kids who are a very small minority in that geographic area. There's no conspiracy here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Leaving because the workload is too much is different than a change in the program’s overall quality.

I hope you are right. We had done a CAP visit a few years back and thought there was much more focus on academics then. We just kept hearing about safe spaces, POC, and accommodations which is great but much less about what exactly in the approach to teaching and learning - except in one session. I just hope it is a style and not substance issue, because I really like the concept of a rigorous program that promotes critical thinking.

The assumption is that a test-in magnet will be rigorous and challenging. I can see how they'd want to reassure kids and families that it's also a program that's welcoming and accessible to every student who is accepted—which is not something that can necessarily be taken for granted.

I asked the English teacher in the CAP program a few years back if they read literature, and got a lecture from a white lady about how she made sure to have them read books written by black/indigenous people of color and unrecognized minorities.

Interesting as CAP is very heavily dominated by white upper middle class families from Takoma Park.

And we were one of those families. I actually don't have a problem with the source material, just the pious delivery, like we needed enlightenment. It also wasn't the answer to my question: do they read literature?

Yes.

Side note: why do you think the CAP program is so heavily TKPK UMC families, and, for example, the magnet isn’t?

Well, CAP is limited to kids who live in the DCC and those who attended Eastern. So, geographically, it is going to be predominantly TKPK and Silver Spring families because the admissions are limited to those groups. Blair SMCS is a whole-county admissions process, so it will attract more kids from outside the DCC.

Both groups are largely MC/UMC, but one has limited geographic admissions and the other does not.

That doesn’t explain why one is predominantly white and the other isn’t.

That wasn't the question, though. The question was why is one predominantly pulling from Takoma Park and Silver Spring, and the answer is that admissions are limited by geography.

In terms of race, I haven't seen a breakdown of each program in years (since the Metis report) but it's obvious that Blair magnet as more Asian American kids than Blair CAP. Blair CAP has more Black and Hispanic kids than Blair magnet.

Again, a geographic explanation carries some weight. As noted, Blair magnet is county-wide and Blair CAP is DCC only. If you look at p.9 here, you'll see that the area that makes up the DCC has the lowest concentration of AAPI families in the county. https://mcatlas.org/filetransfer/Storymaps/Trends%20in%20Racial%20and%20Ethnic%20Diversity%20STORYMAP.pdf

So, the program that is limited to a certain geographic area also has fewer kids who are a very small minority in that geographic area. There's no conspiracy here.

Correcting myself to note that Blair SMCS is not county-wide, but the parts of the county that do feed into Blair SMCS have a higher concentration of AAPI families than the parts that feed into CAP.

At any rate, white and AAPI kids make up the majority of both programs. One has more AAPI kids, one has more Black/Hispanic kids. Hopefully everyone feels comfortable inside their own skin in either program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Leaving because the workload is too much is different than a change in the program’s overall quality.

I hope you are right. We had done a CAP visit a few years back and thought there was much more focus on academics then. We just kept hearing about safe spaces, POC, and accommodations which is great but much less about what exactly in the approach to teaching and learning - except in one session. I just hope it is a style and not substance issue, because I really like the concept of a rigorous program that promotes critical thinking.

The assumption is that a test-in magnet will be rigorous and challenging. I can see how they'd want to reassure kids and families that it's also a program that's welcoming and accessible to every student who is accepted—which is not something that can necessarily be taken for granted.

I asked the English teacher in the CAP program a few years back if they read literature, and got a lecture from a white lady about how she made sure to have them read books written by black/indigenous people of color and unrecognized minorities.

Interesting as CAP is very heavily dominated by white upper middle class families from Takoma Park.

And we were one of those families. I actually don't have a problem with the source material, just the pious delivery, like we needed enlightenment. It also wasn't the answer to my question: do they read literature?

Yes.

Side note: why do you think the CAP program is so heavily TKPK UMC families, and, for example, the magnet isn’t?

Well, CAP is limited to kids who live in the DCC and those who attended Eastern. So, geographically, it is going to be predominantly TKPK and Silver Spring families because the admissions are limited to those groups. Blair SMCS is a whole-county admissions process, so it will attract more kids from outside the DCC.

Both groups are largely MC/UMC, but one has limited geographic admissions and the other does not.

That doesn’t explain why one is predominantly white and the other isn’t.

That wasn't the question, though. The question was why is one predominantly pulling from Takoma Park and Silver Spring, and the answer is that admissions are limited by geography.

In terms of race, I haven't seen a breakdown of each program in years (since the Metis report) but it's obvious that Blair magnet as more Asian American kids than Blair CAP. Blair CAP has more Black and Hispanic kids than Blair magnet.

Again, a geographic explanation carries some weight. As noted, Blair magnet is county-wide and Blair CAP is DCC only. If you look at p.9 here, you'll see that the area that makes up the DCC has the lowest concentration of AAPI families in the county. https://mcatlas.org/filetransfer/Storymaps/Trends%20in%20Racial%20and%20Ethnic%20Diversity%20STORYMAP.pdf

So, the program that is limited to a certain geographic area also has fewer kids who are a very small minority in that geographic area. There's no conspiracy here.

Correcting myself to note that Blair SMCS is not county-wide, but the parts of the county that do feed into Blair SMCS have a higher concentration of AAPI families than the parts that feed into CAP.

At any rate, white and AAPI kids make up the majority of both programs. One has more AAPI kids, one has more Black/Hispanic kids. Hopefully everyone feels comfortable inside their own skin in either program.

Not true. Blair magnet has very few white kids. Less than 20 percent. Also has a good number of black kids. Of the Asian kids, a significant number are Indian. CAP is almost entirely white, by contrast.