TJ Students by FCPS Pyramid 2022-23

[Anonymous]

FARMS rates at TJ per class:

Class of 2023: 2.2%
Class of 2024: 3.2%
Class of 2025: 20.3%
Class of 2026: 19.3%

Asian FARMS - 12.9% Classes of 2025-26; 2.0% Classes of 2023-24

Black FARMS - 59.0% Classes of 2025-26; 23.5% Classes of 2023-24

Hispanic FARMS - 55.7% Classes of 2025-26; 6.2% Classes of 2023-24

White FARMS - 16.4% Classes of 2025-26; 2.6% Classes of 2023-24

[Anonymous]

Yes, if you give a big boost for getting free lunch, then you will have a higher percentage. Given the amount of boost, I'm surprised the rate isn't even higher.

In fact, I thought I saw reported on here a much higher percentage. Did that many get booted out when they asked for documentation?

[Anonymous]

Anonymous wrote:
Re: #2 … we would not have accepted the invitation to attend TJ (or likely applied at all) if it was a part time model. It is the fact that TJ is the kid’s school community that makes it work and be positive.

Would you explain this in more detail?

[Anonymous]

Anonymous wrote:

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Anonymous wrote:
That really depends on how the holding is phrased. Are you counting on this Court to rule narrowly? I'd think think it's more likely we get a language barring the use of race in admissions that we get language restricting the holding to the university level.

FCPS is claiming they are not using race in admissions to TJ. If a county opened a brand new school with the current admissions policy, there would be no case.
The racial discrimination is a finding by the judge that FCPS made these changes with intent to discriminate against Asians.
LCPS was more blatant in putting in a maximum quota per school, and claiming they weren't using geography as a proxy for race.

Except that's illegal in the United States. Admission is race blind. They do not know an applicant's race just their student ID and the information they provided in their essay.

They know what school the student attends. The policy of taking a minimum number per school, based on the racial distribution at different schools in FCPS, serves to discriminate by race.
It is a great way to reduce the number of Asians while claiming to be race blind.

The allocation of seats to different middle schools depends entirely on the number of students in their 8th grade class, not on the race of the students at those schools. Carson has one of the largest allocations because it's one of the largest schools.


You're factually incorrect.

I wasn't suggesting the allocation was done based on race. I am saying the policy of allocating by middle school, can be racial discrimination with certain demographics.
If every school had the same distribution by race, then this policy of doing seats by middle school would not be racial discrimination.
Say of the 480 seats at TJ, Asians took 350, and all 350 every year came from a single high school where Asians were 50% of the school, and in other schools Asians were just a handful of students. Adopting a per school quota would be an excellent way to reduce Asian numbers while pretending to be race blind.

Indeed if every high school had the same racial distribution, I think FCPS would have skipped the step of distributing seats by middle school.

Actually that's untrue. Allocation by school is even considered a best practice in gifted education.

Sure, but it's also a best practice to have a holistic review of a much more comprehensive application which includes grades, test scores, recommendations, substantial essays, and more. Picking "the best" kids from a school based on a couple fluff essays isn't best practices anywhere.

Strange, I read the essays were just part of a holistic review that includes grades and test scores. The only difference is teacher recs which have been shown to be racially biased.

Strange that you are commenting on a TJ thread while woefully ignorant of basically everything. The current process uses no test scores, so you are lying about that. It only lightly uses GPA, and the total point difference between a 3.5 GPA and a 4.0 is pretty insignificant. It does not holistically consider courseload difficulty or any significant achievements. So, you're also effectively lying about the holistic review truly including grades or truly being holistic in any real sense of the word. Assuming no free experience factor points, over 90% of the points come from two essays, one a trivial problem solving one that any above average kid will find simple, and the other a portrait sheet where the kid tries to prove that they conform well to the Portrait of a Graduate bullet points. In the last two years, these essays were completely unproctored.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
That really depends on how the holding is phrased. Are you counting on this Court to rule narrowly? I'd think think it's more likely we get a language barring the use of race in admissions that we get language restricting the holding to the university level.

FCPS is claiming they are not using race in admissions to TJ. If a county opened a brand new school with the current admissions policy, there would be no case.
The racial discrimination is a finding by the judge that FCPS made these changes with intent to discriminate against Asians.
LCPS was more blatant in putting in a maximum quota per school, and claiming they weren't using geography as a proxy for race.

Except that's illegal in the United States. Admission is race blind. They do not know an applicant's race just their student ID and the information they provided in their essay.

They know what school the student attends. The policy of taking a minimum number per school, based on the racial distribution at different schools in FCPS, serves to discriminate by race.
It is a great way to reduce the number of Asians while claiming to be race blind.

The allocation of seats to different middle schools depends entirely on the number of students in their 8th grade class, not on the race of the students at those schools. Carson has one of the largest allocations because it's one of the largest schools.

You're factually incorrect.

I wasn't suggesting the allocation was done based on race. I am saying the policy of allocating by middle school, can be racial discrimination with certain demographics.
If every school had the same distribution by race, then this policy of doing seats by middle school would not be racial discrimination.
Say of the 480 seats at TJ, Asians took 350, and all 350 every year came from a single high school where Asians were 50% of the school, and in other schools Asians were just a handful of students. Adopting a per school quota would be an excellent way to reduce Asian numbers while pretending to be race blind.

Indeed if every high school had the same racial distribution, I think FCPS would have skipped the step of distributing seats by middle school.

Actually that's untrue. Allocation by school is even considered a best practice in gifted education.

Sure, but it's also a best practice to have a holistic review of a much more comprehensive application which includes grades, test scores, recommendations, substantial essays, and more. Picking "the best" kids from a school based on a couple fluff essays isn't best practices anywhere.

Strange, I read the essays were just part of a holistic review that includes grades and test scores. The only difference is teacher recs which have been shown to be racially biased.

True but some parents are angry. They remove the test that they could get prep for which included the test questions.

[Anonymous]

Anonymous wrote:FARMS rates at TJ per class:

Class of 2023: 2.2%
Class of 2024: 3.2%
Class of 2025: 20.3%
Class of 2026: 19.3%

Asian FARMS - 12.9% Classes of 2025-26; 2.0% Classes of 2023-24

Black FARMS - 59.0% Classes of 2025-26; 23.5% Classes of 2023-24

Hispanic FARMS - 55.7% Classes of 2025-26; 6.2% Classes of 2023-24

White FARMS - 16.4% Classes of 2025-26; 2.6% Classes of 2023-24

It sounds like they've done a great job ensuring the process no longer favors, just the wealthy schools where parents invest heavily and outside enrichment.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Re: #2 … we would not have accepted the invitation to attend TJ (or likely applied at all) if it was a part time model. It is the fact that TJ is the kid’s school community that makes it work and be positive.

Would you explain this in more detail?

DD is a shy and self conscious kid. By 8th she finally made some friends at her MS (literally had none there for 7th over Covid) but still was very reluctant to try things like clubs or being more vocal in class. She has absolutely blossomed at TJ. It feels like a huge crop of kids that are more similar to her and so as a result she feels comfortable speaking up more, making friends, being active in the school community. And TJ has a ton of school spirit which is fun for the kids to experience.

If she were instead simply shipping out every other day and so split in half between TJ and her base school it would be like 8th grade or worse I think because it would be very hard for her to make and maintain any TJ friends without TJ extracurriculars. Also how would a kid do after school stuff like sports or band, etc that require practice every day immediately after the bell? We would have had zero interest in a part time program as to us the fact that the course work is challenging is only part of what we like about TJ. Honestly what I like the MOST by far about my kid going there is that she feels she’s found her “tribe”, she seems more confident and it feels like a spot that just fits really well re: school community. It’s these soft “feel of the place” reasons that have me deeply grateful she was able to go - regardless of what her course load looks like.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Re: #2 … we would not have accepted the invitation to attend TJ (or likely applied at all) if it was a part time model. It is the fact that TJ is the kid’s school community that makes it work and be positive.

Would you explain this in more detail?

DD is a shy and self conscious kid. By 8th she finally made some friends at her MS (literally had none there for 7th over Covid) but still was very reluctant to try things like clubs or being more vocal in class. She has absolutely blossomed at TJ. It feels like a huge crop of kids that are more similar to her and so as a result she feels comfortable speaking up more, making friends, being active in the school community. And TJ has a ton of school spirit which is fun for the kids to experience.

If she were instead simply shipping out every other day and so split in half between TJ and her base school it would be like 8th grade or worse I think because it would be very hard for her to make and maintain any TJ friends without TJ extracurriculars. Also how would a kid do after school stuff like sports or band, etc that require practice every day immediately after the bell? We would have had zero interest in a part time program as to us the fact that the course work is challenging is only part of what we like about TJ. Honestly what I like the MOST by far about my kid going there is that she feels she’s found her “tribe”, she seems more confident and it feels like a spot that just fits really well re: school community. It’s these soft “feel of the place” reasons that have me deeply grateful she was able to go - regardless of what her course load looks like.

DP from the poster you are responding to. This is a really helpful post—thank you. DS is in 8th grade and is applying to TJ; we of course have no idea if he will get in, but even if he does we’re not sure whether he will chose to, or whether he should, attend. Your description of the atmosphere, community, and school spirit at TJ answers, at least in part, some of the questions that we’ve had about TJ. It’s nice to read something positive about the school beyond the academics (and it’s nice to read anything about the school beyond the controversy regarding its admission process). Really happy that your DD is doing well and has found TJ to be a good fit.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Re: #2 … we would not have accepted the invitation to attend TJ (or likely applied at all) if it was a part time model. It is the fact that TJ is the kid’s school community that makes it work and be positive.

Would you explain this in more detail?

DD is a shy and self conscious kid. By 8th she finally made some friends at her MS (literally had none there for 7th over Covid) but still was very reluctant to try things like clubs or being more vocal in class. She has absolutely blossomed at TJ. It feels like a huge crop of kids that are more similar to her and so as a result she feels comfortable speaking up more, making friends, being active in the school community. And TJ has a ton of school spirit which is fun for the kids to experience.

If she were instead simply shipping out every other day and so split in half between TJ and her base school it would be like 8th grade or worse I think because it would be very hard for her to make and maintain any TJ friends without TJ extracurriculars. Also how would a kid do after school stuff like sports or band, etc that require practice every day immediately after the bell? We would have had zero interest in a part time program as to us the fact that the course work is challenging is only part of what we like about TJ. Honestly what I like the MOST by far about my kid going there is that she feels she’s found her “tribe”, she seems more confident and it feels like a spot that just fits really well re: school community. It’s these soft “feel of the place” reasons that have me deeply grateful she was able to go - regardless of what her course load looks like.

TJ can be over the top. If you just happen to be there for some event people will say “Welcome to TJ” like you’ve booked a room at some luxury hotel, and of course they say the school’s full name repeatedly when a simple “TJ” might suffice.

It’s great that a wider range of county residents can now partake in this theme park silliness and boast about finding their “people” or their “tribe.” Because they’d just be so lost if they had to be surrounded by kids who didn’t get in there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Re: #2 … we would not have accepted the invitation to attend TJ (or likely applied at all) if it was a part time model. It is the fact that TJ is the kid’s school community that makes it work and be positive.

Would you explain this in more detail?

DD is a shy and self conscious kid. By 8th she finally made some friends at her MS (literally had none there for 7th over Covid) but still was very reluctant to try things like clubs or being more vocal in class. She has absolutely blossomed at TJ. It feels like a huge crop of kids that are more similar to her and so as a result she feels comfortable speaking up more, making friends, being active in the school community. And TJ has a ton of school spirit which is fun for the kids to experience.

If she were instead simply shipping out every other day and so split in half between TJ and her base school it would be like 8th grade or worse I think because it would be very hard for her to make and maintain any TJ friends without TJ extracurriculars. Also how would a kid do after school stuff like sports or band, etc that require practice every day immediately after the bell? We would have had zero interest in a part time program as to us the fact that the course work is challenging is only part of what we like about TJ. Honestly what I like the MOST by far about my kid going there is that she feels she’s found her “tribe”, she seems more confident and it feels like a spot that just fits really well re: school community. It’s these soft “feel of the place” reasons that have me deeply grateful she was able to go - regardless of what her course load looks like.

TJ can be over the top. If you just happen to be there for some event people will say “Welcome to TJ” like you’ve booked a room at some luxury hotel, and of course they say the school’s full name repeatedly when a simple “TJ” might suffice.

It’s great that a wider range of county residents can now partake in this theme park silliness and boast about finding their “people” or their “tribe.” Because they’d just be so lost if they had to be surrounded by kids who didn’t get in there.

Go away Debbie Downer. My DS graduated from TJ recently and I completely agree with the PP's description. There are many positive things about TJ aside form academics - anyone can join any club, sport team, band, orchestra etc., great school spirit, no bullying, virtually no worshiping of few athletes, good balance between academic/ECs, 8th period, great teachers, making connections for life etc.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Re: #2 … we would not have accepted the invitation to attend TJ (or likely applied at all) if it was a part time model. It is the fact that TJ is the kid’s school community that makes it work and be positive.

Would you explain this in more detail?

DD is a shy and self conscious kid. By 8th she finally made some friends at her MS (literally had none there for 7th over Covid) but still was very reluctant to try things like clubs or being more vocal in class. She has absolutely blossomed at TJ. It feels like a huge crop of kids that are more similar to her and so as a result she feels comfortable speaking up more, making friends, being active in the school community. And TJ has a ton of school spirit which is fun for the kids to experience.

If she were instead simply shipping out every other day and so split in half between TJ and her base school it would be like 8th grade or worse I think because it would be very hard for her to make and maintain any TJ friends without TJ extracurriculars. Also how would a kid do after school stuff like sports or band, etc that require practice every day immediately after the bell? We would have had zero interest in a part time program as to us the fact that the course work is challenging is only part of what we like about TJ. Honestly what I like the MOST by far about my kid going there is that she feels she’s found her “tribe”, she seems more confident and it feels like a spot that just fits really well re: school community. It’s these soft “feel of the place” reasons that have me deeply grateful she was able to go - regardless of what her course load looks like.

TJ can be over the top. If you just happen to be there for some event people will say “Welcome to TJ” like you’ve booked a room at some luxury hotel, and of course they say the school’s full name repeatedly when a simple “TJ” might suffice.

It’s great that a wider range of county residents can now partake in this theme park silliness and boast about finding their “people” or their “tribe.” Because they’d just be so lost if they had to be surrounded by kids who didn’t get in there.

That was our experience too.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Re: #2 … we would not have accepted the invitation to attend TJ (or likely applied at all) if it was a part time model. It is the fact that TJ is the kid’s school community that makes it work and be positive.

Would you explain this in more detail?

DD is a shy and self conscious kid. By 8th she finally made some friends at her MS (literally had none there for 7th over Covid) but still was very reluctant to try things like clubs or being more vocal in class. She has absolutely blossomed at TJ. It feels like a huge crop of kids that are more similar to her and so as a result she feels comfortable speaking up more, making friends, being active in the school community. And TJ has a ton of school spirit which is fun for the kids to experience.

If she were instead simply shipping out every other day and so split in half between TJ and her base school it would be like 8th grade or worse I think because it would be very hard for her to make and maintain any TJ friends without TJ extracurriculars. Also how would a kid do after school stuff like sports or band, etc that require practice every day immediately after the bell? We would have had zero interest in a part time program as to us the fact that the course work is challenging is only part of what we like about TJ. Honestly what I like the MOST by far about my kid going there is that she feels she’s found her “tribe”, she seems more confident and it feels like a spot that just fits really well re: school community. It’s these soft “feel of the place” reasons that have me deeply grateful she was able to go - regardless of what her course load looks like.

For Academies of Loudoun, students have the same students in each class so you do get the 'tribe' TJ is a much bigger school giving a larger cohort you can make friends with. I wonder about clubs. You can meet after the bell, but you can only do this every other day. Not itself a problem, except this would mean the other group is not really in the club with you. I think Academies of Loudoun has different numbers in AET and AOS, and they make up for it with having 11th and 12th graders come from the opposite school each day.
The problem I see with TJ clubs is that it would be further away so harder to get involved, though presumably only for parents with the 8th period clubs.

[Anonymous]

Another parent of a recent grad and completely agree with the "tribe" finding. TJ really was a unique place and I hope that part of it continues.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Re: #2 … we would not have accepted the invitation to attend TJ (or likely applied at all) if it was a part time model. It is the fact that TJ is the kid’s school community that makes it work and be positive.

Would you explain this in more detail?

DD is a shy and self conscious kid. By 8th she finally made some friends at her MS (literally had none there for 7th over Covid) but still was very reluctant to try things like clubs or being more vocal in class. She has absolutely blossomed at TJ. It feels like a huge crop of kids that are more similar to her and so as a result she feels comfortable speaking up more, making friends, being active in the school community. And TJ has a ton of school spirit which is fun for the kids to experience.

If she were instead simply shipping out every other day and so split in half between TJ and her base school it would be like 8th grade or worse I think because it would be very hard for her to make and maintain any TJ friends without TJ extracurriculars. Also how would a kid do after school stuff like sports or band, etc that require practice every day immediately after the bell? We would have had zero interest in a part time program as to us the fact that the course work is challenging is only part of what we like about TJ. Honestly what I like the MOST by far about my kid going there is that she feels she’s found her “tribe”, she seems more confident and it feels like a spot that just fits really well re: school community. It’s these soft “feel of the place” reasons that have me deeply grateful she was able to go - regardless of what her course load looks like.

TJ can be over the top. If you just happen to be there for some event people will say “Welcome to TJ” like you’ve booked a room at some luxury hotel, and of course they say the school’s full name repeatedly when a simple “TJ” might suffice.

It’s great that a wider range of county residents can now partake in this theme park silliness and boast about finding their “people” or their “tribe.” Because they’d just be so lost if they had to be surrounded by kids who didn’t get in there.

Go away Debbie Downer. My DS graduated from TJ recently and I completely agree with the PP's description. There are many positive things about TJ aside form academics - anyone can join any club, sport team, band, orchestra etc., great school spirit, no bullying, virtually no worshiping of few athletes, good balance between academic/ECs, 8th period, great teachers, making connections for life etc.

Knowing 99% of the fellow TJ grads will be doctors, lawyers, engineers, scientists/researchers, professors, IB bankers, MBB consultants etc. the top 5%.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Re: #2 … we would not have accepted the invitation to attend TJ (or likely applied at all) if it was a part time model. It is the fact that TJ is the kid’s school community that makes it work and be positive.

Would you explain this in more detail?

DD is a shy and self conscious kid. By 8th she finally made some friends at her MS (literally had none there for 7th over Covid) but still was very reluctant to try things like clubs or being more vocal in class. She has absolutely blossomed at TJ. It feels like a huge crop of kids that are more similar to her and so as a result she feels comfortable speaking up more, making friends, being active in the school community. And TJ has a ton of school spirit which is fun for the kids to experience.

If she were instead simply shipping out every other day and so split in half between TJ and her base school it would be like 8th grade or worse I think because it would be very hard for her to make and maintain any TJ friends without TJ extracurriculars. Also how would a kid do after school stuff like sports or band, etc that require practice every day immediately after the bell? We would have had zero interest in a part time program as to us the fact that the course work is challenging is only part of what we like about TJ. Honestly what I like the MOST by far about my kid going there is that she feels she’s found her “tribe”, she seems more confident and it feels like a spot that just fits really well re: school community. It’s these soft “feel of the place” reasons that have me deeply grateful she was able to go - regardless of what her course load looks like.

TJ can be over the top. If you just happen to be there for some event people will say “Welcome to TJ” like you’ve booked a room at some luxury hotel, and of course they say the school’s full name repeatedly when a simple “TJ” might suffice.

It’s great that a wider range of county residents can now partake in this theme park silliness and boast about finding their “people” or their “tribe.” Because they’d just be so lost if they had to be surrounded by kids who didn’t get in there.

Go away Debbie Downer. My DS graduated from TJ recently and I completely agree with the PP's description. There are many positive things about TJ aside form academics - anyone can join any club, sport team, band, orchestra etc., great school spirit, no bullying, virtually no worshiping of few athletes, good balance between academic/ECs, 8th period, great teachers, making connections for life etc.

Segregation is great as long as it’s the type that advantages your kid, right?

TJ has long been a cancer on FCPS; now it’s just getting a few more Black, Hispanic or poor kids to make it more palatable.