Cabin John MS vs Takoma Park Magnet?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 99 percentile kid was very bored at CJMS, with the only enrichment being in social studies. He couldn’t wait to return to a magnet for hs. You know your own kid best, and whether they’d thrive with a more challenge curriculum though.

What about Math? Son will be in AMP7+ in 6th grade, as it seems they got rid of AIM. So that should count as some enrichment, right? (Or would that just be considered acceleration?)

6th-grade magnet math has the same base curriculum as AIM but adds a few additional topics like Set Theory. It's a bit more challenging and the pace is faster.

There's no more AIM at Cabin John, but he does get enrichment via RSM, which will probably cover many of those topics. How are the non-magnet classes at Takoma Park?

TPMS has both AIM and 6th magnet math. Some magnet 6th graders take 7th-grade magnet Algebra.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Son just got offered a spot at Takoma Park (probably some other kid just moved or gave it up.) Leaning strongly towards our home school of Cabin John, mostly because of distance. Son said he's not interested in a long commute either. Just want a bit more feedback before saying no (deadline to decide on Tuesday). Background: he's great at math (MAP 99th), good at reading (MAP 90-93rd), generally nerdy (super into history and geography, watches YouTube videos on science/history/geography etc.) He also gets some enrichment via RSM, summer camps etc, so just wondering what the Magnet program would add (I know the CS courses would not really be offered at his regular MS, but wondering how much that would be worth.)

I can't speak for Pyle, but my kids went to the TPMS magnet. It has enriched math. They go into subjects that regular advanced math doesn't cover. The science classes are more in-depth and lay the groundwork for understanding scientific method and analysis. There's also introductory programming for three years. This provides a strong foundation for entering the high-school STEM magnet. My kids enjoyed many non-magnet classes too and participated on the school math team, which is well renowned.

TPMS math was a cut above the regular MCPS curriculum. There is nothing comparable to the programming offered at another schools; however, the enriched science was the best part.

[Anonymous]

My 99 percentile straight A kid was kept out of the ms magnets due to the "peer cohort" rationale. The problem was they made no effort to group the these peer cohorts at CJMS, even in the enriched social studies classes, which were very large. Even more than curriculum, this was a big negative for DC. The only positive I can say is that it was three years of easy As and no stress. So, a break before returning to a magnet in hs. Even though bored and disengaged in most classes, DC now says didn't mind having that break, and did not have much trouble readjusting to a more rigorous course load in hs.

[Anonymous]

Anonymous wrote:My 99 percentile straight A kid was kept out of the ms magnets due to the "peer cohort" rationale. The problem was they made no effort to group the these peer cohorts at CJMS, even in the enriched social studies classes, which were very large. Even more than curriculum, this was a big negative for DC. The only positive I can say is that it was three years of easy As and no stress. So, a break before returning to a magnet in hs. Even though bored and disengaged in most classes, DC now says didn't mind having that break, and did not have much trouble readjusting to a more rigorous course load in hs.

The peer cohort criteria selected top students from each school to ensure a level playing field with the less affluent schools where students typically aren't enrolled in math enrichment. It ensured the very top students from all schools were admitted.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My 99 percentile straight A kid was kept out of the ms magnets due to the "peer cohort" rationale. The problem was they made no effort to group the these peer cohorts at CJMS, even in the enriched social studies classes, which were very large. Even more than curriculum, this was a big negative for DC. The only positive I can say is that it was three years of easy As and no stress. So, a break before returning to a magnet in hs. Even though bored and disengaged in most classes, DC now says didn't mind having that break, and did not have much trouble readjusting to a more rigorous course load in hs.

The peer cohort criteria selected top students from each school to ensure a level playing field with the less affluent schools where students typically aren't enrolled in math enrichment. It ensured the very top students from all schools were admitted.

Yes, but currently it's still lottery so that's out the widow.

[Anonymous]

Anonymous wrote:My 99 percentile straight A kid was kept out of the ms magnets due to the "peer cohort" rationale. The problem was they made no effort to group the these peer cohorts at CJMS, even in the enriched social studies classes, which were very large. Even more than curriculum, this was a big negative for DC. The only positive I can say is that it was three years of easy As and no stress. So, a break before returning to a magnet in hs. Even though bored and disengaged in most classes, DC now says didn't mind having that break, and did not have much trouble readjusting to a more rigorous course load in hs.

Funny how half the DCUM posters have 99%ile kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My 99 percentile straight A kid was kept out of the ms magnets due to the "peer cohort" rationale. The problem was they made no effort to group the these peer cohorts at CJMS, even in the enriched social studies classes, which were very large. Even more than curriculum, this was a big negative for DC. The only positive I can say is that it was three years of easy As and no stress. So, a break before returning to a magnet in hs. Even though bored and disengaged in most classes, DC now says didn't mind having that break, and did not have much trouble readjusting to a more rigorous course load in hs.

Funny how half the DCUM posters have 99%ile kids.

Sorry you don't.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My 99 percentile straight A kid was kept out of the ms magnets due to the "peer cohort" rationale. The problem was they made no effort to group the these peer cohorts at CJMS, even in the enriched social studies classes, which were very large. Even more than curriculum, this was a big negative for DC. The only positive I can say is that it was three years of easy As and no stress. So, a break before returning to a magnet in hs. Even though bored and disengaged in most classes, DC now says didn't mind having that break, and did not have much trouble readjusting to a more rigorous course load in hs.

The peer cohort criteria selected top students from each school to ensure a level playing field with the less affluent schools where students typically aren't enrolled in math enrichment. It ensured the very top students from all schools were admitted.

Sure, but keeping a bunch of 99 percentile kids out was also based on the premise that they would receive enrichment in peer cohorts at their home schools. That did not happen.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 99 percentile straight A kid was kept out of the ms magnets due to the "peer cohort" rationale. The problem was they made no effort to group the these peer cohorts at CJMS, even in the enriched social studies classes, which were very large. Even more than curriculum, this was a big negative for DC. The only positive I can say is that it was three years of easy As and no stress. So, a break before returning to a magnet in hs. Even though bored and disengaged in most classes, DC now says didn't mind having that break, and did not have much trouble readjusting to a more rigorous course load in hs.

The peer cohort criteria selected top students from each school to ensure a level playing field with the less affluent schools where students typically aren't enrolled in math enrichment. It ensured the very top students from all schools were admitted.

Sure, but keeping a bunch of 99 percentile kids out was also based on the premise that they would receive enrichment in peer cohorts at their home schools. That did not happen.

Yes they had to drop this approach as a result.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 99 percentile straight A kid was kept out of the ms magnets due to the "peer cohort" rationale. The problem was they made no effort to group the these peer cohorts at CJMS, even in the enriched social studies classes, which were very large. Even more than curriculum, this was a big negative for DC. The only positive I can say is that it was three years of easy As and no stress. So, a break before returning to a magnet in hs. Even though bored and disengaged in most classes, DC now says didn't mind having that break, and did not have much trouble readjusting to a more rigorous course load in hs.

The peer cohort criteria selected top students from each school to ensure a level playing field with the less affluent schools where students typically aren't enrolled in math enrichment. It ensured the very top students from all schools were admitted.

Sure, but keeping a bunch of 99 percentile kids out was also based on the premise that they would receive enrichment in peer cohorts at their home schools. That did not happen.

Yes there were so many 99% kids at schools where enrichment is common that they only selected the top ones just like the selected the top kids from less wealthy schools where prep isn't common.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 99 percentile straight A kid was kept out of the ms magnets due to the "peer cohort" rationale. The problem was they made no effort to group the these peer cohorts at CJMS, even in the enriched social studies classes, which were very large. Even more than curriculum, this was a big negative for DC. The only positive I can say is that it was three years of easy As and no stress. So, a break before returning to a magnet in hs. Even though bored and disengaged in most classes, DC now says didn't mind having that break, and did not have much trouble readjusting to a more rigorous course load in hs.

The peer cohort criteria selected top students from each school to ensure a level playing field with the less affluent schools where students typically aren't enrolled in math enrichment. It ensured the very top students from all schools were admitted.

Sure, but keeping a bunch of 99 percentile kids out was also based on the premise that they would receive enrichment in peer cohorts at their home schools. That did not happen.

It sounds like PP's child was in the very first class with the "cohort" rationale, since that cadre just finished 9th grade. I'd be interested to hear from someone with more recent experience at Cabin John because apparently AEI later issued a reminder to principals that they were supposed to be cohorting the kids who would have made it into the magnet. Whether Cabin John did or not is unclear, but we know that first year was weird in a number of ways.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 99 percentile straight A kid was kept out of the ms magnets due to the "peer cohort" rationale. The problem was they made no effort to group the these peer cohorts at CJMS, even in the enriched social studies classes, which were very large. Even more than curriculum, this was a big negative for DC. The only positive I can say is that it was three years of easy As and no stress. So, a break before returning to a magnet in hs. Even though bored and disengaged in most classes, DC now says didn't mind having that break, and did not have much trouble readjusting to a more rigorous course load in hs.

Funny how half the DCUM posters have 99%ile kids.

Sorry you don't.

LOL.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 99 percentile straight A kid was kept out of the ms magnets due to the "peer cohort" rationale. The problem was they made no effort to group the these peer cohorts at CJMS, even in the enriched social studies classes, which were very large. Even more than curriculum, this was a big negative for DC. The only positive I can say is that it was three years of easy As and no stress. So, a break before returning to a magnet in hs. Even though bored and disengaged in most classes, DC now says didn't mind having that break, and did not have much trouble readjusting to a more rigorous course load in hs.

The peer cohort criteria selected top students from each school to ensure a level playing field with the less affluent schools where students typically aren't enrolled in math enrichment. It ensured the very top students from all schools were admitted.

Sure, but keeping a bunch of 99 percentile kids out was also based on the premise that they would receive enrichment in peer cohorts at their home schools. That did not happen.

It sounds like PP's child was in the very first class with the "cohort" rationale, since that cadre just finished 9th grade. I'd be interested to hear from someone with more recent experience at Cabin John because apparently AEI later issued a reminder to principals that they were supposed to be cohorting the kids who would have made it into the magnet. Whether Cabin John did or not is unclear, but we know that first year was weird in a number of ways.

We were told that this was done at the school's discretion and that CJMS admin did not believe in cohorting.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 99 percentile kid was very bored at CJMS, with the only enrichment being in social studies. He couldn’t wait to return to a magnet for hs. You know your own kid best, and whether they’d thrive with a more challenge curriculum though.

What about Math? Son will be in AMP7+ in 6th grade, as it seems they got rid of AIM. So that should count as some enrichment, right? (Or would that just be considered acceleration?)

6th-grade magnet math has the same base curriculum as AIM but adds a few additional topics like Set Theory. It's a bit more challenging and the pace is faster.

There's no more AIM at Cabin John, but he does get enrichment via RSM, which will probably cover many of those topics. How are the non-magnet classes at Takoma Park?

The teachers are excellent across the board.

[Anonymous]

Anonymous wrote:My 99 percentile straight A kid was kept out of the ms magnets due to the "peer cohort" rationale. The problem was they made no effort to group the these peer cohorts at CJMS, even in the enriched social studies classes, which were very large. Even more than curriculum, this was a big negative for DC. The only positive I can say is that it was three years of easy As and no stress. So, a break before returning to a magnet in hs. Even though bored and disengaged in most classes, DC now says didn't mind having that break, and did not have much trouble readjusting to a more rigorous course load in hs.

They didn’t group kids together in social studies at TPMS either. My kid at TPMS has had easy As too. It’s not that different.