Loudoun GT program - waste of time?

[Anonymous]

If you believe your kid is is truly gifted, which is rare, and can’t function in mainstream general education, you are on your own and you have to sacrifice (I did).
The public school is not really designed for the 2%. It is called “public”, regardless how wealthy is your area.
Do outside enrichment (CTY) or private gifted school or move (TJ, Davidson, Stuy, Boston Latin and etc).. its plenty out there you just have to do the work to figure it out and you HAVE to sacrifice.
So complaining here won’t do anything.

[Anonymous]

Anonymous wrote:If you believe your kid is is truly gifted, which is rare, and can’t function in mainstream general education, you are on your own and you have to sacrifice (I did).
The public school is not really designed for the 2%. It is called “public”, regardless how wealthy is your area.
Do outside enrichment (CTY) or private gifted school or move (TJ, Davidson, Stuy, Boston Latin and etc).. its plenty out there you just have to do the work to figure it out and you HAVE to sacrifice.
So complaining here won’t do anything.

Public schools are expected to meet the 30% of students' advanced academic needs. As a comparison, FCPS AAP has 30% who qualify bases on screening and 16% eventually are enrolled. LCPS does not have anything similar to AAP for its advanced and/or GT learners. Majority of these advanced students are not wealthy to afford private or can relocate without a job to feed the family.

[Anonymous]

Anonymous wrote:Once week? Spectrum isn't once a week. What school are you talking about?

Spectrum in middle school is 1/2 block on B days. So it adds to 1 block or 1 1/2 block per week depending on 2 or 3 B Days in that week.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I look at what my bright kid gets in school through AAP and it is 10x what i ever got through GT in elementary. People complain, but I'm happy.

OP, if you opt out of the program, what are you going to have your child do instead? It makes sense to skip it if there are better options, but if it's just going to be more regular classes your kid is head and shoulders above/bored in, why not do it? (even if there are no measurable outcomes?) My GT program in elementary was one afternoon a week, no grades but we did cool stuff--I clearly remember studying aerodynamics of flight and working with local pilots to study their planes. It was definitely a big deal part of 6th grade for me.

I think that people forget that this is public education. They want a program that reads more like a private school for gifted kids with advanced classes or individualized classes without having to pay tuition.

This is public school, the schools have to balance the needs of the whole and federal and state mandates. The need to provide support to kids with IEPs is mandated by law. The need to have all students at grade level is mandated. That is where the money and energy are going to go. The effort for kids who are ahead or are GT is going to be minimal because those kids meet the state and federal mandates. FCPS's AAP is above what is required by state law even if many people would like to see it even more advanced.

What is supposed to be focused and limited on needs of truly advanced has been lowered in standards to include broader segments in the name of diversity.

I'd actually say the opposite. The largest contingent of people benefitting from the expansion are the wealthy families (mostly white). While there is a push to expand further in name of diversity (school-by-school pools, noting of ESL and minority status), that pales in comparison of the wealthy individuals who have hacked the system through enrichment and test prep to make their child appear gifted, but in reality, has just had more opportunities.

+1000. This is why some states like mine no longer even have gifted programs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I look at what my bright kid gets in school through AAP and it is 10x what i ever got through GT in elementary. People complain, but I'm happy.

OP, if you opt out of the program, what are you going to have your child do instead? It makes sense to skip it if there are better options, but if it's just going to be more regular classes your kid is head and shoulders above/bored in, why not do it? (even if there are no measurable outcomes?) My GT program in elementary was one afternoon a week, no grades but we did cool stuff--I clearly remember studying aerodynamics of flight and working with local pilots to study their planes. It was definitely a big deal part of 6th grade for me.

I think that people forget that this is public education. They want a program that reads more like a private school for gifted kids with advanced classes or individualized classes without having to pay tuition.

This is public school, the schools have to balance the needs of the whole and federal and state mandates. The need to provide support to kids with IEPs is mandated by law. The need to have all students at grade level is mandated. That is where the money and energy are going to go. The effort for kids who are ahead or are GT is going to be minimal because those kids meet the state and federal mandates. FCPS's AAP is above what is required by state law even if many people would like to see it even more advanced.

What is supposed to be focused and limited on needs of truly advanced has been lowered in standards to include broader segments in the name of diversity.

I'd actually say the opposite. The largest contingent of people benefitting from the expansion are the wealthy families (mostly white). While there is a push to expand further in name of diversity (school-by-school pools, noting of ESL and minority status), that pales in comparison of the wealthy individuals who have hacked the system through enrichment and test prep to make their child appear gifted, but in reality, has just had more opportunities.

When schools lower standards for DEI, outside enrichment steps in to maintain higher standards. Whether provided by schools or sought externally, merit-driven students will pursue knowledge of higher standards. Similar to how student athletes prep outside of school to enhance their skills for public school team placement.

PP here. I agree except that I believe its more merit driven parents and not students and I stand by my comment. Children whose parents can afford it and dedicate time to enrichment are given an upper hand to get into AAP because of their opportunities, which at this age has less to do with their capacity and giftedness. As someone who's capitalized on this to get into AAP knowing my child is just likely above average and not gifted, our family is an example. I know of several others.

Absolutely true. Read some of Malcolm Gladwell’s finding about trying to identify talented and gifted at a young age and then the Matthew effect.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Once week? Spectrum isn't once a week. What school are you talking about?

Spectrum in middle school is 1/2 block on B days. So it adds to 1 block or 1 1/2 block per week depending on 2 or 3 B Days in that week.

Which is more than once a week, just half a block at a time.

My kid quit Spectrum right before 8th because he wanted Resource so he could have more time to do the homework for his 2 HS courses. Several of his friends dropped it in sixth grade. The personality of the teacher and the way he/she structures the program plays a big part in whether kids find it worthwhile or not.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Once week? Spectrum isn't once a week. What school are you talking about?

Spectrum in middle school is 1/2 block on B days. So it adds to 1 block or 1 1/2 block per week depending on 2 or 3 B Days in that week.

Which is more than once a week, just half a block at a time.

My kid quit Spectrum right before 8th because he wanted Resource so he could have more time to do the homework for his 2 HS courses. Several of his friends dropped it in sixth grade. The personality of the teacher and the way he/she structures the program plays a big part in whether kids find it worthwhile or not.

Classic DEI GT program. No assessments, no grades, no teacher accountability, but diversity achieved.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Once week? Spectrum isn't once a week. What school are you talking about?

Spectrum in middle school is 1/2 block on B days. So it adds to 1 block or 1 1/2 block per week depending on 2 or 3 B Days in that week.

Which is more than once a week, just half a block at a time.

My kid quit Spectrum right before 8th because he wanted Resource so he could have more time to do the homework for his 2 HS courses. Several of his friends dropped it in sixth grade. The personality of the teacher and the way he/she structures the program plays a big part in whether kids find it worthwhile or not.

Classic DEI GT program. No assessments, no grades, no teacher accountability, but diversity achieved.

I don't understand how my kid's quitting Spectrum because he wanted study hall makes it a DEI program.

[Anonymous]

Anonymous wrote:This should be extended to high school sports. Too many kids make varsity only because their parents spend so much $ and time prepping them from a young age. What about the kids whose parents aren’t able to pay for private lessons and travel sports? Their child might have more raw talent, but they haven’t had the opportunities to develop it.

Why should students who have already received so much be rewarded with varsity spots? Those kids can play club sports, as their parents can clearly afford it. School sports should focus on underserved kids with u developed talent.

I disagree; largely because of the context of highschool. If you're talking elementary, I'd be on board with the argument because there's little variation in size or skill, but at some point, the skill level of athletically aligned individual will overcome the rich less qualified, but trained better. If they're equal or close, then yes, but there's no comparison to a kid who is 1 foot taller playing basketball, or 75 lbs heavier in Football. The same with smart/gifted. It's much easier to fake it in the earlier years when FFX county makes their distinction.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Once week? Spectrum isn't once a week. What school are you talking about?

Spectrum in middle school is 1/2 block on B days. So it adds to 1 block or 1 1/2 block per week depending on 2 or 3 B Days in that week.

Which is more than once a week, just half a block at a time.

My kid quit Spectrum right before 8th because he wanted Resource so he could have more time to do the homework for his 2 HS courses. Several of his friends dropped it in sixth grade. The personality of the teacher and the way he/she structures the program plays a big part in whether kids find it worthwhile or not.

Classic DEI GT program. No assessments, no grades, no teacher accountability, but diversity achieved.

I don't understand how my kid's quitting Spectrum because he wanted study hall makes it a DEI program.

Many students quit the program, finding study hall to be a better use of their time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I look at what my bright kid gets in school through AAP and it is 10x what i ever got through GT in elementary. People complain, but I'm happy.

OP, if you opt out of the program, what are you going to have your child do instead? It makes sense to skip it if there are better options, but if it's just going to be more regular classes your kid is head and shoulders above/bored in, why not do it? (even if there are no measurable outcomes?) My GT program in elementary was one afternoon a week, no grades but we did cool stuff--I clearly remember studying aerodynamics of flight and working with local pilots to study their planes. It was definitely a big deal part of 6th grade for me.

I think that people forget that this is public education. They want a program that reads more like a private school for gifted kids with advanced classes or individualized classes without having to pay tuition.

This is public school, the schools have to balance the needs of the whole and federal and state mandates. The need to provide support to kids with IEPs is mandated by law. The need to have all students at grade level is mandated. That is where the money and energy are going to go. The effort for kids who are ahead or are GT is going to be minimal because those kids meet the state and federal mandates. FCPS's AAP is above what is required by state law even if many people would like to see it even more advanced.

What is supposed to be focused and limited on needs of truly advanced has been lowered in standards to include broader segments in the name of diversity.

I'd actually say the opposite. The largest contingent of people benefitting from the expansion are the wealthy families (mostly white). While there is a push to expand further in name of diversity (school-by-school pools, noting of ESL and minority status), that pales in comparison of the wealthy individuals who have hacked the system through enrichment and test prep to make their child appear gifted, but in reality, has just had more opportunities.

When schools lower standards for DEI, outside enrichment steps in to maintain higher standards. Whether provided by schools or sought externally, merit-driven students will pursue knowledge of higher standards. Similar to how student athletes prep outside of school to enhance their skills for public school team placement.

PP here. I agree except that I believe its more merit driven parents and not students and I stand by my comment. Children whose parents can afford it and dedicate time to enrichment are given an upper hand to get into AAP because of their opportunities, which at this age has less to do with their capacity and giftedness. As someone who's capitalized on this to get into AAP knowing my child is just likely above average and not gifted, our family is an example. I know of several others.

Parents can afford athletic enrichment to prep for school team placement but need equity pass for academic placement into advanced programs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If you believe your kid is is truly gifted, which is rare, and can’t function in mainstream general education, you are on your own and you have to sacrifice (I did).
The public school is not really designed for the 2%. It is called “public”, regardless how wealthy is your area.
Do outside enrichment (CTY) or private gifted school or move (TJ, Davidson, Stuy, Boston Latin and etc).. its plenty out there you just have to do the work to figure it out and you HAVE to sacrifice.
So complaining here won’t do anything.

Public schools are expected to meet the 30% of students' advanced academic needs. As a comparison, FCPS AAP has 30% who qualify bases on screening and 16% eventually are enrolled. LCPS does not have anything similar to AAP for its advanced and/or GT learners. Majority of these advanced students are not wealthy to afford private or can relocate without a job to feed the family.

Gifted and "advanced academics" are not the same.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Once week? Spectrum isn't once a week. What school are you talking about?

Spectrum in middle school is 1/2 block on B days. So it adds to 1 block or 1 1/2 block per week depending on 2 or 3 B Days in that week.

Which is more than once a week, just half a block at a time.

My kid quit Spectrum right before 8th because he wanted Resource so he could have more time to do the homework for his 2 HS courses. Several of his friends dropped it in sixth grade. The personality of the teacher and the way he/she structures the program plays a big part in whether kids find it worthwhile or not.

Classic DEI GT program. No assessments, no grades, no teacher accountability, but diversity achieved.

I don't understand how my kid's quitting Spectrum because he wanted study hall makes it a DEI program.

Many students quit the program, finding study hall to be a better use of their time.

Yes, but what has that got to with DEI?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Once week? Spectrum isn't once a week. What school are you talking about?

Spectrum in middle school is 1/2 block on B days. So it adds to 1 block or 1 1/2 block per week depending on 2 or 3 B Days in that week.

Which is more than once a week, just half a block at a time.

My kid quit Spectrum right before 8th because he wanted Resource so he could have more time to do the homework for his 2 HS courses. Several of his friends dropped it in sixth grade. The personality of the teacher and the way he/she structures the program plays a big part in whether kids find it worthwhile or not.

Classic DEI GT program. No assessments, no grades, no teacher accountability, but diversity achieved.

I don't understand how my kid's quitting Spectrum because he wanted study hall makes it a DEI program.

Many students quit the program, finding study hall to be a better use of their time.

Yes, but what has that got to with DEI?

If program was worthwhile, students wouldn't be quitting.