No regions or magnets

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t support this because the losers will be advanced kids in poor schools. They will never have the class options that their counterparts in rich schools do, because classes are based on demand. Magnets help those kids.

What would it take in an ideal world to meet those needs at home schools?

Seriously? Rezoning to balance FARMS rates.

Sure but the BOE and Superintendent have said in response to community feedback that proximity to schools will be prioritized in the boundary analysis.

Is there another way to improve all home schools and not need regions or magnets?

No

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t support this because the losers will be advanced kids in poor schools. They will never have the class options that their counterparts in rich schools do, because classes are based on demand. Magnets help those kids.

What would it take in an ideal world to meet those needs at home schools?

Seriously? Rezoning to balance FARMS rates.

Sure but the BOE and Superintendent have said in response to community feedback that proximity to schools will be prioritized in the boundary analysis.

Is there another way to improve all home schools and not need regions or magnets?

Understand, but Option 3 (maybe not super specifically but some variation of it) was THE way to make schools more equitable without regions/magnets.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t support this because the losers will be advanced kids in poor schools. They will never have the class options that their counterparts in rich schools do, because classes are based on demand. Magnets help those kids.

What would it take in an ideal world to meet those needs at home schools?

Seriously? Rezoning to balance FARMS rates.

There is no rezoning saved forced bussing to make Whitman ignorantly more FARMs than its current sub 10%. MCPS can't keep fixing what the county keeps breaking by not building affordable housing in west parts of the county given the public pressure against it there.
If they have classes with 10 kids in advanced calculus on a school that has "less demand". Someone would complain that it's a waste of resources too.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t support this because the losers will be advanced kids in poor schools. They will never have the class options that their counterparts in rich schools do, because classes are based on demand. Magnets help those kids.

What would it take in an ideal world to meet those needs at home schools?

Seriously? Rezoning to balance FARMS rates.

There is no rezoning saved forced bussing to make Whitman ignorantly more FARMs than its current sub 10%. MCPS can't keep fixing what the county keeps breaking by not building affordable housing in west parts of the county given the public pressure against it there.
If they have classes with 10 kids in advanced calculus on a school that has "less demand". Someone would complain that it's a waste of resources too.

Absolutely agree

[Anonymous]

All this fuss over school boundaries is crazy.
It's not MCPS's job to fix all the county's problems.

We should just move people (kids or wope families) to homes to zones based on academic interest and ability. Then everyone can attend a local school catered to their needs. Move the people once, not every day!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t support this because the losers will be advanced kids in poor schools. They will never have the class options that their counterparts in rich schools do, because classes are based on demand. Magnets help those kids.

What would it take in an ideal world to meet those needs at home schools?

Seriously? Rezoning to balance FARMS rates.

lol that doesn’t work bc everyone just moves again.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t support this because the losers will be advanced kids in poor schools. They will never have the class options that their counterparts in rich schools do, because classes are based on demand. Magnets help those kids.

What would it take in an ideal world to meet those needs at home schools?

Seriously? Rezoning to balance FARMS rates.

There is no rezoning saved forced bussing to make Whitman ignorantly more FARMs than its current sub 10%. MCPS can't keep fixing what the county keeps breaking by not building affordable housing in west parts of the county given the public pressure against it there.
If they have classes with 10 kids in advanced calculus on a school that has "less demand". Someone would complain that it's a waste of resources too.

How do you force the county to make a neighborhood bad?

West county has lots of townhouses and small houses. They cost more than similar houses in east county, because rich smart people want to live near other rich smart people.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t support this because the losers will be advanced kids in poor schools. They will never have the class options that their counterparts in rich schools do, because classes are based on demand. Magnets help those kids.

What would it take in an ideal world to meet those needs at home schools?

Seriously? Rezoning to balance FARMS rates.

Sure but the BOE and Superintendent have said in response to community feedback that proximity to schools will be prioritized in the boundary analysis.

Is there another way to improve all home schools and not need regions or magnets?

Understand, but Option 3 (maybe not super specifically but some variation of it) was THE way to make schools more equitable without regions/magnets.

Option 3 barely moved the needle on FARMS rates while doing sending some kids past 2 high schools to get to their zoned school. It is genuinely very hard to do this without bussing that nobody wants for their kid. Our DCC PTA disliked it for other reasons but there was nothing in it that would have helped our students.

The worst thing is that based on the pushback against Option 3 they completely reject ANY efforts to reduce segregation and seem instead to be moving towards increasing it through the boundary study and by placing criteria based programs in the highest income schools in each region.

[Anonymous]

what is the wish list of core classes all schools should have?

[Anonymous]

Anonymous wrote:what is the wish list of core classes all schools should have?

MCPS should have studied this instead of this crazy regional programs model.

Anyway I asked AI what AP classes someone needs to get into the engineering program at Carnegie Mellon and below is what it said. Note many MCPS schools do not have a single AP physics course. Whitman has three.

To be a competitive applicant for Carnegie Mellon's engineering program, you should take AP classes in math, science, and computer science, with AP Calculus BC and AP Physics C being particularly recommended. Aiming for strong performance in courses like AP Calculus AB, AP Physics 1, AP Chemistry, and AP Computer Science will also strengthen your application.
Key AP subjects to take
Mathematics: AP Calculus BC is highly recommended, as it covers the calculus principles that form the foundation for engineering. AP Calculus AB is also valuable.
Physics: AP Physics C: Mechanics and AP Physics C: Electricity & Magnetism are essential to demonstrating a strong understanding of physics principles relevant to engineering.
Chemistry: An AP Chemistry course is a strong indicator of a student's aptitude for science and engineering.
Computer Science: AP Computer Science A and AP Computer Science Principles are beneficial for demonstrating a strong foundation in computer science, which is increasingly integrated into all fields of engineering.
Additional recommended AP subjects
AP English Language and Composition: Essential for developing strong communication and writing skills necessary for engineering work.
AP Statistics: Useful for data analysis and research in many engineering disciplines.
Beyond APs: Other important factors
GPA and Coursework: Carnegie Mellon looks for strong academic performance across all subjects, especially in math and science.
Standardized Tests: Aim for high scores on the SAT or ACT.
Extracurriculars: Demonstrate passion and leadership in engineering-related activities, such as robotics clubs, science fairs, or coding competitions.
Essays and Recommendations: Prepare thoughtful essays that showcase your interests and abilities. Secure strong letters of recommendation from teachers who know you well.

[Anonymous]

Anonymous wrote:what is the wish list of core classes all schools should have?

For APs

Math: PreCalc Calc AB, BC, MVC, Stats

English: cohorted English 9, cohorted
English 10 or Seminar, Lang, Lit

Social Studies: Gov, USH, World, one more (so one can be taken each year)

Science: Physics 1, Physics C, Bio, Chem, ES

Spanish and French or one other language

Electives

music: band, orchestra, choir, music theory, guitar, piano, jazz

visual arts

engineering, tech and coding

PE including dance

business and finance

Money to support clubs in all these elective areas

[Anonymous]

Anonymous wrote:I don’t support this because the losers will be advanced kids in poor schools. They will never have the class options that their counterparts in rich schools do, because classes are based on demand. Magnets help those kids.

I can tell you have no experience with “poor” schools. There are academically advanced students at every single school and every single school should offer advanced classes. You might have fewer sections of some courses at some schools, as someone else said, but you don’t not offer advanced classes. And you don’t siphon off advanced learners from “poorer” schools to send them to other schools because that exacerbates the problem.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I don’t support this because the losers will be advanced kids in poor schools. They will never have the class options that their counterparts in rich schools do, because classes are based on demand. Magnets help those kids.

I can tell you have no experience with “poor” schools. There are academically advanced students at every single school and every single school should offer advanced classes. You might have fewer sections of some courses at some schools, as someone else said, but you don’t not offer advanced classes. And you don’t siphon off advanced learners from “poorer” schools to send them to other schools because that exacerbates the problem.

Traditional magnets solve this problem by putting the programs in the poor schools!

Rich kids transport or stay home in their "regular" programs that are as good as an "average" magnet, and poor kids are local to the magnet

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t support this because the losers will be advanced kids in poor schools. They will never have the class options that their counterparts in rich schools do, because classes are based on demand. Magnets help those kids.

I can tell you have no experience with “poor” schools. There are academically advanced students at every single school and every single school should offer advanced classes. You might have fewer sections of some courses at some schools, as someone else said, but you don’t not offer advanced classes. And you don’t siphon off advanced learners from “poorer” schools to send them to other schools because that exacerbates the problem.

Traditional magnets solve this problem by putting the programs in the poor schools!

Rich kids transport or stay home in their "regular" programs that are as good as an "average" magnet, and poor kids are local to the magnet

+1. This is exactly why SMCS was chosen to sit in Blair back at the beginning. Considering the demographic changes, maybe county can consider move the program to another poor school, and the “rich smart” kids will still attend as long as the program maintains its rigor and challenging course offering. Now the rich and smart kids will only choose to stay local and make the local HS more competitive, while poor and smart kids get nothing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I don’t support this because the losers will be advanced kids in poor schools. They will never have the class options that their counterparts in rich schools do, because classes are based on demand. Magnets help those kids.

What would it take in an ideal world to meet those needs at home schools?

- Enough smart kids who want to excel in academics which we don’t have
- enough teaching staff who can actually teach and lead these kids which we don’t have
- acknowledging and accepting kids are different and some kids need special fast-tracked education which we have (magnet) but killing it now

My thought. Is MCPS f’ed? It certainly is.