IOWA test results and it's correlation to TJHSST

[Anonymous]

Anonymous wrote:

Anonymous wrote:Why bother going to TJ if the student will have the same math sequence as most of the kids at the base school (Geometry, Algebra 2, Pre-calculus, calculus) and won't take any advanced math classes?

It is not about the sequence. It is about the environment and what you are learning. If they child is passionate about STEM they will thrive at TJ. Also, like PP mentioned above...you just don't get that at any base school.

There are many kids that attend TJ that have no interest in STEM.

[Anonymous]

When is the Iowa test administered?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here,

Thanks for your input everyone..which brings me to ask another question...

Has anyone else had any experience with a child who placed in geometry in 9th grade? How did they do that year or the rest of the years at TJ?

I would think that if TJ accepted them in the first place it is because they saw that the child could bring something else to the table and didn't base their decision soley on math placement.

I think your daughter might be able to take Algebra after 7th grade during the summer or if not, take Geometry during the summer after 8th grade and begin with Algebra II as 9th grader.

Really, please don't do that. They will get plenty of Math at TJ. I would not have a student take a summer school math course -- much is expected of Algebra II students at TJ.

Agreed. I think it is a bit silly to have a child take a math summer course prior to getting into TJ. If they have to do that then perhaps TJ isn't the right fit for them.

Again, many TJ kids aren't interested in STEM so how is TJ a right fit for them?

[Anonymous]

Most of the kids are interested in STEM when they apply in 8th grade, when they are 13 or 14 years old. Some find passions for other subjects in the course of their high school years. I've known of a few TJ kids who have developed a love for Latin and ancient history while at TJ and gone on to be classics majors in college. Kids change a lot during their teen years:just because a kid loves STEM as an 8th grader doesn't mean that he will feel the same three or four years later. These are really smart and talented kids. It stands to reason that they will be good at many of the subjects they are exposed to during high school and that they will have many varied interests.

More than 70% of college freshman change their majors. If 18 year olds can discover new passions, it is even more likely that a 13 year old will.

[Anonymous]

Anonymous wrote:When is the Iowa test administered?

http://www.fcps.edu/pla/ost/monthly_calendars/2014_15/testing_program_by_grade/2014_2015/14_15_testing_program_by_grade.shtml

January 5 - 16, 2015

Iowa Algebra Aptitude Test (IAAT) - For students who are enrolled in a 6th grade advanced mathematics course.

[Anonymous]

Anonymous wrote:Most of the kids are interested in STEM when they apply in 8th grade, when they are 13 or 14 years old. Some find passions for other subjects in the course of their high school years. I've known of a few TJ kids who have developed a love for Latin and ancient history while at TJ and gone on to be classics majors in college. Kids change a lot during their teen years:just because a kid loves STEM as an 8th grader doesn't mean that he will feel the same three or four years later. These are really smart and talented kids. It stands to reason that they will be good at many of the subjects they are exposed to during high school and that they will have many varied interests.

More than 70% of college freshman change their majors. If 18 year olds can discover new passions, it is even more likely that a 13 year old will.

^^Yes, but the issue isn't kids going to TJ liking STEM and changing. It's parents pushing kids with little interest in STEM to go to TJ because it's a magnet.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why bother going to TJ if the student will have the same math sequence as most of the kids at the base school (Geometry, Algebra 2, Pre-calculus, calculus) and won't take any advanced math classes?

It is not about the sequence. It is about the environment and what you are learning. If they child is passionate about STEM they will thrive at TJ. Also, like PP mentioned above...you just don't get that at any base school.

There are many kids that attend TJ that have no interest in STEM.

Then they had to lie on their essays to get in. The school clearly selects for those with and interest and demonstrated achievement in STEM.

[Anonymous]

Right. On your application essays let on that you are not really interested in STEM and see how that works out.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Most of the kids are interested in STEM when they apply in 8th grade, when they are 13 or 14 years old. Some find passions for other subjects in the course of their high school years. I've known of a few TJ kids who have developed a love for Latin and ancient history while at TJ and gone on to be classics majors in college. Kids change a lot during their teen years:just because a kid loves STEM as an 8th grader doesn't mean that he will feel the same three or four years later. These are really smart and talented kids. It stands to reason that they will be good at many of the subjects they are exposed to during high school and that they will have many varied interests.

More than 70% of college freshman change their majors. If 18 year olds can discover new passions, it is even more likely that a 13 year old will.

^^Yes, but the issue isn't kids going to TJ liking STEM and changing. It's parents pushing kids with little interest in STEM to go to TJ because it's a magnet.

How do you know the kids had no interest versus a later change in focus? Are these particular kids you know? A kid with no interest at all would have a tough time at the school, but lack of interest would likely show up during the application process in the teacher recommendations.

[Anonymous]

The problem is an applicant with only Algebra I and not much demonstrated interest in STEM but with a skill to embellish aptitude, skill, passion and commitment to STEM on SIS and essay is more likely to get admitted than an applicant with Algebra II and accomplishments who did not provide the responses the committee readers want or are looking for with skills to exaggerate, bend and embellish the truth.

[Anonymous]

2014 statistics, eventhough the link has 2010..
http://www.fcag.org/tjadmits2010.html

60% did not take Geometry or above in 8th Grade.



Math in 8th Grade Applicants Percent Admitted Percent
Algebra 1 1830 58.8% 99 20.6%
Geometry 1215 39.0% 334 69.6%
> Geometry 70 2.2% 47 9.8%
Total 3115** 480 100.00%

[Anonymous]

Anonymous wrote:2014 statistics, eventhough the link has 2010..
http://www.fcag.org/tjadmits2010.html

60% did not take Geometry or above in 8th Grade.



Math in 8th Grade Applicants Percent Admitted Percent
Algebra 1 1830 58.8% 99 20.6%
Geometry 1215 39.0% 334 69.6%
> Geometry 70 2.2% 47 9.8%
Total 3115** 480 100.00%

??? 70% of those accepted took Geometry or higher in 8th grade.

[Anonymous]

Anonymous wrote:2014 statistics, eventhough the link has 2010..
http://www.fcag.org/tjadmits2010.html

60% did not take Geometry or above in 8th Grade.



Math in 8th Grade Applicants Percent Admitted Percent
Algebra 1 1830 58.8% 99 20.6%
Geometry 1215 39.0% 334 69.6%
> Geometry 70 2.2% 47 9.8%
Total 3115** 480 100.00%

It is kind of unbelievable a grownup with at least a high school (possibly college) education posted this for the following reason:
1. "2014 statistics, eventhough the link has 2010.." The link says 2010 because it is from year 2010. 2014 means the class of 2014!!
2. "60% did not take Geometry or above in 8th Grade. The data clearly shows 20.6% did not take Geometry or took Algebra I. The dat is not even confusing!!

We have a winner for representing the classic high school (or even college graduate) for the United States.

[Anonymous]

Anonymous wrote:The problem is an applicant with only Algebra I and not much demonstrated interest in STEM but with a skill to embellish aptitude, skill, passion and commitment to STEM on SIS and essay is more likely to get admitted than an applicant with Algebra II and accomplishments who did not provide the responses the committee readers want or are looking for with skills to exaggerate, bend and embellish the truth.

How would anyone know what applicants essays say unless they are on the committee? How would one judge an application without reading it and all the supporting materials?
It would be difficult to get away with very much exaggerating or embellishing when there are two teacher recommendations which would give insight into the truth of activities and accomplishments listed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The problem is an applicant with only Algebra I and not much demonstrated interest in STEM but with a skill to embellish aptitude, skill, passion and commitment to STEM on SIS and essay is more likely to get admitted than an applicant with Algebra II and accomplishments who did not provide the responses the committee readers want or are looking for with skills to exaggerate, bend and embellish the truth.

How would anyone know what applicants essays say unless they are on the committee? How would one judge an application without reading it and all the supporting materials?
It would be difficult to get away with very much exaggerating or embellishing when there are two teacher recommendations which would give insight into the truth of activities and accomplishments listed.

The teachers' recommendation letters are not serving the role of checking the truth of accomplishments and activities; they are supposed to offer opinions on the applicant's performance in the applicable class, general aptitude /skills observed in the class with maybe example(s) of conduct/activities observed in class (whether, math, science, English or social studies). The teacher would not necessarily know all the activities the applicant engages in or all the recognition the applicant received.