Regular classes in a GTC

[Anonymous]

My child may or may not qualify for the AAP program at our local es (still too young). Should we have any concerns about the school's resources being heavily weighted toward the AAP porgram to the detriment of the non-AAP classrooms/students? Do you find a school that has a LL4 program or none at all seems to support non-AAP students better than a GTC?

I know these are generalities that will differ by school, but it's a thought that has crossed my mind a few times.

[Anonymous]

No. In fact, I think it's the other way 'round. At our school, it seems that all the children benefit from the resources that are drawn to the school by the AAP program and its very involved parents. However, that's an N of 1, so take it for what it's worth.

[Anonymous]

I agree with that reply. For what it's worth, our school has a relatively new LLIV program (2 years old) and our daughter's teacher said that keeping the AAP students in the school has enriched the environment for all the students. That said, she also voiced concern that drawing the "best testers" off the top, and separating them in a LLIV or GTC classroom, does tend to make the non-AAP classrooms somewhat "flat" -- less stimulating discussions, etc. -- but this addresses a different question (whether segregating the AAP students in their own classroom is detrimental to the general student body).

[Anonymous]

I met someone who felt that her non-center kids did not get as much attention as the GT kids at a particular school. The GT program is pretty big there so there were more GT classes per grade versus non-GT classes, and she felt that there was much more emphasis on GT in the school overall.

[Anonymous]

Anonymous wrote: At our school, it seems that all the children benefit from the resources that are drawn to the school by the AAP program and its very involved parents.

I find this to be true at Springfield Estates Elem.