Middle school magnet lottery cutoffs finally revealed

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The best part of all this is that while MCPS is rolling dice with 'equity' Magnet programs with all the mediocre kids just doing meh, the kids with parents funding specialized tutors and programs will look great on their college applications.

In the end, all AEI ended up doing is watering down the program and making their 'equity' kids look worse. Terrible strategy, but it's what I've come to expect from MCPS Central Office nowadays. ¯\_(ツ)_/¯

In some alternate reality, perhaps, but in MCPS, none of this is true. The programs remain unchanged. They weren't watered down since it turns out a lot more kids were capable of doing the work.

If kids at the 60% percentile can do magnet work, it means that the magnet needs to up its game, not that somehow the students have transformed into academic giants.

The kids at 60%. Are the top 5% in their home school. Now, they are bottom 30% in the magnet. Can some of the 60% move up after being in the magnet? A few may, but most may not. Their self esteem will disappear soon.

I think you are looking at this all wrong. You are assuming talent is fixed, and can't be nurtured. A child who has managed to do well in an elementary school with fewer resources, with less teacher attention, and against systemic odds, is exactly the kind of child that deserves a chance to have their talents nurtured in a magnet.

Also, as someone with kids who have been through the mangets (one a rising 8th grader), it's not the URM kids who are struggling and giving up. It's the kids who never had to try before and don't like this new feeling. Typically, those are MC/UMC white boys, to be honest. My magnet kid did most of 6th grade at home so I saw who was paying attention and who was playing video games during class. It wasn't the Black/Latino kids, or the kids clearly working in apartment buildings, that were goofing off.

Your very thoughtful response (which I agree with) does not fit into the narrative that is being pushed in this thread.

Some posters to this thread (or maybe it is just one poster) are against any measures that increase access to magnet programs in an equitable way. 'Equity' is a bad word. Their belief is that a child's intelligence and ability to do more challenging work is solely measured through a test score--a test that some of them may have prepped their kids for. They will never acknowledge this however.

I saw the same 'panic' when MCPS decided to test all 3rd graders for entrance to an enrichment program instead of relying on a request from parents. It's disgusting, really, and I hope MCPS continues to move forward with measures that can expand the number of children who can participate.

Agree and personally I think it's because they resent not having these opportunities simply handed to them like in the past where a pushy parent could easily game admissions for their darling child.

Do you think it’s wrong that a public school system hand 11 year old children appropriate opportunities? Do you think “pushy parents” want to expend time and energy to make sure their children are academically challenged? If the school system didn’t ration out this resource and keep twisting around the process and criteria every two years, this would be a non-issue.

I wish the county didn't have to ration this resource. However, the previous process left out children who didn't have 'pushy' parents or the advantage of prep classes, but could nonetheless benefit/thrive from a more challenging academic environment. The updated system allows more children to participate irrespective of how pushy/priviledged their parents are and I too believe that those parents resent that change.

The only way to resolve the tension is to provide more challenging courses/advanced offerings at ALL schools. I don't know how feasible that is though.

They don’t have to ration this resource. Why are there many more CES schools/seats compared to the number of middle school magnet seats? There is no real reason other than someone at some point decided it and no one has decided to prioritize/make changes otherwise. It is not a giant, expensive investment to provide more challenging/advanced offerings at all schools. That is the part that I find most upsetting. That their primary agenda is not to properly educate children. They are certainly finding all kinds of resources to devote to other surveys, audits, priorities.

I'm the PP. You make a good point....I wonder if the rationing is related to teachers? In other words, do you need teachers with specific education/qualification to teach these advanced courses?

The state of Maryland asked that the teachers of gifted students hold certification in gifted education. There was supposedly a cohort of MCPS teachers who started the process in 2020. No word on whether they are still in the program, finished, or dropped out. If MCPS is like the school systems of neighboring counties in Maryland, it will request a waiver for existing magnet teachers based on experience. Many have 10+ years in their magnet.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The best part of all this is that while MCPS is rolling dice with 'equity' Magnet programs with all the mediocre kids just doing meh, the kids with parents funding specialized tutors and programs will look great on their college applications.

In the end, all AEI ended up doing is watering down the program and making their 'equity' kids look worse. Terrible strategy, but it's what I've come to expect from MCPS Central Office nowadays. ¯\_(ツ)_/¯

In some alternate reality, perhaps, but in MCPS, none of this is true. The programs remain unchanged. They weren't watered down since it turns out a lot more kids were capable of doing the work.

If kids at the 60% percentile can do magnet work, it means that the magnet needs to up its game, not that somehow the students have transformed into academic giants.

The kids at 60%. Are the top 5% in their home school. Now, they are bottom 30% in the magnet. Can some of the 60% move up after being in the magnet? A few may, but most may not. Their self esteem will disappear soon.

I think you are looking at this all wrong. You are assuming talent is fixed, and can't be nurtured. A child who has managed to do well in an elementary school with fewer resources, with less teacher attention, and against systemic odds, is exactly the kind of child that deserves a chance to have their talents nurtured in a magnet.

Also, as someone with kids who have been through the mangets (one a rising 8th grader), it's not the URM kids who are struggling and giving up. It's the kids who never had to try before and don't like this new feeling. Typically, those are MC/UMC white boys, to be honest. My magnet kid did most of 6th grade at home so I saw who was paying attention and who was playing video games during class. It wasn't the Black/Latino kids, or the kids clearly working in apartment buildings, that were goofing off.

Your very thoughtful response (which I agree with) does not fit into the narrative that is being pushed in this thread.

Some posters to this thread (or maybe it is just one poster) are against any measures that increase access to magnet programs in an equitable way. 'Equity' is a bad word. Their belief is that a child's intelligence and ability to do more challenging work is solely measured through a test score--a test that some of them may have prepped their kids for. They will never acknowledge this however.

I saw the same 'panic' when MCPS decided to test all 3rd graders for entrance to an enrichment program instead of relying on a request from parents. It's disgusting, really, and I hope MCPS continues to move forward with measures that can expand the number of children who can participate.

Agree and personally I think it's because they resent not having these opportunities simply handed to them like in the past where a pushy parent could easily game admissions for their darling child.

Do you think it’s wrong that a public school system hand 11 year old children appropriate opportunities? Do you think “pushy parents” want to expend time and energy to make sure their children are academically challenged? If the school system didn’t ration out this resource and keep twisting around the process and criteria every two years, this would be a non-issue.

I wish the county didn't have to ration this resource. However, the previous process left out children who didn't have 'pushy' parents or the advantage of prep classes, but could nonetheless benefit/thrive from a more challenging academic environment. The updated system allows more children to participate irrespective of how pushy/priviledged their parents are and I too believe that those parents resent that change.

The only way to resolve the tension is to provide more challenging courses/advanced offerings at ALL schools. I don't know how feasible that is though.

They don’t have to ration this resource. Why are there many more CES schools/seats compared to the number of middle school magnet seats? There is no real reason other than someone at some point decided it and no one has decided to prioritize/make changes otherwise. It is not a giant, expensive investment to provide more challenging/advanced offerings at all schools. That is the part that I find most upsetting. That their primary agenda is not to properly educate children. They are certainly finding all kinds of resources to devote to other surveys, audits, priorities.

I'm the PP. You make a good point....I wonder if the rationing is related to teachers? In other words, do you need teachers with specific education/qualification to teach these advanced courses?

The state of Maryland asked that the teachers of gifted students hold certification in gifted education. There was supposedly a cohort of MCPS teachers who started the process in 2020. No word on whether they are still in the program, finished, or dropped out. If MCPS is like the school systems of neighboring counties in Maryland, it will request a waiver for existing magnet teachers based on experience. Many have 10+ years in their magnet.

My kiddo is going into 8th grade at TPMS and my impression so far is that Computer Science teachers are particularly hard to find and keep at that level. If you can code, you can make a lot more money with a lot more flexibility than you're going to get as a middle school teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The best part of all this is that while MCPS is rolling dice with 'equity' Magnet programs with all the mediocre kids just doing meh, the kids with parents funding specialized tutors and programs will look great on their college applications.

In the end, all AEI ended up doing is watering down the program and making their 'equity' kids look worse. Terrible strategy, but it's what I've come to expect from MCPS Central Office nowadays. ¯\_(ツ)_/¯

In some alternate reality, perhaps, but in MCPS, none of this is true. The programs remain unchanged. They weren't watered down since it turns out a lot more kids were capable of doing the work.

If kids at the 60% percentile can do magnet work, it means that the magnet needs to up its game, not that somehow the students have transformed into academic giants.

The kids at 60%. Are the top 5% in their home school. Now, they are bottom 30% in the magnet. Can some of the 60% move up after being in the magnet? A few may, but most may not. Their self esteem will disappear soon.

I think you are looking at this all wrong. You are assuming talent is fixed, and can't be nurtured. A child who has managed to do well in an elementary school with fewer resources, with less teacher attention, and against systemic odds, is exactly the kind of child that deserves a chance to have their talents nurtured in a magnet.

Also, as someone with kids who have been through the mangets (one a rising 8th grader), it's not the URM kids who are struggling and giving up. It's the kids who never had to try before and don't like this new feeling. Typically, those are MC/UMC white boys, to be honest. My magnet kid did most of 6th grade at home so I saw who was paying attention and who was playing video games during class. It wasn't the Black/Latino kids, or the kids clearly working in apartment buildings, that were goofing off.

Your very thoughtful response (which I agree with) does not fit into the narrative that is being pushed in this thread.

Some posters to this thread (or maybe it is just one poster) are against any measures that increase access to magnet programs in an equitable way. 'Equity' is a bad word. Their belief is that a child's intelligence and ability to do more challenging work is solely measured through a test score--a test that some of them may have prepped their kids for. They will never acknowledge this however.

I saw the same 'panic' when MCPS decided to test all 3rd graders for entrance to an enrichment program instead of relying on a request from parents. It's disgusting, really, and I hope MCPS continues to move forward with measures that can expand the number of children who can participate.

Agree and personally I think it's because they resent not having these opportunities simply handed to them like in the past where a pushy parent could easily game admissions for their darling child.

Do you think it’s wrong that a public school system hand 11 year old children appropriate opportunities? Do you think “pushy parents” want to expend time and energy to make sure their children are academically challenged? If the school system didn’t ration out this resource and keep twisting around the process and criteria every two years, this would be a non-issue.

I wish the county didn't have to ration this resource. However, the previous process left out children who didn't have 'pushy' parents or the advantage of prep classes, but could nonetheless benefit/thrive from a more challenging academic environment. The updated system allows more children to participate irrespective of how pushy/priviledged their parents are and I too believe that those parents resent that change.

The only way to resolve the tension is to provide more challenging courses/advanced offerings at ALL schools. I don't know how feasible that is though.

They don’t have to ration this resource. Why are there many more CES schools/seats compared to the number of middle school magnet seats? There is no real reason other than someone at some point decided it and no one has decided to prioritize/make changes otherwise. It is not a giant, expensive investment to provide more challenging/advanced offerings at all schools. That is the part that I find most upsetting. That their primary agenda is not to properly educate children. They are certainly finding all kinds of resources to devote to other surveys, audits, priorities.

I'm the PP. You make a good point....I wonder if the rationing is related to teachers? In other words, do you need teachers with specific education/qualification to teach these advanced courses?

The state of Maryland asked that the teachers of gifted students hold certification in gifted education. There was supposedly a cohort of MCPS teachers who started the process in 2020. No word on whether they are still in the program, finished, or dropped out. If MCPS is like the school systems of neighboring counties in Maryland, it will request a waiver for existing magnet teachers based on experience. Many have 10+ years in their magnet.

My kiddo is going into 8th grade at TPMS and my impression so far is that Computer Science teachers are particularly hard to find and keep at that level. If you can code, you can make a lot more money with a lot more flexibility than you're going to get as a middle school teacher.

Based on what we have seen, coders for living are not good at teaching and generally CS teachers are usually not good at writing efficient code. Teachers lay the foundation and coders take it up from there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The best part of all this is that while MCPS is rolling dice with 'equity' Magnet programs with all the mediocre kids just doing meh, the kids with parents funding specialized tutors and programs will look great on their college applications.

In the end, all AEI ended up doing is watering down the program and making their 'equity' kids look worse. Terrible strategy, but it's what I've come to expect from MCPS Central Office nowadays. ¯\_(ツ)_/¯

In some alternate reality, perhaps, but in MCPS, none of this is true. The programs remain unchanged. They weren't watered down since it turns out a lot more kids were capable of doing the work.

If kids at the 60% percentile can do magnet work, it means that the magnet needs to up its game, not that somehow the students have transformed into academic giants.

The kids at 60%. Are the top 5% in their home school. Now, they are bottom 30% in the magnet. Can some of the 60% move up after being in the magnet? A few may, but most may not. Their self esteem will disappear soon.

I think you are looking at this all wrong. You are assuming talent is fixed, and can't be nurtured. A child who has managed to do well in an elementary school with fewer resources, with less teacher attention, and against systemic odds, is exactly the kind of child that deserves a chance to have their talents nurtured in a magnet.

Also, as someone with kids who have been through the mangets (one a rising 8th grader), it's not the URM kids who are struggling and giving up. It's the kids who never had to try before and don't like this new feeling. Typically, those are MC/UMC white boys, to be honest. My magnet kid did most of 6th grade at home so I saw who was paying attention and who was playing video games during class. It wasn't the Black/Latino kids, or the kids clearly working in apartment buildings, that were goofing off.

Your very thoughtful response (which I agree with) does not fit into the narrative that is being pushed in this thread.

Some posters to this thread (or maybe it is just one poster) are against any measures that increase access to magnet programs in an equitable way. 'Equity' is a bad word. Their belief is that a child's intelligence and ability to do more challenging work is solely measured through a test score--a test that some of them may have prepped their kids for. They will never acknowledge this however.

I saw the same 'panic' when MCPS decided to test all 3rd graders for entrance to an enrichment program instead of relying on a request from parents. It's disgusting, really, and I hope MCPS continues to move forward with measures that can expand the number of children who can participate.

Agree and personally I think it's because they resent not having these opportunities simply handed to them like in the past where a pushy parent could easily game admissions for their darling child.

Do you think it’s wrong that a public school system hand 11 year old children appropriate opportunities? Do you think “pushy parents” want to expend time and energy to make sure their children are academically challenged? If the school system didn’t ration out this resource and keep twisting around the process and criteria every two years, this would be a non-issue.

I wish the county didn't have to ration this resource. However, the previous process left out children who didn't have 'pushy' parents or the advantage of prep classes, but could nonetheless benefit/thrive from a more challenging academic environment. The updated system allows more children to participate irrespective of how pushy/priviledged their parents are and I too believe that those parents resent that change.

The only way to resolve the tension is to provide more challenging courses/advanced offerings at ALL schools. I don't know how feasible that is though.

They don’t have to ration this resource. Why are there many more CES schools/seats compared to the number of middle school magnet seats? There is no real reason other than someone at some point decided it and no one has decided to prioritize/make changes otherwise. It is not a giant, expensive investment to provide more challenging/advanced offerings at all schools. That is the part that I find most upsetting. That their primary agenda is not to properly educate children. They are certainly finding all kinds of resources to devote to other surveys, audits, priorities.

I'm the PP. You make a good point....I wonder if the rationing is related to teachers? In other words, do you need teachers with specific education/qualification to teach these advanced courses?

The state of Maryland asked that the teachers of gifted students hold certification in gifted education. There was supposedly a cohort of MCPS teachers who started the process in 2020. No word on whether they are still in the program, finished, or dropped out. If MCPS is like the school systems of neighboring counties in Maryland, it will request a waiver for existing magnet teachers based on experience. Many have 10+ years in their magnet.

My kiddo is going into 8th grade at TPMS and my impression so far is that Computer Science teachers are particularly hard to find and keep at that level. If you can code, you can make a lot more money with a lot more flexibility than you're going to get as a middle school teacher.

Based on what we have seen, coders for living are not good at teaching and generally CS teachers are usually not good at writing efficient code. Teachers lay the foundation and coders take it up from there.

This is true because tech industry is very fast evolving in all different directions and you can't really make a lesson plan provides the breadth and width of industry momentum. Our DC has focused on critical thinking, algorithmic process and problem solving capabilities. Uses modern design patterns and proficient in multiple programing languages. We do not depend on MCPS to teach her CS though.

[Anonymous]

By the time, these kids reach high school. Just like IT data center jobs are disappearing due to cloud enablement, I doubt there will be any programming jobs with low-code / no-code developments in the industry.

[Anonymous]

Anonymous wrote:By the time, these kids reach high school. Just like IT data center jobs are disappearing due to cloud enablement, I doubt there will be any programming jobs with low-code / no-code developments in the industry.

LOLOL good luck with that

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The best part of all this is that while MCPS is rolling dice with 'equity' Magnet programs with all the mediocre kids just doing meh, the kids with parents funding specialized tutors and programs will look great on their college applications.

In the end, all AEI ended up doing is watering down the program and making their 'equity' kids look worse. Terrible strategy, but it's what I've come to expect from MCPS Central Office nowadays. ¯\_(ツ)_/¯

In some alternate reality, perhaps, but in MCPS, none of this is true. The programs remain unchanged. They weren't watered down since it turns out a lot more kids were capable of doing the work.

If kids at the 60% percentile can do magnet work, it means that the magnet needs to up its game, not that somehow the students have transformed into academic giants.

The kids at 60%. Are the top 5% in their home school. Now, they are bottom 30% in the magnet. Can some of the 60% move up after being in the magnet? A few may, but most may not. Their self esteem will disappear soon.

I think you are looking at this all wrong. You are assuming talent is fixed, and can't be nurtured. A child who has managed to do well in an elementary school with fewer resources, with less teacher attention, and against systemic odds, is exactly the kind of child that deserves a chance to have their talents nurtured in a magnet.

Also, as someone with kids who have been through the mangets (one a rising 8th grader), it's not the URM kids who are struggling and giving up. It's the kids who never had to try before and don't like this new feeling. Typically, those are MC/UMC white boys, to be honest. My magnet kid did most of 6th grade at home so I saw who was paying attention and who was playing video games during class. It wasn't the Black/Latino kids, or the kids clearly working in apartment buildings, that were goofing off.

Your very thoughtful response (which I agree with) does not fit into the narrative that is being pushed in this thread.

Some posters to this thread (or maybe it is just one poster) are against any measures that increase access to magnet programs in an equitable way. 'Equity' is a bad word. Their belief is that a child's intelligence and ability to do more challenging work is solely measured through a test score--a test that some of them may have prepped their kids for. They will never acknowledge this however.

I saw the same 'panic' when MCPS decided to test all 3rd graders for entrance to an enrichment program instead of relying on a request from parents. It's disgusting, really, and I hope MCPS continues to move forward with measures that can expand the number of children who can participate.

Agree and personally I think it's because they resent not having these opportunities simply handed to them like in the past where a pushy parent could easily game admissions for their darling child.

Do you think it’s wrong that a public school system hand 11 year old children appropriate opportunities? Do you think “pushy parents” want to expend time and energy to make sure their children are academically challenged? If the school system didn’t ration out this resource and keep twisting around the process and criteria every two years, this would be a non-issue.

I wish the county didn't have to ration this resource. However, the previous process left out children who didn't have 'pushy' parents or the advantage of prep classes, but could nonetheless benefit/thrive from a more challenging academic environment. The updated system allows more children to participate irrespective of how pushy/priviledged their parents are and I too believe that those parents resent that change.

The only way to resolve the tension is to provide more challenging courses/advanced offerings at ALL schools. I don't know how feasible that is though.

They don’t have to ration this resource. Why are there many more CES schools/seats compared to the number of middle school magnet seats? There is no real reason other than someone at some point decided it and no one has decided to prioritize/make changes otherwise. It is not a giant, expensive investment to provide more challenging/advanced offerings at all schools. That is the part that I find most upsetting. That their primary agenda is not to properly educate children. They are certainly finding all kinds of resources to devote to other surveys, audits, priorities.

I'm the PP. You make a good point....I wonder if the rationing is related to teachers? In other words, do you need teachers with specific education/qualification to teach these advanced courses?

The state of Maryland asked that the teachers of gifted students hold certification in gifted education. There was supposedly a cohort of MCPS teachers who started the process in 2020. No word on whether they are still in the program, finished, or dropped out. If MCPS is like the school systems of neighboring counties in Maryland, it will request a waiver for existing magnet teachers based on experience. Many have 10+ years in their magnet.

My kiddo is going into 8th grade at TPMS and my impression so far is that Computer Science teachers are particularly hard to find and keep at that level. If you can code, you can make a lot more money with a lot more flexibility than you're going to get as a middle school teacher.

Based on what we have seen, coders for living are not good at teaching and generally CS teachers are usually not good at writing efficient code. Teachers lay the foundation and coders take it up from there.

You must not get often or only come into contact with some serious bozos.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The best part of all this is that while MCPS is rolling dice with 'equity' Magnet programs with all the mediocre kids just doing meh, the kids with parents funding specialized tutors and programs will look great on their college applications.

In the end, all AEI ended up doing is watering down the program and making their 'equity' kids look worse. Terrible strategy, but it's what I've come to expect from MCPS Central Office nowadays. ¯\_(ツ)_/¯

In some alternate reality, perhaps, but in MCPS, none of this is true. The programs remain unchanged. They weren't watered down since it turns out a lot more kids were capable of doing the work.

If kids at the 60% percentile can do magnet work, it means that the magnet needs to up its game, not that somehow the students have transformed into academic giants.

The kids at 60%. Are the top 5% in their home school. Now, they are bottom 30% in the magnet. Can some of the 60% move up after being in the magnet? A few may, but most may not. Their self esteem will disappear soon.

I think you are looking at this all wrong. You are assuming talent is fixed, and can't be nurtured. A child who has managed to do well in an elementary school with fewer resources, with less teacher attention, and against systemic odds, is exactly the kind of child that deserves a chance to have their talents nurtured in a magnet.

Also, as someone with kids who have been through the mangets (one a rising 8th grader), it's not the URM kids who are struggling and giving up. It's the kids who never had to try before and don't like this new feeling. Typically, those are MC/UMC white boys, to be honest. My magnet kid did most of 6th grade at home so I saw who was paying attention and who was playing video games during class. It wasn't the Black/Latino kids, or the kids clearly working in apartment buildings, that were goofing off.

Your very thoughtful response (which I agree with) does not fit into the narrative that is being pushed in this thread.

Some posters to this thread (or maybe it is just one poster) are against any measures that increase access to magnet programs in an equitable way. 'Equity' is a bad word. Their belief is that a child's intelligence and ability to do more challenging work is solely measured through a test score--a test that some of them may have prepped their kids for. They will never acknowledge this however.

I saw the same 'panic' when MCPS decided to test all 3rd graders for entrance to an enrichment program instead of relying on a request from parents. It's disgusting, really, and I hope MCPS continues to move forward with measures that can expand the number of children who can participate.

Agree and personally I think it's because they resent not having these opportunities simply handed to them like in the past where a pushy parent could easily game admissions for their darling child.

Do you think it’s wrong that a public school system hand 11 year old children appropriate opportunities? Do you think “pushy parents” want to expend time and energy to make sure their children are academically challenged? If the school system didn’t ration out this resource and keep twisting around the process and criteria every two years, this would be a non-issue.

I wish the county didn't have to ration this resource. However, the previous process left out children who didn't have 'pushy' parents or the advantage of prep classes, but could nonetheless benefit/thrive from a more challenging academic environment. The updated system allows more children to participate irrespective of how pushy/priviledged their parents are and I too believe that those parents resent that change.

The only way to resolve the tension is to provide more challenging courses/advanced offerings at ALL schools. I don't know how feasible that is though.

They don’t have to ration this resource. Why are there many more CES schools/seats compared to the number of middle school magnet seats? There is no real reason other than someone at some point decided it and no one has decided to prioritize/make changes otherwise. It is not a giant, expensive investment to provide more challenging/advanced offerings at all schools. That is the part that I find most upsetting. That their primary agenda is not to properly educate children. They are certainly finding all kinds of resources to devote to other surveys, audits, priorities.

I'm the PP. You make a good point....I wonder if the rationing is related to teachers? In other words, do you need teachers with specific education/qualification to teach these advanced courses?

The state of Maryland asked that the teachers of gifted students hold certification in gifted education. There was supposedly a cohort of MCPS teachers who started the process in 2020. No word on whether they are still in the program, finished, or dropped out. If MCPS is like the school systems of neighboring counties in Maryland, it will request a waiver for existing magnet teachers based on experience. Many have 10+ years in their magnet.

My kiddo is going into 8th grade at TPMS and my impression so far is that Computer Science teachers are particularly hard to find and keep at that level. If you can code, you can make a lot more money with a lot more flexibility than you're going to get as a middle school teacher.

On the other hand, there are no 40hr/week coding jobs let alone ones where you only work 180 days a year with a pension.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Lotteries don't serve equity either. They're just too random.

+1
I don't understand the point of including kids from wealthier, high performing schools at this point.
Why not just reimagine the magnets for kids who are in higher poverty schools?

Oh, separate but equal. Right.

[Anonymous]

Anonymous wrote:This is a scam that need to be investigated by the Feds

Grow up.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The best part of all this is that while MCPS is rolling dice with 'equity' Magnet programs with all the mediocre kids just doing meh, the kids with parents funding specialized tutors and programs will look great on their college applications.

In the end, all AEI ended up doing is watering down the program and making their 'equity' kids look worse. Terrible strategy, but it's what I've come to expect from MCPS Central Office nowadays. ¯\_(ツ)_/¯

In some alternate reality, perhaps, but in MCPS, none of this is true. The programs remain unchanged. They weren't watered down since it turns out a lot more kids were capable of doing the work.

If kids at the 60% percentile can do magnet work, it means that the magnet needs to up its game, not that somehow the students have transformed into academic giants.

The kids at 60%. Are the top 5% in their home school. Now, they are bottom 30% in the magnet. Can some of the 60% move up after being in the magnet? A few may, but most may not. Their self esteem will disappear soon.

I think you are looking at this all wrong. You are assuming talent is fixed, and can't be nurtured. A child who has managed to do well in an elementary school with fewer resources, with less teacher attention, and against systemic odds, is exactly the kind of child that deserves a chance to have their talents nurtured in a magnet.

Also, as someone with kids who have been through the mangets (one a rising 8th grader), it's not the URM kids who are struggling and giving up. It's the kids who never had to try before and don't like this new feeling. Typically, those are MC/UMC white boys, to be honest. My magnet kid did most of 6th grade at home so I saw who was paying attention and who was playing video games during class. It wasn't the Black/Latino kids, or the kids clearly working in apartment buildings, that were goofing off.

Tell me you have a daughter without telling me you have a daughter.

I have gifted sons who somehow managed not to be lazy, to do their work and to avoid playing videogames during class.

Parenting is awesome. Try it sometime.

[Anonymous]

Anonymous wrote:Why can't just provide magnet opportunities for all students? Why do you even want a cut off? After all all children excel with right amount of enrichment no?

Magnet is not necessarily the right amount of enrichment for all kids. Long before the process was performed, there were kids who burned out of the MS and HS magnets. I remember a friend’s truly brilliant son burning out at RMIB to the point that he developed school refusal.