What are my child's chances of getting into the IB program?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So much confusion in this thread with what actually is IB and what requirements are needed to complete the IB diploma program.

The fact that IB schools supplement their math program with AP classes (calculus) and college level classes (multivariable, linear algebra differential equations) and somehow call them IB classes, just underscores that in itself the program is not very strong.

I”d genuinely be curious on why a student completing coursework up to differential equations (or any other of the linear algebra/multivariable) would benefit from being in the IB program. Is it that the teachers or the student cohort are better, classes more rigorous?

For the typical strong student that took Algebra 2 in 8th, and enters precalculus in 9th, one could double up with AP Statistics as a freshman, then AP calculus BC in 10, and leaving for 11th and 12th the college level classes one for each semester of multivariable, linear algebra, differential equation, discrete math that could be done through dual enrollment if not offered at the high school.

There’s no need to waste two years with the IB HL math, and I’m very doubtful a 7 on that exam as part of the IB diploma would bring anything to that student.

My former IBDP grad now in college studying math and CS (double major) would disagree with you. DC told me that they are glad that they did IB HL math because they are studying something in their current 200 level math class that DC studied a bit in HL IB math, so they are doing a lot better than those who didn't cover this material in HS. Same for IB CS. They said that they went over some topic in IB CS that is helpful to them in one of their CS classes.

And DC is an excellent writer and communicator. IB program helped with that, too.

I don't think you understand the point of IB courses.

I’m sorry but your argument is laughable. If you’re saying that the IB program is great because some undergrad found it useful in his sophomore class because it sort of touched some topic in his HL math class, then lol. Also, stop with the bs argument from authority, give an actual argument on why the program is good instead of saying it’s good because great students took it. Can you spot the difference?

shrug.. works for my DC. The program is good because it teaches concepts that are useful in college as a CS/math major, and it teaches critical reason, writing and analysis.

Sorry your DC couldn't get into IBDP or that it counters your belief that IB is a good program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

That's great as long as they offer equivalent access to every flavor of IB class that is available at RMIB to any student at the regional/local IB programs. Is that the case, no matter how few request that at a particular school in a given semester/year?

You're the pedantic parent who keeps yammering on about this based on schools your kid didn't attend, and IB programs you've never seen.

To the best of their ability, the regional programs offer a wide variety of IB programs, and no, they don't offer AP calc and call it IB. HL IB math is its own thing. Actually there's more than one version of it at my kids' regional IB, and no, I don't know the specifics because my IB kid is a math dum-dum who takes the two-year SL class. There's not that many who do.

I would really like if we could talk about regional IBs without having people chime in to tell us:

1.) They're inferior
2.) All IB programs are inferior.

This isn't true. And I'm very tired of explaining.

You're just coming across as someone who may be a bit ND and can't let go of the fact that they have to show us how their child is superior. Repeatedly. When I say you come across ND I don't mean that to be cruel, it's just the kindest reason I can come up with as to why you feel like you need to repeatedly contribute to this thread about schools your kids don't attend, and won't attend.

I wish you and your family all the best. And I'm very happy our children don't go to the same school.

I think IB may have some benefits, but we’re restricting this discussion to the math pathway, consisting of algebra, geometry, (statistics), precalculus, calculus, multivariable, linear algebra, differential equations that form the foundation of high schools/undergraduate general education in mathematics for many majors and career paths.

IB along with AP and DE are some of the ways to access these courses, there’s nothing magic about the IB program that makes it notably better than the other options. If anything the IB HL math is an awkward combination of precalculus, calculus and statistics that is not the most complete or flexible arrangement. Ok, maybe it’s passable because you also have to write a ten page essay on theory of knowledge. Not sure why this is so amazing, but you can argue it’s different from the problem sets you typically do in other classes.

The question in the previous post was why chose the IB path if other options like AP and DE are available. If you’ve done AP calculus BC there’s zero reason to take two years of HL math and I maintain it’s a waste of time compared to following the sequence with multivariable, linear algebra and differential equations. If anyone has a good argument I would really like to consider it.

Often the defense of the program is something along the lines “my niece was at RMIB and she’s now at UVA and is totally not afraid to tackle on essay assignments that are 5 pages single spaced.” While I agree that knowing how to write well is important, I don’t think it’s a substitute for rigorous math education and it’s much easier to learn how to write than to build up a solid foundation in math.

I see what you did, there. Sure, you're pedantic, but you're not the pedantic-termed poster who talked about reasonable equivalence among IBs to whom the PP was replying.

With blithe discussion of MVC/DE/LA on the one hand and reference to dual enrollment on the other, a reader might think that MCPS provides that equivalence, when, in reality, there is a different burden on students taking those courses via dual enrollment versus those provided them in house. Of course, that's talking about particularly advanced math students, however they might have found themselves there.

Sure, those students may have the breadth of interest to pursue an IB experience. Indeed, APs and other college-level courses, when accessible, can provide more than the academics needed for IB. However, there are plenty with that breadth, but perhaps not quite that depth in math, for whom access to HL IB Analysis (or it's equivalent, providing a solid calc foundation along with, gasp!, stats -- quite useful to the vast majority, but often pooh-pooh'd by hard-science/engineering/math-or-nothing folks) should not be in question.

But it is, isn't it?

The discussion isn't just about math, and it didn't start off that way, either. It moved that direction because of an observation about course availability differences among the MCPS IBs.

If they were all the same, few would be so interested in RMIB (some applying with the intention to go only if they don't get into SMCS, though a few schools may offer higher local options for math) when there are closer options. OP's interest for their DC is a case in point, highlighted by insights provided by a number of posters, including those with good information about the changes that are part of standing up the regional IBs.

Those will take time, and dedication by MCPS, to achieve that equivalence (if that is, indeed, the aim; it would be easy to cast a jaundiced eye and see it as better enabling pearl clutchers by providing bread & circuses to others if they aren't immediate and strong with that dedication to meeting all students where they are). In the meantime, families should have a clear idea of the choices and the differences among them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

That's great as long as they offer equivalent access to every flavor of IB class that is available at RMIB to any student at the regional/local IB programs. Is that the case, no matter how few request that at a particular school in a given semester/year?

You're the pedantic parent who keeps yammering on about this based on schools your kid didn't attend, and IB programs you've never seen.

To the best of their ability, the regional programs offer a wide variety of IB programs, and no, they don't offer AP calc and call it IB. HL IB math is its own thing. Actually there's more than one version of it at my kids' regional IB, and no, I don't know the specifics because my IB kid is a math dum-dum who takes the two-year SL class. There's not that many who do.

I would really like if we could talk about regional IBs without having people chime in to tell us:

1.) They're inferior
2.) All IB programs are inferior.

This isn't true. And I'm very tired of explaining.

You're just coming across as someone who may be a bit ND and can't let go of the fact that they have to show us how their child is superior. Repeatedly. When I say you come across ND I don't mean that to be cruel, it's just the kindest reason I can come up with as to why you feel like you need to repeatedly contribute to this thread about schools your kids don't attend, and won't attend.

I wish you and your family all the best. And I'm very happy our children don't go to the same school.

I think IB may have some benefits, but we’re restricting this discussion to the math pathway, consisting of algebra, geometry, (statistics), precalculus, calculus, multivariable, linear algebra, differential equations that form the foundation of high schools/undergraduate general education in mathematics for many majors and career paths.

IB along with AP and DE are some of the ways to access these courses, there’s nothing magic about the IB program that makes it notably better than the other options. If anything the IB HL math is an awkward combination of precalculus, calculus and statistics that is not the most complete or flexible arrangement. Ok, maybe it’s passable because you also have to write a ten page essay on theory of knowledge. Not sure why this is so amazing, but you can argue it’s different from the problem sets you typically do in other classes.

The question in the previous post was why chose the IB path if other options like AP and DE are available. If you’ve done AP calculus BC there’s zero reason to take two years of HL math and I maintain it’s a waste of time compared to following the sequence with multivariable, linear algebra and differential equations. If anyone has a good argument I would really like to consider it.

Often the defense of the program is something along the lines “my niece was at RMIB and she’s now at UVA and is totally not afraid to tackle on essay assignments that are 5 pages single spaced.” While I agree that knowing how to write well is important, I don’t think it’s a substitute for rigorous math education and it’s much easier to learn how to write than to build up a solid foundation in math.

I see what you did, there. Sure, you're pedantic, but you're not the pedantic-termed poster who talked about reasonable equivalence among IBs to whom the PP was replying.

With blithe discussion of MVC/DE/LA on the one hand and reference to dual enrollment on the other, a reader might think that MCPS provides that equivalence, when, in reality, there is a different burden on students taking those courses via dual enrollment versus those provided them in house. Of course, that's talking about particularly advanced math students, however they might have found themselves there.

Sure, those students may have the breadth of interest to pursue an IB experience. Indeed, APs and other college-level courses, when accessible, can provide more than the academics needed for IB. However, there are plenty with that breadth, but perhaps not quite that depth in math, for whom access to HL IB Analysis (or it's equivalent, providing a solid calc foundation along with, gasp!, stats -- quite useful to the vast majority, but often pooh-pooh'd by hard-science/engineering/math-or-nothing folks) should not be in question.

But it is, isn't it?

The discussion isn't just about math, and it didn't start off that way, either. It moved that direction because of an observation about course availability differences among the MCPS IBs.

If they were all the same, few would be so interested in RMIB (some applying with the intention to go only if they don't get into SMCS, though a few schools may offer higher local options for math) when there are closer options. OP's interest for their DC is a case in point, highlighted by insights provided by a number of posters, including those with good information about the changes that are part of standing up the regional IBs.

Those will take time, and dedication by MCPS, to achieve that equivalence (if that is, indeed, the aim; it would be easy to cast a jaundiced eye and see it as better enabling pearl clutchers by providing bread & circuses to others if they aren't immediate and strong with that dedication to meeting all students where they are). In the meantime, families should have a clear idea of the choices and the differences among them.

As an editor, I find it hard to imagine your own high school English teacher being okay with your Byzantine sentences. I'm not trying to insult you, I'm sure you write an excellent RFP, or white paper, or brief, or whatever professional document is within your profession, but the opacity of your argument obscures it.

You are obsessed with an "equity" you have yet to prove doesn't exist, or ever can exist, and advanced math, which you like to remind us (again), is a topic that interests you, although, (again), it did not interest the original poster's DD.

IB isn't the right program for every student. Obviously, it is not a program you like. I don't know if you're the teacher forced to teach it (I remember someone like that from one thread), or a parent whose kid didn't get into RMIB, or a parent who just thinks SMAC is better... and I don't care because it's not relevant. But I wish, whatever point you're trying to make, it was more clear. Are you saying that it will take time for MCPS to sort out its IB programs? Sure. Are you saying that more people are interested in RMIB than the regionals? Again, sure. People are sheep. They want the proven entity, the sure thing, the scarce, competitive thing. Look at you and your affection for Blair's STEM program.

But there are lids for every pot, and having more lids and more pots doesn't have to take anything away from *your* stove... so why are you so critical about academics you haven't experienced?

[Anonymous]

Let me out this another way:

You: "Families should know what they're getting into if they don't go with Smac or RMIB!"

Other people: "Sure. Here are our experiences with IB."

You: "Those experiences are wrong. Let me extrapolate how. I don't need evidence, or facts. My word should be enough. I took math."

[Anonymous]

Get a room, you two.

[Anonymous]

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

How did she skip language 2? Did she do immersion to Duolingo or something at home?

[Anonymous]

Anonymous wrote:Get a room, you two.

[Anonymous]

Anonymous wrote:Nobody on this board can give you a percentile chance of her getting in. Did she put effort into filling out the application and writing the short essay in a way that highlighted her interest in the program? You’ll just have to be patient for another month to learn the outcome.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

That's great as long as they offer equivalent access to every flavor of IB class that is available at RMIB to any student at the regional/local IB programs. Is that the case, no matter how few request that at a particular school in a given semester/year?

You're the pedantic parent who keeps yammering on about this based on schools your kid didn't attend, and IB programs you've never seen.

To the best of their ability, the regional programs offer a wide variety of IB programs, and no, they don't offer AP calc and call it IB. HL IB math is its own thing. Actually there's more than one version of it at my kids' regional IB, and no, I don't know the specifics because my IB kid is a math dum-dum who takes the two-year SL class. There's not that many who do.

I would really like if we could talk about regional IBs without having people chime in to tell us:

1.) They're inferior
2.) All IB programs are inferior.

This isn't true. And I'm very tired of explaining.

You're just coming across as someone who may be a bit ND and can't let go of the fact that they have to show us how their child is superior. Repeatedly. When I say you come across ND I don't mean that to be cruel, it's just the kindest reason I can come up with as to why you feel like you need to repeatedly contribute to this thread about schools your kids don't attend, and won't attend.

I wish you and your family all the best. And I'm very happy our children don't go to the same school.

I think IB may have some benefits, but we’re restricting this discussion to the math pathway, consisting of algebra, geometry, (statistics), precalculus, calculus, multivariable, linear algebra, differential equations that form the foundation of high schools/undergraduate general education in mathematics for many majors and career paths.

IB along with AP and DE are some of the ways to access these courses, there’s nothing magic about the IB program that makes it notably better than the other options. If anything the IB HL math is an awkward combination of precalculus, calculus and statistics that is not the most complete or flexible arrangement. Ok, maybe it’s passable because you also have to write a ten page essay on theory of knowledge. Not sure why this is so amazing, but you can argue it’s different from the problem sets you typically do in other classes.

The question in the previous post was why chose the IB path if other options like AP and DE are available. If you’ve done AP calculus BC there’s zero reason to take two years of HL math and I maintain it’s a waste of time compared to following the sequence with multivariable, linear algebra and differential equations. If anyone has a good argument I would really like to consider it.

Often the defense of the program is something along the lines “my niece was at RMIB and she’s now at UVA and is totally not afraid to tackle on essay assignments that are 5 pages single spaced.” While I agree that knowing how to write well is important, I don’t think it’s a substitute for rigorous math education and it’s much easier to learn how to write than to build up a solid foundation in math.

The person who started this thread has a daughter who doesn't like math. For some reason, with the tenacity of a shark you've clamped down hard on math pedagogy and are now insisting on mathsplaining to us all, for pages and pages, why IB is inferior, especially regional programs.

I understand that you have genuine, obsessive questions about AB Calculus, questions that seem to have more to do with you explaining to us that you've taken it than anything relevant to us.

Some people are math people, PP. There's no shame in that. From your narrow perspective, you probably wonder why we're all still talking at all since you've shown us how wrong we all are. Why don't we concede the point and agree with you? From your perspective, what you've said is a proved therom. It's done. Finito.

But let me posit my own therom: you may think writing is easy because you never learned to read.

We’re discussing some aspects of IB and some poster linked to the RMIB with MVC, AP calculus etc.

I agree with you that writing is important, although not sure the type of writing done in the IB program is that good at preparing a student for college. I looked up some math theory of knowledge essays and they are really underwhelming, not sure they are representative, but essentially they are in a humanities format about a mathematical topic. Maybe other places better prepare the students for this task.

What I believe is missing from a high school education is how to write a technical exposition that most people do in their job. for example collect some data, present it in a visual format, interpret and discuss it, draw some conclusions, do some background research to give context, use logic, mathematical equations, and sentences to make a coherent argument. Most recent college grads that I see at my work don’t know how to do this, although they’ve been hammered for years with the five paragraph format. Professional writing is different, the language needs to be more precise, clarity is very important and is a more complex task in general because you need to integrate different types of information.

When I say it’s easier to learn how to write is because from my experience you can take a fresh grad with solid background and teach them how to write with some guidance, but if the technical background is weak they usually are a lost cause.

I think the better preparation and exposure for this type of writing is to do an internship or volunteer and participate in writing a report or a paper.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

That's great as long as they offer equivalent access to every flavor of IB class that is available at RMIB to any student at the regional/local IB programs. Is that the case, no matter how few request that at a particular school in a given semester/year?

You're the pedantic parent who keeps yammering on about this based on schools your kid didn't attend, and IB programs you've never seen.

To the best of their ability, the regional programs offer a wide variety of IB programs, and no, they don't offer AP calc and call it IB. HL IB math is its own thing. Actually there's more than one version of it at my kids' regional IB, and no, I don't know the specifics because my IB kid is a math dum-dum who takes the two-year SL class. There's not that many who do.

I would really like if we could talk about regional IBs without having people chime in to tell us:

1.) They're inferior
2.) All IB programs are inferior.

This isn't true. And I'm very tired of explaining.

You're just coming across as someone who may be a bit ND and can't let go of the fact that they have to show us how their child is superior. Repeatedly. When I say you come across ND I don't mean that to be cruel, it's just the kindest reason I can come up with as to why you feel like you need to repeatedly contribute to this thread about schools your kids don't attend, and won't attend.

I wish you and your family all the best. And I'm very happy our children don't go to the same school.

I think IB may have some benefits, but we’re restricting this discussion to the math pathway, consisting of algebra, geometry, (statistics), precalculus, calculus, multivariable, linear algebra, differential equations that form the foundation of high schools/undergraduate general education in mathematics for many majors and career paths.

IB along with AP and DE are some of the ways to access these courses, there’s nothing magic about the IB program that makes it notably better than the other options. If anything the IB HL math is an awkward combination of precalculus, calculus and statistics that is not the most complete or flexible arrangement. Ok, maybe it’s passable because you also have to write a ten page essay on theory of knowledge. Not sure why this is so amazing, but you can argue it’s different from the problem sets you typically do in other classes.

The question in the previous post was why chose the IB path if other options like AP and DE are available. If you’ve done AP calculus BC there’s zero reason to take two years of HL math and I maintain it’s a waste of time compared to following the sequence with multivariable, linear algebra and differential equations. If anyone has a good argument I would really like to consider it.

Often the defense of the program is something along the lines “my niece was at RMIB and she’s now at UVA and is totally not afraid to tackle on essay assignments that are 5 pages single spaced.” While I agree that knowing how to write well is important, I don’t think it’s a substitute for rigorous math education and it’s much easier to learn how to write than to build up a solid foundation in math.

The person who started this thread has a daughter who doesn't like math. For some reason, with the tenacity of a shark you've clamped down hard on math pedagogy and are now insisting on mathsplaining to us all, for pages and pages, why IB is inferior, especially regional programs.

I understand that you have genuine, obsessive questions about AB Calculus, questions that seem to have more to do with you explaining to us that you've taken it than anything relevant to us.

Some people are math people, PP. There's no shame in that. From your narrow perspective, you probably wonder why we're all still talking at all since you've shown us how wrong we all are. Why don't we concede the point and agree with you? From your perspective, what you've said is a proved therom. It's done. Finito.

But let me posit my own therom: you may think writing is easy because you never learned to read.

We’re discussing some aspects of IB and some poster linked to the RMIB with MVC, AP calculus etc.

I agree with you that writing is important, although not sure the type of writing done in the IB program is that good at preparing a student for college. I looked up some math theory of knowledge essays and they are really underwhelming, not sure they are representative, but essentially they are in a humanities format about a mathematical topic. Maybe other places better prepare the students for this task.

What I believe is missing from a high school education is how to write a technical exposition that most people do in their job. for example collect some data, present it in a visual format, interpret and discuss it, draw some conclusions, do some background research to give context, use logic, mathematical equations, and sentences to make a coherent argument. Most recent college grads that I see at my work don’t know how to do this, although they’ve been hammered for years with the five paragraph format. Professional writing is different, the language needs to be more precise, clarity is very important and is a more complex task in general because you need to integrate different types of information.

When I say it’s easier to learn how to write is because from my experience you can take a fresh grad with solid background and teach them how to write with some guidance, but if the technical background is weak they usually are a lost cause.

I think the better preparation and exposure for this type of writing is to do an internship or volunteer and participate in writing a report or a paper.

Interning and participating in research is something many people do. In college. Are you dunning MCPS for not offering its high school students enough internships? Sad that the NIH doesn't want more of them to co-author papers?

If so that is... An opinion.

The true purpose of your post seems to be to present yourself as an expert among laymen, to emphasize to us all how important your job is, and how this makes you an authority on the International Bacc, although you have not taken it or had a child who took it. I'm sure you're quite distinguished in your field and have the best of intentions, but, as with science, perhaps you should defer, at least in part, to people with experience in the field.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

That's great as long as they offer equivalent access to every flavor of IB class that is available at RMIB to any student at the regional/local IB programs. Is that the case, no matter how few request that at a particular school in a given semester/year?

You're the pedantic parent who keeps yammering on about this based on schools your kid didn't attend, and IB programs you've never seen.

To the best of their ability, the regional programs offer a wide variety of IB programs, and no, they don't offer AP calc and call it IB. HL IB math is its own thing. Actually there's more than one version of it at my kids' regional IB, and no, I don't know the specifics because my IB kid is a math dum-dum who takes the two-year SL class. There's not that many who do.

I would really like if we could talk about regional IBs without having people chime in to tell us:

1.) They're inferior
2.) All IB programs are inferior.

This isn't true. And I'm very tired of explaining.

You're just coming across as someone who may be a bit ND and can't let go of the fact that they have to show us how their child is superior. Repeatedly. When I say you come across ND I don't mean that to be cruel, it's just the kindest reason I can come up with as to why you feel like you need to repeatedly contribute to this thread about schools your kids don't attend, and won't attend.

I wish you and your family all the best. And I'm very happy our children don't go to the same school.

I think IB may have some benefits, but we’re restricting this discussion to the math pathway, consisting of algebra, geometry, (statistics), precalculus, calculus, multivariable, linear algebra, differential equations that form the foundation of high schools/undergraduate general education in mathematics for many majors and career paths.

IB along with AP and DE are some of the ways to access these courses, there’s nothing magic about the IB program that makes it notably better than the other options. If anything the IB HL math is an awkward combination of precalculus, calculus and statistics that is not the most complete or flexible arrangement. Ok, maybe it’s passable because you also have to write a ten page essay on theory of knowledge. Not sure why this is so amazing, but you can argue it’s different from the problem sets you typically do in other classes.

The question in the previous post was why chose the IB path if other options like AP and DE are available. If you’ve done AP calculus BC there’s zero reason to take two years of HL math and I maintain it’s a waste of time compared to following the sequence with multivariable, linear algebra and differential equations. If anyone has a good argument I would really like to consider it.

Often the defense of the program is something along the lines “my niece was at RMIB and she’s now at UVA and is totally not afraid to tackle on essay assignments that are 5 pages single spaced.” While I agree that knowing how to write well is important, I don’t think it’s a substitute for rigorous math education and it’s much easier to learn how to write than to build up a solid foundation in math.

The person who started this thread has a daughter who doesn't like math. For some reason, with the tenacity of a shark you've clamped down hard on math pedagogy and are now insisting on mathsplaining to us all, for pages and pages, why IB is inferior, especially regional programs.

I understand that you have genuine, obsessive questions about AB Calculus, questions that seem to have more to do with you explaining to us that you've taken it than anything relevant to us.

Some people are math people, PP. There's no shame in that. From your narrow perspective, you probably wonder why we're all still talking at all since you've shown us how wrong we all are. Why don't we concede the point and agree with you? From your perspective, what you've said is a proved therom. It's done. Finito.

But let me posit my own therom: you may think writing is easy because you never learned to read.

We’re discussing some aspects of IB and some poster linked to the RMIB with MVC, AP calculus etc.

I agree with you that writing is important, although not sure the type of writing done in the IB program is that good at preparing a student for college. I looked up some math theory of knowledge essays and they are really underwhelming, not sure they are representative, but essentially they are in a humanities format about a mathematical topic. Maybe other places better prepare the students for this task.

What I believe is missing from a high school education is how to write a technical exposition that most people do in their job. for example collect some data, present it in a visual format, interpret and discuss it, draw some conclusions, do some background research to give context, use logic, mathematical equations, and sentences to make a coherent argument. Most recent college grads that I see at my work don’t know how to do this, although they’ve been hammered for years with the five paragraph format. Professional writing is different, the language needs to be more precise, clarity is very important and is a more complex task in general because you need to integrate different types of information.

When I say it’s easier to learn how to write is because from my experience you can take a fresh grad with solid background and teach them how to write with some guidance, but if the technical background is weak they usually are a lost cause.

I think the better preparation and exposure for this type of writing is to do an internship or volunteer and participate in writing a report or a paper.

College is where that skill set should be solidified, though introduced in HS, to be sure. I'd say the expectation to come out of HS ready to contribute on par with a technical team consisting of those with a degree of one sort or another is misplaced.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

That's great as long as they offer equivalent access to every flavor of IB class that is available at RMIB to any student at the regional/local IB programs. Is that the case, no matter how few request that at a particular school in a given semester/year?

You're the pedantic parent who keeps yammering on about this based on schools your kid didn't attend, and IB programs you've never seen.

To the best of their ability, the regional programs offer a wide variety of IB programs, and no, they don't offer AP calc and call it IB. HL IB math is its own thing. Actually there's more than one version of it at my kids' regional IB, and no, I don't know the specifics because my IB kid is a math dum-dum who takes the two-year SL class. There's not that many who do.

I would really like if we could talk about regional IBs without having people chime in to tell us:

1.) They're inferior
2.) All IB programs are inferior.

This isn't true. And I'm very tired of explaining.

You're just coming across as someone who may be a bit ND and can't let go of the fact that they have to show us how their child is superior. Repeatedly. When I say you come across ND I don't mean that to be cruel, it's just the kindest reason I can come up with as to why you feel like you need to repeatedly contribute to this thread about schools your kids don't attend, and won't attend.

I wish you and your family all the best. And I'm very happy our children don't go to the same school.

I think IB may have some benefits, but we’re restricting this discussion to the math pathway, consisting of algebra, geometry, (statistics), precalculus, calculus, multivariable, linear algebra, differential equations that form the foundation of high schools/undergraduate general education in mathematics for many majors and career paths.

IB along with AP and DE are some of the ways to access these courses, there’s nothing magic about the IB program that makes it notably better than the other options. If anything the IB HL math is an awkward combination of precalculus, calculus and statistics that is not the most complete or flexible arrangement. Ok, maybe it’s passable because you also have to write a ten page essay on theory of knowledge. Not sure why this is so amazing, but you can argue it’s different from the problem sets you typically do in other classes.

The question in the previous post was why chose the IB path if other options like AP and DE are available. If you’ve done AP calculus BC there’s zero reason to take two years of HL math and I maintain it’s a waste of time compared to following the sequence with multivariable, linear algebra and differential equations. If anyone has a good argument I would really like to consider it.

Often the defense of the program is something along the lines “my niece was at RMIB and she’s now at UVA and is totally not afraid to tackle on essay assignments that are 5 pages single spaced.” While I agree that knowing how to write well is important, I don’t think it’s a substitute for rigorous math education and it’s much easier to learn how to write than to build up a solid foundation in math.

The person who started this thread has a daughter who doesn't like math. For some reason, with the tenacity of a shark you've clamped down hard on math pedagogy and are now insisting on mathsplaining to us all, for pages and pages, why IB is inferior, especially regional programs.

I understand that you have genuine, obsessive questions about AB Calculus, questions that seem to have more to do with you explaining to us that you've taken it than anything relevant to us.

Some people are math people, PP. There's no shame in that. From your narrow perspective, you probably wonder why we're all still talking at all since you've shown us how wrong we all are. Why don't we concede the point and agree with you? From your perspective, what you've said is a proved therom. It's done. Finito.

But let me posit my own therom: you may think writing is easy because you never learned to read.

We’re discussing some aspects of IB and some poster linked to the RMIB with MVC, AP calculus etc.

I agree with you that writing is important, although not sure the type of writing done in the IB program is that good at preparing a student for college. I looked up some math theory of knowledge essays and they are really underwhelming, not sure they are representative, but essentially they are in a humanities format about a mathematical topic. Maybe other places better prepare the students for this task.

What I believe is missing from a high school education is how to write a technical exposition that most people do in their job. for example collect some data, present it in a visual format, interpret and discuss it, draw some conclusions, do some background research to give context, use logic, mathematical equations, and sentences to make a coherent argument. Most recent college grads that I see at my work don’t know how to do this, although they’ve been hammered for years with the five paragraph format. Professional writing is different, the language needs to be more precise, clarity is very important and is a more complex task in general because you need to integrate different types of information.

When I say it’s easier to learn how to write is because from my experience you can take a fresh grad with solid background and teach them how to write with some guidance, but if the technical background is weak they usually are a lost cause.

I think the better preparation and exposure for this type of writing is to do an internship or volunteer and participate in writing a report or a paper.

Interning and participating in research is something many people do. In college. Are you dunning MCPS for not offering its high school students enough internships? Sad that the NIH doesn't want more of them to co-author papers?

If so that is... An opinion.

The true purpose of your post seems to be to present yourself as an expert among laymen, to emphasize to us all how important your job is, and how this makes you an authority on the International Bacc, although you have not taken it or had a child who took it. I'm sure you're quite distinguished in your field and have the best of intentions, but, as with science, perhaps you should defer, at least in part, to people with experience in the field.

DP. Yeah, I'm a bit confused about that myself. As far as I can tell, this PP

-hasn't done the IB Program
-doesn't have a child who did the IB Program
-hasn't taught in the IB Program
-nonetheless has very strong opinions about the failings of the IB program

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

That's great as long as they offer equivalent access to every flavor of IB class that is available at RMIB to any student at the regional/local IB programs. Is that the case, no matter how few request that at a particular school in a given semester/year?

You're the pedantic parent who keeps yammering on about this based on schools your kid didn't attend, and IB programs you've never seen.

To the best of their ability, the regional programs offer a wide variety of IB programs, and no, they don't offer AP calc and call it IB. HL IB math is its own thing. Actually there's more than one version of it at my kids' regional IB, and no, I don't know the specifics because my IB kid is a math dum-dum who takes the two-year SL class. There's not that many who do.

I would really like if we could talk about regional IBs without having people chime in to tell us:

1.) They're inferior
2.) All IB programs are inferior.

This isn't true. And I'm very tired of explaining.

You're just coming across as someone who may be a bit ND and can't let go of the fact that they have to show us how their child is superior. Repeatedly. When I say you come across ND I don't mean that to be cruel, it's just the kindest reason I can come up with as to why you feel like you need to repeatedly contribute to this thread about schools your kids don't attend, and won't attend.

I wish you and your family all the best. And I'm very happy our children don't go to the same school.

I think IB may have some benefits, but we’re restricting this discussion to the math pathway, consisting of algebra, geometry, (statistics), precalculus, calculus, multivariable, linear algebra, differential equations that form the foundation of high schools/undergraduate general education in mathematics for many majors and career paths.

IB along with AP and DE are some of the ways to access these courses, there’s nothing magic about the IB program that makes it notably better than the other options. If anything the IB HL math is an awkward combination of precalculus, calculus and statistics that is not the most complete or flexible arrangement. Ok, maybe it’s passable because you also have to write a ten page essay on theory of knowledge. Not sure why this is so amazing, but you can argue it’s different from the problem sets you typically do in other classes.

The question in the previous post was why chose the IB path if other options like AP and DE are available. If you’ve done AP calculus BC there’s zero reason to take two years of HL math and I maintain it’s a waste of time compared to following the sequence with multivariable, linear algebra and differential equations. If anyone has a good argument I would really like to consider it.

Often the defense of the program is something along the lines “my niece was at RMIB and she’s now at UVA and is totally not afraid to tackle on essay assignments that are 5 pages single spaced.” While I agree that knowing how to write well is important, I don’t think it’s a substitute for rigorous math education and it’s much easier to learn how to write than to build up a solid foundation in math.

The person who started this thread has a daughter who doesn't like math. For some reason, with the tenacity of a shark you've clamped down hard on math pedagogy and are now insisting on mathsplaining to us all, for pages and pages, why IB is inferior, especially regional programs.

I understand that you have genuine, obsessive questions about AB Calculus, questions that seem to have more to do with you explaining to us that you've taken it than anything relevant to us.

Some people are math people, PP. There's no shame in that. From your narrow perspective, you probably wonder why we're all still talking at all since you've shown us how wrong we all are. Why don't we concede the point and agree with you? From your perspective, what you've said is a proved therom. It's done. Finito.

But let me posit my own therom: you may think writing is easy because you never learned to read.

We’re discussing some aspects of IB and some poster linked to the RMIB with MVC, AP calculus etc.

I agree with you that writing is important, although not sure the type of writing done in the IB program is that good at preparing a student for college. I looked up some math theory of knowledge essays and they are really underwhelming, not sure they are representative, but essentially they are in a humanities format about a mathematical topic. Maybe other places better prepare the students for this task.

What I believe is missing from a high school education is how to write a technical exposition that most people do in their job. for example collect some data, present it in a visual format, interpret and discuss it, draw some conclusions, do some background research to give context, use logic, mathematical equations, and sentences to make a coherent argument. Most recent college grads that I see at my work don’t know how to do this, although they’ve been hammered for years with the five paragraph format. Professional writing is different, the language needs to be more precise, clarity is very important and is a more complex task in general because you need to integrate different types of information.

When I say it’s easier to learn how to write is because from my experience you can take a fresh grad with solid background and teach them how to write with some guidance, but if the technical background is weak they usually are a lost cause.

I think the better preparation and exposure for this type of writing is to do an internship or volunteer and participate in writing a report or a paper.

College is where that skill set should be solidified, though introduced in HS, to be sure. I'd say the expectation to come out of HS ready to contribute on par with a technical team consisting of those with a degree of one sort or another is misplaced.

This type or writing should be introduced in high school, but all schools, not only IB programs, do a very poor job at it. People bring the argument that IB strength actually is the writing, but I didn’t find it that persuasive.

Nobody really expects the student to come out of HS and be at the level of a professional, but one should be somewhere along that path, especially if you claim your high school prepared you particularly well in writing.

[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:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

That's great as long as they offer equivalent access to every flavor of IB class that is available at RMIB to any student at the regional/local IB programs. Is that the case, no matter how few request that at a particular school in a given semester/year?

You're the pedantic parent who keeps yammering on about this based on schools your kid didn't attend, and IB programs you've never seen.

To the best of their ability, the regional programs offer a wide variety of IB programs, and no, they don't offer AP calc and call it IB. HL IB math is its own thing. Actually there's more than one version of it at my kids' regional IB, and no, I don't know the specifics because my IB kid is a math dum-dum who takes the two-year SL class. There's not that many who do.

I would really like if we could talk about regional IBs without having people chime in to tell us:

1.) They're inferior
2.) All IB programs are inferior.

This isn't true. And I'm very tired of explaining.

You're just coming across as someone who may be a bit ND and can't let go of the fact that they have to show us how their child is superior. Repeatedly. When I say you come across ND I don't mean that to be cruel, it's just the kindest reason I can come up with as to why you feel like you need to repeatedly contribute to this thread about schools your kids don't attend, and won't attend.

I wish you and your family all the best. And I'm very happy our children don't go to the same school.

I think IB may have some benefits, but we’re restricting this discussion to the math pathway, consisting of algebra, geometry, (statistics), precalculus, calculus, multivariable, linear algebra, differential equations that form the foundation of high schools/undergraduate general education in mathematics for many majors and career paths.

IB along with AP and DE are some of the ways to access these courses, there’s nothing magic about the IB program that makes it notably better than the other options. If anything the IB HL math is an awkward combination of precalculus, calculus and statistics that is not the most complete or flexible arrangement. Ok, maybe it’s passable because you also have to write a ten page essay on theory of knowledge. Not sure why this is so amazing, but you can argue it’s different from the problem sets you typically do in other classes.

The question in the previous post was why chose the IB path if other options like AP and DE are available. If you’ve done AP calculus BC there’s zero reason to take two years of HL math and I maintain it’s a waste of time compared to following the sequence with multivariable, linear algebra and differential equations. If anyone has a good argument I would really like to consider it.

Often the defense of the program is something along the lines “my niece was at RMIB and she’s now at UVA and is totally not afraid to tackle on essay assignments that are 5 pages single spaced.” While I agree that knowing how to write well is important, I don’t think it’s a substitute for rigorous math education and it’s much easier to learn how to write than to build up a solid foundation in math.

The person who started this thread has a daughter who doesn't like math. For some reason, with the tenacity of a shark you've clamped down hard on math pedagogy and are now insisting on mathsplaining to us all, for pages and pages, why IB is inferior, especially regional programs.

I understand that you have genuine, obsessive questions about AB Calculus, questions that seem to have more to do with you explaining to us that you've taken it than anything relevant to us.

Some people are math people, PP. There's no shame in that. From your narrow perspective, you probably wonder why we're all still talking at all since you've shown us how wrong we all are. Why don't we concede the point and agree with you? From your perspective, what you've said is a proved therom. It's done. Finito.

But let me posit my own therom: you may think writing is easy because you never learned to read.

We’re discussing some aspects of IB and some poster linked to the RMIB with MVC, AP calculus etc.

I agree with you that writing is important, although not sure the type of writing done in the IB program is that good at preparing a student for college. I looked up some math theory of knowledge essays and they are really underwhelming, not sure they are representative, but essentially they are in a humanities format about a mathematical topic. Maybe other places better prepare the students for this task.

What I believe is missing from a high school education is how to write a technical exposition that most people do in their job. for example collect some data, present it in a visual format, interpret and discuss it, draw some conclusions, do some background research to give context, use logic, mathematical equations, and sentences to make a coherent argument. Most recent college grads that I see at my work don’t know how to do this, although they’ve been hammered for years with the five paragraph format. Professional writing is different, the language needs to be more precise, clarity is very important and is a more complex task in general because you need to integrate different types of information.

When I say it’s easier to learn how to write is because from my experience you can take a fresh grad with solid background and teach them how to write with some guidance, but if the technical background is weak they usually are a lost cause.

I think the better preparation and exposure for this type of writing is to do an internship or volunteer and participate in writing a report or a paper.

Interning and participating in research is something many people do. In college. Are you dunning MCPS for not offering its high school students enough internships? Sad that the NIH doesn't want more of them to co-author papers?

If so that is... An opinion.

The true purpose of your post seems to be to present yourself as an expert among laymen, to emphasize to us all how important your job is, and how this makes you an authority on the International Bacc, although you have not taken it or had a child who took it. I'm sure you're quite distinguished in your field and have the best of intentions, but, as with science, perhaps you should defer, at least in part, to people with experience in the field.

DP. Yeah, I'm a bit confused about that myself. As far as I can tell, this PP

-hasn't done the IB Program
-doesn't have a child who did the IB Program
-hasn't taught in the IB Program
-nonetheless has very strong opinions about the failings of the IB program

I see you’re confused but that has probably something to do with you not being that bright. By your silly argument, nobody ever should have an opinion about anything unless they’ve personally experienced it.

[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:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

That's great as long as they offer equivalent access to every flavor of IB class that is available at RMIB to any student at the regional/local IB programs. Is that the case, no matter how few request that at a particular school in a given semester/year?

You're the pedantic parent who keeps yammering on about this based on schools your kid didn't attend, and IB programs you've never seen.

To the best of their ability, the regional programs offer a wide variety of IB programs, and no, they don't offer AP calc and call it IB. HL IB math is its own thing. Actually there's more than one version of it at my kids' regional IB, and no, I don't know the specifics because my IB kid is a math dum-dum who takes the two-year SL class. There's not that many who do.

I would really like if we could talk about regional IBs without having people chime in to tell us:

1.) They're inferior
2.) All IB programs are inferior.

This isn't true. And I'm very tired of explaining.

You're just coming across as someone who may be a bit ND and can't let go of the fact that they have to show us how their child is superior. Repeatedly. When I say you come across ND I don't mean that to be cruel, it's just the kindest reason I can come up with as to why you feel like you need to repeatedly contribute to this thread about schools your kids don't attend, and won't attend.

I wish you and your family all the best. And I'm very happy our children don't go to the same school.

I think IB may have some benefits, but we’re restricting this discussion to the math pathway, consisting of algebra, geometry, (statistics), precalculus, calculus, multivariable, linear algebra, differential equations that form the foundation of high schools/undergraduate general education in mathematics for many majors and career paths.

IB along with AP and DE are some of the ways to access these courses, there’s nothing magic about the IB program that makes it notably better than the other options. If anything the IB HL math is an awkward combination of precalculus, calculus and statistics that is not the most complete or flexible arrangement. Ok, maybe it’s passable because you also have to write a ten page essay on theory of knowledge. Not sure why this is so amazing, but you can argue it’s different from the problem sets you typically do in other classes.

The question in the previous post was why chose the IB path if other options like AP and DE are available. If you’ve done AP calculus BC there’s zero reason to take two years of HL math and I maintain it’s a waste of time compared to following the sequence with multivariable, linear algebra and differential equations. If anyone has a good argument I would really like to consider it.

Often the defense of the program is something along the lines “my niece was at RMIB and she’s now at UVA and is totally not afraid to tackle on essay assignments that are 5 pages single spaced.” While I agree that knowing how to write well is important, I don’t think it’s a substitute for rigorous math education and it’s much easier to learn how to write than to build up a solid foundation in math.

The person who started this thread has a daughter who doesn't like math. For some reason, with the tenacity of a shark you've clamped down hard on math pedagogy and are now insisting on mathsplaining to us all, for pages and pages, why IB is inferior, especially regional programs.

I understand that you have genuine, obsessive questions about AB Calculus, questions that seem to have more to do with you explaining to us that you've taken it than anything relevant to us.

Some people are math people, PP. There's no shame in that. From your narrow perspective, you probably wonder why we're all still talking at all since you've shown us how wrong we all are. Why don't we concede the point and agree with you? From your perspective, what you've said is a proved therom. It's done. Finito.

But let me posit my own therom: you may think writing is easy because you never learned to read.

We’re discussing some aspects of IB and some poster linked to the RMIB with MVC, AP calculus etc.

I agree with you that writing is important, although not sure the type of writing done in the IB program is that good at preparing a student for college. I looked up some math theory of knowledge essays and they are really underwhelming, not sure they are representative, but essentially they are in a humanities format about a mathematical topic. Maybe other places better prepare the students for this task.

What I believe is missing from a high school education is how to write a technical exposition that most people do in their job. for example collect some data, present it in a visual format, interpret and discuss it, draw some conclusions, do some background research to give context, use logic, mathematical equations, and sentences to make a coherent argument. Most recent college grads that I see at my work don’t know how to do this, although they’ve been hammered for years with the five paragraph format. Professional writing is different, the language needs to be more precise, clarity is very important and is a more complex task in general because you need to integrate different types of information.

When I say it’s easier to learn how to write is because from my experience you can take a fresh grad with solid background and teach them how to write with some guidance, but if the technical background is weak they usually are a lost cause.

I think the better preparation and exposure for this type of writing is to do an internship or volunteer and participate in writing a report or a paper.

Interning and participating in research is something many people do. In college. Are you dunning MCPS for not offering its high school students enough internships? Sad that the NIH doesn't want more of them to co-author papers?

If so that is... An opinion.

The true purpose of your post seems to be to present yourself as an expert among laymen, to emphasize to us all how important your job is, and how this makes you an authority on the International Bacc, although you have not taken it or had a child who took it. I'm sure you're quite distinguished in your field and have the best of intentions, but, as with science, perhaps you should defer, at least in part, to people with experience in the field.

DP. Yeah, I'm a bit confused about that myself. As far as I can tell, this PP

-hasn't done the IB Program
-doesn't have a child who did the IB Program
-hasn't taught in the IB Program
-nonetheless has very strong opinions about the failings of the IB program

I see you’re confused but that has probably something to do with you not being that bright. By your silly argument, nobody ever should have an opinion about anything unless they’ve personally experienced it.

dp.. You have no clue what/how the writing is taught yet you have opinions about it.

I bet if someone opined about something that you have experience with but others don't, you'd tell them, "You aren't too bright to have an opinion about something you have never experienced."

I worked with a guy who didn't have kids, yet he had endless amounts of opinions on how to parent and would share those opinions with those of us who had kids. He thought he was so smart and was full of himself. You sound like that guy.

You aren't too bright yourself. Maybe stop posting your uninformed opinions.