Boundaries assessment update 2023

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:First — emotion needs to be removed from the equation. Plug in the parameters for goals into an optimization program.

Second — each district should consider itself as a unit. Within that unit families (particularly but not exclusively, at the high school level) should look at the schools in their district as part of a larger entity. Move to a more university like outlook — where some course offerings are available at another building, such that a “high school” consists of 3-4 buildings/campuses. Offer core classes at all the campuses to minimize commuting.

I know kids already travel between schools for certain classes. My point is that the outlook needs to change.

Third — FCPS should lead the country in developing a trade school path — high tech and traditional. This should be considered on the same level as traditional schooling not for dropouts/failures like some DCUMers perceive tradespeople. There is a program a bit like I’m talking about in NewEngland.

Stop the class warfare and put the focus back on education.

The model we have now is not working.

FCPS has great trade schools and vocational schools. You can already graduate with trade licenses and qualifications. It's not on the same level and no one considers it on the same level because everything about our whole society prizes a degree from a good university over a class in medical billing

FCPS has horrendous trade programs. They don’t prepare children for trade programs and don’t let them use power tools. Not only that, it can only support a few hundred kids are are located at schools inaccessible for FARMs.

Doesn’t do much good to have a mediocre program at Chantilly, when the demand is at Herndon and Mount Vernon.

These classes should not be buried at current high schools. I think they should be offer such classes but there should be a TJ-like secondary trade school or one set aside in each existing district. For example, in Dranesville there is extra space capacity. Dedicate part of the building to the trade program drawing on kids from Langley, McLean and Herndon.

Our high school in Dranesville doesn’t have “extra space capacity.” Quite the opposite, in fact.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:First — emotion needs to be removed from the equation. Plug in the parameters for goals into an optimization program.

Second — each district should consider itself as a unit. Within that unit families (particularly but not exclusively, at the high school level) should look at the schools in their district as part of a larger entity. Move to a more university like outlook — where some course offerings are available at another building, such that a “high school” consists of 3-4 buildings/campuses. Offer core classes at all the campuses to minimize commuting.

I know kids already travel between schools for certain classes. My point is that the outlook needs to change.

Third — FCPS should lead the country in developing a trade school path — high tech and traditional. This should be considered on the same level as traditional schooling not for dropouts/failures like some DCUMers perceive tradespeople. There is a program a bit like I’m talking about in NewEngland.

Stop the class warfare and put the focus back on education.

The model we have now is not working.

FCPS has great trade schools and vocational schools. You can already graduate with trade licenses and qualifications. It's not on the same level and no one considers it on the same level because everything about our whole society prizes a degree from a good university over a class in medical billing

What is the name of our FCPS trade schools???? There are some classes. I am saying FCPS should lead in this area and make it stand out. Stop being sheep. It should be separate like the governors school FCPS operates.

There is not even sufficient demand for the classes offered.

The school in New England doesn’t have a problem with it. It is competitive.

FCPS parents and politicians lack imagination to tackle 21-st century problems. If not they’d take some time away from self-pleasuring themselves to actually do something to come up with viable solutions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:First — emotion needs to be removed from the equation. Plug in the parameters for goals into an optimization program.

Second — each district should consider itself as a unit. Within that unit families (particularly but not exclusively, at the high school level) should look at the schools in their district as part of a larger entity. Move to a more university like outlook — where some course offerings are available at another building, such that a “high school” consists of 3-4 buildings/campuses. Offer core classes at all the campuses to minimize commuting.

I know kids already travel between schools for certain classes. My point is that the outlook needs to change.

Third — FCPS should lead the country in developing a trade school path — high tech and traditional. This should be considered on the same level as traditional schooling not for dropouts/failures like some DCUMers perceive tradespeople. There is a program a bit like I’m talking about in NewEngland.

Stop the class warfare and put the focus back on education.

The model we have now is not working.

FCPS has great trade schools and vocational schools. You can already graduate with trade licenses and qualifications. It's not on the same level and no one considers it on the same level because everything about our whole society prizes a degree from a good university over a class in medical billing

FCPS has horrendous trade programs. They don’t prepare children for trade programs and don’t let them use power tools. Not only that, it can only support a few hundred kids are are located at schools inaccessible for FARMs.

Doesn’t do much good to have a mediocre program at Chantilly, when the demand is at Herndon and Mount Vernon.

These classes should not be buried at current high schools. I think they should be offer such classes but there should be a TJ-like secondary trade school or one set aside in each existing district. For example, in Dranesville there is extra space capacity. Dedicate part of the building to the trade program drawing on kids from Langley, McLean and Herndon.

Our high school in Dranesville doesn’t have “extra space capacity.” Quite the opposite, in fact.

which is why I didn’t suggest your HS. It could be one trade school per district.

[Anonymous]

Cap FARMs students below 40%. FCPS has said that's a tipping point beyond which schools fail.

In 2020, FARMS was around 27%. I imagine it is higher now. It would be almost impossible to achieve that.

[Anonymous]

Anonymous wrote:

Cap FARMs students below 40%. FCPS has said that's a tipping point beyond which schools fail.

In 2020, FARMS was around 27%. I imagine it is higher now. It would be almost impossible to achieve that.

Income verification is not required to become FARM. That is why the numbers are so high. Only 8.4% of the minor population in Fairfax actually lives in poverty (https://www.fairfaxcounty.gov/familyservices/sites/familyservices/files/assets/boardsauthoritiescommissions/community-action-advisory-board/pdfs/2020-community-action-advisory-board-state-of-the-poor-bookmark.pdf.)The other numbers are fudged to get funding from the state and DOE.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Cap FARMs students below 40%. FCPS has said that's a tipping point beyond which schools fail.

In 2020, FARMS was around 27%. I imagine it is higher now. It would be almost impossible to achieve that.

Income verification is not required to become FARM. That is why the numbers are so high. Only 8.4% of the minor population in Fairfax actually lives in poverty (https://www.fairfaxcounty.gov/familyservices/sites/familyservices/files/assets/boardsauthoritiescommissions/community-action-advisory-board/pdfs/2020-community-action-advisory-board-state-of-the-poor-bookmark.pdf.)The other numbers are fudged to get funding from the state and DOE.

The income guidelines to get free school meals are less stringent than federal poverty guidelines - according to this news source, a family of 4 can qualify with a HHI of around $51,000. https://www.wtvr.com/news/local-news/with-new-eligibility-which-virginia-families-will-qualify-for-free-school-meals-august-23-2022#:~:text=According%20to%20the%202022%20Poverty,a%20household%20of%20four%2C%20%2451%2C338.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Cap FARMs students below 40%. FCPS has said that's a tipping point beyond which schools fail.

In 2020, FARMS was around 27%. I imagine it is higher now. It would be almost impossible to achieve that.

Income verification is not required to become FARM. That is why the numbers are so high. Only 8.4% of the minor population in Fairfax actually lives in poverty (https://www.fairfaxcounty.gov/familyservices/sites/familyservices/files/assets/boardsauthoritiescommissions/community-action-advisory-board/pdfs/2020-community-action-advisory-board-state-of-the-poor-bookmark.pdf.)The other numbers are fudged to get funding from the state and DOE.

The income guidelines to get free school meals are less stringent than federal poverty guidelines - according to this news source, a family of 4 can qualify with a HHI of around $51,000. https://www.wtvr.com/news/local-news/with-new-eligibility-which-virginia-families-will-qualify-for-free-school-meals-august-23-2022#:~:text=According%20to%20the%202022%20Poverty,a%20household%20of%20four%2C%20%2451%2C338.

A family does not have to provide income verification for enrollment. Providing proof of income is optional.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Instead of making this yet another IB vs. AP debate (they are both fine), let's get back to original topic. Yes making some IB schools AP would help. SB won't do jack because they don't want to stir up the pot. Parents-many in this forum-will freak out with boundary changes if it doesn't go their way. So what is the solution?

Distribute affordable housing across the county instead on concentrating it. Unless that happens, boundary adjustment will always be bitter and career ending for politicians

A politician who truly believes that a boundary adjustment is the right thing to do for the sake of equity, fiscal responsibility and any other good reason should have character enough to go through with it anyway.

The school board is supposed to exist for proper education and responsible use of facilities/resources, not as a stepping stone that ambitious politicians use to get to higher office.

You throw out that it should be done for the sake of "equity." How is this going to achieve "equity?" What do you think it will do?

2. So, you redistribute and get "equity" of demographics. What does this accomplish for the kids?

Maybe, just maybe, a politician will step forward who thinks we should educate our kids. To me, that would be "equity."

To me, equity is all about course offerings. All schools should have a student body that can support a robust STEM program along with strong humanities offerings. Currently we have schools that struggle to fill a single class with enough kids capable of taking certain advanced courses, or worse, the school doesn't even offer particular courses.

The findings and recommendations from the latest Career Pathways report and presentation are significant and unfortunately will be largely ignored by the SB and the community. The document showing enrollment of Career Pathway classes per school for 2021-22 demonstrates the inequalities that currently exist.

https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEP4CC430/$file/Career_Pathways_SBWS_%20Presentation.pdf
https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEH4CC429/$file/High%20School%20Pathway%20Course%20Offerings%20by%20School%20SY%202021-22%20-%20High%20School%20(1).pdf

As a baseline, every school should be capable of offering and filling at least one full class of AP Computer Science A. Chantilly and Woodson have over 140 students enrolled in that class, while Mt. Vernon doesn't even offer IB Computer Science (they had a total of 26 kids enrolled in a regular 'Computer Science' elective.)
Similarly, every school should be capable of offering and filling AP Calculus BC. McLean had 133 kids enrolled in AP Calc BC, while Mt. Vernon had <10 enrolled in the equivalent IB Math A&A HL 2.

I'm not suggesting that we bus kids one way or the other. I'm only illustrating the very wide spectrum of course offerings and enrollment at our schools. The factor that boundaries play in creating this situation is not trivial.

How do you solve the issue without bussing? Do you think Mt. Vernon should offer post calc math like other schools even if only 10 kids are even taking HL 2 math? The places that you'd bus from for most of these schools barely have advanced cohorts themselves.

NP

I think 10 is enough, if people know it will be offered more students would stay and the class size would grow in future years.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Cap FARMs students below 40%. FCPS has said that's a tipping point beyond which schools fail.

In 2020, FARMS was around 27%. I imagine it is higher now. It would be almost impossible to achieve that.

Income verification is not required to become FARM. That is why the numbers are so high. Only 8.4% of the minor population in Fairfax actually lives in poverty (https://www.fairfaxcounty.gov/familyservices/sites/familyservices/files/assets/boardsauthoritiescommissions/community-action-advisory-board/pdfs/2020-community-action-advisory-board-state-of-the-poor-bookmark.pdf.)The other numbers are fudged to get funding from the state and DOE.

The income guidelines to get free school meals are less stringent than federal poverty guidelines - according to this news source, a family of 4 can qualify with a HHI of around $51,000. https://www.wtvr.com/news/local-news/with-new-eligibility-which-virginia-families-will-qualify-for-free-school-meals-august-23-2022#:~:text=According%20to%20the%202022%20Poverty,a%20household%20of%20four%2C%20%2451%2C338.

A family does not have to provide income verification for enrollment. Providing proof of income is optional.

ah, the old all the poor people are lying angle

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Instead of making this yet another IB vs. AP debate (they are both fine), let's get back to original topic. Yes making some IB schools AP would help. SB won't do jack because they don't want to stir up the pot. Parents-many in this forum-will freak out with boundary changes if it doesn't go their way. So what is the solution?

Distribute affordable housing across the county instead on concentrating it. Unless that happens, boundary adjustment will always be bitter and career ending for politicians

A politician who truly believes that a boundary adjustment is the right thing to do for the sake of equity, fiscal responsibility and any other good reason should have character enough to go through with it anyway.

The school board is supposed to exist for proper education and responsible use of facilities/resources, not as a stepping stone that ambitious politicians use to get to higher office.

You throw out that it should be done for the sake of "equity." How is this going to achieve "equity?" What do you think it will do?

2. So, you redistribute and get "equity" of demographics. What does this accomplish for the kids?

Maybe, just maybe, a politician will step forward who thinks we should educate our kids. To me, that would be "equity."

To me, equity is all about course offerings. All schools should have a student body that can support a robust STEM program along with strong humanities offerings. Currently we have schools that struggle to fill a single class with enough kids capable of taking certain advanced courses, or worse, the school doesn't even offer particular courses.

The findings and recommendations from the latest Career Pathways report and presentation are significant and unfortunately will be largely ignored by the SB and the community. The document showing enrollment of Career Pathway classes per school for 2021-22 demonstrates the inequalities that currently exist.

https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEP4CC430/$file/Career_Pathways_SBWS_%20Presentation.pdf
https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEH4CC429/$file/High%20School%20Pathway%20Course%20Offerings%20by%20School%20SY%202021-22%20-%20High%20School%20(1).pdf

As a baseline, every school should be capable of offering and filling at least one full class of AP Computer Science A. Chantilly and Woodson have over 140 students enrolled in that class, while Mt. Vernon doesn't even offer IB Computer Science (they had a total of 26 kids enrolled in a regular 'Computer Science' elective.)
Similarly, every school should be capable of offering and filling AP Calculus BC. McLean had 133 kids enrolled in AP Calc BC, while Mt. Vernon had <10 enrolled in the equivalent IB Math A&A HL 2.

I'm not suggesting that we bus kids one way or the other. I'm only illustrating the very wide spectrum of course offerings and enrollment at our schools. The factor that boundaries play in creating this situation is not trivial.

How do you solve the issue without bussing? Do you think Mt. Vernon should offer post calc math like other schools even if only 10 kids are even taking HL 2 math? The places that you'd bus from for most of these schools barely have advanced cohorts themselves.

NP

I think 10 is enough, if people know it will be offered more students would stay and the class size would grow in future years.

the numbers are less than 10 and could be 1. Anything less than 10 but more than zero is just reported as less than 10.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Instead of making this yet another IB vs. AP debate (they are both fine), let's get back to original topic. Yes making some IB schools AP would help. SB won't do jack because they don't want to stir up the pot. Parents-many in this forum-will freak out with boundary changes if it doesn't go their way. So what is the solution?

Distribute affordable housing across the county instead on concentrating it. Unless that happens, boundary adjustment will always be bitter and career ending for politicians

A politician who truly believes that a boundary adjustment is the right thing to do for the sake of equity, fiscal responsibility and any other good reason should have character enough to go through with it anyway.

The school board is supposed to exist for proper education and responsible use of facilities/resources, not as a stepping stone that ambitious politicians use to get to higher office.

You throw out that it should be done for the sake of "equity." How is this going to achieve "equity?" What do you think it will do?

2. So, you redistribute and get "equity" of demographics. What does this accomplish for the kids?

Maybe, just maybe, a politician will step forward who thinks we should educate our kids. To me, that would be "equity."

To me, equity is all about course offerings. All schools should have a student body that can support a robust STEM program along with strong humanities offerings. Currently we have schools that struggle to fill a single class with enough kids capable of taking certain advanced courses, or worse, the school doesn't even offer particular courses.

The findings and recommendations from the latest Career Pathways report and presentation are significant and unfortunately will be largely ignored by the SB and the community. The document showing enrollment of Career Pathway classes per school for 2021-22 demonstrates the inequalities that currently exist.

https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEP4CC430/$file/Career_Pathways_SBWS_%20Presentation.pdf
https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEH4CC429/$file/High%20School%20Pathway%20Course%20Offerings%20by%20School%20SY%202021-22%20-%20High%20School%20(1).pdf

As a baseline, every school should be capable of offering and filling at least one full class of AP Computer Science A. Chantilly and Woodson have over 140 students enrolled in that class, while Mt. Vernon doesn't even offer IB Computer Science (they had a total of 26 kids enrolled in a regular 'Computer Science' elective.)
Similarly, every school should be capable of offering and filling AP Calculus BC. McLean had 133 kids enrolled in AP Calc BC, while Mt. Vernon had <10 enrolled in the equivalent IB Math A&A HL 2.

I'm not suggesting that we bus kids one way or the other. I'm only illustrating the very wide spectrum of course offerings and enrollment at our schools. The factor that boundaries play in creating this situation is not trivial.

How do you solve the issue without bussing? Do you think Mt. Vernon should offer post calc math like other schools even if only 10 kids are even taking HL 2 math? The places that you'd bus from for most of these schools barely have advanced cohorts themselves.

NP

I think 10 is enough, if people know it will be offered more students would stay and the class size would grow in future years.

This plus 10 is a great sized math class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Instead of making this yet another IB vs. AP debate (they are both fine), let's get back to original topic. Yes making some IB schools AP would help. SB won't do jack because they don't want to stir up the pot. Parents-many in this forum-will freak out with boundary changes if it doesn't go their way. So what is the solution?

Distribute affordable housing across the county instead on concentrating it. Unless that happens, boundary adjustment will always be bitter and career ending for politicians

A politician who truly believes that a boundary adjustment is the right thing to do for the sake of equity, fiscal responsibility and any other good reason should have character enough to go through with it anyway.

The school board is supposed to exist for proper education and responsible use of facilities/resources, not as a stepping stone that ambitious politicians use to get to higher office.

You throw out that it should be done for the sake of "equity." How is this going to achieve "equity?" What do you think it will do?

2. So, you redistribute and get "equity" of demographics. What does this accomplish for the kids?

Maybe, just maybe, a politician will step forward who thinks we should educate our kids. To me, that would be "equity."

To me, equity is all about course offerings. All schools should have a student body that can support a robust STEM program along with strong humanities offerings. Currently we have schools that struggle to fill a single class with enough kids capable of taking certain advanced courses, or worse, the school doesn't even offer particular courses.

The findings and recommendations from the latest Career Pathways report and presentation are significant and unfortunately will be largely ignored by the SB and the community. The document showing enrollment of Career Pathway classes per school for 2021-22 demonstrates the inequalities that currently exist.

https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEP4CC430/$file/Career_Pathways_SBWS_%20Presentation.pdf
https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEH4CC429/$file/High%20School%20Pathway%20Course%20Offerings%20by%20School%20SY%202021-22%20-%20High%20School%20(1).pdf

As a baseline, every school should be capable of offering and filling at least one full class of AP Computer Science A. Chantilly and Woodson have over 140 students enrolled in that class, while Mt. Vernon doesn't even offer IB Computer Science (they had a total of 26 kids enrolled in a regular 'Computer Science' elective.)
Similarly, every school should be capable of offering and filling AP Calculus BC. McLean had 133 kids enrolled in AP Calc BC, while Mt. Vernon had <10 enrolled in the equivalent IB Math A&A HL 2.

I'm not suggesting that we bus kids one way or the other. I'm only illustrating the very wide spectrum of course offerings and enrollment at our schools. The factor that boundaries play in creating this situation is not trivial.

How do you solve the issue without bussing? Do you think Mt. Vernon should offer post calc math like other schools even if only 10 kids are even taking HL 2 math? The places that you'd bus from for most of these schools barely have advanced cohorts themselves.

NP

I think 10 is enough, if people know it will be offered more students would stay and the class size would grow in future years.

This plus 10 is a great sized math class.

what if less than 10 is 2 students or 1 student? Should the class still be offered?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Instead of making this yet another IB vs. AP debate (they are both fine), let's get back to original topic. Yes making some IB schools AP would help. SB won't do jack because they don't want to stir up the pot. Parents-many in this forum-will freak out with boundary changes if it doesn't go their way. So what is the solution?

Distribute affordable housing across the county instead on concentrating it. Unless that happens, boundary adjustment will always be bitter and career ending for politicians

A politician who truly believes that a boundary adjustment is the right thing to do for the sake of equity, fiscal responsibility and any other good reason should have character enough to go through with it anyway.

The school board is supposed to exist for proper education and responsible use of facilities/resources, not as a stepping stone that ambitious politicians use to get to higher office.

You throw out that it should be done for the sake of "equity." How is this going to achieve "equity?" What do you think it will do?

2. So, you redistribute and get "equity" of demographics. What does this accomplish for the kids?

Maybe, just maybe, a politician will step forward who thinks we should educate our kids. To me, that would be "equity."

To me, equity is all about course offerings. All schools should have a student body that can support a robust STEM program along with strong humanities offerings. Currently we have schools that struggle to fill a single class with enough kids capable of taking certain advanced courses, or worse, the school doesn't even offer particular courses.

The findings and recommendations from the latest Career Pathways report and presentation are significant and unfortunately will be largely ignored by the SB and the community. The document showing enrollment of Career Pathway classes per school for 2021-22 demonstrates the inequalities that currently exist.

https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEP4CC430/$file/Career_Pathways_SBWS_%20Presentation.pdf
https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEH4CC429/$file/High%20School%20Pathway%20Course%20Offerings%20by%20School%20SY%202021-22%20-%20High%20School%20(1).pdf

As a baseline, every school should be capable of offering and filling at least one full class of AP Computer Science A. Chantilly and Woodson have over 140 students enrolled in that class, while Mt. Vernon doesn't even offer IB Computer Science (they had a total of 26 kids enrolled in a regular 'Computer Science' elective.)
Similarly, every school should be capable of offering and filling AP Calculus BC. McLean had 133 kids enrolled in AP Calc BC, while Mt. Vernon had <10 enrolled in the equivalent IB Math A&A HL 2.

I'm not suggesting that we bus kids one way or the other. I'm only illustrating the very wide spectrum of course offerings and enrollment at our schools. The factor that boundaries play in creating this situation is not trivial.

How do you solve the issue without bussing? Do you think Mt. Vernon should offer post calc math like other schools even if only 10 kids are even taking HL 2 math? The places that you'd bus from for most of these schools barely have advanced cohorts themselves.

NP

I think 10 is enough, if people know it will be offered more students would stay and the class size would grow in future years.

This plus 10 is a great sized math class.

what if less than 10 is 2 students or 1 student? Should the class still be offered?

Perhaps it should in the schools that are struggling. A very small class would be a nice incentive to some people. Is it the fault of the students at Lewis that they have almost 1000 fewer students than West Springfield?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Instead of making this yet another IB vs. AP debate (they are both fine), let's get back to original topic. Yes making some IB schools AP would help. SB won't do jack because they don't want to stir up the pot. Parents-many in this forum-will freak out with boundary changes if it doesn't go their way. So what is the solution?

Distribute affordable housing across the county instead on concentrating it. Unless that happens, boundary adjustment will always be bitter and career ending for politicians

A politician who truly believes that a boundary adjustment is the right thing to do for the sake of equity, fiscal responsibility and any other good reason should have character enough to go through with it anyway.

The school board is supposed to exist for proper education and responsible use of facilities/resources, not as a stepping stone that ambitious politicians use to get to higher office.

You throw out that it should be done for the sake of "equity." How is this going to achieve "equity?" What do you think it will do?

2. So, you redistribute and get "equity" of demographics. What does this accomplish for the kids?

Maybe, just maybe, a politician will step forward who thinks we should educate our kids. To me, that would be "equity."

To me, equity is all about course offerings. All schools should have a student body that can support a robust STEM program along with strong humanities offerings. Currently we have schools that struggle to fill a single class with enough kids capable of taking certain advanced courses, or worse, the school doesn't even offer particular courses.

The findings and recommendations from the latest Career Pathways report and presentation are significant and unfortunately will be largely ignored by the SB and the community. The document showing enrollment of Career Pathway classes per school for 2021-22 demonstrates the inequalities that currently exist.

https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEP4CC430/$file/Career_Pathways_SBWS_%20Presentation.pdf
https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEH4CC429/$file/High%20School%20Pathway%20Course%20Offerings%20by%20School%20SY%202021-22%20-%20High%20School%20(1).pdf

As a baseline, every school should be capable of offering and filling at least one full class of AP Computer Science A. Chantilly and Woodson have over 140 students enrolled in that class, while Mt. Vernon doesn't even offer IB Computer Science (they had a total of 26 kids enrolled in a regular 'Computer Science' elective.)
Similarly, every school should be capable of offering and filling AP Calculus BC. McLean had 133 kids enrolled in AP Calc BC, while Mt. Vernon had <10 enrolled in the equivalent IB Math A&A HL 2.

I'm not suggesting that we bus kids one way or the other. I'm only illustrating the very wide spectrum of course offerings and enrollment at our schools. The factor that boundaries play in creating this situation is not trivial.

How do you solve the issue without bussing? Do you think Mt. Vernon should offer post calc math like other schools even if only 10 kids are even taking HL 2 math? The places that you'd bus from for most of these schools barely have advanced cohorts themselves.

NP

I think 10 is enough, if people know it will be offered more students would stay and the class size would grow in future years.

This plus 10 is a great sized math class.

what if less than 10 is 2 students or 1 student? Should the class still be offered?

How about provide transportation to the students to take the class at another school, or establish an online cohort? We have the technology to provide such solutions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Instead of making this yet another IB vs. AP debate (they are both fine), let's get back to original topic. Yes making some IB schools AP would help. SB won't do jack because they don't want to stir up the pot. Parents-many in this forum-will freak out with boundary changes if it doesn't go their way. So what is the solution?

Distribute affordable housing across the county instead on concentrating it. Unless that happens, boundary adjustment will always be bitter and career ending for politicians

A politician who truly believes that a boundary adjustment is the right thing to do for the sake of equity, fiscal responsibility and any other good reason should have character enough to go through with it anyway.

The school board is supposed to exist for proper education and responsible use of facilities/resources, not as a stepping stone that ambitious politicians use to get to higher office.

You throw out that it should be done for the sake of "equity." How is this going to achieve "equity?" What do you think it will do?

2. So, you redistribute and get "equity" of demographics. What does this accomplish for the kids?

Maybe, just maybe, a politician will step forward who thinks we should educate our kids. To me, that would be "equity."

To me, equity is all about course offerings. All schools should have a student body that can support a robust STEM program along with strong humanities offerings. Currently we have schools that struggle to fill a single class with enough kids capable of taking certain advanced courses, or worse, the school doesn't even offer particular courses.

The findings and recommendations from the latest Career Pathways report and presentation are significant and unfortunately will be largely ignored by the SB and the community. The document showing enrollment of Career Pathway classes per school for 2021-22 demonstrates the inequalities that currently exist.

https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEP4CC430/$file/Career_Pathways_SBWS_%20Presentation.pdf
https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CM2JEH4CC429/$file/High%20School%20Pathway%20Course%20Offerings%20by%20School%20SY%202021-22%20-%20High%20School%20(1).pdf

As a baseline, every school should be capable of offering and filling at least one full class of AP Computer Science A. Chantilly and Woodson have over 140 students enrolled in that class, while Mt. Vernon doesn't even offer IB Computer Science (they had a total of 26 kids enrolled in a regular 'Computer Science' elective.)
Similarly, every school should be capable of offering and filling AP Calculus BC. McLean had 133 kids enrolled in AP Calc BC, while Mt. Vernon had <10 enrolled in the equivalent IB Math A&A HL 2.

I'm not suggesting that we bus kids one way or the other. I'm only illustrating the very wide spectrum of course offerings and enrollment at our schools. The factor that boundaries play in creating this situation is not trivial.

How do you solve the issue without bussing? Do you think Mt. Vernon should offer post calc math like other schools even if only 10 kids are even taking HL 2 math? The places that you'd bus from for most of these schools barely have advanced cohorts themselves.

NP

I think 10 is enough, if people know it will be offered more students would stay and the class size would grow in future years.

This plus 10 is a great sized math class.

what if less than 10 is 2 students or 1 student? Should the class still be offered?

How about provide transportation to the students to take the class at another school, or establish an online cohort? We have the technology to provide such solutions.

They already do that.