County-wide magnet/IB/GE/Humanity programs will become regional programs if the secondary program plan is passed

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can folks take the conversation regarding changes to math pathways to one of the several separate threads on that specific topic? It's only tangentially relevant here, presumably once the changes are in place all high schools will end up with another option to get the "regular" accelerated math kids through to graduation, even though (as now) they won't all have options for the kids who are super-accelerated and taking Algebra 1 (or the new equivalent) in 6th.

We might if you didn't end with the Algebra in 6th strawman. The plan MCPS presented leaves the MVC gap for those on the much more "standard" accelerated path (beginning HS Algebra courses in 7th). The relation to the topic of this thread was with respect to the relative need for magnet seating if such courses are not available to fill the gap for all who reasonably could and would pursue them.

Now we can leave it at that. Can you?

Why are you obsessed with magnets and forcing kids into magnets? The schools are huge. Magnets are great for kids who want them but there is no reason kids needs cannot also be met at their home schools. Yes, we need more magnets but some schools also need expanded classes to meet all students needs. It should be both, not one or the other.

That was the point. Magnets should not be relied on as the way to address the needs of this group of accelerated learners -- seating can't feasibly be high enough to accommodate. At the same time, the system must address those needs...for all, not just where it is convenient to do so. Given this, all high schools should provide MVC (and anything meeting similar need in other subjects).

Or, all schools should provide means to access higher level math (DE, virtual, course offering). That doesn't mean that MVC has to be provided in a HS.

DE is not possible for a lot of kids. MCPS needs to provide it directly to students. They have been clear they will not offer classes virtually.

MCPS is about equity. They should just cut it from all schools. It’s not ok some schools offer way more than others. If lower income families need to figure it out, so should higher income families especially when they have the resources.

Are you the same poster who keeps insisting they won't offer courses virtually without any evidence? What makes you say that?

(In fact evidence suggests the opposite: "MCPS staff said the district may employ online learning to ensure equitable access to classes." https://bethesdamagazine.com/2025/06/25/mcps-leaning-toward-regional-programming-model/)

+1. Distance education for rare classes is an obvious solution-I have family members in other states and their high school kids have done it and enjoyed it. Qualified teachers since there’s a big pool to choose from who can teach remotely, classes are smaller and no need to bus the kid for an hour

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can folks take the conversation regarding changes to math pathways to one of the several separate threads on that specific topic? It's only tangentially relevant here, presumably once the changes are in place all high schools will end up with another option to get the "regular" accelerated math kids through to graduation, even though (as now) they won't all have options for the kids who are super-accelerated and taking Algebra 1 (or the new equivalent) in 6th.

We might if you didn't end with the Algebra in 6th strawman. The plan MCPS presented leaves the MVC gap for those on the much more "standard" accelerated path (beginning HS Algebra courses in 7th). The relation to the topic of this thread was with respect to the relative need for magnet seating if such courses are not available to fill the gap for all who reasonably could and would pursue them.

Now we can leave it at that. Can you?

Why are you obsessed with magnets and forcing kids into magnets? The schools are huge. Magnets are great for kids who want them but there is no reason kids needs cannot also be met at their home schools. Yes, we need more magnets but some schools also need expanded classes to meet all students needs. It should be both, not one or the other.

That was the point. Magnets should not be relied on as the way to address the needs of this group of accelerated learners -- seating can't feasibly be high enough to accommodate. At the same time, the system must address those needs...for all, not just where it is convenient to do so. Given this, all high schools should provide MVC (and anything meeting similar need in other subjects).

Or, all schools should provide means to access higher level math (DE, virtual, course offering). That doesn't mean that MVC has to be provided in a HS.

DE is not possible for a lot of kids. MCPS needs to provide it directly to students. They have been clear they will not offer classes virtually.

MCPS is about equity. They should just cut it from all schools. It’s not ok some schools offer way more than others. If lower income families need to figure it out, so should higher income families especially when they have the resources.

They have not been clear. At the meeting on Thursday, there was mention of virtual classes as possibilities.

It should be a possibility if they’re smart. Posters here are screaming about the tragedy of 20 extremely bright kids being unable to access a math class that only one MCPS teacher is qualified to teach. Other states offer distance education with a qualified teacher as an option. That would be Better than using those 20 kids as an excuse to deny opportunities to hundreds more who could benefit from enriched programming. Not to mention being better for kids who won’t have to be bused an hour in each direction on top of an already crushing schedule

We have several qualified teachers at our school. Where are you getting only one teacher can teach it? They will

They may have mentioned it but I talked to them about it and they said no. They took away the vitual school and they have been clear to families its not coming back. That is the obvious solution.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can folks take the conversation regarding changes to math pathways to one of the several separate threads on that specific topic? It's only tangentially relevant here, presumably once the changes are in place all high schools will end up with another option to get the "regular" accelerated math kids through to graduation, even though (as now) they won't all have options for the kids who are super-accelerated and taking Algebra 1 (or the new equivalent) in 6th.

We might if you didn't end with the Algebra in 6th strawman. The plan MCPS presented leaves the MVC gap for those on the much more "standard" accelerated path (beginning HS Algebra courses in 7th). The relation to the topic of this thread was with respect to the relative need for magnet seating if such courses are not available to fill the gap for all who reasonably could and would pursue them.

Now we can leave it at that. Can you?

Why are you obsessed with magnets and forcing kids into magnets? The schools are huge. Magnets are great for kids who want them but there is no reason kids needs cannot also be met at their home schools. Yes, we need more magnets but some schools also need expanded classes to meet all students needs. It should be both, not one or the other.

That was the point. Magnets should not be relied on as the way to address the needs of this group of accelerated learners -- seating can't feasibly be high enough to accommodate. At the same time, the system must address those needs...for all, not just where it is convenient to do so. Given this, all high schools should provide MVC (and anything meeting similar need in other subjects).

Or, all schools should provide means to access higher level math (DE, virtual, course offering). That doesn't mean that MVC has to be provided in a HS.

DE is not possible for a lot of kids. MCPS needs to provide it directly to students. They have been clear they will not offer classes virtually.

MCPS is about equity. They should just cut it from all schools. It’s not ok some schools offer way more than others. If lower income families need to figure it out, so should higher income families especially when they have the resources.

Are you the same poster who keeps insisting they won't offer courses virtually without any evidence? What makes you say that?

(In fact evidence suggests the opposite: "MCPS staff said the district may employ online learning to ensure equitable access to classes." https://bethesdamagazine.com/2025/06/25/mcps-leaning-toward-regional-programming-model/)

+1. Distance education for rare classes is an obvious solution-I have family members in other states and their high school kids have done it and enjoyed it. Qualified teachers since there’s a big pool to choose from who can teach remotely, classes are smaller and no need to bus the kid for an hour

There are many families who did virtual in MCPS and were very happy with it. I'd love for some classes to be offered virtually and have the option of hybrid.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So
What does that mean?

It effectively means the end of the countywide magnets. I really can't understand who in their right mind in MCPS would want to do this.

Blair and Poolesville aren’t county wide now.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I cannot justify why the county has been effective running an top notch private STEM school for 100 students per year for the last generation, and another magnet IB school where the quality of education rivals top selective private institutions.

That said, as a parent of a Blair Magnet graduate, this will be a tremendous, tremendous loss for our county and for our nation if Blair Magnet and RMIB stop their existence as we know it.

This is a huge loss, but many here aren’t concerned because their kids wouldn’t have had access anyway. But that indifference makes it easier to dismantle some of the best things MCPS has to offer and that’s exactly what’s happening.

It’s not indifference its recognition that serving 100 students well does not justify not providing resources and opportunities for thousands of students.

Why not expand the existing program and increase the number of available slots so that more students can benefit? Eliminating one of the county’s strongest programs is not the right solution to address access and equity. Are we really willing to let MCPS fall behind other school systems in the country by consistently choosing equity at the expense of excellence?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can folks take the conversation regarding changes to math pathways to one of the several separate threads on that specific topic? It's only tangentially relevant here, presumably once the changes are in place all high schools will end up with another option to get the "regular" accelerated math kids through to graduation, even though (as now) they won't all have options for the kids who are super-accelerated and taking Algebra 1 (or the new equivalent) in 6th.

We might if you didn't end with the Algebra in 6th strawman. The plan MCPS presented leaves the MVC gap for those on the much more "standard" accelerated path (beginning HS Algebra courses in 7th). The relation to the topic of this thread was with respect to the relative need for magnet seating if such courses are not available to fill the gap for all who reasonably could and would pursue them.

Now we can leave it at that. Can you?

Why are you obsessed with magnets and forcing kids into magnets? The schools are huge. Magnets are great for kids who want them but there is no reason kids needs cannot also be met at their home schools. Yes, we need more magnets but some schools also need expanded classes to meet all students needs. It should be both, not one or the other.

That was the point. Magnets should not be relied on as the way to address the needs of this group of accelerated learners -- seating can't feasibly be high enough to accommodate. At the same time, the system must address those needs...for all, not just where it is convenient to do so. Given this, all high schools should provide MVC (and anything meeting similar need in other subjects).

Or, all schools should provide means to access higher level math (DE, virtual, course offering). That doesn't mean that MVC has to be provided in a HS.

DE is not possible for a lot of kids. MCPS needs to provide it directly to students. They have been clear they will not offer classes virtually.

MCPS is about equity. They should just cut it from all schools. It’s not ok some schools offer way more than others. If lower income families need to figure it out, so should higher income families especially when they have the resources.

They have not been clear. At the meeting on Thursday, there was mention of virtual classes as possibilities.

It should be a possibility if they’re smart. Posters here are screaming about the tragedy of 20 extremely bright kids being unable to access a math class that only one MCPS teacher is qualified to teach. Other states offer distance education with a qualified teacher as an option. That would be Better than using those 20 kids as an excuse to deny opportunities to hundreds more who could benefit from enriched programming. Not to mention being better for kids who won’t have to be bused an hour in each direction on top of an already crushing schedule

We have several qualified teachers at our school. Where are you getting only one teacher can teach it? They will

They may have mentioned it but I talked to them about it and they said no. They took away the vitual school and they have been clear to families its not coming back. That is the obvious solution.

They're not bringing back the virtual academy, but, they are open to the possibility of having virtual classes for scenarios where there aren't enough students at one school to have a specific class there.

[Anonymous]

Listen. People are upset because MCPS has a deep history of saying they will offer equivalent enriched courses at home schools (or in this case in home “regions”) but the home option ends up either being watered down, not offered, not equivalent, or yanked after promised.
Examples:
-ELC offered as alternative to CES (especially given lottery admissions), then ELC yanked, and CKLA enriched option allowed to be offered as minimally as 30 minutes a week with no accountability mechanism
-Middle school global humanities offered at home schools to mirror humanities at Eastern. Course is nothing like Eastern, novel studies omitted by teachers without accountability, numerous schools put all students in the enriched course and operate at grade level
-Regional IBs added. Fewer courses than countywide, way lower success rates on IB exams, number of applicants barely exceeds seats so ends up being more of a choice program than an actual criteria program despite how it is presented.

I think the regional idea of expanding seats comes from a good place. But I think in order to do it properly, they need to engage with the community MUCH more in order to understand what drives the decision making of families. The brief out of context survey didn’t get at any of these considerations.

Take me for example. I’m zoned for BCC. We bought in this zone because of a commute in to DC. In two of four options, I will be rezoned to WJ, which is 20 mins away. If I’m in WJ, my region includes Woodward, Wheaton, and Churchill for programs. My kid isn’t a math/science lover, but if she were, we would have considered a top program like Blair, which is in the right direction and not too far. Churchill is like 30 minutes away in the wrong direction. All of these schools in my potential are farther away than BCC or some of the existing magnets. And if admissions criteria are lowered due to so many new spots and programs and teachers are new and untested, a kid in my household probably wouldn’t apply because it doesn’t seem worth it. So any application data DCCAPS thinks they have from past cycles might not be useful or applicable.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can folks take the conversation regarding changes to math pathways to one of the several separate threads on that specific topic? It's only tangentially relevant here, presumably once the changes are in place all high schools will end up with another option to get the "regular" accelerated math kids through to graduation, even though (as now) they won't all have options for the kids who are super-accelerated and taking Algebra 1 (or the new equivalent) in 6th.

We might if you didn't end with the Algebra in 6th strawman. The plan MCPS presented leaves the MVC gap for those on the much more "standard" accelerated path (beginning HS Algebra courses in 7th). The relation to the topic of this thread was with respect to the relative need for magnet seating if such courses are not available to fill the gap for all who reasonably could and would pursue them.

Now we can leave it at that. Can you?

Why are you obsessed with magnets and forcing kids into magnets? The schools are huge. Magnets are great for kids who want them but there is no reason kids needs cannot also be met at their home schools. Yes, we need more magnets but some schools also need expanded classes to meet all students needs. It should be both, not one or the other.

That was the point. Magnets should not be relied on as the way to address the needs of this group of accelerated learners -- seating can't feasibly be high enough to accommodate. At the same time, the system must address those needs...for all, not just where it is convenient to do so. Given this, all high schools should provide MVC (and anything meeting similar need in other subjects).

Or, all schools should provide means to access higher level math (DE, virtual, course offering). That doesn't mean that MVC has to be provided in a HS.

DE is not possible for a lot of kids. MCPS needs to provide it directly to students. They have been clear they will not offer classes virtually.

MCPS is about equity. They should just cut it from all schools. It’s not ok some schools offer way more than others. If lower income families need to figure it out, so should higher income families especially when they have the resources.

They have not been clear. At the meeting on Thursday, there was mention of virtual classes as possibilities.

It should be a possibility if they’re smart. Posters here are screaming about the tragedy of 20 extremely bright kids being unable to access a math class that only one MCPS teacher is qualified to teach. Other states offer distance education with a qualified teacher as an option. That would be Better than using those 20 kids as an excuse to deny opportunities to hundreds more who could benefit from enriched programming. Not to mention being better for kids who won’t have to be bused an hour in each direction on top of an already crushing schedule

We have several qualified teachers at our school. Where are you getting only one teacher can teach it? They will

They may have mentioned it but I talked to them about it and they said no. They took away the vitual school and they have been clear to families its not coming back. That is the obvious solution.

They're not bringing back the virtual academy, but, they are open to the possibility of having virtual classes for scenarios where there aren't enough students at one school to have a specific class there.

Being open and doing it are two different things. They do it for compacted math. I spoke to them and they said no. They dangle things but its not going to happen.

[Anonymous]

Anonymous wrote:Listen. People are upset because MCPS has a deep history of saying they will offer equivalent enriched courses at home schools (or in this case in home “regions”) but the home option ends up either being watered down, not offered, not equivalent, or yanked after promised.
Examples:
-ELC offered as alternative to CES (especially given lottery admissions), then ELC yanked, and CKLA enriched option allowed to be offered as minimally as 30 minutes a week with no accountability mechanism
-Middle school global humanities offered at home schools to mirror humanities at Eastern. Course is nothing like Eastern, novel studies omitted by teachers without accountability, numerous schools put all students in the enriched course and operate at grade level
-Regional IBs added. Fewer courses than countywide, way lower success rates on IB exams, number of applicants barely exceeds seats so ends up being more of a choice program than an actual criteria program despite how it is presented.

I think the regional idea of expanding seats comes from a good place. But I think in order to do it properly, they need to engage with the community MUCH more in order to understand what drives the decision making of families. The brief out of context survey didn’t get at any of these considerations.

Take me for example. I’m zoned for BCC. We bought in this zone because of a commute in to DC. In two of four options, I will be rezoned to WJ, which is 20 mins away. If I’m in WJ, my region includes Woodward, Wheaton, and Churchill for programs. My kid isn’t a math/science lover, but if she were, we would have considered a top program like Blair, which is in the right direction and not too far. Churchill is like 30 minutes away in the wrong direction. All of these schools in my potential are farther away than BCC or some of the existing magnets. And if admissions criteria are lowered due to so many new spots and programs and teachers are new and untested, a kid in my household probably wouldn’t apply because it doesn’t seem worth it. So any application data DCCAPS thinks they have from past cycles might not be useful or applicable.

Churchill is not a reasonable distance. What many forget is kids have to return to school in the evening and weekends for activities and sports. It's a hardship if parents work/parents don't drive, kids don't drive, or don't have cars or no easy public transportation. The activity bus doesn't work for these things. This would apply to many families. We couldn't make that work, nor could many we know.

The other issue is how many kids are graduating with IB degrees. It's very few. They need to look at the courses kids are taking and what they want.

[Anonymous]

Anonymous wrote:Listen. People are upset because MCPS has a deep history of saying they will offer equivalent enriched courses at home schools (or in this case in home “regions”) but the home option ends up either being watered down, not offered, not equivalent, or yanked after promised.
Examples:
-ELC offered as alternative to CES (especially given lottery admissions), then ELC yanked, and CKLA enriched option allowed to be offered as minimally as 30 minutes a week with no accountability mechanism
-Middle school global humanities offered at home schools to mirror humanities at Eastern. Course is nothing like Eastern, novel studies omitted by teachers without accountability, numerous schools put all students in the enriched course and operate at grade level
-Regional IBs added. Fewer courses than countywide, way lower success rates on IB exams, number of applicants barely exceeds seats so ends up being more of a choice program than an actual criteria program despite how it is presented.

I think the regional idea of expanding seats comes from a good place. But I think in order to do it properly, they need to engage with the community MUCH more in order to understand what drives the decision making of families. The brief out of context survey didn’t get at any of these considerations.

Take me for example. I’m zoned for BCC. We bought in this zone because of a commute in to DC. In two of four options, I will be rezoned to WJ, which is 20 mins away. If I’m in WJ, my region includes Woodward, Wheaton, and Churchill for programs. My kid isn’t a math/science lover, but if she were, we would have considered a top program like Blair, which is in the right direction and not too far. Churchill is like 30 minutes away in the wrong direction. All of these schools in my potential are farther away than BCC or some of the existing magnets. And if admissions criteria are lowered due to so many new spots and programs and teachers are new and untested, a kid in my household probably wouldn’t apply because it doesn’t seem worth it. So any application data DCCAPS thinks they have from past cycles might not be useful or applicable.

Exactly. 700–800 applications to Blair doesn’t translate to the same number for six separate regional programs. Many families will likely be hesitant to apply to new, untested programs. Instead of a major overhaul, MCPS should consider starting with just one additional program to gauge interest and effectiveness before expanding further.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can folks take the conversation regarding changes to math pathways to one of the several separate threads on that specific topic? It's only tangentially relevant here, presumably once the changes are in place all high schools will end up with another option to get the "regular" accelerated math kids through to graduation, even though (as now) they won't all have options for the kids who are super-accelerated and taking Algebra 1 (or the new equivalent) in 6th.

We might if you didn't end with the Algebra in 6th strawman. The plan MCPS presented leaves the MVC gap for those on the much more "standard" accelerated path (beginning HS Algebra courses in 7th). The relation to the topic of this thread was with respect to the relative need for magnet seating if such courses are not available to fill the gap for all who reasonably could and would pursue them.

Now we can leave it at that. Can you?

Why are you obsessed with magnets and forcing kids into magnets? The schools are huge. Magnets are great for kids who want them but there is no reason kids needs cannot also be met at their home schools. Yes, we need more magnets but some schools also need expanded classes to meet all students needs. It should be both, not one or the other.

That was the point. Magnets should not be relied on as the way to address the needs of this group of accelerated learners -- seating can't feasibly be high enough to accommodate. At the same time, the system must address those needs...for all, not just where it is convenient to do so. Given this, all high schools should provide MVC (and anything meeting similar need in other subjects).

Or, all schools should provide means to access higher level math (DE, virtual, course offering). That doesn't mean that MVC has to be provided in a HS.

DE is not possible for a lot of kids. MCPS needs to provide it directly to students. They have been clear they will not offer classes virtually.

MCPS is about equity. They should just cut it from all schools. It’s not ok some schools offer way more than others. If lower income families need to figure it out, so should higher income families especially when they have the resources.

They have not been clear. At the meeting on Thursday, there was mention of virtual classes as possibilities.

It should be a possibility if they’re smart. Posters here are screaming about the tragedy of 20 extremely bright kids being unable to access a math class that only one MCPS teacher is qualified to teach. Other states offer distance education with a qualified teacher as an option. That would be Better than using those 20 kids as an excuse to deny opportunities to hundreds more who could benefit from enriched programming. Not to mention being better for kids who won’t have to be bused an hour in each direction on top of an already crushing schedule

We have several qualified teachers at our school. Where are you getting only one teacher can teach it? They will

They may have mentioned it but I talked to them about it and they said no. They took away the vitual school and they have been clear to families its not coming back. That is the obvious solution.

They're not bringing back the virtual academy, but, they are open to the possibility of having virtual classes for scenarios where there aren't enough students at one school to have a specific class there.

Being open and doing it are two different things. They do it for compacted math. I spoke to them and they said no. They dangle things but its not going to happen.

Who's "them"? Your school? Obviously the central office people are talking about it now as part of this initiative, and it will have to be approved by the board and implemented first.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Listen. People are upset because MCPS has a deep history of saying they will offer equivalent enriched courses at home schools (or in this case in home “regions”) but the home option ends up either being watered down, not offered, not equivalent, or yanked after promised.
Examples:
-ELC offered as alternative to CES (especially given lottery admissions), then ELC yanked, and CKLA enriched option allowed to be offered as minimally as 30 minutes a week with no accountability mechanism
-Middle school global humanities offered at home schools to mirror humanities at Eastern. Course is nothing like Eastern, novel studies omitted by teachers without accountability, numerous schools put all students in the enriched course and operate at grade level
-Regional IBs added. Fewer courses than countywide, way lower success rates on IB exams, number of applicants barely exceeds seats so ends up being more of a choice program than an actual criteria program despite how it is presented.

I think the regional idea of expanding seats comes from a good place. But I think in order to do it properly, they need to engage with the community MUCH more in order to understand what drives the decision making of families. The brief out of context survey didn’t get at any of these considerations.

Take me for example. I’m zoned for BCC. We bought in this zone because of a commute in to DC. In two of four options, I will be rezoned to WJ, which is 20 mins away. If I’m in WJ, my region includes Woodward, Wheaton, and Churchill for programs. My kid isn’t a math/science lover, but if she were, we would have considered a top program like Blair, which is in the right direction and not too far. Churchill is like 30 minutes away in the wrong direction. All of these schools in my potential are farther away than BCC or some of the existing magnets. And if admissions criteria are lowered due to so many new spots and programs and teachers are new and untested, a kid in my household probably wouldn’t apply because it doesn’t seem worth it. So any application data DCCAPS thinks they have from past cycles might not be useful or applicable.

Exactly. 700–800 applications to Blair doesn’t translate to the same number for six separate regional programs. Many families will likely be hesitant to apply to new, untested programs. Instead of a major overhaul, MCPS should consider starting with just one additional program to gauge interest and effectiveness before expanding further.

On the other hand, more families may apply that wouldn't have before because they live too far away from Blair or Poolesvile.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Listen. People are upset because MCPS has a deep history of saying they will offer equivalent enriched courses at home schools (or in this case in home “regions”) but the home option ends up either being watered down, not offered, not equivalent, or yanked after promised.
Examples:
-ELC offered as alternative to CES (especially given lottery admissions), then ELC yanked, and CKLA enriched option allowed to be offered as minimally as 30 minutes a week with no accountability mechanism
-Middle school global humanities offered at home schools to mirror humanities at Eastern. Course is nothing like Eastern, novel studies omitted by teachers without accountability, numerous schools put all students in the enriched course and operate at grade level
-Regional IBs added. Fewer courses than countywide, way lower success rates on IB exams, number of applicants barely exceeds seats so ends up being more of a choice program than an actual criteria program despite how it is presented.

I think the regional idea of expanding seats comes from a good place. But I think in order to do it properly, they need to engage with the community MUCH more in order to understand what drives the decision making of families. The brief out of context survey didn’t get at any of these considerations.

Take me for example. I’m zoned for BCC. We bought in this zone because of a commute in to DC. In two of four options, I will be rezoned to WJ, which is 20 mins away. If I’m in WJ, my region includes Woodward, Wheaton, and Churchill for programs. My kid isn’t a math/science lover, but if she were, we would have considered a top program like Blair, which is in the right direction and not too far. Churchill is like 30 minutes away in the wrong direction. All of these schools in my potential are farther away than BCC or some of the existing magnets. And if admissions criteria are lowered due to so many new spots and programs and teachers are new and untested, a kid in my household probably wouldn’t apply because it doesn’t seem worth it. So any application data DCCAPS thinks they have from past cycles might not be useful or applicable.

Exactly. 700–800 applications to Blair doesn’t translate to the same number for six separate regional programs. Many families will likely be hesitant to apply to new, untested programs. Instead of a major overhaul, MCPS should consider starting with just one additional program to gauge interest and effectiveness before expanding further.

On the other hand, more families may apply that wouldn't have before because they live too far away from Blair or Poolesvile.

MCPS should conduct a thorough and transparent survey before moving forward. There doesn’t appear to be sufficient data to justify launching six regional programs. The current plan feels rushed and lacks clarity in both process and rationale.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So
What does that mean?

It effectively means the end of the countywide magnets. I really can't understand who in their right mind in MCPS would want to do this.

I support this, but hate some of the regions they came up with.

[Anonymous]

The problem is that there will never be enough seats.