PBES CES (grade 4)?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It is a heavy load - some kids struggle more than others to adapt to the demand, but for all the kids they will have homework most nights and multiple assignments / projects to complete. There is plenty of class time to do the work, but also expect an hour or two of homework a night. More for kids who are struggling to balance / understand / adjust to the faster pace, more independent work, and heavier workload. But it is a great program, and interesting projects/work, not worksheets / benchmark numbingness.

So it’s considerably more homework than the middle school magnet program? I find that hard to believe.

It depends on what is happening in class, but at least an hour a night is average, more if there is work to finish up from class that day. Also more if your kids takes longer on certain tasks or if they decide to expand on the assignment which some kids do. For example: write a science fiction story or Greek myth: some kids will get excited about it and spend a lot of time on it - others will do the minimum. So it is very student dependent, but there are quite a few assignments.

It is more than TPMS - yes. Not sure about Eastern.

Are you talking about this year in 4th? Or is your experience from two years ago when everyone complained and they significantly reduced the homework and demands on the kids?[/quote

One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

[Anonymous]

One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

[Anonymous]

Anonymous wrote:One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

It is interesting the reaction I am reading from parents. I would presume that the understanding was that participation in CES came with an expectation of greater rigor and increased work, both in class and at home.

I am surprised that other people are surprised by this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

It is interesting the reaction I am reading from parents. I would presume that the understanding was that participation in CES came with an expectation of greater rigor and increased work, both in class and at home.

I am surprised that other people are surprised by this.

Same.

But to answer the question, having been through the PBES CES program, it really can't be answered until your child experiences it. Kids who are perfectionists or who take their time to address every little detail will absolutely spend an hour + on homework. Kids who are struggling with it will struggle mightily. Kids who are fast working and want to finish first without must regard for perfection or detail won't have a ton of work. My child had more homework at PBES CES than other years, but not by a lot. Maybe about as much as the TPMS magnet (which we only know virtually so far). But my child is not one to take their time or extend themselves unless they are deeply interested/committed, which is not most things.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

It is interesting the reaction I am reading from parents. I would presume that the understanding was that participation in CES came with an expectation of greater rigor and increased work, both in class and at home.

I am surprised that other people are surprised by this.

Same.

But to answer the question, having been through the PBES CES program, it really can't be answered until your child experiences it. Kids who are perfectionists or who take their time to address every little detail will absolutely spend an hour + on homework. Kids who are struggling with it will struggle mightily. Kids who are fast working and want to finish first without must regard for perfection or detail won't have a ton of work. My child had more homework at PBES CES than other years, but not by a lot. Maybe about as much as the TPMS magnet (which we only know virtually so far). But my child is not one to take their time or extend themselves unless they are deeply interested/committed, which is not most things.

My kid attended a regional CES and sometimes worked on homework until 9. More than once basically spent whole weekends on projects.

The expectations from the teachers were really high and the students really pushed each other. I am not sure that a student could have stayed if they were doing an hour or less of homework.

I know that all CES experiences are different, even within classrooms as you point out. But I cannot help but wonder if the PBES CES might not be as rigorous/challenging because there is not a sufficient cohort.

[Anonymous]

Anonymous wrote:

Anonymous wrote:One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

It is interesting the reaction I am reading from parents. I would presume that the understanding was that participation in CES came with an expectation of greater rigor and increased work, both in class and at home.

I am surprised that other people are surprised by this.

I think it was because this CES had 2X-3X the workload of others judging by the threads written here a few years back.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

It is interesting the reaction I am reading from parents. I would presume that the understanding was that participation in CES came with an expectation of greater rigor and increased work, both in class and at home.

I am surprised that other people are surprised by this.

Same.

But to answer the question, having been through the PBES CES program, it really can't be answered until your child experiences it. Kids who are perfectionists or who take their time to address every little detail will absolutely spend an hour + on homework. Kids who are struggling with it will struggle mightily. Kids who are fast working and want to finish first without must regard for perfection or detail won't have a ton of work. My child had more homework at PBES CES than other years, but not by a lot. Maybe about as much as the TPMS magnet (which we only know virtually so far). But my child is not one to take their time or extend themselves unless they are deeply interested/committed, which is not most things.

My kid attended a regional CES and sometimes worked on homework until 9. More than once basically spent whole weekends on projects.

The expectations from the teachers were really high and the students really pushed each other. I am not sure that a student could have stayed if they were doing an hour or less of homework.

I know that all CES experiences are different, even within classrooms as you point out. But I cannot help but wonder if the PBES CES might not be as rigorous/challenging because there is not a sufficient cohort.

My neighbors kid who had straight A's and 98 CogAT was rejected so I don't think that's it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

It is interesting the reaction I am reading from parents. I would presume that the understanding was that participation in CES came with an expectation of greater rigor and increased work, both in class and at home.

I am surprised that other people are surprised by this.

Same.

But to answer the question, having been through the PBES CES program, it really can't be answered until your child experiences it. Kids who are perfectionists or who take their time to address every little detail will absolutely spend an hour + on homework. Kids who are struggling with it will struggle mightily. Kids who are fast working and want to finish first without must regard for perfection or detail won't have a ton of work. My child had more homework at PBES CES than other years, but not by a lot. Maybe about as much as the TPMS magnet (which we only know virtually so far). But my child is not one to take their time or extend themselves unless they are deeply interested/committed, which is not most things.

My kid attended a regional CES and sometimes worked on homework until 9. More than once basically spent whole weekends on projects.

The expectations from the teachers were really high and the students really pushed each other. I am not sure that a student could have stayed if they were doing an hour or less of homework.

I know that all CES experiences are different, even within classrooms as you point out. But I cannot help but wonder if the PBES CES might not be as rigorous/challenging because there is not a sufficient cohort.

My neighbors kid who had straight A's and 98 CogAT was rejected so I don't think that's it.

My kids went through it too. Both had MAP and CogATs in the 99%. My impression is PBES CES was more rigorous than other CES programs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

It is interesting the reaction I am reading from parents. I would presume that the understanding was that participation in CES came with an expectation of greater rigor and increased work, both in class and at home.

I am surprised that other people are surprised by this.

Same.

But to answer the question, having been through the PBES CES program, it really can't be answered until your child experiences it. Kids who are perfectionists or who take their time to address every little detail will absolutely spend an hour + on homework. Kids who are struggling with it will struggle mightily. Kids who are fast working and want to finish first without must regard for perfection or detail won't have a ton of work. My child had more homework at PBES CES than other years, but not by a lot. Maybe about as much as the TPMS magnet (which we only know virtually so far). But my child is not one to take their time or extend themselves unless they are deeply interested/committed, which is not most things.

My kid attended a regional CES and sometimes worked on homework until 9. More than once basically spent whole weekends on projects.

The expectations from the teachers were really high and the students really pushed each other. I am not sure that a student could have stayed if they were doing an hour or less of homework.

I know that all CES experiences are different, even within classrooms as you point out. But I cannot help but wonder if the PBES CES might not be as rigorous/challenging because there is not a sufficient cohort.

My neighbors kid who had straight A's and 98 CogAT was rejected so I don't think that's it.

My kids went through it too. Both had MAP and CogATs in the 99%. My impression is PBES CES was more rigorous than other CES programs.

I seriously doubt that. I am sure it was rigorous but this seems like a bit of rhetorical chest pumping?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

It is interesting the reaction I am reading from parents. I would presume that the understanding was that participation in CES came with an expectation of greater rigor and increased work, both in class and at home.

I am surprised that other people are surprised by this.

Same.

But to answer the question, having been through the PBES CES program, it really can't be answered until your child experiences it. Kids who are perfectionists or who take their time to address every little detail will absolutely spend an hour + on homework. Kids who are struggling with it will struggle mightily. Kids who are fast working and want to finish first without must regard for perfection or detail won't have a ton of work. My child had more homework at PBES CES than other years, but not by a lot. Maybe about as much as the TPMS magnet (which we only know virtually so far). But my child is not one to take their time or extend themselves unless they are deeply interested/committed, which is not most things.

My kid attended a regional CES and sometimes worked on homework until 9. More than once basically spent whole weekends on projects.

The expectations from the teachers were really high and the students really pushed each other. I am not sure that a student could have stayed if they were doing an hour or less of homework.

I know that all CES experiences are different, even within classrooms as you point out. But I cannot help but wonder if the PBES CES might not be as rigorous/challenging because there is not a sufficient cohort.

My neighbors kid who had straight A's and 98 CogAT was rejected so I don't think that's it.

My kids went through it too. Both had MAP and CogATs in the 99%. My impression is PBES CES was more rigorous than other CES programs.

I seriously doubt that. I am sure it was rigorous but this seems like a bit of rhetorical chest pumping?

I don't think it's more rigorous: they curriculums are THE EXACT SAME.

The difference is:
- the cohort, because PBES pulls from a smaller pool, so probably fewer outliers
- the homework load, which it does seem the one PBES 4th grade teacher assigns a lot of (in past years this was the DCUM consensus after discussion and comparing homework assignment notes)

[Anonymous]

Schools historically did fine serving gifted and talented. Now they can close the achievement gap by preventing achievement. Don’t be fooled. This is intentional and lazy.

And no other country is ignoring their brightest in an effort to lower their achievement gap. This is how we fall behind. It’s stupid. Fix the achievement gap by setting excellence levels for all students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

It is interesting the reaction I am reading from parents. I would presume that the understanding was that participation in CES came with an expectation of greater rigor and increased work, both in class and at home.

I am surprised that other people are surprised by this.

Same.

But to answer the question, having been through the PBES CES program, it really can't be answered until your child experiences it. Kids who are perfectionists or who take their time to address every little detail will absolutely spend an hour + on homework. Kids who are struggling with it will struggle mightily. Kids who are fast working and want to finish first without must regard for perfection or detail won't have a ton of work. My child had more homework at PBES CES than other years, but not by a lot. Maybe about as much as the TPMS magnet (which we only know virtually so far). But my child is not one to take their time or extend themselves unless they are deeply interested/committed, which is not most things.

My kid attended a regional CES and sometimes worked on homework until 9. More than once basically spent whole weekends on projects.

The expectations from the teachers were really high and the students really pushed each other. I am not sure that a student could have stayed if they were doing an hour or less of homework.

I know that all CES experiences are different, even within classrooms as you point out. But I cannot help but wonder if the PBES CES might not be as rigorous/challenging because there is not a sufficient cohort.

My neighbors kid who had straight A's and 98 CogAT was rejected so I don't think that's it.

My kids went through it too. Both had MAP and CogATs in the 99%. My impression is PBES CES was more rigorous than other CES programs.

Our oldest went to CCES before we moved to TKPK. Our younger child went through the CES at PBES and yes the expectations were a lot higher there. It also required more homework.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

It is interesting the reaction I am reading from parents. I would presume that the understanding was that participation in CES came with an expectation of greater rigor and increased work, both in class and at home.

I am surprised that other people are surprised by this.

Same.

But to answer the question, having been through the PBES CES program, it really can't be answered until your child experiences it. Kids who are perfectionists or who take their time to address every little detail will absolutely spend an hour + on homework. Kids who are struggling with it will struggle mightily. Kids who are fast working and want to finish first without must regard for perfection or detail won't have a ton of work. My child had more homework at PBES CES than other years, but not by a lot. Maybe about as much as the TPMS magnet (which we only know virtually so far). But my child is not one to take their time or extend themselves unless they are deeply interested/committed, which is not most things.

My kid attended a regional CES and sometimes worked on homework until 9. More than once basically spent whole weekends on projects.

The expectations from the teachers were really high and the students really pushed each other. I am not sure that a student could have stayed if they were doing an hour or less of homework.

I know that all CES experiences are different, even within classrooms as you point out. But I cannot help but wonder if the PBES CES might not be as rigorous/challenging because there is not a sufficient cohort.

We had a kid in PBES CES while a good friend’s kid was at a regional CES the same year. We compared projects, homework, novels, etc. The PBES program in 4th was consistently more rigorous than the regional one. In 5th grade they were about the same.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

It is interesting the reaction I am reading from parents. I would presume that the understanding was that participation in CES came with an expectation of greater rigor and increased work, both in class and at home.

I am surprised that other people are surprised by this.

Same.

But to answer the question, having been through the PBES CES program, it really can't be answered until your child experiences it. Kids who are perfectionists or who take their time to address every little detail will absolutely spend an hour + on homework. Kids who are struggling with it will struggle mightily. Kids who are fast working and want to finish first without must regard for perfection or detail won't have a ton of work. My child had more homework at PBES CES than other years, but not by a lot. Maybe about as much as the TPMS magnet (which we only know virtually so far). But my child is not one to take their time or extend themselves unless they are deeply interested/committed, which is not most things.

My kid attended a regional CES and sometimes worked on homework until 9. More than once basically spent whole weekends on projects.

The expectations from the teachers were really high and the students really pushed each other. I am not sure that a student could have stayed if they were doing an hour or less of homework.

I know that all CES experiences are different, even within classrooms as you point out. But I cannot help but wonder if the PBES CES might not be as rigorous/challenging because there is not a sufficient cohort.

We had a kid in PBES CES while a good friend’s kid was at a regional CES the same year. We compared projects, homework, novels, etc. The PBES program in 4th was consistently more rigorous than the regional one. In 5th grade they were about the same.

And our kid loved the PBES CES program, and enjoyed the content and the rigor.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One of my kids was in this last year. DC did roughly an hour a night. There were some weekends where we spent a lot of time on projects. They were a lot of work but were also fun and memorable. Things got easier when they switched to DL. Overall DC learned a lot from the class. Their writing improved greatly. The teacher has high expectations and the class isn't for everyone.

It is interesting the reaction I am reading from parents. I would presume that the understanding was that participation in CES came with an expectation of greater rigor and increased work, both in class and at home.

I am surprised that other people are surprised by this.

Same.

But to answer the question, having been through the PBES CES program, it really can't be answered until your child experiences it. Kids who are perfectionists or who take their time to address every little detail will absolutely spend an hour + on homework. Kids who are struggling with it will struggle mightily. Kids who are fast working and want to finish first without must regard for perfection or detail won't have a ton of work. My child had more homework at PBES CES than other years, but not by a lot. Maybe about as much as the TPMS magnet (which we only know virtually so far). But my child is not one to take their time or extend themselves unless they are deeply interested/committed, which is not most things.

My kid attended a regional CES and sometimes worked on homework until 9. More than once basically spent whole weekends on projects.

The expectations from the teachers were really high and the students really pushed each other. I am not sure that a student could have stayed if they were doing an hour or less of homework.

I know that all CES experiences are different, even within classrooms as you point out. But I cannot help but wonder if the PBES CES might not be as rigorous/challenging because there is not a sufficient cohort.

We had a kid in PBES CES while a good friend’s kid was at a regional CES the same year. We compared projects, homework, novels, etc. The PBES program in 4th was consistently more rigorous than the regional one. In 5th grade they were about the same.

And our kid loved the PBES CES program, and enjoyed the content and the rigor.

My older one went to the regional prior to PBES having a CES. My younger child attened the one at PBES. Both programs were great, but the 4th grade CES at PBES was a bit more challenging but in a worthwhile way.