TJ drop outs under the new admission standards
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Anonymous
I'm sorry that it's inconvenient to your political narrative, but it's not false data. Feel free to check my numbers. |
Anonymous
DP. The person who is quoting 441 and therefore 130 dropouts is reading the data incorrectly. This is the page the person is probably referencing: https://schoolprofiles.fcps.edu/schlprfl/f?p=108:13::::  0_CURRENT_SCHOOL_ID,P0_EDSL:300,0
The number 441 corresponds to the number of juniors that were present in TJ... in the 22-23 school year. Meaning, as you indicated, they were referring to the Class of 2024 which was selected under the old admissions process and originally admitted 486 students. So, a net loss of 45 students. As of that same data point, there were 520 students in the Class of 2025, which would be a net loss of 30 students. |
Anonymous
I’m sorry, but the net loss for 2025 is 38 currently. The net loss for the previous three years is 14,10, and 9. The rate of kids leaving after starting has more than doubled. Those are based on FCPS page. I dont think it’s a big deal but those are the facts. |
Anonymous
This is fake news. It's the same as ever. |
Anonymous
ALEKS math Towing service has been called, should be back on the road soon. |
Sounds like the new DEI bus is stuck in Remedial Math lane.
Anonymous
If I understand you: the class of 2025: 38 dropped out so far 2024: 14 dropped out 2023: 10 dropped out 2022: 9 dropped out. Correct? |
Anonymous
In the nineties, as I drove past this school on Braddock Rd, I'd often tell my kids that with hard work, they might have a chance to attend. How unfortunate to see what a mess this once respected institution has become! |
Anonymous
It's unfortunate that TJ selection was for sale to those who could afford to buy access to the test, but the good news your kids will now have a chance again with hard work now that they've fixed selection to rely on academic merit not family income. |
Anonymous
| Blah blah blah. Just shut it down and return TJ to community use. |
Anonymous
NP, but I don't think so. Let's do it this way, starting with this year's seniors and using the FCPS "membership history" tab here, going back four years: https://schoolprofiles.fcps.edu/schlprfl/f?p=108:42:::: 0_CURRENT_SCHOOL_ID,P0_EDSL:300,0
Class of 2024: 1 left in Freshman year, 5 left sophomore year, none left since = 6 total Class of 2025: 12 left Freshman year, 12 left sophomore year, 1 left this year = 25 total to date Class of 2026: 7 left Freshman year, 4 left sophomore year = 11 total to date Class of 2027: 4 left this year |
Anonymous
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Kids have dropped out of TJ since TJ became a STEM magnate. Froshmores have been accepted at TJ since TJ became a STEM magnate.
Nothing has changed. Kids who are really interested in TJ and were not admitted this year can apply next year. I would love to see tweaks to the admission process for TJ. Something that reflects the level of kids at each of the MS. Schools should be able to sort kids who are identified as meeting the TJ criteria in a manner that takes into consideration academic achievement. So a school that has kids in Algebra II who meet the requirements should be accepting those kids first, then Geometry, then Algebra 1. If a MS does not have kids in Algebra II, they start with the kids in Geometry and then Algebra 1. This would drop the number of kids coming with Algebra 1 and, most likely, limit it to kids who are in schools where kids are starting behind because of homelife and have shown that they are capable of acceleration by making it into Algebra 1. While the kids might not be as far ahead in math, they have shown a level of resilience and determination to make it to Algebra 1, potentially with little support at home. Schools where the kids have more opportunities will end up sending kids with Algebra II and Geometry. |
Anonymous
Your method is too logical. So, NO. |
Anonymous
Fake news. Stop lying! |
Anonymous
I appreciate the tone of this message and in a vacuum, it makes a lot of sense. But there are, in reality, a couple of reasons why it doesn't make sense to automatically give preference to students based on their level of math advancement. 1) Most importantly, you don't want to create an incentive for parents to artificially accelerate their students beyond their actual level of capability. I've seen far too many students at TJ over the years who enter at a super-high level and then crash and burn when they get to TJ - or worse yet, who get burned out on math because they've been going at it too hard for too long. And if you message to parents that getting your kid to Alg2 in 8th grade is essentially a free ticket to TJ, you will see a reintroduction of that arms race that has a damaging impact on kids and punishes parents who keep their child at merely a very advanced math level. 2) There is SO MUCH MORE to being a quality TJ student than math advancement. TJ is fundamentally an environment built on research and innovation, which requires creative problem solving and non-linear thinking. An absolutely critical feature of any strong TJ class that will actually have an impact in the STEM ecosystem is diversity of thought, approach, experience, and interest. For this reason, you cannot build a strong TJ class without actively seeking students who have strengths in various different areas both inside and outside of STEM. TJ is at its worst when you have 500 kids in a class who look more or less the same on paper and who are trying to accomplish the same goals along the same path. That's where the toxicity and hyper-competitiveness comes from - and it's not about being too Asian, it's about having too many kids who are trying to take their cars on the same road when there is plenty of room at the destination and plenty of other roads to get there. |
Anonymous
#1. Agree, but the best solution for this is to encourage harsher grading for the Honors sections of Algebra I and beyond. A kid accelerated "beyond their actual level of capability" should not be able to pull straight As in their math classes. If they are earning As with very incomplete comprehension, then the grading is too watered down. #2. This is an argument to give "bonus points" to AIME qualifiers and Mathcounts State top 10 kids. Kids like that are experts at creative problem solving and non-linear thinking. Also, only around 30 kids in the TJ catchment will be at this level, so you wouldn't be flooding TJ with 500 kids who look the same and are trying to accomplish the same thing. Instead, you'd be admitting 30 kids out of a class of 550 who are elite at math. |