why do people prefer AP schools to IB?

[Anonymous]

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Anonymous wrote:It's a conceit to think having four IB schools would make them "magnets." It's the AP schools in the higher SES areas that are truly magnets, as they attract the highest achieving students.

The only way to have an IB "magnet" is to limit admission and then require students to seek the full diploma, as at RM in MoCo. Otherwise you just have one more school that would be better served by AP.

They serve as a magnet because typically about 3-4 other high schools feed into them. This is the way Marshall High School is working now.

Yes, but on the other hand many people avoid the Marshall district entirely because it's IB. You have to consider the net effect.

Except the flip is also true. We have a preference for IB and avoided homes zoned for Madison, McLean, Woodson, etc.

There are more of the former than the latter. Prices for homes in the Madison and McLean districts (AP) are considerably higher than in the Marshall (IB) district, including in adjacent neighborhoods.

Higher because the Marshall district is IB or because it's higher-FARMS? Impossible to say.

The lowest-FARMS schools are all AP and a low FARMS school where FCPS tried to replace AP with IB objected.

Repeating this argument over and over doesn't make it logically sound.

These are facts.

[Anonymous]

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's a conceit to think having four IB schools would make them "magnets." It's the AP schools in the higher SES areas that are truly magnets, as they attract the highest achieving students.

The only way to have an IB "magnet" is to limit admission and then require students to seek the full diploma, as at RM in MoCo. Otherwise you just have one more school that would be better served by AP.

They serve as a magnet because typically about 3-4 other high schools feed into them. This is the way Marshall High School is working now.

Yes, but on the other hand many people avoid the Marshall district entirely because it's IB. You have to consider the net effect.

Except the flip is also true. We have a preference for IB and avoided homes zoned for Madison, McLean, Woodson, etc.

There are more of the former than the latter. Prices for homes in the Madison and McLean districts (AP) are considerably higher than in the Marshall (IB) district, including in adjacent neighborhoods.

Higher because the Marshall district is IB or because it's higher-FARMS? Impossible to say.

The lowest-FARMS schools are all AP and a low FARMS school where FCPS tried to replace AP with IB objected.

Repeating this argument over and over doesn't make it logically sound.

These are facts.

In other news, Trump is president and the Earth is round. Both are facts but neither has been shown to determine pricing differentials in the Madison, McLean and Marshall districts. See how that works?

[Anonymous]

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Anonymous wrote:the data I find is dated but here it is: http://schoolprofiles.fcps.edu/schlprfl/f?p=108:109:6449408519455::NO:0_CURRENT_SCHOOL_ID,P0_EDSL:070,0 it's in a pdf file.

Look at the Mobility Report - pg. 15 shows the R2 intra-county transfers by HS (16 for Madison and 15 for Marshall in 2014-15). So, the 100 transfers for each of Madison and Marshall reported earlier must be the total for four years (i.e.~25/yr). The source and destination schools are not reported in this Report. It reports a total of 582 students making intra-county transfers (presumably equivalent to pupil placements) in 2014-15.

Interesting that Robinson's mobility rate is among the lowest in the county (second only to Langley and TJ).

That shows pupil placements aren't reflected in the mobility statistics, as last year the only high/secondary schools that had more pupil placements to other schools than Robinson under the student transfer regulation were Falls Church, Lee, and Mount Vernon.

Where is that data sourced from?

[Anonymous]

Seems to me that if the data supported keeping IB in the schools, that FCPS would continue to share the information. The last time I recall seeing the PP information was during a boundary dispute. That's probably why they quit publishing it.

[Anonymous]

Anonymous wrote:Seems to me that if the data supported keeping IB in the schools, that FCPS would continue to share the information. The last time I recall seeing the PP information was during a boundary dispute. That's probably why they quit publishing it.

You just need to know what to look for, where to find it, and how to interpret it.

[Anonymous]

Anonymous wrote:the data I find is dated but here it is: http://schoolprofiles.fcps.edu/schlprfl/f?p=108:109:6449408519455::NO:0_CURRENT_SCHOOL_ID,P0_EDSL:070,0 it's in a pdf file.

Look at the Mobility Report - pg. 15 shows the R2 intra-county transfers by HS (16 for Madison and 15 for Marshall in 2014-15). So, the 100 transfers for each of Madison and Marshall reported earlier must be the total for four years (i.e.~25/yr). The source and destination schools are not reported in this Report. It reports a total of 582 students making intra-county transfers (presumably equivalent to pupil placements) in 2014-15.

Critical reading fail. Student mobility is movements within the school year (students leaving the school during the year for whatever reason - military transfer, parents moving jobs, poor behavior, etc.) and students entering past the first count for the year - same type of reasons.

You want data on pupil placements and that is found in the dashboard here (and the data is interactive and up to the last school year). Marshall and Lake Braddock are the only two high schools in the county that have more in-coming placements than out-placements.

Got to Choose a dashboard - click here:

http://151.188.217.200/fts_drupal_support/dashboard/16-17dashboard.html

[Anonymous]

Cool - thank you!

[Anonymous]

Which columns depict the transfers for IB or AP? And can you identify where students come from / go to (e.g. the tables show 209 students transferredout of Madison but there's no identification of the specific schools they transferred to...)

Thanks!

[Anonymous]

Anonymous wrote:Which columns depict the transfers for IB or AP? And can you identify where students come from / go to (e.g. the tables show 209 students transferredout of Madison but there's no identification of the specific schools they transferred to...)

Thanks!

The "Stud. Reg Out" includes, but is not limited, pupil placements for IB, Academy, foreign languages, etc. The "Acad. Prog. Out" is mostly students who attend TJ.

[Anonymous]

the tables have some inconsistencies - the "student transfer regulation transfer" (STRT) columns are apparently the pupil placements - in the case of Madison and Marshall, presumably for IB & AP respectively.

For Madison, the table shows that for STRT, 107 students transferred IN while 105 students transferred OUT. Another 53 went to TJHSST. The summary numbers for the IN are correct but the summary numbers for OUT do not equal the sum of the various columns (198 vs. 209 total).

For Marshall, the table shows that for STRT, 229 transfers IN and 60 transfers OUT. Another 51 went to TJHSST. But the total reported transfers IN are 258 (vs. 245 as sum of columns) and 194 OUT (vs. 168 as sum of columns).

Given these discrepancies it's unclear what can be gleaned from this data. The loss of good students to TJHSST is about equal. The IN transfers (STRT) to Marshall are either 77 or 64 - it appears that these are IB students.

The Madison numbers are more intriguing - 105 STRT are OUT, perhaps making up the bulk of the 229 STRT INs at Marshall? But only 60 students are STRT OUT from Marshalland presumably going to AP at Madison? So where are the other 47 students doing STRT transfers IN to Madison coming from - presumably area AP schools? for sports?

Appreciate any help/guidance in analyzing/contextualizing this data...

[Anonymous]

Madison gets some pupil placements from South Lakes, but also caps pupil placements.

[Anonymous]

Anonymous wrote:the tables have some inconsistencies - the "student transfer regulation transfer" (STRT) columns are apparently the pupil placements - in the case of Madison and Marshall, presumably for IB & AP respectively.

For Madison, the table shows that for STRT, 107 students transferred IN while 105 students transferred OUT. Another 53 went to TJHSST. The summary numbers for the IN are correct but the summary numbers for OUT do not equal the sum of the various columns (198 vs. 209 total).

For Marshall, the table shows that for STRT, 229 transfers IN and 60 transfers OUT. Another 51 went to TJHSST. But the total reported transfers IN are 258 (vs. 245 as sum of columns) and 194 OUT (vs. 168 as sum of columns).

Given these discrepancies it's unclear what can be gleaned from this data. The loss of good students to TJHSST is about equal. The IN transfers (STRT) to Marshall are either 77 or 64 - it appears that these are IB students.

The Madison numbers are more intriguing - 105 STRT are OUT, perhaps making up the bulk of the 229 STRT INs at Marshall? But only 60 students are STRT OUT from Marshalland presumably going to AP at Madison? So where are the other 47 students doing STRT transfers IN to Madison coming from - presumably area AP schools? for sports?

Appreciate any help/guidance in analyzing/contextualizing this data...

There are other types of transfers not displayed separately, such as transfers for special education and transitional ESOL. That's why the numbers you see don't gross up.

[Anonymous]

Anonymous wrote:

Anonymous wrote:the tables have some inconsistencies - the "student transfer regulation transfer" (STRT) columns are apparently the pupil placements - in the case of Madison and Marshall, presumably for IB & AP respectively.

For Madison, the table shows that for STRT, 107 students transferred IN while 105 students transferred OUT. Another 53 went to TJHSST. The summary numbers for the IN are correct but the summary numbers for OUT do not equal the sum of the various columns (198 vs. 209 total).

For Marshall, the table shows that for STRT, 229 transfers IN and 60 transfers OUT. Another 51 went to TJHSST. But the total reported transfers IN are 258 (vs. 245 as sum of columns) and 194 OUT (vs. 168 as sum of columns).

Given these discrepancies it's unclear what can be gleaned from this data. The loss of good students to TJHSST is about equal. The IN transfers (STRT) to Marshall are either 77 or 64 - it appears that these are IB students.

The Madison numbers are more intriguing - 105 STRT are OUT, perhaps making up the bulk of the 229 STRT INs at Marshall? But only 60 students are STRT OUT from Marshalland presumably going to AP at Madison? So where are the other 47 students doing STRT transfers IN to Madison coming from - presumably area AP schools? for sports?

Appreciate any help/guidance in analyzing/contextualizing this data...

There are other types of transfers not displayed separately, such as transfers for special education and transitional ESOL. That's why the numbers you see don't gross up.

From Home Page, to Pyramids & Programs, select View Transfer Report - this report (pdf) shows columns for: AAP, Alt Programs, ESOL, FECEP, Immersion, Magnet, Other, SE, Student Transfer Regulation Transfer (STRT), TJHSST and Total. This is the spreadsheet that doesn't add up as described above. Thanks for any help.

[Anonymous]

College credit with AP. no such advantage with IB

[Anonymous]

Anonymous wrote:College credit with AP. no such advantage with IB

Incorrect. Many colleges do give credits for IB courses. More and more colleges are aware of it and understand it than in past years. Please stop giving out wrong information.

Colleges also consider IB very rigorous and it has serious weight in applications. We've asked about this including asking at the huge FCPS college fair last Sunday night. College reps were very well aware of what IB is and told my DC that admissions offices consider the IB diploma program a big plus when they see it on an application.