What kind of grades do average RMIB kids get?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure how I would get a sense of the "average IB student."

But my own IB student has had a smattering of marking period Bs, but they have all averaged to an A for the semester total. He has taken 5 AP exams by junior year. Two friends dropped out of the program during or after freshman year, and I know at least one friend who was really struggling in math/science and likely ended up with a C in at least one of them.

If I had to guess, I would assume that any student earning majority B/Cs drops from the program to earn higher grades in non-IB. That is likely why you hear so much about straight A students. But there is a mix.

That's a problem in the way you measure expectations for your child.

If something is difficult the answer isn't to take something easier. The answer is twofold: one, to work harder--and two, to learn how not to be perfect. My RMIB student has gotten C's. Obviously, with the pressure cooker extremists around them, they'd never admit this, but it shouldn't be their issue. We all have different things we're good at.

But this is just another thread where people can brag about their straight-A perfectly-adjusted kids , and do lest anyone consider them or their children lesser in any way. It is, yes, just like all those annoying Blair threads.

PP here, and what?

Where did I say anything about my expectations for my kids, or anyone else's?

I had a hypothesis about why you don't often hear about mostly B/C kids in the IB. And if my child were in a position where they were working incredibly hard and stressing themselves out and sacrificing their personal life and interests and achieving mostly B/Cs, I would certainly have a conversation about whether they should leave the program in order to have a better experience and better quality of life.

That is a problem with YOU, not the child who gets B's in a challenging academic setting. The point of taking challenging classes is to learn. Getting B's and the occasional C doesn't mean they aren't learning. It also doesn't mean they're stressed. My B student (with the occasional C in math), loves their classes. They--and our family--put that experience above any letter grade.

This idea that you have, that anything less than a perfect score means the learning process needs to be dumbed down is so damaging.

So....you read me saying that I would prioritize my kids' mental health and their overall wellbeing over their academics as me being overly concerned about grades? I described a situation in which the child IS stressed and does NOT love their classes. So your situation is not the same.

(And I would argue that Bs and Cs does in fact mean that they are not learning the material and the skills as well as they possibly could. That is the point of the grade....)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 10th grader has all As, so are many of her friends. The program is very strong and intense. Lots of homework.

She has taken AP classes and has to study.

Technology teachers have 0 knowledge, have 0 interest in teaching, do not know how to work with (motivated) kids. Very invested in killing student interest in the subject. They should have been fired but school cannot find replacement or cannot fire.

Otherwise, it is wonderful program with very smart motivated kids who have goals, highly motivated and stay focused on school. The amount of work, self imposed desire to keep up does take a mental toll which teenagers are not good at managing.

I am curious about the technology teachers. At least the one my son has now is clueless. The kids can tell that she is clueless. What can a student and their parents do to make a change? It may be too late for my child but I am willing to work so that the next class don't suffer.

Go back in time and encourage more people to go into CS 20 years ago and set up a different comp structure for HS teachers with in demand skills. Even the colleges are having a hard time finding professors to teach CS. Have your kid make friends with the other kids in the class. There’s always a couple that know this stuff and will help others. My kid was that kid last year but is in a different CS class this year.

NP, it is not just lack of knowledge, my impression from DC is that she is a little mean and unfriendly also ..

[Anonymous]

To be fair, from an RMIB grad here, it’s not very hard to self study the APs, as they largely track the IB curriculum. The program is hard though. I ended up at a top 20 college and had mostly As, maybe 1 B a year max, but kids with better grades did not necessarily get into better schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure how I would get a sense of the "average IB student."

But my own IB student has had a smattering of marking period Bs, but they have all averaged to an A for the semester total. He has taken 5 AP exams by junior year. Two friends dropped out of the program during or after freshman year, and I know at least one friend who was really struggling in math/science and likely ended up with a C in at least one of them.

If I had to guess, I would assume that any student earning majority B/Cs drops from the program to earn higher grades in non-IB. That is likely why you hear so much about straight A students. But there is a mix.

That's a problem in the way you measure expectations for your child.

If something is difficult the answer isn't to take something easier. The answer is twofold: one, to work harder--and two, to learn how not to be perfect. My RMIB student has gotten C's. Obviously, with the pressure cooker extremists around them, they'd never admit this, but it shouldn't be their issue. We all have different things we're good at.

But this is just another thread where people can brag about their straight-A perfectly-adjusted kids , and do lest anyone consider them or their children lesser in any way. It is, yes, just like all those annoying Blair threads.

PP here, and what?

Where did I say anything about my expectations for my kids, or anyone else's?

I had a hypothesis about why you don't often hear about mostly B/C kids in the IB. And if my child were in a position where they were working incredibly hard and stressing themselves out and sacrificing their personal life and interests and achieving mostly B/Cs, I would certainly have a conversation about whether they should leave the program in order to have a better experience and better quality of life.

That is a problem with YOU, not the child who gets B's in a challenging academic setting. The point of taking challenging classes is to learn. Getting B's and the occasional C doesn't mean they aren't learning. It also doesn't mean they're stressed. My B student (with the occasional C in math), loves their classes. They--and our family--put that experience above any letter grade.

This idea that you have, that anything less than a perfect score means the learning process needs to be dumbed down is so damaging.

So....you read me saying that I would prioritize my kids' mental health and their overall wellbeing over their academics as me being overly concerned about grades? I described a situation in which the child IS stressed and does NOT love their classes. So your situation is not the same.

(And I would argue that Bs and Cs does in fact mean that they are not learning the material and the skills as well as they possibly could. That is the point of the grade....)

As I said. It's a problem with you. Getting a B does not mean there is no learning going on. Your expectation of straight As is far more detrimental to your own well-being, not to mention your children's, than a B in IB Spanish would be.

Learning how to handle stress is also a part of life. Mental well-being is not handled by removing all obstacles, it is handled by learning how to overcome them and... Lady, seriously get a grip. Getting a B in an AP or IB class is not trauma.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure how I would get a sense of the "average IB student."

But my own IB student has had a smattering of marking period Bs, but they have all averaged to an A for the semester total. He has taken 5 AP exams by junior year. Two friends dropped out of the program during or after freshman year, and I know at least one friend who was really struggling in math/science and likely ended up with a C in at least one of them.

If I had to guess, I would assume that any student earning majority B/Cs drops from the program to earn higher grades in non-IB. That is likely why you hear so much about straight A students. But there is a mix.

That's a problem in the way you measure expectations for your child.

If something is difficult the answer isn't to take something easier. The answer is twofold: one, to work harder--and two, to learn how not to be perfect. My RMIB student has gotten C's. Obviously, with the pressure cooker extremists around them, they'd never admit this, but it shouldn't be their issue. We all have different things we're good at.

But this is just another thread where people can brag about their straight-A perfectly-adjusted kids , and do lest anyone consider them or their children lesser in any way. It is, yes, just like all those annoying Blair threads.

PP here, and what?

Where did I say anything about my expectations for my kids, or anyone else's?

I had a hypothesis about why you don't often hear about mostly B/C kids in the IB. And if my child were in a position where they were working incredibly hard and stressing themselves out and sacrificing their personal life and interests and achieving mostly B/Cs, I would certainly have a conversation about whether they should leave the program in order to have a better experience and better quality of life.

That is a problem with YOU, not the child who gets B's in a challenging academic setting. The point of taking challenging classes is to learn. Getting B's and the occasional C doesn't mean they aren't learning. It also doesn't mean they're stressed. My B student (with the occasional C in math), loves their classes. They--and our family--put that experience above any letter grade.

This idea that you have, that anything less than a perfect score means the learning process needs to be dumbed down is so damaging.

So....you read me saying that I would prioritize my kids' mental health and their overall wellbeing over their academics as me being overly concerned about grades? I described a situation in which the child IS stressed and does NOT love their classes. So your situation is not the same.

(And I would argue that Bs and Cs does in fact mean that they are not learning the material and the skills as well as they possibly could. That is the point of the grade....)

As I said. It's a problem with you. Getting a B does not mean there is no learning going on. Your expectation of straight As is far more detrimental to your own well-being, not to mention your children's, than a B in IB Spanish would be.

Learning how to handle stress is also a part of life. Mental well-being is not handled by removing all obstacles, it is handled by learning how to overcome them and... Lady, seriously get a grip. Getting a B in an AP or IB class is not trauma.

So, to be clear you just moved what I was talking about- “mostly B/Cs” to getting a single B?

And you equate my accurately stating that mostly B/Cs to not mastering the learning (which is literally what those grades indicate) to “no learning going on”?

And somewhere you read in that I have an expectation of straight A’s that I nowhere indicated?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 10th grader has all As, so are many of her friends. The program is very strong and intense. Lots of homework.

She has taken AP classes and has to study.

Technology teachers have 0 knowledge, have 0 interest in teaching, do not know how to work with (motivated) kids. Very invested in killing student interest in the subject. They should have been fired but school cannot find replacement or cannot fire.

Otherwise, it is wonderful program with very smart motivated kids who have goals, highly motivated and stay focused on school. The amount of work, self imposed desire to keep up does take a mental toll which teenagers are not good at managing.

I am curious about the technology teachers. At least the one my son has now is clueless. The kids can tell that she is clueless. What can a student and their parents do to make a change? It may be too late for my child but I am willing to work so that the next class don't suffer.

Go back in time and encourage more people to go into CS 20 years ago and set up a different comp structure for HS teachers with in demand skills. Even the colleges are having a hard time finding professors to teach CS. Have your kid make friends with the other kids in the class. There’s always a couple that know this stuff and will help others. My kid was that kid last year but is in a different CS class this year.

NP, it is not just lack of knowledge, my impression from DC is that she is a little mean and unfriendly also ..

My child didn't mention that she is mean or anything like that. But very disorganized and unclear. Nobody knows what she wanted. The material is easy, DC has no trouble. As long as they can figure out what she wants them to work on.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure how I would get a sense of the "average IB student."

But my own IB student has had a smattering of marking period Bs, but they have all averaged to an A for the semester total. He has taken 5 AP exams by junior year. Two friends dropped out of the program during or after freshman year, and I know at least one friend who was really struggling in math/science and likely ended up with a C in at least one of them.

If I had to guess, I would assume that any student earning majority B/Cs drops from the program to earn higher grades in non-IB. That is likely why you hear so much about straight A students. But there is a mix.

That's a problem in the way you measure expectations for your child.

If something is difficult the answer isn't to take something easier. The answer is twofold: one, to work harder--and two, to learn how not to be perfect. My RMIB student has gotten C's. Obviously, with the pressure cooker extremists around them, they'd never admit this, but it shouldn't be their issue. We all have different things we're good at.

But this is just another thread where people can brag about their straight-A perfectly-adjusted kids , and do lest anyone consider them or their children lesser in any way. It is, yes, just like all those annoying Blair threads.

PP here, and what?

Where did I say anything about my expectations for my kids, or anyone else's?

I had a hypothesis about why you don't often hear about mostly B/C kids in the IB. And if my child were in a position where they were working incredibly hard and stressing themselves out and sacrificing their personal life and interests and achieving mostly B/Cs, I would certainly have a conversation about whether they should leave the program in order to have a better experience and better quality of life.

That is a problem with YOU, not the child who gets B's in a challenging academic setting. The point of taking challenging classes is to learn. Getting B's and the occasional C doesn't mean they aren't learning. It also doesn't mean they're stressed. My B student (with the occasional C in math), loves their classes. They--and our family--put that experience above any letter grade.

This idea that you have, that anything less than a perfect score means the learning process needs to be dumbed down is so damaging.

So....you read me saying that I would prioritize my kids' mental health and their overall wellbeing over their academics as me being overly concerned about grades? I described a situation in which the child IS stressed and does NOT love their classes. So your situation is not the same.

(And I would argue that Bs and Cs does in fact mean that they are not learning the material and the skills as well as they possibly could. That is the point of the grade....)

As I said. It's a problem with you. Getting a B does not mean there is no learning going on. Your expectation of straight As is far more detrimental to your own well-being, not to mention your children's, than a B in IB Spanish would be.

Learning how to handle stress is also a part of life. Mental well-being is not handled by removing all obstacles, it is handled by learning how to overcome them and... Lady, seriously get a grip. Getting a B in an AP or IB class is not trauma.

So, to be clear you just moved what I was talking about- “mostly B/Cs” to getting a single B?

And you equate my accurately stating that mostly B/Cs to not mastering the learning (which is literally what those grades indicate) to “no learning going on”?

And somewhere you read in that I have an expectation of straight A’s that I nowhere indicated?

"Literally" getting a B in a subject is not a sign that the topics covered have not been "mastered." That's true for one subject and it's true for six.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure how I would get a sense of the "average IB student."

But my own IB student has had a smattering of marking period Bs, but they have all averaged to an A for the semester total. He has taken 5 AP exams by junior year. Two friends dropped out of the program during or after freshman year, and I know at least one friend who was really struggling in math/science and likely ended up with a C in at least one of them.

If I had to guess, I would assume that any student earning majority B/Cs drops from the program to earn higher grades in non-IB. That is likely why you hear so much about straight A students. But there is a mix.

That's a problem in the way you measure expectations for your child.

If something is difficult the answer isn't to take something easier. The answer is twofold: one, to work harder--and two, to learn how not to be perfect. My RMIB student has gotten C's. Obviously, with the pressure cooker extremists around them, they'd never admit this, but it shouldn't be their issue. We all have different things we're good at.

But this is just another thread where people can brag about their straight-A perfectly-adjusted kids , and do lest anyone consider them or their children lesser in any way. It is, yes, just like all those annoying Blair threads.

PP here, and what?

Where did I say anything about my expectations for my kids, or anyone else's?

I had a hypothesis about why you don't often hear about mostly B/C kids in the IB. And if my child were in a position where they were working incredibly hard and stressing themselves out and sacrificing their personal life and interests and achieving mostly B/Cs, I would certainly have a conversation about whether they should leave the program in order to have a better experience and better quality of life.

That is a problem with YOU, not the child who gets B's in a challenging academic setting. The point of taking challenging classes is to learn. Getting B's and the occasional C doesn't mean they aren't learning. It also doesn't mean they're stressed. My B student (with the occasional C in math), loves their classes. They--and our family--put that experience above any letter grade.

This idea that you have, that anything less than a perfect score means the learning process needs to be dumbed down is so damaging.

So....you read me saying that I would prioritize my kids' mental health and their overall wellbeing over their academics as me being overly concerned about grades? I described a situation in which the child IS stressed and does NOT love their classes. So your situation is not the same.

(And I would argue that Bs and Cs does in fact mean that they are not learning the material and the skills as well as they possibly could. That is the point of the grade....)

As I said. It's a problem with you. Getting a B does not mean there is no learning going on. Your expectation of straight As is far more detrimental to your own well-being, not to mention your children's, than a B in IB Spanish would be.

Learning how to handle stress is also a part of life. Mental well-being is not handled by removing all obstacles, it is handled by learning how to overcome them and... Lady, seriously get a grip. Getting a B in an AP or IB class is not trauma.

So, to be clear you just moved what I was talking about- “mostly B/Cs” to getting a single B?

And you equate my accurately stating that mostly B/Cs to not mastering the learning (which is literally what those grades indicate) to “no learning going on”?

And somewhere you read in that I have an expectation of straight A’s that I nowhere indicated?

"Literally" getting a B in a subject is not a sign that the topics covered have not been "mastered." That's true for one subject and it's true for six.

You view being evaluated at a B level as an indication of mastery of a subject?

[Anonymous]

There are no "average" RMIB students - they're all exceptional

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure how I would get a sense of the "average IB student."

But my own IB student has had a smattering of marking period Bs, but they have all averaged to an A for the semester total. He has taken 5 AP exams by junior year. Two friends dropped out of the program during or after freshman year, and I know at least one friend who was really struggling in math/science and likely ended up with a C in at least one of them.

If I had to guess, I would assume that any student earning majority B/Cs drops from the program to earn higher grades in non-IB. That is likely why you hear so much about straight A students. But there is a mix.

That's a problem in the way you measure expectations for your child.

If something is difficult the answer isn't to take something easier. The answer is twofold: one, to work harder--and two, to learn how not to be perfect. My RMIB student has gotten C's. Obviously, with the pressure cooker extremists around them, they'd never admit this, but it shouldn't be their issue. We all have different things we're good at.

But this is just another thread where people can brag about their straight-A perfectly-adjusted kids , and do lest anyone consider them or their children lesser in any way. It is, yes, just like all those annoying Blair threads.

PP here, and what?

Where did I say anything about my expectations for my kids, or anyone else's?

I had a hypothesis about why you don't often hear about mostly B/C kids in the IB. And if my child were in a position where they were working incredibly hard and stressing themselves out and sacrificing their personal life and interests and achieving mostly B/Cs, I would certainly have a conversation about whether they should leave the program in order to have a better experience and better quality of life.

That is a problem with YOU, not the child who gets B's in a challenging academic setting. The point of taking challenging classes is to learn. Getting B's and the occasional C doesn't mean they aren't learning. It also doesn't mean they're stressed. My B student (with the occasional C in math), loves their classes. They--and our family--put that experience above any letter grade.

This idea that you have, that anything less than a perfect score means the learning process needs to be dumbed down is so damaging.

So....you read me saying that I would prioritize my kids' mental health and their overall wellbeing over their academics as me being overly concerned about grades? I described a situation in which the child IS stressed and does NOT love their classes. So your situation is not the same.

(And I would argue that Bs and Cs does in fact mean that they are not learning the material and the skills as well as they possibly could. That is the point of the grade....)

As I said. It's a problem with you. Getting a B does not mean there is no learning going on. Your expectation of straight As is far more detrimental to your own well-being, not to mention your children's, than a B in IB Spanish would be.

Learning how to handle stress is also a part of life. Mental well-being is not handled by removing all obstacles, it is handled by learning how to overcome them and... Lady, seriously get a grip. Getting a B in an AP or IB class is not trauma.

So, to be clear you just moved what I was talking about- “mostly B/Cs” to getting a single B?

And you equate my accurately stating that mostly B/Cs to not mastering the learning (which is literally what those grades indicate) to “no learning going on”?

And somewhere you read in that I have an expectation of straight A’s that I nowhere indicated?

"Literally" getting a B in a subject is not a sign that the topics covered have not been "mastered." That's true for one subject and it's true for six.

You view being evaluated at a B level as an indication of mastery of a subject?

NP here. A B at high school means “high level of performance”. At elementary level it means “frequently demonstrates mastery”.