Culture at Carson vs. Franklin

[Anonymous]

Franklin’s principal just sent out a notice about the use of a racial slur recently…so I think we can agree that type of behavior happens at both schools.

[Anonymous]

Anonymous wrote:There are some seriously fragile egos in play here.

I'm so sorry that some people's entire identity seems to be tied to their child's middle school. That's quite tragic. I can't imagine being so insecure that you are unable to see that your generalizations, based on a remarkably small sample size, are faulty and that, in reality, both schools have excellent teachers.

OP, if you haven't been scared away by some of the responses in your thread, please feel confident in choosing either school. They are both great choices.

I can’t imagine caring or getting worked up if someone’s opinion is higher of Carson’s such that a multi paragraph post is needed. lol.

[Anonymous]

OP - if your kid is in AAP or honors (high achieving), Carson is where you want to go.

If you want more laid back, average kids, Franklin is where you’d want to go.

[Anonymous]

Anonymous wrote:It really doesn’t matter which state college a teacher went to or how much math or science they studied there. What matters is whether students are only doing the basics at grade level or if they’re ready to take on advanced work. At Carson, teachers see students who are eager for that next step—whether it’s Olympiads, robotics, MathCounts, and more. Franklin, on the other hand, leans more toward the fine arts, with a focus on music, theater, and similar areas. FCPS acknowledges this difference, check their individual school characterization.

It sort of does. We’ve have Radford teachers vs JMU/UVA teachers and there’s a huge difference.

[Anonymous]

My child is at Carson and is in mixed regular/Honors classes. I have not heard of any racism (my chid is mixed race) or bullying. My child's friend group has remained the same as elementary school so it remains pretty representative of our elementary school (half white kids, half Indian kids). We've been pleased so far with all of the teachers - my child has a 504 but rarely uses the accommodations. The one time a teacher was asked to provide extra time for something, they were really nice and of course accommodating.

We have no experience with Franklin, so I can't comment on the differences.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It really doesn’t matter which state college a teacher went to or how much math or science they studied there. What matters is whether students are only doing the basics at grade level or if they’re ready to take on advanced work. At Carson, teachers see students who are eager for that next step—whether it’s Olympiads, robotics, MathCounts, and more. Franklin, on the other hand, leans more toward the fine arts, with a focus on music, theater, and similar areas. FCPS acknowledges this difference, check their individual school characterization.

It sort of does. We’ve have Radford teachers vs JMU/UVA teachers and there’s a huge difference.

It is ridiculous to think the college a teacher attended has anything to do with how effective or knowledgeable they are, especially when most teachers in schools such as Carson and Franklin have been teaching for 10-30+ years. Their experience and creativity are far more important than the college they attended.

Some people went to "top schools" and are brilliant in their subject, but they are absolutely horrific teachers. Knowing the subject does not make someone an effective educator. My daughter experienced that with a teacher who went to Yale. Her fancy Ivy League education did nothing to make her a good teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It really doesn’t matter which state college a teacher went to or how much math or science they studied there. What matters is whether students are only doing the basics at grade level or if they’re ready to take on advanced work. At Carson, teachers see students who are eager for that next step—whether it’s Olympiads, robotics, MathCounts, and more. Franklin, on the other hand, leans more toward the fine arts, with a focus on music, theater, and similar areas. FCPS acknowledges this difference, check their individual school characterization.

It sort of does. We’ve have Radford teachers vs JMU/UVA teachers and there’s a huge difference.

Knowing the subject does not make someone an effective educator.

but not knowing the subject absolutely makes you an ineffective educator. This is disproportionately likely from a school where the median SAT is 1051 than from a school where the median SAT is over 1450.

While it's true that an Ivy league education won't automatically make your a good teacher, neither will a Radford education so I'm not sure what you point is with that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It really doesn’t matter which state college a teacher went to or how much math or science they studied there. What matters is whether students are only doing the basics at grade level or if they’re ready to take on advanced work. At Carson, teachers see students who are eager for that next step—whether it’s Olympiads, robotics, MathCounts, and more. Franklin, on the other hand, leans more toward the fine arts, with a focus on music, theater, and similar areas. FCPS acknowledges this difference, check their individual school characterization.

It sort of does. We’ve have Radford teachers vs JMU/UVA teachers and there’s a huge difference.

Knowing the subject does not make someone an effective educator.

but not knowing the subject absolutely makes you an ineffective educator. This is disproportionately likely from a school where the median SAT is 1051 than from a school where the median SAT is over 1450.

While it's true that an Ivy league education won't automatically make your a good teacher, neither will a Radford education so I'm not sure what you point is with that.

+1,000 we found the Radford teachers lacking in grammar, writing, and math concepts. It was pretty embarassing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It really doesn’t matter which state college a teacher went to or how much math or science they studied there. What matters is whether students are only doing the basics at grade level or if they’re ready to take on advanced work. At Carson, teachers see students who are eager for that next step—whether it’s Olympiads, robotics, MathCounts, and more. Franklin, on the other hand, leans more toward the fine arts, with a focus on music, theater, and similar areas. FCPS acknowledges this difference, check their individual school characterization.

It sort of does. We’ve have Radford teachers vs JMU/UVA teachers and there’s a huge difference.

It is ridiculous to think the college a teacher attended has anything to do with how effective or knowledgeable they are, especially when most teachers in schools such as Carson and Franklin have been teaching for 10-30+ years. Their experience and creativity are far more important than the college they attended.

Some people went to "top schools" and are brilliant in their subject, but they are absolutely horrific teachers. Knowing the subject does not make someone an effective educator. My daughter experienced that with a teacher who went to Yale. Her fancy Ivy League education did nothing to make her a good teacher.

This has to be the dumbest thing I’ve read in a long time. lol!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It really doesn’t matter which state college a teacher went to or how much math or science they studied there. What matters is whether students are only doing the basics at grade level or if they’re ready to take on advanced work. At Carson, teachers see students who are eager for that next step—whether it’s Olympiads, robotics, MathCounts, and more. Franklin, on the other hand, leans more toward the fine arts, with a focus on music, theater, and similar areas. FCPS acknowledges this difference, check their individual school characterization.

It sort of does. We’ve have Radford teachers vs JMU/UVA teachers and there’s a huge difference.

It is ridiculous to think the college a teacher attended has anything to do with how effective or knowledgeable they are, especially when most teachers in schools such as Carson and Franklin have been teaching for 10-30+ years. Their experience and creativity are far more important than the college they attended.

Some people went to "top schools" and are brilliant in their subject, but they are absolutely horrific teachers. Knowing the subject does not make someone an effective educator. My daughter experienced that with a teacher who went to Yale. Her fancy Ivy League education did nothing to make her a good teacher.

This has to be the dumbest thing I’ve read in a long time. lol!

You've obviously never been a teacher if you think the university a teacher attended is relevant to their efficacy, or if you believe that an undergraduate degree from a specific college is more valuable than 20 years of experience.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It really doesn’t matter which state college a teacher went to or how much math or science they studied there. What matters is whether students are only doing the basics at grade level or if they’re ready to take on advanced work. At Carson, teachers see students who are eager for that next step—whether it’s Olympiads, robotics, MathCounts, and more. Franklin, on the other hand, leans more toward the fine arts, with a focus on music, theater, and similar areas. FCPS acknowledges this difference, check their individual school characterization.

It sort of does. We’ve have Radford teachers vs JMU/UVA teachers and there’s a huge difference.

It is ridiculous to think the college a teacher attended has anything to do with how effective or knowledgeable they are, especially when most teachers in schools such as Carson and Franklin have been teaching for 10-30+ years. Their experience and creativity are far more important than the college they attended.

Some people went to "top schools" and are brilliant in their subject, but they are absolutely horrific teachers. Knowing the subject does not make someone an effective educator. My daughter experienced that with a teacher who went to Yale. Her fancy Ivy League education did nothing to make her a good teacher.

This has to be the dumbest thing I’ve read in a long time. lol!

DP. You’re misguided. You can talk to lawyers at top law firms and they can tell you how young lawyers who’ve graduated from George Mason (Scalia) or American Law Schools frequently are harder working and better at their jobs than Yale Law Schools graduates. Similarly, high school teachers who’ve attended lower ranked colleges often are more dedicated and better at imparting knowledge than teachers who graduated from top universities and fell back on a teaching career when something else didn’t work out.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It really doesn’t matter which state college a teacher went to or how much math or science they studied there. What matters is whether students are only doing the basics at grade level or if they’re ready to take on advanced work. At Carson, teachers see students who are eager for that next step—whether it’s Olympiads, robotics, MathCounts, and more. Franklin, on the other hand, leans more toward the fine arts, with a focus on music, theater, and similar areas. FCPS acknowledges this difference, check their individual school characterization.

It sort of does. We’ve teachers vs JMU/UVA teachers and there’s a huge difference.

It is ridiculous to think the college a teacher attended has anything to do with how effective or knowledgeable they are, especially when most teachers in schools such as Carson and Franklin have been teaching for 10-30+ years. Their experience and creativity are far more important than the college they attended.

Some people went to "top schools" and are brilliant in their subject, but they are absolutely horrific teachers. Knowing the subject does not make someone an effective educator. My daughter experienced that with a teacher who went to Yale. Her fancy Ivy League education did nothing to make her a good teacher.

This has to be the dumbest thing I’ve read in a long time. lol!

DP. You’re misguided. You can talk to lawyers at top law firms and they can tell you how young lawyers who’ve graduated from George Mason (Scalia) or American Law Schools frequently are harder working and better at their jobs than Yale Law Schools graduates. Similarly, high school teachers who’ve attended lower ranked colleges often are more dedicated and better at imparting knowledge than teachers who graduated from top universities and fell back on a teaching career when something else didn’t work out.

+1

The PP, the one to whom you're responding, shows his/her gross immaturity and sophomoric attitude, both quite evident in his/her use of "lol" at the end of his/her responses.

The idea that one college is inherently “better” than another is not just immature—it’s narrow-minded, elitist, and deeply out of touch with the realities many students face.

Some students receive full scholarships to smaller, lower-ranked schools. That’s not a compromise—it’s a triumph. It means they can pursue higher education without drowning in debt, without burdening their families, and with the freedom to focus on learning rather than loan payments. Meanwhile, attending a more “prestigious” institution might saddle them with six figures of debt for the sake of a name on a diploma.

And let’s be honest: name recognition doesn’t equal hard work. Some colleges produce graduates who are resilient, innovative, and deeply committed to their fields—because they had to be. They didn’t coast on legacy admissions or brand prestige. They built their success from grit, mentorship, and opportunity. Others may rely on the halo effect of their alma mater, assuming doors will open simply because of where they went.

Success isn’t about where you start—it’s about what you do with the opportunities you’re given. The most powerful graduates aren’t always the ones with Ivy League or top-university credentials. They’re the ones who show up, work hard, and prove themselves—regardless of the name on their sweatshirt.

So let’s stop pretending that college prestige is a measure of worth. It’s not. It’s a reflection of privilege, access, and sometimes luck. The real measure? Character, effort, and impact.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It really doesn’t matter which state college a teacher went to or how much math or science they studied there. What matters is whether students are only doing the basics at grade level or if they’re ready to take on advanced work. At Carson, teachers see students who are eager for that next step—whether it’s Olympiads, robotics, MathCounts, and more. Franklin, on the other hand, leans more toward the fine arts, with a focus on music, theater, and similar areas. FCPS acknowledges this difference, check their individual school characterization.

It sort of does. We’ve have Radford teachers vs JMU/UVA teachers and there’s a huge difference.

It is ridiculous to think the college a teacher attended has anything to do with how effective or knowledgeable they are, especially when most teachers in schools such as Carson and Franklin have been teaching for 10-30+ years. Their experience and creativity are far more important than the college they attended.

Some people went to "top schools" and are brilliant in their subject, but they are absolutely horrific teachers. Knowing the subject does not make someone an effective educator. My daughter experienced that with a teacher who went to Yale. Her fancy Ivy League education did nothing to make her a good teacher.

This has to be the dumbest thing I’ve read in a long time. lol!

You've obviously never been a teacher if you think the university a teacher attended is relevant to their efficacy, or if you believe that an undergraduate degree from a specific college is more valuable than 20 years of experience.

How knowledgeable one is is definitely tied to the school. Some schools are better than others. Some schools have higher standards, harder classes and the kids that come out are actually smarter.

Efficacy of teaching is a different ballgame. But there has to a good knowledge base first.

[Anonymous]

I’d rather have an experienced teacher from UVA than a similarly experienced teacher from Radford. Unfortunately, a lot of UVA grads don’t become teachers.

[Anonymous]

How are the math teachers at Carson versus Franklin?