Reaction to "Study of Choice and Special Academic Programs: Report of Findings and Recommendations"

[Anonymous]

Re-read OP's post.."non cognitive criteria" is all subjective and non testable

[Anonymous]

Pretty sure Anne Arundel county has no test in STEM magnets for high school.

There is implication in the report that they want to change the admittance to criteria to something other than straight up merit.

[Anonymous]

Anonymous wrote:Re-read OP's post.."non cognitive criteria" is all subjective and non testable

Yeah it says "use of" which means in addition to the current criteria. It also suggests using the top 5-10% which would be determined from testing.

[Anonymous]

Anonymous wrote:Pretty sure Anne Arundel county has no test in STEM magnets for high school.

There is implication in the report that they want to change the admittance to criteria to something other than straight up merit.

Not a major district....

[Anonymous]

The section of the MSMC report:

"Research also highlights the importance of integrating students of different backgrounds and ability levels at the classroom level in helping to decrease achievement gaps. Magnet schools that effectively integrate students at the classroom level, as well as at the school level, provide
opportunities for students from various backgrounds to learn together, which help break down socioeconomic barriers and allow students to benefit from one another academically which can help to diminish preconceptions and stereotypes about other groups.199 Research also suggests that strategies to integrate students within classrooms, such as through cooperative learning, benefit achievement of low-income students because all students have equal opportunities to participate in rigorous academic work. Conversely, ability grouping or tracking can serve to
diminish the benefits of socioeconomically-integrated schools because students do not have opportunities to interact with different groups of students in meaningful learning experiences. This can actually widen the achievement gap between high- and low- performing students over
time.”200

Yet, some argue that integrating students of mixed ability levels within classrooms may negatively impact outcomes of high achieving students.201 However, schools have effectively achieved integration at the school and classroom level using methods such as small group pullout
services for enrichment or differentiation. Additionally, at the secondary level, schools offer classes with an honors option, so that students who can and are interested in pursuing higher level instruction can do so by completing extra assignments and classwork. These strategies allow high achieving students to receive rigorous instruction within integrated class environments.202"

[Anonymous]

Anonymous wrote:Pretty sure Anne Arundel county has no test in STEM magnets for high school.

There is implication in the report that they want to change the admittance to criteria to something other than straight up merit.

"Highest test scores" and "merit" are not synonyms.

[Anonymous]

except below is especially interesting because report also references how the MSMC schools still have a huge acheivement gap!

[Anonymous]

Anonymous wrote:The section of the MSMC report:

"Research also highlights the importance of integrating students of different backgrounds and ability levels at the classroom level in helping to decrease achievement gaps. Magnet schools that effectively integrate students at the classroom level, as well as at the school level, provide
opportunities for students from various backgrounds to learn together, which help break down socioeconomic barriers and allow students to benefit from one another academically which can help to diminish preconceptions and stereotypes about other groups.199 Research also suggests that strategies to integrate students within classrooms, such as through cooperative learning, benefit achievement of low-income students because all students have equal opportunities to participate in rigorous academic work. Conversely, ability grouping or tracking can serve to
diminish the benefits of socioeconomically-integrated schools because students do not have opportunities to interact with different groups of students in meaningful learning experiences. This can actually widen the achievement gap between high- and low- performing students over
time.”200

Yet, some argue that integrating students of mixed ability levels within classrooms may negatively impact outcomes of high achieving students.201 However, schools have effectively achieved integration at the school and classroom level using methods such as small group pullout
services for enrichment or differentiation. Additionally, at the secondary level, schools offer classes with an honors option, so that students who can and are interested in pursuing higher level instruction can do so by completing extra assignments and classwork. These strategies allow high achieving students to receive rigorous instruction within integrated class environments.202"

If you are reading conclusions/findings from the Magnet consortia choice, applying them to the test in magnets and failing to realize it is out of context.... I don't know what to tell you....

[Anonymous]

At our middle school all students have the opportunity for "rigorous coursework" with basically heterogeneous classrooms (very slight differentiation). It is so rigorous 25% on the kids get straight A's each quarter. Hate to read it is the goal for all choice programs too..

[Anonymous]

tired of this b**shit. MCPS is trying so hard to achieve their goal. I would suggest using "athletic skill" instead of "non-cognitive skil"l for faster result

[Anonymous]

Anonymous wrote:tired of this b**shit. MCPS is trying so hard to achieve their goal. I would suggest using "athletic skill" instead of "non-cognitive skil"l for faster result

Or baseball watching skill?

It is so bad that they think the baseball picture is a good analogy in this context.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Pretty sure Anne Arundel county has no test in STEM magnets for high school.

There is implication in the report that they want to change the admittance to criteria to something other than straight up merit.

"Highest test scores" and "merit" are not synonyms.

And what is your point?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Pretty sure Anne Arundel county has no test in STEM magnets for high school.

There is implication in the report that they want to change the admittance to criteria to something other than straight up merit.

"Highest test scores" and "merit" are not synonyms.

And what is your point?

I guess PP is making the point that just because Asians/WHites have the highest test scores it does not mean that they are smarter, hard working, intelligent etc.or that the high score should be considered a result of their merit. On the other hand low grades and low test scores by Hispanics and Blacks means that they have the dedication and will to come to school and take these tests. That is merit because they could have decided not to show up for the tests.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Pretty sure Anne Arundel county has no test in STEM magnets for high school.

There is implication in the report that they want to change the admittance to criteria to something other than straight up merit.

"Highest test scores" and "merit" are not synonyms.

And what is your point?

There are many different measures of merit. Test scores are only one of them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:tired of this b**shit. MCPS is trying so hard to achieve their goal. I would suggest using "athletic skill" instead of "non-cognitive skil"l for faster result

Or baseball watching skill?

It is so bad that they think the baseball picture is a good analogy in this context.

Why is it a bad analogy?