New TJ Lawsuit Filed 3/10/21 by Pacific Legal Foundation

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

here is what the school says:

"The mission of Thomas Jefferson High School for Science and Technology is to provide students with a challenging learning environment focused on math, science, and technology, to inspire joy at the prospect of discovery, and to foster a culture of innovation based on ethical behavior and the shared interests of humanity."

I don't see anything about selectivity

Now read the VDOE page on Governor's Schools.
https://www.doe.virginia.gov/instruction/governors_school_programs/

"The Virginia Governor's School Program has been designed to assist divisions as they meet the needs of a small population of students whose learning levels are remarkably different from their age-level peers. The foundation of the Virginia Governor's School Program centers on best practices in the field of gifted education and the presentation of advanced content to able learners."

It would really help our case if you could quote the section that talks about test-taking ability and achievement in STEM competitions - can you highlight those for us?

Here you go dick wad:

The Academic-Year Governor's Schools are established as "joint schools" by Virginia school law. As such, they are typically managed by a regional governing board of representatives from the school boards of each participating division. The regional governing board is charged with developing policies for the school including the school's admissions process. While these processes differ from school to school, all applicants are assessed using multiple criteria by trained evaluators who have experience in gifted education and the focus area of the specific Academic-Year Governor's School. Students can only attend an Academic-Year Governor's School program if their school division is a participating public school division and the students are selected by the Academic-Year Governor's School program through a competitive admission process. Transferring or students in military families should inquire with school division school counselors as to the availability of Academic-Year Governor's School programs in that school division and the application timeline.

Navigating Gifted Education and Governor’s School Programs as a Military Transfer Student Briefing (PDF)
Military Families
The Virginia Department of Education oversees and evaluates the Academic-Year Governor's Schools. Each school is evaluated through the use of evaluation rubrics designed to determine the effectiveness in curriculum, professional development, program design, guidance and counseling, identification and selection process, and facilities. A full-site evaluation team visits each school every six year

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

here is what the school says:

"The mission of Thomas Jefferson High School for Science and Technology is to provide students with a challenging learning environment focused on math, science, and technology, to inspire joy at the prospect of discovery, and to foster a culture of innovation based on ethical behavior and the shared interests of humanity."

I don't see anything about selectivity

Now read the VDOE page on Governor's Schools.
https://www.doe.virginia.gov/instruction/governors_school_programs/

"The Virginia Governor's School Program has been designed to assist divisions as they meet the needs of a small population of students whose learning levels are remarkably different from their age-level peers. The foundation of the Virginia Governor's School Program centers on best practices in the field of gifted education and the presentation of advanced content to able learners."

It would really help our case if you could quote the section that talks about test-taking ability and achievement in STEM competitions - can you highlight those for us?

Here you go dick wad:

The Academic-Year Governor's Schools are established as "joint schools" by Virginia school law. As such, they are typically managed by a regional governing board of representatives from the school boards of each participating division. The regional governing board is charged with developing policies for the school including the school's admissions process. While these processes differ from school to school, all applicants are assessed using multiple criteria by trained evaluators who have experience in gifted education and the focus area of the specific Academic-Year Governor's School. Students can only attend an Academic-Year Governor's School program if their school division is a participating public school division and the students are selected by the Academic-Year Governor's School program through a competitive admission process. Transferring or students in military families should inquire with school division school counselors as to the availability of Academic-Year Governor's School programs in that school division and the application timeline.

Navigating Gifted Education and Governor’s School Programs as a Military Transfer Student Briefing (PDF)
Military Families
The Virginia Department of Education oversees and evaluates the Academic-Year Governor's Schools. Each school is evaluated through the use of evaluation rubrics designed to determine the effectiveness in curriculum, professional development, program design, guidance and counseling, identification and selection process, and facilities. A full-site evaluation team visits each school every six year

.....still waiting.....

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

here is what the school says:

"The mission of Thomas Jefferson High School for Science and Technology is to provide students with a challenging learning environment focused on math, science, and technology, to inspire joy at the prospect of discovery, and to foster a culture of innovation based on ethical behavior and the shared interests of humanity."

I don't see anything about selectivity

Now read the VDOE page on Governor's Schools.
https://www.doe.virginia.gov/instruction/governors_school_programs/

"The Virginia Governor's School Program has been designed to assist divisions as they meet the needs of a small population of students whose learning levels are remarkably different from their age-level peers. The foundation of the Virginia Governor's School Program centers on best practices in the field of gifted education and the presentation of advanced content to able learners."

It would really help our case if you could quote the section that talks about test-taking ability and achievement in STEM competitions - can you highlight those for us?

Here you go dick wad:

The Academic-Year Governor's Schools are established as "joint schools" by Virginia school law. As such, they are typically managed by a regional governing board of representatives from the school boards of each participating division. The regional governing board is charged with developing policies for the school including the school's admissions process. While these processes differ from school to school, all applicants are assessed using multiple criteria by trained evaluators who have experience in gifted education and the focus area of the specific Academic-Year Governor's School. Students can only attend an Academic-Year Governor's School program if their school division is a participating public school division and the students are selected by the Academic-Year Governor's School program through a competitive admission process. Transferring or students in military families should inquire with school division school counselors as to the availability of Academic-Year Governor's School programs in that school division and the application timeline.

Navigating Gifted Education and Governor’s School Programs as a Military Transfer Student Briefing (PDF)
Military Families
The Virginia Department of Education oversees and evaluates the Academic-Year Governor's Schools. Each school is evaluated through the use of evaluation rubrics designed to determine the effectiveness in curriculum, professional development, program design, guidance and counseling, identification and selection process, and facilities. A full-site evaluation team visits each school every six year

How come none mentioned that Governor's schools require that admission be based on "a competitive admissions process" before? That rules out a lottery, right?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

here is what the school says:

"The mission of Thomas Jefferson High School for Science and Technology is to provide students with a challenging learning environment focused on math, science, and technology, to inspire joy at the prospect of discovery, and to foster a culture of innovation based on ethical behavior and the shared interests of humanity."

I don't see anything about selectivity

Now read the VDOE page on Governor's Schools.
https://www.doe.virginia.gov/instruction/governors_school_programs/

"The Virginia Governor's School Program has been designed to assist divisions as they meet the needs of a small population of students whose learning levels are remarkably different from their age-level peers. The foundation of the Virginia Governor's School Program centers on best practices in the field of gifted education and the presentation of advanced content to able learners."

It would really help our case if you could quote the section that talks about test-taking ability and achievement in STEM competitions - can you highlight those for us?

Here you go dick wad:

The Academic-Year Governor's Schools are established as "joint schools" by Virginia school law. As such, they are typically managed by a regional governing board of representatives from the school boards of each participating division. The regional governing board is charged with developing policies for the school including the school's admissions process. While these processes differ from school to school, all applicants are assessed using multiple criteria by trained evaluators who have experience in gifted education and the focus area of the specific Academic-Year Governor's School. Students can only attend an Academic-Year Governor's School program if their school division is a participating public school division and the students are selected by the Academic-Year Governor's School program through a competitive admission process. Transferring or students in military families should inquire with school division school counselors as to the availability of Academic-Year Governor's School programs in that school division and the application timeline.

Navigating Gifted Education and Governor’s School Programs as a Military Transfer Student Briefing (PDF)
Military Families
The Virginia Department of Education oversees and evaluates the Academic-Year Governor's Schools. Each school is evaluated through the use of evaluation rubrics designed to determine the effectiveness in curriculum, professional development, program design, guidance and counseling, identification and selection process, and facilities. A full-site evaluation team visits each school every six year

.....still waiting.....

What do you think a competitive process is for a STEM school where students are evaluated by gifted educators in STEM is if you aren't looking at STEM ability and achievement? They've been doing it for more than 30 years - very successfully I might add. Sorry your kid wasn't bright enough to get in, but that happens in a competitive selection process.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

here is what the school says:

"The mission of Thomas Jefferson High School for Science and Technology is to provide students with a challenging learning environment focused on math, science, and technology, to inspire joy at the prospect of discovery, and to foster a culture of innovation based on ethical behavior and the shared interests of humanity."

I don't see anything about selectivity

Now read the VDOE page on Governor's Schools.
https://www.doe.virginia.gov/instruction/governors_school_programs/

"The Virginia Governor's School Program has been designed to assist divisions as they meet the needs of a small population of students whose learning levels are remarkably different from their age-level peers. The foundation of the Virginia Governor's School Program centers on best practices in the field of gifted education and the presentation of advanced content to able learners."

It would really help our case if you could quote the section that talks about test-taking ability and achievement in STEM competitions - can you highlight those for us?

Here you go dick wad:

The Academic-Year Governor's Schools are established as "joint schools" by Virginia school law. As such, they are typically managed by a regional governing board of representatives from the school boards of each participating division. The regional governing board is charged with developing policies for the school including the school's admissions process. While these processes differ from school to school, all applicants are assessed using multiple criteria by trained evaluators who have experience in gifted education and the focus area of the specific Academic-Year Governor's School. Students can only attend an Academic-Year Governor's School program if their school division is a participating public school division and the students are selected by the Academic-Year Governor's School program through a competitive admission process. Transferring or students in military families should inquire with school division school counselors as to the availability of Academic-Year Governor's School programs in that school division and the application timeline.

Navigating Gifted Education and Governor’s School Programs as a Military Transfer Student Briefing (PDF)
Military Families
The Virginia Department of Education oversees and evaluates the Academic-Year Governor's Schools. Each school is evaluated through the use of evaluation rubrics designed to determine the effectiveness in curriculum, professional development, program design, guidance and counseling, identification and selection process, and facilities. A full-site evaluation team visits each school every six year

How come none mentioned that Governor's schools require that admission be based on "a competitive admissions process" before? That rules out a lottery, right?

having that lottery consist of applicants of a certain GPA satisfies the requirement. With this level of toxicity, hopefully they just close the Schoo and start over

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

here is what the school says:

"The mission of Thomas Jefferson High School for Science and Technology is to provide students with a challenging learning environment focused on math, science, and technology, to inspire joy at the prospect of discovery, and to foster a culture of innovation based on ethical behavior and the shared interests of humanity."

I don't see anything about selectivity

Now read the VDOE page on Governor's Schools.
https://www.doe.virginia.gov/instruction/governors_school_programs/

"The Virginia Governor's School Program has been designed to assist divisions as they meet the needs of a small population of students whose learning levels are remarkably different from their age-level peers. The foundation of the Virginia Governor's School Program centers on best practices in the field of gifted education and the presentation of advanced content to able learners."

It would really help our case if you could quote the section that talks about test-taking ability and achievement in STEM competitions - can you highlight those for us?

Here you go dick wad:

The Academic-Year Governor's Schools are established as "joint schools" by Virginia school law. As such, they are typically managed by a regional governing board of representatives from the school boards of each participating division. The regional governing board is charged with developing policies for the school including the school's admissions process. While these processes differ from school to school, all applicants are assessed using multiple criteria by trained evaluators who have experience in gifted education and the focus area of the specific Academic-Year Governor's School. Students can only attend an Academic-Year Governor's School program if their school division is a participating public school division and the students are selected by the Academic-Year Governor's School program through a competitive admission process. Transferring or students in military families should inquire with school division school counselors as to the availability of Academic-Year Governor's School programs in that school division and the application timeline.

Navigating Gifted Education and Governor’s School Programs as a Military Transfer Student Briefing (PDF)
Military Families
The Virginia Department of Education oversees and evaluates the Academic-Year Governor's Schools. Each school is evaluated through the use of evaluation rubrics designed to determine the effectiveness in curriculum, professional development, program design, guidance and counseling, identification and selection process, and facilities. A full-site evaluation team visits each school every six year

.....still waiting.....

"While these processes differ from school to school, all applicants are assessed using multiple criteria by trained evaluators who have experience in gifted education and the focus area of the specific Academic-Year Governor's School. Students can only attend an Academic-Year Governor's School program if their school division is a participating public school division and the students are selected by the Academic-Year Governor's School program through a competitive admission process."

But now you SJWs don't like the criteria used by the trained evaluators or the competitive process because you don't like the demographics of the highest rated students evaluated. So what is your idea for meeting the requirement of a "competitive admissions process?" Ignore excellent test scores and STEM achievements? So typical for an SJW these days.

[Anonymous]

From the lawsuit Reply Brief for PI Motion being argued on May 21:

Unlike the present case, the state lawsuit was a case of first
impression turning on questions of state law and did not allege that the challenged admissions
policy discriminated against Asian-American applicants in violation of their Equal Protection
rights. See K.C. v. Fairfax Cty. Sch. Bd., No. 2020-17283, Order on Demurrer at 3 (Jan. 21, 2021).
Those issues were thus not before the court. Although the state court ultimately denied the parents’
motion for a preliminary injunction after an evidentiary hearing, it had harsh words for Defendant

"School Board, Defendant Brabrand, and the challenged admissions policy:
To suddenly cancel a November test in October suggests a rush to judgment and
not a deliberate process. Even accepting the rationale that standardized tests
unfairly eliminated qualified candidates who had a “bad testing day,” why eliminate
the tests altogether? Why not just give the test results less weight than what had
been previously granted absolute finality? Why not allow students to take the test
without making test scores either a precondition for the application process or a
decision factor for admission? The standardized test scores became a barrier to
admission because the admissions committee made them a barrier. In approaching
a holistic consideration of qualitative and quantitative components in the selection
process, why not keep the data offered by standardized testing as a relevant factor?
* * *
The recent proposal of offering a spot at TJ to the top 1.5% of students at every
middle school suffers the same arbitrary and capricious flaw as any other quota
system. That system creates more questions than answers. For example, what
happens to the students who attend schools that attract a large population of gifted
students? How will the quota define who falls within the top 1.5% of a school
designed solely for gifted students? What if a middle school has an overabundance
of students in the top 1.5% of their class who are uninterested in STEM? Why use
a quota system when educational policies that foster diversity are permitted and
encouraged, allowing academic institutions to consider the role of locality and
personal experience as relevant factors in admissions decisions? Many reasons exist
why quotas are controversial and disfavored."

Order on Motion for Preliminary Injunction at 16–17 (Fairfax Feb. 2, 2021).

[Anonymous]

https://pacificlegal.org/wp-content/uploads/2021/03/04.22.2021-Coalition-for-TJ-v.-Fairfax-County-School-Board-Memo-ISO-MPI.pdf

[Anonymous]

Anonymous wrote:From the lawsuit Reply Brief for PI Motion being argued on May 21:

Unlike the present case, the state lawsuit was a case of first
impression turning on questions of state law and did not allege that the challenged admissions
policy discriminated against Asian-American applicants in violation of their Equal Protection
rights. See K.C. v. Fairfax Cty. Sch. Bd., No. 2020-17283, Order on Demurrer at 3 (Jan. 21, 2021).
Those issues were thus not before the court. Although the state court ultimately denied the parents’
motion for a preliminary injunction after an evidentiary hearing, it had harsh words for Defendant

"School Board, Defendant Brabrand, and the challenged admissions policy:
To suddenly cancel a November test in October suggests a rush to judgment and
not a deliberate process. Even accepting the rationale that standardized tests
unfairly eliminated qualified candidates who had a “bad testing day,” why eliminate
the tests altogether? Why not just give the test results less weight than what had
been previously granted absolute finality? Why not allow students to take the test
without making test scores either a precondition for the application process or a
decision factor for admission? The standardized test scores became a barrier to
admission because the admissions committee made them a barrier. In approaching
a holistic consideration of qualitative and quantitative components in the selection
process, why not keep the data offered by standardized testing as a relevant factor?
* * *
The recent proposal of offering a spot at TJ to the top 1.5% of students at every
middle school suffers the same arbitrary and capricious flaw as any other quota
system. That system creates more questions than answers. For example, what
happens to the students who attend schools that attract a large population of gifted
students? How will the quota define who falls within the top 1.5% of a school
designed solely for gifted students? What if a middle school has an overabundance
of students in the top 1.5% of their class who are uninterested in STEM? Why use
a quota system when educational policies that foster diversity are permitted and
encouraged, allowing academic institutions to consider the role of locality and
personal experience as relevant factors in admissions decisions? Many reasons exist
why quotas are controversial and disfavored."

Order on Motion for Preliminary Injunction at 16–17 (Fairfax Feb. 2, 2021).

If this is Pacific's best argument they are going to looooooose badly.

[Anonymous]

Anonymous wrote:
Believe it or not, TJ Admissions knows what they're doing and are pretty good at their jobs despite being woefully understaffed (for regular operations, not for application review).

Then why did the school board mandate changes?

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Believe it or not, TJ Admissions knows what they're doing and are pretty good at their jobs despite being woefully understaffed (for regular operations, not for application review).

Then why did the school board mandate changes?

If they want more staffing, then they should push reforms even harder- after all, title I schools get more resources

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Believe it or not, TJ Admissions knows what they're doing and are pretty good at their jobs despite being woefully understaffed (for regular operations, not for application review).

Then why did the school board mandate changes?

....because the School Board changed? Admissions’ job is to design and execute the process, not to decide what the end product should look like.

[Anonymous]

Anonymous wrote:

Anonymous wrote:From the lawsuit Reply Brief for PI Motion being argued on May 21:

Unlike the present case, the state lawsuit was a case of first
impression turning on questions of state law and did not allege that the challenged admissions
policy discriminated against Asian-American applicants in violation of their Equal Protection
rights. See K.C. v. Fairfax Cty. Sch. Bd., No. 2020-17283, Order on Demurrer at 3 (Jan. 21, 2021).
Those issues were thus not before the court. Although the state court ultimately denied the parents’
motion for a preliminary injunction after an evidentiary hearing, it had harsh words for Defendant

"School Board, Defendant Brabrand, and the challenged admissions policy:
To suddenly cancel a November test in October suggests a rush to judgment and
not a deliberate process. Even accepting the rationale that standardized tests
unfairly eliminated qualified candidates who had a “bad testing day,” why eliminate
the tests altogether? Why not just give the test results less weight than what had
been previously granted absolute finality? Why not allow students to take the test
without making test scores either a precondition for the application process or a
decision factor for admission? The standardized test scores became a barrier to
admission because the admissions committee made them a barrier. In approaching
a holistic consideration of qualitative and quantitative components in the selection
process, why not keep the data offered by standardized testing as a relevant factor?
* * *
The recent proposal of offering a spot at TJ to the top 1.5% of students at every
middle school suffers the same arbitrary and capricious flaw as any other quota
system. That system creates more questions than answers. For example, what
happens to the students who attend schools that attract a large population of gifted
students? How will the quota define who falls within the top 1.5% of a school
designed solely for gifted students? What if a middle school has an overabundance
of students in the top 1.5% of their class who are uninterested in STEM? Why use
a quota system when educational policies that foster diversity are permitted and
encouraged, allowing academic institutions to consider the role of locality and
personal experience as relevant factors in admissions decisions? Many reasons exist
why quotas are controversial and disfavored."

Order on Motion for Preliminary Injunction at 16–17 (Fairfax Feb. 2, 2021).

If this is Pacific's best argument they are going to looooooose badly.

That's not their best argument, or even an argument, it was just a quote from the state court judge ripping the Board for the changes. Read the brief someone just posted. It was pretty compelling. I though everyone knew the changes were being made because the current admissions was resulting in a vast majority of students admitted being Asian American and with very few URMs getting in. If that is illegal like they say in that brief, they will win for sure.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:From the lawsuit Reply Brief for PI Motion being argued on May 21:

Unlike the present case, the state lawsuit was a case of first
impression turning on questions of state law and did not allege that the challenged admissions
policy discriminated against Asian-American applicants in violation of their Equal Protection
rights. See K.C. v. Fairfax Cty. Sch. Bd., No. 2020-17283, Order on Demurrer at 3 (Jan. 21, 2021).
Those issues were thus not before the court. Although the state court ultimately denied the parents’
motion for a preliminary injunction after an evidentiary hearing, it had harsh words for Defendant

"School Board, Defendant Brabrand, and the challenged admissions policy:
To suddenly cancel a November test in October suggests a rush to judgment and
not a deliberate process. Even accepting the rationale that standardized tests
unfairly eliminated qualified candidates who had a “bad testing day,” why eliminate
the tests altogether? Why not just give the test results less weight than what had
been previously granted absolute finality? Why not allow students to take the test
without making test scores either a precondition for the application process or a
decision factor for admission? The standardized test scores became a barrier to
admission because the admissions committee made them a barrier. In approaching
a holistic consideration of qualitative and quantitative components in the selection
process, why not keep the data offered by standardized testing as a relevant factor?
* * *
The recent proposal of offering a spot at TJ to the top 1.5% of students at every
middle school suffers the same arbitrary and capricious flaw as any other quota
system. That system creates more questions than answers. For example, what
happens to the students who attend schools that attract a large population of gifted
students? How will the quota define who falls within the top 1.5% of a school
designed solely for gifted students? What if a middle school has an overabundance
of students in the top 1.5% of their class who are uninterested in STEM? Why use
a quota system when educational policies that foster diversity are permitted and
encouraged, allowing academic institutions to consider the role of locality and
personal experience as relevant factors in admissions decisions? Many reasons exist
why quotas are controversial and disfavored."

Order on Motion for Preliminary Injunction at 16–17 (Fairfax Feb. 2, 2021).

If this is Pacific's best argument they are going to looooooose badly.

That's not their best argument, or even an argument, it was just a quote from the state court judge ripping the Board for the changes. Read the brief someone just posted. It was pretty compelling. I though everyone knew the changes were being made because the current admissions was resulting in a vast majority of students admitted being Asian American and with very few URMs getting in. If that is illegal like they say in that brief, they will win for sure.

A few important points here:

1) There is a subtle but very important distinction between changing an admissions process "because there are too many Asians" and "because the draw population is not represented". C4TJ's case rests on being able to prove the former, which is going to be extremely difficult.

2) Admissions decisions are also going to be released likely within the next few weeks, and once that happens, it will be nearly impossible to squeeze the toothpaste back into the tube from a purely logistical standpoint. Simply put, changing the admissions process again at this point could easily result in not being able to seat a class of 2025.

3) The exams that were on offer in the previous admissions process were extremely expensive and essentially the sole reason for the $100 application fee. Removing the fee, which was a huge priority for the School Board from an accessibility perspective, required removing the exam. Reducing or eliminating the weight of an exam would have done nothing to help the problem of paying for it.

[Anonymous]

I can't imagine standing at the school house door telling a group of people that there are too many of them who are gifted and academically high achievers, so we are not going to accept their children into our program, even when we know they're deserving and qualified.