ISO recent experience with Eastern MS communications magnet

[Anonymous]

Anonymous wrote:Yes, exactly this. Theoretically there is one elective in sixth but 95% of kids take literature. Then just one elective in 7th and 8th. My kid didn’t play an instrument but I think music was after school to accommodate the fact that most magnet kids didn’t have a free elective period if they wanted to start their foreign language in middle school.

Yes, the after-school band program was a lifesaver for my kid, because they were able to take 2 years of a language (really important because they wanted to do IB in HS) and still be in the band.

At least a few years ago, it was a mixed-ability, no-audition ensemble, but they performed with the advanced band.

There are activity buses for after-school activities, even for the magnet routes. Band met whenever the activity buses ran.

[Anonymous]

Now that literature in the humanities is open to all Eastern students, not just those sixth graders in magnet, how do you think that will change your decisions about electives?

[Anonymous]

Our child attended after that elective was open to the broader eastern population (although at least then and this may still be true, they had some way of discouraging kids that were still emerging readers from taking the class). Nearly all magnet kids still took that class. We were told during registration that it was just what the magnet kids did although it was optional. And no complaints from our child, she really loved that class.

I’ve heard of a few outlier cases of magnet kids who didn’t take the class, but that really seemed like the exception to the rule.

[Anonymous]

Anonymous wrote:Now that literature in the humanities is open to all Eastern students, not just those sixth graders in magnet, how do you think that will change your decisions about electives?

This was true when my child went through the program as well. It's not a new development. From my kid's reports, there were only a handful of academy kids who chose to take the class, and in some cases it took more than a year for my child to realize those kids weren't in the magnet. My child just thought they had the opposite schedule. From that, I can deduce that there was no great chasm between the abilities of the kids in the magnet and the kids who self-selected to take this elective.

[Anonymous]

Anonymous wrote:Our child attended after that elective was open to the broader eastern population (although at least then and this may still be true, they had some way of discouraging kids that were still emerging readers from taking the class). Nearly all magnet kids still took that class. We were told during registration that it was just what the magnet kids did although it was optional. And no complaints from our child, she really loved that class.

I’ve heard of a few outlier cases of magnet kids who didn’t take the class, but that really seemed like the exception to the rule.

The idea of them discouraging kids who are "still emerging readers" from taking the class is silly. That sounds like something you made up. There are no "emerging readers" by 6th unless you are ESOL or have a learning disability in reading and if you are ESOL or have a learning disability in reading you are not going to be wanting to take an honors-level literature class.

It's not that unusual for magnet students to not take that class and I've heard it increased after the lottery. About 10-15 out of 100 did not take that class our DC's year. Some of them were coming from immersion and wanted that spot to continue language. DC took it and also really loved the class too.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Yes, exactly this. Theoretically there is one elective in sixth but 95% of kids take literature. Then just one elective in 7th and 8th. My kid didn’t play an instrument but I think music was after school to accommodate the fact that most magnet kids didn’t have a free elective period if they wanted to start their foreign language in middle school.

Yes, the after-school band program was a lifesaver for my kid, because they were able to take 2 years of a language (really important because they wanted to do IB in HS) and still be in the band.

At least a few years ago, it was a mixed-ability, no-audition ensemble, but they performed with the advanced band.

There are activity buses for after-school activities, even for the magnet routes. Band met whenever the activity buses ran.

This set up is a negative for some families because if you do band you basically can't do any other activities. Even though it is mixed ability it is also considered "advanced" so they won't take beginners. One family I know turned down Eastern because of this.

[Anonymous]

I have had 2 kids go through Eastern magnet (within the last couple of years) and I currently have one kid in a DCC regular middle school. Commute wasn’t an issue for us either. Finding a quirky friend group was important for my second kid through the program but not the first. My first didn’t find her people there, but still describes it as worth it.

It is really depressing how terrible the English language and writing curriculum are at the regular school compared to Eastern. You can always supplement math but I think you need to get good writing instruction at school. My kids came out of that program able to read and write and analyze texts. They both say that no humanities class since has been “hard”. They got the tools they needed early.

I also think kids sort of decide what kind of student they are going to be in middle school- like, going forward, and being surrounded by other kids who care and who try is really important. The peer pressure to be cool and not care at the regular middle school is strong.

So I would caution against making a MS decision based on a current friend group. Those three years are really intense and as friends mature at different times, old friends can drift apart and then you’ve chosen MoCo business as usual for a “friend”…

Eastern is really special. If you got a spot, go for it! Congrats.

[Anonymous]

Any parent who had their child in ES CES sees similarities in Eastern Humanities program or did it help them with the curriculum? I know it’s rigorous curriculum . But just wanting to know is there a continuum of what they learn in ES CES that carry out to MS Humanities magnet ? Thanks

[Anonymous]

Anonymous wrote:Any parent who had their child in ES CES sees similarities in Eastern Humanities program or did it help them with the curriculum? I know it’s rigorous curriculum . But just wanting to know is there a continuum of what they learn in ES CES that carry out to MS Humanities magnet ? Thanks

It helped in terms of already being used to increased workload. It helped because they were already a strong writer and knew how to build an essay. And it helped because they had read and critiques novels, so yes it was beneficial. And yes - the writing and reading skills are further honed at Eastern. But they also add photography, film, etc.

[Anonymous]

What did you decide OP

[Anonymous]

Anonymous wrote:

Anonymous wrote:Now that literature in the humanities is open to all Eastern students, not just those sixth graders in magnet, how do you think that will change your decisions about electives?

This was true when my child went through the program as well. It's not a new development. From my kid's reports, there were only a handful of academy kids who chose to take the class, and in some cases it took more than a year for my child to realize those kids weren't in the magnet. My child just thought they had the opposite schedule. From that, I can deduce that there was no great chasm between the abilities of the kids in the magnet and the kids who self-selected to take this elective.

What are “academy kids”? I’ve never heard that term used at Eastern.

[Anonymous]

Anonymous wrote:What did you decide OP

Thanks for all the input. We decided that our DS will attend the magnet program at Eastern! We are hoping for a positive experience.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Now that literature in the humanities is open to all Eastern students, not just those sixth graders in magnet, how do you think that will change your decisions about electives?

This was true when my child went through the program as well. It's not a new development. From my kid's reports, there were only a handful of academy kids who chose to take the class, and in some cases it took more than a year for my child to realize those kids weren't in the magnet. My child just thought they had the opposite schedule. From that, I can deduce that there was no great chasm between the abilities of the kids in the magnet and the kids who self-selected to take this elective.

What are “academy kids”? I’ve never heard that term used at Eastern.

It’s a phrase sometimes used by the school to refer to the non-magnet program. Sometimes they say “comprehensive program” instead.

[Anonymous]

This is all really disheartening to hear as the parent of an incoming 6th grader who thrived in ELC but didn't draw a spot at Eastern despite being in the pool. He's assigned to HIGH for 6th grade, which I've heard is decent. He reads independently for fun and at a high level, but there's no real substitution for being taught to analyze text.

Are there better ELA options in high school? I'm a bit concerned that not getting a magnet spot now means my kid will be at a big disadvantage then, because peers who did attend Eastern will be miles ahead.

[Anonymous]

Anonymous wrote:This is all really disheartening to hear as the parent of an incoming 6th grader who thrived in ELC but didn't draw a spot at Eastern despite being in the pool. He's assigned to HIGH for 6th grade, which I've heard is decent. He reads independently for fun and at a high level, but there's no real substitution for being taught to analyze text.

Are there better ELA options in high school? I'm a bit concerned that not getting a magnet spot now means my kid will be at a big disadvantage then, because peers who did attend Eastern will be miles ahead.

I wouldn't necessarily worry about HS at this point, particularly because your child is in a whole cohort of kids who might have thrived at a magnet but didn't get "lucky."

But one thing I would strongly advise you do is get involved in advocating for true Honors English to return to MCPS high schools. If you and others start now, you might have some impact by the time your child enters 9th grade. Right now, there is no differentiation for English until 10th or 11th grades. In 9th (and sometimes 10th) the only option is "Honors English 9" and "Honors English 10." That means every kid, no matter their level, is in the same English class. No cohorting, no differentiation.

It's a new policy, and there's still time to push back.