Takoma Park Middle School quality?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
When did this happen? Parent of a current student and my kid’s experience bears absolutely no relation to what you have just described. Sounds like a completely different school (and my kid is an 8th grader).

2021-2022 year, first and only full year my child did there; I had one of those children who excelled during covid because no school drama.

I think there are big issues with TPMS being very bimodal; students in the honors/magnet classes don't have to witness the behavioral problems that were rampant in on-level and below.
And again, there were other middle schools I worked at where the behavior wasn't as consistent a problem. Of course as DCUM would expect, no consistent issues at Pyle and other "Big W" feeder schools.
But in contrast, White Oak and Parkland MS had reasonably well behaved students. Silver Spring International was worse; Silver Creek wasn't as violent, but the admin tolerated lots of poor behavior.

So last year? My current 8th grader reported nothing of the sort and is pretty well connected to all types of different groups of kids bc of sports. There are lots of classes that aren’t “bi modal”….all English classes, all non magnet science classes, PE/health, foreign language and all electives. Neither of my kids reports disruptive behavior. Some kids are disengaged to be sure but no outbursts, disrespecting the teacher, etc..

Also, would like to point out that although you are correct that many classes are non-magnet, the logistics of scheduling mean that magnet students tend to be sorted together into the non-magnet classes. Indeed, if you read between the lines, that was one of the reasons Deeny chose not to implement - if I recall the correct classes - not to implement magnet-level history at the time; the unspoken issue was if they did, then there would have been almost no mixing between regular and magnet schools. (I think since then a magnet-level social studies has been implemented.)

And the school behavior was bimodal; indeed if I needed to "bounce" an on-level student out of my class (a fairly common tactic at TPMS) for behavior issues, the magnet/honors teachers encouraged me to send the problematic student to their classes. Why? Because the honors/magnet students were there to learn and didn't socially tolerate the problematic behavior. Basically the problem behavior got the opposite of positive feedback from the honors/magnet students; nothing like 30 pairs of stink-eye from peers to shut down a class clown's antics.

As a parent of both a magnet and non-magnet student, I can tell that is definitely not true. All DC's non-magnet classes have a mix which according to them is comparable to the overall student body. My other child who was non-magnet similarly had many friends in the magnet they knew through their classes like advanced english, HIGH etc.

Second this. The kids are only together for the magnet for three classes (math, science and computer science), or apart for non magnet students for two (math and science). All the other classes they are mixed together with no distinction.

You've actually confirmed what I said about lack of mixing. Look at your own words: "non-magnet similarly had many friends in the magnet they knew through their classes like ADVANCED english". The magnet kids are NOT going into "on-level" courses, they are in the "honors" versions of the non-magnet classes, just like your non-magnet child. Yes there is mixing, there just isn't as much mixing as you pretend there was.

But not all students are in the honors and advance classes; and it is those students that I argue TPMS failed miserably, in comparison to other local middle schools with similar demographics.
The magnet kids were NOT taking classes with the students that were struggling academically, that were frustrated with school, that were acting out on that frustration, that had terrible home lives.

Those students existed at TPMS, as they exist at any and all schools; my argument is that TPMS - of the MANY MCPS schools I had experience with - had one of the worst behavioral models in place to deal with these issues. Other schools that I've mentioned, with similar demographics, like White Oak or Parkland, did a much better job of managing the MAJORITY of students needs and issues. Takoma Park might have been great for magnet and honors students, but it was not a great school for students who struggled academically, behaviorally, or socially. Again, I knew a number of parent whose children struggled at TPMS and pulled their child out of that school because they were unhappy with the administration's non-response to the issues raised.

Please stop denying that other people had poor experiences there. It's great if you had a terrific experience there, but not everyone did.

Do your kids go to TPMS? Because mine do, and I am pretty sure EVERYONE takes advanced English and History so I don't think your burn post hits the way you think it does.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
When did this happen? Parent of a current student and my kid’s experience bears absolutely no relation to what you have just described. Sounds like a completely different school (and my kid is an 8th grader).

2021-2022 year, first and only full year my child did there; I had one of those children who excelled during covid because no school drama.

I think there are big issues with TPMS being very bimodal; students in the honors/magnet classes don't have to witness the behavioral problems that were rampant in on-level and below.
And again, there were other middle schools I worked at where the behavior wasn't as consistent a problem. Of course as DCUM would expect, no consistent issues at Pyle and other "Big W" feeder schools.
But in contrast, White Oak and Parkland MS had reasonably well behaved students. Silver Spring International was worse; Silver Creek wasn't as violent, but the admin tolerated lots of poor behavior.

So last year? My current 8th grader reported nothing of the sort and is pretty well connected to all types of different groups of kids bc of sports. There are lots of classes that aren’t “bi modal”….all English classes, all non magnet science classes, PE/health, foreign language and all electives. Neither of my kids reports disruptive behavior. Some kids are disengaged to be sure but no outbursts, disrespecting the teacher, etc..

Also, would like to point out that although you are correct that many classes are non-magnet, the logistics of scheduling mean that magnet students tend to be sorted together into the non-magnet classes. Indeed, if you read between the lines, that was one of the reasons Deeny chose not to implement - if I recall the correct classes - not to implement magnet-level history at the time; the unspoken issue was if they did, then there would have been almost no mixing between regular and magnet schools. (I think since then a magnet-level social studies has been implemented.)

And the school behavior was bimodal; indeed if I needed to "bounce" an on-level student out of my class (a fairly common tactic at TPMS) for behavior issues, the magnet/honors teachers encouraged me to send the problematic student to their classes. Why? Because the honors/magnet students were there to learn and didn't socially tolerate the problematic behavior. Basically the problem behavior got the opposite of positive feedback from the honors/magnet students; nothing like 30 pairs of stink-eye from peers to shut down a class clown's antics.

As a parent of both a magnet and non-magnet student, I can tell that is definitely not true. All DC's non-magnet classes have a mix which according to them is comparable to the overall student body. My other child who was non-magnet similarly had many friends in the magnet they knew through their classes like advanced english, HIGH etc.

This was also our experience. My magnet kid has many non-magnet friends too.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
When did this happen? Parent of a current student and my kid’s experience bears absolutely no relation to what you have just described. Sounds like a completely different school (and my kid is an 8th grader).

2021-2022 year, first and only full year my child did there; I had one of those children who excelled during covid because no school drama.

I think there are big issues with TPMS being very bimodal; students in the honors/magnet classes don't have to witness the behavioral problems that were rampant in on-level and below.
And again, there were other middle schools I worked at where the behavior wasn't as consistent a problem. Of course as DCUM would expect, no consistent issues at Pyle and other "Big W" feeder schools.
But in contrast, White Oak and Parkland MS had reasonably well behaved students. Silver Spring International was worse; Silver Creek wasn't as violent, but the admin tolerated lots of poor behavior.

So last year? My current 8th grader reported nothing of the sort and is pretty well connected to all types of different groups of kids bc of sports. There are lots of classes that aren’t “bi modal”….all English classes, all non magnet science classes, PE/health, foreign language and all electives. Neither of my kids reports disruptive behavior. Some kids are disengaged to be sure but no outbursts, disrespecting the teacher, etc..

Also, would like to point out that although you are correct that many classes are non-magnet, the logistics of scheduling mean that magnet students tend to be sorted together into the non-magnet classes. Indeed, if you read between the lines, that was one of the reasons Deeny chose not to implement - if I recall the correct classes - not to implement magnet-level history at the time; the unspoken issue was if they did, then there would have been almost no mixing between regular and magnet schools. (I think since then a magnet-level social studies has been implemented.)

And the school behavior was bimodal; indeed if I needed to "bounce" an on-level student out of my class (a fairly common tactic at TPMS) for behavior issues, the magnet/honors teachers encouraged me to send the problematic student to their classes. Why? Because the honors/magnet students were there to learn and didn't socially tolerate the problematic behavior. Basically the problem behavior got the opposite of positive feedback from the honors/magnet students; nothing like 30 pairs of stink-eye from peers to shut down a class clown's antics.

As a parent of both a magnet and non-magnet student, I can tell that is definitely not true. All DC's non-magnet classes have a mix which according to them is comparable to the overall student body. My other child who was non-magnet similarly had many friends in the magnet they knew through their classes like advanced english, HIGH etc.

Second this. The kids are only together for the magnet for three classes (math, science and computer science), or apart for non magnet students for two (math and science). All the other classes they are mixed together with no distinction.

You've actually confirmed what I said about lack of mixing. Look at your own words: "non-magnet similarly had many friends in the magnet they knew through their classes like ADVANCED english". The magnet kids are NOT going into "on-level" courses, they are in the "honors" versions of the non-magnet classes, just like your non-magnet child. Yes there is mixing, there just isn't as much mixing as you pretend there was.

But not all students are in the honors and advance classes; and it is those students that I argue TPMS failed miserably, in comparison to other local middle schools with similar demographics.
The magnet kids were NOT taking classes with the students that were struggling academically, that were frustrated with school, that were acting out on that frustration, that had terrible home lives.

Those students existed at TPMS, as they exist at any and all schools; my argument is that TPMS - of the MANY MCPS schools I had experience with - had one of the worst behavioral models in place to deal with these issues. Other schools that I've mentioned, with similar demographics, like White Oak or Parkland, did a much better job of managing the MAJORITY of students needs and issues. Takoma Park might have been great for magnet and honors students, but it was not a great school for students who struggled academically, behaviorally, or socially. Again, I knew a number of parent whose children struggled at TPMS and pulled their child out of that school because they were unhappy with the administration's non-response to the issues raised.

Please stop denying that other people had poor experiences there. It's great if you had a terrific experience there, but not everyone did.

Do your kids go to TPMS? Because mine do, and I am pretty sure EVERYONE takes advanced English and History so I don't think your burn post hits the way you think it does.

Yes, my child went to TPMS. So sorry that you can't admit that not all students there had a fantastic time. In retrospect, I consider parents like you part of the problem with why a subset of students there were miserable; I assume your children are as unsympathetic and nasty as you.

I'm done here. The conclusion: TPMS is FANTASTIC if you are on the magnet/honors end of the spectrum. But not everyone there had a good time; it was a shithole for some.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
When did this happen? Parent of a current student and my kid’s experience bears absolutely no relation to what you have just described. Sounds like a completely different school (and my kid is an 8th grader).

2021-2022 year, first and only full year my child did there; I had one of those children who excelled during covid because no school drama.

I think there are big issues with TPMS being very bimodal; students in the honors/magnet classes don't have to witness the behavioral problems that were rampant in on-level and below.
And again, there were other middle schools I worked at where the behavior wasn't as consistent a problem. Of course as DCUM would expect, no consistent issues at Pyle and other "Big W" feeder schools.
But in contrast, White Oak and Parkland MS had reasonably well behaved students. Silver Spring International was worse; Silver Creek wasn't as violent, but the admin tolerated lots of poor behavior.

So last year? My current 8th grader reported nothing of the sort and is pretty well connected to all types of different groups of kids bc of sports. There are lots of classes that aren’t “bi modal”….all English classes, all non magnet science classes, PE/health, foreign language and all electives. Neither of my kids reports disruptive behavior. Some kids are disengaged to be sure but no outbursts, disrespecting the teacher, etc..

Also, would like to point out that although you are correct that many classes are non-magnet, the logistics of scheduling mean that magnet students tend to be sorted together into the non-magnet classes. Indeed, if you read between the lines, that was one of the reasons Deeny chose not to implement - if I recall the correct classes - not to implement magnet-level history at the time; the unspoken issue was if they did, then there would have been almost no mixing between regular and magnet schools. (I think since then a magnet-level social studies has been implemented.)

And the school behavior was bimodal; indeed if I needed to "bounce" an on-level student out of my class (a fairly common tactic at TPMS) for behavior issues, the magnet/honors teachers encouraged me to send the problematic student to their classes. Why? Because the honors/magnet students were there to learn and didn't socially tolerate the problematic behavior. Basically the problem behavior got the opposite of positive feedback from the honors/magnet students; nothing like 30 pairs of stink-eye from peers to shut down a class clown's antics.

As a parent of both a magnet and non-magnet student, I can tell that is definitely not true. All DC's non-magnet classes have a mix which according to them is comparable to the overall student body. My other child who was non-magnet similarly had many friends in the magnet they knew through their classes like advanced english, HIGH etc.

Second this. The kids are only together for the magnet for three classes (math, science and computer science), or apart for non magnet students for two (math and science). All the other classes they are mixed together with no distinction.

You've actually confirmed what I said about lack of mixing. Look at your own words: "non-magnet similarly had many friends in the magnet they knew through their classes like ADVANCED english". The magnet kids are NOT going into "on-level" courses, they are in the "honors" versions of the non-magnet classes, just like your non-magnet child. Yes there is mixing, there just isn't as much mixing as you pretend there was.

But not all students are in the honors and advance classes; and it is those students that I argue TPMS failed miserably, in comparison to other local middle schools with similar demographics.
The magnet kids were NOT taking classes with the students that were struggling academically, that were frustrated with school, that were acting out on that frustration, that had terrible home lives.

Those students existed at TPMS, as they exist at any and all schools; my argument is that TPMS - of the MANY MCPS schools I had experience with - had one of the worst behavioral models in place to deal with these issues. Other schools that I've mentioned, with similar demographics, like White Oak or Parkland, did a much better job of managing the MAJORITY of students needs and issues. Takoma Park might have been great for magnet and honors students, but it was not a great school for students who struggled academically, behaviorally, or socially. Again, I knew a number of parent whose children struggled at TPMS and pulled their child out of that school because they were unhappy with the administration's non-response to the issues raised.

Please stop denying that other people had poor experiences there. It's great if you had a terrific experience there, but not everyone did.

Do your kids go to TPMS? Because mine do, and I am pretty sure EVERYONE takes advanced English and History so I don't think your burn post hits the way you think it does.

Yes, my child went to TPMS. So sorry that you can't admit that not all students there had a fantastic time. In retrospect, I consider parents like you part of the problem with why a subset of students there were miserable; I assume your children are as unsympathetic and nasty as you.

I'm done here. The conclusion: TPMS is FANTASTIC if you are on the magnet/honors end of the spectrum. But not everyone there had a good time; it was a shithole for some.

I can agree there are some people that aren't happy anywhere.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We are moving from the Boston area to Takoma Park in July. Currently our child is in 7th grade at a secular private school but he really wants to start in public once we move and we've heard very encouraging things about Montgomery Blair, which we'd feed into. Can anyone who has direct experience comment or direct us to an existing thread on the academic and social quality of Takoma Park Middle School? Are the teachers pretty solid? Curriculum decent? Have there been any major issues with discipline, bullying, violence? Thanks for any insight.

TPMS is a great MS. It also hosts the county's MS STEM magnet. The magnet involves 3 classes, and there are 8 total periods, so a lot of mixing with the general population.

It has electives in programming, robotics, and engineering that aren't available at every school. It also has a well-regarded music and theater program.

Most subjects are taught every other day except math which is every day. I know this isn't true at all MCPS MS, but they take this seriously. The TPMS math team is popular, for example, is the strongest in the county and consistently wins many awards each year.

They offer HIGH, advanced social studies, which is fairly challenging. Every student takes advanced English, and although the teachers are fine, the curriculum is probably the biggest disappointment, but I think this is true at every MS in the county.

It's also a diverse and accepting school. My kids were really happy there which is saying something because MS is usually not a great experience.

Thanks for the info!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
When did this happen? Parent of a current student and my kid’s experience bears absolutely no relation to what you have just described. Sounds like a completely different school (and my kid is an 8th grader).

2021-2022 year, first and only full year my child did there; I had one of those children who excelled during covid because no school drama.

I think there are big issues with TPMS being very bimodal; students in the honors/magnet classes don't have to witness the behavioral problems that were rampant in on-level and below.
And again, there were other middle schools I worked at where the behavior wasn't as consistent a problem. Of course as DCUM would expect, no consistent issues at Pyle and other "Big W" feeder schools.
But in contrast, White Oak and Parkland MS had reasonably well behaved students. Silver Spring International was worse; Silver Creek wasn't as violent, but the admin tolerated lots of poor behavior.

So last year? My current 8th grader reported nothing of the sort and is pretty well connected to all types of different groups of kids bc of sports. There are lots of classes that aren’t “bi modal”….all English classes, all non magnet science classes, PE/health, foreign language and all electives. Neither of my kids reports disruptive behavior. Some kids are disengaged to be sure but no outbursts, disrespecting the teacher, etc..

Also, would like to point out that although you are correct that many classes are non-magnet, the logistics of scheduling mean that magnet students tend to be sorted together into the non-magnet classes. Indeed, if you read between the lines, that was one of the reasons Deeny chose not to implement - if I recall the correct classes - not to implement magnet-level history at the time; the unspoken issue was if they did, then there would have been almost no mixing between regular and magnet schools. (I think since then a magnet-level social studies has been implemented.)

And the school behavior was bimodal; indeed if I needed to "bounce" an on-level student out of my class (a fairly common tactic at TPMS) for behavior issues, the magnet/honors teachers encouraged me to send the problematic student to their classes. Why? Because the honors/magnet students were there to learn and didn't socially tolerate the problematic behavior. Basically the problem behavior got the opposite of positive feedback from the honors/magnet students; nothing like 30 pairs of stink-eye from peers to shut down a class clown's antics.

As a parent of both a magnet and non-magnet student, I can tell that is definitely not true. All DC's non-magnet classes have a mix which according to them is comparable to the overall student body. My other child who was non-magnet similarly had many friends in the magnet they knew through their classes like advanced english, HIGH etc.

Second this. The kids are only together for the magnet for three classes (math, science and computer science), or apart for non magnet students for two (math and science). All the other classes they are mixed together with no distinction.

You've actually confirmed what I said about lack of mixing. Look at your own words: "non-magnet similarly had many friends in the magnet they knew through their classes like ADVANCED english". The magnet kids are NOT going into "on-level" courses, they are in the "honors" versions of the non-magnet classes, just like your non-magnet child. Yes there is mixing, there just isn't as much mixing as you pretend there was.

But not all students are in the honors and advance classes; and it is those students that I argue TPMS failed miserably, in comparison to other local middle schools with similar demographics.
The magnet kids were NOT taking classes with the students that were struggling academically, that were frustrated with school, that were acting out on that frustration, that had terrible home lives.

Those students existed at TPMS, as they exist at any and all schools; my argument is that TPMS - of the MANY MCPS schools I had experience with - had one of the worst behavioral models in place to deal with these issues. Other schools that I've mentioned, with similar demographics, like White Oak or Parkland, did a much better job of managing the MAJORITY of students needs and issues. Takoma Park might have been great for magnet and honors students, but it was not a great school for students who struggled academically, behaviorally, or socially. Again, I knew a number of parent whose children struggled at TPMS and pulled their child out of that school because they were unhappy with the administration's non-response to the issues raised.

Please stop denying that other people had poor experiences there. It's great if you had a terrific experience there, but not everyone did.

Do your kids go to TPMS? Because mine do, and I am pretty sure EVERYONE takes advanced English and History so I don't think your burn post hits the way you think it does.

Yes, my child went to TPMS. So sorry that you can't admit that not all students there had a fantastic time. In retrospect, I consider parents like you part of the problem with why a subset of students there were miserable; I assume your children are as unsympathetic and nasty as you.

I'm done here. The conclusion: TPMS is FANTASTIC if you are on the magnet/honors end of the spectrum. But not everyone there had a good time; it was a shithole for some.

I can agree there are some people that aren't happy anywhere.

DP. Every school has some people who are happy with it, and some people who are not. Can we all take it down a notch and just accept that people will share their own experiences and opinions, and not start declaring everybody else's as invalid?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
When did this happen? Parent of a current student and my kid’s experience bears absolutely no relation to what you have just described. Sounds like a completely different school (and my kid is an 8th grader).

2021-2022 year, first and only full year my child did there; I had one of those children who excelled during covid because no school drama.

I think there are big issues with TPMS being very bimodal; students in the honors/magnet classes don't have to witness the behavioral problems that were rampant in on-level and below.
And again, there were other middle schools I worked at where the behavior wasn't as consistent a problem. Of course as DCUM would expect, no consistent issues at Pyle and other "Big W" feeder schools.
But in contrast, White Oak and Parkland MS had reasonably well behaved students. Silver Spring International was worse; Silver Creek wasn't as violent, but the admin tolerated lots of poor behavior.

So last year? My current 8th grader reported nothing of the sort and is pretty well connected to all types of different groups of kids bc of sports. There are lots of classes that aren’t “bi modal”….all English classes, all non magnet science classes, PE/health, foreign language and all electives. Neither of my kids reports disruptive behavior. Some kids are disengaged to be sure but no outbursts, disrespecting the teacher, etc..

Also, would like to point out that although you are correct that many classes are non-magnet, the logistics of scheduling mean that magnet students tend to be sorted together into the non-magnet classes. Indeed, if you read between the lines, that was one of the reasons Deeny chose not to implement - if I recall the correct classes - not to implement magnet-level history at the time; the unspoken issue was if they did, then there would have been almost no mixing between regular and magnet schools. (I think since then a magnet-level social studies has been implemented.)

And the school behavior was bimodal; indeed if I needed to "bounce" an on-level student out of my class (a fairly common tactic at TPMS) for behavior issues, the magnet/honors teachers encouraged me to send the problematic student to their classes. Why? Because the honors/magnet students were there to learn and didn't socially tolerate the problematic behavior. Basically the problem behavior got the opposite of positive feedback from the honors/magnet students; nothing like 30 pairs of stink-eye from peers to shut down a class clown's antics.

As a parent of both a magnet and non-magnet student, I can tell that is definitely not true. All DC's non-magnet classes have a mix which according to them is comparable to the overall student body. My other child who was non-magnet similarly had many friends in the magnet they knew through their classes like advanced english, HIGH etc.

Second this. The kids are only together for the magnet for three classes (math, science and computer science), or apart for non magnet students for two (math and science). All the other classes they are mixed together with no distinction.

You've actually confirmed what I said about lack of mixing. Look at your own words: "non-magnet similarly had many friends in the magnet they knew through their classes like ADVANCED english". The magnet kids are NOT going into "on-level" courses, they are in the "honors" versions of the non-magnet classes, just like your non-magnet child. Yes there is mixing, there just isn't as much mixing as you pretend there was.

But not all students are in the honors and advance classes; and it is those students that I argue TPMS failed miserably, in comparison to other local middle schools with similar demographics.
The magnet kids were NOT taking classes with the students that were struggling academically, that were frustrated with school, that were acting out on that frustration, that had terrible home lives.

Those students existed at TPMS, as they exist at any and all schools; my argument is that TPMS - of the MANY MCPS schools I had experience with - had one of the worst behavioral models in place to deal with these issues. Other schools that I've mentioned, with similar demographics, like White Oak or Parkland, did a much better job of managing the MAJORITY of students needs and issues. Takoma Park might have been great for magnet and honors students, but it was not a great school for students who struggled academically, behaviorally, or socially. Again, I knew a number of parent whose children struggled at TPMS and pulled their child out of that school because they were unhappy with the administration's non-response to the issues raised.

Please stop denying that other people had poor experiences there. It's great if you had a terrific experience there, but not everyone did.

Do your kids go to TPMS? Because mine do, and I am pretty sure EVERYONE takes advanced English and History so I don't think your burn post hits the way you think it does.

Yes, my child went to TPMS. So sorry that you can't admit that not all students there had a fantastic time. In retrospect, I consider parents like you part of the problem with why a subset of students there were miserable; I assume your children are as unsympathetic and nasty as you.

I'm done here. The conclusion: TPMS is FANTASTIC if you are on the magnet/honors end of the spectrum. But not everyone there had a good time; it was a shithole for some.

I can agree there are some people that aren't happy anywhere.

We are fantastically happy at our current MCPS school; likely because you and your foul brood aren't there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
When did this happen? Parent of a current student and my kid’s experience bears absolutely no relation to what you have just described. Sounds like a completely different school (and my kid is an 8th grader).

2021-2022 year, first and only full year my child did there; I had one of those children who excelled during covid because no school drama.

I think there are big issues with TPMS being very bimodal; students in the honors/magnet classes don't have to witness the behavioral problems that were rampant in on-level and below.
And again, there were other middle schools I worked at where the behavior wasn't as consistent a problem. Of course as DCUM would expect, no consistent issues at Pyle and other "Big W" feeder schools.
But in contrast, White Oak and Parkland MS had reasonably well behaved students. Silver Spring International was worse; Silver Creek wasn't as violent, but the admin tolerated lots of poor behavior.

So last year? My current 8th grader reported nothing of the sort and is pretty well connected to all types of different groups of kids bc of sports. There are lots of classes that aren’t “bi modal”….all English classes, all non magnet science classes, PE/health, foreign language and all electives. Neither of my kids reports disruptive behavior. Some kids are disengaged to be sure but no outbursts, disrespecting the teacher, etc..

Also, would like to point out that although you are correct that many classes are non-magnet, the logistics of scheduling mean that magnet students tend to be sorted together into the non-magnet classes. Indeed, if you read between the lines, that was one of the reasons Deeny chose not to implement - if I recall the correct classes - not to implement magnet-level history at the time; the unspoken issue was if they did, then there would have been almost no mixing between regular and magnet schools. (I think since then a magnet-level social studies has been implemented.)

And the school behavior was bimodal; indeed if I needed to "bounce" an on-level student out of my class (a fairly common tactic at TPMS) for behavior issues, the magnet/honors teachers encouraged me to send the problematic student to their classes. Why? Because the honors/magnet students were there to learn and didn't socially tolerate the problematic behavior. Basically the problem behavior got the opposite of positive feedback from the honors/magnet students; nothing like 30 pairs of stink-eye from peers to shut down a class clown's antics.

As a parent of both a magnet and non-magnet student, I can tell that is definitely not true. All DC's non-magnet classes have a mix which according to them is comparable to the overall student body. My other child who was non-magnet similarly had many friends in the magnet they knew through their classes like advanced english, HIGH etc.

Second this. The kids are only together for the magnet for three classes (math, science and computer science), or apart for non magnet students for two (math and science). All the other classes they are mixed together with no distinction.

You've actually confirmed what I said about lack of mixing. Look at your own words: "non-magnet similarly had many friends in the magnet they knew through their classes like ADVANCED english". The magnet kids are NOT going into "on-level" courses, they are in the "honors" versions of the non-magnet classes, just like your non-magnet child. Yes there is mixing, there just isn't as much mixing as you pretend there was.

But not all students are in the honors and advance classes; and it is those students that I argue TPMS failed miserably, in comparison to other local middle schools with similar demographics.
The magnet kids were NOT taking classes with the students that were struggling academically, that were frustrated with school, that were acting out on that frustration, that had terrible home lives.

Those students existed at TPMS, as they exist at any and all schools; my argument is that TPMS - of the MANY MCPS schools I had experience with - had one of the worst behavioral models in place to deal with these issues. Other schools that I've mentioned, with similar demographics, like White Oak or Parkland, did a much better job of managing the MAJORITY of students needs and issues. Takoma Park might have been great for magnet and honors students, but it was not a great school for students who struggled academically, behaviorally, or socially. Again, I knew a number of parent whose children struggled at TPMS and pulled their child out of that school because they were unhappy with the administration's non-response to the issues raised.

Please stop denying that other people had poor experiences there. It's great if you had a terrific experience there, but not everyone did.

Do your kids go to TPMS? Because mine do, and I am pretty sure EVERYONE takes advanced English and History so I don't think your burn post hits the way you think it does.

Yes, my child went to TPMS. So sorry that you can't admit that not all students there had a fantastic time. In retrospect, I consider parents like you part of the problem with why a subset of students there were miserable; I assume your children are as unsympathetic and nasty as you.

I'm done here. The conclusion: TPMS is FANTASTIC if you are on the magnet/honors end of the spectrum. But not everyone there had a good time; it was a shithole for some.

Respectfully, you're assuming the school operates in ways it may not anymore since your kids graduated. They WENT there, aren't going there now, right? For example: the class levels, and there is a new principal, and we've had a whole pandemic.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
When did this happen? Parent of a current student and my kid’s experience bears absolutely no relation to what you have just described. Sounds like a completely different school (and my kid is an 8th grader).

2021-2022 year, first and only full year my child did there; I had one of those children who excelled during covid because no school drama.

I think there are big issues with TPMS being very bimodal; students in the honors/magnet classes don't have to witness the behavioral problems that were rampant in on-level and below.
And again, there were other middle schools I worked at where the behavior wasn't as consistent a problem. Of course as DCUM would expect, no consistent issues at Pyle and other "Big W" feeder schools.
But in contrast, White Oak and Parkland MS had reasonably well behaved students. Silver Spring International was worse; Silver Creek wasn't as violent, but the admin tolerated lots of poor behavior.

So last year? My current 8th grader reported nothing of the sort and is pretty well connected to all types of different groups of kids bc of sports. There are lots of classes that aren’t “bi modal”….all English classes, all non magnet science classes, PE/health, foreign language and all electives. Neither of my kids reports disruptive behavior. Some kids are disengaged to be sure but no outbursts, disrespecting the teacher, etc..

Also, would like to point out that although you are correct that many classes are non-magnet, the logistics of scheduling mean that magnet students tend to be sorted together into the non-magnet classes. Indeed, if you read between the lines, that was one of the reasons Deeny chose not to implement - if I recall the correct classes - not to implement magnet-level history at the time; the unspoken issue was if they did, then there would have been almost no mixing between regular and magnet schools. (I think since then a magnet-level social studies has been implemented.)

And the school behavior was bimodal; indeed if I needed to "bounce" an on-level student out of my class (a fairly common tactic at TPMS) for behavior issues, the magnet/honors teachers encouraged me to send the problematic student to their classes. Why? Because the honors/magnet students were there to learn and didn't socially tolerate the problematic behavior. Basically the problem behavior got the opposite of positive feedback from the honors/magnet students; nothing like 30 pairs of stink-eye from peers to shut down a class clown's antics.

As a parent of both a magnet and non-magnet student, I can tell that is definitely not true. All DC's non-magnet classes have a mix which according to them is comparable to the overall student body. My other child who was non-magnet similarly had many friends in the magnet they knew through their classes like advanced english, HIGH etc.

Second this. The kids are only together for the magnet for three classes (math, science and computer science), or apart for non magnet students for two (math and science). All the other classes they are mixed together with no distinction.

You've actually confirmed what I said about lack of mixing. Look at your own words: "non-magnet similarly had many friends in the magnet they knew through their classes like ADVANCED english". The magnet kids are NOT going into "on-level" courses, they are in the "honors" versions of the non-magnet classes, just like your non-magnet child. Yes there is mixing, there just isn't as much mixing as you pretend there was.

But not all students are in the honors and advance classes; and it is those students that I argue TPMS failed miserably, in comparison to other local middle schools with similar demographics.
The magnet kids were NOT taking classes with the students that were struggling academically, that were frustrated with school, that were acting out on that frustration, that had terrible home lives.

Those students existed at TPMS, as they exist at any and all schools; my argument is that TPMS - of the MANY MCPS schools I had experience with - had one of the worst behavioral models in place to deal with these issues. Other schools that I've mentioned, with similar demographics, like White Oak or Parkland, did a much better job of managing the MAJORITY of students needs and issues. Takoma Park might have been great for magnet and honors students, but it was not a great school for students who struggled academically, behaviorally, or socially. Again, I knew a number of parent whose children struggled at TPMS and pulled their child out of that school because they were unhappy with the administration's non-response to the issues raised.

Please stop denying that other people had poor experiences there. It's great if you had a terrific experience there, but not everyone did.

Do your kids go to TPMS? Because mine do, and I am pretty sure EVERYONE takes advanced English and History so I don't think your burn post hits the way you think it does.

Yes, my child went to TPMS. So sorry that you can't admit that not all students there had a fantastic time. In retrospect, I consider parents like you part of the problem with why a subset of students there were miserable; I assume your children are as unsympathetic and nasty as you.

I'm done here. The conclusion: TPMS is FANTASTIC if you are on the magnet/honors end of the spectrum. But not everyone there had a good time; it was a shithole for some.

Respectfully, you're assuming the school operates in ways it may not anymore since your kids graduated. They WENT there, aren't going there now, right? For example: the class levels, and there is a new principal, and we've had a whole pandemic.

It was one year ago; we were there for the pandemic. So we were there for the principal change. Sure, I'm happy to hope that with Deeny and DeGasperis gone thinks have changed, maybe for the better. Hope Martin has made it inclusive for all, that would be great.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
When did this happen? Parent of a current student and my kid’s experience bears absolutely no relation to what you have just described. Sounds like a completely different school (and my kid is an 8th grader).

2021-2022 year, first and only full year my child did there; I had one of those children who excelled during covid because no school drama.

I think there are big issues with TPMS being very bimodal; students in the honors/magnet classes don't have to witness the behavioral problems that were rampant in on-level and below.
And again, there were other middle schools I worked at where the behavior wasn't as consistent a problem. Of course as DCUM would expect, no consistent issues at Pyle and other "Big W" feeder schools.
But in contrast, White Oak and Parkland MS had reasonably well behaved students. Silver Spring International was worse; Silver Creek wasn't as violent, but the admin tolerated lots of poor behavior.

So last year? My current 8th grader reported nothing of the sort and is pretty well connected to all types of different groups of kids bc of sports. There are lots of classes that aren’t “bi modal”….all English classes, all non magnet science classes, PE/health, foreign language and all electives. Neither of my kids reports disruptive behavior. Some kids are disengaged to be sure but no outbursts, disrespecting the teacher, etc..

Also, would like to point out that although you are correct that many classes are non-magnet, the logistics of scheduling mean that magnet students tend to be sorted together into the non-magnet classes. Indeed, if you read between the lines, that was one of the reasons Deeny chose not to implement - if I recall the correct classes - not to implement magnet-level history at the time; the unspoken issue was if they did, then there would have been almost no mixing between regular and magnet schools. (I think since then a magnet-level social studies has been implemented.)

And the school behavior was bimodal; indeed if I needed to "bounce" an on-level student out of my class (a fairly common tactic at TPMS) for behavior issues, the magnet/honors teachers encouraged me to send the problematic student to their classes. Why? Because the honors/magnet students were there to learn and didn't socially tolerate the problematic behavior. Basically the problem behavior got the opposite of positive feedback from the honors/magnet students; nothing like 30 pairs of stink-eye from peers to shut down a class clown's antics.

As a parent of both a magnet and non-magnet student, I can tell that is definitely not true. All DC's non-magnet classes have a mix which according to them is comparable to the overall student body. My other child who was non-magnet similarly had many friends in the magnet they knew through their classes like advanced english, HIGH etc.

Second this. The kids are only together for the magnet for three classes (math, science and computer science), or apart for non magnet students for two (math and science). All the other classes they are mixed together with no distinction.

You've actually confirmed what I said about lack of mixing. Look at your own words: "non-magnet similarly had many friends in the magnet they knew through their classes like ADVANCED english". The magnet kids are NOT going into "on-level" courses, they are in the "honors" versions of the non-magnet classes, just like your non-magnet child. Yes there is mixing, there just isn't as much mixing as you pretend there was.

But not all students are in the honors and advance classes; and it is those students that I argue TPMS failed miserably, in comparison to other local middle schools with similar demographics.
The magnet kids were NOT taking classes with the students that were struggling academically, that were frustrated with school, that were acting out on that frustration, that had terrible home lives.

Those students existed at TPMS, as they exist at any and all schools; my argument is that TPMS - of the MANY MCPS schools I had experience with - had one of the worst behavioral models in place to deal with these issues. Other schools that I've mentioned, with similar demographics, like White Oak or Parkland, did a much better job of managing the MAJORITY of students needs and issues. Takoma Park might have been great for magnet and honors students, but it was not a great school for students who struggled academically, behaviorally, or socially. Again, I knew a number of parent whose children struggled at TPMS and pulled their child out of that school because they were unhappy with the administration's non-response to the issues raised.

Please stop denying that other people had poor experiences there. It's great if you had a terrific experience there, but not everyone did.

Do your kids go to TPMS? Because mine do, and I am pretty sure EVERYONE takes advanced English and History so I don't think your burn post hits the way you think it does.

Yes, my child went to TPMS. So sorry that you can't admit that not all students there had a fantastic time. In retrospect, I consider parents like you part of the problem with why a subset of students there were miserable; I assume your children are as unsympathetic and nasty as you.

I'm done here. The conclusion: TPMS is FANTASTIC if you are on the magnet/honors end of the spectrum. But not everyone there had a good time; it was a shithole for some.

I can agree there are some people that aren't happy anywhere.

LOL. DCUM gonna DCUM.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
When did this happen? Parent of a current student and my kid’s experience bears absolutely no relation to what you have just described. Sounds like a completely different school (and my kid is an 8th grader).

2021-2022 year, first and only full year my child did there; I had one of those children who excelled during covid because no school drama.

I think there are big issues with TPMS being very bimodal; students in the honors/magnet classes don't have to witness the behavioral problems that were rampant in on-level and below.
And again, there were other middle schools I worked at where the behavior wasn't as consistent a problem. Of course as DCUM would expect, no consistent issues at Pyle and other "Big W" feeder schools.
But in contrast, White Oak and Parkland MS had reasonably well behaved students. Silver Spring International was worse; Silver Creek wasn't as violent, but the admin tolerated lots of poor behavior.

So last year? My current 8th grader reported nothing of the sort and is pretty well connected to all types of different groups of kids bc of sports. There are lots of classes that aren’t “bi modal”….all English classes, all non magnet science classes, PE/health, foreign language and all electives. Neither of my kids reports disruptive behavior. Some kids are disengaged to be sure but no outbursts, disrespecting the teacher, etc..

Also, would like to point out that although you are correct that many classes are non-magnet, the logistics of scheduling mean that magnet students tend to be sorted together into the non-magnet classes. Indeed, if you read between the lines, that was one of the reasons Deeny chose not to implement - if I recall the correct classes - not to implement magnet-level history at the time; the unspoken issue was if they did, then there would have been almost no mixing between regular and magnet schools. (I think since then a magnet-level social studies has been implemented.)

And the school behavior was bimodal; indeed if I needed to "bounce" an on-level student out of my class (a fairly common tactic at TPMS) for behavior issues, the magnet/honors teachers encouraged me to send the problematic student to their classes. Why? Because the honors/magnet students were there to learn and didn't socially tolerate the problematic behavior. Basically the problem behavior got the opposite of positive feedback from the honors/magnet students; nothing like 30 pairs of stink-eye from peers to shut down a class clown's antics.

As a parent of both a magnet and non-magnet student, I can tell that is definitely not true. All DC's non-magnet classes have a mix which according to them is comparable to the overall student body. My other child who was non-magnet similarly had many friends in the magnet they knew through their classes like advanced english, HIGH etc.

Second this. The kids are only together for the magnet for three classes (math, science and computer science), or apart for non magnet students for two (math and science). All the other classes they are mixed together with no distinction.

You've actually confirmed what I said about lack of mixing. Look at your own words: "non-magnet similarly had many friends in the magnet they knew through their classes like ADVANCED english". The magnet kids are NOT going into "on-level" courses, they are in the "honors" versions of the non-magnet classes, just like your non-magnet child. Yes there is mixing, there just isn't as much mixing as you pretend there was.

But not all students are in the honors and advance classes; and it is those students that I argue TPMS failed miserably, in comparison to other local middle schools with similar demographics.
The magnet kids were NOT taking classes with the students that were struggling academically, that were frustrated with school, that were acting out on that frustration, that had terrible home lives.

Those students existed at TPMS, as they exist at any and all schools; my argument is that TPMS - of the MANY MCPS schools I had experience with - had one of the worst behavioral models in place to deal with these issues. Other schools that I've mentioned, with similar demographics, like White Oak or Parkland, did a much better job of managing the MAJORITY of students needs and issues. Takoma Park might have been great for magnet and honors students, but it was not a great school for students who struggled academically, behaviorally, or socially. Again, I knew a number of parent whose children struggled at TPMS and pulled their child out of that school because they were unhappy with the administration's non-response to the issues raised.

Please stop denying that other people had poor experiences there. It's great if you had a terrific experience there, but not everyone did.

Do your kids go to TPMS? Because mine do, and I am pretty sure EVERYONE takes advanced English and History so I don't think your burn post hits the way you think it does.

Yes, my child went to TPMS. So sorry that you can't admit that not all students there had a fantastic time. In retrospect, I consider parents like you part of the problem with why a subset of students there were miserable; I assume your children are as unsympathetic and nasty as you.

I'm done here. The conclusion: TPMS is FANTASTIC if you are on the magnet/honors end of the spectrum. But not everyone there had a good time; it was a shithole for some.

Respectfully, you're assuming the school operates in ways it may not anymore since your kids graduated. They WENT there, aren't going there now, right? For example: the class levels, and there is a new principal, and we've had a whole pandemic.

It was one year ago; we were there for the pandemic. So we were there for the principal change. Sure, I'm happy to hope that with Deeny and DeGasperis gone thinks have changed, maybe for the better. Hope Martin has made it inclusive for all, that would be great.

OMG, so now you are citing two much loved long time staff members with amazing track records as the source of your dismay. No one is doubting that your kid didn’t enjoy their experience but your claims are farcical. The fact that you based your insistence on this false claim that there is a distinction between the haves and the have nots because some kids are not in advanced English just shows that you have lost the plot. Yes, last year (and this, and the year before) there was only one English class. For the entire school. Magnet and non magnet kids were mixed together with everyone taking advanced English! The distinctions between the smart kids and everyone else that you insist you are false. The classes are not routinely disruptive. Yes, your kid has a bad time. We get it, but your basic facts are wrong, which is why we are questioning if you are even familiar with the school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You guys, every public middle school has disruptive behavior. Period. I don't care where you go..when you put 700 kids in the same building there is bound to be behavioral problems. Just admit it and frankly the TPMS parents claiming that none exist at their school are either misinformed, dillusional or just straight up lying. You're telling me that TPMS kids all come from great stable families and that none come from complicated and unfortunate situations?

^ more Blair envy

And the constant use of the made-up phrase "Blair Envy" by people in DCUM is a reflection of their severe inferiority complex. Do you understand how stupid you sound? No one else says "Quince Orchard envy" or "WJ envy" or "Poolesville envy."

Lol I wonder why that is?

Yes it's surprising considering that those schools have higher GS and US News ratings than Blair.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
When did this happen? Parent of a current student and my kid’s experience bears absolutely no relation to what you have just described. Sounds like a completely different school (and my kid is an 8th grader).

2021-2022 year, first and only full year my child did there; I had one of those children who excelled during covid because no school drama.

I think there are big issues with TPMS being very bimodal; students in the honors/magnet classes don't have to witness the behavioral problems that were rampant in on-level and below.
And again, there were other middle schools I worked at where the behavior wasn't as consistent a problem. Of course as DCUM would expect, no consistent issues at Pyle and other "Big W" feeder schools.
But in contrast, White Oak and Parkland MS had reasonably well behaved students. Silver Spring International was worse; Silver Creek wasn't as violent, but the admin tolerated lots of poor behavior.

So last year? My current 8th grader reported nothing of the sort and is pretty well connected to all types of different groups of kids bc of sports. There are lots of classes that aren’t “bi modal”….all English classes, all non magnet science classes, PE/health, foreign language and all electives. Neither of my kids reports disruptive behavior. Some kids are disengaged to be sure but no outbursts, disrespecting the teacher, etc..

Also, would like to point out that although you are correct that many classes are non-magnet, the logistics of scheduling mean that magnet students tend to be sorted together into the non-magnet classes. Indeed, if you read between the lines, that was one of the reasons Deeny chose not to implement - if I recall the correct classes - not to implement magnet-level history at the time; the unspoken issue was if they did, then there would have been almost no mixing between regular and magnet schools. (I think since then a magnet-level social studies has been implemented.)

And the school behavior was bimodal; indeed if I needed to "bounce" an on-level student out of my class (a fairly common tactic at TPMS) for behavior issues, the magnet/honors teachers encouraged me to send the problematic student to their classes. Why? Because the honors/magnet students were there to learn and didn't socially tolerate the problematic behavior. Basically the problem behavior got the opposite of positive feedback from the honors/magnet students; nothing like 30 pairs of stink-eye from peers to shut down a class clown's antics.

As a parent of both a magnet and non-magnet student, I can tell that is definitely not true. All DC's non-magnet classes have a mix which according to them is comparable to the overall student body. My other child who was non-magnet similarly had many friends in the magnet they knew through their classes like advanced english, HIGH etc.

Second this. The kids are only together for the magnet for three classes (math, science and computer science), or apart for non magnet students for two (math and science). All the other classes they are mixed together with no distinction.

You've actually confirmed what I said about lack of mixing. Look at your own words: "non-magnet similarly had many friends in the magnet they knew through their classes like ADVANCED english". The magnet kids are NOT going into "on-level" courses, they are in the "honors" versions of the non-magnet classes, just like your non-magnet child. Yes there is mixing, there just isn't as much mixing as you pretend there was.

But not all students are in the honors and advance classes; and it is those students that I argue TPMS failed miserably, in comparison to other local middle schools with similar demographics.
The magnet kids were NOT taking classes with the students that were struggling academically, that were frustrated with school, that were acting out on that frustration, that had terrible home lives.

Those students existed at TPMS, as they exist at any and all schools; my argument is that TPMS - of the MANY MCPS schools I had experience with - had one of the worst behavioral models in place to deal with these issues. Other schools that I've mentioned, with similar demographics, like White Oak or Parkland, did a much better job of managing the MAJORITY of students needs and issues. Takoma Park might have been great for magnet and honors students, but it was not a great school for students who struggled academically, behaviorally, or socially. Again, I knew a number of parent whose children struggled at TPMS and pulled their child out of that school because they were unhappy with the administration's non-response to the issues raised.

Please stop denying that other people had poor experiences there. It's great if you had a terrific experience there, but not everyone did.

Do your kids go to TPMS? Because mine do, and I am pretty sure EVERYONE takes advanced English and History so I don't think your burn post hits the way you think it does.

Yes, my child went to TPMS. So sorry that you can't admit that not all students there had a fantastic time. In retrospect, I consider parents like you part of the problem with why a subset of students there were miserable; I assume your children are as unsympathetic and nasty as you.

I'm done here. The conclusion: TPMS is FANTASTIC if you are on the magnet/honors end of the spectrum. But not everyone there had a good time; it was a shithole for some.

Respectfully, you're assuming the school operates in ways it may not anymore since your kids graduated. They WENT there, aren't going there now, right? For example: the class levels, and there is a new principal, and we've had a whole pandemic.

It was one year ago; we were there for the pandemic. So we were there for the principal change. Sure, I'm happy to hope that with Deeny and DeGasperis gone thinks have changed, maybe for the better. Hope Martin has made it inclusive for all, that would be great.

OMG, so now you are citing two much loved long time staff members with amazing track records as the source of your dismay. No one is doubting that your kid didn’t enjoy their experience but your claims are farcical. The fact that you based your insistence on this false claim that there is a distinction between the haves and the have nots because some kids are not in advanced English just shows that you have lost the plot. Yes, last year (and this, and the year before) there was only one English class. For the entire school. Magnet and non magnet kids were mixed together with everyone taking advanced English! The distinctions between the smart kids and everyone else that you insist you are false. The classes are not routinely disruptive. Yes, your kid has a bad time. We get it, but your basic facts are wrong, which is why we are questioning if you are even familiar with the school.

And YOU, you keep not reading what I say. I'll try again.
If your magnet child was taking Magnet Geometry with Manchester (a great teacher) first period, that means none of the magnet students in first period Geometry can take English first period. Got it so far? Still with me?

When you combine the number and time slots for magnet classes, what you get is that there is a reduced set of time slots for regular classes for the magnet students to go into.
Still with me?

That means that the magnet and honors students still tend to track each other outside of magnet classes; it's just logisitcs. Are there regular classes exclusive to magnet students? Of course not, but it did mean the mixing was not as great as you claim. It simply can't be - and wasn't. Deeny herself admited this; indeed it was part of a TPMS decision not to add/include a potential magnet social studies to the mix a few years ago; with 4 dedicated magnet class, there would have been very low levels of mixing, and that was considered unacceptable and defeating one of the reasons to have a magnet school at TPMS.

I initially pointed out that my child, as well as several other children we knew, had a poor time at TPMS. And that of all the schools I had subbed at, TPMS was also one of my least favorite to sub at. It was the only school I was physically assaulted at, and I had quite a few schools repeatedly beg me to come back.

And my point has never been that there was haves and have nots: that's you claiming that was what I said. I mean there ARE haves and have nots in Takoma, but that wasn't the point. I added the comments about magnet vs on-level as a possible explanation why our experiences were so different; and it was less about haves vs have-nots as it was about magnet/honors vs on-level - and the differences these two groups can have towards school. And of course those two issues are intertwined, as they are in all of society.

I brought in simple facts about the logistic difficulty at ANY school of scheduling 1200 students to point out that there just isn't that many ways to stuff the magnet students into their other required classes in a way that truly mixes the students to counter claims that it was all one big happy family.

There was another person who said they subbed and thought it was lovely; I don't claim that person was lying or an administrator bullshitting; I assumed they had better experiences there than I did.

You, and folks like you, so can't stand the idea that someone didn't like TPMS that you have repeatedly called me a liar. I'm not lying.

So let's just agree to disagree on whether or not TPMS was a good school for ALL or a bad school for SOME.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
When did this happen? Parent of a current student and my kid’s experience bears absolutely no relation to what you have just described. Sounds like a completely different school (and my kid is an 8th grader).

2021-2022 year, first and only full year my child did there; I had one of those children who excelled during covid because no school drama.

I think there are big issues with TPMS being very bimodal; students in the honors/magnet classes don't have to witness the behavioral problems that were rampant in on-level and below.
And again, there were other middle schools I worked at where the behavior wasn't as consistent a problem. Of course as DCUM would expect, no consistent issues at Pyle and other "Big W" feeder schools.
But in contrast, White Oak and Parkland MS had reasonably well behaved students. Silver Spring International was worse; Silver Creek wasn't as violent, but the admin tolerated lots of poor behavior.

So last year? My current 8th grader reported nothing of the sort and is pretty well connected to all types of different groups of kids bc of sports. There are lots of classes that aren’t “bi modal”….all English classes, all non magnet science classes, PE/health, foreign language and all electives. Neither of my kids reports disruptive behavior. Some kids are disengaged to be sure but no outbursts, disrespecting the teacher, etc..

Also, would like to point out that although you are correct that many classes are non-magnet, the logistics of scheduling mean that magnet students tend to be sorted together into the non-magnet classes. Indeed, if you read between the lines, that was one of the reasons Deeny chose not to implement - if I recall the correct classes - not to implement magnet-level history at the time; the unspoken issue was if they did, then there would have been almost no mixing between regular and magnet schools. (I think since then a magnet-level social studies has been implemented.)

And the school behavior was bimodal; indeed if I needed to "bounce" an on-level student out of my class (a fairly common tactic at TPMS) for behavior issues, the magnet/honors teachers encouraged me to send the problematic student to their classes. Why? Because the honors/magnet students were there to learn and didn't socially tolerate the problematic behavior. Basically the problem behavior got the opposite of positive feedback from the honors/magnet students; nothing like 30 pairs of stink-eye from peers to shut down a class clown's antics.

As a parent of both a magnet and non-magnet student, I can tell that is definitely not true. All DC's non-magnet classes have a mix which according to them is comparable to the overall student body. My other child who was non-magnet similarly had many friends in the magnet they knew through their classes like advanced english, HIGH etc.

Second this. The kids are only together for the magnet for three classes (math, science and computer science), or apart for non magnet students for two (math and science). All the other classes they are mixed together with no distinction.

You've actually confirmed what I said about lack of mixing. Look at your own words: "non-magnet similarly had many friends in the magnet they knew through their classes like ADVANCED english". The magnet kids are NOT going into "on-level" courses, they are in the "honors" versions of the non-magnet classes, just like your non-magnet child. Yes there is mixing, there just isn't as much mixing as you pretend there was.

But not all students are in the honors and advance classes; and it is those students that I argue TPMS failed miserably, in comparison to other local middle schools with similar demographics.
The magnet kids were NOT taking classes with the students that were struggling academically, that were frustrated with school, that were acting out on that frustration, that had terrible home lives.

Those students existed at TPMS, as they exist at any and all schools; my argument is that TPMS - of the MANY MCPS schools I had experience with - had one of the worst behavioral models in place to deal with these issues. Other schools that I've mentioned, with similar demographics, like White Oak or Parkland, did a much better job of managing the MAJORITY of students needs and issues. Takoma Park might have been great for magnet and honors students, but it was not a great school for students who struggled academically, behaviorally, or socially. Again, I knew a number of parent whose children struggled at TPMS and pulled their child out of that school because they were unhappy with the administration's non-response to the issues raised.

Please stop denying that other people had poor experiences there. It's great if you had a terrific experience there, but not everyone did.

Do your kids go to TPMS? Because mine do, and I am pretty sure EVERYONE takes advanced English and History so I don't think your burn post hits the way you think it does.

Yes, my child went to TPMS. So sorry that you can't admit that not all students there had a fantastic time. In retrospect, I consider parents like you part of the problem with why a subset of students there were miserable; I assume your children are as unsympathetic and nasty as you.

I'm done here. The conclusion: TPMS is FANTASTIC if you are on the magnet/honors end of the spectrum. But not everyone there had a good time; it was a shithole for some.

Respectfully, you're assuming the school operates in ways it may not anymore since your kids graduated. They WENT there, aren't going there now, right? For example: the class levels, and there is a new principal, and we've had a whole pandemic.

It was one year ago; we were there for the pandemic. So we were there for the principal change. Sure, I'm happy to hope that with Deeny and DeGasperis gone thinks have changed, maybe for the better. Hope Martin has made it inclusive for all, that would be great.

OMG, so now you are citing two much loved long time staff members with amazing track records as the source of your dismay. No one is doubting that your kid didn’t enjoy their experience but your claims are farcical. The fact that you based your insistence on this false claim that there is a distinction between the haves and the have nots because some kids are not in advanced English just shows that you have lost the plot. Yes, last year (and this, and the year before) there was only one English class. For the entire school. Magnet and non magnet kids were mixed together with everyone taking advanced English! The distinctions between the smart kids and everyone else that you insist you are false. The classes are not routinely disruptive. Yes, your kid has a bad time. We get it, but your basic facts are wrong, which is why we are questioning if you are even familiar with the school.

I'm pretty sure it's the same NJ that went on and on about their problems there a year or two ago. Nobody could relate but it eventually came out their kid was bullying others which was why they had a beef with school administration.

[Anonymous]

I’m a new poster in this thread. My high achieving neurotypical child is in 8th grade magnet program and has had a fantastic experience at TPMS. Child has had 1-2 bad teachers out of 8 per year, which i think is a pretty good average. The others have been fantastic. child has had a couple of classes over the last 3 years that have had issues with student misbehavior, but i see that as pretty typical for middle school. Last year's 8th grade class had a small group of kids that caused very serious problems, including bullying. per my kid, those problems have evaporated this year since that cohort is now in high school.