2022 MSDE School Report Cards Are Out. How did your school do?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It would be nice if there was a way to just get a list of all MCPS schools rather than having to look up one at a time.

Use this page: https://reportcard.msde.maryland.gov/SchoolsList/Index?l=15

OK, fine. Here they are

School Total Earned Points
Whitman 83.6
Churchill 82.8
Wootton 80.4
BCC 76.2
Walter Johnson 76
Richard Montgomery 70.4
Poolesville 69.7
Sherwood 68.8
Northwest 68
Clarksburg 66.9
Damascus 66.3
Quince Orchard 65.7
Rockville 65.3
Einstein 63.9
Blair 63.2
Magruder 62.1
Wheaton 61.6
Springbrook 61.6
Blake 61.1
Paint Branch 59.2
Seneca Valley 58.3
Northwood 55.8
Gaithersburg 53
Watkins Mill 52.2
Kennedy 49.2

Pretty close to the reverse of a FARMS rate-sorted list. So neither surprising nor meaningful.

+1 Almost to the exact order of lowest to highest FARMS. I mean, you could've just listed the FARMs rate and not bother looking at MSDE.

I think the FARMS rate is highly correlated with English Language Learners. There are several different metrics that take a hit because of ELLs. When this new rating system came out I was pretty disgusted, because it’s effectively useless the way it is set-up. Pull all data for ELLs into their own category for 4 years after arriving in US. Leave the main categories with only data from kids who speak English, so those comparisons are more meaningful.

But then you would know exactly how many undocumented students are in your schools being funded by MoCo taxpayers instead of their home countries. Dems cannot let you know that.

A) Not all ELLs are undocumented;

B) Every single At a Glance document for every single school in MCPS shows you the number of kids receiving ESOL services;

C) The report card does the same thing.

And no one is so simple to think that they are. But it is undeniable that MCPS has had a large and growing undocumented population for years, and that the population places a tremendous strain on resources. Don't try to negate people's concerns with simplistic arguments.

If the “people concerned” didn’t open by flagrantly lying about what data is available and why, it would be easier to assume good faith.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Wow the proficient in math percentage across the board in MCPS middle school is ABYSMAL.

Can we slow down math and teach necessary every day math and stop pushing algebra to kids who can’t even do long division or know fractions

MS is always the weakest link in MCPS. MCPS does a terrible job with MS. They don't prepare the kids enough for rigors of HS.

MS is always the weakest link in education. It's a difficult age.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It would be nice if there was a way to just get a list of all MCPS schools rather than having to look up one at a time.

Use this page: https://reportcard.msde.maryland.gov/SchoolsList/Index?l=15

OK, fine. Here they are

School Total Earned Points
Whitman 83.6
Churchill 82.8
Wootton 80.4
BCC 76.2
Walter Johnson 76
Richard Montgomery 70.4
Poolesville 69.7
Sherwood 68.8
Northwest 68
Clarksburg 66.9
Damascus 66.3
Quince Orchard 65.7
Rockville 65.3
Einstein 63.9
Blair 63.2
Magruder 62.1
Wheaton 61.6
Springbrook 61.6
Blake 61.1
Paint Branch 59.2
Seneca Valley 58.3
Northwood 55.8
Gaithersburg 53
Watkins Mill 52.2
Kennedy 49.2

Pretty close to the reverse of a FARMS rate-sorted list. So neither surprising nor meaningful.

+1 Almost to the exact order of lowest to highest FARMS. I mean, you could've just listed the FARMs rate and not bother looking at MSDE.

I think the FARMS rate is highly correlated with English Language Learners. There are several different metrics that take a hit because of ELLs. When this new rating system came out I was pretty disgusted, because it’s effectively useless the way it is set-up. Pull all data for ELLs into their own category for 4 years after arriving in US. Leave the main categories with only data from kids who speak English, so those comparisons are more meaningful.

But then you would know exactly how many undocumented students are in your schools being funded by MoCo taxpayers instead of their home countries. Dems cannot let you know that.

A) Not all ELLs are undocumented;

B) Every single At a Glance document for every single school in MCPS shows you the number of kids receiving ESOL services;

C) The report card does the same thing.

And no one is so simple to think that they are. But it is undeniable that MCPS has had a large and growing undocumented population for years, and that the population places a tremendous strain on resources. Don't try to negate people's concerns with simplistic arguments.

So long as there are immigrant children of any sort, MCPS will (and legally must) educate them.

Perhaps those who don't want immigrants can work to help keep other countries in better shape so there are fewer refugees of all sorts.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Wow the proficient in math percentage across the board in MCPS middle school is ABYSMAL.

Can we slow down math and teach necessary every day math and stop pushing algebra to kids who can’t even do long division or know fractions

My kids found imcps math incredibly slow and boring. They typically scored 20 to 30 points over the 99th percentile on the MAP-M which is a national test but on the MCAP they had an average score. I forgot to mention they also qualified for AIME. The problem is the MCAP is just not a good measuring stick. The state needs to find something better to accurately assess these kids.

If your kid isn't getting a 3 or 4 on the MCAP or a 4 or 5 on the PARCC before it, then I'm sorry he or she is not proficient. These test grade-level standards.

This. You can make any kind of nonsense justification you want, but if your kid is not proficient, he is not proficient.

I appreciate these tests because they were a wake-up call for me, regarding my own kids! My kid gets As in all her classes, yet did poorly on one of these tests. We had never done any outside academic enrichment, but this made me realize that my kid might not be doing as great as I had assumed. Turned out that was true, and she had a good deal of holes in her Math education that we have since worked on filling.

You can choose to bury your head in the sand and listen to MCPS’ PR department tell you how great our kids are doing. Or, you can look at your kid objectively and decide for yourself.

Maybe, like the PP said, your AIME-participating kid is doing great. But, maybe not. Either way, these tests do provide some information to parents who are relying on MCPS (and its inflated grading system).

[Anonymous]

The irony in ALL of this is that MCPS gives out SO MANY standardized testing days but the teachers never really give any tests. This new curriculum has removed vocabulary, removed spelling tests, removed weekly math tests, and forget how to test ANYTHING in language arts.

Kids need to LEARN how to take tests. How to proofread, how to look for errors, how to process of elimination on multiple choice, and how to manage testing time.

My oldest went to private middle school and they had study skills class, executive functioning class, speech, writing, and grammar, etc... in a way that MCPS does not. They have the basics of basics and there is no progression of learning. I mean even the sequence of math is terrible.

Exit cards and 3 to 7 point quizzes that can be retaken is not how middle school should be graded. No one is learning.

They bore the younger kids in math so young and then try to progress them too fast in middle school. Only kids keeping up are ones with very involved families helping or tutors. ES kids need honors classes. SO sick of the new way of only give extra by 4th grade. Some K students know all basic and math and some can't speak English or barely know how to count. How do you teach them the same? I miss the starting in 1st grade there are levels of math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Wow the proficient in math percentage across the board in MCPS middle school is ABYSMAL.

Can we slow down math and teach necessary every day math and stop pushing algebra to kids who can’t even do long division or know fractions

My kids found imcps math incredibly slow and boring. They typically scored 20 to 30 points over the 99th percentile on the MAP-M which is a national test but on the MCAP they had an average score. I forgot to mention they also qualified for AIME. The problem is the MCAP is just not a good measuring stick. The state needs to find something better to accurately assess these kids.

If your kid isn't getting a 3 or 4 on the MCAP or a 4 or 5 on the PARCC before it, then I'm sorry he or she is not proficient. These test grade-level standards.

This. You can make any kind of nonsense justification you want, but if your kid is not proficient, he is not proficient.

I appreciate these tests because they were a wake-up call for me, regarding my own kids! My kid gets As in all her classes, yet did poorly on one of these tests. We had never done any outside academic enrichment, but this made me realize that my kid might not be doing as great as I had assumed. Turned out that was true, and she had a good deal of holes in her Math education that we have since worked on filling.

You can choose to bury your head in the sand and listen to MCPS’ PR department tell you how great our kids are doing. Or, you can look at your kid objectively and decide for yourself.

Maybe, like the PP said, your AIME-participating kid is doing great. But, maybe not. Either way, these tests do provide some information to parents who are relying on MCPS (and its inflated grading system).

Same! My 8th grader gets all A's, but she studies and pays attention just enough to pass her little 5 point quizzes and digests NOTHING. I have explained how math keeps growing. You can't memorize and move on. You need to understand it. But MCPS grading is just WAY too easy. I mean ridiculously easy and the kids know it. Retakes, curved grading, A=B always = A etc....

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It would be nice if there was a way to just get a list of all MCPS schools rather than having to look up one at a time.

Use this page: https://reportcard.msde.maryland.gov/SchoolsList/Index?l=15

OK, fine. Here they are

School Total Earned Points
Whitman 83.6
Churchill 82.8
Wootton 80.4
BCC 76.2
Walter Johnson 76
Richard Montgomery 70.4
Poolesville 69.7
Sherwood 68.8
Northwest 68
Clarksburg 66.9
Damascus 66.3
Quince Orchard 65.7
Rockville 65.3
Einstein 63.9
Blair 63.2
Magruder 62.1
Wheaton 61.6
Springbrook 61.6
Blake 61.1
Paint Branch 59.2
Seneca Valley 58.3
Northwood 55.8
Gaithersburg 53
Watkins Mill 52.2
Kennedy 49.2

Pretty close to the reverse of a FARMS rate-sorted list. So neither surprising nor meaningful.

+1 Almost to the exact order of lowest to highest FARMS. I mean, you could've just listed the FARMs rate and not bother looking at MSDE.

I think the FARMS rate is highly correlated with English Language Learners. There are several different metrics that take a hit because of ELLs. When this new rating system came out I was pretty disgusted, because it’s effectively useless the way it is set-up. Pull all data for ELLs into their own category for 4 years after arriving in US. Leave the main categories with only data from kids who speak English, so those comparisons are more meaningful.

But then you would know exactly how many undocumented students are in your schools being funded by MoCo taxpayers instead of their home countries. Dems cannot let you know that.

A) Not all ELLs are undocumented;

B) Every single At a Glance document for every single school in MCPS shows you the number of kids receiving ESOL services;

C) The report card does the same thing.

And no one is so simple to think that they are. But it is undeniable that MCPS has had a large and growing undocumented population for years, and that the population places a tremendous strain on resources. Don't try to negate people's concerns with simplistic arguments.

So long as there are immigrant children of any sort, MCPS will (and legally must) educate them.

Perhaps those who don't want immigrants can work to help keep other countries in better shape so there are fewer refugees of all sorts.

Not the PP but I have no issue with educating immigrants. This is a very transient area. The issue comes down to integrating classes and the whole PC version of keeping kids mixed in color, sex, and abilities. MCPS needs to let this go because no one is learning this way. The top reading groups never meet and the bottom groups meet more but not enough for them to ever catch up.

In 1st grade if there are 100 kids and 4 classes in an ES and right now MCPS has 4 classes of 25 kids each of varying levels and pulling off in groups.

Why not put the bottom 20 in one class with a teacher and a para.
Put the two middle classes with 25 kids and they share a para
Top class has 30 kids and no para

Change them for math levels in afternoon - similar levels.

I just don't understand the mixed groupings at all. The kids struggling are embarrassed and act out, don't care, or are too quiet. The kids that are smarter never meet in their groups, are always bored, can act out, and many times are used by exhausted teachers, as mini helpers to other kids struggling - embarrassing both. There is rarely ever full education going on. Just groups and busy work. I have volunteered in enough classes in ES before and after common/integrated classrooms to see that it is a failure.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It would be nice if there was a way to just get a list of all MCPS schools rather than having to look up one at a time.

Use this page: https://reportcard.msde.maryland.gov/SchoolsList/Index?l=15

OK, fine. Here they are

School Total Earned Points
Whitman 83.6
Churchill 82.8
Wootton 80.4
BCC 76.2
Walter Johnson 76
Richard Montgomery 70.4
Poolesville 69.7
Sherwood 68.8
Northwest 68
Clarksburg 66.9
Damascus 66.3
Quince Orchard 65.7
Rockville 65.3
Einstein 63.9
Blair 63.2
Magruder 62.1
Wheaton 61.6
Springbrook 61.6
Blake 61.1
Paint Branch 59.2
Seneca Valley 58.3
Northwood 55.8
Gaithersburg 53
Watkins Mill 52.2
Kennedy 49.2

Pretty close to the reverse of a FARMS rate-sorted list. So neither surprising nor meaningful.

+1 Almost to the exact order of lowest to highest FARMS. I mean, you could've just listed the FARMs rate and not bother looking at MSDE.

I think the FARMS rate is highly correlated with English Language Learners. There are several different metrics that take a hit because of ELLs. When this new rating system came out I was pretty disgusted, because it’s effectively useless the way it is set-up. Pull all data for ELLs into their own category for 4 years after arriving in US. Leave the main categories with only data from kids who speak English, so those comparisons are more meaningful.

But then you would know exactly how many undocumented students are in your schools being funded by MoCo taxpayers instead of their home countries. Dems cannot let you know that.

A) Not all ELLs are undocumented;

B) Every single At a Glance document for every single school in MCPS shows you the number of kids receiving ESOL services;

C) The report card does the same thing.

And no one is so simple to think that they are. But it is undeniable that MCPS has had a large and growing undocumented population for years, and that the population places a tremendous strain on resources. Don't try to negate people's concerns with simplistic arguments.

So long as there are immigrant children of any sort, MCPS will (and legally must) educate them.

Perhaps those who don't want immigrants can work to help keep other countries in better shape so there are fewer refugees of all sorts.

Not the PP but I have no issue with educating immigrants. This is a very transient area. The issue comes down to integrating classes and the whole PC version of keeping kids mixed in color, sex, and abilities. MCPS needs to let this go because no one is learning this way. The top reading groups never meet and the bottom groups meet more but not enough for them to ever catch up.

In 1st grade if there are 100 kids and 4 classes in an ES and right now MCPS has 4 classes of 25 kids each of varying levels and pulling off in groups.

Why not put the bottom 20 in one class with a teacher and a para.
Put the two middle classes with 25 kids and they share a para
Top class has 30 kids and no para

Change them for math levels in afternoon - similar levels.

I just don't understand the mixed groupings at all. The kids struggling are embarrassed and act out, don't care, or are too quiet. The kids that are smarter never meet in their groups, are always bored, can act out, and many times are used by exhausted teachers, as mini helpers to other kids struggling - embarrassing both. There is rarely ever full education going on. Just groups and busy work. I have volunteered in enough classes in ES before and after common/integrated classrooms to see that it is a failure.

I don’t think you’ve volunteered in that many classrooms if you think this is the solution. You have a way oversimplified view of children and learning. I fully believe in cohorting older students, but no, you don’t do what you’ve proposed with six year olds.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It would be nice if there was a way to just get a list of all MCPS schools rather than having to look up one at a time.

Use this page: https://reportcard.msde.maryland.gov/SchoolsList/Index?l=15

OK, fine. Here they are

School Total Earned Points
Whitman 83.6
Churchill 82.8
Wootton 80.4
BCC 76.2
Walter Johnson 76
Richard Montgomery 70.4
Poolesville 69.7
Sherwood 68.8
Northwest 68
Clarksburg 66.9
Damascus 66.3
Quince Orchard 65.7
Rockville 65.3
Einstein 63.9
Blair 63.2
Magruder 62.1
Wheaton 61.6
Springbrook 61.6
Blake 61.1
Paint Branch 59.2
Seneca Valley 58.3
Northwood 55.8
Gaithersburg 53
Watkins Mill 52.2
Kennedy 49.2

Pretty close to the reverse of a FARMS rate-sorted list. So neither surprising nor meaningful.

+1 Almost to the exact order of lowest to highest FARMS. I mean, you could've just listed the FARMs rate and not bother looking at MSDE.

I think the FARMS rate is highly correlated with English Language Learners. There are several different metrics that take a hit because of ELLs. When this new rating system came out I was pretty disgusted, because it’s effectively useless the way it is set-up. Pull all data for ELLs into their own category for 4 years after arriving in US. Leave the main categories with only data from kids who speak English, so those comparisons are more meaningful.

But then you would know exactly how many undocumented students are in your schools being funded by MoCo taxpayers instead of their home countries. Dems cannot let you know that.

A) Not all ELLs are undocumented;

B) Every single At a Glance document for every single school in MCPS shows you the number of kids receiving ESOL services;

C) The report card does the same thing.

And no one is so simple to think that they are. But it is undeniable that MCPS has had a large and growing undocumented population for years, and that the population places a tremendous strain on resources. Don't try to negate people's concerns with simplistic arguments.

So long as there are immigrant children of any sort, MCPS will (and legally must) educate them.

Perhaps those who don't want immigrants can work to help keep other countries in better shape so there are fewer refugees of all sorts.

Not the PP but I have no issue with educating immigrants. This is a very transient area. The issue comes down to integrating classes and the whole PC version of keeping kids mixed in color, sex, and abilities. MCPS needs to let this go because no one is learning this way. The top reading groups never meet and the bottom groups meet more but not enough for them to ever catch up.

In 1st grade if there are 100 kids and 4 classes in an ES and right now MCPS has 4 classes of 25 kids each of varying levels and pulling off in groups.

Why not put the bottom 20 in one class with a teacher and a para.
Put the two middle classes with 25 kids and they share a para
Top class has 30 kids and no para

Change them for math levels in afternoon - similar levels.

I just don't understand the mixed groupings at all. The kids struggling are embarrassed and act out, don't care, or are too quiet. The kids that are smarter never meet in their groups, are always bored, can act out, and many times are used by exhausted teachers, as mini helpers to other kids struggling - embarrassing both. There is rarely ever full education going on. Just groups and busy work. I have volunteered in enough classes in ES before and after common/integrated classrooms to see that it is a failure.

I don’t think you’ve volunteered in that many classrooms if you think this is the solution. You have a way oversimplified view of children and learning. I fully believe in cohorting older students, but no, you don’t do what you’ve proposed with six year olds.

DP

What is your age limit?

MCPS does mixed ability for all ages until high school except for in Math.

Are you okay with cohorting (is that a made-up MCPS word?) 3rd graders? I am. Some third graders read very well and some don’t. As long as the groups are fluid, it’s fine.

Instead, my 3rd grader is stuck in a class where her reading group barely ever meets. The teacher is too busy working with the kids who are below level. SO MUCH wasted time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Wow the proficient in math percentage across the board in MCPS middle school is ABYSMAL.

Can we slow down math and teach necessary every day math and stop pushing algebra to kids who can’t even do long division or know fractions

My kids found imcps math incredibly slow and boring. They typically scored 20 to 30 points over the 99th percentile on the MAP-M which is a national test but on the MCAP they had an average score. I forgot to mention they also qualified for AIME. The problem is the MCAP is just not a good measuring stick. The state needs to find something better to accurately assess these kids.

If your kid isn't getting a 3 or 4 on the MCAP or a 4 or 5 on the PARCC before it, then I'm sorry he or she is not proficient. These test grade-level standards.

This. You can make any kind of nonsense justification you want, but if your kid is not proficient, he is not proficient.

I appreciate these tests because they were a wake-up call for me, regarding my own kids! My kid gets As in all her classes, yet did poorly on one of these tests. We had never done any outside academic enrichment, but this made me realize that my kid might not be doing as great as I had assumed. Turned out that was true, and she had a good deal of holes in her Math education that we have since worked on filling.

You can choose to bury your head in the sand and listen to MCPS’ PR department tell you how great our kids are doing. Or, you can look at your kid objectively and decide for yourself.

Maybe, like the PP said, your AIME-participating kid is doing great. But, maybe not. Either way, these tests do provide some information to parents who are relying on MCPS (and its inflated grading system).

My AIME kid, had all 5's on the PARCC but their MCAP score was average, the equivalent of a 3. I'm not all that worried about it. I just have to assume like another PP said this is just a bad test.

[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:It would be nice if there was a way to just get a list of all MCPS schools rather than having to look up one at a time.

Use this page: https://reportcard.msde.maryland.gov/SchoolsList/Index?l=15

OK, fine. Here they are

School Total Earned Points
Whitman 83.6
Churchill 82.8
Wootton 80.4
BCC 76.2
Walter Johnson 76
Richard Montgomery 70.4
Poolesville 69.7
Sherwood 68.8
Northwest 68
Clarksburg 66.9
Damascus 66.3
Quince Orchard 65.7
Rockville 65.3
Einstein 63.9
Blair 63.2
Magruder 62.1
Wheaton 61.6
Springbrook 61.6
Blake 61.1
Paint Branch 59.2
Seneca Valley 58.3
Northwood 55.8
Gaithersburg 53
Watkins Mill 52.2
Kennedy 49.2

Pretty close to the reverse of a FARMS rate-sorted list. So neither surprising nor meaningful.

+1 Almost to the exact order of lowest to highest FARMS. I mean, you could've just listed the FARMs rate and not bother looking at MSDE.

I think the FARMS rate is highly correlated with English Language Learners. There are several different metrics that take a hit because of ELLs. When this new rating system came out I was pretty disgusted, because it’s effectively useless the way it is set-up. Pull all data for ELLs into their own category for 4 years after arriving in US. Leave the main categories with only data from kids who speak English, so those comparisons are more meaningful.

But then you would know exactly how many undocumented students are in your schools being funded by MoCo taxpayers instead of their home countries. Dems cannot let you know that.

A) Not all ELLs are undocumented;

B) Every single At a Glance document for every single school in MCPS shows you the number of kids receiving ESOL services;

C) The report card does the same thing.

And no one is so simple to think that they are. But it is undeniable that MCPS has had a large and growing undocumented population for years, and that the population places a tremendous strain on resources. Don't try to negate people's concerns with simplistic arguments.

So long as there are immigrant children of any sort, MCPS will (and legally must) educate them.

Perhaps those who don't want immigrants can work to help keep other countries in better shape so there are fewer refugees of all sorts.

Not the PP but I have no issue with educating immigrants. This is a very transient area. The issue comes down to integrating classes and the whole PC version of keeping kids mixed in color, sex, and abilities. MCPS needs to let this go because no one is learning this way. The top reading groups never meet and the bottom groups meet more but not enough for them to ever catch up.

In 1st grade if there are 100 kids and 4 classes in an ES and right now MCPS has 4 classes of 25 kids each of varying levels and pulling off in groups.

Why not put the bottom 20 in one class with a teacher and a para.
Put the two middle classes with 25 kids and they share a para
Top class has 30 kids and no para

Change them for math levels in afternoon - similar levels.

I just don't understand the mixed groupings at all. The kids struggling are embarrassed and act out, don't care, or are too quiet. The kids that are smarter never meet in their groups, are always bored, can act out, and many times are used by exhausted teachers, as mini helpers to other kids struggling - embarrassing both. There is rarely ever full education going on. Just groups and busy work. I have volunteered in enough classes in ES before and after common/integrated classrooms to see that it is a failure.

I don’t think you’ve volunteered in that many classrooms if you think this is the solution. You have a way oversimplified view of children and learning. I fully believe in cohorting older students, but no, you don’t do what you’ve proposed with six year olds.

DP

What is your age limit?

MCPS does mixed ability for all ages until high school except for in Math.

Are you okay with cohorting (is that a made-up MCPS word?) 3rd graders? I am. Some third graders read very well and some don’t. As long as the groups are fluid, it’s fine.

Instead, my 3rd grader is stuck in a class where her reading group barely ever meets. The teacher is too busy working with the kids who are below level. SO MUCH wasted time.

I've just come to accept that in early ES I can't rely on the school. At least where we are there are enough kids struggling that any who are above grade level are just ignored. At this stage that just means I take on a lot of the responsibility for teaching math and reading. With my older kids this worked out. They eventually got into CES and magnets so it was less of an issue.

[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:It would be nice if there was a way to just get a list of all MCPS schools rather than having to look up one at a time.

Use this page: https://reportcard.msde.maryland.gov/SchoolsList/Index?l=15

OK, fine. Here they are

School Total Earned Points
Whitman 83.6
Churchill 82.8
Wootton 80.4
BCC 76.2
Walter Johnson 76
Richard Montgomery 70.4
Poolesville 69.7
Sherwood 68.8
Northwest 68
Clarksburg 66.9
Damascus 66.3
Quince Orchard 65.7
Rockville 65.3
Einstein 63.9
Blair 63.2
Magruder 62.1
Wheaton 61.6
Springbrook 61.6
Blake 61.1
Paint Branch 59.2
Seneca Valley 58.3
Northwood 55.8
Gaithersburg 53
Watkins Mill 52.2
Kennedy 49.2

Pretty close to the reverse of a FARMS rate-sorted list. So neither surprising nor meaningful.

+1 Almost to the exact order of lowest to highest FARMS. I mean, you could've just listed the FARMs rate and not bother looking at MSDE.

I think the FARMS rate is highly correlated with English Language Learners. There are several different metrics that take a hit because of ELLs. When this new rating system came out I was pretty disgusted, because it’s effectively useless the way it is set-up. Pull all data for ELLs into their own category for 4 years after arriving in US. Leave the main categories with only data from kids who speak English, so those comparisons are more meaningful.

But then you would know exactly how many undocumented students are in your schools being funded by MoCo taxpayers instead of their home countries. Dems cannot let you know that.

A) Not all ELLs are undocumented;

B) Every single At a Glance document for every single school in MCPS shows you the number of kids receiving ESOL services;

C) The report card does the same thing.

And no one is so simple to think that they are. But it is undeniable that MCPS has had a large and growing undocumented population for years, and that the population places a tremendous strain on resources. Don't try to negate people's concerns with simplistic arguments.

So long as there are immigrant children of any sort, MCPS will (and legally must) educate them.

Perhaps those who don't want immigrants can work to help keep other countries in better shape so there are fewer refugees of all sorts.

Not the PP but I have no issue with educating immigrants. This is a very transient area. The issue comes down to integrating classes and the whole PC version of keeping kids mixed in color, sex, and abilities. MCPS needs to let this go because no one is learning this way. The top reading groups never meet and the bottom groups meet more but not enough for them to ever catch up.

In 1st grade if there are 100 kids and 4 classes in an ES and right now MCPS has 4 classes of 25 kids each of varying levels and pulling off in groups.

Why not put the bottom 20 in one class with a teacher and a para.
Put the two middle classes with 25 kids and they share a para
Top class has 30 kids and no para

Change them for math levels in afternoon - similar levels.

I just don't understand the mixed groupings at all. The kids struggling are embarrassed and act out, don't care, or are too quiet. The kids that are smarter never meet in their groups, are always bored, can act out, and many times are used by exhausted teachers, as mini helpers to other kids struggling - embarrassing both. There is rarely ever full education going on. Just groups and busy work. I have volunteered in enough classes in ES before and after common/integrated classrooms to see that it is a failure.

I don’t think you’ve volunteered in that many classrooms if you think this is the solution. You have a way oversimplified view of children and learning. I fully believe in cohorting older students, but no, you don’t do what you’ve proposed with six year olds.

DP

What is your age limit?

MCPS does mixed ability for all ages until high school except for in Math.

Are you okay with cohorting (is that a made-up MCPS word?) 3rd graders? I am. Some third graders read very well and some don’t. As long as the groups are fluid, it’s fine.

Instead, my 3rd grader is stuck in a class where her reading group barely ever meets. The teacher is too busy working with the kids who are below level. SO MUCH wasted time.

Put yourself in the shoes of a parent whose kid of in the bottom group and as a result feels that at 7 they have already failed in life. Would you still advocate for this attach that stigmatizes kids so young?

[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:

Anonymous wrote:It would be nice if there was a way to just get a list of all MCPS schools rather than having to look up one at a time.

Use this page: https://reportcard.msde.maryland.gov/SchoolsList/Index?l=15

OK, fine. Here they are

School Total Earned Points
Whitman 83.6
Churchill 82.8
Wootton 80.4
BCC 76.2
Walter Johnson 76
Richard Montgomery 70.4
Poolesville 69.7
Sherwood 68.8
Northwest 68
Clarksburg 66.9
Damascus 66.3
Quince Orchard 65.7
Rockville 65.3
Einstein 63.9
Blair 63.2
Magruder 62.1
Wheaton 61.6
Springbrook 61.6
Blake 61.1
Paint Branch 59.2
Seneca Valley 58.3
Northwood 55.8
Gaithersburg 53
Watkins Mill 52.2
Kennedy 49.2

Pretty close to the reverse of a FARMS rate-sorted list. So neither surprising nor meaningful.

+1 Almost to the exact order of lowest to highest FARMS. I mean, you could've just listed the FARMs rate and not bother looking at MSDE.

I think the FARMS rate is highly correlated with English Language Learners. There are several different metrics that take a hit because of ELLs. When this new rating system came out I was pretty disgusted, because it’s effectively useless the way it is set-up. Pull all data for ELLs into their own category for 4 years after arriving in US. Leave the main categories with only data from kids who speak English, so those comparisons are more meaningful.

But then you would know exactly how many undocumented students are in your schools being funded by MoCo taxpayers instead of their home countries. Dems cannot let you know that.

A) Not all ELLs are undocumented;

B) Every single At a Glance document for every single school in MCPS shows you the number of kids receiving ESOL services;

C) The report card does the same thing.

And no one is so simple to think that they are. But it is undeniable that MCPS has had a large and growing undocumented population for years, and that the population places a tremendous strain on resources. Don't try to negate people's concerns with simplistic arguments.

So long as there are immigrant children of any sort, MCPS will (and legally must) educate them.

Perhaps those who don't want immigrants can work to help keep other countries in better shape so there are fewer refugees of all sorts.

Not the PP but I have no issue with educating immigrants. This is a very transient area. The issue comes down to integrating classes and the whole PC version of keeping kids mixed in color, sex, and abilities. MCPS needs to let this go because no one is learning this way. The top reading groups never meet and the bottom groups meet more but not enough for them to ever catch up.

In 1st grade if there are 100 kids and 4 classes in an ES and right now MCPS has 4 classes of 25 kids each of varying levels and pulling off in groups.

Why not put the bottom 20 in one class with a teacher and a para.
Put the two middle classes with 25 kids and they share a para
Top class has 30 kids and no para

Change them for math levels in afternoon - similar levels.

I just don't understand the mixed groupings at all. The kids struggling are embarrassed and act out, don't care, or are too quiet. The kids that are smarter never meet in their groups, are always bored, can act out, and many times are used by exhausted teachers, as mini helpers to other kids struggling - embarrassing both. There is rarely ever full education going on. Just groups and busy work. I have volunteered in enough classes in ES before and after common/integrated classrooms to see that it is a failure.

I don’t think you’ve volunteered in that many classrooms if you think this is the solution. You have a way oversimplified view of children and learning. I fully believe in cohorting older students, but no, you don’t do what you’ve proposed with six year olds.

DP

What is your age limit?

MCPS does mixed ability for all ages until high school except for in Math.

Are you okay with cohorting (is that a made-up MCPS word?) 3rd graders? I am. Some third graders read very well and some don’t. As long as the groups are fluid, it’s fine.

Instead, my 3rd grader is stuck in a class where her reading group barely ever meets. The teacher is too busy working with the kids who are below level. SO MUCH wasted time.

Put yourself in the shoes of a parent whose kid of in the bottom group and as a result feels that at 7 they have already failed in life. Would you still advocate for this attach that stigmatizes kids so young?

Nobody is stigmatizing the kid, except for you. And quit with the victim mentality.

My kids have needed improvement in various things. It’s a good lesson and a good feeling when you put in the time and effort and see yourself IMPROVE.

[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:

Anonymous wrote:

Anonymous wrote:It would be nice if there was a way to just get a list of all MCPS schools rather than having to look up one at a time.

Use this page: https://reportcard.msde.maryland.gov/SchoolsList/Index?l=15

OK, fine. Here they are

School Total Earned Points
Whitman 83.6
Churchill 82.8
Wootton 80.4
BCC 76.2
Walter Johnson 76
Richard Montgomery 70.4
Poolesville 69.7
Sherwood 68.8
Northwest 68
Clarksburg 66.9
Damascus 66.3
Quince Orchard 65.7
Rockville 65.3
Einstein 63.9
Blair 63.2
Magruder 62.1
Wheaton 61.6
Springbrook 61.6
Blake 61.1
Paint Branch 59.2
Seneca Valley 58.3
Northwood 55.8
Gaithersburg 53
Watkins Mill 52.2
Kennedy 49.2

Pretty close to the reverse of a FARMS rate-sorted list. So neither surprising nor meaningful.

+1 Almost to the exact order of lowest to highest FARMS. I mean, you could've just listed the FARMs rate and not bother looking at MSDE.

I think the FARMS rate is highly correlated with English Language Learners. There are several different metrics that take a hit because of ELLs. When this new rating system came out I was pretty disgusted, because it’s effectively useless the way it is set-up. Pull all data for ELLs into their own category for 4 years after arriving in US. Leave the main categories with only data from kids who speak English, so those comparisons are more meaningful.

But then you would know exactly how many undocumented students are in your schools being funded by MoCo taxpayers instead of their home countries. Dems cannot let you know that.

A) Not all ELLs are undocumented;

B) Every single At a Glance document for every single school in MCPS shows you the number of kids receiving ESOL services;

C) The report card does the same thing.

And no one is so simple to think that they are. But it is undeniable that MCPS has had a large and growing undocumented population for years, and that the population places a tremendous strain on resources. Don't try to negate people's concerns with simplistic arguments.

So long as there are immigrant children of any sort, MCPS will (and legally must) educate them.

Perhaps those who don't want immigrants can work to help keep other countries in better shape so there are fewer refugees of all sorts.

Not the PP but I have no issue with educating immigrants. This is a very transient area. The issue comes down to integrating classes and the whole PC version of keeping kids mixed in color, sex, and abilities. MCPS needs to let this go because no one is learning this way. The top reading groups never meet and the bottom groups meet more but not enough for them to ever catch up.

In 1st grade if there are 100 kids and 4 classes in an ES and right now MCPS has 4 classes of 25 kids each of varying levels and pulling off in groups.

Why not put the bottom 20 in one class with a teacher and a para.
Put the two middle classes with 25 kids and they share a para
Top class has 30 kids and no para

Change them for math levels in afternoon - similar levels.

I just don't understand the mixed groupings at all. The kids struggling are embarrassed and act out, don't care, or are too quiet. The kids that are smarter never meet in their groups, are always bored, can act out, and many times are used by exhausted teachers, as mini helpers to other kids struggling - embarrassing both. There is rarely ever full education going on. Just groups and busy work. I have volunteered in enough classes in ES before and after common/integrated classrooms to see that it is a failure.

I don’t think you’ve volunteered in that many classrooms if you think this is the solution. You have a way oversimplified view of children and learning. I fully believe in cohorting older students, but no, you don’t do what you’ve proposed with six year olds.

DP

What is your age limit?

MCPS does mixed ability for all ages until high school except for in Math.

Are you okay with cohorting (is that a made-up MCPS word?) 3rd graders? I am. Some third graders read very well and some don’t. As long as the groups are fluid, it’s fine.

Instead, my 3rd grader is stuck in a class where her reading group barely ever meets. The teacher is too busy working with the kids who are below level. SO MUCH wasted time.

Put yourself in the shoes of a parent whose kid of in the bottom group and as a result feels that at 7 they have already failed in life. Would you still advocate for this attach that stigmatizes kids so young?

Nobody is stigmatizing the kid, except for you. And quit with the victim mentality.

My kids have needed improvement in various things. It’s a good lesson and a good feeling when you put in the time and effort and see yourself IMPROVE.

Yes, but if you are assigned to a teacher at the beginning of the year based on your level, and you “improve” there isn’t a mechanism in the proposed scenario upthread to have your needs met. That’s why I feel like there should be room for fluidity at age 6/1st grade. If you form tracked classrooms, there isn’t room for uneven student growth.

I think the appropriate time to start cohorting in some subjects is somewhere around 3rd/4th grade.

[Anonymous]

What year of data are these reports based on? Was it the especially shirt MCAP they took in the fall of 2021?