Transfer from TJ to Base HS?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why did you accept a spot at TJ in the first place if an uw gpa around 3.8 is making you freak out and want to pull your kid back to base school? Shouldn't it have been obvious that TJ is going to be a bad fit for parents who want their kids to get all As?

The top 1/3rd of Freshman students typically achieve mostly As due to their strong proficiency in advanced math, English, and science from middle school. For them, they are just learning the new material that TJ courses teach. However, for others, particularly the bottom 1/3rd of the Freshman class, the experience can be stressful. They need to first catch up on what they should have mastered thoroughly in middle school, and then delve into the new TJ course material. This double workload leaves little time for sports or extracurricular activities, and put the student in a constant catchup mode. Without an entrance evaluation, it becomes challenging for parents or students to know their readiness for TJ upfront.

So sick of this. The OPs kid had mainly A’s at 2 B+ as a Freshman at TJ. They are doing fine. The student is working hard for a B in chemistry, which, if I understand TJ properly, is essentially an AP class without the AP designation that is normally taken after completing regular Chemistry. It is a hard class. A B in a hard class is fine. Chemistry is the only class that the OP is calling out, which implies an A in all the other classes.

You want the entrance exam back because it was something that parents could prep their kids for so their kids got into TJ. You don’t like the idea that kids from every MS in the county have a chance to attend TJ because they do not fit the profile of who you think should attend TJ.

The OPs kid is doing fine, I would say well, at TJ. They have an excellent GPA in challenging classes. The student needs to decide if they want to stay at TJ and the parents need to understand that B’s are solid grades even if they are not A’s especially at a school like TJ. The OP is essentially asking “Should I send my kid back the the base where they can get easy A’s and breeze through high school instead of allowing my kid to be challenged even if that means an occasional B.” That tells me that all that is important to the OP is the grade and not what the child is learning.

OP and their student are taking a pragmatic approach to their grades, understanding that they are assessed not in isolation but in comparison to their peers for college admissions. Even teacher recommendations may not be as outstanding as those for the top 1/3rd of the class. This situation could have been avoided if there were an objective test assessing students' readiness and depth in math, science, and English. Students are expected to be well-prepared, akin to how Michael Jordan prepared himself before stepping onto the basketball court. Just as little MJ's parents played a crucial role in his preparation, there's a dedicated parent behind every qualified TJ student, diligently fulfilling their responsibilities. TJ does not have the capacity to provide remedial instruction to unprepared students who require catch-up on middle school material.

Re: the bolded - This is saying the quiet part out loud. You believe that kids whose parents are not engaged in precisely the same way as you are, or might be, should not have access to TJ. And in so doing, you are explicitly tying the success of the kids at TJ to the efforts of their parents when you have NO IDEA if that is the case at all. So in your mind, if a kid simply does not have the parental support that you imagine that they should, they're just out of luck and should not be afforded access to the same opportunities through no fault of their own. That's an ugly mindset to have and it's a bit sad that you exist in an environment where you feel like you can express it openly.

Re: the italicized - I hesitate to even engage with this sentence because it's so off-base, but I can't let it sit there and marinate in its own sophistry. Whatever instruction TJ is providing to assist students in smoothing over gaps that exist - they manifestly DO have the capacity to provide, because they're doing it. As well they should. On some level, that's called teaching and they've been doing it for years in every single discipline. The LCPS, PWCPS, APS, and FCCPS curricula do not match up perfectly with FCPS', to say nothing of the kids coming from homeschool or private school situations. To suggest that this is somehow a new phenomenon is absurd and betrays a lack of understanding of how TJ has always operated. There have always been support specialists and even intervention specialists at TJ, and it's not like they hired any more of them when the new classes were admitted. You're just upset that Algebra 2, Pre-Calc, or Calculus in 8th grade isn't a free ticket anymore.

Admitting students with gaps in their middle school STEM subjects and then expecting them to catch up to their top-notch peers is an unfair situation for those students. While the top-performing students also get to participate in sports and extracurricular activities, the struggling students find themselves staying up late at night, stressed over seemingly normal homework. Students being subjected to avoidable stress and pressure, when they could have had a more balanced academic and personal life at their base school.

Approximately how many from the bottom 1/3rd drop out and return to base school?

1) Again, you are presuming that kids have these "gaps" in their middle school STEM subjects and that's the premise for your entire argument. But that's not happening to any greater extent than it was previously and you haven't delivered any evidence that it is. Repeating yourself doesn't make you less wrong.

2) You do not have a significant increase in the number or percentage of students who are returning to base school under the new admissions process. FCPS' publicly available data on the topic affirms that you're wrong about this too.

Did you check the number of students for class of 2025? End of last year it was 520 (which includes 15 students who were admitted as Froshmore's). This means 45 students have dropped (either did not accept the offer or moved out). I would not be surprised if the count drops further when it shows the current school year data. So close to 10% are dropping out, at least let us all be realistic and accept it based on the actual data.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why did you accept a spot at TJ in the first place if an uw gpa around 3.8 is making you freak out and want to pull your kid back to base school? Shouldn't it have been obvious that TJ is going to be a bad fit for parents who want their kids to get all As?

The top 1/3rd of Freshman students typically achieve mostly As due to their strong proficiency in advanced math, English, and science from middle school. For them, they are just learning the new material that TJ courses teach. However, for others, particularly the bottom 1/3rd of the Freshman class, the experience can be stressful. They need to first catch up on what they should have mastered thoroughly in middle school, and then delve into the new TJ course material. This double workload leaves little time for sports or extracurricular activities, and put the student in a constant catchup mode. Without an entrance evaluation, it becomes challenging for parents or students to know their readiness for TJ upfront.

So sick of this. The OPs kid had mainly A’s at 2 B+ as a Freshman at TJ. They are doing fine. The student is working hard for a B in chemistry, which, if I understand TJ properly, is essentially an AP class without the AP designation that is normally taken after completing regular Chemistry. It is a hard class. A B in a hard class is fine. Chemistry is the only class that the OP is calling out, which implies an A in all the other classes.

You want the entrance exam back because it was something that parents could prep their kids for so their kids got into TJ. You don’t like the idea that kids from every MS in the county have a chance to attend TJ because they do not fit the profile of who you think should attend TJ.

The OPs kid is doing fine, I would say well, at TJ. They have an excellent GPA in challenging classes. The student needs to decide if they want to stay at TJ and the parents need to understand that B’s are solid grades even if they are not A’s especially at a school like TJ. The OP is essentially asking “Should I send my kid back the the base where they can get easy A’s and breeze through high school instead of allowing my kid to be challenged even if that means an occasional B.” That tells me that all that is important to the OP is the grade and not what the child is learning.

OP and their student are taking a pragmatic approach to their grades, understanding that they are assessed not in isolation but in comparison to their peers for college admissions. Even teacher recommendations may not be as outstanding as those for the top 1/3rd of the class. This situation could have been avoided if there were an objective test assessing students' readiness and depth in math, science, and English. Students are expected to be well-prepared, akin to how Michael Jordan prepared himself before stepping onto the basketball court. Just as little MJ's parents played a crucial role in his preparation, there's a dedicated parent behind every qualified TJ student, diligently fulfilling their responsibilities. TJ does not have the capacity to provide remedial instruction to unprepared students who require catch-up on middle school material.

Re: the bolded - This is saying the quiet part out loud. You believe that kids whose parents are not engaged in precisely the same way as you are, or might be, should not have access to TJ. And in so doing, you are explicitly tying the success of the kids at TJ to the efforts of their parents when you have NO IDEA if that is the case at all. So in your mind, if a kid simply does not have the parental support that you imagine that they should, they're just out of luck and should not be afforded access to the same opportunities through no fault of their own. That's an ugly mindset to have and it's a bit sad that you exist in an environment where you feel like you can express it openly.

Re: the italicized - I hesitate to even engage with this sentence because it's so off-base, but I can't let it sit there and marinate in its own sophistry. Whatever instruction TJ is providing to assist students in smoothing over gaps that exist - they manifestly DO have the capacity to provide, because they're doing it. As well they should. On some level, that's called teaching and they've been doing it for years in every single discipline. The LCPS, PWCPS, APS, and FCCPS curricula do not match up perfectly with FCPS', to say nothing of the kids coming from homeschool or private school situations. To suggest that this is somehow a new phenomenon is absurd and betrays a lack of understanding of how TJ has always operated. There have always been support specialists and even intervention specialists at TJ, and it's not like they hired any more of them when the new classes were admitted. You're just upset that Algebra 2, Pre-Calc, or Calculus in 8th grade isn't a free ticket anymore.

Admitting students with gaps in their middle school STEM subjects and then expecting them to catch up to their top-notch peers is an unfair situation for those students. While the top-performing students also get to participate in sports and extracurricular activities, the struggling students find themselves staying up late at night, stressed over seemingly normal homework. Students being subjected to avoidable stress and pressure, when they could have had a more balanced academic and personal life at their base school.

Approximately how many from the bottom 1/3rd drop out and return to base school?

1) Again, you are presuming that kids have these "gaps" in their middle school STEM subjects and that's the premise for your entire argument. But that's not happening to any greater extent than it was previously and you haven't delivered any evidence that it is. Repeating yourself doesn't make you less wrong.

2) You do not have a significant increase in the number or percentage of students who are returning to base school under the new admissions process. FCPS' publicly available data on the topic affirms that you're wrong about this too.

Did you check the number of students for class of 2025? End of last year it was 520 (which includes 15 students who were admitted as Froshmore's). This means 45 students have dropped (either did not accept the offer or moved out). I would not be surprised if the count drops further when it shows the current school year data. So close to 10% are dropping out, at least let us all be realistic and accept it based on the actual data.

I mean, that's over the course of two years. The Class of 2023 last year graduated 439 students from their initial count of 480, and that doesn't account for froshmore replacements either.

That's why I said you don't have a significant difference between what was going on previously. But that reality doesn't fit your narrative, so you'll ignore it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why did you accept a spot at TJ in the first place if an uw gpa around 3.8 is making you freak out and want to pull your kid back to base school? Shouldn't it have been obvious that TJ is going to be a bad fit for parents who want their kids to get all As?

The top 1/3rd of Freshman students typically achieve mostly As due to their strong proficiency in advanced math, English, and science from middle school. For them, they are just learning the new material that TJ courses teach. However, for others, particularly the bottom 1/3rd of the Freshman class, the experience can be stressful. They need to first catch up on what they should have mastered thoroughly in middle school, and then delve into the new TJ course material. This double workload leaves little time for sports or extracurricular activities, and put the student in a constant catchup mode. Without an entrance evaluation, it becomes challenging for parents or students to know their readiness for TJ upfront.

So sick of this. The OPs kid had mainly A’s at 2 B+ as a Freshman at TJ. They are doing fine. The student is working hard for a B in chemistry, which, if I understand TJ properly, is essentially an AP class without the AP designation that is normally taken after completing regular Chemistry. It is a hard class. A B in a hard class is fine. Chemistry is the only class that the OP is calling out, which implies an A in all the other classes.

You want the entrance exam back because it was something that parents could prep their kids for so their kids got into TJ. You don’t like the idea that kids from every MS in the county have a chance to attend TJ because they do not fit the profile of who you think should attend TJ.

The OPs kid is doing fine, I would say well, at TJ. They have an excellent GPA in challenging classes. The student needs to decide if they want to stay at TJ and the parents need to understand that B’s are solid grades even if they are not A’s especially at a school like TJ. The OP is essentially asking “Should I send my kid back the the base where they can get easy A’s and breeze through high school instead of allowing my kid to be challenged even if that means an occasional B.” That tells me that all that is important to the OP is the grade and not what the child is learning.

OP and their student are taking a pragmatic approach to their grades, understanding that they are assessed not in isolation but in comparison to their peers for college admissions. Even teacher recommendations may not be as outstanding as those for the top 1/3rd of the class. This situation could have been avoided if there were an objective test assessing students' readiness and depth in math, science, and English. Students are expected to be well-prepared, akin to how Michael Jordan prepared himself before stepping onto the basketball court. Just as little MJ's parents played a crucial role in his preparation, there's a dedicated parent behind every qualified TJ student, diligently fulfilling their responsibilities. TJ does not have the capacity to provide remedial instruction to unprepared students who require catch-up on middle school material.

Re: the bolded - This is saying the quiet part out loud. You believe that kids whose parents are not engaged in precisely the same way as you are, or might be, should not have access to TJ. And in so doing, you are explicitly tying the success of the kids at TJ to the efforts of their parents when you have NO IDEA if that is the case at all. So in your mind, if a kid simply does not have the parental support that you imagine that they should, they're just out of luck and should not be afforded access to the same opportunities through no fault of their own. That's an ugly mindset to have and it's a bit sad that you exist in an environment where you feel like you can express it openly.

Re: the italicized - I hesitate to even engage with this sentence because it's so off-base, but I can't let it sit there and marinate in its own sophistry. Whatever instruction TJ is providing to assist students in smoothing over gaps that exist - they manifestly DO have the capacity to provide, because they're doing it. As well they should. On some level, that's called teaching and they've been doing it for years in every single discipline. The LCPS, PWCPS, APS, and FCCPS curricula do not match up perfectly with FCPS', to say nothing of the kids coming from homeschool or private school situations. To suggest that this is somehow a new phenomenon is absurd and betrays a lack of understanding of how TJ has always operated. There have always been support specialists and even intervention specialists at TJ, and it's not like they hired any more of them when the new classes were admitted. You're just upset that Algebra 2, Pre-Calc, or Calculus in 8th grade isn't a free ticket anymore.

Admitting students with gaps in their middle school STEM subjects and then expecting them to catch up to their top-notch peers is an unfair situation for those students. While the top-performing students also get to participate in sports and extracurricular activities, the struggling students find themselves staying up late at night, stressed over seemingly normal homework. Students being subjected to avoidable stress and pressure, when they could have had a more balanced academic and personal life at their base school.

Approximately how many from the bottom 1/3rd drop out and return to base school?

1) Again, you are presuming that kids have these "gaps" in their middle school STEM subjects and that's the premise for your entire argument. But that's not happening to any greater extent than it was previously and you haven't delivered any evidence that it is. Repeating yourself doesn't make you less wrong.

2) You do not have a significant increase in the number or percentage of students who are returning to base school under the new admissions process. FCPS' publicly available data on the topic affirms that you're wrong about this too.

Did you check the number of students for class of 2025? End of last year it was 520 (which includes 15 students who were admitted as Froshmore's). This means 45 students have dropped (either did not accept the offer or moved out). I would not be surprised if the count drops further when it shows the current school year data. So close to 10% are dropping out, at least let us all be realistic and accept it based on the actual data.

I mean, that's over the course of two years. The Class of 2023 last year graduated 439 students from their initial count of 480, and that doesn't account for froshmore replacements either.

That's why I said you don't have a significant difference between what was going on previously. But that reality doesn't fit your narrative, so you'll ignore it.

Class of 2023 had 5 froshmore's and class of 2024 had 6. Class of 2023 ended up with 459 students with 26 student (21+5=26) either not enrolling or dropping out in 4 years (compare that to class of 2025 where 45 students have already dropped by end of sophomore year, not including the expected drop at the start of Junior year)

I am not disputing the fact that the original (old) selection criteria was flawed too and the trend shows a slight increase in drop-out rate possibly related to few of the extremely prepped kids (most of the kids going to these institutions do not really learn anything new they just attend due to peer pressure and most likely parental pressure).

Just looking at the data and saying that the current scheme also needs to be fine-tuned to ensure that kids genuinely interested are picked up so the turnover rate is low. People have already posted what needs to be improved.

[Anonymous]

I'm not a fan of either the old or the new selection processes. Data on drop out rates is meaningless without context of where these kids are returning. It's entirely possible that the massive increase of PWC kids accepted to TJ could explain the increase in kids returning to base school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why did you accept a spot at TJ in the first place if an uw gpa around 3.8 is making you freak out and want to pull your kid back to base school? Shouldn't it have been obvious that TJ is going to be a bad fit for parents who want their kids to get all As?

The top 1/3rd of Freshman students typically achieve mostly As due to their strong proficiency in advanced math, English, and science from middle school. For them, they are just learning the new material that TJ courses teach. However, for others, particularly the bottom 1/3rd of the Freshman class, the experience can be stressful. They need to first catch up on what they should have mastered thoroughly in middle school, and then delve into the new TJ course material. This double workload leaves little time for sports or extracurricular activities, and put the student in a constant catchup mode. Without an entrance evaluation, it becomes challenging for parents or students to know their readiness for TJ upfront.

So sick of this. The OPs kid had mainly A’s at 2 B+ as a Freshman at TJ. They are doing fine. The student is working hard for a B in chemistry, which, if I understand TJ properly, is essentially an AP class without the AP designation that is normally taken after completing regular Chemistry. It is a hard class. A B in a hard class is fine. Chemistry is the only class that the OP is calling out, which implies an A in all the other classes.

You want the entrance exam back because it was something that parents could prep their kids for so their kids got into TJ. You don’t like the idea that kids from every MS in the county have a chance to attend TJ because they do not fit the profile of who you think should attend TJ.

The OPs kid is doing fine, I would say well, at TJ. They have an excellent GPA in challenging classes. The student needs to decide if they want to stay at TJ and the parents need to understand that B’s are solid grades even if they are not A’s especially at a school like TJ. The OP is essentially asking “Should I send my kid back the the base where they can get easy A’s and breeze through high school instead of allowing my kid to be challenged even if that means an occasional B.” That tells me that all that is important to the OP is the grade and not what the child is learning.

OP and their student are taking a pragmatic approach to their grades, understanding that they are assessed not in isolation but in comparison to their peers for college admissions. Even teacher recommendations may not be as outstanding as those for the top 1/3rd of the class. This situation could have been avoided if there were an objective test assessing students' readiness and depth in math, science, and English. Students are expected to be well-prepared, akin to how Michael Jordan prepared himself before stepping onto the basketball court. Just as little MJ's parents played a crucial role in his preparation, there's a dedicated parent behind every qualified TJ student, diligently fulfilling their responsibilities. TJ does not have the capacity to provide remedial instruction to unprepared students who require catch-up on middle school material.

Re: the bolded - This is saying the quiet part out loud. You believe that kids whose parents are not engaged in precisely the same way as you are, or might be, should not have access to TJ. And in so doing, you are explicitly tying the success of the kids at TJ to the efforts of their parents when you have NO IDEA if that is the case at all. So in your mind, if a kid simply does not have the parental support that you imagine that they should, they're just out of luck and should not be afforded access to the same opportunities through no fault of their own. That's an ugly mindset to have and it's a bit sad that you exist in an environment where you feel like you can express it openly.

Re: the italicized - I hesitate to even engage with this sentence because it's so off-base, but I can't let it sit there and marinate in its own sophistry. Whatever instruction TJ is providing to assist students in smoothing over gaps that exist - they manifestly DO have the capacity to provide, because they're doing it. As well they should. On some level, that's called teaching and they've been doing it for years in every single discipline. The LCPS, PWCPS, APS, and FCCPS curricula do not match up perfectly with FCPS', to say nothing of the kids coming from homeschool or private school situations. To suggest that this is somehow a new phenomenon is absurd and betrays a lack of understanding of how TJ has always operated. There have always been support specialists and even intervention specialists at TJ, and it's not like they hired any more of them when the new classes were admitted. You're just upset that Algebra 2, Pre-Calc, or Calculus in 8th grade isn't a free ticket anymore.

Admitting students with gaps in their middle school STEM subjects and then expecting them to catch up to their top-notch peers is an unfair situation for those students. While the top-performing students also get to participate in sports and extracurricular activities, the struggling students find themselves staying up late at night, stressed over seemingly normal homework. Students being subjected to avoidable stress and pressure, when they could have had a more balanced academic and personal life at their base school.

Approximately how many from the bottom 1/3rd drop out and return to base school?

1) Again, you are presuming that kids have these "gaps" in their middle school STEM subjects and that's the premise for your entire argument. But that's not happening to any greater extent than it was previously and you haven't delivered any evidence that it is. Repeating yourself doesn't make you less wrong.

2) You do not have a significant increase in the number or percentage of students who are returning to base school under the new admissions process. FCPS' publicly available data on the topic affirms that you're wrong about this too.

Did you check the number of students for class of 2025? End of last year it was 520 (which includes 15 students who were admitted as Froshmore's). This means 45 students have dropped (either did not accept the offer or moved out). I would not be surprised if the count drops further when it shows the current school year data. So close to 10% are dropping out, at least let us all be realistic and accept it based on the actual data.

I mean, that's over the course of two years. The Class of 2023 last year graduated 439 students from their initial count of 480, and that doesn't account for froshmore replacements either.

That's why I said you don't have a significant difference between what was going on previously. But that reality doesn't fit your narrative, so you'll ignore it.

Class of 2023 had 5 froshmore's and class of 2024 had 6. Class of 2023 ended up with 459 students with 26 student (21+5=26) either not enrolling or dropping out in 4 years (compare that to class of 2025 where 45 students have already dropped by end of sophomore year, not including the expected drop at the start of Junior year)

I am not disputing the fact that the original (old) selection criteria was flawed too and the trend shows a slight increase in drop-out rate possibly related to few of the extremely prepped kids (most of the kids going to these institutions do not really learn anything new they just attend due to peer pressure and most likely parental pressure).

Just looking at the data and saying that the current scheme also needs to be fine-tuned to ensure that kids genuinely interested are picked up so the turnover rate is low. People have already posted what needs to be improved.

DP. OP"s DC is considering moving back to his base school because of a B in Chem. So I'm not sure that your detailed analysis is meaningful in any way.

[Anonymous]

OP, what did your DC decide?

[Anonymous]

DC decided to move back. Chem was just an example of the work required. DC is finding out that Math at TJ is hard, even though curriculum is the same. Currently taking Math 4 ( pre-calculus) - not enjoying it. DC is frustrated as the material and HW assignments are perfectly fine - but the quizzes are a step above in terms of difficulty etc.

No need to take that stress. And I am glad that DC took this decision on his own.

[Anonymous]

Anonymous wrote:DC decided to move back. Chem was just an example of the work required. DC is finding out that Math at TJ is hard, even though curriculum is the same. Currently taking Math 4 ( pre-calculus) - not enjoying it. DC is frustrated as the material and HW assignments are perfectly fine - but the quizzes are a step above in terms of difficulty etc.

No need to take that stress. And I am glad that DC took this decision on his own.

When will the move be effective from? DC in same situation. How much advance notice do they need to process the transfer? Trying to avoid DC getting bombarded with questions and a lengthy drawnout pre-transfer drama convincing to stay.

[Anonymous]

That's where its a bit complicated. some of the equivalent courses in base school are full. So once we know for sure which courses he can get, then they file the paper work. so will take 1-2 weeks more.

I am afraid that available course selection might be quite limiting. But will cross that bridge when we come to it.

Talk to the counselor at base school

[Anonymous]

Anonymous wrote:That's where its a bit complicated. some of the equivalent courses in base school are full. So once we know for sure which courses he can get, then they file the paper work. so will take 1-2 weeks more.

I am afraid that available course selection might be quite limiting. But will cross that bridge when we come to it.

Talk to the counselor at base school

Will the base school counselor notify TJ after it's all good to go, and we don't have to mention anything until then?

[Anonymous]

that's how I think (hope) it will work. we will give a thumbs up and then they will work with TJ. No contact with TJ so far on this.

[Anonymous]

Anonymous wrote:DC decided to move back. Chem was just an example of the work required. DC is finding out that Math at TJ is hard, even though curriculum is the same. Currently taking Math 4 ( pre-calculus) - not enjoying it. DC is frustrated as the material and HW assignments are perfectly fine - but the quizzes are a step above in terms of difficulty etc.

No need to take that stress. And I am glad that DC took this decision on his own.

Sorry OP. Some of the teachers are not forgiving at all with tests. This is common as you go up in grades too. I recommend you let TJ admin know why.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DC decided to move back. Chem was just an example of the work required. DC is finding out that Math at TJ is hard, even though curriculum is the same. Currently taking Math 4 ( pre-calculus) - not enjoying it. DC is frustrated as the material and HW assignments are perfectly fine - but the quizzes are a step above in terms of difficulty etc.

No need to take that stress. And I am glad that DC took this decision on his own.

Sorry OP. Some of the teachers are not forgiving at all with tests. This is common as you go up in grades too. I recommend you let TJ admin know why.

What good will that do? They are likely to manipulate honest feedback for their own convenience.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DC decided to move back. Chem was just an example of the work required. DC is finding out that Math at TJ is hard, even though curriculum is the same. Currently taking Math 4 ( pre-calculus) - not enjoying it. DC is frustrated as the material and HW assignments are perfectly fine - but the quizzes are a step above in terms of difficulty etc.

No need to take that stress. And I am glad that DC took this decision on his own.

When will the move be effective from? DC in same situation. How much advance notice do they need to process the transfer? Trying to avoid DC getting bombarded with questions and a lengthy drawnout pre-transfer drama convincing to stay.

What specific courses were causing difficulties?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DC decided to move back. Chem was just an example of the work required. DC is finding out that Math at TJ is hard, even though curriculum is the same. Currently taking Math 4 ( pre-calculus) - not enjoying it. DC is frustrated as the material and HW assignments are perfectly fine - but the quizzes are a step above in terms of difficulty etc.

No need to take that stress. And I am glad that DC took this decision on his own.

When will the move be effective from? DC in same situation. How much advance notice do they need to process the transfer? Trying to avoid DC getting bombarded with questions and a lengthy drawnout pre-transfer drama convincing to stay.

What specific courses were causing difficulties?

Math, Bio, Spanish, Chem