Impact of boundary study on real estate

[Anonymous]

Anonymous wrote:So related / not related. I own a townhouse in 22046 (FCC zoned) and about 1 mile from our house is the exact same townhouse / layout in one of the decent FCPS zones (Shrevewood / Kilmer / Marshall).

Price differential?

1 million vs 600K

So I'd argue that people really underestimate the value of the school pyramids.

I just think the people in "good school areas" are mathematically challenged bigots.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:For the content of magnet and race, I did some research on the Blair SMAC program. It was solely placed at Blair because they wanted to attract more White and Asian students to the school, do not know what the issue is with knowing this. If you want to paint MCPS as nice equity district, we are solely wrong, the only thing that they place with equity in the system is the lottery for CES and middle school Magnet and resident had major issue with that.

It was to combat the white flight that was happening in DC at the time. It was a reverse bussing program to create a bump in the schools appearance so local famlies didn't think their school was the worst in the county which it was at the time. So it worked in that reguard. Funny part was to placate the west county parents at the time the Magnet kids had their own schedule, areas, bells and lunch period. One could attend Blair for 4 years and never meet a magnet kid really until they moved into the new building and started walking some of that back. Will be interesting to see what happens to Blair when it loses it. Those few hundred test takes make a huge difference in their test scores and college acceptances.

wait wait wait, what? The magnet kids were completely physically segregated from gen pop? When did that end?

That poster is talking BS. Not the first time.

The internet says that poster is correct.
E.g. “ When we moved to new Blair Magnet students asked the architect to design the building so that the magnet was no longer isolated in a section of the building.”
https://www.mbhsmagnet.org/news/fall09/with-changing-forces-the-magnet-evolves

I was there. In the old Blair, they added the D and E hall to house the computer labs, advanced science labs, advanced math classes etc...of course those classes were mostly taken by magnet students but those halls were always almost empty, except for going to/ coming from class or labs. Magnet students did not migrate or linger in those halls.

and nowadays do kids not in the magnet take the magnet classes? I would assume that most of the classes are either 1) full of magnet kids, or 2) really too advanced (for the upper level courses). I just am at a loss how the magnets generally benefit the school, aside from on a tiny margin.

Kids not in the magnet could and took magnet classes if they have the pre-requisites. I knew a few of them personally.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:For the content of magnet and race, I did some research on the Blair SMAC program. It was solely placed at Blair because they wanted to attract more White and Asian students to the school, do not know what the issue is with knowing this. If you want to paint MCPS as nice equity district, we are solely wrong, the only thing that they place with equity in the system is the lottery for CES and middle school Magnet and resident had major issue with that.

It was to combat the white flight that was happening in DC at the time. It was a reverse bussing program to create a bump in the schools appearance so local famlies didn't think their school was the worst in the county which it was at the time. So it worked in that reguard. Funny part was to placate the west county parents at the time the Magnet kids had their own schedule, areas, bells and lunch period. One could attend Blair for 4 years and never meet a magnet kid really until they moved into the new building and started walking some of that back. Will be interesting to see what happens to Blair when it loses it. Those few hundred test takes make a huge difference in their test scores and college acceptances.

wait wait wait, what? The magnet kids were completely physically segregated from gen pop? When did that end?

That poster is talking BS. Not the first time.

The internet says that poster is correct.
E.g. “ When we moved to new Blair Magnet students asked the architect to design the building so that the magnet was no longer isolated in a section of the building.”
https://www.mbhsmagnet.org/news/fall09/with-changing-forces-the-magnet-evolves

I was there. In the old Blair, they added the D and E hall to house the computer labs, advanced science labs, advanced math classes etc...of course those classes were mostly taken by magnet students but those halls were always almost empty, except for going to/ coming from class or labs. Magnet students did not migrate or linger in those halls.

and nowadays do kids not in the magnet take the magnet classes? I would assume that most of the classes are either 1) full of magnet kids, or 2) really too advanced (for the upper level courses). I just am at a loss how the magnets generally benefit the school, aside from on a tiny margin.

Kids not in the magnet could and took magnet classes if they have the pre-requisites. I knew a few of them personally.

but it can't possibly be a lot. I am stumped that people think these new 'programs' will provide anything to uplift their schools in any real way. something like 70% of the kids in each program are supposed to come from elsewhere, so you get a double-digit number of kids that get into the program from the home school catchment. that's a tiny portion of kids in the school. maybe there are a couple spots in a class for a non-program kid, but it seems like it would be more luck that certainty.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:For the content of magnet and race, I did some research on the Blair SMAC program. It was solely placed at Blair because they wanted to attract more White and Asian students to the school, do not know what the issue is with knowing this. If you want to paint MCPS as nice equity district, we are solely wrong, the only thing that they place with equity in the system is the lottery for CES and middle school Magnet and resident had major issue with that.

It was to combat the white flight that was happening in DC at the time. It was a reverse bussing program to create a bump in the schools appearance so local famlies didn't think their school was the worst in the county which it was at the time. So it worked in that reguard. Funny part was to placate the west county parents at the time the Magnet kids had their own schedule, areas, bells and lunch period. One could attend Blair for 4 years and never meet a magnet kid really until they moved into the new building and started walking some of that back. Will be interesting to see what happens to Blair when it loses it. Those few hundred test takes make a huge difference in their test scores and college acceptances.

wait wait wait, what? The magnet kids were completely physically segregated from gen pop? When did that end?

That poster is talking BS. Not the first time.

The internet says that poster is correct.
E.g. “ When we moved to new Blair Magnet students asked the architect to design the building so that the magnet was no longer isolated in a section of the building.”
https://www.mbhsmagnet.org/news/fall09/with-changing-forces-the-magnet-evolves

I was there. In the old Blair, they added the D and E hall to house the computer labs, advanced science labs, advanced math classes etc...of course those classes were mostly taken by magnet students but those halls were always almost empty, except for going to/ coming from class or labs. Magnet students did not migrate or linger in those halls.

and nowadays do kids not in the magnet take the magnet classes? I would assume that most of the classes are either 1) full of magnet kids, or 2) really too advanced (for the upper level courses). I just am at a loss how the magnets generally benefit the school, aside from on a tiny margin.

Kids not in the magnet could and took magnet classes if they have the pre-requisites. I knew a few of them personally.

but it can't possibly be a lot. I am stumped that people think these new 'programs' will provide anything to uplift their schools in any real way. something like 70% of the kids in each program are supposed to come from elsewhere, so you get a double-digit number of kids that get into the program from the home school catchment. that's a tiny portion of kids in the school. maybe there are a couple spots in a class for a non-program kid, but it seems like it would be more luck that certainty.

I don’t think the idea is that most high performers will be able to attend whichever special program is housed in their home school; the idea is that more high performers can have access to a program with a relatively short commute.

[Anonymous]

Anonymous wrote:I've always been confused by how -- beyond bringing up average test scores -- the magnets have spillover effects on the school. This is pertinent for the current dialogues on placing new 'magnets'/programs at all schools. What are these spillovers, if any?

It's most notable at lower-resourced schools to start with, places that otherwise don't have a large enough cohort of students to run many advanced classes. Bringing in dozens or hundreds more advanced kids creates much more demand for those classes-- not necessarily the magnet classes themselves, but just the suite of advanced classes that richer schools offer as standard but many middle and high-FARMS schools do not. (There can also be benefits around things like what extracurriculars are available, etc.)

The regional program plan also raises the stakes on this because when there are like 3-4 academic magnets per region, the schools without them are likely to lose many more advanced students to magnets than they do today without getting many or any back in return, meaning that any non-rich school not getting an academic magnet is likely to actively decrease the offerings at that school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I've always been confused by how -- beyond bringing up average test scores -- the magnets have spillover effects on the school. This is pertinent for the current dialogues on placing new 'magnets'/programs at all schools. What are these spillovers, if any?

It's most notable at lower-resourced schools to start with, places that otherwise don't have a large enough cohort of students to run many advanced classes. Bringing in dozens or hundreds more advanced kids creates much more demand for those classes-- not necessarily the magnet classes themselves, but just the suite of advanced classes that richer schools offer as standard but many middle and high-FARMS schools do not. (There can also be benefits around things like what extracurriculars are available, etc.)

The regional program plan also raises the stakes on this because when there are like 3-4 academic magnets per region, the schools without them are likely to lose many more advanced students to magnets than they do today without getting many or any back in return, meaning that any non-rich school not getting an academic magnet is likely to actively decrease the offerings at that school.

+1000

And it will hurt the kids left behind who will be disproportionately BIPOC and kids from families with lower incomes because they are precisely the people that will struggle with the commute.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I've always been confused by how -- beyond bringing up average test scores -- the magnets have spillover effects on the school. This is pertinent for the current dialogues on placing new 'magnets'/programs at all schools. What are these spillovers, if any?

It's most notable at lower-resourced schools to start with, places that otherwise don't have a large enough cohort of students to run many advanced classes. Bringing in dozens or hundreds more advanced kids creates much more demand for those classes-- not necessarily the magnet classes themselves, but just the suite of advanced classes that richer schools offer as standard but many middle and high-FARMS schools do not. (There can also be benefits around things like what extracurriculars are available, etc.)

Is there data from Blair on this?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I've always been confused by how -- beyond bringing up average test scores -- the magnets have spillover effects on the school. This is pertinent for the current dialogues on placing new 'magnets'/programs at all schools. What are these spillovers, if any?

It's most notable at lower-resourced schools to start with, places that otherwise don't have a large enough cohort of students to run many advanced classes. Bringing in dozens or hundreds more advanced kids creates much more demand for those classes-- not necessarily the magnet classes themselves, but just the suite of advanced classes that richer schools offer as standard but many middle and high-FARMS schools do not. (There can also be benefits around things like what extracurriculars are available, etc.)

The regional program plan also raises the stakes on this because when there are like 3-4 academic magnets per region, the schools without them are likely to lose many more advanced students to magnets than they do today without getting many or any back in return, meaning that any non-rich school not getting an academic magnet is likely to actively decrease the offerings at that school.

+1000

And it will hurt the kids left behind who will be disproportionately BIPOC and kids from families with lower incomes because they are precisely the people that will struggle with the commute.

What about the complaint that the new magnets are ‘fake’ and won’t actually attract kids, as other poor grams have not? ( eg IB at Kennedy)

[Anonymous]

Poor grams (lol) = programs

[Anonymous]

Anonymous wrote:

Anonymous wrote:I've always been confused by how -- beyond bringing up average test scores -- the magnets have spillover effects on the school. This is pertinent for the current dialogues on placing new 'magnets'/programs at all schools. What are these spillovers, if any?

It's most notable at lower-resourced schools to start with, places that otherwise don't have a large enough cohort of students to run many advanced classes. Bringing in dozens or hundreds more advanced kids creates much more demand for those classes-- not necessarily the magnet classes themselves, but just the suite of advanced classes that richer schools offer as standard but many middle and high-FARMS schools do not. (There can also be benefits around things like what extracurriculars are available, etc.)

The regional program plan also raises the stakes on this because when there are like 3-4 academic magnets per region, the schools without them are likely to lose many more advanced students to magnets than they do today without getting many or any back in return, meaning that any non-rich school not getting an academic magnet is likely to actively decrease the offerings at that school.

They absolutely do have enough students to run advanced classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I've always been confused by how -- beyond bringing up average test scores -- the magnets have spillover effects on the school. This is pertinent for the current dialogues on placing new 'magnets'/programs at all schools. What are these spillovers, if any?

It's most notable at lower-resourced schools to start with, places that otherwise don't have a large enough cohort of students to run many advanced classes. Bringing in dozens or hundreds more advanced kids creates much more demand for those classes-- not necessarily the magnet classes themselves, but just the suite of advanced classes that richer schools offer as standard but many middle and high-FARMS schools do not. (There can also be benefits around things like what extracurriculars are available, etc.)

The regional program plan also raises the stakes on this because when there are like 3-4 academic magnets per region, the schools without them are likely to lose many more advanced students to magnets than they do today without getting many or any back in return, meaning that any non-rich school not getting an academic magnet is likely to actively decrease the offerings at that school.

+1000

And it will hurt the kids left behind who will be disproportionately BIPOC and kids from families with lower incomes because they are precisely the people that will struggle with the commute.

It also hits higher income families who cannot provide transportation or scheduling or other reasons. It’s not just round trip on a bus. With activities and sports kids need rides back and forth. And, not everyone wants their kids at the wealthier schools as they have their own issues.

We’d struggle with the commute. It would be a no for us.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:For the content of magnet and race, I did some research on the Blair SMAC program. It was solely placed at Blair because they wanted to attract more White and Asian students to the school, do not know what the issue is with knowing this. If you want to paint MCPS as nice equity district, we are solely wrong, the only thing that they place with equity in the system is the lottery for CES and middle school Magnet and resident had major issue with that.

It was to combat the white flight that was happening in DC at the time. It was a reverse bussing program to create a bump in the schools appearance so local famlies didn't think their school was the worst in the county which it was at the time. So it worked in that reguard. Funny part was to placate the west county parents at the time the Magnet kids had their own schedule, areas, bells and lunch period. One could attend Blair for 4 years and never meet a magnet kid really until they moved into the new building and started walking some of that back. Will be interesting to see what happens to Blair when it loses it. Those few hundred test takes make a huge difference in their test scores and college acceptances.

wait wait wait, what? The magnet kids were completely physically segregated from gen pop? When did that end?

That poster is talking BS. Not the first time.

The internet says that poster is correct.
E.g. “ When we moved to new Blair Magnet students asked the architect to design the building so that the magnet was no longer isolated in a section of the building.”
https://www.mbhsmagnet.org/news/fall09/with-changing-forces-the-magnet-evolves

I was there. In the old Blair, they added the D and E hall to house the computer labs, advanced science labs, advanced math classes etc...of course those classes were mostly taken by magnet students but those halls were always almost empty, except for going to/ coming from class or labs. Magnet students did not migrate or linger in those halls.

and nowadays do kids not in the magnet take the magnet classes? I would assume that most of the classes are either 1) full of magnet kids, or 2) really too advanced (for the upper level courses). I just am at a loss how the magnets generally benefit the school, aside from on a tiny margin.

Kids not in the magnet could and took magnet classes if they have the pre-requisites. I knew a few of them personally.

but it can't possibly be a lot. I am stumped that people think these new 'programs' will provide anything to uplift their schools in any real way. something like 70% of the kids in each program are supposed to come from elsewhere, so you get a double-digit number of kids that get into the program from the home school catchment. that's a tiny portion of kids in the school. maybe there are a couple spots in a class for a non-program kid, but it seems like it would be more luck that certainty.

It is. I have a non-magnet kid in classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I've always been confused by how -- beyond bringing up average test scores -- the magnets have spillover effects on the school. This is pertinent for the current dialogues on placing new 'magnets'/programs at all schools. What are these spillovers, if any?

It's most notable at lower-resourced schools to start with, places that otherwise don't have a large enough cohort of students to run many advanced classes. Bringing in dozens or hundreds more advanced kids creates much more demand for those classes-- not necessarily the magnet classes themselves, but just the suite of advanced classes that richer schools offer as standard but many middle and high-FARMS schools do not. (There can also be benefits around things like what extracurriculars are available, etc.)

The regional program plan also raises the stakes on this because when there are like 3-4 academic magnets per region, the schools without them are likely to lose many more advanced students to magnets than they do today without getting many or any back in return, meaning that any non-rich school not getting an academic magnet is likely to actively decrease the offerings at that school.

They absolutely do have enough students to run advanced classes.

Sorry, who has enough students to run which advanced classes?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I've always been confused by how -- beyond bringing up average test scores -- the magnets have spillover effects on the school. This is pertinent for the current dialogues on placing new 'magnets'/programs at all schools. What are these spillovers, if any?

It's most notable at lower-resourced schools to start with, places that otherwise don't have a large enough cohort of students to run many advanced classes. Bringing in dozens or hundreds more advanced kids creates much more demand for those classes-- not necessarily the magnet classes themselves, but just the suite of advanced classes that richer schools offer as standard but many middle and high-FARMS schools do not. (There can also be benefits around things like what extracurriculars are available, etc.)

The regional program plan also raises the stakes on this because when there are like 3-4 academic magnets per region, the schools without them are likely to lose many more advanced students to magnets than they do today without getting many or any back in return, meaning that any non-rich school not getting an academic magnet is likely to actively decrease the offerings at that school.

This kind of thing is not going to have a big positive impact on already-rich schools. But it can have a decent-sized positive impact on mid-range and poorer schools, and not having one can really hurt those schools substantially.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:For the content of magnet and race, I did some research on the Blair SMAC program. It was solely placed at Blair because they wanted to attract more White and Asian students to the school, do not know what the issue is with knowing this. If you want to paint MCPS as nice equity district, we are solely wrong, the only thing that they place with equity in the system is the lottery for CES and middle school Magnet and resident had major issue with that.

It was to combat the white flight that was happening in DC at the time. It was a reverse bussing program to create a bump in the schools appearance so local famlies didn't think their school was the worst in the county which it was at the time. So it worked in that reguard. Funny part was to placate the west county parents at the time the Magnet kids had their own schedule, areas, bells and lunch period. One could attend Blair for 4 years and never meet a magnet kid really until they moved into the new building and started walking some of that back. Will be interesting to see what happens to Blair when it loses it. Those few hundred test takes make a huge difference in their test scores and college acceptances.

wait wait wait, what? The magnet kids were completely physically segregated from gen pop? When did that end?

That poster is talking BS. Not the first time.

The internet says that poster is correct.
E.g. “ When we moved to new Blair Magnet students asked the architect to design the building so that the magnet was no longer isolated in a section of the building.”
https://www.mbhsmagnet.org/news/fall09/with-changing-forces-the-magnet-evolves

I was there. In the old Blair, they added the D and E hall to house the computer labs, advanced science labs, advanced math classes etc...of course those classes were mostly taken by magnet students but those halls were always almost empty, except for going to/ coming from class or labs. Magnet students did not migrate or linger in those halls.

and nowadays do kids not in the magnet take the magnet classes? I would assume that most of the classes are either 1) full of magnet kids, or 2) really too advanced (for the upper level courses). I just am at a loss how the magnets generally benefit the school, aside from on a tiny margin.

Kids not in the magnet could and took magnet classes if they have the pre-requisites. I knew a few of them personally.

but it can't possibly be a lot. I am stumped that people think these new 'programs' will provide anything to uplift their schools in any real way. something like 70% of the kids in each program are supposed to come from elsewhere, so you get a double-digit number of kids that get into the program from the home school catchment. that's a tiny portion of kids in the school. maybe there are a couple spots in a class for a non-program kid, but it seems like it would be more luck that certainty.

It is. I have a non-magnet kid in classes.

How many?