From HGC to non-magnet middle school - what's it been like for your child?

[Anonymous]

I have had kids in magnet programs at Eastern and TPMS and they are both wonderful programs. But I must say the attitude in this thread that your child is doomed at his home MS because the kids there are not smart or motivated is BS. As an ESOL teacher I can tell you that some kids in my classes are both. The idea that kids only prosper if segregated by "ability" as defined by standardized testing is suspect. There are many wonderful teachers at local MS in the DCC. Newport is the one I know best. They know how to keep bright, motivated kids interested. Lots of kids from ordinary schools are super successful in life. Lots of kids who take lots of special classes or go to special programs are not. I know everyone wants what is best for their kids, but be careful in believing that every little decision is life determining.

[Anonymous]

Anonymous wrote:I have had kids in magnet programs at Eastern and TPMS and they are both wonderful programs. But I must say the attitude in this thread that your child is doomed at his home MS because the kids there are not smart or motivated is BS. As an ESOL teacher I can tell you that some kids in my classes are both. The idea that kids only prosper if segregated by "ability" as defined by standardized testing is suspect. There are many wonderful teachers at local MS in the DCC. Newport is the one I know best. They know how to keep bright, motivated kids interested. Lots of kids from ordinary schools are super successful in life. Lots of kids who take lots of special classes or go to special programs are not. I know everyone wants what is best for their kids, but be careful in believing that every little decision is life determining.

Noone (as far as I know) has implied that there aren't plenty of bright, motivated kids in our home middle schools. I think many parents of children who have attended Eastern and Takoma Magnets do believe there is a high concentration of these children in the programs and that in conjunction with the curriculum and high expectations make for an academic environment that cannot be replicated in a regular MS. If a child is exposed to an enriched curriculum, surrounded by motivated peers and expected to perform at a high level, he or she is more likely to have a good academic experience. This in turn might increase the likelihood of academic success in high school.

[Anonymous]

Anonymous wrote:I have had kids in magnet programs at Eastern and TPMS and they are both wonderful programs. But I must say the attitude in this thread that your child is doomed at his home MS because the kids there are not smart or motivated is BS. As an ESOL teacher I can tell you that some kids in my classes are both. The idea that kids only prosper if segregated by "ability" as defined by standardized testing is suspect. There are many wonderful teachers at local MS in the DCC. Newport is the one I know best. They know how to keep bright, motivated kids interested. Lots of kids from ordinary schools are super successful in life. Lots of kids who take lots of special classes or go to special programs are not. I know everyone wants what is best for their kids, but be careful in believing that every little decision is life determining.

OP here. I have a bright and somewhat unmotivated child who struggled in the home ES. Looking out the window, distracted, incomplete assignments. We chalked all this up to DCs ADD. DC was denied a 504 but was given some supports in the classroom. My child was constantly frustrated and angry with herself because she could not complete "easy assignments." She was given bits and pieces of enrichment but nothing planned, coordinated an sequential. We've just completed an amazing year at a HGC. Nearly all the problems we had at the home ES were gone. Throughout the year her teacher reported no problems. She required no supports in the classroom, she managed a huge increase in work load extremely well. She was happy. For us this a mental heath issue not about getting ahead or for bragging rights. I am a worried parent who does not want to see her child banging her head against the wall or jamming a pencil on the table out of anger at herself and school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I have had kids in magnet programs at Eastern and TPMS and they are both wonderful programs. But I must say the attitude in this thread that your child is doomed at his home MS because the kids there are not smart or motivated is BS. As an ESOL teacher I can tell you that some kids in my classes are both. The idea that kids only prosper if segregated by "ability" as defined by standardized testing is suspect. There are many wonderful teachers at local MS in the DCC. Newport is the one I know best. They know how to keep bright, motivated kids interested. Lots of kids from ordinary schools are super successful in life. Lots of kids who take lots of special classes or go to special programs are not. I know everyone wants what is best for their kids, but be careful in believing that every little decision is life determining.

OP here. I have a bright and somewhat unmotivated child who struggled in the home ES. Looking out the window, distracted, incomplete assignments. We chalked all this up to DCs ADD. DC was denied a 504 but was given some supports in the classroom. My child was constantly frustrated and angry with herself because she could not complete "easy assignments." She was given bits and pieces of enrichment but nothing planned, coordinated an sequential. We've just completed an amazing year at a HGC. Nearly all the problems we had at the home ES were gone. Throughout the year her teacher reported no problems. She required no supports in the classroom, she managed a huge increase in work load extremely well. She was happy. For us this a mental heath issue not about getting ahead or for bragging rights. I am a worried parent who does not want to see her child banging her head against the wall or jamming a pencil on the table out of anger at herself and school.

FWIW, my child exhibited similar boredom and distraction in the later years of ES. Middle school any where is very different from elementary school. Kids change classes and teachers every hour. If your child ends up at home MS, she will be placed in academically appropriate level of math and English. For additional challenge you can enroll her in high school level language class. Middle school is also a good time for kids to start developing hobbies and talents that will help them become interesting adults.

I would relax about the possibility of home middle school. PP @ 9:08 gave very sound advice.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I have had kids in magnet programs at Eastern and TPMS and they are both wonderful programs. But I must say the attitude in this thread that your child is doomed at his home MS because the kids there are not smart or motivated is BS. As an ESOL teacher I can tell you that some kids in my classes are both. The idea that kids only prosper if segregated by "ability" as defined by standardized testing is suspect. There are many wonderful teachers at local MS in the DCC. Newport is the one I know best. They know how to keep bright, motivated kids interested. Lots of kids from ordinary schools are super successful in life. Lots of kids who take lots of special classes or go to special programs are not. I know everyone wants what is best for their kids, but be careful in believing that every little decision is life determining.

OP here. I have a bright and somewhat unmotivated child who struggled in the home ES. Looking out the window, distracted, incomplete assignments. We chalked all this up to DCs ADD. DC was denied a 504 but was given some supports in the classroom. My child was constantly frustrated and angry with herself because she could not complete "easy assignments." She was given bits and pieces of enrichment but nothing planned, coordinated an sequential. We've just completed an amazing year at a HGC. Nearly all the problems we had at the home ES were gone. Throughout the year her teacher reported no problems. She required no supports in the classroom, she managed a huge increase in work load extremely well. She was happy. For us this a mental heath issue not about getting ahead or for bragging rights. I am a worried parent who does not want to see her child banging her head against the wall or jamming a pencil on the table out of anger at herself and school.

OP, how did you get your ADD child into the HGC if child was not completing assignments in ES? We had same issue with a "2e" child, child not accepted to HGC and now we are paying $$$$ for private and hoping 2nd child makes it into HGC.