High School magnet results are out

[Anonymous]

Anonymous wrote:

Anonymous wrote:TOMS magnet 8th grader, DCC feeder, 99% MAPM and MAPR, active participation in most clubs, worked very hard on writing a good 250 word essay- selected Blair MSC, Kennedy IB, Poolesville ecology, rejected RMIB

What is Blair MSC?

Sorry SMAC not MSC

[Anonymous]

Anonymous wrote:

Anonymous wrote:Got into Poolesville ecology and humanities, rejected at RMIB and poolesville SMAC, but got into Watkins Mill IB... Any idea if regional IBs are comparable to RMIB... DD was hoping to get into RMIB!

An IB program is an IB program, but the cohorts might be different. In either case, it's a self-selecting group though so if your daughter likes the virtual open house, I'd say go for it.

Most applicants to regional IBs in previous years were admitted.

[Anonymous]

RMIB

"not selected"

pretty definitive and better than waitpool IMHO

[Anonymous]

Anonymous wrote:I think it's pretty clear that since they eliminated teacher recs and the test this year, that there was a lot of jury-rigging of the admit pool to intentionally make it more diverse. Lack of diversity in magnets has been a sore spot within MCPS for years, and with the pandemic, they had a good excuse to eliminate the objective test. While that actually seemed reasonable, it was unconscionable to also eliminate teacher recs. Basically they had carte blanche to just intentionally choose incoming classes based on diversity. When you remove the actual distinguishing criteria (test and recs), you're left with criteria that lots and lots of students match (tons of MS students have straight As), so sure, out of all those students, it's easy to social engineer. Basically this year's applicants got shafted.

Hmmm, not sure that I can agree with all that you wrote. I appreciate your effort to develop a storyline; however, we all know the selection process is school and race blind. At least it is suppose to be.

My kid did not get into CAP even though we hoped for it. Straight A's, high upper 90 MAP scores and did not attend a magnet program. My DC has a 504 (challenged by ADHD) but is hugely successful in the classroom, school activities, leadership roles, after school clubs, and non school activities. All of these things were delineated when my DC wrote the short answers and essay. But nonetheless, there were no teacher recommendations to talk about my DC and what my DC brings to the classroom and activities. Only data points this year and kids are more than just these handfuls of data, which I might point out are NOT predictive. There is a huge gap in this process by not including recommendations, which I will say contributes to the disappointment. That said, I wish it were different.

Sometimes as parents we think that we know what the right path is for our kid and the path turns out to be different and I guess this is one of those times.

[Anonymous]

For everyone concerned about missing out: my kid didn't get into either of the programs he applied to, and went to his local HS. He was disappointed.

Four years of HS later, he was accepted - early decision - to a top 10 school. Life goes on. Make of it what you can.

Hang in there!

[Anonymous]

Anonymous wrote:For everyone concerned about missing out: my kid didn't get into either of the programs he applied to, and went to his local HS. He was disappointed.

Four years of HS later, he was accepted - early decision - to a top 10 school. Life goes on. Make of it what you can.

Hang in there!

Thank you I needed that!

[Anonymous]

Anonymous wrote:

Anonymous wrote:For everyone concerned about missing out: my kid didn't get into either of the programs he applied to, and went to his local HS. He was disappointed.

Four years of HS later, he was accepted - early decision - to a top 10 school. Life goes on. Make of it what you can.

Hang in there!

Thank you I needed that!

You know, it might well be better to be a standout at the home school than middle of the pack at a magnet.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think it's pretty clear that since they eliminated teacher recs and the test this year, that there was a lot of jury-rigging of the admit pool to intentionally make it more diverse. Lack of diversity in magnets has been a sore spot within MCPS for years, and with the pandemic, they had a good excuse to eliminate the objective test. While that actually seemed reasonable, it was unconscionable to also eliminate teacher recs. Basically they had carte blanche to just intentionally choose incoming classes based on diversity. When you remove the actual distinguishing criteria (test and recs), you're left with criteria that lots and lots of students match (tons of MS students have straight As), so sure, out of all those students, it's easy to social engineer. Basically this year's applicants got shafted.

Hmmm, not sure that I can agree with all that you wrote. I appreciate your effort to develop a storyline; however, we all know the selection process is school and race blind. At least it is suppose to be.

My kid did not get into CAP even though we hoped for it. Straight A's, high upper 90 MAP scores and did not attend a magnet program. My DC has a 504 (challenged by ADHD) but is hugely successful in the classroom, school activities, leadership roles, after school clubs, and non school activities. All of these things were delineated when my DC wrote the short answers and essay. But nonetheless, there were no teacher recommendations to talk about my DC and what my DC brings to the classroom and activities. Only data points this year and kids are more than just these handfuls of data, which I might point out are NOT predictive. There is a huge gap in this process by not including recommendations, which I will say contributes to the disappointment. That said, I wish it were different.

Sometimes as parents we think that we know what the right path is for our kid and the path turns out to be different and I guess this is one of those times.

I could have written this for the same reasons. I am just happy that my kid is not crushed - will do well at the neighborhood hs, and will move on. I agree that lack of teacher recs hurts some of the non-neurotypical kids who just don't test well. Teacher recs can get over that - but if they are just looking at grades and MAP scores - well my kid had straight As - but his MAP scores were only in the low 90s.

[Anonymous]

Anonymous wrote:For everyone concerned about missing out: my kid didn't get into either of the programs he applied to, and went to his local HS. He was disappointed.

Four years of HS later, he was accepted - early decision - to a top 10 school. Life goes on. Make of it what you can.

Hang in there!

Thanks - sounds great! And congrats!

[Anonymous]

Does anyone know the likelihood of getting one magnet. DC is in wait pool for 3.

[Anonymous]

Anonymous wrote:Does anyone know the likelihood of getting one magnet. DC is in wait pool for 3.

I don't think anyone could guess specific odds, but pretty good chance that one of the three will work out!

[Anonymous]

Anonymous wrote:

Anonymous wrote:For everyone concerned about missing out: my kid didn't get into either of the programs he applied to, and went to his local HS. He was disappointed.

Four years of HS later, he was accepted - early decision - to a top 10 school. Life goes on. Make of it what you can.

Hang in there!

Thanks - sounds great! And congrats!

Thanks. Kid's quite excited.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think it's pretty clear that since they eliminated teacher recs and the test this year, that there was a lot of jury-rigging of the admit pool to intentionally make it more diverse. Lack of diversity in magnets has been a sore spot within MCPS for years, and with the pandemic, they had a good excuse to eliminate the objective test. While that actually seemed reasonable, it was unconscionable to also eliminate teacher recs. Basically they had carte blanche to just intentionally choose incoming classes based on diversity. When you remove the actual distinguishing criteria (test and recs), you're left with criteria that lots and lots of students match (tons of MS students have straight As), so sure, out of all those students, it's easy to social engineer. Basically this year's applicants got shafted.

Hmmm, not sure that I can agree with all that you wrote. I appreciate your effort to develop a storyline; however, we all know the selection process is school and race blind. At least it is suppose to be.

My kid did not get into CAP even though we hoped for it. Straight A's, high upper 90 MAP scores and did not attend a magnet program. My DC has a 504 (challenged by ADHD) but is hugely successful in the classroom, school activities, leadership roles, after school clubs, and non school activities. All of these things were delineated when my DC wrote the short answers and essay. But nonetheless, there were no teacher recommendations to talk about my DC and what my DC brings to the classroom and activities. Only data points this year and kids are more than just these handfuls of data, which I might point out are NOT predictive. There is a huge gap in this process by not including recommendations, which I will say contributes to the disappointment. That said, I wish it were different.

Sometimes as parents we think that we know what the right path is for our kid and the path turns out to be different and I guess this is one of those times.

I could have written this for the same reasons. I am just happy that my kid is not crushed - will do well at the neighborhood hs, and will move on. I agree that lack of teacher recs hurts some of the non-neurotypical kids who just don't test well. Teacher recs can get over that - but if they are just looking at grades and MAP scores - well my kid had straight As - but his MAP scores were only in the low 90s.

I understand what you mean, but I doubt teacher recs could overcome low 90s MAPs. Not when kids with 99s are also being rejected, unless your DC also had academic awards and unique extracurriculars. And they did take into account IEPs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Does anyone know the likelihood of getting one magnet. DC is in wait pool for 3.

I don't think anyone could guess specific odds, but pretty good chance that one of the three will work out!

I hope so!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think it's pretty clear that since they eliminated teacher recs and the test this year, that there was a lot of jury-rigging of the admit pool to intentionally make it more diverse. Lack of diversity in magnets has been a sore spot within MCPS for years, and with the pandemic, they had a good excuse to eliminate the objective test. While that actually seemed reasonable, it was unconscionable to also eliminate teacher recs. Basically they had carte blanche to just intentionally choose incoming classes based on diversity. When you remove the actual distinguishing criteria (test and recs), you're left with criteria that lots and lots of students match (tons of MS students have straight As), so sure, out of all those students, it's easy to social engineer. Basically this year's applicants got shafted.

Hmmm, not sure that I can agree with all that you wrote. I appreciate your effort to develop a storyline; however, we all know the selection process is school and race blind. At least it is suppose to be.

My kid did not get into CAP even though we hoped for it. Straight A's, high upper 90 MAP scores and did not attend a magnet program. My DC has a 504 (challenged by ADHD) but is hugely successful in the classroom, school activities, leadership roles, after school clubs, and non school activities. All of these things were delineated when my DC wrote the short answers and essay. But nonetheless, there were no teacher recommendations to talk about my DC and what my DC brings to the classroom and activities. Only data points this year and kids are more than just these handfuls of data, which I might point out are NOT predictive. There is a huge gap in this process by not including recommendations, which I will say contributes to the disappointment. That said, I wish it were different.

Sometimes as parents we think that we know what the right path is for our kid and the path turns out to be different and I guess this is one of those times.

I could have written this for the same reasons. I am just happy that my kid is not crushed - will do well at the neighborhood hs, and will move on. I agree that lack of teacher recs hurts some of the non-neurotypical kids who just don't test well. Teacher recs can get over that - but if they are just looking at grades and MAP scores - well my kid had straight As - but his MAP scores were only in the low 90s.

+1000

While not crushing for your kid, it’s gotta be tough on you as the parent as this is not the first time (nor the last) that your kid will not make the cut. We all hurt and feel deeply at times like these. Great your kid is so resilient, certainly a silver lining! Nice work, Mom/Dad!