Transplant_1 wrote:

Anonymous wrote:

Transplant_1 wrote:

Anonymous wrote:

Anonymous wrote:Deal sounds like a disaster.

It is not a disaster. I like the principal. But I do wish the academic standards were a bit higher.
My kids coasted at Deal. Then 9th grade at JR was even easier than 8th grade at Deal. Very frustrating.
Rigor comes in at JR only with APs unfortunately. I know private schools don’t like APs but I’m not sure how JR would manage without them.

OP here: And thus why, I started this thread and asked why Jackson Reed's presentations don't present / barely present about APs.

From what I've picked up, APs have become the "anchor" for academic rigor across US public high schools, since colleges can't "trust" grades (as much as they used to?) because of grade inflation - for whatever reasons, to hide the acievement gap or to keep selective college bound kids/parents happy. Well then, so be it - that's another debate. But then, why doesn't Jackson Reed present on APs?

Why the focus on academies almost exclusively?

Because DCPS has decided to spend $$$ on Academy Directors at all the high schools. These are high level director salaries. 3 at JR. Academies also fall under career and tech Ed which is flush with money these days. The goal is to force every kid into an academy and make them complete the pathway

Fine, then why not talk about how it's integrated overall in terms of academics, APs, course sequencing, colleges, etc.

Transplant_1 wrote:

Anonymous wrote:

Transplant_1 wrote:

Anonymous wrote:

Anonymous wrote:Deal sounds like a disaster.

It is not a disaster. I like the principal. But I do wish the academic standards were a bit higher.
My kids coasted at Deal. Then 9th grade at JR was even easier than 8th grade at Deal. Very frustrating.
Rigor comes in at JR only with APs unfortunately. I know private schools don’t like APs but I’m not sure how JR would manage without them.

OP here: And thus why, I started this thread and asked why Jackson Reed's presentations don't present / barely present about APs.

From what I've picked up, APs have become the "anchor" for academic rigor across US public high schools, since colleges can't "trust" grades (as much as they used to?) because of grade inflation - for whatever reasons, to hide the acievement gap or to keep selective college bound kids/parents happy. Well then, so be it - that's another debate. But then, why doesn't Jackson Reed present on APs?

Why the focus on academies almost exclusively?

Because DCPS has decided to spend $$$ on Academy Directors at all the high schools. These are high level director salaries. 3 at JR. Academies also fall under career and tech Ed which is flush with money these days. The goal is to force every kid into an academy and make them complete the pathway

Fine, then why not talk about how it's integrated overall in terms of academics, APs, course sequencing, colleges, etc.

Anonymous wrote:

Transplant_1 wrote:

Anonymous wrote:

Transplant_1 wrote:

Anonymous wrote:

Anonymous wrote:Deal sounds like a disaster.

It is not a disaster. I like the principal. But I do wish the academic standards were a bit higher.
My kids coasted at Deal. Then 9th grade at JR was even easier than 8th grade at Deal. Very frustrating.
Rigor comes in at JR only with APs unfortunately. I know private schools don’t like APs but I’m not sure how JR would manage without them.

OP here: And thus why, I started this thread and asked why Jackson Reed's presentations don't present / barely present about APs.

From what I've picked up, APs have become the "anchor" for academic rigor across US public high schools, since colleges can't "trust" grades (as much as they used to?) because of grade inflation - for whatever reasons, to hide the acievement gap or to keep selective college bound kids/parents happy. Well then, so be it - that's another debate. But then, why doesn't Jackson Reed present on APs?

Why the focus on academies almost exclusively?

* supposed to help kids

Because DCPS has decided to spend $$$ on Academy Directors at all the high schools. These are high level director salaries. 3 at JR. Academies also fall under career and tech Ed which is flush with money these days. The goal is to force every kid into an academy and make them complete the pathway

Fine, then why not talk about how it's integrated overall in terms of academics, APs, course sequencing, colleges, etc.

Agree re emphasis on academics, but no re academies. How is that supposed kids who are not ready to choose a focus?!

Anonymous wrote:

Transplant_1 wrote:

Anonymous wrote:

Transplant_1 wrote:

Anonymous wrote:

Anonymous wrote:Deal sounds like a disaster.

It is not a disaster. I like the principal. But I do wish the academic standards were a bit higher.
My kids coasted at Deal. Then 9th grade at JR was even easier than 8th grade at Deal. Very frustrating.
Rigor comes in at JR only with APs unfortunately. I know private schools don’t like APs but I’m not sure how JR would manage without them.

OP here: And thus why, I started this thread and asked why Jackson Reed's presentations don't present / barely present about APs.

From what I've picked up, APs have become the "anchor" for academic rigor across US public high schools, since colleges can't "trust" grades (as much as they used to?) because of grade inflation - for whatever reasons, to hide the acievement gap or to keep selective college bound kids/parents happy. Well then, so be it - that's another debate. But then, why doesn't Jackson Reed present on APs?

Why the focus on academies almost exclusively?

Because DCPS has decided to spend $$$ on Academy Directors at all the high schools. These are high level director salaries. 3 at JR. Academies also fall under career and tech Ed which is flush with money these days. The goal is to force every kid into an academy and make them complete the pathway

Fine, then why not talk about how it's integrated overall in terms of academics, APs, course sequencing, colleges, etc.

Because APs are *not an institutional priority in DCPS.* Get it?

Anonymous wrote:

Transplant_1 wrote:

Anonymous wrote:

Anonymous wrote:Deal sounds like a disaster.

It is not a disaster. I like the principal. But I do wish the academic standards were a bit higher.
My kids coasted at Deal. Then 9th grade at JR was even easier than 8th grade at Deal. Very frustrating.
Rigor comes in at JR only with APs unfortunately. I know private schools don’t like APs but I’m not sure how JR would manage without them.

OP here: And thus why, I started this thread and asked why Jackson Reed's presentations don't present / barely present about APs.

From what I've picked up, APs have become the "anchor" for academic rigor across US public high schools, since colleges can't "trust" grades (as much as they used to?) because of grade inflation - for whatever reasons, to hide the acievement gap or to keep selective college bound kids/parents happy. Well then, so be it - that's another debate. But then, why doesn't Jackson Reed present on APs?

Why the focus on academies almost exclusively?

Because DCPS has decided to spend $$$ on Academy Directors at all the high schools. These are high level director salaries. 3 at JR. Academies also fall under career and tech Ed which is flush with money these days. The goal is to force every kid into an academy and make them complete the pathway

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have visited DCPS and MCPS schools, and the difference in the public discussion of academics in open houses is striking. MCPS principals will up-front address acceleration. I even heard one say “It is our obligation to give students the challenge they need.” Long discussions of math tracking and selection of classes.

In DCPS, academics seem to be practically a dirty word at open houses. Parents who ask about it get stared at questioningly, as if they just ripped a big fart.

I was just chatting with a friend in Moco schools and was blown away at the support for academic rigor, there are multiple magnet middle schools, her kid is in 5th grade and they tested kids to determine if any were eligible, he was automatically offered a seat at a STEM middle magnet (but they are turning it down), lots of accelerated classes in his elem school to for math and reading.
Why is DC so afraid of this? Perfomative equity. meaning all kids get a mediocre education and honors/AP "for all"

Ha. You are not automatically offered a spot in a STEM middle school if you qualify in MCPS.

We moved from DCPS to MCPS in ES for access to accelerated programming and have been disappointed outside of math. Our kids qualified for the GT magnet programs for both elementary and middle schools. What that means is that you are thrown into a lottery, and it's all luck of the draw. The vast majority of kids who are qualified do not get in. There is nothing automatic about it.

However, there is acceleration in math available to all kids who qualify. All ES offer "compacted" math to kids who qualify, allowing them to compact 3 years of Math (math 4, math 5, and math 6) into two years. There is further compaction in middle school available for those who do well with the compaction in ES, so a fair number of students end up taking Algebra 1 in 7th grade. Some can take it in 6th, but that is rare (and requires students to accelerate outside of MCPS).

MCPS has largely gone the "honors for all" model outside of math. At B-CC, all students take honors English 9 and 10, which is really just on-level. They do offer honors science classes, but the honors and on-level science students are mixed together in the same class -- the honors just means taking a harder test. The only really accelearation avialable outside of math is through AP/IB courses.

The grass is not always greener. We have found MCPS to be fine, but I suspect it's similar to the experience at WOTP DCPS.

I think you may not know how bad DCPS is. I went to MCPS and DCPS open houses and the differences are stark. Did your kid barely read any books or have any writing assignments all through MS? The fact that MCPS has compacted math and a clear pathway for kids who want to accelerate is huge. In DCPS you may be able to do that, but there will NEVER be an articulated, clearly discussed and supported way to do that. Because we are not supposed to publicy discuss or support advanced kids. It may be that some MCPS and DCPS kids end up in the same place but a lot of DCPS kids are left behind.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have visited DCPS and MCPS schools, and the difference in the public discussion of academics in open houses is striking. MCPS principals will up-front address acceleration. I even heard one say “It is our obligation to give students the challenge they need.” Long discussions of math tracking and selection of classes.

In DCPS, academics seem to be practically a dirty word at open houses. Parents who ask about it get stared at questioningly, as if they just ripped a big fart.

I was just chatting with a friend in Moco schools and was blown away at the support for academic rigor, there are multiple magnet middle schools, her kid is in 5th grade and they tested kids to determine if any were eligible, he was automatically offered a seat at a STEM middle magnet (but they are turning it down), lots of accelerated classes in his elem school to for math and reading.
Why is DC so afraid of this? Perfomative equity. meaning all kids get a mediocre education and honors/AP "for all"

Ha. You are not automatically offered a spot in a STEM middle school if you qualify in MCPS.

We moved from DCPS to MCPS in ES for access to accelerated programming and have been disappointed outside of math. Our kids qualified for the GT magnet programs for both elementary and middle schools. What that means is that you are thrown into a lottery, and it's all luck of the draw. The vast majority of kids who are qualified do not get in. There is nothing automatic about it.

However, there is acceleration in math available to all kids who qualify. All ES offer "compacted" math to kids who qualify, allowing them to compact 3 years of Math (math 4, math 5, and math 6) into two years. There is further compaction in middle school available for those who do well with the compaction in ES, so a fair number of students end up taking Algebra 1 in 7th grade. Some can take it in 6th, but that is rare (and requires students to accelerate outside of MCPS).

MCPS has largely gone the "honors for all" model outside of math. At B-CC, all students take honors English 9 and 10, which is really just on-level. They do offer honors science classes, but the honors and on-level science students are mixed together in the same class -- the honors just means taking a harder test. The only really accelearation avialable outside of math is through AP/IB courses.

The grass is not always greener. We have found MCPS to be fine, but I suspect it's similar to the experience at WOTP DCPS.

I think you may not know how bad DCPS is. I went to MCPS and DCPS open houses and the differences are stark. Did your kid barely read any books or have any writing assignments all through MS? The fact that MCPS has compacted math and a clear pathway for kids who want to accelerate is huge. In DCPS you may be able to do that, but there will NEVER be an articulated, clearly discussed and supported way to do that. Because we are not supposed to publicy discuss or support advanced kids. It may be that some MCPS and DCPS kids end up in the same place but a lot of DCPS kids are left behind.

I had two kids go through Deal in the last five years, and the accelerated math pathway was extremely clearly articulated for both. At 6th grade orientation for both kids, Ms. Neal carefully walked through the different paths. Is that no longer happening?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have visited DCPS and MCPS schools, and the difference in the public discussion of academics in open houses is striking. MCPS principals will up-front address acceleration. I even heard one say “It is our obligation to give students the challenge they need.” Long discussions of math tracking and selection of classes.

In DCPS, academics seem to be practically a dirty word at open houses. Parents who ask about it get stared at questioningly, as if they just ripped a big fart.

I was just chatting with a friend in Moco schools and was blown away at the support for academic rigor, there are multiple magnet middle schools, her kid is in 5th grade and they tested kids to determine if any were eligible, he was automatically offered a seat at a STEM middle magnet (but they are turning it down), lots of accelerated classes in his elem school to for math and reading.
Why is DC so afraid of this? Perfomative equity. meaning all kids get a mediocre education and honors/AP "for all"

Ha. You are not automatically offered a spot in a STEM middle school if you qualify in MCPS.

We moved from DCPS to MCPS in ES for access to accelerated programming and have been disappointed outside of math. Our kids qualified for the GT magnet programs for both elementary and middle schools. What that means is that you are thrown into a lottery, and it's all luck of the draw. The vast majority of kids who are qualified do not get in. There is nothing automatic about it.

However, there is acceleration in math available to all kids who qualify. All ES offer "compacted" math to kids who qualify, allowing them to compact 3 years of Math (math 4, math 5, and math 6) into two years. There is further compaction in middle school available for those who do well with the compaction in ES, so a fair number of students end up taking Algebra 1 in 7th grade. Some can take it in 6th, but that is rare (and requires students to accelerate outside of MCPS).

MCPS has largely gone the "honors for all" model outside of math. At B-CC, all students take honors English 9 and 10, which is really just on-level. They do offer honors science classes, but the honors and on-level science students are mixed together in the same class -- the honors just means taking a harder test. The only really accelearation avialable outside of math is through AP/IB courses.

The grass is not always greener. We have found MCPS to be fine, but I suspect it's similar to the experience at WOTP DCPS.

I think you may not know how bad DCPS is. I went to MCPS and DCPS open houses and the differences are stark. Did your kid barely read any books or have any writing assignments all through MS? The fact that MCPS has compacted math and a clear pathway for kids who want to accelerate is huge. In DCPS you may be able to do that, but there will NEVER be an articulated, clearly discussed and supported way to do that. Because we are not supposed to publicy discuss or support advanced kids. It may be that some MCPS and DCPS kids end up in the same place but a lot of DCPS kids are left behind.

I had two kids go through Deal in the last five years, and the accelerated math pathway was extremely clearly articulated for both. At 6th grade orientation for both kids, Ms. Neal carefully walked through the different paths. Is that no longer happening?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have visited DCPS and MCPS schools, and the difference in the public discussion of academics in open houses is striking. MCPS principals will up-front address acceleration. I even heard one say “It is our obligation to give students the challenge they need.” Long discussions of math tracking and selection of classes.

In DCPS, academics seem to be practically a dirty word at open houses. Parents who ask about it get stared at questioningly, as if they just ripped a big fart.

I was just chatting with a friend in Moco schools and was blown away at the support for academic rigor, there are multiple magnet middle schools, her kid is in 5th grade and they tested kids to determine if any were eligible, he was automatically offered a seat at a STEM middle magnet (but they are turning it down), lots of accelerated classes in his elem school to for math and reading.
Why is DC so afraid of this? Perfomative equity. meaning all kids get a mediocre education and honors/AP "for all"

Ha. You are not automatically offered a spot in a STEM middle school if you qualify in MCPS.

We moved from DCPS to MCPS in ES for access to accelerated programming and have been disappointed outside of math. Our kids qualified for the GT magnet programs for both elementary and middle schools. What that means is that you are thrown into a lottery, and it's all luck of the draw. The vast majority of kids who are qualified do not get in. There is nothing automatic about it.

However, there is acceleration in math available to all kids who qualify. All ES offer "compacted" math to kids who qualify, allowing them to compact 3 years of Math (math 4, math 5, and math 6) into two years. There is further compaction in middle school available for those who do well with the compaction in ES, so a fair number of students end up taking Algebra 1 in 7th grade. Some can take it in 6th, but that is rare (and requires students to accelerate outside of MCPS).

MCPS has largely gone the "honors for all" model outside of math. At B-CC, all students take honors English 9 and 10, which is really just on-level. They do offer honors science classes, but the honors and on-level science students are mixed together in the same class -- the honors just means taking a harder test. The only really accelearation avialable outside of math is through AP/IB courses.

The grass is not always greener. We have found MCPS to be fine, but I suspect it's similar to the experience at WOTP DCPS.

I think you may not know how bad DCPS is. I went to MCPS and DCPS open houses and the differences are stark. Did your kid barely read any books or have any writing assignments all through MS? The fact that MCPS has compacted math and a clear pathway for kids who want to accelerate is huge. In DCPS you may be able to do that, but there will NEVER be an articulated, clearly discussed and supported way to do that. Because we are not supposed to publicy discuss or support advanced kids. It may be that some MCPS and DCPS kids end up in the same place but a lot of DCPS kids are left behind.

I had two kids go through Deal in the last five years, and the accelerated math pathway was extremely clearly articulated for both. At 6th grade orientation for both kids, Ms. Neal carefully walked through the different paths. Is that no longer happening?

NP. Agree that accelerated math is clearly discussed and opened to those who qualify. I have a current 8th grader. As for reading entire books, my kid’s class was assigned the whole book. My older kid who went through Deal also had to read entire books. They said your kid isn’t telling you the truth.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have visited DCPS and MCPS schools, and the difference in the public discussion of academics in open houses is striking. MCPS principals will up-front address acceleration. I even heard one say “It is our obligation to give students the challenge they need.” Long discussions of math tracking and selection of classes.

In DCPS, academics seem to be practically a dirty word at open houses. Parents who ask about it get stared at questioningly, as if they just ripped a big fart.

I was just chatting with a friend in Moco schools and was blown away at the support for academic rigor, there are multiple magnet middle schools, her kid is in 5th grade and they tested kids to determine if any were eligible, he was automatically offered a seat at a STEM middle magnet (but they are turning it down), lots of accelerated classes in his elem school to for math and reading.
Why is DC so afraid of this? Perfomative equity. meaning all kids get a mediocre education and honors/AP "for all"

Ha. You are not automatically offered a spot in a STEM middle school if you qualify in MCPS.

We moved from DCPS to MCPS in ES for access to accelerated programming and have been disappointed outside of math. Our kids qualified for the GT magnet programs for both elementary and middle schools. What that means is that you are thrown into a lottery, and it's all luck of the draw. The vast majority of kids who are qualified do not get in. There is nothing automatic about it.

However, there is acceleration in math available to all kids who qualify. All ES offer "compacted" math to kids who qualify, allowing them to compact 3 years of Math (math 4, math 5, and math 6) into two years. There is further compaction in middle school available for those who do well with the compaction in ES, so a fair number of students end up taking Algebra 1 in 7th grade. Some can take it in 6th, but that is rare (and requires students to accelerate outside of MCPS).

MCPS has largely gone the "honors for all" model outside of math. At B-CC, all students take honors English 9 and 10, which is really just on-level. They do offer honors science classes, but the honors and on-level science students are mixed together in the same class -- the honors just means taking a harder test. The only really accelearation avialable outside of math is through AP/IB courses.

The grass is not always greener. We have found MCPS to be fine, but I suspect it's similar to the experience at WOTP DCPS.

I think you may not know how bad DCPS is. I went to MCPS and DCPS open houses and the differences are stark. Did your kid barely read any books or have any writing assignments all through MS? The fact that MCPS has compacted math and a clear pathway for kids who want to accelerate is huge. In DCPS you may be able to do that, but there will NEVER be an articulated, clearly discussed and supported way to do that. Because we are not supposed to publicy discuss or support advanced kids. It may be that some MCPS and DCPS kids end up in the same place but a lot of DCPS kids are left behind.

I had two kids go through Deal in the last five years, and the accelerated math pathway was extremely clearly articulated for both. At 6th grade orientation for both kids, Ms. Neal carefully walked through the different paths. Is that no longer happening?

NP. Agree that accelerated math is clearly discussed and opened to those who qualify. I have a current 8th grader. As for reading entire books, my kid’s class was assigned the whole book. My older kid who went through Deal also had to read entire books. They said your kid isn’t telling you the truth.

Then you are lucky. DC is also In accelerated math. DC is an avid reader and finished the books on their own. The 8th grade ELA class never finished or discussed.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have visited DCPS and MCPS schools, and the difference in the public discussion of academics in open houses is striking. MCPS principals will up-front address acceleration. I even heard one say “It is our obligation to give students the challenge they need.” Long discussions of math tracking and selection of classes.

In DCPS, academics seem to be practically a dirty word at open houses. Parents who ask about it get stared at questioningly, as if they just ripped a big fart.

I was just chatting with a friend in Moco schools and was blown away at the support for academic rigor, there are multiple magnet middle schools, her kid is in 5th grade and they tested kids to determine if any were eligible, he was automatically offered a seat at a STEM middle magnet (but they are turning it down), lots of accelerated classes in his elem school to for math and reading.
Why is DC so afraid of this? Perfomative equity. meaning all kids get a mediocre education and honors/AP "for all"

Ha. You are not automatically offered a spot in a STEM middle school if you qualify in MCPS.

We moved from DCPS to MCPS in ES for access to accelerated programming and have been disappointed outside of math. Our kids qualified for the GT magnet programs for both elementary and middle schools. What that means is that you are thrown into a lottery, and it's all luck of the draw. The vast majority of kids who are qualified do not get in. There is nothing automatic about it.

However, there is acceleration in math available to all kids who qualify. All ES offer "compacted" math to kids who qualify, allowing them to compact 3 years of Math (math 4, math 5, and math 6) into two years. There is further compaction in middle school available for those who do well with the compaction in ES, so a fair number of students end up taking Algebra 1 in 7th grade. Some can take it in 6th, but that is rare (and requires students to accelerate outside of MCPS).

MCPS has largely gone the "honors for all" model outside of math. At B-CC, all students take honors English 9 and 10, which is really just on-level. They do offer honors science classes, but the honors and on-level science students are mixed together in the same class -- the honors just means taking a harder test. The only really accelearation avialable outside of math is through AP/IB courses.

The grass is not always greener. We have found MCPS to be fine, but I suspect it's similar to the experience at WOTP DCPS.

I think you may not know how bad DCPS is. I went to MCPS and DCPS open houses and the differences are stark. Did your kid barely read any books or have any writing assignments all through MS? The fact that MCPS has compacted math and a clear pathway for kids who want to accelerate is huge. In DCPS you may be able to do that, but there will NEVER be an articulated, clearly discussed and supported way to do that. Because we are not supposed to publicy discuss or support advanced kids. It may be that some MCPS and DCPS kids end up in the same place but a lot of DCPS kids are left behind.

I had two kids go through Deal in the last five years, and the accelerated math pathway was extremely clearly articulated for both. At 6th grade orientation for both kids, Ms. Neal carefully walked through the different paths. Is that no longer happening?

NP. Agree that accelerated math is clearly discussed and opened to those who qualify. I have a current 8th grader. As for reading entire books, my kid’s class was assigned the whole book. My older kid who went through Deal also had to read entire books. They said your kid isn’t telling you the truth.

Then you are lucky. DC is also In accelerated math. DC is an avid reader and finished the books on their own. The 8th grade ELA class never finished or discussed.

I think this is totally plausible, though luckily it wasn’t my child’s experience. What I find tiresome about DCUM is the speed with which the discussion moves from “one weak teacher” to absolute certainty that every teacher is equally weak, and that the whole situation is a malicious conspiracy directed by the central office.

Transplant_1 wrote:Is "career and tech ed" to provide preparation for more non-college bound students, or students that are not focused on selective colleges

Anonymous wrote:

Anonymous wrote:

Transplant_1 wrote:

Anonymous wrote:

Anonymous wrote:Deal sounds like a disaster.

It is not a disaster. I like the principal. But I do wish the academic standards were a bit higher.
My kids coasted at Deal. Then 9th grade at JR was even easier than 8th grade at Deal. Very frustrating.
Rigor comes in at JR only with APs unfortunately. I know private schools don’t like APs but I’m not sure how JR would manage without them.

OP here: And thus why, I started this thread and asked why Jackson Reed's presentations don't present / barely present about APs.

From what I've picked up, APs have become the "anchor" for academic rigor across US public high schools, since colleges can't "trust" grades (as much as they used to?) because of grade inflation - for whatever reasons, to hide the acievement gap or to keep selective college bound kids/parents happy. Well then, so be it - that's another debate. But then, why doesn't Jackson Reed present on APs?

Why the focus on academies almost exclusively?

Because DCPS has decided to spend $$$ on Academy Directors at all the high schools. These are high level director salaries. 3 at JR. Academies also fall under career and tech Ed which is flush with money these days. The goal is to force every kid into an academy and make them complete the pathway

Someone is asserting this on multiple threads. How do you know this? I have two kids at JR--neither in an academy--and have not gotten this impression.