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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Our AAP center experience has been amazing and absolutely life changing for our DC. My other DC isn’t in AAP and doesn’t need it. They are happy and there isn’t some kind of smart / dumb type of animosity in our house.

Inevitably, my guess is the SB will probably move to dismantle the center system as LLIV is finally up and running everywhere. And even more, my guess is that LLIV will probably be moved to the cluster model in most places due to the segregation like optics of separate classes which really aren’t any better than separate schools if we look at it through an equity lens.

Given all the issues present in many low SES/ middle SES elementary schools, the cluster model will likely result in poorer outcomes for those kids.

I’m just happy my DC will have received a top notch elementary/MS education before the AAP system is changed. Sorry some kids said some mean things though.[/quote]

Could you explain how your center experience has been life changing?  My kid attended an AAP center and was still underwhelmed by everything.  He felt like he learned more in 3 hours of AoPS math and language arts classes than he did in an entire week of school.  My kid's center was at best mildly accelerated and largely still filled with the station model for math, reading groups that never saw the teacher, lots of busywork, and lots of powerpoint presentations.  I know that not all centers are the same, and I'm curious about what your center did differently to make the experience life changing for your kid.  [/quote]

NP.  My first DC's center school experience was also life changing, a bit less dramatic for my second DC.  The academics are a part of it, more the ELA and S/SS than Advanced Math since the teachers have generally only been so-so math teachers. The focus on critical thinking in the AAP curriculum has been targeted towards DC's weaknesses and has helped him learn and think.  More importantly, the cohort and the teachers' comfort, familiarity with GT students who will question and correct errors and think out of the box.

[b]My older DC found a group of kids who accepted and did not belittle his intelligence and quirks, unlike his GE classes. My younger DC found a group of kids who are very similar to him, playing pretend, writing fan fic, terrified of fire alarms, etc. [/b]

The center school model is unusual and a relic from a time when GT was considered important.  It isn't anymore and FCPS is trying to dismantle it.  There are a lot of people in the administration who are hostile to it and they are doing their best to get rid of it.  OP's opinion is the majority opinion.[/quote]
For the bolded, really?!  At which school are kids belittling another kid's intelligence and quirks in the 2nd grade?  Statistically, there were even another 4 or 5 AAP kids within your kid's 2nd grade classroom, and there should have been several kids above grade level.  In FCPS, if anything kids are belittled for being "dumb" - not for being "too smart."

Also, you don't think gen ed kids play pretend or write fan fic?  WTH?[/quote]

DS has a friend that is smart and could careless about school. He is in Advanced Math and LIII but is not curious and has no external motivation to learn about a subject outside of what he has to at school. There are plenty of smart kids just like him. He was in-pool for LIV and had poor GBRS and HOPE scores (his parents applied this year.) There is no doubt that he is smart he is not motivated. His parents know this and applied for LIV again because they know he will do fine in it but he does the bare minimum at school and at home. Statistically, he is that kid you are talking about but he doesn't show it no matter who goads or prods him.

[b]Kids are picked on for being smart and quirky. It happens all the time. The book worm, the kid always raising their hand, the kid who wants more math. Most of the kids could care less but there are kids who will use another kids intelligence and curiosity to target them. [/b]

I know kids from our neighborhood who moved to the Center due to bullying in the classroom, mainly because they stood out for their intelligence and other kids were ostracizing them for that reason. I can think of 3 off the top of my head who moved for that reason. The three kids, none were in my kids class but I spoke to their parents as we were deciding on moving to the Center or staying, all said that the kids just fit in better at the Center. They loved it there and have friends from the program still.

I know of one in my sons class who was loudly announcing he was going to the Center in 4th grade because he was smart and heard plenty of kids commenting that they were glad he was leaving. DS told me that he had issues in the classroom because of how he acted towards the other kids and his interests. I am not sure if his issues were that he was quirky or if he thought he was smarter then the others well before leaving for the Center and the other kids ignored him. No one seemed to be sad when he left. I saw him at a party the next year and his Mom said that he was struggling socially at the Center so I suspect it was personality more then anything else. 
[/quote]

Again, I'm really curious about where this is happening.  My kids attended a Title I ES.  There were still quite a lot of bookworms, kids always raising their hands, and kids who loved math in every classroom.  It wasn't some sort of weird thing that would cause a kid to be ostracized.  The nerdy, AAP bound kids + the bright, nerdy kids who didn't get in were like 30% of the grade.  Maybe boy vs. girl dynamics are different.  Maybe things are different in an even lower SES school that places very few kids in AAP.  Otherwise, at any school placing 15% or more of the grade into AAP, the whole idea of kids being picked on for nerdiness seems weird to me.  
[/quote]

Just because you don't see it in your current class doesn't mean 1) It isn't happening. It could be happening but your kid is not reporting it because does not impact your kid. 2) It isn't happening in different classrooms.

DS reports nothing about what is happening at school, I hear a lot when he is car pooling with kids and there are kids who are struggling. My DS doesn't discuss it but other kids do. I have had to tell other kids that their words were not kind during that ride. Lack of hearing about it doesn't mean it is not happening.

The kid I know who left in 4th grade was someone I had never heard about before. I heard DS's friends discussing him bragging about leaving for the Center when they were hanging out. They were not kind in what they had to say about the kid.

There is more happening then you hear. And there is more happening then your kid might hear.
[/quote]

I don't disagree with you, but I am confused.  Are you saying that you heard kids making fun of other kids for being too smart or for being bookworms?  Or are the kids making fun of those who they think aren't as smart?  Your second anecdote suggests that the 4th grade kid was being a jerk about other kids not being smart enough, and your DS's friends were mocking the kid for being an arrogant jerk.

PP's post suggested that kids were being like,  "OMG.  Look at Larla reading books over there.  What a huge nerd.  I don't hang out with weird nerds who raise their hands in class and read books."  I'm having a hard time imagining anything like this, since even my kids' Title I school had plenty of kids who read voraciously, participated in class, and were above grade level.

I'm not trying to be aggressive about this.  It seems implausible to me that a kid would be so alienated in the regular classroom, but when they move to the center alongside 5 other kids who were in that same classroom with them and 25 other kids from their school that they saw in specials and recess, they suddenly fit in perfectly.  [/quote]

When you draw a line to create two groups of people for different treatment, both groups are pressured to hate the other group. [/quote]

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