Reply to Magnet MS results - Takoma Park & Eastern

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[quote=Anonymous][quote=Anonymous]I do not get the whole  cohort thing. Cohort is something, but it is not everything & is certainly not curriculum.  The curriculum at the MSMs is really different. Far more challenging and stimulating than even high performing non mag equivalents.

When my kids was at Piney Branch, there was a string cohort, but she also had kids who way underperformed as well. Teachers cannot create and manage a depth chart of curricula for such a span of learning levels. The cohort helps, but the curriculum is needed to. When she got into Pine Crest (this goes for both my kids), the curriculum made all the difference. Now both at TPMS -- cohort in mag and non mag is good and stimulating, but it's the mad curriculum that makes the difference.

I do not get this system. The MCPS study showed that test based admission was biased against minorities & FARMs, but what data do they have now besides test (& geography)? They ditched the essays, the activities, the awards, the teacher recs.  The report talks about additional factors towards success, & they just dismissed all of them.  My kids did well on the tests, but they worked exceptionally hard on their essays. And they were very engaged and had strong teacher recs. And, they had national level extra-curriculars (which shows dedication & passion). They are doing very well in magnet & oldest accepted to 5 HS app programs, including most competitive.  Clearly study and empirical evidence shows that it needs to be more than test + geography, Why, then, would they just scale back to test?  Makes no sense. So glad we got through before this. [/quote]

Your second paragraph works the other way too. Cohort [b]is important because a lot of teachers cut corners on diferentiating the curriculum[/b]. My child withered in third grade at a focus school due to a administration who were hyperfocused on raising test scores, and a teacher who let my child run free range on Prodigy video game every day as a substitution for comprehensiive lesson planning for students who were excelling. Additionally, it was infuriating to see my child with a deficit in spelling skipped over for spelling interventions which her friends at other schools were receiving just because she was a strong reader. [/quote]

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