Reply to Recap of last night (Nov. 13) in-person meeting at Churchill for academic program & boundary analysis

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Reply to "Recap of last night (Nov. 13) in-person meeting at Churchill for academic program & boundary analysis"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Thank you for going and reporting back. So much here is extremely alarming, esp #4 and #5 above.

I hope the County Council is paying attention to answers like "we'll put more money into it if it's not successful" because if that's the case, this is going to be far more expensive than presented. Where is that money going to come from? At the expense of K-8 education? The 85% of Grade 9-12 students who aren't in one of these special programs?[/quote]

Jennie said 25% of students will be in these special programs as the goal. Their numbers just keep on changing because they don't need to take responsibility for what they say.[/quote]

That's so nuts to me! I'm not anti-magnet, but how can we have a system where 1 in 4 students isn't able to get what they need from the standard HS curriculum and needs something special, most likely not at their high school? We're losing the plot.[/quote]

About half of the programs are CTE-oriented, not magnet. Academic rigor won't be the focus of those programs. Getting students graduate with a certificate with whatever skills they can teach them is the goal. [/quote]

I think CTE is also great actually! What I don't understand is the need to switch to a different high school for all 4 years to get a certificate in something.[/quote]

I'm not against CTE either. I think it's great for kids who are not interested in academics but interested in certain techniques/skills. But look, they don't and won't invest in developing good CTE program either based on the near-zero staffing budget. Look at Jennie's answer about fashion design and game design.[/quote]

We have to stop the idea that CTE automatically means not interested in academics.  It’s an absolutely false idea.  Because a kid pursued a pharmacy tech certificate doesn’t mean they don’t want to get a PharmD.  It might mean they want to more fully explore a filed and/or be able to meaningfully work while going to school. [/quote]

PP here. Sorry to offend you as I know nothing about CTE. But based on your knowledge looking at CTE curriculum, do they fulfill what students want and should get if they want get a pharmD? I would assume the latter would require more academically rigorous course in HS, which the CTE programs might set to exclude in order to stuff in special courses? Reading Jennie Franklin’s example, do you feel the CO persons who design the curriculum could know the difference, and what kids want vs what they can offer?[/quote]

A PharmD just like a MD requires a person to go college at some point.  A CTE course or a course of study may be more hands on and maybe be more practical but that doesn't mean its doesn't require someone to use their brain.  It can be beneficial to someone pursing college after HS just as it is beneficial to those not pursing college after HS (or not immediately after HS).

Example - A kid thinking of being a mechanical engineer could learn quite a lot by taking courses related to being an automative or aeronautical mechanic.
A kid thinking about going to Nursing school or even becoming a doctor will learn important things about the medical professional and clinical care while earning a CNA certification.
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