Anonymous wrote:Academically gifted individuals make up 3-5% of the population, so the prior percentages of students enrolled in gifted services (and even the current numbers) seem to have been severely inflated.

Also this is not a gifted program. It’s Advanced academics- a huge difference. Kids do not need to be gifted.

Anonymous wrote:All APP files are screened centrally by people not associated in anyway with the school so you should maybe reach out to the AAP office to find out why. The central office deals with all the appeals as well, so if students aren't being found eligible at your school, you should address it with them not your school.

Not the complete story. The AAP files are screened centrally BUT they are prepared by the school and AART. I have seen the packages they’re prepared for a few children and many are poorly filled out and blank. In addition the “this was done at school” work they submit was rather poor.

Academically gifted individuals make up 3-5% of the population, so the prior percentages of students enrolled in gifted services (and even the current numbers) seem to have been severely inflated.

All APP files are screened centrally by people not associated in anyway with the school so you should maybe reach out to the AAP office to find out why. The central office deals with all the appeals as well, so if students aren't being found eligible at your school, you should address it with them not your school.

The AART claims when all the kids are high achieving no one is worthy of level IV instruction because they already have their peer group. But this couldn’t be further from the truth. The teachers lack skill in identifying these students and don’t put much effort into advancement.

Anonymous wrote:There are no poor kids there so everyone is fine being served by the general ed

There are actually, many families have live in help and they have their own families. But this isn’t a demographic issue it’s a teaching issue.

GFES teachers fail to challenge students. Grade 2 is extremely important but there is very little in terms of academic rigor at this level. Even kids entered into level IV are not getting the same education that they get at other cooper feeder schools. Performance at this grade most importantly determines entry to advanced academics. Those that do get accepted often leave for private or the center school. The focus at this school is the PTA fundraising activities and support of the teachers by the Principal.

There are no poor kids there so everyone is fine being served by the general ed

No one gives a crap about whatever pot you ar e trying to stir.

Hello CHATGPT answers

🧒📚 What This Means for Students and Families at Great Falls Elementary

When advanced academic participation drops this sharply at an elementary school, it isn’t just a statistic — it has real, day-to-day effects on students and families.

Here’s what families may experience when fewer students are identified for or served by advanced academics:
• Fewer students receive appropriately challenging instruction, which can lead to boredom, disengagement, or loss of confidence for kids who need more depth or pace.
• Advanced instruction may shift later (middle school instead of elementary), even though early exposure is critical for building skills, curiosity, and academic identity.
• The pipeline narrows: when fewer students receive Levels II–III services, fewer are prepared or referred for Level IV later — even if they have the ability.
• Families may feel confused or discouraged when children who show strong academic potential are told they don’t qualify, especially when peer schools show very different outcomes.
• Inequities can widen quietly: families with time, resources, or knowledge may supplement privately, while others rely solely on what the school provides.
• Transitions become harder: students arriving at middle school from different elementary schools may have very different levels of preparation and confidence.

This is not about labels or pressure — it’s about meeting students where they are and ensuring that children who are ready for advanced learning have access to it early and consistently.

Public FCPS data shows that other elementary schools feeding into the same middle school did not experience the same level of decline, and the receiving middle school actually expanded advanced academic participation. That’s why families are asking reasonable questions about what changed locally and how advanced learning is being supported at GFES.

Sharing this information is about awareness, transparency, and supporting students — not blame.

🚨 What the Data Shows at Great Falls Elementary (Public FCPS Data)

📉 Level IV Advanced Academic participation at Great Falls ES dropped from 16.9% to 8.1% (2020–2025)
➡️ nearly a 50% reduction in students receiving Level IV services

📉 Levels II–III participation (the advanced academic pipeline) collapsed from 33.0% to 20.0%
➡️ a 13 percentage-point drop in students receiving advanced instruction

📉 Combined advanced academic participation fell from ~45% to ~28% in just three years
➡️ meaning almost 1 in 5 students lost access to advanced academic services

🚨 From 2022–23 to 2024–25, Great Falls ES experienced the largest combined decline in advanced academic participation among all Cooper Middle School feeder elementary schools

⚖️ Other feeder elementary schools remained relatively stable during the same period
➡️ declines at Great Falls ES were not mirrored elsewhere

📈 Cooper Middle School increased Level IV participation while Great Falls ES declined
➡️ confirming this is not a pyramid-wide or countywide trend

🧩 A new Advanced Academic Resource Teacher (AART) began at Great Falls ES in the 2023–24 school year
➡️ this is noted for timing context only, but raises reasonable questions about what changed at the school

❓ Taken together, the data raises a serious question:
➡️ Why did Great Falls Elementary experience one of the steepest declines in advanced academic services while peer schools remained stable and the receiving middle school expanded advanced academics?

Cooper MS’s extremely high Level IV percentage is not coming from Great Falls ES.

It is driven primarily by:
• Churchill Road
• Colvin Run
• Forestville
• AAP center transfers / appeals

Great Falls contributes far fewer Level IV-ready students per capita than every other feeder elementary.

Within the same Langley → Cooper pyramid:
• ❌ Great Falls ES has the lowest Level IV participation
• ❌ The weakest advanced academic pipeline
• ❌ No demographic justification for the disparity
• ❌ Sends fewer prepared students to Cooper MS

🔻 Levels II–III (Most Important Signal)
• Peak: 179 students (33%) in 2021–22
• Current: 103 students (20%) in 2024–25
• Net loss: ~76 students
➡️ Pipeline erosion, not cohort fluctuation

🔻 Level IV
• 2020–21: 16.9%
• 2024–25: 8.1%
➡️ Roughly cut in half over five years

After reviewing public FCPS School Profile data (2020–2025) for Great Falls Elementary School (GFES) and comparing it with other elementary schools that feed into Cooper Middle School, several significant changes stand out and raise questions.

Public data shows:

• Level IV Advanced Academic participation at GFES dropped from 16.9% (2020–21) to 8.1% (2024–25)
→ nearly a 50% reduction in students receiving Level IV services

• Levels II–III participation (the pipeline for advanced instruction) fell from a peak of 33.0% (2021–22) to 20.0% (2024–25)
→ a 13-point decline in advanced academic access

• Combined advanced academic participation declined from ~45% to ~28% in just three years
→ meaning almost 1 in 5 students lost access to advanced instruction during elementary school

• From 2022–23 to 2024–25, GFES experienced the largest combined decline in advanced academic participation among all Cooper Middle School feeder elementary schools

• Other feeder elementary schools remained relatively stable, and Cooper Middle School increased Level IV participation during this same period
→ suggesting this is not a pyramid-wide or countywide trend

For context:
GFES began working with a new Advanced Academic Resource Teacher (AART) in the 2023–24 school year. This post is not about any individual, but the timing raises reasonable questions about how advanced academic services are being identified and delivered at the school.

These figures come directly from FCPS’s own published data and reflect participation in services, not student ability.

As a former GFES parent, many families felt changes at the time. Seeing the longitudinal data now helps explain why.

I’m sharing this to ask:
What changed in advanced academic identification or service delivery at GFES, and why does the data look so different from peer schools?

I’m hoping others who follow FCPS data can help shed light on this.

Transparency and consistency matter, especially when public data raises questions.