Anonymous wrote:And what is this all about?
SILVER SPRING, Md. — It was a searing summer day before the start of the school year, but Julianni and Giselle Wyche, 10-year-old twins, were in a classroom, engineering mini rockets, writing in journals and learning words like “fluctuate” and “cognizant.”
Do they now have remedial 'gifted' education? Why were these kids even in school?
Anonymous wrote:^^Well, if the gifted program were truly for gifted kids, there would be plenty of seats.
Anonymous wrote:^^Well, if the gifted program were truly for gifted kids, there would be plenty of seats.
Anonymous wrote:Interesting. Well, I'm Asian, and the share of Asians admitted went down but I'm glad MCPS moved to universal screening. It is appalling that parental nomination was required for kids to get screened before. Talk about a regressive education policy!
Anonymous wrote:I feel like this article muddles some key facts, including the fact that there are many fewer MS places than CES slots, so many many kids will get "deselected" no matter what the metric.
Also, it muddles the middle school process and the decision to open local CES centers.
Anonymous wrote:And as people have stated, putting less weight on test scores would result in lowering the ability of the group:
Kimberly Petrola, a fourth-grade teacher at Fox Chapel Elementary School in Germantown, one of the Centers for Enriched Studies, acknowledged that instruction had changed since the school became part of the pilot program last year, ahead of the rest of the county.
With a more diverse student body, not every child performed above grade level, Ms. Petrola said. She said she and other teachers used ability grouping to teach at different levels. For example, for a unit in which students read an author’s autobiography and fiction side by side, to look for consistent themes, some groups were assigned authors who wrote at a more challenging reading level.
Kimberly Petrola, a fourth-grade teacher at Fox Chapel Elementary School in Germantown, one of the Centers for Enriched Studies, acknowledged that instruction had changed since the school became part of the pilot program last year, ahead of the rest of the county.
With a more diverse student body, not every child performed above grade level, Ms. Petrola said. She said she and other teachers used ability grouping to teach at different levels. For example, for a unit in which students read an author’s autobiography and fiction side by side, to look for consistent themes, some groups were assigned authors who wrote at a more challenging reading level.