Anonymous
Post 03/30/2019 10:01     Subject: CES Decision Letters
Letter has not arrived yet, but will report here when it does. I did remember that two years ago the test scores were mailed separately (in perforated forms) from the acceptance/waitlist/rejection letters.
Anonymous
Post 03/30/2019 09:58     Subject: CES Decision Letters
Are the letters sent staggered? Ie Rejections first, waitlist and acceptance later?
Anonymous
Post 03/30/2019 09:58     Subject: Re:CES Decision Letters
Has anyone opened their letters yet?
Anonymous
Post 03/30/2019 09:54     Subject: CES Decision Letters
Anonymous wrote:
Anonymous wrote:The environment at DD's CES is similar to what 08:18 described. A handful of kids seem to breeze through the day without caring but from what I've seen from being at the school and talking to parents the academic emphasis does seem to impact most of them and there are a significant number who get very stressed out and as PP said in such a diplomatic way "were not developing in healthy ways."

If your child gets a spot, my advice would be to make sure you think hard about your child's emotional well-being as you take the tour and gather more information. I have heard some families with multiple children who went through the same CES program find that it pushes one child in a positive way while it pushes another child in the opposite direction.


I think while most parents think they try to balance their kids out with sports, music, etc, the situation is that (at least at our center) other kids will "up" them on it. There wasn't as much of an issue in 4th grade as they were new and just trying to make new friends, but you start seeing the peer influence heavily in 5th grade. You can tell your child over and over again that certain things are irrelevant, but 10/11 year olds are at a stage where they are beginning to be highly influenced by peers. Additionally, when I say development, I truly mean downtime or unstructured time for the kids, or time where they partake in kindness types of activities that extend beyond the child's own achievements. This is sorely lacking from what I have observed from the peer cohorts my chld has at the CES. Perhaps this is sorely lackng overall for many kids, be it they are at the CES or not.


What do you mean “up” them on it?
My DC is in 4th at a CES and is having a good experience.
Anonymous
Post 03/30/2019 09:42     Subject: CES Decision Letters
Anonymous wrote:Those who get in should think hard and consider not accepting the CES offer because blah blah blah.

Haha, nice try!


Unnecessary comment, since most families will (and should) take the risk.
However, I believe the warning is warranted. My child is perfectionist and anxious enough already, so I take it to heart.



Anonymous
Post 03/30/2019 09:38     Subject: CES Decision Letters
Those who get in should think hard and consider not accepting the CES offer because blah blah blah.

Haha, nice try!
Anonymous
Post 03/30/2019 09:18     Subject: CES Decision Letters
Anonymous wrote:The environment at DD's CES is similar to what 08:18 described. A handful of kids seem to breeze through the day without caring but from what I've seen from being at the school and talking to parents the academic emphasis does seem to impact most of them and there are a significant number who get very stressed out and as PP said in such a diplomatic way "were not developing in healthy ways."

If your child gets a spot, my advice would be to make sure you think hard about your child's emotional well-being as you take the tour and gather more information. I have heard some families with multiple children who went through the same CES program find that it pushes one child in a positive way while it pushes another child in the opposite direction.


I think while most parents think they try to balance their kids out with sports, music, etc, the situation is that (at least at our center) other kids will "up" them on it. There wasn't as much of an issue in 4th grade as they were new and just trying to make new friends, but you start seeing the peer influence heavily in 5th grade. You can tell your child over and over again that certain things are irrelevant, but 10/11 year olds are at a stage where they are beginning to be highly influenced by peers. Additionally, when I say development, I truly mean downtime or unstructured time for the kids, or time where they partake in kindness types of activities that extend beyond the child's own achievements. This is sorely lacking from what I have observed from the peer cohorts my chld has at the CES. Perhaps this is sorely lackng overall for many kids, be it they are at the CES or not.
Anonymous
Post 03/30/2019 09:16     Subject: CES Decision Letters
Good luck everyone! At my child's school last year there were two children who stood out as a real outlier and these children did get in - along with three others. The other three, including my DD, seemed more random as their academics and scores were more in line with many others at our high performing school. So if your child doesn't get in it doesn't mean much IMO. DD did stay at her home school, FWIW, and has a really great peer group. Following this thread as DD has a younger sibling who will be in 3rd next year and the CES may be a better fit for DC2.
Anonymous
Post 03/30/2019 09:11     Subject: CES Decision Letters
Anonymous wrote:
Anonymous wrote:Looks like we have something coming in the mail today. Perforated form, so I'm not feeling optimistic. Good luck, all!


Same here.


Yes, just saw the front of the envelope in my Informed Delivery. Standard perforated from MCPS.

I really can’t complain if DD doesn’t get in. She’s very capable and at a good school already - she’ll do fine no matter where she ends up. On the other hand, I hope the real outliers are identified correctly and DO get in!

Anonymous
Post 03/30/2019 09:04     Subject: CES Decision Letters
The environment at DD's CES is similar to what 08:18 described. A handful of kids seem to breeze through the day without caring but from what I've seen from being at the school and talking to parents the academic emphasis does seem to impact most of them and there are a significant number who get very stressed out and as PP said in such a diplomatic way "were not developing in healthy ways."

If your child gets a spot, my advice would be to make sure you think hard about your child's emotional well-being as you take the tour and gather more information. I have heard some families with multiple children who went through the same CES program find that it pushes one child in a positive way while it pushes another child in the opposite direction.
Anonymous
Post 03/30/2019 08:36     Subject: CES Decision Letters
Anonymous wrote:
Anonymous wrote:Looks like we have something coming in the mail today. Perforated form, so I'm not feeling optimistic. Good luck, all!


We currently have a child at the CES. If we had a re-do, we would not have sent her not because it was a poor experience. As a matter of fact, she had learned a lot while she is there and received straight A's. However, both my husband and I felt so much emphasis was put on children's academics (not by the teachers but by the parents and peers) that a handful of children were not developing in healthy ways. These are precious years where children develop in so many ways rather than just academically. Additionally, many of these kids will be returning back to their middle school and for a handful it could be a hard transition to be separated from friends. So for those who get acceptance, consider the long term effect, and for those who do not get an acceptance, this is not some prize that is to be gotten. You really need to think about the global picture.


I'm the PP who's been tracking my mail. I have a current fifth grader in the CES and it's been a great experience for her. She's learned a lot, made some good friends, and really enjoyed her two years in the program. We didn't experience the over-emphasis on academics that you describe -- I don't doubt your experience, but expect it's very child- and center-dependent. We are hoping our younger child will have the same chance, but it will be fine if that doesn't happen. Even though I'm eager to find out, I'm not stressed about it. I hope everybody, accepted or not, is able to have a good fourth and fifth grade experience.
Anonymous
Post 03/30/2019 08:28     Subject: CES Decision Letters
Anonymous wrote:Looks like we have something coming in the mail today. Perforated form, so I'm not feeling optimistic. Good luck, all!


Same here.
Anonymous
Post 03/30/2019 08:18     Subject: CES Decision Letters
Anonymous wrote:Looks like we have something coming in the mail today. Perforated form, so I'm not feeling optimistic. Good luck, all!


We currently have a child at the CES. If we had a re-do, we would not have sent her not because it was a poor experience. As a matter of fact, she had learned a lot while she is there and received straight A's. However, both my husband and I felt so much emphasis was put on children's academics (not by the teachers but by the parents and peers) that a handful of children were not developing in healthy ways. These are precious years where children develop in so many ways rather than just academically. Additionally, many of these kids will be returning back to their middle school and for a handful it could be a hard transition to be separated from friends. So for those who get acceptance, consider the long term effect, and for those who do not get an acceptance, this is not some prize that is to be gotten. You really need to think about the global picture.
Anonymous
Post 03/30/2019 07:48     Subject: Re:CES Decision Letters
Anonymous wrote:
Anonymous wrote:
Anonymous wrote:
Anonymous wrote:Well, this is quite interesting from their FAQ, which was just updated today.

What do the MCPS percentiles mean? How are MCPS percentiles determined?
The socioeconomic status of elementary schools was used to determine the locally normed score on
the CogAT® (MCPS Percentiles). In establishing MCPS Percentiles, students in schools with
minimal poverty were compared to one another, students in schools with moderate poverty were
compared to each other, and students from schools highly impacted by poverty were compared to
each other.

Why did MCPS use local norms? How were local norms created?
Based on guidance from the National Association for Gifted Children, the use of local norms was
undertaken to ensure equity and access in identification of students for program access.


Well, this raises more questions than it answers...
Does this mean that a student in a school highly impacted by poverty is scored more indulgently than a student at a low-poverty school? And for CES centers that draw from both high-poverty and low-poverty schools, the students are compared according to these" doctored "scores?

If that's not rank discrimination, I don't know what is.




Then move to a poor neighborhood with a bad school. Geesh.


Seems like it penalizes lower SES kids at wealthy schools. You get a boost from FARMS, but if you stretch to live in a better school zone and aren't FARMS, no benefit
The point is there are < 5% FARMs at wealthy schools which is code for none but if there were they’d have a strong cohort
Anonymous
Post 03/30/2019 07:17     Subject: CES Decision Letters
Looks like we have something coming in the mail today. Perforated form, so I'm not feeling optimistic. Good luck, all!