Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have a base school just like OPs. Many parents try to get their kids into the center. The demographics of the school change dramatically in the 3rd and 4th grade classes due to defections to the center and private schools. My three children were not high test scorers but I got them all into the center and the education has been worlds above what is going on at our base school in those grades. I would much rather have a child working hard and learning and getting 2s and 3s then sitting around doing nothing and getting 4s.

Until FCPS fixes the problem of catering to the lowest learners at the base schools, people will do anything to get their kids into what is objectively a far superior educational program.

You’re a huge part of the problem. You crammed your kids into AAP who don’t belong there, they’re getting 2’s, And the teacher now has to slow down AAP to help your under qualified kids. You do realize, don’t you, that AAP also caters to the lowest common denominator, which is currently the average kids whose parents games the system and crammed them in? People like you are the reason that the gifted kids are stuck sitting around doing nothing and getting all 4s in AAP

People like the pp are doing what's best for their kids. FCPS has given her two choices, (1) have her kids sit around doing nothing and getting 4s or (2) having someone else's kid do that. She prioritized her kids' needs. You can't blame her for looking out for her kid. Maybe you should argue with the tracking is bad people as all this is their fault. FCPS should have regular, honors and GT starting in 3rd grade. That would solve most of the problems. The "tracking is bad" people fail to realize that AAP is tracking on steroids the way it's run by FCPS. Unlike honors, it's all or nothing and once you're in you can never be kicked out. It's also harder to get in after third grade, so very few kids join in later years. My youngest tested in, but would have been fine in honors instead because she really is not a hard worker. My choices were regular or AAP, so she's in AAP.

Or people are mistaking K-2 for all of grade school. There's a huge step up from 2nd to 3rd.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child isn't old enough for AAP yet but I absolutely would rather she be getting 2s and 3s and being challenged and learning then 4s and not learning.

FCPS has to fix its general ed classrooms first.

2 or 3 means they didn’t learn.

Wrong. A 2 means they learned something, a 3 means they learned most of the material.

Wrong. For many tests, you can get only 16/20 and still get a 4. 12 or 13/20 would probably still be a 3. I’d be concerned if my kid only learned 60% of the material, especially since the tests are very basic. Heck, I’m concerned when they get 80% and still end up with a 4, since that shows significant gaps in understanding.

It’s cute how you assume any kind of uniformity across FCPS elementary classrooms on the grading.

Anonymous wrote:

My child’s teacher only gives 4s for perfect tests-nothing incorrect.

That’s how it should be. Or if teachers are going to give more latitude in grading, then the tests should be deeper and more challenging.

I wouldn’t care one bit whether parents were pushing under qualified kids into AAP if the teachers maintained high standards and let those kids fail. Unfortunately, they don’t do that, but instead slow down the rest of the class. Even AAP teachers have to focus on having everyone pass the SOL.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child isn't old enough for AAP yet but I absolutely would rather she be getting 2s and 3s and being challenged and learning then 4s and not learning.

FCPS has to fix its general ed classrooms first.

2 or 3 means they didn’t learn.

Wrong. A 2 means they learned something, a 3 means they learned most of the material.

Wrong. For many tests, you can get only 16/20 and still get a 4. 12 or 13/20 would probably still be a 3. I’d be concerned if my kid only learned 60% of the material, especially since the tests are very basic. Heck, I’m concerned when they get 80% and still end up with a 4, since that shows significant gaps in understanding.

My child’s teacher only gives 4s for perfect tests-nothing incorrect.

Anonymous wrote:I know for us, with a child going to a center for Level IV, where our local school does not have LLIV - our local school also does not offer advanced math until 5th grade and level III pullouts amount to one hour a week. Calling that “Level III” relative to full time AAP in Level IV suggest they are incremental in name but in reality they are far from incremental as that is a huge difference. It is possible that having more than just an hour a week pullouts available at the local school would make parents less motivated towards the AAP center. My kid has a 134 WISC from GMU so I don’t think our child is one who is blatantly in the wrong place for being at an AAP center, but I will say that the lack of more at our local school which we otherwise liked was the main driving factor in choosing the center. I think it wiuld be smart to address these big gaps between levels 3 and 4.

‘
Agree. Our school is very similar with no advanced math until grade 5 and a part time AART. There is just zero focus on advanced learning. I wish there was consistency with what schools offered.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child isn't old enough for AAP yet but I absolutely would rather she be getting 2s and 3s and being challenged and learning then 4s and not learning.

FCPS has to fix its general ed classrooms first.

2 or 3 means they didn’t learn.

Wrong. A 2 means they learned something, a 3 means they learned most of the material.

Wrong. For many tests, you can get only 16/20 and still get a 4. 12 or 13/20 would probably still be a 3. I’d be concerned if my kid only learned 60% of the material, especially since the tests are very basic. Heck, I’m concerned when they get 80% and still end up with a 4, since that shows significant gaps in understanding.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child isn't old enough for AAP yet but I absolutely would rather she be getting 2s and 3s and being challenged and learning then 4s and not learning.

FCPS has to fix its general ed classrooms first.

2 or 3 means they didn’t learn.

Wrong. A 2 means they learned something, a 3 means they learned most of the material.

See two AAP teachers’ comments earlier in this thread.

Anonymous wrote:

Anonymous wrote:We have a base school just like OPs. Many parents try to get their kids into the center. The demographics of the school change dramatically in the 3rd and 4th grade classes due to defections to the center and private schools. My three children were not high test scorers but I got them all into the center and the education has been worlds above what is going on at our base school in those grades. I would much rather have a child working hard and learning and getting 2s and 3s then sitting around doing nothing and getting 4s.

Until FCPS fixes the problem of catering to the lowest learners at the base schools, people will do anything to get their kids into what is objectively a far superior educational program.

You’re a huge part of the problem. You crammed your kids into AAP who don’t belong there, they’re getting 2’s, And the teacher now has to slow down AAP to help your under qualified kids. You do realize, don’t you, that AAP also caters to the lowest common denominator, which is currently the average kids whose parents games the system and crammed them in? People like you are the reason that the gifted kids are stuck sitting around doing nothing and getting all 4s in AAP

People like the pp are doing what's best for their kids. FCPS has given her two choices, (1) have her kids sit around doing nothing and getting 4s or (2) having someone else's kid do that. She prioritized her kids' needs. You can't blame her for looking out for her kid. Maybe you should argue with the tracking is bad people as all this is their fault. FCPS should have regular, honors and GT starting in 3rd grade. That would solve most of the problems. The "tracking is bad" people fail to realize that AAP is tracking on steroids the way it's run by FCPS. Unlike honors, it's all or nothing and once you're in you can never be kicked out. It's also harder to get in after third grade, so very few kids join in later years. My youngest tested in, but would have been fine in honors instead because she really is not a hard worker. My choices were regular or AAP, so she's in AAP.

Anonymous wrote:

Anonymous wrote:My child isn't old enough for AAP yet but I absolutely would rather she be getting 2s and 3s and being challenged and learning then 4s and not learning.

FCPS has to fix its general ed classrooms first.

2 or 3 means they didn’t learn.

Wrong. A 2 means they learned something, a 3 means they learned most of the material.

Anonymous wrote:My child isn't old enough for AAP yet but I absolutely would rather she be getting 2s and 3s and being challenged and learning then 4s and not learning.

FCPS has to fix its general ed classrooms first.

2 or 3 means they didn’t learn.

About 2s...hasn't FCPS been insistently explaining to people for years that a 2 isn't bad--it means "on the way to mastering concepts" or some crap like that? If my kid was learning, I would have no problem with some 2s.

Anonymous wrote:

Anonymous wrote:We have a base school just like OPs. Many parents try to get their kids into the center. The demographics of the school change dramatically in the 3rd and 4th grade classes due to defections to the center and private schools. My three children were not high test scorers but I got them all into the center and the education has been worlds above what is going on at our base school in those grades. I would much rather have a child working hard and learning and getting 2s and 3s then sitting around doing nothing and getting 4s.

Until FCPS fixes the problem of catering to the lowest learners at the base schools, people will do anything to get their kids into what is objectively a far superior educational program.

You’re a huge part of the problem. You crammed your kids into AAP who don’t belong there, they’re getting 2’s, And the teacher now has to slow down AAP to help your under qualified kids. You do realize, don’t you, that AAP also caters to the lowest common denominator, which is currently the average kids whose parents games the system and crammed them in? People like you are the reason that the gifted kids are stuck sitting around doing nothing and getting all 4s in AAP

\

From that family's POV, though, the "problem" was low expectations/low learning in general ed. They solved that problem by getting their kids into the center, where they are pleased with the education provided. I think its refreshing to read a parent freely admitting their child isn't a genius getting all 4s and cruising and bored at the center.

My child isn't old enough for AAP yet but I absolutely would rather she be getting 2s and 3s and being challenged and learning then 4s and not learning.

FCPS has to fix its general ed classrooms first.

Anonymous wrote:

Anonymous wrote:
Asian American parent here. My kids were born here. They play sports and scouts. No test center prep or tutoring. They are in aap.

I came to the US when I was 3. Also no prep or tutoring. I studied hard because I wanted to achieve.

Academics do come first in our house. Sports second. My kids seem naturally gifted in math. They truly love it and excel. Sports not so much. They play soccer, tennis, golf, ski and swim team. Also play piano and violin. They both go to a few birthday parties per month and each have a few play dates per week as well.

Your stereotype of Asians and aap seems way off. Many kids of elementary aged kids are second generation. We grew up here and also American. I never experienced these tutoring centers in Asia but I know they exist. I’m so glad my kids can enjoy their childhood.

I’m white and born in the US, as are my kids. Academics come first in our house, with sports second. So there’s another stereotype buster.

+1. I am a second generation Asian American. While my parents afforded me tons of enrichment opportunities, they never told me to study or micromanaged a single thing in my entire academic career. In fact, I don't think they even saw a single college report card or helped me select a major, etc. I went to an Ivy League college and 2 top grad schools. My spouse is Caucasian American and he also earned multiple degrees from the top 1% universities in his field (he triple majored in computer science/engineering/math). His parents also didn't monitor his homework or micromanage anything.

Now we have two kids, and they participate in a wide range of activities (soccer, hockey, skiing, tennis, lacrosse, scouts, gymnastics, art and music classes, play dates, etc.). I personally believe that kids need to be self motivated to really learn and pushing them too hard early on can turn them off from enjoying school. What's strange is my spouse is turning into a "tiger parent" by tutoring my DC1 in math (as this was one of my spouse's majors). I guess it's not really tutoring as it's working on advanced concepts not taught in DC's grade level. He also is pretty strict about how long my DC1 practices his/her musical instrument. I have made comments to him about it, but he persists. I find it strange particularly since neither of us was pushed by our parents to excel.

So far my oldest has tested extremely well. I was always like this on pretty much every single standardized test I took my entire life. I think I took like 5 practice tests on the SATs the week before the exam and scored 98% on the test that year. I figure if my kids don't do so well, we can work with them and help them improve their understanding of certain concepts, etc. This isn't to say that kids can't be 'prepped' to improve their test results; however, I don't think it's a great long term solution.

I think that what De Blasio is trying to do with NYC magnet schools is a horrible idea. I was a science/math teacher for a few years and it was pretty obvious by middle school which kids "got" it and which kids were struggling. I also went to college with a lot of these Stuyvesant/Bronx Science and TJ kids (we all majored in science), and it was like night and day from the rest of the public school kids. Every few years, people try to tweak the system, and it fails to really address the foundational problems.