Anonymous wrote:

Anonymous wrote:

Anonymous wrote:1) Sometimes it was two hours of homework a night, and other times maybe just an hour. Almost always some work to complete on the weekends.

2) On the Report Cards - mostly As with one B one quarter. But some assignments were low grades, but was able to redo for a higher grade.

3) This can be a tough program for some kids with IEPs. It depends on your student and what their accommodations / needs are. Some of the teachers are great at following though with our kid, but others were not. Overall, the case manager has been very supportive, but actual follow-through / support in some of the classes was a battle. Many of the assignments are group work, and we were told cannot be modified, due to the group nature of the work. Actually, in the beginning we were told the curriculum could not be modified at all because it is a magnet, but extra time is allowed - which can lead to stressful piling up of work and getting behind in major projects. The group work put alot of social pressure and conflict on my kid because of some of his challenges (executive functioning, organization, etc), and the other kids depending on his work being on time.

4) The lunchroom - loud and crowded, but some kids eat quickly and then go to the media center.

NP. Wanted to add on to the group work comment that many kids in the program tend to be either quirky or arrogant and domineering or both. I am not talking about the kids with IEPs. The share of these kids at Eastern is just really high and it can be really challenging to work with those kids even for NT kids. There are some really nice, socially adept kids too but just fewer than you might find in a regular program, in the experience of DD.

YES! It's a group of high achievers but they take themselves very, very seriously. I compared them to many classmates I had in law school that just liked to hear themselves talk.

Ugh. These kids go to Eastern to escape the social bullying about their intelligence that they get from their local school peers about their interests but still get it from the parents of Eastern students.

All of DC's friends at Eastern to be really nice. Not a quirky, domineering, arrogant or overly serious one among them.

Someone posted in one of the Facebook moms' groups that there is a group for folks looking to connect with Eastern MS families. Appears to be here: https://www.facebook.com/groups/613011443599972/

Current parent of a 6th grader at the Eastern magnet. Had a kid go through TPMS non-magnet. If your kid gets into Eastern, send them. The quality of the instruction is incomparable. My kid was afraid of leaving their friends and now has great new friends. I have not found the student population to be "eccentric" or however previous posters characterize them as. These are the same kind of that will be at your home school but they'll all actually read the assigned novels and the whole class will be invested in being successful. The teachers are very involved. My other child has a 504 and I can see Eastern being maybe a bit challenging in that regard, but having teachers properly execute a 504 has been a fight every year regardless of school. My advice is have them try it out and give them the out of going back to their home school if it's not a good fit. Good luck!

First novel assigned was the Giver. Last year it was the Odyssey and before that it was Watership Down. Then the kids moved on to Animal Farm and the Good Earth. There are two teachers because they added 25 seats. I should add that the 1.5 - 2 hours of homework also includes other classes so that was not accurate. Probably half that for the Humanities classes? And sometimes far less. It depends on how quick your child is.

The ditching classes and not wanting to be in a magnet is a real problem since the lottery.

Anonymous wrote:My child is a sixth grade student in the magnet program. We weren't sure if it would be a good fit but it has been great so far. But I don't see DC doing a ton of homework so maybe they are doing a lot at school. There is definitely some HW but not every night and not 1.5-2 hours unless they fall behind.

Sounds like it was really watered down.

Anonymous wrote:

Anonymous wrote:1) Sometimes it was two hours of homework a night, and other times maybe just an hour. Almost always some work to complete on the weekends.

2) On the Report Cards - mostly As with one B one quarter. But some assignments were low grades, but was able to redo for a higher grade.

3) This can be a tough program for some kids with IEPs. It depends on your student and what their accommodations / needs are. Some of the teachers are great at following though with our kid, but others were not. Overall, the case manager has been very supportive, but actual follow-through / support in some of the classes was a battle. Many of the assignments are group work, and we were told cannot be modified, due to the group nature of the work. Actually, in the beginning we were told the curriculum could not be modified at all because it is a magnet, but extra time is allowed - which can lead to stressful piling up of work and getting behind in major projects. The group work put alot of social pressure and conflict on my kid because of some of his challenges (executive functioning, organization, etc), and the other kids depending on his work being on time.

4) The lunchroom - loud and crowded, but some kids eat quickly and then go to the media center.

NP. Wanted to add on to the group work comment that many kids in the program tend to be either quirky or arrogant and domineering or both. I am not talking about the kids with IEPs. The share of these kids at Eastern is just really high and it can be really challenging to work with those kids even for NT kids. There are some really nice, socially adept kids too but just fewer than you might find in a regular program, in the experience of DD.

YES! It's a group of high achievers but they take themselves very, very seriously. I compared them to many classmates I had in law school that just liked to hear themselves talk.

Anonymous wrote:There are two English teachers now who plan together. (The second one is a Humanities magnet vet so not new to the program just to the English class.). That has led to changes, which are better or worse depending on your perspective. Sixth grade this year is a more gentle transition from fifth grade. Still challenging, still a lot of work (1.5-2 hours a night) but the first novel was an easier selection and shorter which allowed for more detailed reading analysis. So far they haven’t had a longer essay the way they used to in sixth grade. Still amazing teachers and more challenging books and stronger writing and reading instruction than in the non magnets.

Curious as to what the first novel assigned. No more Watership Down? Also, why do they now have two English teachers for sixth grade?

My child is a sixth grade student in the magnet program. We weren't sure if it would be a good fit but it has been great so far. But I don't see DC doing a ton of homework so maybe they are doing a lot at school. There is definitely some HW but not every night and not 1.5-2 hours unless they fall behind.

There are two English teachers now who plan together. (The second one is a Humanities magnet vet so not new to the program just to the English class.). That has led to changes, which are better or worse depending on your perspective. Sixth grade this year is a more gentle transition from fifth grade. Still challenging, still a lot of work (1.5-2 hours a night) but the first novel was an easier selection and shorter which allowed for more detailed reading analysis. So far they haven’t had a longer essay the way they used to in sixth grade. Still amazing teachers and more challenging books and stronger writing and reading instruction than in the non magnets.

You have to be clear-eyed about the pluses and minuses of Eastern, so it's good you're asking questions OP. I would second most everything already stated. The opportunities are better than in some of the county's other MS, so there's that, but your child should also not expect much help if they run into issues or challenges. This means you'll need to play helicopter parent or accept that there will be Bs and Cs that will likely hurt their prospects for magnet high schools. Some teachers are really fantastic, and carry the program. Others are not, and are protected by being housed in a unique middle school curriculum that effectively gives them free reign with content and grading and little real oversight. In other words, mediocrity in teaching also thrives there.

As others have stated, it helps if your child is "quirky" and into theater, they will feel like they found their people. As is typical of group projects, there will be some students doing all the work and others who are coasting. Our son didn't experience peer pressure with group work, his experience was more just that it was stressful trying to drag everyone over the finish line. Also, ever since the change to lottery system, there are many more peers there who aren't interested in being there, or even school in general (lots more ditching and hanging out in bathrooms). So the general cohort experience has also been reduced to what it was before.

Anonymous wrote:
On IEPs/504s, parents have reported pretty different experiences with this school. Some have thought the accommodations were fine, some think Eastern is uniquely out of compliance. Where you sit on this probably depends on what kinds of needs a child has coming in, the specific accommodations, and a bunch of other factors.

I think you must have misread. I only saw two responses and both seemed pretty consistent with what we have heard from DC's friend's parents. The overall environment is not welcoming of kids with 504s/IEPs. They used to screen them out but then they selection process was revamped and the review went to the central office so they had no control it anymore. There are teaches who think kids with 504s/IEPs do not belong in the program. You'll also find some great teachers who are very supportive. DC does not have formal accommodations but we found the social studies team to be very understanding and eager to work with kids with different types of strengths and challenges.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:1) Sometimes it was two hours of homework a night, and other times maybe just an hour. Almost always some work to complete on the weekends.

2) On the Report Cards - mostly As with one B one quarter. But some assignments were low grades, but was able to redo for a higher grade.

3) This can be a tough program for some kids with IEPs. It depends on your student and what their accommodations / needs are. Some of the teachers are great at following though with our kid, but others were not. Overall, the case manager has been very supportive, but actual follow-through / support in some of the classes was a battle. Many of the assignments are group work, and we were told cannot be modified, due to the group nature of the work. Actually, in the beginning we were told the curriculum could not be modified at all because it is a magnet, but extra time is allowed - which can lead to stressful piling up of work and getting behind in major projects. The group work put alot of social pressure and conflict on my kid because of some of his challenges (executive functioning, organization, etc), and the other kids depending on his work being on time.

4) The lunchroom - loud and crowded, but some kids eat quickly and then go to the media center.

NP. Wanted to add on to the group work comment that many kids in the program tend to be either quirky or arrogant and domineering or both. I am not talking about the kids with IEPs. The share of these kids at Eastern is just really high and it can be really challenging to work with those kids even for NT kids. There are some really nice, socially adept kids too but just fewer than you might find in a regular program, in the experience of DD.

Interesting comment about "quirky ... arrogant ... domineering kids...challenging to work with ..even for NT kids." You preface that with "not talking about the IEP kids", but then say it's difficult for NT kids to work with the kids you've labelled as difficult, imply the kids having problems with are "not neurotypical" "not nice" and "not socially adept". It's a little stigmatic the way you view kids who are not NT. Maybe you should self-reflect on that.

DC did not find the group work or social relationships to be the challenging at all. Kids were very kind to each other, amazed by each other's talents and interests, respected differences and supported each other. Frankly, quirkiness was something to be accepted not stigmatized. There was far more bullying and social dominance at our home MS. Kids at EMS magnet had their own special interests but the social friendships were deep. In fact, my DC's lifelong closest friends are the ones she went to Eastern with.

YMMV of course.

I had the opposite conclusion from that message. It sounded like PP was saying that kids that didn’t have IEPs or other identified learning or behavioral challenges were arrogant and domineering and frankly unpleasant and that was difficult for other kids to deal with.

This. It's a self-selecting group and while it's a a diverse program the kids... I will be more blunt than others... there seems to always be a core group of self-absorbed know-it-alls and show-offs. Saw this with two kids and did not see this at other magnets DCs attended.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:1) Sometimes it was two hours of homework a night, and other times maybe just an hour. Almost always some work to complete on the weekends.

2) On the Report Cards - mostly As with one B one quarter. But some assignments were low grades, but was able to redo for a higher grade.

3) This can be a tough program for some kids with IEPs. It depends on your student and what their accommodations / needs are. Some of the teachers are great at following though with our kid, but others were not. Overall, the case manager has been very supportive, but actual follow-through / support in some of the classes was a battle. Many of the assignments are group work, and we were told cannot be modified, due to the group nature of the work. Actually, in the beginning we were told the curriculum could not be modified at all because it is a magnet, but extra time is allowed - which can lead to stressful piling up of work and getting behind in major projects. The group work put alot of social pressure and conflict on my kid because of some of his challenges (executive functioning, organization, etc), and the other kids depending on his work being on time.

4) The lunchroom - loud and crowded, but some kids eat quickly and then go to the media center.

NP. Wanted to add on to the group work comment that many kids in the program tend to be either quirky or arrogant and domineering or both. I am not talking about the kids with IEPs. The share of these kids at Eastern is just really high and it can be really challenging to work with those kids even for NT kids. There are some really nice, socially adept kids too but just fewer than you might find in a regular program, in the experience of DD.

Interesting comment about "quirky ... arrogant ... domineering kids...challenging to work with ..even for NT kids." You preface that with "not talking about the IEP kids", but then say it's difficult for NT kids to work with the kids you've labelled as difficult, imply the kids having problems with are "not neurotypical" "not nice" and "not socially adept". It's a little stigmatic the way you view kids who are not NT. Maybe you should self-reflect on that.

DC did not find the group work or social relationships to be the challenging at all. Kids were very kind to each other, amazed by each other's talents and interests, respected differences and supported each other. Frankly, quirkiness was something to be accepted not stigmatized. There was far more bullying and social dominance at our home MS. Kids at EMS magnet had their own special interests but the social friendships were deep. In fact, my DC's lifelong closest friends are the ones she went to Eastern with.

YMMV of course.

I had the opposite conclusion from that message. It sounded like PP was saying that kids that didn’t have IEPs or other identified learning or behavioral challenges were arrogant and domineering and frankly unpleasant and that was difficult for other kids to deal with.

It might be useful to decouple the two discussions.

On IEPs/504s, parents have reported pretty different experiences with this school. Some have thought the accommodations were fine, some think Eastern is uniquely out of compliance. Where you sit on this probably depends on what kinds of needs a child has coming in, the specific accommodations, and a bunch of other factors.

The other discussion is about group work, collaboration, and the social cost of not contributing (or contributing very late in the project due to procrastination or time management struggles). That's a challenge no matter whether a child has learning differences or not. Eastern is uniquely reliant on group projects, and parents looking at the program should be clear-eyed about whether their child is going to enjoy that experience. If they are a procrastinator or a "good enough is good enough" type of kid, they might face social challenges from peers looking to "win" C-SPAN or the NHD competition. On the other hand, if they are a perfectionist that struggles to let go, they might find the group work challenging because it requires some trust and acknowledgement that other kids will do things on their own timelines.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Sixth grade is hard. Very hard. I’m still not sure if it is because the expectations are uniquely high that year or if it is because the kids need to develop core skills which are hard at first but make the remaining years earlier.

Our DD had to write papers in the first semester of 6th grade that were similar to what I wrote in college. Sixth grade, especially the first semester, required some parent snowplowing. But kids figure it out quickly and I found the homework time diminished in subsequent years.

Interesting. My son found 7th grade to be a much heavier workload with the independent research project and history day. Although 6th grade was demanding as well. 8th seemed to have the least amount of pressure.

NP. I agree 7th grade was harder and there were many, many hours of homework particularly leading up to deadlines. What I feel is really unfair is that DD did so much work in the program, way more than kids at other middle schools, but the B's on her report card are going to hurt her chances of getting into the magnet HS of her choice. She shouldn't be docked for that. It makes absolutely no sense. She should be rewarded for working so hard, not punished.

First of all, there's a degree of luck here. Yes, your child probably did work hard but getting a magnet slot involved a lot of factors that are not just hard work. Family support and resources, as well as lottery luck, for example. Maybe it would be good for both of you to spend some time counting your blessings rather than counting your neighbor's cows.

Second of all, high school magnet absolutely admit kids with Bs, and they primarily look at the subjects that are relevant to the specific magnet. So, you don't know that your child won't have those HS experiences.