Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At McLean High School, many excellent teachers have left recently. As I know two well-respected Math teachers and one AP English teacher. A lot of complains from students and parents. And Principal has decided to remove the Chinese Language program completely in Mclean High.

Are these retirements or quitting to go elsewhere? There is an excellent math teacher leaving Longfellow but that's not because of an administration issue; she's done her 30+ years of teaching and genuinely wants to retire. I think it's important to note whether this is due to something Ms. Jones has done or is doing, or if it's just regular attrition.

The one issue I have with Ms. Jones is the downplay on the academic stress. I understand why she keeps harping on the issue as being unsustainable and a mental health issue for teenagers, but on multiple occasions my DD has pointed out that preaching about a bad system doesn't help the students manage their stress levels. That McLean should be putting in scaffolding to help the students. Real, serious scaffolding. You want to minimize impact, don't sit there and tell kids to jump off the train moving 100mph because that is the design. Give them the tools to ride it safely. Acknowledgment without action is not leadership, it's just a speech that doesn't really sit well with discerning kids.

The Chinese Language program elimination is also worth addressing separately. Removing a language program entirely is a significant academic and cultural loss, and it deserves a real explanation. Which students does this affect? Were families consulted? Were alternatives offered? These are the questions a principal should be answering proactively, not leaving parents to piece together from hallway conversations.

Chesterbrook has Chinese for the FLES program and Longfellow offers it. I would expect those students who continued with Chinese in HS would be the most affected. I don’t know how many students that is.

What kind of scaffolding are you looking for? Maybe I'm not understanding your point, but the school isn't responsible for students taking AP classes they aren't ready for or for students taking too many APs (which is the main issue). Parents and students select their classes.

was this meant for another response? It doesn’t quite fit in this sub thread.

Anonymous wrote:

Anonymous wrote:I thought schools send a profile and colleges only worry about students taking the most challenging programming available at their school ( not the county). So a McLean student is judged on different standards than a student at Justice, correct? My understanding is that there is a profile per individual high school. So would capping it really disadvantage anyone?

You're asking admissions folks to spend a lot of time they may not have to delve into individual school profiles. And even if they do, they could simply conclude one school is now offering a less rigorous education than another, or than it used to, and assess students' applications accordingly.

Expecting Raven Jones to play nanny and limit the number of AP courses a student can take is silly. Again, if this is truly a burning issue, let FCPS adopt a county-wide policy and enforce it consistently.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At McLean High School, many excellent teachers have left recently. As I know two well-respected Math teachers and one AP English teacher. A lot of complains from students and parents. And Principal has decided to remove the Chinese Language program completely in Mclean High.

Are these retirements or quitting to go elsewhere? There is an excellent math teacher leaving Longfellow but that's not because of an administration issue; she's done her 30+ years of teaching and genuinely wants to retire. I think it's important to note whether this is due to something Ms. Jones has done or is doing, or if it's just regular attrition.

The one issue I have with Ms. Jones is the downplay on the academic stress. I understand why she keeps harping on the issue as being unsustainable and a mental health issue for teenagers, but on multiple occasions my DD has pointed out that preaching about a bad system doesn't help the students manage their stress levels. That McLean should be putting in scaffolding to help the students. Real, serious scaffolding. You want to minimize impact, don't sit there and tell kids to jump off the train moving 100mph because that is the design. Give them the tools to ride it safely. Acknowledgment without action is not leadership, it's just a speech that doesn't really sit well with discerning kids.

The Chinese Language program elimination is also worth addressing separately. Removing a language program entirely is a significant academic and cultural loss, and it deserves a real explanation. Which students does this affect? Were families consulted? Were alternatives offered? These are the questions a principal should be answering proactively, not leaving parents to piece together from hallway conversations.

The Chinese program has been struggling with low enrollment for years. It is being consolidated with the programs from other schools with low enrollment and will be at Marshall HS I believe. The students can still continue to take Chinese, just as an Academy class basically. It is also my understanding that this was a Gatehouse decision, not one from Jones. Does it suck? Absolutely. But when a class doesn't have enough students sign up, that class doesn't happen. Electives generally need a minimum of 20 to run (25+ is better).

I can believe this since there are so many languages at McLean. I wonder about German and Latin as they only have one teacher too.

The German and Latin teachers are split between 2 schools.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At McLean High School, many excellent teachers have left recently. As I know two well-respected Math teachers and one AP English teacher. A lot of complains from students and parents. And Principal has decided to remove the Chinese Language program completely in Mclean High.

Are these retirements or quitting to go elsewhere? There is an excellent math teacher leaving Longfellow but that's not because of an administration issue; she's done her 30+ years of teaching and genuinely wants to retire. I think it's important to note whether this is due to something Ms. Jones has done or is doing, or if it's just regular attrition.

The one issue I have with Ms. Jones is the downplay on the academic stress. I understand why she keeps harping on the issue as being unsustainable and a mental health issue for teenagers, but on multiple occasions my DD has pointed out that preaching about a bad system doesn't help the students manage their stress levels. That McLean should be putting in scaffolding to help the students. Real, serious scaffolding. You want to minimize impact, don't sit there and tell kids to jump off the train moving 100mph because that is the design. Give them the tools to ride it safely. Acknowledgment without action is not leadership, it's just a speech that doesn't really sit well with discerning kids.

The Chinese Language program elimination is also worth addressing separately. Removing a language program entirely is a significant academic and cultural loss, and it deserves a real explanation. Which students does this affect? Were families consulted? Were alternatives offered? These are the questions a principal should be answering proactively, not leaving parents to piece together from hallway conversations.

Chesterbrook has Chinese for the FLES program and Longfellow offers it. I would expect those students who continued with Chinese in HS would be the most affected. I don’t know how many students that is.

What kind of scaffolding are you looking for? Maybe I'm not understanding your point, but the school isn't responsible for students taking AP classes they aren't ready for or for students taking too many APs (which is the main issue). Parents and students select their classes.

All I've heard is Jones paying occasional lip service to the idea that kids shouldn't over-extend themselves. But you're right that it should be up to kids and families to decide how many APs kids should take. We have no problem in FCPS with kids exerting themselves for an IB diploma, but somehow it's fashionable to obsess over kids taking too many AP courses.

If you're the Principal and you genuinely believe AP overload is a mental health crisis -- and it is -- then do something about it and be prepared to take the heat. Yes, parents and students will push back hard. But you can document the policy directly in the school profile sent to colleges, stating clearly that McLean caps students at X APs per year. Colleges see this all the time and it is a completely legitimate administrative decision.
You could even make it data-driven: pull the last 10 years of student records, find the point where GPA starts breaking down as AP load increases, and draw the line there. That's not arbitrary, that's evidence-based policy. It gives you something defensible to stand behind when angry parents show up at your door. The alternative is giving speeches about stress while leaving 15-year-olds and their ambitious parents to self-regulate. That's not leadership. That's just noise.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At McLean High School, many excellent teachers have left recently. As I know two well-respected Math teachers and one AP English teacher. A lot of complains from students and parents. And Principal has decided to remove the Chinese Language program completely in Mclean High.

Are these retirements or quitting to go elsewhere? There is an excellent math teacher leaving Longfellow but that's not because of an administration issue; she's done her 30+ years of teaching and genuinely wants to retire. I think it's important to note whether this is due to something Ms. Jones has done or is doing, or if it's just regular attrition.

The one issue I have with Ms. Jones is the downplay on the academic stress. I understand why she keeps harping on the issue as being unsustainable and a mental health issue for teenagers, but on multiple occasions my DD has pointed out that preaching about a bad system doesn't help the students manage their stress levels. That McLean should be putting in scaffolding to help the students. Real, serious scaffolding. You want to minimize impact, don't sit there and tell kids to jump off the train moving 100mph because that is the design. Give them the tools to ride it safely. Acknowledgment without action is not leadership, it's just a speech that doesn't really sit well with discerning kids.

The Chinese Language program elimination is also worth addressing separately. Removing a language program entirely is a significant academic and cultural loss, and it deserves a real explanation. Which students does this affect? Were families consulted? Were alternatives offered? These are the questions a principal should be answering proactively, not leaving parents to piece together from hallway conversations.

The Chinese program has been struggling with low enrollment for years. It is being consolidated with the programs from other schools with low enrollment and will be at Marshall HS I believe. The students can still continue to take Chinese, just as an Academy class basically. It is also my understanding that this was a Gatehouse decision, not one from Jones. Does it suck? Absolutely. But when a class doesn't have enough students sign up, that class doesn't happen. Electives generally need a minimum of 20 to run (25+ is better).

I can believe this since there are so many languages at McLean. I wonder about German and Latin as they only have one teacher too.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At McLean High School, many excellent teachers have left recently. As I know two well-respected Math teachers and one AP English teacher. A lot of complains from students and parents. And Principal has decided to remove the Chinese Language program completely in Mclean High.

Are these retirements or quitting to go elsewhere? There is an excellent math teacher leaving Longfellow but that's not because of an administration issue; she's done her 30+ years of teaching and genuinely wants to retire. I think it's important to note whether this is due to something Ms. Jones has done or is doing, or if it's just regular attrition.

The one issue I have with Ms. Jones is the downplay on the academic stress. I understand why she keeps harping on the issue as being unsustainable and a mental health issue for teenagers, but on multiple occasions my DD has pointed out that preaching about a bad system doesn't help the students manage their stress levels. That McLean should be putting in scaffolding to help the students. Real, serious scaffolding. You want to minimize impact, don't sit there and tell kids to jump off the train moving 100mph because that is the design. Give them the tools to ride it safely. Acknowledgment without action is not leadership, it's just a speech that doesn't really sit well with discerning kids.

The Chinese Language program elimination is also worth addressing separately. Removing a language program entirely is a significant academic and cultural loss, and it deserves a real explanation. Which students does this affect? Were families consulted? Were alternatives offered? These are the questions a principal should be answering proactively, not leaving parents to piece together from hallway conversations.

The Chinese program has been struggling with low enrollment for years. It is being consolidated with the programs from other schools with low enrollment and will be at Marshall HS I believe. The students can still continue to take Chinese, just as an Academy class basically. It is also my understanding that this was a Gatehouse decision, not one from Jones. Does it suck? Absolutely. But when a class doesn't have enough students sign up, that class doesn't happen. Electives generally need a minimum of 20 to run (25+ is better).

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At McLean High School, many excellent teachers have left recently. As I know two well-respected Math teachers and one AP English teacher. A lot of complains from students and parents. And Principal has decided to remove the Chinese Language program completely in Mclean High.

Are these retirements or quitting to go elsewhere? There is an excellent math teacher leaving Longfellow but that's not because of an administration issue; she's done her 30+ years of teaching and genuinely wants to retire. I think it's important to note whether this is due to something Ms. Jones has done or is doing, or if it's just regular attrition.

The one issue I have with Ms. Jones is the downplay on the academic stress. I understand why she keeps harping on the issue as being unsustainable and a mental health issue for teenagers, but on multiple occasions my DD has pointed out that preaching about a bad system doesn't help the students manage their stress levels. That McLean should be putting in scaffolding to help the students. Real, serious scaffolding. You want to minimize impact, don't sit there and tell kids to jump off the train moving 100mph because that is the design. Give them the tools to ride it safely. Acknowledgment without action is not leadership, it's just a speech that doesn't really sit well with discerning kids.

The Chinese Language program elimination is also worth addressing separately. Removing a language program entirely is a significant academic and cultural loss, and it deserves a real explanation. Which students does this affect? Were families consulted? Were alternatives offered? These are the questions a principal should be answering proactively, not leaving parents to piece together from hallway conversations.

Chesterbrook has Chinese for the FLES program and Longfellow offers it. I would expect those students who continued with Chinese in HS would be the most affected. I don’t know how many students that is.

What kind of scaffolding are you looking for? Maybe I'm not understanding your point, but the school isn't responsible for students taking AP classes they aren't ready for or for students taking too many APs (which is the main issue). Parents and students select their classes.

Anonymous wrote:I thought schools send a profile and colleges only worry about students taking the most challenging programming available at their school ( not the county). So a McLean student is judged on different standards than a student at Justice, correct? My understanding is that there is a profile per individual high school. So would capping it really disadvantage anyone?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At McLean High School, many excellent teachers have left recently. As I know two well-respected Math teachers and one AP English teacher. A lot of complains from students and parents. And Principal has decided to remove the Chinese Language program completely in Mclean High.

Are these retirements or quitting to go elsewhere? There is an excellent math teacher leaving Longfellow but that's not because of an administration issue; she's done her 30+ years of teaching and genuinely wants to retire. I think it's important to note whether this is due to something Ms. Jones has done or is doing, or if it's just regular attrition.

The one issue I have with Ms. Jones is the downplay on the academic stress. I understand why she keeps harping on the issue as being unsustainable and a mental health issue for teenagers, but on multiple occasions my DD has pointed out that preaching about a bad system doesn't help the students manage their stress levels. That McLean should be putting in scaffolding to help the students. Real, serious scaffolding. You want to minimize impact, don't sit there and tell kids to jump off the train moving 100mph because that is the design. Give them the tools to ride it safely. Acknowledgment without action is not leadership, it's just a speech that doesn't really sit well with discerning kids.

The Chinese Language program elimination is also worth addressing separately. Removing a language program entirely is a significant academic and cultural loss, and it deserves a real explanation. Which students does this affect? Were families consulted? Were alternatives offered? These are the questions a principal should be answering proactively, not leaving parents to piece together from hallway conversations.

Chesterbrook has Chinese for the FLES program and Longfellow offers it. I would expect those students who continued with Chinese in HS would be the most affected. I don’t know how many students that is.

What kind of scaffolding are you looking for? Maybe I'm not understanding your point, but the school isn't responsible for students taking AP classes they aren't ready for or for students taking too many APs (which is the main issue). Parents and students select their classes.

All I've heard is Jones paying occasional lip service to the idea that kids shouldn't over-extend themselves. But you're right that it should be up to kids and families to decide how many APs kids should take. We have no problem in FCPS with kids exerting themselves for an IB diploma, but somehow it's fashionable to obsess over kids taking too many AP courses.

If you're the Principal and you genuinely believe AP overload is a mental health crisis -- and it is -- then do something about it and be prepared to take the heat. Yes, parents and students will push back hard. But you can document the policy directly in the school profile sent to colleges, stating clearly that McLean caps students at X APs per year. Colleges see this all the time and it is a completely legitimate administrative decision.
You could even make it data-driven: pull the last 10 years of student records, find the point where GPA starts breaking down as AP load increases, and draw the line there. That's not arbitrary, that's evidence-based policy. It gives you something defensible to stand behind when angry parents show up at your door. The alternative is giving speeches about stress while leaving 15-year-olds and their ambitious parents to self-regulate. That's not leadership. That's just noise.

That should be a division-wide initiative, if warranted, not a school-specific one.

And, again, if you’re going to cap AP classes, you’d better take a look at the IB diploma program and make sure you’re not disadvantaging kids at AP schools.

I don't quite understand. Are you thinking that kids at IB schools would then somehow have some kind of leg up?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At McLean High School, many excellent teachers have left recently. As I know two well-respected Math teachers and one AP English teacher. A lot of complains from students and parents. And Principal has decided to remove the Chinese Language program completely in Mclean High.

Are these retirements or quitting to go elsewhere? There is an excellent math teacher leaving Longfellow but that's not because of an administration issue; she's done her 30+ years of teaching and genuinely wants to retire. I think it's important to note whether this is due to something Ms. Jones has done or is doing, or if it's just regular attrition.

The one issue I have with Ms. Jones is the downplay on the academic stress. I understand why she keeps harping on the issue as being unsustainable and a mental health issue for teenagers, but on multiple occasions my DD has pointed out that preaching about a bad system doesn't help the students manage their stress levels. That McLean should be putting in scaffolding to help the students. Real, serious scaffolding. You want to minimize impact, don't sit there and tell kids to jump off the train moving 100mph because that is the design. Give them the tools to ride it safely. Acknowledgment without action is not leadership, it's just a speech that doesn't really sit well with discerning kids.

The Chinese Language program elimination is also worth addressing separately. Removing a language program entirely is a significant academic and cultural loss, and it deserves a real explanation. Which students does this affect? Were families consulted? Were alternatives offered? These are the questions a principal should be answering proactively, not leaving parents to piece together from hallway conversations.

Chesterbrook has Chinese for the FLES program and Longfellow offers it. I would expect those students who continued with Chinese in HS would be the most affected. I don’t know how many students that is.

What kind of scaffolding are you looking for? Maybe I'm not understanding your point, but the school isn't responsible for students taking AP classes they aren't ready for or for students taking too many APs (which is the main issue). Parents and students select their classes.

All I've heard is Jones paying occasional lip service to the idea that kids shouldn't over-extend themselves. But you're right that it should be up to kids and families to decide how many APs kids should take. We have no problem in FCPS with kids exerting themselves for an IB diploma, but somehow it's fashionable to obsess over kids taking too many AP courses.

If you're the Principal and you genuinely believe AP overload is a mental health crisis -- and it is -- then do something about it and be prepared to take the heat. Yes, parents and students will push back hard. But you can document the policy directly in the school profile sent to colleges, stating clearly that McLean caps students at X APs per year. Colleges see this all the time and it is a completely legitimate administrative decision.
You could even make it data-driven: pull the last 10 years of student records, find the point where GPA starts breaking down as AP load increases, and draw the line there. That's not arbitrary, that's evidence-based policy. It gives you something defensible to stand behind when angry parents show up at your door. The alternative is giving speeches about stress while leaving 15-year-olds and their ambitious parents to self-regulate. That's not leadership. That's just noise.

That should be a division-wide initiative, if warranted, not a school-specific one.

And, again, if you’re going to cap AP classes, you’d better take a look at the IB diploma program and make sure you’re not disadvantaging kids at AP schools.

Anonymous wrote:In Mclean High School, the total student enrollment for the Chinese program is 87 for the 2025-2026 school year.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At McLean High School, many excellent teachers have left recently. As I know two well-respected Math teachers and one AP English teacher. A lot of complains from students and parents. And Principal has decided to remove the Chinese Language program completely in Mclean High.

Are these retirements or quitting to go elsewhere? There is an excellent math teacher leaving Longfellow but that's not because of an administration issue; she's done her 30+ years of teaching and genuinely wants to retire. I think it's important to note whether this is due to something Ms. Jones has done or is doing, or if it's just regular attrition.

The one issue I have with Ms. Jones is the downplay on the academic stress. I understand why she keeps harping on the issue as being unsustainable and a mental health issue for teenagers, but on multiple occasions my DD has pointed out that preaching about a bad system doesn't help the students manage their stress levels. That McLean should be putting in scaffolding to help the students. Real, serious scaffolding. You want to minimize impact, don't sit there and tell kids to jump off the train moving 100mph because that is the design. Give them the tools to ride it safely. Acknowledgment without action is not leadership, it's just a speech that doesn't really sit well with discerning kids.

The Chinese Language program elimination is also worth addressing separately. Removing a language program entirely is a significant academic and cultural loss, and it deserves a real explanation. Which students does this affect? Were families consulted? Were alternatives offered? These are the questions a principal should be answering proactively, not leaving parents to piece together from hallway conversations.

The Chinese program has been struggling with low enrollment for years. It is being consolidated with the programs from other schools with low enrollment and will be at Marshall HS I believe. The students can still continue to take Chinese, just as an Academy class basically. It is also my understanding that this was a Gatehouse decision, not one from Jones. Does it suck? Absolutely. But when a class doesn't have enough students sign up, that class doesn't happen. Electives generally need a minimum of 20 to run (25+ is better).

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At McLean High School, many excellent teachers have left recently. As I know two well-respected Math teachers and one AP English teacher. A lot of complains from students and parents. And Principal has decided to remove the Chinese Language program completely in Mclean High.

Are these retirements or quitting to go elsewhere? There is an excellent math teacher leaving Longfellow but that's not because of an administration issue; she's done her 30+ years of teaching and genuinely wants to retire. I think it's important to note whether this is due to something Ms. Jones has done or is doing, or if it's just regular attrition.

The one issue I have with Ms. Jones is the downplay on the academic stress. I understand why she keeps harping on the issue as being unsustainable and a mental health issue for teenagers, but on multiple occasions my DD has pointed out that preaching about a bad system doesn't help the students manage their stress levels. That McLean should be putting in scaffolding to help the students. Real, serious scaffolding. You want to minimize impact, don't sit there and tell kids to jump off the train moving 100mph because that is the design. Give them the tools to ride it safely. Acknowledgment without action is not leadership, it's just a speech that doesn't really sit well with discerning kids.

The Chinese Language program elimination is also worth addressing separately. Removing a language program entirely is a significant academic and cultural loss, and it deserves a real explanation. Which students does this affect? Were families consulted? Were alternatives offered? These are the questions a principal should be answering proactively, not leaving parents to piece together from hallway conversations.

Chesterbrook has Chinese for the FLES program and Longfellow offers it. I would expect those students who continued with Chinese in HS would be the most affected. I don’t know how many students that is.

What kind of scaffolding are you looking for? Maybe I'm not understanding your point, but the school isn't responsible for students taking AP classes they aren't ready for or for students taking too many APs (which is the main issue). Parents and students select their classes.

All I've heard is Jones paying occasional lip service to the idea that kids shouldn't over-extend themselves. But you're right that it should be up to kids and families to decide how many APs kids should take. We have no problem in FCPS with kids exerting themselves for an IB diploma, but somehow it's fashionable to obsess over kids taking too many AP courses.

If you're the Principal and you genuinely believe AP overload is a mental health crisis -- and it is -- then do something about it and be prepared to take the heat. Yes, parents and students will push back hard. But you can document the policy directly in the school profile sent to colleges, stating clearly that McLean caps students at X APs per year. Colleges see this all the time and it is a completely legitimate administrative decision.
You could even make it data-driven: pull the last 10 years of student records, find the point where GPA starts breaking down as AP load increases, and draw the line there. That's not arbitrary, that's evidence-based policy. It gives you something defensible to stand behind when angry parents show up at your door. The alternative is giving speeches about stress while leaving 15-year-olds and their ambitious parents to self-regulate. That's not leadership. That's just noise.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At McLean High School, many excellent teachers have left recently. As I know two well-respected Math teachers and one AP English teacher. A lot of complains from students and parents. And Principal has decided to remove the Chinese Language program completely in Mclean High.

Are these retirements or quitting to go elsewhere? There is an excellent math teacher leaving Longfellow but that's not because of an administration issue; she's done her 30+ years of teaching and genuinely wants to retire. I think it's important to note whether this is due to something Ms. Jones has done or is doing, or if it's just regular attrition.

The one issue I have with Ms. Jones is the downplay on the academic stress. I understand why she keeps harping on the issue as being unsustainable and a mental health issue for teenagers, but on multiple occasions my DD has pointed out that preaching about a bad system doesn't help the students manage their stress levels. That McLean should be putting in scaffolding to help the students. Real, serious scaffolding. You want to minimize impact, don't sit there and tell kids to jump off the train moving 100mph because that is the design. Give them the tools to ride it safely. Acknowledgment without action is not leadership, it's just a speech that doesn't really sit well with discerning kids.

The Chinese Language program elimination is also worth addressing separately. Removing a language program entirely is a significant academic and cultural loss, and it deserves a real explanation. Which students does this affect? Were families consulted? Were alternatives offered? These are the questions a principal should be answering proactively, not leaving parents to piece together from hallway conversations.

Chesterbrook has Chinese for the FLES program and Longfellow offers it. I would expect those students who continued with Chinese in HS would be the most affected. I don’t know how many students that is.

What kind of scaffolding are you looking for? Maybe I'm not understanding your point, but the school isn't responsible for students taking AP classes they aren't ready for or for students taking too many APs (which is the main issue). Parents and students select their classes.

All I've heard is Jones paying occasional lip service to the idea that kids shouldn't over-extend themselves. But you're right that it should be up to kids and families to decide how many APs kids should take. We have no problem in FCPS with kids exerting themselves for an IB diploma, but somehow it's fashionable to obsess over kids taking too many AP courses.