Anonymous wrote:Also wonder what the dynamics are of Arlington vs. Fairfax aftercare. Since a lot of kindergarteners don't get into SACC, there are a decent amount of 4th-6th graders taking up the available spots. If Arlington SACC is filled with kindergarteners, are there less older kids in the program?
Anonymous wrote:Does Arlington do no pullout classes or switch classes for anything? I think Arlington parents live in a vacuum if they think kids don't measure themselves against one another.
Anonymous wrote:I cannot see the real, long-term benefit of separating the smart cookies from the average cookies, and I think doing so may be do the average and below-average cookies a grave disservice. I think the real, measurable benefits for the smart cookies are far smaller than the potential costs for the others.
Doesn't always help the so-called "smart cookies" either.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:To the Arlington parents who are so opposed to Fairfax, what do you think of AAP classes, honors classes, etc? Is differentiation only allowed at the high school level or do you just prefer that kids be taught at different levels in their own classroom? Not sure what your concern is with Fairfax.
I do think that differentiation is more appropriate at the high school level. I think differences in children's maturity levels and preparedness are much broader in the early years, and elementary school teachers are accustomed to dealing with a broad range of skills and abilities in their classrooms. Also, children change and grow--an unexceptional 6-year-old can catch up to her peers, while very precocious 8-year-olds can turn out to be just garden variety snowflakes by age 12.
But really my concern is this: in a world of scarce resources, I would rather see special education funding devoted to children who really NEED special services because they can't be adequately served in a regular classroom. This means truly gifted children and children with learning problems, not your typical smart cookie. And if we are not talking about children who need special services (which we decidedly are not when it comes to FCPS AAP), then what we are talking about is special services that can probably be great for kids at all levels, so why save them only for the smart cookies? Why not share that wealth with the kids of more average intelligence? And if the AAP special services are really just more work, more homework, moving faster, then I admit that I don't really see the benefit of that, either. But then, I have never seen a study that shows any long-term benefit of elementary school homework.
I cannot see the real, long-term benefit of separating the smart cookies from the average cookies, and I think doing so may be do the average and below-average cookies a grave disservice. I think the real, measurable benefits for the smart cookies are far smaller than the potential costs for the others.
+100000000 Very, very well said.
-1000000000. In other words, I'm worried that my snowflake won't test into the advanced program, so I'd better come up with a rationale for why gifted programs cause more harm than good. Meanwhile, FCPS, not APS, has higher average SAT and SOL scores and attracts more high-achieving families, particularly Asians.
I cannot see the real, long-term benefit of separating the smart cookies from the average cookies, and I think doing so may be do the average and below-average cookies a grave disservice. I think the real, measurable benefits for the smart cookies are far smaller than the potential costs for the others.
Anonymous wrote:Anonymous wrote:Anonymous wrote:To the Arlington parents who are so opposed to Fairfax, what do you think of AAP classes, honors classes, etc? Is differentiation only allowed at the high school level or do you just prefer that kids be taught at different levels in their own classroom? Not sure what your concern is with Fairfax.
I do think that differentiation is more appropriate at the high school level. I think differences in children's maturity levels and preparedness are much broader in the early years, and elementary school teachers are accustomed to dealing with a broad range of skills and abilities in their classrooms. Also, children change and grow--an unexceptional 6-year-old can catch up to her peers, while very precocious 8-year-olds can turn out to be just garden variety snowflakes by age 12.
But really my concern is this: in a world of scarce resources, I would rather see special education funding devoted to children who really NEED special services because they can't be adequately served in a regular classroom. This means truly gifted children and children with learning problems, not your typical smart cookie. And if we are not talking about children who need special services (which we decidedly are not when it comes to FCPS AAP), then what we are talking about is special services that can probably be great for kids at all levels, so why save them only for the smart cookies? Why not share that wealth with the kids of more average intelligence? And if the AAP special services are really just more work, more homework, moving faster, then I admit that I don't really see the benefit of that, either. But then, I have never seen a study that shows any long-term benefit of elementary school homework.
I cannot see the real, long-term benefit of separating the smart cookies from the average cookies, and I think doing so may be do the average and below-average cookies a grave disservice. I think the real, measurable benefits for the smart cookies are far smaller than the potential costs for the others.
+100000000 Very, very well said.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Arlington has Spanish immersion but not as part of the curriculum
No. Many of the elementary schools have Spanish 3 days a week. It's called FLES and is treated as all the other "specials".
This.
ESOL?
Anonymous wrote:Anonymous wrote:To the Arlington parents who are so opposed to Fairfax, what do you think of AAP classes, honors classes, etc? Is differentiation only allowed at the high school level or do you just prefer that kids be taught at different levels in their own classroom? Not sure what your concern is with Fairfax.
I do think that differentiation is more appropriate at the high school level. I think differences in children's maturity levels and preparedness are much broader in the early years, and elementary school teachers are accustomed to dealing with a broad range of skills and abilities in their classrooms. Also, children change and grow--an unexceptional 6-year-old can catch up to her peers, while very precocious 8-year-olds can turn out to be just garden variety snowflakes by age 12.
But really my concern is this: in a world of scarce resources, I would rather see special education funding devoted to children who really NEED special services because they can't be adequately served in a regular classroom. This means truly gifted children and children with learning problems, not your typical smart cookie. And if we are not talking about children who need special services (which we decidedly are not when it comes to FCPS AAP), then what we are talking about is special services that can probably be great for kids at all levels, so why save them only for the smart cookies? Why not share that wealth with the kids of more average intelligence? And if the AAP special services are really just more work, more homework, moving faster, then I admit that I don't really see the benefit of that, either. But then, I have never seen a study that shows any long-term benefit of elementary school homework.
I cannot see the real, long-term benefit of separating the smart cookies from the average cookies, and I think doing so may be do the average and below-average cookies a grave disservice. I think the real, measurable benefits for the smart cookies are far smaller than the potential costs for the others.