Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP here. So what I’m reading is the IB is a ton more work but is the work more than just “a lot?” Is it stimulating, does it promote critical thinking, do the students seem engaged and interested in the subjects? Not trying to be critical so sorry if I sound that way.

I work at RM and have taught MYP, DP, and non-DP 11th and 12th grade classes (all classes in grades 9-10 are "IB" as we have the MYP program which is for all students).

You should check out this link: https://www.ibo.org/about-the-ib/


Yes, there is a ton of critical thinking in these classes. But this is true for many, many classes at RM. Some students don't budget time wisely because they over extend themselves, and yes, that does lead to many sleepless nights and stress.

I will say that while many DP students here to go Ivy League schools, just as many opt to attend University of Maryland, Towson, and even Montgomery College. Think about how competitive it is applying for college with all of these incredibly gifted kids who were accepted into the magnet pool.

As a PP mentioned, any child from the "general population"/non-magnet students can enter the DP in grade 11. Many students do, and they succeed, largely because it's meant to be a pathway: PYP, MYP, DP.

Do you think it impacts non-IB studetns negatively? Top university normally don't take more than few from each school. If IB students from RM stand out and take all those seats then do you think that non-IB students are at huge disadvantage? Hypothetically, if IB didn't exist in RM, will the same students have better chance in college admission?

Remember, not all of the IB students are magnet students. 20-30 of the magnet cohort is from the home-school population. If the magnet didn't exist, those students would still be at the school and still be the top performers. I don't think the IB magnet is a disadvantage to the non-IB students, but it is a disadvantage to the IB home school students due to more competition at their academic level.

Yes, 25 students are from RM in Magnet and they would be anyway doing well even without magnet. I get that point, but when you have 100 additional students in RM magnet coming from outside, we have 125 students taking up slots in various colleges. Only 10-12 go to Ivies and rest do attend top tier colleges. I would think there will be enough students attending RM non-IB program with great potential and they may be competing with these extra 100 students for seats in various top colleges just because all of them as are from RM. I don't have any exact data to prove it, I do think that magnet hurts good students in school if they don't happen to attend magnet.

Assumption I am making is that there are enough bright students in non-magnet in RM and they may be missing a chance to attend top colleges because they have 100 outside students in magnet who will also apply to some of the same colleges.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP here. So what I’m reading is the IB is a ton more work but is the work more than just “a lot?” Is it stimulating, does it promote critical thinking, do the students seem engaged and interested in the subjects? Not trying to be critical so sorry if I sound that way.

I work at RM and have taught MYP, DP, and non-DP 11th and 12th grade classes (all classes in grades 9-10 are "IB" as we have the MYP program which is for all students).

You should check out this link: https://www.ibo.org/about-the-ib/


Yes, there is a ton of critical thinking in these classes. But this is true for many, many classes at RM. Some students don't budget time wisely because they over extend themselves, and yes, that does lead to many sleepless nights and stress.

I will say that while many DP students here to go Ivy League schools, just as many opt to attend University of Maryland, Towson, and even Montgomery College. Think about how competitive it is applying for college with all of these incredibly gifted kids who were accepted into the magnet pool.

As a PP mentioned, any child from the "general population"/non-magnet students can enter the DP in grade 11. Many students do, and they succeed, largely because it's meant to be a pathway: PYP, MYP, DP.

Do you think it impacts non-IB studetns negatively? Top university normally don't take more than few from each school. If IB students from RM stand out and take all those seats then do you think that non-IB students are at huge disadvantage? Hypothetically, if IB didn't exist in RM, will the same students have better chance in college admission?

Remember, not all of the IB students are magnet students. 20-30 of the magnet cohort is from the home-school population. If the magnet didn't exist, those students would still be at the school and still be the top performers. I don't think the IB magnet is a disadvantage to the non-IB students, but it is a disadvantage to the IB home school students due to more competition at their academic level.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP here. So what I’m reading is the IB is a ton more work but is the work more than just “a lot?” Is it stimulating, does it promote critical thinking, do the students seem engaged and interested in the subjects? Not trying to be critical so sorry if I sound that way.

I work at RM and have taught MYP, DP, and non-DP 11th and 12th grade classes (all classes in grades 9-10 are "IB" as we have the MYP program which is for all students).

You should check out this link: https://www.ibo.org/about-the-ib/


Yes, there is a ton of critical thinking in these classes. But this is true for many, many classes at RM. Some students don't budget time wisely because they over extend themselves, and yes, that does lead to many sleepless nights and stress.

I will say that while many DP students here to go Ivy League schools, just as many opt to attend University of Maryland, Towson, and even Montgomery College. Think about how competitive it is applying for college with all of these incredibly gifted kids who were accepted into the magnet pool.



As a PP mentioned, any child from the "general population"/non-magnet students can enter the DP in grade 11. Many students do, and they succeed, largely because it's meant to be a pathway: PYP, MYP, DP.

Do you think it impacts non-IB studetns negatively? Top university normally don't take more than few from each school. If IB students from RM stand out and take all those seats then do you think that non-IB students are at huge disadvantage? Hypothetically, if IB didn't exist in RM, will the same students have better chance in college admission?

Yes I do think this is true. I also think RM offers fewer AP classes then a similar sized school since many top kids take IB classes. On the other hand they do have access to certain IB classes too.

Anonymous wrote:

Anonymous wrote:NP here. So what I’m reading is the IB is a ton more work but is the work more than just “a lot?” Is it stimulating, does it promote critical thinking, do the students seem engaged and interested in the subjects? Not trying to be critical so sorry if I sound that way.

I work at RM and have taught MYP, DP, and non-DP 11th and 12th grade classes (all classes in grades 9-10 are "IB" as we have the MYP program which is for all students).

You should check out this link: https://www.ibo.org/about-the-ib/


Yes, there is a ton of critical thinking in these classes. But this is true for many, many classes at RM. Some students don't budget time wisely because they over extend themselves, and yes, that does lead to many sleepless nights and stress.

I will say that while many DP students here to go Ivy League schools, just as many opt to attend University of Maryland, Towson, and even Montgomery College. Think about how competitive it is applying for college with all of these incredibly gifted kids who were accepted into the magnet pool.

As a PP mentioned, any child from the "general population"/non-magnet students can enter the DP in grade 11. Many students do, and they succeed, largely because it's meant to be a pathway: PYP, MYP, DP.

Do you think it impacts non-IB studetns negatively? Top university normally don't take more than few from each school. If IB students from RM stand out and take all those seats then do you think that non-IB students are at huge disadvantage? Hypothetically, if IB didn't exist in RM, will the same students have better chance in college admission?

Anonymous wrote:NP here. So what I’m reading is the IB is a ton more work but is the work more than just “a lot?” Is it stimulating, does it promote critical thinking, do the students seem engaged and interested in the subjects? Not trying to be critical so sorry if I sound that way.

I work at RM and have taught MYP, DP, and non-DP 11th and 12th grade classes (all classes in grades 9-10 are "IB" as we have the MYP program which is for all students).

You should check out this link: https://www.ibo.org/about-the-ib/


Yes, there is a ton of critical thinking in these classes. But this is true for many, many classes at RM. Some students don't budget time wisely because they over extend themselves, and yes, that does lead to many sleepless nights and stress.

I will say that while many DP students here to go Ivy League schools, just as many opt to attend University of Maryland, Towson, and even Montgomery College. Think about how competitive it is applying for college with all of these incredibly gifted kids who were accepted into the magnet pool.

As a PP mentioned, any child from the "general population"/non-magnet students can enter the DP in grade 11. Many students do, and they succeed, largely because it's meant to be a pathway: PYP, MYP, DP.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP here. So what I’m reading is the IB is a ton more work but is the work more than just “a lot?” Is it stimulating, does it promote critical thinking, do the students seem engaged and interested in the subjects? Not trying to be critical so sorry if I sound that way.

It's a fair question. Answer is "yes" to all of your question. It's not just busy work if that's what you are concerned about. Extensive writing, reading, literature analysis, commentary...etc. It makes it hard and time consuming.

This. Tons of research for their dissertation too. It is hard and time consuming. Well worth it though for the right student.

What would make it a better experience. Frankly, if MCPS had a break after every quarter to help students to catch up/ recuperate/work ahead/ revive - it would be terrific. I could do with a shorter summer break if there were longer breaks (maybe a week) after each quarter.

Yes!

+ a million.

Anonymous wrote:As an alum, it is brutal. 4 years at the Honors college within a large top-20 public university were a breeze compared to IB. About the only thing in life that felt close to it was studying for the Bar exam.

It’s not just the work. It’s very complex, stimulating, but crushing amounts of work.

It’s also the insane competition amongst fellow students.

LOL. Both of my kids said the similar thing... Anything that came close to is prepping for the med school exam (MCAT).

As an alum, it is brutal. 4 years at the Honors college within a large top-20 public university were a breeze compared to IB. About the only thing in life that felt close to it was studying for the Bar exam.

It’s not just the work. It’s very complex, stimulating, but crushing amounts of work.

It’s also the insane competition amongst fellow students.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP here. So what I’m reading is the IB is a ton more work but is the work more than just “a lot?” Is it stimulating, does it promote critical thinking, do the students seem engaged and interested in the subjects? Not trying to be critical so sorry if I sound that way.

It's a fair question. Answer is "yes" to all of your question. It's not just busy work if that's what you are concerned about. Extensive writing, reading, literature analysis, commentary...etc. It makes it hard and time consuming.

This. Tons of research for their dissertation too. It is hard and time consuming. Well worth it though for the right student.

What would make it a better experience. Frankly, if MCPS had a break after every quarter to help students to catch up/ recuperate/work ahead/ revive - it would be terrific. I could do with a shorter summer break if there were longer breaks (maybe a week) after each quarter.

Yes!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP here. So what I’m reading is the IB is a ton more work but is the work more than just “a lot?” Is it stimulating, does it promote critical thinking, do the students seem engaged and interested in the subjects? Not trying to be critical so sorry if I sound that way.

It's a fair question. Answer is "yes" to all of your question. It's not just busy work if that's what you are concerned about. Extensive writing, reading, literature analysis, commentary...etc. It makes it hard and time consuming.

This. Tons of research for their dissertation too. It is hard and time consuming. Well worth it though for the right student.

What would make it a better experience. Frankly, if MCPS had a break after every quarter to help students to catch up/ recuperate/work ahead/ revive - it would be terrific. I could do with a shorter summer break if there were longer breaks (maybe a week) after each quarter.

+1 I think all kids, even my ES kid would like a break.

Anonymous wrote:

Anonymous wrote:NP here. So what I’m reading is the IB is a ton more work but is the work more than just “a lot?” Is it stimulating, does it promote critical thinking, do the students seem engaged and interested in the subjects? Not trying to be critical so sorry if I sound that way.

It's a fair question. Answer is "yes" to all of your question. It's not just busy work if that's what you are concerned about. Extensive writing, reading, literature analysis, commentary...etc. It makes it hard and time consuming.

This. Tons of research for their dissertation too. It is hard and time consuming. Well worth it though for the right student.

What would make it a better experience. Frankly, if MCPS had a break after every quarter to help students to catch up/ recuperate/work ahead/ revive - it would be terrific. I could do with a shorter summer break if there were longer breaks (maybe a week) after each quarter.

Anonymous wrote:NP here. So what I’m reading is the IB is a ton more work but is the work more than just “a lot?” Is it stimulating, does it promote critical thinking, do the students seem engaged and interested in the subjects? Not trying to be critical so sorry if I sound that way.

It's a fair question. Answer is "yes" to all of your question. It's not just busy work if that's what you are concerned about. Extensive writing, reading, literature analysis, commentary...etc. It makes it hard and time consuming.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What kind of diploma scores do the kids get?

https://www.montgomeryschoolsmd.org/uploadedFiles/schools/rmhs/ib/2017-18%20IB_Insert.pdf

From above link... 88% of Richard Montgomery's 161 IB candidates in 2017 earned the IB Diploma; (The average worldwide success
rate is approximately 79 %.); RM Diploma Mean Grade 5.18 (4.8 worldwide); RM Diploma Mean Points 33 (30
worldwide).

When my kid graduated a few years back, there were only about 120 kids and diploma rate was much higher - 95%+. Looks like the program is bigger now and the rate has dropped. Not sure what happened.

They let in more RM cluster students who couldn't hack it? It used to be 25? set aside seats for RM cluster students who had to go through a similar application process but not compete with the rest of the applicants for the same seats, but I think now they upped the number of seats open to in cluster student. From what I heard, RM Principal wants to encourage more in cluster students to join the program. I'm fine with this as long as they don't dumb the program down.

I live in the RM cluster btw. And yes, I'm hoping DC will try it out.

The IB diploma programme is open to all 11th graders in the school, not just the magnet students. They are screened to ensure they have the academic readiness to meet the diploma requirements, however, there are a lot of elements to complete to earn the diploma. A student may be well-qualified for the coursework, but ended up not passing the Extended Essay requirement (for example). A higher % not attaining the diploma doesn't mean the program is watered down, it just means more students are trying something challenging but missing out on a critical element.

PP here.. ah.. thanks for the explanation. I think it's great that these students can take courses to challenge themselves even if they can't compete all of the requirements for the diploma.

NP here. So what I’m reading is the IB is a ton more work but is the work more than just “a lot?” Is it stimulating, does it promote critical thinking, do the students seem engaged and interested in the subjects? Not trying to be critical so sorry if I sound that way.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What kind of diploma scores do the kids get?

https://www.montgomeryschoolsmd.org/uploadedFiles/schools/rmhs/ib/2017-18%20IB_Insert.pdf

From above link... 88% of Richard Montgomery's 161 IB candidates in 2017 earned the IB Diploma; (The average worldwide success
rate is approximately 79 %.); RM Diploma Mean Grade 5.18 (4.8 worldwide); RM Diploma Mean Points 33 (30
worldwide).

When my kid graduated a few years back, there were only about 120 kids and diploma rate was much higher - 95%+. Looks like the program is bigger now and the rate has dropped. Not sure what happened.

They let in more RM cluster students who couldn't hack it? It used to be 25? set aside seats for RM cluster students who had to go through a similar application process but not compete with the rest of the applicants for the same seats, but I think now they upped the number of seats open to in cluster student. From what I heard, RM Principal wants to encourage more in cluster students to join the program. I'm fine with this as long as they don't dumb the program down.

I live in the RM cluster btw. And yes, I'm hoping DC will try it out.

The IB diploma programme is open to all 11th graders in the school, not just the magnet students. They are screened to ensure they have the academic readiness to meet the diploma requirements, however, there are a lot of elements to complete to earn the diploma. A student may be well-qualified for the coursework, but ended up not passing the Extended Essay requirement (for example). A higher % not attaining the diploma doesn't mean the program is watered down, it just means more students are trying something challenging but missing out on a critical element.