Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

That's great as long as they offer equivalent access to every flavor of IB class that is available at RMIB to any student at the regional/local IB programs. Is that the case, no matter how few request that at a particular school in a given semester/year?

You're the pedantic parent who keeps yammering on about this based on schools your kid didn't attend, and IB programs you've never seen.

To the best of their ability, the regional programs offer a wide variety of IB programs, and no, they don't offer AP calc and call it IB. HL IB math is its own thing. Actually there's more than one version of it at my kids' regional IB, and no, I don't know the specifics because my IB kid is a math dum-dum who takes the two-year SL class. There's not that many who do.

I would really like if we could talk about regional IBs without having people chime in to tell us:

1.) They're inferior
2.) All IB programs are inferior.

This isn't true. And I'm very tired of explaining.

You're just coming across as someone who may be a bit ND and can't let go of the fact that they have to show us how their child is superior. Repeatedly. When I say you come across ND I don't mean that to be cruel, it's just the kindest reason I can come up with as to why you feel like you need to repeatedly contribute to this thread about schools your kids don't attend, and won't attend.

I wish you and your family all the best. And I'm very happy our children don't go to the same school.

I think IB may have some benefits, but we’re restricting this discussion to the math pathway, consisting of algebra, geometry, (statistics), precalculus, calculus, multivariable, linear algebra, differential equations that form the foundation of high schools/undergraduate general education in mathematics for many majors and career paths.

IB along with AP and DE are some of the ways to access these courses, there’s nothing magic about the IB program that makes it notably better than the other options. If anything the IB HL math is an awkward combination of precalculus, calculus and statistics that is not the most complete or flexible arrangement. Ok, maybe it’s passable because you also have to write a ten page essay on theory of knowledge. Not sure why this is so amazing, but you can argue it’s different from the problem sets you typically do in other classes.

The question in the previous post was why chose the IB path if other options like AP and DE are available. If you’ve done AP calculus BC there’s zero reason to take two years of HL math and I maintain it’s a waste of time compared to following the sequence with multivariable, linear algebra and differential equations. If anyone has a good argument I would really like to consider it.

Often the defense of the program is something along the lines “my niece was at RMIB and she’s now at UVA and is totally not afraid to tackle on essay assignments that are 5 pages single spaced.” While I agree that knowing how to write well is important, I don’t think it’s a substitute for rigorous math education and it’s much easier to learn how to write than to build up a solid foundation in math.

The person who started this thread has a daughter who doesn't like math. For some reason, with the tenacity of a shark you've clamped down hard on math pedagogy and are now insisting on mathsplaining to us all, for pages and pages, why IB is inferior, especially regional programs.

I understand that you have genuine, obsessive questions about AB Calculus, questions that seem to have more to do with you explaining to us that you've taken it than anything relevant to us.

Some people are math people, PP. There's no shame in that. From your narrow perspective, you probably wonder why we're all still talking at all since you've shown us how wrong we all are. Why don't we concede the point and agree with you? From your perspective, what you've said is a proved therom. It's done. Finito.

But let me posit my own therom: you may think writing is easy because you never learned to read.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So much confusion in this thread with what actually is IB and what requirements are needed to complete the IB diploma program.

The fact that IB schools supplement their math program with AP classes (calculus) and college level classes (multivariable, linear algebra differential equations) and somehow call them IB classes, just underscores that in itself the program is not very strong.

I”d genuinely be curious on why a student completing coursework up to differential equations (or any other of the linear algebra/multivariable) would benefit from being in the IB program. Is it that the teachers or the student cohort are better, classes more rigorous?

For the typical strong student that took Algebra 2 in 8th, and enters precalculus in 9th, one could double up with AP Statistics as a freshman, then AP calculus BC in 10, and leaving for 11th and 12th the college level classes one for each semester of multivariable, linear algebra, differential equation, discrete math that could be done through dual enrollment if not offered at the high school.

There’s no need to waste two years with the IB HL math, and I’m very doubtful a 7 on that exam as part of the IB diploma would bring anything to that student.

One of the nice things about IB is that they really emphasize analysis, writing, and thinking differently, even in math classes.

Are you sure you’re not just parroting some marketing script? The AP or DE don’t emphasize analysis writing and thinking differently? Please use your acquired skills of analysis, writing and thinking differently to answer this question. Joking aside, this is such a vacuous answer. Eye roll!

Are you sure that you’re not just favoring AP because it’s what is dominant in the US? There seems to be some xenophobia here in your rejection of a rigorous well regarded European program.

Anonymous wrote:

Anonymous wrote:So much confusion in this thread with what actually is IB and what requirements are needed to complete the IB diploma program.

The fact that IB schools supplement their math program with AP classes (calculus) and college level classes (multivariable, linear algebra differential equations) and somehow call them IB classes, just underscores that in itself the program is not very strong.

I”d genuinely be curious on why a student completing coursework up to differential equations (or any other of the linear algebra/multivariable) would benefit from being in the IB program. Is it that the teachers or the student cohort are better, classes more rigorous?

For the typical strong student that took Algebra 2 in 8th, and enters precalculus in 9th, one could double up with AP Statistics as a freshman, then AP calculus BC in 10, and leaving for 11th and 12th the college level classes one for each semester of multivariable, linear algebra, differential equation, discrete math that could be done through dual enrollment if not offered at the high school.

There’s no need to waste two years with the IB HL math, and I’m very doubtful a 7 on that exam as part of the IB diploma would bring anything to that student.

One of the nice things about IB is that they really emphasize analysis, writing, and thinking differently, even in math classes.

Are you sure you’re not just parroting some marketing script? The AP or DE don’t emphasize analysis writing and thinking differently? Please use your acquired skills of analysis, writing and thinking differently to answer this question. Joking aside, this is such a vacuous answer. Eye roll!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

That's great as long as they offer equivalent access to every flavor of IB class that is available at RMIB to any student at the regional/local IB programs. Is that the case, no matter how few request that at a particular school in a given semester/year?

You're the pedantic parent who keeps yammering on about this based on schools your kid didn't attend, and IB programs you've never seen.

To the best of their ability, the regional programs offer a wide variety of IB programs, and no, they don't offer AP calc and call it IB. HL IB math is its own thing. Actually there's more than one version of it at my kids' regional IB, and no, I don't know the specifics because my IB kid is a math dum-dum who takes the two-year SL class. There's not that many who do.

I would really like if we could talk about regional IBs without having people chime in to tell us:

1.) They're inferior
2.) All IB programs are inferior.

This isn't true. And I'm very tired of explaining.

You're just coming across as someone who may be a bit ND and can't let go of the fact that they have to show us how their child is superior. Repeatedly. When I say you come across ND I don't mean that to be cruel, it's just the kindest reason I can come up with as to why you feel like you need to repeatedly contribute to this thread about schools your kids don't attend, and won't attend.

I wish you and your family all the best. And I'm very happy our children don't go to the same school.

I think IB may have some benefits, but we’re restricting this discussion to the math pathway, consisting of algebra, geometry, (statistics), precalculus, calculus, multivariable, linear algebra, differential equations that form the foundation of high schools/undergraduate general education in mathematics for many majors and career paths.

IB along with AP and DE are some of the ways to access these courses, there’s nothing magic about the IB program that makes it notably better than the other options. If anything the IB HL math is an awkward combination of precalculus, calculus and statistics that is not the most complete or flexible arrangement. Ok, maybe it’s passable because you also have to write a ten page essay on theory of knowledge. Not sure why this is so amazing, but you can argue it’s different from the problem sets you typically do in other classes.

The question in the previous post was why chose the IB path if other options like AP and DE are available. If you’ve done AP calculus BC there’s zero reason to take two years of HL math and I maintain it’s a waste of time compared to following the sequence with multivariable, linear algebra and differential equations. If anyone has a good argument I would really like to consider it.

Often the defense of the program is something along the lines “my niece was at RMIB and she’s now at UVA and is totally not afraid to tackle on essay assignments that are 5 pages single spaced.” While I agree that knowing how to write well is important, I don’t think it’s a substitute for rigorous math education and it’s much easier to learn how to write than to build up a solid foundation in math.

Anonymous wrote:

Anonymous wrote:So much confusion in this thread with what actually is IB and what requirements are needed to complete the IB diploma program.

The fact that IB schools supplement their math program with AP classes (calculus) and college level classes (multivariable, linear algebra differential equations) and somehow call them IB classes, just underscores that in itself the program is not very strong.

I”d genuinely be curious on why a student completing coursework up to differential equations (or any other of the linear algebra/multivariable) would benefit from being in the IB program. Is it that the teachers or the student cohort are better, classes more rigorous?

For the typical strong student that took Algebra 2 in 8th, and enters precalculus in 9th, one could double up with AP Statistics as a freshman, then AP calculus BC in 10, and leaving for 11th and 12th the college level classes one for each semester of multivariable, linear algebra, differential equation, discrete math that could be done through dual enrollment if not offered at the high school.

There’s no need to waste two years with the IB HL math, and I’m very doubtful a 7 on that exam as part of the IB diploma would bring anything to that student.

My former IBDP grad now in college studying math and CS (double major) would disagree with you. DC told me that they are glad that they did IB HL math because they are studying something in their current 200 level math class that DC studied a bit in HL IB math, so they are doing a lot better than those who didn't cover this material in HS. Same for IB CS. They said that they went over some topic in IB CS that is helpful to them in one of their CS classes.

And DC is an excellent writer and communicator. IB program helped with that, too.

I don't think you understand the point of IB courses.

I’m sorry but your argument is laughable. If you’re saying that the IB program is great because some undergrad found it useful in his sophomore class because it sort of touched some topic in his HL math class, then lol. Also, stop with the bs argument from authority, give an actual argument on why the program is good instead of saying it’s good because great students took it. Can you spot the difference?

Or it could be just that there should be equivalent programming available to all, neither under-allocated versus the overall population that would benefit nor differentially allocated among regions. HL IB classes are just one example.

What we seem to have is:

A county magnet IB program that routinely offers HL that doesn't have nearly enough seats for those students.

One local IB program that routinely offers HL/at least its equivalent to IB students that is only available to a relatively wealthy catchment.

Other regional and local IBs that don't routinely offer HL. These are proffered by MCPS with the typical, "Your kid will be fine," when that misses the point. Sure, everyone's going to have disappointments in life. We shouldn't have a public system that tees those up, though.

For the "waste two years on HL" poster, having access to post-MVC is a privileged position that, again, is afforded in some schools but not others, just like the laughably termed "typical" access to Algebra 2 in 8th. And it's not that lots of kids should be hitting that, but that the system supports it for some but not others that is the point. Having HL or an equivalent (or better, if the student really needs that) available to anyone pursuing IB is also the point.

The OP's concern was more about the humanities side, clearly stating that their DC wasn't a math type up front. However, when it's-all-the-same posts start coming in in response to pearl-clutcher posts, providing that clarification becomes part of the conversation. Maybe, for instance, Kennedy wouldn't be so undersubscribed versus other DCC choices (see the DCC lottery results thread) if families could have faith that students would have similarly challenging and engaging courses available to them as at certain others.

I would also like to point out to the pedantic parent that their childs' life may be full of many more times when they may not get the exact classes they want, or the exact house, or the exact car, wife, or "high-status" child. Having to take Physics as an SL instead of as an HL (a hypothetical example), is a blip on the cosmos. Who the hell cares?

Aside from the pedantic parent who doesn't have a kid at that school.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

That's great as long as they offer equivalent access to every flavor of IB class that is available at RMIB to any student at the regional/local IB programs. Is that the case, no matter how few request that at a particular school in a given semester/year?

You're the pedantic parent who keeps yammering on about this based on schools your kid didn't attend, and IB programs you've never seen.

To the best of their ability, the regional programs offer a wide variety of IB programs, and no, they don't offer AP calc and call it IB. HL IB math is its own thing. Actually there's more than one version of it at my kids' regional IB, and no, I don't know the specifics because my IB kid is a math dum-dum who takes the two-year SL class. There's not that many who do.

I would really like if we could talk about regional IBs without having people chime in to tell us:

1.) They're inferior
2.) All IB programs are inferior.

This isn't true. And I'm very tired of explaining.

You're just coming across as someone who may be a bit ND and can't let go of the fact that they have to show us how their child is superior. Repeatedly. When I say you come across ND I don't mean that to be cruel, it's just the kindest reason I can come up with as to why you feel like you need to repeatedly contribute to this thread about schools your kids don't attend, and won't attend.

I wish you and your family all the best. And I'm very happy our children don't go to the same school.

Anonymous wrote:So much confusion in this thread with what actually is IB and what requirements are needed to complete the IB diploma program.

The fact that IB schools supplement their math program with AP classes (calculus) and college level classes (multivariable, linear algebra differential equations) and somehow call them IB classes, just underscores that in itself the program is not very strong.

I”d genuinely be curious on why a student completing coursework up to differential equations (or any other of the linear algebra/multivariable) would benefit from being in the IB program. Is it that the teachers or the student cohort are better, classes more rigorous?

For the typical strong student that took Algebra 2 in 8th, and enters precalculus in 9th, one could double up with AP Statistics as a freshman, then AP calculus BC in 10, and leaving for 11th and 12th the college level classes one for each semester of multivariable, linear algebra, differential equation, discrete math that could be done through dual enrollment if not offered at the high school.

There’s no need to waste two years with the IB HL math, and I’m very doubtful a 7 on that exam as part of the IB diploma would bring anything to that student.

My former IBDP grad now in college studying math and CS (double major) would disagree with you. DC told me that they are glad that they did IB HL math because they are studying something in their current 200 level math class that DC studied a bit in HL IB math, so they are doing a lot better than those who didn't cover this material in HS. Same for IB CS. They said that they went over some topic in IB CS that is helpful to them in one of their CS classes.

And DC is an excellent writer and communicator. IB program helped with that, too.

I don't think you understand the point of IB courses.

Anonymous wrote:So much confusion in this thread with what actually is IB and what requirements are needed to complete the IB diploma program.

The fact that IB schools supplement their math program with AP classes (calculus) and college level classes (multivariable, linear algebra differential equations) and somehow call them IB classes, just underscores that in itself the program is not very strong.

I”d genuinely be curious on why a student completing coursework up to differential equations (or any other of the linear algebra/multivariable) would benefit from being in the IB program. Is it that the teachers or the student cohort are better, classes more rigorous?

For the typical strong student that took Algebra 2 in 8th, and enters precalculus in 9th, one could double up with AP Statistics as a freshman, then AP calculus BC in 10, and leaving for 11th and 12th the college level classes one for each semester of multivariable, linear algebra, differential equation, discrete math that could be done through dual enrollment if not offered at the high school.

There’s no need to waste two years with the IB HL math, and I’m very doubtful a 7 on that exam as part of the IB diploma would bring anything to that student.

PP, I don't know what IB did to you, but whatever they did to you, I'm sorry.

Anonymous wrote:So much confusion in this thread with what actually is IB and what requirements are needed to complete the IB diploma program.

The fact that IB schools supplement their math program with AP classes (calculus) and college level classes (multivariable, linear algebra differential equations) and somehow call them IB classes, just underscores that in itself the program is not very strong.

I”d genuinely be curious on why a student completing coursework up to differential equations (or any other of the linear algebra/multivariable) would benefit from being in the IB program. Is it that the teachers or the student cohort are better, classes more rigorous?

For the typical strong student that took Algebra 2 in 8th, and enters precalculus in 9th, one could double up with AP Statistics as a freshman, then AP calculus BC in 10, and leaving for 11th and 12th the college level classes one for each semester of multivariable, linear algebra, differential equation, discrete math that could be done through dual enrollment if not offered at the high school.

There’s no need to waste two years with the IB HL math, and I’m very doubtful a 7 on that exam as part of the IB diploma would bring anything to that student.

One of the nice things about IB is that they really emphasize analysis, writing, and thinking differently, even in math classes.

So much confusion in this thread with what actually is IB and what requirements are needed to complete the IB diploma program.

The fact that IB schools supplement their math program with AP classes (calculus) and college level classes (multivariable, linear algebra differential equations) and somehow call them IB classes, just underscores that in itself the program is not very strong.

I”d genuinely be curious on why a student completing coursework up to differential equations (or any other of the linear algebra/multivariable) would benefit from being in the IB program. Is it that the teachers or the student cohort are better, classes more rigorous?

For the typical strong student that took Algebra 2 in 8th, and enters precalculus in 9th, one could double up with AP Statistics as a freshman, then AP calculus BC in 10, and leaving for 11th and 12th the college level classes one for each semester of multivariable, linear algebra, differential equation, discrete math that could be done through dual enrollment if not offered at the high school.

There’s no need to waste two years with the IB HL math, and I’m very doubtful a 7 on that exam as part of the IB diploma would bring anything to that student.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

There are no "regional" IB magnets, nor "spots" nor "acceptance" to them in MCPS. RMIB is a county-wide by application IB program. If you happen to live in the DCC and neither Einstein nor Kennedy is your homeschool, you can go through the "choice" process and try to opt into those programs, but it is not an "apply/accept" process like RMIB. (I suppose you can say the DCC IB programs are "magnets" in the sense of "magnets" for "pull" integration, which was the original intent of the DCC - to create a pull method of racial integration instead of push integration method like bussing." For those students whose homeschool offers an IB anywhere in the county, these are simply opt in programs in whole or part. There is no apply/accept and no limitation on the number of "spots" in these non-RMIB programs; no one should be worrying about "getting into" these (except maybe in the DCC).

Unfortunately, there are some kids who can't do IB at all if their homeschool doesn't offer it. For example, kids from Whitman or WJ who want to do IB, can't apply to or transfer to BCC for that. It's RMIB or nothing for them.

Also, the non-RMIB programs do not offer 4 years of cohorted IB classes. You opt-in in 11th grade.

Clearly you don’t know of what you speak as there are several Regional Application IB programs: Kennedy, Springbrook, Watkins Mill, Seneca Valley. and Rockville.

Yeah, that PP is about 4 years behind.

Kennedy and the others have been regional magnet IB programs for several years now, with 4-year programs similar to RMIB’s.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

I keep hearing this but some kids get in to the same top programs. How do you explain that? Were they just “randomly” selected multiple times?

Yes because they applied to multiple programs. And in the end they can only accept one, so that frees up space for the program will then invite students from the wait list.

You’re missing the point. PP claimed that the selection committee randomly selected between the top 400 candidates. I call BS. If this was the case how do you explain that certain kid get selected again and again “randomly” for the various different selective programs? My own kid was accepted at RMIB, Blair magnet, Blair CAP, Regional IB and both Wheaton programs. Know multiple other kids who had several acceptances. That wasn’t random. There was something about their application, whether scores or essays that made them stand out from the other applicants.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter is in 8th grade. She wants to go to the IB program at RM. She enjoys english and history class but doesn't like math. She also really enjoys her foreign language and she skipped level 2 of the language. Her spring map r was a 262 and her fall was 253 (don't know what happened there). Her extracurriculars are okay (should have pushed her more lol). However, I have heard that this program is very stressful and has a lot of work. It is also very hard to get in. Do you think it is a good fit for her and what are her chances of gettting in? (I'm hoping for at least 70%).

The chances are slim. These decisions are random. Even if your child is a great fit, I wouldn't count on it.

Not random for HS criteria-based magnets: application/review/selection.

There have been modifications over the past few years to the application process that make the information available to reviewers more constrcted than before, in an attempt to limit bias. From that perspective, it may appear more random.

The litmus/lottery approach currently applies to elementary and middle school criteria-based programs (CES, Humanities, Math/Science/CS).

The criteria makes it random. 400 applicants appear comparable on paper so only way to distinguish is random.

This feels like sour grapes. If you count the regional IB magnets, there are plenty of spaces for kids who are qualified and interested. Most kids accepted to RMIB are also accepted to their "regional" IB program, which means a ton of spots often open up in the regional program. Now, you may or may not think that choice is valid or worth the commute, but it is a bona fide magnet program offering four years of cohorted classes and a full IB diploma option.

There are no "regional" IB magnets, nor "spots" nor "acceptance" to them in MCPS. RMIB is a county-wide by application IB program. If you happen to live in the DCC and neither Einstein nor Kennedy is your homeschool, you can go through the "choice" process and try to opt into those programs, but it is not an "apply/accept" process like RMIB. (I suppose you can say the DCC IB programs are "magnets" in the sense of "magnets" for "pull" integration, which was the original intent of the DCC - to create a pull method of racial integration instead of push integration method like bussing." For those students whose homeschool offers an IB anywhere in the county, these are simply opt in programs in whole or part. There is no apply/accept and no limitation on the number of "spots" in these non-RMIB programs; no one should be worrying about "getting into" these (except maybe in the DCC).

Unfortunately, there are some kids who can't do IB at all if their homeschool doesn't offer it. For example, kids from Whitman or WJ who want to do IB, can't apply to or transfer to BCC for that. It's RMIB or nothing for them.

Also, the non-RMIB programs do not offer 4 years of cohorted IB classes. You opt-in in 11th grade.

Clearly you don’t know of what you speak as there are several Regional Application IB programs: Kennedy, Springbrook, Watkins Mill, Seneca Valley. and Rockville.