As a middle class family with one child who has a learning disability and one child labeled as GT (at HGC) and one neuro-typical, I am glad that MC has all these options. Without the HGC option, DD's educational needs would not be completely met at her home school. If we had a HHI we could afford private but we rely on the pubic schools to meet our children's needs.

This is something that worries me in all this discussion-what about the TRUE middle class (ie. not those making $200k+ a year who call themselves middle class). I can afford some supplementation and enrichment but certainly not to the point of paying for private. And I'm connected in enough to know about magnets and other learning opportunities. Yet my income is above being classified as "low SES" and I am not a minority. I would hate to think that my kids wouldn't have an equal opportunity for County/State paid resources as any other child, regardless of race, ethnicity, sex, income, etc.

Why can't applications be viewed in a ethnicity, race, and income neutral environment (e.g. take name, address, home school off what the review panel sees)? I am referring to the GT programs. The language immersion programs, IMO, should be dismantled or completely revamped so the options exists for all MCPS students. GT programs should exist to meet the educational needs of students who qualify for them (I know more qualify than are accepted-these programs should be expanded).

The same teachers who teach math in the rest of Blair now teach magnet math. Magnet math is high school math.

Anonymous wrote:Magnet math is no better since the students who get into the magnets are lacking. Blair magnet math is math in 'W' schools.

lol.. yea, right. Troll.

Anonymous wrote:Magnet math is no better since the students who get into the magnets are lacking. Blair magnet math is math in 'W' schools.

Why don't you go do your HW?

Magnet math is no better since the students who get into the magnets are lacking. Blair magnet math is math in 'W' schools.

Anonymous wrote:"Until a student out paces the MCPS mandated curriculum they aren't learning much math."

No matter how much MCPS math you are exposed to, you can never make up for the lack of depth.

Yes and that's why magnets are sought after. In theory it's the same curriculum at least HGC, MS but in practice there is depth.

"PP's rocket scientists would notice the difference, perhaps for the general student it's an improvement."

Could be but how do you tell the rocket scientists from the general students in middle school?

In MCPS, they all make the honor roll. 5% get straight As all through middle school.

Part of the problem is that kids with 120-129 IQs get straight As and think they are the same as the 150ish kids who only see grades below 98% a couple times a year when they forget to hand something in.

"Until a student out paces the MCPS mandated curriculum they aren't learning much math."

No matter how much MCPS math you are exposed to, you can never make up for the lack of depth.

Anonymous wrote:But some topics were also moved from Algebra II to Algebra I. You have to compare the whole curriculum.

It's not that simple. There are topics that aren't covered in the entire sequence. The emphasis is more qualitative. PP's rocket scientists would notice the difference, perhaps for the general student it's an improvement.

Anonymous wrote:

Anonymous wrote:
At some point, though, parents need to take an active role. If they can't be bothered to take interests in their kids' education, that's not the job of the school district.

Is that the message you want MCPS to send? "We've done what we can; if kids are foolish enough to pick parents who don't emphasize good grades, there's nothing more we can do."?

truth hurts sometimes...

Anonymous wrote:
At some point, though, parents need to take an active role. If they can't be bothered to take interests in their kids' education, that's not the job of the school district.

Is that the message you want MCPS to send? "We've done what we can; if kids are foolish enough to pick parents who don't emphasize good grades, there's nothing more we can do."?

Anonymous wrote:
Time was evaluating expressions involving logarithm was a topic for Algebra I. Now, students two years later in Alg. II are supposed to recognize the graph of a logarithmic function but are explicitly warned against using it algebraically. Which is exactly why there is a mania for magnets and acceleration. Until a student out paces the MCPS mandated curriculum they aren't learning much math.

A student isn't learning much math until they get to multivariable calculus? How about that.

Anonymous wrote:I'm all for providing extra support to low income kids: smaller class sizes. And, I think they should provide after school tutoring, which is also like free child care, to these kids, including snacks.

At some point, though, parents need to take an active role. If they can't be bothered to take interests in their kids' education, that's not the job of the school district.

And it's not about, oh they don't have time, it's not ingrained in their culture, they are born with disadvantages. Look at this school:

"For over 50 years, Verbum Dei School in Watts has been a safe haven and a launch pad for educational success. This year, every senior at the Jesuit all-boys high school has been accepted to college....
Verbum Dei School is located right next to the Nickerson Gardens housing project, but these students have a determination that overrules their economic situation."

If you know where Watts, CA is, you know that this is around S. Central LA, home of gangs and riots. Yet, the parents of these kids cared enough about their education to do something. In the end, that's what counts the most. No amount of school district, gov't bureaucratic intervention will make up for parental care and involvement. Full stop.

http://abc7.com/education/all-boys-watts-high-school-has-100-percent-college-acceptance/777375/

I say this as a child of illiterate, poor immigrants who was always told by my parents to do well in school even if they couldn't help me.

+1 Brovo! That's the message that gets lost.

I'm all for providing extra support to low income kids: smaller class sizes. And, I think they should provide after school tutoring, which is also like free child care, to these kids, including snacks.

At some point, though, parents need to take an active role. If they can't be bothered to take interests in their kids' education, that's not the job of the school district.

And it's not about, oh they don't have time, it's not ingrained in their culture, they are born with disadvantages. Look at this school:

"For over 50 years, Verbum Dei School in Watts has been a safe haven and a launch pad for educational success. This year, every senior at the Jesuit all-boys high school has been accepted to college....
Verbum Dei School is located right next to the Nickerson Gardens housing project, but these students have a determination that overrules their economic situation."

If you know where Watts, CA is, you know that this is around S. Central LA, home of gangs and riots. Yet, the parents of these kids cared enough about their education to do something. In the end, that's what counts the most. No amount of school district, gov't bureaucratic intervention will make up for parental care and involvement. Full stop.

http://abc7.com/education/all-boys-watts-high-school-has-100-percent-college-acceptance/777375/

I say this as a child of illiterate, poor immigrants who was always told by my parents to do well in school even if they couldn't help me.

But some topics were also moved from Algebra II to Algebra I. You have to compare the whole curriculum.