Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The Global Humanities Class is definitely a highlight for my kid. As a parent, it's hard to explain in detail the differences between the two classes, because (a) we may not have experience with the other class and (b) we aren't there every day. We get tidbits from our kids like, "We did a government simulation, and our group went all Lord of the Flies and overthrew the leadership and installed a dictator." Or you hear about the different roles and assignment for the literature circle, and the extensions related to the issue addressed in the book.

In the math class they seem to be doing more group projects and thought problems.

More compared to what other class, and how do you know they are doing "more"? Are they doing about the same as the TPMS magnet math classes? If so, then that shows that the new class offerings in the home MS will meet the needs of those students, but otherwise, that's just lip service by MCPS.

I'm the pp here - more than what I have heard about from other parents in the standard (also accellerated, btw) IM class. Covering the same topics, but in the few extra minutes they have out of 45 each day because they're the top cohort in the school, they are getting a few more group projects and a few harder thought questions. That is my perception as a parent.

I appreciate the perspective of the Rosa Poster above. I would encourage you PP/OP to contact the counselling office to figure out a mechanism for taking a deep dive into the differences between classes. If you are a Cabin John or Pyle parent who feels shortchanged that your MS is not actually implementing a different curriculum, here is your proof that it IS happening in some schools.

I’m the Pyle poster who has a child in both classes. You seem really spun up about this and I’m sorry things are not working out for your child as you hoped.

That said, my child is learning and is having a positive experience at Pyle. She enjoys her classes and for the most part the teachers. She’s in 6th grade and is happy and healthy which is our goal. I don’t need nor want my 6th grader in a pressure cooker. It’s 6th grade and it is not going to make or break her future career. She is learning a lot more than DH and I did and we went on to top universities and successfull (financially and emotionally) careers.

So no, I will not be reaching out to her counselor.

As a Bethesda parent who sent both kids to MS magnets, I think PP's comments really reflect the differences I saw on the value parents place on the magnet. I know a number of very bright kids in the Whitman/BCC pyramids who absolutely were qualified for magnets but their parents would not consider sending them because they viewed these schools as "pressure cookers" and valued other things over academic rigor (happiness, ability to be with friends, the belief that MS academics do not affect career/life trajectory, etc.)

I'm not saying those values are wrong. But, they are very different from the values I saw of the other cohorts of parents that do send their kids to MS magnets. For example, I am low SES even though I live in the Whitman/BCC pyramid. I value my kid's happiness but define it differently than my parent peers. I see my kids as happy when they are interested in and excited by the place where they spend their days, i.e. school. Home district school was very boring which caused unhappiness, magnet was harder but more interesting which meant that they were overall happier.

Also, due to my low SES, I am not as confident that my kids can be as successful in career/life, because I recognize how much more other parent peers are able to give them to start their careers -- opportunities to do unpaid internships, introductions to important mentors or first jobs, the ability to full pay for college of choice, etc. If I could do those things, I would be a lot more confident that DC's academics in middle and high school won't affect their college and thus career opportunities. A lot of other magnet parents also had different values -- immigrants place a different value on getting the best education possible at every level, IME. And, "happiness" has a different place and definition by culture.

FWIW, I had kids at both Eastern and TPMS magnets, and I would call neither a "pressure cooker" and neither would either of my kids.

Anonymous wrote:There’s a poster on this thread whose kids are “beyond the peer cohort years” who seems to be stoking the fire. Ignore.

I'm that PP. Why ignore me? I'm asking the same question OP is asking. I can add more details of what MS curriculum is like probably because OP doesn't have a kid who has gone through MS.

Or should I be ignored because I'm not stating things prettily enough for you, like "oh yes, the new classes are just wonderful... .who cares if my DC didn't get in as long as DC is happy". All negative comments should be ignored. Only positive comments should be allowed, according to you and probably MCPS.

Anonymous wrote:There’s a poster on this thread whose kids are “beyond the peer cohort years” who seems to be stoking the fire. Ignore.

It's hard not to be bitter, if your kids are languishing in 7th or 8th grade right now.

Anonymous wrote:
From what I hear, this is exactly what happened at Pyle over the summer. They were initially just going to give the gifted social studies curriculum to the cohort kids only and then parents started clamoring and complaining to get their kids in. It turns out everyone wants what is best for their kids, so the department adopted the new curriculum for all classes but kept the cohort of kids rejected from the magnet schools together so that those classes would be even more advanced by virtue of peer group. Rather than comparing what kids in the cohort and non-cohort classes are doing, can someone speak to whether or not their kids like the class and are interested in the material?

This is interesting. I don't think they did this for AIM. Does anyone know whether the AIM curriculum was adopted for all Pyle IM 6 classes?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child at SSIMS reports that his class is faster and does more projects and group work compared to friends in IM class. My child is in immersion so not enrolled in enriched humanities class.

So it's the same magnet curriculum as Eastern or TPMS?

This is not possible because at Eastern 6th grade Magnet students take 4 linked classes and they do a lot of interdisciplinary reading and projects

So the whole, "oh your kids will now get the magnet curriculum without having the long commute" is bunk, then.

No one claimed they were getting the whole magnet curriculum. They're getting two classes, in math and world studies, each of which is based on the corresponding class from a magnet. At least they get one class from each program, rather than being in an either/or math/sci/comp sci vs. humanities program.

Oh, right, so this totally makes up for the "peer cohort" rejection.

You mean the not enough of an outlier (aka subpar applicant) rejection?

When you frame it that way it does sound like a good deal.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child at SSIMS reports that his class is faster and does more projects and group work compared to friends in IM class. My child is in immersion so not enrolled in enriched humanities class.

So it's the same magnet curriculum as Eastern or TPMS?

This is not possible because at Eastern 6th grade Magnet students take 4 linked classes and they do a lot of interdisciplinary reading and projects

So the whole, "oh your kids will now get the magnet curriculum without having the long commute" is bunk, then.

No one claimed they were getting the whole magnet curriculum. They're getting two classes, in math and world studies, each of which is based on the corresponding class from a magnet. At least they get one class from each program, rather than being in an either/or math/sci/comp sci vs. humanities program.

Oh, right, so this totally makes up for the "peer cohort" rejection.

You mean the not enough of an outlier (aka subpar applicant) rejection?

There’s a poster on this thread whose kids are “beyond the peer cohort years” who seems to be stoking the fire. Ignore.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The Global Humanities Class is definitely a highlight for my kid. As a parent, it's hard to explain in detail the differences between the two classes, because (a) we may not have experience with the other class and (b) we aren't there every day. We get tidbits from our kids like, "We did a government simulation, and our group went all Lord of the Flies and overthrew the leadership and installed a dictator." Or you hear about the different roles and assignment for the literature circle, and the extensions related to the issue addressed in the book.

In the math class they seem to be doing more group projects and thought problems.

More compared to what other class, and how do you know they are doing "more"? Are they doing about the same as the TPMS magnet math classes? If so, then that shows that the new class offerings in the home MS will meet the needs of those students, but otherwise, that's just lip service by MCPS.

I'm the pp here - more than what I have heard about from other parents in the standard (also accellerated, btw) IM class. Covering the same topics, but in the few extra minutes they have out of 45 each day because they're the top cohort in the school, they are getting a few more group projects and a few harder thought questions. That is my perception as a parent.

I appreciate the perspective of the Rosa Poster above. I would encourage you PP/OP to contact the counselling office to figure out a mechanism for taking a deep dive into the differences between classes. If you are a Cabin John or Pyle parent who feels shortchanged that your MS is not actually implementing a different curriculum, here is your proof that it IS happening in some schools.

I’m the Pyle poster who has a child in both classes. You seem really spun up about this and I’m sorry things are not working out for your child as you hoped.

That said, my child is learning and is having a positive experience at Pyle. She enjoys her classes and for the most part the teachers. She’s in 6th grade and is happy and healthy which is our goal. I don’t need nor want my 6th grader in a pressure cooker. It’s 6th grade and it is not going to make or break her future career. She is learning a lot more than DH and I did and we went on to top universities and successfull (financially and emotionally) careers.

So no, I will not be reaching out to her counselor.

Anonymous wrote:If Pyle implemented the same curriculum for everyone, why isn’t the case at every school?

Our school said that they took some of the new stuff to enrich all of the world studies classes, but they did not go so far as to say “they’re all the same.” Indeed, even at Pyle, they have left the peer cohort together; so a teacher who had both classes might be able to reflect on whether it is really all the same.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child at SSIMS reports that his class is faster and does more projects and group work compared to friends in IM class. My child is in immersion so not enrolled in enriched humanities class.

So it's the same magnet curriculum as Eastern or TPMS?

This is not possible because at Eastern 6th grade Magnet students take 4 linked classes and they do a lot of interdisciplinary reading and projects

So the whole, "oh your kids will now get the magnet curriculum without having the long commute" is bunk, then.

No one claimed they were getting the whole magnet curriculum. They're getting two classes, in math and world studies, each of which is based on the corresponding class from a magnet. At least they get one class from each program, rather than being in an either/or math/sci/comp sci vs. humanities program.

Oh, right, so this totally makes up for the "peer cohort" rejection.

Who said "totally makes up for"? Just pointing out something beneficial.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child at SSIMS reports that his class is faster and does more projects and group work compared to friends in IM class. My child is in immersion so not enrolled in enriched humanities class.

So it's the same magnet curriculum as Eastern or TPMS?

This is not possible because at Eastern 6th grade Magnet students take 4 linked classes and they do a lot of interdisciplinary reading and projects

So the whole, "oh your kids will now get the magnet curriculum without having the long commute" is bunk, then.

No one claimed they were getting the whole magnet curriculum. They're getting two classes, in math and world studies, each of which is based on the corresponding class from a magnet. At least they get one class from each program, rather than being in an either/or math/sci/comp sci vs. humanities program.

Oh, right, so this totally makes up for the "peer cohort" rejection.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child at SSIMS reports that his class is faster and does more projects and group work compared to friends in IM class. My child is in immersion so not enrolled in enriched humanities class.

So it's the same magnet curriculum as Eastern or TPMS?

This is not possible because at Eastern 6th grade Magnet students take 4 linked classes and they do a lot of interdisciplinary reading and projects

So the whole, "oh your kids will now get the magnet curriculum without having the long commute" is bunk, then.

No one claimed they were getting the whole magnet curriculum. They're getting two classes, in math and world studies, each of which is based on the corresponding class from a magnet. At least they get one class from each program, rather than being in an either/or math/sci/comp sci vs. humanities program.

Anonymous wrote:At our school, the new enriched classes are just wonderful. It's like being at a magnet minus the lengthy bus ride.

At our W feeder this was also our experience.

If Pyle implemented the same curriculum for everyone, why isn’t the case at every school?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The Global Humanities Class is definitely a highlight for my kid. As a parent, it's hard to explain in detail the differences between the two classes, because (a) we may not have experience with the other class and (b) we aren't there every day. We get tidbits from our kids like, "We did a government simulation, and our group went all Lord of the Flies and overthrew the leadership and installed a dictator." Or you hear about the different roles and assignment for the literature circle, and the extensions related to the issue addressed in the book.

In the math class they seem to be doing more group projects and thought problems.

More compared to what other class, and how do you know they are doing "more"? Are they doing about the same as the TPMS magnet math classes? If so, then that shows that the new class offerings in the home MS will meet the needs of those students, but otherwise, that's just lip service by MCPS.

Listen, I'm sorry your kid didn't get into the magnet program.

The reality is there aren't enough slots for the magnet. They're trying to step it up with these new classes at middle schools, and I'm glad they are. Enrichment is happening. I'm the rosa poster, and since I have an older child who recently took regular history I can see a big difference in how the curriculum has been enriched in global humanities.

Math is math. My kid did compacted math and has been accelerated since elementary, and my kid is learning.

I'm curious what you want, pp? What will make you happy?

Happiness depends on expectations. It’s easy to feel satisfied if the expectation is low. When the expectation is different, it would be more helpful to communicate facts, rather than feeling.

The parents here who are trying to answer the original question are doing the best they can. If anyone has a set of twins, one in AIM and Global humanities and the other in IM and Advanced World studies, perhaps they could give the details you seek. Or perhaps, not, because there is not sufficient time in life to devote to the details of the curriculum when a child is happy, doing well, feels adequately challenged. YMMV

Or, a parent who has had an older DC in magnet prior to the change, and one now in home school in one of the "enriched" classes might be able to tell the difference as well.

So, basically, what you are saying here also is that "who care as long as my child is happy". But I bet when the peer cohort criteria came out, you said, "oh your kids will get a magnet level class and not have to commute so you should be happy now". Now it's "who cares if your child is happy".

And no, I'm not bitter. My kid is beyond the "cohort peers" years.