Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s the real value of completing the IB diploma for the senior who has already gotten into college, if the student doesn’t care about trying to get college credit? I can imagine an advantage to the school and program, but what benefit does the kid going to HYPS get? Imagine a responsible kid who has followed through on lots of things and long term goals in his life, so the abstract benefit of completing something is not so important.

There's something known as the "love of learning" that appears to be lost on you.

I'm sorry if following through is a foreign concept to you as well.

pathetic

DP.

One can passionately love learning without finishing a program of study. I left my doctoral program because at that particular time, I had to choose between producing my dissertation or a second child. I went for the second child and have never regretted it. My love of learning didn’t evaporate or diminish. I’ve continued taking courses and attending seminars. I spend a lot of my free time and disposable income on learning. I just didn’t finish that formal program of study.

I can see a smart senior making a rational decision to reduce their workload by one paper or one exam in order to savor being 17 or 18 in spring. A friend had DDs go through both Blair’s CAP and RIMB. They said they didn’t enjoy senior rites of passage because of the pressure.

Most, if not all, of IB kids are not worried about having a child in HS. The significance of IB diploma is not whether you get college credit or not. For IB kids - regardless which HS IB program you attend - it means you "finished" something you started 4 years ago. While it may not matter to some, it means a LOT to others. All those countless sleepless nights and weekends, it's finally done and they've done it. Then again, if you don't get it, you don't get it.

I'm not the PP you're addressing, and I do get it, but it's not love of learning. It's love of completion, or love of certification, or love of external validation, or something.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s the real value of completing the IB diploma for the senior who has already gotten into college, if the student doesn’t care about trying to get college credit? I can imagine an advantage to the school and program, but what benefit does the kid going to HYPS get? Imagine a responsible kid who has followed through on lots of things and long term goals in his life, so the abstract benefit of completing something is not so important.

There's something known as the "love of learning" that appears to be lost on you.

I'm sorry if following through is a foreign concept to you as well.

pathetic

DP.

One can passionately love learning without finishing a program of study. I left my doctoral program because at that particular time, I had to choose between producing my dissertation or a second child. I went for the second child and have never regretted it. My love of learning didn’t evaporate or diminish. I’ve continued taking courses and attending seminars. I spend a lot of my free time and disposable income on learning. I just didn’t finish that formal program of study.

I can see a smart senior making a rational decision to reduce their workload by one paper or one exam in order to savor being 17 or 18 in spring. A friend had DDs go through both Blair’s CAP and RIMB. They said they didn’t enjoy senior rites of passage because of the pressure.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s the real value of completing the IB diploma for the senior who has already gotten into college, if the student doesn’t care about trying to get college credit? I can imagine an advantage to the school and program, but what benefit does the kid going to HYPS get? Imagine a responsible kid who has followed through on lots of things and long term goals in his life, so the abstract benefit of completing something is not so important.

There's something known as the "love of learning" that appears to be lost on you.

I'm sorry if following through is a foreign concept to you as well.

pathetic

DP.

One can passionately love learning without finishing a program of study. I left my doctoral program because at that particular time, I had to choose between producing my dissertation or a second child. I went for the second child and have never regretted it. My love of learning didn’t evaporate or diminish. I’ve continued taking courses and attending seminars. I spend a lot of my free time and disposable income on learning. I just didn’t finish that formal program of study.

I can see a smart senior making a rational decision to reduce their workload by one paper or one exam in order to savor being 17 or 18 in spring. A friend had DDs go through both Blair’s CAP and RIMB. They said they didn’t enjoy senior rites of passage because of the pressure.

Most, if not all, of IB kids are not worried about having a child in HS. The significance of IB diploma is not whether you get college credit or not. For IB kids - regardless which HS IB program you attend - it means you "finished" something you started 4 years ago. While it may not matter to some, it means a LOT to others. All those countless sleepless nights and weekends, it's finally done and they've done it. Then again, if you don't get it, you don't get it.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s the real value of completing the IB diploma for the senior who has already gotten into college, if the student doesn’t care about trying to get college credit? I can imagine an advantage to the school and program, but what benefit does the kid going to HYPS get? Imagine a responsible kid who has followed through on lots of things and long term goals in his life, so the abstract benefit of completing something is not so important.

There's something known as the "love of learning" that appears to be lost on you.

I'm sorry if following through is a foreign concept to you as well.

pathetic

DP.

One can passionately love learning without finishing a program of study. I left my doctoral program because at that particular time, I had to choose between producing my dissertation or a second child. I went for the second child and have never regretted it. My love of learning didn’t evaporate or diminish. I’ve continued taking courses and attending seminars. I spend a lot of my free time and disposable income on learning. I just didn’t finish that formal program of study.

I can see a smart senior making a rational decision to reduce their workload by one paper or one exam in order to savor being 17 or 18 in spring. A friend had DDs go through both Blair’s CAP and RIMB. They said they didn’t enjoy senior rites of passage because of the pressure.

Anonymous wrote:

Anonymous wrote:What’s the real value of completing the IB diploma for the senior who has already gotten into college, if the student doesn’t care about trying to get college credit? I can imagine an advantage to the school and program, but what benefit does the kid going to HYPS get? Imagine a responsible kid who has followed through on lots of things and long term goals in his life, so the abstract benefit of completing something is not so important.

There's something known as the "love of learning" that appears to be lost on you.

I'm sorry if following through is a foreign concept to you as well.

pathetic

Anonymous wrote:

Anonymous wrote:What’s the real value of completing the IB diploma for the senior who has already gotten into college, if the student doesn’t care about trying to get college credit? I can imagine an advantage to the school and program, but what benefit does the kid going to HYPS get? Imagine a responsible kid who has followed through on lots of things and long term goals in his life, so the abstract benefit of completing something is not so important.

There's something known as the "love of learning" that appears to be lost on you.

I'm sorry if following through is a foreign concept to you as well.

pathetic

Anonymous wrote:

Anonymous wrote:^ not only MCPS is f-ed up, but also there are more idiotic parents don’t value education than ever before... like these PPs.

Spending millions for 2% of MCPS students isn’t valuing education. It is a mockery of what tiger mom puts in the most effort and that is it. Public education is teaching ALL kids. Get rid of the programs and track kids from day 1

Anonymous wrote:

Anonymous wrote:^ not only MCPS is f-ed up, but also there are more idiotic parents don’t value education than ever before... like these PPs.

Spending millions for 2% of MCPS students isn’t valuing education. It is a mockery of what tiger mom puts in the most effort and that is it. Public education is teaching ALL kids. Get rid of the programs and track kids from day 1

Anonymous wrote:^ not only MCPS is f-ed up, but also there are more idiotic parents don’t value education than ever before... like these PPs.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is an RM student here who has talked to some of the IB teachers that are leaving. There are 7 total teachers who are leaving and not all of them teach IB but the whole entire IB precalculus department is leaving. This means that 95% of the rising sophomore class will have a teacher who is unfamiliar with teaching IB precalculus according to the HL and SL pathways. One of the teachers confirmed that they along with other IB affiliated teachers were leaving because Ms. Goetz was being pushed down from being the department head. We have heard that Ms. Goetz, a great math teacher with tons of experience in the IB curriculum (like all the precalculus teachers that are leaving) will soon be leaving. Students feel confused and frustrated that we’re not getting any straight answers about WHY they’re leaving and what the future of IB math is going to look like, as well as the fact that we feel unsupported in the school. It feels like the administration doesn’t like IB, and it doesn’t feel too great to go to a school where you feel like the outsiders even though you walk in and out of the same doors that kids zoned for RM do. With the new IB administration, there is much confusion about DP pathways and there is not much support when high achievers try to aim high and take rigorous course loads. I guess this is just an insider’s perspective.

That is not new right? My kid graduated RMIB 4 years ago and spent two years under the current Principal. Even then I remember my kid telling me that kids don't think the current Principal likes the program. I remember criticisms I heard were - no school (RM) spirit, not integrated with main body, hangs by themselves...etc. I sense at the time was that the new guy really didn't understand and didn't appreciate the particular needs of these kids. Hoover did but she got pushed out for protecting the program. My guess is that these teachers' tried to hang on but just couldn't do it any longer. I really feel that the program is dying. Sad story actually...

Good. Let it die. Spend the millions of funding to serve all the kids. The bus service alone in a crowded traffic filled county is awful.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Anonymous wrote:
Anonymous wrote:
Anonymous wrote:
If you want excellence, you hire administrators who themselves were A students. When you recruit administrators who were C students then you see them lowering standards because high standards is seen as "unattainable" by such people. The RM principal is an example of such low caliber people taking an administrator role. For me he is the same caliber of nitwit as Joshua Starr was.


How do you know the grades of specific MCPS administrators?


New poster, but Starr had a doctorate from Harvard. You may not have liked him, but he’s a smart guy. I didn’t like everything he championed, but I vastly preferred the trajectory the school system was on under his leadership.


He was corrupt as he!!. And remember, that was a doctorate in education, not something like math.


Generally, and for understandable reasons, school administrators' advanced degrees do tend to be in school administration or some such, rather than in math.

An educational doctorate isn't even a Phd. But yes C caliber professionals have deep insecurity and do not do well with high performing staff including teachers. They see them as a threat or a reminder of their own inadequacy. They will always hire people who are either sycophants or people so incompetent that they appear smarter.

DP. wow, I am disgusted at the level of disrespect that some people have for school administrators and teachers. There is no shortage of people disrespecting teachers, as well. I do wonder if these kinds of posters ever consider being a school administrator or teacher if they think they can do it better.

I am neither an administrator or teacher.. just a parent.

Anonymous wrote:

Anonymous wrote:What’s the real value of completing the IB diploma for the senior who has already gotten into college, if the student doesn’t care about trying to get college credit? I can imagine an advantage to the school and program, but what benefit does the kid going to HYPS get? Imagine a responsible kid who has followed through on lots of things and long term goals in his life, so the abstract benefit of completing something is not so important.

+1
Fretting about a drop from 93% to 88% in diploma completion is silly. That's 8 additional kids out of 160 who chose not to finish something. Besides, they can earn college credit based on their IB test scores. The diploma itself doesn't matter.

Anonymous wrote:

Anonymous wrote:This is an RM student here who has talked to some of the IB teachers that are leaving. There are 7 total teachers who are leaving and not all of them teach IB but the whole entire IB precalculus department is leaving. This means that 95% of the rising sophomore class will have a teacher who is unfamiliar with teaching IB precalculus according to the HL and SL pathways. One of the teachers confirmed that they along with other IB affiliated teachers were leaving because Ms. Goetz was being pushed down from being the department head. We have heard that Ms. Goetz, a great math teacher with tons of experience in the IB curriculum (like all the precalculus teachers that are leaving) will soon be leaving. Students feel confused and frustrated that we’re not getting any straight answers about WHY they’re leaving and what the future of IB math is going to look like, as well as the fact that we feel unsupported in the school. It feels like the administration doesn’t like IB, and it doesn’t feel too great to go to a school where you feel like the outsiders even though you walk in and out of the same doors that kids zoned for RM do. With the new IB administration, there is much confusion about DP pathways and there is not much support when high achievers try to aim high and take rigorous course loads. I guess this is just an insider’s perspective.

That is not new right? My kid graduated RMIB 4 years ago and spent two years under the current Principal. Even then I remember my kid telling me that kids don't think the current Principal likes the program. I remember criticisms I heard were - no school (RM) spirit, not integrated with main body, hangs by themselves...etc. I sense at the time was that the new guy really didn't understand and didn't appreciate the particular needs of these kids. Hoover did but she got pushed out for protecting the program. My guess is that these teachers' tried to hang on but just couldn't do it any longer. I really feel that the program is dying. Sad story actually...

Anonymous wrote:What’s the real value of completing the IB diploma for the senior who has already gotten into college, if the student doesn’t care about trying to get college credit? I can imagine an advantage to the school and program, but what benefit does the kid going to HYPS get? Imagine a responsible kid who has followed through on lots of things and long term goals in his life, so the abstract benefit of completing something is not so important.