It is true that we probably have somewhat different values. I don't personally value TJ having some high rating as decided by magazines and would happily sacrifice scores if I believed it was possible to better provide education to gifted students across Fairfax County. And I do believe that the test makes it harder for FCPS to do this well, though it certainly allows TJ to select for specific kinds of students that make it score well in magazine ratings.
I also believe that it is not good to separate students into many strata earlier in life and believe that the lottery limits the effect of wealth and other inequities on young kids. You may believe that we should reward students who studied their brains out in school, did test prep on weekends, and joined clubs so they could round out a resume. Those are different values and that's okay.
It is also very likely that we have different opinions about the expected outcome of ending the test. I believe that it will make it easier, not harder for students to access high quality education and recognizing that there are so many students that could succeed at TJ will encourage FCPS to allocate more resources to magnet programs so there can be more slots for these students. I also hope that this will demonstrate the need for a humanities-focused alternative, which currently does not exist (the humanities education offered at TJ is atrocious, IMO). I also believe that moving away from strict testing as the primary mechanism for excellence will help TJ recover some of its creative side that is so valuable for young learners. The creativity available during 8th period has been slowly crushed under the weight of standardized learning processes over the last several decades. A lot of the skills I learned during 8th period are no longer made available to students in order to serve the almighty test score. I hope that admitting smart students who aren't bound to testing will help this.
It is also very likely that we have different opinions about the ability of the test to separate students into strata.
I do not support destroying TJ. I believe that this makes FCPS education better and encourages more TJs.
We disagree. That's fine. But you list my peers among extremists and you claim that I intend to sabotage quality education. Why is your position not extreme?
I missed that you were a different poster than the one I responded to.
> I didn’t say you you intend to sabotage quality education. I said you were against excellence. Turning a gifted school into a normal one will in practice be the end of academic acceleration.
But it isn't turning a gifted school into a normal one. The proposal still requires accelerated math background, high test scores, and recommendations from administrators. The teachers will remain strong. The proposal isn't a raw lottery among all FCPS students. The proposal isn't cutting funding for the astronomy lab. The option for the gifted won't vanish. The same population of people will be able to apply to TJ.
I am not "against excellence". I do value other things in different ratios, perhaps. If somebody told me that the average AP scores at TJ would go down by 0.2 points and the school would have a population of free-and-reduced-lunch kids that matched the general population of FCPS, I'd say that was a good trade. I may value "excellence" less than you (for some definition of excellence) but I don't oppose it.
I also believe that TJ's test focus (and AP focus) leads to a suboptimal pedagogy. Look at how 8th period has changed over the last several decades. Gone are the opportunities for wild experimentation and creativity outside of the norm. I believe that students are being forced into boxes at TJ and that eliminating the test will make it more clear that TJ can better serve its students with a wider set of opportunities for its kids.
I know a fair number of alumni who wouldn't encourage their kids to attend TJ because the "excellence" it provides is so limited in scope. Students can feasibly be exposed to better curricula in IB and to wider ranges of human experiences at accelerated programs within base schools. I don't know if I fully agree, but the fact that very smart, successful, and educate people can look at TJ and say "I do not agree that this is a pinnacle of excellence" should make us all step back and understand that we don't agree on what excellence means.
You did also use the phrase "support destroying..." when describing me and my beliefs. I think that "sabotage" is a reasonable match to that.
