Wednesday, March 1, 2017

March '17 Open Thread

Some darker thoughts:

At the local level, I've been thinking about the district budget situation now that the levy cliff is happening and nationally what if the Dept. of Education was basically eliminated.

So let's try a hopefully cheerier experiment: What things are going on in your building that are interesting and folks not at your site wouldn't have heard about?


Anonymous said...

Someone posted on Ingraham thread course options for IBX senior year "scaled back" no history option etc. Not enough course options to make a 12 grade schedule. They said "consider IBX a 3 year plan".

Parents and students weighing IBX or IB for next year need to be made fully aware by Ingraham staff this is a change for senior year if choosing IBX.

Anonymous said...

That sounds quirky. All IB students are required to take the History HL exam - as I understand it. Thus, how could history be "scaled back". Furthermore, IB is a two year program - you cannot stretch it to 3 years. So how is this workable?


Anonymous said...

IBX students complete IB history HL their junior year. There are no history options offered beyond that. They can take IB Psychology or IB Business Management as social science options. I don't know if any non-IB options are offered. A student on an AP pathway might take AP Gov or AP Econ their senior year. They're also dropping the College in the Classroom English course they've offered the last few years.

Anonymous said...

Thanks - that makes sense from what I saw on my kid's schedule. I think we are aiming for the environment course (hope that is retained). However, is there anything stopping an IB student from taking an AP class? I know the non-IB students take the IB courses.


Anonymous said...

A student on an AP pathway might take AP Gov or AP Econ their senior year.

That should read, [At Garfield or another school that offers AP options], a student...might take AP Gov or AP Econ [not offered at IHS]. IHS offers AP Calc and AP Computer Science (a pre-req for IB CS), but they are an IB school, and do not offer AP options for any other subject.

Anonymous said...

Does anyone know how many IB and IBX students completed the program last year? What percentage of IBX students complete the program?

juicygoofy said...


At some in the future, could you start a thread to discuss the experiences of HCC students who went to Ballard and/or Roosevelt? With Ingraham planning to cap HCC enrollment and the opening of LIncoln in 2019, my current 7th grader and many of her HCC classmates may choose to avoid the uncertain HCC pathway in high school. It would be great to have a pros/cons discussion from families with experience.


Anonymous said...

The next meeting of the HSC AC is tonight, Tuesday, March 7 at the Cascadia Library (Lincoln), 4400 Interlake Ave N. from 6:30-8:00 pm.

The agenda will include Kari Hanson, Director of Student Support Services who will discuss some new advisory and advocacy opportunities.


Benjamin Leis said...

We just had a high school discussion here: Hopefully that has what you're looking for.

Anonymous said...

Does anyone else get frustrated with Schoology? I get constant reminders that my child isn't turning in work and it turns out that it is not the case. Most of my highschooler's teachers don't use it.

Anonymous said...

Also on Ingraham - my child was told she can't sign up for a 4th year of Spanish (she's a junior and is taking Spanish 5 this year). Has anyone else run into this? Does anyone have experience with their child taking Spanish via Running Start? I'm really unhappy about this.


Anonymous said...

Yes, that's what we've heard, and Running Start classes may not go beyond Spanish 4. Neither Shoreline nor North currently offers anything beyond Spanish 3 (assuming equivalent to high school Spanish 3). Options for many subjects are limited for next year's seniors.

Anonymous said...

juicygoofy--I have heard Ballard and Roosevelt HCC students would take AP and possibly the majority of other classes with older kids. The majority of their classmates would be older and not in HCC. That is one big difference between Garfield, Ingraham versus Ballard or Roosevelt. The other is that with only for example 25 HCC last year at Roosevelt versus a huge cohort at Garfield, they would not have access to multiple honors and AP course sections that would align as well. It is not if an honors or AP course is or is not on the books so to speak, but how many sections are offered to put together a schedule. In addition, there are limited AP and honors science offering at both schools.
-looking ahead

Anonymous said...

Is Ingraham not offering Spanish 5, or just not letting certain students take it? As the immersion pathway school--with some entering 9th graders ready for Spanish 3 or even Spanish 4--not having Spanish 5 would be insane.


Anonymous said...

If 25 HCC went to Roosevelt last year, how many went to GHS? Do those GHS HCC kids really not take classes with upperclassmen? My impression was that classes start to mix regardless of where you are, and kids at both schools are in Freshman only LA/History blocks, right? And I believe music, PE, etc. are also pretty exclusively freshman classes? I imagine for languages and even math and science, it's not such a big deal to have some sophomores and juniors in those classes, maybe even a great thing if you've only been exposed to one cohort for a few years.

My questions is, though, other than for science, does GHS really have more AP classes? Looking at course catalogs, Roosevelt appears to have a couple more World Language AP classes, maybe an extra AP History and a lot of College in the High School English classes that I don't see at Garfield. The math pathways are identical - both offering through AP Statistics. Both have some variety of AP electives, Psychology at Roosevelt but Economics at Garfield, for example.

Looking ahead, I am really curious if (again, other than science) there is actually "more" at Garfield, especially for kids who are interested in languages, writing, social studies. Or, is scheduling, accessibility and number of sections offered the issue? I could imagine not everything in the catalog fits into every schedule. Is it just tradition that Garfield is the pathway to attend and does that need to change with the limiting of AP classes at Garfield, and the potential to move HCC kids from GHS to Lincoln in a few years?

New to HS

Mirnada said...

Where exactly are the two APP elementary sites beginning this upcoming fall? I can't find the addresses or a zoning map to find out which we would be zoned for. We have another year of preschool, but I wanted to familiarize myself with our options. My apologies, I know this is a basic question, but I've been going in circles on the internet and can't find the answer.

Anonymous said...

To Mirnada (March 11, 2017 at 9:41 PM):

Mirnada said...

Thanks to above for that link - but I've already been there and the information is not clear. I read that there's the Cascadia site and the new Decatur site, but it's not clear where Decatur is or if one of the sites will still be Cascadia at Lincoln or not. My son has one more year of preschool, so I can't look up his assignment - he's not in the system.

Anonymous said...

Cascadia is the new school at the old Wilson Pacific site, co-located with Robert Eagle Staff Middle School, 1330 N 90th St, and Decatur is the old building (formerly used by Thornton Creek, previously called Decatur/AE#2), co-located with the new Thornton Creek building, 7712 40th Ave NE.

Anonymous said...

Appendix A (pg 15) of the 2017-18 Student Assignment Plan shows the HCC feeder patterns, but doesn't include the approved boundaries. The table indicate students assigned to the following elementary schools feed into the respective HCC pathway schools:

Broadview-Thomson (K-8), Daniel Bagley, Greenwood, Northgate, Olympic View, Viewlands, John Rogers, Olympic Hills, Sacajawea, B. F. Day, West Woodland

Bryant, Green Lake, Laurelhurst, Sand Point, View Ridge, Wedgwood

Anonymous said...

Boundary maps here:

(Taken from "Growth Boundaries Implementation for 2017-18" on Enrollment Planning page)

Anonymous said...

New to HS-- Some one posted stats recently, can someone please re-post if they know? Was it Lynn? I believe 25 is ENTIRE amount of HCC (not 9th grade) qualified at Roosevelt. Garfield is one of the two HCC pathway high schools. 1/3 of all the students (would be hundreds) are HCC qualified. Big difference. I spoke to advanced learning a couple years ago and they had told me the situation about schedules and the multiple sections of AP classes. At Garfield (& Ingraham IBX) just due to sheer cohort majority they take classes with peers. That is why there are pathway HCC high schools. HCC kids who choose Ballard or Roosevelt etc would be on their own. Benjamin posted a reason recently as to why he thinks they would not be able to eliminate high school HCC pathways and be in compliance with requirements. But then again anything is possible.
-looking ahead

Anonymous said...

New to HS-- FYI Benjamin posted this on the Lincoln High School Thread:
"I suspect there are two issues with serving at reference high schools.

1. Not all the reference high schools even with all the HCC students present would have sufficient numbers to offer a robust selection of advanced courses which would satisfy the state requirements for HCC. You'd really want the master schedule to see how many sections of the advertised classes were given. I don't have the time to analyze the course catalogs across all of the High Schools to even see what's present and also factor in the HCC students per zone to see if this is the case. It would be an interesting project to look into. If there was an issue it would be most likely in sites like Rainier Beach, Chief Sealth, maybe Nathan Hale.

2. Not all the sites could accommodate the return of their student population. So for instance Roosevelt and Ballard even though they are over-crowded would be much worse off if their reference students who go to Garfield came back. This is probably the more serious blocking problem. Again its a numbers game to see what happens once you redistribute adding on Lincoln.
-Looking ahead

Anonymous said...

New to HS,

I just found this highly capable data report from Jan 2016. It states 9th grade Roosevelt last year in 2016 was 25 HCC qualified. Ballard 29 HCC. Garfield 9th grade 176 HCC, Ingraham 91 HCC. Definitely more likely to have classes with grade level peers at Garfield due to numbers, and Ingraham with how IBX works. Roosevelt offers honors option (extra work gen ed class) for LA/SS. Garfield offers honors classes. Garfield offers 9th grade honors for all. Garfield has stated they are implementing honors for all in 9th grade only. 10th-12 honors classes, gen ed classes. Not sure about Ballard honors classes for LA/SS or honors option only. I do find out Ballard does not offer chemistry honors or AP physics either.
-looking ahead

-Looking ahead

Anonymous said...

Re: Ben's take on HS,

1. "Not all the reference high schools even with all the HCC students present would have sufficient numbers to offer a robust selection of advanced courses which would satisfy the state requirements for HCC. "

I'm not so sure a "robust selection of advanced courses" is required by law. It seems the district can just check the "AP classes" box and OSPI will call it good. After all, they check they now for 9th grade HC services, when what do they really offer?

2. "Not all the sites could accommodate the return of their student population."

True now, but that could easily change in 2019 when Lincoln opens. If they wanted to eliminate HC pathway high schools then, they could. Just redraw the Ballard and Roosevelt boundaries to be a lot smaller and send more kids to Lincoln. Boundaries would be ugly and kids near one of other schools might have to trek to Lincoln instead. It would also seriously hurt access to advanced courses, but it would be feasible from a capacity standpoint.

To be clear, the district HAS considered this as an option. If they ever decide to push ahead, hopefully parents--and students--will speak up and stop them.

Anonymous said...

If they pull HCC pathway kids from Garfield (when Lincoln opens) and send them to Lincoln, likely Lincoln will also become a pathway HCC school as Benjamin had previously suggested. I guess they could pull north end kids from Garfield and send them to back to all their neighborhood schools Roosevelt, Ballard, Hale, Lincoln, etc. However, if they no longer have pathway HCC schools, what would that do to Garfield as well as Ingraham? My guess is they would want to keep the HCC pathways (smaller) at Garfield & Ingraham. If no critical mass of honors and AP sections each year to make scheduling work for advanced learners, they would not realistically be in compliance. But who knows.

Anonymous said...

@ HJ, I agree that's the most likely scenario. However, all I'm saying is that I'm not convinced by statements about being "realistically" in compliance or needing a "robust selection" of advanced classes. There's nothing in the reports the district sends to OSPI that says how many different AP classes are offered, how many sections of each are offered, the number of HC students taking those courses, etc. All they need to do is check a box that says they offer some type of service for HC students in each grade level and OSPI seems to say groovy. That's why they can check off "honors" classes for 9th grade and call it good, right? They could conceivably send everyone back to their neighborhood to fight over whatever AP and IB and honors classes the schools are willing to provide, and even if kids weren't able to get as many advanced classes as before the district could still make the case they are providing HC services. I think its' important for parents and students to know this, since they may need to fight the district on it at some point. Assuming the SPS will "do the right thing" and provide opportunities to maximize learning doesn't necessarily jive with recent actions designed to lower the ceiling.

Anonymous said...

Anon @1:28 is right - the district can check the boxes for "honors" (there is no standard for what honors means), AP, IB, and Running Start, and call it good. Individual schools can limit AP and IB offerings, or not really offer much in their "honors" classes, yet the boxes remain checked on the OSPI report. Running Start may be the only option for advancement, even for schools with AP and IB courses.

Anonymous said...

I have an "off topic" question. Do many parents of HCC-qualified kids choose private "gifted" schools like UCDS or Evergreen instead of Cascadia? I believe the cutoff is lower for private schools, like 95th percentile. I am wondering what those schools would offer...
Not that I'm interested in paying $20K/year, but I'm...

Anonymous said...

We have had children in both private school and public HCC programs. I have witnessed many parents going from one to another for a variety reasons. But first, private schools look for many other things than a cutoff test score. Schools like Evergreen and UCDS have the ability to build wonderfully diverse classrooms with talented children, and turn well qualified gifted kids down every year. The number of kids in public HCC would fill the private school spaces many times over. I don't believe many of the private schools accelerate "more" than the HCC program, but what private schools offer are significantly smaller class sizes, more parent teacher conferences and communication, a better variety of field trips, science materials, beautiful facilities and more small group or one on one interactions for kids and interventions if needed. For some children, this is a great opportunity to get them to feel comfortable speaking groups, or to alleviate anxiety that comes from the large chaotic public school classroom. For kids just looking for serious rigor, who manage just fine in large groups behavior and even thrive and fill leadership roles in public schools, the money may be better spent on summer camps, travel or extracurricular opportunities in sports, music or arts. I think many parents whose kids have done well in an HCC program such as at Cascadia will be disappointed with the content and materials of many private schools. Also, you know the location of your school will not change and the headaches facing families with kids being split from friends and program movement is not an issue. UCDS and Evergreen are both closer to $26K than $20K.

Private/Public family

Public&Private said...

The other issue about UCDS and Evergreen is that there are only certain entry points where any significant number of students are admitted. You can't just flippantly decide to send a 3rd grader to UCDS or Evergreen, because no matter how great a kid you have to offer them, if the school only have space to add one or two new students to their 3rd grade cohort, it maybe impossible to get your child admitted. So, there's more strategy required to entering the private "gifted" schools. Pretty much you have to enter at pre-k level or apply multiple years in a row or enter at a level when they are adding another whole class worth of students to the cohort. Or have the very specific type of child they're looking for to round out their current cohort, who can win one of the two slots available out of the hundreds of applicants. Or donate a building to them. And, it's true, $26k can certainly pay for a lot of great extracurriculars.

But, boy, looking ahead to high school (still years off) I'm feeling nervous about what HCC will look like then. Used to be the $125k was almost enough for med school. Now I might have to blow that just on high school. For one kid. Gulp.

Anonymous said...

The acceptance rate at Evergreen a few years ago at the kindergarten level was 25%. So 75% of the children who had attained the requisite test score to apply, were not admitted. Also, Evergreen has a sibling policy so often half or more of the preschool spots are taken up by siblings. UCDS's admission rate is something like 1 out of 6 in the Early Elementary level, although that fluctuates from year to year. These schools are not easy to get into, particularly if your family is an average Seattle family.

Anonymous said...

Those are numbers published by the schools to increase desirability. My family runs in very "average" circles who would have no particular advantage, and there is no way the rate is that low. 50% at worst, and if you apply to more than one, you're fine. We have done both, and I concur with private/public. You are certainly getting something for your money in private school, but it may not be what you need. HCC is really a unique program, even with all the changes.

Average Jane

Michael Rice said...

Copied from SSS blog:

There are two bills currently moving through the legislature that would require 4 year colleges and universities in the state to grant credit for AP exam scores of 3 or better.

SB 5234 and HB1333

The bills do not mention IB.

If you have a feeling about this, please call or email your legislative team about this. On their webpages there is a place where you can send a message – 1000 character limit.

Things are moving fast – please let them know your feelings about this.

If you need more info, you might want to reference that there are 23 IB high schools in Washington, and 19 of them are public schools. Many of the public schools are in very diverse/high poverty areas communities, like South Seattle/S. King County, Tukwila, Tacoma, and Kennewick.

(School list from the IB website. I looked up some of the schools’ websites to determine what their FRL numbers looked like. Kennewick is 70% FRL, Thomas Jefferson in Fed Way is 55% FRL for example.)

To find your district

Benjamin Leis said...

Here's a link for the bills Michael mentioned:

"Requires institutions of higher education to establish a
coordinated, evidence-based policy for granting as many
undergraduate college credits, as possible and appropriate,
to students who have earned minimum scores of three on AP

From the preamble definitions in 28B.10 (

"4) "Institutions of higher education" or "postsecondary institutions" means the state universities, the regional universities, The Evergreen State College, the community colleges, and the technical colleges."

Anonymous said...

I don't understand why AP credit should be awarded the same way across all the state's colleges. College courses can be different and major requirements can be different and students can be different and degree of difficulty can be different, so why should AP credit be awarded the same way?

And what does that even mean, to award credit the same way? If one college's intro chemistry class includes a few more topics/concepts/skills than another college's, and the less comprehensive school awards credits for an AP score of 3, does that mean the school with a more comprehensive class will also need to? Or can they require a 4, because their class requires more?

The proposed legislation also says this should be evidence-based, so why not let each college do it their own way, based on data re: how their students scoring at various levels do on subsequent classes, since it might be different at different colleges?

not convinced

Anonymous said...

Saw this on the JAMS page and found it interesting:

Spectrum Information Night, Wednesday, April 19, 7-8pm

This event is for current and future JAMS families to learn about options and recommendations for Spectrum Eligible students.

Our goal is make sure that parents understand their students options and pathway.

Currently, we automatically assign spectrum students into a HCC (Highly Capable Cohort) pathway while attending Jane Addams. During this evening, we will review the pathways for students 6-8, high school implications and help parents make scheduling decisions that are best for their students strengths.

Lynn said...

That must be related to the complaint filed by a parent of a current Spectrum 8th grade student at JAMS. They were not happy to learn their student didn't have an automatic HCC pathway high school assignment.

Who couldn't see this kind of problem coming when the school decided to reinvent HCC?

Anonymous said...

Once again, we're seeing the issues with site based decision making in the delivery of AL services.

Anonymous said...

How did the school decide to reinvent HCC? Similar to TM or different? I can't keep up...honestly, I just wish the teachers had the tools and training to succeed.

Bloody Chickens

Anonymous said...

I don't think JAMS is reinventing HCC.
SPS has no guidelines on what the program is such as a set curriculum.
When my kid was in JAMS there were very few Spectrum eligible students and the administration decided that it was better for them to blend them with the HCC students than Gen Ed. It seemed to have worked. How good a class was depended more on the teacher than anything else.


Mirnada said...

I was wondering if someone would be willing to catch me up on conversations that have been had at school board meetings or elsewhere about how to make HCC programs more diverse. I read the news article about race and Garfield High, but I've also heard conversations about how opaque the HCC process is, and what I little I know of intelligence testing is that it's hard to keep it from being racially and culturally biassed. Any information the community would be willing to share would be very helpful to me.

Thanks in advance.

Anonymous said...

Hi Mirnada-- I just recently learned statistics of ethnic and racial breakdown for advanced learning programs in Bellevue & Mercer island. 20% of Mercer Island kids qualify. Highest out of any district around. Asian kids tended to be very well represented & were in fact over-represented compared to whites in Bellevue. Achievement tests are part of the identification process for gifted programs. The most recent research in diversity and achievement coming out of Standford (Reardon etc) and elsewhere is focusing more on class, but understanding there is an intersection with race. In seattle, 30% of the most affluent as well as upper middle class send their kids to private school, so data is skewed.

Anonymous said...

I haven't been part of those conversations, but have just gone through the process with my youngest and am surprised at how they seem to be making it harder. Having testing outside of school hours in remote locations is not going to improve access. It selects for families that can prioritize time for testing, have reliable transportation, etc. I work weekends, and my partner ended up spending hours sitting in a cafeteria with our two other children this year so that one could be tested. This is throwing up barriers.

Also, using achievement testing is highly problematic. You are not selecting for "highly capable" children, you are adding the selection criteria that they have been aggressively coached. When Kumon is the answer to getting your child into the HCC program, something is wrong. (Okay, I'm a little bitter that my child had CogAt scores well within the range for HCC placement, but her 80%ile reading MAP is keeping her out of HCC AND Spectrum. It's is a fair representation of her ability and I did not pay to have her re-tested. We have not drilled early reading at our house - but that does not change that she meets most standard criteria for giftedness. It also doesn't change that I expect her to be bored in a standard classroom next year when the HCC and Spectrum kids are tracked to other classrooms.). -Dorsi

Anonymous said...


Before my child was in the HCC elementary, I also wondered why achievement scores were necessary. Now that I've observed first hand, both as a parent and volunteer, I see that the program structure of the elementary program (1-2 years acceleration) is the basis for requiring the achievement test.

It's expected that these are kids are ready to learn advanced material at an accelerated pace upon entry with very little ramp up of the missing year's material. Within the first 7 months, 1st grade has covered multi-digit addition and subtraction with carrying, multiplication, division and fractions. The math includes multi-steps and word problems. Spelling tests include words with both beginning and ending multi-consonant blends. Writing is rigorous.

Stop and think a moment about the pace, executive function and prerequisite reading, writing and math skills it requires that for a 6 or 7 year old to be a good fit for the program.

Your comments about "aggressive coaching" and "Kumon" are false facts. I understand you're upset, but please don't over generalize. Some of these children are auto-didacts and learned how to read or multiply before entering formal schooling through their own grasp of symbolic language without any direct instruction and certainly not "drilling" by parents or tutors.

I do agree with you that testing during school hours would decrease barriers, and I sympathize with your challenges in finding a suitable education for your child. It can be very difficult and frustrating.

- n

Anonymous said...

Fwiw, Kindergarteners are very young. We saw fairly radical shifts in reading between K and 1st. And more importantly my slower reader really grew to love reading over the next year. Looking back, I think the gen-ed 1st classrooms we experienced were generally well taught and did not suffer from a few kids being moved over to other programs. Nor in the long run did switching into HCC later on have any drawbacks. So I'd caution to not assume that your daughter's next year is lost and wait and see.


Anonymous said...


Thank you for your reasoned response. As I mentioned, I'm bitter with the process. I did not mean to imply that the kids in the HCC had been coached or taken to Kumon; I know that my child would have likely done much better on MAP testing if we had been doing those things. She might have done much better if it hadn't been her first time using a computer mouse.

My older child tested in without preparation of any kind, but I don't think MAP scores were used that year? I don't remember the process well. Is it possible that MAP testing is a relatively new requirement?

I think we all know that IQ (or whatever the CogAt score is purported to represent) is not a stable figure in the young elementary cohort. However, it is trying to measure some intrinsic quality (though obviously there are things like socioeconomic status that play a role). I would suspect MAP results are far less stable, as they are measuring something much more dependent on extrinsic factors. Reading and math achievement happens in fits and starts, and I bet the MAP score if tested weekly would have swung wildly through the year. I hope that the same would not be true of the CogAt score - it should be about the same if it was tested weekly.

Let's say, for the sake of argument, that my child has a brilliant mathematical mind, demonstrated by aptitude testing. It seems as thought the school has some obligation to provide her with appropriate education, despite her merely "above average" reading achievement on a day in January. Your argument based on your experience is hard to counter; I don't have children in the program. However, I think this gets to the root of what is the role of an HCC program? Does it exist to give opportunity to children who are a "good fit" for two year acceleration? Or should it exist to provide appropriate education for children who have capabilities that are a few standard deviations from the norm?


Anonymous said...

@ Mirnada, there aren't any good answers to your question about what the district is doing to increase diversity in HCC. The reality is that making HCC more diverse is challenging and complex, and there aren't a lot of clear steps to be taken. One thing many of us have suggested they do--and it would be very helpful information to have--is to do some analyses that look at income and not just race. Income disparities are likely a more significant factor than race, but the district never seems to acknowledge this.

Based on the data that have been presented to date, it would seem that the only route to getting an HCC population that reflects Seattle's (or SPS's) racial demographics would be to essentially set quotas by race. Groups that are currently overrepresented (Asians most dramatically, then whites) would likely need to reach higher cut-off scores than now, while other groups would have their qualifying scores reduced, maybe somewhat dramatically. This seems likely to be the case whether we retain that achievement testing component or not, since underrepresented groups tend to have lower achievement scores and lower CogAT scores BOTH. (The Advanced Learning department's effort to screen all 2nd graders in high poverty SE region schools didn't help with diversity as planned, but instead found more kids from "overrepresented" racial groups, since those were the kids that scored better on the CogAT screener.) Setting quotas by race, however, wouldn't be legal, but they could likely do something by income instead and that might have the same effect.

Trying to implement something like that, however, would be a nightmare. If you have a bunch of kids who qualify at the 99th percentile but only have room for x, how do you decide who doesn't get in? And are the tests really so precise that there's any meaningful difference between someone who scores at the 99th vs 98th percentiles? It's not easy to start denying services to a bunch of kids who seem to need them, just so you can get the diversity you want--which also means letting in a bunch of other kids who aren't ready for that level work, but who happen to be at the top of their subgroup.

One thing I'd like to see--and I believe the AL office did propose something like this once but it didn't get funding--is a type of pre-HCC academy type thing, to provide intensive services to students who show great potential but have not yet qualified for HCC. Rainier Scholars does a similar thing with their middle school age students, who attend a summer session and get lots of additional support. If we want more minority children to qualify for HCC, let's work to help more minority children get ready for HCC.

Oh, and the Garfield issue isn't really an HCC one, since we don't really have HCC in high school. Garfield's "Honors for All" approach was supposedly designed to provide additional rigor to students who typically didn't elect to take honors classes, but from what I've heard the reality is that the class is no longer as challenging as it used to be. (Some people refer to it as "honors for none.") I suspect it's similar to what happens when schools try to require that everyone take Algebra 1 in 8th grade--the class ends up being Algebra "lite" and hurts everyone in the long term. Pretending that everyone is ready for the same level of challenge at the same time seems to be a


juicygoofy said...

Could someone please elaborate on the 8th grade HCC science curriculum at the various school middle schools. I understand that Hamilton offers high school level Biology. Do Washington and JAMS also? I am asking because the I heard that the science planning teacher for REMS recently would not commit to offering more than a class called "Life Sciences." I would like more background information before following up. Thanks.