Expand IA Opportunity
There is a school not run by the public school district in which it is located. It is a selective school attracting the best and the brightest students. It has a national reputation for academic excellence. Students must apply and pass an admissions test to be considered for admission. There is limited capacity. Admission is reported to be “by lottery” among qualified applicants.
The school is the International Academy. It is the pride of the community – including the district within whose borders it exists, BHSD. However, the BHSD School Board chose not to expand its 30 “seat” presence to serve more of its nearly 100 students qualified students each year. It chose not to respond even when 20 “seats” become available when Farmington dropped out of the consortium.
Even if BHSD had claimed all of the available “seats,” about half of the qualified students in BHSD would still be denied the opportunity to attend the school of their choice – the IA. How could this situation be allowed to persist for over a decade? How could a district that prides itself on providing a maximum of choice for its students deliberately fail its most academically inclined students?
Apparently, high achieving students of BHSD are free to be “architects of their future” only when they are among the one third of the eligible BHSD students lucky enough to win the IA admissions lottery. Parents should not be satisfied with perpetuating a situation were luck determines their child's learning opportunity. Each child has but one opportunity to be admitted to the IA.
Until the International Baccalaureate Programme in the mainline high school has been demonstrated to provide the equivalent educational outcome, as measured by generally accepted assessment tests, parents should not be fooled by District protestations that the “IB at Bloomfield High” is the equivalent to the educational experience at the IA. Many know better. In fact, those with means who would send their children to the IA refuse to send them to Bloomfield High if their children fail to win the “lottery.”
Should BHSD continue to deny its most academically advanced students the opportunity to excel? Is it right?
Bob Conklin
1:16 pm on Tuesday, January 8, 2013
It is hard to understand why the BHS system does not find a way to get all qualified applicanats to the IA enrolled. A terrible waste of talent.
Jon
11:19 pm on Wednesday, January 16, 2013
Students who want to earn an IB diploma may do so within the BHSD, as well as at the IA.
W. F. Moigis
7:28 pm on Tuesday, January 8, 2013
A good question for which I do not have an answer.
Coming to think of it -why don't we take a closed school and expand the International academy therein?
We should be striving for academic excellence with all our resources........damn it!
Elizabeth
7:44 am on Friday, January 11, 2013
Many times I have wanted to swear on this website and even now as I write this I am inclined to, but have not. In the future, please watch your language.
Jon
11:19 pm on Wednesday, January 16, 2013
The IA has expanded to three campuses, as you describe. The IB is also offered within the BHSD.
Since the outcome of any IB program is measured by its rigorous final tests (the point, after all, is to provide a credential that is understood internationally), all IB programs can be easily measured by how many of their students actually achieve the credential.
Why must our striving for academic excellence, as measured by the IB, be delivered only in institutions called "International Academy" and not in institutions called "Bloomfield Hills High School" or "Lahser"?
Pradeep (Pete) Mehra
8:22 pm on Wednesday, January 9, 2013
Its a continuation of the philosophy that was expressed by Rob Glass recently: "Money for me but not for thee" (not his words). The Board does not want to give up control of any more money (they do not control the IA) irrespective of the impact on the students. It is just a continuation of the Educational establishment fighting to maintain its tight control on state funds spent on education in Michigan
W. F. Moigis
9:33 am on Thursday, January 10, 2013
Maybe we should remind some people what happened at the Place de la Concorde between 1789 and 1791?
Then again - maybe not.......
Judy Weiner
6:35 pm on Sunday, January 13, 2013
When the ball dropped we ushered in 2013. Did you miss that?
Mary
11:29 am on Thursday, January 10, 2013
It is a sad commentary on the BHSD that all eligible students are unable to attend the IA-and don't be fooled by the districts proclamation that the IA program in the high school is equivalent to the IA Academy-it is not-what happened to the number of students who are leaving from Farmington- did we not get an increase with those numbers?
Mike Reno
8:18 am on Friday, January 11, 2013
Could there be a better example of the potential of Choice?
First, the IA clearly demonstrates the market demand. In Rochester, roughly 15% of the children apply to IA lottery, hoping to escape to something better. Only 25 win the golden ticket. Sounds like the percentage in BHSD is substantially higher.
And not only does this show the demand... it also shows how more choice would help to solve the problem. The IA alone is unable to satisfy the demand, and allowing others to open similar institutions would expand the opportunities for hundreds of students in Rochester, Birmingham, and Bloomfield Hills, as well as Pontiac! Virtually everywhere!
Elizabeth
8:51 am on Friday, January 11, 2013
Mr. Reno.
Right now there is nothing stopping Rochester Public Schools from starting or opening up an IB Diploma Program within their district...again, right now. This is what Farmington and I believe Southfield Schools did, hence the additional seats for the IA. Legislation is not required to offer that choice. Innovation, like a consortium school such as the IA or including the IB program (preschool through 12th grade) is not limited by the existing system of public schools.
As to the specifics of the numbers of seats, yes Bloomfield has more seats than other districts. My understanding was that this was determined when the consortium was created. It is also my understanding that, as some districts have left, some of those seats have gone to districts in the consortium other than BHS. There is a demand for the IB Diploma Program within the mainline BHS High School, because students want a regular high school experience (sports, etc) along with the IB. Same program in two different styles of schools which provide the choice you want.
Mike Reno
9:17 am on Friday, January 11, 2013
Yes, there is something stopping Rochester from adding an IB program... it's the school board. Whatever their priorities... sports, union contracts, whatever... it is not a priority to them.
That's fine, but in the absence of any sort of CHOICE program, my child does not have an opportunity for a program like the IA. I am advocating for an opportunity for my children, as well as the 75% of the other kids who WANTED to upgrade, but could not because of the zip-code shackles of the current school structure.
And you misunderstood what I meant about the numbers... In Rochester, there are approximately 1000-1200 kids per grade level. As I recall, we have something like 150 that seek the IA golden ticket.
It sounds like BHSD, with roughly one-third the number of students, has almost as many seeking to upgrade. That is what I meant by "even more". It wasn't about the quantity of children, it was a reference to the percentage seeking the upgrade.
John Roach
9:23 am on Friday, January 11, 2013
I reiterate my comment:
"Until the International Baccalaureate Programme in the mainline high school has been demonstrated to provide the equivalent educational outcome, as measured by generally accepted assessment tests, parents should not be fooled by District protestations that the “IB at Bloomfield High” is the equivalent to the educational experience at the IA. Many know better. In fact, those with means who would send their children to the IA refuse to send them to Bloomfield High if their children fail to win the 'lottery.'"
Perhaps it should be expanded to embrace other districts" offerings. I submit, all IB Programs are not equal in their execution. To be valued as the IA Program is, they will have to prove their worth.
Elizabeth
10:17 am on Friday, January 11, 2013
You didn't need to reiterate John, I got it on the first read. This is not really a discussion so far it is one point of view.
Jon
11:22 pm on Wednesday, January 16, 2013
Mr. Roach, all IB programs prepare students for the same tests, which are judged internationally. If you earn an IB diploma, it represents the same rigorous level of accomplishment, regardless of the building where you studied. That is the point of the IB diploma; it offers an internationally recognized credential that translates to any country in which a student may migrate.
John Roach
9:24 am on Friday, January 11, 2013
I am pleased to see this discussion progress.
W. F. Moigis
10:02 am on Monday, January 14, 2013
I wonder if perceived excellence is the same as actual excellence? There appear to be many parents who firmly believe that their perception is tantamount to reality and to present arguments that contradict these perceptions are not well received - if at all.
I guess that was one of my major shortcomings of my campaign for the school board.
Then again, I had quite a substantial percentage of my fellow residents who shared or understood what I advocated - a more substantial or enhanced core curriculum that would have raised our academic standards to the International Academy's.
It will happen sooner or later - because they have to!
Elizabeth
11:09 am on Monday, January 14, 2013
Wow...hmm...
I perceive that I have just been told that my children's education is not as excellent as I think it is, that it is not as substantial as it should be because they are not in a program comensurate with the International Academy. Is that really what you said?
I suppose we parents could be living in an alternate reality, but I think it is more that we choose to look at a number of indicators for excellence including but not limited to the MEAP and the ACT. We look at graduation rates, where our graduates attend college and if the graduates are attending their college of choice. We look at whether a student was successful in college even if they may not have scored "college ready" in all the ACT categories. Most importantly, we look at the individual students, our individual children, to determine if they are better served by an an IB program, AP classes, or a core subject (science, math, english, social sciences) elective.
Perhaps if you supplied specifics rather than a general statement advocating "a more substantial or enhanced core curriculus that would have raised our academic standard to the International Academy's" we would better understand how you plan to do that for each and every student in the BHS District.
W. F. Moigis
3:05 pm on Monday, January 14, 2013
Dear Elizabeth,
Please refer to my previous posting.
Kind regards,
Vic Moigis
Elizabeth
3:32 pm on Monday, January 14, 2013
Are you referring to your first post on this blog, or to another post on another blog. I am certain you are not referring to Place de la Concorde between 1789 and 1791. If it is on another blog, could you kindly provide a link? If it is the first post above, I would still like more detail on how you would strive for academic excellence other than taking an empty school to expand the IA.
I truly want to know what core courses you feel are lacking. Then I think it would be interesting to consider how they would fit within a student's schedule.
W. F. Moigis
4:21 pm on Monday, January 14, 2013
If you consider that our present core curriculum is satisfactory as far as your children are concerned, then I guess there is nothing to talk about here anymore.
But for all too many parents - here and in many other parts of the country - the core is insufficient to prepare all too many children for realistic colleger studies.
Yes, the electives help somewhat but also keep too many kids from the more substantial courses that are necessary for their future. This future is a fight that will pit them against all too many kids - make that later adults 0 from other countries that come better prepared for what awaits them.
I have worked with many individuals that could corrabiorate what I have stated - but I also understand that it is next to impossible for many parents today to understand what I (and many others) are trying to achieve.
Kind regards,
Vic Moigis
Elizabeth
9:35 pm on Monday, January 14, 2013
I actually really want to know more about which courses you think should be included in a core curriculum which would include more substantial courses sufficient for realistic college studies. If not for my own children, for other students and frankly just out of curiosity. I am curious about what you think are realistic college studies.
In your opinion, what are the more substantial courses we should include? You mentioned organic chemistry in one post...what others would you include?
In your opinion would the Social Sciences, Earth Sciences and Language Arts be a part of a substantial core curriculum?
Do you believe that all students should take the more substantial core courses or just some children or some courses?
What do you feel is the benefit of taking these classes in high school as opposed to college?
I really do want to hear your opinion. I may not agree, but I am listenening even if it felt like you were saying that my opinions weren't based in reality earlier today.
Elizabeth
9:46 pm on Monday, January 14, 2013
One more thing...why couldn't students take classes like organic chemistry at a college while still in high school. There are already BHS students taking college level classes today.
Neal Charness
7:35 pm on Monday, January 14, 2013
Vic: It would be very helpful for discussion if you would be specific as to what disagreement you have with the core curriculum. Unfortunately, you're speaking in generalities and platitudes. Can you help? It's hard to agree/disagree when you don't know the specifics. Thanks. Best regards.
W. F. Moigis
9:41 pm on Tuesday, January 15, 2013
I estimate that it would take a year of comparative analysis to determine a comprehensive core curriculum for a school district that is determined to offer its students a world class core curriculum.
The report itself would entail detailed contents for each subject/course and as you can imagine, be very voluminous.
I have only seen one report of this magnitude and it was VERY substantial.
I do recall however, that Detroit Country Day had a summary or condensed version of a project of this nature (where they compared their curriculum with those of several countries) that was made by the then retiring principal approximately 25 or 30 years ago.
Yes, things have changed since then but the objective of improving our K-12 curriculum is more urgent now than even then.
I would like to suggest that we could set up some group sessions with some of our foreign students, their parents, some of our best students (those that take a good load of A. P. courses) and get a first hand input of what I have been trying to convey here.
There would be some very interesting data to be obtained. Also some surprises for many parents who today do not either believe in a stronger core or outright reject the fact that we are not on top of the world.
Kind regards,
Vic Moigis
Elizabeth
10:03 pm on Tuesday, January 15, 2013
Interesting idea, but actually your comment "some of our best students (those that take a good load of A.P. courses)" gives me a good idea of what you meant. I hope you are successful with your idea.
Neal Charness
2:57 pm on Wednesday, January 16, 2013
Input from families from overseas would be useful. If the schools elsewhere are rated for results it would be great to get information from those families. Just because we didn't invent it doesn't mean we shouldn't use it if it helps. I think the IB program used in most of our schools is an example of that. I hope all the schools are on board soon. Thanks Vic.
Jon
3:37 pm on Thursday, January 17, 2013
Mr. Moigis, the IB diploma programme IS the core curriculum you describe, and result of the sort of research you promote. The work has been done, and the IB is the result. It is mandatory at IA, and optional at Lahser/BHHS or Country Day.
W. F. Moigis
11:34 am on Wednesday, January 16, 2013
Thank you kindly Elizabeth.
Best personal regards,
Víc Moigis
W. F. Moigis
4:56 pm on Wednesday, January 16, 2013
I am glad that we think along parallel tracks on this one Neal.
Kind regards,
Vic
Jon
11:11 pm on Wednesday, January 16, 2013
The "generally accepted assessment tests" for the International Baccalaureate are the IB tests taken at graduation. The first class of IB students at Lahser is currently in their senior year, and will take these tests. We have every reason to believe they will be successful, as an IB curriculum can be pursued in any building committed to offering it.
Then the BHSD will not only have seats at IA, but will have a living IB program within its own district, and within its own control and financing. At the IA, the survival of the IB program depends on the whims of other districts, and on their abilities to fund the program.
While my student is affected by the vagaries of the IA lottery, and I experience the heartache of that process, every student in Bloomfield can pursue and achieve an IB diploma. This is a good thing, a credit to the quality of our school district, and shows foresight on the part of our administration and Board.
Elizabeth
9:21 am on Thursday, January 17, 2013
Thank you Jon. Your comments hit right to the point of why I disagreed with Mr. Roach about parents being fooled by the IB program within the district. Between the IB Programme currently at Lahser (continuing at BHHS next year) and the numerous AP classes offered to all high school students, there are many high level core academic courses available to all students. We are fortunate that this district offers all these various classes to all our students and additionally there is the ability to take college level courses while in high school. One could argue as Mr. Moigis has, that this still doesn't equal the education available in other countries, but the real point is that they are available for all students to take or not to take.
John Roach
9:50 am on Thursday, January 17, 2013
As with several others, I agree with Jon. The IB tests to be taken this year by the partcipants of the IB at Lahser program will be telling. If the success rate is equivalent to the success rate at IA, I will be very pleased. Should we begin to define how we are going to compare the two sets of IB test results? It may be more straight-forward to compare two students than it is to compare two groups of students (and thereby two programs).
If the two programs are judged to be equal, what is the next step? If the two sets of IB diploma test results are not equivalent, what is next?
W. F. Moigis
1:32 pm on Thursday, January 17, 2013
Very true Jon - it really doesn't matter where the results are obtained but as long as the results are believable.
I am somewhat concerned that domestic political correctness will undermine these efforts and we will be back on square one again.
I hope that this concern is unfounded.
Best regards,
Vic Moigis
P. S. I still believe that we should consider assigning one of the closed school building as our I. B. center or as our expanded International Academy.
Just a thought.......
Elizabeth
3:08 pm on Thursday, January 17, 2013
Mr. Moigis,
I think you are jumping too quickly to a conclusion...we have not yet determined that an expanded IA would be more beneficial. In addition, you talk about the closed school buildings as if they are superior to the building the IA is currently in. I don't believe Hickory Grove or Pine Lake buildings would be any better than the current building and the Lahser building would likely be too large or may serve a better purpose. A word of caution, once you start talking about buildings, an entirely new discussion begins.
Rereading my earlier post I can see where I probably wasn't as clear as I could have been. I was trying to say that the Lahser IB along with AP courses with the additional option to take college level classes in high school was commensurate with the education in other countries. Are you agreeing with me on that? I acknowledged your ability to argue the point that it isn't equal, but that didn't mean I agreed.
I believe that there is a benefit to having the IB program in the BHHS and that it will prove its worth, just as the IA did. The IB program along with AP courses, electives and class options for students of all abilities will provide the opportunity and choice needed to make a BHHS education the best for each individual student.
Jon
3:39 pm on Thursday, January 17, 2013
A fair comparison might be the first year of IB at IA to the first year of IB at Lahser. Programs at any school should become richer over time, and it would not be fair to compare the success rates of the first group of graduates from a program to those from a more established program.
W. F. Moigis
1:34 pm on Thursday, January 17, 2013
Very good questions John - for which I don't expect any real answers any time soon.
Then again, maybe I've become too pessimistic lately.
Best regards,
Vic
W. F. Moigis
1:37 pm on Thursday, January 17, 2013
If I analyze these contributions, I am coming to the conclusion that there is a substantial amount of common ground here.
This is REAL progress people.
Vic
Neal Charness
2:23 pm on Thursday, January 17, 2013
It seems to me that there are many variables that would make a comparison of IB and IA "apples and oranges. Wouldn't it make sense to see if there is a correlation between IB and non IB at Lahser. The student bodies are quite different.
Did IB come to Andover first (I don't know the history on that)? Is it a good comparison to compare Andover and Lahser's IB programs, or is that not useful with next year's consolidation?
If it's feasible to turn a building into an additional IA that would be interesting. Would we be able to fill it? The IA programworks for some and not others. Mr. Roach alleges that the district is saying the district says the IB programs and the IA program are the same. I don't know that I've ever seen that statement--there may be inferrences being drawn that shouldn't be. Regardless, Mr. Roach's article has produced good discussion.
Elizabeth
3:13 pm on Thursday, January 17, 2013
Neal,
The IB program at Andover is a Middle Years Program...through 10th grade. You are right that is has been at Andover for years. The Lahser program is newer and is both a Middle Years Program and a Diploma Program. As Jon said above, this is the first year students will graduate from the Diploma Program. They have been in the IB program for all 4 years though.
Jon
3:45 pm on Thursday, January 17, 2013
A student is granted an International Baccalaureate based on their results on a set of tests which are scored by judges around the world. It is completely independent of the school one attends. So a student who earns their IB through Lahser has the exact same credential, judged in the same manner, as one who earned it through IA. It is a great accomplishment regardless of where the work is done. The physical building is certainly completely irrelevant.
Mary
2:28 pm on Thursday, January 17, 2013
Why not consider leaving Hickory Grove open after the 9th grade leaves -as our own IA -eliminate the lottery and give all students who are qualified and desire to be in IA a chance minus the lottery!
Elizabeth
3:14 pm on Thursday, January 17, 2013
Where would the consortium students from other districts go?
Elizabeth
3:15 pm on Thursday, January 17, 2013
I think part of the success of the IA is that it brings in students from many different districts.
Jon
3:46 pm on Thursday, January 17, 2013
Why would that be preferable to having the IB students in the new BHHS building as planned? Why maintain a separate facility?
Again, the district CURRENTLY offers all high school students the opportunity to pursue and complete the IB diploma.
W. F. Moigis
3:47 pm on Thursday, January 17, 2013
If our I. B. program proves to be equivalent to the I. A. Program (a definitive maybe at this stage) the I could see a dedicated building for this purpose. This could entail an enlarged I. A. or a dedicated I. B. location where all the students that want to participate - could.
I believe that these kids could possibly sabe a year of college this way.
And regarding my statement that there appears to be a degree of consensus among the participants, I based that on my understanding that a more "solid" education is a desirable objetive for our children - by all involved.
Kind regards,
Víc Moigis
Elizabeth
4:30 pm on Thursday, January 17, 2013
I guess that would depend upon what your definition of what "solid" is. I would consider a student's choice to take AP courses in English, Natural Sciences, and the Arts just as solid as a student who chooses to take AP courses in Chemistry, Calculus and Physics or one that elects the IB Diploma Program. Why, because it is designed for specifically for them and chosen by them. I would also consider a student's choice to take Algebra over a two year period as solid, if that is what it took for them to learn the course material. That decision, may make it impossible for them to take AP Calculus in high school, but it is non-the-less solid. Each student is an individual with different abilities developed over time. To me, it seems you are saying that the more "solid" education is the one which provides the highest achievement in the shortest amount of time. BHS is here to teach all students, not just the highest achievers. Not all students are high achievers in all subjects. Some may excel in math and science while others excel in foreign languages or the arts. Some students will find their way to high achievement in high school while others will do so in college. In the end, who is to say which student will be the most successful in life?
W. F. Moigis
4:05 pm on Thursday, January 17, 2013
Elizabeth,
I agree with your premises.
Kind regards,
Víc Moigis
P. S. I have trouble participa gong here because I am using my iPhone and I don't have My glasses with me. Please excuse the typos (and the self-correcting feature .)
Vic
Elizabeth
4:34 pm on Thursday, January 17, 2013
No Problem...I get that one...the self correcting feature drives me crazy.
W. F. Moigis
8:20 am on Friday, January 18, 2013
Thank you Elizabeth for your kind comment.
Insofar as the points you make in your prior posting, I also happen to agree with. The only issue I have is that there be less choice, a broader and more substantive core (that certainly would include a substantial amount of humanities) as well as more limited amount of electives.
Or maybe have extra-curricular electives that would satisfy some students and parents.
This program is certainly still in the development stage.......
Best regards,
Vic
Elizabeth
12:41 pm on Friday, January 18, 2013
That seems to take us full circle. What I would like to know is which classes you would have in a broader and more substantive core and what limited electives would you include.
Mac
1:05 pm on Friday, January 18, 2013
If BHSD had taken more seats at IA, 40 BHSD seniors would be prepared for the IB diploma tests this spring.
Instead, BHSD added the IB program at Lahser. Now 57 BHSD seniors will be prepared for the IB diploma tests.
Instead of raising the cap on the number of students who may pursue the IB, BHSD has lifted it entirely. Every student has the option to pursue an IB diploma.
W. F. Moigis
1:49 pm on Friday, January 18, 2013
Well Mac, let's see how this plays out. If 57 kids take the I. B. diploma test this year, what percentage of our high school seniors does that represent?
Are all of our parents cognizant of the I. B. program and its advantages?
On the other hand - I am looking forward to the I. B. diploma tests and compare them to the I. A.'s results.
Sincerely and thank you for your input.
Vic Moigis
Neal Charness
4:35 pm on Friday, January 18, 2013
As a parent of children in school I know I would be aware and I believe most parents would be following these things. It's our responsibility and, I believe, most of the parents in our district are pretty good on that. But...we have to make sure the parents are getting the information (not filtered through our kids' back packs) and that they're able to ask questions to know how to help their kids decision.
Ann
7:51 pm on Friday, January 18, 2013
I will tell you that every 8th grade parent was invited to learn about the IB program in conjunction with BHHS orientation night, and many, many people attended.
All students will now do IB MYP program through 10th grade, so it would be a little hard to miss.
W. F. Moigis
4:25 pm on Friday, January 18, 2013
Elizabeth,
I am in the process of obtaining updated information from overseas and it will take me some time to finish this detail oriented analysis.
As you recall, I had some information that was out of date and as soon as I have all the data, I'll get cranking......
Best personal regards,
Vic
Elizabeth
5:47 pm on Friday, January 18, 2013
I didn't mean for you to do the comparison you mentioned above, but more generally speaking.
W. F. Moigis
10:13 pm on Friday, January 18, 2013
Elizabeth,
I'll be doing some more research this coming week and will have some more specific information for you then.
Neal & Ann,
I'm glad that more information has been and is being disseminated here. This can only help our children's future.
Best regards,
Vic
John Roach
3:18 pm on Sunday, January 20, 2013
I have tried to synthesize many of the comments above. In general, I observe a desire to see that all the students get the best education they are able to absorb. Some, including Elizabeth, believe that can best be accomplished for her children by providing maximum choice. Others, including Vic, seem to believe there may be too much choice. This less structured environment might let students avoid the most rigorous courses (if there is insufficient parental and guidance input in course selection).
A second theme centers around the specifics of the IB Programme. First, it is not a program best suited for every student. That appears to be accepted. The discussion concerns the alternatives – IB at IA and IB at Bloomfield High. The statements appear to accept that the IB tests are rigorous and equal individual outcomes are equal regardless of the building (school).
My concern is, although on an individual basis the above may be true, is there an inherent strength to the program at IA? Is there something about the IB at the IA that challenges the individual to excel. Its that “something” present in the IB at Bloomfield Hills High? (continued)
John Roach
3:19 pm on Sunday, January 20, 2013
(continuation)
We know the IA is selective – requiring academic excellence to be admitted. Does this (and as one contributor noted the multi-district nature of the student body) create a more competitive environment where excellence is expected and more frequently forthcoming? I do not know the answer, but would like to find out. That is what I am driving at – is the IA inherently more challenging and therefore more likely to succeed in eliciting the best effort on the part of the student? How can we find out? If it is, can those characteristics be duplicated at Bloomfield High?
W. F. Moigis
5:52 pm on Sunday, January 20, 2013
John,
I believe that we will get a partial answer to your excellent posting this year when we will be able to compare the I.A and I.B. test results.
But yes, you are right in your assesment of where I mostly stand regarding this matter. With a more rigorous core (on both ends - content and courses required ) I see substantial more of our kids being competitive with the rest of the industrialized world.
Best personal regards,
Vic
Elizabeth
6:26 pm on Sunday, January 20, 2013
John,
I think your premise that the IA is selective because it requires academic excellence to be admitted is backwards. It is an excellent school because it attracts motivated high achieving students.
I see that there could be students who excel in subjects not considered by some as core courses and as such they should have the opportunity to take classes where their intellect and talent takes them. What I felt was being implied was that these other courses were not rigorous.
To me, the IA and the IB program is not the end all and be all for every student. It certainly is for some and for those students it is the best fit. For other students, taking many AP classes is the best fit. For others, taking some AP classes, some Model High School classes, some electives, and some classes that allow them to master a subject over a longer period is the best fit. If that is what you mean by choices then I am in agreement. If it isn't what you mean, then you would have to expound on your definition.
John Roach
9:33 am on Monday, January 21, 2013
Elizabeth -- I think we are saying the same thing. IA attracts highly motivate, high achieving students. In my parlance, that is being selective. Not everyone who wants to attend is even deemed qualified, much less is admitted (lottery and all).
Second, not all highly motivated, high achieving students want to go (or parents think it is wise for them to go) to the IA. I agree the IA (IB) is not a magic bullet for all high achieving students. I have tried to focus on those high achieving, highly motivated students who are qualified and desire to attend IA.
I am not oposed to the IB at Bloomfield High. I sjupport a rigorous comparison of IB at IA and IB at Bloomfield HIgh to be certain we are offering all our students the best of the best. If the IB at IA is better than the IB at Bloomfield Hills, why? Hopefully, with determined scrutiny, time will tell. One measure would be the persistance of a Bloomfield Hills "waiting list" at IA.