This August, Maggie Walker welcomed the Class of 2026 to the building and MLWGS family. Maggie Walker holds a series of admissions tests in January each year to determine which students from its 14 feeder systems will be the best fit for the community. In past years, this admissions series consisted of an aptitude test, an achievement test, and a persuasive essay. Grades and teacher recommendations, one from a social studies teacher and one of personal choice, were also considered. For the Class of 2025, both the aptitude and achievement tests were waived because of the COVID-19 pandemic, and instead, a personal essay, grades, and teacher recommendations were taken into consideration. The Class of 2026, however, underwent changes that had long been in the making: the achievement test was replaced by an aptitude test and an additional essay question was added, marking a new strategy for the school. Additionally, the school also changed the structure of the test, allowing administration to take place on one Saturday alone, instead of two, saving a considerable amount of money and time.

This new admissions policy, approved in 2020, first and foremost ended the administration of an achievement test. Rather than testing a student’s potential to learn, as an aptitude test does, achievement tests are conducted with the purpose of determining what a student has already learned. “I could never understand why we were giving what was essentially a sophomore social studies test to eighth graders to determine if they would be successful here,” remarked MLWGS Director Dr. Robert Lowerre. Essentially, the achievement test gave a testimony to the efforts of the middle school, rather than that of the student, and in the words of Assistant Director Dr. Max Smith, demonstrated “how good their middle school was.” It could not account for the dissimilarity in resources of middle schools that would leave students with various levels of knowledge. As a result, it was concluded that the achievement test should be replaced with an aptitude test, which would instead aptly measure a student’s potential to truly succeed at MLWGS.

Lowerre and the MLWGS planning committee, made up of gifted coordinators in all 14 feeder systems, also strongly supported the incorporation of the personal essay to the admissions, with the sentiment that it would give a more holistic view of a student. Rather than simply evaluating an applicant in the form of scores on paper, this essay was intended to allow students to describe their interests, extracurriculars, and reasons they wanted to attend MLWGS. Assistant Director Dr. Lisa Williams added that the personal essay would give students “an opportunity to shine through with their voice in a more personal response,” describing how “writing is an indicator of potential.” Removing the achievement test and requiring a personal essay would essentially attempt to remove a barrier of access to certain resources. This new component will consequently allow students to reveal their critical thinking skills as well as their character.

Another factor considered heavily in the adaptation of the admissions tests was the question of how these changes would affect diversity in the student body. The alterations were intended to open the door for more applicants and make the school more accessible to students from all districts and backgrounds, particularly those historically underrepresented at Maggie Walker, such as Black and Latino students. In actuality, the percentages of Black students decreased with the introduction of the testing modifications, falling from a 13% admittance in 2021 to an 8% admittance in 2022. However, this one-year decrease in numbers does not entirely suggest a failure of the testing changes. In fact, based on data from past years, the administration believed that the new changes were not going to “improve diversity per se,” as Lowerre said, but rather the changes were an important step towards achieving equity.

Contrary to common belief, race is not taken into account in the admissions process; the process is largely controlled by the Virginia counties and not Maggie Walker itself. Given the percentages outlined above and the unique process of multi-county admissions, the goal of admissions at MLWGS can be better described as aligning the disparity in admittance rates between demographic groups. For example, this year, 42% of the applicants were white, but of the accepted, white students made up 55%. On the other hand, 18% of applicants were Black, but Black students only made up 8% of the accepted student body. Though the testing changes have not raised these percentages, it is hoped that over time they will decrease the disparity in these numbers through the barriers they have brought down.

With the pandemic, demands to increase diversity in schools, and growing pressure on the admissions testing, “the time was right,” according to Lowerre, to improve the admissions processes for the classes to come. However, the change in testing process came at a heated time for magnet schools in Virginia. Thomas Jefferson High School for Science and Technology in Fairfax County, has recently been battling a lawsuit from the parents of prospective students. The school had decided to eliminate standardized tests and other components of its rigorous admissions testing process in order to attract more Black and Hispanic students. Asian-American parents deemed this unfair to their children, who comprise the majority population at the school.

Similarly, many are critical of what Maggie Walker’s own admission changes will mean for the future of MLWGS. Maggie Walker routinely ranks as one of the best public high schools in the nation. Its rigorous testing process distinguishes it from other magnet schools and maintains its reputation as a school that prioritizes merit. Those opposed to the changes made by the admissions committee argue that the removal of the achievement test lowered standards for the school. However, Lowerre describes this statement as an “unfounded argument,” stating that the changes in testing do not affect the intelligence of Maggie Walker’s wide pool of qualified applicants, but instead remove the barriers that many face and give a more personalized look at the upcoming generations of Maggie Walker students.

The alterations to the testing process were just one step towards increasing equity at MLWGS. The administration plans to try out new tactics to hopefully generate positive change. For example, Smith and Williams mentioned a new program MLWGS is trying this year, where they invite middle school counselors to Maggie Walker, give them information about both the school and the admissions process, and encourage them to eat lunch with the students to ask questions.

Another concern raised by critics is the lack of diversity in the faculty. Although the school is continuously striving to “recruit and maintain minority teachers,” Maggie Walker’s turnover rates are slow, according to Williams, meaning that, like the students, “the teachers often want to stay.” Both Smith and Williams emphasized that increased equity and diversity require multiple strategies and approaches, and Maggie Walker is now more intentional in bettering their efforts towards fostering a more inclusive environment.

Though the testing changes will surely foster change, both Williams and Smith emphasize that the amendments of the admissions testing are part of a larger process that will require analysis, reflection, and time The school is ultimately unable to modify every aspect of its admissions process to eradicate factors such as a county or a school’s relative lack of resources. The administration rather aims to make the school more accessible and welcoming through its testing alterations and other pursuits of equity. Each change that MLWGS has made and will make to the admissions system is intended to better the process as well as the school.

Although the changes administered this year may have proven to be minimal in the quest for equity thus far, Lowerre, Smith, and Williams emphasize their pursuit of fostering a welcoming environment for its broadening body of both prospective and current students.