FAQ for Private School Admissions

[SAM2]

I’ve noticed that on the private school admissions thread, many of the same discussions tend to get repeated over and over again, as parents new to the process often ask several of the same questions. To focus the discussion and hopefully help out some of the new parents, I’ve written this FAQ.

Almost every one of these topics is controversial. I’ve tried to note those contentious issues, but also keep this FAQ position-neutral. This approach may make the FAQ less interesting, but hopefully more useful.

If you think other topics should be added, or if you have useful additions to fill in gaps in existing topics, please post them. I can edit the original post to add them as appropriate, and to keep the FAQ updated over time. I'm going to maintain some editorial control though, so don't expect me to post everything anyone proposes.

Part 1

Basic School Info: Dealing with Information Overload

Is there a simple list somewhere of private schools in the DC/MD/VA area?
Yes. Here are links to a few lists:
http://www.independenteducation.org/our-schools
https://m360.aimsmddc.org/frontend/search.aspx?cs=1883
http://www.vais.org/members_find2.asp?source=map®ion=2
http://www.washingtonian.com/articles/businesscareers/21125.html

What are the entry grades/numbers for each school?
[To be added once research complete. Please help by posting info for each school. A partial list is here.]

What's the difference between a "progressive" and a "traditional" school?
These terms refer to educational philosophy and teaching approach, not political leanings. Below are some links to information on progressive and traditional education approaches, and you can find many discussions by searching the DCUM archive. Neither approach is necessarily better or worse, but some people prefer one over the other. In the DC area, schools like Green Acres and Friends Community School are known for being progressive in approach.
http://en.wikipedia.org/wiki/Progressive_education
http://en.wikipedia.org/wiki/Education_theory (describing various educational theories)
http://www.dcurbanmom.com/jforum/posts/list/10907.page

What are the "Big 3"?
When someone posts about the "Big 3," she's usually referring to Sidwell, StAlbans/NCS, and GDS. People will debate at length whether this term should instead refer to other schools, and whether or not other schools are better. Similarly, some people post about the "Big 4," the "Big 5," or the "Big 10." There really is no way to rank any of the schools definitively -- the best school is the one that fits your child and your family. It's probably a good idea to avoid all of these "Big __" terms whenever you can, because they really upset some people and can quickly lead a discussion thread off-topic with debates about terminology and rankings. It's often best just to refer to specific schools by name, or to refer generically to "well-regarded schools" or something similar. If you search the DCUM archive, you can easily find a dozen threads with people fighting about these terms and their implications.

"Hey, why did someone just trash the school my child is applying to?!?"
Don't get too upset when someone trashes your favorite school. It happens all the time on DCUM. Sometimes the reasons are legitimate, sometimes they’re spiteful, and sometimes they might be strategic. Use your own judgment about how much weight different comments deserve.

Where can I find info about all these schools?
Spend time looking at each school's website, because it will have lots of info about the school's curriculum, teaching philosophy, sports, extracurriculars, test scores, etc. Some data on test scores and other academic awards is compiled here: http://goo.gl/GgQvR . Information on college matriculation for many schools is analyzed here: http://matriculationstats.org/ . Try to find the school that is right for your child and your family, and don't make important educational decisions based on some simplistic ranking of schools.

How do the private schools compare to public schools? Is private school really worth it?
There are many different private and public schools, each with their own strengths and weaknesses, so it's difficult to compare them universally. A lot also depends on your own personal views and experiences. This can be a very controversial topic, so proceed with care. You can get lots of different opinions, but rarely much agreement.

-----------

New - August 2, 2020

As this has not been updated since 2012, some updates/edits have been made to reflect the private school admissions process in 2020 (and beyond). Much of this guide is taken from this post, with some additions and edits. (This is a living document, so please reply with any suggestions and I’ll see what I can do! Also, any links included were live at the time of writing, send me a note if links become dead.) Below you can find the new and improved guide:

https://docs.google.com/document/d/e/2PACX-1vSN8OzCoj6PEDIFRV0_xOGPgSeDctjtxrp3dvYZSMyWnYccx5Hdt2knP30zUWXY6VTOYe_Fq2crBQFQ/pub

[SAM2]

Part 2

The Application Process

What should I look for at school open houses? What questions should I ask, or not ask? What should I wear?
Several threads discuss these issues. Many people suggest avoiding questions that are designed to show how smart or accomplished your child is ("Will this school allow my four year old to work with the precalculus group?"). For dress, most people seem to suggest avoiding the extremes -- not too casual, but not overly dressy either. Here are a few useful links: http://fwd4.me/Crq and http://fwd4.me/Crr . Also, the NAIS (Nat'l Association of Independent Schools) has an excellent list of tips for applying to independent schools, and the AISGW has suggestions as well.

What is the WPPSI? What about the WISC and the ERB?
These are all different IQ tests that many private schools require for younger children. They generally seem to cost about $200-400. Many school websites list nearby places that administer the test, and there are several threads in the DCUM archive with comments about different testers. Be sure to check your application materials closely to make sure your child takes the correct test.

What do the scores mean?
Your child’s test results likely will have a verbal score, a performance score, and a full-scale IQ (FSIQ) scores. The report might also include a percentile score for each category (for example, 70th percentile). Here is one website that converts IQ scores to percentiles: http://www.iqcomparisonsite.com/IQtable.aspx . The report also may contain a short written description of your child from the tester. Here is a link to a sample WPPSI report that describes the different scores: http://www.iupui.edu/~flip/testreport.pdf .

Are these test scores reliable?
Like everything else, opinions differ on this. Some people say the tests are worthless, while others think the tests have strong predictive value. Here is one academic who studies these things: http://faculty.education.uiowa.edu/dlohman/ . And here are a few threads discussing the topic at length:
http://www.dcurbanmom.com/jforum/posts/list/90254.page
http://www.dcurbanmom.com/jforum/posts/list/81620.page

What if there is a big split in my child's scores?
Some people say that a significant difference between verbal and performance scores can suggest cognitive issues that should be evaluated further. Your tester can help evaluate the scores and their significance for your child. There are many threads in the DCUM archive that discuss this issue. Here are a few:
http://www.dcurbanmom.com/jforum/posts/list/36048.page
http://www.dcurbanmom.com/jforum/posts/list/25964.page
http://www.dcurbanmom.com/jforum/posts/list/44755.page

Why are all these people saying their kids scored 99%? How is that possible?
Statistically, only about 1 in 100 children should score 99% FSIQ (1 in 72 if you count those who might round up from 98.6%). But when you see someone posting on DCUM about their child’s 99% score, you’re hearing from people who are interested enough in education to be considering private schools and putting their children through testing, affluent enough to be able to afford those things, and proud enough of their child’s score to post the result. Thus, the odds of a 99% score are much higher here on DCUM threads. Also, believe it or not, some parents are known to exaggerate their child’s successes, particularly on an anonymous message board. Here are a few threads on the topic:
http://www.dcurbanmom.com/jforum/posts/list/39002.page
http://www.dcurbanmom.com/jforum/posts/list/90984.page

Do certain schools have cut-offs in what WPPSI’s they’ll accept?
Some people claim that certain schools look for a score above the 85th percentile, or above the 70th percentile. But plenty of people report admissions success at a number of schools with various scores. Here are some threads discussing this issue:
http://www.dcurbanmom.com/jforum/posts/list/76695.page
http://www.dcurbanmom.com/jforum/posts/list/1098.page

Watch out: Many people have very strong opinions about WPPSI scores and their meaning.
There are probably many reasons for this. For example, many people may find it frustrating that three-year-old children are having their IQs judged, and that the results can significantly affect their educational futures. If you post a question about WPPSI scores and their meaning, you may get better responses if you are careful how you phrase it, and you should expect some controversy regardless.

What about the SSAT/ISEE tests for applicants to upper grades?
[I don't know much about these tests. If someone will write a summary, I will insert it here.]

How are admissions decisions made?
Here is one thread with several thoughtful posts from people who seem to have been involved in the process, relaying their experiences:
http://www.dcurbanmom.com/jforum/posts/list/88757.page

How important or unimportant is diversity to the application process?
Most people on DCUM seem to agree that schools put some weight on applicant diversity, and many of the schools’ websites seem to support this view. Different schools likely value diversity differently. Note also that there is a practical question about how much of a role diversity plays, and a separate but related policy question about what role diversity should play. (See, for example: http://www.dcurbanmom.com/jforum/posts/list/78193.page .) Also, many people are quick to point out that diversity extends well beyond race, to include such topics as religion, geography, socioeconomic status (SES), etc.

Is my non-diverse child going to be squeezed out of a slot by a diversity applicant? Or alternatively, will people assume my diverse child was given some preference, and not admitted on pure merit?
These are some extremely controversial issues, and they’ve been explored several times. See, for example:
http://www.dcurbanmom.com/jforum/posts/list/29055.page

Watch out: Race and diversity are sensitive ones that should be treated respectfully.
This should be obvious. Private school admissions issues are already highly controversial, and when they’re paired with issues of race/diversity, the combination is volatile. Even the terms of the discussion (diversity, color, non-white, minority, etc) can be highly charged. Use care and respect.

How important is sibling/legacy status?
It seems most schools will give some preference to siblings, but how much preference might vary from school to school. As for legacies, it seems generally assumed that most schools will give some preference to legacies, but how much is unclear. There are plenty of examples of people on DCUM being disappointed when their legacy/sibling child was denied by their preferred school. Similarly, there are plenty of examples of wholly unconnected children being accepted to various schools.

[SAM2]

Part 3

Financial Aid
[I haven’t followed this topic closely enough to give much advice. From what I’ve read, if your HHI is more than about $150,000, your odds of financial aid are slender.]

Bad Behavior and Other Hot-Button Issues

Be careful about ranking or rating schools.
Asking people to rank 3-4 different schools is just asking for a fight.

Don't be a jerk.
Application season is a very tense time for everyone. Everyone cares deeply about their children and the schools they attend. Please try to be respectful of others. Be careful to avoid unintentionally offending others. Also, if someone wrongly accuses you of being offensive, don't take it personally, because she's probably just stressed about her own child.

Watch out for people who play on these strong emotions to create drama.
Some people just like to pick fights. Often they will use sock puppets. Similarly, some people supposedly will trash schools during admissions season to deter competition and/or open up waitlist spots for their own children. Be appropriately skeptical.

Watch your phrasing.
Some people will write that "we are applying" or "we are enrolling" at particular schools. Often, this phrasing draws criticism because some other people think the use of "we" means you're a helicopter parent who is trying to live vicariously through your child (because you didn't write that "DC is enrolling"). Try to be reasonable and respectful. If you're the one who's irked by "we," try to recognize that not everyone writes the same way you do and consider holding back your criticism. If you're the one being criticized, try to keep it in perspective and don't take undue offense. The real point is that people will make snap judgments about everything you post during admissions season.

I hope people will find this FAQ helpful. I will add/delete/supplement with new info. If others have useful info, please post it, so I can include it. Note that I am just a local parent, so I have no special insight into the inner workings of these schools. All info posted here is public info. Any views are my own, and do not necessarily reflect what Jeff or anyone else on DCUM thinks. Thanks.

[Anonymous]

Excellent idea and well-executed. Another topic to potentially add would be something like "Admissions Committee Process" and then link to this thread:
http://www.dcurbanmom.com/jforum/posts/list/88757.page

[Anonymous]

Thank you very much for doing this. I am sure it took alot of time and effort and it shows - very well done. Is there a was to ask admin to keep it at the top so it does not have to be bumped evry day so newcomers will see it?

[SAM2]

Thanks for the kind words. I added the link for the excellent thread on admissions committee process. I think Jeff already sticky'ed the thread, so it should remain easily findable, at least as long as it remains useful and productive.

[Anonymous]

I know the "Big 3" thing is controversial, but I do feel like it's inappropriate to definitively state in a FAQ at the top of the page that "Big 3" refers to the three schools mentioned. Yes, I think the very vocal GDS crowd on this board most certainly refers to the Big 3 as the three schools you mentioned, but many other posters - who tend to be quieter and/or get drowned out - do not consider this the Big 3 and consider GDS/Sidwell/Cathedral on par with schools like Maret, Holton, Potomac, and others.

Future posters who come to this site will be misled by the FAQ at the top of the site into thinking that the "Big 3", as defined above, are the consensus best schools - no matter how many "qualifiers" you put after it.

I would suggest that you not name a "Big 3" in the FAQ, but rather explain that this terms is meant to highlight the top schools in the region, and that people have honest disagreements about which/how many schools are included in that tier.

[Anonymous]

This is great! What about folks applying to higher grades, say Grade 5 and up? There's the SSAT and the ISEE. Please add a section on them. There are tons of threads on them.

I disagree with your definition of Big 3. Maret is really in-demand, too, and definitely sees itself as a Big 3. I would either drop it or clarify and say it can mean three schools out of these five schools (GDS, Sidwell, NCS, St. Alban's and Maret.) (I think the Big 3 are in DC proper so Potomac and Holton don't get lumped in despite their stellar reputations and records.)

[Anonymous]

It is impossible to classify schools. This thread is dominated by DC families and there are many of us who live in MD and VA who would never apply to them.

If one is determined to do some type of ranking, then a ratio of school size and apps should be utilized. Otherwise, this is not FAQs, it is opinion and should be listed as such.

[Anonymous]

Jeff: Please make sure this FAQ addresses SSAT/ISEE tests.

http://www.dcurbanmom.com/jforum/jforum.page?module=search&action=search&search_forum=31&match_type=all&search_keywords=ssat+

[SAM2]

Posters from today (3/29), I hear your point about defining the "Big 3" and the conflict that causes. And I have no desire to rank the schools in this FAQ. But the simple fact is that many people on DCUM use the term "Big 3," and it seems like someone new asks for a definition about once every 2-3 months, and more often during application season. In fact, seeing that question asked repeatedly (and the new fight that starts each time it is asked) is one of the things that made me think we need a FAQ.

Ignoring that frequently-asked question, or refusing to answer it directly, doesn't make much sense to me. I'll try to work us some more language for that section to make clear that everyone needs to make her own evaluation of which school is best for her own children.

For those that posted on admissions for older children (and SSAT + ISEE), I think that's a great item to add. But I don't know much about it. Could one of you please work up a short and informative statement about those tests, with links to helpful threads? If you can post something like that, I'll insert it into the FAQ so it stays at the top of this thread.

Finally, I'm not Jeff and he's had no input into this FAQ. So please direct all criticism at me, and spare him the headaches. For running these boards, he should get nothing but our thanks.

[Anonymous]

Thanks SAM2. I think the point is that while many people on DCUM use Big 3... some mean Cathedral/Sidwell/GDS, while others mean Maret/Cathedral/Sidwell, while others mean Potomac/Sidwell/Cathedral, etc, etc. It is incorrect to assume that all, or even the majority, of posters consider the same three schools to be the "Big 3" (many of us on this board believe that some very vocal GDS boosters try and promulgate this definition in order to help the perceived rank of their school).

Posting a list of 3 schools as the Big 3 in a FAQ at the top of the page gives the appearance that DCUM is endorsing the view that these 3 schools are the best in the region. I think you can answer the question without naming any schools.

[Anonymous]

With the Big 3 please clarify it's not a fixed three but three depending on the user's sense of it! That's factual, no?

SSAT - ISEE - I'm going away this week but if no one's done an overview I will write something up the week after Easter.

[Anonymous]

SAM2 - Thank you for all of your thoughtful time put into this. I have to question your school stats.

A few corrections
1) Sidwell has never published what their average SATS. One local paper "guestimated" their scores, but it was purely speculative and we have no way to know those. So we cannot list anything there unless the school publishes otherwise or unless someone from the school shares what is published withing the school.
2) As for NCS - according to their Handbook on their website - for the class of 2009 The Averages were: Critical Reading: 707; Math: 692; Writing: 724. Where does that fit in?
3) You clearly don't understand the Presidential Scholar program. The most significant measure is not the semi-finalists or finalists - it is the number of candidates because this is based on the top 20 male and 20 females SATs factored against ACT. The college boards are the source of the decision on candidates. So, you really should list these piece of data as it is more significant than the number of semifinalists, finalists. Many candidates don't bother to pursue the next level. And, in terms of scores the candidates these are on par with the NMSF in terms of the number selected.

The following is from the Presidential scholar website:

http://www2.ed.gov/programs/psp/select.html


All graduating high school seniors who are citizens of the United States and have scored exceptionally well on either the SAT or the ACT college admission test during the two-year window that begins in September, 2007 and runs through October, 2009, are automatically considered for participation. This program cycle concludes with recognition events held in June, 2010. Students who notified ACT or The College Board in writing that they did not want their scores released to outside agencies are excluded. Also excluded are students who did not indicate their year of graduation to be between January and August of the current program year.

The U.S. Department of Education then looks at test records for the top 30 males and top 30 females in each of the states/jurisdictions. For each examinee, the SAT score is converted to the ACT Sum of Scores, according to a concordance table. Each individual examinee's highest test score (in a single test administration ) is identified, and duplicates and/or lower scores are dropped.

The combined file of scores from the top male examinees and top female examinees are then ranked from high to low in each state. The scores associated with the top 20 male examinees and top 20 female examinees are used to identify the candidates in each state. When ties occur in the cut off score, more than 20 persons of that gender are selected in that state.

To be considered further, candidates must submit candidacy materials, including essays, self-assessments, secondary school reports, and transcripts. Candidates are evaluated on their academic achievement, personal characteristics, leadership and service activities, and an analysis of their essay.

So, this is the statistic that is most useful for measurement. It should be noted that many candidates decide not to pursue further the scholarship, because unlike NMSF it requires more work. But it can be assumed that the top 20 males and top 20 females college boards are recognized in the candidates.

[Anonymous]

21:38 - To further clarify putting into context Presidential candidacy vs. NMSF.

There are far fewer Presidential Candidates than there are NMSF. According to the National Merit Website there are 16,000 NMSF each year of which 15,000 become finalists.

Whereas there are only a couple thousand Presidential Candidates and 500 Presidential Semi-finalists. So you need to list the Candidates as this the most significant comparative piece of data from the Presidential Scholar Program. It would be irresponsible to not use that level as a comparative if you are using the Semi-Finalist level for NM - since there are far fewer Presidential Scholars Candidates than NMSemi-Finalists.