AAP school choice - local or center

[Anonymous]

Now that AAp results are in, where should we send the kid, the local or center AAP ? Is there a way to see what's better?

[Anonymous]

A few considerations:

1. Where are the other siblings at? Sending a kid to center school might mess up family logistics.

2. Where are his friends going? Some kids has friends going or not going to center, and it might affect their intention.

3. Center has all LIV students, so one would assume the teacher is more focused on the curriculum.

4. How is local AAP organized? There are clusters model, which is distribute LIV students into different classes just like a non-LIV students, or principal placement model, where all LIV and most LIII students are grouped in one class and principal place whoever he see fits to fill out the class.

As you can see at local class the teacher would have to teach two or three different curriculums to students at different level in his class, would that bother you?

I am sure there are more considerations, but these are a few I am struggling with.

[Anonymous]

If 140+ I would bias towards center

If local is cluster model, I would bias toward center

Otherwise I’d bias towards local, unless closest friends are mostly going to center

[Anonymous]

There would be a few practical benefits to my kid moving to the center next year, but she is unwilling to leave her friends, which I understand.

We also have a younger child at the base school and logistically cannot have kids at two different schools. I know that it is possible to apply for a sibling transfer, but I don't think transferring is what's best for him overall.

[Anonymous]

Local is a great option if the local program is strong.

[Anonymous]

Anonymous wrote:Local is a great option if the local program is strong.

The thing is, how can the base school program be as strong if it's mostly kids who didn't qualify for LIV, in order to fill up a class? It stands to reason that the teacher will have to teach to the ability of the class. Our school has 10 Level II/III kids for every 1 Level IV, so it's bound to be a Level II/III dominant classroom. And this is the best case scenario since some schools use the cluster model where all the LIV qualified kids are dispersed among the classrooms.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Local is a great option if the local program is strong.

The thing is, how can the base school program be as strong if it's mostly kids who didn't qualify for LIV, in order to fill up a class? It stands to reason that the teacher will have to teach to the ability of the class. Our school has 10 Level II/III kids for every 1 Level IV, so it's bound to be a Level II/III dominant classroom. And this is the best case scenario since some schools use the cluster model where all the LIV qualified kids are dispersed among the classrooms.

If that’s your scenario then it’s obvious to move to center.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Local is a great option if the local program is strong.

The thing is, how can the base school program be as strong if it's mostly kids who didn't qualify for LIV, in order to fill up a class? It stands to reason that the teacher will have to teach to the ability of the class. Our school has 10 Level II/III kids for every 1 Level IV, so it's bound to be a Level II/III dominant classroom. And this is the best case scenario since some schools use the cluster model where all the LIV qualified kids are dispersed among the classrooms.

AAP teacher here at LL4 with one class. Some years the makeup is 50 percent Level 4 and other years it is 80 percent LL4. The rest of the kids placed in are high achieving students (Level 3 and 2). Many Level 3 students are strong students who just didn’t get in. They often get in a year or two later. I have had Level 4 students who are clearly not Level 4. Last year I had 22 kids and 17 were Level 4. This year I have 20 kids and 11 are level 4.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Local is a great option if the local program is strong.

The thing is, how can the base school program be as strong if it's mostly kids who didn't qualify for LIV, in order to fill up a class? It stands to reason that the teacher will have to teach to the ability of the class. Our school has 10 Level II/III kids for every 1 Level IV, so it's bound to be a Level II/III dominant classroom. And this is the best case scenario since some schools use the cluster model where all the LIV qualified kids are dispersed among the classrooms.

AAP teacher here at LL4 with one class. Some years the makeup is 50 percent Level 4 and other years it is 80 percent LL4. The rest of the kids placed in are high achieving students (Level 3 and 2). Many Level 3 students are strong students who just didn’t get in. They often get in a year or two later. I have had Level 4 students who are clearly not Level 4. Last year I had 22 kids and 17 were Level 4. This year I have 20 kids and 11 are level 4.

This. Depends on school and program. Our school does a designated class and we will be keeping our kid at base because all of the AAP teachers have years of experience and we love our school.

[Anonymous]

Did you have to teach other levels as implied here or only the level iv curriculum

[Anonymous]

Anonymous wrote:A few considerations:

1. Where are the other siblings at? Sending a kid to center school might mess up family logistics.

2. Where are his friends going? Some kids has friends going or not going to center, and it might affect their intention.

3. Center has all LIV students, so one would assume the teacher is more focused on the curriculum.

4. How is local AAP organized? There are clusters model, which is distribute LIV students into different classes just like a non-LIV students, or principal placement model, where all LIV and most LIII students are grouped in one class and principal place whoever he see fits to fill out the class.

As you can see at local class the teacher would have to teach two or three different curriculums to students at different level in his class, would that bother you?

I am sure there are more considerations, but these are a few I am struggling with.

How do we know about cluster or not at local school. Is there a classification of this for local centers, or do we have to talk to school officials?

[Anonymous]

We love one of the base teachers for 3rd grade, so I’m tempted to keep my daughter in the base school for that and for the language immersion program.

If we change our minds later, can we switch to the center school?

[Anonymous]

Avoid Navy if that is your center option, LOL!

[Anonymous]

We’re going to stay local. We love our little neighborhood school and it’s clearly helped my kid develop to this point. The whole center school model rubs me the wrong way.

[Anonymous]

Anonymous wrote:If we change our minds later, can we switch to the center school?

Yes, but not until the 2025-26 school year. Whatever you select for the upcoming year applies for that year.