BASIS head of school steps down

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Posts from wide-eyed 5th grade BASIS families remind of DCPS posts from Pres3 families.

It goes like this. The child LOVES the place! The child is THRIVING! We're having a SPECTACULAR experience! We're so much more EXCITED about our choice than we ever dreamed we'd be!

Flash forward two or three years without outdoor space, a school library, a proper gym, much in the way of sports teams, the kill and drill of an hour or two of nightly math homework (including lots of repetition and busy work, even for stragglers), not much in the way of hands-on learning, too many teachers leaving, the HOS having having changed a couple more times, etc. etc. and you may have changed your tune, hon.

I keep reading this criticism of basis wrt no “hands on learning “ - what does this mean? I remember dissecting a feral pig in high school - that was certainly hands on. But other than that - what are folks seeing as lacking?

Go tour BASIS sometime on a sunny day.

You'll see a good many darkened classrooms where note-taking 11 and 12 year-olds sit watching Power Point presentations of...art work across the street in the American Art Museum and Portrait Gallery, etc.

Until the current HOS came on the scene, there was no field trips policy.

If it’s works for those kids and their families, what’s it to you?

If some DC parents/voters believe that BASIS DC has a real problem in changing principals almost every year, what's it to you? Why defend the program to the hilt?

[Anonymous]

Anonymous wrote:No, everybody who criticizes BASIS on DCUM isn't an angry troll. There's a kernel of truth in much of the criticism posted here, helping explain why the current HOS changed so much.

BASIS middle school students traditionally spend a great deal of time sitting in chairs listening to teachers blab on. A largely passive learning experience (read too much outdated pedagogy) with a kill and drill element drives some of us away a year or two in. If you've had children at BASIS for some years, you know that there isn't just a drop-off between 8th and 9th grades, there's a drop-off between 5th and 6th grades. Some families of strong students seek more inspiring middle school pastures. It's not just students who "can't hack it" who leave before HS.

And which school would that be, exactly? Do tell.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're a DCPS 4th grade family EotP. I don't know all that much about BASIS DC, other than that a big cohort from our school's 4th grade dashes there for 5th every year. I'm told that a lot more of our school's 4th graders land at BASIS than return to our school for 5th.

Before stumbling across this thread, I didn't know that BASIS DC has cycled through half a dozen principals in 7 or 8 years!! Big red flag whatever the story is with this head.

Call me crazy but it's an even bigger red flag that families will take on that level of instability for a BASIS education rather than stay in their EOTP school. What is it that families are getting at BASIS that makes them ok with such instaility? Or is what's happening in the classroom and in social interactions with peers so much more important than the impact of a constantly changing Head of School?

I've posted above. Kid graduated last year. Our IB is Coolidge, my DC had some disabilities that required accommodations that SWW wouldn't grant even on the entrance exam (red flag), and didn't want to go to Banneker which had a predominantly female student body.

The HOS mattered to me as a parent. BUT my kid didn't really notice the HOS that much. Their day to day job was to manage and hire and fire teachers, implement the budget, deal with OSSE/PCSB and Arizona. The classes of 2018 and 19 generally LOVED the most recent one because they knew her as their Chemistry teacher, then college counselor (obviously not senior year but there is college advising each year at Basis.

The college counseling program at Basis is, IMO, on par with a private school, and a big reason we stuck around. Two full-time counselors for a HS of about 200-225 students, and a caseload of just 20-30 seniors. Very personalized advice, help with finding a school that is affordable and meets your needs. Finishing all, or virtually all, APs by the end of junior year was a blessing because it left time for college apps and the senior year courses were really interesting and gave a flavor of what college would be like. My kid did the optional capstone senior project, had a good internship experience and did some really interesting individual research. All those things don't change with the HOS - they are baked into the model.

The last head's changes are great, but TBH mostly affected the MS because the HS teachers were already pretty strong, and MS is where they really needed more SEL and heart, for lack of a better word. That stuff came a bit late for my DC but was promising for those who are still there.

I've work in college admissions in this Metro area for years and I don't encourage students to finish all AP work by the end of junior year. I don't know of another secondary school program in this Metro area, public or private, no matter how high-powered that takes this tack. I don't see the early APs system as a selling point of the BASIS learning experience.

From what I've observed, the rush to finish APs a year early puts downward pressure on learning, retention of knowledge and enjoyment for most students, adding to the pressure cooker environment too many high-powered high schools have become.

Personalized college advice is very nice, but you can hire a college coach, avail of on-line and free local college clinics, or even advise your own student if you wish (after doing the requisite admissions research), rather than jeopardizing the learning by jamming in APs like mad before senior year.

I'm the PP you responded to. Clearly what works for some doesn't work for others and thank goodness we have choices. I was sharing what was positive about my kids' experience for US.

FWIW BASIS kids take 1+ years of Chemistry, Bio and Physics (all stand alone classes) in middle school for example, and continue with that in the early years of high school. They have a pretty solid grounding before they are in those APs and it doesn't feel like cramming or even coming too early for my kid and most of their friends. I know of at least 6 (of 42) students who had time in senior year, when there was less homework, work part-time jobs to help pay for college.

All students at BASIS have to attempt 7 APs and they are spread out -- 1 in 9th, 2 in 10th, and 3 in 11th. Kids have to take them in each field: Calc AB, AP USGov, APUSH, either Bio/Chem/Physics, one AP English and AP Euro). My kid took additional APs as electives (psych, art history, enviro science) because they interested them more than other electives but not everyone did.

Paying a private college coach is well out of reach for most BASIS students, and having a counselor you are in class with every day for 2 trimesters of senior year and have known since 10th grade will, IMO, going to result in better support than a free clinic or online service. At least 30% of my DC's class were first-generation college students. My kid would have been fine without that much help, but others probably needed it.

Charters provide choice. If you don't want your kid to do all their APs in 9th-11th or be required to take Calculus or whatever, choose another school. But it definitely works for some.

I don't even see what the big deal is about the BASIS AP requirement. I had the same requirement in my gifted program at my public high school 25 years ago.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're a DCPS 4th grade family EotP. I don't know all that much about BASIS DC, other than that a big cohort from our school's 4th grade dashes there for 5th every year. I'm told that a lot more of our school's 4th graders land at BASIS than return to our school for 5th.

Before stumbling across this thread, I didn't know that BASIS DC has cycled through half a dozen principals in 7 or 8 years!! Big red flag whatever the story is with this head.

Call me crazy but it's an even bigger red flag that families will take on that level of instability for a BASIS education rather than stay in their EOTP school. What is it that families are getting at BASIS that makes them ok with such instaility? Or is what's happening in the classroom and in social interactions with peers so much more important than the impact of a constantly changing Head of School?

I've posted above. Kid graduated last year. Our IB is Coolidge, my DC had some disabilities that required accommodations that SWW wouldn't grant even on the entrance exam (red flag), and didn't want to go to Banneker which had a predominantly female student body.

The HOS mattered to me as a parent. BUT my kid didn't really notice the HOS that much. Their day to day job was to manage and hire and fire teachers, implement the budget, deal with OSSE/PCSB and Arizona. The classes of 2018 and 19 generally LOVED the most recent one because they knew her as their Chemistry teacher, then college counselor (obviously not senior year but there is college advising each year at Basis.

The college counseling program at Basis is, IMO, on par with a private school, and a big reason we stuck around. Two full-time counselors for a HS of about 200-225 students, and a caseload of just 20-30 seniors. Very personalized advice, help with finding a school that is affordable and meets your needs. Finishing all, or virtually all, APs by the end of junior year was a blessing because it left time for college apps and the senior year courses were really interesting and gave a flavor of what college would be like. My kid did the optional capstone senior project, had a good internship experience and did some really interesting individual research. All those things don't change with the HOS - they are baked into the model.

The last head's changes are great, but TBH mostly affected the MS because the HS teachers were already pretty strong, and MS is where they really needed more SEL and heart, for lack of a better word. That stuff came a bit late for my DC but was promising for those who are still there.

I've work in college admissions in this Metro area for years and I don't encourage students to finish all AP work by the end of junior year. I don't know of another secondary school program in this Metro area, public or private, no matter how high-powered that takes this tack. I don't see the early APs system as a selling point of the BASIS learning experience.

From what I've observed, the rush to finish APs a year early puts downward pressure on learning, retention of knowledge and enjoyment for most students, adding to the pressure cooker environment too many high-powered high schools have become.

Personalized college advice is very nice, but you can hire a college coach, avail of on-line and free local college clinics, or even advise your own student if you wish (after doing the requisite admissions research), rather than jeopardizing the learning by jamming in APs like mad before senior year.

I'm the PP you responded to. Clearly what works for some doesn't work for others and thank goodness we have choices. I was sharing what was positive about my kids' experience for US.

FWIW BASIS kids take 1+ years of Chemistry, Bio and Physics (all stand alone classes) in middle school for example, and continue with that in the early years of high school. They have a pretty solid grounding before they are in those APs and it doesn't feel like cramming or even coming too early for my kid and most of their friends. I know of at least 6 (of 42) students who had time in senior year, when there was less homework, work part-time jobs to help pay for college.

All students at BASIS have to attempt 7 APs and they are spread out -- 1 in 9th, 2 in 10th, and 3 in 11th. Kids have to take them in each field: Calc AB, AP USGov, APUSH, either Bio/Chem/Physics, one AP English and AP Euro). My kid took additional APs as electives (psych, art history, enviro science) because they interested them more than other electives but not everyone did.

Paying a private college coach is well out of reach for most BASIS students, and having a counselor you are in class with every day for 2 trimesters of senior year and have known since 10th grade will, IMO, going to result in better support than a free clinic or online service. At least 30% of my DC's class were first-generation college students. My kid would have been fine without that much help, but others probably needed it.

Charters provide choice. If you don't want your kid to do all their APs in 9th-11th or be required to take Calculus or whatever, choose another school. But it definitely works for some.

I don't even see what the big deal is about the BASIS AP requirement. I had the same requirement in my gifted program at my public high school 25 years ago.

That’s exactly the big deal. What you had 25 years ago in your gifted program is not commonplace today. Do you think BASIS would be so popular if parents had access to such programs in their by-right public school? I guess you could also say, “what’s the big deal about Latin, we had classical education hundreds of years ago.” We don’t have it here now as a widely available option for the many families who seek it. That’s why BASIS, Latin and others are a big deal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Posts from wide-eyed 5th grade BASIS families remind of DCPS posts from Pres3 families.

It goes like this. The child LOVES the place! The child is THRIVING! We're having a SPECTACULAR experience! We're so much more EXCITED about our choice than we ever dreamed we'd be!

Flash forward two or three years without outdoor space, a school library, a proper gym, much in the way of sports teams, the kill and drill of an hour or two of nightly math homework (including lots of repetition and busy work, even for stragglers), not much in the way of hands-on learning, too many teachers leaving, the HOS having having changed a couple more times, etc. etc. and you may have changed your tune, hon.

I keep reading this criticism of basis wrt no “hands on learning “ - what does this mean? I remember dissecting a feral pig in high school - that was certainly hands on. But other than that - what are folks seeing as lacking?

Go tour BASIS sometime on a sunny day.

You'll see a good many darkened classrooms where note-taking 11 and 12 year-olds sit watching Power Point presentations of...art work across the street in the American Art Museum and Portrait Gallery, etc.

Until the current HOS came on the scene, there was no field trips policy.

If it’s works for those kids and their families, what’s it to you?

If some DC parents/voters believe that BASIS DC has a real problem in changing principals almost every year, what's it to you? Why defend the program to the hilt?

Again, if you don’t have a kid there and the families that do are having a great experience, why are you so mad? If it didn’t work out for YOUR kid, okay, move on and mind your own business(and school).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're a DCPS 4th grade family EotP. I don't know all that much about BASIS DC, other than that a big cohort from our school's 4th grade dashes there for 5th every year. I'm told that a lot more of our school's 4th graders land at BASIS than return to our school for 5th.

Before stumbling across this thread, I didn't know that BASIS DC has cycled through half a dozen principals in 7 or 8 years!! Big red flag whatever the story is with this head.

Call me crazy but it's an even bigger red flag that families will take on that level of instability for a BASIS education rather than stay in their EOTP school. What is it that families are getting at BASIS that makes them ok with such instaility? Or is what's happening in the classroom and in social interactions with peers so much more important than the impact of a constantly changing Head of School?

I've posted above. Kid graduated last year. Our IB is Coolidge, my DC had some disabilities that required accommodations that SWW wouldn't grant even on the entrance exam (red flag), and didn't want to go to Banneker which had a predominantly female student body.

The HOS mattered to me as a parent. BUT my kid didn't really notice the HOS that much. Their day to day job was to manage and hire and fire teachers, implement the budget, deal with OSSE/PCSB and Arizona. The classes of 2018 and 19 generally LOVED the most recent one because they knew her as their Chemistry teacher, then college counselor (obviously not senior year but there is college advising each year at Basis.

The college counseling program at Basis is, IMO, on par with a private school, and a big reason we stuck around. Two full-time counselors for a HS of about 200-225 students, and a caseload of just 20-30 seniors. Very personalized advice, help with finding a school that is affordable and meets your needs. Finishing all, or virtually all, APs by the end of junior year was a blessing because it left time for college apps and the senior year courses were really interesting and gave a flavor of what college would be like. My kid did the optional capstone senior project, had a good internship experience and did some really interesting individual research. All those things don't change with the HOS - they are baked into the model.

The last head's changes are great, but TBH mostly affected the MS because the HS teachers were already pretty strong, and MS is where they really needed more SEL and heart, for lack of a better word. That stuff came a bit late for my DC but was promising for those who are still there.

I've work in college admissions in this Metro area for years and I don't encourage students to finish all AP work by the end of junior year. I don't know of another secondary school program in this Metro area, public or private, no matter how high-powered that takes this tack. I don't see the early APs system as a selling point of the BASIS learning experience.

From what I've observed, the rush to finish APs a year early puts downward pressure on learning, retention of knowledge and enjoyment for most students, adding to the pressure cooker environment too many high-powered high schools have become.

Personalized college advice is very nice, but you can hire a college coach, avail of on-line and free local college clinics, or even advise your own student if you wish (after doing the requisite admissions research), rather than jeopardizing the learning by jamming in APs like mad before senior year.

I'm the PP you responded to. Clearly what works for some doesn't work for others and thank goodness we have choices. I was sharing what was positive about my kids' experience for US.

FWIW BASIS kids take 1+ years of Chemistry, Bio and Physics (all stand alone classes) in middle school for example, and continue with that in the early years of high school. They have a pretty solid grounding before they are in those APs and it doesn't feel like cramming or even coming too early for my kid and most of their friends. I know of at least 6 (of 42) students who had time in senior year, when there was less homework, work part-time jobs to help pay for college.

All students at BASIS have to attempt 7 APs and they are spread out -- 1 in 9th, 2 in 10th, and 3 in 11th. Kids have to take them in each field: Calc AB, AP USGov, APUSH, either Bio/Chem/Physics, one AP English and AP Euro). My kid took additional APs as electives (psych, art history, enviro science) because they interested them more than other electives but not everyone did.

Paying a private college coach is well out of reach for most BASIS students, and having a counselor you are in class with every day for 2 trimesters of senior year and have known since 10th grade will, IMO, going to result in better support than a free clinic or online service. At least 30% of my DC's class were first-generation college students. My kid would have been fine without that much help, but others probably needed it.

Charters provide choice. If you don't want your kid to do all their APs in 9th-11th or be required to take Calculus or whatever, choose another school. But it definitely works for some.

I don't even see what the big deal is about the BASIS AP requirement. I had the same requirement in my gifted program at my public high school 25 years ago.

That’s exactly the big deal. What you had 25 years ago in your gifted program is not commonplace today. Do you think BASIS would be so popular if parents had access to such programs in their by-right public school? I guess you could also say, “what’s the big deal about Latin, we had classical education hundreds of years ago.” We don’t have it here now as a widely available option for the many families who seek it. That’s why BASIS, Latin and others are a big deal.

I think PP meant it the opposite way that you took it -- i.e., that requirement doesn't seem particularly bad/onerous, I had the same one 25 years ago. FWIW, my public magnet didn't have such a requirement but the average kid took way more than 6 AP exams.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Posts from wide-eyed 5th grade BASIS families remind of DCPS posts from Pres3 families.

It goes like this. The child LOVES the place! The child is THRIVING! We're having a SPECTACULAR experience! We're so much more EXCITED about our choice than we ever dreamed we'd be!

Flash forward two or three years without outdoor space, a school library, a proper gym, much in the way of sports teams, the kill and drill of an hour or two of nightly math homework (including lots of repetition and busy work, even for stragglers), not much in the way of hands-on learning, too many teachers leaving, the HOS having having changed a couple more times, etc. etc. and you may have changed your tune, hon.

I keep reading this criticism of basis wrt no “hands on learning “ - what does this mean? I remember dissecting a feral pig in high school - that was certainly hands on. But other than that - what are folks seeing as lacking?

Go tour BASIS sometime on a sunny day.

You'll see a good many darkened classrooms where note-taking 11 and 12 year-olds sit watching Power Point presentations of...art work across the street in the American Art Museum and Portrait Gallery, etc.

Until the current HOS came on the scene, there was no field trips policy.

If it’s works for those kids and their families, what’s it to you?

If some DC parents/voters believe that BASIS DC has a real problem in changing principals almost every year, what's it to you? Why defend the program to the hilt?

Again, if you don’t have a kid there and the families that do are having a great experience, why are you so mad? If it didn’t work out for YOUR kid, okay, move on and mind your own business(and school).

Jeff decides who gets to comment on what on DCUM, not you.

[Anonymous]

That’s exactly the big deal. What you had 25 years ago in your gifted program is not commonplace today. Do you think BASIS would be so popular if parents had access to such programs in their by-right public school? I guess you could also say, “what’s the big deal about Latin, we had classical education hundreds of years ago.” We don’t have it here now as a widely available option for the many families who seek it. That’s why BASIS, Latin and others are a big deal.

I'm not buying this. In this Metro area alone there are dozens of stellar HS programs on a par with BASIS academically with far better facilities (and that's putting it mildly).

DC public schools are the problem, not the dearth of challenging academic programs in the country. DCPS is a system without any formal GT programs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:No, everybody who criticizes BASIS on DCUM isn't an angry troll. There's a kernel of truth in much of the criticism posted here, helping explain why the current HOS changed so much.

BASIS middle school students traditionally spend a great deal of time sitting in chairs listening to teachers blab on. A largely passive learning experience (read too much outdated pedagogy) with a kill and drill element drives some of us away a year or two in. If you've had children at BASIS for some years, you know that there isn't just a drop-off between 8th and 9th grades, there's a drop-off between 5th and 6th grades. Some families of strong students seek more inspiring middle school pastures. It's not just students who "can't hack it" who leave before HS.

And which school would that be, exactly? Do tell.

We know BASIS families who've left for privates, the burbs, public schools outside the DC Metro area, public and private schools abroad, Washington Latin, Deal, Hardy and Stuart Hobson.

[Anonymous]

Anonymous wrote:That’s exactly the big deal. What you had 25 years ago in your gifted program is not commonplace today. Do you think BASIS would be so popular if parents had access to such programs in their by-right public school? I guess you could also say, “what’s the big deal about Latin, we had classical education hundreds of years ago.” We don’t have it here now as a widely available option for the many families who seek it. That’s why BASIS, Latin and others are a big deal.

I'm not buying this. In this Metro area alone there are dozens of stellar HS programs on a par with BASIS academically with far better facilities (and that's putting it mildly).

DC public schools are the problem, not the dearth of challenging academic programs in the country. DCPS is a system without any formal GT programs.

We get it. You care a lot about facilities and you want a GT program. If you want a great facility in the city, you probably need to attend a DCPS high school. And if you want a GT program you're going to have to leave the city. You are correct that there isn't a school in the city that meets both your requirements, which probably explains why you are lashing out at us.

[Anonymous]

Anonymous wrote:No, everybody who criticizes BASIS on DCUM isn't an angry troll. There's a kernel of truth in much of the criticism posted here, helping explain why the current HOS changed so much.

BASIS middle school students traditionally spend a great deal of time sitting in chairs listening to teachers blab on. A largely passive learning experience (read too much outdated pedagogy) with a kill and drill element drives some of us away a year or two in. If you've had children at BASIS for some years, you know that there isn't just a drop-off between 8th and 9th grades, there's a drop-off between 5th and 6th grades. Some families of strong students seek more inspiring middle school pastures. It's not just students who "can't hack it" who leave before HS.

This is so very true. Those students who " have thrived" are mostly average kids who did alright in their elementary school ... until their hidden intellectual superiority was discovered at BASIS. Obviously the parents will love BASIS.

[Anonymous]

I’m a product of NYC public schools, including one of its test-in magnet programs. Looking back, I remember a series of horrible buildings, no green space, little if any sports (unless you count ping-pong, which was very big at my high school), and only rare field trips (which I usually hated — despite “the wonders of NYC”).

I also remember a lot of brilliant kids, huge numbers of whom went onto Ivy League or equivalent colleges, oftentimes as first generation college students.

Coming from this experience, the lack of green fields or a nice building doesn’t really bother me. And thus far it hasn’t bothered my nerdy, non-athletic child.

It’s what happens inside the classroom that counts. And thus far my child (who has never struggled academically; always gotten 5s on PAARC, etc) really loves the teachers, curriculum and peers—amazingly, even the homework.

If for some reason in the future Basis fails to be a good option, we’ll figure out a plan B. But right now we’re not looking, though I guess we’ll continue to keep Walls in the mix as we approach high school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Posts from wide-eyed 5th grade BASIS families remind of DCPS posts from Pres3 families.

It goes like this. The child LOVES the place! The child is THRIVING! We're having a SPECTACULAR experience! We're so much more EXCITED about our choice than we ever dreamed we'd be!

Flash forward two or three years without outdoor space, a school library, a proper gym, much in the way of sports teams, the kill and drill of an hour or two of nightly math homework (including lots of repetition and busy work, even for stragglers), not much in the way of hands-on learning, too many teachers leaving, the HOS having having changed a couple more times, etc. etc. and you may have changed your tune, hon.

I keep reading this criticism of basis wrt no “hands on learning “ - what does this mean? I remember dissecting a feral pig in high school - that was certainly hands on. But other than that - what are folks seeing as lacking?

Go tour BASIS sometime on a sunny day.

You'll see a good many darkened classrooms where note-taking 11 and 12 year-olds sit watching Power Point presentations of...art work across the street in the American Art Museum and Portrait Gallery, etc.

Until the current HOS came on the scene, there was no field trips policy.

If it’s works for those kids and their families, what’s it to you?

If some DC parents/voters believe that BASIS DC has a real problem in changing principals almost every year, what's it to you? Why defend the program to the hilt?

Again, if you don’t have a kid there and the families that do are having a great experience, why are you so mad? If it didn’t work out for YOUR kid, okay, move on and mind your own business(and school).

Jeff decides who gets to comment on what on DCUM, not you.

Lol so you have nothing better to do than trash a school because it wasn’t a good fit for your kid. Got it.

[Anonymous]

Don't take the bait, PP. This poster personalizes everything. Not worth responding to.

[Anonymous]

Anonymous wrote:

Anonymous wrote:No, everybody who criticizes BASIS on DCUM isn't an angry troll. There's a kernel of truth in much of the criticism posted here, helping explain why the current HOS changed so much.

BASIS middle school students traditionally spend a great deal of time sitting in chairs listening to teachers blab on. A largely passive learning experience (read too much outdated pedagogy) with a kill and drill element drives some of us away a year or two in. If you've had children at BASIS for some years, you know that there isn't just a drop-off between 8th and 9th grades, there's a drop-off between 5th and 6th grades. Some families of strong students seek more inspiring middle school pastures. It's not just students who "can't hack it" who leave before HS.

This is so very true. Those students who " have thrived" are mostly average kids who did alright in their elementary school ... until their hidden intellectual superiority was discovered at BASIS. Obviously the parents will love BASIS.

Uh, ooookay. Keeping telling yourself that, if that is what you need to do to feel good!