what is the biggest diffenerence between sidwell and gds?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Oddly enough, I feel like one difference is that because GDS seems to attract/encourage quirky students intent on expressing their individualism, the students as a whole are more homogeneous in worldview. Almost everyone is like one of the lovable plucky oddball characters from a John Hughes movie, so they all kind of blend together after a while. I see more character "types" among my kid's Sidwell friends. That's not criticism of either school, but just an observation of one difference ... and a bitchin' '80s reference to boot.

On the whole, many more similarities than differences. Choose based on which is an easier commute, IMHO.

Gds is super liberal and talked about different family structure every year since pre-K. Is Sidwell similar or less liberal?

Not as liberal, but there is a reason many high ranking dems send their kids there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Oddly enough, I feel like one difference is that because GDS seems to attract/encourage quirky students intent on expressing their individualism, the students as a whole are more homogeneous in worldview. Almost everyone is like one of the lovable plucky oddball characters from a John Hughes movie, so they all kind of blend together after a while. I see more character "types" among my kid's Sidwell friends. That's not criticism of either school, but just an observation of one difference ... and a bitchin' '80s reference to boot.

On the whole, many more similarities than differences. Choose based on which is an easier commute, IMHO.

Gds is super liberal and talked about different family structure every year since pre-K. Is Sidwell similar or less liberal?

Not as liberal, but there is a reason many high ranking dems send their kids there.

what is the reason?

[Anonymous]

Anonymous wrote:Gds is super liberal and talked about different family structure every year since pre-K. Is Sidwell similar or less liberal?

Not sure I understand your question or accept your premise(s). Are you asking about same-sex families? If so, then yes. My kid has been at Sidwell for several years, and the topic of same-sex families and gets raised often in books or assemblies or other discussions. But at least as far as I've noticed, it's raised in just a passing way - for example one of the characters will have two moms.

I don't recall an assembly or intentional discussion in the younger grades that is focused on explicitly forcing children to acknowledge that same-sex relations are just as valid as others (and quite frankly, I think that would be a pretty awkward and ineffective teaching approach). Is that the comparison point you're trying to drive ... whether there are elementary school assemblies designed to preach a particular viewpoint on same-sex relationships?

I'm not sure I follow whee you're going, so forgive me if I've missed your point.

Also, as an IMHO aside, if you think young children growing up in this area need education about the validity and normalcy of same-sex relationships, then I think you're maybe missing what's going on around us. My kids and their friend seem to accept same-sex relations with a shrug and a "whatever," as just another crayon in the box. I think our generation as parents imbues them with a lot more context and significance (both positive and negative) than our kids do.

[Anonymous]

Anonymous wrote:it seems to me that gds and sidwell are kind of similar in quality of education. what is the biggest difference between the two schools? For parents to chose sidewell, not gds, what is the main reason for you to choose sidwell?

OP, we are conservative Christians with kids at Sidwell. There is no way my kids would ever go to GDS. Sidwell is more liberal than I would like on certain issues, but overall, I think it's more accepting of all points of view. My kids - so far - have never felt judged or shamed for their Christianity, which they are open about as opportunities present themselves.

And then there is that issue of kids -- all kids, young and older -- calling teachers by their first names at GDS, which I absolutely hate.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Gds is super liberal and talked about different family structure every year since pre-K. Is Sidwell similar or less liberal?

Not sure I understand your question or accept your premise(s). Are you asking about same-sex families? If so, then yes. My kid has been at Sidwell for several years, and the topic of same-sex families and gets raised often in books or assemblies or other discussions. But at least as far as I've noticed, it's raised in just a passing way - for example one of the characters will have two moms.

I don't recall an assembly or intentional discussion in the younger grades that is focused on explicitly forcing children to acknowledge that same-sex relations are just as valid as others (and quite frankly, I think that would be a pretty awkward and ineffective teaching approach). Is that the comparison point you're trying to drive ... whether there are elementary school assemblies designed to preach a particular viewpoint on same-sex relationships?

I'm not sure I follow whee you're going, so forgive me if I've missed your point.

Also, as an IMHO aside, if you think young children growing up in this area need education about the validity and normalcy of same-sex relationships, then I think you're maybe missing what's going on around us. My kids and their friend seem to accept same-sex relations with a shrug and a "whatever," as just another crayon in the box. I think our generation as parents imbues them with a lot more context and significance (both positive and negative) than our kids do.

You can't simply assume that just because something's around us, that the kids will as a matter of fact be OK with it. Nurtureshock and studies since then have shown that if we as parents and teachers don't talk about things like race *directly* and address concretely that racism is wrong, then young children actually may in fact harbor racist views. I think that the same may well be true for gay parents and relationships. Just because you think they're OK, it doesn't mean that your children fully accept or understand it if you haven't actually talked about it. Parenting culture is overwhelmingly heteronormative. This is what our kids pick up from the larger culture. If you and/or the school doesn't address the fact that families come in all sorts of configurations--and that this is OK--then your kids might not actually know what to make of same-sex relationships.

At GDS, there is an assembly every spring that celebrates all the different types of families that are found at GDS--most kids do have straight married parents, but also assembly also recognizes families with single parents, blended families, and same-sex families. It's extremely moving, actually, to see kids and families feel so welcomed in the school, given that the rest of the world can be so hostile to children and their parents in non-traditional family arrangements.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Gds is super liberal and talked about different family structure every year since pre-K. Is Sidwell similar or less liberal?

Not sure I understand your question or accept your premise(s). Are you asking about same-sex families? If so, then yes. My kid has been at Sidwell for several years, and the topic of same-sex families and gets raised often in books or assemblies or other discussions. But at least as far as I've noticed, it's raised in just a passing way - for example one of the characters will have two moms.

I don't recall an assembly or intentional discussion in the younger grades that is focused on explicitly forcing children to acknowledge that same-sex relations are just as valid as others (and quite frankly, I think that would be a pretty awkward and ineffective teaching approach). Is that the comparison point you're trying to drive ... whether there are elementary school assemblies designed to preach a particular viewpoint on same-sex relationships?

I'm not sure I follow whee you're going, so forgive me if I've missed your point.

Also, as an IMHO aside, if you think young children growing up in this area need education about the validity and normalcy of same-sex relationships, then I think you're maybe missing what's going on around us. My kids and their friend seem to accept same-sex relations with a shrug and a "whatever," as just another crayon in the box. I think our generation as parents imbues them with a lot more context and significance (both positive and negative) than our kids do.

You can't simply assume that just because something's around us, that the kids will as a matter of fact be OK with it. Nurtureshock and studies since then have shown that if we as parents and teachers don't talk about things like race *directly* and address concretely that racism is wrong, then young children actually may in fact harbor racist views. I think that the same may well be true for gay parents and relationships. Just because you think they're OK, it doesn't mean that your children fully accept or understand it if you haven't actually talked about it. Parenting culture is overwhelmingly heteronormative. This is what our kids pick up from the larger culture. If you and/or the school doesn't address the fact that families come in all sorts of configurations--and that this is OK--then your kids might not actually know what to make of same-sex relationships.

At GDS, there is an assembly every spring that celebrates all the different types of families that are found at GDS--most kids do have straight married parents, but also assembly also recognizes families with single parents, blended families, and same-sex families. It's extremely moving, actually, to see kids and families feel so welcomed in the school, given that the rest of the world can be so hostile to children and their parents in non-traditional family arrangements.

This is so moving. In our family, we encourage our children to pursue healthy sexual relationships (age appropriate!) across the full spectrum of gender, so they are not pigeon holed and also, so they don't have cisgender privilege or at least don't feel the power of it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:In English and history, the two schools have quite different curricula. Sidwell classes also seem to meet for more hours over the course of the year due to differences in scheduling and reqiirements. Look on their websites for more information.

do you mean the class lasts longer for English and history for sidwell?

When I looked, Sidwell classes met more times per week. I should have said I was talking only about the high schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Gds is super liberal and talked about different family structure every year since pre-K. Is Sidwell similar or less liberal?

Not sure I understand your question or accept your premise(s). Are you asking about same-sex families? If so, then yes. My kid has been at Sidwell for several years, and the topic of same-sex families and gets raised often in books or assemblies or other discussions. But at least as far as I've noticed, it's raised in just a passing way - for example one of the characters will have two moms.

I don't recall an assembly or intentional discussion in the younger grades that is focused on explicitly forcing children to acknowledge that same-sex relations are just as valid as others (and quite frankly, I think that would be a pretty awkward and ineffective teaching approach). Is that the comparison point you're trying to drive ... whether there are elementary school assemblies designed to preach a particular viewpoint on same-sex relationships?

I'm not sure I follow whee you're going, so forgive me if I've missed your point.

Also, as an IMHO aside, if you think young children growing up in this area need education about the validity and normalcy of same-sex relationships, then I think you're maybe missing what's going on around us. My kids and their friend seem to accept same-sex relations with a shrug and a "whatever," as just another crayon in the box. I think our generation as parents imbues them with a lot more context and significance (both positive and negative) than our kids do.

You can't simply assume that just because something's around us, that the kids will as a matter of fact be OK with it. Nurtureshock and studies since then have shown that if we as parents and teachers don't talk about things like race *directly* and address concretely that racism is wrong, then young children actually may in fact harbor racist views. I think that the same may well be true for gay parents and relationships. Just because you think they're OK, it doesn't mean that your children fully accept or understand it if you haven't actually talked about it. Parenting culture is overwhelmingly heteronormative. This is what our kids pick up from the larger culture. If you and/or the school doesn't address the fact that families come in all sorts of configurations--and that this is OK--then your kids might not actually know what to make of same-sex relationships.

At GDS, there is an assembly every spring that celebrates all the different types of families that are found at GDS--most kids do have straight married parents, but also assembly also recognizes families with single parents, blended families, and same-sex families. It's extremely moving, actually, to see kids and families feel so welcomed in the school, given that the rest of the world can be so hostile to children and their parents in non-traditional family arrangements.

This is so moving. In our family, we encourage our children to pursue healthy sexual relationships (age appropriate!) across the full spectrum of gender, so they are not pigeon holed and also, so they don't have cisgender privilege or at least don't feel the power of it.

Oh dear god.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Gds is super liberal and talked about different family structure every year since pre-K. Is Sidwell similar or less liberal?

Not sure I understand your question or accept your premise(s). Are you asking about same-sex families? If so, then yes. My kid has been at Sidwell for several years, and the topic of same-sex families and gets raised often in books or assemblies or other discussions. But at least as far as I've noticed, it's raised in just a passing way - for example one of the characters will have two moms.

I don't recall an assembly or intentional discussion in the younger grades that is focused on explicitly forcing children to acknowledge that same-sex relations are just as valid as others (and quite frankly, I think that would be a pretty awkward and ineffective teaching approach). Is that the comparison point you're trying to drive ... whether there are elementary school assemblies designed to preach a particular viewpoint on same-sex relationships?

I'm not sure I follow whee you're going, so forgive me if I've missed your point.

Also, as an IMHO aside, if you think young children growing up in this area need education about the validity and normalcy of same-sex relationships, then I think you're maybe missing what's going on around us. My kids and their friend seem to accept same-sex relations with a shrug and a "whatever," as just another crayon in the box. I think our generation as parents imbues them with a lot more context and significance (both positive and negative) than our kids do.

Thanks for the information. I don't think young children growing up in this area need education about the validity and normalcy of same-sex relationships. so I think maybe sidwell's approach is pretty good, just mention it. For GDS, there used to be a transgender student who went to Harvard and GDS made him a big star by inviting him to talk to current students. I think that is not appropriate as little children might think transgender is a good way to become a star. I am not against transgender and can accept it, but I don't think the approach GDS took is good for little kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Gds is super liberal and talked about different family structure every year since pre-K. Is Sidwell similar or less liberal?

Not sure I understand your question or accept your premise(s). Are you asking about same-sex families? If so, then yes. My kid has been at Sidwell for several years, and the topic of same-sex families and gets raised often in books or assemblies or other discussions. But at least as far as I've noticed, it's raised in just a passing way - for example one of the characters will have two moms.

I don't recall an assembly or intentional discussion in the younger grades that is focused on explicitly forcing children to acknowledge that same-sex relations are just as valid as others (and quite frankly, I think that would be a pretty awkward and ineffective teaching approach). Is that the comparison point you're trying to drive ... whether there are elementary school assemblies designed to preach a particular viewpoint on same-sex relationships?

I'm not sure I follow whee you're going, so forgive me if I've missed your point.

Also, as an IMHO aside, if you think young children growing up in this area need education about the validity and normalcy of same-sex relationships, then I think you're maybe missing what's going on around us. My kids and their friend seem to accept same-sex relations with a shrug and a "whatever," as just another crayon in the box. I think our generation as parents imbues them with a lot more context and significance (both positive and negative) than our kids do.

Thanks for the information. I don't think young children growing up in this area need education about the validity and normalcy of same-sex relationships. so I think maybe sidwell's approach is pretty good, just mention it. For GDS, there used to be a transgender student who went to Harvard and GDS made him a big star by inviting him to talk to current students. I think that is not appropriate as little children might think transgender is a good way to become a star. I am not against transgender and can accept it, but I don't think the approach GDS took is good for little kids.

So, you're not anti-transgender, but you raise this student as a way to take a crack at GDS, and make up some facts along the way. The GDS graduate transitioned while at Harvard, and made the Harvard men's swim team, thereby becoming the first openly transgender college varsity athlete. He was interviewed for 60 Minutes, and covered by national media for his courageous life story. He also is an extraordinarily articulate, principled, and engaging person. GDS didn't "make him a star," but GDS is certainly proud of the integrity that he has shown in how he has discussed challenging issues in college (with acceptance and support from both GDS and Harvard, including from his teammates). GDS invited him to speak at the high school last year (hardly "little children" or "little kids"). The high school has guest speakers on at least a weekly basis, and this graduate (fresh off of 60 Minutes) was a great choice.

It's also ludicrous to think that anyone's gender is so fragile that anyone would transition to another gender to make a varsity swim team. That's just crazy. Instead, the high school students had a chance to hear from someone who carried out his transition to a male varsity athlete with integrity, courage, and grace.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Gds is super liberal and talked about different family structure every year since pre-K. Is Sidwell similar or less liberal?

Not sure I understand your question or accept your premise(s). Are you asking about same-sex families? If so, then yes. My kid has been at Sidwell for several years, and the topic of same-sex families and gets raised often in books or assemblies or other discussions. But at least as far as I've noticed, it's raised in just a passing way - for example one of the characters will have two moms.

I don't recall an assembly or intentional discussion in the younger grades that is focused on explicitly forcing children to acknowledge that same-sex relations are just as valid as others (and quite frankly, I think that would be a pretty awkward and ineffective teaching approach). Is that the comparison point you're trying to drive ... whether there are elementary school assemblies designed to preach a particular viewpoint on same-sex relationships?

I'm not sure I follow whee you're going, so forgive me if I've missed your point.

Also, as an IMHO aside, if you think young children growing up in this area need education about the validity and normalcy of same-sex relationships, then I think you're maybe missing what's going on around us. My kids and their friend seem to accept same-sex relations with a shrug and a "whatever," as just another crayon in the box. I think our generation as parents imbues them with a lot more context and significance (both positive and negative) than our kids do.

Thanks for the information. I don't think young children growing up in this area need education about the validity and normalcy of same-sex relationships. so I think maybe sidwell's approach is pretty good, just mention it. For GDS, there used to be a transgender student who went to Harvard and GDS made him a big star by inviting him to talk to current students. I think that is not appropriate as little children might think transgender is a good way to become a star. I am not against transgender and can accept it, but I don't think the approach GDS took is good for little kids.

So, you're not anti-transgender, but you raise this student as a way to take a crack at GDS, and make up some facts along the way. The GDS graduate transitioned while at Harvard, and made the Harvard men's swim team, thereby becoming the first openly transgender college varsity athlete. He was interviewed for 60 Minutes, and covered by national media for his courageous life story. He also is an extraordinarily articulate, principled, and engaging person. GDS didn't "make him a star," but GDS is certainly proud of the integrity that he has shown in how he has discussed challenging issues in college (with acceptance and support from both GDS and Harvard, including from his teammates). GDS invited him to speak at the high school last year (hardly "little children" or "little kids"). The high school has guest speakers on at least a weekly basis, and this graduate (fresh off of 60 Minutes) was a great choice.

It's also ludicrous to think that anyone's gender is so fragile that anyone would transition to another gender to make a varsity swim team. That's just crazy. Instead, the high school students had a chance to hear from someone who carried out his transition to a male varsity athlete with integrity, courage, and grace.

Actually, it's not crazy at all, and is happening at other schools across the country. But I digress from the discussion at hand.

[Anonymous]

In my experience, both here on DCUM and in real life, a number of GDS parents carry a chip on their shoulders and constantly look for ways to tell everyone around them how much better GDS is than other area schools. Parents I know from Sidwell exhibit more confidence. I'd like to think that difference is just one between parents, and is not reflected in the students too, but know more parents than students. As far as I can tell, GDS is a very good school, so I'm not sure why the GDS parents act that way.

It's DCUM so I'm fairly sure some GDS parent will attack me for expressing this opinion. But I'm pretty confident this difference I've observed over many years and many people is not my imagination.

To repeat, this is not a criticism of GDS, but rather an observation about how some GDS parents conduct themselves.

[Anonymous]

Anonymous wrote:In my experience, both here on DCUM and in real life, a number of GDS parents carry a chip on their shoulders and constantly look for ways to tell everyone around them how much better GDS is than other area schools. Parents I know from Sidwell exhibit more confidence. I'd like to think that difference is just one between parents, and is not reflected in the students too, but know more parents than students. As far as I can tell, GDS is a very good school, so I'm not sure why the GDS parents act that way.

It's DCUM so I'm fairly sure some GDS parent will attack me for expressing this opinion. But I'm pretty confident this difference I've observed over many years and many people is not my imagination.

To repeat, this is not a criticism of GDS, but rather an observation about how some GDS parents conduct themselves.

No need to be reductive and promote simple stereotypes like these. Have some self-respect and look at something in a new way. That is what I tell my 16 year old students at least.

[Anonymous]

Anonymous wrote:In my experience, both here on DCUM and in real life, a number of GDS parents carry a chip on their shoulders and constantly look for ways to tell everyone around them how much better GDS is than other area schools. Parents I know from Sidwell exhibit more confidence. I'd like to think that difference is just one between parents, and is not reflected in the students too, but know more parents than students. As far as I can tell, GDS is a very good school, so I'm not sure why the GDS parents act that way.

It's DCUM so I'm fairly sure some GDS parent will attack me for expressing this opinion. But I'm pretty confident this difference I've observed over many years and many people is not my imagination.

To repeat, this is not a criticism of GDS, but rather an observation about how some GDS parents conduct themselves.

LMAO.

Now get back to work. It's only 3:30.

[Anonymous]

I have had experience with parents at all of the Big 3 Schools, having had children at several and friends at all of them. In my opinion - which I will not extrapolate to be a generalization or negative commentary about any of these parent communities - the GDS parents I know and/or have interacted with tend to be some of the more approachable, friendly, and relaxed people I have met in my long time in Washington, DC. This has been true even of the parents who are among the power players in this town. I find the GDS parents I know to be a community of very little pretense or overt status competition, and a lot of camaraderie.