Eliot-Hine Experiences?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Re math, at the open house they said 6th grade math is not tracked and the point is for equity, to give the below grade kids a chance to catch up before they start tracking in 7th. This worried me and, to your point, made me concerned my DC will be spending all day on Ed Tech while other kids get actual instruction. This is not that different to what is happening in 5th now and I’m not happy about it.

They are stuck on this and will figure out they need to track in 6th too eventually. I find this very misguided but I think it is the same everywhere so not a dealbreaker. Starting in 7th there is tracking.

SH does not do this. They bump up 6th graders into 7th grade math immediately based on certain criteria (I believe iready scores). Deal also does something similar.

EH will put 6th graders into 7th grade math too, but it is not tracked because they will be with 7th graders who are very far behind.

EH said at an open house they don’t do this. Has anyone actually seen it happen? I take the point though that being a 6th grader who is good at math in a class with a bunch of 7th graders who are behind may not be an optimal experience.

It would not be optimal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here. Other than the math tracking debate, can anyone share thoughts about the overall experience a scenically and socially for high achieving kids?

You may not get a lot of solid info on DCUM, but I have several friends with kids at EH that are happy. The school has grown a lot since it was renovated (they’re at about 500 kids this year—up from 266 kids 6 school years ago). I also heard the current 5th grade class at Maury has nearly 70 kids, which is bigger than they’ve historically had, so EH will likely continue to have an even larger cohort of higher achieving kids moving forward. This recent middle school panel is fairly informative https://w6pspo.org/2026/03/03/video-ward-6-middle-and-high-schools-principals-panel-2026/

Maury has three full fifth grade classes. I’m not convinced that this will lead to a larger cohort of high performing kids at EH. Some of the kids are headed to EH but I hear a lot of people saying they are looking elsewhere. If you have a highly motivated kid who can succeed anywhere, it can work. But most people agree that Eastern is years away (if ever) from being a viable option for rigorous academics, meaning kids on the Hill need a strong academic foundation for application or private high schools. A common thread is parents concerned that their kid isn’t going to get that foundation at EH.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Re math, at the open house they said 6th grade math is not tracked and the point is for equity, to give the below grade kids a chance to catch up before they start tracking in 7th. This worried me and, to your point, made me concerned my DC will be spending all day on Ed Tech while other kids get actual instruction. This is not that different to what is happening in 5th now and I’m not happy about it.

They are stuck on this and will figure out they need to track in 6th too eventually. I find this very misguided but I think it is the same everywhere so not a dealbreaker. Starting in 7th there is tracking.

SH does not do this. They bump up 6th graders into 7th grade math immediately based on certain criteria (I believe iready scores). Deal also does something similar.

Some of this might have to do with cohort. Bumping 6th graders into the 7th grade math class is not classic "tracking". It's done on a case by case basis for kids who have truly mastered all the 6th grade content. SH and Deal do this because they have kids in pretty much every cohort who are in that situation. Heck, our Hill elementary school does this even in lower grades for kids who are ready -- not uncommmon to have 1 or 2 kids in a grade who are bumped to the next grade up for math (or sometimes reading) starting in 3rd or 4th.

Eliot-Hine is smaller than SH or Deal and has more recently been retaining some of the high achieving kids from feeder elementaries. So to the extent they aren't doing this, it might largely be a function of having smaller cohorts and fewer advanced kids. I would assume that as the school grows and retains more IB kids, you will see them doing the same thing SH does. It's still not "tracking" for 6th, as it doesn't impact most kids, but it does provide an opportunity for a small minority of kids who might benefit, who can then do 8th grade math in 7th. Opportunities in 8th will vary though -- I think Deal has enough kids to offer Geometry to 8th graders but I don't think SH does. So this has it's limits depending on cohort.

This. I believe SH is offering Geometry this year because I was at the Eastern open house and some kids said they were in Geometry.

The Eastern open house was very good, I left impressed and will have it on my kid's list. I hope improved perception of Eastern benefits Eliot-Hine.

SH does not have a geometry class

Huh, well I must have gotten it mixed up. But it was definitely a question at the Eastern open house-- will 9th graders be allowed into Algebra II? Several kids, I don't know what middle school they were at, wanted the answer to this question. The adminstrator seemed a bit surprised but said that Eastern could easily allow 9th graders into Algebra II if needed. Probably by just putting them in with the 10th/11th graders that are already taking it (which is fine).

EH has the geometry class. About 20 students.

Ah, sorry for mixing it up. Good to know!

[Anonymous]

I asked about the math track at Ida B. Wells. The kids are able to advance up to the next math class--if it's not an offered Middle School class, they (and any other kids who qualify and a middle school teacher) go to the high school class at Coolidge (Wells and Coolidge are in the same building, but largely separated). This is how it worked at my small rural school as well--you went to the high school class as a middle schooler. I admit, I was a bit intimidated by the older kids in class because I was shy, but it was an overall good experience to challenge myself. And I still had some friends in my class.

[Anonymous]

Anonymous wrote:I asked about the math track at Ida B. Wells. The kids are able to advance up to the next math class--if it's not an offered Middle School class, they (and any other kids who qualify and a middle school teacher) go to the high school class at Coolidge (Wells and Coolidge are in the same building, but largely separated). This is how it worked at my small rural school as well--you went to the high school class as a middle schooler. I admit, I was a bit intimidated by the older kids in class because I was shy, but it was an overall good experience to challenge myself. And I still had some friends in my class.

This is how it works at McKinley Middle/McKinley Tech as well. It's just a different hallway in the same building. When I was a kid doing this, we had to walk across the town common uphill both ways in the snow!

[Anonymous]

Anonymous wrote:I asked about the math track at Ida B. Wells. The kids are able to advance up to the next math class--if it's not an offered Middle School class, they (and any other kids who qualify and a middle school teacher) go to the high school class at Coolidge (Wells and Coolidge are in the same building, but largely separated). This is how it worked at my small rural school as well--you went to the high school class as a middle schooler. I admit, I was a bit intimidated by the older kids in class because I was shy, but it was an overall good experience to challenge myself. And I still had some friends in my class.

Yes, this works at those schools. Everyone doesn't have that though.

EH kids walked to Eastern for geometry last year. This year has a teacher doing the class.

[Anonymous]

Payne also now sends a lot of students to EH. More than Maury did this year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Other than the math tracking debate, can anyone share thoughts about the overall experience a scenically and socially for high achieving kids?

You may not get a lot of solid info on DCUM, but I have several friends with kids at EH that are happy. The school has grown a lot since it was renovated (they’re at about 500 kids this year—up from 266 kids 6 school years ago). I also heard the current 5th grade class at Maury has nearly 70 kids, which is bigger than they’ve historically had, so EH will likely continue to have an even larger cohort of higher achieving kids moving forward. This recent middle school panel is fairly informative https://w6pspo.org/2026/03/03/video-ward-6-middle-and-high-schools-principals-panel-2026/

Maury has three full fifth grade classes. I’m not convinced that this will lead to a larger cohort of high performing kids at EH. Some of the kids are headed to EH but I hear a lot of people saying they are looking elsewhere. If you have a highly motivated kid who can succeed anywhere, it can work. But most people agree that Eastern is years away (if ever) from being a viable option for rigorous academics, meaning kids on the Hill need a strong academic foundation for application or private high schools. A common thread is parents concerned that their kid isn’t going to get that foundation at EH.

As a parent just finishing up with my kid at EH, what you are voicing is anxiety and not reality. At the end of our 3 years I can conclude that the angst about this choice was overblown - my kid went from scrawling 2 sentences to writing pages and pages for fun; had multiple caring and supportive and communicative teachers; branched out into arts interests the never had before; did a couple of fun clubs and after school activities; made a bunch of new friends; and as a family, we all enjoyed the ease and comfort of just strolling to school in the morning and home in the afternoon. Try not to overthink this one that much!

The bigger issue (that I am confronting) is HS if none of the options other than Eastern work out. but unless the solution is to move after 5th (understandable) I advise just sending your kid and taking a bit of a breather and figuring that out later.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Other than the math tracking debate, can anyone share thoughts about the overall experience a scenically and socially for high achieving kids?

You may not get a lot of solid info on DCUM, but I have several friends with kids at EH that are happy. The school has grown a lot since it was renovated (they’re at about 500 kids this year—up from 266 kids 6 school years ago). I also heard the current 5th grade class at Maury has nearly 70 kids, which is bigger than they’ve historically had, so EH will likely continue to have an even larger cohort of higher achieving kids moving forward. This recent middle school panel is fairly informative https://w6pspo.org/2026/03/03/video-ward-6-middle-and-high-schools-principals-panel-2026/

Maury has three full fifth grade classes. I’m not convinced that this will lead to a larger cohort of high performing kids at EH. Some of the kids are headed to EH but I hear a lot of people saying they are looking elsewhere. If you have a highly motivated kid who can succeed anywhere, it can work. But most people agree that Eastern is years away (if ever) from being a viable option for rigorous academics, meaning kids on the Hill need a strong academic foundation for application or private high schools. A common thread is parents concerned that their kid isn’t going to get that foundation at EH.

As a parent just finishing up with my kid at EH, what you are voicing is anxiety and not reality. At the end of our 3 years I can conclude that the angst about this choice was overblown - my kid went from scrawling 2 sentences to writing pages and pages for fun; had multiple caring and supportive and communicative teachers; branched out into arts interests the never had before; did a couple of fun clubs and after school activities; made a bunch of new friends; and as a family, we all enjoyed the ease and comfort of just strolling to school in the morning and home in the afternoon. Try not to overthink this one that much!

The bigger issue (that I am confronting) is HS if none of the options other than Eastern work out. but unless the solution is to move after 5th (understandable) I advise just sending your kid and taking a bit of a breather and figuring that out later.

Oh also - I don’t have the numbers in front of me but my sense is EH kids do just as well in application and private high school admissions as anywhere else. SH may be more successful with Duke Ellington given its better developed theater program, but not sure about that. For private, just be on top of the application process and it will be fine. My understanding is that you can prep separately for the private school admissions test anyway. Every year EH sends kids to Walls, Banneker, McKinley, Gonzaga, etc. I’m sure fewer “prestigious” privates compare to Deal but this is likely self-selection and also a function of geography with Hill families choosing commutable schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Other than the math tracking debate, can anyone share thoughts about the overall experience a scenically and socially for high achieving kids?

You may not get a lot of solid info on DCUM, but I have several friends with kids at EH that are happy. The school has grown a lot since it was renovated (they’re at about 500 kids this year—up from 266 kids 6 school years ago). I also heard the current 5th grade class at Maury has nearly 70 kids, which is bigger than they’ve historically had, so EH will likely continue to have an even larger cohort of higher achieving kids moving forward. This recent middle school panel is fairly informative https://w6pspo.org/2026/03/03/video-ward-6-middle-and-high-schools-principals-panel-2026/

Maury has three full fifth grade classes. I’m not convinced that this will lead to a larger cohort of high performing kids at EH. Some of the kids are headed to EH but I hear a lot of people saying they are looking elsewhere. If you have a highly motivated kid who can succeed anywhere, it can work. But most people agree that Eastern is years away (if ever) from being a viable option for rigorous academics, meaning kids on the Hill need a strong academic foundation for application or private high schools. A common thread is parents concerned that their kid isn’t going to get that foundation at EH.

As a parent just finishing up with my kid at EH, what you are voicing is anxiety and not reality. At the end of our 3 years I can conclude that the angst about this choice was overblown - my kid went from scrawling 2 sentences to writing pages and pages for fun; had multiple caring and supportive and communicative teachers; branched out into arts interests the never had before; did a couple of fun clubs and after school activities; made a bunch of new friends; and as a family, we all enjoyed the ease and comfort of just strolling to school in the morning and home in the afternoon. Try not to overthink this one that much!

The bigger issue (that I am confronting) is HS if none of the options other than Eastern work out. but unless the solution is to move after 5th (understandable) I advise just sending your kid and taking a bit of a breather and figuring that out later.

Oh also - I don’t have the numbers in front of me but my sense is EH kids do just as well in application and private high school admissions as anywhere else. SH may be more successful with Duke Ellington given its better developed theater program, but not sure about that. For private, just be on top of the application process and it will be fine. My understanding is that you can prep separately for the private school admissions test anyway. Every year EH sends kids to Walls, Banneker, McKinley, Gonzaga, etc. I’m sure fewer “prestigious” privates compare to Deal but this is likely self-selection and also a function of geography with Hill families choosing commutable schools.

I will add that my kids at EH have participated in band and choir (both during the school day), as well as debate and theater (after school) and various sports. There seems to be a lot of choices of activities and ways to get involved and meet other kids. Kids from EH end up at a range of high schools and seem to be doing well. And yes - they have algebra in 7th and 8th, and geometry in 8th (for those who take algebra in 7th grade)

[Anonymous]

Thanks for the thoughtful posts about Eliot Hine. I feel like I can get a real sense of the school here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Other than the math tracking debate, can anyone share thoughts about the overall experience a scenically and socially for high achieving kids?

You may not get a lot of solid info on DCUM, but I have several friends with kids at EH that are happy. The school has grown a lot since it was renovated (they’re at about 500 kids this year—up from 266 kids 6 school years ago). I also heard the current 5th grade class at Maury has nearly 70 kids, which is bigger than they’ve historically had, so EH will likely continue to have an even larger cohort of higher achieving kids moving forward. This recent middle school panel is fairly informative https://w6pspo.org/2026/03/03/video-ward-6-middle-and-high-schools-principals-panel-2026/

Maury has three full fifth grade classes. I’m not convinced that this will lead to a larger cohort of high performing kids at EH. Some of the kids are headed to EH but I hear a lot of people saying they are looking elsewhere. If you have a highly motivated kid who can succeed anywhere, it can work. But most people agree that Eastern is years away (if ever) from being a viable option for rigorous academics, meaning kids on the Hill need a strong academic foundation for application or private high schools. A common thread is parents concerned that their kid isn’t going to get that foundation at EH.

As a parent just finishing up with my kid at EH, what you are voicing is anxiety and not reality. At the end of our 3 years I can conclude that the angst about this choice was overblown - my kid went from scrawling 2 sentences to writing pages and pages for fun; had multiple caring and supportive and communicative teachers; branched out into arts interests the never had before; did a couple of fun clubs and after school activities; made a bunch of new friends; and as a family, we all enjoyed the ease and comfort of just strolling to school in the morning and home in the afternoon. Try not to overthink this one that much!

The bigger issue (that I am confronting) is HS if none of the options other than Eastern work out. but unless the solution is to move after 5th (understandable) I advise just sending your kid and taking a bit of a breather and figuring that out later.

Oh also - I don’t have the numbers in front of me but my sense is EH kids do just as well in application and private high school admissions as anywhere else. SH may be more successful with Duke Ellington given its better developed theater program, but not sure about that. For private, just be on top of the application process and it will be fine. My understanding is that you can prep separately for the private school admissions test anyway. Every year EH sends kids to Walls, Banneker, McKinley, Gonzaga, etc. I’m sure fewer “prestigious” privates compare to Deal but this is likely self-selection and also a function of geography with Hill families choosing commutable schools.

I will add that my kids at EH have participated in band and choir (both during the school day), as well as debate and theater (after school) and various sports. There seems to be a lot of choices of activities and ways to get involved and meet other kids. Kids from EH end up at a range of high schools and seem to be doing well. And yes - they have algebra in 7th and 8th, and geometry in 8th (for those who take algebra in 7th grade)

So they teach pre-algebra in 6th?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I asked about the math track at Ida B. Wells. The kids are able to advance up to the next math class--if it's not an offered Middle School class, they (and any other kids who qualify and a middle school teacher) go to the high school class at Coolidge (Wells and Coolidge are in the same building, but largely separated). This is how it worked at my small rural school as well--you went to the high school class as a middle schooler. I admit, I was a bit intimidated by the older kids in class because I was shy, but it was an overall good experience to challenge myself. And I still had some friends in my class.

This is how it works at McKinley Middle/McKinley Tech as well. It's just a different hallway in the same building. When I was a kid doing this, we had to walk across the town common uphill both ways in the snow!

The issue is that if you are accelerated you wind up in the next level class with kids who are older and not as good as math. And even older kids who are repeating a class. It's not like they are sending kids to Bannaker to take the next level math class. This is why acceleration often doesn't produce kids who are better at math. It just produces kids who are faster at getting through low expectation math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Other than the math tracking debate, can anyone share thoughts about the overall experience a scenically and socially for high achieving kids?

You may not get a lot of solid info on DCUM, but I have several friends with kids at EH that are happy. The school has grown a lot since it was renovated (they’re at about 500 kids this year—up from 266 kids 6 school years ago). I also heard the current 5th grade class at Maury has nearly 70 kids, which is bigger than they’ve historically had, so EH will likely continue to have an even larger cohort of higher achieving kids moving forward. This recent middle school panel is fairly informative https://w6pspo.org/2026/03/03/video-ward-6-middle-and-high-schools-principals-panel-2026/

Maury has three full fifth grade classes. I’m not convinced that this will lead to a larger cohort of high performing kids at EH. Some of the kids are headed to EH but I hear a lot of people saying they are looking elsewhere. If you have a highly motivated kid who can succeed anywhere, it can work. But most people agree that Eastern is years away (if ever) from being a viable option for rigorous academics, meaning kids on the Hill need a strong academic foundation for application or private high schools. A common thread is parents concerned that their kid isn’t going to get that foundation at EH.

As a parent just finishing up with my kid at EH, what you are voicing is anxiety and not reality. At the end of our 3 years I can conclude that the angst about this choice was overblown - my kid went from scrawling 2 sentences to writing pages and pages for fun; had multiple caring and supportive and communicative teachers; branched out into arts interests the never had before; did a couple of fun clubs and after school activities; made a bunch of new friends; and as a family, we all enjoyed the ease and comfort of just strolling to school in the morning and home in the afternoon. Try not to overthink this one that much!

The bigger issue (that I am confronting) is HS if none of the options other than Eastern work out. but unless the solution is to move after 5th (understandable) I advise just sending your kid and taking a bit of a breather and figuring that out later.

Oh also - I don’t have the numbers in front of me but my sense is EH kids do just as well in application and private high school admissions as anywhere else. SH may be more successful with Duke Ellington given its better developed theater program, but not sure about that. For private, just be on top of the application process and it will be fine. My understanding is that you can prep separately for the private school admissions test anyway. Every year EH sends kids to Walls, Banneker, McKinley, Gonzaga, etc. I’m sure fewer “prestigious” privates compare to Deal but this is likely self-selection and also a function of geography with Hill families choosing commutable schools.

I will add that my kids at EH have participated in band and choir (both during the school day), as well as debate and theater (after school) and various sports. There seems to be a lot of choices of activities and ways to get involved and meet other kids. Kids from EH end up at a range of high schools and seem to be doing well. And yes - they have algebra in 7th and 8th, and geometry in 8th (for those who take algebra in 7th grade)

So they teach pre-algebra in 6th?

Not sure of the full curriculum, but I think they do accelerated sixth grade math, and there is some work over the summer for the kids who want to skip into algebra in 7th.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I asked about the math track at Ida B. Wells. The kids are able to advance up to the next math class--if it's not an offered Middle School class, they (and any other kids who qualify and a middle school teacher) go to the high school class at Coolidge (Wells and Coolidge are in the same building, but largely separated). This is how it worked at my small rural school as well--you went to the high school class as a middle schooler. I admit, I was a bit intimidated by the older kids in class because I was shy, but it was an overall good experience to challenge myself. And I still had some friends in my class.

This is how it works at McKinley Middle/McKinley Tech as well. It's just a different hallway in the same building. When I was a kid doing this, we had to walk across the town common uphill both ways in the snow!

The issue is that if you are accelerated you wind up in the next level class with kids who are older and not as good as math. And even older kids who are repeating a class. It's not like they are sending kids to Bannaker to take the next level math class. This is why acceleration often doesn't produce kids who are better at math. It just produces kids who are faster at getting through low expectation math.

+1 to bolded above. It is a flawed system.

What works is real tracking. Actually having different levels in each grade. Then the highest performing kids in that grade, the teacher can do both with going deeper and moving faster since the kids pick things up much quicker. But you need to have an enough of cohort of high performing kids to do it.