If your private high school child was accepted at an elite college

[Anonymous]

Anonymous wrote:From the college's perspective, it's all about the individual and what they made of their high school experience. Not what the high school made of the student.

My DC is still in (private) middle school but I interview a lot of college applicants for my Ivy alma mater. There are many tremendously accomplished students in public schools. In fact, a large majority of Ivy students are from public schools. In the Washington area, extremely well qualified applicants from public schools vastly outnumber the entire student bodies of the independent college preparatory high schools. Frankly, high SATs and 4.0+ GPAs are pretty common and you can't really differentiate kids based on numbers alone. Once they cross the general threshold they're in the pool and their whole file is read carefully. A smart bright kid is likely to be in the pool regardless of their high school but most of the kids in the pool are going to get rejected. What sets an applicant apart is a passion for something that drives their achievement. And a high schooler can find that anywhere.

Thank you for this wonderul post. I think this sums up the situation entirely. It really is NOT the school but the student and what they make of themselves in high school and what they can demonstrate to the college they're applying what they can do if/once accepted to that school.

[Anonymous]

The numbers are right. They're not counseled out, they leave.

Anonymous wrote:

Anonymous wrote:

Way off for St. Albans. There is nowhere near 30% attrition in grades 4-8, and even less involuntary attritition -- a good percentage of the small number who do not go on to the upper (high school) level make the decision because they want a co-Ed high school. Once you're there it is actually quite supportive, too.

30% leave - you agree with that, 3 a year, that number is even low for 8th grade. tThe reason is not way off. When my left my school I said something similar. But it was for reasons I did not need to share with other.

I don't get the math on this. There are 40 kids in the fourth grade, and 60 kids by the end of 8th grade. There is not attrition of 18 students (30% of 60) between the time a class starts in 4th grade and gets to high school -- not even close. And even 12 total (30% of the original 40 in the class) is very high -- most of those original 40 C Formers go on to the high school. If you're familiar with the schools around here, St. Albans might be one of the LEAST aggressive about "counseling out," particularly compared to the Pre-K through 12 schools (and that is not to criticize, it makes more sense that student fit would change more between ages 4 and 14).

[Anonymous]

Anonymous wrote:The numbers are right. They're not counseled out, they leave.

Anonymous wrote:

Anonymous wrote:

Way off for St. Albans. There is nowhere near 30% attrition in grades 4-8, and even less involuntary attritition -- a good percentage of the small number who do not go on to the upper (high school) level make the decision because they want a co-Ed high school. Once you're there it is actually quite supportive, too.

30% leave - you agree with that, 3 a year, that number is even low for 8th grade. tThe reason is not way off. When my left my school I said something similar. But it was for reasons I did not need to share with other.

I don't get the math on this. There are 40 kids in the fourth grade, and 60 kids by the end of 8th grade. There is not attrition of 18 students (30% of 60) between the time a class starts in 4th grade and gets to high school -- not even close. And even 12 total (30% of the original 40 in the class) is very high -- most of those original 40 C Formers go on to the high school. If you're familiar with the schools around here, St. Albans might be one of the LEAST aggressive about "counseling out," particularly compared to the Pre-K through 12 schools (and that is not to criticize, it makes more sense that student fit would change more between ages 4 and 14).

The numbers are nowhere near right. Neither 12 out of the original 40 (30% of the 4th grade), nor 18 out of 60 (30% of the number by 8th grade) leave before Upper School. Again, there is not a lot of attrition most years, but the numbers are small enough that it can vary by year. Nevertheless, this suggests that there are a lot of ninth grade openings and aside from the normal 9th grade expansion with 20 admits to about 75-80, there are not a lot of extra slots from droves of eighth graders going elsewhere.

Given that we both agree there's not a lot of counseling out, I guess it doesn't really matter that we disagree on the extent of attrition. (And if potential families are very interested they can get specifics from the STA Admissions office.)

[Anonymous]

I've searched the Gonzaga website in vain that loud and proud proclamation of "sink or swim," but I did come across this nugget:

At Gonzaga College High School, it is not enough for us to simply teach students what they will need to be successful in college and beyond. It is not enough for us to develop students’ athletic and extracurricular abilities to their fullest. To be faithful to the tradition of St. Ignatius, we must do this and much more. For an education to be truly “Jesuit,” we must help our students encounter, engage, and reflect upon their world in a way that helps them see the underlying presence of Christ who loves them personally, calls them individually, and who invites them to labor by his side in his plan of salvation. For an education to be truly Jesuit, it must always point in some meaningful way to the ongoing presence of Christ in our world. This is the mission of Jesuit education. This is the spirit of Gonzaga College High School.

[Anonymous]

I'm in the minority of DCUMs In that I played team sports in college. It's clear that many here just don't understand the value of being part of a team. I would never put my child in an environment that encouraged only competition among students with no meaningful opportunity to be a teammate with classmates.

[Anonymous]

Ahem. To get back to OP's question, DS is at an elite school, from private school. The one thing he got from the particular private school was some flexibility so that he could pursue interests, and therefore foster the profile the interviewer suggested. We originally went to the school b/c of the flexibility, but not because the flexibility would get him into a better college. However, in retrospect I think the unique attributes of the HS in terms of flexibility was helpful.

[Anonymous]

Anonymous wrote:From the college's perspective, it's all about the individual and what they made of their high school experience. Not what the high school made of the student.

My DC is still in (private) middle school but I interview a lot of college applicants for my Ivy alma mater. There are many tremendously accomplished students in public schools. In fact, a large majority of Ivy students are from public schools. In the Washington area, extremely well qualified applicants from public schools vastly outnumber the entire student bodies of the independent college preparatory high schools. Frankly, high SATs and 4.0+ GPAs are pretty common and you can't really differentiate kids based on numbers alone. Once they cross the general threshold they're in the pool and their whole file is read carefully. A smart bright kid is likely to be in the pool regardless of their high school but most of the kids in the pool are going to get rejected. What sets an applicant apart is a passion for something that drives their achievement. And a high schooler can find that anywhere.

I've heard the same. Sometimes I've heard this expressed as, "to whom much is given, much is expected" by selective colleges. I'd be interested in any convincing evidence that students from elite private schools are largely exempt from the hoops of "passion" and "hooks" that students in other privates and the publics have to jump through. But looking at the recent experience of DC's senior friends at area Top 3s and publics, I don't see much unexplained (i.e., after accounting for legacy, athletics and other hooks) differences in college outcomes.

[Anonymous]

Anonymous wrote:Certain schools may be better at developing and showcasing specific talents (see PP regarding lacrosse and Landon, would also put GDS and theater/arts/creative writing in that category; NCS/StA and Visi for crew, a sport not really done at a club level so kids recruited for crew 100% due to high school participation; for public TJ for math/science). Some schools also clearly have very strong relationships with particular highly selective colleges. But really the most important plus in terms of having had our DD at a school like Sidwell/NCS/GDS/Maret has been how exceedingly well-prepared our DD has been for the demands of college-she knew how to work really hard and didn't expect success without it based on how hard high school was, and also did not expect perfection having not achieved it in HS. She also really learned how to write and undertake large research projects. She feels she came in at least a year or two better prepared for college than many of her public school peers.

GDS: also Quiz Bowl, debate, and competitive math. I think GDS is only local private school with a regional, as opposed to local, math team. Correct me if I'm wrong. In general, GDS is a great place for non-athletes to find an activity that highlights their talent. Can anybody share what the strong, non-sports extra-curricular actitivities/teams are at other schools? Maybe Model UN for Sidwell?

[Anonymous]

Anonymous wrote:I've searched the Gonzaga website in vain that loud and proud proclamation of "sink or swim," but I did come across this nugget:

At Gonzaga College High School, it is not enough for us to simply teach students what they will need to be successful in college and beyond. It is not enough for us to develop students’ athletic and extracurricular abilities to their fullest. To be faithful to the tradition of St. Ignatius, we must do this and much more. For an education to be truly “Jesuit,” we must help our students encounter, engage, and reflect upon their world in a way that helps them see the underlying presence of Christ who loves them personally, calls them individually, and who invites them to labor by his side in his plan of salvation. For an education to be truly Jesuit, it must always point in some meaningful way to the ongoing presence of Christ in our world. This is the mission of Jesuit education. This is the spirit of Gonzaga College High School.

I'm not even Christian, but good for Gonzaga. That's a thoughtful and inspiring mission statement.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Certain schools may be better at developing and showcasing specific talents (see PP regarding lacrosse and Landon, would also put GDS and theater/arts/creative writing in that category; NCS/StA and Visi for crew, a sport not really done at a club level so kids recruited for crew 100% due to high school participation; for public TJ for math/science). Some schools also clearly have very strong relationships with particular highly selective colleges. But really the most important plus in terms of having had our DD at a school like Sidwell/NCS/GDS/Maret has been how exceedingly well-prepared our DD has been for the demands of college-she knew how to work really hard and didn't expect success without it based on how hard high school was, and also did not expect perfection having not achieved it in HS. She also really learned how to write and undertake large research projects. She feels she came in at least a year or two better prepared for college than many of her public school peers.

GDS: also Quiz Bowl, debate, and competitive math. I think GDS is only local private school with a regional, as opposed to local, math team. Correct me if I'm wrong. In general, GDS is a great place for non-athletes to find an activity that highlights their talent. Can anybody share what the strong, non-sports extra-curricular actitivities/teams are at other schools? Maybe Model UN for Sidwell?

Holton's Chemistry team has been very strong the last couple of years. Model UN is also popular. Visual arts also seem pretty strong, at least I've been really impressed by some of the ceramics/sculpture pieces on display and I think the students have done well in judged contests in ceramics and photography.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Certain schools may be better at developing and showcasing specific talents (see PP regarding lacrosse and Landon, would also put GDS and theater/arts/creative writing in that category; NCS/StA and Visi for crew, a sport not really done at a club level so kids recruited for crew 100% due to high school participation; for public TJ for math/science). Some schools also clearly have very strong relationships with particular highly selective colleges. But really the most important plus in terms of having had our DD at a school like Sidwell/NCS/GDS/Maret has been how exceedingly well-prepared our DD has been for the demands of college-she knew how to work really hard and didn't expect success without it based on how hard high school was, and also did not expect perfection having not achieved it in HS. She also really learned how to write and undertake large research projects. She feels she came in at least a year or two better prepared for college than many of her public school peers.

GDS: also Quiz Bowl, debate, and competitive math. I think GDS is only local private school with a regional, as opposed to local, math team. Correct me if I'm wrong. In general, GDS is a great place for non-athletes to find an activity that highlights their talent. Can anybody share what the strong, non-sports extra-curricular actitivities/teams are at other schools? Maybe Model UN for Sidwell?

Holton's Chemistry team has been very strong the last couple of years. Model UN is also popular. Visual arts also seem pretty strong, at least I've been really impressed by some of the ceramics/sculpture pieces on display and I think the students have done well in judged contests in ceramics and photography.

Chemistry team? Very cool. Do any other schools have science teams or encourage competition in any of the science olympiads?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Certain schools may be better at developing and showcasing specific talents (see PP regarding lacrosse and Landon, would also put GDS and theater/arts/creative writing in that category; NCS/StA and Visi for crew, a sport not really done at a club level so kids recruited for crew 100% due to high school participation; for public TJ for math/science). Some schools also clearly have very strong relationships with particular highly selective colleges. But really the most important plus in terms of having had our DD at a school like Sidwell/NCS/GDS/Maret has been how exceedingly well-prepared our DD has been for the demands of college-she knew how to work really hard and didn't expect success without it based on how hard high school was, and also did not expect perfection having not achieved it in HS. She also really learned how to write and undertake large research projects. She feels she came in at least a year or two better prepared for college than many of her public school peers.

GDS: also Quiz Bowl, debate, and competitive math. I think GDS is only local private school with a regional, as opposed to local, math team. Correct me if I'm wrong. In general, GDS is a great place for non-athletes to find an activity that highlights their talent. Can anybody share what the strong, non-sports extra-curricular actitivities/teams are at other schools? Maybe Model UN for Sidwell?

I believe from what I've heard that Sidwell has a very strong and very popular robotics program (that starts in the Middle School, maybe?). (Our school is playing catch up on the robotics craze.) Is Quiz Bowl the same as "It's Academic"? It seems like all the schools around here do that -- it's a fun DC-area tradition -- I'm sure some schools are more organized/focused about it, of course.

[Anonymous]

As a public school person myself (Dad was self made from an old family that started over, and was very prominent and distinguished, and HATED the whole idea of private school), I married a preppy from a DC private, and therefore my kids are DC private school kids. 1st born is a senior now. I think the college DC choose would have been less interested in him, except that he went to the DCUM 'big one'. That said, he would have been top of his class at a BCC.

All this speculation is just silly. We wont know for 40 years.

Life is a marathon, not a sprint.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

No other top private school would have done THAT?

I will not speculate for the original poster. But she would have to speculate about the school she did not go to.

I think there are schools that DO NOT do that at all. It is a sink or swim environment and they are proud to tell you that.

Really? Which s hooks proudly tell you that?

For boys Gonzaga and STA.

They expect you to have good study skill and apply yourself and you have not exactly figured that out yet, your parents will need to get you help. STA culls about 30% in the lower grades before HS.

As for extracurriculars you better have had years of outside training to make the team for Gonzaga. (not so much for STA)

Gonzaga expects you to understand you won't make Varsity unless you are nationally recognized already as a Fresh/Soph, they offer other activities and you should find them yourself and you parents don't have involvement.

I am not saying that I disagree with this philosophy, but if that is not what you are looking for you should know. To their credit they are clear about it.

That is why there are so many different successful privates, because they all offer a different atmosphere.

There are many positives to these two schools, but words like supportive/encouraging many not exactly describe them.

Also, "sink or swim" = The Heights

[Anonymous]

They say it at the Open House. You can also call the ADW and ask the person in charge of children with learning differences and she will tell you outright - do not go to Gonzaga.

Anonymous wrote:I've searched the Gonzaga website in vain that loud and proud proclamation of "sink or swim," but I did come across this nugget:

At Gonzaga College High School, it is not enough for us to simply teach students what they will need to be successful in college and beyond. It is not enough for us to develop students’ athletic and extracurricular abilities to their fullest. To be faithful to the tradition of St. Ignatius, we must do this and much more. For an education to be truly “Jesuit,” we must help our students encounter, engage, and reflect upon their world in a way that helps them see the underlying presence of Christ who loves them personally, calls them individually, and who invites them to labor by his side in his plan of salvation. For an education to be truly Jesuit, it must always point in some meaningful way to the ongoing presence of Christ in our world. This is the mission of Jesuit education. This is the spirit of Gonzaga College High School.