Sheridan School- Tell me your experiences!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hmmm......I am not sure that it is good students "never, ever complain" about school. The school may not be stretching them enough in that case, or coddling them too much.

We are a reasonably new family. We absolutely love the school, but we are in the early years. It is everything we wanted for this stage for our children. However, we do want a progressively (pun intended) academically challenging environment, particularly in the middle school years. I was doing algebra 2 in eighth grade and I wasn't at a fancy school at all, so I don't see why that wouldn't be possible here. We love the coddling right now, but we also know the real world doesn't coddle, so we also want our kids to be able to hold their own no matter what challenges they will face. Also, for middle school, we would love to see kids academically challenged to the fullest possible extent of their abilities while maintaining the spirit of progressive education.

You will get Algebra I in 8th grade at Sheridan. It is what everyone gets. If you want advanced math you will be directed to enroll your kid in an online program. There is very little reason to push kids ahead in math and Sheridan is a firm believer in this philosophy.

I work in a math-intensive field (utilize calculus and linear algebra every single day and more advanced mathematics a few times per week). I love the math program at Sheridan because it focuses on numeric and mathematical literacy (truly understanding mathematical concepts and number relationships) rather than the "plug and chug" of more traditional math instruction.

In the long run, it makes no difference to me if my child takes Algebra I in 8th or 9th grade, as long as when he takes it, he is engaged in the learning process and internalizing those important concepts. Similarly, I am equally happy with him getting to multivariate calculus in his senior year of high school or his freshman year of college. It's not a race. What is important is that it is taught in a way that that benefits his understanding of the underlying concepts and his love of math.

But that is my opinion, and that is why my child is at a progressive school. For those who disagree (and Algebra II in 9th grade is a must-have) a more traditional school will likely be a better match.

PP correcting the last sentence: It should read: (and Algebra II in 8th grade is a must-have).

[Anonymous]

We are a new Sheridan family and absolutely LOVING it - it is exceeding the expectations I had as a prospective parent. We are in lower grades so can't speak much to the middle school, but I do think it's worth saying that the new Head of School comes from a middle school/junior high background, has hired a new head of upper school to strengthen this part of the program and actually did use the term "academic rigor" and made sure it was in the new strategic plan for the school. My sense is that she's bringing some really good changes to the school and that includes a stronger, more coherent upper school experience.

[Anonymous]

Anonymous wrote:We are a new Sheridan family and absolutely LOVING it - it is exceeding the expectations I had as a prospective parent. We are in lower grades so can't speak much to the middle school, but I do think it's worth saying that the new Head of School comes from a middle school/junior high background, has hired a new head of upper school to strengthen this part of the program and actually did use the term "academic rigor" and made sure it was in the new strategic plan for the school. My sense is that she's bringing some really good changes to the school and that includes a stronger, more coherent upper school experience.

I could have written the same post, and it's nice to hear that others feel similarly. We are new family in the lower school and it is also exceeding our expectations. Love it. Fantastic parent community. Have met so many great, NICE and interesting people. Love the head of school and her vision for the future. Love the head of the lower school. Love the curriculum, and passion of the teachers. And, more importantly, our kid loves going to school. I was expecting to like the school, but I'm surprised by the degree.

[Anonymous]

Anonymous wrote:The one who pulled out was a unique situation--and the tone this year is great. The drama from a time of transition is over. The new head has fantastic ideas about middle level education and hired a middle school principal this year. Kids who need extra support can get it during the school day. Outplacement is fantastic and the kids do very well in high school -- they are prepared. They also are kind people from the Sheridan approach. The staff is so so caring and invested.

"Unique situation" -- it certainly is entirely unique to have board members pulling their kids from an independent school. What happened in this situation? Did the school fail the child in some way?

[Anonymous]

We have 2 children in the school- in the lower grades. They love it. We love it. I am worried about differentiating in the upper grades, especially for our youngest who is academically advanced and complains the work is too easy sometimes. The music and other programs are wonderful. I don't have anything to compare it with but have been surprised at how well rounded our kids are becoming. They are engaged and interested in all of their subjects from math to art. The families are also wonderful, diverse and the school feels warm and friendly. The new head of school is friendly though there seems to be folks who have a better idea of what is going in as far as the politics of the school and the inner dramas and that kind of stuff is not communicated too far out. For example - I had no idea a lot of 4th graders left or in the middle of the year last year a board member's kid left the school. This blog tells me more then I learn in the school!

[Anonymous]

Anonymous wrote:Respectfully disagree - - a board member pulled her kid out of 7th grade last year mid year! It's a mess there.

Anonymous wrote:While I agree that the lower school experience is excellent, we are even more enthused about the middle school. The curriculum continues to be interactive and project-based with an emphasis on critical thinking. The middle school students reflect a great deal about their roles as leaders and and as role models to the younger kids.

This is exactly the middle school experience we wanted for our child. It's a small progressive school. If you are looking for a larger school or a more traditional curriculum, then you will likely find a better match elsewhere.

There is a middle school open house each year, as most applicants are for the K entry year. Having a separate event is a nice opportunity to talk to current parents and students about the middle school experience and see if it is a good match for your child and family.

I know the Board member you are referring to and her child. The fact that you would post on this board in the manner you have tells me that you haveno idea what you are talking about. If you were a friend and knew the reason the child switched to a different school, you wouldnot have posted the way you did. The board member has never described the school or the dituation as a mess and for you to do so is inappropriate and unfair.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hmmm......I am not sure that it is good students "never, ever complain" about school. The school may not be stretching them enough in that case, or coddling them too much.

We are a reasonably new family. We absolutely love the school, but we are in the early years. It is everything we wanted for this stage for our children. However, we do want a progressively (pun intended) academically challenging environment, particularly in the middle school years. I was doing algebra 2 in eighth grade and I wasn't at a fancy school at all, so I don't see why that wouldn't be possible here. We love the coddling right now, but we also know the real world doesn't coddle, so we also want our kids to be able to hold their own no matter what challenges they will face. Also, for middle school, we would love to see kids academically challenged to the fullest possible extent of their abilities while maintaining the spirit of progressive education.

You will get Algebra I in 8th grade at Sheridan. It is what everyone gets. If you want advanced math you will be directed to enroll your kid in an online program. There is very little reason to push kids ahead in math and Sheridan is a firm believer in this philosophy.

I work in a math-intensive field (utilize calculus and linear algebra every single day and more advanced mathematics a few times per week). I love the math program at Sheridan because it focuses on numeric and mathematical literacy (truly understanding mathematical concepts and number relationships) rather than the "plug and chug" of more traditional math instruction.

In the long run, it makes no difference to me if my child takes Algebra I in 8th or 9th grade, as long as when he takes it, he is engaged in the learning process and internalizing those important concepts. Similarly, I am equally happy with him getting to multivariate calculus in his senior year of high school or his freshman year of college. It's not a race. What is important is that it is taught in a way that that benefits his understanding of the underlying concepts and his love of math.

But that is my opinion, and that is why my child is at a progressive school. For those who disagree (and Algebra II in 9th grade is a must-have) a more traditional school will likely be a better match.

Of course, these things are all possible together, and I'm sure you didn't mean to suggest otherwise. You can give your child everything you describe here and still be on an advanced track if the kid is talented at math. It is not like the kids who are extraordinary at math and are on this advanced track are only in "traditional" schools or are getting "plug and chug" instruction. Some may be, but not all for sure. But it isn't for every kid. Most kids need more time, which is why the normal pace is what it is -- normal - and that's OK, because it really isn't a race.

[Anonymous]

NP- few kids are that talented and many who have been pushed through lack depth not in their foundational understanding. I'm not saying your kid can't do it. I'm suggesting that algebra 2 in 8th grade is not wise for most kids. Even most really smart kids who appear to do well. I've watched kids spend a year doing CTY math on line while the rest of the regular old bright kids did regular math with the class. CTY kids did not have higher ERB scores. Just one anecdote, take it or leave it.

[Anonymous]

Pp again- I was not referring specifically to Sheridan in above post. Just the issue of math acceleration.

[Anonymous]

Folks interested in Sheridan should dig deep about (1) quality of instruction; (2) retention of quality instructors; (3) differentiated instruction (headmaster is new - she says she is rolling this out since many kids left the school last year because this didn't exsist. Impossible to say what level of instruction teachers have had on this score... no comunication from headmaster on the point.); (4) intent to continue raising tuition - last year jump was 5% and this year, it's a big one, too (compare facilities and level of instruction to price tag and ask yourself whether you can continue to pay big jumps for what you get); and (5) mapped out curriculum so that kids are learning from year to year in an intentional manner (there isn't one... yep, in a teeny tiny school, they don't have a mapped out curriculum - teachers decide for themselves what to teach and it is completely and seemingly random).

Finally, look at college acceptance, and seek out kids who have graduated from Sheridan and find out whether they were well-prepared for high school. You will find a very mixed bag with many families stunned at how ill prepared their kids were. Sheridan kids don't take tests so they don't know how to study, and they don't have a lot of competing academic demands so they don't know how to prioritize, making 9th grade a bust for many students.

[Anonymous]

Anonymous wrote:Folks interested in Sheridan should dig deep about (1) quality of instruction; (2) retention of quality instructors; (3) differentiated instruction (headmaster is new - she says she is rolling this out since many kids left the school last year because this didn't exsist. Impossible to say what level of instruction teachers have had on this score... no comunication from headmaster on the point.); (4) intent to continue raising tuition - last year jump was 5% and this year, it's a big one, too (compare facilities and level of instruction to price tag and ask yourself whether you can continue to pay big jumps for what you get); and (5) mapped out curriculum so that kids are learning from year to year in an intentional manner (there isn't one... yep, in a teeny tiny school, they don't have a mapped out curriculum - teachers decide for themselves what to teach and it is completely and seemingly random).

Finally, look at college acceptance, and seek out kids who have graduated from Sheridan and find out whether they were well-prepared for high school. You will find a very mixed bag with many families stunned at how ill prepared their kids were. Sheridan kids don't take tests so they don't know how to study, and they don't have a lot of competing academic demands so they don't know how to prioritize, making 9th grade a bust for many students.

PP, what are your views on 1, 2 and 3? Am I right in discerning that your view is that the kids aren't prepared for the rigor of the BIG3 and thus don't end up at good enough colleges? How do Sheridan kids compare at these schools vs. kids from Lowell, NPS, Norwood and St. Pat's?

Is this a current problem or a legacy/carryover problem?

[Anonymous]

Anonymous wrote:Folks interested in Sheridan should dig deep about (1) quality of instruction; (2) retention of quality instructors; (3) differentiated instruction (headmaster is new - she says she is rolling this out since many kids left the school last year because this didn't exsist. Impossible to say what level of instruction teachers have had on this score... no comunication from headmaster on the point.); (4) intent to continue raising tuition - last year jump was 5% and this year, it's a big one, too (compare facilities and level of instruction to price tag and ask yourself whether you can continue to pay big jumps for what you get); and (5) mapped out curriculum so that kids are learning from year to year in an intentional manner (there isn't one... yep, in a teeny tiny school, they don't have a mapped out curriculum - teachers decide for themselves what to teach and it is completely and seemingly random).

Finally, look at college acceptance, and seek out kids who have graduated from Sheridan and find out whether they were well-prepared for high school. You will find a very mixed bag with many families stunned at how ill prepared their kids were. Sheridan kids don't take tests so they don't know how to study, and they don't have a lot of competing academic demands so they don't know how to prioritize, making 9th grade a bust for many students.

Tuition increase is under 4% (around 3.4%)

We find the curriculum to be well thought-out, not just from grade to grade but also the integration of themes in all subjects (science, art, social studies, etc.) within each grade. It is a true progressive education, which is what we were looking for. As college professors, we see the benefits of this type of education from high school to college and beyond. However, those looking for a traditional education should probably look elsewhere.

[Anonymous]

Forgive me for not reading every post here...but I am super disheartened to hear arts have slipped at Sheridan...I was there many years ago...70's... I know sounds like the 1770's! And I still remember my teachers...Mr.Candage, Mr.Powell, Miss Miller,Ms.Arcuri, Ms.Aspiaso....we had rigor...I was not great student but...we sang...I was 2nd Soprano....we did theatre...we did science...growing beans and hatching chicks...we got to PAINT WiNDOWS at school...and they got to stay that way all year......that is thrilling for a kid...to see ones work on major display like that all year!!! We did pottery and fired in our art room kiln...we learned process of making art...it is a processs. We hiked at the mountain campus...built things. Learned skills. Art threaded into curriculum...made projects to go with Colonial History, Greek Mythology, Black History Month...Everyone known, everyone valued. Tiny school...and maybe not for the supreme athletic...because basketball was really all they could offer. I do like the idea of k-4 or 6... but just want to say the arts made me who I am at Sheridan. Hope they don't nix in favor of the Ssat...ugh.

[Anonymous]

Oh please! My kids classmate from Sheridan was a presidential scholar and accepted ED to Yale this year. Does that satisfy you? I think most people who send their kids to Sheridan wouldn't care about the ranking of the college their kids get into but rather whether they will be happy there.

[Anonymous]

Anonymous wrote:Oh please! My kids classmate from Sheridan was a presidential scholar and accepted ED to Yale this year. Does that satisfy you? I think most people who send their kids to Sheridan wouldn't care about the ranking of the college their kids get into but rather whether they will be happy there.

Only one HYP ivy? That doesn't bode well