Marie Reed <> Jackson Reed |
+1 Same. |
+2 Same. In fact I've heard that JR/Wilson kids just don't apply there because no one has ever gotten in. |
The post that you replied to included Spelman. |
I’ve never heard a public school parent compare college outcomes to private schools…it’s the private school parents who are always bellyaching about how easy the public school kids have it and how much more “deserving” the private school kids are. No mention of privilege. And then, in the same breath, say they don’t care about college admissions but only about the quality of education. |
DC kids in general rarely if ever get accepted to Duke. The top privates may get one spot every other year. I know it sounds ridiculous but I have heard from many sources that Duke does not like DC kids. |
This is a really bizarre question. But anyway, my DS got in last year and spoke to a Wilson grad who is there for insights. She opted to go elsewhere. Yes there are acceptances every year. |
So dumb. You've "heard"? |
Few more - UC Davis, UC San Diego, UCLA, UW (Seattle), Washington University, Howard, UNC, USC, Loyola Marymount, Temple, FIT, Drexel, U of Toronto, CU, U of Miami, Boston College, Mount Holyoke |
Is that new? I went to Duke and about a quarter of my class was from DC (mostly private schools, it’s true). |
Why would you believe PP? Who are their “sources”? Parents whose kids didn’t get in and are looking for a reason? Come on. |
Yes, it should be miles better because of the profile and background of students who attend these privates. If you are expecting diverse public schools to perform the same way, you should look at the research on factors that affect school success. Also, not everyone thinks more work = better prepared in life. https://www.wbur.org/hereandnow/2018/08/27/public-private-school-family-income-study |
| +100. |
Sure, family income is important but it is not the only factor. Here are the findings of another study: Early academic skills related to literacy and math are the most significant predictors of future academic achievement. Key early literacy predictors for reading and school success include alphabet knowledge, phonological awareness, rapid automatic naming of letters or numbers, rapid automatic naming of objects or colors, writing and phonological memory. Some studies suggest that early math skills measured in Kindergarten, particularly related to counting and number sense, predict reading, math and science achievement in later years. Children’s early non-academic skills, such as social competence and self-regulation, also contribute to school success. Some studies suggest that early social skills are linked to future literacy achievement. Learning-related skills have been shown to impact reading and math scores as far up as middle school. The impact of early academic skills can vary dependent on gender, socioeconomic status, and English proficiency. Early literacy skill differences exist between boys and girls and interact with socioeconomic status, with an advantage for girls. Research has demonstrated that children who come from homes in which a language other than English is spoken and who come from a lower socioeconomic status exhibit different language skills and have different educational trajectories than their middle-class peers who come from monolingual English-speaking homes. |
Folks may not appreciate that there are many JR kids taking dual-enrollment classes at GW and Georgetown and usually are top performers in those classes (at least Math classes). Hard to claim they are not prepared for college when they are taking actual college classes and performing near the top. |