Linder v Sycamore

[Anonymous]

Not sure I’d send my kid to a high school with no accreditation.
It might slim down their chances of getting into College even more.

[Anonymous]

Anonymous wrote:Not sure I’d send my kid to a high school with no accreditation.
It might slim down their chances of getting into College even more.

Colleges don’t care about whether or not a student attended an accredited high school.

[Anonymous]

Anonymous wrote:Not sure I’d send my kid to a high school with no accreditation.
It might slim down their chances of getting into College even more.

Our local public high school has unfortunately, not had full accreditation for years, and many kids go to college from there.

[Anonymous]

Maybe for neurotypical children having a high school diploma from a unaccredited school is fine.
I’m not sure it’d be the same scenario for neurodivergent children graduating from a SN unaccredited high school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Not sure I’d send my kid to a high school with no accreditation.
It might slim down their chances of getting into College even more.

Colleges don’t care about whether or not a student attended an accredited high school.

The above statement couldn’t be further from the truth!!
Stop confusing desperate parents.
Colleges DO care!

[Anonymous]

FWIW, Sycamore's high school program has been accredited for years now and does just fine placing grads in colleges if they choose that next. Neurodivergent kids (not special needs) get plenty of support there to transition to a regular college environment.

[Anonymous]

Anyone go to the Linder Open House? Would be interested in impressions!

[Anonymous]

Anonymous wrote:FWIW, Sycamore's high school program has been accredited for years now and does just fine placing grads in colleges if they choose that next. Neurodivergent kids (not special needs) get plenty of support there to transition to a regular college environment.

Neurodivergent and special needs are both euphemisms for disability, so I'm wondering what distinction you're making here. What kind of needs can Sycamore support?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure I’d send my kid to a high school with no accreditation.
It might slim down their chances of getting into College even more.

Colleges don’t care about whether or not a student attended an accredited high school.

The above statement couldn’t be further from the truth!!
Stop confusing desperate parents.
Colleges DO care!

They literally do not. Schools are not required to have accreditation and even if they want it, the process takes years to complete. Excellent schools may not have accreditation. You for sure want to check on the situation to determine why a school doesn’t have it, but there’s no need to immediately rule out a unaccredited school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:FWIW, Sycamore's high school program has been accredited for years now and does just fine placing grads in colleges if they choose that next. Neurodivergent kids (not special needs) get plenty of support there to transition to a regular college environment.

Neurodivergent and special needs are both euphemisms for disability, so I'm wondering what distinction you're making here. What kind of needs can Sycamore support?

I’m guessing being neurodivergent without needing academic support. Out DC fits this profile but doesn’t go to Sycamore.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:FWIW, Sycamore's high school program has been accredited for years now and does just fine placing grads in colleges if they choose that next. Neurodivergent kids (not special needs) get plenty of support there to transition to a regular college environment.

Neurodivergent and special needs are both euphemisms for disability, so I'm wondering what distinction you're making here. What kind of needs can Sycamore support?

I’m guessing being neurodivergent without needing academic support. Out DC fits this profile but doesn’t go to Sycamore.

So... almost every school?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure I’d send my kid to a high school with no accreditation.
It might slim down their chances of getting into College even more.

Colleges don’t care about whether or not a student attended an accredited high school.

The above statement couldn’t be further from the truth!!
Stop confusing desperate parents.
Colleges DO care!

They literally do not. Schools are not required to have accreditation and even if they want it, the process takes years to complete. Excellent schools may not have accreditation. You for sure want to check on the situation to determine why a school doesn’t have it, but there’s no need to immediately rule out a unaccredited school.

I have recently learned more about the K-12 accreditation process and honestly am quite disappointed as I previously thought it meant more than it did. It's a lot more pay to play than I realized with looking the other way at any issues identified. What every kid needs is different and it's good to look at accreditation but there is more to a school than that.

[Anonymous]

Anonymous wrote:Anyone go to the Linder Open House? Would be interested in impressions!

I attended Linder Academy’s Open House last week. Here are my key takeaways:

** A 12-year-old student spoke first. She shared that she has ADHD and dyslexia and had attended three different schools before Linder. At each, she felt like she was just “middle of the road” or behind—never flagged for advanced classes. After three years at Linder, she’s now ahead of her public school peers in reading and writing and way ahead in math. She said she’s finishing 10th-grade Geometry this year and will start 11th-grade Algebra II in the fall (despite being only in 7th grade). She also mentioned that learning is more fun and self-paced at Linder. She’s dissected a pig heart, a flower, and something else she couldn’t remember in science—but said she loves the hands-on experiences.

** Her mom spoke next. She said she had no idea her daughter was capable of this kind of growth. Even if they wanted to return to public school, it’s complicated now because their public school doesn’t offer Algebra II in middle school—they wouldn’t know what to do with her.

** The Head of School emphasized that students move at their own pace. Both short- and long-term enrollment is supported. Some students come for a few years to catch up or get ahead, then transition back to public school. Others stay through graduation.

** Another mom shared that her son had 12 diagnoses and was four years behind when he started at Linder in 4th grade. He couldn’t write the alphabet or numbers—he would mix them up (e.g., writing 40 instead of 14). He had autism, language and auditory processing issues, and more. She said he’s now grown two grade levels per year. What she appreciates most are the embedded lessons in self-responsibility, organization, and time management. She also loves that there’s no homework—her son has only brought homework home twice in 3–4 years.

** A prospective family asked about foreign language. They heard Linder allows Python coding to count. The VP confirmed this is true. ASL (American Sign Language) is another option. Families are interviewed during enrollment to determine the best fit. Russian was also mentioned as a possibility.

** A prospective student asked about technology use. She said she’s frustrated that her current school is all about cutting and pasting into slides. The Head of School responded that Linder has laptops but they aren’t used heavily. The library is very active, and students—even gifted ones—go through an adjustment period when learning to write by hand again. Phones, iPads, and other devices are available but not central. She noted that this is the first year she’s had multiple students come to her for college essays who have never read a physical book or worked in a physical textbook. She expressed concern, especially since many colleges are shifting back to books to counter AI use and encourage original thinking.

** A prospective family asked about dance. Their daughter wanted a flexible schedule to accommodate her training. The VP said dance was a big part of her own school experience, and the high school schedule is designed to be flexible for things like this.

** Another family was transitioning from six years of homeschooling and wanted something more flexible. The VP said this model was a perfect fit—structured but adaptable.

** A parent asked about college prep and applications. The Head of School said she’s helped hundreds of students select colleges, write essays, and apply. She commented that many applications today look the same—either high, low, or middle track—with little individuality. She wants Linder students to stand out. That’s why the school offers internships, course majors, and a focus on building a unique transcript. College prep (including test prep and essay writing) is embedded into the curriculum.

** There was talk of humanities, art, and theatre courses involving the Alexandria community.

** The Head of School said 24 outside providers currently work with students during the school day—this includes speech therapy, OT, ABA, and language services. Outside providers are welcome and encouraged.

** They also offer summer camps and academic remediation over the summer. This allows new families to try Linder or create a year-round program for kids who need it.

** Their mission includes reducing college freshman dropout rates by teaching students how to be independent in high school—mirroring a college-like environment.

** I think the Head of School also mentioned she teaches at GMU and is completing her doctorate on dyslexia and anxiety, but don’t quote me on that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Anyone go to the Linder Open House? Would be interested in impressions!

I attended Linder Academy’s Open House last week. Here are my key takeaways:

** A 12-year-old student spoke first. She shared that she has ADHD and dyslexia and had attended three different schools before Linder. At each, she felt like she was just “middle of the road” or behind—never flagged for advanced classes. After three years at Linder, she’s now ahead of her public school peers in reading and writing and way ahead in math. She said she’s finishing 10th-grade Geometry this year and will start 11th-grade Algebra II in the fall (despite being only in 7th grade). She also mentioned that learning is more fun and self-paced at Linder. She’s dissected a pig heart, a flower, and something else she couldn’t remember in science—but said she loves the hands-on experiences.

** Her mom spoke next. She said she had no idea her daughter was capable of this kind of growth. Even if they wanted to return to public school, it’s complicated now because their public school doesn’t offer Algebra II in middle school—they wouldn’t know what to do with her.

** The Head of School emphasized that students move at their own pace. Both short- and long-term enrollment is supported. Some students come for a few years to catch up or get ahead, then transition back to public school. Others stay through graduation.

** Another mom shared that her son had 12 diagnoses and was four years behind when he started at Linder in 4th grade. He couldn’t write the alphabet or numbers—he would mix them up (e.g., writing 40 instead of 14). He had autism, language and auditory processing issues, and more. She said he’s now grown two grade levels per year. What she appreciates most are the embedded lessons in self-responsibility, organization, and time management. She also loves that there’s no homework—her son has only brought homework home twice in 3–4 years.

** A prospective family asked about foreign language. They heard Linder allows Python coding to count. The VP confirmed this is true. ASL (American Sign Language) is another option. Families are interviewed during enrollment to determine the best fit. Russian was also mentioned as a possibility.

** A prospective student asked about technology use. She said she’s frustrated that her current school is all about cutting and pasting into slides. The Head of School responded that Linder has laptops but they aren’t used heavily. The library is very active, and students—even gifted ones—go through an adjustment period when learning to write by hand again. Phones, iPads, and other devices are available but not central. She noted that this is the first year she’s had multiple students come to her for college essays who have never read a physical book or worked in a physical textbook. She expressed concern, especially since many colleges are shifting back to books to counter AI use and encourage original thinking.

** A prospective family asked about dance. Their daughter wanted a flexible schedule to accommodate her training. The VP said dance was a big part of her own school experience, and the high school schedule is designed to be flexible for things like this.

** Another family was transitioning from six years of homeschooling and wanted something more flexible. The VP said this model was a perfect fit—structured but adaptable.

** A parent asked about college prep and applications. The Head of School said she’s helped hundreds of students select colleges, write essays, and apply. She commented that many applications today look the same—either high, low, or middle track—with little individuality. She wants Linder students to stand out. That’s why the school offers internships, course majors, and a focus on building a unique transcript. College prep (including test prep and essay writing) is embedded into the curriculum.

** There was talk of humanities, art, and theatre courses involving the Alexandria community.

** The Head of School said 24 outside providers currently work with students during the school day—this includes speech therapy, OT, ABA, and language services. Outside providers are welcome and encouraged.

** They also offer summer camps and academic remediation over the summer. This allows new families to try Linder or create a year-round program for kids who need it.

** Their mission includes reducing college freshman dropout rates by teaching students how to be independent in high school—mirroring a college-like environment.

** I think the Head of School also mentioned she teaches at GMU and is completing her doctorate on dyslexia and anxiety, but don’t quote me on that.

Thank you for the thorough readout!! Would be nice to have a high school like this Alexandria!!