Which lower school has the strongest academics?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Public g t program

+1 People don't usually choose public for the academic rigor.

Not to start a debate, but yes actually they do, particularly for the math program

+1

Maybe it gets better later, but math was a joke in my child's public elementary.

In the early years, public is more academic.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here - yes our DC needs to be pushed academically or else he's unhappy and can be a bit wandering - the harder the curriculum and the happier our kid and happier the teacher

You realize this is all part of the learning experience. A child needs to learn how to sit still and pay attention even when they aren't interested in what's being taught. Every single child needs to be challenged in some way and all the schools (public and private) will do this on some way at every grade level. Differentiation doesn't ordinarily come into play until middle school although I know MCPS used to have GT programs at the elementary school level and maybe they still do. I don't know about Virginia public schools.

OP here- of course! He doesn't misbehave nor get out of his seat etc - he's just not super happy unless he's learning new things and has a teacher that is constantly introducing new curriculum. Just like we adults have different learning styles, so does he - so I want a school that is challenging and isn't teaching to the less advanced students - we looked at Nysmith and I think they clearly are pushing ahead and differentiating. Wasn't sure if any of the DC privates were also considered to be pushing ahead academically. . .

Our DS attended an excellent school in DC. He started to show deep signs of boredom in 2nd grade and he just lost interest in school in 4th. The school differentiated, he was in all the most advanced groups but it was not enough. We moved to Nysmith for 5th: they do not differentiate, they accelerate, and they also provide two teachers per subject for a group of 15-16 students. All students from grades 5 and 6 have their math class at the same time and students are placed by level (6, 7, 8 and up). In English, the content and the way they study have nothing to do with what they did at my DS's former school. It works really well for our DS. Nobody pushes him at all (and we certainly don't as there is no need), he finds his own pace and teachers are really supportive. We heard many bad things about Nysmith before joining but as parents, we really appreciate the fact that the school actually provides the service they advertise for. It may not work for all children but our DS is extremely happy.

We looked around before moving to Nesmith. Private schools in the DC area are handling differentiation pretty much in the same way. In most private schools, serious things do not begin before middle school and sometimes even high school. Good luck to find what works best for your family.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Public g t program

+1 People don't usually choose public for the academic rigor.

Not to start a debate, but yes actually they do, particularly for the math program

+1

Maybe it gets better later, but math was a joke in my child's public elementary.

Mine too. MCPS. Not impressed with 2.0. Maybe pre 2.0 there was some rigor there, but they have slowed it down to not increase the achievement gap with the illegal aliens. All they talk about is the achievement gap. It is getting old and many kids are bored.

Not to start a debate, but how in the world do you know the immigration status of the kids in your child's class? I've only seen the PARCC scores be reported by race, not immigration status.

Montgomery County MD has the 2nd highest increase per town/county capital in illegal immigration the past 10 years, second only to LA County. Casa De MD has major political ties. HUD housing mainly goes to illegal immigrants in our area. We are a sanctuary state and give benefits out like candy. Reduced tuition for college too - for jobs they can't legally work at. But you are right, all the poor El Salvadorians, Mexicans, and Hondurans entering our schools are legal, I am sure.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Public g t program

+1 People don't usually choose public for the academic rigor.

Not to start a debate, but yes actually they do, particularly for the math program

+1

Maybe it gets better later, but math was a joke in my child's public elementary.

Mine too. MCPS. Not impressed with 2.0. Maybe pre 2.0 there was some rigor there, but they have slowed it down to not increase the achievement gap with the illegal aliens. All they talk about is the achievement gap. It is getting old and many kids are bored.

Not to start a debate, but how in the world do you know the immigration status of the kids in your child's class? I've only seen the PARCC scores be reported by race, not immigration status.

Montgomery County MD has the 2nd highest increase per town/county capital in illegal immigration the past 10 years, second only to LA County. Casa De MD has major political ties. HUD housing mainly goes to illegal immigrants in our area. We are a sanctuary state and give benefits out like candy. Reduced tuition for college too - for jobs they can't legally work at. But you are right, all the poor El Salvadorians, Mexicans, and Hondurans entering our schools are legal, I am sure.

Umm.... I see. Trump voter, right?

[Anonymous]

Anonymous wrote:GDS is what you make of it -- not a good fit for a kid who needs to be pushed.

I disagree. Its very customized and personalized and they will help the child to thrive at what he or she is good at.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here - yes our DC needs to be pushed academically or else he's unhappy and can be a bit wandering - the harder the curriculum and the happier our kid and happier the teacher

You realize this is all part of the learning experience. A child needs to learn how to sit still and pay attention even when they aren't interested in what's being taught. Every single child needs to be challenged in some way and all the schools (public and private) will do this on some way at every grade level. Differentiation doesn't ordinarily come into play until middle school although I know MCPS used to have GT programs at the elementary school level and maybe they still do. I don't know about Virginia public schools.

OP here- of course! He doesn't misbehave nor get out of his seat etc - he's just not super happy unless he's learning new things and has a teacher that is constantly introducing new curriculum. Just like we adults have different learning styles, so does he - so I want a school that is challenging and isn't teaching to the less advanced students - we looked at Nysmith and I think they clearly are pushing ahead and differentiating. Wasn't sure if any of the DC privates were also considered to be pushing ahead academically. . .

Our DS attended an excellent school in DC. He started to show deep signs of boredom in 2nd grade and he just lost interest in school in 4th. The school differentiated, he was in all the most advanced groups but it was not enough. We moved to Nysmith for 5th: they do not differentiate, they accelerate, and they also provide two teachers per subject for a group of 15-16 students. All students from grades 5 and 6 have their math class at the same time and students are placed by level (6, 7, 8 and up). In English, the content and the way they study have nothing to do with what they did at my DS's former school. It works really well for our DS. Nobody pushes him at all (and we certainly don't as there is no need), he finds his own pace and teachers are really supportive. We heard many bad things about Nysmith before joining but as parents, we really appreciate the fact that the school actually provides the service they advertise for. It may not work for all children but our DS is extremely happy.

We looked around before moving to Nesmith. Private schools in the DC area are handling differentiation pretty much in the same way. In most private schools, serious things do not begin before middle school and sometimes even high school. Good luck to find what works best for your family.

This is extremely helpful - thank you! Do you use the bus then? Why is nysmith so far out ??

[Anonymous]

w

Anonymous wrote:

Anonymous wrote:GDS is what you make of it -- not a good fit for a kid who needs to be pushed.

I disagree. Its very customized and personalized and they will help the child to thrive at what he or she is good at.

+1. It's the GDS secret sauce.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here - yes our DC needs to be pushed academically or else he's unhappy and can be a bit wandering - the harder the curriculum and the happier our kid and happier the teacher

You realize this is all part of the learning experience. A child needs to learn how to sit still and pay attention even when they aren't interested in what's being taught. Every single child needs to be challenged in some way and all the schools (public and private) will do this on some way at every grade level. Differentiation doesn't ordinarily come into play until middle school although I know MCPS used to have GT programs at the elementary school level and maybe they still do. I don't know about Virginia public schools.

OP here- of course! He doesn't misbehave nor get out of his seat etc - he's just not super happy unless he's learning new things and has a teacher that is constantly introducing new curriculum. Just like we adults have different learning styles, so does he - so I want a school that is challenging and isn't teaching to the less advanced students - we looked at Nysmith and I think they clearly are pushing ahead and differentiating. Wasn't sure if any of the DC privates were also considered to be pushing ahead academically. . .

Our DS attended an excellent school in DC. He started to show deep signs of boredom in 2nd grade and he just lost interest in school in 4th. The school differentiated, he was in all the most advanced groups but it was not enough. We moved to Nysmith for 5th: they do not differentiate, they accelerate, and they also provide two teachers per subject for a group of 15-16 students. All students from grades 5 and 6 have their math class at the same time and students are placed by level (6, 7, 8 and up). In English, the content and the way they study have nothing to do with what they did at my DS's former school. It works really well for our DS. Nobody pushes him at all (and we certainly don't as there is no need), he finds his own pace and teachers are really supportive. We heard many bad things about Nysmith before joining but as parents, we really appreciate the fact that the school actually provides the service they advertise for. It may not work for all children but our DS is extremely happy.

We looked around before moving to Nysmith. Private schools in the DC area are handling differentiation pretty much in the same way. In most private schools, serious things do not begin before middle school and sometimes even high school. Good luck to find what works best for your family.

This is extremely helpful - thank you! Do you use the bus then? Why is nysmith so far out ??

No we don't use the bus - the closest stop would be 20 minutes from home (and the ride would be free of charge as we live in DC proper). Drop off for us is a 35 minutes drive (door to door) one way and driving back after school takes between 45 minutes and 1 hour. Quite a commute but not worse than driving from the Hill/ Rockville to GDS, Maret, Sidwell etc. in NW DC. Our DS never complains about the commute and we all think it is worth it. DS felt very welcome and made excellent friends (boys and girls), with sometimes very different centers of interest but just as intense as he is.

[Anonymous]

Op here - thanks again - did you consider any other schools? We feel like we should consider two or three but not finding a fit like nysmith elsewhere

[Anonymous]

Anonymous wrote:Op here - thanks again - did you consider any other schools? We feel like we should consider two or three but not finding a fit like nysmith elsewhere

As our problem was well identified, we asked our closest friends who have children in other excellent private schools in DC. They all said the same about differentiation in lower schools but we know their older children are really happy in the upper schools. We will definitely consider those schools in two years from now as we will have to start over to find a high school – but one step at a time.
We knew right away Nysmith was a good fit and the enthusiasm our DS showed after his two day visit there just comforted us. Teachers are extremely well prepared for the “more” children and the fact that children are alike helps a lot in the dynamic of the group: same huge sense of humor, same intensity in the way they handle things, extremely sensitive but then careful as they know the others are the same type. We were heartbroken to leave our former school as we really loved it. It was no longer a good fit as they could not accommodate at all despite the “most advanced groups” which did not work at all for our DS.

[Anonymous]

Anonymous wrote:GDS is what you make of it -- not a good fit for a kid who needs to be pushed.

As a parent of two kids at GDS, I've always wondered who perpetuates this falsehood. Most children need to be pushed in some areas, and GDS teachers spend a lot of time figuring out where an individual child stands with regard to a particular subject matter or skill and "pushes" accordingly. They also figure out what each kid's natural strengths and passions lie, and encourage that passion to whatever ends that kid can achieve. This is true for arts, PE, and, of course, the academic subjects. There is differentiation within the classrooms starting quite early--maybe in first or second grade (I can't remember) when kids are placed in different reading groups, but those groups are constantly changing, so your child isn't stuck in the same level if s/he needs to be moved up (or down). The math curriculum has come under intense scrutiny, and the administration is acting on it. My anecdotal evidence on the math curriculum is that for kids who are struggling with math, the GDS curriculum needs to improve; for kids who are already strong in math, the curriculum (and extra activities, like Math Olympiad) allows kids to accelerate well beyond grade level.