Looking into St. Andrew's Episcopal in Potomac for HS

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are there other schools in the same vein as SAES and Burke?

St Stephen’s St Agnes in Alexandria

SAES & Burke draw from the same families. SSSA draws from a totally different population. It would be the very rare exception that a family might be choosing between SSSA and one or both of the other two.

Why is that? Other than location, why wouldn’t you look at all three?

Probably because of geography? I live in MD and we never considered any VA schools other than Potomac and Langley (and applied to both). There are too many other schools with solid programs for us to be willing to deal with logistical complications of going to SSSA. I'd assume the same would be said for someone in VA with respect to SAES. Burke is Metro accessible.

[Anonymous]

Anonymous wrote:

OP here, thank you all for your input. Based on this last post, then how do we know our child is a good fit? We are thinking for next Fall '22 for 9th grade with the idea to do all high school years in one school. Thank you!

OP, it seems like you received a lot of useful feedback here (which isn't always the case on DCUM). Normally, the best way to figure out the answer to your question is to go for tours, shadow days (or whatever online events they are having now during COVID) at SAES but also at a variety of other schools. Sometimes it is in the comparisons where you learn more about what you want. It helps to see the similarities and differences across schools, whether that be in size, curriculum, athletics, arts, or culture. Doing this sort of leg work also allows your child to see different options and speak up about what factors are important to them in a school and they can start to imagine where they see themselves fitting in (or not).

Good luck. We know many happy SAES families.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are there other schools in the same vein as SAES and Burke?

St Stephen’s St Agnes in Alexandria

SAES & Burke draw from the same families. SSSA draws from a totally different population. It would be the very rare exception that a family might be choosing between SSSA and one or both of the other two.

Why is that? Other than location, why wouldn’t you look at all three?

Probably because of geography? I live in MD and we never considered any VA schools other than Potomac and Langley (and applied to both). There are too many other schools with solid programs for us to be willing to deal with logistical complications of going to SSSA. I'd assume the same would be said for someone in VA with respect to SAES. Burke is Metro accessible.

SAES has VA buses. Kids come from all over. SSSA has buses as well. Yes, it would be great if we were closer but we got used to it quickly.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

OP here, thank you all for your input. Based on this last post, then how do we know our child is a good fit? We are thinking for next Fall '22 for 9th grade with the idea to do all high school years in one school. Thank you!

OP, it seems like you received a lot of useful feedback here (which isn't always the case on DCUM). Normally, the best way to figure out the answer to your question is to go for tours, shadow days (or whatever online events they are having now during COVID) at SAES but also at a variety of other schools. Sometimes it is in the comparisons where you learn more about what you want. It helps to see the similarities and differences across schools, whether that be in size, curriculum, athletics, arts, or culture. Doing this sort of leg work also allows your child to see different options and speak up about what factors are important to them in a school and they can start to imagine where they see themselves fitting in (or not).

Good luck. We know many happy SAES families.

Yes, thank you. we already have scheduled a tour. 😊

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

OP here, thank you all for your input. Based on this last post, then how do we know our child is a good fit? We are thinking for next Fall '22 for 9th grade with the idea to do all high school years in one school. Thank you!

OP, it seems like you received a lot of useful feedback here (which isn't always the case on DCUM). Normally, the best way to figure out the answer to your question is to go for tours, shadow days (or whatever online events they are having now during COVID) at SAES but also at a variety of other schools. Sometimes it is in the comparisons where you learn more about what you want. It helps to see the similarities and differences across schools, whether that be in size, curriculum, athletics, arts, or culture. Doing this sort of leg work also allows your child to see different options and speak up about what factors are important to them in a school and they can start to imagine where they see themselves fitting in (or not).

Good luck. We know many happy SAES families.

Yes, thank you. we already have scheduled a tour. 😊

If you search this board, you'll find a number of comments from parents of kids with ADHD and other learning challenges who do not feel that they were well-accommodated at SAES. There is possibly a mismatch between the "reputation" and the reality. But, there are many kids with mild ADHD (mine being one of them) who love teh school, so it's hard to unpack. Rather than re-hash that discussion, just search this board and you'll find a robust discussion.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

OP here, thank you all for your input. Based on this last post, then how do we know our child is a good fit? We are thinking for next Fall '22 for 9th grade with the idea to do all high school years in one school. Thank you!

OP, it seems like you received a lot of useful feedback here (which isn't always the case on DCUM). Normally, the best way to figure out the answer to your question is to go for tours, shadow days (or whatever online events they are having now during COVID) at SAES but also at a variety of other schools. Sometimes it is in the comparisons where you learn more about what you want. It helps to see the similarities and differences across schools, whether that be in size, curriculum, athletics, arts, or culture. Doing this sort of leg work also allows your child to see different options and speak up about what factors are important to them in a school and they can start to imagine where they see themselves fitting in (or not).

Good luck. We know many happy SAES families.

Yes, thank you. we already have scheduled a tour. 😊

If you search this board, you'll find a number of comments from parents of kids with ADHD and other learning challenges who do not feel that they were well-accommodated at SAES. There is possibly a mismatch between the "reputation" and the reality. But, there are many kids with mild ADHD (mine being one of them) who love teh school, so it's hard to unpack. Rather than re-hash that discussion, just search this board and you'll find a robust discussion.

Thanks, I will look them up. my child has no learning differences or ADHD. I want her to be challenged but not stressed.

[Anonymous]

I would say that SAES affords high school students a range of classes /degrees of homework/stress.

When my kids were there, they did some things systemically that really helped, like a mandatory open period/study hall on certain days so kids could get a head start on homework to have less to do at night. One of my kids always used that free time like that and was able to get through 9th and 10th grade without much stress at all. Some kids don't use the free period that way, so it is less helpful to them. I don't know if they still have that structure, but I would be surprised if they don't.

But don't kid yourself. If your child intends to apply to the most selective colleges that he/she can get into, then he/she will push to take as many of the most challenging courses possible. One of my kids took I think 9 APs, and another I think took 10 or 11, and that's not including other advanced classes that just didn't follow the AP curriculum. (I know there is a controversy as to whether privates should offer APs or only other challenging classes that don't have to follow the AP curriculum, but that's not very relevant here to the question of homework and stress.) My point is just that if a kid elects to challenge himself/herself as much as possible, even at St. Andrew's that junior year can be a bear, as can that first semester of senior year when they are also filling out college apps.

[Anonymous]

Anonymous wrote:I would say that SAES affords high school students a range of classes /degrees of homework/stress.

When my kids were there, they did some things systemically that really helped, like a mandatory open period/study hall on certain days so kids could get a head start on homework to have less to do at night. One of my kids always used that free time like that and was able to get through 9th and 10th grade without much stress at all. Some kids don't use the free period that way, so it is less helpful to them. I don't know if they still have that structure, but I would be surprised if they don't.

But don't kid yourself. If your child intends to apply to the most selective colleges that he/she can get into, then he/she will push to take as many of the most challenging courses possible. One of my kids took I think 9 APs, and another I think took 10 or 11, and that's not including other advanced classes that just didn't follow the AP curriculum. (I know there is a controversy as to whether privates should offer APs or only other challenging classes that don't have to follow the AP curriculum, but that's not very relevant here to the question of homework and stress.) My point is just that if a kid elects to challenge himself/herself as much as possible, even at St. Andrew's that junior year can be a bear, as can that first semester of senior year when they are also filling out college apps.

Yes, thank you PP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Nice school, but not worth that price tag.

It's a safety for rich Potomac families whose kids don't have the academic chops to get onto St Albans, etc

This would be cruel if it wasn’t so blatantly false as to be laughable. The school was founded by parents who wanted a coed Episcopal school for kids who did not fit well with what was back then a rigid single sex educational approach at St. Albans/NCS. St Andrew’s has not abandoned that historic purpose, but has grown to become a good fit for many types of kids with great “academic chops.” My kids’ classes had some kids who went to ivies, strong lib arts colleges, places like Georgetown, NYU, Michigan, etc., honors programs in other state schools, and schools with specialized programs that may be less prestigious but fit their interests and served them very well. We live in Chevy Chase and maybe a third or so of the school was from down county or DC (a few even from VA).

I'll second this. Our children were offered admission at Cathedral schools, but we wanted co-ed and a school that seemed more inclusive. Both matriculated to excellent universities.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are there other schools in the same vein as SAES and Burke?

St Stephen’s St Agnes in Alexandria

SAES & Burke draw from the same families. SSSA draws from a totally different population. It would be the very rare exception that a family might be choosing between SSSA and one or both of the other two.

Not sure why some people think that "SAES and Burke draw from the same families." There is almost no overlap and these two schools have little in common.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Nice school, but not worth that price tag.

It's a safety for rich Potomac families whose kids don't have the academic chops to get onto St Albans, etc

Snobby Nonsense from someone who appears to confuse children with static status symbols rather than people with vibrant needs. Our DC flourished there and graduated in top 1% of country according to AP and SAT/ ACT results. Now in a top PhD program. SAES was our first choice. It has dedicated teaching staff who are trained in reaching different types of learners and has a lot of emphasis on happiness, kindness and respect. The latter EQ actually helps many students to do better academically - even though that is only one part of learning.

I love the sound of St Andrew's! I wish I could find that type of school for our DC who will soon be applying to high school in Boston.
Would you say the emphasis on student happiness is an Episcopalian school value (ie could one expect a similar vibe at other Episcopalian schools?) or natural byproduct of school's understanding of neuroscience and neurodiversity?

Not sure because the two leading Washington Diocese Episcopalian schools in DC (National Cathedral and St Albans) have reputations as snobby pressure cookers. However, many other Episcopal schools seem to have Episcopal welcoming values. St Andrew’s was started by Episcopal parents several decades ago as a bit of an alternative Washington Diocesan School that would Embrace diverse learners.
The heavy emphasis on neuroscience informed teaching (that can become too jargon ladden at times) probably
Evolved out of the original mission but makes good use of more recent extensive research into neuro diversity and learning.

Some folks sound defensive that the school has a background or is known as a place that helps neurodiverse learners as though that’s a bad thing. Now maybe it’s not that way NOW but it was known to be that way 20 or more years ago. I had good friends who attended. They did not have learning issues themselves so it was t 100% for neurodiverse learners but the school was thought to have been created with that in mind.

This is actually wrong. Twenty years ago, the school had very little diversity -- neuro or otherwise. The creation of the CTTL (misunderstood by just about everybody) and the recession are what led to the school receiving and accepting more applicants that may not have been typical learners. But that seems to have been a trend that played out or is in the last few years. Your friends who "didn't have learning differences" were actually the norm and are again.

[Anonymous]

Anonymous wrote:I would say that SAES affords high school students a range of classes /degrees of homework/stress.

When my kids were there, they did some things systemically that really helped, like a mandatory open period/study hall on certain days so kids could get a head start on homework to have less to do at night. One of my kids always used that free time like that and was able to get through 9th and 10th grade without much stress at all. Some kids don't use the free period that way, so it is less helpful to them. I don't know if they still have that structure, but I would be surprised if they don't.

But don't kid yourself. If your child intends to apply to the most selective colleges that he/she can get into, then he/she will push to take as many of the most challenging courses possible. One of my kids took I think 9 APs, and another I think took 10 or 11, and that's not including other advanced classes that just didn't follow the AP curriculum. (I know there is a controversy as to whether privates should offer APs or only other challenging classes that don't have to follow the AP curriculum, but that's not very relevant here to the question of homework and stress.) My point is just that if a kid elects to challenge himself/herself as much as possible, even at St. Andrew's that junior year can be a bear, as can that first semester of senior year when they are also filling out college apps.

+1

Our DC was one of those SAES students who pushed her/his self to do 11 APs/ multiv cal … junior year was indeed highly stressful. However, it did help that there was emphasis on balance at SAES and the students all did athletics and art as well as academics. Also the students are honored for genuine efforts to do their best in school and the cultural emphasis on intention and effort helps foster healthy mind sets. The college counseling office is very sensible and helps them to prepare for different stages of college applications and test taking in timely ways.

I do think it sounds like it could be a great for OP DC but PPs caveat that high achievers still
Face stress especially in junior year is wise.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I would say that SAES affords high school students a range of classes /degrees of homework/stress.

When my kids were there, they did some things systemically that really helped, like a mandatory open period/study hall on certain days so kids could get a head start on homework to have less to do at night. One of my kids always used that free time like that and was able to get through 9th and 10th grade without much stress at all. Some kids don't use the free period that way, so it is less helpful to them. I don't know if they still have that structure, but I would be surprised if they don't.

But don't kid yourself. If your child intends to apply to the most selective colleges that he/she can get into, then he/she will push to take as many of the most challenging courses possible. One of my kids took I think 9 APs, and another I think took 10 or 11, and that's not including other advanced classes that just didn't follow the AP curriculum. (I know there is a controversy as to whether privates should offer APs or only other challenging classes that don't have to follow the AP curriculum, but that's not very relevant here to the question of homework and stress.) My point is just that if a kid elects to challenge himself/herself as much as possible, even at St. Andrew's that junior year can be a bear, as can that first semester of senior year when they are also filling out college apps.

+1

Our DC was one of those SAES students who pushed her/his self to do 11 APs/ multiv cal … junior year was indeed highly stressful. However, it did help that there was emphasis on balance at SAES and the students all did athletics and art as well as academics. Also the students are honored for genuine efforts to do their best in school and the cultural emphasis on intention and effort helps foster healthy mind sets. The college counseling office is very sensible and helps them to prepare for different stages of college applications and test taking in timely ways.

I do think it sounds like it could be a great for OP DC but PPs caveat that high achievers still
Face stress especially in junior year is wise.

+1

Our experience as well. We were very pleased with our children’s and family’s experience with St. Andrew’s throughout high school. And their director of college counseling is incredible (the second counseling officer, not so much). We too found it a great learning environment for our kids - one of whom was an overachiever, the other less ambitious. Both found their place and the school was a perfect match. The only caveat I’ll add is that we too have seen some of the negatives referenced earlier. Both in terms of the challenges of over privileged families with less than compassionate values (more the vocal exception than the norm, but still troubling) and the school not being a good fit for anxious or distracted kids (we knew several families who left SAES for McLean & MoCo for this reason. I also agree it’s time for some turnover in admin & faculty, some of whom have been holding on a decade too long. It’s a great school for most, it not a perfect fit for all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Nice school, but not worth that price tag.

It's a safety for rich Potomac families whose kids don't have the academic chops to get onto St Albans, etc

Snobby Nonsense from someone who appears to confuse children with static status symbols rather than people with vibrant needs. Our DC flourished there and graduated in top 1% of country according to AP and SAT/ ACT results. Now in a top PhD program. SAES was our first choice. It has dedicated teaching staff who are trained in reaching different types of learners and has a lot of emphasis on happiness, kindness and respect. The latter EQ actually helps many students to do better academically - even though that is only one part of learning.

I love the sound of St Andrew's! I wish I could find that type of school for our DC who will soon be applying to high school in Boston.
Would you say the emphasis on student happiness is an Episcopalian school value (ie could one expect a similar vibe at other Episcopalian schools?) or natural byproduct of school's understanding of neuroscience and neurodiversity?

Not sure because the two leading Washington Diocese Episcopalian schools in DC (National Cathedral and St Albans) have reputations as snobby pressure cookers. However, many other Episcopal schools seem to have Episcopal welcoming values. St Andrew’s was started by Episcopal parents several decades ago as a bit of an alternative Washington Diocesan School that would Embrace diverse learners.
The heavy emphasis on neuroscience informed teaching (that can become too jargon ladden at times) probably
Evolved out of the original mission but makes good use of more recent extensive research into neuro diversity and learning.

Some folks sound defensive that the school has a background or is known as a place that helps neurodiverse learners as though that’s a bad thing. Now maybe it’s not that way NOW but it was known to be that way 20 or more years ago. I had good friends who attended. They did not have learning issues themselves so it was t 100% for neurodiverse learners but the school was thought to have been created with that in mind.

This is actually wrong. Twenty years ago, the school had very little diversity -- neuro or otherwise. The creation of the CTTL (misunderstood by just about everybody) and the recession are what led to the school receiving and accepting more applicants that may not have been typical learners. But that seems to have been a trend that played out or is in the last few years. Your friends who "didn't have learning differences" were actually the norm and are again.

Sorry but I think your crude dichotomy between Neuro typical and diverse learners is off base. The mission of the original school was definitely inclusive in the best Episcopalian type of way. The school certainly did welcome quirky bright students before CTLT was formed (Our DC was admitted well before CTLT was formed and thrived there on so many levels, including academic).

From the school’s own web site:discussing its history: “From its early days, the school cultivated challenging programs in a joyful and supportive atmosphere, celebrating its students’ diversity of interests, backgrounds and abilities and developing each child’s potential in the “four pillars” of academics, arts, athletics, and spiritual life. …. The school grew quickly in reputation, programs, and enrollment, outgrowing two locations before moving to the former North Bethesda Junior High School campus on Bradmoor Drive in Bethesda in September 1981. With 245 students, 28 teachers, and its first graduating class that year, St. Andrew’s had entered the ranks of full-fledged independent college-preparatory schools.”

I agree with PP - embracing different forms of diversity joyfully is something to be proud of.

[Anonymous]

I too would be interested in that sort of college community.
My guess is that large state schools probably have a smaller percentage of activists on any side (relative to the large student population) and that may ease tensions, compared to most private schools.