Sidwell vs. Georgetown Day School -- pros and cons

[Anonymous]

OP be aware there’s a certain tendency to toe the line and shoot down any disagreement. This applies to most of the administration and a contingent of parents who are very much bought in to every aspect of the school. The resistance to any sort of constructive feedback is mind numbing given the nearly 60k tuition.

[Anonymous]

Anonymous wrote:OP be aware there’s a certain tendency to toe the line and shoot down any disagreement. This applies to most of the administration and a contingent of parents who are very much bought in to every aspect of the school. The resistance to any sort of constructive feedback is mind numbing given the nearly 60k tuition.

toe the line.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP be aware there’s a certain tendency to toe the line and shoot down any disagreement. This applies to most of the administration and a contingent of parents who are very much bought in to every aspect of the school. The resistance to any sort of constructive feedback is mind numbing given the nearly 60k tuition.

toe the line.

At which school?

[Anonymous]

Anonymous wrote:OP be aware there’s a certain tendency to toe the line and shoot down any disagreement. This applies to most of the administration and a contingent of parents who are very much bought in to every aspect of the school. The resistance to any sort of constructive feedback is mind numbing given the nearly 60k tuition.

Which school? Or both?

[Anonymous]

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Anonymous wrote:There are no material differences. Let your kid pick. Those who say they are very different are way too immersed in the insular world of the expensive DC private school scene.

It truly does not matter.

Not true. Personally, I would never send a boy to GDS.

Why?

Because he doesn't need a steady diet of how horrible and oppressive he is, simply because he is a male. And because their sports program is embarrassingly weak, across the board. And no one seems to care, which is a problem in and of itself.

This is also our view and why we left in. We are a very progressive family but I don't need my son's school day focused on: "Because he doesn't need a steady diet of how horrible and oppressive he is, simply because he is a male.". This comes from the TOP down and trickles into the entire school. This happens a lot less at Sidwell, and a bit more at Maret.

I do worry about this for my son as well. Any sense at this point of what type of leader they might be seeking to replace Russell?

Our white son does not feel oppressed at GDS. Learning history and observing life using a broader lens is not the same as pointing fingers and he knows this.

Also our son's experience at GDS. No feelings of oppression. Generally, he's having a fantastic high school experience and loves the school.

Same here. This "concern" is wildly overblown. My son has had a great experience.

Another parent of a white boy having a good experience. There is plenty of talk about historical and systemic racism, but our kids are smart enough to know that they aren't being blamed personally.

[Anonymous]

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Anonymous wrote:Congrats OP—two great choices. Maybe consider the daily schedules and how that fits for your family. I have a kid at GDS so I only know their schedule. They are on a block schedule with 75 minute classes. HS starts at 8:45am—they have a class then community time, then another class, followed by lunch and two classes after lunch. After school sports /programs are optional. Many HS kids hang out in the forum or gym after school. The classes are every other day (so they don’t have homework assigned one day and due the next which is nice). GDS generally does not have homework over breaks.
GDS has busses that drop off at school at 8am (lots of kids hang in the forum or library until 8:45am when school starts). The busses leave school around 3:40. You pay by the day so we always use the morning bus, and either use the afternoon bus or carpool home if staying for sports, drama, buddy program, etc. School closed around 8pm.

Thank you, this is super helpful!

That is a nice schedule

Would love a Sidwell person to post their schedule too!

Sidwell uses the block schedule as well and has for several years.

Block schedules are implemented in a variety of ways and these schools chose different approaches.


Sidwell’s Block schedule creates same schedule every week. It spreads classes out over the week, so you don’t have the same class 5 days but they mix the classes differently day by day. But Monday is always the same, Tuesday always the same ..etc. For my DC Typically Monday has heaviest load . Friday tended to be a big load too.

The GDS block schedule has 8 periods - 4 on the even day (2,4,6,8) and 4 on the odd day (1,3,5,7) and it rotates - so Monday one week is even and would be odd the next.

Not sure if the difference matters much - I have never asked my kids about that (although -I suppose it is harder to setup a regular midday appointment in a free period if sometime it’s on Monday and sometimes not)

[Anonymous]

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Anonymous wrote:SFS HS parent, school starts at 8AM, block schedule with some breaks throughout the day, so every day is slightly different. Not every class meets ever day.

Lunch is 12PM, the day is generally done around 3PM.

If they play a sport, practices generally go ~3:30-5/5:30PM, although that can vary by sport and season. If they have an away game, that time will likely go later. Kids who do theater or chorus will be there later, some other activities daily.

I always enjoy seeing kids around when I go for athletic events. My child loves the school, is good about using break times for homework which helps manage commitments on days when sports runs late (and is far better than I would have ever been).

Thank you! What about homework over breaks?

Not PP - but parent of recent grad (so others can weigh in on whether this changed this year) - Sidwell has midterm exams are after winter break - so it is not a true break from work. There were no breaks completely free of homework.

Sidwell does have exams after winter break, but there is no expectation or pressure from the school that they study then. Some crazed parents probably do make their kids study over break, but that's on them. The school builds in plenty of time with work days/ reading days etc in the January exam schedule to do all required studying. Plus, exams only count for a minimal part of the final grade.

As a parent, I prefer it this way. I would hate to see them try to cram in exams before Christmas break, which is now a more relaxed time period. And they'd most likely have to start school before Labor Day to do this, which we would hate.

You sound like the prior HS principal - who was a lovely person but pointed to parents as blame for any pressure students felt from the Sidwell's high pressure culture. It is the students who say they can't fully relax over break because the exams are looming on the other side. At least the ones who are the go-getters. This is totally self imposed on themselves (and among their peer group) and i agree that not every student will operate this way. I also agree that there are study days built into the exam period. And it's not clear to me that any studying was done over break - more that the angst is certainly there.

But it is very different than college, for example, when you leave for break with a complete break. It is also different than other schools (where my other children attend) - that no longer give midterm exams and intentionally put a full stop on work before winter break.

Frankly, with the exams spread out and the study days built in - I think those midterm exams take away a lot of learning time. I do prefer GDS's approach to do away with them and to have only Final Exams at the end of the year. This also solves the issue of trying to squeeze in midterms before the end of December.

My SFS alum never studied over winter break. I doubt many of the kids did. As a PP noted, between reading days and a very spaced out exam schedule, there really isn't a need.

I hear they study over thanksgiving.

They do - true ‘no homework’ weekends or breaks is not the way Sidwell rolls

[Anonymous]

Anonymous wrote:OP be aware there’s a certain tendency to toe the line and shoot down any disagreement. This applies to most of the administration and a contingent of parents who are very much bought in to every aspect of the school. The resistance to any sort of constructive feedback is mind numbing given the nearly 60k tuition.

This is accurate about Sidwell.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP be aware there’s a certain tendency to toe the line and shoot down any disagreement. This applies to most of the administration and a contingent of parents who are very much bought in to every aspect of the school. The resistance to any sort of constructive feedback is mind numbing given the nearly 60k tuition.

Which school? Or both?

We experienced what pp describes at Sidwell. We found GDS to more open to communication with and inclusion of parents (keeping in mind - at any HS - you should expect less parent interaction than you had in lower grades)

[Anonymous]

Anonymous wrote:

Anonymous wrote:They are actually very different. Different structure to classes, different "vibes". Sidwell is very much a traditional school that is rooted in Quakerism. GDS is a progressive school born out of the Civil Rights era.

They share some common values, but have wildly different approaches to classroom etiquette and feel.

I mean, maybe like in the way two nice chef’s knives can be “actually very different.” Sure. And look, knives are important! The kid should pick up both knives and go with the one that feels best. But they’re still two comparable knives with similar outcomes. Pick a knife and don’t sweat it.

There is no more embarrassing thing in my life that the fact that I have actually uttered the phrase, I would like to order the Ginsu Knife.

[Anonymous]

Two differences we experiences:

1) Parent conferences - parent communication.

At Sidwell - parent conferences occurred in Fall 9th grade and then never again. And parents do not meet with all teachers at that time. Parents are asked to rank preferences and eventually are assigned 3 teachers to meet with (I think we got our top 3?)

At GDS - parent conferences are every Fall 9-12th grade - and there is time to meet with every teacher.

We much prefer the GDS model. We knew the teachers, they clearly knew our child.

Disclaimer that maybe Sidwell will change conference structure with new HS principal (who we loved through their prior role) - so current parents can speak up if an adjustment has been made this year.

The difference between conferences also reflects a difference in whether/how Sidwell and GDS handles parental conversation with the admin or teachers. GDS has been far more open to engagement.

New HS parents reading this should note that parent engagement in HS is (appropriately) far less than in MS/LS for any school.

2) Day to day student campus life

GDS has an open campus from day one. Kids are free to come and go and are trusted to act accordingly.

Sidwell is more structured and has more rules regarding being on campus. They are tracked and required to be on campus more often. Students get LOP points if they are caught (for this and missing meeting for worship and other thing). It's far more structured and more punitory overall (but often for campus rules)

Kids going to GDS need to have the maturity to handle this sort of freedom for sure. Note that Sidwell kids do still go out for lunch. Mine went out equally often. As a parent, the GDS model is another feature that leads to the school feeling lighter and happier and Sidwell feeling more restrictive.

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But to each their own - my Sidwell child chose it over GDS (and would do so again) and my GDS child the opposite. We do think the GDS path is a happier one (and college outcomes and preparedness the same).

If a kid has a choice between both - let them choose.

[Anonymous]

Anonymous wrote:Two differences we experiences:

1) Parent conferences - parent communication.

At Sidwell - parent conferences occurred in Fall 9th grade and then never again. And parents do not meet with all teachers at that time. Parents are asked to rank preferences and eventually are assigned 3 teachers to meet with (I think we got our top 3?)

At GDS - parent conferences are every Fall 9-12th grade - and there is time to meet with every teacher.

We much prefer the GDS model. We knew the teachers, they clearly knew our child.

Disclaimer that maybe Sidwell will change conference structure with new HS principal (who we loved through their prior role) - so current parents can speak up if an adjustment has been made this year.

The difference between conferences also reflects a difference in whether/how Sidwell and GDS handles parental conversation with the admin or teachers. GDS has been far more open to engagement.

New HS parents reading this should note that parent engagement in HS is (appropriately) far less than in MS/LS for any school.

2) Day to day student campus life

GDS has an open campus from day one. Kids are free to come and go and are trusted to act accordingly.

Sidwell is more structured and has more rules regarding being on campus. They are tracked and required to be on campus more often. Students get LOP points if they are caught (for this and missing meeting for worship and other thing). It's far more structured and more punitory overall (but often for campus rules)

Kids going to GDS need to have the maturity to handle this sort of freedom for sure. Note that Sidwell kids do still go out for lunch. Mine went out equally often. As a parent, the GDS model is another feature that leads to the school feeling lighter and happier and Sidwell feeling more restrictive.

-----

But to each their own - my Sidwell child chose it over GDS (and would do so again) and my GDS child the opposite. We do think the GDS path is a happier one (and college outcomes and preparedness the same).

If a kid has a choice between both - let them choose.

Same pp as above - one other difference

GDS's schedule allows for a wider variety of choices and choice begins at earlier stages than Sidwell. GDS also allows for more courses to be taken over time.

One of the ways we have seen this play out is that students take a wider variety of pathways at GDS based on their interests. At Sidwell, especially for the go-getter group - they all seemed to be racing in the same lane when it came to college applications. At GDS - kids could distinguish themselves by course selection over time and they felt like there were more lanes (and less head to head college competition where the only distinguishing feature was a grade or a test score).

[Anonymous]

PP above, thank you for this! Although you have kids in both, it reads that you preferred GDS. Is there anything about Sidwell that you liked better than GDS?

[Anonymous]

Anonymous wrote:PP above, thank you for this! Although you have kids in both, it reads that you preferred GDS. Is there anything about Sidwell that you liked better than GDS?

Only that my kid chose Sidwell and would make same choice. That doesn’t mean they love it though.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Two differences we experiences:

1) Parent conferences - parent communication.

At Sidwell - parent conferences occurred in Fall 9th grade and then never again. And parents do not meet with all teachers at that time. Parents are asked to rank preferences and eventually are assigned 3 teachers to meet with (I think we got our top 3?)

At GDS - parent conferences are every Fall 9-12th grade - and there is time to meet with every teacher.

We much prefer the GDS model. We knew the teachers, they clearly knew our child.

Disclaimer that maybe Sidwell will change conference structure with new HS principal (who we loved through their prior role) - so current parents can speak up if an adjustment has been made this year.

The difference between conferences also reflects a difference in whether/how Sidwell and GDS handles parental conversation with the admin or teachers. GDS has been far more open to engagement.

New HS parents reading this should note that parent engagement in HS is (appropriately) far less than in MS/LS for any school.

2) Day to day student campus life

GDS has an open campus from day one. Kids are free to come and go and are trusted to act accordingly.

Sidwell is more structured and has more rules regarding being on campus. They are tracked and required to be on campus more often. Students get LOP points if they are caught (for this and missing meeting for worship and other thing). It's far more structured and more punitory overall (but often for campus rules)

Kids going to GDS need to have the maturity to handle this sort of freedom for sure. Note that Sidwell kids do still go out for lunch. Mine went out equally often. As a parent, the GDS model is another feature that leads to the school feeling lighter and happier and Sidwell feeling more restrictive.

-----

But to each their own - my Sidwell child chose it over GDS (and would do so again) and my GDS child the opposite. We do think the GDS path is a happier one (and college outcomes and preparedness the same).

If a kid has a choice between both - let them choose.

Same pp as above - one other difference

GDS's schedule allows for a wider variety of choices and choice begins at earlier stages than Sidwell. GDS also allows for more courses to be taken over time.

One of the ways we have seen this play out is that students take a wider variety of pathways at GDS based on their interests. At Sidwell, especially for the go-getter group - they all seemed to be racing in the same lane when it came to college applications. At GDS - kids could distinguish themselves by course selection over time and they felt like there were more lanes (and less head to head college competition where the only distinguishing feature was a grade or a test score).

This sounds like a key distinction but looking at the curricula I can’t see the difference. Both schools have identical minimum requirements for high school, except that Sidwell only requires 2 years of science and GDS requires 3. How have you seen this play out differently?