Reply to How did Jackson Reed do this year for grads on the college track?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I can’t speak for everyone but in my daughters friend group the majority got into their top choices.  Instagram page has some decisions but many kids don’t post there. I wish the school would post so we can see the full picture but from what I’m hearing families are pretty happy.  Apparently it’s not the same many other area privates and specially for the unhooked kids.  It’s almost like public schools are becoming a hook.[/quote]

Oh BS.  When the dust settles in June, this school never does as well as the top privates when comparing like to like.  Same with SWW.

The public parents like to state as fact that results are “the same” and, starting in 2023 “better” but they are relying on the same 5 individuals who got recruited to an Ivy for crew or track.  [b]None of these parents ever does a head-to-head for the kids ranked, say, #30 to #80 in their public compared to the same cohort at GDS or Sidwell. THAT is where the significant difference is most obvious[/b]. [/quote]

I have a high schooler at both JR and GDS/Sidwell.  The later had about 100% more work throughout high school. 
Frankly, GDS/Sidwell college admissions should be miles better.  The kids are much better prepared and have worked much, much harder.  
[/quote]

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
[/quote]

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.[/quote]

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