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[quote=Anonymous]   NP here.  Our own experience was that we went with the school most DCUMr's would consider second tier (although in most of the country it could be the best school in town), and overall it was a wonderful experience for our very bright child.  9th grade was less challenging than DC could have handled, but DC was happy,  gained confidence, and had time to stretch into EC's without over stressing.  It ratcheted up noticeably in 10th, and by 11th I think ambitious kids at all good DC area privates are working very hard - seems no way around that in the current system.  When you are taking classes that are the equivalent of APs (or actually APs depending on the private) and add in private school enrichment so it is not only taught to the test, and they are "meaningful" (tougher subject) APs, the kids in those classes work hard.
  
One of the primary differences between Sidwell/GDS and some schools that may be called "door number 3," is the percentage of the class that is skewed to the top, middle and lower part of the academic scale.  And yes, there are kids in all three segments at both the biggest and smallest named schools in town.   You will have more kids aiming for ivy and top LACs at the Big X school and fewer happy in the middle/lower end there than at other good privates, but there will be kids of all types in each.   From what other parents tell me who have had kids in both our school and some of the Big X schools, there is more internal pressure at Big X school -- understandable - because more kids have the highest expectations.  Not everyone is bothered by it; some kids thrive on it -- some certainly do not.  That is kid specific and academic ability is not the only piece of that puzzle.

Objectively, if you child is toward the top end of the academic scale he/she will have more scheduling options at a school with more of those kids.  And sometimes that can mean more EC opportunities in the academic realm (such as fielding It's Academic teams, debate teams, etc.) And for kids who have it "all together" so young, the exposure to more similar children can be motivating and also provide a larger social circle of like-talented kids. On the other hand, he/she may have more opportunities of other kinds when there are fewer such kids in his/her door number 3 school, and ECs need not all be so competitive when you are a younger teenager.  It is also healthy for very smart kids at a young age to understand that there is nothing wrong with others who are not able to do calculus in 10th grade or write publishable material as freshman.  That type of diversity is often overlooked in so-called elite private schools.

I would also note that developmentally, some children may be better off ramping up more slowly so that they can explore more interests outside of academics and catch up a bit more on social development in the early years of high school, and that is easier to do with more free time.  Again, for some kids this is not an issue; for others, it is.  But either way, evaluating it has nothing to do with a kids middle school grades or SSAT scores. 
   
        So our DC took the route of door No. 3 and is thriving happily in one of the most selective colleges, very well prepared for the rigors of its academics.  At this point, DC appreciates the larger more academically homogeneous cohort that perhaps exists at Big  X schools more than door no. 3 high schools, but remains close to DC's diverse group of high school friends as well as new college friends.

So OP, as you know there is no one right answer.  There are pros and con's of going in either direction and where DC goes  to high school does not need to determine absolutely one's college options certainly not ones life choices thereafter.  Good luck with your decision.

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