^^^ OP here--thank you so much for this historical context. Just read aloud to spouse. I wonder how the admissions process has evolved, and what changes in the student population (other than those you've alluded to) have prompted it. Anyway, again, thank you!

An comment on the lack of testing - historically, the approach to admissions at Rochambeau has been entirely distinct from the current "elite private school" world of playdates and recommendations and IQ tests for preschoolers. It was a school that catered primarily to the francophone expat community and in some ways functioned as our public school. Not in the sense of being free, sadly, but in the sense that it was the default option if you wanted to keep your kid in the French system, and there wasn't this mindset to restrict access to only the very tippy top of the crop. Sometimes they did say no for capacity reasons, although usually if there was a sudden spike in kids applying for a particular grade they tried to accommodate them to the extent possible within the physical location. Bear in mind that Rochambeau's accreditation within the association of overseas French schools (AEFE) requires respecting the promotion decisions of other AEFE schools and of accredited schools in France - so when kids apply from within this network, there is no entrance exam. This is part of the appeal of France's network of overseas schools - one uniform curriculum and the ability to move around the world with minimal academic interruption - and this is why you will find expat/journalist/diplomat etc families for whom French is not the primary language, but who have chosen the French schools for continuity from assignment to assignment. For the small number of applicants coming from outside the French system, there was an exam to make sure their language skills would allow them to follow the curriculum, and to place them in the right grade level, but again it just wasn't an exclusionary mentality. And for the preschool years, there was really no test at all other than making sure there was some francophone presence at home. I'm pretty sure my "application" was basically a piece of paper that said "We are French speakers and our daughter is 3, please enroll her in petite section."
Basically, to some degree, the school aimed to welcome as much of the francophone school-age population as feasible, not just a small crowd of super-elite families or super-gifted kids.

I use the past tense because I know things are shifting in terms of short-term expat vs long-term expat vs francophone locals vs non-francophone locals and that is influencing how admissions run, but this is the historical context explaining the approach.

My kids don't attend Rochambeau, but I have heard of kids from Spain and other countries attending because the parents want that education. It's untrue that only French families attend. In fact, it sounds like you are quite clueless...

Also, I'm not sure why this is a shock to you and I really don't understand why you are being so rude to the OP.

OP here. This is true. We were surprised during the tour about how many different countries were represented among the classrooms we saw. Many were not French-speaking countries--and yes, some kids were from Spain.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I will try to remember to respond in detail tomorrow, but in short:

1) Turnout isn't as high as we anticipated. I believe that just one of DC's friends left last year for another post (a black girl, hehe). I would imagine that the attrition rate is similar to some charter schools in the area.

2) This school is truly integrated. Every family brings some diversity. DC's friends are from everywhere and it's not uncommon for kids to speak a language other than French or English at home.

4) We applied with the expectation that DC would begin in the immersion program and transition to a traditional class later in the year. The school and I were in agreement that this was the best plan of action for our child. DC came in with prior French from attending a French preschool and tested into the traditional classroom. I was really concerned about this initially but the school made the right call. Instead, DC was pulled out to work with a specialist for non-native French speakers (think ESL). There were two immersion kids who were apart of her class as well and were brought in for some lessons with the class regularly. I know that at least one transitioned full time to the classroom by the end of the year. From what I understand, the immersion track focuses heavily on spoken French with very little, if any, grammar. The kids will take English with their assigned traditional class as well.

3) I really don't have an answer to this. I know of one active parent who pulled one kid for one of the Bethesda schools in the "W" cluster. We went in with every intention to go public for HS and that's still the plan.

5) There are black girls! AA girls, in particular.

I'm using my phone and I'm half awake, so hopefully my answers make some sense.lol

4)

OP. Thanks for your feedback! This is helpful.

One other question I have is about the lack of testing (WPPSI-IV, etc.). I see that apparently they test your kid's French aptitude, but don't do any other aptitude testing. This seems to differ from most other independent schools. Any idea why that is? Just curious.

I am French and raised in the French system. I was very surprised coming here that a IQ testing was required to apply in Primary Schools. It is all the more surprising that is it very unclear how results are considered. They seem good enough to the schools when they serve the schools' purpose but should not be used by parents to serve theirs when discussing DC's needs with schools. The hypocrisy that runs here around testing young children and then dismiss the results of the tests for no reason is just ridiculous.

Anyway - in the French system, you would use those tests ONLY if the teacher/ the school suspects something needs to be investigated to better accommodate the child's needs, from attention to giftedness. At least it is crystal clear. Most private schools that are European (British, German...) would follow the same way of seeing things.

The lack of testing does not undermine at all the average level of the class - on the contrary as the discipline and the rigor required are not for everyone (No, my DC does not attend Rochambeau and I still find Rochambeau excellent).

OP here. Thanks for this thorough explanatioN!

Anonymous wrote:

Anonymous wrote:I will try to remember to respond in detail tomorrow, but in short:

1) Turnout isn't as high as we anticipated. I believe that just one of DC's friends left last year for another post (a black girl, hehe). I would imagine that the attrition rate is similar to some charter schools in the area.

2) This school is truly integrated. Every family brings some diversity. DC's friends are from everywhere and it's not uncommon for kids to speak a language other than French or English at home.

4) We applied with the expectation that DC would begin in the immersion program and transition to a traditional class later in the year. The school and I were in agreement that this was the best plan of action for our child. DC came in with prior French from attending a French preschool and tested into the traditional classroom. I was really concerned about this initially but the school made the right call. Instead, DC was pulled out to work with a specialist for non-native French speakers (think ESL). There were two immersion kids who were apart of her class as well and were brought in for some lessons with the class regularly. I know that at least one transitioned full time to the classroom by the end of the year. From what I understand, the immersion track focuses heavily on spoken French with very little, if any, grammar. The kids will take English with their assigned traditional class as well.

3) I really don't have an answer to this. I know of one active parent who pulled one kid for one of the Bethesda schools in the "W" cluster. We went in with every intention to go public for HS and that's still the plan.

5) There are black girls! AA girls, in particular.

I'm using my phone and I'm half awake, so hopefully my answers make some sense.lol

4)

OP. Thanks for your feedback! This is helpful.

One other question I have is about the lack of testing (WPPSI-IV, etc.). I see that apparently they test your kid's French aptitude, but don't do any other aptitude testing. This seems to differ from most other independent schools. Any idea why that is? Just curious.

I am French and raised in the French system. I was very surprised coming here that a IQ testing was required to apply in Primary Schools. It is all the more surprising that is it very unclear how results are considered. They seem good enough to the schools when they serve the schools' purpose but should not be used by parents to serve theirs when discussing DC's needs with schools. The hypocrisy that runs here around testing young children and then dismiss the results of the tests for no reason is just ridiculous.

Anyway - in the French system, you would use those tests ONLY if the teacher/ the school suspects something needs to be investigated to better accommodate the child's needs, from attention to giftedness. At least it is crystal clear. Most private schools that are European (British, German...) would follow the same way of seeing things.

The lack of testing does not undermine at all the average level of the class - on the contrary as the discipline and the rigor required are not for everyone (No, my DC does not attend Rochambeau and I still find Rochambeau excellent).

Anonymous wrote:00:00 here. There's a math test as well, but nothing like the typical testing at other well-known privates. This was a huge plus for me. Rochambeau was my first choice for DC. We will probably head overseas again in a few years and continuing within the French system removes a huge headache for us in searching for schools at future posts. Our family loves the school, but it isn't for everyone.

OP. Can you or any other families say more about this? I presume this means families that are not committed to bilingual education may not be the best fit. But any other qualities this statement might apply to?

00:00 here. There's a math test as well, but nothing like the typical testing at other well-known privates. This was a huge plus for me. Rochambeau was my first choice for DC. We will probably head overseas again in a few years and continuing within the French system removes a huge headache for us in searching for schools at future posts. Our family loves the school, but it isn't for everyone.

Anonymous wrote:I will try to remember to respond in detail tomorrow, but in short:

1) Turnout isn't as high as we anticipated. I believe that just one of DC's friends left last year for another post (a black girl, hehe). I would imagine that the attrition rate is similar to some charter schools in the area.

2) This school is truly integrated. Every family brings some diversity. DC's friends are from everywhere and it's not uncommon for kids to speak a language other than French or English at home.

4) We applied with the expectation that DC would begin in the immersion program and transition to a traditional class later in the year. The school and I were in agreement that this was the best plan of action for our child. DC came in with prior French from attending a French preschool and tested into the traditional classroom. I was really concerned about this initially but the school made the right call. Instead, DC was pulled out to work with a specialist for non-native French speakers (think ESL). There were two immersion kids who were apart of her class as well and were brought in for some lessons with the class regularly. I know that at least one transitioned full time to the classroom by the end of the year. From what I understand, the immersion track focuses heavily on spoken French with very little, if any, grammar. The kids will take English with their assigned traditional class as well.

3) I really don't have an answer to this. I know of one active parent who pulled one kid for one of the Bethesda schools in the "W" cluster. We went in with every intention to go public for HS and that's still the plan.

5) There are black girls! AA girls, in particular.

I'm using my phone and I'm half awake, so hopefully my answers make some sense.lol

4)

OP. Thanks for your feedback! This is helpful.

One other question I have is about the lack of testing (WPPSI-IV, etc.). I see that apparently they test your kid's French aptitude, but don't do any other aptitude testing. This seems to differ from most other independent schools. Any idea why that is? Just curious.

I will try to remember to respond in detail tomorrow, but in short:

1) Turnout isn't as high as we anticipated. I believe that just one of DC's friends left last year for another post (a black girl, hehe). I would imagine that the attrition rate is similar to some charter schools in the area.

2) This school is truly integrated. Every family brings some diversity. DC's friends are from everywhere and it's not uncommon for kids to speak a language other than French or English at home.

4) We applied with the expectation that DC would begin in the immersion program and transition to a traditional class later in the year. The school and I were in agreement that this was the best plan of action for our child. DC came in with prior French from attending a French preschool and tested into the traditional classroom. I was really concerned about this initially but the school made the right call. Instead, DC was pulled out to work with a specialist for non-native French speakers (think ESL). There were two immersion kids who were apart of her class as well and were brought in for some lessons with the class regularly. I know that at least one transitioned full time to the classroom by the end of the year. From what I understand, the immersion track focuses heavily on spoken French with very little, if any, grammar. The kids will take English with their assigned traditional class as well.

3) I really don't have an answer to this. I know of one active parent who pulled one kid for one of the Bethesda schools in the "W" cluster. We went in with every intention to go public for HS and that's still the plan.

5) There are black girls! AA girls, in particular.

I'm using my phone and I'm half awake, so hopefully my answers make some sense.lol

4)

Anonymous wrote:Speaking as an alum and now parent:
Turnover: The turnover rate is an average, and reflects a school that has both a core of long-term folks (mine is far from the only second-generation family attending) and a rotating population of diplomats/short-term expats. Yes, saying goodbye to dear friends was difficult - but meeting new people every year was also positive. I can't imagine spending a decade+ with the same 60 kids... turnover prevents social dynamics from freezing in place.
As to your point 5, at least three of them are in my kid's class...

I think you mentioned in your other thread that your child's birthday is late in the year. My experience has been that the date cutoff is rigid in both directions, but I wonder if they would be more flexible for a kid coming in with limited French background (as I assume from your mention of the immersion program). Maybe starting in grande section would be an easier transition? I can ask my kid how much interaction there is between the immersion group and the regular classrooms.

OP--thanks for your feedback. The point about turnover helping social dynamics staying, well--dynamic--is one I hadn't thought of.

She has a Sept. bday, so I think she'd be in CP. If accepted and we decide to enroll her, we'll try to do some more exposure to French over the next few months, if admissions thinks that would be a good idea (she's had regular but limited exposure since age 2).

Speaking as an alum and now parent:
Turnover: The turnover rate is an average, and reflects a school that has both a core of long-term folks (mine is far from the only second-generation family attending) and a rotating population of diplomats/short-term expats. Yes, saying goodbye to dear friends was difficult - but meeting new people every year was also positive. I can't imagine spending a decade+ with the same 60 kids... turnover prevents social dynamics from freezing in place.
As to your point 5, at least three of them are in my kid's class...

I think you mentioned in your other thread that your child's birthday is late in the year. My experience has been that the date cutoff is rigid in both directions, but I wonder if they would be more flexible for a kid coming in with limited French background (as I assume from your mention of the immersion program). Maybe starting in grande section would be an easier transition? I can ask my kid how much interaction there is between the immersion group and the regular classrooms.

Anonymous wrote:Valerie in Admissions is lovely and very open to conversations. I suggest you ask her these questions (just not in writing and bold...)

OP here--thanks for the tip. I sent a few questions to their general admissions email address, but maybe I'll try to call Valerie in particular. No, the questions were not in bold.

Valerie in Admissions is lovely and very open to conversations. I suggest you ask her these questions (just not in writing and bold...)

Are you francophone? Do you speak French at home? If not, then why would you send your kid there? The French educational system is excellent but it's not for everyone...

I'm the OP of the "Most diverse schools with high academic standards" thread. I've searched prior threads, but haven't found much recent info about Lycee Rochambeau in particular, as that's one of the schools we're considering. We liked the down-to-earth feel and diversity of the place when we visited, but had some questions for any LR families out there:

1) Just wondering about how kids' friendships are affected given the high rate of turnover year to year. Right now our kid is at a neighborhood school with low turnover, and therefore has made some good friends there.

2) Do kids mingle freely, or is there segregation by country of origin or language? I know this can vary year to year and class to class, but just looking for any insight. For example, do the American kids tend to hang out together, the kids from Spain, etc.?

3) For those who don't remain at LR, where do students tend to go for middle and/or high school? Just trying to get a sense of how well-prepared they are to succeed in other privates or good publics after leaving LR. Obviously, not a big concern for now, since kid would only be in CP.

4) For any families who've had kids in the French immersion program to start, how has that experience been? Just a little worried that she'd be the youngest sort of cocooned with only a few other kids for many months before transitioning to the regular CP class. I couldn't tell how often they'd actually be with the regular class during these months.

5) Seemed to be a good amount of diversity, however defined, but where the heck are the black girls? We saw several black boys in each of the classes we visited, but no black girls. What's going on (I'm being a little facetious, if wasn't clear)?

I've posed a few of these questions along with others to the admissions team, but also thought I'd see what folks think here, particularly about the social aspects. Thanks for any insights.