No doubt, the lower school language arts is a mess and lower school admin and even admin above them, do nothing, they have meetings but then they take no action. They would rather kick low performing kids out than kick out low performing teachers.

Not sure if it has changed, but when we toured a few years back, Potomac LS was using 3-cueing as part of their reading curriculum. Saw teach actually explain it to the students and it also was written on the whiteboard, so no doubt. Their reading curriculum might be different now.

Have 2 kids there.

Child started at another K-8 that had language from K. Came to Potomac in 8th. Was way behind where the Potomac kids were. So they may start later, but it seems much more intense.

Anonymous wrote:OP here: Could you you say more about why it’s not anymore?

Research based and love of learning were concepts the old lower school head really promoted and implemented. She left about 4 or so years ago and it is just not the focus of the new head. There have been a number of curriculum changes, including less cross subject integration and removing fun events and field trips, longer class time for some subjects, and increased homework (although the homework is still very light). But basically, I would only listen to recommendations/thoughts from people who have their kids in lower school now as it is different.

Anonymous wrote:What about the perception that the lifers are bottom of the barrel by the time the middle and upper school kids are brought in?

There’s a mix of academic high achievers in the lifer group and the later entries. There’s also average academic performers in both groups. Quick scan of the National Merit pic does not skew toward IS/US entries, as one example.

Also strong athletes, debate superstars, theater kids, partiers, introverts, and any other “type” of teenager in both groups. Most of the friend groups seem to be a mix as well.