Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So in terms of the interviews and applications (to a non-Big 3), how would I spin this? "My kid is completely average and is going to require some handholding and may be a bit slow, but is really sweet, so he would be a great addition to this school that you're trying to sell as academically rigorous?" What's the edu-speak on this... do I need to lead with my wallet here?

When I went to the interview I said just that. He is learning to hate to learn and I am afraid I will lose him to lecture and angry teachers.

I have a friend that said close to the same.

Depending on the school that is the student they love, one that teachers can feel they had a kid that was inspired by their class where the other environment could not do that.

They love to hear that you want him to enjoy learning, not do a lot of testing, all the extras, yadda yadda because you are telling them what they think are their strengths. The stuff about angry teachers not so much, because they have been around enough to know that this isn't the case for most public school teachers and you need to seem genuine here.

Not true. All boys schools understand, teachers are angry when boys don't act like girls.

That's right, PP. All teachers are angry at all boys. Especially in all public schools where all teachers expect all boys to behave like girls, but fortunately this problem is non-existent in all private schools.

Anonymous wrote:I don't know any of the top privates in DC that accept "average" kids. The elite privates here reject kids with top scores and recommendations.

That is not true. A friend of my DCs got into GDS with all Bs and a 65% on the SSAT. Plays soccer but not on a club team or anything. I think they may be harder up than you think.

I don't know any of the top privates in DC that accept "average" kids. The elite privates here reject kids with top scores and recommendations.

Anonymous wrote:Just yesterday my DD said out of the blue "I like school." Just in the middle of egg decorating. This is a 7th grader. I think that what her private offers her right now is a well-thought-out program tailored to the needs of the tween/teen middle schooler. She's average-ish in academics, with some strengths in other areas, which the school brings out. Because of the depth of offerings (all school musical, really interesting art projects, use of technology, creative projects -- something beyond a poster board, lots of sports, science experiments in the lab) she's able to show what she can do beyond grades, which are sort of B+ -ish.

You're describing my DD too! ITA with your description of the benefits of a good independent school program. I would only add that the small class sizes make a big difference as well. We've seen a huge change in our DD's engagement with her school work, as well as her confidence level since she switched from public (a top-rated MCPS elementary school) to private for MS.

Interestingly, though, we saw our 2 older kids, who are very strong students, reap the same benefits at their independent school. I know folks often say that the kids who are academically-able don't "need" what the independents offer, but all our kids gained so much from their experience. Honestly, for our family, it was worth the (considerable) expense.

I was an average student in public school and moved to a private school in 6th grade and soon became the top student and later hs valedictorian. Private school motivated me to work hard so I am very lucky to have gone to a private school. So don't underestimate your son OP. He just might not be motivated to try his best at his current school.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So in terms of the interviews and applications (to a non-Big 3), how would I spin this? "My kid is completely average and is going to require some handholding and may be a bit slow, but is really sweet, so he would be a great addition to this school that you're trying to sell as academically rigorous?" What's the edu-speak on this... do I need to lead with my wallet here?

When I went to the interview I said just that. He is learning to hate to learn and I am afraid I will lose him to lecture and angry teachers.

I have a friend that said close to the same.

Depending on the school that is the student they love, one that teachers can feel they had a kid that was inspired by their class where the other environment could not do that.

They love to hear that you want him to enjoy learning, not do a lot of testing, all the extras, yadda yadda because you are telling them what they think are their strengths. The stuff about angry teachers not so much, because they have been around enough to know that this isn't the case for most public school teachers and you need to seem genuine here.

Not true. All boys schools understand, teachers are angry when boys don't act like girls.

Wow. 100 grand would go a long way towards a lot of broadening experiences...where you may find what interests your child. In terms of giving 4 grand is not the norm...nor is 2 grand..and you may sign me an annual fundraiser at a big 3 school.

Anonymous wrote:Barf

I find you unpleasant. So there you go.

Anonymous wrote:

Anonymous wrote:So in terms of the interviews and applications (to a non-Big 3), how would I spin this? "My kid is completely average and is going to require some handholding and may be a bit slow, but is really sweet, so he would be a great addition to this school that you're trying to sell as academically rigorous?" What's the edu-speak on this... do I need to lead with my wallet here?

When I went to the interview I said just that. He is learning to hate to learn and I am afraid I will lose him to lecture and angry teachers.

I have a friend that said close to the same.

Depending on the school that is the student they love, one that teachers can feel they had a kid that was inspired by their class where the other environment could not do that.

They love to hear that you want him to enjoy learning, not do a lot of testing, all the extras, yadda yadda because you are telling them what they think are their strengths. The stuff about angry teachers not so much, because they have been around enough to know that this isn't the case for most public school teachers and you need to seem genuine here.

Barf

18:35 here... I wasn't the OP but I see how I made it sound like I am. I appreciate the ideas, esp. "whole child" being somewhat of a code for welcoming kids with different types of strengths. Thanks for that!!!

I don't think I am going to take anyone's spot since this school is underenrolled I believe. I am still worryed they may not take DC due to avg. test score, plus a couple other issues.

In terms of leading with the wallet, our family would have no problem with a few thousand more for annual fund if we were happy at the school. I specifically was thinking of a friend of mine who works at a smaller private school in another area of the country. She said that there was a boy they didn't want to admit due to low scores, but the family gave 100K and he got in. I'm not sure we'd be willing or able to give that much.

Anonymous wrote:Just yesterday my DD said out of the blue "I like school." Just in the middle of egg decorating. This is a 7th grader. I think that what her private offers her right now is a well-thought-out program tailored to the needs of the tween/teen middle schooler. She's average-ish in academics, with some strengths in other areas, which the school brings out. Because of the depth of offerings (all school musical, really interesting art projects, use of technology, creative projects -- something beyond a poster board, lots of sports, science experiments in the lab) she's able to show what she can do beyond grades, which are sort of B+ -ish.

My friend's middle school son got in the car one Friday and said Monday can't come too soon.

That floored him.

Just yesterday my DD said out of the blue "I like school." Just in the middle of egg decorating. This is a 7th grader. I think that what her private offers her right now is a well-thought-out program tailored to the needs of the tween/teen middle schooler. She's average-ish in academics, with some strengths in other areas, which the school brings out. Because of the depth of offerings (all school musical, really interesting art projects, use of technology, creative projects -- something beyond a poster board, lots of sports, science experiments in the lab) she's able to show what she can do beyond grades, which are sort of B+ -ish.

Anonymous wrote:So in terms of the interviews and applications (to a non-Big 3), how would I spin this? "My kid is completely average and is going to require some handholding and may be a bit slow, but is really sweet, so he would be a great addition to this school that you're trying to sell as academically rigorous?" What's the edu-speak on this... do I need to lead with my wallet here?

When I went to the interview I said just that. He is learning to hate to learn and I am afraid I will lose him to lecture and angry teachers.

I have a friend that said close to the same.

Depending on the school that is the student they love, one that teachers can feel they had a kid that was inspired by their class where the other environment could not do that.

Anonymous wrote:

Anonymous wrote:^^ and I should add that I'm not sure my wallet is going to blind them to the fact that my kid will be smack dab in the middle of the road.

Can you afford a 4-10K a year donation on top of full tuition, because that is the deal .

According to the annual giving list our school publishes every year, more parents give less than $500 than over $4000. Many more. While every person should feel compelled to donate something, even $20, no one should feel like it's part of the deal to donate $4-10K a year. The majority of parents do not do this.