Anonymous wrote:

Anonymous wrote:Our center school mixes AAP and GE kids for specials (art, music, PE, etc) so that there is not that feeling of isolation, and I think it helps to have a more cohesive group.

Our center does this as well, but frankly, I wish there was a lot more mixing of AAP and GE. My DD is in AAP but her best friends are in GE and she is sad that she hardly gets to see them at school. I'm not a fan of dividing these kids up into two distinct groups when there is too much overlap in the abilities of both populations.

My son's two best buddies are not in his class but he sees them everyday at lunch and recess.

I would be all for them doing acceleration by subject (math, reading, etc) and doing away with the labeling. Agree that it only divides rather than unites. I have a DC in 2nd grade this year and an older child in AAP-praying the younger child gets accepted as I feel a lot of DC's friends will be accepted, and it is very difficult socially to create those divisions.

Anonymous wrote:Our center school mixes AAP and GE kids for specials (art, music, PE, etc) so that there is not that feeling of isolation, and I think it helps to have a more cohesive group.

Our center does this as well, but frankly, I wish there was a lot more mixing of AAP and GE. My DD is in AAP but her best friends are in GE and she is sad that she hardly gets to see them at school. I'm not a fan of dividing these kids up into two distinct groups when there is too much overlap in the abilities of both populations.

OP, it's best to ignore trolls.

Our center school mixes AAP and GE kids for specials (art, music, PE, etc) so that there is not that feeling of isolation, and I think it helps to have a more cohesive group.

Anonymous wrote:

Anonymous wrote:OP, if you want personal informed decisions you'd need to identify your base and center schools. I understand if you don't want to do that. Fwiw, our base has separate AAP classrooms (so AAP kids stay with other AAP kids all day). More than 90% of kids stay at base vs. move to the center.
What??? No way.

This is true for Spring Hill.

NP here- if this was the case at our base school, I would not consider going to the center. Some local level IVs either are really new or change the way the program works..

Anonymous wrote:OP, if you want personal informed decisions you'd need to identify your base and center schools. I understand if you don't want to do that. Fwiw, our base has separate AAP classrooms (so AAP kids stay with other AAP kids all day). More than 90% of kids stay at base vs. move to the center.
What??? No way.

This is true for Spring Hill.

Anonymous wrote:

Anonymous wrote:Base school is Brown but Center school is Princeton. Where should we send DS?

I don't know; clearly DS's needs won't be met at either. Might want to lobby for a Yale-like center to be built. You know, just for kids like ours who would be bored with Brown or Princeton.

I'm the OP and want to thank you for your snarkiness. What's funny is you have no idea the issues that are faced by DC like mine. I have one that is highly gifted and another in the typical range. The highly gifted one is stressful and hard work. Just like you, I want my child to be happy at school and be challenge to move through material at an appropriate manner. I'm sorry you think this is a joke.

I really appreciate those that have provided actual feedback on their experience. I really hate the though of juggling 2 school schedules and events, but I also want the my DC to have the best school experience possible. Hopefully, the orientations will make it a clear decision for us. Any additional feedback is more than welcome.

Anonymous wrote:Base school is Brown but Center school is Princeton. Where should we send DS?

I don't know; clearly DS's needs won't be met at either. Might want to lobby for a Yale-like center to be built. You know, just for kids like ours who would be bored with Brown or Princeton.

Probably means "critical mass" of students-needed for a center program to thrive