Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How much intellectual curiosity springs from kids marching in step through MS and most of HS in any program? Where's the respect for the individual in learning styles in the BASIS MS? What's presumptuous is notion that the surest path to Yale is the homogenized path.

When I asked at BASIS admins if the program would support my kid's language learning--s/he speaks a very difficult major world language--perhaps through DL, I was told, absolutely not. The only language the the child could, and must, study before 7th grade is Latin. Come 7th grade, the choice would be to study the language the child speaks at either the beginning level, or begin studying a different language and stick with it for the next six years. When I pointed out that this rigid approach would make it next to impossible for the child to reach our goal of achieving native level fluency/literacy in the language the kid already speaks as a teen, I was told "no exceptions." When I asked if the child could test out of 5th and perhaps 6th grade ELA based on his JH CTY summer camp work, I was told, no. By contrast, in Arlington, I was told that the child could study any major world language at the appropriate level, perhaps via DL/special software through UVA, without having to study a different language. I was also told that the child could freely test into ELA classes as much as two years ahead of grade.

Even the highest-performing DC public schools have a great way of pushing quirky advanced humanities students around. Not a cheap dig and not unfounded. New HOS, no difference.

I kind of admire Basis for sticking to their guns. You wanted special treatment - the answer was no, and you went elsewhere. Problem solved! From my perspective as the parent of a rising 6th grader, Basis offers plenty of challenge and lots of great and enthusiastic teachers. The cohort - which I think is one of the most important factors in a kid's eduction - is quite diverse with a lot of very smart and hard working kids.

NP. I hear you, PP who left BASIS. We ran for an independent high school. Kid found the learning atmosphere stifling in 7th and 8th grades. Our conclusion that BASIS was really only interested in turning out math and science stars. The perspective of a parent whose child hasn't been in the building even one full school year under an interim HOS is only so valuable.

We like the cohort at our current school better. Plenty of smart, hard-working kids, including those on fi aid, but no shortage of free thinkers with unusual interests and backgrounds.

Anonymous wrote:There’s nothing wrong with wanting one’s kids to become masters in their native language. But the idea that a school must support such learning in the name of promoting intellectual curiosity is not an argument that I follow. I guess learning some Latin along the way would stunt your child’s intellectual development??

Anyway, I think we can all agree that Basis was not the right choice for your child. Congrats on having another wonderful option.

Anonymous wrote:

Anonymous wrote:How much intellectual curiosity springs from kids marching in step through MS and most of HS in any program? Where's the respect for the individual in learning styles in the BASIS MS? What's presumptuous is notion that the surest path to Yale is the homogenized path.

When I asked at BASIS admins if the program would support my kid's language learning--s/he speaks a very difficult major world language--perhaps through DL, I was told, absolutely not. The only language the the child could, and must, study before 7th grade is Latin. Come 7th grade, the choice would be to study the language the child speaks at either the beginning level, or begin studying a different language and stick with it for the next six years. When I pointed out that this rigid approach would make it next to impossible for the child to reach our goal of achieving native level fluency/literacy in the language the kid already speaks as a teen, I was told "no exceptions." When I asked if the child could test out of 5th and perhaps 6th grade ELA based on his JH CTY summer camp work, I was told, no. By contrast, in Arlington, I was told that the child could study any major world language at the appropriate level, perhaps via DL/special software through UVA, without having to study a different language. I was also told that the child could freely test into ELA classes as much as two years ahead of grade.

Even the highest-performing DC public schools have a great way of pushing quirky advanced humanities students around. Not a cheap dig and not unfounded. New HOS, no difference.

I kind of admire Basis for sticking to their guns. You wanted special treatment - the answer was no, and you went elsewhere. Problem solved! From my perspective as the parent of a rising 6th grader, Basis offers plenty of challenge and lots of great and enthusiastic teachers. The cohort - which I think is one of the most important factors in a kid's eduction - is quite diverse with a lot of very smart and hard working kids.

Anonymous wrote:How much intellectual curiosity springs from kids marching in step through MS and most of HS in any program? Where's the respect for the individual in learning styles in the BASIS MS? What's presumptuous is notion that the surest path to Yale is the homogenized path.

When I asked at BASIS admins if the program would support my kid's language learning--s/he speaks a very difficult major world language--perhaps through DL, I was told, absolutely not. The only language the the child could, and must, study before 7th grade is Latin. Come 7th grade, the choice would be to study the language the child speaks at either the beginning level, or begin studying a different language and stick with it for the next six years. When I pointed out that this rigid approach would make it next to impossible for the child to reach our goal of achieving native level fluency/literacy in the language the kid already speaks as a teen, I was told "no exceptions." When I asked if the child could test out of 5th and perhaps 6th grade ELA based on his JH CTY summer camp work, I was told, no. By contrast, in Arlington, I was told that the child could study any major world language at the appropriate level, perhaps via DL/special software through UVA, without having to study a different language. I was also told that the child could freely test into ELA classes as much as two years ahead of grade.

Even the highest-performing DC public schools have a great way of pushing quirky advanced humanities students around. Not a cheap dig and not unfounded. New HOS, no difference.

Anonymous wrote:

Anonymous wrote:How much intellectual curiosity springs from kids marching in step through MS and most of HS in any program? Where's the respect for the individual in learning styles in the BASIS MS? What's presumptuous is notion that the surest path to Yale is the homogenized path.

When I asked at BASIS admins if the program would support my kid's language learning--s/he speaks a very difficult major world language--perhaps through DL, I was told, absolutely not. The only language the the child could, and must, study before 7th grade is Latin. Come 7th grade, the choice would be to study the language the child speaks at either the beginning level, or begin studying a different language and stick with it for the next six years. When I pointed out that this rigid approach would make it next to impossible for the child to reach our goal of achieving native level fluency/literacy in the language the kid already speaks as a teen, I was told "no exceptions." When I asked if the child could test out of 5th and perhaps 6th grade ELA based on his JH CTY summer camp work, I was told, no. By contrast, in Arlington, I was told that the child could study any major world language at the appropriate level, perhaps via DL/special software through UVA, without having to study a different language. I was also told that the child could freely test into ELA classes as much as two years ahead of grade.

Even the highest-performing DC public schools have a great way of pushing quirky advanced humanities students around. Not a cheap dig and not unfounded. New HOS, no difference.

Look, they have a specific curriculum. You choose to attend this school, you are choosing to follow it. What you are asking for is like attending a Spanish immersion school and asking to take French instead. It seems like you selected a school that doesn't suit your kid. That's fine. That what school choice is- allowing for different schools to sprout up with different focuses. Pick the one that works for you.

Anonymous wrote:How much intellectual curiosity springs from kids marching in step through MS and most of HS in any program? Where's the respect for the individual in learning styles in the BASIS MS? What's presumptuous is notion that the surest path to Yale is the homogenized path.

When I asked at BASIS admins if the program would support my kid's language learning--s/he speaks a very difficult major world language--perhaps through DL, I was told, absolutely not. The only language the the child could, and must, study before 7th grade is Latin. Come 7th grade, the choice would be to study the language the child speaks at either the beginning level, or begin studying a different language and stick with it for the next six years. When I pointed out that this rigid approach would make it next to impossible for the child to reach our goal of achieving native level fluency/literacy in the language the kid already speaks as a teen, I was told "no exceptions." When I asked if the child could test out of 5th and perhaps 6th grade ELA based on his JH CTY summer camp work, I was told, no. By contrast, in Arlington, I was told that the child could study any major world language at the appropriate level, perhaps via DL/special software through UVA, without having to study a different language. I was also told that the child could freely test into ELA classes as much as two years ahead of grade.

Even the highest-performing DC public schools have a great way of pushing quirky advanced humanities students around. Not a cheap dig and not unfounded. New HOS, no difference.

Anonymous wrote:North Arlington. We're divorced, share custody, one parent in VA. In VA, I see good facilities, better humanities and modern languages instruction, a serious sports program with teams my kid wants to play on, GT programming for humanities, after-school prep for competitive academics (science, chess, spelling, geography etc.), school band and orchestra for our musician, happy seeming middle school.

Anonymous wrote:

Anonymous wrote:The school just opened in 2012, as the first BASIS charter school outside of Arizona, so obviously it had some transition issues and growing pains. Some of the HOS were interim. As HOS, I count Mary Riner Siddall, Paul Morrisey, Tim Eyerman, Jill Garrett, John Hillis, and now Alex Rose-Henig. What three am I missing?

USNWR ranks BASIS DC #3 for DC high schools, after SWW (founded 1971) and Kipp (founded 1994). All the BASIS schools have the same curriculum, and there are 9 BASIS schools in the top 100 charter high schools nationally (with BASIS DC high school listed as number 227 nationally). By way of comparison, Wilson (1935) is listed as #10 in DC and #5173 nationally for high schools. This year, only 32 people were accepted to Yale from DC and PG County (both public and private schools); BASIS DC had 3. So, BASIS DC doesn’t seem to be doing too badly given that they have only been around for 8 years and had a different HOS every year or two.

Yes, BASIS DC's nascent college admissions track record seems very impressive, despite the revolving door policy for heads, I'll grant you that.

I attended a small public HS ranked in the bottom third in my state, where most of my teachers were terrific. I went on to an Ivy on fil aid. I've given BASIS a hard look, after winning a 5th grade spot this spring, and don't like the spirit of the place. I see far too much emphasis on grades, playing it safe academically and weeding out students who need extra support. What I don't see is much emphasis on promoting intellectual curiosity, love of learning and esprit de corps. Science instruction looks like their strong suit, but facilities are below par all around (at least from what I saw when I visited). I also don't like narrow, crowded hallways during this pandemic. Pass.

Anonymous wrote:The school just opened in 2012, as the first BASIS charter school outside of Arizona, so obviously it had some transition issues and growing pains. Some of the HOS were interim. As HOS, I count Mary Riner Siddall, Paul Morrisey, Tim Eyerman, Jill Garrett, John Hillis, and now Alex Rose-Henig. What three am I missing?

USNWR ranks BASIS DC #3 for DC high schools, after SWW (founded 1971) and Kipp (founded 1994). All the BASIS schools have the same curriculum, and there are 9 BASIS schools in the top 100 charter high schools nationally (with BASIS DC high school listed as number 227 nationally). By way of comparison, Wilson (1935) is listed as #10 in DC and #5173 nationally for high schools. This year, only 32 people were accepted to Yale from DC and PG County (both public and private schools); BASIS DC had 3. So, BASIS DC doesn’t seem to be doing too badly given that they have only been around for 8 years and had a different HOS every year or two.