Anonymous wrote:The issue raised upon about support at progressive schools is an important one. We considered Burgundy back in the day but like a PP, our DC ended up at GDS. In the end, we took DC out of GDS and put them in a more traditional K-8 because they needed more support than GDS was willing to provide. I note here that DC does NOT have learning issues and is good and capable student, but simply needs more guidance and instruction at the outset than two classroom teachers at GDS were willing to provide. As one GDS teacher put it, the students need to be self-directed and independent learners. Not all elementary (or older) students are good at this. An important consideration that I wish we would have entertained more seriously at the outset.

Anonymous wrote:Parent of a Burgundy grad here. My DC whined about reading Magic School Bus in 2/3 instead of "real" books. DC's actual developmentally appropriate need was learning how not to roll their eyes at students who didn't read as well and figuring out how to be a good classmate and friend to them. By 4/5 DC knew multiplication and long division cold by the traditional methods. But, being taught/forced to learn multiple algorithms - which were usually frustratingly more time consuming - laid the foundation to make algebra concepts intuitive later.

Burgundy has the mixed classrooms for a reason - because they think it is important. Their goal is to prepare students for high school and they feel strongly that accelerating intermediate milestones does not necessarily improve outcomes. Many parents (including us) over many years have wondered/complained about them. The school could separate the students by grade (2/3 and 4/5) without hiring new teachers or needing new classrooms. I think the driving rationale is to create time/space/opportunity for the students to build better social and group skills while developing as strong a foundation in the basic elementary skills as possible. It gives students a chance to rotate through leadership/mentor roles as the older students in 3rd and 5th, assume greater responsibility to the group and experience curriculum projects that enfold across multiple school years.

Burgundy is never going to be a school that insists that every student memorize the multiplication tables in 2nd grade or push algebra to students in 5th and 6th grade. They are far more concerned about the kids learning the concepts in elementary school so they are really well grounded in algebra in 8th grade. Librarians have been known to tell elementary students not to borrow middle school YA books - not to discourage reading advancement but to make sure they aren't encountering subjects they and their parents might not be ready for. In the end, for the vast majority of Burgundy parents, we're pretty pleased with the how well our kids turn out and are prepared for the big leaps in social dynamics and academics in high school.

Anonymous wrote:“As for the mixed classrooms, I think there is good and bad that comes with this approach, but if you don’t like it, that simply means that a Progressive school is not for you.”

I disagree. Criticizing the mixed age classrooms at Burgundy does not mean we just aren’t cut out for progressive schools. We like the progressive educational philosophy. I am curious if other local progressive schools (Sheridan, GDS, Green Acres, Lowell) combine elementary grades in a similar manor? Burgundy’s mixed age classrooms are not structured to foster any progressive educational ideals. Math and English are not combined across the grades to allow acceleration or a slower pace for each child. This would be progressive. Instead, the mixed age classrooms are touted as “progressive” and a means to teaching older kids to be leaders. It is total BS. The administration is too lazy and cheap to restructure the classrooms into single grades like they should have years ago. Honestly, 2nd-5th grade is a complete waste academically and horrible for social emotional development. It fosters cliques and bullying to group the same kids together for 2 year cycles. Absolute disaster. Kindergarten and 1st are amazing. YMMV

Anonymous wrote:I’m an insider in the elite DMV private school scene. I’d caution everyone! Don’t assume you know what the leadership of a school is thinking based on whether or not they do exit interviews. You don’t realize the stressor that an elite school leadership faces every hour. Let them do their job and send your kid to school on time and give to fundraising campaigns. It’s that simple.

Anonymous wrote:I’m an insider in the elite DMV private school scene. I’d caution everyone! Don’t assume you know what the leadership of a school is thinking based on whether or not they do exit interviews. You don’t realize the stressor that an elite school leadership faces every hour. Let them do their job and send your kid to school on time and give to fundraising campaigns. It’s that simple.

Anonymous wrote:The school doesn’t do exit interviews when families leave which makes me think they don’t really care why people leave or how they can improve.

Anonymous wrote:

Anonymous wrote:BF has a very weak head of school (very underwhelming and really doesn't want to deal with the social, emotional, or academic issues...he leaves that to the assistant head). The assistant head is as cold as ice, very unfriendly and really makes parents feel like "they" are the problem. She talks down to them. It's infuriating. Until those two leave, there will be no positive changes for the school. There is definitely a bullying issue at school in all grade levels - any school will have bullying issues. It is how the administration handles it...that is what it comes down to. And they have a counselor who is very ineffective and kids are afraid of her. She's got Burgundy connections but that doesn't make her qualified. They won't admit to the fact that they can't be a fit for all kids, they want to be all things to all people. It's well-intended, and if they had the resources to handle that, fine, but they just don't and they over promise and can't deliver, which comes at the expense of other families who should very much be there. The school board really has a lot to look into. The school is taking a lot of risks, not communicating with parents, and they are losing good people over it, people who have all the Burgundy qualities within their families (whether they are environmental activists, big on volunteering, building community, or have some other major talent they can bring to the school).

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