Anonymous wrote:

Anonymous wrote:I don’t think you are a Sidwell parent. If you were, you would know that a 3.7 at sidwell is really high, to a rare degree.

Is this still the case in 2025 at sidwell? To a rare degree?

don't know if I'd describe it as "rare" but yes a 3.7 puts you at the upper end of the class

Anonymous wrote:I don’t think you are a Sidwell parent. If you were, you would know that a 3.7 at sidwell is really high, to a rare degree.

Is this still the case in 2025 at sidwell? To a rare degree?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Again, why not just give EVERYONE extra time...and be done with it.

Kids may finish early and can leave, but anyone that believes the time is helpful can take advantage.

Yes. That's one solution. Same for SAT/ACT. Real question is what is it that the standardized tests are testing: If it is speed, no allowance should be given to anyone at all. If it is knowledge, perhaps everyone should be given as much time as they want/need.

That's a very good idea. Giving everybody additional time will remove the ability to cheat.

I agree with this as long as they don't change the test format. For kids who actually do need extra time, a three hour test becoming a 4.5 hour test moves into diminishing returns due to focus exhaustion (even though many of you seem to think it is only an advantage). When ability to maintain focus is a problem the exhaustion that sets in is real. During finals week, the kids who need extra time have to move from test to test with no breaks while the other kids get an hour in between tests to rest, eat, or cram in final studying. It's not the awesome bonus it would be for those who don't actually need it.

Anonymous wrote:

Anonymous wrote:Again, why not just give EVERYONE extra time...and be done with it.

Kids may finish early and can leave, but anyone that believes the time is helpful can take advantage.

Yes. That's one solution. Same for SAT/ACT. Real question is what is it that the standardized tests are testing: If it is speed, no allowance should be given to anyone at all. If it is knowledge, perhaps everyone should be given as much time as they want/need.

What if they reason speed is problematic for a kid is a visual focus issue; a disability that makes writing slow? Why do you get to decide which disabilities that impact speed should be accommodated?

OP, where did your kid end up for college?

Anonymous wrote:I personally know of at least one case where the parents pushed super hard to get their ultra high performing (and obviously non-ADHD by self admission) DC to get accommodations. The school resisted as much as they could and finally gave in.

It is a messed up world.

Wonder what the letters of rec said?