Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'd look at VA or MoCo GT or a good private if my 5th grader seemed to be MIT material and advanced modern language instruction in MS is important to you. BASIS' miserable facilities get kids down, Latin is for average students seeking challenge.

+1. I'm not sure why PP is living in DC if s/he wants kids to go to MIT.

Yeah, because adults should choose where to live based on where they want their kids to go to school in 8 years.

🤣

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: Not so manageable with 8th grader English classes where students skills span 3, 4 even 5 grade levels. Some of the 8th grade UMC families at Latin mans together to supplement for English, or find greater challenge on-line. Those of you who defend the dearth of ability streaming for humanities at Latin for 7th and 8th graders do it on ideological grounds unsupported by best practices.

“Best practices”. Using UMC as shorthand for gifted shows a lack of understanding of best practices. Dang. Leave it to the professionals. There is NO gap of 5 grade levels happening at Latin in 8th grade. All of them have had solid instruction and support since 5th grade. If there are a handful of students with some kind of learning disability that really affects their ability to read and write, there are specialists on the case. It doesn’t slow down the curriculum one bit.
If there are one or two or three 13 year olds students reading and comprehending texts like Sapien or Guns, Germs and Steel or Robert Bolaño novels, you can be sure there are plenty of faculty members or upper school students who would be more than happy to join in discussions or book groups with your student. If they are a gifted writer, there is a literary magazine and a school newspaper where their writing will be mentored and nurtured. There is a debate club for precocious policy wonks or future attorneys.

I’ve personally witnessed multiple students, friends of my kids, who have been psychologically assessed as gifted move through Latin getting all that they need plus the personal touch of a small school. Because truly gifted students often come with deficits in other areas that can be well managed at a small school.

I will turn this around on you and suggest that you are coming at this ideologically without understanding actual best practices within a school community. It looks different in every setting depending on numbers of students, availability of staff and baseline curriculum.

This Boston Latin grad says bunk. The best humanities students would be better off in class with their intellectual equals. If no Latin students worked behind grade level, none would fail to test proficient on the PARCC by 7th or 8th grade. Many do.

Hey Boston Latin Grad who seems to use the terms “the best humanities students” and “intellectual equals” to refer to pre-teens without irony: I suggest you take a look at the different school mottoes to perhaps understand how these two Latin schools differ in their attitudes.

Boston Latin: Sumus Primi

Washington Latin: Discite Servaturi

Like it or not, they are not trying to be the same schools

Stultus est sicut stultus facit.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: Not so manageable with 8th grader English classes where students skills span 3, 4 even 5 grade levels. Some of the 8th grade UMC families at Latin mans together to supplement for English, or find greater challenge on-line. Those of you who defend the dearth of ability streaming for humanities at Latin for 7th and 8th graders do it on ideological grounds unsupported by best practices.

“Best practices”. Using UMC as shorthand for gifted shows a lack of understanding of best practices. Dang. Leave it to the professionals. There is NO gap of 5 grade levels happening at Latin in 8th grade. All of them have had solid instruction and support since 5th grade. If there are a handful of students with some kind of learning disability that really affects their ability to read and write, there are specialists on the case. It doesn’t slow down the curriculum one bit.
If there are one or two or three 13 year olds students reading and comprehending texts like Sapien or Guns, Germs and Steel or Robert Bolaño novels, you can be sure there are plenty of faculty members or upper school students who would be more than happy to join in discussions or book groups with your student. If they are a gifted writer, there is a literary magazine and a school newspaper where their writing will be mentored and nurtured. There is a debate club for precocious policy wonks or future attorneys.

I’ve personally witnessed multiple students, friends of my kids, who have been psychologically assessed as gifted move through Latin getting all that they need plus the personal touch of a small school. Because truly gifted students often come with deficits in other areas that can be well managed at a small school.

I will turn this around on you and suggest that you are coming at this ideologically without understanding actual best practices within a school community. It looks different in every setting depending on numbers of students, availability of staff and baseline curriculum.

This Boston Latin grad says bunk. The best humanities students would be better off in class with their intellectual equals. If no Latin students worked behind grade level, none would fail to test proficient on the PARCC by 7th or 8th grade. Many do.

Hey Boston Latin Grad who seems to use the terms “the best humanities students” and “intellectual equals” to refer to pre-teens without irony: I suggest you take a look at the different school mottoes to perhaps understand how these two Latin schools differ in their attitudes.

Boston Latin: Sumus Primi

Washington Latin: Discite Servaturi

Like it or not, they are not trying to be the same schools

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: Not so manageable with 8th grader English classes where students skills span 3, 4 even 5 grade levels. Some of the 8th grade UMC families at Latin mans together to supplement for English, or find greater challenge on-line. Those of you who defend the dearth of ability streaming for humanities at Latin for 7th and 8th graders do it on ideological grounds unsupported by best practices.

“Best practices”. Using UMC as shorthand for gifted shows a lack of understanding of best practices. Dang. Leave it to the professionals. There is NO gap of 5 grade levels happening at Latin in 8th grade. All of them have had solid instruction and support since 5th grade. If there are a handful of students with some kind of learning disability that really affects their ability to read and write, there are specialists on the case. It doesn’t slow down the curriculum one bit.
If there are one or two or three 13 year olds students reading and comprehending texts like Sapien or Guns, Germs and Steel or Robert Bolaño novels, you can be sure there are plenty of faculty members or upper school students who would be more than happy to join in discussions or book groups with your student. If they are a gifted writer, there is a literary magazine and a school newspaper where their writing will be mentored and nurtured. There is a debate club for precocious policy wonks or future attorneys.

I’ve personally witnessed multiple students, friends of my kids, who have been psychologically assessed as gifted move through Latin getting all that they need plus the personal touch of a small school. Because truly gifted students often come with deficits in other areas that can be well managed at a small school.

I will turn this around on you and suggest that you are coming at this ideologically without understanding actual best practices within a school community. It looks different in every setting depending on numbers of students, availability of staff and baseline curriculum.

This Boston Latin grad says bunk. The best humanities students would be better off in class with their intellectual equals. If no Latin students worked behind grade level, none would fail to test proficient on the PARCC by 7th or 8th grade. Many do.

Anonymous wrote:

Anonymous wrote: Not so manageable with 8th grader English classes where students skills span 3, 4 even 5 grade levels. Some of the 8th grade UMC families at Latin mans together to supplement for English, or find greater challenge on-line. Those of you who defend the dearth of ability streaming for humanities at Latin for 7th and 8th graders do it on ideological grounds unsupported by best practices.

“Best practices”. Using UMC as shorthand for gifted shows a lack of understanding of best practices. Dang. Leave it to the professionals. There is NO gap of 5 grade levels happening at Latin in 8th grade. All of them have had solid instruction and support since 5th grade. If there are a handful of students with some kind of learning disability that really affects their ability to read and write, there are specialists on the case. It doesn’t slow down the curriculum one bit.
If there are one or two or three 13 year olds students reading and comprehending texts like Sapien or Guns, Germs and Steel or Robert Bolaño novels, you can be sure there are plenty of faculty members or upper school students who would be more than happy to join in discussions or book groups with your student. If they are a gifted writer, there is a literary magazine and a school newspaper where their writing will be mentored and nurtured. There is a debate club for precocious policy wonks or future attorneys.

I’ve personally witnessed multiple students, friends of my kids, who have been psychologically assessed as gifted move through Latin getting all that they need plus the personal touch of a small school. Because truly gifted students often come with deficits in other areas that can be well managed at a small school.

I will turn this around on you and suggest that you are coming at this ideologically without understanding actual best practices within a school community. It looks different in every setting depending on numbers of students, availability of staff and baseline curriculum.

Anonymous wrote:

Anonymous wrote:I'd look at VA or MoCo GT or a good private if my 5th grader seemed to be MIT material and advanced modern language instruction in MS is important to you. BASIS' miserable facilities get kids down, Latin is for average students seeking challenge.

+1. I'm not sure why PP is living in DC if s/he wants kids to go to MIT.

Anonymous wrote: Not so manageable with 8th grader English classes where students skills span 3, 4 even 5 grade levels. Some of the 8th grade UMC families at Latin mans together to supplement for English, or find greater challenge on-line. Those of you who defend the dearth of ability streaming for humanities at Latin for 7th and 8th graders do it on ideological grounds unsupported by best practices.

Anonymous wrote: Not so manageable with 8th grader English classes where students skills span 3, 4 even 5 grade levels. Some of the 8th grade UMC families at Latin mans together to supplement for English, or find greater challenge on-line. Those of you who defend the dearth of ability streaming for humanities at Latin for 7th and 8th graders do it on ideological grounds unsupported by best practices.

“Best practices”. Using UMC as shorthand for gifted shows a lack of understanding of best practices. Dang. Leave it to the professionals. There is NO gap of 5 grade levels happening at Latin in 8th grade. All of them have had solid instruction and support since 5th grade. If there are a handful of students with some kind of learning disability that really affects their ability to read and write, there are specialists on the case. It doesn’t slow down the curriculum one bit.
If there are one or two or three 13 year olds students reading and comprehending texts like Sapien or Guns, Germs and Steel or Robert Bolaño novels, you can be sure there are plenty of faculty members or upper school students who would be more than happy to join in discussions or book groups with your student. If they are a gifted writer, there is a literary magazine and a school newspaper where their writing will be mentored and nurtured. There is a debate club for precocious policy wonks or future attorneys.

I’ve personally witnessed multiple students, friends of my kids, who have been psychologically assessed as gifted move through Latin getting all that they need plus the personal touch of a small school. Because truly gifted students often come with deficits in other areas that can be well managed at a small school.

I will turn this around on you and suggest that you are coming at this ideologically without understanding actual best practices within a school community. It looks different in every setting depending on numbers of students, availability of staff and baseline curriculum.