Good clarification, PP. My DD's experience was in lower school.

Anonymous wrote:GDS is best for the kind of student who is a self-starter, who can find his/her own way through the material, and who can really get into a project and go above and beyond what is explicitly required and or do it his/her own way. A student who prefers a more "traditional" model of having the material presented by the teacher, along clear instructions about how to go about the work, isn't likely to be as happy there.

I would have (and, in fact, did) say that before HS. What I've learned is that (from about 8th grade on) GDS can be hellish for the above-and-beyond kid. When sky's the limit for many assignments and you have multiple interests/academic strengths, then it's an endless morass of work. I suppose you could say that it prepares kids for real life (but most real life I've seen doesn't look like that and, when it does, something's usually wrong). There's a soul-crushing element to it all and very little time for intellectual free play and exploration.

Now I'd say that GDS is best for the kind of kid who is willing to blow off things s/he doesn't care about. It's not just self-starting that's called for, but self-stopping. So maybe self-direction is a better characterization. And the fact that GDS is a good fit for your kid in L/MS isn't a sign that it's the right HS. FWIW, I'm not talking "success" here but what it costs in this kind of environment and how it shapes kids and their attitudes toward school.

GDS is best for the kind of student who is a self-starter, who can find his/her own way through the material, and who can really get into a project and go above and beyond what is explicitly required and or do it his/her own way. A student who prefers a more "traditional" model of having the material presented by the teacher, along clear instructions about how to go about the work, isn't likely to be as happy there.

What is the largest on the plans for the GDS combined campus?

Anonymous wrote:The school system has become so pussified by the helicopter, trophies for everyone, my kid can't bike without full body armor, parents and this is what you get. Kids never learn the word "No", they never have to work for a grade because their parents will argue for them, they can never get knocked down on an athletic field, because the parents will yank them off the team claiming that the older, bigger kids are cheating and playing too rough. Get a grip parents, you're raising little pussies.

Prep, Landon, Gonzaga-they produce well rounded kids who are tough enough to survive in the real world.

And if I ever had a kid come and sit down for a job interview with me, and he called me by my first name, because after all, he was told it was ok by Mommy and Daddy, I'd throw his ass out, as would most serious working professionals.

Now go back to coddling your little wimps

I am not sure what you are basing your view of wimpy coddled students on, but I would never want my child to work for someone who expresses a blind opinion on hearsay rather than checking the facts for himself. All the students I have met are intelligent and very respectful. None have been labelled bullies or served time for murder. Your idea of a well rounded kid does not mesh with mine.

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Anonymous wrote:If you want your kid to be a liberal, transgender basket case, this school is right for you

+1. No way for our kids.

Again, if you believe that a school can make a kid transgendered, then GDS is not the right school for you. You might as well not apply to any of the other highly-regarded independent schools in the region, either.

Disagree. We are looking many of the DC area indepenents for MS next year. Very few, if any, come close to GDS on the "out and proud and isn't this cool!" message.

You are a dinosaur. It won't be long before your kids cringe when you open your mouth, just like kids in the 70s did when their racist grannies talked about non-whites and Jews.

That doesn't make me wrong!

And it does not make you right.

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Anonymous wrote:One thing that made us uncomfortable about GDS is boundaries. You call the teacher by the first name and the kids seem more informal with the teachers than at other places. We want our kids to see teachers as caring adults who guide and teach, but not as friends and equals. Some people love that aspect of GDS, just wasn't for us.

While calling teachers and administrators by their first names is symbolic, it is the rare child who does not understand that teachers nonetheless command a great deal of respect and authority. Teachers may be friendly, but my children have never mistaken their teachers as "friends," nor do the teachers and administrators view their students as such. Teachers are masterful at controlling the classroom, understanding the needs of each child, and guiding the child to his/her potential. The setting is informal, but the learning and commitment to intellect are about as serious as you will find anywhere.

Right. And there is nothing more charming than having a 6 or 7 year old refer to an adult as "Fred."

Maybe in your world. But in mine, adults prefer that children call them by their first names. And, yes, the children are--gasp!--nice, well-behaved, and well-spoken.

Typical liberal, self-centered point of view. It's what the adults "prefer" that is important, not what is best for the kids. What better way to keep feeling young than to have 12 year olds address you by your first name!!

Actually, it is best for kids to know what other people preferred to be called., don't you think? If an adult prefers to be called by his first name, then that is what he should be called; if he prefers to be called Mr. ABC, then that is what kids should be taught to call him. My kids call their teachers by their first names, their ped Dr. ABC, and my colleagues at work Mr., Mrs., or Ms. ABC--all according to what the adult prefers.

No, actually, I don't. And as I have politely explained to some of my 40+ but-wish-they-were-still'25-year-old-friends, we are teaching our kids to respect adults. It's not about what the adult "wants."

The children do respect their teachers. My child and her AP French class had an extremely tough French teacher who assigned a lot of work and really challenged them. At the end of the year, thanked her for preparing them ALL to do well on the AP exam. These teens appreciate their teachers in a mature way that shows respect, unlike a lot of students that may feel the teacher is out to get them if they pile on work. You cannot pass judgement if you have not experienced it just because the old way is the right way in your mind.

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Anonymous wrote:If you want your kid to be a liberal, transgender basket case, this school is right for you

+1. No way for our kids.

Your are really agreeing with this moron, I pity your kids.

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Anonymous wrote:One thing that made us uncomfortable about GDS is boundaries. You call the teacher by the first name and the kids seem more informal with the teachers than at other places. We want our kids to see teachers as caring adults who guide and teach, but not as friends and equals. Some people love that aspect of GDS, just wasn't for us.

While calling teachers and administrators by their first names is symbolic, it is the rare child who does not understand that teachers nonetheless command a great deal of respect and authority. Teachers may be friendly, but my children have never mistaken their teachers as "friends," nor do the teachers and administrators view their students as such. Teachers are masterful at controlling the classroom, understanding the needs of each child, and guiding the child to his/her potential. The setting is informal, but the learning and commitment to intellect are about as serious as you will find anywhere.

Right. And there is nothing more charming than having a 6 or 7 year old refer to an adult as "Fred."

I guess that would be hard for a narrow minded person to grasp

Anonymous wrote:One kid in the HS and one kid in MS. Both there since LS. The school is a lot more tradotional than the rep and the atmospherics over the first name basis with faculty. By middle school, the work starts to kick in (7th grade, especially) and markedly increases in the HS. It is a very academic school (the course catalog looks like a college) with greatly improving sports. College outplacement is what you would expect. Strong in arts. I will warn you that your kid (as will my younger one) will be dealing with the construction as the campuses merge. Also, the quotient of unpleasant parents is very high, but it's DC.

I agree with this 100%, my DD is the straight laced student op describes and the school is a great fit. People always think the school is so out there, but the education is excellent. Recently just had PT conferences at the HS and teachers constantly refer to the fact that GDS students are always striving for those perfect grades and are eager to learn.

+Landon bashing is just constructive criticism

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Anonymous wrote:DCUM = Sidwell bashing club, just some of the recent multi-page threads have fallen off the first page.

+ GDS bashing club
+ Beauvoir bashing club

It's so predictable.

yes, I have kids @ one of these schools and pretty much agree. The Beauvoir-GDS bashes are usually polar opposites. Beauvoir focus on uptight moms in preppy clothes and riding boots with daughters sporting bows in their blonde hair. GDS bashers vary from snide comments about Jews to Georgetown "Drug" School. Sidwell sneers range from sex scandals to Obama outrages.

Anonymous wrote:DCUM = Sidwell bashing club, just some of the recent multi-page threads have fallen off the first page.

+ GDS bashing club
+ Beauvoir bashing club

It's so predictable.

What's with the troll, "Is Georgetown Day's Reputation Merited," when the question has NOTHING to do with this?

DCUM = Sidwell bashing club, just some of the recent multi-page threads have fallen off the first page.