Anonymous wrote:

Anonymous wrote:
The leading edge classes at Yu Ying are long gone. Most of the current 5th grade started at Yu Ying in prek4.

The leading class at YY was kept at YY for 6th grade because DCI was in the works. The 2 leading YY classes are now the 2 leading classes at DCI. They are not "long gone".

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:But a 52% FARMS rate is high. Diversity is good and the kids are coming from strong schools but a high FARMS rate could mean that the school uses its time and resources tackling issues of poverty. This focus could define the culture of the school detracting from the needs of all students.

So a real International School isn't for you.

Signed,

A Teacher At One Of the Bigger International Schools In Europe

PS--I've worked at three different European International Schools, and every one of them has a significant portion of low-income students. Yes, we have the Diplomats' kids, but they are hardly a majority. Many expat children (US, UK, Germany, France, Netherlands, etc.) come from families whose parents can't afford the tuition: these parents' employers pay the tuition. In addition, we have a hefty population of "local" kids on scholarship, and these kids come in from families more impoverished than you've ever seen, and with horrible English skills. An International School classroom is not like a traditional American school environment, even in the "big" International Schools of Europe (where the I.B. program was born). If you ever go through IB English assessment guides (especially the Examiner's guides for scoring the essential Paper 1 and Paper 2), you'll see that perfect English isn't a requirement for receiving a perfectly fine score, and there is a specific reminder to examiners that they can only penalize students in ONE category for imperfect English, as long as the paper is well-organized and argued, and the student's meaning is clear (unlike in AP English, in which poor grammar hurts students quite a lot on the exam compositions). This is because the program was formed to support a VERY diverse student population. There are plenty of positives in this environment, but if you don't agree, International Schools aren't for you (not that I'm convinced all of the "International Schools" in the US are truly International anyway: I think they are more International School Lite, watered down to appease the wealthy local parents who don't truly want an International School environment...but that's another rant).

This is The USA; not Europe. Apples and oranges. Thanks for your two cents though.

Anonymous wrote:

Anonymous wrote:But a 52% FARMS rate is high. Diversity is good and the kids are coming from strong schools but a high FARMS rate could mean that the school uses its time and resources tackling issues of poverty. This focus could define the culture of the school detracting from the needs of all students.

So a real International School isn't for you.

Signed,

A Teacher At One Of the Bigger International Schools In Europe

PS--I've worked at three different European International Schools, and every one of them has a significant portion of low-income students. Yes, we have the Diplomats' kids, but they are hardly a majority. Many expat children (US, UK, Germany, France, Netherlands, etc.) come from families whose parents can't afford the tuition: these parents' employers pay the tuition. In addition, we have a hefty population of "local" kids on scholarship, and these kids come in from families more impoverished than you've ever seen, and with horrible English skills. An International School classroom is not like a traditional American school environment, even in the "big" International Schools of Europe (where the I.B. program was born). If you ever go through IB English assessment guides (especially the Examiner's guides for scoring the essential Paper 1 and Paper 2), you'll see that perfect English isn't a requirement for receiving a perfectly fine score, and there is a specific reminder to examiners that they can only penalize students in ONE category for imperfect English, as long as the paper is well-organized and argued, and the student's meaning is clear (unlike in AP English, in which poor grammar hurts students quite a lot on the exam compositions). This is because the program was formed to support a VERY diverse student population. There are plenty of positives in this environment, but if you don't agree, International Schools aren't for you (not that I'm convinced all of the "International Schools" in the US are truly International anyway: I think they are more International School Lite, watered down to appease the wealthy local parents who don't truly want an International School environment...but that's another rant).