Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s up with the literature and humanities reading lists at these schools? One has mainly classics, other has barely 1. What’s the agenda there?

It’s indicative of the culture of the school. One is narrow and tradition-bound. The other is broader but requires one take a certain view.

One is broad and traditional, other is narrow and takes a view.

Despite the marketing, neither has a positive impact on the community outside their own walls.

Maret certainly does have a positive impact on their community -- many neighbors use their playground every weekend.

Not sure if GDS' is equally open, as we've never been there.

GDS proposed to invest millions to revitalize somewhat decrepit Tenleytown, which would have been a win-win with socially beneficial mixed-use development. But a group of loud NIMBYs, who don’t understand that younger generations want vibrancy and change, thwarted these plans. It seems that the aging NIMBYs of Tenleytown would rather keep their mattress stores than have an exciting mixture of residences (including some affordable), with upmarket dining and retail. All proceeds to GDS would have gone to financial aid to further the school’s diversity and inclusion commitments.

This is one of several posts in this thread that are no doubt written by GDS supporters thinking they are speaking positively about the school when instead their reflections feed the fire of justified disrespect for GDS. Each statement is indicative of the condescension that is entirely too prominent in the GDS community. The well intentioned “good deeds” are genuinely considered such by community members but they have no impact in the community and are entirely self serving. Our DC attended a well regarded progressive independent K-8 - one that sent a disproportionate number of their 8th graders to GDS for HS. When it came time for our child to apply we met with our HOS for a heart to heart about what we were looking for and it was clear our HOS was not proud of the reputation of being a GDS feeder. The HOS talked about encouraging families to be open to other schools and to look critically at GDS for all the concerns of authenticity referenced in this and other threads. The HOS has recently moved on and it is yet to be seen whether the new HOS will feel similarly. But the K-8 draws significantly from UNWDC and that is the insular world that prefers GDS. Patterns are unlikely to change any time soon. The self motivated power structure that propels GDS is one that feeds on itself and propels GDS down a defined path. Buyers beware...or at least be honest with yourself.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s up with the literature and humanities reading lists at these schools? One has mainly classics, other has barely 1. What’s the agenda there?

It’s indicative of the culture of the school. One is narrow and tradition-bound. The other is broader but requires one take a certain view.

One is broad and traditional, other is narrow and takes a view.

Despite the marketing, neither has a positive impact on the community outside their own walls.

Maret certainly does have a positive impact on their community -- many neighbors use their playground every weekend.

Not sure if GDS' is equally open, as we've never been there.

GDS proposed to invest millions to revitalize somewhat decrepit Tenleytown, which would have been a win-win with socially beneficial mixed-use development. But a group of loud NIMBYs, who don’t understand that younger generations want vibrancy and change, thwarted these plans. It seems that the aging NIMBYs of Tenleytown would rather keep their mattress stores than have an exciting mixture of residences (including some affordable), with upmarket dining and retail. All proceeds to GDS would have gone to financial aid to further the school’s diversity and inclusion commitments.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s up with the literature and humanities reading lists at these schools? One has mainly classics, other has barely 1. What’s the agenda there?

It’s indicative of the culture of the school. One is narrow and tradition-bound. The other is broader but requires one take a certain view.

One is broad and traditional, other is narrow and takes a view.

Despite the marketing, neither has a positive impact on the community outside their own walls.

Maret certainly does have a positive impact on their community -- many neighbors use their playground every weekend.

Not sure if GDS' is equally open, as we've never been there.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s up with the literature and humanities reading lists at these schools? One has mainly classics, other has barely 1. What’s the agenda there?

It’s indicative of the culture of the school. One is narrow and tradition-bound. The other is broader but requires one take a certain view.

One is broad and traditional, other is narrow and takes a view.

Despite the marketing, neither has a positive impact on the community outside their own walls.

Maret certainly does have a positive impact on their community -- many neighbors use their playground every weekend.

Not sure if GDS' is equally open, as we've never been there.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s up with the literature and humanities reading lists at these schools? One has mainly classics, other has barely 1. What’s the agenda there?

It’s indicative of the culture of the school. One is narrow and tradition-bound. The other is broader but requires one take a certain view.

One is broad and traditional, other is narrow and takes a view.

Despite the marketing, neither has a positive impact on the community outside their own walls.

Maret certainly does have a positive impact on their community -- many neighbors use their playground every weekend.

Not sure if GDS' is equally open, as we've never been there.

Anonymous wrote:How hard did he hit him? How out of line was the teasing?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Which is less of a pressure cooker?

Maret, hands down.

The pressure to succeed at GDS is largely self-directed by the students. The amazing faculty (and quite often, their parents example) inspire the kids to aim high, and they do. But it comes from the students. But the pressure comes from the students. They know that when it comes to changing the world, there’s no time like the present.

These bolded statements are what make the GDS environment so cringeworthy. It is fine to embrace a social justice curriculum (like Sidwell) but these sort of statements belie the authenticity of your beliefs. It makes the parent body look desperate for validation of their "social awareness". Have some humility. It's good for your soul.

I read that previous comment as Parody.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Which is less of a pressure cooker?

Maret, hands down.

The pressure to succeed at GDS is largely self-directed by the students. The amazing faculty (and quite often, their parents example) inspire the kids to aim high, and they do. But it comes from the students. But the pressure comes from the students. They know that when it comes to changing the world, there’s no time like the present.

These bolded statements are what make the GDS environment so cringeworthy. It is fine to embrace a social justice curriculum (like Sidwell) but these sort of statements belie the authenticity of your beliefs. It makes the parent body look desperate for validation of their "social awareness". Have some humility. It's good for your soul.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s up with the literature and humanities reading lists at these schools? One has mainly classics, other has barely 1. What’s the agenda there?

It’s indicative of the culture of the school. One is narrow and tradition-bound. The other is broader but requires one take a certain view.

One is broad and traditional, other is narrow and takes a view.

Despite the marketing, neither has a positive impact on the community outside their own walls.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s up with the literature and humanities reading lists at these schools? One has mainly classics, other has barely 1. What’s the agenda there?

It’s indicative of the culture of the school. One is narrow and tradition-bound. The other is broader but requires one take a certain view.

One is broad and traditional, other is narrow and takes a view.