No. Much of this community is composed of children (people who are not themselves financially responsible): most of the adults don't pay their kids tuition but rich grandpa does. Hard to develop grit without much sacrifice.
Love love love this school. My children are truly learning-- learning to think critically, to analyze problems, to create solutions, to manage their time, to meet deadlines, to rise above expectations, to challenge themselves and others around them, and to engage in the process of learning in all aspects of life. Whether it is the progressive philosophy, the top quality teachers, or the stimulating environment, who knows-- but the pervasive theme running through the lower, middle, and upper schools is that kids thrive. They work hard, they play hard, and they become successful, lifelong learners. Thank you to the administration, staff, and faculty for doing such a great job!
I have never heard once from my children in the past 5 years that they have been at Park that they don't want to go to school - every day they are happy to attend, running into school! Teachers are superb and caring; they get to know each child well and his/her strengths and weaknesses. Teachers see and develop the potential in each child. The administration is extremely responsive and has the best interests of children and families at heart. The parents form a warm, supportive community. I can't imagine a better place to send my children in Baltimore.
We couldn't be happier about our decision to send our children to Park. The Lower School administration and faculty are superb. My children have grown so much not only academically, but also mentally and emotionally. They are excited about going to school everyday. We can't wait to see the wonderful experiences our children will have as they go through Park's Middle and Upper School. Would highly recommend Park to any parent looking for a private school for their child.
Enrollment numbers are in a state of extreme decline relative to other Baltimore schools. Faculty and administration turnover is extremely high. The environment is negative and hostile.
Rather than acknowledge that these trends indicate extreme problems with the faculty and administration, the response is to blame students for not meeting the Park Model, which itself is highly rigid and peculiar to the whims of however someone decides to define "progressive education."
Too many of the remaining students left (approximately 10%) are faculty children who go for free, creating an unbalanced environment that others are expected to subsidize.