By Brittney Hansen, Beginning School and Lower School Assistant Principal
When searching for the right school for students who are ready to be challenged academically, parents and caregivers have many options to consider.
Families consistently discover that investing in a private or independent school such as Rowland Hall is an ideal way to challenge their bright learners. That's because these schools—which offer small classes, high academic standards, and a distinct focus on authentic and applied learning—are best set up to support individual academic challenges, helping students thrive.
Independent schools offer bright young learners small classes, high academic standards, and a distinct focus on authentic and applied learning.
In addition to considering independent school education, families may also be taking a look at their local districts’ gifted and talented programs. These programs, including Salt Lake City School District's Magnet Gifted & Talented program (formerly known as the Extended Learning Program, or ELP), offer specialized educational opportunities for students. And while they can be great options for some families, it’s important that parents do their research to assess if they’ll meet their child’s learning style and family expectations.
Below, we provide four areas to consider when comparing a public school’s gifted and talented program to an independent school education.
1. Get a sense of each school’s curriculum and approach to supporting varied learning styles.
Parents should understand a school’s curriculum as well as its commitment to meeting the needs and learning styles of all of its students. Be sure to ask:
- Does the school place students in gifted and talented programs for all academic disciplines, or just those in which the child is ready for challenge? Students in programs that emphasize all academic disciplines may be under-supported in areas for which they could use a little extra support. Additionally, those who are particularly strong in only one academic area may not be admitted to the program under this all-or-nothing structure, and thus may experience less access to the challenge they need.
- Is there a focus on one subject in particular? Parents have reported that some gifted and talented programs focus primarily on one subject, such as accelerated math, and less on other areas. Be sure any focus meets your family’s expectations.
- Does the school reassess participants for good fit? Some programs use an initial assessment for placement, but don’t require reassessment. This can result in less well-aligned instruction as individual academic strengths and challenges evolve over the course of a student’s elementary and middle school years.
At Rowland Hall we prioritize intentional differentiation, giving teachers and learning specialists space to tailor their instruction to meet the diverse needs and learning styles of students. Teachers meet each child where they are: challenging students in the areas they’re ready for and providing a little extra support when needed. As a result, students’ academic growth, creativity, and critical thinking are continually nurtured in all disciplines, and their confidence grows.
Rowland Hall offers expanding opportunities for deep learning in all disciplines, and support structures to ensure each child gets what they need. We also utilize regular formative and summative assessments to guide instruction for individual students.
2. Ask about social-emotional learning. (It’s more important than you might think!)
A fairly common occurrence for academically talented kids is when their advanced cognitive skills outpace their ability to handle emotions or navigate complex social situations. This asynchronous development can sometimes lead to frustration or challenges fitting in, which is just one of the reasons why it’s important that schools have robust systems in place to support social and emotional growth. Be sure to ask:
- What is the school’s approach to social-emotional learning and how is it implemented? Because social-emotional learning has been emphasized in recent years, many schools have added this curriculum to their programs. However, not every school prioritizes social-emotional learning. Some parents report hearing about little, if anything, happening in this area, or find that implementation varies widely depending on the teacher.
We understand that when the whole child is supported, they’re better equipped to learn.
At Rowland Hall, we help students thrive as whole people, not just as academic learners. We prioritize social-emotional learning because we know that when the whole child is supported, they’re better equipped to learn. Our school uses Wayfinder, a research-backed and data-driven curriculum, in all K–5 classrooms to ensure consistent, reliable outcomes for kids. (And because we understand behaviors have meaning, we’re there to provide support when stumbles inevitably occur along the way.)
3. Learn about the makeup of gifted and talented classes or cohorts.
It’s important to know the kind of school experience you want for your child. Some parents prefer a neighborhood school because it fosters a close-knit community, making it easier to build relationships outside of the school day. Others prioritize schools that draw students from a broader geographic area, diversifying perspectives and experiences. Be sure to ask:
- How are the school’s gifted and talented groups created? In some districts, kids from across the area are bussed to a few schools that offer a gifted and talented program. Other districts offer services at your neighborhood elementary school.
- Do groups change over time? How does the school handle social challenges? Students in gifted and talented programs often stay with their individual class cohorts year after year. This works well when class dynamics are strong, but can be tricky when dynamics are not ideal or kids need a social reset.
- How big are classes? It’s important to consider class size, as larger classes offer less one-on-one or small group time per student.
As an independent school, Rowland Hall welcomes students from across the Salt Lake Valley, the Park City area, and cities north of Salt Lake. We are proud of the diversity of experiences, backgrounds, and ideas that are represented in our community.
We’re also proud of our intentionally sized classes. In our Lower School (elementary school), classes are capped at 16 students in first grade, 18 students in second grade, and 20 students in third through fifth grades. Students are intentionally remixed each year so they get to know their entire grade over their time in the Lower School.
4. Determine if the school community is the right fit for your whole family.
When you’re deep in school research, it can be easy to focus solely on classroom happenings, but it’s also essential to get a sense of the larger school community. A vibrant parent community can foster emotional security and model constructive social relationships for kids—both of which impact students’ growth and well-being.
Additionally, research consistently shows that strong parent communities, active parental involvement, and clear communication between home and school positively impact children’s academic and social development—so it’s important that you are an active community member too! Be sure to ask:
- What’s parent involvement like? Generally, public schools offer a less personal, school-driven, or cohesive parent experience. In fact, sometimes this work is fully handled by parents. As a result, some cohorts have very active communities and parent connectedness, while others have almost none.
- How does the school communicate with parents? Parents have reported that public school communication can vary by teacher and is sometimes driven primarily by parents. Be sure the communication style and frequency is right for your family.
At Rowland Hall, we believe parents are critical partners in their child’s educational journey, so we strive to create a robust, active, and supportive parent community. Teachers and administrators get to know every family so they can best support kids’ academic learning and growth. By working together, we contribute to a greater sense of belonging for kids, leading to higher motivation and better academic outcomes.
Are you a parent deciding between a public school gifted and talented program and an independent school? We’re here to help! Contact our admission team for support.
Choosing a School
About Brittney Hansen
Brittney Hansen is Beginning School and Lower School assistant principal at Rowland Hall, and was previously a Beginning School teacher at the Salt Lake City school. She holds a bachelor’s degree in social thought and analysis from Washington University in St. Louis and a master’s degree in education from Harvard University.