Buenos Aires, Argentina Report of what it's like to live there - 12/12/25
Personal Experiences from Buenos Aires, Argentina
School Name:
Lincoln
Background Information:
1. Are you the parent of a child(ren) attending this school? A teacher at the school? Or both?
A parent.
2. What grade or grades do/did your children attend at the school? During what year(s) did they attend the school?
My children attended during elementary and middle school.
3. What years did you live here?
2023-2025
4. What was your reason for living in the city where the school is located (e.g., government, military, corporate, NGO, retired)?
Corporate
5. Are other schools available to expatriates in this city? Why did you choose this particular school?
Yes. We chose Lincoln because it is one of the only schools on the U.S. calendar and offers instruction in English. The majority of schools have years that start in February/March and end in December.
Admissions & Welcome:
1. Are the admissions and placement procedures clearly stated to prospective families, either on the school website or through other means of communication?
Yes. They are a bit disorganized in tracking documents they receive, but requirements are clearly listed.
2. How would you rate the school's support and welcome/integration of new students and their families, and why?
Very high. The admissions team is kind and the school is very welcoming.
Administration & School Procedures:
1. How is the overall communication between teachers and parents, and the administration and parents? How is communication facilitated?
Day to day, the school’s communication is incredibly messy. Information is spread across emails, an app, and multiple websites/online platforms that are difficult to track and often inconsistent or incorrect. As a result, parents rely heavily on PTA-led WhatsApp groups just to understand basic logistics, creating a chaotic and unofficial communication system.
At a broader level, communication between the school and families is inconsistent and largely reactive. There is limited proactive communication about academics, grading, or school culture/behavior issues, and parents often need to push repeatedly for information. Administrative communication tends to be vague, with little transparency around follow-through or timelines. As a result, families frequently feel unclear about what is happening at the school at all levels.
2. Aside from school fees, are there required expenses such as uniforms, laptops/tablets, musical instruments, or field trips that parents are expected to cover? What are the approximate costs?
Yes. Middle and high school students must provide their own laptops and school supplies (costs vary on laptop model, etc.). Elementary students must purchase uniforms or patches to put on basic clothes to make into uniforms.
Bus service and school lunch are optional but to be covered by families. Bus is around $2,500,000 ARS per month, and lunch is around $15,000 ARS per day.
Field trips are class trips are covered. Sports/activity trips are additional expenses. They also charge for MS and HS graduations.
Academics & Resources:
1. What personal or academic counseling resources are available at this school? Is there a dedicated college counselor at the school? Is he/she familiar with universities worldwide?
There are two elementary school counselors, a middle school counselor, and a high school counselor.
2. Is there before and/or after-school daycare available? What are the costs?
There are after-school activities available at no cost every day of the week. School ends at 3:30PM (2PM on Wednesdays), and activities go for a 1.5 hours beyond that.
3. Does the school have a library? How large is it? How updated are the books? Can students borrow books to read at home?
The school has a decently sized library. Students can borrow books to read at home.
4. What are the technology requirements for students? Do they need their own laptops/ipads? How is technology integrated into the classroom and homework?
Middle and high school students are required to provide their own laptops. In middle school, students complete nearly all of their work on these devices, resulting in excessive screen time and limited opportunities for offline learning.
In elementary school, students use school-provided laptops only occasionally.
5. How are information technology resources at the school. Are they up-to-date? Is there a computer lab?
Very good. For elementary school, there is a computer lab. For middle school, they have their laptops with them all day long.
6. Describe the physical education resources at the school. Is there a gym? A swimming pool? Are there playing fields or tennis courts available?
Physical education resources are good. School has large fields, a track, tennis courts, a gym, and a swimming pool.
7. What is the approximate teacher-to-student ratio in the grades that your child attended?
Pretty good. Probably 15-20 students per teacher.
8. Are Advanced Placement (AP) or International Baccalaureate (IB) courses available in upper grades? If this is an IB school, is the full diploma required of all students?
In high school, IB course are available.
9. Are students generally challenged appropriately by the curriculum? Please describe any particular strengths or weaknesses in this area. Do you have any thoughts how the curriculum is applied and implemented at this school?
No, students are generally not challenged appropriately in my opinion. There is no clear or accessible curriculum, and little evidence of alignment with U.S. or international standards. Expectations are often below grade level, and students who are ready for more advanced work are not challenged. For an international school with students arriving from wide-ranging academic backgrounds, there are no meaningful paths for differentiation, and as a result many students either struggle or are bored and unchallenged.
Students at different levels often receive the same tasks, limiting growth for both advanced and struggling learners. Transparency around learning objectives, grading practices, and what “meeting” (the school’s unclear grading terminology) actually means is limited, making it difficult for families to assess progress.
Implementation is inconsistent and highly teacher-dependent. Rigor, workload, and expectations vary widely, and adjustments tend to be ad hoc rather than part of a coherent system. Any strengths generally come from individual teachers rather than from a strong, school-wide academic framework.
10. Is the amount and type of homework generally appropriate for the age and grade of the students?
Elementary gets no homework. Middle schoolers get very little, mainly math. Middle school should be more rigorous.
11. What fine arts electives are available (music, drama, visual arts)?
The school has music, drama, visual arts, and technology.
12. Are the teachers at the school required to speak English as a first language--or at least fluently?
Yes.
13. What services are available for gifted/advanced students at the school? Please describe your experience with these services, if applicable.
The school offers no services or structured supports for gifted or advanced students. There are no accelerated pathways, no differentiation, and no meaningful enrichment that can occur during school hours. As a result, advanced students are often unchallenged and not able to reach their potential.
14. What services are available for students with learning disabilities at this school? Please describe your experience with these services, if applicable.
There are support services for those with learning disabilities (no personal experience).
15. What extra-curricular activities (including sports) are available at this school? Have your children participated in these activities? What activities do you feel are missing at the school?
Lincoln has a huge variety of activities (sports, arts, student council, model UN, etc.).
Social & Emotional Well-Being:
1. What is the climate for LGBT+ kids at this school? Are there resources they can draw upon? Does there appear to be any exclusionary behavior?
There is a student group and school is supportive.
2. Do expatriate students socialize with local students at the school? Are both groups successfully integrated into the school culture?
Yes. Both are integrated into the school culture.
3. Are there are any problems with exclusionary behavior, cliques, or bullying at this school? Please describe any problems your children may have experienced in this area.
There is some bullying, and the school often ignores or minimizes behavior problems, leaving students to “sort them out themselves.” When consequences are assigned, follow-through is inconsistent, which undermines accountability and leaves many issues unresolved. The overall approach reflects a “don’t rock the boat” culture, where addressing problems directly is often avoided.
4. What is the climate for students who identify as ethnic, race/racial minorities or religious minorities at this school? Are there resources they can draw upon? Have your children had any experiences in this area?
The school is very welcoming, but there is some racism and xenophobia among students that the administration does not adequately address.
5. What can you say about diversity among the faculty and staff at the school and their experience in supporting minority students?
The staff is a mix of Argentine and other English- and Spanish-speaking nationalities. I can’t speak to the school’s support of minority students.
Overall Impressions:
1. What letter grade (ranging from A, excellent, to F, fail) would you assign to this school based on your overall experience? Would you choose it again?
Elementary School: B
Generally positive, with a welcoming, wonderful social/emotional learning environment and kind, qualified leadership and teachers. Academics and communication still have gaps, but the overall experience is noticeably stronger than in the upper grades.
Middle School: D
Significant issues with academic rigor, differentiation, communication, behavior follow-through, and leadership. Expectations are low, systems are inconsistent, and families often have to advocate heavily to get needs met and even basic information.
Would I choose the school again?
For elementary - yes. For middle school - no.
2. Please describe some of your child's/children's highlights and challenges during their time at this school.
Highlights:
My children have benefited from the warm and welcoming community, especially in the elementary school. They have had several kind, dedicated teachers who created positive classroom environments. They have also enjoyed the international setting, friendships, learning Spanish, and opportunities to participate in activities like sports and school trips.
Challenges:
The biggest challenges have been the lack of academic rigor and differentiation, particularly in middle school. My children were often underchallenged, with expectations below the level of the U.S. school they came from. Communication—both day-to-day and big-picture—was often unclear, creating ongoing confusion for families. Overall, the academic experience did not meet the standards we expected for a high-cost international school presenting itself as an American program.
3. Please tell us anything else you think prospective parents and students should know about this school. Thanks for your contribution!
Lincoln offers a warm, welcoming community, but academics and communication are inconsistent. Curriculum alignment with U.S./international standards is unclear, differentiation is limited, and families often struggle to get clear or timely information. Leadership tends to reassure rather than address issues directly, so parents should be prepared to advocate and verify information. Families planning a return to a more rigorous system (especially in the U.S.) should be ready to supplement learning outside of school—both in time and in cost.
