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7777
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https://www.yelp.com/biz/hackley-school-tarrytown
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en
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293 Benedict Ave, Tarrytown, New York
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HACKLEY SCHOOL, 293 Benedict Ave, Tarrytown, NY 10591, 9 Photos, Mon - 8:00 am - 6:00 pm, Tue - 8:00 am - 6:00 pm, Wed - 8:00 am - 6:00 pm, Thu - 8:00 am - 6:00 pm, Fri - 8:00 am - 6:00 pm, Sat - Closed, Sun - Closed
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Yelp
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https://www.yelp.com/biz/hackley-school-tarrytown
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8:00 AM - 6:00 PM
8:00 AM - 6:00 PM
8:00 AM - 6:00 PM
8:00 AM - 6:00 PM
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7777
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https://zoffnesscollegeprep.com/act-class-calendar/
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Upcoming SAT, ACT Administration Dates & Deadlines
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See the upcoming SAT and ACT standardized test dates - then contact Zoffness College Prep to register for the Zoffness College Prep SAT & ACT subject test instruction programs now, or to discuss any of the other specialized services that Zoffness College Prep can offer you/your loved one.
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en
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Zoffness College Prep - SAT - ACT Coaching
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https://zoffnesscollegeprep.com/act-class-calendar/
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Lauren holds a B.S. in Systems Engineering with a minor in Public Health from the School of Engineering and Applied Science at The George Washington University in Washington, DC. At GW, Lauren successfully completed levels of math through Calculus 3, and she also worked as a teaching assistant. While in college, Lauren was an intern and held the position of Project Manager at The STEM Alliance of Larchmont/Mamaroneck. Lauren has been privately tutoring within the Larchmont and Mamaroneck community for six years where she teaches all levels of mathematics from middle school math through AP Calculus BC. Lauren received a nearly perfect score on the math section of the SAT, and she enjoys teaching because it allows her to build relationships with students by helping them become more comfortable and confident with the material. A fun fact about Lauren is that she has been to about 100 concerts, most recently seeing Taylor Swift at The Eras Tour.
A language arts specialist, Ben earned his Ph.D. from the University of Chicago, where he was a Jacob K. Javits Fellow and a top instructor with the university's Writing Program. Over the past seven years, his teaching has helped students achieve their highest potential in the Verbal sections of the ISEE, SSAT, SAT, ACT, GRE, and GMAT exams, as well as college essay writing. Ben's focus on building mastery of core strategies, modeling positive feedback, and inspiring self-confidence has delivered outsized results across a broad range of ages, backgrounds, and ability levels. By adapting his approach to fit the unique needs of each student, he has helped students place in the 99th percentile of test takers and go on to study at universities including Princeton, NYU, Brown, and the University of Chicago. Outside of the classroom, Ben enjoys backpacking, playing piano, and spending time with his four nieces and nephews.
Ned received a B.A. in General Studies from the University of Michigan. After graduating, Ned moved to NYC to pursue his dream of becoming a television comedy writer. During his 25-year career in New York and Los Angeles, Ned has been a staff writer for The Tonight Show with Jay Leno, Politically Incorrect and Real Time with Bill Maher, The Late Late Show with Craig Ferguson, Jimmy Kimmel Live, The Jeselnik Offensive with Anthony Jeselnik, Fashion Police with Joan Rivers, and other shows. Ned has been nominated for two Prime-Time Emmy Awards and five Writers Guild of America awards for Best Writing. The highlight of Ned's career was traveling to Lagos in 2017 tasked with creating Nigeria's version of The Daily Show. Working with six young Nigerian writers with no previous television experience, Ned helped them launch The Other News, which became one of the highest-rated television shows in Nigeria. Ned's articles have been featured in print and online magazines, and he has contributed material to numerous best-selling books, speeches, screenplays, and TV pilots. Ned currently lives in Ann Arbor, Michigan where he works as a substitute teacher of all subjects for all grade levels.
Jansen attended Vanderbilt University with a focus in Geology and Environmental Sciences. Since then, after scoring in the 99th percentile on the ACT and LSAT exams, he has worked as a tutor providing home-schooling and teaching about environmentalism and conservation with local non-profits. Jansen has experience teaching age groups from pre-K to senior citizens, and focuses on working with students who want to expand their understanding of, and excitement for, advanced science and math courses. Additionally, Jansen has several years of experience as a math, science, and history teacher who creates a warm and adaptable learning environment to build confidence and capability inside and outside the classroom.
Adam graduated with honors from Rhodes College with a B.A. in Mathematics and a B.S. in Physics before continuing to Vanderbilt University, where he studied Logic and Graph Theory. After earning his M.S. in Mathematics, he worked in Nashville for several years as a touring musician and songwriter. Adam has spent the last decade-plus helping students of all ages meet their academic goals. He has scored in the 99th percentile on the LSAT, GRE, SAT, and the ACT, on which he has coached many students to a perfect score. His approach balances high expectations with a clear-eyed realization that every student has unique needs.
Emma graduated from Pomona College with a B.A. in English and Religious Studies. She then went on to get her M.F.A in Playwriting from the University of Iowa Playwrights Workshop, where she taught Theater History, Playwriting in a Global World, Acting for Success, and Advanced Playwriting. At the University of Iowa, she received the Marcus Bach Graduate Fellowship and the Post-Graduate TV Writers' Room Fellowship. Emma is passionate about helping students at all levels excel.
Erin graduated from the University of Texas with a B.S. in Neuroscience. Leading up to graduation, she began working for several years tutoring students of all ages ranging from fourth grade to college level. She has expertise in varying math and science subjects, including the SAT and ACT, Algebra I and II, College Algebra, Geometry, Pre-Calculus, Biology, Chemistry, Anatomy and Physiology, and Neuroscience. Erin strives to create an engaging environment where students can thrive. She is passionate about helping individual students and small groups gain confidence, and develop strong study skills, by curating customized learning guides based on the student’s strengths and weaknesses.
Aniruddha holds a Ph.D in Physics with research on Materials Science and Engineering. He worked as a Scientist at the prestigious Lawrence Berkeley National Laboratory, SLAC National Accelerator Laboratory and Japan Synchrotron Radiation Research Institute (JASRI). He has been teaching all levels of science and math from middle school to high school, SAT/ACT Math, AP Calculus BC/AB, AP Chemistry and AP Physics for over 15 years. Many of his students over the years have earned scores of 5 on their AP examinations and perfect scores on SAT/ACT Math. In addition to motivating students in math and science, he also mentors students for AM10 and AMC 12 examinations.
Kathryn graduated from Georgetown University Law Center; she returned to New York to practice criminal law as a prosecutor in the Bronx District Attorney's Office. In addition to trial practice, Kathryn wrote and argued criminal appeals. Previously, she attended Fordham University on a full academic scholarship, graduating magna cum laude. She is fluent in French, having majored in French Language and Literature; she was fortunate to spend her junior year living in Paris and studying at the Sorbonne. Kathryn enjoys working with students of all ages: since 2005, she has tutored hundreds of students, building their confidence and their competence for various standardized tests. Kathryn is also a working actor who recently attended the Cannes International Film Festival for one of her short films. She is the proud mother of two sons, three cats and one very spoiled Golden Retriever.
Jordan Eidlisz graduated summa cum laude with a 4.0 GPA from the Macaulay Honors College at CSI with majors in biochemistry, general chemistry, and molecular, cellular, and developmental biology, along with a minor in political science. He has been tutoring various STEM subjects and standardized exams for over 7 years and has taught regents living environment and chemistry courses in Long Island schools. Jordan scored in the 99th percentile on both the ACT and MCAT exams, and enjoys making custom study plans that include coming up with individualized approaches tailored specifically for each unique student to make the experience as enjoyable and rewarding as possible. When not in the classroom Jordan enjoys hiking, reading, running, scientific research, and investing.
Kate is a passionate and experienced high school teacher, tutor, and seasoned writing coach. Over the last 20 years, she has equipped students with the skills, techniques and strategies to achieve success in school, on standardized tests, and in life beyond the classroom. Kate holds a B.A., cum laude, from Colgate University in both History and Education, and was the captain of the Colgate University Rowing team. Shortly thereafter, she received her M.A.T. from Teachers College, Columbia University. Kate has been teaching at Rye High School since 2003, where she has taught various social studies classes, including AP World History and AP US History. She is also a writing coach who has helped many students throughout all aspects of the essay writing process. Kate's passion for sports has led her to coach basketball, soccer, and volleyball at the high school and middle school levels. The lessons from athletics - specifically the importance of determination, and the belief in oneself - have guided Kate throughout many walks of life. She takes pride in creating a learning environment that minimizes anxiety and maximizes opportunities for students to achieve success. Because many students view standardized tests as roadblocks on the path to success, Kate makes an effort to reframe that view, and help her students stay loose, stay calm, and approach exams with confidence.
Ethan attended Cardinal Spellman High School where he was the Salutatorian of a graduating class of 250 students and the President of the National Honors Society. In addition, he was the Captain of the Varsity lacrosse team and Co-Captain of the Varsity football team. Ethan scored in the 99th percentile on the SAT, and graduated as an AP Scholar with Distinction, which helped earn him a full academic scholarship to NYU. He has tutored students in mathematics, language arts, economics, and physics, individually and in a small group setting, with a high level of success. Ethan has worked with students of various levels of abilities and enjoys helping his students build their confidence and reach their maximum potential.
Laura Nicolae graduated magna cum laude from Harvard University, where she earned a B.A. with Highest Honors in Applied Mathematics and Economics and won several awards for her senior thesis. She is currently a Ph.D. student in Economics at Harvard University and Harvard Business School, and she previously worked as an economist on Wall Street. In high school, she scored in the 99th percentile on the ACT and SAT composites and scored a 5 on 14 AP exams, including Calculus AB and BC, Statistics, Microeconomics, Macroeconomics, and Spanish.
Andrea graduated with honors from Mercy College in Dobbs Ferry, N.Y. where she received a B.S. in Mathematics and a M.S. in Mathematics Education. She holds New York State teaching certifications in Secondary Mathematics, Mathematics for Students with Disabilities, Generalist for Students with Disabilities, and Teaching English to Students of Other Languages. She has nine years of experience teaching high school mathematics and special education in New York City and Westchester County. In addition to teaching a variety of Regents level mathematics courses, Andrea has experience working individually and with small groups of students to increase their mathematics scores on the ACT and SAT for the past ten years. She has helped students of various levels of ability improve their study skills, learn test taking strategies, and gain the confidence needed to achieve success on standardized exams.
Daniel Riseman is a New York State certified teacher (grades 7-12) in Math, English Language Arts, Biology, Chemistry, Earth Science, Physics, and Social Studies and has an Advanced Certificate in Special Education. For the past 20 years, Daniel has been customizing lessons to prepare students for the SAT, ACT, SAT Subject Tests, ISEE, SSAT, and TACHS. As a member of the National Association for College Admissions Counseling, Daniel assists students with every step of the college admissions process. He has helped students get admitted into MIT, Harvard, Princeton, University of Chicago, Dartmouth, and University of Pennsylvania, among many others. He also helps college students with the transfer process and graduate school admissions. Daniel has served as a featured education writer and contributor for Psychology Today, The Fiscal Times, Yahoo Finance, Fox News, The Week, Education News, MSN Money, Institute of Sport, STEM Education Digest, The Awakened Wire, Special Needs Digest, Entertainment News, and LifeZette. He has also served as an on-air educational expert for EWTN.
Helen is an experienced private tutor who grew up in Boston in an academic household. After graduating from Barnard College magna cum laude with a B.A. in Comparative Literature, Helen went on to receive her M.F.A. in acting from the Juilliard School. She is currently a teacher, working actor, and writer. For more than 10 years, Helen has enjoyed guiding her students from New York’s top high schools and middle schools to build the skills they need to achieve their goals in the classroom and on college readiness assessments. She teaches all sections of the SAT and ACT, as well as the SSAT, ISEE, SHSAT, AP French and several SAT subject tests. Helen curates her practice material and curricula to fit the needs of the individual student, and she helps her students cultivate critical thinking skills that will serve them beyond the exam and through their college careers.
Liba graduated with distinction from Yale University with degrees in Molecular, Cellular and Developmental Biology and International Studies. She then received her Master's Degree from Columbia University. Liba has taught at Xavier University and has years of experience working with students in various private and public schools and universities in New York. She is a passionate tutor, who is devoted to building confidence in her students in and outside the classroom.
Caiden graduated from Cornell University with a B.A. in English Literature. Upon graduation, she worked at the prestigious Windward School which specializes in language based learning disabilities, where she was intensively trained in PAF (Preventing Academic Failure) and TBWS (Teaching Basic Writing Skills). Since then, she has worked for several years with students of all ability levels on standardized test prep. Many of Caiden's students have gone on to earn scores that were above their target score and even into the 99th percentile. She also specializes in college essays and has helped many of her students get into the college of their choice. In addition to her work as a tutor, Caiden has developed an extensive standardized test prep curriculum and worked with parents directly to evaluate their students' needs and to help them find an instructor who is the best fit for their child. She knows that so much of the academic success of the student depends on the relationship with their instructors and is committed to helping students find instructors that make them feel both safe and challenged. Caiden believes that test prep is a skill that can be learned and does not set any limits on what students can achieve.
Robyn Steiner holds a B.A. in English and Political Science from SUNY Buffalo where she graduated magna cum laude and Phi Beta Kappa. Robyn received her J.D. from Cornell Law School, cum laude, and finished her post-Masters Certification in Education from Manhattanville College. After teaching numerous history courses in various Westchester high schools with success, she became a proud founding staff member of Bronx Community High School in the South Bronx for students who read and write below grade level. She currently teaches Global and U.S. History and provides individual tutoring to students in preparation for the New York State Regents Exams in U.S. and Global History.
Alyssa Dembek holds a B.S. in Secondary Education: English and Communications from Pennsylvania State University and a M.S. in Literacy from Long Island University. Alyssa is currently a grader for The University of Michigan’s Language Assessment Department where she evaluates student examinations from all over the world. Previously, while teaching at New Rochelle High School, Alyssa held several leadership roles. She served as multiple grade-level representatives and was a co-chair for Middle States; both positions required her to ensure that teachers were working collaboratively for the greater good of the students and school. Additionally, Alyssa was the head coach of New Rochelle’s Varsity volleyball team from 2011-2018. Her responsibilities didn’t end with simply coaching; she ran study halls, communicated with student-athletes, their teachers, and the students’ parents on a weekly basis to ensure each student-athlete reached her full academic and athletic potential. In 2017, Alyssa was named the New York State Public High School Section 1 Coach of the Year. For eight years, Alyssa taught various grade levels of English, which included senior electives such as Creative Writing, World Literature, Shakespeare, and College Reading. In addition to the regular integration of SAT and ACT preparation into her curriculum, Alyssa equipped her students with the skills necessary to be successful on the NYS Common Core English Regents. She continues to work with a myriad of students with their college applications and college essays and enjoys the process of working with students to craft a truly original and inspirational essay. In 2017, Alyssa won the New York State English Council’s Educator of Excellence award.
Erin graduated with a M.A. in English Literature, and dual major B.A. in Creative Writing and Psychology, from Hofstra University. She teaches composition and literature at the collegiate level, and has worked with both university and community college students. Erin has been helping middle and high school students score higher on various standardized tests for the past decade. Her passion is to help students build academic confidence and succeed in their college application process. She firmly believes that all students are different and works diligently to help her students uncover which test-taking strategies apply best to each of them. As a former rowing coach, and captain of her college varsity rowing team, Erin is well-versed in the benefits of self-motivated hard work and strives to help her students embrace this practice.
Jack is an award-winning playwright, writer, and educator whose background includes a summa cum laude degree from Hofstra University. He has 20 years of experience teaching AP Literature to high school students in both urban and suburban environments. Having scored in the 99th percentile on the Language Arts section of the SAT, Jack has been an SAT and ACT tutor for 30 years, achieving great results for all levels of students. He is a passionate believer in working together with students to discover the best ways for them to learn individually. Among his recent non-academic accomplishments are two successful Off-Broadway productions of his plays, the publication of his plays Jericho and Poetic License, and the 2016 Webby Award for Best Writing for his web series The Small Time. His play Fellow Travelers opened at the Bay Street Theater to rave reviews and is being considered to go to Broadway.
Peter graduated magna cum laude from Georgetown University where he earned a B.A. in Mathematics and Economics. Shortly thereafter, he received an M.A. in Secondary Education from National-Louis University. Peter began his career in education at Bogan High School, in Chicago IL, and then spent nine years teaching at KIPP NYC College Prep High School in the Bronx, where he also coached their varsity football team. Peter has worked with Zoffness College Prep since 2015, and helped countless students significantly increase their SAT and ACT scores, in both Mathematics and Language Arts, through proven motivational and academic techniques. He is New York State certified in both Social Studies and Mathematics, and currently teaches Economics at Mamaroneck High School while coaching the MHS varsity football team.
Ben holds a B.A. from the University of Wisconsin-Madison and then went on to receive his M.B.A. to pursue his entrepreneurial ambitions. He began tutoring students 25 years ago and has, since then, mastered the SAT and ACT strategies required to score in the 99th percentile. Ben has helped thousands of students maximize their academic performance with confidence. Inspired by the challenges of SAT vs ACT assessment, Ben created and developed Zoffness College Prep's proprietary software which provides a comprehensive online analysis, complete with statistical data and insight, of each student's strengths and weaknesses to determine which test is the best fit. This program has saved valuable time for students and reduced the cost for clients. His company provides classroom and individualized instruction, within a multitude of subject areas with a focus on innovative solutions, which allows students to grow personally and professionally. His motivation is continuously fueled by celebratory phone calls and emails from his clients sharing that they gained acceptance into their top collegiate choices, which is often paired with merit-based scholarships.
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https://thehudsonindependent.com/hackley-school-class-of-2024-graduation/
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2024-06-12T01:05:45+00:00
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Hackley School held its Class of 2024 graduation ceremony at its Tarrytown campus June 8, with 92 students receiving their diplomas. The following is a complete list of this year’s graduating class: Phoebe Abrahms Aniketh Arvind Akunna Atumonyogo Shiraz Awan Caleb Bae Lillian Beaton Asher Beck Lucille Bednar Reagan Begley Ber Bennett Jad Benslimane Grant Berhalter Edele Brennan John Broaddus Jacob Byrne Katherine Chen Allison Chin Jacob Chun Cydnee Copeland Ashley Currie Ela Dedelioglu Sofia DeSpirito Caroline Didden Claire Esposito […]
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en
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The Hudson Indy Westchester's Rivertowns News -
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https://thehudsonindependent.com/hackley-school-class-of-2024-graduation/
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School News
Tarrytown News
Hackley School Class of 2024 Graduation
June 11, 2024
Hackley School held its Class of 2024 graduation ceremony at its Tarrytown campus June 8, with 92 students receiving their diplomas.
The following is a complete list of this year’s graduating class:
Phoebe Abrahms
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Aniketh Arvind
Akunna Atumonyogo
Shiraz Awan
Caleb Bae
Lillian Beaton
Asher Beck
Lucille Bednar
Reagan Begley
Ber Bennett
Jad Benslimane
Grant Berhalter
Edele Brennan
John Broaddus
Jacob Byrne
Katherine Chen
Allison Chin
Jacob Chun
Cydnee Copeland
Ashley Currie
Ela Dedelioglu
Sofia DeSpirito
Caroline Didden
Claire Esposito
Edward Estrada
Charlotte Feehan
Adam Gall
Tyler Gandelman
James Goldman
Asahi Goods
Robert Guthell
Annabel Hardhart
Jake Hendelman
Camille Henderson
Gabrielle Hogrefe
Geoffrey Huang
Alexander Ianchulev
Scarlett Kaplan
Matthew Kearns
Connor Kelly
Harper Kelsey
Sami Khatib
Sophia Kliatchko
Travis Knaggs
Maia Larson
Thomas Lee
Jasper Lee
David Linnett
Sofia Malhas
Tess McCaffery
Maura McGlarry
Alessa Mendoza
Sarah Metcalfe
Baraka Middleton
Daanya Mir
Nevin Mital
Remi Myers
Samuel Nadol
Kylie Oh
Spencer Ormsby
Rowan Pedraza
Nathan Petersen
Eliza Podvalny
Enrique Ramirez
Conor Ranawat
Ellena Regalado
Sabrina Reyes
NJ Roc-Sennett
Harry Rosenthal
Charlotte Rosenberg
Ishaan Roy
Sophie Ryan
Mikayla Sabwami
Hasaan Sajid
Samuel Sanders
Alexandra Schiller
Ike Shaw
Cole Silpe
Garshanae Simpson
Jordana Singer
Oumar Sow
Cassandra Stand
Noah Taylor
Annika Terezakis
Talia Tirschwell
Thomas Troso
Jakob Wade
Enya Walsh
Hugh Walsh
Elyse Wang
Aiden Wasserman
Jack Yaimokas
——-Rick Pezzullo
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Walter C. Johnson Center for Health and Wellness at Hackley School
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themes/custom/arc_usa/favicon.ico
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https://www.arcusa.com/spaces/walter-c-johnson-center-health-and-wellness-hackley-school
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Woodland wellness center
Hackley School
Image
The Hackley School’s new Walter C. Johnson Center for Health and Wellness is a multifaceted facility that includes venues for swimming, basketball, squash, fitness, nutrition, and education. This LEED Gold complex features biophilic and sustainable design features that fit gracefully with its natural woodland surroundings, including electrochromic glass, solar arrays, and a stormwater drainage system with cascading waterfalls.
Presentation Mode
Project
Walter C. Johnson Center for Health and Wellness at Hackley School
Location
Tarrytown, NY
Size
115,000 SF
Awards
2021 Athletic Business, Facility of Merit Award
2018 Engineering News Record, New York Region, Regional Best Projects, K-12 Education
LEED Gold
Woodland wellness center
Hackley School
Image
Project
Walter C. Johnson Center for Health and Wellness at Hackley School
Location
Tarrytown, NY
Size
115,000 SF
Awards
2021 Athletic Business, Facility of Merit Award
2018 Engineering News Record, New York Region, Regional Best Projects, K-12 Education
LEED Gold
The Hackley School’s new Walter C. Johnson Center for Health and Wellness is a multifaceted facility that includes venues for swimming, basketball, squash, fitness, nutrition, and education. This LEED Gold complex features biophilic and sustainable design features that fit gracefully with its natural woodland surroundings, including electrochromic glass, solar arrays, and a stormwater drainage system with cascading waterfalls.
Presentation Mode
Image
The designs fit so well within the scope of our campus—linking contemporary and traditional buildings in a way that makes sense.
Mike Wirtz, Head of School, Hackley School
Image
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The site’s natural topography enabled us to minimize the height of the complex, stacking the pool and supporting locker spaces at the lower east side of the site.
The shifted volumes also allow for natural daylight and views from all spaces, including varied views along the recreational jogging track.
Photography: Robert Benson Photography, Robert Umenhofer Photography, Tim Lee Photography
Woodland wellness center / Hackley School
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293 Benedict Ave, Tarrytown, New York
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HACKLEY SCHOOL, 293 Benedict Ave, Tarrytown, NY 10591, 9 Photos, Mon - 8:00 am - 6:00 pm, Tue - 8:00 am - 6:00 pm, Wed - 8:00 am - 6:00 pm, Thu - 8:00 am - 6:00 pm, Fri - 8:00 am - 6:00 pm, Sat - Closed, Sun - Closed
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en
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Yelp
|
https://www.yelp.com/biz/hackley-school-tarrytown
|
Copyright © 2004–2024 Yelp Inc. Yelp, , and related marks are registered trademarks of Yelp.
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3
| 95
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https://www.michigancapitolconfidential.com/18279
|
en
|
Five Reasons The Government Shouldn’t Subsidize Higher Education
|
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[
"college",
"higher education bubble",
"michigan",
"universities",
"funding"
] | null |
[
"Jarrett Skorup"
] | null |
A Michigan News Source
|
en
|
Michigan Capitol Confidential
|
http://www.michigancapitolconfidential.com/18279
|
When the government is in the business of handing out money, interest groups lobby to get it — or advocate to receive more than they are already getting.
So it is with spending on higher education.
As the Michigan Legislature debates the state budget for the upcoming fiscal year, more money for preschool, college and everything in between is being proposed. Over the long-term, the funding for those areas has increased dramatically. Taxpayers should be skeptical of the current reasons for subsidizing universities further.
Requests for more higher education funding is reported willingly in the media: It’s the "most important investment" people can make. It sees "$17 in economic benefits" per dollar invested by the state. It results in "lifetime earning power."
But the central arguments are dubious for five main reasons:
1. There is no link between higher education subsidies and economic growth, and none between college degrees and job creation.
Since 1980, Michigan has spent a much higher proportion of personal income on state government support for higher education than nearby states like Illinois and Ohio. According to Ohio University economist Richard Vedder, by the year 2000, the Mitten State was spending the sixth most in the country (2.34 percent of its personal income), double what Illinois was spending and much more than Ohio. This did not lead to higher growth as Michigan’s economy performed among the worst in the country during that time period.
And states with a higher proportion of college graduates do not necessarily grow by adding more college degrees. A comparison of the number of state residents with a college degree with per capital income growth from 2000-2008 yields no correlation.
2. More subsidies equals more waste.
The number of administrators and service staff at Michigan's 15 public universities increased at a faster rate than full-time equivalent students. Administrators and service staff numbers went from 19,576 in 2005 to 22,472 in 2009, while full-time equivalent students increased from 250,030 to 257,230 over the same time period. At the same time, the compensation for the average employee increased 13 percent.
Michigan is not alone: A 2009 report from the Center for College Affordability and Productivity showed a 20-year increase in administration and support staff. And revenue for Michigan’s public universities went from $4.2 billion to $5.0 billion, largely from higher tuition and fees. The average compensation for University of Michigan full-time faculty increased from $122,943 in 2005-06 to $141,753 in 2009-10. The University of Michigan-Flint now has more administrators than faculty.
Colleges set tuition rates relative to supply-and-demand, but government subsidies distort this process and inflate the cost. That's why schools like Grove City College (my alma mater) and Hillsdale College, which receive no government funding, do a much better job at keeping down the cost of tuition. Annual tuition at Grove City is $13,598, the cheapest of all institutions of higher education in Pennsylvania. Tuition at Hillsdale is $20,760 a year. Both are much cheaper than the average cost of private colleges and universities in the country at $31,975 a year.
3. When comparing earning power between college graduates and non-graduates, correlation is not causation, and the actual cost of college matters.
Proponents of more funding for higher education almost always cite the same statistic as their main point: Overall, college graduates tend to make more money in their lifetime than those without a degree.
But this assumes that the degree caused the higher earnings, rather than the fact that those who complete college are already more likely to be financially successful whether they attend university or not.
The common figure cited is that a college degree is worth $1 million over the lifetime of a worker. Besides ignoring the point above, this is a poor exercise in statistics. The number is arrived at by taking the difference between the average pay of a college graduate and the average pay of a non-college graduate and multiplying it over a 40-year career.
First, that only tells us what the average is today, not what the actual future earnings are.
Second, this assumes that all college degrees have the same value. For example, it assumes that a Bachelor of Arts in art history is the same as a Bachelor of Science in quantum physics. Most significantly, it ignores many important factors: taxes, the real salary data of today’s graduates, the opportunity cost of going to college (how much someone would earn during those years in school), the fact that a large proportion of students start school and do not finish, and, most importantly, student loan debt.
4. Ensuring that everyone has college schooling would not enhance the labor market — it would dilute a university degree.
The assumption among many is that every career should require a college education. This belief leads to subsidies for subjects with little practicality in the workforce and areas where a student may be better off doing an apprenticeship or working for four years than attending more school. Pushing for everyone to go to college does not automatically make those students university-ready, it lowers the overall standards of higher education. This has lead to a high dropout rate, more repeated classes for those in school and an explosion of marginal subjects in which many degree-holders are forced to work outside that field because of a lack of demand. In short, incentivizing degrees students do not ever use.
5. Higher education may be the next bubble to burst.
Much like the housing bubble, higher education is fueled by government subsidies, publicly-backed loans and incentives that say everyone should be doing something. As noted and expanded on by law professor Glenn Reynolds, economist Richard Vedder and writer Nathan Harden, tuition costs have skyrocketed well above inflation while colleges compete to expand into areas outside of their main purpose and taking on more debt to do so. At the same time, competition from other sectors, like online education, offer cheaper alternatives to the bread-and-butter of university academia.
It is important for citizens to be educated, both to learn a job and to better be able to respond to a changing marketplace. But there is a difference between education and schooling.
Spending more money to send people to get a specific number of degrees at a specific institution is different from education. Education comes in the form of apprenticeships, trade schools and time on the job learning.
And education is something you can’t force on someone else. Just putting someone in college does make force them to learn anything. Education is a personal matter, and more subsidies will only influence a person's decision to learn or not to learn at the barest of margins.
Higher education can build new skills, enhance old ones and show prospective employers that students are able to put in the time to earn a degree. But the value of a degree varies — by the institution, the cost, the time and the subject.
From an individual’s perspective, college may be worth the cost. But for a growing number, it’s not. And state subsidies, where political incentives trump market realities, only exacerbate that problem.
~~~~~
|
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7777
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0
| 4
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https://www.teenlife.com/l/school/hackley-school/
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en
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Hackley School
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[] |
[
""
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[] |
2010-03-12T00:00:00+00:00
|
Hackley School is an independent, college-preparatory, non-sectarian K-12 day school in Tarrytown, New York. It also offers 5-day boarding for students gra
|
en
|
https://www.teenlife.com/wp-content/themes/teenlife/assets/images/favicon.ico
|
TeenLife
|
https://www.teenlife.com/l/school/hackley-school/
|
Hackley School is an independent, college-preparatory, non-sectarian K-12 day school in Tarrytown, New York. It also offers 5-day boarding for students grades 9-12. Founded in 1899, it became co-educational in 1970.
Hackley believes that students will grow in character and responsibility by participating in structured activity that serves the needs of people outside the spheres of home and school. By committing their energy, time, and imagination to serving those needs, students can experience the satisfaction of helping others and can gain some appreciation of the complexity and concerns of the larger community.
Hackley students are expected to be good citizens. The School shares with its parent community an active commitment to character development as well as academic excellence. Students are encouraged to have respect for and to act responsibly toward themselves and others. The School strives to provide an overall environment that supports the development of virtuous qualities and good personal habits.
Hackley students are expected to go beyond mere observance of the rules and to strive to make Hackley a civilized community where courtesy, kindness, and forbearance reign, and incivility and intolerance are shunned.
|
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7777
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dbpedia
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0
| 78
|
https://www.heraldweekly.com/these-are-the-most-expensive-high-schools-in-the-united-states-part-2/76
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en
|
Hackley School - Yearly Tuition: $45,775 - More of The Most Expensive High Schools in the United States
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2024-06-12T11:02:00+00:00
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Hackley School is a private preparatory school in Tarrytown, NY, and is a member of the Ivy Preparatory School League. The school was founded just before …
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Herald Weekly
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https://www.heraldweekly.com/these-are-the-most-expensive-high-schools-in-the-united-states-part-2/76
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Buckingham Browne and Nichols School - $54,800 Yearly Tuition
Known as BB&N, this PreK- 12 school has been ranked for years as one of the top schools in the entire country. Located in Cambridge, Massachusetts, BB&N was home to some big names, such as Robert Bradford (1920), Charles Colson (1949), Andy Pratt (1969), and more. The school’s location in the heart of Cambridge and Greater Boston allow it to leverage learning with trusted community partners.
The school’s commitment to diversity is well-known. 25% students are recipients of need-based aid and 46% identify as students of color. The foreign language studies of the school are one of the most advanced ones, offering at least four levels in Chinese, Arabic, Russian, and more. BB&N is guided by a culture of care and compassion, where students are encouraged to be their most authentic self.
Friends Seminary - $53,900 Yearly Tuition
Located in the East Village of New York City, Friends Seminary was established by Quakers. Known as part of the Religious Society movement, their aim was to bring up children with guarded education.
Education is rooted in the Quaker belief of God in every person or the Inner Light. Friends Seminary envisions its students going forth and creating a world as it ought to be, governed by equality, peace, simplicity, and integrity. Many historic houses were a part of this institution, which is one of the reasons why this school is so unique. More than a fifth of all students depend on financial aid, which reaked a peak in 2017, spiking at more than five million dollars.
Poly Prep Country Day School - $53,515 Yearly Tuition
Bang in the middle of New York City there is Poly Prep Country Day School. It provides education to years going back to nursery. When it was first opened, it was actually one of the first private schools for boys in the entire state. In 1977, girls finally had the chance to enrol, ushering in a new era of co-education at the school.
The school’s bar for excellence is set very high, and every student is encouraged to be the most extraordinary versions of themselves. 82% of Poly Prep Country students are attending a Top 50 college. The acceptance rate of students to a Top 25 college is 2.5 time higher than the national average. Joakim Noah, Bob Telson, and Richard perry are only a few of the names who graduated Poly Prep, and the list goes on and on.
Woodside Priory School - $52,680 Yearly Tuition
One of the only Catholic schools in the San Francisco Bay area, Woodside Priory School was established in town to impart outstanding college preparatory education. Woodside Priory is founded on the vision and values of St. Benedict who implored the world “To listen with the ear of our hearts.”
The school has taken these ideals of individuality, integrity, community, and spirituality even as the world continues to rapidly evolve. The girls’ volleyball team is known for its achievements as among the best in the region. The school's purpose is to lead a balanced life, develop lifelong learners and serve the world with its gifts.
St. Mark's School - $52,140 Yearly Tuition
It turns out that the guy who created Burnett Vanilla Extract also opened up a school back in the day. Joseph Burnett was a jack of all trades, and was also the founder of St. Marks's School, which can be found in Southborough, Massachusetts. Originally just a boys school, girls were eventually able to enrol when 1978 came around.
It was built relying on the British model of schools and focuses more on academics than on social merits. Today, St. Mark's is a coeducational school that keeps its student body size intentionally small in order to think big. The Episcopal school offers a preparatory curriculum and is located 25 miles from Boston.
The Urban School of San Francisco - $51,365 Yearly Tuition
The Urban School of San Francisco, located not far from the Golden Gate Park, was one of the first schools in the entire world, to provide students with laptops. It is only recently that the school graded the student's work with letter grades which was never used before. The Urban SF School is known for the strong relationships students have with their teachers, which lead to great achievements in academics, outstanding social abilities through the 40 clubs, and overall, a reputation that keeps this school as one of the most popular ones in the state.
The school doesn’t prescribe to a one-size-fits-all definition of success. It is committed instead to sustained dialogue and efforts in collaboration, innovation, complex topics, community engagement, equity, and social justice – all of which contribute to building more empathetic, creative, determined, and optimistic students.
The Harker School - $51,300 Yearly Tuition
Like many other top-of-the-range universities, Stanford University wanted to create a school that would prepare the future generation of Stanford potential attendance. Thus, the Harker School was born. It is a K-12 co-educational school recognized for quality academics. The school has three campuses in San Jose specifically for lower, middle and upper schools. But that's not all.
Each campus has outstanding facilities and cutting-edge technology for students. Harker School is known for its accomplishments in the Siemens Competition and for its entries in other all-state events. This Silicon Valley gem has earned international recognition for its teachers, academic achievements, and leading-edge technology.
The Hotchkiss School - $50,990 Yearly Tuition
In 1891, Yale president, Timothy Dwight, founded the school in order to prepare young men for a future at Yale University. The Hotchkiss School was known by its one rule, to always be a gentleman. Everything else can be taught. The standards of the school were known to be the harshest in the country. Today, Hotchkiss has transformed into a co-educational boarding school.
The school offers classic education, covering English, mathematics, Foreign languages, and Science for students in grades 9 through 12, and is known to be a pioneer in the farm-to-table movement. Graduates from Hotchkiss are known to attend some of the most selective universities and colleges the world over.
Belmont Hill School - $50,800 Yearly Tuition
This Massachusetts entry, is a day school for boys in grades 7 through 12, with a small minority of students who board. Belmont School was first founded as a nonboarding school for those fortunate enough to pay for private education and still enjoy a day-schooling program. In 1923, on undeveloped land, the school was built.
Belmont’s mission is the education of boys in “mind, body, and spirit” to become men of good character. With a student teacher ratio of 1:6, the school provides personalized attention and many options for studying in other states and countries. David E. Kelley is one of the Schools graduates, together with Toby Kimball and Rachel Levine. 100% of Belmont’s seniors go on to a four-year college education.
Marin Academy - $50,800 Yearly Tuition
The Marin Academy located in the San Francisco area was built on the premises of The Marine Academy which closed down. The academy encourages students to explore new ways of seeing the world and is a leading name in experiential education. Marin’s engaging curricular and co-curricular programs focus on real-world topics. Students here learn best by doing more than anything else.
Alongside the obvious courses of English, mathematics, and Science, the school holds yearly workshops and conferences on equality and social justice. This Conference of Democracy has been a tradition of many years, passing down from generation to generation. Other Signature Programs include a Literary Festival, a Transdisciplinary Leadership Program, and the Marin Academy Research Collaborative.
The Webb Schools - $68,775 Yearly Tuition
The Webb schools are basically two schools, one specifically for boys and the other for girls. The schools are more than 100 years old and is located on a cluster of green hillsides. It also includes a fully-functioning astronomy observatory. The school received a donation of over 100 million dollars, enabling it to invest and become the superb institute it is today.
The aim of the school is to nourish future adults and help bring open-minded and creative people to the world. The schools Advanced Studies allow students to delve deeper into subjects such as anatomy, paleontology, organic chemistry, ethics and modern global affairs, film, global literature, and linear algebra among several others.
Cate School - $49,700 Yearly Tuition
15 miles from Santa Barbara, lies Cate School, home for 270 students every year. It started as an institute for 12 boys, quickly turned into one of the most desired schools in the state. Cate might be a college preparatory boarding school but there’s much more to the spirit of the school than just that.
The school combines quiet study, hard work, and vigorous play with beauty and virtue. Cate’s pristine location makes this kind of learning conducive, where the ocean breeze and mountain vistas are constant companions. It has been ranked the 12th best private school in the country and offers over 100 courses to choose from. Terry Sanders, Tracy Lawyer, and the late David Crosby are some of the notable alumni of Cate School.
The Taft School - $49,250 Yearly Tuition
Back in 1893, The Taft School was constructed into a hotel in Watertown, Connecticut. One decade after the school came to life, the founder's brother, William Howard Taft, became president of The United States. Although it has been over 125 years since the founding of the school, its original values endure: hard work without clamoring for public recognition, develop talents holistically (academic, athletics, and the arts), and give of yourself to others.
Three-quarters of the students live on the campus, and today, the headmaster is a graduate of the school himself. 11 students only are present in each classroom at a time, enabling the institute to focus on academics, and bring the students to excellence.
Lick-Wilmerding High School- $49,215 Yearly Tuition
Lick-Wilmerding High School was initially constructed as a school for the future handyman. Mechanical arts is how it was defined, however, since 1874 many things have changed. Lick-Wilmerding describes itself today “as a private school with public purpose” with a mission to build “the head, heart, and hands” of students from every walk of life.
Today, every student is obliged to take at least one technical art course. This could be electronics, jewelry, metal, or wood. Lick-Wilmerding was ranked 6th in the entire country, for Green Architecture Utilisation. Students engage in service-based collaborations to meet the community’s needs. They are encouraged to develop their own projects that further address larger issues of access, justice, and equity. This High School is surely heading towards the future.
Boston University Academy - $48,832 Yearly Tuition
Boston University operates the academy, located in the heart of Boston. It was first established in 1993, and in 1995 only one student graduated. Boston University Acadamy offers a variety of short workshops and programs, designated mainly for 10th to 12th grades, providing the students with experience in fields of interest that not all get a chance to explore during the academic year. Boston Academy is known for its colorful and broad understanding when it comes to thinking out of the box. Not everything is about English, Mathematics, and Science.
Since the academy is embedded within Boston University, it offers both a caring, supportive school university and a challenging, research-based curriculum. Students in grades 11 and 12 take courses that are part of Boston University’s undergraduate course. Think courses on American Urban History, Chinese Literature, Linear Algebra or Abnormal Psychology.
The Peddie School - $62,400 Yearly Tuition
The Peddie School was ranked the 18th most expensive school in the United States. The average class size is only 12 students, making it very popular and desired. Peddie School is known for its rich and diverse curriculum, alongside the obligation to take theater studies or join one of the physical education classes.
The school’s Signature Experience for students is driven by a fundamental question – if they could study anything and anywhere, what would they choose? On answering the question, students with the help of faculty can chart their own education, deep-diving into subjects of their own choosing based on real-world expertise. With an impressive swimming program, and with B.J Bedford being notable alumni, for those dreaming of the Olympic games, The Peddie School is probably one to look into.
The Branson School - $48,485 Yearly Tuition
The Branson School was a dream come true for 15 families in the valleys of California, eager to establish their own school for their future generations. In the early days, the school was designated to be a girls-only school, however, in 1985, the school merged the two divisions and became a mixed-gender private day school, as we know it today.
Branson believes in fewer lectures and more self-directed, dynamic learning which means working across disciplines, leading discussions and debates, and teachers and students working together on ideas. The science facilities take over 6000 square feet of the campus, turning it, into one of the biggest ones in the area.
The College Preparatory School - $48,300 Yearly Tuition
Also known as CPS, The College Preparatory School accommodates mainly students in Grades 9 to 12 from the San Francisco area. CPS has a diverse student body with at least 71% identifying as students of color. The School's motto (originally in Latin), translates into "A mind aware of what is right". CPS is relatively a new school, only founded in the 1960s by Mary Harley Jenks and Ruth Willis, but in this time, the school has made a tremendous impact in shaping a community of curious, intellectual, and kind-hearted learners
English studies are a big thing in this school, and it has adopted the "Harkness Tables" method, believing this encourages students to participate and bring their own personal voice to life. Apart from the rigorous core curriculum, the school’s Applied Learning programs in STEM and Blended Learning are also a big draw.
The Madeira School - $48,300 Yearly Tuition
The Madeira School is both a day and boarding school, located in McLean, Virginia. It started its early days in Washington D.C but shortly after moved to its current location. The school has consistently placed at the top of the Niche Best Boarding Schools list. It holds over 34 separate buildings which overlook the Potomac River, making the surroundings exquisite.
Like all major schools, The Maderia School specializes in arts, sports, English studying, and foreign languages. The number of clubs the students can join is endless, turning this school into one of the first preferences among the students enrolling. What distinguishes Madeira is its emphasis on students exploring interests and passions, not sitting in long classes. Madeira is also well-known for its engaging Co-curriculum Internship Program.
Castilleja School - $47,970 Yearly Tuition
Founded in 1907 and located in Palo Alto, California, Castilleja School is the only girl-only school in the San Fransisco Bay area. The "5 c's" which represent the core values of this institution are courtesy, charity, conscience, character, and courage. It has been in its present location since 1910 and was nominated by the Wall Street Journal, as one of the 50 top schools in the world, known for their success.
Students have a range of learning programs to choose from including humanities, arts, STEAM, and experiential learning. Castilleja also has excellent college counselling and student wellness programs. A standout program, however, is its center on Teaching and Learning Antiracism – a thoughtful framework to creating an equitable community. Its motto of "Empowering Young Women" emphasizes its key goal, and that is providing young women of today, with the best tools for life, assuring great days for the women of the future.
Rye Country Day School - $47,900 Yearly Tuition
Located in Rye, New York, and with almost six million dollars in tuition finances, it provides scholarships to almost 16% of the students who attend daily. The campus includes two libraries, a performing arts center, and a theater auditorium. Signature Programs include ones on Public Purpose, Health and Wellness, Global Studies, STEAM, Educational Technology, and Sustainability.
It has two dining rooms that serve lunch on a daily basis, which is located not far from the 40K square foot athletic center. Barbara Bush is one of the great names who graduated from Rye Country Day School, adding to its great and noble reputation.
The Loomis Chaffee School - $47,800 Yearly Tuition
Only 20% of applications complete the enrolment process at The Loomis Chaffee School. It was established in 1874, purposed to be a memorial to the Loomis sibling's children who passed away too early in life. It was intended to be a gift for the children of the future. Loomis Chaffee School was tuition-free for the first four decades, thanks to a donation of over one million dollars, generously given by one of the Loomis family members.
Students at Loomis can study Arabic and Chinese, enjoy a writing workshop and theater arts. The school has an internal newspaper, edited and managed by the students, keeping all relevant topics up to date.
Columbia Grammar and Preparatory School - $47,540 Yearly Tuition
Columbia University formed the Columbia Grammar and Preparatory school in 1764 so that they could prepare the future freshmen and assure the entry-level was sufficient. By 1865 the grammar school became independent and was no longer linked to the university. Columbia Grammar & Preparatory School offers an exciting and challenging rigorous college preparatory curriculum with music, art, and drama as core programs.
Academics intersperse seamlessly with the sciences and liberal arts so each student lives up to their unique potential. Alongside the mandatory courses, every student must take in order to graduate, each student is obliged to give 60 hours of community services, making this school not only an institute of excellence but also one that cares and contributes to society.
The Spence School - $47,410 Yearly Tuition
The Spence School has been holding an academic excellence award for years now. It is an all-girl institution that was established in 1892 by Clara B. Spence. Located in the heart of New York City, The Spence School has been ranked in the first ten schools preparing students for university. It is a school powered by the potential of girl students with a teaching approach that encourages them to keep questioning and learning for life.
Spence School is known for its graduates attending the best universities in the country such as Yale, Princeton, and Harvard. There are a few big names who graduated from The Spence School - Elizabeth Montgomery, Gwyneth Paltrow, and Sally Pressman are just a few. As the school puts it, “trailblazing” runs in its “DNA.”
Hopkins School - $47,200 Yearly Tuition
This school in New Haven, Connecticut is named after Edward Hopkins, who donated parts of his privately owned land in favor of education. It started as a one-room school, which eventually turned into one of the biggest names in the country, and is located not far from Yale University. Hopkins has been imparting quality education for over 60 years. The school offers a college preparatory curriculum for grades 7 – 12.
Students go through a number of tests before entering school. Mathematic and language levels are examined alongside other tests in arts, history, and science. One of the graduation requirements is a Latin course in addition to another foreign language course. Students from diverse backgrounds and ethnicities enroll in the school. Intellectual curiosity is what they tend to have in common. Hopkins students continually rank among the top 10% in nationwide standardized testing.
Crystal Springs Uplands - $46,780 Yearly Tuition
In one of San Fransisco's suburbs, lays Crystal Springs Uplands School. This school is one of the most popular ones and has been declared as one of the best 50 schools in the world for students from grades 6-12. The school's preparation program for top universities is one of the best found, as it should be when the ratio is 1 teacher for every 9 students.
Over 500 students attend the school daily. There are over 28 teams, divided into 14 different sports fields, making Crystal Springs a great place to be if you're an athlete. The rigorous and comprehensive program has benefitted many students over the years, 100% of whom go on to attend college after graduation.
Miss Porter's School - $47,285 Yearly Tuition
Exclusively for girls, Miss Porter's School was founded in 1843 by Sarah Porter to provide access to transformational education. The school has persevered in its mission and today welcomes students from over 17 countries worldwide. The Farmington, Connecticut-based school grew out of the belief that women deserve (and must have), the same education opportunities as men.
This philosophy is evident in the school’s project-based, interdisciplinary, future-focused, collaborative, and mastery-based curriculum. The campus today holds on its premises significant historical buildings that have been transformed and suited for the more modern years. Jacqueline Lee "Jackie" Kennedy Onassis is one of the greatest names who attended Miss Porter's School which has turned into one of the most popular schools in the region.
The Thacher School - $46,920 Yearly Tuition
Located in Ojai, California, less than 15% of the applicants end up enrolling in this school. Up until 1977, The Thacher School was a boy-only institute, which eventually opened its gates to girls, making it the oldest co-educational school in the state of California. This school is anything but ordinary. It is mandatory to take care of and be able to ride a horse during the first year.
Throughout the academic year, the entire school is divided into small groups of students and together they enrich their studies through camping, cycling, sailing, and pretty much any outdoor activity you can think of. The Thacher School aims to shape resilient and ambitious people with compassion at the heart of everything they do. The program has demanding academics with challenging character-building projects in a healthy and supportive community.
The Woodhall School - $74,500 Yearly Tuition
When you think of a small number of pupils in a classroom, how many do you think of? Twenty? Seventeen? How much are you willing to pay, to have your child in a room with up to five pupils? This is really private tuition. The Woodhall School takes in a handful of boys (grades 9 -12) with above-average intellectual ability who have not thrived in traditional school environments.
Its four pillars are academic, athletics, arts, communications, and residential life. The entire school has less than 50 students enrolled at any given time. The Woodhall School has an exquisite breakfast room, that any five-star hotel would be proud of, alongside its numerous clubs of music, astronomy, acapella, and more.
IMG Academy - $63,000 Yearly Tuition
IMG Academy located in Bradenton, Florida is an athlete haven. We assume a majority of Olympic stars studied between these walls as this training camp is one of the greatest around for the greatest athletics event in the world. IMG is a private boarding school that is known for its intense training program in all major sports: basketball, football, baseball tennis, and more.
It’s not surprising why the school confidently calls itself the world leader in sports education. IMG’s expertise and programming prepare student athletes for success in sports, college, and life beyond it. There are big names who graduated from this school, and everything on-site is huge. Massive fields, gymnastic rooms, and Olympic swimming pools are just a start.
Noble and Greenough School
This coeducational private school is located in Dedham, Massachusetts, and offers 5-day boarding for their high school students for those who live far away. Nobles aim to inspire leadership for the public good through positive mentoring relationships. Students at Noble are encouraged to balance their academics with special afternoon programs and extracurriculars, emphasizing experiential and community-engaged learning.
Students engage in community service at more than 400 sites the world over. The school’s theater collective puts on at least eight productions a year while the music and choral groups perform several concerts annually. What’s more, over 87% of Noble and Greenough’s varsity teams have won various championships in the last decade from the ISL to New England championships.
Shortridge Academy - $85,000 Yearly Tuition
Shortridge Academy is a co-ed therapeutic school for teenagers in New England with an average of 22 students enrolled throughout the year. The school offers a specialized mental health residential program called The Ridge that used therapy and structure to help teens who require more attention and care. They learn in a loving and supportive environment with fewer distractions compared to a traditional school setting.
The school focuses on their students' mental health, behavioral well-being, and support while navigating through adolescence. Each student has a counselor to talk about their fears, problems, concerns, and so on. Together with the students and their parents, they create an individual therapeutic plan along with a counselor. Beyond all this, students can partake in activities such as jiu-jitsu, nature hiking, weight training, and one of many kinds of art and music options.
Forman School - $78,600 Yearly Tuition
The Forman School in Litchfield, Connecticut, caters exclusively to students with ADD and ADHD. They provide classes that will help them with their path towards college. Forman has several flagship programs such as the Cognition and Learning Development Department which aims to be the leader in nerve center research to help students who learn differently.
The goals of a class therefore are metacognitive strategies to empower the brain, small-class reading sessions, and executive function coaching. With a tuition of $78,600, this high school costs more than most colleges, but when you have a goal, money is only used as a means to get there, right? This campus offers 125-acres of vast space, including a robotics lab, multiple residences, tennis courts, athletic centers, and a huge dining hall. They even have cooking classes.
The Quad Preparatory School - $74,850 Yearly Tuition
The Quad Preparatory School focuses on gifted learners. Located in downtown Manhattan, 2e scholars can participate in language courses or high-level math, along with health, a foreign language course, and wellness programs. The school has a holistic approach to learning where academic achievement seamlessly blends with social and emotional learning.
They also offer cooking classes and video news broadcasting. Their focus is on getting their students into the best colleges. By their 11th and 12th grades, students have weekly checkups with a college counselor, as well as bi-weekly check-ins with their academic advisors. If that sounds like a lot of pressure, it definitely is. The school views 2e students as future leaders and innovators, and goes above and beyond to equip them with the skills and attitudes necessary for success.
The Oxford Academy - $67,000 Yearly Tuition
The Oxford Academy is located in one of the wealthiest seaside towns in the United States, Westbrook, Connecticut. So, if you want your child to join this elite school, you will need to fork out $67,000 for this all-boys boarding academy. They have individualized one-on-one classes for those who want an alternative to a conventional classroom.
The school understands that each child is unique and tailors the learning experience to meet the needs of each one. A small close-knit community (around 48 students in total) distinguishes Oxford from most boarding schools. This school is the ideal spot for ocean lovers since the ocean is near and students may join the school’s sailing club. Others may enjoy the school’s international trips, such as its yearly eight-day tour of Italy.
The Lang School - $65,000 Yearly Tuition
The Lang School is a private, alternative school in New York City, and it offers so much to its students. The K-12 education at the school caters to twice exceptional or 2e students. Beyond college entry requirements, scholars pick their electives, develop a portfolio, acquire guides, apply for competing internships, and choose their college majors.
This school offers gifted students an independent track to study, one they are passionate about. For example, students can learn how to take apart and reconstruct a Porsche if that’s what they want, or to study the history of surgical knots. For most, school years tend to be about fitting in while standing out comes much later in adulthood. At Lang, standing out is recognized and celebrated. The school is committed to nurturing students’ talents and passion regardless of what that might be.
Aaron School - Yearly Tuition: $62,750
Aaron School in New York City is known for its excellent K-12 integrated program for students with learning disabilities. At Aaron School, classrooms are equipped with SmartBoard technology to promote interactive learning and student engagement. Aaron School takes advantage of technological progress as students use computers and specialized services to organize and access their curriculum within the school setting and remotely.
In addition to their standard courses, Aaron School also offers a series of applied programs that parallel each core academic subject. According to parents in the area, the school is like an extended family for parents and their children who have special needs. The school’s curriculum, after school programs, and clinical services are tailored to meet individual students’ needs.
Wasatch Academy - Yearly Tuition: $62,300
Wasatch Academy is a premier preparatory school, and its campus is home to students from more than 30 countries. Founded in 1875, Mount Pleasant's safe location in Utah allows students to focus on their academic pursuits and enjoy weekends filled with various activities. Students can also enjoy Utah's great outdoor recreation and numerous cultural, recreational, and service-based activities in nearby cities and local areas.
Academics at Wasatch goes beyond the classroom through project-based learning and experiential missions. Some of the school’s Signature Programs are in outdoor education, engineering, technology, and art. These programs are tailored to help students prepare for success in university. The proof is in the numbers since Wasatch presently boasts a 100% college acceptance rate.
St. Andrew’s School - $62,280 Yearly Tuition
St. Andrew’s School, based in Middletown, Delaware, is located on a tremendous 2,200-acres. To access this elite private school, students must spend $62,280 on tuition. Students and faculty live in a community guided by ethics and Christian beliefs. But true to its Episcopal identity, the school welcomes students from any religious background.
Students are encouraged to try out multiple sports. The campus comprises several fitness-related rooms, including an indoor rowing facility and a boathouse. The performing and visual arts are a vital part of school culture. Renowned St. Andrew’s School alumni include singer Maggie Rogers as well as CNN host Erin Burnett and numerous prominent people from diplomats, professional athletes, and even Pulitzer Prize-winning authors.
Trinity-Pawling School - Yearly Tuition: $62,000
Trinity-Pawling School was founded over 100 years ago, back in 1907. Their 230-acre campus is situated in Pawling, New York, a small village in southern Dutchess County. Trinity-Pawling is an independent college preparatory school for boys. One of Trinity-Pawling's most distinctive attributes is its Effort System, which began 45 years ago.
At this school, each student is recognized and appraised based on the work they dedicate to a specific effort. These include athletics, academics, dormitory responsibilities, attendance, civic duties, and extracurricular programs. The education objective integrated in this effort is to teach their students that the more they invest in themselves, the greater their accomplishments will be.
St. Paul’s School - $62,000 Yearly Tuition
St. Paul's School in Concord, New Hampshire is one of the Eight Schools Association, a group of eight elite private schools. Described as "highly selective," this school expects a lot from its students who ultimately enroll in their 2,000-acre campus. The school’s approach to holistic learning is called SPS 360. Students and faculty live, learn, and serve the greater good together - from Chapel in the morning to classes, clubs, meals, and so on.
Athletics are just as important as academics at St. Pauls; therefore, each student is required to participate in at least one sport. St. Paul's has many long-standing traditions and is very proud of the fact that the country's first squash court was built right on the grounds.
The Storm King School - $61,700 Yearly Tuition
The Storm King School remains one of the oldest coeducational boarding and day schools in New York. It ranked as one of the top 50 independent schools in North America, and considering the price of $61,700 per year; it must be worth it. Only 195 lucky students from grades 8 to PG get to attend this school. A majority of them are in boarding while the rest are day students.
The class size, on average, is only eight students. The school offers 125 courses including AP prep classes, Advanced Placement Courses, Honors Classes, Signature Programs, and a host of athletics and arts offerings. Students describe this school as being homey while also large. The school makes a considerable effort to look after their students' nutrition, which is why they have their private chefs and great menu options, including a sandwich bar, vegetable bar, and pasta bar.
Newgrange School - Yearly Tuition: $61,189
Newgrange School is the only specialized institution in the state of New Jersey for students with language-based learning differences, like Autism Spectrum Disorder, which is why it costs $61,189 per year. Newgrange has been the leading name in special education for over four decades now. The school gets its name from the Newgrange hills in Ireland where a hidden prehistoric site of historic and artistic significance lies.
Like the hidden treasure under the hills, most people don’t get to see the extraordinary intelligence of students with disabilities. The school helps shine a light on their talents and abilities. The school emphasizes their student's academic performance while in the context of strong social skills. As a special education school, Newgrange focuses on every child's needs and strengths, building their confidence, and preparing them for the world.
Salisbury School - $61,000 Yearly Tuition
To attend Salisbury School, you'll have to invest $61,000 per year. The school “celebrates what it means to be a boy,” where campus life and program design aim to help students value tradition and succeed. The school’s close hilltop community helps to transform boys into gentlemen inside and outside the classroom.
The all-boys private college-preparation school offers 725-acres, with access to an Olympic-sized hockey rink and 110,000 square feet of gymnasium space. There are also fitness centers, basketball courts, a wrestling room, and much more. As for academic programs, students may find every subject from digital media to entrepreneurship. Once students are done with their classes, they can enjoy an "Asian Pho bar," barbecues, and themed dinners.
Episcopal High School - $60,900 Yearly Tuition
Episcopal High School is the first high school in Virginia, and it stretches over 130 well-manicured acres with numerous buildings and sidewalks. When people first see the campus in the middle of Alexandria, they believe that they’re on a college campus. Their scholars can be seen in excellent classrooms, squash centers, gigantic gyms, or even the chapel.
This school makes sure that each student has at least 80-100 “Washington Program” experiences. Students are taken to nearby Washington, D.C., and 100 percent of seniors partake in an on-site externship in the capital. The school is committed to nurturing students’ creative and athletic aspirations through a host of special programs. Plus, the boarding experience at Episcopal High School is rooted in self discovery and the unmatched camaraderie of a shared experience.
Landmark School - Yearly Tuition: $60,400
In Beverly, Massachusetts, Landmark School is a school for students with language-based learning disabilities such as dyslexia and executive function disorder. The school’s unique approach is known to be effective for students who struggle with skills such as writing, listening, reading, or expressing themselves through language. Landmark achieves this through a skills-based and language-based curriculum.
This school's cornerstone is what differentiates Landmark from other schools, with one-to-one tutorials, small class sizes of 6-8, a specially trained faculty, and programs that individualize each student's learning. With robust athletics, visual and performing arts, community service, Landmark students receive a well-rounded, enriching, and fulfilling school experience for their students.
Chamberlain International School - Yearly Tuition: $60,000
Chamberlain International School is a therapeutic, private boarding school positioned in Middleboro, Massachusetts. Their mission is to provide comprehensive and intensive therapeutic programming in an environment that spurs academic success and individual growth, where each student learns in a manner best suited to them. Here, the goal is not only academic success but personal growth.
The curriculum is challenging but immensely supportive. The school accommodates several learning styles and needs from project-based instruction to creative learning assessments. Students can also choose from diverse vocational and enrichment programs apart from the world-class curriculum. Chamberlain has a peaceful and picturesque campus, with historic buildings surrounding a traditional New England village green.
Northwood School - $59,920 Yearly Tuition
Northwood is a leading co-educational private high school for boarding & day students (grades 9 through 12) in Lake Placid, NY, and is often described as ‘quite fancy.’ Fancy or not, this school offers exceptional school programs, including college-level courses.
Additionally, the school has several Signature Programs such as Entrepreneurship and Innovation and Design. Students can opt for a range of co-curricular programs in the arts, robotics, outdoor recreation, and community service. The school is located between the incredible Adirondack Mountains and the fantastic Mirror Lake. This location’s sports are focused around its area. Students are urged to hike frequently and even partake in an all-day hiking trip called “Mountain Day.”
The Hill School - $59,050 Yearly Tuition
Located 40 miles outside of Philadelphia in Pottstwons, The Hill School was ranked as one of the best co-educational boarding schools in the US. Hill School alumni include a long list of senators, a secretary of state and a secretary of the treasury, current Pennsylvania Governor Tom Wolf, and even Donald Trump’s son, Donald Trump Jr.
The dress code here is formal and meticulous: boys will always wear a coat and tie, while girls will wear a blazer. Uniforms must be worn all day, for every activity. The Hill School offers 36 Honors courses and 27 Advanced Placement Courses. Among the biggest draws of the school is its challenging liberal arts curriculum and innovative teaching in a close-knit learning community.
Midland School – $58,600 Yearly Tuition
Located in Los Olivos, California, this co-ed boarding school was founded way back in 1932 by Paul Squibb. A small, rural campus was his dream, which he most definitely achieved. This unique school combines the best elements of an educational institution and an agricultural facility. The experiential learning boarding school is ideal for students looking to expand their worldview. Midland has evolved through the years but remains true to its roots and values – simplicity, mindful living, meaningful connections between students, faculty, and the ideas they explore, and an accessible education to students of all means.
While increasing their academic performance, students will also learn how to chop wood, tend to livestock, and manage the farm. Midland School doesn't have a janitorial or maintenance staff. Also, they have a very rare practice: once students enter their campus, their cellphones are confiscated until the end of their term.
Kent School - $58,450 Yearly Tuition
Kent School is a co-educational college preparatory school in Kent, Connecticut for grades 9 – 12 with a Post Graduate option. Kent was founded over a century ago to provide education that isn't just intellectually challenging, but addresses a student's social, spiritual, and ethical learning as well. Life at Kent instills in students a sense of purpose. Everything on campus is conducive to shaping ideas and inspiring new avenues and direction.
The School has many brick buildings surrounded by unique fields, autumn leaves, and breathtaking nature. The Housatonic River is close by for those who love weekend picnics or morning runs. The Kent School offers a balance of outstanding outdoor and indoor activities, with squash courts, a baseball and football field, and even boating and rowing facilities. Students have 172 courses and 56 clubs to choose from. Kent school also offers a pizza station in their cafeteria.
Woodberry Forest School - $57,250 Yearly Tuition
Nestled in Virginia, Woodberry Forest School is an all-male boarding school that admits only 395 adolescents each year. According to parents in the area, the school has been instrumental in shaping their sons and instilling in them respect and integrity for others. Boys at Woodberry Forest School learn the value of hard work, and how to meet and rise above the social and academic pressures in school and the outside world.
With a campus as big as theirs, we would expect them to have more students. Unlike many schools, they have a strict honor code. The school has a skeet-shooting range, a golf course, an outdoor swimming pool, and a ropes course. While also catering fancy meals to their students, making sure they are well fed and nourished.
Avenues: The World School – $56,400 Yearly Tuition
Every year, Avenues: the world school welcomes children of tech millionaires and celebrities. Located in New York City, this school takes in students from age two to 18 and charges $56,400 per year. This is where Suri Cruise, the child of Tom Cruise and Katie Holmes, was enrolled in. For this amount, children get several privileges, from world-class technology to an expert faculty, including a first-class-restaurant school cafeteria.
Students graduate fluent in either Spanish or Mandarin. Today, Avenues operates as one school across six continents. You will find Avenues campuses in New York, Shenzhen, São Paulo, Silicon Valley. Avenues is also accredited by the New England Association of Schools and Colleges and received recognition as an Apple Distinguished School.
Grier School - $55,900 Yearly Tuition
Grier School is an all-girl boarding school for grades 7-12 in the State of Pennsylvania. Located on 320 acres of glorious mountainside, Grier students enjoy holistic education in academics, the arts, and athletics. Grier is known for training prospective dancers at Broadway by their professional choreographers complete with a rigorous Pre-Professional Program.
Well-known guest artists join the Grier faculty throughout the year to teach new repertoires and help students with choreography and developing industry relationships. All students learn in a supportive environment and are encouraged, engaged, and prepared for the future. There are also other considerations, such as the equestrian team, the Elite Scholars Program, and technology programs such as the Dell Education Purchase Program. At Grier School, students achieve a balance of logical thinking, artistic expression, and physical fitness.
The MacDuffie School - $55,450 Yearly Tuition
The MacDuffie School has declared itself an "international community," with half of its students coming from more than 20 countries abroad. Students from all over the world would like to attend this school, located in Granby, Massachusetts. The average class size is 11 and learning takes place in a safe 254-acre campus in rural Massachusetts. The school offers many sports programs, from tennis to dance.
MacDuffie has an exciting exploration and extracurricular program from competitive robotics and national math teams to badminton and soccer championships. A supportive faculty guides the school’s advising and study programs for students. One of the main focuses of this school is its commitment to nutrition, with a cafeteria offering a full salad bar, a deli, a soup station alongside freshly cut fruits and veggies.
Linden Hall - $54,200 Yearly Tuition
Founded in 1746, Linden Hall is one of the oldest schools in the US. The all-girls boarding school is based in Pennsylvania's Lancaster County. Linden Hall is best known for its talented equestrian team and facilities. There you can find 20 horses on campus along with stables, a large outdoor ring, as well as a heated tack room.
Students receive training throughout the year and can compete in elite national competitions. Students can even obtain a real pilot's license at Linden Hall. Other signature programs at Linden Hall include public speaking experiences, a literary magazine that’s the oldest continually published magazine for women in the United States, and a school newspaper that’s completely student run.
Collegiate School - Yearly Tuition: $54,125
Collegiate School is an independent school on the Upper West Side of Manhattan in New York City. Seeing as it was founded in 1628, this is the oldest school in the United States. The Collegiate School is part of both the New York Interschool and the Ivy Preparatory School League. The school is among the top all-boys schools in the world with “a program designed and delivered with boys in mind.”
What does that mean? It means Collegiate understands that boys flourish when they can be themselves, build authentic relationships, learn by doing and exploring, lead and set high expectations for themselves. The school’s many programs and facilities reflect this philosophy. Its outdoor space includes a large roof deck on floor 9 with a large recreation area and a ground-level, 5,000-square-foot courtyard that allows for handball and basketball.
St. Thomas More School – $53,900
Located in Oakdale, Connecticut, St. Thomas More School holds the unofficial basketball school title. This is the main reason students choose to come to this school – they have tremendous basketball talent and aspire to be picked for an NCAA Division I level college basketball team. With at least 20 alumni who went on to become professional basketball players in the NBA, this makes sense.
But every dream has its price; with nearly $54,000-a-year, that price is steep. But the school does offer some perks, such as top-of-the-line gymnasiums, a beach, a dock, and a boathouse. They also have five athletic fields, a track, tennis courts, and up to 40 different academic subjects to choose from.
Shattuck-St. Mary's School - $52,750 Yearly Tuition
Shattuck-St. Mary's School is known for its programs in engineering, bioscience, pre-conservatory music, vocal performance, soccer, hockey, figure skating, and golf. Located in Faribault, Minnesota, approximately 70% of its students are boarders. Opportunities at Shattuck-St. Mary's School includes several team-building activities and social events which help foster a strong, supportive community.
What can students expect at Shattuck-St. Mary’s? A vibrant campus life with exciting academics, athletics, and arts programs. Academic innovation receives strong impetus here. The school even has specific centers of excellence for students interested in bioscience and engineering. Artistically inclined students can choose from various theater, chorus, dance, and visual arts programs.
Trevor Day School - $52,600 Yearly Tuition
Trevor Day School teaches college-bound students to achieve academic and personal excellence within an inquiry-driven, idea-rich community in New York. The education approach at Trevor Day School is uniquely innovative, resulting in students who balance a rigorous college-preparatory curriculum with achievement and meaningful engagement.
The school caters to children from Nursery through Grade 12 and encourages students to embrace both academics and extracurriculars. Apart from rigorous academics, Trevor offers Arts electives, clubs, JV and Varsity teams. Community service is central to life at Trevor. The school’s mission is to give students the tools to balance the world’s challenges with healthy and dynamic lives.
Marymount School of New York - $51,750 Yearly Tuition
Marymount School of New York is a Catholic day school for girls established on the Upper East Side of Manhattan. Mother Marie Joseph Butler founded it in 1926 as a component of a chain of schools managed by the Religious of the Sacred Heart of Mary. This school is filled with students from all across the country and has a great community within itself.
Their academic program aims to instill curiosity, where learning is joyous and adventurous. Students dare to dream thanks to innovative school programs on the visual and performing arts, technology, financial literacy, and design and innovation. The athletics program has everything from lacrosse and volleyball to fencing. Most importantly, the Marymount experience is rooted in character building and sisterhood.
Milton Academy - $51,460 Yearly Tuition
Milton Academy is a highly selective school, coeducational, preparatory school located in Milton, Massachusetts. Boarding is offered from 9th grade. Historically, Milton Academy has remained the unofficial feeder school for Harvard University. For $51,460 a year, Milton is a great school that offers challenging academics while also providing students a plethora of resources when they need extra support.
Class sizes are small where learning is discussion-based and reading goes beyond textbooks. Teachers look for students’ analysis and critical thinking abilities above all else. The school is known for its impeccably high academic standards in an empowering collaborative environment. Milton’s goal is not only to prepare students for college but for life.
Concord Academy - Yearly Tuition: $51,455
Concord Academy was first established in 1922 as a coeducational, independent college preparatory school for grades nine through twelve in Concord, Massachusetts. Concord maintains to be one of the most diverse and accepting schools on our list. With dedicated teachers who strive to help their students in every way possible.
Their rigorous approach to the sciences, arts, and humanities is also steeped with intellectual growth, experimentation, and hands-on learning opportunities. The school believes time outside the classroom is as significant and students have the option to make it fun, constructive, or relaxing. The town of Concord as a location is ideal since many great minds like Louisa May Alcott, Henry David Thoreau, and Nathaniel Hawthorne lived here.
The Lawrenceville School - $51,440 Yearly Tuition
Located in Lawrenceville, New Jersey, the Lawrenceville School is a top-rated private boarding school. The Lawrenceville approach to learning is over 200 years in the making. History and long-standing tradition are evident in the ornate academic buildings and arts facilities. The school is a former member of the G20 Schools group, a member of the Eight Schools Association, and the Ten Schools Admissions Organization.
Lawrenceville also has a robust arts and sports programs. With a student-to-teacher ratio of seven to one, this school also boasts 18 athletics fields, 12 outdoor tennis courts, a nine-hole golf course, all-weather and indoor tracks, a hockey arena, a boathouse, and a mountaineering course.
The Rivers School - $51,400 Yearly Tuition
The Rivers School believes that students can achieve their potential through an innovative and challenging curriculum, taking risks, and feeling valued and nurtured. It has been doing this since 1915 when the school first came into being. Among the school’s many draws is the outstanding faculty. The school campus has a yearly tuition of $51,400.
The campus has more than 12 acres of playing fields that include a 54,000-square-foot multi-sport synthetic turf field, a Waterman Field, and six outdoor tennis courts. The indoor athletic facilities include the Haffenreffer Gymnasium with a full-size basketball court and the 78,000-square-foot MacDowell Athletic Center.
Trinity School - Yearly Tuition $49,795
Trinity School is known as a highly selective private, co-ed day school stationed in New York City and a member of both the Ivy League's Preparatory Schools and the New York Interschool. Established in 1709, Trinity School is the fifth oldest school in the U.S. and the oldest school to have continually run in New York City.
It started as a charity school with a clear purpose – schooling that aimed to connect students to the city’s needs. Being located right in the middle of NYC gives meaning and action to this purpose. There’s no better location to practice global citizenship. Notable alumni comprise the well-known journalist David Faber, tennis players John and Patrick McEnroe, composer Charles Wuorinen and Facebook CFO David Ebersman.
Horace Mann School - Yearly Tuition: $48,600
Horace Mann School was founded in 1887 and ranked as the second-best preparatory School in the country in 2010. The school was maned after Horace Mann, an eminent educationist, lawyer, and member of the House of Representatives in Massachusetts. He believed every person should receive a public education regardless of their background. This vision continues to guide the school. Notable alumni include former U.S. Attorney General Willam Barr, Washington Post writer Marc Fisher, and former New York Governor Elliot Spitzer.
It turns out that Horace Mann School is also a founding member of the Ivy Preparatory School Athletic League. Since way back in 1946, the school's teams have reigned victorious in a whopping 214 league championships and 25 state ones too. The school is always trying to help its students grow both athletically and academically. They want every student to develop a strong sense of purpose.
Middlesex School - Yearly Tuition: $47,810
Middlesex School was founded in Concord, Massachusetts, as a coeducational, non-sectarian, day and boarding independent secondary school. It was established as an all-boys academy in 1901 by a Roxbury Latin School alumnus, named Frederick Winsor, who supervised the school until 1937.
The school prides itself on a close-knit community, evident in its many facilities – a theater, chapel, student center, and sprawling fields where students and faculty mingle, exchange ideas, celebrate life, or just be. Notable alumni include actor Steve Carell, former New Mexico Governor and Presidential candidate Bill Richardson, former U.S. Senator from Massachusetts Henry Cabot Lodge Jr., and Instagram co-founder Kevin Systrom.
The Berkshire School - Yearly Tuition $48,000
The 400-acre campus in the Berkshires has state-of-the-art academic, artistic, and athletic facilities. Out of 304 schools, Berkshire School is listed among the top 20 boarding schools. Berkshire's athletics also competes as one of the highly competitive New England Preparatory Schools. Berkshire offers a well-rounded education with plenty of extracurriculars, community social events, unique traditions such as Pro Vita, and its classroom experience.
Some of the school’s signature programs are in science and humanities research. Additionally, students can also study aviation science or enroll in the Ritt Kellogg Mountain program. The school is committed to creating enterprising minds and has instituted the Sabin Entrepreneurial Prize.
The Cambridge School of Weston - Yearly Tuition: $47,500
Founded back in 1886, The Cambridge School of Weston is a co-ed high school that emphasizes "critical thought with hands-on experiential learning, and deep academic inquiry." The academic year is divided into seven modules of five weeks. A follower of education, many of the progressive scholarly underpinnings still guide the school, such as a focus on experiential learning, community involvement, and a low student-to-teacher ratio.
The school instituted a form of community self-governance in 1939, modeled after the traditional New England town meeting. The school completed building a Green building in 2007 called the Garthwaite Center for Science and Art.
Lawrence Academy - Yearly Tuition $47,400
Lawrence Academy was founded in 1793 in Groton, Massachusetts. This academy lays claim to being the third oldest boarding school in the whole country. Each year, 400 students through grades 9 and 12 enroll for the school’s college preparatory curriculum. With an average class size of 14, Lawrence Academy boasts a student-to-teacher ratio of 5:1.
Individualized attention is the impetus here, as is fostering a culture of compassion and connection. The school offers students unique programs like sailing lessons and Costa Rican ecology excursions. The school also has notable alumni among its graduates, like AOL CEO Tim Armstrong and former first-round NBA draft pick Antoine Wright, and Audrey McNiff, Managing Director at Goldman Sachs.
Convent of the Sacred Heart - Yearly Tuition: $46,524
Founded in 1881, the Convent of the Sacred Heart is New York City's oldest private school for girls – a school committed to nurturing in students a respect for intellectual values, social awareness, personal and active faith, community, and personal growth. The school was initially housed in a Manhattan brownstone on Madison Avenue at East 54th Street.
In the 1940s, the school acquired the Burden mansion next door. On their campus, there are science Labs, gymnasiums, and photography darkroom studios. The Convent of the Sacred Heart offers a range of clubs and activities for its students, including Habitat for Humanity International, Amnesty International, student council, and forensics.
Nightingale-Bamford School - Yearly Tuition: $46,500
As an independent all-female preparatory school, Nightingale-Bamford School was founded in 1920 by Frances Nicolau Nightingale and Maya Stevens Bamford. Nightingale-Bamford School was formerly called Miss Nightingale's School, officially becoming "The Nightingale-Bamford School" in 1929. Today, the school is known for its exceptional liberal arts education that empowers girls for the modern world.
Nightingale champions cross-cultural exposure and an environment where students feel seen, heard, and valued. Since 1920, NBS has graduated over 3,000 alumnae. Located on the Upper East Side of Manhattan, Nightingale-Bamford is also a member of the New York Interschool consortium. Nightingale is a small school with 560 students, approximately 45 pupils per grade level. The student-faculty ratio is 7:1 with an average class size of 10 students.
Commonwealth School - Yearly Tuition: $45,848
Commonwealth School is a private high school with approximately 140 students and 35 faculty members stationed in the Back Bay neighborhood of Boston, Massachusetts. A challenging learning experience in a close-knit community distinguishes the school from others. Student demographics are as diverse as they come. Approximately 56% are students of color representing 42 cities and towns.
As Commonwealth is accredited by the New England Association of Schools and Colleges, students take full advantage of the resources and pursue research, annual independent projects, as well as community service. Commonwealth's educational curriculum is steeped in rigorous analysis, focused concentration, discussion, and inquiry. The school’s track record of students placed in colleges of their choice is 100%.
Hackley School - Yearly Tuition: $45,775
Hackley School is a private preparatory school in Tarrytown, NY, and is a member of the Ivy Preparatory School League. The school was founded just before the turn of the century in 1899 by a wealthy philanthropist, Mrs. Caleb Brewster Hackley. The school became co-educational in the ‘70s and is today a boarding and day school for students from kindergarten through grade 12.
Many additional courses and electives are offered, like Creative Writing, History of Western Theater, Marine Biology, Calculus, Finite Mathematics, Statistics, Organic Chemistry, Ecology, Electronic Publishing, Etymology, Three-Dimensional Sculpture and Design, Studio Art, Architecture and Design, Ceramics, and even Filmmaking. Ideals of friendship, character, intellect, beauty, and light are embedded into the school’s identity and architecture.
Choate Rosemary Hall - Yearly Tuition: $45,710
Choate Rosemary Hall is a top-rated, private boarding and day school in Wallingford, Connecticut. With 867 students, their student-teacher ratio remains at 7 to 1. Tuition is quite pricey at $61,760 for the highest grade offered. Choate is one of the most prestigious and oldest schools in the United States and one of the most advanced.
Choate strives to hold on to its reputation of quality education, excellent faculty, and a tight-knit community. According to the school, the Choate experience interweaves rigorous curriculum with building character, where students and teachers live with and continually learn from each other in ways that matter. Sustainability is built into school life, operations, and curriculum.
Greens Farms Academy - Yearly Tuition: $45,690
Founded in 1925, Greens Farms Academy has graduated thousands of compassionate and enterprising individuals - the school was first established as The Bolton School for girls but has since converted to a co-educational system in 1969, still keeping many of its traditions. With a stunning 44-acre waterfront campus in Westport, CT, Greens Farms Academy has three ecosystems - a salt marsh, Audubon woodlands, and the Long Island Sound - along with distinct architecture.
The school prides itself on maintaining small class sizes - 1 teacher to 15 students on an average. Its academic program builds in student mentoring programs and Signature Programs across all grades in World Perspectives, Human Ecology and Sustainability, and STEM.
Head-Royce School - Yearly Tuition: $45,600
Head-Royce School is a top-rated, private school located in Oakland, California. Founded in 1887 by Anna Head, the forerunner of Head-Royce was the Anna Head School for Girls in Berkeley. It is an independent K-12 school focusing on children’s holistic education. Most students belong to over 30 communities in and around the East Bay area, primarily from Oakland, Berkeley, Orinda, and Almeida.
The School relocated to its current position in 1964; the Anna Head School for Girls merged with the adjacent Royce School in 1979 to form today's Head-Royce School. Tuition costs around $45,600 per year. After graduation, 100% of students from Head-Royce School go on to attend college. Many of them have also made the National Merit Scholarship finals.
National Cathedral School - Yearly Tuition: $45,440
National Cathedral School is a private Episcopal day school for girls located on the Washington National Cathedral grounds in Washington, D.C. NCS is the oldest of the organizations constituting the Protestant Episcopal Cathedral Foundation. A belief in “the power of young women” is what drives the school’s mission.
As a Cathedral school, its proximity to federal Washington provides students with many opportunities to engage with a larger world. The grounds are exceptionally beautiful and some of the buildings have architecture that speaks to the school’s Episcopal roots. With many notable alumnae, NCS proves to be an exceptional choice for those who can afford $45,440 per year.
Riverdale Country School - Yearly Tuition: $45,050
With a sprawling 27.5-acre campus, Riverdale Country School is the largest in New York City. With notable alumni like director Joss Whedon, actor Chevy Chase, U.S. Senator Richard Blumenthal, and actress Sarah Michelle Geller, their tuition doesn't seem that expensive.
The 2018 Private School Rankings ranks Riverdale Country School as the 5th best private high school in all of New York City and the 28th best private high school in the entire country. It is among the most premier Pre-K to Grade 12 independent schools in the city. One of the biggest draws is the school’s extensive range of programs across subjects like the humanities, STEM, and the arts with community and character building at the heart of it all.
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https://www.greatschools.org/new-york/tarrytown/5170-Hackley-School/
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Hackley School - Tarrytown, New York - NY
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Hackley School located in Tarrytown, New York - NY. Find Hackley School test scores, student-teacher ratio, parent reviews and teacher stats.
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GreatSchools.org
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https://www.greatschools.org/new-york/tarrytown/5170-Hackley-School/
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An excellent education for every child
GreatSchools is the leading nonprofit providing high-quality information that supports parents pursuing a great education for their child, schools striving for excellence, and communities working to diminish inequities in education.
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https://www.privateschoolreview.com/the-harvey-school-profile
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The Harvey School (Top Ranked Private School for 2024)
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[
"Parent - LB",
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"Parent - Renee",
"Parent - grods",
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"Parent - LD",
"Parent - LC",
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] |
2024-07-01T13:24:03-05:00
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The Harvey School ranks within the top 20% of private schools in New York. Serving 370 students in grades 6-12, this school is located in Katonah, NY.
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Private School Review
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https://www.privateschoolreview.com/the-harvey-school-profile
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School Overview
Religious Affiliation
Grades Offered
Grades 6-12
ADD/ADHD Support
Yes
Year Founded
1916
School Calendar
Student Body
Total Students
370 students
Student Body Type
Co-ed
% Students of Color
9%
State avg.: 40%
Students by Grade
Academics and Faculty
Tuition and Acceptance Rate
Admission Deadline
None / Rolling
Yearly Tuition Cost
$46,000
% on Financial Aid
29%
Acceptance Rate
45%
National avg.: 85%
Admissions Associate
Jessica Vicente
Endowment Size
$5 million
Sports
Extracurriculars
Total ExtracurricularsTotal Extra-curric.
13 extracurriculars
ExtracurricularsExtra-curric.
Club or Organization:
Middle School Literary Magazine, Middle School Newspaper, Middle School Robotics, Model United Nations, Upper School Newspaper, Upper School Robotics
Arts and Music Programs:
Middle School Band, Middle School Choir, Middle School Play, Upper School Band, Upper School Choir, Upper School Musical, Upper School Play
School Notes
Harvey's diverse and welcoming community includes students from over 100 communities in New York, Connecticut, and New Jersey, and international students from over seven countries including Spain, Germany, Japan, Sweden, China, and Liuthania. Located on a beautiful hilltop in Katonah, New York, Harvey provides a college-preparatory program that cultivates academic excellence, artistic exploration, athletic achievement, and service to others, with an optional 5-day boarding program for students in grades 9-12.
Our hearts strengthen our minds. Sir William Harvey, our namesake, discovered the mechanics of blood circulation. So you might not be surprised that Harvey is a community that leads with its heart. We value service and encourage students to engage with local and global communities-identifying needs, developing responses, and rolling up their sleeves to get things done-so they lead lives of integrity.
Music, dance, theater, TV production, the arts, language study including Japanese, and robotics are among the many opportunities available to students at The Harvey School.
The state-of-the-art Walker Center for the Arts includes a 3,320-square-foot theater, which seats 250 people; a gallery space on the first floor; a large dance studio; and multiple practice rooms and art rooms.
Small class size (averaging 10 students) encourages academic achievement and personal growth in an environment that is both warm and supportive.
Students can be challenged by 11 Advanced Placement courses, in addition to the academically rigorous art, drama, music and creative writing programs available at the school.
Three internet-accessible labs and the integration of computer technology in almost every course are also provided.
The school's competitive interscholastic athletic program includes football, soccer, volleyball, cross-country, ice hockey, basketball, lacrosse, rugby, baseball, softball, gofl, skiing, tennis, and track & field.
The athletic facilities include football and soccer fields, the state-of-the art athletic center, the new outdoor six-court tennis center, along with newly constructed baseball and softball diamonds.
Frequently Asked Questions
How much does The Harvey School cost?
The Harvey School's tuition is approximately $46,000 for private students.
What is the acceptance rate of The Harvey School?
The acceptance rate of The Harvey School is 45%, which is lower than the national average of 79%. The Harvey School's acceptance rate is ranked among the top private schools in New York with low acceptance rates.
What sports does The Harvey School offer?
The Harvey School offers 17 interscholastic sports: Alpine Skiing, Baseball, Basketball, Cross Country, Dance, Figure Skating, Football, Golf, Ice Hockey, Lacrosse, Rugby, Soccer, Softball, Tennis, Track and Field, Volleyball and Winter Track. The Harvey School is ranked as one of the top 20% of private schools in New York for most sports offered.
What is The Harvey School's ranking?
The Harvey School ranks among the top 20% of private schools in New York for: Lowest average acceptance rates, Largest student body, Most sports offered and Oldest founding date.
When is the application deadline for The Harvey School?
The application deadline for The Harvey School is rolling (applications are reviewed as they are received year-round).
School Reviews
5.00 out of 5 (12 reviews)
5
I have one child at Harvey and one who graduated. The one who graduated got into 9/9 of his colleges, including his reaches. The school finds the best fit for your student and has many great connections at top universities. Colleges like Harvey students because they are kind, self-advocate, and contribute to the campus--all things that are promoted at Harvey. The school is about academics first and foremost but also focuses on joy and inclusion for all. It's truly a refreshing combination.
- Posted by Parent - Parent
5
I have one child at Harvey and one who graduated. The one who graduated got into 9/9 of his colleges, including his reaches. The school finds the best fit for your student and has many great connections at top universities. Colleges like Harvey students because they are kind, self-advocate, and contribute to the campus--all things that are promoted at Harvey. The school is about academics first and foremost but also focuses on joy and inclusion for all. It's truly a refreshing combination.
- Posted by Parent - Alumni Parent
5
My son started at The Harvey School in the Fall of 2020. In that time, I have seen him grow into a self-advocating, thoughtful, and bright student. My daughter just started high school there and after 2 weeks she is thriving - you are NEVER the new kid at The Harvey School. It's a welcoming community for parents as well with so many opportunities to be involved and get to know the caring faculty and staff. Enrolling my kids at The Harvey School was the best decision for our family.
- Posted by Parent - Meredith H
5
This is our daughter`s second year in middle school at Harvey, and her experience has been transformative. She`s become a happy, engaged student who truly enjoys her classes and doesn't want the school week to end! The small class sizes have been invaluable for her, and the attention, support, and encouragement she's received from teachers and peers have built her curiosity and confidence and helped her bloom into an articulate, self-possessed young person with strong critical thinking skills. Harvey offers a rare learning environment that's both caring and energizing. The class sizes are truly intimate so that teachers get to know each student well and can nurture their individual growth with focused attention, encouragement, and acknowledgment. Harvey has an atmosphere of warm congeniality without the burden of intense academic competition or social pressures. It feels like a happy, harmonious place where students can be themselves and explore their interests with authenticity. The scope of classwork is wide and deep enough to challenge our middle schoolers, and there`s a wide variety of appealing electives and after-school offerings, especially in the arts. We also appreciate the emphasis Harvey places on public speaking, with opportunities such as the school-wide speech competition and poetry recitation contest. These opportunities have helped our daughter learn to address others with confidence and poise-a valuable life skill. It`s a joy to watch her go off to school each morning with real excitement and to see her come home smiling.
- Posted by Parent - LD
5
I have had 3 children attend Harvey for 3 different reasons and Harvey has been able to meet the needs of my children. Harvey's small class size, personal connection with teachers and staff, interactive and innovative programs each of my children thrived at Harvey. Harvey has a way of building self-esteem, giving the student confidence to try something they never would have tried elsewhere. My youngest started in 7th grade and his writing skills were strong and articulate. The curriculum and school community focuses on the development as a student as a whole. Teachers, staff, and administration I have found to be available to parent concerns in a timely manner. There are activities for a variety of interests and this is a place where the school athlete can also be the theater kid and on the robotics team. or clubs, and if it isn't there, your child can start it.... mine did :) Harvey strives for community. Harvey is definitely a Small School with Big Opportunities!!
- Posted by Parent - class of '16,'18,'23
5
A Small School with Big Opportunities. Truer words could not be spoken when it comes to The Harvey School. Small class instruction allows for personalized attention, the ability for teachers to get to know each of their students on a personal level which allows for students strengths to be acknowledged and their weaknesses to be areas that they continue to work on, all the while building confidence and encouraging self avocation. A real community on so many levels, The Harvey School encourages students to try new things without the fear of making mistakes, fosters a real sense of inclusion in all areas whether academic, social, athletic, arts, etc., all levels of ability are celebrated. If you are looking for a small school with a warm, nurturing environment that pushes your child to understand that they posse the tools that they need to excel in academics and life beyond academia, The Harvey School is the place to make this happen.
- Posted by Parent - LC
5
The Harvey School has provided our son and family with an excellent academic and social experience. When considering middle school options for our son, we were looking for small class sizes that provided a dynamic learning environment and engaging community for students and parents. Harvey has exceeded our expectations and been a steady foundation for our family. The faculty and students were very welcoming and made our son feel like part of the community immediately upon enrolling as an 8th grader in Fall 2020, helping to build his social and academic confidence. The administration has effectively navigated the pandemic through transparent communication, constant vigilance, and agility to keep the community safe and maintain the in-person learning experience. The Parents` Association has been a wonderful outlet and opportunity for us to actively participate in our son's education, contribute to the school community, and has provided a built-in network of other parents to hear about different experiences. We consider ourselves fortunate to be part of such a wonderful community and look forward to our son's continued academic and social growth at The Harvey School.
- Posted by Parent - proud mom
5
My daughter is finishing 9th grade at Harvey and it's a testament to Harvey that she is both continuing to learn during this insane time (April 2020), and also that she misses school terribly. My husband and I have been impressed with Harvey during normal times; we are having trouble finding the words to express the extent of our gratitude and awe for the teachers during this unprecedented crucible.
- Posted by Parent - DRU
5
The Harvey School has exceeded my expectations on all levels. When we first enrolled our older son in eighth grade three years ago, we were looking for a smaller class sizes and an inclusive community. We found that and so much more. We found teachers going the extra mile academically and providing other kinds of support during and after school. We found students who welcome all, and advisors, teachers and administrators who reach out to check in. We found a warm community of parents-and we found lots of opportunities to have fun! Harvey is the real deal, and the school honors its mission statement of Rigor with Heart on every level. We now have two children at Harvey and couldn't be happier. As a footnote, the transition to e-learning has been seamless, and we are getting tons of support from the Parents' Association, teachers, and administrators. We even have after-school Zoom workouts, game afternoons and parent happy hours. We are so lucky to have found this gem of a school.
- Posted by Parent - LB
5
Harvey is a terrific school for a kid who needs more support/attention than their local public school. My son didn't qualify for IEP or 504 but wasn't thriving. Harvey has been transformative. Also, the small size and enriched curriculum are amazing, he's been in a play, played a sport, and participated in robotics. He would not have done any of those at our public school.
- Posted by Parent - kh
5
My daughter came to Harvey from an area elementary school in 6th grade. She was not the most enthusiastic learner and often struggled to stay engaged and on task. Her teachers at Harvey immediately recognized not only her challenges but also her strengths. By getting to know her as a person and connecting with her on her interests, her teachers gained her trust and ignited her intellectual curiosity. The small class setting has made it easier for her to be comfortable asking questions and contributing to discussions which in turn helps to keep her focused. As she prepares to enter the Upper School, I am confident that she has the academic skills and confidence she needs to be successful.
- Posted by Parent - Renee
5
Harvey is an incredible school! Students are able to dabble in a variety of activities from sports to the arts, an interesting array of course offerings and the attention of a very talented and devoted teaching and administrative staff. Parents are active and involved and the school has a number of family programs throughout the year. Perhaps the most impressive aspect of Harvey is the ability of a student to be both a "jock" and a "theater kid" and be accepted on all levels.
- Posted by Parent - grods
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https://scarsdale10583.com/section-table/100-parenting/9937-going-private-a-wide-array-of-educational-opportunities-in-our-area
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Going Private: A Wide Array of Educational Opportunities in Our Area
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"The Masters School",
"The Harvey School",
"Rippowam Cisqua School",
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"The German School",
"Thornton Donovan School",
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Private Schools for Scarsdale Students
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/favicon.ico
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Scarsdale
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https://scarsdale10583.com/section-table/100-parenting/9937-going-private-a-wide-array-of-educational-opportunities-in-our-area
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When you ask most newcomers why they put down their roots in Scarsdale, you’re likely to hear that the terrific public schools the top reason for the move. Along with the short commute to the city and the beautiful tree-lined neighborhoods, our top-rated schools are a huge draw for young families.
Still, even with our great schools, there are some Scarsdale residents who choose to send their children out of the district for their education. Parents might choose a private school that can better accommodate their child with special learning needs, others may turn to a private school that will support their children’s religious education, or foster their child’s athletic endeavors, or perhaps they simply want a school for their child that has a philosophy that better suits their family’s goals and values.
Whatever their reasons, parents in Scarsdale have no shortage of quality private schools to choose from. Any sort of education that one could imagine, from a progressive curriculum to a more traditional approach, from secular to clerical, a focus on special needs to a focus on different languages/culture, can be found just a stone’s throw away. Here is a list of local private schools that some Scarsdale parents have chosen for their children.
Hackley: https://www.hackleyschool.org/
Hackley School is an independent, college-preparatory, nonsectarian, day and boarding school for students in kindergarten through twelfth grade.
Mission: "Hackley challenges students to grow in character, scholarship, and accomplishment, to offer unreserved effort, and to learn from the varying perspectives and backgrounds in our community and the world."
This mission challenges us to leave ourselves open to new possibilities--intellectual and interpersonal--with the option to change our minds. Learning from the perspective of others requires a community effort, the type born of the journey framed by our mottos.
Location: Tarrytown, NY
Grades: K-12
Number of Students: 840 Day and Boarding
Application deadline: November 28, 2022
“We chose Hackley because of its emphasis on character education, racial and socioeconomic diversity as well as the school’s commitment to academic excellence. The school makes an effort to really know every child well, and it is a strong, welcoming, and tight knit community.” -Scarsdale Parent
Rye Country Day School: https://www.ryecountryday.org/
Mission: Rye Country Day School is a coeducational, college preparatory school dedicated to providing students from Pre-Kindergarten through Grade 12 with an excellent education using both traditional and innovative approaches. In a nurturing and supportive environment, we offer a challenging program that stimulates individuals to achieve their maximum potential through academic, athletic, creative, and social endeavors. We are actively committed to diversity. We expect and promote moral responsibility and strive to develop strength of character within a respectful school community. Our goal is to foster a lifelong passion for learning, understanding, and service in an ever-changing world. “Not for Self, but for Service.” -RCDS motto since 1869
Location: Rye, NY
Grades: PK-12
Number of Students: 951
Application Deadline: December 15 and some grades on a rolling basis.
The Leffell School: https://www.leffellschool.org/
Mission: The Leffell School, a Kindergarten through 12th grade independent Jewish day school, is set by our comprehensive, intellectually rigorous dual curriculum that empowers and cultivates each student in mind, body, and soul. Through the teaching of Jewish values, critical thinking, and openness to new ideas, we inspire our students to achieve academic and personal excellence, preparing them for college and the ever- changing world beyond.
We are a kehilah, a caring community that fosters the joyous practice of Jewish life. We instill in our graduates the confidence to navigate life's journey with a strong moral compass and apply their passions, knowledge, and skills to the betterment of the Jewish people, the United States, Israel, and the world.
Location: Hartsdale, NY
Grades: K-12
Number of Students: 824
Application Deadline: December 1, 2022
French American School: https://www.fasny.org/#
Mission: FASNY nurtures creative, open-minded, critical thinkers to become lifelong learners motivated to lead, contribute and thrive in an ever-changing world. We focus on the learning and well-being of our students in an academically rigorous, multicultural, bilingual setting that brings together the best of American, French and International education.
We value an inclusive community where everyone is seen, heard and feels respected.
Location: Mamaroneck, NY
Grades: NS-12
Number of students: 707
Application Deadline: First form due December 16, 2022
School of the Holy Child: www.holychildrye.org/
Mission: The mission of School of the Holy Child is to develop “women of conscience and action.” An all-girls, Catholic, independent, college-preparatory school for grades 5-12, the School is guided by the educational philosophy of Cornelia Connelly, the founder of the Society of the Holy Child Jesus, and her dedication to “joy in teaching and joy in learning.” Accomplished and dedicated faculty members foster the spiritual development, individual talents and interests of each student. This is realized through rigorous and comprehensive academic, arts, athletics, service and global programs. Holy Child graduates are prepared for the innovative and critical thought necessary in a diverse, interconnected society.
Location: Rye, NY
Grades: 5-12
Number of Students: 380 All Girls
Application Deadline: For grades 9-12 December 9, 2022. For grades 5-8 January 25, 2023
“In addition to the small class sizes and it being an all girls school, we chose Holy Child for our daughter because of the school’s reputation for delivering a nurturing school experience while still achieving great academic success.” - Scarsdale Parent
Iona Prep: https://www.ionaprep.org/
Mission: Iona Preparatory School is a Catholic community inspired by the charism of Blessed Edmund Rice as expressed in the Essential Elements of a Christian Brothers Education. We develop young men into moral and ethical leaders who are dedicated to Christian service and who strive for spiritual, intellectual and physical excellence.
Location: New Rochelle, NY
Grades: PK-12
Number of students: 901 All Boys
Application Deadline: Upper School: December 15, 2022
The Harvey School: https://www.harveyschool.org/
Mission: The Harvey School provides a college-preparatory program that fosters lifelong learning and inspires students to develop the confidence and leadership qualities necessary to succeed in a diverse, competitive, and changing world. With our commitment to small class size, our community cultivates the strengths of each student through academic excellence, artistic exploration, athletic achievement, community service, and global understanding.
Location: Katonah, NY
Grades: 6-12
Number of Students: 355 Day and Boarding Students
Application deadline: Priority Applications: February 1, 2023 * Applications submitted after February 1 will be considered on a rolling basis and space availability
Rippowam Cisqua School: https://www.rcsny.org/
Mission: Rippowam Cisqua School creates independent thinkers, confident communicators, and engaged leaders who respect and contribute meaningfully to a diverse and increasingly complex global society.
Location: Bedford, NY
Grades: PK-9
Number of Students: 443
Application Deadline: Applications are accepted on a rolling basis year-round for JPK, PK, and SPK. The priority deadline for Kindergarten through Grade 9 is January 15, 2023. After the priority deadline has passed, we accept applications on a rolling basis throughout the year as space allows.
The Windward School: https://www.thewindwardschool.org/
Mission: Windward is a coeducational, independent day school dedicated to providing a proven instructional program for children with language-based learning disabilities. The multisensory curriculum is designed for students of average to superior intelligence who can benefit from the unique educational experience provided. Through direct instruction in small class settings, a trained staff assists students to improve their language skills. Academic success, combined with opportunities for social and emotional growth within an intentionally diverse and inclusive setting, enables students to understand their learning differences, build confidence, and develop self-advocacy skills. Windward is committed to helping students achieve their full potential in preparation for a successful return to a mainstream educational environment. To meet these goals, the School provides ongoing training to its faculty based on the most current research and shares its expertise with the parent body, other educators, and the broader community.
Location: White Plains, NY
Grades: 1-9
Number of Students: 525
Application Deadline: Rolling
“Once my child was diagnosed with dyslexia we quickly learned we needed a school that specialized in working with kids with dyslexia and taught reading in a way that our child would best understand it. The small class sizes and the extensive teacher training each teacher undergoes make Windward an obvious choice for those who need this type of program.” -Scarsdale parent
The German School: https://www.gisny.org/
Mission: German International School New York is a Pre-K through Grade 12 college preparatory institution which confers both the German Abitur and the New York State High School Diploma on its graduates. We challenge our students to take advantage of the rigorous academic instruction with its emphasis on critical thinking, as well as the multi-lingual, cross-cultural setting, to grow into socially and environmentally aware global citizens.
Location: New White Plains, NY
Grades: PK-12
Number of students: 409
Application Deadline: Rolling
Thornton Donovan School: https://www.td.edu/
Mission: Thornton-Donovan (T-D) School was founded on the principle that a school must meet the changing needs of its students, its community, and its society. Its philosophy and curriculum directly contribute to the development of students who can use their individual talents to meet the challenges of life. Although we are independent and non- denominational, there is a spiritual element paying homage to all beliefs, which permeates the campus and all of our activities. Our atmosphere is intimate, calm and natural. You'll notice straight away how different we feel compared with other schools.
Location: New Rochelle, NY
Grades: K-12
Number of Students: 153
Application Deadline: Rolling
Fordham Prep: https://www.fordhamprep.org/
Mission: Opening in 1841 as St. John’s College, Fordham Prep was one of the very first Jesuit schools founded in the United States. Today, we are part of a network of 62 Jesuit high schools across the country. Our mission is to form young men of faith, scholarship and service.
Like all our fellow Jesuit high schools, Fordham Prep is guided by the characteristics we would like each graduate to acquire during his high school years. We strive to graduate young men who are religious, loving, open to growth, committed to doing justice and academically accomplished. Outlined in the document The Graduate of a Jesuit High School at Graduation, more commonly known as the Grad at Grad, these characteristics will not only serve the graduate well in college, but are essential for a man of faith in today’s world.
Location: Bronx, NY
Grades: 9-12
Number of students: 956 All Boys
Application Deadline: December 2, 2022
Masters: https://www.mastersny.org/
Mission: The Masters School celebrates active participation, deep understanding, and meaningful connection. A community of diverse individuals, we gather to learn, to strive, to dare, to do — to be a power for good in the world.
Location: Dobbs Ferry, NY
Grades: 5-12
Number of Students: 695 Day and Boarding Students
Application Deadline: For those applying to the middle or upper school day program, applications are due by December 15, 2022. Supporting materials (teacher and administrator recommendations, a graded writing sample, transcripts) are due by January 15, 2023.
For those applying to the five- or seven-day boarding program, the application deadline is January 15, 2023. Supporting materials (teacher and administrator recommendations, a graded writing sample, transcripts, and English proficiency testing, if applicable) are due by February 1, 2023.
“We noticed that private schools were able to adjust faster to the changes the pandemic forced schools to make in order to continue teaching effectively. Masters made adjustments throughout the pandemic to keep kids healthy and learning. In addition to the benefits of smaller class sizes and a Harkness-based approach, all students can participate in sports without the fear of getting cut. And if you ask the kids, the daily hot breakfast, lunch, and dinner buffets are the best.
Once the worst of the pandemic was over, our child was thriving at Masters and did not want to go back to Scarsdale.” Scarsdale Parent
Ursuline: https://www.ursulinenewrochelle.org/
Mission: Guided by our Catholic faith and the spirit of St. Angela Merici, The Ursuline School educates, inspires and empowers young women to become wise, active, globally-minded leaders by cultivating lifelong learning, spiritual growth, integrity, respect for all and dedication to Serviam – “I will serve.”
Location: New Rochelle, NY
Grades: 6-12
Number of Students: 770 All Girls
Application deadline: High school December 16, 2022 / Middle School Entrance Test is scheduled for Saturday, December 3
Greenwich Academy: https://www.greenwichacademy.org/
Mission: Greenwich Academy is an independent college-preparatory day school for girls and young women that seeks to foster excellence. Its mission is to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts curriculum within an inclusive, diverse community. The school’s objective is to develop girls and young women of exceptional character and achievement who demonstrate independence, resilience, courage, integrity, and compassion. We strive, above all, to honor our school motto, Ad Ingenium Faciendum: Toward the Building of Character.
Location: Greenwich, CT
Grades: PK-12
Number of students: 784 All Girls
Application Deadline: Part I: December 15, 2022 / Part II and supplementary materials: January 15, 2023
Greenwich Country Day: https://www.gcds.net/
Mission: The mission of Greenwich Country Day School is to enable all children in our care to discover and to develop what is finest in themselves—to achieve the highest standards in their studies, in their play, and in their character.
We are committed to the ideal of a coeducational family school. We recognize that every child is an individual who possesses unique talents and abilities. We promote consideration of others, value diversity, and teach respect for all people and our world.
Greenwich Country Day School maintains high academic standards, a broad and balanced curriculum, and time-honored traditions. We encourage children to take intellectual risks. The school prepares students to be ethical, confident learners and leaders with a strong sense of purpose—ready to embrace opportunities and challenges in a world of rapid change.
Location: Greenwich, CT
Grades: PK-12
Number of students: 1,252
Application Deadline: December 15, 2022
Brunswick: https://www.brunswickschool.org/
Mission: The school’s purpose is to educate the “whole boy” by helping boys and young men – without regard to culture, ethnicity, or religion – acquire the personal, intellectual, and physical training to best enable them to grow into responsible adults.
Brunswick’s academic programs seek to challenge each boy to fulfill his unique potential and to develop the creative and independent qualities of mind necessary for intellectual maturity and self-confidence.
We also believe a complete education must include lessons that take place outside the classroom. Through athletics, arts, and service to the community, every student is encouraged to develop his talents to the fullest and to understand his obligation to share them generously.
As its young men grow in an atmosphere of trust, care, and mutual respect, Brunswick accepts that its overriding objective is to foster development of strong character. Honesty, integrity, compassion, and tolerance are promoted, and each student is expected to develop a sense of responsibility to himself, to those around him, and to the school community as a whole.
Above all else, Brunswick believes that the strength of a young man’s character and the depth of his spirit define all genuine and lasting success.
Location: Greenwich, CT
Grades: PK-12
Number of students: 984 All Boys
Application Deadline: December 15, 2022
“We chose Brunswick for our son not only for the excellent academic and extracurricular activities, but also because of the school's dedication to building young men of character. They truly believe in their motto of “courage, honor, truth” and that is their guiding principle everyday.” -Scarsdale Parent
Sacred Heart: https://www.shgreenwich.org/
Mission: The Goals & Criteria guide the mission and purpose of Sacred Heart Greenwich and all of the United States and Canadian Province of the Sacred Heart schools. Every fifteen years, the Provincial team leads a revision process in recognition of the fact that the mission is never fully complete and that each generation lives out the mission in different ways. The five timeless Goals remain unchanged, and the changes made to the criteria reflect the vision and hope for Sacred Heart schools for the next fifteen years.
Location: Greenwich, CT
Grades: PK-12
Number of students: 729 All Girls
Application Deadline: February 1, 2023
Hudson Country Montessori: https://www.hudsoncountry.org/
Mission: Hudson Country Montessori School’s mission is to create a learning environment that promotes students’ innate curiosity and love of learning by integrating their evolving interests and abilities with highly individualized learning paths. This student-centered process is intrinsically motivating and helps our students achieve their highest potential in each area of the curriculum. The outcome of our progressive Montessori pedagogy is students who are creative thinkers, as well as independent, confident and motivated achievers. Each HCMS student knows that, “With hard work and perseverance, I can do anything!”
Location: New Rochelle, NY
Grades: PK-8
Number of students: 192
Application Deadline: Rolling
Fieldston: https://www.ecfs.org/
Mission: Felix Adler’s educational vision is as important today as it was when the Ethical Culture Fieldston School was founded in 1878. To continue to realize that vision, we embrace the following ideals:
Ethical learning
The exploration of what it means to be an ethical and responsible member of society forms the core of our curriculum and our school community. We value inclusion as well as economic and racial diversity. We honor all of our students for their unique contributions, cultural backgrounds, and beliefs. As we consider service to be critical to the development of character, we incorporate community service into our students’ school experiences from the earliest grades.
Academic excellence
Our School achieves academic excellence by challenging students to reach their highest potential in body, mind, and spirit through the humanities, the sciences, the arts, and physical education. Students become active learners and engage in vital discourse in an atmosphere of intellectual discipline and creativity fostered by a community of dedicated teachers.
Progressive education
Through a curriculum rooted in our tenets of progressive education, students become independent thinkers as they learn that asking their own questions and seeking their own answers are key to the deepest kind of understanding. Cooperative, student-centered, discussion-based learning and the freedom to make mistakes are part of our students’ everyday lives.
s to ensure you get the best experience. If y
Location: Bronx, NY
Grades: PK-12
Horace Mann: https://www.horacemann.org/
Mission: Horace Mann School prepares a diverse community of students to lead great and giving lives. We strive to maintain a safe, secure, and caring environment in which mutual respect, mature behavior, and the life of the mind can thrive. We recognize and celebrate individual achievement and contributions to the common good.
Location: Bronx, NY
Grades: PK-12
Number of students: 1,551
Application Deadline: November 15, 2022
Eagle Hill: https://www.eaglehillschool.org/
Mission: Eagle Hill School, a life-changing experience, offers children who learn differently the opportunity to grow into capable, resilient students with the self-confidence and character necessary to meet the challenges they will face beyond Eagle Hill.
Eagle Hill offers a language-based, remedial program committed to educating children with learning disabilities. The curriculum is individualized, interdisciplinary, and transitional in nature. A secure, structured, nurturing environment supports and stimulates the development of the whole child. As a result, children learn to view themselves as competent individuals with a strong sense of self.
Location: Greenwich, CT
Grades: K-9
Number of Students: 265
Application Deadline: Rolling
King School: https://www.kingschoolct.org/
Mission: We provide an excellent, progressive education, grounded in the traditional disciplines of the arts and sciences, committed to the nurturing of individual potential, and designed to promote critical thinking and reasoned reflection. Using rich and innovative methods, our teachers facilitate each student’s fullest academic and personal achievement. We champion the development of character, self-confidence, and talent through challenging intellectual, creative, athletic, leadership, and service opportunities.
King believes that individual accomplishment must go hand in hand with respect for others. Our culture of respect fosters collaboration as well as independence. We embrace human and cultural diversity. We value responsible citizenship.
Location: Stamford, CT
Grades: PK-12
Number of students: 725
Application Deadline: December 12, 2022
“We love that King really seems to develop the ‘whole’ child. There is a strong emphasis on building character and curious, thoughtful citizens. We also appreciate their progressive approach to teaching and learning.” - Scarsdale Parent
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Redefining Excellence: Learning Beyond Boundaries—A Strategic Plan for Hackley School 2023-2024
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Read Redefining Excellence: Learning Beyond Boundaries—A Strategic Plan for Hackley School 2023-2024 by Hackley School on Issuu and browse thousand...
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Welcome to Issuu’s blog: home to product news, tips, resources, interviews (and more) related to content marketing and publishing.
Here you'll find an answer to your question.
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Hillside
Read the latest copy here: Hastings Happenings August 22, 2024
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Hillside
Get ready for the new school year with Hillside Elementary School by shopping their School Supplies List. Shop now to make sure you have all the essentials needed to start the school year off right.
Don't forget to view the Hastings-on-Hudson U.F.S.D. 2024-2025 School Calendar for important dates to remember!
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Watch the 2024 graduation ceremony.
District
July 11, 2024
By Keith Berman
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When you look back on your HHS experience, what has been most meaningful?
Sonya: My time participating in Student Union and helping to organize events like the Olympics, the volleyball tournament, and pep rallies has been incredible. It’s introduced me to so many students and faculty members, and I’ve loved getting to plan school-wide activities. Being Buzz the Yellowjacket at homecoming was also cool!
Erik: I think that one of the most special parts of HHS is its culture of encouraging and supporting ambition. When a student has an idea for something to plan, learn, or do, administrators and teachers don’t say no, but instead “how can we make this happen?” Given the trust and freedom to step into positions of responsibility, we’re able to take on big things and push our boundaries in meaningful ways.
What was your favorite class?
Sonya: I’ve loved almost every class I’ve taken, but science research has stood out as one of the greatest. Ms. Shandroff has done an amazing job of guiding us through the entire research process, and I’ve learned skills from presentation-making to gathering insights from professional researchers.
Erik: Mr. Smith’s SUPA American History. Not only did SUPA cement history as my favorite subject and inform my prospective major in college, but it changed my whole worldview and my outlook on this country. If you think that sounds crazy, ask anyone else who took the class—they’ll say the same! Advice to all underclassmen: take SUPA.
What classes/extracurricular activities benefitted you the most?
Sonya: Really any class or activity that allowed me to connect with other students and make new friends. Cross country, Student Union, and physics class have all allowed me to grow, explore my interests, and form friendships.
Erik: My favorite classes have been the ones where we’ve applied our learning to the real world, like in Ms. Shandroff’s AP Environmental Science, Señor Lopez’s Spanish 5, and, of course, SUPA. In terms of extracurriculars, I’ve loved working with my peers to put together the Olympics, talent shows, and other events through the Student Union. In addition, the connections that I’ve made with cast, crew, and directors over ten years in Hastings’ Theatre Program are some of the most meaningful in my life.
What advice do you have for students about maintaining good grades?
Sonya: Take breaks when you need them, so you don’t get burnt out, pay attention to small details on assignments, and help your friends along the way!
Erik: Participate in class! Ask questions, speak in discussions, etc. Also, go after school if there’s anything you don’t get. Teachers are always happy to help you understand!
What plans do you have for the future?
Sonya: I’m going to be starting college at Duke University this fall, which I’m super excited about! I hope to major in mechanical engineering and computational media. I’m not entirely sure about what I want to do in terms of a career, but I’d love to find a way to combine my love of math and film!
Erik: I’m going to Middlebury College, where I’ll likely major in Political Science or American Studies and minor in Spanish. Then career wise, I’ll probably want to work in government, politics, or maybe business. Those are just broad ideas, though—I’m excited for the whole “liberal arts experience” of exploring all my interests and seeing where I end up. But I can say for certain that (unlike Sonya) I won’t be doing math!
Is there anyone you'd like to thank for aiding in your success?
Sonya: I’d really like to thank everyone who’s helped me through these past four years: my parents, grandparents, friends, and especially my little brother, Jeevan. Jeevan’s always been there for me, encouraged me, and supported me through everything. I love you, Jeevan!
Erik: I’d like to take this opportunity to thank my family and friends for their love, patience, and guidance. My parents, brother, grandparents, and closest friends have always been there for me, and I’m extremely grateful. I’d also like to thank Mr. A, who is responsible for so many of the wonderful experiences that my peers and I have had in this school. We will really miss him!
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The Class of 2024 came dressed to impress, as they met to take photos in the courtyard. Afterward, they boarded coach buses to Glen Island Harbour Club in New Rochelle, a perfect venue on the shores of the Long Island Sound. They navigated the cobblestone entrance way to cheers from Principal and Assistant Principal Lou Adipietro and Melissa Hardesty, Senior Class Advisors Erin Dolan and Greg Smith, as well as chaperones Joanne Cipollina, Austin Hills, Emily Kehoe and Chris Repp.
"I was lucky to be among the cheering admirers," wrote Superintendent McKersie in his Board of Education report. "Blue and then starry skies over windswept waters, appetizers, refreshments, a banquet meal, and non-stop music and dancing made the night one to remember for the Class of 2024 and their guests."
A special thank you to Ms. Dolan and Mr. Smith for the extensive work required to pull off a wonderful evening for the students.
Stay tuned for more photos from district partner ESU Events in a behind-the-scenes photo montage, which will be included in the next Hastings Happenings.
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Moderated by New York State Regent Francis Wills, the panel explored the benefits of student liaisons on school boards, a legal requirement that Governor Hochul and the New York State Assembly is now planning to put forth in all of the state's schools.
With over 100 board members and superintendents from across the region in attendance, Elianna and Kai represented Hastings exceptionally well. After the panel, they fielded questions.
Below they share their reflections of the evening:
"Speaking at the WPSBA was absolutely amazing! I wasn’t expecting to be such a central part of the event. I loved chatting with the superintendents and school board members of other districts prior to the sit-down dinner. It was incredibly insightful to learn about the role of student board members in other schools. Speaking on the panel was actually a lot of fun! I enjoyed answering questions and sharing my honest thoughts on how other districts can successfully incorporate students into the BOE in a way that makes students feel seen, comfortable, and welcomed. Everyone seemed beyond impressed with Hastings’ two student liaison system. The coordinators of the event told me and Kai they wanted to stay connected to possibly have us work as mentors to train future student liaisons at county wide events. It was a truly rewarding experience."
-Elianna
"The conference was a wonderful and educational experience. It was amazing to see so many board members interested in what Elianna and I had to say on student involvement in BOE meetings. After getting to listen to other district's liaison positions, it's clear that Hastings has been doing for years what other schools are now striving towards. I was so glad to see how engaged everyone was during the panel and it felt like Elianna and I were truly able to convey how important and impactful being a student board liaison is."
-Kai
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Dear Hastings Families and Staff:
Ms. Ware was recommended based on a thorough review process conducted by Mr. Andy Clayman, Mr. Lou Adipietro and the HHS Assistant Principal Advisory Committee. Ms. Ware’s formal transition to the district will be effective January 1, 2025.
Ms. Ware comes to Hastings with a proven track record as an assistant principal and teacher. Her enthusiastic and student-centered leadership style, instructional expertise, innovative thinking, and relationship acumen will serve students, staff, and families well in her new home at Hastings High School. Ms. Ware looks forward to meeting HHS students, staff and families this fall, well before she starts in January 2025.
Please join me in welcoming Ms. Ware to our community.
Be well.
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To provide context to the book, they also viewed the film Schindler's List, in which German industrialist, Oskar Schindler, saved over 1,000 Jewish prisoners from being killed by Nazi executioners. An authentic learning experience further engaged students, when they received a visit from the daughter of one of the Jewish survivors, Schindlerjeuden, Barbara Lissner (and her husband Michael).
Ms. Lissner's father, Sol Urbach, lived to the ripe age of 96 and was a treasured eyewitness to the kindness and respect for humanity that Schindler possessed. Lissner spoke with the students about her father's experience as Schindler's personal carpenter and the countless atrocities he witnessed, even while under the protection of Schindler.
"Students were riveted by her presentation and engaged in thoughtful dialogue," said Dr. Cotrone.
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"This was a great opportunity for me to say goodbye and thank our fourth grade families for all their support, introduce parents to their new school counselors, talk about social-emotional learning opportunities, discuss a typical day as a fifth grader, review clubs and activities that are offered, and answer any questions families had about FMS," said Hillside School Counselor Juliann Snyder.
Click here to view the presentation.
Hillside
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This is the second year in a row that Farragut’s Debate Team has qualified for the invitation-only championship tournament.
“Our students spent countless hours researching, preparing speeches, and developing high-level crossfire questions regarding the affirmative and negative of Japanese revision of Article 9 of their Constitution to allow for offensive military capabilities,” said Debate Team Advisor Devita Cruz. “For the last month, and every day the week leading up to the tournament, these girls worked to understand both the history and the intricacies of this advanced topic. Sixth graders!”
Well, the students’ hard work paid off, as they each walked away with Top Speaker Awards in their division:
Phoebe placed 10th, Mehrunissa placed 5th, and Anna placed 4th, among 76 other middle schoolers in their division.
The team of Nami, Poppy, and Keren placed 3rd, among 37 teams in their division.
“I am so incredibly proud of the hard work and dedication these students have put into their debate performances this year,” Cruz said. “Each student deserves all the accolades they have attained this season.”
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The world’s largest pre-college science competition, ISEF brings top science students together to showcase their innovation through self-designed science projects. Each year, ISEF awards millions of dollars of scholarships and prizes to participants.
Baldassarre and Hamilton, who were among the top twenty students to qualify for ISEF through the Regeneron Westchester Science & Engineering Fair (WESEF) in March, both received Grand Awards at Regeneron ISEF:
Baldassarre placed second in the Biomedical & Health Sciences category, winning $2,000 for his project, "STING-Rich Ciliated Cells Protect the Fallopian Tube from Early Transformation in the Development of Ovarian Cancer,”
Hamilton placed fourth in the Earth & Environmental Science category, winning $500 for his project, "Reconstructing Late Pleistocene Changes in Western Equatorial Pacifici Thermocline and Analyzing the Viability of Coarse Fraction as a Temperature Proxy".
We are scheduling time to speak with Hamilton about his project (stay tuned!), but we did have a chance to talk with Baldassarre earlier in the year when he was named one of Hastings’ 2024 Regeneron Scholars.
“My mom died of ovarian cancer when I was nine years old,” he told us. “She was an amazing mom and encouraged me to be a curious question-asker. She'd be proud. My family feels the weight of her loss every day and it felt important to use my interest in science to honor her."
A prideful Ms. Shandroff, Science Department Chairperson, also wrote to staff, “Congratulations to both Justin and Miles for these amazing achievements!”
Congratulations, indeed.
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Messages of gratitude and wishes for a restful, peaceful, and happy retirement were shared. It was a perfect way to celebrate Mr. A's legacy and far-reaching impact.
“We love you & we’ll miss you, Mr. A…”
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Organized by Library Media Specialist Jamie Nedwick, the event inspired the school's youngest learners to write, write, and write some more!
In the Learning Commons, the children sat, listening intently to Ms. Satin Capucilli, as she gave them inside tips on story creation. From her handy dandy idea notebook and drafting the story, to collaborating with illustrators on the final published piece, Ms. Satin Capucilli shared her entire writing process.
One highlight from her presentation was the advice she gave. "Draw from your own lives for ideas for your stories," she told the students.
All in all, it was a wonderful experience for the district's littlest scribes, as they continue on their writing journeys, picking up helpful tips along the way.
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\Music Teacher Eric Day also provided a reflection of the powerful evening.
"The concert was a special send off for a talented group of seniors, including Miles Levine, who is Juilliard-bound, and Livi Seidenberg, who will be double-majoring in music and business at Virginia Tech," he said.
After the show, a couple of videos surfaced of the finale, which combined the orchestra with senior singers and band members. Thank you to the parents who were able to capture Hastings' talented musicians on camera. The videos are below for your viewing pleasure.
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"Playing exclusively against other similarly sized public schools throughout the country, we won every match by huge margins,” said Academic Challenge Team Advisor Michael Willson. "It just goes to show how incredibly talented this team is.”
Next up, is the NAQT National Championship Tournament in Atlanta, Georgia, which will take place on Memorial Day weekend. Public and private schools of any size are eligible to compete.
A huge congratulations goes to Captain Benny Feldman, Hazel DePreist-Sullivan, Owen Linder, and Jacob Goldman-Wetzler—National Champions!
Special thanks to Karen Swartz-Feldman for traveling to Chicago with the team and to the Hastings PTSA for the generous grant, which financed the trip.
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“They edited and revised their work before publishing their stories,” Hatjygeorge said.
The narratives even contained a "Dedication" page and an "About the Author" page. The day's activities were a perfect way to commemorate a big step in the students’ writing journeys.
Write on, write often, little learners!
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Hillside
Facilitated by fourth grade teacher Amanda Peisel, a presentation from the Student Council engaged the packed audience with funny, educational skits about reducing, reusing, and recycling.
Hudson Compost Solutions gave students an extra lesson on composting and the importance of plant life during their lunch periods.
Stepping up to the challenge, elementary schoolers worked together to put their lessons into action. They even practiced random acts of environmental kindness and participated in spirit days throughout the week including, “One with Planet Earth,” where they dressed up in clothing to represent Earth and the elements.
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Hastings High School's AP Art Show is open to the public on Thursday, April 18 and Friday, April 19 in the lobby. A culmination of work that began in July, the show features a plethora of pieces in a variety of mediums, created by 15 of Lorienne Solaski's AP Studio students and eight photography students in Cory Merchant's AP class.
From 3D art and sculptures to masks and clothing, the show contains representations of the students' Sustained Investigation project, which Merchant says involves generating ideas and then refining them through experimentation and practice.
"This show is the culmination of about ten months of work," Merchant explained.
"Some of the students have probably been building this body of work for even longer. For many of the students, as well as for Ms. Solaski and me, this is the first time we get to see all the work together on display. It's always a triumphant and celebratory moment when things start to come together for the students. We are so lucky to work with such talented and creative students every day!"
For the full experience, come and check out the show:
Tonight, Thursday, April 18 at 6:00 p.m.
Tomorrow, Friday, April 19, 12:00 p.m. - 8:00 p.m.
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In classrooms across grades at Hillside Elementary School, students recently engaged in group discussions about blood flow in the human body, including where the highest concentration of oxygen is located and how many chambers there are within the heart.
Using a "flipped classroom" model, an instructional strategy and a type of blended learning that aims to increase student engagement, Ericka Melvin, one of Hillside's Physical Education teachers, set up an obstacle course of the human heart in the small gymnasium.
Before traveling to the small gym to participate in the active component of the lesson, students were shown a video in their classes about blood flow and what happens each time their heart beats. To build up their strength and cardiovascular endurance, they completed the obstacle course, each station representative of the location of blood flow to the heart and throughout the human body.
"The kids travel through the veins, which bring blood flow from the heart to the lungs, enter into the chambers and valves, and back through the arteries into the human body," said Melvin. "The rock wall symbolizes the human body.
Educational, healthful and enjoyable, the lesson impressed students school-wide.
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Larry Cerretani’s Daily Living Skills class is hosting its Second Annual Dog Treat Fundraiser at Farragut Middle School.
The charitable campaign, which began in March, aims to promote neurodiversity acceptance, equality, and inclusion. All proceeds will benefit Hudson Valley's Paws for a Cause, a local pet therapy organization that has worked with Cerretani’s class since the beginning of the 2022 school year.
Coinciding with several worldwide initiatives including Neurodiversity Celebration Week (March 18-March 24), World Down Syndrome Day (March 21), World Autism Awareness Day (April 2), World Autism Acceptance Week (April 2 – April 8), and World Autism Month (April), the fundraiser will last through the end of April, and is the perfect way for students to show their appreciation for Paws for a Cause’s volunteers.
For weeks, busy baker bees have been preparing batches of treats that contain sunflower seed butter, pumpkin puree, and rolled oats, a healthy and tasty option for Farragut’s four-legged family members. The students are even packing the treats, and specially delivering orders to their teachers, peers and their families.
“It's not just about supporting a good cause,” Cerretani explained. “It's also about spreading awareness and fostering acceptance.”
Orders can be placed through Tuesday, April 30. Purchasing options include:
2 treats for $1.00
7 treats for $3.00
13 treats for $5.00
Use this form to make a purchase request and to support a good cause. Please note, the fundraiser is for FMS staff members, students, and their families only.
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Hillside
Senior Sewing began in 1973 as a way to bring the benefits of sewing to Hillside students. Since then, the PTSA has continued the tradition with classes that help children improve their communication and motor skills, use their imagination and creativity, and develop patience. Additionally, creating something from scratch boosts student confidence. Best of all, it connects children to their community at an early age.
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Before spring recess, renowned Alvin Ailey American Dance Theater’s Student Performance Group lit up Hastings High School’s auditorium with a riveting performance for students and staff.
The event, funded by the Race Matters Committee, Farragut Middle School, and Hastings High School, with leadership from Diversity & Inclusion Coordinator Dr. Jenice Mateo-Toledo, was the result of the collaborative effort of Hastings faculty members and community partners. Several high school students even stepped into leadership roles, forming a Welcoming Committee for the dancers, creating banners, and assisting with the run-of-show, lighting, and sound. Click here to view the full list of collaborators.
Freshman Ruby Black gave a heartwarming introduction to the program and to Ailey's Student Performance Group (ASPG) Rehearsal Director Freddie Moore. Taking the microphone, Moore delved into the history of the Alvin Ailey organization, including how it grew from a now-fabled performance in 1958 at the 92nd Street Y in New York City. Mr. Ailey and his group of young African American modern dancers forever changed the perception of American dance, going on to perform for an estimated 25 million people at theaters in 48 states and 71 countries on six continents.
Moore went on to explain that Mr. Ailey drew on his African American roots in 1930s Texas, using the blues, spirituals, gospel, and ragtime for inspiration. This resulted in the creation of his most popular and critically acclaimed work, Revelations (1960), as well as 79 other ballets over his lifetime.
“What you’ll see is beyond dance steps,” Moore said. “There are stories behind the movement.”
The dancers performed six excerpts from their repertoire. Vibrant colors and pulsating rhythms transcended the confines of the stage. The movements were fluid, graceful, and electrifying, all at once. With each leap, twist, and turn, a captivating story was told.
In between each dance, Moore engaged students with historical facts and asked them for their own interpretations. They were treated to the real "Ailey Experience" when he taught them two eight-count phrases of movement.
When the finale Revelations came to an end, the auditorium erupted into thunderous applause. The dancers, who joined Ailey from all over the world, took their bows. Students were left feeling inspired by the unifying power of dance and the enduring spirit of human expression.
“Dance came from the people, and it should always be delivered back to the people.”
- Alvin Ailey
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Hillside
Before performing for guests at the main events on Thursday, March 7, and Friday, March 8, fourth graders gave their fellow Hillsiders a preview of Frozen KIDS with a school-wide assembly and dress rehearsal. The students confidently took the stage, singing and dancing their hearts out to catchy tunes from the Disney movie.
Congratulations to Director Lisa Levine, Production Coordinator Phyllis Udice, First Grade Teacher Emily Isidori who used her dance background to teach the choreography, and to all of Hastings' teachers and staff for guiding the students to a well-received production.
Fourth Grade's Frozen KIDS
Fifth Grade's Mary Poppins Jr.
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The culmination of a workshop led by external partner Folklore Urbano NYC, the scripted production of original music and choreography showcased what the students learned over the course of the six-week program.
Connecting to the fifth grade Social Studies standards, the workshop highlighted the diversity of the Spanish, Indigenous, and African roots of Latin America with lessons on their culture, geography, and language.
“Folklore Urbano NYC's Cumbia for Kids Residency is the company we used for the second year now,” said fifth grade teacher Kyle Case. “We are so glad to have this experience continue for our students each year.”
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Each year, WESEF sponsors the top students to advance to the Regeneron International Science & Engineering Fair. Over 700 high school students from Westchester and Putnam Counties participated in the 2024 fair, a record number of projects for the region.
"On Friday, I dropped by as students were practicing their presentations," Superintendent McKersie noted in his report for Tuesday's Board of Education meeting. "I was treated to a brief sample of each student’s research, which in each case matches college level work (and beyond) in the rigor of the topic, research design and methods, statistical analysis and summary of findings, real world applications and future research potential."
The students learned how they did at WESEF at an Awards Ceremony on Thursday, March 21. Click here to read the an update in Superintendent McKersie's March 22 letter to the community.
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Hillside
Starting with this month’s "Plant Power" theme, during their lunch periods on Tuesday, March 19, students learned about the health benefits of plants and plant-based proteins.
What was on the menu? Kaleidescope Salad made with cranberries, kale, chickpeas and a homemade lemon dressing.
"Chickpeas are a great plant-based protein option that are high in fiber, which keeps us fueled throughout the day," Leote explained to the students.
Below is the recipe card for the salad, which Leote and Hillside Cafe Cook Margarita Fuentes shared with the kids, along with a word search activity sheet.
"A few of the children were trying chickpeas or kale for the first time and found that they really liked it!" said Leote.
Given the students' positive reaction, the Food Service Team is considering officially adding Kaleidescope Salad to the menu.
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Specially designed for students to connect and relax, the event featured a wide range of activities. From bingo, chess, and board games to ping pong, foosball, and Twister, middle schoolers rotated through the stations. There was even participation from Hastings faculty, high school students, and parents, who brought their energy by facilitating the games and giving the kids pointers.
A special thank you goes to everyone who helped make the event a success, including the Custodial and Facilities staff for their help with the behind-the-scenes set up and clean up, as well as the Guidance Department who helped the PTSA and SEPTA to maximize the experience for students.
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“Twenty-seven of Hastings' students came out, and we fielded seven teams,” said Academic Challenge Team Advisor Michael Willson. “This is the largest group of students I have taken to MACC in my seven years as a coach.”
In the A Division, the team took First place. Another Hastings team came in Third place. The B Division team also came in First place and two other Hastings teams finished in Third and Fourth place. That's five of the top eight teams!
"I'm so proud of them!" Willson said. "I couldn't wait to share their accomplishments with the community."
Over Memorial Day Weekend, Willson will be taking the A Division team--Owen Linder, Jacob Goldman-Wetzler, Hazel DePreist-Sullivan, and Captain Benny Feldman--ranked Fourth in the Northeast, to the National Competition in Atlanta, Georgia.
The Winning B Division Team holding their Winners Plaque
L to R: Nate Sollars, Maxwell Silva Steeves, Captain Rian Kacmarczyk, and Henry Sliker
Owen Linder, Jacob Goldman-Wetzler, Benny Feldman, Hazel DePreist-Sullivan, Chloe McCabe, Sofia Eliasi, Jasper Zimmerman, Natalie Garson, Keith Mon, Maya Madajewicz, Sonya Lasser, Emre O'Flattery, John Mielke, Jet Spiro, Jake Andrus, Rian Kacmarczyk, Maxwell Silva Steeves, Henry Sliker, Nate Sollers, Theo McCabe, Reuben Belasco, Will Andrus, Will Weber, Ian Morrison Anthony Holder, Noah Berkowitz, Salem Kinderlerer, Advisor Michael Willson
Photographer: Declan McConnel
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To prepare for the exhibition, students complete a weeks-long research project, where they are asked to identify a skill they’d like to develop, a problem they'd wish to solve, and a larger-scale question they’d like to answer. Working with a mentor or expert in the field, they create action plans that include educational resources. Then, it's time to practice their skill.
According to Lopez, there are various checkpoints the students must complete throughout the process, such as written and verbal reflections of their progress, goal setting, a vocabulary list of key words to help them communicate their topic, and a mock presentation to their peers. The final exhibition allows them to communicate their topics to an outside audience, including the highs and lows of the process and what they learned.
A staple of Lopez's Level 5 curriculum, the Passion Project is always beneficial for students involved, as well as the larger school community. Given its long-standing success, it's safe to say that the tradition will continue for many years to come.
For a look at this year's list of students and their Passion Projects, click here.
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The first graders took it a step further this year, writing one, two, even three-page biographies! From Oprah Winfrey and Barack Obama to Jackie Robinson and Maec Jemson, the students focused their efforts on honoring African Americans from all periods of U.S. history.
One student, Lucas, wrote about Fredrick McKinley Jones, the “King of Cool.”
“In the 1930’s, Fredrick McKinley Jones invented the roof-mounted cooling system that is used to refrigerate goods on trucks,” Lucas stated.
Another student, Arthur, wrote, “She devoted and risked her life to help rescue other slaves,” in reference to Harriet Tubman, “conductor” on the Underground Railroad who led enslaved people to freedom.
“The kids showed great interest,” Lazar said. She also explained how there have been crowds of students and staff who have stopped to read and discuss the bulletin board.
“The vision really came to life,” she added, pleased that the accompanying photos helped students put faces to names.
Proud of their work and eager to share their newfound knowledge, the children shared what they loved most about the biography project.
“I got to learn about how nice she is and how she cares about so many people,” said Georgia, a first grader in the class, about Oprah Winfrey.
Both engaging and educational, the students’ biographies gave passersby a glimpse into history, and the African American heroes whose roles have made a lasting impression on life and the world today.
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For this edition of Staff Spotlight, we asked Dr. Mateo-Toledo what this honor means to her and more.
What does it mean to be named an "Unsung Hero"?
It’s extremely gratifying to be acknowledged for one's passion and life's work. Therefore, this recognition is truly an honor for me. Hastings has been a long-time leader in the areas of DEI, so I also view this as a collective recognition and celebration of our journey and influence in the region over the past 25 years.
What inspires you in your role as D&I Coordinator? What is one aspect of your work that you enjoy?
DEI is at the center of the Hastings-on-Hudson community. Working with various stakeholders and seeing the smiles on our children's faces is what inspires me most. I enjoy collaborating with students, staff, administrators, and other community partners to design learning opportunities for students, such as the upcoming Alvin Ailey performance, the Multicultural Book Fair, and the Racial Equity days. Working with teachers to develop a curriculum that supports authentic learning and inclusivity is equally invaluable.
What current and future goals do you have for the district?
One of my goals is to work with our school community as we continue our path of growth, understanding, acceptance and belonging, while ensuring that we meet the needs of all students.
What is one fun fact about yourself or something you enjoy doing outside of work?
One of my favorite things to do outside of work is travel. Before entering my current role, I was a long-time English as a New Language (ENL) teacher, and had the opportunity to learn about different languages, cultures, perspectives, and ways of living from my students. When I travel to other countries, I connect with former students, and I immerse myself in their worlds and experience their customs. This has added to my appreciation for the beauty of diversity.
What is your favorite quote or mantra?
“People will forget what you said. People will forget what you did. But people will never forget how you made them feel.” -Maya Angelou
Dr. Mateo-Toledo in Lisbon, Portugal.
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FMS
The week featured a string of morning announcements kicked off by middle schoolers Amichai De Lowe and Julia Levan. Each day, students greeted the school in other languages such as Hebrew, Polish, German, Danish, and Chinese Mandarin, and afterwards, read a Language Fact of the Day.
In English, Julia L. presented the first Language Fact of the Day. "Mandarin is considered the most difficult language to learn because of its nuanced, tonal nature," she explained. "It is also the most commonly spoken language in the world!"
Fifth graders Ethel Gautschoux and Ember Lustbader wrapped up the announcements on Friday by greeting the school in French and Portuguese, respectively.
Based on their knowledge of multilingualism and the daily facts they heard, students were encouraged to take a survey. More than 275 middle schoolers participated, entering in a contest to win prizes. From the survey, it was learned that there are 35 languages represented at FMS!
See below for the list of languages.
Even the ninth graders in Andrea Bromberg's class aided in the cause, taking a poll of over 300 students in the cafeteria, who were asked to guess the number of languages represented at FMS. Eden Greenberg was the only student to guess correctly, which won her a multilingual themed t-shirt.
Other prize winners, eighth graders Kota Shemonski and Gigi Levinson, were chosen based on their thoughtful responses to the survey’s short-answer question, which asked students to reflect on the meaning of the following quote by actress and writer Fiona Lewis:
"Learning another language is not only learning different words for the same things but learning another way to think about things."
Below are several of the students’ reflections.
“I am thrilled by the number of students who participated in the optional survey and the enthusiastic support from our staff and administration,” Sullivan said. “The data collected shows the rich linguistic culture of the school and helped us learn more about our students. The first-ever, week-long language celebration generated many authentic conversations around the benefits of multilingualism.”
Due to its far-reaching impact, Sullivan plans to make World Language Week an annual tradition, with hopes of expanding to Hastings High School in future years.
All students who participated in the survey were offered multilingual themed stickers.
In preparation for the festivities, students participated in an at-home project with their families. On pink and red paper hearts, they wrote what they loved most about living in Hastings. A collaborative collage on a mock Hastings waterfront bulletin board displayed each students' heart and note. During the celebration, families enjoyed perusing the bulletin board they helped to create with their children.
Student in Dana Finsmith's and Michelle Campbell's class Lucia Heenan and family wrote, "I love how there are so many sweet people here!"
Another student, Florina Cheung, and family wrote, "I like Hastings-on-Hudson because it is small, cozy, and has lots of kind people."
In addition to activities surrounding Community of Love Day, the celebration included a showcase of more of the children's creations, including their proposals for the Hastings waterfront, which culminated a social studies unit on the history of Hastings. Constructing written plans with matching drawings, the students became strategic thinkers, utilizing their power of persuasive writing.
Other exhibits on display included the students' urban, rural, and suburban drawings; dioramas of downtown Hastings’ current goods and services; and watercolor paintings of the waterfront featuring the famous water tower. There was even a scavenger hunt on the history of Hastings!
Each class's celebration concluded with a special thank you to community members, who left the building with a renewed sense of gratitude, impressed by all the work shown.
Dana Finsmith's and Michelle Campbell's second grade class in front of the mock Hastings waterfront bulletin board. (Created by Michelle Campbell's, Dana Finsmith's, Courtney Dickens's and Ifie Fell's classes).
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Decked out in togas with a Valentine’s Day flair, necklaces, stickers and festive shades, students enjoyed a pot-luck dinner, participated in a funny Cupid gift exchange, and engaged in other fun activities including a game of Mythology Bingo and Latin Jeopardy.
"It was a smashing success!" said Driscoll. "A special thank you to Dr. McKersie for visiting us."
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“Harper has become an unofficial member of the class,” Cerretani said.
To honor Harper and the organization’s volunteers, the students crafted specially made cards leading up to Valentine’s Day. They sold the cards to their fellow students during their lunch periods, as well as to Farragut’s faculty and staff.
“The fundraiser spread love throughout the school, while also raising funds for a local organization that has become near and dear to the students’ hearts,” Cerretani added.
Following the Holiday Card Fundraiser in December, which raised over $150, the Valentine’s Day Card Fundraiser raised an additional $215 for Hudson Valley Paws for a Cause – another feather in the caps of Cerretani’s students! Through these efforts, the students also learned essential life skills such as product development, salesmanship, financial management, and philanthropy. Most importantly, they are continuing to model compassion for others.
“I am so proud of what they’ve achieved and the impact they’ve made on the larger community,” said Cerretani.
In honor of Neurodiversity Celebration Week (March 18-24), World Down Syndrome Day (March 21), and World Autism Awareness Day (April 2) Cerretani's students will host their Second Annual Neurodiversity Awareness Fundraiser at FMS. Stay tuned for more information in the coming weeks.
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Beginning last year, Hastings High School juniors (then sophomores) and Science Research students Victoria Lugomer-Pomper and Adam Greenwald proposed a collaborative new idea to Hillside STEAM Teacher Robin Farrell: an after-school club to share their knowledge and love of science with the district’s younger students.
After an encouraging “yes” from Farrell and a great deal of planning, the students, along with a group of their peers, brought their vision to life. The club, called Wonder Workshop, is now in full swing, meeting every other Friday at Hillside Elementary to provide enrichment opportunities for the school's second graders.
"The high schoolers drive the entire club," said Farrell. "They bring their own ideas and enthusiasm and work well with the kids."
In addition to what they’re already learning in Farrell’s STEAM class, Wonder Workshop’s elementary students engage in hands-on experiments that include takeaways to bring home.
According to the high school facilitators, who come together on a weekly basis to research and prepare, Wonder Workshop is all about teamwork and providing a memorable experience for the younger scientists.
"It’s inspiring to see the growth and collaboration," said Lugomer-Pomper. "The most rewarding part for me is when the students don’t quite understand the experiment on the first try, and by working together, they figure it out. Those sessions are the most successful ones. Being able to spearhead that collaboration is very fulfilling."
"I remember when I was younger and experienced science in different ways,” Greenwald said. "If we can continue to inspire that same love for science, it will be invaluable to the students' futures."
Today, we're introducing the Portrait in Action, a new biweekly series aimed at showcasing the Portrait coming to life throughout the district.
Here is where we will feature the great work that students and their teachers are doing to weave the Portrait framework into daily classroom activities and model the Attributes outlined below:
Click here for the first edition. Stay tuned for more examples from each school as the series continues.
Remember, you can always visit the Portrait of a Hastings Learner (POHL) section of our new and improved website for more information.
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"Random Acts of Kindness Week is when we go beyond what is expected of us to reach out and help another person," Woodall explained to a packed audience of students in the Multipurpose Room. "There are hundreds of ways to show someone that you care."
After watching this video, the students turned-and-talked to reflect on the different acts of kindness they witnessed. Then, the Safety Patrol performed a comedic yet educational skit to explain what Kindness Week, "only the greatest week ever," would entail.
Spirit Day activities this week, as shared by the Safety Patrol on Monday, have included:
Monday: Kick Kindness into Gear, Silly Sock Day
Tuesday: Team Up Tuesday, Team Up for Kindness & Wear Favorite Sports Team / Attire
Wednesday: Wellness Wednesday, Wear Red or Pin to Show You Can Be Kind and Love Yourself
Thursday: Words Can’t Be Taken Back/Turn Your Back on Bullying, Wear Your Clothing Backwards
Friday (Tomorrow): We Dream of Kindness Pajama Day, Dress in Your Favorite PJs to get ready for Winter Break
This year, there was even a Kindness Challenge, where all students were asked to record a week's worth of kind acts and add each one to the "pot of gold" to show that kindness is worth more than gold.
"There will be a prize for the grade that completes the most acts of kindness," said one student on the Safety Patrol, Zeba. "The prize will be announced when we get back from break."
On Valentine's Day, all kindergarten classes celebrated their 100th Day of School.
Led by their teachers, the school's youngest learners, wearing specially made hats, participated in a series of activities including a Lego challenge using 100 Legos, a 100-second exercising contest, dice-rolling, a color by number game, and much more.
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Thank you to our families who attended the Parent Gender Workshop at Hillside Elementary School.
Please click here to review the presentation and access helpful resources.
Learning about the vast spectrum of neurotypes, such as Autism, Obsessive Compulsive Disorder (OCD), Body-Focused Repetitive Behavior, Synesthesia, Cerebral Palsy, and Dyslexia, fostered inclusivity and awareness among classmates. The students were eager to research, understand, and share perspectives about these topics, demonstrating their intellectual curiosity and empathy toward one another. Their final projects featured the diverse ways people perceive and interact with the world.
"The book helped me understand that other people see the world differently than I do, and those differences could affect the way their life happens and how they learn," said one student, Oliver. "I also learned that just because you have a learning difference, it doesn't mean you should be treated any differently."
Sasha, another student, said, "I read the book The Goldfish Boy and the character, Matthew, had OCD about getting germs. I felt like I was able to understand him and people who have OCD better and can help them."
"We are proud of the students' hard work and creativity," said Greene. "They showed their appreciation and understanding of others' brain differences through reading, writing, and collaborative discussions."
Below is the full list of the books that students chose from:
The Museum of Lost and Found by Leila Sales
Out of My Mind by Sharon Draper
Fish in a Tree by Lynda Mullaly Hunt
Mockingbird by Katherine Erskine
The Goldfish Boy by Lisa Thompson
A Mango Shaped Space by Wendy Mass
In honor of World Read Aloud Day, Hillside Elementary School focused various student activities on the joy of reading. One special aspect of the celebration was a procession around the school led by kindergartners and their teachers to the applause of older students.
Having just begun their reading journey, the students were beaming with excitement. Clutching their favorite picture books bursting with colorful illustrations and enchanting tales, the children paraded through the hallways wearing specially made hats. The other students lined outside their classrooms clapping as they strutted on by with confidence. The Spirit Day theme, "Pajama Day," added to the joyousness of the occasion. What could be better than getting cozy with a good book?
Each year, the traditions of World Read Aloud Day bring the Hillside community together, amplify voices, and leave students' hearts filled with the magic of storytelling.
The PTSA's Used Book Fair, a community-driven, decades-long tradition, took place last week in Hillside's small gym.
Read a personal reflection below from parent volunteer Sharon Billman, who, each year, leads a team that keeps the tradition alive and thriving.
"I'm proud to be continuing an event that's become a part of our village. What other place could fill a gym with books in seven hours? I love the camaraderie of being part of this team of volunteers. I love when a neighbor hands me a book and says 'Have you read this one yet? It's really good.' I read more good books that way. I especially love when a kid's face lights up with delight over a book."
February 1 marked the start of Black History Month, a time to honor the triumphs and struggles of African Americans throughout U.S. history and celebrate the fullness of their culture.
Here are two rich, research-based resources to explore:
https://www.blackhistorymonth.gov/
National African American Museum (Smithsonian)
It's a new semester and over 25 seventh graders have signed up for Arianna Grassia’s Media Literacy course. The course, which was added as an elective last year, teaches middle schoolers critical thinking skills and empowers them to make informed decisions about what they see and hear in the media.
The day's lesson has begun and on the itinerary is media-mapping, a process of identifying and evaluating various media types.
"Media is so big these days," Grassia said to the class. "My hope for today is that you begin to consider what types of media you’re engaging with.”
Before planning what to include on their own media maps, students participated in a practice round. Grassia handed each table little strips of paper containing content names and titles. Groups worked together with a glue stick to paste each strip into the right media category.
After the practice exercise, every student received a Media Map Planning Sheet with sections for print media, web-based media (YouTube, Instagram, Snapchat, TikTok), movies, television, music/podcasts, and video/mobile games.
“Use this sheet to reflect on your media consumption,” said Grassia. “Are you consuming one type of media more than another? What types of videos are you watching? What music do you listen to? Be specific.”
The middle schoolers will use the planning sheets to create personalized media maps. Once the maps are finalized, the classroom will be transformed into a museum-like format and time will be allotted for students to view their peers' media maps, connect and reflect.
Grassia hopes that by the end of the course, her students will have "creator" mindsets, but most importantly, they will have learned to stop being passive consumers of content. Asking questions is the first step!
Dear Hastings Families & Staff:
I am thrilled to announce that Mr. Andrew (Andy) Clayman has been appointed
by the Board of Education as the new Principal of Hastings High School.
The BOE met with Mr. Clayman in Executive Session this evening and then in a Special Meeting voted unanimously to support my unequivocal recommendation. Mr. Clayman will assume the principalship on July 1, 2024, following the retirement of Mr. Lou Adipietro.
Mr. Clayman emerged as the top candidate from a several month process, which attracted over 70 applicants. Three semi-finalists met with the Advisory Committee on January 10, and two were invited back for a second, intensive session with the Committee on January 17 and 24. Mr. Clayman received strong backing from all members of the Advisory Committee following the second session, with endorsement of his exceptional experience as a high school teacher and administrator, obvious dedication to students of all backgrounds and abilities, and success at working with faculty and staff to collectively lead high schools to foster the growth and well-being of every student.
Mr. Clayman’s references underscored his rare abilities and record as a high school educator and administrator. Among many commendations, his references noted especially his intellect, “often thinking four steps ahead
of many of us;” his tireless and effective attention to students and their needs, “providing them formal input to the school’s direction, or simply recognizing their need for fun engagement activities;” his dedication to working with fellow faculty and administrators to “think outside of the box for student success…including when he connected experiential education experiences to the structures of the International Baccalaureate program;” and, his “unique work ethic with a signature ability to interact in open, accessible and personal ways with students of all backgrounds.” In the words of one reference, who has supervised and mentored Mr. Clayman since 2007, “Hastings is landing an uncommonly talented high school leader, who can address immediate problems and issues, while always looking long-term for creative and systematic ways to advance student learning and growth.”
Mr. Clayman’s cover letter and resume provide details on his attraction to Hastings and his impressive work history. Since 2007, Mr. Clayman has been a leader, as a teacher and then administrator, in the small high schools innovation initiatives of the New York City Public Schools. For the past five years, he has been principal of Health Opportunities High School. For the previous 10 years, he was a founding teacher (English Language Arts), International Baccalaureate Program Director and assistant principal of KAPPA International High School. Mr. Clayman received his B.A. from Skidmore College, Masters of Science in Teaching Secondary English from Pace University (as a New York City Teacher Fellow), and Masters in Educational Leadership from City College CUNY.
Upon his appointment by the BOE, Mr. Clayman stated, “I’d like to extend my heartfelt appreciation to Dr. McKersie, Dr. Szymanski, the Advisory Committee and the Board of Education for this tremendous opportunity. Hastings is such a warm, welcoming community that is equally committed to academic excellence, supporting a diversity of learners and attending to students’ socio-emotional needs and I feel honored to accept this position. I look forward to rolling up my sleeves, meeting everyone, and getting to work!”
Mr. Clayman lives in Sleepy Hollow, NY with his wife Lilly, and two young children, Simone and Ezra. When not working, he enjoys all kinds of outdoor adventures (hiking, biking, rock climbing, skiing), reading, cooking and traveling.
Please join me in congratulating Mr. Clayman on his appointment. I look forward to introducing him to as many of you as possible in the coming months.
Be well.
Bill
William S. McKersie, Ph.D., Superintendent of Schools
On Thursday, January 11, and Friday, January 12, high schoolers in Hastings Theatre Program performed the Third Annual High School One Acts, a collection of short comedy scenes adapted from shows like Saturday Night Live that are directed, crewed, acted, and overseen entirely by students.
Equally as impressive as the show, which had audience members falling out of their seats with laughter, was the $2,400 raised for the Hastings Food Pantry and the Hillside Woods Restoration Project.
“A big thank you to Ms. Udice for her invaluable help and support, Mr. Adipietro, Ms. Hardesty, Dr. McKersie, Dr. Szymanski, and Ms. Saviano,” said Co-director Erik Ghalib. “We're so grateful for your support of the One Acts and the Theatre Program as a whole.”
Read reflections below from Co-directors Erik Ghalib, Lionel Muench, and Frances Kastner.
"Thanks to the work of our amazing cast, crew, and directors, the third-ever fully student-run High School One Acts was a huge success! This year, the show involved more than ninety students, three teacher actors, an elementary schooler, and a dog. And because of the incredible support of the Hastings community, we were able to raise over $2,400 for the Hastings Food Pantry and the Hillside Woods Restoration Project. Lionel and I are sad to be saying goodbye to the show, but we know that it will be in great hands next year with Franny Kastner and Isaac Volpe as co-directors."
– Ghalib
"It has been an amazing three years and that is because of the help of our endlessly supportive teachers, the trusting administration, faculty and staff, and our wonderful directors, cast and crew. We could not have asked for a better group of people to put on this show. It is thanks to them that we were able to put this show on and raise this money. I'm excited to see One Acts continue to grow long after our years at Hastings."
– Muench
"The One Acts is a great space for students to put on a show of their own, as this is the only fully student-run production offered at the school! It gives students the large responsibility of working together as a whole cast and crew. Along with being incredibly helpful mentors to me throughout the past two years, Lionel and Erik have made the show such a welcoming space where everybody feels comfortable. This is especially true and often a difficult task in a show where students are being directed/managed by their peers."
– Kastner
It was recently announced that two Hastings High School seniors–Justin Baldassare and Jacob Goldman-Wetzler–were named Scholars in this year's Regeneron Science Talent Search.
Communications Associate Jackie Saviano spoke with the two Scholars to learn more about their research projects, inspiration, and future plans. Last week's Hastings Happenings featured her conversation with Baldassare.
This week, we feature Saviano's conversation with the second Regeneron Scholar Jacob Goldman-Wetzler on his project "Investigating the Impact of Optimal Flashcard Creation Principles on Memory."
Led by new Music Teacher and Hastings alumnus Doug Friedman, third and fourth graders at Hillside Elementary School recently performed their Winter Chorus Concert for their parents.
Smiling and standing tall on choral risers in the front of the Multipurpose room, students were accompanied by Hillside's Occupational Therapist Anna Marie Epstein on the Kongos and Choral Activities Director Jon Riss on the piano. Two children were assigned to introduce each song using a microphone. One of the songs was Randall Thompson's "Velvet Shoes," which paints the picture of walking through soft snow in winter. Another was Katy Perry's "Firework."
"It means the world to me to support your children's music-making," Friedman said to families in his opening remarks.
For the entire concert, students reached for the stars, danced and confidently belted out all the lyrics, making their parents and their teachers very proud.
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Check out a clip from today's third and fourth grade Winter Chorus Concert at Hillside Elementary. More to come next week!
It was announced last week that two Hastings High School seniors–Justin Baldassare and Jacob Goldman-Wetzler–were named Scholars in this year's Regeneron Science Talent Search.
Communications Associate Jackie Saviano spoke with the two Scholars to learn more about their research projects, inspiration, and future plans. Check out her conversation with Baldassare below.
A Quick Research Summary:
STING is an immune response pathway that's a vital component of the body's ability to fight cancer and other illnesses. My project examines the ways that this pathway kills potentially cancerous cells in the fallopian tube.
Ovarian cancer is usually diagnosed at a very late stage, once it's extremely aggressive and difficult to treat. I wanted to explore what's occurring in early-stage ovarian cancer. Detecting ovarian cancer early (and understanding what's causing it) is an untapped opportunity to improve prognostic outcomes.
For my project, I studied STING expression in the fallopian tubes in humans and mice (where ovarian cancer begins at its earliest stages) and discovered the following: STING is lost in the earliest known stages of ovarian cancer in humans. Without it, potentially cancerous cells are able to grow in the fallopian tube.
In the future, we could potentially target STING or raise its expression in the fallopian tubes to intervene in ovarian cancer.
What inspired you to focus your project on this topic?
My mom died of ovarian cancer when I was nine years old. She was an amazing mom and encouraged me to be a curious question-asker. She'd be proud. My family feels the weight of her loss every day, and it felt important to use my interest in science to honor her. I carry a picture of her in my wallet wherever I go.
Do you have any advice for students who are interested in the STS?
In general, it's important to pick a project you're willing to work hard at, regardless of wanting to win awards.
Advice that comes to mind:
If you're in a lab, take almost excessive notes and read papers during any down time you have. Broad knowledge helps understand your work in context, and when writing a research paper, it's useful to look back on notes from the lab.
Network! Get a sense for what people in your field are researching.
Make sure your research tells a compelling story. Present data in a logical, exciting order.
What are your plans after high school?
First, go to college. In the future, I’m hoping to use my education to engineer technologies for early cancer detection, possibly in the biotech start-up space. I’m especially interested in pursuing cancer research at the intersection between biology, technology, ethics, and business.
If you could have a conversation with a scientist, alive or deceased, who would it be?
Siddhartha Mukherjee, author of Emperor of All Maladies. He's especially interesting to me because not only is he a prolific researcher, but he has also written numerous books that are accessible to a general audience. The aforementioned title is on the history of cancer.
To me, science is most useful when it's accessible and involves a conversation across fields. I'd love to talk to him about how scientists can forge a more transparent, communicative relationship with the public, and I'd most definitely chat him up about bioethics.
First graders at Hillside Elementary School concluded a unit on Civics with a Peace March last week. A tradition instituted many years ago by first grade team leader Maria Gunther and retired first grade teacher Leigh Galanis, the event honored the life of Reverend Dr. Martin Luther King, Jr. by spreading messages of peace and unity throughout the school.
Guided by a team of teachers and the strumming sounds of Ms. Galanis’ guitar, the first grade sang songs like “This Little Light of Mine,” marching through the hallways carrying their handmade signs. Students in other grades gazed in admiration as the first grade role models strolled by. Words and phrases written on the signs included “Be a Part of a Community” and “Use Kind Words."
Watch the behind-the-scenes video below for a glimpse into the Peace March and celebration.
The initiative aimed to develop valuable skills applicable to pre-vocational tasks, while simultaneously supporting local partner and pet therapy organization Hudson Valley Paws for a Cause.
In the week leading up to the fundraiser, students meticulously crafted the cards using a variety of materials. They managed dozens of orders, delivered the cards to staff mailboxes, and monitored fundraising finances. Through this multifaceted approach, students applied diverse skills in a meaningful way.
"While the students anticipated the fundraiser to last at least two weeks, the cards were sold out within a few days!" Cerretani said.
The fundraising effort culminated in an impressive $155 raised, as revealed by 7th-grade student Olivia Allan, who conducted the final count. Students enjoyed creating and selling the handmade cards. They were especially excited to contribute to Hudson Valley Paws for a Cause, home of their therapy dog, Harper.
Larry Cerretani commended the students for their hard work and dedication, emphasizing the broader impact of the fundraiser on both skill development and supporting a worthy cause. The success of this initiative highlights the positive outcomes that can emerge when students are empowered to apply their skills for a greater purpose.
For more information on Hudson Valley Paws for a Cause, click here.
Those were the ambitious goals that propelled Hastings High School seniors Jacob Goldman-Wetzler and Justin Baldassarre to be named Scholars in this year's Regeneron Science Talent Search, our nation’s oldest and most prestigious science and math competition.
Goldman-Wetzler and Baldassarre are among 300 students selected from high schools across 48 states, Washington, D.C., Puerto Rico and four other countries. The Regeneron Science Talent Search recognizes and empowers promising young scientists to explore innovative solutions to significant global challenges through rigorous research and discovery. By providing a national stage, the competition empowers students to present new ideas and challenge conventional ways of thinking.
In recognition, the Hastings Scholars will each receive $2,000 and the high school will receive the same for STEM-related activities. Forty students will be chosen as finalists on January 24 and will have a chance to compete in March for a grand prize of $250,000.
"This is the fourth year in a row that our students have been recognized in this very competitive competition,” said Science Department Chairperson Melissa Shandroff. “And it's the first time we have had more than one student chosen — a testament to all of their hard work!"
Stay tuned for more information, including a featured interview with both Scholars.
Organized by senior Benny Feldman, the Valley Cup has generated major attention in the tri-state area, increasing participation in National Academic Quiz Tournaments (NAQT).
“The mission of the Valley Cup, both this year and last year, was to introduce the local, more insular Westchester teams to a more competitive circuit,” Feldman said.
That mission was largely accomplished on Saturday, with 30 teams from 21 schools coming to compete. Five of the schools were from Westchester; most notably Eastchester High School, which placed third, making it to a semi-final tiebreaker. Other participating teams came from the Bronx’s Horace Mann, and schools in Long Island, New Jersey and Connecticut.
Click here for the full list of participating schools.
Following NAQT format, the tournament consisted of sets of various questions with a maximum of six players per team. The teams were placed into preliminary brackets before being re-seeded for playoffs. Each team was guaranteed a minimum of 10 games.
“Benny planned the entire event, including lunch for the staff,” said Academic Challenge Team Advisor Michael Willson. “All of our junior and senior team members were moderators and scorers.”
After each tournament, trophies were awarded to individuals with the highest average points per game, as well as to the top three teams. The highest scorers were awarded book prizes, also qualifying for the Northeast Regional Championships and/or High School National Championship Tournament.
“The effort these past two years has been amazing,” Feldman said. “Not only is Hastings representing Westchester on the national stage, but we’ve also built the infrastructure for our fellow Westchester teams to be successful. We hope to see our efforts create a lasting impact!”
Funds raised from the Second Annual Valley Cup will benefit Hastings' Academic Challenge Team, who, in case you didn't know, is currently ranked 14th in the nation.
It was another day in Hastings, and Dr. McKersie was doing what he calls his routine "walk-about" through the bustling halls of Hillside Elementary School. On the itinerary was a guest reading in Christine Samuel's and Eszter Fejer's classes.
He shared a summary of his experience reading to Samuel's fourth grade class in a report for Tuesday's Board of Education Meeting:
"The text is the joyful book, he th (Giles Andreae & Guy Parker-Rees). Even if you do not know the book, you can guess that Gerald (the Giraffe) evolves from a clutz on the dance floor to a veritable Baryshnikov (or Gregory Hines). Gerald’s parting wisdom: 'We can all dance…when we find music that we love.' I turned to the class and asked, 'What do you love so much that it gets you going, makes you happy, makes you want to do even more?' The class leapt to respond, with eager hands thrust in the air signaling their love to share: 'Reading… math… soccer… basketball… drawing… painting… reading (again)… my after-school program… swimming… Hillside… soccer (again)... reading (again)... and, of course, Taylor Swift (three times).' Hard to recreate the moment here, but it put a skip in my step. Early glimpse of their essential, emerging passions."
On his visit to Fejer's second grade class, he wrote:
"I appreciated the chance to work with students on the layers—serious and fun—of The Thing Lou Couldn't Do. Their energy was matched by their inquisitiveness and willingness to share ideas about the characters and story progression. Maybe most memorable was their ability to have fun with the book, laughing and smiling as the humor, some subtle, that emerged in words and pictures."
After learning about the biochemistry of composting and its benefits to earth in STEAM, Hillside students, with supervision from parent volunteers and members of Hastings’ Zero-Waste Advisory Taskforce (ZWAT), participated in a lunchtime composting pilot.
The pilot, scheduled for Fridays in December, allowed the elementary schoolers to apply their new knowledge of waste separation.
“Even older students, especially those in the Lunch Buddies program, have taken on roles as compost monitors!” said parent volunteer and ZWAT member Rachel Thornton.
Following the school’s lunch periods, trash and compost are weighed, and data is compiled for the purpose of measuring progress. On December 8th alone, 105.5 pounds of waste was generated from lunch. 91.5 pounds of that total was compost. This amounts to 87% of lunch waste, and is an improvement of over 76%, based on a measurement taken on Earth Week’s Compost Day.
“Students should be able to feel the daily satisfaction of helping take care of their world!” Thornton added.
On Friday, December 8, and Saturday, December 9, sixth graders in the Hastings Theatre Program performed their musical production, Matilda Jr.
With sold out seats on both evenings, the show proved to be a massive hit for community members of all ages. Click here to view the program.
Watch the video above for a behind-the-scenes look into the cast and crew's dress rehearsal and performance.
The Senior Citizen Holiday Concert & Dinner took place last week. A longstanding tradition at Hastings High School organized by Business Official Maureen Caraballo, the event previewed the winter concert with musical performances from all student instrumental and choral groups, followed by a delicious family-style feast.
Watch the video below for highlights of the celebration.
As part of Hillside’s social studies curriculum, students in Tasnim Nagrath’s kindergarten class learned all about their family's culture.
“The children have been getting in-depth knowledge from their families about what countries they come from, the languages that are spoken at home, and traditions, including art, cuisine, and music,” said Nagrath.
Building an understanding of diverse cultures and communities, students culminated the lesson by sharing their family history with each other.
On Friday, December 8, and Saturday, December 9, sixth graders in the Hastings Theatre Program performed their musical production, Matilda Jr.
With sold out shows on both evenings, it proved to be a massive hit for audience members of all ages.
Stay tuned for more photos in next week's Hastings Happenings.
Click here to view the program.
Both the Hastings High School Academic Challenge Team and Model U.N. Club are a force to be reckoned with this year.
Students on the Academic Challenge Team have extended their academic prowess from the Westchester League to all over the metropolitan region. They started the season out as a clear top team in the Northeast, placing in the top five at every tournament, including 2nd at Columbia University in October and 3rd at Livingston High School in New Jersey in November. Above all, their statistical performances have earned them a 24th rank in the country!
All their hard work came full circle at Columbia on December 2, when they defeated Hunter College High School, which, according to Team Captain Benny Feldman, is a top-ranked magnet school and a perennial powerhouse in the circuit since its infancy. This was the team's first-ever tournament win against an opponent outside Westchester.
“We are a team from Westchester, a relatively insular local league that doesn't tend to venture outside to play teams, let alone beat teams like Hunter, and that speaks to our dedication and prowess this season,” said Feldman. “By far, the most credit needs to go to Hazel DePreist-Sullivan, our top-scorer, who put on a clinic at Columbia and has improved at an unprecedented rate, solidifying herself as a top player not only in the Northeast, but also in the country.”
The team looks forward to the Garden Cup, which will take place at Livingston High School, and is estimated to be the largest Northeast tournament since pre-COVID.
“We have hopped back on the grind and are hoping to get the crown and establish ourselves as the new kings of the region!” Feldman added
High schoolers in Model U.N. are also excelling. Advisor of both the Academic Challenge Team and Model U.N. Michael Willson shared a summary below on Model U.N. Club’s recent accomplishments:
"The students participated in two conferences: October 21 at Horace Mann and December 2 at the Masters School. Club President Emma Gelman did a fantastic job leading the weekly practices and providing research to prepare the various committees. At the Masters School, Emma won the prize for top delegate on her committee. Frieda Belasco and Adela Mihalcescu also won awards."
“I'm very pleased that both clubs have large numbers of freshmen members who are enthusiastic and committed,” Willson added. “I look forward to watching them grow in the coming years.”
As part of the New York State School Music Association (NYSSMA) Area-All-State Music Festival, nine Hastings High School musicians were featured in four ensembles in a series of concerts at New Rochelle High School.
Based on their high-scoring NYSSMA solos last year, the following students were selected:
Keith Mon, Violin, String Orchestra
Sofia Eliasi, Violin, Symphony Orchestra
Johanna Nollen, Violin, Symphony Orchestra
Nitin Kodali, Viola, Symphony Orchestra
Aidan Dorn, Bass, Symphony Orchestra
Josh Burdick, Bass, Symphony Orchestra
Natalie Garson, Clarinet, Concert Band
Drew Neiman, Clarinet, Concert Band
Izzy Meisner, Alto 1, Treble Chorus
In addition, the following three Hastings High School musicians below received individual accolades. "We are so proud of these incredible student musicians for their well-deserved recognition," said Hastings Music Teacher Eric Day. "It's wonderful to see their hard work, talent, and creativity be recognized at such a high level."
Miles Levine won the Juilliard Pre-College Concerto Competition and performed the Bacewicz Cello Concerto No. 1 at Lincoln Center with the Juilliard Pre-College Orchestra on November 18.
Jasper Zimmerman won two awards from the prestigious YoungArts National Competition, one for Jazz/Piano and one for Jazz/Composition. His composition portfolio included three original pieces, "Redemption of Eris," "Interstellar Cable Car," and "Hexaflexagon." Jasper was also selected as an alternate for this year's NYSSMA All-State Jazz Band.
Zoe Verduin represented Hastings High School at the NYSSMA All-State Conference in Rochester, N.Y., with a winning original composition entitled "Waltz for Piano."
Justin Baldassarre, senior and member of Hastings High School's Science Research class, recently attended the 2023 Ovarian Cancer Midwest Focus Conference held at the University of Minnesota Medical School.
This past summer, Baldassarre conducted his science research project at the University of Michigan in the lab of Ovarian Cancer Researcher Dr. Analisa DiFeo. He presented his project, "STING-Rich Ciliated Cells Protect the Fallopian Tube from Early Transformation in the Development of Ovarian Cancer" at the Conference with his mentor Dr. Jose Colina.
Stay tuned for more information in an upcoming Hastings Happenings.
The Village, along with the MLK Breakfast Committee, is proud to announce the 12th Anniversary MLK Breakfast honoring the life of Reverend Dr. Martin Luther King Jr. The event will take place on Monday, January 15, at the James Harmon Community Center.
Each year, students from the Rivertowns use creativity to express their impressions of today’s most challenging social issues. This year, students are being asked to submit an essay (300 words or less) or artwork addressing the following question:
What is your vision for peace in 2024?
All submissions are due by Friday, January 5. Click here to download the flier with more information about the celebration and competition.
On Monday, December 4, third graders participated in a series of hands-on workshops led by the National Circus Project, an outreach program that combines art education and physical education to foster creativity and confidence and to encourage self-discipline.
The program for Hillside students was a result of a Cultural Arts grant provided by the PTSA, with leadership from STEAM Teacher Robin Farrell.
“In third grade, our students learn about patterns of motion,” said Farrell. “Part of this learning is connected to the patterns of motion on the playground, but then extrapolated to circus performances.”
Building on classroom teachings, students received a hands-on lesson on force and motion. The workshops, called “circus samplers”, taught the children the basics of juggling, plate-spinning, balancing, devil sticks and diabolo manipulation.
After a day filled with experimentation and movement, Farrell facilitated a debrief session with students where they identified the ways in which forces and energy were demonstrated.
“It felt wonderful to be able to put hands-on, kinesthetic learning into action with this program!” Farrell said.
Hastings High School students enjoyed a blast from the past recently, as they walked through the halls of Hillside Elementary School prepared to give kindergartners in Nina D’Amato’s class a lesson on engineering.
To start, the district’s youngest learners were taught the basics of the engineering field. High schoolers fielded their questions and stories. Next, it was time to test their skills with the Marshmallow Challenge. The class split into four teams. Each team was tasked with building a tower using twenty sticks of spaghetti, one yard of tape, and one yard of string--enough to support a whole marshmallow at the top. Throughout the classroom stood a variety of tower designs, each one as creative as the next.
To round out the day’s activities, the youngsters tested out the catapult-style carnival games designed by the high school engineers. Part of a culminating project, the carnival games required high schoolers to collect data, analyze statistics, calculate net profit using mathematical modeling, and measure accuracy and precision.
“The games also had to engage an audience,” said Project Lead the Way teacher Faye Barenfeld. “Based on the kids’ smiles, they definitely did!”
Thanks to a grant provided by the Hastings Education Foundation (HEF) in 2020, Barenfeld’s Introduction to Engineering course is offered to middle and high school students. The course stems from the national organization called Project Lead the Way, which helps students develop career skills starting in kindergarten and continuing through to their senior year of high school.
In the spirit of giving, students in Larry Cerretani’s Daily Living Skills class partnered with ninth grade peer volunteers to organize a food donation for Midnight Run Inc., a volunteer organization whose goal is to forge a bond between the housed and the homeless and provide a foundation of sharing and caring from which solutions may evolve.
The donation, which was made to Midnight Run’s Dobbs Ferry location, involved bagged lunches specially assembled by the middle schoolers. High School freshmen Zelda Weitzman, Eliana Wallach, and Ami and Isla Martial made the sandwiches.
“This is the third year in a row that our students assembled bagged lunches for the Midnight Run," said Cerretani. “It’s become an annual tradition in our class. We call it our Day of Giving.”
Together, Cerretani and his class donated two large boxes of bagged lunches, providing food to dozens of homeless people.
To learn more about Midnight Run Inc., click here.
On Tuesday evening, November 21, Project Share hosted its Thanksgiving Dinner for the homeless. A decades-long tradition, the event treats adults and children to a Thanksgiving feast prepared and served by Hastings students, staff, parents and residents.
This year, upwards of 500 guests were in attendance. Santa even made an early appearance, riding his sleigh all the way from the North Pole to greet children. Vibrant place settings with the hymn “Amazing Grace” covered the tables. Bright flowers served as centerpieces. The food was indeed delicious, and equally as colorful as the fully transformed Cochran Gymnasium.
A student-driven community service organization, Project Share has not only made a difference with its signature Thanksgiving Dinner event at Hastings, but also in other local neighborhoods in Westchester County and the larger community. What began as a Hastings High School club has since expanded into an independent nonprofit.
Last year, Executive Director Jeanne Newman, who first established Project Share in 1987, explained the groups mission:
"The organization’s active involvement with outreach volunteerism has provided opportunities for students to form friendships with those who are disenfranchised and disempowered, which, under other circumstances, would not be possible. It works to address and bring awareness of homelessness, hunger and food insecurity."
Project Share has been aiding men, women, and children from all five boroughs of New York City and Westchester County for 36 years with Hastings as its home-base —evidence that this community will forever remain one of deep compassion and remarkable giving.
For a behind-the-scenes look into this year's Thanksgiving Dinner, watch a short video below.
As part of Gratitude Week at Hillside Elementary School, students dressed up as someone they appreciate.
A student in Ms. Samuels class chose to dress up as her teacher. They are pictured above.
Hillside
Children read several books, engaged in group discussions, and decorated diyas (oil lamps).
"The festive Diwali spirit was felt among both students and teachers around Hillside," Nagrath said. "We truly strive to create an understanding and affirming environment for all."
Hillside
With help from their families, they used a three-ingredient recipe to make salt dough. Back in the classroom, they took the dough and molded it into islands, incorporating the lessons they learned. Once the salt dough dried, they brought color to their islands with a little paint.
“It was messy, and the teachers were covered in flour, but fun was had by all!” said Second Grade Team Leader Dianna Clarke.
In the coming weeks, they will make maps of their islands, including a compass rose, symbols and a map key—part of another lesson on how to read a map. They’ll also be writing postcards to someone special using their creative writing skills, pretending to visit the landforms and bodies of water on their salt dough island.
When asked what they enjoyed most about the project, students in Ms. Clarke’s class said:
“I liked painting the salt dough and I like the volcano and pond I made the best,” Aurick said.
"I like painting them and shaping the salt dough," said Emina.
“It was really fun to learn about different landforms and bodies of water. It was fun to make them and get messy!” said Ezra.
The virtual visit, which comes as a result of a generous grant from the PTSA, included additional instructional support from the students’ teachers –Mary Greene, Larry Cerretani, Julie Sullivan, and Lior Fishman—and allowed students to hear from Harrington about her writing process.
Through figurative language and a captivating plot, Wildoak, Harrington’s first book, tells the story of a girl with a speech-related disability who finds her voice to speak up for animal rights and conservation. An unlikely friendship is formed between two characters, both outcasts trying to find their place in an often unfriendly world.
Students listened intently as Harrington shared her inspiration for the story, quick to ask questions afterwards. One student, Julette Budrias, even asked, “What strategies do you use to get unstuck in the writing process?"
Harrington loves connecting with readers and students and offers both virtual and in-person visits. Her presentations touch on sources of inspiration, research, revision and what goes into writing realistic fiction.
“It was such an amazing culminating experience for the students to bring the text to a close in this way,” Cerretani said.
“Christina Harrington is a masterful writer who helps students understand the interconnectedness of humans and the natural world,” Greene added.
For more information on C.C. Harrington, click here.
HS
Since Godspell first hit the Broadway stage in 1976, it has had many interpretations.
Hastings’ version of Godspell references the preservation of Earth, with the character of Jesus representing the Earth, hoping to guide the cast and the audience (through the parables) toward a better understanding of how we can help each other and save the planet.
“So many of the songs are relevant and appropriate to this subject. I am thankful that Composer and Lyricist Stephen Schwartz allows for creativity and unique interpretation,” Walton said.
Come witness our talented students perform this well known musical.
To purchase tickets in advance, scan the QR code in the flier.
Hillside
Unique to Hillside Elementary School, Discovery Kitchen extends beyond academics to engage students with fresh recipes, culinary demonstrations and tastings, and fun and informative nutrition education.
Starting the series with a “Seed to Table” theme, Leote gave students a demonstration during their lunch periods.
What was on the menu? A Mediterranean salad made primarily of tomatoes and cucumbers, both fresh and in season. Kid-tested and approved, the colorful recipe is an excellent side dish or snack.
Students approached members of the Food Service Team with questions and positive feedback.
One student exclaimed, "This would be great with tortilla chips!"
Below is the recipe for those families who'd like to try the Mediterranean salad at home.
Hillside
Hillside students and staff gathered in the Multipurpose Room earlier this week to thank community veterans, including 14 in attendance, with music performances, speeches and cheers. The featured speaker for the annual "Bring a Veteran to School" event was Mr. Tommy Drake, father of Hillside student Timmy Drake, who served in the Navy as a hospital foreman from 1992-96 providing medical assistance to marines and sailors.
Today I share with you a digital Veterans Day Tribute, which includes photos and video footage from the event at Hillside, as well as the Story of My Uncle Jack.
William S. McKersie, Ph.D., Superintendent of Schools
Hillside
For this year's event, which will be held in the Hillside Multipurpose Room on Friday, November 17, at 6:00 p.m. (doors open 5:30 p.m.), all Hillside students will have the opportunity to vote for the movie that they'd like to be shown.
Voting will take place during the school day on Monday, November 6, the day before Election Day. The Student Council will tally the votes and announce the winner in the Hillside announcements on November 14.
Below are the movie choices (drumroll, please!):
Sing
Moana
Elemental
Encanto
WALL-E
"HEF is thrilled to bring back this beloved Hastings family tradition!" said Marie-Angie Vassallo.
HS
A 504 plan is geared toward ensuring a student has equitable access to a learning environment. An IEP focuses on educational benefits, and often includes direct services such as speech therapy.
The panels, organized for students in need of specialized instruction, consisted of members of Hastings' Special Education Department—Erin Dolan, Jo Ann Weinig, Jeanette Kocur, Nina Segal, and Laura Sullivan—and representatives from St. Thomas Aquinas College, Landmark College, and Guttman Community College. Part one was held in the Blue Lecture Room, and part two was virtual. Both evenings gave parents a safe space to ask questions and provided them with important guidance on the college process.
“I think I speak for others in the department when I say that all the praise goes to our expert panelists. This could not have been done without them,” said Assistant Director of Special Education Tesfa Stewart. “Both nights were a huge success!”
To view a recording of part two of the college panel, click here.
Grassia’s Media Literacy course, which was added as an elective last year, teaches students ways to take what they’re reading, watching and listening to, and evaluate it with critical eyes and ears.
“My hope is that my presentation will inspire librarians from around the State to begin shaping Media Literacy courses of their own,” Grassia said. “I believe this curriculum is an ideal fit and continues the librarian tradition of teaching students to navigate a complex landscape of information.”
Click here for the conference website to learn more.
Pilobolus tells stories with the human form to show diverse communities, brands, and organizations how to maximize group creativity, solve problems, create surprise, and generate joy through the power of nonverbal communication.
The show, called Rules @ Play, was equal parts lively and interactive, and was organized as a result of a long-time partnership with Amanda Kupillas, owner of a dance studio located here in Hastings and Co-President of SEPTA. For many years, Kupillas has worked to bring the magic of dance and performance art to the district's youngest learners.
“Throughout life, we all encounter rules, and sometimes we view them negatively,” Kupillas said. “Rules @ Play explored how rules can provide opportunities to solve problems and overcome challenges. They can spark creativity, and in our case, give us the tools to dance!”
Through movement and discussion on and off the stage, Pilobolus dancers showed students the benefit of playing by the rules.
“Oftentimes, companies send students or their second company to do these types of shows,” said Kupillas. “That is great, but in this instance, students had the unique opportunity to interact with dancers who are in the company year-round.”
Laughter and excitement filled the room, making for a successful day of learning, engagement, and of course, dance.
Click here for a fact sheet about Pilobolus.
Special thanks to Hillside's custodial crew and Principal Amy Cazes for help executing the setup for the show.
Faculty and staff were not to be left out of the fun, incorporating Halloween-themed activities into their lessons for the day and wearing group-themed costumes. A morning parade at Hillside Elementary School, led by Principal Amy Cazes and Assistant Principal Michael LaRocco (and their lookalikes), allowed children to show off their costumes. Families gathered on the sidelines to watch the parade and snap photos.
From Nintendo's Super Mario and Dr. Seuss's Thing 1 and Thing 2, to a banana and even a clothes dryer, it was a memorable day overflowing with creativity and lots of laughs.
“What better way to celebrate reading than to welcome our Hillside families!” said Kindergarten Team Leader Nina D’Amato.
For their first unit on reading, which began at the beginning of the school year, children learned how illustrations are used to tell stories. This exercise helps activate higher order thinking skills like predicting, inferencing and analyzing characters.
“Even though we’re not quite at the point of decoding text, students are becoming experts at closely ‘reading’ illustrations with their reading fingers and talking about stories,” said D’Amato. “This is the foundation for building strong comprehension skills in young readers!”
The goal for the next unit is to foster a greater love of story books and reading, and it looks like the district's youngest learners are on the right path.
Students sing a song to celebrate reading.
The evening includes performances from the high school and middle school jazz bands, eats and treats, raffle prizes and more—all made possible by parent volunteers.
To help make the Harvest Moon Ball a success, sign up here to volunteer.
Teaching children fire safety at an early age is critical and is just one of the many ways that Hastings fire prevention squad partners with the district and broader community.
Ms. Mantell's and Ms. Morais's second grade class
THE OFFICIAL TRAILER
Filmed & Produced by Cast Member Benjamin Levan and Technical Crew Member Isaac Volpe
Demonstrating the best of Hastings’ school spirit, the event featured lively music, tasty food, entertaining activities organized by the Student Union, an impressive half-time performance from the Hudsonettes, and fundraisers to benefit student programming. Adding to the camaraderie was the Yellow Jackets victory against the Irvington Blue Knights.
Varsity Football Coach Sammy O’Hare shared highlights from the game:
“Hastings beat long-time rival Irvington 39-20 on Saturday. Touchdowns were scored by five different players—Royal Peterson, Dominick Moore, Andrew Tenthoff, Charlie Richardson, Johnny Sbrega, and Julian Carnavali threw for three touchdowns, and Keith Capuano threw for one touchdown. Overall, it was a great team effort and win!”
“It was a great day,” said Director of Health, Physical Education & Athletics Drew Wendol. “The weather cleared up and the festivities were in full effect!”
Drawing from March’s Sweethearts & Heroes program, Guidance Counselor Juliann Snyder, School Psychologist James Forcinito, and Hastings High School’s BRAVE buddies led the sea of orange-shirted youngsters through Mr. Incredible’s A, B, C's of Bullying.
Featuring role-playing and a “My Superpowers” drawing assignment, the event provided students with the tools to jump into action and prevent bullying.
Click here for Superintendent McKersie's remarks from the ceremony.
The audience listened intently as he spoke to the Clarks' daughter, Kate, and their granddaughter, as well as Minnijean Brown-Trickey, expressing gratitude to them for imparting their wisdom to Hastings' students and for giving them "hope".
Click here to watch the full Unveiling Ceremony.
MORE RESOURCES (Videos, articles, podcasts, literature)
The Clarks
Little Rock Nine
Beginning with a presentation on safety from Hastings Police Sergeant Sam Brecker, students rotated through a series of workshops centered on hygiene, mindfulness, space and awareness, and kindness—all led by a team of fifth grade teachers. There was even a movement workshop facilitated by Never Stop Moving 365, which the PTSA generously funded.
Teaching the importance of self-worth at an early age, Wellness Day encourages kids to value their emotional and physical health, and is a prime example of the district's commitment to student wellbeing.
Formerly run by parent volunteers, the nature walks are a decades-long tradition at Hillside. In 2017, STEAM Teacher Robin Farrell began leading them, adding an equitable part of the program where every child participates in 10 nature walks throughout their K-4 experience; each a little different, but all aligned to New York State Science Standards.
"On top of that we create this community connection by inviting as many parents as possible to join us, walk with their children, and learn what we have available in Hillside's woods," said Farrell in a previous edition of The Buzz.
For Magnatta's third graders, the trek began and ended at Sugar Pond, with many nature sightings including:
A white pine tree, which Farrell explained grows near water, keeping rivers and lakes cool and giving fish a healthy environment to live in
Beach trees, which use their roots to get nutrients
Turkey tail fungus, a very common mushroom in North American woods, generally found on fallen logs or tree stumps
Sticks, which, when decomposing, form a blue fungus
Lichen and moss, which are found on the branches and stems of trees. They may look like crusty patches, hanging growths, or even leafy mats
"Can we touch it?" one student asked, referring to the lichen.
"Yes, but be careful. It's trying hard to grow," said Farrell. "We share these woods with so many living things."
Circling to the back of Sugar Pond, students saw the biggest and most beautiful tree of all.
"We call this the mother tree," Farrell said. "We believe it was one of the first trees to grow in Hillside's woods and has been here for many years."
A lesson about how trees use their roots to communicate with each other rounded out the day.
"Brown-Trickey came to Hastings when she was 16, after having been harassed, threatened, and ultimately expelled from the Arkansas high school she helped integrate in 1957. She spent the rest of her high school career living on Pinecrest Drive at the home of the Clarks, along with their children Hilton and Kate, attending New Lincoln High School in Harlem." (Mark Sameth, Hastings Historical Society)
You can read more about Brown-Trickey, her connection to the Clarks and to Hastings, and her life as a Civil Rights activist in an article published by the Hastings Historical Society.
For a recording of Brown-Trickey's talk to Farragut students today, click here.
The other sessions, taking place tomorrow at Hillside Elementary School and Hastings High School, are also limited to students and staff, but families may observe via the below livestream links:
HES: 10/13 at 9 a.m. - https://events.locallive.tv/events/125974
HHS: 10/13 at 10:30 a.m. - https://events.locallive.tv/events/124339
The larger project, which received approval last year, includes the enhancement of the stage’s existing lights and the addition of new fixtures. A grant generously provided by Hastings Education Foundation (HEF) with leadership from Production Coordinator Phyllis Udice funded the rest of the project: two more LED spotlights and the expertise of Lighting Specialist David Lovett to educate students.
“Mr. Lovett was instrumental in designing the lighting plot,” Udice said. “He devised a way to enhance and keep the older fixtures while creating an energy-efficient, cost-effective system that will last for years to come.”
Along with Hastings’ Technical Director Gillian Husovsky, Lovett facilitated training sessions for students on how to install and use the new equipment. Even Philip Volpe, father of seventh grader Mattea and ninth grader Isaac, lent a helping hand, bringing his assistant Ben Eells along for the ride. As a team, they removed the existing set for the Hastings Theatre program’s current production and installed the LED lights above the stage.
Fun Fact: Mr. Volpe is the former Head Sound Engineer and Master Electrician for the Metropolitan Opera. Currently, he is the Head Electrician at Radio City Music Hall.
“Mr. Volpe’s decades of experience with all things technical in the theatre space was much appreciated,” Udice said.
The installation of the new lights comes just in time for One Man, Two Guvnors, which enchanted Broadway and England’s West End, and will arrive at Hastings High School on October 27-28.
“We are thrilled to finally have the lighting our productions deserve,” said Udice.
“We can’t thank HEF enough for funding the most important aspect of this project, which was the education for students. They shared pure excitement while installing the LED fixtures.”
Below is a reminder about the series of activities.
September-October: An exhibit about the Clarks to be displayed in the HHS Lobby, before moving to the Hastings Historical Society through fall 2024.
October 12-13, 2023: A visit by Minnijean Brown-Trickey, of the Little Rock Nine, who lived with the Clarks in Hastings in the late 1950s, to speak with students. The sessions are limited to students and staff, but the public may observe via these livestreams:
Farragut, 10/12 at 1:30 p.m. - https://events.locallive.tv/events/124341
Hillside, 10/13 at 9 a.m. - https://events.locallive.tv/events/125974
HHS, 10/13 at 10:30 a.m. - https://events.locallive.tv/events/124339
October 14: Unveiling Ceremony for the Clarks’ Street Sign (signifying the co-naming of a portion of Mount Hope Blvd. as “Drs. Mamie and Kenneth Clark Way”) at the James Harmon Community Center from 2:00-4:00 p.m.
In case you missed it, on September 26, Dr. Melissa Szymanski organized a virtual session for families and students in grades 5-12 on Brown v. Board of Education. The 45-minute program, led by a Park Ranger from Brown v. Board of Education National Historical Park (Topeka, KS), examined how legal segregation began in America and the role that research by Drs. Kenneth and Mamie Clark played in the desegregation of public schools and the Civil Rights Movement.
For the first time ever, HASP was represented at Hastings High School's Back-to-School Night on September 21. With a little help from School Psychologist and HASP Advisor Dr. Gloria Szesko, juniors Bea Tolson and Sam Nicholson, and seniors Zade Hinawi and Kaylon Kamashi managed the HASP station that evening, handing out educational materials to families and offering first-hand accounts of the benefits that HASP brings to its students.
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New $35M Charles Hackley Middle School is historic in more ways than one
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[] |
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[
"Muskegon Public Schools",
"Charles Hackley Middle School",
"former Mercy Hackley Hospital campus",
"Muskegon Public Schools"
] | null |
[
"Shandra Martinez",
"Sponsored"
] | null |
Muskegon Public Schools will open its new Charles Hackley Middle School on the former Mercy Hackley Hospital campus. The $35 million building is the district’s first new school construction in 65 years.
|
en
|
/images/favicon.ico
|
The Lakeshore
|
https://www.secondwavemedia.com/lakeshore/features/new-charles-hackley-middle-school-to-open.aspx
|
Muskegon Public Schools’ new middle school not only is making history – it also pays tribute to the past.
The $35 million Charles Hackley Middle School at the former Mercy Hackley Hospital campus represents a milestone by being the district’s first new school construction in 65 years.
Charles Hackley Middle School features large windows for natural lights.
It’s also historic in other ways. The school is named after 19th century lumberman Charles Hackley, who used much of his $12 million fortune to help meet the needs of his booming city of Muskegon, which doubled in population during both the 1870s and the 1880s.
Descendants of the Hackley family will join Muskegon Public Schools officials in formally opening the doors of Charles Hackley Middle School during a community celebration on May 2 from 5:15 to 7 p.m.
The field at Charles Hackley Middle School.
The new three-story, 133,000-square-foot school at 1700 Clinton St. sits on property formerly occupied by Mercy Hackley Hospital. The former Mercy Health system donated the 15 acres to the district in 2021 after it moved its hospital to its new campus on East Sherman Boulevard.
Symbol of community support
“Charles Hackley Middle School symbolizes the tremendous support by our community to the district, and its central location will be a shining beacon of the innovative teaching methods and career-centered curriculum Muskegon Public Schools is offering,” says Matthew Cortez, superintendent of Muskegon Public Schools.
“From state-of-the-art classrooms to modern architecture and functionality, this school represents the future of our district. The new school is about three blocks from Muskegon High School and is more centrally located, as requested by our community during the bond campaign.”
A classroom at the new Charles Hackley Middle School.
The 45-classroom building will be able to accommodate more than 900 students grades six through eight when it opens in August. The current Muskegon Middle School building will be closed and repurposed.
The Christman Company served as general contractor, and TowerPinsker led architectural and engineering efforts. Construction was funded as part of a $104 million bond approved by district voters in 2020. Crews started working on the property in May 2022 following the demolition of the former hospital in late 2021.
The library at the new Charles Hackley Middle School.
Modern features
With hallways and winding corridors filled with natural light, the new school will provide plenty of room for up to 900 students to navigate. Key features include:
45 academic classrooms.
Six science lab classrooms.
Dedicated floors for each grade (eighth grade on first, seventh on second, and sixth on third).
2,076-square-foot media center.
6,175-square-foot cafeteria and dining area.
“Chill Zone” room for quiet learning and rest.
Music wing with space for choir, band and orchestras.
11,000-square-foot gymnasium with indoor elevated running track and bleacher seating for 700.
Weight room.
Multipurpose cardio room for yoga, dance and cardio fitness.
Four private, stalled restroom systems.
Regulation-size track and turf field capable of hosting football, soccer and lacrosse.
STEAM lab with more than $250,000 of equipment.
Not as apparent to students and guests are the safety elements incorporated into the structure. From the shape of the building to blue light lockdown alarms and spectacular window designs, the new school is designed to provide the safest environment possible for students and visitors.
The gym at the new Charles Hackley Middle School.
“We have provided not only the most modern learning environment, but we’re also showcasing the district’s commitment to safety,” adds John Snyder, director of operations for the district. “The brightly lit environment provides our students a healthy and welcoming environment that helps them focus while keeping them safe. We feel this new building removes barriers while providing guardrails should we need them.”
Getting ready to move
Teachers and staff from Muskegon Middle School will begin the process of moving into the facility as soon as the school year ends.
“We are so excited to get into the new school and begin preparing for the 2024/2025 school year,” says LaKisha Loudermill, Charles Hackley Middle School Principal. “This new facility will expand the horizons of our students and staff in a way that just is not available in our current building. In doing so, we empower our educators and staff to explore new ways of teaching and connecting with our kids. We are so appreciative to the community for supporting this endeavor.”
The facility’s use of brick is a nod to the district's history and its brick-constructed schools. The school’s name is also an homage to Muskegon’s most notable family, the Hackleys.
“The Hackley name is synonymous with Muskegon, and the family has been a wonderful friend to the district, so we felt naming the school after Charles Hackley would be a way to express our gratitude to their legacy,” Cortez adds.
The great-great-grandson of famed lumber baron Charles Hackley is expected to participate in the May 2 festivities.
Photos courtesy of Muskegon Public Schools
Read more articles by Shandra Martinez.
|
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| 49
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https://www.connor-associates.com/new-client-announcements/hackley-school-selects-connor-associates-again-for-leadership-search-pjgpg
|
en
|
Hackley School (NY) Again Chooses Connor Associates For Executive Search Services — Connor Associates
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""
] | null |
[
"Michael Connor"
] |
2021-09-21T15:10:08-04:00
|
After a successful Business Office assessment and Leadership Search for Hackley School (New York), Connor Associates was selected again for its Leadership Services, this time for a CFO. Leading this work is Thom Greenlaw, a Connor Associates strategic partner.
|
en
|
https://images.squarespace-cdn.com/content/v1/5d852e4368787e0988342a9f/1582121171206-I59YGI5H3E13G1MUVMM7/favicon.ico?format=100w
|
Connor Associates
|
https://www.connor-associates.com/new-client-announcements/hackley-school-selects-connor-associates-again-for-leadership-search-pjgpg
|
After a successful Business Office Assessment and Leadership Search for a Director of Operations and Campus Planning for Hackley School (New York) earlier this year, Connor Associates was selected again for its executive search services.
This time Hackley is seeking a Chief Financial Officer (CFO) to start in the Summer 2022.
Leading the Leadership Search service is Connor Associates’ Finance and Operations Strategic Partner, Thom Greenlaw. Thom has served for over twenty-five years in varying senior roles in independent schools. He was most prominently the Special Assistant for Strategic Initiatives at Buckingham Browne & Nichols School (BB&N) from 2017-18 and Assistant Head for Operations/CFO at BB&N from 2001-2013. Thom also served as COO and Assistant Head for Strategic Initiatives at the Ethel Walker School and Business Manager of the Dana Hall School.
Through his consulting practice Creative Independents, Thom has served dozens of independent schools on a variety of initiatives, special projects, and executive search services.
Thom will be joined by Connor Associates’ Director of Special Projects, Carolyn Stiles in this search for CFO. Carolyn served as Connor’s Vice President for Client Relations and Market Research for more than 12 years. More recently she stepped into her current role which allows her to engage in assessing admission, communication, development, and marketing practices as well as support the leadership search effort for independent schools.
More About Hackley School
Established in 1899 as a college preparatory boarding school for boys with strong ties to the Unitarian Church, Hackley has grown and evolved throughout its history. The school’s founder and initial benefactor, Mrs. Frances Hackley, partnered with leading area Unitarians to provide a nonsectarian school that embodied and embraced intellectual questioning and inclusiveness. Students of all religions, economic backgrounds, and national origins were welcomed, fully espousing the school’s official motto and core value, United, We Help One Another. These roots and values are found in the Hackley of today, perhaps best embodied in another of the school’s core values, Enter Here to Be and Find a Friend, which is carved over a door on the Main Building.
Hackley’s three schools make up its total enrollment of approximately 840 students coming from over 100 different zip codes in the tri-state area. Hackley has evolved from a 7-day boarding program for boys to be a co-educational school with a 5-day boarding program in the Upper School. Hackley’s 285-acre campus unites the entire K-12 community on a single campus, providing numerous resources that are integral to supporting the school’s educational mission.
To learn more about Hackley’s special community and the talented people who support it, please visit https://www.hackleyschool.org/.
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League Affiliations
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The Ivy League supports students in achieving academic and athletic excellence. As a member, Dalton abides by the by-laws, league schedule, rules and regulations. The Ivy League has also maintains a code of conduct that each member school must follow to assure a respectful and competitive environment.
Code of Conduct
The Ivy Preparatory School League promotes good sportsmanship by student-athletes, coaches and fans. We ask all spectators to respect the efforts of the players, coaches and officials by cheering in a positive manner for their respective teams. At no time should spectators speak to participants, coaches, or officials in an athletic event. Profanity, racial or ethnic slurs, personal insults, fighting or other inappropriate behavior will not be tolerated and are grounds for removal from the site of competition. Also, the use of noisemakers is not permitted. Games should be competitive but, above all, fun and friendly for everyone.
The following schools are members of the Ivy League: The Collegiate School; The Dalton School; The Ethical Cultural Fieldston School; The Hackley School; The Horace Mann School; Poly Prep Country Day School; The Trinity School; and The Riverdale Country School.
Other Memberships Include:
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https://thecustodianus.com/hackley-school/
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Hackley School,Homestay for students in New York,Guardianship in
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The Custodian USA
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https://thecustodianus.com/hackley-school/
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Hackley School Hackley School, situated in Tarrytown, New York, is a prestigious private college preparatory institution and holds membership in the Ivy Preparatory School League. Initially established in 1899 by the notable philanthropist Frances Hackley, the school's original aim was to offer an alternative to Episcopal boarding schools through a Unitarian perspective. Over time, Hackley School has evolved, shedding its Unitarian affiliations and transitioning from an all-boys' school to a coeducational one.
For over a century and two decades, Hackley School has been instilling in students the mission to venture forth and spread beauty and illumination. Founded by Frances Hackley, a prominent philanthropist of her era, the school has flourished into an independent institution catering to around 850 students from kindergarten through 12th grade. Its picturesque 285-acre campus provides an ideal setting for academic pursuits.
While Hackley School has embraced innovation through new facilities and programs, its core essence remains rooted in its people, relationships, and sense of community. At Hackley, the emphasis is placed on the significance of one's character, surpassing individual accomplishments. Character being esteemed higher than intellect is one of the school's core values.
The Hackley School campus, often referred to as the Hilltop, has been a nurturing environment for countless generations, fostering both academic and personal growth. The inscription "Enter here to be and find a friend" adorns the entrance of the main building, symbolizing the school's welcoming ethos. Prospective visitors are encouraged to witness the campus in action, observing dedicated educators collaborating with eager students within an atmosphere that venerates academic exploration and scholarship.
Programs in Hackley School Welcome to the Kathleen Allen Lower School at Hackley, where the guiding motto "United, we help one another" is a lived reality, underpinning the continuous growth of its young learners. The Lower School, nestled within Hackley School's educational landscape, houses a vibrant community of around 200 students ranging from Kindergarten through Fourth grade. Here, the emphasis on collaboration and compassion is interwoven with academic rigor, fostering an environment that promotes shared learning.
As one delves into the Kathleen Allen Lower School at Hackley School, an inviting atmosphere unfolds, fostering collaboration and kindness as essential companions to academic pursuits. Mutual appreciation and a spirit of cooperation are woven into the fabric of every subject we teach, cultivating a well-rounded educational experience.
Hackley School extends its commitment to educational excellence through the Lower School Associate Teacher Program (Grades 1-4). This initiative serves as a platform for aspiring educators to learn from seasoned mentors while honing their own professional skills. Designed as a four-year journey, the program prepares participants to assume leadership roles in both private and public school settings.
Augmenting Hackley School’s robust professional development offerings, associate teachers engage in dynamic interactions and real-world scenarios during monthly cohort meetings. These gatherings facilitate a deep dive into best practices and pertinent education-related topics, enriching the associates' classroom effectiveness.
Throughout their tenure, associate teachers are entrusted with delivering an array of social studies, math, and literacy lessons across multiple grade levels. Collaboratively, the Lower School Lead Teachers, Directors of the Associate Teacher program, and the Lower School Director guide and mentor associates in curriculum development and implementation. Associates also enjoy opportunities to further integrate within the K-12 faculty and student body through school-wide collaborative projects, after-school activities, and coaching roles.
Kindergarten and Grade 2 serve as the designated entry points for students entering Hackley's Lower School. Each year, 32 new students are admitted to Kindergarten, forming two classes of 16 students each. In Grade 2, Hackley introduces a third class, accommodating an additional 16 new students, thus fostering an inclusive and welcoming environment from the earliest years of schooling.
In the Middle School of Hackley, the vibrancy, dynamism, and inquisitiveness that characterize early adolescence are palpable. Amidst shared laughter, students support each other in maintaining balance, collaborate on composing musical scores, and dash to the gym for sports activities, transforming Akin Common into a flurry of activity. This spirited atmosphere thrives due to a faculty deeply attuned to the developmental needs of Hackley School's Middle Schoolers, a curriculum that ignites intellectual curiosity, and a steadfast dedication to the motto etched on the main doorway: "Enter Here to Be and Find a Friend."
Spanning ages from around ten to fourteen, Middle School students enter as fifth graders and exit as burgeoning young adults. Over these transformative four years, Hackley School nurtures both academic excellence and the nurturing of character in every student.
The Middle School faculty at Hackley School is committed to not just imparting knowledge, but also fostering the vital academic, organizational, and interpersonal skills that will serve students well as they progress through the Hackley Upper School and beyond. Acknowledging the importance of cultivating individual voices and connections, the faculty tailors the curriculum to meet these goals. In addition to traditional subjects like English, history, math, science, and foreign language, Hackley's Middle School curriculum embraces diverse learning avenues such as performances, debates, and scrapbooks. Visual arts, drama, music, health, physical education, and technology enrich the educational experience. While fifth graders convene in homeroom-based classes, sixth, seventh, and eighth graders engage in individually scheduled classes, along with an expanded range of extracurricular activities. Field trips, assemblies, community service endeavors, team sports, and social events enhance both learning and camaraderie among students.
Engaged and active, Hackley Upper School students epitomize a collaborative approach, closely interacting with educators and peers. They thrive within a diverse and demanding curriculum that strikes a balance between mandatory subjects and elective options. The broader ethos of the Hackley School community further enriches their academic journey, contributing to an atmosphere of vitality and enrichment.
Within the Upper School, Hackley School students showcase an insatiable appetite for learning, displaying inquisitiveness both in their studies and about the world at large. Their willingness to pose thought-provoking questions to teachers, peers, and themselves reflects their eagerness for intellectual exploration. Importantly, the school's students understand that seeking assistance and posing inquiries to deepen their comprehension is a testament to their academic prowess, underscoring strength rather than vulnerability. The curriculum of the Upper School offers students a combination of structured framework and ample room for customization, progressively widening the scope of opportunities as they advance. Hackley School's academic programs are thoughtfully tailored to nurture skill development and intellectual maturity, adeptly preparing students for their collegiate journey and beyond. Beyond subject-specific knowledge, including a plethora of Advanced Placement (AP) courses, Hackley students also cultivate analytical writing, responsible research practices, adept participation in discussions and debates, collaborative problem-solving, and more.
Accommodation in Hackley School While Hackley School does not provide centralized student housing for international pupils, the institution understands the significance of offering guidance and recommendations for students seeking comfortable and suitable living arrangements during their studies.
Tarrytown, with its captivating surroundings and accessibility to New York City, offers a range of housing options for international students to explore. These alternatives ensure that every student can find a residence that complements their lifestyle, preferences, and budget.
For those looking to immerse themselves in American culture and build meaningful connections, the homestay program is an appealing choice. Living with local families not only provides a comfortable living environment but also creates opportunities for cultural exchange. Additionally, Tarrytown offers rental apartments as well as homestay setups, enabling students to enjoy privacy and independence in an immersive environment. Rental costs typically vary based on factors such as location and amenities, ranging from $1,500 USD to $2,500 USD per month, while homestay ranges from $850 USD to $1,700 USD.
Shared housing is also a popular option, where students can rent a room within a shared apartment or house. This not only fosters a sense of community but also helps reduce costs. Shared accommodations usually fall within a similar price range as rental apartments.
Future Prospects after study in Hackley School Following your graduation from Hackley School, your academic path may lead you to post-secondary institutions such as universities or colleges. It is through these higher education endeavors that you can position yourself for avenues like the Optional Practical Training (OPT) or Curricular Practical Training (CPT) programs, which provide invaluable hands-on experience in your chosen field. These programs are only accessible to students who advance their education beyond the high school level, underscoring the significance of ongoing learning.
While the PGWP may not be immediately accessible upon graduating from Hackley School, the pursuit of advanced education opens doors to broader possibilities. Post-secondary institutions not only equip you with specialized knowledge but also pave the way for practical training experiences that set the stage for a successful career.
As you set your sights on the future, consider the path to permanent residence status and even American citizenship. While the journey may be multi-faceted, the commitment to continuous learning and personal growth remains a constant. The United States offers a rich tapestry of opportunities across industries, and your education at Hackley School serves as a solid foundation upon which to build.
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2024 Best Private K-12 Schools in New York
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Ranking of top private schools in New York based on academics, test scores, and private school ratings. Compare top private schools near you.
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Niche
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https://www.niche.com/k12/search/best-private-k12-schools/s/new-york/
|
#1 Best Private K-12 Schools in New York .
Riverdale Country School
Blue checkmark.
Private School ,
BRONX, NY ,
PK, K-12 ,
84 Niche users give it an average review of 4.4 stars.
Featured Review: Parent says As a parent of two students who started in kindergarten and are in or completed high school (and an alum myself), I think Riverdale simply is the best and I have only seen it become more impressive... They had incredible teachers and deans who cared and helped them at every step of the way. As parents, we were always impressed with how well they knew our children, and would take the time to meet... There are many ways for parents to get involved based on their schedules and interests. We feel very lucky to have been a part of this very special community! .
Read 84 reviews.
Overall Niche Grade : A+ ,
Students : 1,311 ,
Student-Teacher Ratio : 6 to 1 ,
#2 Best Private K-12 Schools in New York .
The Chapin School
Blue checkmark.
Private School ,
NEW YORK, NY ,
K-12 ,
154 Niche users give it an average review of 4.6 stars.
Featured Review: Junior says I have been at Chapin my whole life and I can honestly say that it has deeply and positively shaped my academic journey. With the help of teachers and peers, I have grown up in an environment that... .
Read 154 reviews.
Overall Niche Grade : A+ ,
Students : 830 ,
Student-Teacher Ratio : 6 to 1 ,
#3 Best Private K-12 Schools in New York .
Horace Mann School
Blue checkmark.
Private School ,
BRONX, NY ,
PK, K-12 ,
155 Niche users give it an average review of 4.3 stars.
Featured Review: Senior says I love Horace Mann. I have made amazing friends here, built close and lasting relationships with teachers and staff, made the most of clubs, publications and teams (of which there are many)! I feel... .
Read 155 reviews.
Overall Niche Grade : A+ ,
Students : 1,805 ,
Student-Teacher Ratio : 7 to 1 ,
#4 Best Private K-12 Schools in New York .
The Brearley School
Blue checkmark.
Private School ,
NEW YORK, NY ,
K-12 ,
97 Niche users give it an average review of 4.4 stars.
Featured Review: Junior says I have loved my time at Brearley! The community is friendly and tight-knit, the teachers are excellent, and the academics are rigorous. I feel so prepared for college. I have made such great friends... .
Read 97 reviews.
Overall Niche Grade : A+ ,
Students : 774 ,
Student-Teacher Ratio : 6 to 1 ,
#5 Best Private K-12 Schools in New York .
Trinity School
Private School ,
NEW YORK, NY ,
K-12 ,
83 Niche users give it an average review of 4 stars.
Featured Review: Alum says As a recent alum, who has had the privilege to endure thirteen years of this wonderful institution, I unreservedly recommend Trinity. To put it simply, Trinity’s academics are unparalleled; I was... .
Read 83 reviews.
Overall Niche Grade : A+ ,
Students : 1,001 ,
Student-Teacher Ratio : 6 to 1 ,
#6 Best Private K-12 Schools in New York .
Lycée Français de New York
Blue checkmark.
Private School ,
NEW YORK, NY ,
PK, K-12 ,
104 Niche users give it an average review of 4.6 stars.
Featured Review: Parent says Great school!! Truly diverse. Great and rigorous academics! Students are at least bilingual. They receive both American and French diplomas that opens many doors to Universities in US, abroad and... .
Read 104 reviews.
Overall Niche Grade : A+ ,
Students : 1,185 ,
Student-Teacher Ratio : 8 to 1 ,
#7 Best Private K-12 Schools in New York .
The Spence School
Blue checkmark.
Private School ,
NEW YORK, NY ,
K-12 ,
34 Niche users give it an average review of 4.5 stars.
Featured Review: Parent says My older daughter is finishing up her lower school year and my younger daughter will join this fall in kindergarten. We are so excited to have the whole family there! We love the community, faculty... .
Read 34 reviews.
Overall Niche Grade : A+ ,
Students : 790 ,
Student-Teacher Ratio : 5 to 1 ,
#8 Best Private K-12 Schools in New York .
Convent of the Sacred Heart
Blue checkmark.
Private School ,
NEW YORK, NY ,
PK, K-12 ,
125 Niche users give it an average review of 4.7 stars.
Featured Review: Parent says Simply put, Sacred Heart offers it all. It is academically rigorous, whilst also being nurturing. It has a state-of-the-art STEAM center, a top-notch sports program, and a deeply passionate art... .
Read 125 reviews.
Overall Niche Grade : A+ ,
Students : 730 ,
Student-Teacher Ratio : 6 to 1 ,
#9 Best Private K-12 Schools in New York .
The Nightingale-Bamford School
Blue checkmark.
Private School ,
NEW YORK, NY ,
K-12 ,
68 Niche users give it an average review of 4.5 stars.
Featured Review: Parent says We have two daughters in Nightingale. Both started at class K and this is our sixth year in the school. Our decision to attend Nightingale is proven to be the right one year after year. Nightingale... .
Read 68 reviews.
Overall Niche Grade : A+ ,
Students : 716 ,
Student-Teacher Ratio : 6 to 1 ,
#10 Best Private K-12 Schools in New York .
The Dalton School
Blue checkmark.
Private School ,
NEW YORK, NY ,
K-12 ,
89 Niche users give it an average review of 4.2 stars.
Featured Review: Alum says Dalton is overall an excellent experience that prepared me very well for college. The food was amazing and the classes were very rigorous. The school is lacking in diversity, but over my time there... .
Read 89 reviews.
Overall Niche Grade : A+ ,
Students : 1,331 ,
Student-Teacher Ratio : 6 to 1 ,
#11 Best Private K-12 Schools in New York .
Collegiate School
Private School ,
NEW YORK, NY ,
K-12 ,
31 Niche users give it an average review of 4.3 stars.
Featured Review: Freshman says Awesome, I love my friends the academics are very rigorous, but the teachers are there to help, and care about you .
Read 31 reviews.
Overall Niche Grade : A+ ,
Students : 662 ,
Student-Teacher Ratio : 8 to 1 ,
#12 Best Private K-12 Schools in New York .
Rye Country Day School
Blue checkmark.
Private School ,
RYE, NY ,
PK, K-12 ,
123 Niche users give it an average review of 4.4 stars.
Featured Review: Sophomore says RCDS is an amazing school, I recommend it for everyone who does get into the school! Good luck everyone! .
Read 123 reviews.
Overall Niche Grade : A+ ,
Students : 966 ,
Student-Teacher Ratio : 7 to 1 ,
#13 Best Private K-12 Schools in New York .
Avenues The World School
Blue checkmark.
Private School ,
NEW YORK, NY ,
PK, K-12 ,
166 Niche users give it an average review of 4.5 stars.
Featured Review: Senior says I have been a student at Avenues the World School for 13 years, and my experience has been incredibly rewarding. The school's commitment to its mission of welcome, safety and respect has created a... Avenues offers a rigorous curriculum that challenges students and prepares them for higher education. The support I've received from teachers and staff has been invaluable in helping me excel in... As captain of the girls's varsity soccer team and a member of several other varsity teams, I have benefited from excellent athletic programs that promote teamwork and leadership. Overall, Avenues has provided me with the tools and support necessary to become the person I am today, which is why I think it's a great choice for any family considering! .
Read 166 reviews.
Overall Niche Grade : A+ ,
Students : 1,976 ,
Student-Teacher Ratio : 5 to 1 ,
#14 Best Private K-12 Schools in New York .
BASIS Independent Brooklyn
Blue checkmark.
Private School ,
BROOKLYN, NY ,
PK, K-12 ,
63 Niche users give it an average review of 4.4 stars.
Featured Review: Parent says We absolutely love BASIS! The teachers and administrators are exceptional—supportive and skilled at nurturing a love for learning in the kids. The curriculum is challenging yet engaging, and our son... The daily schedule and teacher structure are well-organized, contributing to a positive learning environment. While sports had room for improvement, we're pleased with the positive changes under the... .
Read 63 reviews.
Overall Niche Grade : A+ ,
Students : 721 ,
Student-Teacher Ratio : 7 to 1 ,
#15 Best Private K-12 Schools in New York .
Marymount School of New York
Blue checkmark.
Private School ,
NEW YORK, NY ,
PK, K-12 ,
142 Niche users give it an average review of 4.7 stars.
Featured Review: Other says Marymount is the perfect home for students Nursery - Class XII! With a curriculum that is both rigorous and enriching, students are consistently challenged by dedicated faculty members. The school's... .
Read 142 reviews.
Overall Niche Grade : A+ ,
Students : 771 ,
Student-Teacher Ratio : 5 to 1 ,
#16 Best Private K-12 Schools in New York .
Packer Collegiate Institute
Blue checkmark.
Private School ,
BROOKLYN, NY ,
PK, K-12 ,
123 Niche users give it an average review of 4.3 stars.
Featured Review: Senior says Packer Collegiate Institute, a quaint school in Brooklyn Heights, will undoubtedly prepare prospective students to take on the world and the challenges that may come. Students learn more about... .
Read 123 reviews.
Overall Niche Grade : A+ ,
Students : 996 ,
Student-Teacher Ratio : 5 to 1 ,
#17 Best Private K-12 Schools in New York .
Avenues Online
Blue checkmark.
Online School ,
NEW YORK, NY ,
PK, K-12 ,
43 Niche users give it an average review of 4.8 stars.
Featured Review: Middle school student says This was our first year and, like another person wrote, AON exceeded our expectations. Our child has made friends worldwide and is deeply engaged in the school work. We have great conversations about... .
Read 43 reviews.
Overall Niche Grade : A+ ,
Students : 225 ,
Student-Teacher Ratio : 7 to 1 ,
#18 Best Private K-12 Schools in New York .
The Browning School
Blue checkmark.
Private School ,
NEW YORK, NY ,
K-12 ,
56 Niche users give it an average review of 4.6 stars.
Featured Review: Parent says A solid boys school with a strong sense of community and care. The small size is a plus as a lower and middle school student and glad to see they are expanding facilities to offer the upper school... .
Read 56 reviews.
Overall Niche Grade : A+ ,
Students : 431 ,
Student-Teacher Ratio : 7 to 1 ,
#19 Best Private K-12 Schools in New York .
French-American School of New York
Blue checkmark.
Private School ,
MAMARONECK, NY ,
PK, K-12 ,
117 Niche users give it an average review of 4.4 stars.
Featured Review: Parent says After having experienced both public and catholic schools, we are so happy to have found our home at FASNY. We have finally found a school where our children can thrive both inside and outside of the... .
Read 117 reviews.
Overall Niche Grade : A+ ,
Students : 744 ,
Student-Teacher Ratio : 7 to 1 ,
#20 Best Private K-12 Schools in New York .
United Nations International School
Blue checkmark.
Private School ,
NEW YORK, NY ,
PK, K-12 ,
97 Niche users give it an average review of 4 stars.
Featured Review: Middle school student says I go there and it is amazing! You get close bonds with your classmates and earn lifelong friends from all around the world. There a different cultures and everybody respects them it's amazing! We... .
Read 97 reviews.
Overall Niche Grade : A+ ,
Students : 1,426 ,
Student-Teacher Ratio : 5 to 1 ,
#23 Best Private K-12 Schools in New York .
Saint Ann's School
Private School ,
BROOKLYN, NY ,
PK, K-12 ,
41 Niche users give it an average review of 4.1 stars.
Featured Review: Parent says My children have received an exquisite education. The teachers and students are brilliant. Of course, no place is perfect, and the school has some areas of growth. I am grateful that my kids have... .
Read 41 reviews.
Overall Niche Grade : A+ ,
Students : 1,097 ,
Student-Teacher Ratio : 6 to 1 ,
#24 Best Private K-12 Schools in New York .
The Hewitt School
Blue checkmark.
Private School ,
NEW YORK, NY ,
K-12 ,
93 Niche users give it an average review of 4.5 stars.
Featured Review: Senior says I have really enjoyed my time at Hewitt. The faculty there take pride in the fact that they prepare you for college by treating their students like adults. All of the classes are college level and... .
Read 93 reviews.
Overall Niche Grade : A+ ,
Students : 475 ,
Student-Teacher Ratio : 6 to 1 ,
#25 Best Private K-12 Schools in New York .
Portledge School
Blue checkmark.
Private School ,
LOCUST VALLEY, NY ,
PK, K-12 ,
88 Niche users give it an average review of 4.6 stars.
Featured Review: Senior says Portledge School offers an outstanding educational experience with its rigorous academic programs, diverse extracurricular activities, and supportive community. The school prides itself on fostering... .
Read 88 reviews.
Overall Niche Grade : A+ ,
Students : 541 ,
Student-Teacher Ratio : 8 to 1 ,
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https://www.mlive.com/news/muskegon/2024/07/relocation-of-historic-italianate-mansion-draws-crowd-to-downtown-muskegon.html
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Relocation of historic Italianate mansion draws crowd to downtown Muskegon
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[
"Kayla Tucker| ktucker@mlive.com",
"Kayla Tucker",
"ktucker@mlive.com"
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2024-07-17T20:21:45.536000+00:00
|
A 155-year-old Italianate mansion, built by Charles D. Nelson, set to be demolished has been saved and moved by the city of Muskegon to a historic district on Muskegon Avenue.
|
en
|
/pf/resources/images/mlive/favicon.ico?d=1375
|
mlive
|
https://www.mlive.com/news/muskegon/2024/07/relocation-of-historic-italianate-mansion-draws-crowd-to-downtown-muskegon.html
|
MUSKEGON, MI -- Dozens of residents gathered Wednesday to watch a 155-year-old Italianate mansion be wheeled through the streets of downtown Muskegon.
The mansion, known as the Nelson House, was first a private residence and later served as the rectory for the long-vacant St. Jean Baptiste Catholic Church. Purchased by Muskegon Public Schools, it was set to be demolished before the city of Muskegon expressed interest. City leaders just purchased it in June for a nominal fee of $100. The cost of the move and setting a new foundation is near $230,000.
The house was moved from its location at 1292 Jefferson St. to a vacant, city-owned lot at 382 W. Muskegon Avenue by Deitz House Moving Engineers of Fruitport.
“As I look at this I think, ‘Wow, I can really see how this used to be a beautiful mansion,’” said resident Dave Duggan, who was taking pictures as the house rolled through the corner of Third Street and Webster Avenue.
The mansion was built in 1869 at what is now Hackley Park by Charles D. Nelson. It features a curved main staircase and intricately carved wood reliefs and wood paneled doors.
Nelson was in the lumber business and served the community in many ways: he was the first register of deeds for the county, supervisor of the Village of Muskegon from 1862-67, a city alderman for four terms and president of the board of education. He later served as a state senator, and the former Nelson School was named after him in 1926.
The house was first moved in 1891 from Hackley Park to the Jefferson address, said Jamie Pesch, city planner for Muskegon.
“From what I understand, it was by a team of horses and it rolled on logs,” Pesch said.
The modern move on Wednesday saw workers attending to all sides of the house as it slowly creeped around the corner and down the street, tires pressing down from the weight.
At times, movers were completely underneath the home making adjustments, while others used machines to move large pieces of broken wood from the foundation.
Consumers Energy and other energy and cable companies were on site moving cables so the building could pass through.
According to the city, the Nelson mansion, now in the Houston Historic District, will be listed for sale in as-is condition to be renovated by a future private owner.
Duggan said he hopes the home will be preserved and open for tours by the public, similar to Muskegon’s Hackley and Hume homes.
“I hope it doesn’t just become a private residence where people can’t go in,” Duggan said. “This is another example of the history from back in the day when this was a booming lumber town.”
Pesch said while the city will require the private owner to make certain rehabilitative changes, because it will be “privately owned it wouldn’t be a publicly accessible structure unless the future owner wanted it to be that.”
The city planner requested any residents that have photos of the home to send them to his office to assist the future owner in proper preservation.
“Anything that can help a future owner piece together how the house might have been laid out, whatever it might be, it’s always helpful to have ... to make sure they’re doing things historically appropriate for the house and giving them an idea of the changes that have occurred over time,” Pesch said.
|
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7777
|
dbpedia
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1
| 87
|
https://issuu.com/hackley-school/docs/hackley_review_winter_2024_text_web
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en
|
Hackley Review Winter 2023-2024
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2024-01-31T00:00:00+00:00
|
Read Hackley Review Winter 2023-2024 by Hackley School on Issuu and browse thousands of other publications on our platform. Start here!
|
en
|
/favicon.ico
|
Issuu
|
https://issuu.com/hackley-school/docs/hackley_review_winter_2024_text_web
|
Welcome to Issuu’s blog: home to product news, tips, resources, interviews (and more) related to content marketing and publishing.
Here you'll find an answer to your question.
|
||||
7777
|
dbpedia
|
3
| 30
|
https://www.parentsleague.org/blog/school-open-house-calendar-fall-2023
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en
|
School Open House Calendar Fall 2023 | Parents League of New York
|
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2023-11-08T05:00:00+00:00
|
Learn about NYC private school open house events for kindergarten, preschool, middle school and high school. Open house events can also be found for country day schools, boarding schools, and special education schools.
|
en
|
Parents League of New York
|
https://www.parentsleague.org/blog/school-open-house-calendar-fall-2023
|
Wed, November 8, 2023
School Open House Calendar Fall 2023
Visit independent schools and learn about their programs. Our member schools are hosting a variety of in-person and virtual events this fall. This 2023 calendar lists school open houses, info sessions, school tours, and more! Check back in as we keep the list updated so that you can prepare and learn about schools ahead of the admissions season.
And to learn even more about the admissions process and our schools, don’t hesitate to make a phone appointment with our advisory team. Looking for the latest open house calendar? Click here.
School Open Houses and Events November 2023
Tuesday, November 21
The Kew-Forest School
8:30 – 9:30am
Lower School Campus Tours
Register: https://kewforest.schooladminonline.com/portal/new_inquiry
Please join us in-person for a morning walk through our school. You’ll see students and teachers in action and experience the warmth, joy, and enthusiasm that exists in our classrooms. Tours are intended for the parents of children applying for 2024 entry to Preschool through fifth grade.
Tours for applicants to grades PS, PK, K: Tuesdays October through December 12
Tours for applicants to grades 1-5: Thursdays through December 14
Tuesday, November 21
International School of Brooklyn
8:45 – 10:00am
Preshool & Lower School Tour
Register: https://events.veracross.com/isbrooklyn/254-isb-tour
Discover ISB’s unique language immersion environment, International Baccalaureate program, inquiry-based pedagogy, and warm community. Join us for an in-person tour of our campus to learn about our programs and take a look inside our classrooms.
Please note: This event is for parents/guardians only.
Additional dates (all tours 8:45-10:00am): 11/30/23
Tuesday, November 21
German School of Brooklyn
9:00 – 10:00am
GSB Open House
Register: https://www.ravenna-hub.com/inquiries/#/schools/208278
We look forward to welcoming you at an upcoming Open House! Tour our new facility, meet faculty and staff, and speak with our Director of Admissions to learn more about our well rounded academic experience and our approach to dual language learning. German School Brooklyn combines the best of American and German teaching practices with an International Baccalaureate curriculum to create a fully bilingual, intellectually vibrant and rigorous learning environment that nurtures the mind, body, and creativity of our students. By celebrating our Brooklyn roots and diverse community, we prepare our students to become engaged, empathetic, global citizens. We can’t wait to meet you and your family!
Additional dates:
11/28 at 9am
12/5 at 9am
12/12 at 9am
12/14 at 4pm
Tuesday, November 21
The Beekman School
9:30 – 10:15am
Virtual Open House
Register: https://www.beekmanschool.org/visiting-beekman
For parents and students exploring options for grades 9-12, The Beekman School offers open houses during the fall and spring. Open houses are an opportunity to learn more about our program and the ways in which it can be personalized to meet the specific needs of each student. This year we will offer both in-person and virtual open houses (via Zoom). After submitting an RSVP for any event, you will receive a confirmation email; for virtual events, a Zoom link will be sent in a follow-up email closer to the event.
2023-2024 Open House Schedule:
Tuesday, November 21st: 9:30-10:15am Virtual
Thursday, February 29th: 9:30 -10:15am Virtual
Thursday, February 29th: 5:30-7:00pm In-Person
Thursday, March 7th: 9:30 -10:15am Virtual
Wednesday, April 17th: 9:30 -10:15am Virtual
Wednesday, April 17th: 5:30-7:00pm In-Person
Wednesday, April 24th: 9:30 -10:15am Virtual
Tuesday, November 21
The Kew-Forest School
8:30 – 9:30am
Lower School Campus Tours
Register: https://kewforest.schooladminonline.com/portal/new_inquiry
Please join us in-person for a morning walk through our school. You’ll see students and teachers in action and experience the warmth, joy, and enthusiasm that exists in our classrooms. Tours are intended for the parents of children applying for 2024 entry to Preschool through fifth grade.
Tours for applicants to grades PS, PK, K: Tuesdays October through December 12
Tours for applicants to grades 1-5: Thursdays through December 14
Friday, November 24
Stanstead College
10:00am – 2:00pm
Open House
Register: http://www.stansteadcollege.com
Open House. Please email admissions@stansteadcollege.com or call us at 819-876-2223 for further information.
Saturday, November 25
Trinity College School
10:00am – 1:00pm
Senior School (Gr 9-12) Open House
Register: https://www.tcs.on.ca/admissions/open-houses
Realize all that’s possible at our Senior School Open House (Grades 9-12). Visit our 100-acre campus in Port Hope and meet the kind and caring students, teachers and parents at TCS. The Open House will include a personalized tour of the campus with a current student as well as a comprehensive overview of the academic, arts, athletics, and service programs available for students to choose from. We can’t wait to meet you!
Saturday, November 25
Lakefield College School
1:00 – 2:00pm
Virtual Open House
Register: https://www.lcs.on.ca/openhouse
Learn Why LCS Students and Families Love it at LCS! Every year, we offer students and families an opportunity to explore LCS through a series of Open Houses designed for you to connect with members of the school community. The format of a LCS Virtual Open House allows families to direct their most pressing questions to students, staff, and faculty as they explore educational options. Register today!
Tuesday, November 28
International School of Brooklyn
8:45 – 10:00am
Middle School Tour
Register: https://events.veracross.com/isbrooklyn/275-MSTour
Discover ISB’s International Baccalaureate program, inquiry-based pedagogy, and warm community. Join us for an in-person tour of our campus to learn about our Middle School program and take a look inside our classrooms.
Please note: This event is for parents/guardians only.
Tuesday, November 28
City and Country School
9:00 – 11:00am
Information Session and Tour
Register: https://cityandcountry.myschoolapp.com/app/embed#admeventregister/479/1689950193%3aHRsdPW1WZ8oFsAXfGCpdeEzahwjFZ3NC14NPq%2b3SP10TB7fjvwChbVUX96TZs2u8RfWyIEbr9y0kwMAy9gjJSQ%3d%3d
We invite you to join us for one of our upcoming Information Sessions and Tours. This is a must for any family seeking to learn about C&C. You’ll hear a presentation about our program, including lots of photos and some video, tour our campus, plus have the chance to speak with current C&C parents.
Tuesday, November 28
Dwight School
9:00 – 10:00am
Riverside Campus Tour
Register: https://www.dwight.edu/newyork/admissions/visit-us
Families interested in Dwight’s Preschool 2s, 3s and Pre-K are invited to enjoy casual coffee and conversation with Dwight administration and current parents followed by a guided tour of our Riverside campus while classes are in session. Please note that this event is reserved for adults only.
Tuesday, November 28
German School of Brooklyn
9:00 – 10:00am
GSB Open House
Register: https://www.ravenna-hub.com/inquiries/#/schools/208278
We look forward to welcoming you at an upcoming Open House! Tour our new facility, meet faculty and staff, and speak with our Director of Admissions to learn more about our well rounded academic experience and our approach to dual language learning. German School Brooklyn combines the best of American and German teaching practices with an International Baccalaureate curriculum to create a fully bilingual, intellectually vibrant and rigorous learning environment that nurtures the mind, body, and creativity of our students. By celebrating our Brooklyn roots and diverse community, we prepare our students to become engaged, empathetic, global citizens. We can’t wait to meet you and your family!
Additional dates:
12/5 at 9am
12/12 at 9am
12/14 at 4pm
Thursday, November 28
Léman Manhattan Preparatory School
9:00 – 11:15am
Center for Early Childhood Tour
Register: https://www.lemanmanhattan.org/visit
Attending an admissions tour is an excellent way to learn about our dynamic and international learning community. During a tour of our 41 Broad Street or 1 Morris Street campuses, you’ll meet Head of School, Maria Castelluccio, hear from our talented students, and explore our state-of-the-art facilities.
Tuesday, November 28
The Lang School
9:00 – 10:30am
K – 5th grade School Tour
Register: https://www.thelangschool.org/tour-lang
[tour dates: 12/5, 12/12, 12/19]
We host Tours throughout the school year during the school day. Tours start at 9:00AM and run about 90 minutes. Tours for kindergarten through fifth grade take place on Tuesday mornings. Tours provide an opportunity to see the school in action and to hear from faculty and students.
Tuesday, November 28
Rivendell School
10:00 – 11:00am
In-Person Tour
Register: https://www.rivendellnyc.org/tours/
The tour will last approximately 1 hour and you will see the entire school, including our outdoor greenhouse and garden and rooftop play area. You will then have the opportunity to visit inside the classrooms. After viewing the facility we will sit down for a Q&A with our Education Director Katy Hill.
Tuesday, November 28
Kane Street Kids
10:00 – 11:30am
Kane Street Kids Preschool Virtual Information Session
Register: https://forms.gle/AM7Zi55MTXWzLCfX9
Kane Street Kids is a warm Jewish preschool serving families in Cobble Hill, Brooklyn since 2005. Through emergent curriculum, identity studies, and close family partnerships, KSK offers a joyful, loving, and relaxed learning environment for children ages 2-5.
We are holding a virtual information session on Tuesday, November 28th at 10:00am.
Join preschool director, Cam Lieberson, via Google Meet to learn all about our programming at KSK, including our curriculum, philosophy, daily schedule, and more!
To RSVP, email ksk@kanestreet.org
To learn more, visit:
Kanestreetkids.org
Tuesday, November 28
International School of Brooklyn
12:00 – 1:00pm
Virtual Information Session
Register: https://events.veracross.com/isbrooklyn/255-virtualinfosession
Discover ISB’s unique language immersion environment, International Baccalaureate program, inquiry-based pedagogy, and warm community. Join us for a virtual information session to learn about our programs.
Tuesday, November 28
Bard Academy at Simon’s Rock
6:00 – 7:00pm
Virtual Information Session
Register: https://apply.simons-rock.edu/portal/acad-vinfosess
Join us for a Bard Academy at Simon’s Rock virtual information session! Hosted on Zoom by a Bard Academy admission counselor and a current student, these webinar style presentations include a virtual tour and are followed by a live question and answer session. We’ll talk you through the application process, and help you meet your admission and financial aid deadlines.
Tuesday, November 28
The Churchill School and Center
6:00 – 7:30pm
9th Grade Open House
Register: https://churchillschool.myschoolapp.com/app/embed#admeventregister/325/1692104244%3auqx1%2bumcsibCP6PyDBjUgv2jz3bybC0jMOhPC%2b%2fQQGexZOxiSGCe5dMO2%2f0m66rHGR3krhg8%2b5radzhNZ0lHiQ%3d%3d
Join us in-person to learn about Grade 9 at the Churchill School and Center, where we empower students with language-based learning disabilities to see unlimited possibilities.
Tuesday, November 28
Grace Church School
7:00 – 7:30pm
Grace Admissions Chat: Meet our Chief Technology Officer
Register: https://gcschool.schooladminonline.com/users/sign_in
Meet our Chief Technology Officer as they talk about the mission and goals of technology at Grace and how it is incorporated to the everyday learning of our students. This event is best suited for students Junior Kindergarten – 8th grade. See you then!
Wednesday, November 29
The Pennington School
8:10 – 11:00am
Upper School Information Session
Register: https://www.pennington.org/admission/events
On select Wednesday mornings throughout the fall and early winter, students and families interested in Grades 9-12 are invited to visit campus for a morning event. They will have the opportunity to take a campus tour, sit in on a class for twenty minutes, learn about trends in college admission, hear from a student panel, and talk with administrators!
* Please Note: We are offering seven of these events on the following dates: 11/29, 12/6, 12/13, and 1/10/24.
Wednesday, November 29
The Masters School
8:45 – 10:00am
Information Session/Campus Tour
Register: https://www.mastersny.org/admission/admission-events
Families will have the opportunity to tour campus led by Gold Key student ambassadors. Tours will be for both middle and upper school applicants.
Other dates: 12/05/23
Wednesday, November 29
The Studio School
8:45 – 10:00am
Tour
Register: https://www.studioschoolnyc.org/admissions/tour-sign-up
Go beyond the surface and see what happens inside the walls of a Studio classroom. Come take a tour, hear about our educational approach, and experience where, as one 8th graders remarked, “I discovered the wonder of my own mind.”
Wednesday, November 29
West End Day School
8:45 – 10:00am
West End Day School Open House
Register: https://www.westenddayschool.org/admissions/request-information
We welcome you to join us for an Open House to learn about our one-of-a-kind K-6 specialized school. You will get an in-depth look at how we support our students through our Social-Emotional Learning, Executive Functioning, and Counseling Programs and how it is intricately woven into our challenging academic curriculum. We look forward to welcoming you to our More Than A School!
Please note: This open-house is for parents-only. West End Day School has a Rolling Admissions process and accepts applications throughout the year. Please contact our Admissions Head, Jennifer Susser, if you would like to schedule a visit for an alternate date. Virtual visits are also available.
Additional Open House Dates Are Available:
Wednesday, December 6th – 8:45-10:00 a.m.
Wednesday, December 13th – 8:45-10:00 a.m.
Wednesday, December 20th – 8:45-10:00 a.m.
Wednesday, November 29
Dwight School
9:00 – 10:00am
How We Teach at Dwight Preschool
Register: https://www.dwight.edu/newyork/admissions/visit-us
Families interested in the preschool program are invited to attend an informational session to learn more about how we teach at the preschool. Families are welcome to attend prior to submitting an application for admission.
Wednesday, November 29
The Windward School
9:00 – 11:00am
Information Sessions
Register: https://www.thewindwardschool.org/admissions
This information session is designed to help families learn all about The Windward School. Members of the Admissions Team will discuss the School’s mission, the student population, the research-based curriculum and instructional program, and the admissions process. Participants will have an opportunity to tour the campus.
• November 29th Westchester Lower School
• December 6th Manhattan Lower and Middle School
• December 12th Westchester Middle School
• December 13th Westchester Lower School
Wednesday, November 29
Hollingworth Preschool, Teachers College Columbia University
9:15 – 10:15am
In-Person Open House and Tour
Register: https://forms.gle/UoEjVXrLAy5SmPpF8
Hollingworth Preschool is a university-based preschool program for bright and curious children ages 3, 4, and 5, located on the Teachers College Columbia University campus. We invite you to join us for a tour of our classrooms and campus spaces to learn more about our program! As we walk through the storied halls of the Teachers College campus, our director will share about the hallmarks of our internationally recognized program. Please email us at hollingworthpreschooladmissions@tc.edu for more information.
Wednesday, November 29
The Hewitt School
9:30 – 10:30am
Choosing Hewitt: Lower School Admissions Event (Virtual)
Register: https://www.hewittschool.org/admissions/events
At our Choosing Hewitt virtual event, prospective lower school families will hear from our head of school, leaders in the lower school, and current parents about Hewitt’s purposeful approach to educating girls and young women. We will host our Choosing Hewitt event twice this fall. Please choose the date that works best for your schedule.
Wednesday, November 29
Léman Manhattan Preparatory School
9:45 – 11:15am
Lower School Tour/Open House
Register: https://www.lemanmanhattan.org/visit
During a Léman tour or open house, you will hear from our Head of School and administration about Léman’s IB program and academic offerings and from teachers about their credentials and why they love teaching at Léman. A student/parent panel will share why they chose Léman and their educational accomplishments. You will also take a comprehensive campus tour and observe classrooms. There will be a Q&A and the admissions team will share instructions and deadlines for submitting an application and requesting financial aid.
Wednesday, November 29
Beansprouts Nursery School
12:00 – 12:45pm
Virtual Information Sessions
Register: https://www.beansproutsnurseryschool.com/tours
Parents can join our Admissions Director for a virtual presentation about our Beansprouts Programs. We will discuss our play-based, emergent and child-driven curriculum as well as our focus on social-emotional learning. We currently accepting applications for the 2024-2025 school year.
Other virtual information sessions:
12/1: 1pm
12/5: 12pm
12/13: 1pm
12/14: 12pm
12/19: 1pm
12/20: 12pm
Wednesday, November 29
The British International School of New York
2:00 – 3:30pm
Middle & Upper School Open House
Register: https://forms.gle/jVZQLAxg8dLNqjXK7
We warmly welcome you to join our Head of School and Senior Leadership Team for an in-person Open House this fall to tour our stunning waterfront campus, explore our approach to learning and to ask any questions as you consider your options here in New York.
Wednesday, November 29
York Prep
5:30 – 7:00pm
Open House
Register: https://www.eventbrite.com/e/york-prep-november-29th-open-house-tickets-717945172337?aff=erelpanelorg
Learn more about the program and community at York Prep! Meet our faculty and students and bring your questions to this on-site open house!
Wednesday, November 29
Stephen Wise Free Synagogue ECC
6:00 – 7:30pm
Open House
Register: https://www.simpletix.com/e/early-childhood-center-open-house-tickets-150686
You’re invited to an open house at our Early Childhood Center! Join us for a panel discussion with our ECC educators, parents, and Rabbi Sam Natov to learn more about our Reggio Emilia-inspired school, our synagogue community, and why Stephen Wise Free Synagogue is such an incredible place for families!
Wednesday, November 29
The Ecolé
6:30 – 7:45pm
Open House
Register: https://www.theecole.org/admissions/open-houses/
Bonjour !
We invite you to sign up for one of our Open Houses. Held at our Maternelle Building or our Elementary & Middle School Building, the Open Houses begin with a review of our philosophy and curricula from our Head of School and key faculty members, followed by a short Q&A and a tour of the facilities. Coffee and croissants are served at the morning Open Houses, and the evening Open Houses are followed by a wine and cheese reception.
For parents or guardians who are abroad or for those who can not attend an Open House, we are offering some online options: please contact admissions@theEcole.org to schedule a remote visit.
We believe it’s a wonderful way to learn more about our program and get a feel for our community.
Maternelle Evening | 6-7:15 p.m.
December 6, 2023
January 10, 2024
Elementary & Middle School – Evening | 6:30-7:45 p.m.
November 29, 2023
January 17, 2024
Wednesday, November 29
Grace Church School
7:00 – 7:30pm
Register: https://gcschool.schooladminonline.com/users/sign_in
Grace Admissions Chat: Meet our Parents of Diverse Cultural Backgrounds
Meet our Parents of Diverse Cultural Backgrounds as they talk about their experience as parents in the Grace community. This event is best suited for students Junior Kindergarten – 8th grade. See you then!
Wednesday, November 29
Miss Hall’s School
7:00 – 8:00pm
Virtual Event: The DE&I and Student Life Experience
Register: https://misshalls.schooladminonline.com/portal/public_calendars/virtual_event_the_de_i_and_student_life_experience
Meet members of our student life team and learn more about the student life experience at Miss Hall’s School. You will learn all about Miss Hall’s clubs, athletics, roommates, personal teams, and so much more!
Wednesday, November 29
Rye Country Day School
7:00 – 8:00pm
Virtual Information Session (thematic, see details)
Register: https://www.ryecountryday.org/admissions/upcoming-events
Save the date for Wildcat Wednesdays! These virtual events will begin with the Office of Admissions providing an overview of Rye Country Day School. Then, at each Wildcat Wednesday, different RCDS community members will highlight various aspects of RCDS, such as College Counseling; Financial Aid; Athletics and Physical Education; Student Wellness and Student Support; and RCDS Signature Programs, including DEI, Public Purpose, Global Studies, and Sustainability. One of the Wildcat Wednesday events will also feature Student Leaders and Parents Association members.
Thursday, November 30
The Kew-Forest School
8:30 – 9:30am
Lower School Campus Tours
Register: https://kewforest.schooladminonline.com/portal/new_inquiry
Please join us in-person for a morning walk through our school. You’ll see students and teachers in action and experience the warmth, joy, and enthusiasm that exists in our classrooms. Tours are intended for the parents of children applying for 2024 entry to Preschool through fifth grade.
Tours for applicants to grades PS, PK, K: Tuesdays October through December 12
Tours for applicants to grades 1-5: Thursdays through December 14
Thursday, November 30
International School of Brooklyn
8:45 – 10:00am
Preshool & Lower School Tour
Register: https://events.veracross.com/isbrooklyn/254-isb-tour
Discover ISB’s unique language immersion environment, International Baccalaureate program, inquiry-based pedagogy, and warm community. Join us for an in-person tour of our campus to learn about our programs and take a look inside our classrooms.
Please note: This event is for parents/guardians only.
Thursday, November 30
City and Country School
9:00 – 11:00am
Information Session and Tour
Register: https://cityandcountry.myschoolapp.com/app/embed#admeventregister/479/1689950193%3aHRsdPW1WZ8oFsAXfGCpdeEzahwjFZ3NC14NPq%2b3SP10TB7fjvwChbVUX96TZs2u8RfWyIEbr9y0kwMAy9gjJSQ%3d
We invite you to join us for one of our upcoming Information Sessions and Tours. This is a must for any family seeking to learn about C&C. You’ll hear a presentation about our program, including lots of photos and some video, tour our campus, plus have the chance to speak with current C&C parents.
Thursday, November 30
Dwight School
9:00 – 10:00am
94th Street Campus Tour
Register: https://www.dwight.edu/newyork/admissions/visit-us
Families interested in Dwight’s Preschool, Kindergarten, Grades 1 & 2 are invited to enjoy casual coffee and conversation with Dwight administration and current parents followed by a guided tour of our 94th St campus while classes are in session. Please note that this event is reserved for adults only.
Thursday, November 30
Trevor Day School
9:00 – 10:30am
Thursday Take A Look Mornings
Register: http://www.ravenna-hub.com
Our weekly Lower School tours, called Take A Look Mornings begin Thursday, October 6th, and run through January 11th. Three of these dates are our Trevor Together tours, which include a tour of both our Lower and Middle/Upper School campuses (including a ride on our shuttle). They are marked below.
Families are welcome to tour before applying (as long as they tour before the application deadline). If you chose to attend a Trevor Together event, this satisfies the tour portion of our application. More details will be available on our website.
Take a Look Mornings 9-10:30 am (West Campus, Lower School)
12/14 (Thursday)
1/11 (Thursday)
Trevor Together Tours 9:15-11:30 am (Begins at our East Campus, ends at West Campus)
12/5 (Tuesday)
Thursday, November 30
Buckle My Shoe Preschool
9:30 – 10:30am
Virtual School Presentation
Register: https://www.bucklemyshoe.org/admissions2023
Buckle My Shoe Preschool serves families with children 3 months to Pre-K in both Tribeca and the West Village. We are hosting virtual school presentations about our philosophy, pedagogy and community.
Upcoming presentations will be held on:
– December 7, 14
Separate virtual events will be offered for our infant program on December 13.
Thursday, November 30
The Lang School
9:30 – 10:30am
6th-12th Grade Tour
Register: https://www.thelangschool.org/tour-lang
[tour dates: 12/7, 12/14, 12/21]
We host Tours throughout the school year during the school day. Tours start at 9:00AM and run about 90 minutes. Tours for sixth grade through twelfth grade take place on Tuesday mornings. Tours provide an opportunity to see the school in action and to hear from faculty and students.
Thursday, November 30
Léman Manhattan Preparatory School
9:30 – 11:30am
Middle and High School Tour/Open House
Register: https://www.lemanmanhattan.org/visit
During a Léman tour or open house, you will hear from our Head of School and administration about Léman’s IB program and academic offerings and from teachers about their credentials and why they love teaching at Léman. A student/parent panel will share why they chose Léman and their educational accomplishments. You will also take a comprehensive campus tour and observe classrooms. There will be a Q&A and the admissions team will share instructions and deadlines for submitting an application and requesting financial aid.
Thursday, November 30
Saint Ignatius Loyola School
9:30 – 10:45am
Information Session and Tour, PreK3, PreK4, Kindergarten
Register: https://www.saintignatiusloyolaschool.com/admissions/
Saint Ignatius Loyola School, a 2011 and 2018 Blue Ribbon School, is a co-educational, PreK3 through Eighth Grade school in a Jesuit parish with a history of more than 160 years of educating children. The Administration, Faculty and Staff provide an environment conducive to students’ academic, emotional, and social development and success.
Our admissions process for the 2024-2023 is open. The first step is to schedule a tour and information session. Please see the full list of dates here: Thursday, December 7th.
Thursday, November 30
Hollingworth Preschool, Teachers College Columbia University
12:00 – 1:00pm
Virtual Open House on Zoom
Register: https://forms.gle/UoEjVXrLAy5SmPpF8
Hollingworth Preschool is a university-based preschool program for bright and curious children ages 3, 4, and 5, located on the Teachers College Columbia University campus. We invite you to join us for a virtual tour of our classrooms and campus spaces to learn more about our program! Our director will share about the hallmarks of our internationally recognized program and invite you to share any questions you may have. Please email us at hollingworthpreschooladmissions@tc.edu for more information.
Thursday, November 30
The Madison Avenue Presbyterian Church Day School
12:00 – 1:00pm
MAPCDS Community Connections
Register: https://www.mapcds.org/contact.html
MAPCDS Community Conversations are dedicated spaces and times for prospective families to hear from various members of the community.
Parents will share their experiences as partners in their child’s learning process and what it’s like to be part of the MAPCDS Community.
Teachers will share pieces of curriculum that are developing in the classroom
Please email Becky Simon, ras@mapc.com or admissions@mapc.com to register and receive the Zoom link and passcode
November 30, 2023 12 noon – Community Conversations:Meeting the MAPCDS Parent Community
January 18, 2024 12 noon – Community Conversations: Connecting to MAPCDS Teachers
Thursday, November 30
Dwight School
2:30 – 4:00pm
Weekly Upper School Tours
Register: https://www.dwight.edu/newyork/admissions/visit-us
Join us as we introduce you to the dynamic world of Dwight’s Upper School through our engaging weekly small-group tours. Our journey will commence with a brief presentation, followed by an exploration of Dwight’s diverse buildings on the Upper West Side. Over the course of approximately 90 minutes, you’ll have the opportunity to interact with current students, faculty, and administration. We eagerly await the chance to extend our warmest welcome to you on campus! Please bear in mind that this exclusive tour is tailored for families who have submitted applications to Dwight, as space is limited. Be sure to mark your calendars for September 1st when registration opens along with the application process.
These tours will take place on Thursdays at 2:30PM beginning at Dwight’s 18 West 89th Street Location.
Dates are listed below:
11/30, 12/7, 12/14, 12/21, & 1/11
Thursday, November 30
The Buckley School
6:00 – 7:30pm
Informational Evening at the Schomburg
Register: admissions@buckleyschool.org
Join The Buckley School for an informational evening about our unique and innovative program! Learn about our K-9, ALL-BOYS model, our admissions process, and affording an independent school. Interact and engage with the Admissions Team, key faculty members as well as current parents. For questions or to RSVP, contact admissions@buckleyschool.org.
Thursday, November 30, 2023
6:00 to 7:30 pm
The Schomburg Center (The American Negro Theater)
Thursday, November 30
Speyer School
6:30 – 8:30pm
Middle School Open House
Register: https://www.speyerschool.org/admissions/welcome
Spend the evening at Speyer for our Middle School Open House on Thursday, November 30, from 6:30PM–8:30PM.
Hear from Grade 5 – Grade 8 teachers as well as our Specialty Content Area Teachers (Debate, Art, Chess, Music, etc). You will have the opportunity to speak to our extraordinary faculty and learn more about our amazing differentiated and accelerated curriculum.
There will be hors d’oeuvres and beverages served.
This evening is for parents and students.
Thursday, November 30
The Ethel Walker School
7:00 – 7:45pm
Virtual Open House
Register: https://zoom.us/meeting/register/tJMudeGhrjkvHtzapa94qa649RU4yueFuV3l#/registration
Please join us for a virtual open house and meet the Head of School, learn about academics and signature courses, plus engage in a vibrant Q&A with our students!
Thursday, November 30
Hackley School
7:00 – 9:00pm
Hackley’s K-12 Community – Webinar
Register: https://www.hackleyschool.org/admissions/getting-to-know-hackley
Hackley’s K-12 Community, Thursday, November 30 at 7:00 PM will feature remarks by Charles Franklin, Head of School, and Cyndy Jean, Associate Head of School. They and other members of the community will discuss what makes Hackley such a special place.
Thursday, November 30
Grace Church School
7:00 – 7:30pm
Grace Admissions Chat: Meet our Student Ambassadors
Register: https://gcschool.schooladminonline.com/users/sign_in
Meet our current student ambassadors as they talk about their experience being students at Grace. This event is best suited for students Junior Kindergarten – 8th grade. See you then!
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Hackley School - Yearly Tuition: $45,775 - More of The Most Expensive High Schools in the United States
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2024-08-21T07:20:00+00:00
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Hackley School is a private preparatory school in Tarrytown, NY, and is a member of the Ivy Preparatory School League. The school was founded just before …
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Herald Weekly
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https://www.heraldweekly.com/these-are-the-most-expensive-high-schools-in-the-united-states-part-2/76
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Buckingham Browne and Nichols School - $54,800 Yearly Tuition
Known as BB&N, this PreK- 12 school has been ranked for years as one of the top schools in the entire country. Located in Cambridge, Massachusetts, BB&N was home to some big names, such as Robert Bradford (1920), Charles Colson (1949), Andy Pratt (1969), and more. The school’s location in the heart of Cambridge and Greater Boston allow it to leverage learning with trusted community partners.
The school’s commitment to diversity is well-known. 25% students are recipients of need-based aid and 46% identify as students of color. The foreign language studies of the school are one of the most advanced ones, offering at least four levels in Chinese, Arabic, Russian, and more. BB&N is guided by a culture of care and compassion, where students are encouraged to be their most authentic self.
Friends Seminary - $53,900 Yearly Tuition
Located in the East Village of New York City, Friends Seminary was established by Quakers. Known as part of the Religious Society movement, their aim was to bring up children with guarded education.
Education is rooted in the Quaker belief of God in every person or the Inner Light. Friends Seminary envisions its students going forth and creating a world as it ought to be, governed by equality, peace, simplicity, and integrity. Many historic houses were a part of this institution, which is one of the reasons why this school is so unique. More than a fifth of all students depend on financial aid, which reaked a peak in 2017, spiking at more than five million dollars.
Poly Prep Country Day School - $53,515 Yearly Tuition
Bang in the middle of New York City there is Poly Prep Country Day School. It provides education to years going back to nursery. When it was first opened, it was actually one of the first private schools for boys in the entire state. In 1977, girls finally had the chance to enrol, ushering in a new era of co-education at the school.
The school’s bar for excellence is set very high, and every student is encouraged to be the most extraordinary versions of themselves. 82% of Poly Prep Country students are attending a Top 50 college. The acceptance rate of students to a Top 25 college is 2.5 time higher than the national average. Joakim Noah, Bob Telson, and Richard perry are only a few of the names who graduated Poly Prep, and the list goes on and on.
Woodside Priory School - $52,680 Yearly Tuition
One of the only Catholic schools in the San Francisco Bay area, Woodside Priory School was established in town to impart outstanding college preparatory education. Woodside Priory is founded on the vision and values of St. Benedict who implored the world “To listen with the ear of our hearts.”
The school has taken these ideals of individuality, integrity, community, and spirituality even as the world continues to rapidly evolve. The girls’ volleyball team is known for its achievements as among the best in the region. The school's purpose is to lead a balanced life, develop lifelong learners and serve the world with its gifts.
St. Mark's School - $52,140 Yearly Tuition
It turns out that the guy who created Burnett Vanilla Extract also opened up a school back in the day. Joseph Burnett was a jack of all trades, and was also the founder of St. Marks's School, which can be found in Southborough, Massachusetts. Originally just a boys school, girls were eventually able to enrol when 1978 came around.
It was built relying on the British model of schools and focuses more on academics than on social merits. Today, St. Mark's is a coeducational school that keeps its student body size intentionally small in order to think big. The Episcopal school offers a preparatory curriculum and is located 25 miles from Boston.
The Urban School of San Francisco - $51,365 Yearly Tuition
The Urban School of San Francisco, located not far from the Golden Gate Park, was one of the first schools in the entire world, to provide students with laptops. It is only recently that the school graded the student's work with letter grades which was never used before. The Urban SF School is known for the strong relationships students have with their teachers, which lead to great achievements in academics, outstanding social abilities through the 40 clubs, and overall, a reputation that keeps this school as one of the most popular ones in the state.
The school doesn’t prescribe to a one-size-fits-all definition of success. It is committed instead to sustained dialogue and efforts in collaboration, innovation, complex topics, community engagement, equity, and social justice – all of which contribute to building more empathetic, creative, determined, and optimistic students.
The Harker School - $51,300 Yearly Tuition
Like many other top-of-the-range universities, Stanford University wanted to create a school that would prepare the future generation of Stanford potential attendance. Thus, the Harker School was born. It is a K-12 co-educational school recognized for quality academics. The school has three campuses in San Jose specifically for lower, middle and upper schools. But that's not all.
Each campus has outstanding facilities and cutting-edge technology for students. Harker School is known for its accomplishments in the Siemens Competition and for its entries in other all-state events. This Silicon Valley gem has earned international recognition for its teachers, academic achievements, and leading-edge technology.
The Hotchkiss School - $50,990 Yearly Tuition
In 1891, Yale president, Timothy Dwight, founded the school in order to prepare young men for a future at Yale University. The Hotchkiss School was known by its one rule, to always be a gentleman. Everything else can be taught. The standards of the school were known to be the harshest in the country. Today, Hotchkiss has transformed into a co-educational boarding school.
The school offers classic education, covering English, mathematics, Foreign languages, and Science for students in grades 9 through 12, and is known to be a pioneer in the farm-to-table movement. Graduates from Hotchkiss are known to attend some of the most selective universities and colleges the world over.
Belmont Hill School - $50,800 Yearly Tuition
This Massachusetts entry, is a day school for boys in grades 7 through 12, with a small minority of students who board. Belmont School was first founded as a nonboarding school for those fortunate enough to pay for private education and still enjoy a day-schooling program. In 1923, on undeveloped land, the school was built.
Belmont’s mission is the education of boys in “mind, body, and spirit” to become men of good character. With a student teacher ratio of 1:6, the school provides personalized attention and many options for studying in other states and countries. David E. Kelley is one of the Schools graduates, together with Toby Kimball and Rachel Levine. 100% of Belmont’s seniors go on to a four-year college education.
Marin Academy - $50,800 Yearly Tuition
The Marin Academy located in the San Francisco area was built on the premises of The Marine Academy which closed down. The academy encourages students to explore new ways of seeing the world and is a leading name in experiential education. Marin’s engaging curricular and co-curricular programs focus on real-world topics. Students here learn best by doing more than anything else.
Alongside the obvious courses of English, mathematics, and Science, the school holds yearly workshops and conferences on equality and social justice. This Conference of Democracy has been a tradition of many years, passing down from generation to generation. Other Signature Programs include a Literary Festival, a Transdisciplinary Leadership Program, and the Marin Academy Research Collaborative.
The Webb Schools - $68,775 Yearly Tuition
The Webb schools are basically two schools, one specifically for boys and the other for girls. The schools are more than 100 years old and is located on a cluster of green hillsides. It also includes a fully-functioning astronomy observatory. The school received a donation of over 100 million dollars, enabling it to invest and become the superb institute it is today.
The aim of the school is to nourish future adults and help bring open-minded and creative people to the world. The schools Advanced Studies allow students to delve deeper into subjects such as anatomy, paleontology, organic chemistry, ethics and modern global affairs, film, global literature, and linear algebra among several others.
Cate School - $49,700 Yearly Tuition
15 miles from Santa Barbara, lies Cate School, home for 270 students every year. It started as an institute for 12 boys, quickly turned into one of the most desired schools in the state. Cate might be a college preparatory boarding school but there’s much more to the spirit of the school than just that.
The school combines quiet study, hard work, and vigorous play with beauty and virtue. Cate’s pristine location makes this kind of learning conducive, where the ocean breeze and mountain vistas are constant companions. It has been ranked the 12th best private school in the country and offers over 100 courses to choose from. Terry Sanders, Tracy Lawyer, and the late David Crosby are some of the notable alumni of Cate School.
The Taft School - $49,250 Yearly Tuition
Back in 1893, The Taft School was constructed into a hotel in Watertown, Connecticut. One decade after the school came to life, the founder's brother, William Howard Taft, became president of The United States. Although it has been over 125 years since the founding of the school, its original values endure: hard work without clamoring for public recognition, develop talents holistically (academic, athletics, and the arts), and give of yourself to others.
Three-quarters of the students live on the campus, and today, the headmaster is a graduate of the school himself. 11 students only are present in each classroom at a time, enabling the institute to focus on academics, and bring the students to excellence.
Lick-Wilmerding High School- $49,215 Yearly Tuition
Lick-Wilmerding High School was initially constructed as a school for the future handyman. Mechanical arts is how it was defined, however, since 1874 many things have changed. Lick-Wilmerding describes itself today “as a private school with public purpose” with a mission to build “the head, heart, and hands” of students from every walk of life.
Today, every student is obliged to take at least one technical art course. This could be electronics, jewelry, metal, or wood. Lick-Wilmerding was ranked 6th in the entire country, for Green Architecture Utilisation. Students engage in service-based collaborations to meet the community’s needs. They are encouraged to develop their own projects that further address larger issues of access, justice, and equity. This High School is surely heading towards the future.
Boston University Academy - $48,832 Yearly Tuition
Boston University operates the academy, located in the heart of Boston. It was first established in 1993, and in 1995 only one student graduated. Boston University Acadamy offers a variety of short workshops and programs, designated mainly for 10th to 12th grades, providing the students with experience in fields of interest that not all get a chance to explore during the academic year. Boston Academy is known for its colorful and broad understanding when it comes to thinking out of the box. Not everything is about English, Mathematics, and Science.
Since the academy is embedded within Boston University, it offers both a caring, supportive school university and a challenging, research-based curriculum. Students in grades 11 and 12 take courses that are part of Boston University’s undergraduate course. Think courses on American Urban History, Chinese Literature, Linear Algebra or Abnormal Psychology.
The Peddie School - $62,400 Yearly Tuition
The Peddie School was ranked the 18th most expensive school in the United States. The average class size is only 12 students, making it very popular and desired. Peddie School is known for its rich and diverse curriculum, alongside the obligation to take theater studies or join one of the physical education classes.
The school’s Signature Experience for students is driven by a fundamental question – if they could study anything and anywhere, what would they choose? On answering the question, students with the help of faculty can chart their own education, deep-diving into subjects of their own choosing based on real-world expertise. With an impressive swimming program, and with B.J Bedford being notable alumni, for those dreaming of the Olympic games, The Peddie School is probably one to look into.
The Branson School - $48,485 Yearly Tuition
The Branson School was a dream come true for 15 families in the valleys of California, eager to establish their own school for their future generations. In the early days, the school was designated to be a girls-only school, however, in 1985, the school merged the two divisions and became a mixed-gender private day school, as we know it today.
Branson believes in fewer lectures and more self-directed, dynamic learning which means working across disciplines, leading discussions and debates, and teachers and students working together on ideas. The science facilities take over 6000 square feet of the campus, turning it, into one of the biggest ones in the area.
The College Preparatory School - $48,300 Yearly Tuition
Also known as CPS, The College Preparatory School accommodates mainly students in Grades 9 to 12 from the San Francisco area. CPS has a diverse student body with at least 71% identifying as students of color. The School's motto (originally in Latin), translates into "A mind aware of what is right". CPS is relatively a new school, only founded in the 1960s by Mary Harley Jenks and Ruth Willis, but in this time, the school has made a tremendous impact in shaping a community of curious, intellectual, and kind-hearted learners
English studies are a big thing in this school, and it has adopted the "Harkness Tables" method, believing this encourages students to participate and bring their own personal voice to life. Apart from the rigorous core curriculum, the school’s Applied Learning programs in STEM and Blended Learning are also a big draw.
The Madeira School - $48,300 Yearly Tuition
The Madeira School is both a day and boarding school, located in McLean, Virginia. It started its early days in Washington D.C but shortly after moved to its current location. The school has consistently placed at the top of the Niche Best Boarding Schools list. It holds over 34 separate buildings which overlook the Potomac River, making the surroundings exquisite.
Like all major schools, The Maderia School specializes in arts, sports, English studying, and foreign languages. The number of clubs the students can join is endless, turning this school into one of the first preferences among the students enrolling. What distinguishes Madeira is its emphasis on students exploring interests and passions, not sitting in long classes. Madeira is also well-known for its engaging Co-curriculum Internship Program.
Castilleja School - $47,970 Yearly Tuition
Founded in 1907 and located in Palo Alto, California, Castilleja School is the only girl-only school in the San Fransisco Bay area. The "5 c's" which represent the core values of this institution are courtesy, charity, conscience, character, and courage. It has been in its present location since 1910 and was nominated by the Wall Street Journal, as one of the 50 top schools in the world, known for their success.
Students have a range of learning programs to choose from including humanities, arts, STEAM, and experiential learning. Castilleja also has excellent college counselling and student wellness programs. A standout program, however, is its center on Teaching and Learning Antiracism – a thoughtful framework to creating an equitable community. Its motto of "Empowering Young Women" emphasizes its key goal, and that is providing young women of today, with the best tools for life, assuring great days for the women of the future.
Rye Country Day School - $47,900 Yearly Tuition
Located in Rye, New York, and with almost six million dollars in tuition finances, it provides scholarships to almost 16% of the students who attend daily. The campus includes two libraries, a performing arts center, and a theater auditorium. Signature Programs include ones on Public Purpose, Health and Wellness, Global Studies, STEAM, Educational Technology, and Sustainability.
It has two dining rooms that serve lunch on a daily basis, which is located not far from the 40K square foot athletic center. Barbara Bush is one of the great names who graduated from Rye Country Day School, adding to its great and noble reputation.
The Loomis Chaffee School - $47,800 Yearly Tuition
Only 20% of applications complete the enrolment process at The Loomis Chaffee School. It was established in 1874, purposed to be a memorial to the Loomis sibling's children who passed away too early in life. It was intended to be a gift for the children of the future. Loomis Chaffee School was tuition-free for the first four decades, thanks to a donation of over one million dollars, generously given by one of the Loomis family members.
Students at Loomis can study Arabic and Chinese, enjoy a writing workshop and theater arts. The school has an internal newspaper, edited and managed by the students, keeping all relevant topics up to date.
Columbia Grammar and Preparatory School - $47,540 Yearly Tuition
Columbia University formed the Columbia Grammar and Preparatory school in 1764 so that they could prepare the future freshmen and assure the entry-level was sufficient. By 1865 the grammar school became independent and was no longer linked to the university. Columbia Grammar & Preparatory School offers an exciting and challenging rigorous college preparatory curriculum with music, art, and drama as core programs.
Academics intersperse seamlessly with the sciences and liberal arts so each student lives up to their unique potential. Alongside the mandatory courses, every student must take in order to graduate, each student is obliged to give 60 hours of community services, making this school not only an institute of excellence but also one that cares and contributes to society.
The Spence School - $47,410 Yearly Tuition
The Spence School has been holding an academic excellence award for years now. It is an all-girl institution that was established in 1892 by Clara B. Spence. Located in the heart of New York City, The Spence School has been ranked in the first ten schools preparing students for university. It is a school powered by the potential of girl students with a teaching approach that encourages them to keep questioning and learning for life.
Spence School is known for its graduates attending the best universities in the country such as Yale, Princeton, and Harvard. There are a few big names who graduated from The Spence School - Elizabeth Montgomery, Gwyneth Paltrow, and Sally Pressman are just a few. As the school puts it, “trailblazing” runs in its “DNA.”
Hopkins School - $47,200 Yearly Tuition
This school in New Haven, Connecticut is named after Edward Hopkins, who donated parts of his privately owned land in favor of education. It started as a one-room school, which eventually turned into one of the biggest names in the country, and is located not far from Yale University. Hopkins has been imparting quality education for over 60 years. The school offers a college preparatory curriculum for grades 7 – 12.
Students go through a number of tests before entering school. Mathematic and language levels are examined alongside other tests in arts, history, and science. One of the graduation requirements is a Latin course in addition to another foreign language course. Students from diverse backgrounds and ethnicities enroll in the school. Intellectual curiosity is what they tend to have in common. Hopkins students continually rank among the top 10% in nationwide standardized testing.
Crystal Springs Uplands - $46,780 Yearly Tuition
In one of San Fransisco's suburbs, lays Crystal Springs Uplands School. This school is one of the most popular ones and has been declared as one of the best 50 schools in the world for students from grades 6-12. The school's preparation program for top universities is one of the best found, as it should be when the ratio is 1 teacher for every 9 students.
Over 500 students attend the school daily. There are over 28 teams, divided into 14 different sports fields, making Crystal Springs a great place to be if you're an athlete. The rigorous and comprehensive program has benefitted many students over the years, 100% of whom go on to attend college after graduation.
Miss Porter's School - $47,285 Yearly Tuition
Exclusively for girls, Miss Porter's School was founded in 1843 by Sarah Porter to provide access to transformational education. The school has persevered in its mission and today welcomes students from over 17 countries worldwide. The Farmington, Connecticut-based school grew out of the belief that women deserve (and must have), the same education opportunities as men.
This philosophy is evident in the school’s project-based, interdisciplinary, future-focused, collaborative, and mastery-based curriculum. The campus today holds on its premises significant historical buildings that have been transformed and suited for the more modern years. Jacqueline Lee "Jackie" Kennedy Onassis is one of the greatest names who attended Miss Porter's School which has turned into one of the most popular schools in the region.
The Thacher School - $46,920 Yearly Tuition
Located in Ojai, California, less than 15% of the applicants end up enrolling in this school. Up until 1977, The Thacher School was a boy-only institute, which eventually opened its gates to girls, making it the oldest co-educational school in the state of California. This school is anything but ordinary. It is mandatory to take care of and be able to ride a horse during the first year.
Throughout the academic year, the entire school is divided into small groups of students and together they enrich their studies through camping, cycling, sailing, and pretty much any outdoor activity you can think of. The Thacher School aims to shape resilient and ambitious people with compassion at the heart of everything they do. The program has demanding academics with challenging character-building projects in a healthy and supportive community.
The Woodhall School - $74,500 Yearly Tuition
When you think of a small number of pupils in a classroom, how many do you think of? Twenty? Seventeen? How much are you willing to pay, to have your child in a room with up to five pupils? This is really private tuition. The Woodhall School takes in a handful of boys (grades 9 -12) with above-average intellectual ability who have not thrived in traditional school environments.
Its four pillars are academic, athletics, arts, communications, and residential life. The entire school has less than 50 students enrolled at any given time. The Woodhall School has an exquisite breakfast room, that any five-star hotel would be proud of, alongside its numerous clubs of music, astronomy, acapella, and more.
IMG Academy - $63,000 Yearly Tuition
IMG Academy located in Bradenton, Florida is an athlete haven. We assume a majority of Olympic stars studied between these walls as this training camp is one of the greatest around for the greatest athletics event in the world. IMG is a private boarding school that is known for its intense training program in all major sports: basketball, football, baseball tennis, and more.
It’s not surprising why the school confidently calls itself the world leader in sports education. IMG’s expertise and programming prepare student athletes for success in sports, college, and life beyond it. There are big names who graduated from this school, and everything on-site is huge. Massive fields, gymnastic rooms, and Olympic swimming pools are just a start.
Noble and Greenough School
This coeducational private school is located in Dedham, Massachusetts, and offers 5-day boarding for their high school students for those who live far away. Nobles aim to inspire leadership for the public good through positive mentoring relationships. Students at Noble are encouraged to balance their academics with special afternoon programs and extracurriculars, emphasizing experiential and community-engaged learning.
Students engage in community service at more than 400 sites the world over. The school’s theater collective puts on at least eight productions a year while the music and choral groups perform several concerts annually. What’s more, over 87% of Noble and Greenough’s varsity teams have won various championships in the last decade from the ISL to New England championships.
Shortridge Academy - $85,000 Yearly Tuition
Shortridge Academy is a co-ed therapeutic school for teenagers in New England with an average of 22 students enrolled throughout the year. The school offers a specialized mental health residential program called The Ridge that used therapy and structure to help teens who require more attention and care. They learn in a loving and supportive environment with fewer distractions compared to a traditional school setting.
The school focuses on their students' mental health, behavioral well-being, and support while navigating through adolescence. Each student has a counselor to talk about their fears, problems, concerns, and so on. Together with the students and their parents, they create an individual therapeutic plan along with a counselor. Beyond all this, students can partake in activities such as jiu-jitsu, nature hiking, weight training, and one of many kinds of art and music options.
Forman School - $78,600 Yearly Tuition
The Forman School in Litchfield, Connecticut, caters exclusively to students with ADD and ADHD. They provide classes that will help them with their path towards college. Forman has several flagship programs such as the Cognition and Learning Development Department which aims to be the leader in nerve center research to help students who learn differently.
The goals of a class therefore are metacognitive strategies to empower the brain, small-class reading sessions, and executive function coaching. With a tuition of $78,600, this high school costs more than most colleges, but when you have a goal, money is only used as a means to get there, right? This campus offers 125-acres of vast space, including a robotics lab, multiple residences, tennis courts, athletic centers, and a huge dining hall. They even have cooking classes.
The Quad Preparatory School - $74,850 Yearly Tuition
The Quad Preparatory School focuses on gifted learners. Located in downtown Manhattan, 2e scholars can participate in language courses or high-level math, along with health, a foreign language course, and wellness programs. The school has a holistic approach to learning where academic achievement seamlessly blends with social and emotional learning.
They also offer cooking classes and video news broadcasting. Their focus is on getting their students into the best colleges. By their 11th and 12th grades, students have weekly checkups with a college counselor, as well as bi-weekly check-ins with their academic advisors. If that sounds like a lot of pressure, it definitely is. The school views 2e students as future leaders and innovators, and goes above and beyond to equip them with the skills and attitudes necessary for success.
The Oxford Academy - $67,000 Yearly Tuition
The Oxford Academy is located in one of the wealthiest seaside towns in the United States, Westbrook, Connecticut. So, if you want your child to join this elite school, you will need to fork out $67,000 for this all-boys boarding academy. They have individualized one-on-one classes for those who want an alternative to a conventional classroom.
The school understands that each child is unique and tailors the learning experience to meet the needs of each one. A small close-knit community (around 48 students in total) distinguishes Oxford from most boarding schools. This school is the ideal spot for ocean lovers since the ocean is near and students may join the school’s sailing club. Others may enjoy the school’s international trips, such as its yearly eight-day tour of Italy.
The Lang School - $65,000 Yearly Tuition
The Lang School is a private, alternative school in New York City, and it offers so much to its students. The K-12 education at the school caters to twice exceptional or 2e students. Beyond college entry requirements, scholars pick their electives, develop a portfolio, acquire guides, apply for competing internships, and choose their college majors.
This school offers gifted students an independent track to study, one they are passionate about. For example, students can learn how to take apart and reconstruct a Porsche if that’s what they want, or to study the history of surgical knots. For most, school years tend to be about fitting in while standing out comes much later in adulthood. At Lang, standing out is recognized and celebrated. The school is committed to nurturing students’ talents and passion regardless of what that might be.
Aaron School - Yearly Tuition: $62,750
Aaron School in New York City is known for its excellent K-12 integrated program for students with learning disabilities. At Aaron School, classrooms are equipped with SmartBoard technology to promote interactive learning and student engagement. Aaron School takes advantage of technological progress as students use computers and specialized services to organize and access their curriculum within the school setting and remotely.
In addition to their standard courses, Aaron School also offers a series of applied programs that parallel each core academic subject. According to parents in the area, the school is like an extended family for parents and their children who have special needs. The school’s curriculum, after school programs, and clinical services are tailored to meet individual students’ needs.
Wasatch Academy - Yearly Tuition: $62,300
Wasatch Academy is a premier preparatory school, and its campus is home to students from more than 30 countries. Founded in 1875, Mount Pleasant's safe location in Utah allows students to focus on their academic pursuits and enjoy weekends filled with various activities. Students can also enjoy Utah's great outdoor recreation and numerous cultural, recreational, and service-based activities in nearby cities and local areas.
Academics at Wasatch goes beyond the classroom through project-based learning and experiential missions. Some of the school’s Signature Programs are in outdoor education, engineering, technology, and art. These programs are tailored to help students prepare for success in university. The proof is in the numbers since Wasatch presently boasts a 100% college acceptance rate.
St. Andrew’s School - $62,280 Yearly Tuition
St. Andrew’s School, based in Middletown, Delaware, is located on a tremendous 2,200-acres. To access this elite private school, students must spend $62,280 on tuition. Students and faculty live in a community guided by ethics and Christian beliefs. But true to its Episcopal identity, the school welcomes students from any religious background.
Students are encouraged to try out multiple sports. The campus comprises several fitness-related rooms, including an indoor rowing facility and a boathouse. The performing and visual arts are a vital part of school culture. Renowned St. Andrew’s School alumni include singer Maggie Rogers as well as CNN host Erin Burnett and numerous prominent people from diplomats, professional athletes, and even Pulitzer Prize-winning authors.
Trinity-Pawling School - Yearly Tuition: $62,000
Trinity-Pawling School was founded over 100 years ago, back in 1907. Their 230-acre campus is situated in Pawling, New York, a small village in southern Dutchess County. Trinity-Pawling is an independent college preparatory school for boys. One of Trinity-Pawling's most distinctive attributes is its Effort System, which began 45 years ago.
At this school, each student is recognized and appraised based on the work they dedicate to a specific effort. These include athletics, academics, dormitory responsibilities, attendance, civic duties, and extracurricular programs. The education objective integrated in this effort is to teach their students that the more they invest in themselves, the greater their accomplishments will be.
St. Paul’s School - $62,000 Yearly Tuition
St. Paul's School in Concord, New Hampshire is one of the Eight Schools Association, a group of eight elite private schools. Described as "highly selective," this school expects a lot from its students who ultimately enroll in their 2,000-acre campus. The school’s approach to holistic learning is called SPS 360. Students and faculty live, learn, and serve the greater good together - from Chapel in the morning to classes, clubs, meals, and so on.
Athletics are just as important as academics at St. Pauls; therefore, each student is required to participate in at least one sport. St. Paul's has many long-standing traditions and is very proud of the fact that the country's first squash court was built right on the grounds.
The Storm King School - $61,700 Yearly Tuition
The Storm King School remains one of the oldest coeducational boarding and day schools in New York. It ranked as one of the top 50 independent schools in North America, and considering the price of $61,700 per year; it must be worth it. Only 195 lucky students from grades 8 to PG get to attend this school. A majority of them are in boarding while the rest are day students.
The class size, on average, is only eight students. The school offers 125 courses including AP prep classes, Advanced Placement Courses, Honors Classes, Signature Programs, and a host of athletics and arts offerings. Students describe this school as being homey while also large. The school makes a considerable effort to look after their students' nutrition, which is why they have their private chefs and great menu options, including a sandwich bar, vegetable bar, and pasta bar.
Newgrange School - Yearly Tuition: $61,189
Newgrange School is the only specialized institution in the state of New Jersey for students with language-based learning differences, like Autism Spectrum Disorder, which is why it costs $61,189 per year. Newgrange has been the leading name in special education for over four decades now. The school gets its name from the Newgrange hills in Ireland where a hidden prehistoric site of historic and artistic significance lies.
Like the hidden treasure under the hills, most people don’t get to see the extraordinary intelligence of students with disabilities. The school helps shine a light on their talents and abilities. The school emphasizes their student's academic performance while in the context of strong social skills. As a special education school, Newgrange focuses on every child's needs and strengths, building their confidence, and preparing them for the world.
Salisbury School - $61,000 Yearly Tuition
To attend Salisbury School, you'll have to invest $61,000 per year. The school “celebrates what it means to be a boy,” where campus life and program design aim to help students value tradition and succeed. The school’s close hilltop community helps to transform boys into gentlemen inside and outside the classroom.
The all-boys private college-preparation school offers 725-acres, with access to an Olympic-sized hockey rink and 110,000 square feet of gymnasium space. There are also fitness centers, basketball courts, a wrestling room, and much more. As for academic programs, students may find every subject from digital media to entrepreneurship. Once students are done with their classes, they can enjoy an "Asian Pho bar," barbecues, and themed dinners.
Episcopal High School - $60,900 Yearly Tuition
Episcopal High School is the first high school in Virginia, and it stretches over 130 well-manicured acres with numerous buildings and sidewalks. When people first see the campus in the middle of Alexandria, they believe that they’re on a college campus. Their scholars can be seen in excellent classrooms, squash centers, gigantic gyms, or even the chapel.
This school makes sure that each student has at least 80-100 “Washington Program” experiences. Students are taken to nearby Washington, D.C., and 100 percent of seniors partake in an on-site externship in the capital. The school is committed to nurturing students’ creative and athletic aspirations through a host of special programs. Plus, the boarding experience at Episcopal High School is rooted in self discovery and the unmatched camaraderie of a shared experience.
Landmark School - Yearly Tuition: $60,400
In Beverly, Massachusetts, Landmark School is a school for students with language-based learning disabilities such as dyslexia and executive function disorder. The school’s unique approach is known to be effective for students who struggle with skills such as writing, listening, reading, or expressing themselves through language. Landmark achieves this through a skills-based and language-based curriculum.
This school's cornerstone is what differentiates Landmark from other schools, with one-to-one tutorials, small class sizes of 6-8, a specially trained faculty, and programs that individualize each student's learning. With robust athletics, visual and performing arts, community service, Landmark students receive a well-rounded, enriching, and fulfilling school experience for their students.
Chamberlain International School - Yearly Tuition: $60,000
Chamberlain International School is a therapeutic, private boarding school positioned in Middleboro, Massachusetts. Their mission is to provide comprehensive and intensive therapeutic programming in an environment that spurs academic success and individual growth, where each student learns in a manner best suited to them. Here, the goal is not only academic success but personal growth.
The curriculum is challenging but immensely supportive. The school accommodates several learning styles and needs from project-based instruction to creative learning assessments. Students can also choose from diverse vocational and enrichment programs apart from the world-class curriculum. Chamberlain has a peaceful and picturesque campus, with historic buildings surrounding a traditional New England village green.
Northwood School - $59,920 Yearly Tuition
Northwood is a leading co-educational private high school for boarding & day students (grades 9 through 12) in Lake Placid, NY, and is often described as ‘quite fancy.’ Fancy or not, this school offers exceptional school programs, including college-level courses.
Additionally, the school has several Signature Programs such as Entrepreneurship and Innovation and Design. Students can opt for a range of co-curricular programs in the arts, robotics, outdoor recreation, and community service. The school is located between the incredible Adirondack Mountains and the fantastic Mirror Lake. This location’s sports are focused around its area. Students are urged to hike frequently and even partake in an all-day hiking trip called “Mountain Day.”
The Hill School - $59,050 Yearly Tuition
Located 40 miles outside of Philadelphia in Pottstwons, The Hill School was ranked as one of the best co-educational boarding schools in the US. Hill School alumni include a long list of senators, a secretary of state and a secretary of the treasury, current Pennsylvania Governor Tom Wolf, and even Donald Trump’s son, Donald Trump Jr.
The dress code here is formal and meticulous: boys will always wear a coat and tie, while girls will wear a blazer. Uniforms must be worn all day, for every activity. The Hill School offers 36 Honors courses and 27 Advanced Placement Courses. Among the biggest draws of the school is its challenging liberal arts curriculum and innovative teaching in a close-knit learning community.
Midland School – $58,600 Yearly Tuition
Located in Los Olivos, California, this co-ed boarding school was founded way back in 1932 by Paul Squibb. A small, rural campus was his dream, which he most definitely achieved. This unique school combines the best elements of an educational institution and an agricultural facility. The experiential learning boarding school is ideal for students looking to expand their worldview. Midland has evolved through the years but remains true to its roots and values – simplicity, mindful living, meaningful connections between students, faculty, and the ideas they explore, and an accessible education to students of all means.
While increasing their academic performance, students will also learn how to chop wood, tend to livestock, and manage the farm. Midland School doesn't have a janitorial or maintenance staff. Also, they have a very rare practice: once students enter their campus, their cellphones are confiscated until the end of their term.
Kent School - $58,450 Yearly Tuition
Kent School is a co-educational college preparatory school in Kent, Connecticut for grades 9 – 12 with a Post Graduate option. Kent was founded over a century ago to provide education that isn't just intellectually challenging, but addresses a student's social, spiritual, and ethical learning as well. Life at Kent instills in students a sense of purpose. Everything on campus is conducive to shaping ideas and inspiring new avenues and direction.
The School has many brick buildings surrounded by unique fields, autumn leaves, and breathtaking nature. The Housatonic River is close by for those who love weekend picnics or morning runs. The Kent School offers a balance of outstanding outdoor and indoor activities, with squash courts, a baseball and football field, and even boating and rowing facilities. Students have 172 courses and 56 clubs to choose from. Kent school also offers a pizza station in their cafeteria.
Woodberry Forest School - $57,250 Yearly Tuition
Nestled in Virginia, Woodberry Forest School is an all-male boarding school that admits only 395 adolescents each year. According to parents in the area, the school has been instrumental in shaping their sons and instilling in them respect and integrity for others. Boys at Woodberry Forest School learn the value of hard work, and how to meet and rise above the social and academic pressures in school and the outside world.
With a campus as big as theirs, we would expect them to have more students. Unlike many schools, they have a strict honor code. The school has a skeet-shooting range, a golf course, an outdoor swimming pool, and a ropes course. While also catering fancy meals to their students, making sure they are well fed and nourished.
Avenues: The World School – $56,400 Yearly Tuition
Every year, Avenues: the world school welcomes children of tech millionaires and celebrities. Located in New York City, this school takes in students from age two to 18 and charges $56,400 per year. This is where Suri Cruise, the child of Tom Cruise and Katie Holmes, was enrolled in. For this amount, children get several privileges, from world-class technology to an expert faculty, including a first-class-restaurant school cafeteria.
Students graduate fluent in either Spanish or Mandarin. Today, Avenues operates as one school across six continents. You will find Avenues campuses in New York, Shenzhen, São Paulo, Silicon Valley. Avenues is also accredited by the New England Association of Schools and Colleges and received recognition as an Apple Distinguished School.
Grier School - $55,900 Yearly Tuition
Grier School is an all-girl boarding school for grades 7-12 in the State of Pennsylvania. Located on 320 acres of glorious mountainside, Grier students enjoy holistic education in academics, the arts, and athletics. Grier is known for training prospective dancers at Broadway by their professional choreographers complete with a rigorous Pre-Professional Program.
Well-known guest artists join the Grier faculty throughout the year to teach new repertoires and help students with choreography and developing industry relationships. All students learn in a supportive environment and are encouraged, engaged, and prepared for the future. There are also other considerations, such as the equestrian team, the Elite Scholars Program, and technology programs such as the Dell Education Purchase Program. At Grier School, students achieve a balance of logical thinking, artistic expression, and physical fitness.
The MacDuffie School - $55,450 Yearly Tuition
The MacDuffie School has declared itself an "international community," with half of its students coming from more than 20 countries abroad. Students from all over the world would like to attend this school, located in Granby, Massachusetts. The average class size is 11 and learning takes place in a safe 254-acre campus in rural Massachusetts. The school offers many sports programs, from tennis to dance.
MacDuffie has an exciting exploration and extracurricular program from competitive robotics and national math teams to badminton and soccer championships. A supportive faculty guides the school’s advising and study programs for students. One of the main focuses of this school is its commitment to nutrition, with a cafeteria offering a full salad bar, a deli, a soup station alongside freshly cut fruits and veggies.
Linden Hall - $54,200 Yearly Tuition
Founded in 1746, Linden Hall is one of the oldest schools in the US. The all-girls boarding school is based in Pennsylvania's Lancaster County. Linden Hall is best known for its talented equestrian team and facilities. There you can find 20 horses on campus along with stables, a large outdoor ring, as well as a heated tack room.
Students receive training throughout the year and can compete in elite national competitions. Students can even obtain a real pilot's license at Linden Hall. Other signature programs at Linden Hall include public speaking experiences, a literary magazine that’s the oldest continually published magazine for women in the United States, and a school newspaper that’s completely student run.
Collegiate School - Yearly Tuition: $54,125
Collegiate School is an independent school on the Upper West Side of Manhattan in New York City. Seeing as it was founded in 1628, this is the oldest school in the United States. The Collegiate School is part of both the New York Interschool and the Ivy Preparatory School League. The school is among the top all-boys schools in the world with “a program designed and delivered with boys in mind.”
What does that mean? It means Collegiate understands that boys flourish when they can be themselves, build authentic relationships, learn by doing and exploring, lead and set high expectations for themselves. The school’s many programs and facilities reflect this philosophy. Its outdoor space includes a large roof deck on floor 9 with a large recreation area and a ground-level, 5,000-square-foot courtyard that allows for handball and basketball.
St. Thomas More School – $53,900
Located in Oakdale, Connecticut, St. Thomas More School holds the unofficial basketball school title. This is the main reason students choose to come to this school – they have tremendous basketball talent and aspire to be picked for an NCAA Division I level college basketball team. With at least 20 alumni who went on to become professional basketball players in the NBA, this makes sense.
But every dream has its price; with nearly $54,000-a-year, that price is steep. But the school does offer some perks, such as top-of-the-line gymnasiums, a beach, a dock, and a boathouse. They also have five athletic fields, a track, tennis courts, and up to 40 different academic subjects to choose from.
Shattuck-St. Mary's School - $52,750 Yearly Tuition
Shattuck-St. Mary's School is known for its programs in engineering, bioscience, pre-conservatory music, vocal performance, soccer, hockey, figure skating, and golf. Located in Faribault, Minnesota, approximately 70% of its students are boarders. Opportunities at Shattuck-St. Mary's School includes several team-building activities and social events which help foster a strong, supportive community.
What can students expect at Shattuck-St. Mary’s? A vibrant campus life with exciting academics, athletics, and arts programs. Academic innovation receives strong impetus here. The school even has specific centers of excellence for students interested in bioscience and engineering. Artistically inclined students can choose from various theater, chorus, dance, and visual arts programs.
Trevor Day School - $52,600 Yearly Tuition
Trevor Day School teaches college-bound students to achieve academic and personal excellence within an inquiry-driven, idea-rich community in New York. The education approach at Trevor Day School is uniquely innovative, resulting in students who balance a rigorous college-preparatory curriculum with achievement and meaningful engagement.
The school caters to children from Nursery through Grade 12 and encourages students to embrace both academics and extracurriculars. Apart from rigorous academics, Trevor offers Arts electives, clubs, JV and Varsity teams. Community service is central to life at Trevor. The school’s mission is to give students the tools to balance the world’s challenges with healthy and dynamic lives.
Marymount School of New York - $51,750 Yearly Tuition
Marymount School of New York is a Catholic day school for girls established on the Upper East Side of Manhattan. Mother Marie Joseph Butler founded it in 1926 as a component of a chain of schools managed by the Religious of the Sacred Heart of Mary. This school is filled with students from all across the country and has a great community within itself.
Their academic program aims to instill curiosity, where learning is joyous and adventurous. Students dare to dream thanks to innovative school programs on the visual and performing arts, technology, financial literacy, and design and innovation. The athletics program has everything from lacrosse and volleyball to fencing. Most importantly, the Marymount experience is rooted in character building and sisterhood.
Milton Academy - $51,460 Yearly Tuition
Milton Academy is a highly selective school, coeducational, preparatory school located in Milton, Massachusetts. Boarding is offered from 9th grade. Historically, Milton Academy has remained the unofficial feeder school for Harvard University. For $51,460 a year, Milton is a great school that offers challenging academics while also providing students a plethora of resources when they need extra support.
Class sizes are small where learning is discussion-based and reading goes beyond textbooks. Teachers look for students’ analysis and critical thinking abilities above all else. The school is known for its impeccably high academic standards in an empowering collaborative environment. Milton’s goal is not only to prepare students for college but for life.
Concord Academy - Yearly Tuition: $51,455
Concord Academy was first established in 1922 as a coeducational, independent college preparatory school for grades nine through twelve in Concord, Massachusetts. Concord maintains to be one of the most diverse and accepting schools on our list. With dedicated teachers who strive to help their students in every way possible.
Their rigorous approach to the sciences, arts, and humanities is also steeped with intellectual growth, experimentation, and hands-on learning opportunities. The school believes time outside the classroom is as significant and students have the option to make it fun, constructive, or relaxing. The town of Concord as a location is ideal since many great minds like Louisa May Alcott, Henry David Thoreau, and Nathaniel Hawthorne lived here.
The Lawrenceville School - $51,440 Yearly Tuition
Located in Lawrenceville, New Jersey, the Lawrenceville School is a top-rated private boarding school. The Lawrenceville approach to learning is over 200 years in the making. History and long-standing tradition are evident in the ornate academic buildings and arts facilities. The school is a former member of the G20 Schools group, a member of the Eight Schools Association, and the Ten Schools Admissions Organization.
Lawrenceville also has a robust arts and sports programs. With a student-to-teacher ratio of seven to one, this school also boasts 18 athletics fields, 12 outdoor tennis courts, a nine-hole golf course, all-weather and indoor tracks, a hockey arena, a boathouse, and a mountaineering course.
The Rivers School - $51,400 Yearly Tuition
The Rivers School believes that students can achieve their potential through an innovative and challenging curriculum, taking risks, and feeling valued and nurtured. It has been doing this since 1915 when the school first came into being. Among the school’s many draws is the outstanding faculty. The school campus has a yearly tuition of $51,400.
The campus has more than 12 acres of playing fields that include a 54,000-square-foot multi-sport synthetic turf field, a Waterman Field, and six outdoor tennis courts. The indoor athletic facilities include the Haffenreffer Gymnasium with a full-size basketball court and the 78,000-square-foot MacDowell Athletic Center.
Trinity School - Yearly Tuition $49,795
Trinity School is known as a highly selective private, co-ed day school stationed in New York City and a member of both the Ivy League's Preparatory Schools and the New York Interschool. Established in 1709, Trinity School is the fifth oldest school in the U.S. and the oldest school to have continually run in New York City.
It started as a charity school with a clear purpose – schooling that aimed to connect students to the city’s needs. Being located right in the middle of NYC gives meaning and action to this purpose. There’s no better location to practice global citizenship. Notable alumni comprise the well-known journalist David Faber, tennis players John and Patrick McEnroe, composer Charles Wuorinen and Facebook CFO David Ebersman.
Horace Mann School - Yearly Tuition: $48,600
Horace Mann School was founded in 1887 and ranked as the second-best preparatory School in the country in 2010. The school was maned after Horace Mann, an eminent educationist, lawyer, and member of the House of Representatives in Massachusetts. He believed every person should receive a public education regardless of their background. This vision continues to guide the school. Notable alumni include former U.S. Attorney General Willam Barr, Washington Post writer Marc Fisher, and former New York Governor Elliot Spitzer.
It turns out that Horace Mann School is also a founding member of the Ivy Preparatory School Athletic League. Since way back in 1946, the school's teams have reigned victorious in a whopping 214 league championships and 25 state ones too. The school is always trying to help its students grow both athletically and academically. They want every student to develop a strong sense of purpose.
Middlesex School - Yearly Tuition: $47,810
Middlesex School was founded in Concord, Massachusetts, as a coeducational, non-sectarian, day and boarding independent secondary school. It was established as an all-boys academy in 1901 by a Roxbury Latin School alumnus, named Frederick Winsor, who supervised the school until 1937.
The school prides itself on a close-knit community, evident in its many facilities – a theater, chapel, student center, and sprawling fields where students and faculty mingle, exchange ideas, celebrate life, or just be. Notable alumni include actor Steve Carell, former New Mexico Governor and Presidential candidate Bill Richardson, former U.S. Senator from Massachusetts Henry Cabot Lodge Jr., and Instagram co-founder Kevin Systrom.
The Berkshire School - Yearly Tuition $48,000
The 400-acre campus in the Berkshires has state-of-the-art academic, artistic, and athletic facilities. Out of 304 schools, Berkshire School is listed among the top 20 boarding schools. Berkshire's athletics also competes as one of the highly competitive New England Preparatory Schools. Berkshire offers a well-rounded education with plenty of extracurriculars, community social events, unique traditions such as Pro Vita, and its classroom experience.
Some of the school’s signature programs are in science and humanities research. Additionally, students can also study aviation science or enroll in the Ritt Kellogg Mountain program. The school is committed to creating enterprising minds and has instituted the Sabin Entrepreneurial Prize.
The Cambridge School of Weston - Yearly Tuition: $47,500
Founded back in 1886, The Cambridge School of Weston is a co-ed high school that emphasizes "critical thought with hands-on experiential learning, and deep academic inquiry." The academic year is divided into seven modules of five weeks. A follower of education, many of the progressive scholarly underpinnings still guide the school, such as a focus on experiential learning, community involvement, and a low student-to-teacher ratio.
The school instituted a form of community self-governance in 1939, modeled after the traditional New England town meeting. The school completed building a Green building in 2007 called the Garthwaite Center for Science and Art.
Lawrence Academy - Yearly Tuition $47,400
Lawrence Academy was founded in 1793 in Groton, Massachusetts. This academy lays claim to being the third oldest boarding school in the whole country. Each year, 400 students through grades 9 and 12 enroll for the school’s college preparatory curriculum. With an average class size of 14, Lawrence Academy boasts a student-to-teacher ratio of 5:1.
Individualized attention is the impetus here, as is fostering a culture of compassion and connection. The school offers students unique programs like sailing lessons and Costa Rican ecology excursions. The school also has notable alumni among its graduates, like AOL CEO Tim Armstrong and former first-round NBA draft pick Antoine Wright, and Audrey McNiff, Managing Director at Goldman Sachs.
Convent of the Sacred Heart - Yearly Tuition: $46,524
Founded in 1881, the Convent of the Sacred Heart is New York City's oldest private school for girls – a school committed to nurturing in students a respect for intellectual values, social awareness, personal and active faith, community, and personal growth. The school was initially housed in a Manhattan brownstone on Madison Avenue at East 54th Street.
In the 1940s, the school acquired the Burden mansion next door. On their campus, there are science Labs, gymnasiums, and photography darkroom studios. The Convent of the Sacred Heart offers a range of clubs and activities for its students, including Habitat for Humanity International, Amnesty International, student council, and forensics.
Nightingale-Bamford School - Yearly Tuition: $46,500
As an independent all-female preparatory school, Nightingale-Bamford School was founded in 1920 by Frances Nicolau Nightingale and Maya Stevens Bamford. Nightingale-Bamford School was formerly called Miss Nightingale's School, officially becoming "The Nightingale-Bamford School" in 1929. Today, the school is known for its exceptional liberal arts education that empowers girls for the modern world.
Nightingale champions cross-cultural exposure and an environment where students feel seen, heard, and valued. Since 1920, NBS has graduated over 3,000 alumnae. Located on the Upper East Side of Manhattan, Nightingale-Bamford is also a member of the New York Interschool consortium. Nightingale is a small school with 560 students, approximately 45 pupils per grade level. The student-faculty ratio is 7:1 with an average class size of 10 students.
Commonwealth School - Yearly Tuition: $45,848
Commonwealth School is a private high school with approximately 140 students and 35 faculty members stationed in the Back Bay neighborhood of Boston, Massachusetts. A challenging learning experience in a close-knit community distinguishes the school from others. Student demographics are as diverse as they come. Approximately 56% are students of color representing 42 cities and towns.
As Commonwealth is accredited by the New England Association of Schools and Colleges, students take full advantage of the resources and pursue research, annual independent projects, as well as community service. Commonwealth's educational curriculum is steeped in rigorous analysis, focused concentration, discussion, and inquiry. The school’s track record of students placed in colleges of their choice is 100%.
Hackley School - Yearly Tuition: $45,775
Hackley School is a private preparatory school in Tarrytown, NY, and is a member of the Ivy Preparatory School League. The school was founded just before the turn of the century in 1899 by a wealthy philanthropist, Mrs. Caleb Brewster Hackley. The school became co-educational in the ‘70s and is today a boarding and day school for students from kindergarten through grade 12.
Many additional courses and electives are offered, like Creative Writing, History of Western Theater, Marine Biology, Calculus, Finite Mathematics, Statistics, Organic Chemistry, Ecology, Electronic Publishing, Etymology, Three-Dimensional Sculpture and Design, Studio Art, Architecture and Design, Ceramics, and even Filmmaking. Ideals of friendship, character, intellect, beauty, and light are embedded into the school’s identity and architecture.
Choate Rosemary Hall - Yearly Tuition: $45,710
Choate Rosemary Hall is a top-rated, private boarding and day school in Wallingford, Connecticut. With 867 students, their student-teacher ratio remains at 7 to 1. Tuition is quite pricey at $61,760 for the highest grade offered. Choate is one of the most prestigious and oldest schools in the United States and one of the most advanced.
Choate strives to hold on to its reputation of quality education, excellent faculty, and a tight-knit community. According to the school, the Choate experience interweaves rigorous curriculum with building character, where students and teachers live with and continually learn from each other in ways that matter. Sustainability is built into school life, operations, and curriculum.
Greens Farms Academy - Yearly Tuition: $45,690
Founded in 1925, Greens Farms Academy has graduated thousands of compassionate and enterprising individuals - the school was first established as The Bolton School for girls but has since converted to a co-educational system in 1969, still keeping many of its traditions. With a stunning 44-acre waterfront campus in Westport, CT, Greens Farms Academy has three ecosystems - a salt marsh, Audubon woodlands, and the Long Island Sound - along with distinct architecture.
The school prides itself on maintaining small class sizes - 1 teacher to 15 students on an average. Its academic program builds in student mentoring programs and Signature Programs across all grades in World Perspectives, Human Ecology and Sustainability, and STEM.
Head-Royce School - Yearly Tuition: $45,600
Head-Royce School is a top-rated, private school located in Oakland, California. Founded in 1887 by Anna Head, the forerunner of Head-Royce was the Anna Head School for Girls in Berkeley. It is an independent K-12 school focusing on children’s holistic education. Most students belong to over 30 communities in and around the East Bay area, primarily from Oakland, Berkeley, Orinda, and Almeida.
The School relocated to its current position in 1964; the Anna Head School for Girls merged with the adjacent Royce School in 1979 to form today's Head-Royce School. Tuition costs around $45,600 per year. After graduation, 100% of students from Head-Royce School go on to attend college. Many of them have also made the National Merit Scholarship finals.
National Cathedral School - Yearly Tuition: $45,440
National Cathedral School is a private Episcopal day school for girls located on the Washington National Cathedral grounds in Washington, D.C. NCS is the oldest of the organizations constituting the Protestant Episcopal Cathedral Foundation. A belief in “the power of young women” is what drives the school’s mission.
As a Cathedral school, its proximity to federal Washington provides students with many opportunities to engage with a larger world. The grounds are exceptionally beautiful and some of the buildings have architecture that speaks to the school’s Episcopal roots. With many notable alumnae, NCS proves to be an exceptional choice for those who can afford $45,440 per year.
Riverdale Country School - Yearly Tuition: $45,050
With a sprawling 27.5-acre campus, Riverdale Country School is the largest in New York City. With notable alumni like director Joss Whedon, actor Chevy Chase, U.S. Senator Richard Blumenthal, and actress Sarah Michelle Geller, their tuition doesn't seem that expensive.
The 2018 Private School Rankings ranks Riverdale Country School as the 5th best private high school in all of New York City and the 28th best private high school in the entire country. It is among the most premier Pre-K to Grade 12 independent schools in the city. One of the biggest draws is the school’s extensive range of programs across subjects like the humanities, STEM, and the arts with community and character building at the heart of it all.
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2019-02-28T20:23:01+00:00
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Despite the impeccable reputation of many of the county’s public schools, some parents willingly shell out upwards of $40,000 annually in private-school tuition. Here are their reasons...
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Westchester Magazine
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https://westchestermagazine.com/archive/why-choose-private-school/
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As a child psychologist, Dr. Amy Silverman has spoken with many parents who choose private schools, even though they live in top public-school districts. Silverman and her husband moved to Millwood for the Chappaqua schools, after all. “My husband and I are products of good public schools,” she says, “and we wanted our daughter Alexandra to have the same.”
But when Alexandra didn’t mesh with the local middle school, they reconsidered. “Alexandra is intelligent, but we found that personally and socially she had trouble finding her place there,” says Silverman. They moved her to The Harvey School in Katonah, which has fewer than 400 students, and the entire junior-high class is smaller than many single classrooms. Alexandra is thriving and playing sports, a first for her. Silverman boosted her practice to cover the cost, but it’s been more than worth it: “The personal growth and development that she’s going to get, the person she’s becoming — you can’t put a price on that.”
The Silvermans’ choice to trade public for private is one many parents are making. True, a big reason for moving to Westchester County is its stellar public-school districts — and you get sky-high taxes for the privilege. Given this, why would some parents pay to send their children to private college-prep schools whose annual tuition for two kids roughly equals the cost of a brand-new Tesla Model S?
The answer, according to both parents and school administrators, is that independent schools (a term many prefer to “private,” which to some smacks of elitism) are funded not by taxpayer dollars but by parents’ bank accounts, and they operate with fewer constraints and focus like a laser on getting kids into good colleges.
“The school districts here are extraordinary,” says Chris McColl, director of admissions at Hackley School in Tarrytown. “But the public-school philosophy means, by law, you must be all things to all people. So that means a classroom will have some of the brightest kids in the county and kids who aren’t as strong academically. It’s a lot to ask of a teacher.”
According to Scott Nelson, the longtime headmaster of Rye Country Day School, 20 percent of RCDS’ students come from Greenwich, where the high school has 2,700 students, compared with RCDS’ 400. “We have the advantage of being able to select our students from a large applicant pool,” he says, “so they get more personal attention.”
We asked parents who live in good public-school districts why they send their kids to independent schools instead. And no, these folks aren’t necessarily wealthy. As one mom puts it: “There are those people among us who pay high taxes and private-school tuition. For people who can’t do either, there’s financial aid, if the kids are prepared for the work. And there are the people in the middle, who do a little bit of everything to give their kids the best education they can.”
In fourth grade at Rye Country Day School, students are introduced to band instruments and can begin private lessons on a wind instrument or percussion the following year. Photo courtesy of Rye Country Day School
“…it’s really about what is the best fit for your kid.”
—Sarah Mariani
Sarah and Ray Mariani picked Rye in which to raise their two children, who attended Rye public schools through middle school. “We moved to Rye knowing that the school system was excellent,” says Sarah. Both are attorneys (Sarah is a legislative court judge) and served on the Rye School board for six years. But as their older daughter, Carole, approached high school, she was showing an interest in computer science, and in 2004, “there was no curriculum to match her needs,” says Sarah. For the public high school to create a class for only a few students “isn’t a good use of taxpayer dollars,” she continues. “The structure of publicly funded schools limits what they can do. One size doesn’t fit all, and even though you’re supportive and dedicated and working with the school system, it’s really about what is the best fit for your kid.”
For Carole, the best fit was Rye Country Day School, a sparkling and top-notch campus that resembles a small liberal-arts college. There the Marianis “saw the versatility of the private sector” to respond to student needs and interests. Carole got her computer-science classes and went on to engineering school at Rice University. When it came time to decide where younger daughter Cristina would go, the Marianis sent her to RCDS, so they wouldn’t have to deal with different vacation schedules and school environments. An opera singer, Cristina went on to the prestigious Frost School of Music at the University of Miami, thanks in part to the individual attention she got from the music director at Rye Country Day. “Finding mentors is important,” says Sarah.
“The multilingual and multicultural experience…makes them world citizens.”
—Karen Hinson-Rehn
Westchester’s foreign-language schools fill a specific niche, mostly for expatriate families living here for work reasons. Karen Hinson-Rehn and her family settled in White Plains, when her husband, a German citizen, relocated to New York for a German bank. Their two children, Niklas and Sophia, were born in Germany, so sending them to the German International School of New York (GISNY) in White Plains was a no-brainer, at least for Niklas. “We wanted to make sure that the German language and culture didn’t get lost,” says Hinson-Rehn.
As one might expect of a school representing a country renowned for engineering, the rigorous curriculum emphasizes math and science. Classes are bilingual, starting in first grade. And you don’t have to be German to go there: 20 percent of its kindergartners are from non-German families who like the warm atmosphere, strong academics, and mental flexibility of a bilingual education. In addition to a New York State diploma, graduating seniors earn a German International Abitur, a coveted degree that practically guarantees admission to the best schools here and abroad — plus, lucrative international career opportunities.
After Niklas graduated and went on to NYU, the family moved to Pleasantville. “We knew it had a good high school, and Sophia could walk there. But it was important to her to get the two degrees. She didn’t want to give that up.” Sophia is graduating this year and will attend college in Ohio. Her mom only wants the world for them: “The multilingual and multicultural experience, their ability to adapt, to participate in conversations on topics from every part of the world, from global warming to the Holocaust — this makes them world citizens in every sense of the word.”
“At the big public schools, everything’s available, but it’s not accessible to every kid.”
—Margarita Sawhney
The Masters School’s woodsy 96-acre campus in Dobbs Ferry features a Gilded Age mansion called Estherwood, a souvenir of its origins as a 19th-century girls’ school. This renowned day and boarding school has upgraded its facilities in recent years, including a new fieldhouse, but junior Sebastian Sawhney loves golf. “At the big public schools, everything’s available, but it’s not accessible to every kid,” says his mom, Margarita Sawhney, who is a resident of Larchmont. “I don’t think my son would be playing golf at Mamaroneck High school; it’s too competitive.”
Sebastian started out at Larchmont public schools before switching to independent schools. (Sawhney and her husband also have a daughter at Rye Country Day School.) “The model at Masters was a much better environment for how he learns and who he is as a student,” says Sawhney. That model hinges on the Harkness method, a form of class instruction in which students sit around a large table and discuss their subject rather than being lectured to by a teacher. “The Harkness method allows for very deep analysis and thinking and talking about issues,” she explains. “No one can hide. For my son, who’s highly verbal, it’s a great environment…. They learn how to talk to each other about difficult things. At Masters, they teach them how to talk to each other, even if they don’t agree with each other.”
“At the first parent-teacher conference, the teacher spoke as if she’d raised our daughter Gabby.”
—Nancy Mezzacappa
Nancy Mezzacappa and her husband have a Bronxville address in the town of Eastchester, with Tuckahoe schools. The first time they visited Hackley School, in 2000, “what I saw blew us away in every way,” she says. “The curriculum, the class size, how involved the parents were. At the first parent-teacher conference, the teacher spoke as if she’d raised our daughter Gabby. She knew what she was about.”
Almost two decades later, both her children are “lifers” at Hackley, meaning they attended from kindergarten through graduation. In sixth grade, after a teacher introduced her to Chinese, Gabby started studying Mandarin and later spent two weeks in Shanghai; she majored in business and minored in Chinese at Notre Dame. Son Michael graduates this year and plans to follow his sister to Notre Dame, double-majoring in Chinese and business. “The faculty exposes them to so many amazing things,” says Mezzacappa. And because many teachers live on campus, they aren’t out the door at 3 p.m. but can linger to assist kids after school. To help pay the mid-five-figure tuition, the Mezzacappas, both lawyers, stayed in their little starter home rather than trade up to a bigger house, but “there’s not one moment we regretted the decision.”
“There’s nothing like a mom knowing her child is in a place that understands who he is.”
—Melanie Sindaco
Soundview Preparatory school in Yorktown Heights has only 60 students, in grades 6 through 12. It’s headquartered in a 19th-century mansion on a bucolic 13-acre campus that includes a pond with a resident heron. Soundview is a safe place for students who might not fit in at other schools, who think and learn differently, and who may have been bullied as a result.
“Soundview is for intellectually curious children who might be slightly quirky, who want academic challenge and rigor, but may need it at a slightly different pace,” says Yonkers resident Linda Holden Bryant, whose son Ian attends Soundview. Her other son goes to Hackley. “I love the schools in very different ways because my kids are different people. As parents, you can’t fall into the trap of every school fits all, because it doesn’t.”
“You can get lost in the independent school system, especially if you’re the shy kid who’s not extremely outgoing,” says Bryant’s friend Candace Evans, who also lives in the Park Hill section of Yonkers. Her son Josh wasn’t thriving at another boys’ school outside Westchester, but at Soundview, “he’s done a 180. He used to have stomach aches at his other school. He hasn’t had a stomach issue since he started here.”
Soundview’s nurturing environment starts with no admissions test. The average class size is seven students. An innovative Flexible Support Center, run by a licensed psychotherapist and learning specialist, helps with study habits, organizational skills, and homework. There are no tryouts for sports, so everyone gets in the game. There are AP courses and electives, like marine biology and forensics, and many students go on to top colleges. Its music program is run by professional musicians, including Lady Gaga’s jazz pianist, in a vintage chapel converted to a music conservatory and recording studio.
“There’s nothing like a mom knowing her child is in a place that understands who he is,” says Melanie Sindaco. She and her husband moved to Yorktown Heights knowing it had a great school district, but her son Justin, who has learning disabilities and “social quirks,” couldn’t learn there. Soundview’s $45,000 tuition for the upper school is worth every penny, she says: “Academically, Justin is doing stuff I didn’t know he was capable of doing. I’m ecstatic.”
“I thought it was important for them to go somewhere where their faith is encouraged, not suppressed.”
—Regina Cregin
At Archbishop Stepinac High School in White Plains, an all-boys’ Catholic school opened in 1948, the scent of incense from the school chapel drifts down the hallway. Inside the classrooms, boys in shirts and ties under dark-blue Stepinac quarter-zips sit at laptops under dimmed lights, so they can see the screens. This combination of faith and future were the reason Yonkers resident Regina Cregin sent her sons here, even though Yonkers High School scores high in statewide rankings.
“I thought it was important for them to go somewhere where their faith is encouraged, not suppressed,” says the pharmacist, who grew up in local Catholic schools. “It’s like Stepinac brings the best from the past while going into the future.”
Named for a Croatian priest who defied the Nazis, Stepinac is known for its powerhouse sports and drama programs, but in 2013 it became the first school in the country to adopt all digital textbooks. Its forward-thinking Honors Academy allows freshmen to take courses in four areas — law, finance, health sciences, and engineering — to fast-track their college careers. Cregin credits older son Dennis’ participation in the Honors Academy for his acceptance as a freshman into the nursing program at Binghamton University, a rare achievement. At $12,500 a year, “Stepinac’s not cheap, but I can’t think of anything that is more worth it,” says Cregin. I’m like every other parent: I want the best for my family.”
“Ursuline built that into me, that I wanted to be something more.”
—Julia Durkin
Adora Fou’s middle daughter, Madeleine, wanted to attend The Ursuline School, an all-girls’ Catholic prep school in New Rochelle, for a specific reason: She loves the mythology-infused Percy Jackson books and wanted to study Greek. Harrison, where they live, has excellent public schools, but ancient languages are not on the curriculum (though Mandarin is). That request was just the start, says Madeleine’s mom: “She’s done the Model UN; she’s doing a film in film club, and she’s excelling in Greek.”
The spirit of St. Angela Merici, who founded the Ursuline order of nuns devoted to teaching, lives on at The Ursuline School. “The Ursulines have always been in the forefront of encouraging girls to try new things,” says school president Eileen Davidson. “Our students are encouraged to be bold, to be fearless, to live a purposeful life.”
At Ursuline, trying new things includes everything from coding to robotics to computer science. Many of its graduates have gone on to engineering schools. The school’s growth philosophy encourages girls to try new things without fear of failure. “Girls can be very hard on themselves,” says Francesca LaGumina, the school’s World Languages chair, who sent all four of her daughters to Ursuline. “The Growth Mindset says it’s okay to make mistakes, something boys have already mastered.” LaGumina believes the single-sex approach means “every decision and every program is designed based on the needs of young women.”
Before going to Ursuline, senior Julia Durkin, a tennis player, “never dreamed of being the president of the school or taking computer science. As a woman, coding is so empowering. I might minor in it in college. Ursuline built that into me, that I wanted to be something more.”
Our Private Schools: By the Numbers:
Numbers listed represent the most recent data available. Note: “N/A” means “not applicable” or “not available.” (1) All information from schools themselves or greatschools.org; (2) Combined 4- and 2-year percentages.
*Hackley: Some AP courses offered.
*Montfort Academy: one guidance counselor on staff.
*John F. Kennedy: represents placement in 2-year college or armed services.
*School of the Holy Child: Every student has a faculty advisor.
*Solomon Schechter: Some students take AP exams.
Frequent contributor Dana White is a product of public schools, save for the time her mom sent her to Catholic school for a semester in 1970. She lives on the 50-yard line of the Ossining High School football field.
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Biography
It was built on land donated by Julius Hackley, and was thought to be more than a hundred years old in 1958. It was originally closer to the road, but moved in 1903. In September 1904, the board voted to purchase and install a school bell. Hackley School was no longer listed in the Kalamazoo County school directories after 1956. Students may have transferred to the new Alamo Valley School, or Hackley may have been absorbed into the Otsego School District, to which it would have been annexed about that time. In 1968 it was being used for a rooming house, but appeared to be a private home in a 1981 photograph.
Although it is not reflected in the records we have available, the school apparently maintained a small library. In 1880 the school board for Williams School voted to exchange libraries with Hackley School, an inexpensive way to provide new resources for both districts.
For images of the school, see the Kalamazoo Public Library webpage.
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Walter C. Johnson Center for Health and Wellness at Hackley School
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Woodland wellness center
Hackley School
Image
The Hackley School’s new Walter C. Johnson Center for Health and Wellness is a multifaceted facility that includes venues for swimming, basketball, squash, fitness, nutrition, and education. This LEED Gold complex features biophilic and sustainable design features that fit gracefully with its natural woodland surroundings, including electrochromic glass, solar arrays, and a stormwater drainage system with cascading waterfalls.
Presentation Mode
Project
Walter C. Johnson Center for Health and Wellness at Hackley School
Location
Tarrytown, NY
Size
115,000 SF
Awards
2021 Athletic Business, Facility of Merit Award
2018 Engineering News Record, New York Region, Regional Best Projects, K-12 Education
LEED Gold
Woodland wellness center
Hackley School
Image
Project
Walter C. Johnson Center for Health and Wellness at Hackley School
Location
Tarrytown, NY
Size
115,000 SF
Awards
2021 Athletic Business, Facility of Merit Award
2018 Engineering News Record, New York Region, Regional Best Projects, K-12 Education
LEED Gold
The Hackley School’s new Walter C. Johnson Center for Health and Wellness is a multifaceted facility that includes venues for swimming, basketball, squash, fitness, nutrition, and education. This LEED Gold complex features biophilic and sustainable design features that fit gracefully with its natural woodland surroundings, including electrochromic glass, solar arrays, and a stormwater drainage system with cascading waterfalls.
Presentation Mode
The designs fit so well within the scope of our campus—linking contemporary and traditional buildings in a way that makes sense.
Mike Wirtz, Head of School, Hackley School
Image
Image
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View of the northwest entry at dusk, surrounded by the natural rock outcropping and dense plantings in the north courtyard.
Multiple wooden benches along the drop-off / pick-up parking area increase student access and function.
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The mezzanine level features a four-lane indoor track to allow for recreational jogging and team practices.
The track moves in and out of the large gymnasium, crossing between two basketball court areas via a large truss “bridge” through the space.
A movable curtain hangs from below the bridge to separate the space when needed for physical education classes.
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The site’s natural topography enabled us to minimize the height of the complex, stacking the pool and supporting locker spaces at the lower east side of the site.
The shifted volumes also allow for natural daylight and views from all spaces, including varied views along the recreational jogging track.
Photography: Robert Benson Photography, Robert Umenhofer Photography, Tim Lee Photography
Woodland wellness center / Hackley School
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The College Process: A Choice of Mindset
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2018-04-03T14:01:01.550000+00:00
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When I arrived on campus in July 1997, things were a little bit different than they are today. Bill Clinton was in the first year of his second term in office, and our Headmaster of 21 years, Walter…
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By Peter Latson, Hackley School Director of College Counseling
When I arrived on campus in July 1997, things were a little bit different than they are today. Bill Clinton was in the first year of his second term in office, and our Headmaster of 21 years, Walter Johnson, was starting his third year at Hackley. Legendary teachers whose collective tenure exceeded 160 years, Misters McNaughton, Pickert, Schneller and McAuliffe, were still teachers, not “gargoyles.” Our current Head of School, Mr. Wirtz, had just graduated from Ohio University, and Upper School Director, Mr. King, was going into his senior year at Colgate. The campus was only one-third of its current acreage, the current Lower School, Middle School, science buildings, and, of course, the new Johnson Center hadn’t been built yet; and Goodhue Hall, entirely renovated after the 2008 fire, would have been recognizable to today’s students only from the outside. Cell phones — much less smart phones — were still relatively rare back then (I took the mobile satellite phone-in-a-box on the freshman trip that year), and only a few administrators had computers at school.
The college admissions process was also different in some respects. The Common Application was a mere form that students filled out by hand or on the typewriter and mailed into colleges. College websites were still in their infancy. While college application numbers were already on the rise, they were paltry compared to today. Applicant pools were still changing from regional to national in scope and had relatively few international applicants. (And virtually no one from China could afford American colleges back then.) Wake Forest University, now among our most popular colleges, had yet to be “discovered” by the Northeast (Hackley only sent two applications to the university from 1998 to 2002). In fact, even Northeastern University had yet to be “discovered” by most of the Northeast back then! Engineering, perhaps our most popular intended major now, was a relative rarity.
In our office, a lot has changed as well. Our counseling staff has doubled, and the frequency of our student meetings and parent programs has increased significantly. We now teach our Introduction to College class to all juniors, and they all complete a mock admissions interview with their counselor before the end of junior year. We have developed a method to display detailed college admissions data in an easily digestible format, and we have made a version of that data available to grades 10–12 online. We have made a range of college counseling information available to students and parents on HOL, and we even have a Facebook presence.
Nevertheless, one thing would seem very much the same if one were to time-travel back to 1997: the values we espouse in the college counseling process. While the vast majority of Hackley students attend colleges considered among the most selective in the nation, neither admissions selectivity (for its own sake) nor the college brand name are among our primary goals in the college process. Instead, Hackley’s college counselors focus on what most in the business call the college “fit” — finding college matches for Hackley students’ goals, preferences, and aspirations. We dedicate our efforts to helping students find colleges where they will flourish, academically and personally, and which represent a range of admissions selectivity among hundreds of excellent colleges nationwide.
During my first year, it became apparent to me that many Hackley students (and their parents) considered a wonderful opportunity — picking colleges — to be a source of stress. It seemed to me like a glass-97%-full or glass-3%-empty sort of thing; Hackley students had all these amazing collegiate opportunities, as well as the preparation to take advantage of them, yet some chose to focus instead on the fact that a very small percentage of those colleges might not accept them. Why would someone choose to see the glass as 3% empty? I came up with the idea for a cartoon that would represent the fact that students (and parents) had the power to choose the attitude they brought to the college search and application process. Fortunately, my talented wife could draw it up for me in nothing flat:
Of course, once I posted this cartoon here and there, around the school and in our handouts, student and parent stress completely dried up and blew away. Every student was happy with every college decision, and I retired and moved to Aruba. Well… not quite. We do hope the illustration helped drive home the point for at least one or two students and parents, and I still keep a copy posted on my office door. But while our values in the admissions process have not changed since then, we are always looking for new and useful ways to frame them for students, parents, and colleagues.
This past February, the morning after Super Bowl LII, while our students were “nestled all snug in their beds” (presumably with visions of Buffalo wings dancing in their heads), I had the pleasure of attending one of our regular Professional Development Day programs. While I confess that I may have sauntered into the PAC more envious of our students than eager about getting developed, I did in fact leave the meeting quite positive. So what was it that buoyed my spirits during a three-hour lecture in our former, former gymnasium? You guessed it. I was presented with yet another way to frame a healthy perspective on the process that I’ve been trying to help students and parents navigate for more than three decades. This time, in lieu of “attitude,” our focus was “mindset.”
Our presenter, Andrew Watson, President of Translate the Brain (www.TranslateTheBrain.com), outlined decades of research for us in an amazingly clear and digestible presentation. For me, the most important part of his talk focused on what are called “mindsets.” In particular, he spoke about the difference between a “fixed mindset” and a “growth mindset.”
The fixed mindset individual sees intelligence as something one is born with — something that can’t change. He sees his performance in school as a reflection of this intelligence and an opportunity to demonstrate this intelligence. When faced with difficulty, his habit is to retreat, so as not to demonstrate any lack of ability. He considers failure to be a result of factors beyond his control: his lack of a certain innate ability or outside factors conspiring against him. Success, on the other hand, is a validation of his intelligence and ability.
Conversely, the growth mindset individual sees intelligence as malleable, believing that effective work changes one’s intelligence. She sees her performance in school as a reflection of her effort and an opportunity for growth. When faced with difficulty, her habit is to increase her effort to overcome the challenge and continue to grow. She considers failure a temporary condition and expects that persistence will enable her to succeed. Success is the result of perseverance and a validation of effort.
I imagine it is clear to the reader that a growth mindset seems preferable as a character trait for both practical and personal reasons. The advantages of a growth mindset are obvious to educators, who have done a good deal of related research. One finding has to do with praising children; it turns out that praising students for effort (the growth mindset), rather than praising them for ability (the fixed mindset), has tangible benefits for subsequent performance by increasing perseverance.
For me, from a college counseling perspective, the advantages of the growth mindset are also very clear. In our office, we talk about finding colleges that “fit” our students — colleges that offer wonderful opportunities for students to grow, to learn, to broaden their horizons, to reach out and explore new disciplines, to boldly go… oops, sorry. (I got carried away there.) But hyperbole aside, we have always focused on “college fit” — college as opportunity. Contrary to our outlook, the fixed mindset focuses on college as affirmation of one’s intelligence, and thus focuses on college brand. The fixed mindset sees college brand as the primary goal.
From our growth mindset perspective, the college one chooses is about creating one’s future opportunities, not demonstrating one’s eighteen-year old ability. It’s about one’s future, not one’s past. This is not an original thought in education. The title “commencement” — in essence, beginning one’s future — is applied to all graduation ceremonies I’ve ever heard of. In fact, our most important rites all signal beginnings: baptisms, Bar/Bat Mitzvahs, confirmations, commencements, weddings, and even funerals (for those who believe in an afterlife). It would be ridiculous–if it wasn’t so terribly sad–to imagine an eighteen-year-old more obsessed by his or her past than excited by his or her future.
Hackley students are very lucky. Their very presence at Hackley indicates that their families strongly support their education, and they have more numerous and better college options than any previous generation. They have an enormous amount of support in the process, not only from us in the College Counseling Office, but also from their teachers, parents, deans, coaches, and everyone they know on the Hilltop. Support and guidance are never more than a short walk, phone call, or e-mail away.
Nineteen out of twenty Hackley graduates head off to college truly happy with their college choice. They often come back to the Hilltop eager to share their college stories, and they report how well Hackley prepared them for the challenges they encountered.
As college counselors, we could not ask for a better school environment in which to counsel students. The faculty and administration overtly support our message and philosophy, and with a little bit of guidance, the students almost invariably support one another to an extent that reflects our school values of being a good friend and helping one another. In this way, we are again fortunate: Hackley exerts a very positive extrinsic force on an intrinsically challenging process. Tales from colleagues at other schools constantly reinforce our sense of privilege in this regard; Hackley is indeed a special place.
Notwithstanding all of this good news, Hackley students are not immune to some of the extrinsic pressures surrounding the college process. The most obvious of these is the set of brand name labels they feel the broader community is using to judge them, especially in a place like Westchester County. One could discount this as a “first-world” problem (which it is), but calling it such doesn’t make it less real to an adolescent. If one focuses on brand names, which are generally related to college selectivity, one creates a win-lose scenario for the student: if he gets into the more selective colleges on his list, he wins; if he only gets into the less selective colleges on his list, he loses. If you take it to the extreme, students should never be happy attending a college that would actually admit them — the Groucho Marx theory of college admission. In that scenario, only those who get into Stanford should ever be happy with the outcome.
If such a state of mind seems sad and absurd to you, good! You have reason to take heart! Once realizing this absurdity, you can choose to opt out of it, and if you’re a parent, you have the power to save your children from such a fate, since whether or not you realize it, your kids will take your emotional lead in this process 95% of the time.
For our part, we will continue to encourage both students and parents to adopt a positive, healthy approach to the college process. Whether we call this choosing “fit over brand name,” “a blessed, not stressed attitude,” or the adoption of a “growth mindset,” the choice is still the same. The list of hyper-selective schools has grown over the generations, but the options one faces about how to approach the process are still the same.
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Virtual Insights: Lessons Learned from the K
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Introduction The coronavirus pandemic of 2020 brought the biggest disruption to K-12 public schools in this century. It thrust teachers, parents, and administrators into a chaotic process of finding ways to ensure that children received a quality education while simultaneously protecting the health of everyone involved. In many cases, the advances of digital learning in education over the preceding decade doubled in the months or even weeks following the beginning of the pandemic. However, … Continued
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Utah Foundation
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https://www.utahfoundation.org
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Introduction
The coronavirus pandemic of 2020 brought the biggest disruption to K-12 public schools in this century. It thrust teachers, parents, and administrators into a chaotic process of finding ways to ensure that children received a quality education while simultaneously protecting the health of everyone involved. In many cases, the advances of digital learning in education over the preceding decade doubled in the months or even weeks following the beginning of the pandemic.
However, the rapid adoption of digital learning resulted in a rollout that was haphazard and chaotic. Most studies exploring this topic conclude that the remote learning measures embraced during the pandemic were not as effective as standard classroom practices. Nonetheless, this does not mean that digital learning should simply be abandoned. Under more controlled and narrowly implemented circumstances, online schools have shown that carefully prepared and planned digital learning can be as effective as classroom learning. Further, digital learning is not restricted to remote learning – it can be successfully utilized in the classroom as well.
This report explores the pandemic era implementation of digital learning, highlights many of the problems identified during the process, and identifies potential benefits of digital learning going forward. It presents a broad survey of issues to help those outside the educational system understand the effects of the pandemic. The report offers policy options which are informed by pandemic era insights.
Digital Learning Defined
There are numerous styles of digital learning, many of which overlap while some can be employed simultaneously. This report primarily references remote learning, synchronous learning, asynchronous learning, hybrid or blended learning, and digital learning in the classroom.
Remote Learning
At its simplest, remote or distance learning is when schools conduct learning experiences outside the physical confines of a school. This can include digital learning. Some schools provided remote learning opportunities during the coronavirus pandemic period but did so primarily by providing paper packets for students to complete. That said, during the pandemic most institutions engaging in remote learning offered some digital elements to their instruction.
Synchronous Learning
In this method, lessons are undertaken at a specific time and usually allow for real-time student-teacher and student-student interaction. A common example of synchronous learning during the pandemic took place as teachers continued to hold their standard classes at regular or set time periods via Zoom, Teams, or another similar video call applications.
Asynchronous Learning
In this method, lessons are recorded so that students can participate in them or other assignments whenever they prefer. Asynchronous learning provides higher flexibility as to when lessons take place and as to how long lessons and assignments might take to complete. A common example is a lesson or lecture recorded and posted on Canvas or YouTube for students to watch whenever doing so might be most convenient. Depending on the style of the class, asynchronous learning may continue to have periodic deadlines at which the assigned work must be completed or may allow students complete the entire course at their own pace.
Hybrid or Blended Learning
There are several ways to combine remote and in-class learning. The definitions for hybrid and blended learning are not universal. Often, different people or groups will use these terms interchangeably. One definition of a hybrid approach might have some classes taught exclusively online – either synchronously or asynchronously – while other classes are taught exclusively in person. A blended approach might require in-class learning, but have elements of the course that are online, such as discussion boards and supplemental teaching. Another blended approach provides flexibility for students by allowing them to learn online in lieu of being on the school campus every day. During the pandemic, some schools allowed courses to be held in person for vaccinated and healthy students but simultaneously online for students who had not been vaccinated, for those students who had been vaccinated but had been exposed or had fallen ill with COVID-19, or those who had health concerns regarding in-person classes.
Digital Learning in the Classroom
Just as not all remote learning is digital learning, not all digital learning needs to be remote. Efforts to embed digital learning components in the classroom have existed long before the coronavirus pandemic encouraged remote learning. Teachers often employ digital devices to bring unique experiences into the classroom. At its simplest, this may amount to playing a video of Bill Nye the Science Guy in class while allowing students to digitally participate in unique experiments which involve tools not immediately available to schools. More advanced techniques could involve gamified lessons which encourage higher levels of student interactivity and engagement. Still other methods might take advantage of lessons or quizzes that are adaptive in nature and move forward only once students have mastered concepts. These methods might provide several different paths to allow student mastery of the concept in question.
Digital Learning In Utah
Utah offered digital learning opportunities well before the pandemic. The Statewide Online Education Program allows Utah students to earn middle school and high school credit through publicly funded online courses. The state had more than 6,000 students in the program before the pandemic – which increased to 24,036 students by the fall of 2022. While some of these programs are associated with a traditional school district, they often serve students all over the state. There are six participating providers to this program:
Juab School District hosts the Arizona State University Prep online high school.
Canyons Online was built to primarily serve students in the Canyons School District.
Washington County School District hosts the Utah Online School.
Leadership Academy of Utah, Mountain Heights Academy, and Utah Virtual Academy are online charter schools.
A 2016 bill created a grant for Utah’s Digital Teaching and Learning Program, an initiative that began in 2012. This grant helped schools invest $65 million in digital learning over the four years immediately preceding the pandemic. In the 2018-19 school year, 619 of about 950 schools had already elected to participate in the program. By the spring of 2020, that number had increased to 730. Participating schools were spread across all of Utah’s school districts.
Some claim that the program successfully put Utah ahead of the curve when the pandemic began. In fact, survey responses from 2020 showed that over 91% of all Utah district and school-level administrators believed that the Digital Teaching and Learning Program played either a significant or very significant role in Utah educational system’s “preparation for the online learning required by the school closures due to COVID-19.” Similarly, three-quarters of teachers involved in the Digital Teaching and Learning Program reported that they were prepared or fully prepared in terms of “access to the learning applications necessary to continue teaching students during the pandemic.” Nearly two-thirds of teachers reported that they were prepared or fully prepared for the use of “videoconferencing applications that enabled teachers to connect with students at home.” Finally, two-thirds of teachers reported they were prepared or fully prepared in terms of the “general professional knowledge and competencies that enables them to be successful with online learning during Covid related closures.” In contrast, a 2020 national survey of teachers revealed that 57% did not feel prepared to facilitate remote learning.
The survey of Utah schools reported that the two of the three biggest challenges to successful implementation of digital learning strategies were “the lack of work time for teachers to design valuable digital experiences for students” and “the steep learning curve for teachers regarding digital learning.” Further, teachers noted that the insufficient “time to train all faculty on schoolwide applications and platforms” was the fourth biggest challenge.
How Teaching changed during the pandemic
A national survey of teachers and principals reported that in the 2020 school year, 77% of public schools reported changing classes to a remote learning format with online resources while 41% reported changing to a remote learning format with paper materials. Some schools did both. Primary school levels were much more likely to report relying upon paper materials – 47% compared to 30% of middle and high schools.
When teachers were asked about their interactions with students, 13% of teachers reported no real-time interactions with students during the height of the pandemic. The remaining 87% reached out in at least one of these ways:
Real-time classes through a video or audio call.
Scheduled group sessions through a video or audio call.
Scheduled office hours through a video or audio call.
While 87% of teachers had some real-time interactions with their students, there was limited participation from students. Only 32% of teachers reported interacting with more than 75% of their students and only 50% of teachers reported interacting with more than half of their students. Real-time interaction was more prevalent among primary level schools with 37% of primary level teachers reporting real-time interactions with at least 75% of their students compared to about 27% of middle and high school teachers.
When principals were asked whether they had the support and resources needed during the coronavirus pandemic, 74% agreed. When teachers were asked, only 61% agreed.
During the pandemic, the share of digital devices available to students increased substantially. Before the pandemic, 23% of principals reported that their school had devices that the students were allowed to take home. Another 26% allowed devices to be used in school only. During the pandemic, 45% of principals reported their schools provided digital devices to all students to take home and another 39% of schools distributed digital devices to students who did not have access to one at home. Only 16% of principals reported that their schools did not distribute any digital devices for students to take home.
Principals also reported increased efforts to make sure students had access to the internet. About 45% of principals reported working with internet providers to increase access. In addition, 61% of principals reported sending hotspots or similar devices home with students and 37% of principals reported offering internet access, such as availability in school parking lots or via school buses distributed throughout the community. Only 11% of principals reported not taking additional steps to increase access for their students.
Learning Outcomes changed during the pandemic
Numerous sources address the negative impact that the pandemic had upon learning outcomes. One study of 5.5 million students in grades three through eight over the 2020-21 academic year found that, while students improved their learning over the academic year, they improved less than they had when compared to a standard year (2018-19). Students’ improvement in math and reading was far lower than would have been expected. A greater proportion of the shortfall in improvement occurred over the latter half of the year highlighting the increasing stress of the pandemic over time.
Several studies also highlighted how digital learning more negatively affected lower income students, students of color, rural students, and tribal communities. Other studies suggested that the problem was not that remote learning is itself more likely to lead to poorer outcomes, but that the support structure available to vulnerable individuals was also disrupted: academic engagement and achievement, strong relationships with caring adults, and supportive home environments.
As noted, Utahns’ access to digital learning resources increased during the pandemic. Both access to the internet and the availability of devices improved, yet there were still racial, educational, and income divides.
Initially during the pandemic, students in Utah households with a white head of household were more likely to move to a remote learning format. By December of 2021, that trend had somewhat reversed. From April to December, the share of children in high-income households participating in remote learning decreased while the share of children in low-income households participating in remote learning increased.
Students also found their college admission plans impacted by the pandemic. The national share of seniors taking the SAT in 2021 was 70% of the number of seniors taking the SAT in each of the previous two years. The share of Utah high school graduates taking the ACT in 2021 was 86% of previous years.
That said, students did not necessarily view the pandemic school year as a waste. This is illustrated by the results of a 2021 Utah State Board of Education survey of more than 150,000 Utah students between third and tenth grade. As part of the 2021 annual end-of-year testing, 38% of these students reported that they felt they learned about the same amount when compared to a normal school year. About 28% reported that they felt like they had learned more and 35% reported they felt like they had learned less. Interestingly, students who attended in person classes three times or fewer per week were 10% more likely to report they had learned more rather than less compared to students who attended four times per week. They were also 18% more likely to report they had learned more rather than less compared to students who attended five times per week in person. Urban students were 8% more likely to report they had learned more rather than less compared to rural students. Students in standard school districts were 19% more likely to report that they had learned more rather than less compared to students in charter school districts. Each of these results might inform policy as it pertains to digital learning in general – outside an emergency context.
The Pinch Points of Pandemic Propagated Digital Learning
Emergency measures meant schools had to quickly deploy digital learning methods with which teachers and administrators often had little experience. As a result, there were common problems and concerns regarding the implementation. Schools attempted to address these problems in different and sometimes ad hoc ways. This section reviews a list of the most substantial issues and how schools reportedly addressed them. The issues detailed in this report are related to digital access, student and parental engagement, teaching and teacher issues, a loss of student support structures, and digital privacy.
The Pinch Points of Pandemic Propagated Digital Learning
Access Issues
Access to Robust Internet Connections.
Access to Digital Devices.
How Remote Learning Can Increase Access.
Flexibility Increases Access.
Engagement Issues
Student Engagement.
Parent Engagement.
Engagement via Digital Resources Rather than Digitized Resources.
Engagement Through Personalized Learning.
Interactivity.
Teaching Issues
Cheating.
Disruptions.
Teachers’ Issues
Technical Challenges.
Burnout.
Loss of Support Structures
School Lunches.
Health Screenings.
Mental Health Services.
Academic Counseling.
Digital Privacy Risks
Access Issues
Without a doubt, the most common problem for students and teachers during the pandemic was one of access. This problem came in two forms. Students were often lacking access to a robust internet connection and/or lacking access to a digital device.
Access to Robust Internet Connections. The “digital divide” has been a topic of discussion in policy circles long before the coronavirus brought the issue to the fore. Not surprisingly, it is therefore a common theme in pandemic related research that COVID-19 did not truly cause problems in our society or economy or educational system, but merely exposed problems via their magnification. Often, even households that had access to the internet found their current service levels insufficient when trying to meet the needs of multiple children learning remotely.
Districts addressed this challenge in a number of different ways. Murray School District, for example, created a cellular network that covered their service area. Not all districts are quite so compact however, so many offered cellular hotspots to households. Other options included having Wi-Fi available in school parking lots, buses providing Wi-Fi parked in neighborhoods, and partnering with internet service providers to make reduced price or free services available to students. Other school district officials interviewed by Utah Foundation found that fewer than the expected number of families took advantage of the additional access resources. While the reason why was not clear, their concern was that some of the individuals and families that needed these additional resources the most were the least able to take full advantage because of a lack of familiarity with the technology or an expressed preference for paper packets over digital education.
Access to Digital Devices. Broadly speaking, access to digital devices followed a similar trend. While digital devices have become increasingly common, not all devices allow for full engagement with remote learning. While a phone may be suitable for some needs, it may be insufficient or add difficulties for the completion of some assignments.
Further, while families often had one or more digital devices in their home, sometimes they did not have enough for all students in their home to use a digital device simultaneously.
Although districts offered many different approaches to resolve internet access issues, the way schools addressed the device issue was more a matter of degree. When funds allowed, school districts issued devices to each student. There were also many cases in which a corporate donor or non-profit organization would help in securing digital devices. When funds or partners were insufficient to secure a device for all students, students without devices in the home were prioritized. As noted, some schools and districts did not offer any additional devices.
Access was a particularly significant obstacle for many rural communities across the nation which typically have less infrastructure supporting quality internet connections. Roughly 15% of Utah’s students live in rural communities. The Utah Education and Telehealth Network has been working hard to extend high quality internet connections to rural communities, but their focus is primarily upon schools and health care providers. Unfortunately, these high-quality internet services do not always extend to the homes of students – who can live more than 50 miles away from Utah Education and Telehealth Network hubs. Correlating with lower levels of connectivity, rural communities are also less likely to have devices readily available.
How Remote Learning Can Increase Access. While school districts were faced with the immediate tasks of increasing internet and device access under a strict deadline, there is an inherent promise in digital learning to increase access. While there is currently a divide in internet and device accessibility across rural and urban areas, creating more avenues for digital learning can help open rural parts of the state to more educational opportunities. Rural communities often have difficulties hiring teachers, finding teachers with certain specialties, and finding teachers who are able to teach multiple subjects. Remote education therefore has the potential to ease many of those challenges if what was learned during the pandemic can become the basis for future policy.
Giant strides were made during the pandemic to increase accessibility for those who needed it most. Previous efforts by the Utah Education and Telehealth Network helped aid that process. Continuing to develop rural telecommunications can help students not just participate more completely in online learning, but also encourage all the other benefits of having the wealth of information and resources more readily accessible to aid their educational development.
Flexibility Increases Access. In some circumstances, the flexibility allowed by digital and remote learning can increase access to educational resources. Hybrid or remote learning programs allow students to receive an education regardless of their physical location. Asynchronous methods allow students to receive an education regardless of the time of day.
In Utah Foundation interviews with online schools, administrators reported that many students had other commitments such as competing in sports at a professional level. The flexibility offered by remote asynchronous learning allows them to both train and attend school.
Remote learning also allows flexibility in coursework scheduling. Students who have fallen behind in courses can more easily recover through asynchronous online classes. Some digital learning courses also allow students to focus upon courses sequentially rather than concurrently which may also benefit some students.
Engagement Issues
There are several forms of engagement in education. Students can engage with the content being taught, with the teacher, and with other students. In addition, this section also addresses the heightened need for parental engagement during remote learning.
Student Engagement. In Utah Foundation interviews with school professionals, the second most common problem with remote learning programs was engagement. When students are present and in the classroom, teachers can quickly assess who is paying attention and on task and who might need some extra consideration. This can be more difficult in online formats. Even getting people to show up to remote classes was more difficult. One major Utah school district reported 85-90% attendance during in-person classes but only 50-60% attendance for synchronous classes during remote-learning periods.
A lack of student attendance is not the only form of disengagement. In virtual classes through tools like Zoom and Teams, many students would turn off their cameras. Sometimes this would be necessary because of internet connection issues, but it made it more difficult to understand who was participating. Even if the camera was on and the student appeared attentive, teachers were often not able to accurately assess whether students were paying attention to the class and not actually engaging in some other tasks on the computer such as using social media, watching movies, checking their email, or browsing the web.
However, sub-standard student engagement with the educational content, engagement with their peers, and engagement with their teachers and parents are not novel problems; researchers have been discussing the difference in engagement levels for decades.
Parent Engagement. In many ways, remote learning puts a more substantial burden of student engagement upon parents. Depending upon the age and temperament of students, parents may have to be substantially more involved in their students’ interactions. This was very evident during the pandemic. Schools and teachers applied numerous techniques to try to help keep parents especially engaged during this time, most often involving communication methods. This included regular announcements, frequent and immediate email responses, using various communication tools, building relationships through feedback, and providing a concise homework or curriculum schedule. Schools also offered tech support to parents and sought feedback from parents through surveys. Of course, even these valuable and productive methods of engaging parents to some degree represented a heavy burden placed upon them.
Engagement via Digital Resources Rather than Digitized Resources. There is a difference between digitized resources and digital resources. A textbook provides a perfect example. A digitized textbook would merely be a PDF copy of the physical textbook. A digital textbook would have the same resources as the print version – text, images and illustrations – but also much more. A digital textbook could also present the information in additional formats such as videos and podcasts, animated images, or interactive graphs. It could also present additional resources such as a learning platform, educational software providing games or exercises, or even augmented reality. The additional methods of conveying information and capacity for digital interactivity have the promise of encouraging better engagement between students and their content.
Engagement Through Personalized Learning. A 2019 survey of teachers found that nearly half were optimistic about the personalized learning available through digital learning. In classes, teachers often teach to the average student. This can leave students who have trouble keeping up left behind and disengaged. Conversely, some students grasp concepts quickly and are ready to move forward, but the slow pace bores them. Therefore, they become disengaged. Personalized digital learning that teaches concepts at a pace the student prefers and checks for comprehension before moving on holds a great deal of potential for both student engagement and improved learning outcomes.
Interactivity. Interactivity can be defined as engagement between teachers and students and engagement among the students themselves. Informal peer learning is a regular part of the classroom experience. Whether it is one student finishing their assignment and helping another or catching up on a lecture after momentary distraction, peer interactivity can be quite beneficial for learning. (Disruptive peers, of course, can cause the opposite effect.) Transitioning to asynchronous remote learning – or even synchronous remote learning – often loses much of the informal benefits. However, there are techniques to drive interactivity such as message boards, tools to annotate educational resources, or organizing pairs or small groups to enable synchronous interaction.
Additionally, there are a number of tools and practices that can help monitor and improve student engagement. School issued computers can have software that limits students’ ability to use computers for non-school purposes. Online polls can help drive engagement. Breaking up into smaller groups for discussions or the design of collaborative assignments can also help improve student engagement. Different types of content interaction can also help students connect with the subject matter. Examples include community-based service learning, student presentations, simulations, breakout conversations with each member offered an assigned role, and shifting from an instructor role to a moderator role providing space for student discussion.
However, at least when speaking of a lecture format, remote learning tends to create more difficulty in driving student engagement than in-person classes. It should also be noted that many of these techniques to increase student engagement while learning remotely are not necessarily digital tools – they can be undertaken in the classroom. While practices to drive engagement in the classroom may not directly translate into practices to drive engagement online, there are a number of technological and instructional techniques that can help resolve concerns.
Teaching Issues
Cheating. There is little research exploring how remote learning increases the ability of students to cheat within the confines of K-12 education. However, several studies found higher levels of cheating among college students during remote learning experiences. Online schools often provide individual devices with software that governs what and when specific resources can be accessed. Further, software for monitoring remote exams exists, but these have generated privacy concerns among students and teachers alike. While software options might decrease cheating, teachers in online environments undeniably have a diminished sense of the degree to which a remote student might be academically dishonest.
Disruptions. In many ways, the concerns regarding cheating are related to the lower levels of direct supervision and a loss of control surrounding the physical learning environment. When conducting synchronous online lectures, teachers and students are subject to the background circumstances of each student involved in the lecture. These could include various distractions in the background such as television, family members, pets, and music. While learning to mute and unmute has become an essential skill for online etiquette in remote meetings, even the visual differences of backgrounds across dozens of students can present a distraction.
The loss of control is not just over the background environment, but also what directly occupies a student’s attention. Students could be texting outside the view of the webcam or be using phones or the learning device to watch videos, play games, browse social media, and more. When schools issue devices, there is often some controls over what can be accessed, but there is much that can be hidden from teachers in a remote learning environment.
Teachers’ Issues
Technical Challenges. Teachers in Utah schools exhibited a wide range of technical skills during the pandemic. Even for the most technologically adept or flexible, moving classes from an in-person format to a remote format represented a significant hurdle. Districts often have technical departments to help teachers, and by many reports, Utah’s Digital Teaching and Learning Program played a significant role in helping schools and teachers be prepared. However, teachers reported that a steep learning curve existed regarding digital learning in general – one of teachers’ two biggest challenges during the pandemic.
Further, embracing different technologies and techniques simultaneously steepens that learning curve. While there are many tools to help teachers produce online content and conduct remote courses, in some ways the abundance of tools became part of the problem. For example, students and teachers may have had to work with multiple videoconferencing tools for different classes or even multiple tools for the same class where files and resources were hosted with one technical service provider, synchronous class lectures were operated with another provider, and assignments had to be submitted with a third provider within the same class. Account creation and management adds additional burdens.
Burnout. The pandemic put the spotlight on teachers. This highlighted the essential role they play in today’s society. The spotlight also highlighted the challenges of being a teacher more generally. A survey of undergraduates in 2021 reported that 35% of prospective teachers were less likely to pursue teaching as a career while only 12% were more likely (over half were unchanged in opinion).
Many surveys also found increased levels of stress and burnout during the pandemic, although not all of the additional stress was related to digital or remote learning. Managing the return to school and the classroom with extra health precautions and the higher health risks were also major factors to higher stress levels. National data show that an average of 50% of those leaving the education sector quit of their own accord prior to 2020 while 63% quit of their own accord after 2020.
That said, teacher burnout seems less likely to be a long-term problem. Research looking at burnout rates comparing online teachers to face-to-face teachers before the pandemic is somewhat limited. However, one report found no difference between teaching modalities, while another found online teachers to be less stressed than their counterparts. This may be because teachers in online-by-design classes tend to structure their work differently. In-person teachers often focus with lectures and class discussion in large groups. Online-by-design classes often focus upon smaller groups or individuals. The different structure of online-by-design courses may reduce burnout compared to the pandemic response of moving classes online while maintaining as much of the structure of in-person classes intact.
Loss of Support Structures
The primary role of schools is to provide student education. Schools also provide secondary roles for students, such as essential nutrition, health screenings, mental health services, and academic counseling. The difficulties schools faced in maintaining these support structures during the pandemic can help show how these services might be provided digitally or in a remote learning environment.
School Lunches. One of these support structures is food. In the 2021-22 school year, over 115,000 Utah students ate breakfast at school daily. More than three times as many, 358,000 Utah students, had lunch provided by their school. School districts took many efforts to help ensure that students who relied upon these meals the most had access to food through sack lunches, grab-n-go programs, or had meals distributed via community partners.
Health Screenings. Many schools offer healthcare screenings. Utah schools are required to offer screening services for vision, hearing, dental, and abnormal spinal curvature to their students. One study estimated that more than three million students missed vision screening during the 2020-21 academic school year. In the five years prior to the pandemic, Utah schools screened 300,000 students annually for vision – roughly 45% of the student body. Among those, an average of 5,700 students received vision treatment annually. In the 2020-21 school year, that dropped by roughly 75% to 66,125 students screened and 1,414 who received treatment. Similarly, dental screenings dropped by three-quarters and school-sponsored dental restorative services dropped by two-thirds.
While many of these students may have been redirected to needed professionals in subsequent years, the above highlights one way in which remote learning can neglect key services provided by schools. Utah’s current vision screening policy simply recommends that for online schools, all students be referred to an eye care professional for a complete exam.
Mental Health Services. Schools also provide mental health services. Concerns about students’ mental health were heightened due to the additional stresses of the pandemic as well as potential grief for family or friends who died from the virus. In a national survey, counselors reported obstacles from trying to provide counseling remotely. Remote learning provided less access to students with fewer opportunities to interact with students. Counselors also highlighted the difficulty in developing relationships of trust in a remote environment. It also introduced challenges regarding confidentiality with parents that did not want counseling services for their children or who were overly involved in the sessions, sometimes listening offscreen. While some students and counselors tried to address sensitive topics via texting or chat features, others felt uncomfortable with having such potentially sensitive discussions outside of a face-to-face interaction.
Academic Counseling. Beyond offering mental health services, school counselors can also help keep students on track academically. One administrator pointed out that a method of support that felt lacking during the pandemic was the ability to pull students aside when administrators noticed students were struggling across several classes, chat with them about what was going on, and provide additional support. Remote learning essentially created an additional scheduling hurdle that was not as present when counselors were previously able to have informal meetings between or even during classes.
While coordination may present additional challenges, Washington County School District has shown that targeted programs can help overcome barriers. The district started a “mentor” program in which mentors function as academic counselors to help keep track of the progress of online and hybrid students, offering added support as needed to help ensure academic success.
Digital Privacy Risks
As schools evaluate what digital technology they use in education systems, they assess several factors. One of those is privacy. Schools are concerned about how much information a platform collects about its users and how the platform uses that data. In the rush to provide remote digital education, that may be something that schools and individual teachers overlooked. Additional privacy concerns can arise, such as open access to other’s work, collaborative evaluations of student work, and public or critical comments regarding student work.
There also exist privacy concerns relating to a lack of control in the educational environment. In a digital environment, it is possible that non-students, such as a siblings or parents, may be present in online lectures. There are privacy concerns regarding both who may be recorded and who can access the recording. Schools should be concerned about what can be done to protect such recordings from being shared outside the population of school participants. While federal guidelines outline acceptable privacy practices, there is significant leeway and variability across districts and schools. Students and their families might also not agree regarding what is acceptable to share and what is unacceptable. Many of these questions will have to be carefully evaluated on a local level and educational providers have a responsibility to inform students and their families about such policies.
Populations Left Behind
In Utah Foundation interviews with educational administrators and teachers, a common discussion surrounded who was successful and who was left behind under a remote teaching environment. Nearly all reported seeing that some students who struggled under the in-person school experience really thrived under remote learning practices. However, students that did well in-person generally did well online, while most who struggled in-person continued to struggle online.
Some students have additional educational challenges that were compounded when forced into remote learning situations. These challenges include behavioral, physical or cognitive development, social or emotional development, and chronic illnesses. English language learners might also face challenges with remote learning. Further, their were racial, ethnic, and income disparities.
Students with Disabilities
Utah requires individualized education programs to help students with qualifying disabilities receive a quality education in a form that best meets their needs. However, under the emergent circumstances of the pandemic, many of these students were thrust into a learning environment in which schools and teachers struggled to find the best ways to provide the accommodations outlined. Some of these students lack the independence to engage through remote learning and require additional support from parents or other providers. There were many recorded incidents in which teachers went to great lengths to meet students’ needs. However, the successfulness and availability of these extreme efforts varied over time and across geographies and on average, students with disabilities were left behind.
Conversely, there were instances in which the remote learning environment worked better for students with learning challenges. In some circumstances, remote learning can reduce either the distractions of the school environment or create an environment in which those with anxiety disorders may feel more comfortable participating.
In many cases, parents took on some of the responsibilities of teachers during the pandemic’s remote learning period. In these cases, it is helpful to define the roles of parents and teachers – and how they can work together to meet student needs. Parental training and frequent home-school communication is also beneficial. However, not all parents have the time or ability to step into this role.
English Language Learners
English language learners were a class of students that also experienced challenges during the pandemic. Teachers working with English language learners often have students work together in small groups and provide visual clues to help students understand the language and the subject at the same time. Walls can be covered with words and images as an instructional tool. Teachers initially had difficulty replicating these techniques in an online environment. Some districts purchased language learning software for student use, but this can add additional time requirements and removes the benefit of an immersive community environment.
English language learning students are more likely to have parents and siblings with language barriers which limit family support in remote learning. These students often faced additional remote-learning challenges. This population was less likely to have devices in the home or good internet connectivity. Further, they may be somewhat more likely to have family circumstances that requires them to take a job, take care of siblings, or make it difficult to find a learning environment free of distraction in a crowded home. Many of these additional burdens are true even with in-person learning. However, the pandemic likely amplified disruptions in the academic progress of English language learners.
Racial and Income Disparities
Students of color and low-income students faced a number of disparities during the pandemic. Initially, these students tended to have less access to both a quality internet connection and a digital device, although this disparity grew smaller over the initial months of the pandemic. In a longitudinal nationwide survey, lower-income parents also reported less access to meeting with and receiving feedback from teachers – although this disparity also improved over time. Lower income parents also reported less confidence in their ability to help children with their schoolwork. This national study also found similar disparities between Black students and their white counterparts. However, the data are less clear regarding Hispanic and Latino students which make up a much larger share of Utah’s students of color.
Specifically, a report looking at learning outcomes indicated that while all students learned more slowly than a typical year, the effect was more pronounced among lower income students and students of color. Of course, income, ethnic, and racial disparities are not new to educational access or outcomes. Still, the rapid rollout of remote and digital learning appears to have compounded existing disparities.
Digital learning alone does not necessarily reinforce racial or ethnic disparities. The digital learning provider i-Ready tracked its users before, during, and after the pandemic. It identified several schools that did not see additional disparities from the pandemic and interviewed educators in these areas. They report the greatest success was among areas that eliminated technological barriers via a relentless commitment to personally reach every family throughout the remote learning experience, follow up with each family, and hold students and their parents accountable.
Conclusions and policy Options
While this report focuses largely upon the digital learning experience of students, teachers, and administrators during the pandemic, it is important to note that documenting pandemic-specific issues and policies do not truly reflect the purpose of the report. From a policy perspective, it should be clear that the pandemic itself generally highlighted existing issues facing education and more specifically highlighted issues facing particular populations.
Consequently, deploying new or enhancing existing policies to rectify problems exposed by the pandemic will not only improve the educational experience, but also increase educational equity, quality, and access for all populations within the K-12 system – and even into the post-secondary education system.
The pursuit of these policies will be neither simple to administer nor inexpensive. People and governments must be willing to cover these costs in order to implement them.
Teachers are at the core of learning, whether digital or in person. Many noted during the pandemic that their time was insufficient to be trained in the technologies and methodologies necessary to yield a suitable educational experience for their students. Given that, paid professional development time could be better funded to offer present and future teachers an advantage in the digital sphere as that sphere evolves. Broadly speaking, the learning curve for teachers, administrators, and students should be made more tolerable with foresighted policy.
Perhaps the most tangible educational difficulty faced during the pandemic was the lack of access. This includes suitable internet connectivity and devices. Maintaining internet and hardware access advancements during the pandemic – and further expanding access – would increase educational equity and quality across geographical, racial, and socio-economic boundaries.
Student engagement as well as student/teacher/parent interactivity can be integrated into hardware, software, and best practices. Relatedly, teaching issues such as cheating on quizzes, tests, or assignments along with overcoming disruptions are integral to digital learning success.
To the degree that remote learning becomes more prevalent, additional attention may be needed so students continue to receive the additional support structures provided by schools. When education is not bound to a specific physical location, providing school breakfast and lunch programs to vulnerable populations becomes more complex. The same can also be said for health screenings. Further, in-person schools are presently places in which mental health can be evaluated, possible patterns of abuse and neglect can be detected, and where professional or personal counseling takes place. In either a blended or purely online system of education, policies regarding privacy and the mode of delivery for these services should be carefully considered to avoid leaving behind important non-educational services.
Research into digital learning has been around since 1996. Many of the issues highlighted in this report have been around since then. As one might suspect, there has also been substantial research over the subsequent decades on how to resolve those issues. Whole books have been written on the topic. This report briefly mentions some of those solutions. The pandemic, however, did not allow for teachers and administrators to carefully consult the existing handbooks, learn the new skills for a different method of teaching, and fully implement best practices. The resulting effort was chaotic, but it represented the best administrators and teachers could do under the circumstances. Many have concluded based on the experiment that in-person learning is inherently, and always will be substandard to digital learning. However, it should be recognized that successful online teaching and online learning does not directly translate from in-person teaching and learning. It requires similar principles, but with different applications.
There are several useful lessons we can take away from the pandemic experiment with digital learning. Perhaps the most pervasive is that individuals, organizations, and societies can truly do a lot more digitally – both in schools and in every other sector – than ever expected. But it took the pandemic to overcome the initial hurdles of acquiring the technology, learning how to use it, and developing new habits. Some may argue, based on the pandemic experience alone, that digital learning is a failure. It may be the case that the majority of students learn better in in-person school environments. However, it may be the case that additional training and improved techniques could make digital learning a better learning environment than in-person classes for a majority of students. Certainly, there is not likely to be one solution that fits all learners.
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https://en.wikipedia.org/wiki/Hackley_School
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Private, preparatory school in Tarrytown, New York, United States
Hackley School is a private college preparatory school located in Tarrytown, New York, and is a member of the Ivy Preparatory School League. Founded in 1899 by a wealthy philanthropist, Frances Hackley, the school was intended to be a Unitarian alternative to Episcopal boarding schools. Since its founding, Hackley has dropped its Unitarian affiliations and changed from all-boys to coeducational.
The current Head of School is Charles Franklin.
History
[edit]
Founding
[edit]
Frances Hackley, a wealthy widow and leading supporter of the Unitarian movement, decided to give her summer mansion in Tarrytown to a school for boys. She provided substantial funding to refurbish the mansion for school purposes and to operate the school for several years.[1][2]
In the spring of 1899, a board of trustees was formed and a headmaster hired. The first students arrived in the autumn of 1899 and resided in what is today called Hackley Hall.[3]
Expansion
[edit]
In the fall of 1899, Theodore Chickering Williams and Seaver Buck, the first headmaster and the first master hired, respectively, searched for additional land. They found a large estate for sale near the grounds of what later became Marymount College, and purchased it with funds from Hackley. The buildings on the estate were torn down immediately, and within a short period, construction began on the buildings that would eventually join to form the Hackley quadrangle. The first buildings constructed were Goodhue Hall and the Minot Savage building. They were in use for the first time in 1902–1903. The remaining buildings, including the Sarah Goodhue King Chapel and the Headmaster's house, were completed by 1908. Inscribed above one of Hackley's doors is the phrase "Enter Here to Be and Find a Friend."[3]
From the beginning Hackley was non-sectarian, but shaped by Unitarian values. An early and influential president of the board of trustees was Samuel A. Eliot, a Unitarian minister.[4] A vigorous interscholastic sports program began during the first years with football already prominent in 1900–1901.
Of the faculty of twelve, six have been with the school for periods of from ten to twenty years. It is distinctly a college preparatory school. A handbook published in 1920 stated that "Of the two hundred and sixty alumni the great majority have entered Harvard and Yale. The boys come from well to do families, chiefly of New York and New England."[4]
Clarence Francis, a famous industrialist at the time and special consultant to President Dwight D. Eisenhower, was the commencement speaker at Hackley in 1959, in order to commemorate the school's sixtieth anniversary.[5]
Headmasters
[edit]
Walter Boutwell Gage, among the teachers who taught in Hackley's first term, was made headmaster in 1908.[4] Peter Gibbon published a book titled A Call to Heroism in 2003. He also wrote for several newspapers, magazines, and professional journals. Walter Johnson was the eleventh headmaster from 1995 to 2016.[6]
Destruction of Goodhue Memorial Hall (2007)
[edit]
On August 4, 2007, a fire, sparked by an intense lightning storm, destroyed Goodhue Memorial Hall. The Kaskel Library and its 27,000 volumes, artwork, and other resources were lost. The stone facade of the building remained intact.[7]
In September 2010, Goodhue Memorial Hall reopened, with the Sternberg Library and computer labs located on the new second floor. In total, over 8,000 sq ft (740 m2). of space was added to the building.
Academics
[edit]
Courses additional to the core curriculum include Creative Writing, History of Western Theater, Seminar in Moral Philosophy, Economics, History of Media & Culture, Art History, Calculus, Finite Mathematics, Statistics, Organic Chemistry, Marine Biology, Ecology, Etymology, Computer Science, Electronic Publishing, Studio Art, Three-Dimensional Sculpture and Design, Architecture and Design, Ceramics, Photography, Filmmaking, Music Theory, Seminar in Music Listening, Acting, Seminar in (music) Composition, and Opera and Jazz, and Student Teaching (where high school students assist in lower school classes).
Music
[edit]
Hackley is known for the quality of its musical training. Composer Charles Griffes taught there from 1907 until 1920.[8]
Student Life
[edit]
Sports
[edit]
Hackley School is a part of the Ivy Preparatory School League. There are teams for boys and girls in most of the sports typically offered by New England prep schools.
Boarding program
[edit]
The Upper School's five-day boarding program provides a combination of school and academic concentration during the week coupled with family and home life on the weekends. The program houses up to 30 students of all genders.
Student body
[edit]
Newsweek editor Naveed Jamali, who attended the school briefly around 1990, wrote of his lasting memory of the student parking lot: it was filled with "shiny new" expensive cars like Porsches and BMWs.[9]
Notable people
[edit]
Alumni
[edit]
Notable alumni include:
Alan Seeger 1906, poet[10]
F. O. Matthiessen 1919, Rhodes Scholar, Harvard Professor[11]
Philip Johnson 1923, architect[12]
Frederick R. Koch 1951, billionaire collector and philanthropist[13]
George Hamilton 1957, actor[14]
Claude Canizares, 1963, astrophysicist (Chandra X-Ray Observatory)
Malcolm Mooney 1964, musician (notably Can's original singer) and visual artist [15]
Joe Klein 1964, author (Primary Colors)
Jim Reilly 1966, former NFL football player[16]
Alec Wilkinson 1970, author The Happiest Man in the World
Chris Berman 1973, ESPN sportscaster
Keith Olbermann 1975, newscaster
Ilyasah Shabazz 1979, author (Growing Up X)
Ken Noda 1980 pianist, vocal coach, and composer
Andrew Jarecki 1981, documentary filmmaker, Capturing the Friedmans
Cathy Schulman 1983, producer of Academy Award winner for Best Picture, Crash
Eric Bress 1987 filmmaker, The Butterfly Effect (2004), Kyle XY (2006–2009)
Dara Khosrowshahi 1987, chief executive officer of Uber[17]
Eugene Jarecki 1987, documentary filmmaker, Why We Fight
Ian Rapoport 1998, reporter NFL Network
Jordan Rapp 1998, Triathlete (2011 ITU long-distance world champion)
Jenifer Rajkumar 2000, politician
Avery Trufelman 2009, radio journalist and podcaster[18][19]
Jack Houghteling 2010, novelist[20]
Andrew Stopera 2015, national team curler[21]
Celia Rose Gooding 2018, actress and singer
Hackley in media
[edit]
Brooks Brothers and Polo Ralph Lauren have both done catalogue shoots on Hackley's campus.
Hackley's campus was featured in the movies Presumed Innocent, Admission, and Tales from the Darkside: The Movie.
References
[edit]
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Ranking of the best private high schools in Scarsdale, NY based on test scores, key statistics, and private school ratings.
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Niche
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https://www.niche.com/k12/search/best-private-high-schools/t/scarsdale-westchester-ny/
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#1 Best Private High Schools in New York .
Riverdale Country School
Blue checkmark.
Private School ,
BRONX, NY ,
PK, K-12 ,
84 Niche users give it an average review of 4.4 stars.
Featured Review: Parent says As a parent of two students who started in kindergarten and are in or completed high school (and an alum myself), I think Riverdale simply is the best and I have only seen it become more impressive... They had incredible teachers and deans who cared and helped them at every step of the way. As parents, we were always impressed with how well they knew our children, and would take the time to meet... There are many ways for parents to get involved based on their schedules and interests. We feel very lucky to have been a part of this very special community! .
Read 84 reviews.
Overall Niche Grade : A+ ,
Students : 1,311 ,
Student-Teacher Ratio : 6 to 1 ,
#3 Best Private High Schools in New York .
Horace Mann School
Blue checkmark.
Private School ,
BRONX, NY ,
PK, K-12 ,
155 Niche users give it an average review of 4.3 stars.
Featured Review: Senior says I love Horace Mann. I have made amazing friends here, built close and lasting relationships with teachers and staff, made the most of clubs, publications and teams (of which there are many)! I feel... .
Read 155 reviews.
Overall Niche Grade : A+ ,
Students : 1,805 ,
Student-Teacher Ratio : 7 to 1 ,
#13 Best Private High Schools in New York .
Rye Country Day School
Blue checkmark.
Private School ,
RYE, NY ,
PK, K-12 ,
123 Niche users give it an average review of 4.4 stars.
Featured Review: Sophomore says RCDS is an amazing school, I recommend it for everyone who does get into the school! Good luck everyone! .
Read 123 reviews.
Overall Niche Grade : A+ ,
Students : 966 ,
Student-Teacher Ratio : 7 to 1 ,
#20 Best Private High Schools in New York .
French-American School of New York
Blue checkmark.
Private School ,
MAMARONECK, NY ,
PK, K-12 ,
117 Niche users give it an average review of 4.4 stars.
Featured Review: Parent says After having experienced both public and catholic schools, we are so happy to have found our home at FASNY. We have finally found a school where our children can thrive both inside and outside of the... .
Read 117 reviews.
Overall Niche Grade : A+ ,
Students : 744 ,
Student-Teacher Ratio : 7 to 1 ,
#22 Best Private High Schools in New York .
Hackley School
Blue checkmark.
Private School ,
TARRYTOWN, NY ,
K-12 ,
84 Niche users give it an average review of 4.2 stars.
Featured Review: Alum says This comfortable school has lovely teachers, facilities, sports, and spirit. For some reason, the school's most tough, time-consuming subject is English. Some of the teachers teach it in an excellent... .
Read 84 reviews.
Overall Niche Grade : A+ ,
Students : 855 ,
Student-Teacher Ratio : 8 to 1 ,
#29 Best Private High Schools in New York .
Ethical Culture Fieldston School
Blue checkmark.
Private School ,
BRONX, NY ,
PK, K-12 ,
133 Niche users give it an average review of 4.4 stars.
Featured Review: Alum says Attending Ethical Culture Fieldston School (ECFS) as a Black male was profoundly positive. The school's focus on ethical learning and progressive education made me feel welcomed. Teachers were... The diverse curriculum featured authors from various backgrounds, including many Black writers, making me feel seen. Extracurricular activities on social justice and diversity developed my leadership... ECFS's strong sense of community, with diverse classmates, broadened my perspective. The culture of respect and empathy left a lasting impact. ECFS provided a robust academic foundation and... .
Read 133 reviews.
Overall Niche Grade : A+ ,
Students : 1,662 ,
Student-Teacher Ratio : 6 to 1 ,
#35 Best Private High Schools in New York .
The Masters School
Blue checkmark.
Private School ,
DOBBS FERRY, NY ,
5-12 ,
141 Niche users give it an average review of 4.1 stars.
Featured Review: Senior says The Masters School has a really strong visual and performing arts program, and is currently working on expanding their sports programs. The facilities are amazing, most of the teachers (other than... .
Read 141 reviews.
Overall Niche Grade : A+ ,
Students : 669 ,
Student-Teacher Ratio : 7 to 1 ,
#48 Best Private High Schools in New York .
EF Academy New York
Blue checkmark.
Private School ,
THORNWOOD, NY ,
9-12 ,
126 Niche users give it an average review of 4.2 stars.
Featured Review: Parent says After having a lived in multiple countries in Asia, we moved to the US two years ago. We were looking for a different school for our two oldest boys entering high school. Right from the first Contact... Overall a the great school experience! .
Read 126 reviews.
Overall Niche Grade : A+ ,
Students : 275 ,
Student-Teacher Ratio : 5 to 1 ,
#58 Best Private High Schools in New York .
Fordham Preparatory School
Blue checkmark.
Private School ,
BRONX, NY ,
9-12 ,
224 Niche users give it an average review of 4.2 stars.
Featured Review: Junior says Fordham Prep is a very good and well-rounded school with countless opportunities to succeed, get involved, and end up in a top university.. The school has an excellent wide range of academics ,... .
Read 224 reviews.
Overall Niche Grade : A+ ,
Students : 950 ,
Student-Teacher Ratio : 11 to 1 ,
#63 Best Private High Schools in New York .
SAR High School
Private School ,
BRONX, NY ,
9-12 ,
44 Niche users give it an average review of 4.4 stars.
Featured Review: Junior says My favorite part of SAR is that I feel like there is something for everyone at SAR. In addition to the many clubs covering literally everything, SAR has highly successful academic and athletic teams. .
Read 44 reviews.
Overall Niche Grade : A+ ,
Students : 636 ,
Student-Teacher Ratio : 5 to 1 ,
#29 Best Private High Schools in Connecticut .
Sacred Heart Greenwich
Blue checkmark.
Private School ,
GREENWICH, CT ,
PK, K-12 ,
88 Niche users give it an average review of 3.8 stars.
Featured Review: Senior says This all-girls high school is renowned for its exceptional education and empowering atmosphere. Led by a faculty passionate about cultivating potential, this institution isn't just about academics;... .
Read 88 reviews.
Overall Niche Grade : A+ ,
Students : 617 ,
Student-Teacher Ratio : 6 to 1 ,
#74 Best Private High Schools in New York .
Iona Preparatory School
Blue checkmark.
Private School ,
NEW ROCHELLE, NY ,
K-12 ,
127 Niche users give it an average review of 4.2 stars.
Featured Review: Senior says Personally, I love this school! The teachers and students are amazing, helpful, and filled with respect. As well, the religious approaches to situations in the school are great. As well, the school... .
Read 127 reviews.
Overall Niche Grade : A+ ,
Students : 194 ,
Student-Teacher Ratio : 3 to 1 ,
#81 Best Private High Schools in New York .
The Montfort Academy
Blue checkmark.
Private School ,
MT. VERNON, NY ,
7-12 ,
70 Niche users give it an average review of 4.3 stars.
Featured Review: Parent says In a nutshell: a *thoroughly impressive* and *uniquely Catholic* high school experience. Look around - how many high schools focus deeply on the Western/Judeo-Christian classics, with emphasis on a... To learn critical thinking, rhetoric, languages, oratory skill, and appreciation for the classics of literature, this is a very special experience indeed in our TikTok age. .
Read 70 reviews.
Overall Niche Grade : A+ ,
Students : 168 ,
Student-Teacher Ratio : 8 to 1 ,
#88 Best Private High Schools in New York .
School of the Holy Child
Blue checkmark.
Private School ,
RYE, NY ,
5-12 ,
40 Niche users give it an average review of 4 stars.
Featured Review: Senior says The majority of my teachers at Holy Child have been fantastic. Small class sizes allowed my teachers to get to know me well, and I got to bond with my classmates, making collaboration easy. However,... .
Read 40 reviews.
Overall Niche Grade : A+ ,
Students : 300 ,
Student-Teacher Ratio : 7 to 1 ,
#91 Best Private High Schools in New York .
The Leffell School Upper School Campus
Blue checkmark.
Private School ,
HARTSDALE, NY ,
6-12 ,
44 Niche users give it an average review of 4.1 stars.
Featured Review: Senior says The school has a lot of potential. I've had many cool experiences there that I wouldn't otherwise have. They have some great programs and a strong Jewish education. But, like many schools and... .
Read 44 reviews.
Overall Niche Grade : A+ ,
Students : 466 ,
Student-Teacher Ratio : 5 to 1 ,
#38 Best Private High Schools in Connecticut .
The Spire School
Blue checkmark.
Private School ,
STAMFORD, CT ,
8-12 ,
8 Niche users give it an average review of 3 stars.
Featured Review: Alum says I absolutely loved spire, I went there after my public school as a way to transition into college. Which to say the least they prepared me for college. I never had teachers care so much about me as a... .
Read 8 reviews.
Overall Niche Grade : A+ ,
Students : 65 ,
Student-Teacher Ratio : 3 to 1 ,
#95 Best Private High Schools in New York .
German International School New York
Blue checkmark.
Private School ,
WHITE PLAINS, NY ,
PK, K-12 ,
22 Niche users give it an average review of 4.4 stars.
Featured Review: Parent says During our 10 years at GISNY, we have been impressed with the school’s transition from an “expat” to an International school, its handling of the Covid pandemic, its continuous efforts to meet the... Our family moved back to London at the end of 2023. Both our kids have adjusted quickly to their new environments and easily made new friends. Both have been praised for their independent working... It’s when you leave that you truly appreciate what a special place GISNY is and it will forever hold a place in our hearts. .
Read 22 reviews.
Overall Niche Grade : A+ ,
Students : 415 ,
Student-Teacher Ratio : 7 to 1 ,
#100 Best Private High Schools in New York .
The Ursuline School
Blue checkmark.
Private School ,
NEW ROCHELLE, NY ,
6-12 ,
180 Niche users give it an average review of 3.9 stars.
Featured Review: Alum says I’m reflecting back on my time at Ursuline following my freshman year of college. I can confidently say that not only did Ursuline do an excellent job in readying me for pursuing a college degree,... .
Read 180 reviews.
Overall Niche Grade : A ,
Students : 769 ,
Student-Teacher Ratio : 11 to 1 ,
#123 Best Private High Schools in New York .
Archbishop Stepinac High School
Blue checkmark.
Private School ,
WHITE PLAINS, NY ,
9-12 ,
157 Niche users give it an average review of 4.4 stars.
Featured Review: Alum says My best experience was making friends in Drama Club or Theater and performing onstage shows before the covid-19 pandemic. My worst experience was trying out for the baseball team twice in two years... .
Read 157 reviews.
Overall Niche Grade : A ,
Students : 775 ,
Student-Teacher Ratio : 14 to 1 ,
#147 Best Private High Schools in New York .
Thornton-Donovan School
Blue checkmark.
Private School ,
NEW ROCHELLE, NY ,
K-12 ,
27 Niche users give it an average review of 4.1 stars.
Featured Review: Parent says Thornton Donovan School makes learning a pleasure not a task for the students. Their passion for teaching is amazing. The teachers create an environment for learning that is contagious amongst... .
Read 27 reviews.
Overall Niche Grade : A ,
Students : 94 ,
Student-Teacher Ratio : 5 to 1 ,
#176 Best Private High Schools in New York .
Maria Regina High School
Blue checkmark.
Private School ,
HARTSDALE, NY ,
9-12 ,
162 Niche users give it an average review of 4.2 stars.
Featured Review: Senior says Maria Regina is a pretty decent school! Not that diverse but you will definitely find your people here. Teachers are supportive and willing to help. Also great AP classes here .
Read 162 reviews.
Overall Niche Grade : A minus ,
Students : 491 ,
Student-Teacher Ratio : 13 to 1 ,
#185 Best Private High Schools in New York .
Westchester Hebrew High School
Blue checkmark.
Private School ,
MAMARONECK, NY ,
9-12 ,
16 Niche users give it an average review of 3.4 stars.
Featured Review: Alum says Like most yeshivas out there, the variety of teachers is mixed. One thing to appreciate though is that not all of them are Jewish which allows for a greater cultural exchange between the students and... .
Read 16 reviews.
Overall Niche Grade : A minus ,
Students : 110 ,
Student-Teacher Ratio : 9 to 1 ,
#186 Best Private High Schools in New York .
St. Catharine Academy
Blue checkmark.
Private School ,
BRONX, NY ,
6-12 ,
132 Niche users give it an average review of 4.1 stars.
Featured Review: Sophomore says St. Catharines is absolutely a well structured school. This school makes smart and refined girls and takes pride in their students. They have a large amount of benefits for a student and so many... .
Read 132 reviews.
Overall Niche Grade : A minus ,
Students : 340 ,
Student-Teacher Ratio : 15 to 1 ,
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Secondary School & College Matriculations
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Our students are accepted into the country's most competitive public and private high schools, and many have gone on to the nation's top universities.
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https://www.sthildas.org/admissions/secondary-school-college-matriculations
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Our students are accepted into the country's most competitive public and private high schools, and many have gone on to the nation's top universities. St. Hilda's & St. Hugh's graduates are eagerly sought because of their fine character and the quality of their academic preparation.
Class of 2024 High School Acceptances
->
Independent and Parochial Day SchoolsColumbia Grammar & Preparatory School Convent of the Sacred Heart Dominican Academy Dwight-Englewood School Ethical Culture Fieldston School Fordham Preparatory School Friends SeminaryGrace Church School Hackley School The Hewitt School Horace Mann School Iona Preparatory SchoolLoyola School Marymount School of New York The Masters SchoolMount Saint Michael AcademyThe Nightingale-Bamford School Notre Dame School of Manhattan The Packer Collegiate Institute Poly Prep Country Day SchoolRegis High School Riverdale Country School Rye Country Day SchoolThe Spence School Trevor Day School Trinity School Xavier High School
Boarding SchoolsBlair AcademyCanterbury School Cheshire Academy Dana Hall School Emma Willard School Episcopal High SchoolThe Frederick Gunn SchoolThe Hill School The Hotchkiss School Indian Mountain SchoolKent SchoolThe Lawrenceville School Miss Porter’s School The Peddie SchoolPhillips Academy Andover Pomfret SchoolRumsey Hall SchoolTabor Academy The Webb School
Specialized High Schools Fiorello H. LaGuardia High School of Music & Art and Performing ArtStuyvesant High School The Bronx High School of Science The Brooklyn Latin School
The St. Hilda's & St. Hugh's admits students of any color, race, ethnic origin or faith to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. The school does not discriminate on the basis of color, race, ethnic origin or faith in the administration of its educational policies, scholarships, financial aid programs, athletic and other school-administered programs.
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2014-08-20T05:00:00-04:00
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The Masters School: Located on a 96-acre wooded campus in the historic Hudson River village of Dobbs Ferry, The Masters School is a co-educational college preparatory day and boarding school for grades 5-12.
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The Rye Record | The News of Rye and its People
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https://ryerecord.com/eye-on-private-schools/
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The Masters School: Located on a 96-acre wooded campus in the historic Hudson River village of Dobbs Ferry, The Masters School is a co-educational college preparatory day and boarding school for grades 5-12.
The Masters School:
Located on a 96-acre wooded campus in the historic Hudson River village of Dobbs Ferry, The Masters School is a co-educational college preparatory day and boarding school for grades 5-12.
Masters commences its 138th year with a diverse and talented student body at an all-time high enrollment of 650 upper and middle school students, representing 16 states and 29 countries.
The School will start the school year with 170 boarding students, this along with over 60% of the faculty living on campus, results in a faculty highly accessible to students and a vibrant seven-day campus with a variety of enriching activities throughout the week. The result is both day and boarding students benefit from the advantages typically associated with a full-time boarding school.
Maureen Fonseca, Ph.D. continues as Head of School, leading a dedicated, talented faculty, who take pride in the integrity and depth of the curricula they have helped create, which is rich is literature, writing, math, science, languages, history, arts, and comparative religion. Students learn around oval Harkness tables, where everyone has a “front row seat” and the exchange of ideas is valued and respected, developing the complex skills needed to succeed in college, career, and life.
The School is in the process of completing the new Masters Athletic and Arts Center (MAAC), a 75,000-square-foot building unlike any other – that will provide a dynamic campus hub for athletics, the arts and student engagement – with transparent architecture throughout. Scheduled to open in spring 2015, this new facility will feature a competition swimming pool, squash courts, fencing studio, basketball court, indoor track, experimental theater, art gallery, digital production studio, café, and much more. The MAAC will also be a “green” building, achieving a Gold LEED certification.
In 2014-15, The Masters School will continue to be characterized by high standards, great achievement, and hard work. It is also a place of creativity, diversity, and fun. The curriculum is challenging. The athletic teams are competitive and accomplished. The arts program is exceptional. And engagement with the School’s community service program has been a guiding principle since the School’s founding in 1877.
The Masters School
49 Clinton Avenue, Dobbs Ferry, 479-6420
www.mastersny.org
Year Founded: 1877
Head of School: Maureen Fonseca, Ph.D.
Enrollment: 650
Student/Teacher Ratio: 8 to 1
Average Class Size: 14
Tuition: $37,875-$55,050. The Masters School provides $4,000,000 in financial aid.
Whitby School:
Preparing students for a dynamic world in which innovation and collaboration will measure success, Whitby School inspires a passion for learning and empowers each child to take responsibility as an open-minded, principled citizen in a global community.
Whitby’s IB-accredited program (with Montessori in early years) provides children with opportunities for inquiry and exploration throughout the educational continuum from 18 months through 8th grade. More families than ever before are choosing Whitby, with enrollment and re-enrollment at an all-time high, while graduates continue to gain acceptances into their first-choice of schools, including Andover, Choate Rosemary Hall, Greenwich Academy, Hackley, and King.
As the region’s premier early childhood program and the birthplace of the American Montessori Society (AMS), Whitby understands the road to lifelong learning begins early, and its proven educational approach is rooted in a child’s innate inclination to learn. Research shows the Montessori approach enhances performance, persistence, memory, and creativity, and that Montessori children are better prepared for elementary school, outscoring peers in math and reading skills and testing higher on the ability to adapt to changing and more complex problems – key indicators of future school and life success.
At Whitby, Montessori is complemented by the International Baccalaureate (IB) – the world’s fastest growing educational program and a seamless extension of Montessori practice and philosophy. The IB trans-disciplinary, theme-based curriculum gives children the intellectual tools to understand and navigate the complexities of today’s global community and provides a foundation that serves students throughout their lives.
Reflecting Whitby’s commitment to innovation and excellence, the school recently embarked on a multi-phase campus improvement plan. The first stage — completed in 2013 — includes a new Design Technology Lab, a state-of-the-art Science Lab, and two additional classrooms, enabling a trans-disciplinary curriculum centered on “design thinking.” Students work on robotics, multimedia, programming, and design as they learn about the systems and relationships involved in taking an idea through the design cycle between thought, prototype, product, and evaluation. The Design Tech Lab features 3-D printers and scanner, large wall-mounted monitors, and an interactive whiteboard. Phase 2 of the expansion plan includes the addition of a new Athletics Center aimed at solidifying the school’s already competitive sports programs.
The expert faculty, small class size, and low student/faculty ratio ensure a focus on each student to stimulate the child’s thinking and maximize learning. Whitby’s well-rounded curriculum incorporates music, drama, art, and world languages while leveraging a 1:1 technology program. The diverse learning experience, which includes families and faculty hailing from 40 countries and speaking 15 languages, also brings cross-cultural learning to life.
Students participate in athletics and team sports beginning in third grade, and also enjoy a variety of after-school electives, with award-winning chess teams, Lego engineering, math club, and mother-tongue language classes. Outside the classroom, students gain from a variety of experiences beyond the school’s walls, starting with the expansive grounds right outside the classroom, to an annual Middle School overseas trip (the Dominican Republic, Costa Rica, and Spain in the past three years), where they are immersed in language, culture, and service.
Faculty and Staff
In the 2014-2015 school year, Whitby welcomes new faculty members and celebrates exciting new roles for staff. They bring diverse experiences and backgrounds to the school.
Lower School
Rachel Beninati
Primary Teacher
Ms. Beninati obtained her M.A.T. in Early Childhood Education from Manhattanville College. Most recently, she taught the 4-year-olds at Unquowa School in Fairfield. Prior to that, she was both a Head Teacher and Dean of the Fours at the Dwight School’s Early Years Division, where she was first introduced to the International Baccalaureate Primary Years Program. In addition to her love for education, she brings a strong background in the Performing Arts, having received her B.F.A. in Theater from Emerson College.
Laura Gjuraj
Stepping Stones
For the past two years, Ms. Gjuraj has worked at Whitby as a Stepping Stones support teacher, as well as an After Care teacher for faculty children. She is currently pursuing her Bachelor’s degree at Manhattanville College. She will join Maureen Scordato and Francine Wilkens in Stepping Stones A.
Christine Imbrogno
Stepping Stones
Ms. Imbrogno began her early childhood teaching career 11 years ago working in a Toddler classroom at Family Centers in Greenwich for five years and teaching Infants/Toddlers at Greenwich Academy’s preschool, The Cowan Center, for six years. During this time, she completed her CDA, B.A. at UConn Stamford in Liberal Arts, and M.P.S. at Manhattanville College in Childhood Education and Special Education: Childhood.
Christina Scordato
Stepping Stones
Five years ago, Ms. Scordato started as a substitute teacher at Whitby. She now joins Linda Troya, as well as Anna Caro, as a full-time teacher. Previously, she worked as a substitute elementary teacher in the Stamford Public Schools. Preceding the birth of her daughter, now 12, she was a Senior Account Executive for a marketing research company in Connecticut. She earned a Bachelor’s degree from Pace University.
Upper School
Tiffany DePeralta
English Language Arts and Humanities
For the past seven years, Ms. DePeralta has taught ELA in urban schools. Most recently, she taught 6th & 7th grade ELA at Harlem Village Academy in New York City. She received an M.S. in English Education from SUNY Albany in 2009 and a B.A. in English Education from Ithaca College in 2007.
Jamie McQueen
Language Arts/English Teacher
Mr. McQueen has taught internationally for the past 12 years, with stops in Cairo, Kuala Lumpur, and, most recently, Kampala. He holds an M.A. from Portland State University and a B.A. from University of Oregon.
Lindsay McQueen
Science
For the past six years, Lindsay taught in international schools overseas. She is moving to Connecticut from Uganda where she has been teaching MYP science and math at the International School of Uganda. After graduating from high school in Cairo, Egypt, Lindsay earned a BA degree in Biology from Wesleyan University in Middletown, CT. She continued her education through Drexel University, earning teacher certification in biology and mathematics, as well as an MS in the Science of Instruction.
Alicia Miller
English as an Additional Language (EAL)
For the past 14 years, Ms. Miller has taught ESL/EAL and English. She has also designed curriculum for and taught at a Newcomer Center for newly arrived immigrants in grades 6-12. Her most recent assignment was as the EAL Head of Department at the Bavarian International School in Haimhausen, Germany. She earned a Bachelor of Arts in Linguistics, with a minor in Russian, at Ohio University, where she graduated cum laude. She continued her education at Ohio State University, earning an M.A. in Slavic Literature and a Master’s of Education in Foreign and Second Language.
Chris Ostrowski
Community Service Coordinator and Science Lab Assistant
Mr. Ostrowski (Mr. O) has served the Whitby community for two years as a substitute teacher. He has been teaching children and coordinating community service organizations for the past twenty years. He is the founder of N.A.P. (Neighbor’s Assistance Program) and The P.A.C.K Project (The People’s Art and Community Kiln Project), as well as O-Town Pottery and Wingseed Books. He earned his M.A. in Teaching from Manhattanville College, and is continuing his International Baccalaureate training.
Jane Singleton
Sail Support
She joins the faculty in both the Upper and Lower schools. She has an M.A. in Special Education from the College of William & Mary, and is certified to teach grade levels K-12, and earned a B.S. in Psychology and Communications from James Madison University. She has a diverse teaching background from working as the Learning Support Coordinator at the International School of Berne in Switzerland. She also has experience working in the public school systems in Virginia. Prior to becoming a teacher, Ms. Singleton worked in public affairs in Washington, D.C., in both corporate and non-profit settings.
Administration
Megan Harris
Registrar and Admissions Coordinator
Ms. Harris first came to the school in June 2012 as the Upper School Assistant. Last year, she continued to work in the Upper School and joined the admissions team as an Assistant. She received a Bachelor’s degree in Communications from James Madison University.
Sarah Mead
Associate Director of Marketing and Communications
Ms. Mead studied at the University of Rhode Island, where she earned a Bachelor of Science degree in Marketing and minored in Spanish. Previously, she worked in the marketing department at Rhode Island Monthly Magazine, a regional publication based in Providence.
Whitby School
969 Lake Avenue
Greenwich
203-869-8464
www.whitbyschool.org
Year Founded: 1958
Head of School: Bryan Nixon
Enrollment: 440 (children 18 months- 8th Grade)
Student/Teacher Ratio: 5 to 1
Open Houses: October 16, 9:30; and November 2, 1:00.
Accreditations: American Montessori Society, International
The Harvey School:
When school begins this September, The Harvey School in Katonah will welcome its second cohort of international students. The school’s international program includes six who enrolled in 2013 and seven new students (grades 9-11), hailing from China, Taiwan, Korea, and Germany.
Harvey’s international program is unique for a few key reasons. First, the students plan to spend up to four years on campus and graduate from Harvey. As such, there is a much deeper integration and transformation of both students and the school community than with a short-term exchange. Second, international students fully integrate into all aspects of daily school life. Not only do they take all classes with the local students, but this past year international students played volleyball, basketball, ice hockey, and tennis, acted in school plays and musicals, modeled in a student-run charity fashion show, volunteered in the community, and spoke at other local high schools about growing up and going to school in China.
Third, the hybrid residential options allow international students to get ‘the best of both worlds’: they live in a boarding school environment with a local roommate during the week and with a local family over the weekend. Finally, international students benefit from the same great opportunities that attract families from Westchester and Fairfield counties to Harvey.
Harvey’s tight-knit community and small classes of approximately ten students provide individualized attention and every opportunity to build meaningful relationships and teacher-student mentorships. This is an especially dramatic and positive change for students coming from China, where average class sizes hover between 50 and 60 students. At Harvey, students work closely with their advisors to select courses that will appropriately support and challenge them. For example, a returning 11th grade student from Guangzhou, China, plans to enroll in a regular American History class, but has selected Advanced Placement math and science classes from among the 13 AP classes offered.
Every international student who joined Harvey in 2013 will return this fall — a testament to the success of the first year of the program. Those involved with the program attribute the seamless addition of these students to Harvey’s caring teachers, flexible and adaptable curriculum, friendly and welcoming local students, families and dorm parents.
If you are interested in becoming a host family for an international student, contact Julia Gooding at jgooding@harveyschool.org or 232-3161.
The Harvey School
260 Jay Street, Katonah, 232-3161
www.harveyschool.org
Year Founded: 1916
Headmaster: Barry Fenstermacher
Grades: 6-12
Tuition: $33,250 and up
Open House: Saturday, October 18 at 9:00.
Rippowam Cisqua:
Rippowam Cisqua School’s mission is to promote critical thinking, individual development, and personal excellence for grades Pre-K-9. Parents are drawn to the school because of the small class sizes, joyful learning environment, and dedicated teachers who challenge students to discover and explore their talents to the fullest. Rippowam Cisqua is committed to a dynamic program of academics, the arts, and athletics in an atmosphere that promotes intellectual curiosity and a lifelong love of learning.
Believing that learning is a shared experience, the responsibility of both students and teachers, they urge active student involvement and seek to provide a rich curriculum for children of different abilities and learning styles. Their approach to learning incorporates experimentation, simulation, and collective and individual problem solving, as well as traditional lecture, discussion, and skill development techniques — all toward the goal of attaining excellence.
Students are challenged to demonstrate their competence in a variety of subjects, with emphasis placed on the written word, throughout their school career. The process by which children arrive at a final product is an important part of their education.
Over the past year, remarkable student achievement has taken place at Rippowam Cisqua in the classroom, on the stage, and on the athletic fields. Throughout the winter and spring, several 7th- and 8th-grade students worked together to design and built an electric golf cart, and in March, the annual Science Fair on the Lower Campus focused on STEAM — the integration of Science, Technology, Engineering, Art, and Math. Many students in grades 7–9 earned accolades at the regional and national levels of the Scholastic Writing Awards, and students in grades 6-9 put on two well-received dramatic productions of “Alice in Wonderland” and “High School Musical.”
In athletics, Rippowam Cisqua has always been known for its fierce competitive spirit, along with its fierce sense of respect for others. Last year, the Boys’ Varsity Basketball team and Girls’ Varsity Softball team each lost only one game, and the Girls’ Varsity Basketball team has only lost five games over the past six years. Several students set personal bests across a variety of sports this past year, and good sportsmanship, respect for teammates, and opponents alike, and a sports program that promotes self-confidence helped to drive athletic involvement at all ages and grade levels.
In June, the Town of Bedford Conservation Board presented their annual Green Awards, and Rippowam Cisqua was honored to be among the recipients. The Green Awards were presented to those organizations that work to protect and preserve the Town of Bedford’s environment, and RCS was highlighted for its commitment to environmental sustainability in all aspects of school life.
Character development is a critical component of a Rippowam Cisqua education as well. “As a community, we require respect, honesty, and common decency at all times. Our goal is to graduate students who are confident and knowledgeable lifelong learners. We strive to be a school of joyous and enlightened learning: a place where children come, not where they are sent.”
Rippowam Cisqua School
www.rcsny.org
Lower School Campus (Pre-K-4):
325 West Patent Road, Mt. Kisco, 244-1200
Upper School Campus (Grades 5-9):
439 Cantitoe Street, Bedford
244-1250
Year Founded: 1917
Head of School: Matthew Nespole
Enrollment: 513
Student/Teacher Ratio: 5 to 1
Tuition: $20,500-$36,600
Rippowam Cisqua provides $2,300,000 in financial aid.
Hackley School:
This fall, Hackley opens the renovated Raymond Hall on its historic Upper School quad, with new classrooms and student gathering spaces. The design, which extends Hackley’s commitment to sustainability with geothermal heating and cooling and lots of natural light, captures something about Hackley culture even a first-time visitor can appreciate. Walking through the light-filled corridors, which all look out upon the heart of the campus, and through the archways that unite the upper, middle, and lower divisions, the very spaces encourage connection and community, ideals that come to define the school’s identity, captured in three iconic phrases that weave themselves into the school culture.
Class of 2014 Valedictorian Phil Brooks summed up these phrases’ significance: “Hackley’s three mottos tell a story about how we interact with others throughout our lives as members of the Hackley community. The story starts with the motto engraved above that doorway on the quad: “Enter here to be and find a friend.” This is what Hackley offers to each person who enters our community, and it gives each of us directions for entering this community. The second motto, the school’s seal, ‘Iuncti Iuvamus,’ tells us what we do once we get here. We help each other. We see the final motto, from former English Department Chair Arthur Naething, ‘Go forth and spread beauty and light’ when we leave the building, for this motto is about leaving.
Whenever we leave Hackley, for the weekend, for the summer, or for life, this motto urges us to bring with us what Hackley has given to us. To bring it with us, so that we can give it to others. We have learned how to think of ourselves less and of those around us more.”
As a community dedicated to learning, Hackley understands the essential nature of growth and evolution, even in its academic programs. The Community Studies program, for example, continues to develop interdisciplinary learning opportunities within core curricula as the school helps cultivate students as global citizens. The Math program offers three statistics courses – AP, non-AP, and Calculus-based – so that every student has the chance to gain a meaningful yet challenging understanding of statistics.
What makes Hackley special, however, beyond the beauty of its campus and the strength of its programs and facilities, is the way in which members of this community take these ideas to heart in what they do every day – seeking to be a friend, to help others, to care more about others than themselves, and ultimately, to “spread the beauty and light” they have found at Hackley, even as they grow in individual accomplishment.
During a record-breaking year in athletics, with six state championships and seven league titles, students also celebrated each other’s growth in visual and performing arts. While the successes are remarkable, what’s even more so is the way in which the students support and appreciate the accomplishments of others.
Hackley School
293 Benedict Avenue
Tarrytown
366-2600
www.hackleyschool.org
Year Founded: 1899
Headmaster: Walter Johnson
Enrollment: Over 840
students in K-12
(397 in Upper School)
Student/Teacher Ratio: 8 to 1
Average Class Size: 16
Tuition: $37,700 for day
students, $52,100 for
boarding students
Open House: October 25,
9-12; Athletics Open House, November 15, 10-12
French-American School
Founded in 1980 as a one-room nursery program, the French-American School of New York has grown into a thriving, co-ed, bilingual private institution. FASNY educates over 800 students from pre-K-12, representing over 50 nationalities. Seventy percent of the school’s families are of French origin and speak French in their home as a first language.
FASNY’s approach is to combine the best of the American and French educational system. Approximately 85 percent of the faculty holds advanced degrees and fosters healthy educational environments in which the students can question, grow, and succeed. Upon graduation, students are prepared to receive a high school diploma, as well as the French Baccalaureate.
Prospective students and families can visit FASNY’s three campuses — Preschool in Scarsdale, Lower School in Larchmont, and Upper School in Mamaroneck — during one one of its upcoming Open Houses.
French-American School of New York
Administrative Offices
525 Fenimore Road
Mamaroneck
250-0400
www.fasny.org
Head of School:
Joël Peinado
Enrollment: 850
Student/Teacher Ratio:
9 to 1
Tuition: $23,900-$28,530
Open House: Saturday, November 15, 10:00
Soundview Preparatory School
An independent co-ed day school, Soundview Prep was founded on the principle that students flourish in small, supportive, and non-competitive educational setting. Classes average seven students to ensure that each child receives the proper attention inorder to thrive. In addition to the personal attention that Soundview students receive, the school works to foster a strong sense of community between peers and faculty.
The school offers and encourages a rigorous college prep curriculum, including several AP courses to choose from, as well as a strong fine arts program. An array of electives and extracurriciular activities provide ample opportunities for each student to get involved, develop confidence, and find their passion.
Soundview’s college prep program offers challenges for the most advanced students while ensuring that those who need support receive it.
Soundview Preparatory School
370 Underhill Avenue
Yorktown Heights
962-2780
info@soundviewprep.org
Year Founded: 1989
Headmaster: W. Glyn Hearn
Grades: 6-12
Student/Teacher Ratio:
4 to 1
Enrollment: 75
Average Class Size: 7
Tuition: $37,800-$39,000
Greenwich Academy
Greenwich Academy is an independent college-preparatory day school for girls and young women that seeks to foster excellence. Its mission is to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts curriculum within an inclusive, diverse community. The school’s objective is to develop girls and young women of exceptional character and achievement who demonstrate independence, resilience, courage, integrity and compassion.
Since 1827, Greenwich Academy has provided an ideal balance of a character-based education within the context of an extraordinary academic environment. A leader in girls’ education, GA sets a high bar in academics, athletics, arts, and service leadership—and GA girls consistently exceed expectations. Fueled by their motto, “Toward the Building of Character,” girls understand that choosing to do the right thing is a vital prerequisite to achieving success.
GA challenges its students to develop the skills necessary to compete in a global marketplace that rewards those who take calculated risks with confidence; from developing their technical skills in our Engineering and Design Lab to conducting Youth Participatory Action Research (YPAR) with the University of Pennsylvania.
Rigorous academics are at the heart of a Greenwich Academy education. Students in all grades and across disciplines are inspired to ask questions, to explore new ideas and to work independently and together to learn, discover and create. The college-preparatory program is designed to prepare every student to be an informed, thoughtful participant in the global community and to empower her to take ownership of her educational life.
The key to the extraordinary success of the academic program at Greenwich Academy is a world-class faculty dedicated to working with all students to help them achieve, to inspire them to wonder and to cultivate in them the skills and the character necessary to be life-long learners.
Classes are single-sex through grade eight. In upper school, classes are coeducational with Brunswick School.
Greenwich Academy
200 North Maple Avenue
Greenwich, CT 06830
www.greenwichacademy.org
Founded: 1827
Grades: pre-K-12
Head of School:
Molly H. King
Enrollment: 800
Tuition: $34,900 – 39,000
Open House: October 19 Lower/Middle 1:00 / Upper 3:30.
Thornton-Donovan School
Established in 1901, Thornton-Donovan is one of the oldest private schools for boys and girls in grades K-12 in Westchester County, but their academic mission and approach to learning is truly unique and progressive.
A Thornton-Donovan education is customized to students’ interests and individual talents. The average class size of 8 to 14 creates the perfect environment in which to develop curiosity and passion.
Each year, the school chooses a part of the world around which culturally themed courses are designed. In the 2014-15 academic year, Thornton-Donovan students will devote their time and exploration to the theme “Knocking on Valhalla’s Door.” Last year’s cultural immersion theme was “North to Alaska.”
Over the coming year and summer, Thornton-Donovan will send students and faculty on learning experiences to Arezzo (Italy), Busan (South Korea), Guatemala City (Guatemala), Hiroshima (Japan), and Auckland (New Zealand). Students don’t have to travel abroad to be globally educated; the school offers courses in French, Latin, Italian, Spanish, Greek, German, and Russian.
The values of diplomacy and ambassadorship incorporated into a rigorous college preparatory education make Thornton-Donovan the perfect school for young, bright students who want to go places, physically and mentally.
Thornton Donovan School
100 Overlook Circle, New Rochelle
632-8836
Year Founded: 1901
Headmaster: Douglas E. Fleming Jr.
Enrollment: 170
Student/Teacher Ratio: 5 to 1
Tuition: $17,750
Convent of the Sacred Heart
An independent, Catholic day school for girls from kindergarten through Grade 12, Convent of the Sacred Heart also offers a coed preschool and prekindergarten program. The school prides itself on its strong academic foundation and its commitment to community, diversity, and personal growth.
The campus is situated on a picturesque 118-acre landscape in Greenwich with views of the Long Island Sound. In addition to modern classrooms designed for 21st-century learning, CSH offers amenities such as computer and science labs, an outdoor observatory, a performing arts theater, a broadcast journalism studio, and athletic facilities.
Technology is integrated into all academic disciplines at all grade levels. The computer is a tool for writing, research, analysis, presentation, disseminations, and discussion of classroom projects. CSH is a member of the Online School for Girls, offering several AP and higher-level math and computer courses for the Upper School girls to take advantage of.
Sacred Heart’s international exchange program, combined with its world language program, builds awareness and knowledge of other cultures. Students are encouraged to extendtheir educational experience to other Sacred Heart schools worldwide.
The school is building a new 36,000 square-foot athletic center that will open in September 2015 to join its state-of-the-art turf fields, tennis courts, indoor swimming pool, and gymnasium/fitness center.
Prospective students and families are welcome to attend the school’s tour days, open houses, and early childhood events, including the K-12 Open House on November 8.
Convent of the Sacred Heart
1177 King Street, Greenwich, 203-531-6500
www.cshgreenwich.org
Year Founded: 1848
Head of School: Pamela Juan Hayes
Enrollment: 740
Tuition: $30,400-$37,300
Open House: November 8, 9:00.
Brunswick School
Vibrant and growing, Brunswick School has been defined and distinguished for 112 years through its commitment to “Courage, Honor, Truth.”
Enrolling 950 boys in pre-Kindergarten through grade 12, the School believes that the strength of a young man’s character and depth of his spirit determines all genuine and lasting success.
To that end, Brunswick strives to help boys and young men acquire the personal, intellectual, and physical training that will best enable them to grow into responsible adults who can make significant and lasting contributions to society.
The School offers rigorous academics, including an advanced science research program and 28 Advanced Placement courses. It offers comprehensive arts, drama and music, and a renowned language program that includes instruction in Arabic, French, Spanish, Mandarin, Italian, Latin, and Greek.
Their competitive athletic program includes 17 varsity sports played on the School’s main athletic fields and in a 65,000-square-foot sports complex. A new natatorium is set to open this month.
Brunswick has three campuses on a total of 118 acres in Greenwich. The Pre School is located on 116 Maple Avenue, while the Upper School is located nearby at 100 Maher Avenue. The Lower and Middle School are part of Edwards Campus, located at 1252 King Street.
Brunswick believes that a complete education must include lessons beyond the classroom. Even the youngest students participate in volunteer opportunities, which often evolve into full-fledged service projects at the Upper School. After school, students have access to 36 co-curricular clubs.
Through academics, athletics, arts, and service to the community, Brunswick encourages every student to develop his talents to the fullest, to understand the obligation to share them generously, to take risks to ensure growth, and to refuse to accept a narrow definition of himself.
Brunswick School
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https://www.mgmclaren.com/projects/health-wellness-center-hackley-school/
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Hackley School Health & Wellness Center
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McLaren provided civil engineering and construction survey services for the LEED Gold Certification, Hackley School Wellness Center
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McLaren Engineering Group
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https://www.mgmclaren.com/projects/health-wellness-center-hackley-school/
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Walter C. Johnson Center for Health & Wellness is a 115,000-sq-ft, two-story addition to the Hackley School’s educational complex in Tarrytown, NY. The LEED Gold Certified supplement was developed as an athletic facility and student center for the K-12, Day and Boarding School campus.
Positioned on the side of a forested mountain of rock, directly over a New York City aqueduct, the site’s beautiful campus topography proved to pose a significant access challenge. Project goals centered on seamlessly incorporating the new construction into the site’s natural landscape while saving as many existing boulders and trees as possible. However, due to the complex topography, the foundation had to be carved out and the crushed rock was used for fill material.
McLaren provided civil engineering services included site plan approval and civil design of the sites amenities, roadways, parking, and stormwater management.
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https://fitzgabrielsschools.com/2020/04/13/hackley-school/
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HACKLEY SCHOOL
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Founded in 1899, originally as a Unitarian college-preparatory school for young men, the school has grown to accept students of all faiths and is fully co-educational. The school, located in the wealthy, far northern suburbs of New York City, offers day and boarding options and is recognised globally as a leading private school and as…
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FITZGABRIELS SCHOOLS
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https://fitzgabrielsschools.com/2020/04/13/hackley-school/
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Founded in 1899, originally as a Unitarian college-preparatory school for young men, the school has grown to accept students of all faiths and is fully co-educational. The school, located in the wealthy, far northern suburbs of New York City, offers day and boarding options and is recognised globally as a leading private school and as a member of Round Square. The school competes in intermural sports as a member of the prestigious Ivy Preparatory School League.
___________
Independent Private Kindergarten, Elementary, Middle and College-Preparatory School
Established: 1899
Gender: Co-educational
Ages: 2-18 (grades K-12)
Ethos: Non-denominational
Attendance: Boarding & day school
Head of School: Michael C. Wirtz
Enrollment: 605 pupils
Faculty: 128 staff
Ratio: 8:1
Average class size: 16 pupils
Tuition fees: US$41,500 – 63,725 per annum
Scholarships / bursaries / financial aid: Financial aid available
Endowment:
Mascot: Hornet
School Colours: Blue and grey
Uniform: Smart casual
Alumni: Poly alumni
Accreditations: New York State Association of Independent Schools
Associations: National Association of Independent Schools; Round Square
Affiliations:
Athletics Conference: Ivy Preparatory School League
Feeder schools:
Rival schools:
___________
A: 293 Benedict Avenue, Tarrytown, New York 10591, United States
T: +19143662600
F:
E:
W: hackleyschool.org
___________
See also: Ivy Preparatory School League | Round Square
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Hackley School, Tarrytown, N.Y. between 1910 and 1920
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[
"hackley school tarrytown ny 1910 1920"
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Prints of Hackley School, Tarrytown, N.Y. between 1910 and 1920. Our beautiful Wall Art and Photo Gifts include Framed Prints, Photo Prints
|
en
|
Media Storehouse Photo Prints
|
https://www.mediastorehouse.com/heritage-images/hackley-school-tarrytown-ny-1910-1920-36323920.html
|
Heritage Images Photo Prints and Wall Art
Hackley School, Tarrytown, N.Y. between 1910 and 1920. Creator: Unknown
Hackley School, Tarrytown, N.Y. between 1910 and 1920. Heritage Images features heritage image collections. © Heritage Art/Heritage Images
Media ID 36323920
Campus College Darkness Grounds Lawn New York United States Of America Path Private School Shadow Shadows Unitarian University Company Detroit Publishing Detroit Publishing Co Detroit Publishing Company Dry Plate Negative Glass 8 X 10 In Edwin H Husher Prep School Preparatory School William A Livingstone
Framed Prints
Step back in time with our vintage Framed Print of Hackley School in Tarrytown, N.Y. between 1910 and 1920. This captivating image, sourced from Heritage Images, showcases the historic charm of the school during an era long past. The creator and exact year are unknown, adding to the mystery and allure of this unique piece. Perfect for any room in your home or office, this Framed Print is a must-have for those who appreciate history and the beauty of the past. Add a touch of timeless elegance to your space with this stunning, unknown masterpiece.
Photo Prints
Step back in time with this captivating photograph from the Media Storehouse collection. Featuring the iconic Hackley School in Tarrytown, New York, between 1910 and 1920, this image offers a glimpse into the past. The red-brick building, adorned with ivy, stands proudly against a backdrop of vibrant fall foliage. The students, dressed in their formal attire, add a touch of nostalgia to this timeless piece. Unknown in origin, this photograph is a testament to the rich history of Hackley School and the community of Tarrytown. Bring this piece of history into your home or office and let it tell its story for generations to come.
Poster Prints
Step back in time with our vintage Hackley School poster print, capturing the essence of Tarrytown, N.Y. between 1910 and 1920. This beautiful, unknown creation from Heritage Images showcases the historic charm of the school during an era long past. Ideal for educators, alumni, or history enthusiasts, this poster print adds a touch of nostalgia to any room. With its intriguing mystery and captivating imagery, this is a must-have addition to your collection.
Jigsaw Puzzles
Step back in time with our exquisite Hackley School jigsaw puzzle from Media Storehouse. This captivating image, sourced from Heritage Images, depicts the iconic Hackley School in Tarrytown, New York, as it looked between 1910 and 1920. With an unknown creator, this puzzle is a delightful mystery waiting to be solved. Immerse yourself in the history of this esteemed institution as you piece together the intricate details of its beautiful architecture and the nostalgic atmosphere of a bygone era. Perfect for puzzle enthusiasts and history buffs alike, this challenging yet rewarding puzzle is a must-have addition to your collection.
|
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0
| 68
|
https://www.nysais.org/schools/
|
en
|
NYSAIS
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[] |
[
""
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[] |
2022-04-08T13:48:03+00:00
|
The directory of member schools and associations for the New York State Association of Independent Schools.
|
NYSAIS
|
https://www.nysais.org/schools/
|
The New York State Association of Independent Schools promotes the independence, well-being and public understanding of, and respect for, New York independent schools and serves as an accrediting body chartered by the New York State Board of Regents.
NYSAIS Schools
NYSAIS is a voluntary association of 196 independent nursery, elementary and secondary schools enrolling some 79,000 students. It is affiliated with the National Association of Independent Schools and the NY State Coalition for Independent and Religious Schools. Founded in 1947, the Association is chartered by the NY State Board of Regents and is incorporated as a 501 (c) (3) not-for-profit organization.
Accreditation
All good schools continually evaluate their performance by means of their own devising. Without evaluation an institution ossifies, and in a changing world it loses its meaning for society. But the view a school takes of itself needs periodically to be supplemented by an external view, one that brings a perspective the school cannot command.
NYSAIS Athletic Association
The mission of New York State interscholastic athletic programs is to foster the quest for excellence by creating an educational and competitive experience within an atmosphere of sportsmanship. Successful programs develop individual and team potential by promoting high standards of competence, character, civility, and citizenship.
|
||||||
7777
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| 24
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https://www.mgmclaren.com/projects/health-wellness-center-hackley-school/
|
en
|
Hackley School Health & Wellness Center
|
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""
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[] |
2020-12-29T23:09:13+00:00
|
McLaren provided civil engineering and construction survey services for the LEED Gold Certification, Hackley School Wellness Center
|
en
|
McLaren Engineering Group
|
https://www.mgmclaren.com/projects/health-wellness-center-hackley-school/
|
Walter C. Johnson Center for Health & Wellness is a 115,000-sq-ft, two-story addition to the Hackley School’s educational complex in Tarrytown, NY. The LEED Gold Certified supplement was developed as an athletic facility and student center for the K-12, Day and Boarding School campus.
Positioned on the side of a forested mountain of rock, directly over a New York City aqueduct, the site’s beautiful campus topography proved to pose a significant access challenge. Project goals centered on seamlessly incorporating the new construction into the site’s natural landscape while saving as many existing boulders and trees as possible. However, due to the complex topography, the foundation had to be carved out and the crushed rock was used for fill material.
McLaren provided civil engineering services included site plan approval and civil design of the sites amenities, roadways, parking, and stormwater management.
|
|||||
7777
|
dbpedia
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2
| 26
|
https://www.wagmag.com/michael-c-wirtz-head-of-school-hackley-school/
|
en
|
Michael C. Wirtz, head of school, Hackley School
|
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[
"Jennifer Moore Stahlkrantz"
] |
2021-08-02T18:02:23+00:00
|
Local heads of school in Westchester, Fairfield and Dutchess counties talk about lessons learned from the pandemic, inspiration, superpowers, what makes them smile and – in one case – the benefits of dogs on campus.
|
en
|
WAG MAGAZINE
|
https://www.wagmag.com/michael-c-wirtz-head-of-school-hackley-school/
|
Hackley School is an independent, nonsectarian, college-preparatory day and boarding school in Tarrytown for students in kindergarten through 12th grade. Founded in 1899 as a school for boys, Hackley became coeducational in 1970.
Michael Wirtz became Hackley’s 12th head of school in 2016 after serving as assistant head of school and dean of faculty at St. Mark’s School in Southborough, Massachusetts. He earned a B.S. in chemistry from Ohio University, followed by an Ed.M. in policy, planning and administration from Boston University. Prior to shifting to a career in education, he served as a research chemist for a large pharmaceutical company. He is the father of two children, ages 8 and 10.
Tell us something surprising about your school.
“Most people think of Hackley as a day school, but we have a small, yet impactful five-day boarding program. I think these students have the best of both worlds, enjoying a unique community throughout the week and spending weekends at home with their families.”
How did your school cope during the pandemic?
“Overall, Hackley managed well and kept our students in school five days per week throughout the year. We were able to make ample use of the outdoor space on our 285-acre campus — something we intend to do more of moving forward.”
Which aspects of running a school are most appealing to you?
“I absolutely have the best job on campus. Each day has such variety, presenting fresh opportunities to positively impact the school community.”
What superpower do you bring to the school?
“I am known for my love of bow ties and ‘dad jokes’ — a powerful combination of fashion and humor.”
What led you to choose education as a career?
“I had great teachers growing up, people whom I greatly admired. They had a significant impact on me and I wanted to do the same for others.”
Can you give us an example of how they influenced your career choice?
“I had several amazing teachers, but one of the most memorable was Mr. Goebel, who was my eighth-grade science teacher. Not only was he an effective teacher, but he also got to know his students as individuals and he demonstrated that he cared for each of us. I went on to do a senior project with him where he effectively set up a teaching practicum for me in the last six weeks of my high school career. That experience informed my desire to teach.”
Tell us about an encounter at school that put a smile on your face.
“It is difficult to pick just one, but I enjoy being around our students and getting to know them. I most cherish the day-to-day interactions that build over time and help me develop relationships with them.”
What do you do to recharge in your free time?
“I love to play golf and spend time with my family…ideally at the same time.”
Hackley School at a glance
Head of school: Michael C. Wirtz
Number of faculty and staff: 205
Student enrollment: 840
Annual tuition: $42,640 to $49,975
|
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| 73
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https://www.raise.me/high-school/new-york/hackley-school/
|
en
|
Hackley School: Location, Scholarship and Student Body
|
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Explore statistics, contact information, mailing address, and more for Hackley School.
|
en
|
/apple-touch-icon.png
|
https://www.raise.me
|
Over 1 million high school students are earning no-essay college scholarships for their grades, activities, and other achievements.
Sign up for a free RaiseMe profile and see how much you can earn!
|
|||||
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https://www.facebook.com/CityofMuskegon/videos/city-of-muskegon-commissioners-meeting/683645066247251/
|
en
|
04-26-22 City Of Muskegon Commissioners Meeting Commissioners Meeting Agenda - https://www.muskegon-mi.gov/documents/type/2/2022/ Also available on...
|
[] |
[] |
[] |
[
""
] | null |
[] | null |
04-26-22 City Of Muskegon Commissioners Meeting
Commissioners Meeting Agenda - https://www.muskegon-mi.gov/documents/type/2/2022/
Also available on...
|
de
|
https://static.xx.fbcdn.net/rsrc.php/yT/r/aGT3gskzWBf.ico
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https://www.facebook.com/CityofMuskegon/videos/city-of-muskegon-commissioners-meeting/683645066247251/
| ||||||
7777
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dbpedia
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2
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|
https://www.city-data.com/forum/westchester-county/1346107-private-catholic-schools-westchester-yonkers-new.html
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en
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Private/Catholic Schools In Westchester (Yonkers, New Rochelle: chapel, how much, house)
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After comparing housing/taxes in various towns in Westchester, I am now considering living in White Plains or New Rochelle, getting more house for my
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en
|
https://www.city-data.com/forum/westchester-county/1346107-private-catholic-schools-westchester-yonkers-new.html
|
There is also Academy of Our Lady of Good Counsel in White Plains; its all-girls. A lot of people in Westchester also send their boys to Fordham Prep. There is Salesian, all boys, in New Rochelle also. Of the more affordable schools, I think Ursuline and Fordham Prep may have the best reputations.
While not as affordable, there are also a bunch of really good private schools in Riverdale (Bronx) that have a good representation from Westchester: Fieldston, Horace Mann, and Riverdale Country Day School. Also less affordable is all girls School of the Holy Child in Rye and Hackley in Tarrytown.
For elementary schools, there are lots of options among Catholic schools. I've heard good things about Immaculate Heart in Scarsdale, Annuciation in Tuckahoe, St. Joseph's in Bronxville, and Resurrection in Rye. Also heard the Chapel School (Lutheran) in Bronxville is good.
Diva,
You should do well with Ursuline for middle school and high school. Most Catholic high schools have great academic standards due to the abundance of AP and honors classes, as well as academically-oriented clubs.
For elementary, what are your expectations and how much are you willing to pay? Most parochial schools have a standard curriculum that works well for the average student. The only downside is if your elementary child is academically gifted, and therefore you would want a more enriched curriculum for him/her. Parochial schools won't be able to accomodate that. If you want something more enriched, you'll need to spend more to send your child to a private independent school like Convent of the Sacred Heart in Greenwich, Holy Child-Rye, Hackley, French-American School, etc. till he/she gets to middle/high school. The most "enriched" curriculum of a parochial school I can think of is Immaculate Heart in Scarsdale, which teaches Great Books beginning 3rd grade, but I do not know much about this school first hand.
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Hackley Review Summer 2024
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MLA 2024 ANNUAL CONFERENCE HOME | SMALL & STRATEGIC PRE-CONFERENCE HOME
REGISTRATION | VENUE INFORMATION | SCHEDULE AT A GLANCE | FEATURED SPEAKERS | BREAKOUT SESSIONS | SPECIAL EVENTS | EXHIBITORS | LAND ACKNOWLEDGEMENT | FIRST TIMER TIPS | MAKE THE CASE TO ATTEND | VENDOR AND SPONSOR OPPORTUNITIES | MLA ANNUAL CONFERENCE HISTORY
MLA 2024 ANNUAL CONFERENCE BREAKOUT SESSIONS
*Schedule is subject to change
Wednesday, October 16, 2024
1:45 – 2:45 PM | 3:15 – 4:15 PM | 4:30 - 5:30 PM
Thursday, October 17, 2024
10:00 – 11:00 AM | 11:00 - 11:30 AM | 11:30 AM – 12:30 PM | 1:45 – 2:45 PM | 4:15 - 5:15 PM
Friday, October 18, 2024
9:00 – 10:00 AM | 10:15 – 11:15 AM
Wednesday, October 16, 2024 | 1:45 - 2:45 PM
Accessible Marketing Through a Trauma-Informed Lens
As library workers we believe that "libraries are for everyone," but what does that mean for your marketing and communications? In this session, participants will learn the basics of accessible design, and how to create inclusive and trauma-informed messaging. With these tools, participants will feel empowered to effectively promote library programs, materials, and services, and meet diverse community members where they're at.
Outcomes
At the end of the session participants will:
Understand some of the common barriers to accessing information, and how to mitigate those barriers through marketing and communications.
Be able to create accessible, appealing promotional materials, and be able to write inclusive, trauma-informed messaging.
Be able to integrate accessibility and trauma-informed communications into related library operations such as programming, new employee orientation, and more.
Speaker
Beyond Microfilm: Local History Partnerships
The partnerships between the library, local historian, and museums will be presented. Included are the advantages for all those involved and members of the community. Local history programming ideas for all ages will be shared as well as using locations both on and offsite of the library.
Outcomes
At the end of the session participants will:
Understand the importance of sharing local history stories and events as a way to bring in patrons and connect with the community.
Gain tips for approaching and creating sustainable and lucrative partnerships outside of the library.
Be able to implement numerous different programs for a wide range of ages.
Speaker
Manage all the Behaviors! Storytime Tips, Tricks, and Solid Techniques!
With storytime comes unexpected behaviors. Of course! These are very small humans we're dealing with on a daily basis. If you've ever had a situation you weren't sure how to handle or wish you had some techniques handy for when the chaos inevitably rises, this is the discussion for you! You can any question, posit any scenario, and get advice from your colleagues! Lets lift each other up because we all have the same goal, early literacy!
Outcomes
At the end of the session participants will:
Feel confident in their ability to handle tricky situations that arise in storytime.
Thrive with new time management strategies and redirection techniques, such as effective transition songs & rhymes.
Build a network of connections with colleagues and acquire a new found sense of self assurance with the knowledge they gain.
Speaker
Now Playing in the Library
It is still a common misconception for many newcomers to campus that academic libraries are silent shrines to reading and research, filled with books and journals and hushed tones. While LSSU Library serves those important academic needs of campus, it also provides a variety of opportunities for both the campus community and the larger community to PLAY in the library. This session will cover why, and share inexpensive and engaging ways for your patrons to play in your library.
Outcomes
At the end of the session participants will:
Be able to cite benefits of play for both their patrons and their staff.
Identify two or more play-oriented activities that they could offer to their patrons.
Be equipped with tools to brainstorm play-oriented activities in the future.
Speakers
Recruiting and Interviewing for the Library of Today and Tomorrow
The public library focus is shifting from a concentration on inventory and resources to community learning and interaction, yet the approach to matching the right staff to the job requirements has stayed the same. This program will answer how we can recruit for all positions, create an experiential interview, and bring new talent that thrives in the organization.
Outcomes
At the end of the session participants will:
Examine the readiness of your institution to change the recruitment and hiring process in order to bring the right staff on board.
Consider aligning the institution's goals to the organizational chart.
Learn how to outline an actual interview scenario with sample exercises, questions, and conversations.
Speaker
Supporting Adult Learners in Your Community
With over 70 eResources, the Michigan eLibrary (MeL), provides something for everyone. There are several eResources to help adult learners who are striving to improve their reading, math, and workforce skills. Join this session and develop a toolkit to help adult learners, adult learning educators, and community partners that focus on workforce development locate and utilize eBooks, tutorials, and practice tests.
Outcomes
At the end of the session participants will:
Be able to locate MeL eResources to support adult learners.
Be able to share MeL content such as eBooks, tutorials, and practice tests to support adult learners.
Be able to recommend MeL eResources for adult learning to community partners and workforce development agencies.
Speaker
Understanding & Addressing Library Employees' Workplace Perceptions
Understanding the experiences and views of employees is critical for leadership to address employee satisfaction and performance. For library staff, opinions and experiences can be examined by interactions with colleagues, patrons, and the community. Aggregated findings from a recent UM-Dearborn study of Michigan library employees will be presented and discussed. Attendees will learn about the influencers of workplace perceptions and tailoring programming to meet their own library's needs.
Outcomes
At the end of the session participants will:
Better understand how the employees of their library may feel about their workplace based on where it is located, the types of patrons they serve, the size of their service population, interactions with others, and more.
Utilize the information provided to create personalized programming and resources for library employees to create more inclusive workplaces and boost employee morale.
Take the key findings from this large research study and identify areas they can further explore with the employees within their own libraries. This could include additional research such as focus groups, and/or piloting offerings that address an employee need.
Speakers
Back to top
Wednesday, October 16, 2024 | 3:15 - 4:15 PM
"Passive" Readers Advisory in the Time of Book Challenges
Displays, booklists, and more! This session will discuss the goals of passive RA, the variety of ways to share materials with the public, and some best practices. It offers a refresher on the basics of library displays and resources to help. We'll also talk about highlighting materials in our politically divisive climate especially as we seek to be inclusive and accessible. Bring your questions and Ideas, we will be taking time for discussion.
Outcomes
At the end of the session participants will:
Understand and be able to express the varying goals of passive RA.
Understand the wide range of deliverables that are included in passive RA.
Have a set of ideas for promoting inclusive and accessible materials despite potentially hostile community members.
Speaker
Being Orange in a Sea of Blue
By utilizing the True Colors personality test parameters, this workshop will discuss the four dominant personalities and how to effectively use this information for a more cohesive and productive work culture at your library. Participants will learn what type of personality each color represents and do a self-assessment of their own traits to determine their "color". They will then learn how the various colors can interact in different roles at work in a variety of situations.
Outcomes
At the end of the session participants will:
Be able to have a better understanding of the different personality "colors".
Be able to determine best practices for working with a variety of personality types, what motivates each type, and how to identify with them when they are stressed.
Learn tips for all levels of staff - from directors down to pages, to improve the work culture balance in the library.
Speakers
Engaging Grown-Ups: Programming for Adult Patrons
While some questions might never be answered - "What came first, the chicken or the egg?" "Is one really the loneliest number?" Other questions- "How do we get more people using the library?" can be a bit easier – Programming! It isn't the only answer, but it is key to keeping your library active within your community. Examining the importance of both in-person & passive adult programming will allow your library to provide much needed information and entertainment to your patrons.
Outcomes
At the end of the session participants will:
Have a clearer understanding of the importance of adult programming.
Be able to work within their budget to offer a variety of programs to meet their community's needs.
Be inspired to focus on improving/evolving their library's adult programs.
Speaker
Gast Amazing Race: A Case Study of Gamified Library Staff Training
The William C. Gast Business Library student supervisor at Michigan State University noticed that staff frequently forgot their job responsibilities, impacting tasks such as circulating materials and providing reference help. To address this, the supervisor implemented gamified training to improve knowledge retention. This session will discuss the impact of gamification on knowledge retention for staff, and its potential for enhancing engagement and motivation.
Outcomes
At the end of the session participants will:
Understand the fundamental principles of gamification, including game mechanics, dynamics, and aesthetics.
Discover how these elements can enhance knowledge retention, engagement, and motivation in library instruction.
Evaluate areas in their library where gamification can be used to enhance library instruction.
Speaker
Making Space for Everyone: Library Makerspaces for People with Disabilities
Makerspaces introduce play and exploration into libraries, but patrons can't press play if barriers are in place. By taking into consideration the varied needs of people with disabilities, a makerspace can deliver inclusive and accessible experiences. This session discusses ways to create customized making sessions for people with disabilities, prepping for challenges, as well as offering suggestions for libraries considering a makerspace for their entire community of all ages and abilities. Examples include customized stamps for writing a name, functional attachments for a wheelchair, Sensory Kits to make things like fidget devices, and making 'swag' as giveaways for your group to proudly promote their organization.
Outcomes
At the end of the session participants will:
Learn how to adapt makerspace services and activities for people with disabilities in their community. This can be done through thoughtful curriculum, and offering a variety of customized projects, that not only can enrich an experience, but help with a need.
Be aware of some of the challenges involved in offering makerspace programing to people with disabilities.
Consider ways that your makerspace can be made more accessible with short term as well as long term solutions.
Speakers
The Out & In of Digital Collections: Statewide Access & Preservation Platforms
Do you have digitized materials at your library but you're not sure what you should be doing with them? Learn about two statewide resources to help you "press play" on your digital collections journey! Michigan Memories is a newly redesigned access portal for searching and discovering Michigan collections. The Michigan Digital Preservation Network is a new easy-to-use preservation solution that keeps digital files healthy and safe by monitoring five redundant copies at locations across the state.
Outcomes
At the end of the session participants will:
See how digital collections can benefit their library by providing useful information to a wide range of patrons and as an opportunity to engage with the public both online and in-person.
Understand why digital access and digital preservation are important parts of good digital collections stewardship.
Identify statewide resources for providing access to and preserving digital collections.
Speakers
Welcome to the 21st Century: Modern Storytime Best Practices
As libraries evolve, so should storytimes. The modern caregiver seeks quality opportunities to build early literacy skills with their children. Incorporating relevant technologies into storytimes allows caregivers to better emulate the five tenants of early literacy - talk, sing, read, write, play. Join Northville District Library to learn more about their practices and engage in discussion.
Outcomes
At the end of the session participants will:
See how using technologies in storytime will better emulate the five early literacy skills.
Be confident in transferring their storytimes into a tech-friendly format.
Leave with new ideas from group discussion.
Speakers
Back to top
Wednesday, October 16, 2024 | 4:30 - 5:30 PM
Benefits of Hosting a Library Student Practicum
Do you remember completing a practicum or internship as part of your library education? Hopefully your experience was foundational in beginning and thriving in your library career. Would you be interested in "paying it forward" by hosting a practicum student at your library? Come learn about the benefits to your library and the library community that come from becoming a host site for students completing library practicum hours.
Outcomes
At the end of the session participants will:
Be able to explain the value to the growth and thriving of the library community that comes through library student practicums.
Be able to describe potential benefits that could come to their library through hosting a practicum student.
Be able to evaluate if hosting a library student practicum would be manageable and beneficial for their library.
Speaker
Empathic Leadership in Libraries
Having empathy is critical to being a great leader, coworker, and friend. In this session, empathic leadership will be defined. Those looking to build empathy will benefit from tools and tactics shared to build understanding of others. Attendees who identify as empaths will hear reasons and ideas for setting and keeping healthy boundaries. Others will learn how to support empathic coworkers in setting healthy boundaries. All attendees will gain strategies to enhance empathy in leadership.
Outcomes
At the end of the session participants will:
Know why empathy is important for leaders and members of their institution.
Gain tools to build empathy for others and incorporate empathy in their leadership.
Have reasons for setting goals of healthy boundaries and/or supporting boundaries for others as empathic leaders and coworkers.
Speaker
Escape Room for Librarians
The presenters have combined their mission to make the library a fun place with their passion to fight censorship, and have created an Escape Room specifically for library workers. Attendees will form teams and participate in a fun banned-book-themed Escape Room experience, then will have opportunity to ask questions about hosting and/or creating escape rooms. This session is ideal for those who provide programming for any age patrons or students.
Outcomes
At the end of the session participants will:
Have an increased understanding of how to plan and implement an escape room experience for patrons or students of all ages.
Be more confident that they could create and implement their own escape room.
Be a little more familiar with some of the most banned books in America today.
Speakers
Introducing Book Boxes: Amplify Your Reader's Advisory Service for Patrons!
If only there was a way to increase book circulation, help patrons find new favorite authors, and exercise that reader's advisory skill we don't use nearly as often as library school said we would oh wait! Book Boxes! This service allows patrons to personalize a box specifically to their needs. After its successful year at Fowlerville District Library, it's received glowing reviews and has created a better understanding of their patrons. Learn how to implement and adapt it for your library.
Outcomes
At the end of the session participants will:
Recognize and possibly implement a new service at their library.
Identify the benefits of highly curated reader's advisory.
Apply reader's advisory skills to create a deeper connection with their community.
Speakers
Press Play: Practical and Legal Considerations for Generative AI in Libraries
Generative artificial intelligence (Gen AI) tools can create near-instant text, multimedia, and analysis in ways that can be near-magical, biased, or wrong. For example, people can prompt Gen AI to quickly generate library newsletters or to create misinformation at scale. Gen AI might add efficiency to resume review while introducing bias. This session will preview the Gen AI landscape and introduce some programmatic, practical, legal, and policy strategies for your library and your patrons.
Outcomes
At the end of the session participants will:
Recognize current capabilities and limitations of generative AI tools.
Be able to identify at least three critical opportunities and concerns about generative AI's use and impact in public libraries.
Articulate at least three generative AI policy, practical, or legal strategies for implementing generative AI in public libraries.
Speakers
Jam Session: Sustainability
In our special discussion sessions, we ask you all to be the experts! Everyone is doing great work in their libraries and this is the moment to share with our peers. We'll have a jar of questions and invite people to pick a question and share with the group. Questions will be based on the theme of the session. This is an interactive session so come prepared to share!
Jam Session: Technology
In our special discussion sessions, we ask you all to be the experts! Everyone is doing great work in their libraries and this is the moment to share with our peers. We'll have a jar of questions and invite people to pick a question and share with the group. Questions will be based on the theme of the session. This is an interactive session so come prepared to share!
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Thursday, October 17, 2024 | 11:00 - 11:30 AM
See You in the Funny Pages Library Comic Contest
Submissions are now closed for this event.
Gene Ambaum of Unshelved and Library Comic is offering at least one lucky library attendee the chance to have their library’s story immortalized into a comic strip created by him. All 2024 Annual Conference attendees were invited to submit their favorite library stories by Friday, August 2. The best of these will be made into a comic strip by writer Gene Ambaum, who will be presenting at the 2024 MLA Annual Conference, and Library Comic's artist Willow Payne. (If there are a bunch of excellent stories, they may even pick more than one winner.)
As part of his breakout session on Thursday, October 17, Gene will share the runners up, with some insight into why some stories were better suited for comic strips than others, and unveil the winner(s) and the comic strip(s). The winner and the Michigan Library Association will get signed prints, and top runners-up will get prizes too. (Note that winners need not be present at the presentation to win, but they should be registered for the conference.)
Speaker
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Thursday, October 17, 2024 | 10:00 - 11:00 AM
Branching Out Together: Connecting with Other Libraries & Community Partners
Feeling confined by your library walls? Looking to expand your library's impact and build new community ties? Break free and branch out together! Discover how to connect with neighboring libraries and cultural institutions to identify complementary strengths, coordinate efforts on existing initiatives like Michigan Humanities' Great Michigan Read, and share resources and expertise to implement high-profile programs.
Outcomes
At the end of the session participants will:
Be able to develop a plan for initiating a collaborative project in their own libraries, including identifying potential partners and outlining initial steps.
Be able to identify potential challenges associated with library collaboration and strategies to overcome them (e.g., scheduling conflicts, unequal resources).
Be able to evaluate the success of collaborative projects using measurable outcomes, such as program attendance, media coverage, or community engagement.
Speakers
Building a Library 101: A Roadmap to the Future
Directors need to answer some important questions before diving into a library building update. What will it cost? What goes into an architecture and engineering request for proposals? How long will construction take? Which design features are trendy and which ones are timeless? In this session, an architect, interior designer, and funding advisor from the design firm C2AE will demystify the design process from start to finish and answer directors' burning questions.
Outcomes
At the end of the session participants will:
Learn how to successfully write a request for proposal for architecture and engineering services.
Understand what elements go into designing the library of the future.
Learn the means of determining a budget and identifying funding opportunities.
Speakers
Creating Digital Access and Preservation Consortia: Lessons from UPLINK
Many libraries face the challenge of providing digital access to collections with ever-decreasing budgets. UPLINK (Upper Peninsula Digital Network) is a new consortium that pools the resources of libraries and related institutions to lower the barriers to creating digital collections. This presentation will focus on how UPLINK allows communities to retain their heritage locally while sharing it globally & the challenges of creating a digital collections database for diverse member organizations.
Outcomes
At the end of the session participants will:
Learn strategies, software, and platforms that could make creating digital collections possible for their organization.
Know pitfalls to avoid when trying to collaborate with other organizations on digital collections.
Have a model for governance of a digital consortium.
Speaker
DIY Strategic Planning
Strategic planning needn't be left to consultants. You have the power to craft actionable plans that will move your library forward and create positive change. Whether you are a staff of one or involved in a multi-branch system, you will learn a host of community research techniques that will help you get to know your audience and analyze that data to pull out key themes. Once you know what your community needs, you can create a roadmap that gets all your stakeholders on the same page.
Outcomes
At the end of the session participants will:
Understand a full range of options for community research and how to scale it based on your capacity.
Be prepared to analyze different forms of community research using collaborative processes to determine key themes.
Craft a structured, actionable strategic plan that aligns with expressed community needs.
Speakers
Five Work-Life Balance Myths - BUSTED!
Everybody is striving for the perfect work-life balance, but it's never quite right. When work and life roles get out of balance, health, productivity, and wellbeing suffer. So what's the answer? Join us as we challenge five of the biggest myths of work-life balance, and share ways to work toward balance in your life.
Outcomes
At the end of the session participants will:
Explore what a balanced and harmonious life can look like.
Discover strategies for building boundaries to improve wellbeing.
Examine what they can do to promote balance at home and in the workplace.
Speakers
Mastering Your Messages for the Media and Beyond
Now more than ever, it is important for library workers to be trained to talk to the media about challenges as well as triumphs. Successfully navigating both easy and tough interviews will position your library in a positive light. Media skills will also benefit you when managing tough patron and staff discussions. Learn from a media relations expert and library director, basic skills when dealing with the media and how that can help you on your leadership journey.
Outcomes
At the end of the session participants will:
Have learned foundational media skills that can be used when talking to reporters.
Understand how learning foundational media skills will assist in having challenging conversations with patrons and staff.
Know how to craft messages based on their mission statement and/or core values that can be used when talking to the media.
Speakers
Meet Bubbles: Leveraging Teens' Creativity to Engage Your Whole Library
Inspired by Thorndyke, the stuffed bear that lives in our Children's area, Canton Public Library's Teen Leadership Council saw the future of our teen space and its name is Bubbles the Cat. The new mascot was an instant hit, an enticing draw for all ages that has provided exciting new passive programming opportunities. Learn how this side project of our TLC took on a life of its own and how you can leverage the creativity of your teens to build the future of engagement at your library.
Outcomes
At the end of the session participants will:
Have new strategies for encouraging your teens to think forward and engage more with your library.
Understand how to build a sense of ownership of library spaces by fostering an environment of creativity and exploration.
Know how to inspire community among patrons and staff by creating shared experiences.
Speakers
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Thursday, October 17, 2024 | 11:30 AM - 12:30 PM
Accessibility and Accommodation as an Emerging Issue for Public Libraries
A rapidly aging population, an increase in conditions affecting mental and emotional health among populations of all ages and renewed governmental focus on issues surrounding accessibility and accommodation mean that all government entities should ensure that they are prepared to provide facilities and services that comply with accessibility and accommodation requirements under Title II of the Americans with Disabilities Act (ADA). In addition, non-disability related accommodation requirements involving religion, pregnancy and language are becoming more commonplace. This session will provide information on the legal requirements for accessibility and accommodation which currently affect public libraries and will provide tips and suggestions for managing accommodation requests from patrons, staff, and board members.
Outcomes
At the end of the session participants will:
Describe the primary laws and regulations which govern the accessibility of governmental facilities and services.
Understand the requirements for reasonable accommodation for patrons, staff, and board members.
Discover helpful information and tools to assist in creating policies and procedures for compliance with accessibility- and to enable welcoming and accessible service for ALL of their communities.
Speakers
Develop Your Teams by Building on Strengths
Teams are a critical unit at your library - it's where people learn, share, and feel connected. How can we better develop our teams to ensure positive working relationships and job satisfaction? This session will go deep into team building (but not in a "let's do a ropes course!" way!). We'll share the theory behind how teams develop their dynamics and cultures and several proven approaches to using a strengths-based approach for intentionally cultivating a productive environment.
Outcomes
At the end of the session participants will:
Understand the vital role teams play in organizational development and job satisfaction.
Understand the team development model and how to use it with teams and how to increase job engagement through team connection.
Speaker
DigiLIT - Designing Engaging Digital Literacy Programs at Your Library
This breakout session will explore practical strategies to create effective, engaging digital literacy programs tailored for your community library by viewing examples from the Grosse Pointe Public Library. Learn to design programs that attract and educate diverse adult audiences, leveraging technology and innovative teaching methods to enhance patron's digital literacy skills. Perfect for library staff seeking to expand digital learning in their communities.
Outcomes
At the end of the session participants will:
Be able to take numerous examples of both active and passive programming that aids to bridge the digital literacy gap in one library's community and apply it to their own.
Have actionable practices to take to their own library and implement.
Learn how to design and begin digital literacy programs that are both engaging and educational.
Speaker
Global Tales & Local Hearts: How Libraries Can Help Raise Multicultural Kids
Join bestselling author Ajanta Chakraborty for a workshop designed to inspire librarians to create inclusive library spaces. Learn how to select diverse stories that resonate with young readers and integrate multicultural books, activities, and digital resources into your programs. Through this session with interactive discussions, hands-on activities, and practical demonstrations, transform your library into a vibrant, welcoming space where every child sees themselves reflected.
Outcomes
At the end of the session participants will:
Master diverse book selection.
Learn how to curate exciting diverse programs for patrons that get high participation and rave reviews.
Learn how to incorporate a variety of resources that will resonate with the local community by thinking outside the box.
Speaker
I'll Take Management for $500
Hello new managers! So, you've taken on an admin role and you're faced with making all kinds of decisions! Confronted with an unfamiliar situation or problem, how do you know where to go to find answers-to the listserv, friends, the library board, a Ouija Board? Often, none of these are the correct answer, but you still have to make an informed decision. In this interactive session, participants will take part in an online game designed to hone their critical thinking and decision-making skills.
Outcomes
At the end of the session participants will:
Think more critically about scenarios and situations they encounter.
Make more informed decisions based on resources available to them.
See an end to "management by polling!" Participants will understand resources to turn to for improved guidance and support of informed decisions.
Speakers
Press Play on Wonder Media!
Build on your media and news literacy skills through Wonder Media, a co-designed website filled with programming resources to use when engaging with students and your community. Thanks to funding from IMLS, you can invite others to play along and learn more about misinformation and dependable news sources through fun and interactive activities.
Outcomes
At the end of the session participants will:
Be aware of the content of WML.com and its programming resources.
Acquire additional tools, techniques and knowledge of media literacy and news literacy.
Feel equipped to share media and news literacy resources and knowledge with their communities.
Speakers
Taking Flight: Launching and Maintaining a Successful Library Birding Program
Interested in starting a birding program at your library but not sure where to begin? Already have a birding club and interested in more content? In this session, Eric Berling, STEAM Educator at the East Lansing Public Library, will share his tips for how library programmers, regardless of birding experience, can launch and maintain a successful birding club program. Resources, such as meeting agendas, handouts, activities, and potential community partnerships will be shared.
Outcomes
At the end of the session participants will:
Recognize the value that a library-sponsored birding club offers to patrons.
Feel confident in running a birding club program at their library by implementing programming resources from this session and/or creating their own.
Recognize potential community partnerships and resources that can help support a birding club program.
Speaker
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Thursday, October 17, 2024 | 1:45 - 2:45 PM
Ask the Lawyer
Do you have legal questions about your library policies? Is there a provision of the statute governing your library that you need to understand? Do you have questions about employee issues? Bring your unanswered legal questions to this session! We will answer questions from the audience on issues of library law, including Open Meetings Act and Freedom of Information Act issues, library privacy, library policy, internet use, meeting room restrictions and more.
Outcomes
At the end of the session participants will:
Have a chance to ask legal questions to library lawyers, increasing awareness of legal issues.
Discover areas of policy or procedure that may require review or change to comply with laws.
Be better able to determine whether they need to hire legal counsel on a particular issue.
Speakers
Disguising a Disinformation Program: Teaching Critical Thinking with Crime Scenes
In 2022, the Dallas Public Library staff conceived a somewhat unorthodox program that provided disinformation education to a larger audience and did so without the participants realizing the event's true focus. By advertising the program as one themed around true crime-and delivering-the library staff gained a greater audience than they otherwise would have if they had advertised it as a disinformation seminar. Attendees to this talk will learn how to design similar programs.
Outcomes
At the end of the session participants will:
Be able to clearly explain the difference between misinformation and disinformation and demonstrate how it can have devastating consequences.
Learn the necessary requirements to make a program centered on a murder mystery.
Be provided pointers and tools to develop their own 'Trojan Horse' programs on the subject of disinformation.
Speaker
Maawn Doobiigeng (Gather Together): An Anishinaabe System of Library Organization
Existing organizational systems including Dewey and LCC are inherently damaging to Indigenous people and are insufficient for accurately describing and providing access to Native topics. From 2019 to 2024, the Saginaw Chippewa Tribal Libraries worked with community members to create a new classification system, Maawn Doobiigeng (Gather Together). Library staff will learn about the process of creating this new system, how it is being implemented, and how it is being used by staff and patrons.
Outcomes
At the end of the session participants will:
Be able to identify at least one example of how existing organizational systems are insufficient for accurately describing and providing access to Native topics.
Be able to identify the seven clans used in the Maawn Doobiigeng (Gather Together) system of library organization.
Be able to articulate the difference between decolonizing and Indigenizing as relates to library operations.
Speaker
Playing With Purpose
Even as adults and professionals, incorporating play into our daily lives is important for mental health. But how do we do it effectively? Join this playful session to learn ways that managers, leaders, and anyone else can instill play into your work. We will discuss why play is important, how it improves a workplace, and tools you can use in your own job. This will be an interactive session so bring your sense of humor and be ready for fun.
Outcomes
At the end of the session participants will:
Have a set of activities they can adapt to their own workplace.
Have a better understanding of the reasons behind play in the workplace that they can use to advocate for more play in their own jobs.
Participants will have the opportunity to experience a variety of activities through active participation.
Speaker
So, You've Been Hacked: Now What?
Cyberattacks were on the rise in 2023. What can you do to protect your library's resources? How should you respond if you are the victim of a cyberattack? In this session, staff from Orion Township Public Library will discuss their experience of being a victim of a ransomware attack in 2023, and what they learned from responding to the incident. Topics of discussion will include network security, crisis communication, and working with experts to restore services.
Outcomes
At the end of the session participants will:
Know some of the best practices to secure your network from a cyberattack.
Know the fist steps to take if your library is the target of a cyberattack.
Be able to communicate with community stakeholders about the process.
Speakers
Jam Session: Advocacy
In our special discussion sessions, we ask you all to be the experts! Everyone is doing great work in their libraries and this is the moment to share with our peers. We'll have a jar of questions and invite people to pick a question and share with the group. Questions will be based on the theme of the session. This is an interactive session so come prepared to share!
Jam Session: Unique Book Clubs
In our special discussion sessions, we ask you all to be the experts! Everyone is doing great work in their libraries and this is the moment to share with our peers. We'll have a jar of questions and invite people to pick a question and share with the group. Questions will be based on the theme of the session. This is an interactive session so come prepared to share!
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Friday, October 18, 2024 | 9:00 - 10:00 AM
A Mixed Race Future and What it Means for Libraries
Libraries are now embracing diversity, equity, inclusion (DEI) through staff, collections, and programs. With a 276% rise in the mixed race population from 2010 to 2020, libraries must adapt to serve this demographic. The Library Mixed Race Project focuses on increasing visibility and support for mixed race individuals through assessments, programming, and collaboration. The team shares strategies to enhance DEIA-focused services, drawing from their experiences.
Outcomes
At the end of the session participants will:
Understand and be able to articulate the growing need for mixed race collections, services, and programming in order to provide welcoming and inclusive library experiences for their library constituents.
Develop a beginning understanding of their own constituent community and library contexts with regard to mixed race issues in service of developing collaborative plans and actions to better support students, researchers, and the public.
Learn about a variety of freely available resources in order to support their own efforts to provide their constituent communities with content relevant to mixed race users.
Speakers
Now Showing at the Library: Effective Connections with Local Artists
Make the library a destination for the arts! Forge worthwhile partnerships with the creatives in your community, providing your patrons with the opportunity to enjoy live concerts, art receptions, film screenings, library-produced podcasts, and more. From library-themed lattes with your local baristas to synthesizer petting zoos hosted by local musicians, cultivate a whole set list of arts-programming ideas and inspiration with scalable steps for starting and sustaining creative partnerships.
Outcomes
At the end of the session participants will:
Feel confident and empowered to reach out to artists and creatives in their community, receiving tips and best practices on how to effectively and respectfully work with artists to ensure successful programs and worthwhile collaborations.
Understand the benefits of sustaining a recurring series of arts-related programs and appreciate how consistency can breed confidence in their staff to facilitate exciting programming confidently on a regular basis.
Receive a comprehensive run-down of how they can start an effective and efficient arts-focused program and tips and tricks of how to successfully promote your events.
Speaker
Project Management Remix: Adapting Traditional Principles for Your Library Needs
Ever wonder where a project is at? Who is leading it? Why it does not seem to be going as you imagined? Discover project management fundamentals tailored for libraries, emphasizing centralized communication, staff empowerment, and clear expectations for success. This session offers practical strategies and tools, utilizing resources you likely already have, to adapt traditional project management principles to the unique needs of libraries and library systems.
Outcomes
At the end of the session participants will:
Understand strategies for establishing centralized project communication frameworks and tools for library projects (project dashboard and monthly project reports).
Gain techniques to empower library staff to take leadership roles in projects.
Learn methods for setting and communicating clear expectations for project goals, roles, timelines, and deliverables (project charter and project close outs).
Speaker
Resources and Partnerships to Expand Access to Civil Legal Justice
Civil legal issues (child custody, child support, wills, name change, eviction, divorce, etc.) impact 55 million people a year. This workshop will discuss Library partnerships that bring legal aid to patrons and walk participants through Michigan Legal Help's free, bilingual online resources that help patrons learn about and resolve their civil legal issues, including Do-It-Yourself court forms.
Outcomes
At the end of the session participants will:
Have more knowledge about civil legal issues.
Understand the vital role that library workers can play in helping patrons access resources to learn about and resolve their civil legal issues.
Learn about partnerships between libraries and civil legal aid organizations that provide in-person and tailored assistance.
See the Michigan Legal Help (MLH) website, in general, including what resources are available and how to navigate through the site.
Speakers
Retro Redux: Strategies for Digitizing Vintage Media
A full-featured format digitization suite empowers patrons to preserve their outdated analog media. In The Idea Lab, format conversion has become our most popular service! Jeff will explain how he assembled the arsenal of equipment necessary to digitize almost every format that has ever contained user-generated content. Learn about The Idea Lab's conversion workflow, how we implemented our structured service with no cost to our patrons, and how libraries everywhere can replicate our success.
Outcomes
At the end of the session participants will:
Have brains full to bursting with exciting facts about a myriad of analog audio and video formats, as well as antiquated digital formats; how to identify them, their quirks and specialties, and how to evaluate their physical condition and viability for transfer.
Have the opportunity to see and to physically handle many of the discussed formats.
Be equipped with the insight necessary to acquire and implement the technologies necessary to easily offer this service at their own libraries, and be introduced to practical, procedural, and even legal considerations involved in format conversion.
Speaker
Sensory Stories: Promoting Neurodiversity & Inclusion Early Readers
Join us for this sensational session on sharing sensory stories. Discover how multisensory storytelling can engage early learners of all learning styles and foster a life long love for reading. Learn practical techniques to create inclusive story-times that support literacy and social-emotional development of all early readers. Perfect for librarians, educators, and families seeking to enhance early literacy of young children including autistic and neurodiverse children.
Outcomes
At the end of the session participants will:
Implement multisensory storytelling techniques to engage neurodiverse early learners effectively.
Design inclusive story times that support various learning styles such as audio, visual, hands-on/tactile, and kinesthetic in literacy and social-emotional development for all children.
Evaluate and adapt story time activities to cater to diverse learning styles and needs, promoting an inclusive learning environment.
Speaker
You Know What Happens When You Assume: Empathetic Conflict Navigation
We all have lenses through which we see the world. These lenses help our brains sort information, but they also often hinder us when we're in conflict with one another. While you can't stop the subconscious from doing its work, this thought-provoking session will help you explore your unique filters and consider others' views with empathy - which can help steer you toward a win-win situation in conflicts.
Outcomes
At the end of the session participants will:
Examine the assumptions they make and how those assumptions impact their perspective.
Consider strategies to help uncover the filters through which others see the world in order to help work through conflict.
Explore ways to infuse this mindset into conversations and conflicts with coworkers, patrons, and partners.
Speaker
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Thursday, October 17, 2024 | 4:15 - 5:15 PM
Making Your Library A Model For Disability Rights
Disability Rights activist and leader, Susan Odgers, will lead a conversation about how libraries in Michigan can serve as the model or hub for disability rights. The conversation will look at all disabilities and their impact on libraries. Emphasis will be on building upon what your library is already doing, regardless of size and resources. Conversation will look at ways to respond to conflicts with disability rights. Plenty of time for Q&A.
Outcomes
At the end of the session participants will:
Learn what disability rights are applied to libraries in Michigan.
Learn what using your library is like from the point of view of a person with a disability
Learn how disability rights benefit everyone and useful resources.
Speaker
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Friday, October 18, 2024 | 10:15 - 11:15 AM
Digital Equity and Inclusion: Refocus & Recommit
Digital equity and inclusion is a hot topic because the pandemic exposed the digital divide like never before and the Infrastructure Investment and Jobs Act from 2021 is shoveling an historic amount of money at the issue. But public libraries have been working in this space for 30+ years. What is going on, how should you think about it, and how will you be involved? A little history, a little reflection, the latest news, and an opportunity to recommit and choose a fresh course.
Outcomes
At the end of the session participants will:
Understand the current definitions of digital equity and digital inclusion and be able to describe how library services address various aspects of digital inclusion.
Have identified one or more practical strategies for advancing digital inclusion personally or professionally.
Know how federal BEAD and DEA dollars are being channeled to local communities in Michigan.
Speakers
Dyslexic-Friendly Materials in the Library
Dyslexia is a common learning disability that affects a person's ability to read, write, spell, and process language. Those with this neurological condition can find reading traditional print materials unenjoyable or even frustrating. Dyslexic-friendly print materials are a rapidly growing option allowing individuals with print disabilities to experience the joys of reading through print. Learn how your library can support those with dyslexia and how you can build a dyslexic-friendly collection.
Outcomes
At the end of the session participants will:
Have a foundational knowledge of dyslexia and print disabilities.
Learn about the resources and materials available to support those with dyslexia.
Dyslexic-friendly materials collection development details, tips, and tricks.
Speaker
Equity in Play: Bringing Library Services to Our Youngest Patrons Where They Are
Not all library services are shaped in ways that meet the needs of our patrons. Since COVID, librarians have faced unprecedented challenges as well as unique opportunities. Youth Services staff at Hackley Public Library spent time navel-gazing to understand how they can better match their services with the people coming (or sometimes not coming) into the library.
Outcomes
At the end of the session participants will:
Have a good understanding of equitable library services.
Have at least one example they can bring back to their library of an equitable service or program idea.
Be able to evaluate their own library services and programming to determine how equitable they are.
Speakers
Michigan Humanities' Program and Grant Opportunities for Your Library
Michigan Humanities staff will share highlights of six programs and grants that are available to Michigan libraries, offer tips for successfully applying for funding, and answer your questions about eligibility, timelines, and other important details. Through grants and collaborative programs offered across the state, Michigan Humanities provides opportunities to gain a deeper understanding of the past, the tools for stronger analysis of the present, and a more informed vision for the future.
Outcomes
At the end of the session participants will:
Know how to register in Michigan Humanities' grant portal, where they will apply for grants and programming opportunities.
Feel confident in their eligibility for a grant.
Learn about new programs they can bring to their communities.
Speaker
Stay Interviews: A Method to Maintain Employee Retention in Libraries
Libraries face unprecedented burnout and turnover rates due to numerous internal and external factors. Stay interviews-1-on-1 manager-employee conversations-can help by discussing what motivates employees. Adopting strategies from the private sector and understanding current workforce preferences, libraries can use stay interviews for retention. Key steps, best practices, and a quick discussion will prepare attendees to implement stay interviews at their library no matter their management level.
Outcomes
At the end of the session participants will:
Understand the Stay Interview process.
Learn ideas for best practices implementing Stay Interviews.
Have confidence in their ability to implement Stay Interviews into their current management structure.
Speaker
The Impact of Kent District Library's Manager in Training Program
KDL has aligned itself to better prepare for succession planning and create clear pathways for promotion by launching a manager-in-training program. Originally a way to cover leaves of absences and vacancies, the manager-in-training program is now an intentional annual process to impact and train future leaders.
Outcomes
At the end of the session participants will:
Have a framework to create a management training plan.
Learn the benefits of succession planning.
Have the chance to learn from and ask questions of an administrator, a manager, and the impact it had on someone who recently completed the training.
Speakers
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https://careers.amherst.edu/people/cyndy-jean/
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Cyndy Jean
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2022-09-01T14:06:53+00:00
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Cyndy Jean ‘07 is the Director of the Middle School at Hackley School in Tarrytown, NY. Cyndy holds a master’s degree in Private School Leadership from Teachers College, Columbia University and a s…
|
en
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Amherst College | Loeb Center for Career Exploration and Planning
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https://careers.amherst.edu/people/cyndy-jean/
|
Cyndy Jean ‘07 is the Director of the Middle School at Hackley School in Tarrytown, NY. Cyndy holds a master’s degree in Private School Leadership from Teachers College, Columbia University and a second master’s degree in Teaching and Special Education in Grades 1-6 from Fordham University. She is currently a Fellow in the National Association of Independent Schools’ Aspiring Heads Program, serves on the Fairchester Alliance for hiring and retaining faculty of color, and sits on the Board of Trustees for the Tree of Life Orphanage, a non-profit organization serving and educating over 200 children in Source Matelas, Haiti. While at Amherst, Cyndy actively participated in programs held by the Black Student Union, served on the leadership team of the Bi-Semester Worship Committee, and sang with the Terras Irradient a capella group. She was a Black Studies major and completed the pre-med concentration.
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7777
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dbpedia
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https://www.niche.com/k12/hackley-school-tarrytown-ny/
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Hackley School in NY
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2024-08-08T00:00:00
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Explore reviews, rankings, SAT/ACT test scores, popular colleges, and statistics for Hackley School in NY.
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en
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Niche
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https://www.niche.com/k12/hackley-school-tarrytown-ny/
|
Hackley has incredible athletic facilities and an expansive campus. In terms of comfort and resources, it is definitely strong. However, the workload, especially in English, is high and many students are very tired or stressed and may experience burnout when they reach college. Especially if a kid wants science/business, their humanities can be overwhelming. Many kids in the colleges they go to from regular good public schools may have more energy and still the same preparation and do well in careers when it matters. The school has great facilities if one wanted to focus on a sport or explore nature, but seemed to have no boost for college admissions even though the workload is so high. May not be worth it as the actual sports teams are average and clubs/ECs options are weak. Westchester has great public schools, while with a bigger class size, have great college placements and a more well balanced social and academic life given Hackley kids come from all over the area. My perspective.
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An advanced assessment: weighing the place of APs at Masters and beyond
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What are APs? The Masters School is currently engaging in talks about Advanced Placement (AP) courses and their role within the realm of the school’s academic identity; additionally, many members of the Masters community and beyond have grappled with the benefits and potential downsides of an AP curriculum According to the College Board, a “mission-driven...
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Tower
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https://tower.mastersny.org/4325/features/an-advanced-assessment-weighing-the-place-of-aps-at-masters-and-beyond/
|
What are APs?
The Masters School is currently engaging in talks about Advanced Placement (AP) courses and their role within the realm of the school’s academic identity; additionally, many members of the Masters community and beyond have grappled with the benefits and potential downsides of an AP curriculum
According to the College Board, a “mission-driven not-for-profit organization that connects students to college success,” AP courses, which have been around since the 1950’s, are an opportunity for students to earn college credit, prepare for college level courses, develop critical learning skills and discover a new passion in a subject.
By offering APs worldwide, College Board is presumably providing the most rigorous curriculum for high schools, and in turn, presenting many benefits for students.
APs offer a lot that is positive, but over the past few decades there has been seemingly continual pushback against the courses as schools nationwide consider the validity of offering these courses. .
The Constraints of APs
One common argument against APs is that they constrain the ability of teachers to instruct creatively and devise unique course material. Some teachers have found ways to work around this, though it has proven more difficult for others.
Dean of Faculty Sam Savage acknowledges that APs require educators to teach to a set framework. “They have a different presence than any other curriculum because they align with something outside of any given school,” he said. APs are designed to prepare students for AP exams, which take place in early May.
Eric Shear, a science teacher and dean for the Class of 2021, who formerly taught AP Chemistry, found that the AP curriculum restricted his ability to teach the course while upholding the school’s mission:
“
To strive, to dare, to do, to be a ‘power for good in the world’–we could do way more of these things if we weren’t held to the standards of an AP.
— Eric Shear
Schools that have eliminated AP courses have taken several different paths. One alternative to APs that has been adopted by many schools, including Scarsdale High School (SHS) is Advanced Topics Classes (ATs), which are considered to be equally as rigorous. SHS senior Charlotte Kelson, who is currently enrolled in four ATs and took both AT Statistics and AT U.S. History last year, said that her AT classes provide room for exploration and deviation from a standard AP curriculum. She said, “Last year in my AT U.S. history class, we had almost a month of students presentations… I don’t think we would’ve had that flexibility had it been an AP class.”
Masters’ Math Department Chair Michele Dennis has managed to work around the perceived restrictions of APs in her AP Calculus AB curriculum. “I don’t feel rushed [at least until the very end]. We have time for exploration regularly, doing work on Desmos [an online graphing application] and occasional projects. To say that APs don’t dive deep is not correct,” she said.
Dennis, who formerly taught AP Statistics, also argues that teaching to a set-curriculum aided her growth. She said, “I would’ve operated in a silo trying to teach statistics, but instead, I had the AP community as a source of constant professional development.” She explained that many of the lesson plans and creative activities that she brought to her class were inspired by other AP professionals outside of Masters.
AP United States History (APUSH) teacher Eric Shapiro, who is also a grader for the APUSH exams, recalled an interaction he had with a fellow grader. “A woman I sat next to for a whole week, told me that one of her APUSH classes has over 100 students; it’s pure lecture and each student essentially writes one essay per semester,” he said. However, at Masters, with smaller classes and an emphasis on discussion-based learning, the APUSH teachers have found ways to lead classes in innovative ways. Earlier this month, students in Masters’ APUSH course took part in a roundtable where they played the roles of characters from the early nineteenth century and discussed topics relating to social, political, and economic reform during the time period. The roundtable served as a test, covering content from chapters in their textbook.
The current APUSH curriculum is a broad overview of history in the United States from early settlement in the country to the present day.
Shear noted that AT courses could give teachers and students alike the ability to hone in on a particular topic or area of study. “For example, a student could take an advanced topics class on poetry and an advanced topics class on creative writing,” he said.
Tackling the Test
Many members of the educational community feel that the AP tests are advantageous, though others see them as an inaccurate representation of students’ academic ability.
Shapiro understands the essence of AP tests. “They [AP exams] offer a means of evaluating students on a national basis,” he said.
Both he and Dennis said that the AP tests for their respective subjects are more of an assessment on skills as opposed to pure knowledge. Dennis mentioned that the AP Stats exam often has word problems that deal with real world situations. Shapiro added that the long-essay questions and document-based questions on the APUSH exam require that students not only have their facts straight, but also are proficient writers and critical thinkers.
Junior Rachel Schwartz, who is in APUSH, said that having to learn these skills adds additional pressure to an already challenging course.
“
On top of having to know all the information, you actually have to know how to do the test.
— Rachel Schwartz
The Hackley School, located in Tarrytown, NY, no longer offers AP classes in English and History. While he could only speak to the elimination of the English APs (AP Literature & Composition and AP Language), English Department Chair Dr. Richard Robinson said that he was, and still is, concerned with the AP’s emphasis on speed because it discourages thoughtful close-reading and reflective writing. “The AP exam stresses skills that are about doing things quickly: you need to be able to read quickly, interpret literature quickly, and write quickly,” he said.
While Hackley has always strived to focus on sophisticated process-driven writing about literature, Robinson found that when students took the AP English exams, he was telling them to write simplistically; he said this was because the examiners would only spend 90 seconds reading an essay and would only look for fairly basic comprehension.
After 15 years of no English APs, he is content with the outcome. “The response has been all positive… I’ve never had a reason to doubt it,” he said.
Adding APs
The College Board offers APs in topics ranging from psychology to art history to macroeconomics; many students are studying to take AP exams regardless of whether or not their school offers the corresponding AP curriculum.
Masters senior Gabriela (Gabi) Seguinot self-studied for AP World History and AP United States Government and Politics, adding to her workload last year. Seguinot, who was disappointed that the school didn’t offer classes for these subjects, said that these APs are very much in line with what she hopes to study in college and would be beneficial for her undertaking of more challenging college courses. “Being someone who wants to get as deeply involved as possible, being able to gain that step up was important,” she said
Kelson, who was in AT Statistics at Scarsdale High School as a junior, chose to take the corresponding AP test and noted the many students in AT classes do the same–even seniors, despite already being accepted to college. According to Kelson, they are well prepared, as teachers offer review sessions frequently during second semester, when seniors are off doing internships (a program known as senior options).
At Hackley, Robinson said that he offers “test-strategy sessions” for students who desire to take the AP English exam; this allows them to become more familiar with the format and expectations of the test, first-hand from the department chair, who’s been at Hackley for 22 years.
Dennis fears that if Masters were to switch to a similar curriculum (without APs), there wouldn’t be a level playing field for students who desire further instruction.
“
If they have to prepare themselves for the AP and they can’t afford tutoring, then suddenly that makes the divide between the wealthier and the less wealthy even starker. At least in an AP course they’d have a chance to be prepared.
— Michele Dennis
An Oct. 2015 survey conducted by YouGov, a British research and data analytics firm, showed that 35 percent of parents are not paying for tutoring simply because it is too expensive. Of the people who are, 34 percent claimed to be doing so to help their children prepare for exams. This study suggests that socioeconomic status can potentially impact one’s ability to prepare for AP tests.
Understanding Reputation and the College Process
AP classes have long been perceived as the highest level of learning in high school; nevertheless, more and more schools have eliminated AP courses, thus raising questions about their value toward a reputable educational environment and in aiding students in the college process.
Junior Carly Grizzaffi said that some students enroll in AP classes simply to fill-up their transcripts in hopes of being admitted to highly competitive colleges.
A proponent for eliminating them, Schwartz believes that APs can put unnecessary stress on people who feel obligated to take them. “APs aren’t for everyone,” she said.
Grizzaffi also understands there is a downside from a health standpoint. “I haven’t been sleeping super well and I think anyone else taking APs can attest to the fact that they don’t get very much sleep,” she said.
Masters’ History & Religion Department looks beyond a student’s desire to take an AP course solely for the purpose of committing to a challenging curriculum. “We look for students who not only want to work really hard, but are also passionate about history,” Shapiro said.
Grizaffi sees both sides of the coin.
“
Of course I felt pressure to take them, but I took courses that I felt passionate about and wanted to learn more.
— Carly Grizzaffi
All students who desire to take APs at Masters must receive departmental approval (in the case of AP English, students must also take a timed essay test), and the school only permits students to take a maximum of three AP classes per year, unless they receive permission from the Dean of Students.
Choate Rosemary Hall (Choate), a preparatory boarding school in Wallingford, CT, has been “AP-free” since the 2017-2018 school year. Masters senior Zeynep Ozturk, who attended the school in the midst of the transition, said that students’ perceived motives for taking AP courses had a lot to do with the change. “What usually happens is people take them to look good for colleges and to have them on their résumé, but if you’re really passionate about a course and you’re sitting in a classroom with students who are not as passionate and are just there to get an ‘A’, it starts to become not as extensive and beneficial for learning,” she said.
Ozturk explained that the school switched to offering honors classes which required students to complete an extensive application process to be eligible for admission. In her honors English class at Choate, she noticed a big difference. “This time I actually felt like people wanted to be there,” she said.
The Ethical Culture Fieldston School (Fieldston), a private school located in Bronx, NY, did away with APs 20 years ago for a variety of reasons. An article from the Independent School magazine, written by Rachel Friis Stettler and Joseph Algrant, both of whom were at the center of the change, noted that it was justified and based on concerns similar to those raised by various Masters faculty members. “Over time, we came to the conclusion that the AP program at Fieldston was not only at odds with our educational and social purpose, but it lacked courses with multicultural content… it left little room for divergence. The AP courses encouraged teachers to cover a great breadth of material superficially… time for grappling with ideas and synthesizing knowledge was curtailed,” said the article, which was published in the Winter of 2003.
The switch was drastic, but applauded by many of the top universities nationwide. Fieldston’s current Assistant Principal and Director of Studies Robert Cairo feels that the school has actually gained a great deal.
“
In the 18 years that I have been at Fieldston, it is clear to me that colleges are very comfortable with the decision that we made and that not having an AP program has not put our students at a disadvantage. In fact, it has been viewed positively because the colleges see us as a progressive school, know our program well, acknowledge that our junior-senior electives are college-level courses, and that our students are well prepared for the most competitive colleges.
— Robert Cairo
Though Hackley’s decision to eliminate APs in English and History was lengthy and well-thought out, according to Robinson, it was made easier due to the fact that many top colleges, at the time, had made it more difficult to earn college credit for performing well on AP exams.
Shear believes that the financial benefits available to students who do well on APs were proving detrimental to colleges, which is why they are making it harder for students to take advantage. Sometimes, doing well in on an AP means a student is exempt from introductory college level courses. Because a student will have to take fewer classes, it can mean saving money, and graduating earlier. Shear said, “In college, you pay by credit hour. When they were granting APs, they [colleges] were actually admitting students who over the course of four years, were going to pay less money.” He continued, “Colleges got wise to this and have said that APs are important on your transcript, but they only give credits for certain ones or not at all. Basically, they want you to pay for the courses at the university, so they can make more money.”
According to Hackley junior Alex Crispi, the students still have some concerns with the lack of APs in English and History at Hackley, where AP classes are weighed more heavily. “When colleges calculate GPA, it won’t be as high because while some people are very capable of getting an ‘A’ in those [English and History AP] classes, they can’t get a 5.0–they’re stuck to a 4.0,” he said.
Crispi plans to self-study for both the APUSH and AP Language exams and noted that many students at Hackley do quite well on the English and History AP tests because of the fact that the curriculum, though not listed as “AP” or “Honors”, is still very difficult, he believes; however, not all Hackley students are thrilled with this.
Crispi said, “Some students are also upset because their English course is so hard. People who are not that excited about English would rather have a normal English course. There are two sides of the spectrum.”
Whether eliminating AP courses would advance or compromise Masters reputation for academic prestige is a question with which the school must wrestle. Junior Aiden Coleman, who is currently enrolled in four APs and is also a Gold Key tour guide, recalled that prospective families often inquire about the school’s AP curriculum. “It seems like something people are looking for in a school. I don’t know necessarily if they should be,” he said.
Envisioning Academic Identity:
While opinions on the role of Advanced Placement (AP) classes within the Masters curriculum vary, a revitalized discussion on the matter will have potential implications for students and faculty alike. The school’s Academic Committee, which consists of administrators, counseling faculty and department chairs, among others, is grappling with the subject “a little more closely,” considering the necessity, or lack thereof, for APs at Masters, though it is not clear what changes, if any, Masters will be making to its AP program.
The purpose of Masters’ Academic Committee is to engage academic leaders from all facets of the school in dialogue regarding important academic issues. Dean of Faculty Sam Savage, who is one of the co-chairs of the committee, explained its purpose. “It’s a place where people can bring ideas to discuss so that they can get a lot of different perspectives before making a decision. Sometimes the committee votes on things and they will either move forward or not based on committee vote,” he said.
Because Masters is a private institution, the school has the ability to shape the curriculum to align with their academic philosophy and mission.
Though they have only met for three hours thus far this year, Savage notes that the members have pondered over some essential questions. He recalled the basis of the conversation.
“
What does it mean to have an advanced curriculum? We have the ability to teach anything, why this? Fundamentally it’s about what skills and content does our curriculum offer our students and do we have the best curriculum for our students at this time?
— Sam Savage
The talk of potential change is ongoing and Savage explained that this is commonplace at private schools. “For the last 18 years, every school I’ve been at has been having this conversation. Everyone’s always doing this,” he said.
Masters has been around for almost 150 years and the school’s identity is always developing, so determining the intentions of school can be quite difficult, hence the continued conversation.
Though the committee is still in the early stages, Savage hopes that by the Spring the school will have more clarity on the AP curriculum; however, with the possibility of change lurking, he explained that there will be no immediate alterations. “It [not offering APs next year] is not on the table,” he said.
Shear recalled the school’s mission statement and believes that Masters should be fully committed to whatever decision is made with regard to APs. “Either we go all-in on APs and change our ethos, or we get rid of them and stick to our current ethos,” he said.
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https://needmytranscript.com/NY/Tarrytown/hackley-school/293-benedict-ave
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HACKLEY SCHOOL Transcript Request
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HACKLEY SCHOOL, New York (NY) Transcript Request | NeedMyTranscript
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This is a secure online service that is being made available to you by NeedMyTranscript.com, a Charlotte, NC based company that specializes in secure document management for the Education marketplace. Our online service automates the process of requesting student records and authorizing the High School or District to release those records to agencies, educational institutions, employers or persons that you specify.
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https://www.hackleyschool.org/
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K-12 College-prep private school
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Welcome to Hackley School, a college-preparatory private school for students in kindergarten through high school (grade 12). Located in Tarrytown, New York.
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Parents & Families
Hackley parents across generations talk about building close friendships and relationships among the fellow parents they meet as volunteers and as fans on the sidelines, the parents of the friends with whom their children grow and learn. Perhaps because Hackley draws students from so many towns, the school community itself becomes the world we share and make together, supporting each other, sharing wisdom, and carpools, looking out for each other’s children, and sustaining the commitment to the school’s core value, “United, we help one another.”
Hackley Alumni
Hackley alumni share a deep devotion to their Hilltop where they entered every day “to be and find a friend.” They are actively involved with the school as volunteers, trustees, guest lecturers, internship hosts and career networking mentors. Even as the School evolved over decades from a boys’ boarding school to a predominantly day coeducational K-12 school, alumni continue to take pride in belonging to their alma mater, which values character, commitment, and friendship.
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https://www.bankstreet.edu/faculty-staff-newsletter/new-hires/
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en
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Bank Street College of Education
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Bank Street College of Education
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https://www.bankstreet.edu/faculty-staff-newsletter/new-hires/
|
Raymond Acevedo, Strategy & Operations Manager, School for Children
Cherie Austin is the director of Human Resources. Her career in human resources started 14 years ago at Teach For America on their national recruitment team and, since then, her work has spanned across the field including HR operations, talent management, total rewards, technology, and strategy. Cherie holds a BA in Broadcasting, Telecommunications & Mass Media from Temple University and a Master of Professional Studies in Industrial and Labor Relations from Cornell University.
The Development and Alumni Relations Office welcomed Matthew Biskup as a development associate. Matthew comes to Bank Street after two years of working in higher education for a non-profit trade school. Matthew holds a bachelor’s degree from Eastern University and is passionate about helping schools help students thrive in their education.
La Toya Caton (she/her) is a math and coach facilitator in the Education Center. La Toya began her career as a middle and high school math teacher and enjoys using her experience to help preservice and in-service teachers navigate the challenges and joys of the teaching profession. La Toya is a proud child of immigrant parents, and from a young age, she witnessed their unwavering belief in the power of education as a tool for advancement. Their journey and sacrifices have deeply influenced her perspective, and as an adult, she wholeheartedly acknowledges the transformative power of education. In her new role, she looks forward to helping all students access equitable and high-quality instruction and experiences, ensuring that each child has the opportunity to thrive.
Shannon Craig (she/her/hers) joined the Education Center as a math coach and facilitator. Prior to Bank Street, Shannon worked as a math specialist in New York City Public Schools and a master teacher with Math for America. Shannon holds an MEd from Boston College with a specialization in math/computer science and special education.
The Education Center welcomed Jere Davis as an early childhood coach. Jere is an early childhood educator, coach, and facilitator who has been working in the education field for over 15 years. As a teacher, she implemented activities in which children learned through play in a classroom environment where they felt seen, heard, and valued. As a coach, Jere’s mission is to support and empower educators to be creative, intentional, and responsive to the young children they work with. Jere holds a MSEd in Early Childhood Special and General Education from Bank Street Graduate School of Education and is currently enrolled in its Early Childhood Leadership program. She has hopes of operating her own local early care center, and until then, she’ll continue to soak up the wisdom and knowledge from the community of colleagues around her.
The President’s Office welcomed Carolina E. González, PhD, as the new chief of staff. Dr. González is an educator and higher education leader with nearly 20 years of experience focused on educational access, student success, and organizational effectiveness. Prior to Bank Street, she was the associate dean for student success at Montclair State University, where she led initiatives on access, retention, graduation, marketing, partnerships, and diversity. An active scholar, Dr. González researches college persistence and success for marginalized students. She holds degrees from SUNY New Paltz, SUNY Albany, and Seton Hall University.
Tabbytha Greene is a new research & data analyst in the Bank Street Education Center. With a background in child education and early school systems, Tabbytha has a passion for academics, children, and community. She is adept at client-relations and data analysis and enjoys fostering professional relationships. She graduated with a BS from Buffalo University and went on to teach, as well as performing consultant work, in the New York City area.
The Graduate School of Education welcomed Christopher Gu as the senior director of finance, operations, and analytics. Prior to Bank Street, Christopher worked at Columbia University as the director of administration for the undergraduate enrollment group. Christopher also serves as a lecturer at the Columbia University School of Professional Studies and an adjunct professor at the Fordham University Gabelli School of Business. He holds an MBA from New York University’s Stern School of Business and a BA in Journalism, also from New York University.
Grace Handy is Bank Street’s new archivist and special collections librarian, working to increase access to the archives and preserve and expand the College’s collections. With a dual master’s degree in Library Science and History from Queens College, CUNY, Grace has worked at Teachers College Library, Brooklyn Public Library, and the Center for Book Arts. Interests include critical archival theory, filmmaking, slow reading, and close listening. Grace currently also does archival work for The City University of New York and with Librarians and Archivists with Palestine.
The Education Center welcomed Crystal Herrera as the associate director of equity and implementation at the Center on Culture, Race & Equity, where she co-designs engaging professional development for educators that interrogates the role of racism in their personal and professional lives. Her commitment lies in centering the voices of communities and partnering with families to create anti-racist and rich, culturally responsive experiences in early childhood. She earned her BA in Ethnicity and Race Studies from Columbia University.
Paula Lee Poy (she/her/hers) is new to the Education Center as a senior research & data analyst. Prior to her full-time role, she had been working with the Education Center in a consulting capacity. In addition to education, Paula has worked as a consultant across many sectors, including housing, food systems, healthcare, and international aid. She comes to Bank Street with a broad spectrum of experience in data analysis, program evaluation, strategic planning, and operations. Paula holds a BA in Geography and Statistics from Mount Holyoke and a Master of Public Administration from Baruch College.
Isabel Lewis (she/her/hers) is a new program associate at the Education Center, working on High 5s. Prior to Bank Street, Isabel worked at OPEN Impact Real Estate, a New York nonprofit real estate firm. She graduated from Princeton University with a BA in Politics and a minor in French.
The Graduate School welcomed Nica Marcellus as budget administrator. In her role, Nica supports management for all budgeting initiatives. Over her 20+ year career, she has worked across various organizations and roles, ranging from finance to healthcare. Her academic background includes a bachelor’s degree in Economics from Hunter College, as well as an MPA-Inspector General track from John Jay College of Criminal Justice, where she majored in Fiscal Policy, Analysis, and Oversight: Investigation and Operational Inspection.
Hanna Nichols is a new research & data Analyst in the math portfolio at the Education Center. Hanna graduated from Teachers College, Columbia University with her master’s in education policy this December. During her time at Teachers College, Hanna served as a research assistant at the Community College Research Center. Prior to this, Hanna was a 2nd grade teacher in Brooklyn and received her master’s degree in Childhood Education grades 1-6 from Relay Graduate School of Education. She is excited to leverage her experiences in education both inside and outside of the classroom in her new role.
Phelina Robinson (she/her) is a program associate on the Networks for School Improvement (NSI) team in the Education Center. Holding a bachelor’s degree in Education Studies from Spelman College and currently pursuing a master’s in Mental Health Counseling from CUNY Hunter College, Phelina brings a rich academic background to her work. With experience in at-risk school counseling at the elementary level and high school placement counseling in a middle school in The Bronx, she is deeply familiar with the challenges facing students in underserved communities. Passionate about closing the educational gap for Black and Brown children, Phelina is enthusiastic about contributing to the impactful efforts of Bank Street in ending educational disparities.
Ivy Ryan (she/her) joined the Education Center as a project manager supporting the Responsive Design portfolio and business development. Prior to Bank Street, Ivy ran a summer day camp on the Upper West Side with a philosophy of self-directed learning. For seven years, Ivy taught theatre in public, private, charter, university, out-of-school time, and non-profit settings across nine states. She holds a master’s degree in Education Leadership, Organizations, and Entrepreneurship with a concentration in Identity, Power, and Justice in Education from the Harvard Graduate School of Education and a Bachelor of Fine Arts in Acting from Boston University.
The School for Children welcomed Gerard Sargent as the associate director of the Upper School. Gerard has been working in the youth development field for over a decade. Prior to Bank Street, Gerard worked at New York Jeter’s Leaders as a director of career development and college transitional programming. Gerard also worked at the National Urban League and Jewish Community Center in Youth Development programming.
The Education Center welcomed Meredith Somsel as a math coach and facilitator. Meredith has worked in education for nearly two decades, with extensive work in public, private, and charter school classrooms. She began her career in education as a sixth-grade math teacher and taught in Maryland and New York City before becoming a math coach. Meredith spent the last eight years developing a deep understanding of mathematics across the elementary and middle school grades. She has worked in school communities across the five boroughs, thinking about ways to increase students’ access and engagement in a math lesson. She became a math storyteller, always thinking about the stories behind the numbers. She is a skilled workshop facilitator, inviting adult learners to think about math differently.
The Family Center welcomed Tatianna Taylor as a 1:1 aide. Tatianna has a youth development background and has been working with kids for 10 years from kindergarten through high school. Most of her time was spent as one of two adults in a classroom with 25 students, and she is excited to have more one-on-one time with children in her new role in the Family Center. Tatianna looks forward to continuing to develop as an educator in Room 3 and values the warmth of the Family Center community that she has experienced so far.
Brooke Tucker (she/her/hers) joined the Education Center as a research & data analyst. Brooke has over a decade of hands-on early childhood teaching experience in nursery through pre-K. Her commitment to the field led her to transition into early childhood administration, where she spent three years. Brooke holds a MEd in Educational Leadership from the University of North Florida and a MA in Education Policy from Teachers College, Columbia University.
The School for Children welcomed Vanessa Alcantara (she/her/hers) as the Lower School learning specialist. Vanessa began her career in education over 10 years ago and has worked as a paraprofessional, a teaching assistant, and a lead teacher in ICT settings. She was recently the student support coordinator at a Montessori charter school in the South Bronx. While attending CUNY Lehman College, Vanessa earned her BA in Speech Pathology and an MSEd in Childhood Education with a Bilingual Extension and advanced certification in Special Education. She also holds an EdM in Progressive Leadership from Bank Street Graduate School of Education and recently completed an AMI Primary Montessori Training Program with Southwest Institute in Montessori Studies.
The Graduate School welcomed George Badía as an advisor. George has dedicated more than three decades of his career to the New York City Department of Education. One of his most notable achievements was his tenure as the principal of Pan American International High School in Queens, in which he introduced new structures that significantly improved performance, attendance, and graduation rates and earned the school the prestigious “Well Developed” rating. George has also served as the President of the Eagle Lions Club and holds a representative position on the board of directors of the Council of Supervisors and Administrators (CSA) Latino Caucus. He holds a BA from Hunter College, a master’s degree from Columbia University, a master’s degree in Administration of Schools from New York University, and a doctoral degree in Educational Leadership from Russell Sage College.
Brendan Barrett (he/him/his) joined the School for Children as an associate teacher in the Lower School. Brendan worked as a first grade co-teacher at Greenwich Country Day School for a year before moving to New York City. He received a BA in Political Science from Marist College and is currently a Bank Street Graduate School student pursuing a master’s degree in Teaching Literacy and Childhood General Education, Dual Certification. During his time at Marist, he worked in the Admissions Office assisting prospective students.
Henna Billings (she/her/hers) joined the School for Children as a 3/4s head teacher while Karyn Silsby de Pla is on sabbatical leave. Prior to Bank Street, Henna spent five years teaching nursery through pre-K at Corlears School and three years teaching kindergarten and first grade at Brooklyn Friends School. Henna holds a BA in Asian Studies and an MA in Teaching Early Childhood from Belmont University in Nashville, TN.
Laelena Brooks (she/her/hers) joined the Upper School in the School for Children as a 13/14s math and science teacher. Laelena has been involved in math and science education for almost 15 years. She has taught both high school and middle school, was an assistant principal of a middle school in New York City, and most recently was the director of STEM at Public Prep Network. Additionally, Laelena coaches current teachers at various schools in New York City, as well as new teachers at Reach University as they study to get their teaching license. She holds a BA in Economics from Occidental College and a master’s degree in Teaching from Mills College.
The School for Children welcomed Jennifer Fagundo (she/her/hers) as a math and science teacher in the 10/11s. Prior to Bank Street, Jennifer worked at Hackley School in Tarrytown, NY as a fourth grade head teacher. She also taught math at a summer program for sixth-graders. Prior to moving to Westchester, Jennifer taught third, fourth, and fifth grades in independent and charter schools in Manhattan for six years. She has also worked as a part-time consultant for LightSail, Inc. She has a BA from Yale College and an MS from Bank Street Graduate School of Education.
Olivia English is a new teacher aide in the Family Center. Olivia has a background in both child care and children’s theater education. She graduated from Barnard College with a BA in English and a minor in Psychology.
Melissa Frias (she/her/hers) joined the School for Children as an associate teacher in the Middle School. Prior to Bank Street, Melissa worked as an English Language Arts teacher and a literacy interventionist at a middle school in Inwood, NY. She also has a passion for youth development and has mentored middle and high school students for the past eight years. Melissa is currently pursuing a master’s degree in teaching literacy at Bank Street Graduate School of Education.
Fiona Grant is an associate teacher in the Family Center. Previously, Fiona worked as an associate teacher at a Montessori preschool in Manhattan. She holds a BA in Psychology from Brandeis University and is currently pursuing a dual degree in early childhood development and social work from Bank Street Graduate School and Hunter College.
The School for Children welcomed Sharon Guity (she/her/hers) as the middle school learning specialist. Throughout the past 15 years, Sharon’s journey as an educator has led her to work with children in both public and private school settings. Her experience spans early childhood, special education, and gifted education programs, and facilitating teaching and learning support has allowed Sharon to develop a specialty in making complex learning concepts more easily understood. Sharon holds an MS in General Education and Special Education from Touro College.
Emma Hofman (she/her/hers) joined the Middle School in the School for Children as a 9/10s head teacher. After beginning her teaching career in New York City, Emma taught in New Orleans, LA, and, for the last seven years, in Syracuse, NY. Across her career, Emma has experience teaching kindergarten, second, third, and fourth grade students in both Spanish dual-language and monolingual classrooms. She graduated from SUNY New Paltz with a BA in Spanish and Sociology and earned an MA in Bilingual Childhood Education (Spanish) from CUNY’s City College.
The School for Children welcomed Rich Joseph (he/him/his) as a new physical education teacher in the Upper School. Previously, Rich taught physical education in grades 5-12 at Fusion Academy in Brooklyn, and prior to that, he was a personal trainer for kids and adults. Rich has a BS in Movement Science from CUNY’s York College and an MA in Physical Education from Teachers College, Columbia University.
Grace Keener (she/her/hers) is a new associate teacher in the Middle School at the School for Children. Grace has spent the last five years co-teaching second and third grades at Birches School in Lincoln, MA. She previously led canoeing and backpacking trips with the Appalachian Mountain Club and Massachusetts Audubon Society. Grace earned a BA in Social Justice and Advocacy from William & Mary and is currently in the childhood general education program at Bank Street Graduate School of Education.
Davis Kim (he/him/his) is an 11/12s math and science teacher in the School for Children. Davis started his teaching career through Teach for America at KIPP Sharpstown teaching seventh grade science in his home city of Houston, Texas. He taught there for three years before moving to New York, where he worked at The Equity Project as a seventh and eighth grade science teacher. Davis’s passions revolve around food, music, and programming—he is classically trained in piano and violin, and is part of an amateur chamber music program called Alaria. Davis holds a BA in Neuroscience and Music from Trinity College and a master’s degree in Secondary Education, Science Education from Johns Hopkins and City College.
The School for Children welcomed Alex (AJ) LaPierre (she/her/hers) as an associate teacher in the Middle School. For the past year, AJ has worked as a substitute teacher at her local elementary school in Sag Harbor, New York. Prior to that, AJ held roles as a teacher’s assistant with elementary and middle school aged children, a teacher of middle school journalism at her local library, a camp counselor, a swim instructor for 10 years, and a tutor for elementary, middle, and high schools in Red Hook, NY. She earned a BA in Written Arts from Bard College and is currently seeking a MSEd in Literacy and General Childhood Education from Bank Street Graduate School of Education.
Tay Leppik (she/her) joined the School for Children as the Lower and Middle School divisional systems assistant. Tay is a passionate educator and policy wonk who comes from over 10 years of valuable experience in the nonprofit sector. She holds a Bachelor of Arts in Politics and Governance from Toronto Metropolitan University, a certificate in Public Policy Analysis from the London School of Economics, and a Master of Arts in Education Policy from Teachers College, Columbia University.
Agnes Lopez (she/her/hers) joined the School for Children as an 8/9s head teacher. Agnes has been an educator for 21 years. She has taught third grade in Ohio, as well as third, fourth, and fifth grades in the Bronx. Most recently, she was a fifth grade teacher at Bronx Charter School for the Arts. Agnes was part of The 1619 Project Education Network 2022 Cohort, developing units of study based on materials from The 1619 Project. She also enjoys writing essays and poetry, and has written twice for #31DaysIBPOC, a blog series sharing the voices and stories of IBPOC educators. She earned a BA in Sociology from Drew University and an MS in Elementary Education from Mercy College.
Lilliana Mendoza (she/her/hers) joined the School for Children as a Spanish teacher for the 8/9s and 9/10s while Allison Draizin is on a half-year sabbatical leave. Prior to Bank Street, Lilliana taught Spanish in Long Island City for two years. She also previously served as an elementary dual language Spanish lead teacher at the Geneva City School District in Geneva, NY for three years. Lilliana attended Hobart and William Smith Colleges and earned a BA in Psychology and minored in education.
The Family Center welcomed Aparna Prakash as an associate teacher in Room 3. Aparna has a background in media, philanthropy, and special education, specifically autism, and she is excited to learn and share best practices in early childhood education in her role at the Family Center. Aparna is also actively involved with the Manhattan Meditation Center.
Jenna Samotin (she/her/hers) joined the School for Children as a visual and integrated arts teacher. A passionate art educator who has been in the field for 17 years, Jenna has worked as a visual arts teacher at the Blue School and as an art studio teacher at the Early Childhood Center at Stephen Wise. She holds a BA in Art History from Hunter College and an MEd in Early Childhood Education from City College of New York.
Limchi Sang (she/her/hers) is a new 4/5s associate teacher in the School for Children. Limchi has eight years of experience as an assistant teacher at University Settlement, Creative Steps 4 in Washington Square Village. She is currently seeking a master’s degree in early childhood education and special education from Bank Street Graduate School of Education.
Payal Sharma joined the School for Children as a strategy & operations manager. Prior to Bank Street, Payal worked as a senior program manager of operations and communications at the Department of Education. Her journey started as an educator at Teach for India, where she taught over 50 children in an elementary school in Delhi, India.
The Graduate School welcomed Dr. Nalini Singh as an advisor. Dr. Singh has over 30 years of experience in New York City Public Schools—most recently as a principal—and has extensive knowledge in leadership, pedagogy, diversity, equity, social-emotional learning, and more. In addition to her role at Bank Street, Dr. Singh is an adjunct professor and consultant, continuing to fulfill her mission to make a positive impact in the field of education. Dr. Singh holds a Doctor of Education in Administrative and Instructional Leadership with a focus on Emotional Intelligence from St. John’s University.
The Graduate School welcomed Katie Wassel as the director of the Center for Emotionally Responsive Practice. Katie has taught in early childhood classrooms for the past 18 years in California, New York City, and New Jersey, and has utilized Emotionally Responsive Practice in her classrooms for many years. She graduated from Bank Street Graduate School of Education in 2010.
Amy Stuart Wells, PhD, is the dean of Bank Street Graduate School of Education and Professor Emeritus of Sociology and Education at Teachers College, Columbia University (TC). For more than 30 years, she has worked as a journalist, researcher, university faculty member, and leader to make stronger connections between education policy and practices that foster integration and culturally responsive schools and classrooms. From 2016–2023, she was the executive director of Reimagining Education: Teaching, Learning and Leading for a Racially Just Society Summer Institute (RESI). She also served as director of TC’s Reimagining Education Advanced Certificate Program, the Sociology and Education Program, as well as a non-profit called The Public Good: A Public School Support Organization (PSSO). From 2018–19, she was president of the 25,000-member American Educational Research Association (AERA). Wells is a corresponding fellow of the British National Academy, a member of the National Academy of Education, an AERA fellow. and a senior fellow of the Learning Policy Institute. As the author and editor of five books and more than 50 articles and book chapters, as well as dozens of research reports and articles for the popular press, her research examines the intersection of racial inequality and educational policies, including school desegregation, school choice policy, and efforts to implement antiracist, culturally responsive reforms in schools.
Amanda Anella C la O’ (she/her/hers) is an associate teacher for the Lower School in the School for Children. Amanda’s first job as a preschool teacher was in the Philippines where she taught 2s and 3s for four years. During those years, she was also an assistant coach to elementary and high school softball teams and part of a production company for children’s events. She then moved to California and worked at Electronic Arts Early Learning Center for two years as an associate teacher and took early childhood education courses at Cañada College. She then became a paraeducator for the special day class in the San Mateo Foster City School District. Amanda graduated from Ateneo de Manila University with a BA in Psychology. She is currently pursuing her master’s degree in Early Childhood General and Special Education Dual Certification at Bank Street Graduate School.
Hannah Benson (she/her/hers) is a new Middle School associate teacher in the School for Children. Prior to Bank Street, Hannah taught third graders at The IDEAL School of Manhattan as an associate teacher for one year and supported students at the Heschel School as a Lower School Teaching Fellow the year prior. Before her move into education, Hannah worked as a freelance production manager in New York for three years where she helped bring music videos and commercial campaigns to life. She has a BA in Global Liberal Studies & Middle Eastern Studies from New York University and is pursuing an MSEd in Childhood Special & General Education at Bank Street Graduate School.
Anna Berlin joins the Business Office as a payroll administrator. Anna has over seven years of experience in payroll administration. Years ago, she was a professional classical pianist, and while she doesn’t play piano professionally any longer, she occasionally volunteers to play at charity events. Anna is a graduate of Baruch Business School.
The Business Office welcomed Dave Boyce as a billing manager. In his role, Dave manages all aspects of student billing. Dave has 26 years of work experience with 14 of those years in the field of higher education. He also has experience in financial aid and student accounts/bursar. Dave graduated from Long Island University, Brooklyn Campus with a BSc in Accounting.
The Graduate School welcomed Denise Bruxelles (she/her) as an advisor in the new Adolescent Special Education Program. Previously, Denise was a teacher and teacher-leader for 15 years with the New York City Department of Education, where her classes involved project-based work addressing issues of community importance. She has also coached new teachers at several local graduate programs. In addition to teaching and teacher preparation, Denise is passionate about higher education access and equity. She recently traveled to the UK to research post-secondary educational transitions with the Fulbright DAT Program and continues that inquiry through doctoral studies at the University at Buffalo.
G Capone (they/them) is the assistant director of equity initiatives in the Office of Social Justice, Equity, and Inclusion. They are also a doctoral student in the Higher & Postsecondary Education Program at Teachers College, Columbia University. G is passionate about education because of the community and chosen family they have found within the walls of educational institutions. Prior to joining Bank Street, they worked in various roles at Columbia University supporting the development, implementation, and facilitation of DEI-focused learning opportunities for the campus community.
Alberta Conteh is the director of the Bank Street Head Start. Previously, Alberta was a director at an early child care center located in Washington Heights. For over 8 years, she has worked in early childhood education leadership with an extensive focus on Head Start in various parts of New York City, including Harlem and Hell’s Kitchen. Alberta received a Master’s in Educational Leadership from City College of New York in January and also has a Master’s in Social Work from Fordham University.
Mila Costa is a new advisor/instructor in the Graduate School. Previously, she worked for eight years at the Arizona State University Child Development Lab, where she also led a school-based home visiting program. Mila recently earned her PhD from Indiana University—Bloomington in Curriculum and Instruction with a concentration in Teacher Education and Curriculum Studies in Early Childhood Education. Mila’s dissertation research examined how young children from a Native American community constructed the meaning of their lived experiences through an arts-informed method. She also has an MA in Infant-Family Practice from Arizona State University.
Amanda De Leon is a head teacher at Bank Street Head Start. Over the years, Amanda has worked in non-profit organizations in the Lower East Side, where she was born and raised. Amanda has taught children in UPK settings for five years as a lead teacher and recently worked with first and second grade children in a private school setting. In 2016, Amanda received her BA in Early Child Education/Studio Art from Brooklyn College and earned her NYS teaching certification in Early Childhood (Birth-2nd). Last spring, Amanda completed her Master’s in Literacy Education from Hunter College. Amanda enjoys creating mixed media art, loves to sing everywhere she goes, and hopes to one day write her own children’s book.
Ajalai Edwards, Associate, Business Office (bio pending)
Karen Fiallos, Development Associate, Operations, Development and Alumni Relations Office (bio pending)
Rajeeyah Finnie-Myers (she/her/hers) join the Education Center as executive director of the Center on Culture, Race & Equity. Prior to Bank Street, she worked as the director of professional development for DreamYard in the Bronx where she played a significant role in the explicit journey of becoming an anti-racist organization. Her experience includes the design, implementation, and management of community-based programming and professional development. In her work, Rajeeyah has trained a wide range of stakeholders at the intersections of social justice, arts, culture, and systemic change. Rajeeyah holds a master’s degree in Business Administration and brings her life experiences, creativity, expertise, and passion for justice to all that she does.
The Family Center welcomed Lauren Friednash as a new associate teacher in Room 3. Lauren spent the last three years as a lead teacher with infants and toddlers at My Little School in Tribeca and The Dough Project. Lauren is beginning her final year in the Early Childhood Dual Certification program at the Bank Street Graduate School and is thrilled to be back on campus after two years in the online program.
Anayely “Ana” Grande is an assistant teacher at Bank Street Head Start. Prior to Bank Street, Ana was part of a non-profit early head start program for eight years. She began as a volunteer and intern and progressed into a substitute/floater teacher and then an assistant teacher. Ana has an Associate of Science degree in Early Childhood Education from birth to 2nd grade from the Borough of Community College (BMCC). She is currently attending Brooklyn College for a Bachelor’s in Early Childhood Education from birth to 2nd grade and a minor in youth studies. In her free time, Ana enjoys outdoor activities and spending time with my family and friends.
Grace Ginther (she/her/hers) is new associate teacher in a 7s8s classroom in the School for Children. Prior to Bank Street, Grace worked for three years as a kindergarten teacher and an assistant nursery teacher at Westbury Friends School. She graduated from Vassar College with a BA in Education and is currently in her second year pursuing an MSEd in Childhood General and Special Education at Bank Street Graduate School of Education.
Shawna Hansford, Advisor, Graduate School (bio pending)
Anja Hernandez (she/her/hers) is new to the School for Children as a literacy fellow. Anja comes to Bank Street after many years working at the City College’s City Technology Project, where she developed hands-on STEAM activities and taught units in elementary schools across the boroughs, facilitating and organizing workshops for public school teachers, and presenting the work at several national conferences. Anja also worked for the non-profit Doing Art Together as a teaching artist. Anja holds a BS from New York University in Childhood Education and Childhood Special Education. She is currently pursuing her master’s degree in Teaching Literacy and General Education at Bank Street Graduate School.
Maria Herrera joined the Graduate School of Education as an advisor supporting NYC Teaching Fellows and Teaching Collaborative educators earning a master’s degree in Special Education. Prior to joining Bank Street, Maria was employed by the New York City Department of Education as a high school principal. She brings a wealth of knowledge and experience working with students, staff, and families.
Hannah Kern joined the School for Children as a humanities teacher for the 10/11s. Prior to Bank Street, Hannah worked as a teacher and special education coordinator in Upper Manhattan. Hannah hails from Virginia but has been in New York for eight years. She received her a BS in Public Policy and Administration from James Madison University and an MA in Childhood Education and Special Education from New York University.
The School for Children welcomed Sara Kliger as the Mental Health & Wellness Counselor at the Upper School. She brings many years of experience working with children, families, and educators. Prior to Bank Street, Sara worked as a community school director and mental health supervisor in New York City Department of Education schools. Before becoming a therapist, Sara was a performer, working as an actor and a singer. Although Sara’s work as a performer has shifted, she still loves the theater and makes a point to see as many shows as possible every year. Sara received her BS in Theater from Skidmore College and an MA in Counseling Psychology with a concentration in Drama Therapy and Marriage and Family Therapy from the California Institute of Integral Studies.
Cristina Medellin (she/her/ella) is the new associate director for the Straus Center for Young Children & Families. Her research examines the systems and structures that support the early childhood workforce through professional development, leadership opportunities, and “stackable” credentials (e.g., credit-bearing credentials like the Child Development Associate leading to two-year, four-year, and graduate degrees). As a bilingual/bicultural developmental psychologist, she applies a critical lens in her research that uplifts and affirms communities of color. Cristina came to Bank Street from the NY Early Childhood Professional Development Institute (PDI) at CUNY, where she was the Regional Early Childhood Coordinator for Long Island. In that role, she led the replication efforts of the Institute’s Career Development Center and Leadership Initiative.
The Graduate School welcomed Angela Pack as a new advisor for the General Education Program. Angela is a graduate of Bank Street Graduate School and also has a PhD in Teacher Education and Teacher Development from Montclair State University. Angela has previously taught 3, 4, and 5’s as well as college classes.
Francisco Paler-Large (he/him/his) is a new equity associate for the Center on Culture, Race, & Equity. He has been in education for 22 years, starting his career as an English and drama teacher and then as a high school assistant principal after getting his degree in school administration. After several years, he became a principal in a middle school, during which his passion for social justice and healing was reinvigorated and he went back to earn a master’s degree in Social Work and a degree in Massage Therapy. After passing the licensure exams for both, Francisco returned to education and served as a director of hard-to-place services, high school principal in a special act school, and a behavior specialist for the mid-state regional partnership center.
Simone Polsky (she/her/hers) joined the School for Children as a head teacher for the 7/8s. Simone has been a second grade head teacher at Blue School for the last three years, teaching first grade there prior to that. Before Blue School, Simone was a head teacher in a 2’s classroom in Chinatown and also has several years of experience as a long-term substitute teacher in New York City public elementary schools. She holds a BA from Bryn Mawr College in English and an MS from Touro College in Early Childhood and Special Education.
Arkie Maleek Rhames, Chef, Kitchen (bio pending)
Kathy Rodriguez is a new associate teacher in the Family Center. Katherine has many years of experience working with children, from babysitting to taking on every classroom position at the nursery school she previously worked at. Today, Katherine continues to pursue my passion for early childhood education as she works toward her master’s degree at Bank Street Graduate School.
Kevin Taylor is the new director of admissions in the Graduate School. Kevin has worked in higher education for over 25 years, specializing in admissions, enrollment management, undergraduate and graduate programming, student retention, international student services, and student affairs. He earned his BS in Legal Studies and Sociology from UMass Amherst and his MBA in Marketing and Management from the University of Connecticut. Most recently, Kevin was the Director of Admissions for Graduate and Professional Studies at Manhattan College and has also worked at The University of Connecticut, Quinnipiac University, Hofstra University, and Baruch College.
Liza Tonetti (she/her/hers) joined the School for Children as a humanities teacher for the 10/11s. Liza has been a teacher in New York City for over 20 years. A graduate of Bank Street Graduate School, Liza has taught kindergarten through 9th grades at independent schools throughout the metropolitan area. She holds a BA from Boston University, an MS in Early Childhood and Elementary Education from Bank Street Graduate School, and a certificate in Education Leadership from the Harvard Graduate School of Education.
Tai Taliaoa (he/him/his) joined the School for Children as a 10/11s math and science teacher. Tai most recently taught at Valence College Preparatory Charter School as sixth grade math teacher, where he also facilitated an after-school dance club focused on hip-hop and break dance. Tai graduated from Wesleyan University with a BA in Neuroscience and Behavior and completed his MA in Math Education from Relay Graduate School of Education.
The Graduate School welcomed Maxine Townsend as a supervised fieldwork advisor in the new Adolescent Special Education Program. Maxine comes to Bank Street with experience as a special education teacher, IEP coordinator, and instructional coach at middle schools, high schools and transfer schools in the New York City Department of Education and as a supervisor in the Hunter College Learning Lab. She currently also serves as an adjunct lecturer at Relay Graduate School of Education. Maxine holds a BA from Fairfield University and two MSEds from Hunter College in Adolescent Special Education and School Leadership.
The School for Children welcomed Maggie Tweedy (she/her/hers) as a humanities teacher for the 12/13s in the Upper School. For the past three years, Maggie has been a 9th, 11th, and 12th grade social studies teacher at the Bronx Studio School for Writers and Artists in the South Bronx. Before moving to New York City, she spent two years as a humanities associate teacher, an outdoor educator, and an ultimate frisbee coach at the Evergreen School in Seattle. Maggie holds a BA from the University of Puget Sound in Comparative Sociology and Music Performance, as well as an MA in the Teaching of Social Studies grades 7-12 from Teachers College, Columbia University.
The School for Children welcomed Amanda Wells (she/her/hers) as an 8/9s head teacher. For the past three years, Amanda taught first grade at Fieldston Lower School as both an associate and head teacher. Prior to Fieldston, she spent nine years working for the Women’s Housing and Economic Development Corporation (WHEDco) coordinating academic enrichment instruction for kindergarten through 8th grade public school students in the South Bronx. Previously, Amanda spent over a decade leading programs for homeless youth and adults with a focus on access, advocacy, and social justice. She earned a BA in Elementary Education from The University of Maine and an MSEd from Hunter College in Childhood Education.
Owen Zach (he/him/his) joined the School for Children as a math/science teacher for the 11/12s. Owen comes to Bank Street from the Garden School in Jackson Heights, Queens, teaching grades 7 through 11. After completing his BA in Psychological Science at University of Vermont, Burlington, Owen graduated with a master’s degree in Secondary Mathematics Education from Vanderbilt University.
Reka Barton joined Prepared To Teach as a director of its National Learning Network. Previously, Reka received her Bachelor of Arts in Psychology and Master of Teaching in Elementary Education from the University of Virginia. She then became a teacher, teaching grades kindergarten through fifth grade mostly in a dual language Spanish-English program. She has also served in other capacities in education such as district literacy leader, biliteracy curriculum writer, professional development facilitator, dual language coach, and university supervisor. After 10 years as an elementary classroom teacher, Reka began supporting teacher candidates by teaching Literacy Methods courses at San Diego State University. She is also a PhD candidate in the Joint Doctoral Program in Education with San Diego State and Claremont Graduate University.
Katrina Castellanos (she/her) joined the Education Center as a program associate primarily supporting the Family Child Care (FCC) and Louisiana Department of Education (LDOE) pre-K coaching partnerships. Prior to joining the Education Center, Katrina was instrumental in managing all communications and team-level events with a keen focus on meeting project goals.
Raygine DiAquoi (she/her/hers) is the Chief Equity Officer of Bank Street College of Education. Ray previously served as the inaugural director of the Office of Diversity, Culture and Inclusion and Assistant Dean of Diversity, Culture and Inclusion at Columbia University Mailman School of Public Health. As an assistant professor in the Sociomedical Sciences Department, she also taught Qualitative Research Methods at the graduate level. Ray has served as a second grade and middle school humanities teacher, a professor at Brooklyn College’s School of Education, and a consultant for the New York City Department of Education, Harvard University, and the Hartford Public Schools District. She has also worked with school leaders in Haiti, sharing asset-based approaches to collecting data from their communities. Ray received her BA from Columbia University and her EdD from the Harvard Graduate School of Education.
The School for Children welcomed Ronit Levin Delgado as an art teacher for the Middle School and Upper School. A multidisciplinary visual artist, Ronit was born in Tel Aviv, Israel, and came to New York City after winning the Fulbright Scholarship for her MFA studies at Montclair University. She is a BFA graduate of Bezalel Academy in Jerusalem and has been teaching art for the past 10 years to all ages at different schools, institutions, universities, and organizations. Ronit is also a part of the set design team for SMASH, the “We Will Rock You” theatre show at the School for Children.
Jane Donahue is new to the Development and Alumni Relations Office as senior director of individual giving. Jane recently moved back to New York City after living in St. Louis, MO for over 15 years. In St. Louis, she was the CEO of the St. Louis Public Schools Foundation where she worked closely with educators, donors, and civic leaders to promote students’ success. She was previously the vice president of Deaconess Foundation in St. Louis and served on numerous nonprofit boards. Her early career in New York City included work at Henry Street Settlement, Prep for Prep, and the Riverside Church. She is a graduate of Wesleyan University and pursued her master’s degree at Harvard Divinity School.
Jill Hakemian has joined the Center on Culture, Race & Equity as a bilingual equity specialist. Jill brings an extensive background in professional and curriculum development, instructional coaching, and building leadership. She holds a master’s degree in TESOL and a specialist (EdS) degree in Educational Leadership, in addition to several teacher certifications, including K-12 ESOL and Special Education, and certificates in DEI, Restorative Practices, and multiple instructional technology programs. Jill will begin her work with the NYSED OSE TAP for Equity project by supporting three regions, including the New York City Department of Education, as they serve students with disabilities who are also English language learners.
The Prepared To Teach team welcomed Aisha Haynes as a director for its National Learning Network. Aisha most recently supported a college access program where she worked to strengthen academic enrichment activities to provide students with an effective academic bridge from high school to college. This work is an extension of her research, which focuses on the experience of historically excluded communities navigating public institutions. In addition to her professional work, she serves as the director of communications of C.O.O.L. Kids, a non-profit organization committed to cultivating the next generation to become socially conscious leaders. Aisha earned her master’s degree in Teaching at Fordham University and obtained her bachelor’s degree in English Literature at Villanova University. She holds a doctorate in Educational Leadership and Policy from New York University.
Jovial Jackson is new to the Information Technology team as a Help Desk Technician, which involves but is not limited to facilitating, addressing, and resolving the various technology concerns of the Bank Street community. Jovial has a bachelor’s degree in Computer Networks and Cybersecurity minoring in Legal Studies, an associate degree in Computer Information Systems, and is certified as a Google Workspace administrator. Jovial is also currently employed as a Jr. Network specialist for SWBOCES and was previously a Tier 2 IT specialist for Brooklyn low voltage supply.
Mikal Kalus is a new teacher aide in the Family Center. She previously worked as a teacher aide in an early intervention preschool and as an ABA behavioral technician for children with autism. She is currently applying for Bank Street’s Infant and Family Development and Early Intervention/Dual Degree with Hunter College School of Social Work to become a clinical social worker for children.
The Education Center welcomed Beverley Mowatt-Plaskett (she/hers) as a math and continuous improvement coach. Bev brings more than 20 years of experience as an educator, coach, and consultant to this role and was a coach in the Education Center’s first partnership—the Pre-K Explore Building Blocks partnership with the New York City Department of Education. Bev will primarily support the Yonkers Public Schools Networks for School Improvement initiative within the School System Partnerships & Programs portfolio through content development, facilitation, and school team coaching.
The Family Center welcomed Denise Sanchez as a new teacher aide for Room 3. Denise has over 10 years of experience with children of different ages, varying from 3–13. Previously, she was a co-teacher for a 3s classroom at a preschool. Denise received her Bachelor of Arts in Psychology from the City College of New York and plans on pursuing a master’s degree in School Psychology.
After devoting the past 30+ years to improving the quality and equity of early education, Linda Santora joined the Bank Street Education Center as an early childhood content developer. Previously, Linda developed content for Save the Children, the Anti-Defamation League (ADL), United Way, Horace Mann School Nursery, Head Start, Weill Cornell Medical College, Children’s Aid Society, Department of Education, and Children First. In addition to professional positions as an early childhood director, consultant, trainer, teacher, and learning specialist, Linda holds a master’s degree from New York University, a bachelor’s degree from Skidmore College, and numerous teaching and director licenses.
The Development and Alumni Relations Office welcomed Jeremy Wells as its new director of annual funds. Previously, Jeremy has over 15 years of fundraising experience and previously worked with a variety of organizations as a fundraising consultant. In addition, he has served as a fundraising manager at Doctors Without Borders USA and as associate director in the Development Department at the Ethical Culture Fieldston School. Jeremy received an MA from CUNY Graduate Center and two BAs from The Evergreen State College. He is a member of the Board of Directors of The Samaritans of New York and the suicide prevention organization, serves as a voting member of Greenpeace USA, and volunteers as the director of fundraising for Finding Refuge, an organization that provides housing for refugees in Athens, Greece.
Bank Street Head Start welcomed Mei Zhao as an assistant teacher. Prior to Bank Street, Mei worked at another Head Start program. She has over 10 years of experience teaching children of various ages, particularly infants, toddlers, and preschoolers. She enjoys working with children of all ages and supporting them to grow and achieve their milestones. Mei has a bachelor’s degree and Child Development Associate (CDA) for Infant-Toddler.
Antonia Adams, Literacy Fellow, School for Children
Madison Adams, Associate Teacher, School for Children
Luis Aldea, Help Desk Technician, IT
Alicia Alvira is new to Head Start as a head teacher. Alicia has worked in early childhood education, including in Head Start settings, since 2010. Most of her time has been spent working for non-profits on the Lower East Side of Manhattan. She holds a bachelor’s degree in early childhood with a co-concentration in human resources from the City College of New York. She is currently attending Bank Street Graduate School of Education’s Early Childhood Special and General Education Dual Certification program.
The Family Center welcomed Aliyah Armato as a new teacher aide. Aliyah is excited to be part of the Bank Street community and help each child discover their own strengths and talents by nurturing those traits through her own educational approach. She currently has her associate’s degree and will begin working toward a bachelor’s degree in psychology starting this spring at Baruch College.
Daniella Cabral, Teacher Aide, Family Center
The School for Children welcomed Mary Corbelli as the Upper School learning specialist. Prior to becoming a teacher, Mary attended Boston College, earning undergraduate degrees in biology and secondary education. She then studied developmental and educational psychology at Boston College’s Lynch School of Education and Human Development. She taught high school biology, advanced biology, genetics, anatomy and physiology, and psychology for 15 years before making the transition to learning support. Mary’s passion for supporting students in understanding themselves as learners and in identifying ways to feel and be successful in their academic (and overall) growth continues to drive her in her work.
Paromita De (she/hers) joined the Education Center as a special projects & data manager through the Education Pioneer Impact Fellowship Program. Paromita will support divisional projects including reviving our impact framework assessment, helping to improve our operational systems, and joining select School System Partnerships & Programs project teams as an analyst and/or project manager. Prior to joining the Education Center, Paromita has worked in the education field, including conducting data analysis for public school systems, creating analytics systems, and playing the behind-the-scenes operational and project management roles.
Amy Dore is an associate teacher for the 7/8s in the School for Children. Amy attended Bucknell University for her undergraduate degree in early elementary education and graduated in May 2021. She is currently attending Bank Street Graduate School for a dual graduate degree in literacy and elementary education. During college, Amy taught summer school for a program called Immigrant Family Services Institute and worked as a substitute teacher in her local school district outside of Boston.
Evelyn Espinoza is new to Head Start as an assistant teacher. Evelyn holds a Bachelor of Arts in psychology and early childhood from Lehman College. She has been working in early childhood education since 2012 and previously worked at the Bank Street Family Center for six years. Evelyn enjoys teaching children about the world around them and motivating them to learn their strengths.
Rebecca Feder joined the School for Children as a 6/7s associate teacher. Prior to Bank Street, Rebecca spent a year and a half as a tutor and nanny for elementary school students who were attending school on a hybrid schedule. Rebecca is currently a graduate student at Bank Street and is pursuing her dual master’s degree and certification in childhood general and special education. Rebecca graduated from Ithaca College in 2020 with a BA in psychology with a minor in elementary education.
Andrew Ford joins Bank Street as the new director of operations, finance, & analytics for Children’s Programs. Before joining Bank Street, Andrew was at the NYCDOE Division of Early Childhood helping to provide universal pre-K and 3-K to New York City families. He has also worked for Figure Skating in Harlem, a non-profit academic and sport after school program. Andrew holds a master’s degree in education policy from the University of Pennsylvania, a JD from New York Law School, and a BA in philosophy from Fordham University.
Heather Futterman, Associate Teacher, School for Children
Teddy Gaspari is a new human resources associate. Prior to joining Bank Street, Teddy’s work experience was mostly in the hospitality industry, most recently serving as executive and human resources assistant at the Dominick Hotel in SoHo, New York City. Teddy has a bachelor’s degree in mechanical engineering and a passion to grow in the human resources field.
Justin George, Help Desk Technician, IT
Elizabeth Grace (she/her/hers) joined the School for Children development team as a development coordinator. Elizabeth graduated from Bates College where she received a BA in political science with a minor in economics. Most recently, Elizabeth served as an advancement assistant at the Corlears School and previously worked as a development assistant at her alma mater, Friends Seminary.
Gabriel Guyton is a new online advisor for the Graduate School’s Early Childhood Special Education Program. Gabriel, who has two decades of experience working with children and families as an early childhood specialist, is a former teacher in the Bank Street Family Center and a former Graduate School faculty member in the infancy program. She earned her master’s degree in general and special education from Bank Street Graduate School and also holds a master’s degree in the psychology of counseling. Currently, she also serves as the vice president of Children and Family Services at Verner Early Learning in Asheville, North Carolina.
Heron Haas (she/her/hers) is a new advisor in the Graduate School’s online Childhood and Early Childhood Special Education program. She has worked with children and teachers in first through seventh grade as a classroom teacher, tutor, and, most recently, as a school-based learning specialist at Metropolitan Montessori School. She holds a bachelor’s degree in English literature from Columbia University and a master’s degree in childhood general and special education from Bank Street College. She is happy to be back at Bank Street (virtually) and has been inspired by the dedication and enthusiasm of her conference group this semester.
Hazel Hunt joined the School for Children as the middle school division head. Prior to Bank Street, Hazel was a head teacher at the Ethical Culture Fieldston School (ECFS), where she taught fifth grade at Fieldston Lower for 10 years. At ECFS, Hazel was a facilitator for the student and faculty race-based affinity groups and served on the board of trustees. Hazel’s career changed in 2005 when she became a teacher in District 10 of the New York City public school system. She has also been an adjunct professor in both undergraduate and graduate courses. Before becoming an educator, Hazel was an emergency department administrator at a hospital in Manhattan.
Trynia Kaufman joined the Center on Culture, Race & Equity as an equity specialist and will be working on the NYSED OSE Partnership Grant as a TAP for equity associate. She will develop and lead professional learning opportunities and provide technical assistance to the Midwest, Mid-State, and Central regional teams to improve outcomes for students with disabilities. Trynia is a former high school special education teacher and most recently worked with Understood.org as their editorial research manager. She has a master’s degree in neuroscience and education from Teachers College, Columbia University.
Erin Kim is the associate director of camps, the newest addition to the Auxiliary Programs team at the School for Children. Erin was born and raised in Southern California and went up north to complete her undergraduate degree at the University of California, Davis. Erin is excited to bring her experience working with K-12 students in California to Bank Street’s after school program, music program, and camps.
Wan Jong Kim, Help Desk Technician, IT
Olivia Lasala joined the Education Center as a data analyst, primarily contributing to projects related to family child care and adult learning. Olivia received a bachelor’s degree in psychology from Vanderbilt University, followed by a master’s degree in developmental psychology from Teachers College, Columbia University. In the past, she has worked as an early childhood educator, behavioral intervention and special education instructor, research assistant, curriculum developer, and elementary school teacher.
The School for Children welcomed Nell Madigan (she/her/hers) as the new assistant director of admissions and director of financial aid. Nell has taught pre-K through fifth grade in New York for the past 13 years. Most recently, she taught fifth grade and served as the middle school dean at a progressive school in Williamsburg, Brooklyn. She earned a BA from Barnard College, an MS in Education from Hunter College, and an MA in Educational Leadership from Penn State. She is a Brooklyn native and currently lives with her family in the same neighborhood in which she grew up.
Lauren Mangione is a new 11/12s math and science teacher in the School for Children. Lauren has been a teacher in K-8 public and charter schools for the past 14 years and teaches graduate-level courses for future educators at CUNY. She was raised in Denver, Colorado, and has a BA from Colgate University, an MA in Secondary Education from Brooklyn College, and an EdD in Science Education from Teachers College, Columbia University.
Tamera McLeod joined the Education Center as a data analyst. She spent four years working as an early childhood teacher in various school settings and most recently as a data and assessments specialist at a New York City charter school. Tamera received her BA in Early Childhood Education from the University of North Carolina at Chapel Hill and her MA in Education Policy and Social Analysis with a focus on diversity and equity in early childhood and K-12 educational systems from Teachers College, Columbia University.
The School for Children welcomed Ali Miller as a new head Humanities teacher for the 13/14s. Ali comes to Bank Street from an independent progressive school in Los Angeles where she worked, during her tenure, as a humanities teacher, assistant director, and director of the Middle School. Ali has spent nearly the entirety of her educational career, over 20 years, working with 13- and 14-year-olds. She believes in constructive education and having students make sense and take ownership of their own learning.
Kelly Mohen joined the Bank Street Family Center as a teacher’s aide in Room 1. Kelly is currently pursuing dual MSEd and MSW degrees in infant and family development and early intervention at Bank Street Graduate School of Education and Hunter College’s Silberman School of Social Work. She comes to Bank Street after working in the New York City Early Intervention Program for 8.5 years and is passionate about inclusivity in early childhood education for students with developmental differences/disabilities. She holds a BA in Developmental Psychology from Boston College.
Heather Price-Wright serves as Bank Street’s senior director of institutional giving. Prior to Bank Street, she served in a variety of fundraising and leadership roles, including director of foundation giving and interim vice president of growth strategy and development at Educators for Excellence, a teacher-led policy and advocacy organization. Before that, she worked as a reporter and editor at TIME for Kids magazine and was a founding editor at the brand’s first middle-school classroom magazine, TIME Edge. Heather grew up in Arizona and obtained her bachelor’s degree in English and creative writing from the University of Arizona.
Chazz Rahynes, Associate Teacher, School for Children
The Education Center welcomed Lily Rosenthal as a program manager, supporting a range of projects in the policy portfolio including the Learning Starts At Birth and Early Childhood Fellowship. Lily began her career as an elementary school teacher and later was the director of Study Buddies Connect, a free virtual tutoring program within the Association to Benefit Children (ABC). Lily has an MA in Education Policy, Organization, and Leadership Studies from Stanford University and a BA in Psychology from Kenyon College.
Alayne Stieglitz is a new graduate student advisor in the Graduate School’s Early Childhood Special Education Online Program. Alayne has been in the early care and education field for over 40 years, spanning the gamut from classroom to director’s chair, most recently as professor of early childhood education at Diablo Valley College. In 2016, Alayne co-founded a non-profit organization providing infant mental health consultation and education to caregivers of mothers and infants, including medical and educational staff in Peru, India, and El Salvador. She has a BS in Psychology from UCLA and an MEd in Infant and Family Development and Early Intervention from Bank Street Graduate School of Education.
Travis Tate (they/them) joined the School System Partnerships & Programs team in the Education Center as a program associate. Travis has a variety of experiences in the public sector including supporting clean energy research, higher education, and operations; as well as a passion and talent for all things arts, including media, theater, music, writing, and more. Travis will be supporting the maintenance of many of the operational systems and processes that keeps Bank Street going, as well as supporting projects in the broader School System Partnerships & Programs portfolio.
Jennifer Weiss Friedman joined the Education Center as a project manager. Prior to Bank Street, she was the project director for Trauma Smart in New York City, training educators on trauma-informed care. She has extensive experience in early childhood education as a bilingual speech-language pathologist and co-founding director of a dual language preschool. Jennifer graduated with a bachelor’s degree in cognitive science from Vassar College and a master’s degree in speech-language pathology from Teacher’s College, Columbia University.
Paula Amonzem-Anglesey joins the Family Center as an associate teacher in room 5. Paula has been teaching young children in New York City independent schools and Ghana for over 20 years, most recently at The Quad Preparatory School in Manhattan. She has taught at the United Nations International School, Ethical Culture Fieldston School, and Roosevelt Island Day Nursery. Paula received her master’s degrees in early childhood special education and general education from Fordham University and CUNY Hunter College, respectively. She also has a bachelor’s degree in political science and a teacher training education certificate from the University of Ghana and Cape Coast.
Ursula Esther Auguste is a new associate teacher for the 7/8s in the School for Children. Ursula has been a classroom teacher for more than 30 years and recently migrated to the United States from the Caribbean island of Saint Lucia. Working with children is her passion and she is currently in her final year of pursuing a master’s degree at Bank Street College.
The School for Children welcomed Rashawn Baldwin-White as a new support teacher. Rashawn recently graduated from Union College with a major in psychology and a minor in film studies. During the summers of 2018 and 2019, Rashawn worked as a camp counselor for the Fresh Air Fund and, while in college, he worked for the My Brother’s Keeper program in which he provided mentorship to inner-city middle school and high school students.
Nasrinara (Nasi) Begum is new to the School for Children as an associate teacher for the 5/6s. Nasi enjoys working with and educating young children and has experience working in various preschools. She graduated from Queens College with a bachelor’s degree in psychology and hopes to pursue a master’s in early childhood education.
Luarben (Lulu) Bencosme is the new Bilingual Special Education Equity Specialist for the Center on Culture, Race & Equity (CCRE). Lulu has spent two decades supporting children, families, and community programs as an educator, professional development lecturer, parent activist, and board member. Identified as bilingual and bicultural, she is driven by a commitment to equity as well as culturally and linguistically responsive practice. She has presented at a variety of conferences and her work has been highlighted by Bright Spots in Hispanic Education by the White House Initiative on Educational Excellence for Hispanics, among other organizations. Lulu holds master’s degrees in early childhood and special education from the College of New Rochelle.
The Development and Alumni Relations Office welcomed Conor Burnett as a Grants Development Associate. Conor comes to Bank Street after having taught creative writing on Rikers Island through Columbia. He holds degrees from New York University and Columbia University.
Alaina Daniels (they/she) is the new math & science teacher for the 12/13s. She is a White, queer, neurodiverse trans woman who has taught middle school science, activism, sex education, robotics, engineering, math, and queer media in New York City schools for 10 years including seven years at Manhattan Country School and six with the John Hopkins Center for Talented Youth. They hold a BA in Environmental History/Science from Amherst College, an MAT in Biology from Smith College, and are working on an MSEd in Progressive Leadership at Bank Street College. She loves educating for liberation by helping students to develop as scientists, mathematicians, and thoughtful community members who are empowered to explore, examine, quantify, question, and change the universe around them.
Alexandra Figueras-Daniel is the new associate director of the Straus Center for Young Children and Families. Alexandra’s work focuses on research and issues related to equity for young dual language learners (DLLs), including ways to improve practice and policy to provide access to high-quality learning for young children and families. Alexandra’s doctoral studies are in education policy from the Graduate School of Education at Rutgers University.
Abbe Futterman, GSE ’92, is a new co-director of the Leadership Department in the Graduate School. She is co-founder of The Earth School (PS 364M) in New York City, where she worked for 27 years as a teacher and principal. Abbe specializes in anti-racist leadership, social-emotional learning, curriculum development, authentic assessment, and constructivist pedagogy. She has worked extensively with Prospect Center’s Descriptive Processes and frequently leads study groups for parents, principals, and teachers. A passionate advocate for public education, Abbe has an abiding commitment to culturally responsive-sustaining schools, community empowerment, and social justice.
Akia Goudy has joined the School for Children as a 10/11s math and science teacher. Akia is entering her ninth year of teaching in New York City. She enjoys teaching all subjects but has a particular penchant for teaching math through an interdisciplinary approach. Akia holds an MA from Teachers College, Columbia University in Elementary Curriculum Design and an MSEd from Hunter College, CUNY as an Elementary Math Specialist.
The School for Children welcomed Takesha Graham as an associate teacher with the 8/9s. Previously, Takesha worked for two years at Ethical Culture Fieldston School as a second-grade associate teacher. Takesha graduated from Barnard College in 2015 and expects to graduate from the childhood general and special education program at Bank Street College in Fall 2020.
Lucy Green joined Bank Street’s new Office of Social Justice, Equity, and Inclusion as the Program and Data Manager. Lucy is a mission-driven person committed to equity and passionate about making systematic change. She holds a Master’s in Sociology and Education Policy from Teachers College at Columbia University and brings prior experience advocating for equity within the institutions she has worked for.
Eric Gutierrez is the new Director of Alumni Relations in the Development and Alumni Relations Office. Eric has more than 10 years of experience in alumni relations and higher education. He began his career at the Multicultural Student Services Center at the George Washington University (GW) as the Latino Program Coordinator. He then worked as an Assistant Director for Affinity Outreach at GW’s Central Alumni Relations Office and then he served as Assistant Director of Alumni Relations for the GW School of Business. Most recently, Eric served as Director of Alumni Engagement at Montclair Kimberley Academy in New Jersey. He graduated from GW with a Bachelor’s in Business Administration and a Master’s of Tourism Administration.
Jonathan Horton is new to the School for Children as a school community aide. He previously worked in security for Metropolitan Hospital and as a group leader for Scan New York.
The Family Center welcomed Irma Idrizi as a new teacher aide. Prior to Bank Street, Irma worked as a teacher in Albania for 18 years. She is looking forward to supporting her head teacher in the Family Center while also engaging with parents and helping children feel comfortable in their school environment.
Takiyah Jackson joined the School for Children as a head teacher for the Middle School. Takiyah has 16 years of experience in education and, for the past seven years, has worked as a staff developer for schools in New York City and around the country. Prior to her work as an instructional/literacy coach/consultant, she taught in New Jersey for seven years and spent two years teaching in Abu Dhabi. She also facilitates writing workshops for the NYWC coalition and is currently working on a picture book titled, Spaghetti and Meatballs with Love on the Side.
The School for Children welcomed Jennifer King as an associate teacher for the 3/4s and 4/5s. Since 2008, Jennifer has worked as a head teacher with 2-, 3-, and 4-year-olds at three other private schools in New York City. Jennifer received her Master of Science in Education from Bank Street College in 2012 and is excited to be returning to the school as a teacher.
Nicole Kummer joined the School for Children as a virtual head teacher in the Middle School. She has seven years of experience teaching in independent progressive schools in New York City and internationally. Nicole holds a BA in History and Political Science and an MSEd from Bank Street College of Education in Museum Education and Childhood.
Matty Lau joined the Education Center as the Director of Strategy and Implementation for the Yonkers Public School Network for School Improvement. Matty has been in the field of education for over two decades, taking on various roles including grade 6-12 science and mathematics teacher, curriculum developer, researcher, teacher educator, and networked continuous improvement facilitator. She holds a PhD in Curriculum and Instruction with a focus on Physics Education from the University of Maryland, College Park and an AB in Physics from Bryn Mawr College. She is passionate about advocating for teachers, striving towards equitable education, and creating space for asking good questions.
Everette K. Middleton-Kong is a new teacher aide in the Bank Street Family Center. A native of Jamaica, Everette comes from the world of banking and is now excited to be pursuing his lifelong dream of becoming an educator. He is currently working toward a dual master’s degree in social work and education, respectively, from Bank Street College and Hunter College. He holds a BA from Northern Caribbean University in his home country.
Aparna Muralidharan is Chief Financial Officer at Bank Street College. Prior to joining Bank Street, Aparna served as Vice President of Risk and Compliance at Teach for America, where she was a change agent to strengthen and engage the executive team and the broader organization on operational efficiency, compliance, risk mitigation, and long-term sustenance. Aparna is a Certified Public Accountant (CPA) with professional experience in diverse cultural contexts, industries, and mission-driven organizations.
Gaia Porcella joined the Bank Street Family Center as a teacher aide in room 4. Gaia has worked in early childhood education for the past five years, most recently as an assistant teacher at the Learning Experience preschool in Manhattan.
Abby Powell joined the School for Children as an associate teacher for the 9/10s. Prior to Bank Street, Abby worked in health, coordinating and researching a physical activity program in rural Iowa. She is currently pursuing her master’s degree in general education and literacy at Bank Street College. Approved
The Education Center welcomed Melanie Quiroz as a Research & Data Manager on the School Systems Programs & Partnerships (SSPP) team for the Yonkers Public Schools Network for School Improvement (YPS NSI). In this role, she supports the network with measurement strategies, data tools/analysis, and research across all project strands. Prior to Bank Street, she worked for the Center for New York City Affairs conducting education policy research and data analysis in Department of Education schools, and has previous experience in community outreach and service provision within CBOs and nonprofit agencies. She holds a BA in Urban Studies and an MS in Public and Urban Policy from The New School.
Yeimi Ramirez has joined the School for Children as a community aide. Prior to Bank Street, Yeimi spent three years in the customer service field as a cashier and also has experience tutoring children. Yeimi is currently pursuing a bachelor’s degree at John Jay College.
The School for Children welcomed Hannah Rogers as an Upper School Support Teacher in the 10/11s. Hannah is a graduate of Connecticut College, during which she majored in Human Development and certified in Elementary Education (Grades 1-6). She also spent one semester studying in London and two summers as a Teaching Fellow in New York City with the New York Botanical Garden’s Edible Academy and City Growers in Brooklyn.
Jordan Segal has joined the School for Children as a support teacher for the 10/11s and 11/12s. Jordan has worked in education in a variety of different roles, including in tutoring and after school and as a camp counselor, English as a Second Language (ESL) instructor, and art teacher. Jordan is excited to continue his career as an educator at Bank Street.
Alyssa Swart is the new Literacy Fellow for the 8/9s and 9/10s in the School for Children. Prior to Bank Street, Alyssa was a student teacher and an associate teacher in lower Manhattan and Brooklyn. Before her career in education, she worked in publishing and online retail. Alyssa is extremely passionate about supporting students in literacy so that they can develop their own love of reading. She received her BA in English from New York University and graduated from Bank Street’s Childhood General Education and Teaching Literacy program last spring.
Andrew Tan joined the School for Children as a support teacher working with teachers and school staff to help prepare students for in-person learning and reinforce health and safety rules during the 2020-2021 school year. A graduate of Stony Brook University in Marine Vertebrate Biology, Andrew has spent the past five years in various classroom roles teaching a wide variety of topics such as math, English Language Arts, and science.
Beth Tarnow is the associate teacher in room 3 at the Family Center. She is currently in her second year at Bank Street Graduate School, working towards a degree in Early Childhood General & Special Education. Beth received her undergraduate degree, a BFA in musical theater, at Shenandoah Conservatory, and spent several years working as a performer regionally, internationally, and aboard cruise ships.
The School for Children welcomed David Thorpe as a new associate teacher for the 7/8s in the Middle School. During the 2019-20 school year, David student-taught at International Community High School in the Bronx (one of New York City’s innovative Consortium Schools) and the Brooklyn elementary school P.S. 261. Prior to becoming a teacher, he worked as a journalist, nonprofit communications director, and documentary filmmaker. David is a second-year graduate student in Bank Street’s TESOL program.
The Graduate School welcomed Kristin Waters as the Assistant Dean for Student Services. Before joining Bank Street, Kristin served as Director of Enrollment Services at Borough of Manhattan Community College, where she created and launched the first-ever one-stop enrollment center. In her career, she has also served as an administrator in admissions offices, registrar’s offices, and student affairs. Kristin earned her Doctorate in Educational Leadership from Frostburg State University in 2016. She also holds an MBA from Capitol Technology University, MAEd from Virginia Tech, and a BA from Millersville University of PA.
Kenya Williams is new to the School for Children as an associate teacher for the 6/7s. Kenya’s experience working with children stems from her positions as a child care provider and teacher’s aide, both in school and remotely and her love of children continues to grow. She is currently a graduate student at Bank Street College and plans to graduate in the spring.
Ágata Amaral joined the Education Center as a senior math coach for the Algebra for All New York City Department of Education Initiative. In her role, Ágata provides teachers and school leaders with ongoing research-based professional learning to strengthen their capacity to improve the mathematics programs in their schools and support student readiness for success in mathematics. Ágata’s collaboration with teachers and other coaches is designed to deepen and sharpen their content knowledge and pedagogical repertoire and to engage them in conversations around grade-specific mathematics with a focus on the significant topics in each grade and making them more accessible to students, teachers, and coaches.
Ben Coleman joined the Education Center as a math coach for the Algebra For All initiative, working with schools in District 26 in Queens and District 22 in Brooklyn. Over the last 10 years, Ben has worked in various roles coaching and teaching mathematics in grades K-12 in New York and Boston.
Michelle Fizer Peterson joined the Development and Alumni Relations Office as Alumni Relations Coordinator. Formerly, Michelle was the Director of Development for Diller-Quaile School of Music. She earned a master’s degree in non-profit management from Columbia University, during which she served as a program coordinator for the Hunter College Mellon Arts Fellowship Program, dedicated to furthering students from underrepresented backgrounds in arts management. Before working in non-profit, a bachelor’s degree in communications, broadcast journalism from Howard University afforded Michelle her decade-long career as a television reporter. Previously, she studied classical vocal arts at Oberlin College Conservatory.
Lucy Green joined the Education Center as a Special Projects and Data Manager. Lucy is a mission-driven person, passionate about youth empowerment, education equity, and making systematic change. She began her career running high school programs in Boston at the Museum of Science and then at Zoo New England. She recently graduated from Teachers College at Columbia University with a Master’s of Education in Education Policy and Sociology. She is excited to bring her love of Excel and analytics to Bank Street.
Amy Haskell is a new math coach with the Algebra for All team. Amy joins the Education Center from the Office of Leadership in the Department of Education. Before that, Amy was a middle school math teacher in Brooklyn. Amy has worked with educators and school leaders all across the city and is thrilled to be supporting math teachers in this new role.
Brandy Jones Lawrence is new to the Education Center as Senior Director, Birth-to-Three, Communication & Partnerships. Brandy is an early childhood policy and advocacy leader with nearly 20 years of experience in state and federal early care and education policy development, analysis and consultation, early learning program partnership development, and philanthropy. Brandy has worked at the Ounce of Prevention Fund in Chicago, leading efforts to secure one of Illinois’ largest sustained increases in state birth-to-five funding history, and as a founding leader of the Ounce’s National Policy Consultation team. More recently, she served as the State Program Manager at the Pritzker Children’s Initiative.
Dominique Mohansingh serves as the Annual Funds Manager in the Development and Alumni Relations Office. In this role, she supports the College’s four annual funds through frontline fundraising and oversight of a direct mail and email program. Prior to Bank Street, Dominique held various roles in development, events management, marketing, and public relations. She received a BS in Business Management from the University of Connecticut.
The School Systems Programs & Partnerships (SSPP) team welcomed Reena Nazir as a Special Projects and Data Manager. In this role, she supports in project management, budgeting, operations, and analytics across the SSPP portfolio. Prior to joining the Education Center, Reena held program, data, and operational roles at educational, nonprofit organizations and government agencies in New York City. She earned a BBA from The University of Texas at Austin (hook ’em!).
SLi Norum-Gross (they/them) is the new Special Projects Coordinator for the New Program Design team in the Education Center. A born-and-bred New Yorker, they moved to New Orleans in 2010, where they received their certification in Middle School Math. After teaching there for several years, they decided to pursue their Master’s in Sociology at the University of New Orleans, where they did research on LGBTQ homelessness.
The Strategy & Operations office welcomed Digna Nunez as its new Budget and Operations Associate. Prior to Bank Street, Digna worked as an Accounts Payable Assistant at Hunter College after getting her degree there.
Francheska Santos is the Research Coordinator for Prepared To Teach and is currently working with the team’s national survey for aspiring teachers’ financial burdens. She was previously an education fellow at the New York Public Library. She holds a degree from Amherst College and a Master’s in Urban Education Policy from Brown University.
Annie Schaeffing joined the Education Center as the Director of New Program Design. Annie recently moved to New York from Washington, DC, where she served as Program Supervisor of Early Childhood Workforce Development at the Office of the State Superintendent of Education, and previously worked at DC Public Schools Central Office. She began her career teaching Head Start in Phoenix, Arizona. Annie holds a Master’s of Education in Education Policy from American University and a Bachelor’s in Political Science from John Carroll University. She is passionate about high-quality, equitable education and is excited to help expand Bank Street’s impact.
The Education Center welcomed Jared Scheck as a Program and Data Associate on the School Systems Partnerships & Programs team. Prior to Bank Street, he has worked as a paraprofessional in a 4th grade classroom and as a Program Coordinator for Scholar Athletes, a non-profit focused on college access, academic success, and health and wellness in the Boston Public Schools. He recently completed his MA in Politics and Education at Teachers College, Columbia University, and is grateful to be a part of the team at Bank Street focusing on improvement projects for public education.
The Education Center welcomed Devyn Slossberg as a new math coach on the Math Initiatives project on the School System Partnerships & Programs team. Before coming to Bank Street, Devyn was an elementary school teacher in New York City for six years. She grew up in South Florida and graduated from the University of North Florida.
Stephanie Stanglin is a new math coach for the Algebra for All project on the Education Center’s School System Partnerships & Programs team. Prior to Bank Street, she taught high school math in Virginia for four years and most recently at a charter school in Brooklyn. Stephanie graduated from Elon University in 2015 with a Bachelor’s in Mathematics with Teacher Licensure, and from the University of New England in 2019 with a Master’s in Education with a concentration in Teacher Leadership.
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An advanced assessment: weighing the place of APs at Masters and beyond
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What are APs? The Masters School is currently engaging in talks about Advanced Placement (AP) courses and their role within the realm of the school’s academic identity; additionally, many members of the Masters community and beyond have grappled with the benefits and potential downsides of an AP curriculum According to the College Board, a “mission-driven...
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https://tower.mastersny.org/4325/features/an-advanced-assessment-weighing-the-place-of-aps-at-masters-and-beyond/
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What are APs?
The Masters School is currently engaging in talks about Advanced Placement (AP) courses and their role within the realm of the school’s academic identity; additionally, many members of the Masters community and beyond have grappled with the benefits and potential downsides of an AP curriculum
According to the College Board, a “mission-driven not-for-profit organization that connects students to college success,” AP courses, which have been around since the 1950’s, are an opportunity for students to earn college credit, prepare for college level courses, develop critical learning skills and discover a new passion in a subject.
By offering APs worldwide, College Board is presumably providing the most rigorous curriculum for high schools, and in turn, presenting many benefits for students.
APs offer a lot that is positive, but over the past few decades there has been seemingly continual pushback against the courses as schools nationwide consider the validity of offering these courses. .
The Constraints of APs
One common argument against APs is that they constrain the ability of teachers to instruct creatively and devise unique course material. Some teachers have found ways to work around this, though it has proven more difficult for others.
Dean of Faculty Sam Savage acknowledges that APs require educators to teach to a set framework. “They have a different presence than any other curriculum because they align with something outside of any given school,” he said. APs are designed to prepare students for AP exams, which take place in early May.
Eric Shear, a science teacher and dean for the Class of 2021, who formerly taught AP Chemistry, found that the AP curriculum restricted his ability to teach the course while upholding the school’s mission:
“
To strive, to dare, to do, to be a ‘power for good in the world’–we could do way more of these things if we weren’t held to the standards of an AP.
— Eric Shear
Schools that have eliminated AP courses have taken several different paths. One alternative to APs that has been adopted by many schools, including Scarsdale High School (SHS) is Advanced Topics Classes (ATs), which are considered to be equally as rigorous. SHS senior Charlotte Kelson, who is currently enrolled in four ATs and took both AT Statistics and AT U.S. History last year, said that her AT classes provide room for exploration and deviation from a standard AP curriculum. She said, “Last year in my AT U.S. history class, we had almost a month of students presentations… I don’t think we would’ve had that flexibility had it been an AP class.”
Masters’ Math Department Chair Michele Dennis has managed to work around the perceived restrictions of APs in her AP Calculus AB curriculum. “I don’t feel rushed [at least until the very end]. We have time for exploration regularly, doing work on Desmos [an online graphing application] and occasional projects. To say that APs don’t dive deep is not correct,” she said.
Dennis, who formerly taught AP Statistics, also argues that teaching to a set-curriculum aided her growth. She said, “I would’ve operated in a silo trying to teach statistics, but instead, I had the AP community as a source of constant professional development.” She explained that many of the lesson plans and creative activities that she brought to her class were inspired by other AP professionals outside of Masters.
AP United States History (APUSH) teacher Eric Shapiro, who is also a grader for the APUSH exams, recalled an interaction he had with a fellow grader. “A woman I sat next to for a whole week, told me that one of her APUSH classes has over 100 students; it’s pure lecture and each student essentially writes one essay per semester,” he said. However, at Masters, with smaller classes and an emphasis on discussion-based learning, the APUSH teachers have found ways to lead classes in innovative ways. Earlier this month, students in Masters’ APUSH course took part in a roundtable where they played the roles of characters from the early nineteenth century and discussed topics relating to social, political, and economic reform during the time period. The roundtable served as a test, covering content from chapters in their textbook.
The current APUSH curriculum is a broad overview of history in the United States from early settlement in the country to the present day.
Shear noted that AT courses could give teachers and students alike the ability to hone in on a particular topic or area of study. “For example, a student could take an advanced topics class on poetry and an advanced topics class on creative writing,” he said.
Tackling the Test
Many members of the educational community feel that the AP tests are advantageous, though others see them as an inaccurate representation of students’ academic ability.
Shapiro understands the essence of AP tests. “They [AP exams] offer a means of evaluating students on a national basis,” he said.
Both he and Dennis said that the AP tests for their respective subjects are more of an assessment on skills as opposed to pure knowledge. Dennis mentioned that the AP Stats exam often has word problems that deal with real world situations. Shapiro added that the long-essay questions and document-based questions on the APUSH exam require that students not only have their facts straight, but also are proficient writers and critical thinkers.
Junior Rachel Schwartz, who is in APUSH, said that having to learn these skills adds additional pressure to an already challenging course.
“
On top of having to know all the information, you actually have to know how to do the test.
— Rachel Schwartz
The Hackley School, located in Tarrytown, NY, no longer offers AP classes in English and History. While he could only speak to the elimination of the English APs (AP Literature & Composition and AP Language), English Department Chair Dr. Richard Robinson said that he was, and still is, concerned with the AP’s emphasis on speed because it discourages thoughtful close-reading and reflective writing. “The AP exam stresses skills that are about doing things quickly: you need to be able to read quickly, interpret literature quickly, and write quickly,” he said.
While Hackley has always strived to focus on sophisticated process-driven writing about literature, Robinson found that when students took the AP English exams, he was telling them to write simplistically; he said this was because the examiners would only spend 90 seconds reading an essay and would only look for fairly basic comprehension.
After 15 years of no English APs, he is content with the outcome. “The response has been all positive… I’ve never had a reason to doubt it,” he said.
Adding APs
The College Board offers APs in topics ranging from psychology to art history to macroeconomics; many students are studying to take AP exams regardless of whether or not their school offers the corresponding AP curriculum.
Masters senior Gabriela (Gabi) Seguinot self-studied for AP World History and AP United States Government and Politics, adding to her workload last year. Seguinot, who was disappointed that the school didn’t offer classes for these subjects, said that these APs are very much in line with what she hopes to study in college and would be beneficial for her undertaking of more challenging college courses. “Being someone who wants to get as deeply involved as possible, being able to gain that step up was important,” she said
Kelson, who was in AT Statistics at Scarsdale High School as a junior, chose to take the corresponding AP test and noted the many students in AT classes do the same–even seniors, despite already being accepted to college. According to Kelson, they are well prepared, as teachers offer review sessions frequently during second semester, when seniors are off doing internships (a program known as senior options).
At Hackley, Robinson said that he offers “test-strategy sessions” for students who desire to take the AP English exam; this allows them to become more familiar with the format and expectations of the test, first-hand from the department chair, who’s been at Hackley for 22 years.
Dennis fears that if Masters were to switch to a similar curriculum (without APs), there wouldn’t be a level playing field for students who desire further instruction.
“
If they have to prepare themselves for the AP and they can’t afford tutoring, then suddenly that makes the divide between the wealthier and the less wealthy even starker. At least in an AP course they’d have a chance to be prepared.
— Michele Dennis
An Oct. 2015 survey conducted by YouGov, a British research and data analytics firm, showed that 35 percent of parents are not paying for tutoring simply because it is too expensive. Of the people who are, 34 percent claimed to be doing so to help their children prepare for exams. This study suggests that socioeconomic status can potentially impact one’s ability to prepare for AP tests.
Understanding Reputation and the College Process
AP classes have long been perceived as the highest level of learning in high school; nevertheless, more and more schools have eliminated AP courses, thus raising questions about their value toward a reputable educational environment and in aiding students in the college process.
Junior Carly Grizzaffi said that some students enroll in AP classes simply to fill-up their transcripts in hopes of being admitted to highly competitive colleges.
A proponent for eliminating them, Schwartz believes that APs can put unnecessary stress on people who feel obligated to take them. “APs aren’t for everyone,” she said.
Grizzaffi also understands there is a downside from a health standpoint. “I haven’t been sleeping super well and I think anyone else taking APs can attest to the fact that they don’t get very much sleep,” she said.
Masters’ History & Religion Department looks beyond a student’s desire to take an AP course solely for the purpose of committing to a challenging curriculum. “We look for students who not only want to work really hard, but are also passionate about history,” Shapiro said.
Grizaffi sees both sides of the coin.
“
Of course I felt pressure to take them, but I took courses that I felt passionate about and wanted to learn more.
— Carly Grizzaffi
All students who desire to take APs at Masters must receive departmental approval (in the case of AP English, students must also take a timed essay test), and the school only permits students to take a maximum of three AP classes per year, unless they receive permission from the Dean of Students.
Choate Rosemary Hall (Choate), a preparatory boarding school in Wallingford, CT, has been “AP-free” since the 2017-2018 school year. Masters senior Zeynep Ozturk, who attended the school in the midst of the transition, said that students’ perceived motives for taking AP courses had a lot to do with the change. “What usually happens is people take them to look good for colleges and to have them on their résumé, but if you’re really passionate about a course and you’re sitting in a classroom with students who are not as passionate and are just there to get an ‘A’, it starts to become not as extensive and beneficial for learning,” she said.
Ozturk explained that the school switched to offering honors classes which required students to complete an extensive application process to be eligible for admission. In her honors English class at Choate, she noticed a big difference. “This time I actually felt like people wanted to be there,” she said.
The Ethical Culture Fieldston School (Fieldston), a private school located in Bronx, NY, did away with APs 20 years ago for a variety of reasons. An article from the Independent School magazine, written by Rachel Friis Stettler and Joseph Algrant, both of whom were at the center of the change, noted that it was justified and based on concerns similar to those raised by various Masters faculty members. “Over time, we came to the conclusion that the AP program at Fieldston was not only at odds with our educational and social purpose, but it lacked courses with multicultural content… it left little room for divergence. The AP courses encouraged teachers to cover a great breadth of material superficially… time for grappling with ideas and synthesizing knowledge was curtailed,” said the article, which was published in the Winter of 2003.
The switch was drastic, but applauded by many of the top universities nationwide. Fieldston’s current Assistant Principal and Director of Studies Robert Cairo feels that the school has actually gained a great deal.
“
In the 18 years that I have been at Fieldston, it is clear to me that colleges are very comfortable with the decision that we made and that not having an AP program has not put our students at a disadvantage. In fact, it has been viewed positively because the colleges see us as a progressive school, know our program well, acknowledge that our junior-senior electives are college-level courses, and that our students are well prepared for the most competitive colleges.
— Robert Cairo
Though Hackley’s decision to eliminate APs in English and History was lengthy and well-thought out, according to Robinson, it was made easier due to the fact that many top colleges, at the time, had made it more difficult to earn college credit for performing well on AP exams.
Shear believes that the financial benefits available to students who do well on APs were proving detrimental to colleges, which is why they are making it harder for students to take advantage. Sometimes, doing well in on an AP means a student is exempt from introductory college level courses. Because a student will have to take fewer classes, it can mean saving money, and graduating earlier. Shear said, “In college, you pay by credit hour. When they were granting APs, they [colleges] were actually admitting students who over the course of four years, were going to pay less money.” He continued, “Colleges got wise to this and have said that APs are important on your transcript, but they only give credits for certain ones or not at all. Basically, they want you to pay for the courses at the university, so they can make more money.”
According to Hackley junior Alex Crispi, the students still have some concerns with the lack of APs in English and History at Hackley, where AP classes are weighed more heavily. “When colleges calculate GPA, it won’t be as high because while some people are very capable of getting an ‘A’ in those [English and History AP] classes, they can’t get a 5.0–they’re stuck to a 4.0,” he said.
Crispi plans to self-study for both the APUSH and AP Language exams and noted that many students at Hackley do quite well on the English and History AP tests because of the fact that the curriculum, though not listed as “AP” or “Honors”, is still very difficult, he believes; however, not all Hackley students are thrilled with this.
Crispi said, “Some students are also upset because their English course is so hard. People who are not that excited about English would rather have a normal English course. There are two sides of the spectrum.”
Whether eliminating AP courses would advance or compromise Masters reputation for academic prestige is a question with which the school must wrestle. Junior Aiden Coleman, who is currently enrolled in four APs and is also a Gold Key tour guide, recalled that prospective families often inquire about the school’s AP curriculum. “It seems like something people are looking for in a school. I don’t know necessarily if they should be,” he said.
Envisioning Academic Identity:
While opinions on the role of Advanced Placement (AP) classes within the Masters curriculum vary, a revitalized discussion on the matter will have potential implications for students and faculty alike. The school’s Academic Committee, which consists of administrators, counseling faculty and department chairs, among others, is grappling with the subject “a little more closely,” considering the necessity, or lack thereof, for APs at Masters, though it is not clear what changes, if any, Masters will be making to its AP program.
The purpose of Masters’ Academic Committee is to engage academic leaders from all facets of the school in dialogue regarding important academic issues. Dean of Faculty Sam Savage, who is one of the co-chairs of the committee, explained its purpose. “It’s a place where people can bring ideas to discuss so that they can get a lot of different perspectives before making a decision. Sometimes the committee votes on things and they will either move forward or not based on committee vote,” he said.
Because Masters is a private institution, the school has the ability to shape the curriculum to align with their academic philosophy and mission.
Though they have only met for three hours thus far this year, Savage notes that the members have pondered over some essential questions. He recalled the basis of the conversation.
“
What does it mean to have an advanced curriculum? We have the ability to teach anything, why this? Fundamentally it’s about what skills and content does our curriculum offer our students and do we have the best curriculum for our students at this time?
— Sam Savage
The talk of potential change is ongoing and Savage explained that this is commonplace at private schools. “For the last 18 years, every school I’ve been at has been having this conversation. Everyone’s always doing this,” he said.
Masters has been around for almost 150 years and the school’s identity is always developing, so determining the intentions of school can be quite difficult, hence the continued conversation.
Though the committee is still in the early stages, Savage hopes that by the Spring the school will have more clarity on the AP curriculum; however, with the possibility of change lurking, he explained that there will be no immediate alterations. “It [not offering APs next year] is not on the table,” he said.
Shear recalled the school’s mission statement and believes that Masters should be fully committed to whatever decision is made with regard to APs. “Either we go all-in on APs and change our ethos, or we get rid of them and stick to our current ethos,” he said.
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Hackley vs Avenues the world school
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2022-02-23T06:10:19+00:00
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Hello, we are moving to NYC from the west coast and looking for a great private school for our current 7th grader. We are considering the hackley school and avenues the world school. How do you compare the two in terms o…
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https://talk.collegeconfidential.com/t/hackley-vs-avenues-the-world-school/3603169
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Avenues is for profit business. Which says everything. One of my kids is at such a school for very specific reasons but I don’t feel good about it. To quote another parent, “this must feel like a joke to you after….” For profit schools generally exist for kids who need credit recovery, are on a mental health segue, have conduct disorders, mild learning disabilities, or exist in the pay-for-grades lunch-at-La Bernardin foreign student market.
Hackley is a school. I am not familiar with it. But it looks credible.
This is harsh, and I am not sure accurate. We know kids who attend Avenues and are happy there and are certainly regular smart kids. They have nice new facility and offer interesting subjects including number of languages which appeal to international families. But it is newish school so the prestige is definitely not there. Hackley is well thought of, but it is a schlep from NYC, and it is suburban private with strong emphasis on sports. Pretty much the opposite of Avenues in most ways. Where are you planning on living? Commute to Hackley from NYC daily is a huge grind. They do have 5 day boarding nowadays but it is used mostly by football players and such who have a very long day. A good friend of my child’s is there and happy, seems like a vell rounded place and the campus is nice. But if I were to send my kids to Hackley I would live in Westchester.
Lots of people around CC with experience of the various private schools in NYC/Westchester/Fairfield, but it will help focus replies if you give a little bit more info on what makes a “great” private school to you/your student! The two you have named both have great elements, but as @417WHB pointed out they are very different in some meaningful ways. A lot of CCers are thinking largely in terms of college placement, for a very particular set of colleges- there is a long thread on that right now:
But sooner or later it comes back to where your student will shine!
Of course I am offering just one person’s general opinion with zero information about the student – feel free to offer yours. Of course no one right answer will be correct for every single person.
But IMO travel time should be a significant consideration. Living in the area I think the daily trip from Westchester to the 20’s in NYC during rush hour would be wearing - and similarly if the OP moves to lower Manhattan the trip to Tarrytown daily could be difficult (and if the family has no car in NYC then they would have to take the train/uber for any school event).
I’m born and raised, well aware My point is just that if the OP has decided to prioritize the school, which it seems that they have, then they can choose the school and get a place near the school, whether that’s in Chelsea, Tarrytown, or anywhere else. They haven’t told us why they’re moving to NYC, where they’ll be working geographically, how often they’ll have to be there, or why they’ve called out these two schools.
As a related aside, personally, if I were moving to NYC I’d broaden to include far more schools than those indicated.
Avenues is a relatively new school (compared to other privates in the city), and is for-profit. In general, it does not have a good name in NYC. Many years ago, the saying was that “Avenues is for rich kids who couldn’t get into other (better) privates”. I think that reputation is changing, but overall, it’s not deemed as “serious”.
Having said that, I have a friend whose DC goes there right now, and is very happy there. Great facilities and environment.
If you’re looking for rigorous schools, are you considering other privates like Trinity, Dalton, Collegiate (boys only), Brearly (girls only), Chapin (girls only), Spence (girls only), Nightingale (girls only) in NYC, or Horace Mann, Fieldston, or Riverdale - these 3 are “out of the city” and are known as the Hills schools (if you don’t want to live in NYC, and prefer a campus)? There’s quite a few more, and also many good options in Brooklyn (St Anns, Packer Collegiate, Poly Prep, etc).
If you’re looking further afield (but not too far), Dwight-Englewood and Neward Academy is NJ are also very good.
Some of the so called “top tiers” are very competitive and can be very hard to get into, but the “second tiers” may be easier, and would be considered better schools than Avenues.
Thank you for the comprehensive answer, I really appreciate it. We are pretty late in the admissions cycle (didnt know about the relocation earlier) and the fact that 8th grade is not a traditional entry point further complicates the issue. Some of the schools you listed dont even accept 8th grade applications, some already have waitlists and others have said they wont even consider our application until late april/may since we didnt make the first round application deadline. I dont how good of an idea it is to wait for these schools’ late application round given we need to lock something down so we can get other relocation details sorted soon.
Try calling the Parents League - it’s a group/business that helps with school admissions in NYC. I have not used it myself, but many people recommend it. People say they “know” which schools has what openings, and can assist / direct you to the right schools. You have to pay, but I think the fee is very reasonable.
Yes, 8th grade entry is tough, because it’s not an entry year. Schools would only have opening if there’s attrition. However, 9th grade is a big entry year for many schools, although the # of openings may vary. For example, Trinity takes about 60 kids for 9th, and similar for HM, where as Dalton and Collegiate takes only about 10-20.
Perhaps you need a short-term plan and a long-term plan. Short term plan is to get your DC into a school for Sept (perhaps a local public, Avenues, any school), and a long term plan is to apply for 9th grade (starting in this Sept), if you want a competitive school.
Has your DC taken the ISEE or SSAT? All private schools require standardized testing, esp for 9th grade application. NYC privates will accept either test, but seem to prefer (unofficially) the ISEE a little (this is completely my personal feeling). You may need to look into this.
My DC just went through the private school application process this year for 9th grade, so I’m happy to answer any questions you may have. Feel free to ask here, or DM me.
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https://donate.squashandeducation.org/campaign/high-performance-team/c547560
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High Performance Team
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https://issuu.com/hackley-school/docs/hacks1-52778_review_summer-20_web_singles
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en
|
Hackley Review Summer 2020
|
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2020-06-11T00:00:00+00:00
|
The Character Issue
Hackley School challenges students to grow in character, scholarship and accomplishment, to offer unreserved effort, and to lea...
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/favicon.ico
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Issuu
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https://issuu.com/hackley-school/docs/hacks1-52778_review_summer-20_web_singles
|
Welcome to Issuu’s blog: home to product news, tips, resources, interviews (and more) related to content marketing and publishing.
Here you'll find an answer to your question.
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https://muskegonartmuseum.org/100-2/
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en
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100th Anniversary - Muskegon Art Museum
|
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2011-12-27T14:27:16+00:00
|
102nd Year The museum’s history began with a gift from lumber baron More...
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https://muskegonartmuseum.org/wp-content/themes/muskegonartmuseum/images/favicon.ico?ver=1650756896
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Muskegon Art Museum
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https://muskegonartmuseum.org/100-2/
|
102nd Year
The museum’s history began with a gift from lumber baron Charles Hackley, who made his fortune in during the 1980s Michigan lumbering boom. Hackley believed that the growth of Muskegon—the young city he adopted as home—would benefit from progressive new schools, a library and a hospital, and an art museum. Hackley died in 1905 before realizing his dream of an art gallery. However, he left an expendable trust of $150,000, through a bequest in his will, to the Board of Education of Muskegon Public Schools. The fund, now known as the Hackley Picture Fund, was to be used to purchase “pictures of the best kind.” By 1910 some of the most treasured and valuable works of art still in the Museum’s present day collection were purchased and then displayed at Hackley Public Library, and the Board of Education determined that the time had come to build a museum-quality facility to house the growing art collection. The new museum, called the Hackley Art Gallery, was built and, in June 1912, opened its doors to the public. The news was broadcast nationally and internationally. The young museum, eventually renamed The Muskegon Museum of Art, was and is still regarded as one of the finest regional art museums in the United States.
2014-2015 Exhibition Schedule
EXHIBITION INFORMATION and DATES SUBJECT TO CHANGE.
Please call the Museum at 231.720.2570 or visit muskegonartmuseum.org to check schedule before your visit.
January 9 – March 16, 2014
PAPERCUTS: The Art of Contemporary Papercutting
L. C. and Margaret Walker Gallery A
Paper cutting is a study in contrasts: a thin, fragile material is pierced with sharp knives, lasers, or stamping devices, the inherent fallibility of the art form making it all the more compelling. Papercuts, developed by artist Reni Gower, brings a broad range of international perspectives to the contemporary art of paper cutting. Using many kinds of paper and tools, seven artists have created more than 30 works that range from narrative commentaries to structural abstractions and complex installations—bold statements that celebrate the subtle nuance of hand to paper through a process that traces its origins to 6th-centry China. Media partners: 107WMUS and MLive/Muskegon Chronicle
February 20 – April 27, 2014
THE SCULPTURE OF STEPHEN DE STAEBLER:
ELEGIES IN CLAY
L. C. and Margaret Walker Gallery B
Exhibition features significant works clay and bronze by internationally celebrated American sculptor Stephen De Staebler (1933-2011). Underwritten by Hines Corporation. Media Partner: Blue Lake Public Radio.
February 20 – May 11, 2014
TRANSLATING REALITY: Representation in Glass
Thelma and Paul Wiener Gallery
Translating Reality features the work of artists creating representational forms using the medium of glass. Subject matter includes figures, animals, everyday objects, landscapes, and interiors. Organized by the Muskegon Museum of Art and Habatat Galleries, Royal Oak, MI. Underwritten by the Robert D. and C. Corcoran Tuttle Fund of the Community Foundation for Muskegon County.
March 6 – May 25, 2014
BUSTER KEATON’S BLUFFTON:
A Graphic Novel by Matt Phelan
Ernest and Marjorie Cooper Gallery
Original artwork illustrates stories about Muskegon’s Bluffton neighborhood during its heyday as an actors’ colony. Underwritten by Harbor Steel & Supply Corporation.
March 25 – April 27, 2014
EXPRESSIONS 2014: 32nd Annual Muskegon County
Student Art Exhibition
L. C. and Margaret Walker Gallery A
Expressions 2013 is a collaboration between the Muskegon Area Intermediate School District and the Muskegon Museum of Art that showcases the artistic talents of Muskegon County K-12 students in the visual arts. Two-and three-dimensional artworks in a variety of media are included in the show, selected by art specialists from each of the public, charter, and private schools in the county. Sponsored by the MAISD, Comerica, and Old Orchard Brands.
May 22 – August 3, 2014
INTERFERENCE POOL: Annica Cuppetelli and Cristobal Mendoza
Thelma and Paul Wiener Gallery
The artists will create Interference Pool, an interactive installation, exclusively for the MMA. Cuppetelli and Mendoza will combine fibers and digital images to create an environment that challenge notions of space, light, and materiality. They will project an array of white lines spreads across a field of stretched fibers to create a pattern of movement and illusory form. Computers will then capture the movement of visitors and translate that motion into the artwork.
May 22 – August 20, 2014
86th REGIONAL EXHIBITION
L. C. and Margaret Walker Galleries A and B
The MMA continues to celebrate the work of Michigan artists with this large, juried selection of 2-D and 3-D works. The MMA show will fill two galleries throughout the summer and is the state’s longest established regional art exhibition. Entry is open to all artists residing in Michigan. Sponsored by Warner Norcross & Judd LLP, Shape Corporation, and Ally for Contemporary Art – Alcoa Foundation. Awards are underwritten by Huntington Bank.
June 5 – September 4, 2014
COLOR & WHIMSY: THE ART OF JACQUES POTIN
French painter Jacques Potin was born in France in 1920, but eventually settled in the U.S. He was a colleague of fellow French artist Françoise Gilot and in 1991, anonymous donors gifted to the MMA 25 works by Potin as part of a significant collection of prints and paintings by Gilot and works of other French artists they had assembled. Clearly inspired by Matisse, the paintings of Potin utilize a flattened space and bold, simplified forms. Bright, intense colors emphasize the geometry of the subjects, from clouds and sailboats to playful birds.
August 14 through October 26, 2014
NANCY CROW: TRANSFORMATIONAL QUILTS
This exhibition of the art quilts of Nancy Crow will feature ten quilts from various points in the artist’s career. A household name among quilters and fiber artists, Crow is celebrated for her innovations in fine art quilting. Pieces from her recent monotype series will be displayed alongside the vibrant colors and patterns of her earlier works.
September 11 – November 9, 2014
REMEMBER AND REBUILD: Picturing the National September 11 Memorial & Museum
Photographs by Amy Dreher
L. C. and Margaret Walker Gallery A
In the aftermath of September 11, 2001, images of destruction and loss resulting from the terrorist attacks in New York City were seared into our collective memory and defined what the world came to know as Ground Zero. Nearly 3,000 people perished that day, among them 18 victims with ties to Michigan. In 2009, a new space began to rise from the rubble and ruin, transforming the physical and psychological void of the former World Trade Center into a haven of recovery, remembrance, and hope. Remember and Rebuild tells a powerful story behind the creation of the National September 11 Memorial & Museum, through the eyes of 9/11 staff photographer Amy Dreher. In more than 70 photographs, Dreher provides a visual narrative of how a wound caused by the largest terrorist attack on American soil became our nation’s memorial and a world-renowned symbol of strength and resilience.
Remember and Rebuild: Picturing the National September 11 Memorial & Museum, Photographs by Amy Dreher has been organized by the Muskegon Museum of Art in cooperation with the National September 11 Memorial & Museum, New York.
September 11 – November 9, 2014
STUART KLIPPER: The World in a Few States
L. C. and Margaret Walker Gallery B
Photographer Stuart Klipper has traveled the world, working on every continent and ocean, including both the North and South Poles. His photography is an exploration of the human experience with the environment, of the places we can go and the impact we have upon those spaces. The World in a Few States is a story of the United States told in 50 photographs, one for each state.
October 8 – November 2, 2014
WEST MICHIGAN SYMPHONY: CELEBRATING 75 YEARS
This exhibition features artworks commissioned by the West Michigan Symphony to celebrate its 75th anniversary. After the exhibition, the artworks will be relocated to the new WMS facility in the restored Russell Block building in downtown Muskegon. The two- and three-dimensional artwork will be contemporary in nature and fit the aesthetic of their restored environment.
November 6, 2014 thru February 15, 2015.
JAPANESE WARRIORS: ROBOTS FROM THE WARREN SCHWARTZ COLLECTION
This exhibition showcases selected robots from Schwartz’s collection of over 2,000 pieces produced from 1972 – 1982, during the peak of these action figures’ popularity. His collection features models from the Japanese television series Astro Mu, Captain Ultra, Fang of the Sun Dougram, Ganbare!! Robocon, Ganbaron the Tiny Superman, Mazinger Z, Robodachi, Space Dragon Gaiking, and several others. Schwartz’s collection has been featured in publications like Super7, a magazine for Japanese animation enthusiasts, and the book Super #1 Robot (Chronicle Books, 2005).
November 6, 2014 – January 26, 2015
JAPANESE TRADITIONS
This selecton of rarely viewed Japanese works of art from the MMA’s collection includes sculptural and two-dimensional pieces.
November 20–30, 2014
FESTIVAL OF TREES
L. C. and Margaret Walker Galleries A and B
Returning for its 10th year, this annual community event features display of themed trees decorated by professional designers to be auctioned to benefit the MMA. Other seasonal décor will also be on display for purchase. Special events include the Party in the Pines cocktail party, Teddy Bear Breakfast, and Senior Day. On-going attractions include gingerbread village, music, holiday shopping, raffles, and Santa on Saturdays.
December 11, 2014 – February 9, 2015
THE ESSENTIAL ELIJAH PIERCE
More than 40 woodcarvings by barber, carver, and lay preacher Elijah Pierce (1892–1984) comprise this exhibition. Pierce is one of the most significant self-taught artists of the 20th century. A prolific African American carver, Pierce was a master storyteller, and his narrative carvings are hailed as important additions to the history of American folk art. The Essential Elijah Pierce was organized by the Columbus Museum of Art, Ohio. A full-color catalogue with essays by Michael D. Hall, Adjunct Curator of folk Art at the Columbus Museum of Art, accompanies the exhibition.
December 11, 2014 – February 9, 2015
WOODCRAFT
Woodcraft features the art of Michigan artists who work in wood. Sculpture, fine furniture, and craft objects will be on display, highlighting the range of techniques and forms these artists are incorporating to create their pieces. The artists in Woodcraft were selected based on their history of producing creative and expressive works of art in wood. All live and work in Michigan, providing guests an opportunity to explore the diversity of our State’s fine art community. Woodcraft is part of the MMA’s ongoing Made in Michigan Artist Series, a commitment to supporting and exhibiting the art of Michigan’s artists.
February 5 – April 26, 2015
BELINDA THE BALLERINA & FRIENDS: The Illustrations of Amy Young
Illustrations created by Spring Lake artist Amy Young, creator of Belinda the Ballerina, among other children’s books.
February 19 – May 3, 2015
THE ART OF THE BRICK®: LEGO® Brick Art by Nathan Sawaya
The Art of the Brick® is a one-of-a-kind exhibition featuring more than 30 large-scale sculptures created out of the iconic LEGO® bricks by New York-based artist Nathan Sawaya. This exhibition is touring the globe and has been immensely popular with viewers. CNN hailed The Art of the Brick® as one of the tope12 “must see exhibitions in the world.”
February 26 – March 12, 2015
POSTCARD SALON
Thelma and Paul Wiener Gallery
Non-juried exhibition features hundreds of small-scale original artworks by artists in the region. All of the artworks will be available for purchase for the same reasonable price each at the annual Postcard Salon Sale on March 12.
March 25 – April 23, 2015
EXPRESSIONS 2015: 33nd Annual Muskegon County
Student Art Exhibition
L. C. and Margaret Walker Gallery A
Expressions is a collaboration between the Muskegon Area Intermediate School District and the Muskegon Museum of Art that showcases the artistic talents of Muskegon County K-12 students in the visual arts. Two-and three-dimensional artworks in a variety of media are included in the show, selected by art specialists from each of the public, charter, and private schools in the county.
Museum programs include films, tours, lectures, concerts, and family activities.
The Museum Gift Store offers a wide variety of MMA logo products, commissioned artist-crafted goods and other unique items.
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https://finance.yahoo.com/news/50-most-expensive-high-schools-130000839.html
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en
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Here Are the 50 Most Expensive High Schools in America
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] |
[] |
[] |
[
""
] | null |
[
"Gabrielle Olya"
] |
2020-12-14T20:00:00+00:00
|
The question of the best schooling option for your high school student becomes more complex when there are tens of thousands of dollars are on the line.
|
en
|
https://s.yimg.com/rz/l/favicon.ico
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Yahoo Finance
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https://finance.yahoo.com/news/50-most-expensive-high-schools-130000839.html
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When and how schools have tackled reopening varies from state to state — and even school district to school district — with some schools opening for in-person instruction, others moving entirely online and some others offering a hybrid model. With many schools undertaking remote learning, it begs the question — is it worth paying full price tuition for a fully online learning experience? And for those schools that are still offering in-person instruction, is it worth the risk of sending your child to school?
The question of the best schooling option for your high school student becomes even more complex when there are tens of thousands of dollars are on the line — which is the case with the most expensive high schools in America. Even the “cheapest” of the most expensive schools costs a pretty penny, with a year’s tuition coming in at just under $45,000. As for what that money gets you, you’re typically paying for small class sizes, with some boasting a student-to-teacher ratio as low as 4-to-1, and intimate school settings, with many having a student body of less than 1,000. However, that’s not always the case — one of the schools that costs $50,000 a year has more than 10 times the number of students as one that costs more than $5,000 less.
To identify the 50 most expensive high schools in the country, GOBankingRates pulled the tuition costs for one year of the highest grade level offered — not including room and board for those that are boarding schools — of the top 200 high schools as identified by Niche. Schools are ranked from least to most expensive. See how much it costs to send your kids to an elite high school — which just might pave the way for them to attend one of the most expensive colleges.
Last updated: Dec. 14, 2020
50. Blair Academy
Location: Blairstown, New Jersey
Number of students: 460
Student-to-teacher ratio: 6 to 1
Annual tuition: $44,900
49. ECF-Fieldston Middle/Upper School
Location: Bronx, New York
Number of students: 990
Student-to-teacher ratio: 7 to 1
Annual tuition: $45,100
48. National Cathedral School
Location: Washington, D.C.
Number of students: 595
Student-to-teacher ratio: 8 to 1
Annual tuition: $45,440
47. Head-Royce School
Location: Oakland, California
Number of students: 875
Student-to-teacher ratio: 7 to 1
Annual tuition: $45,600
Find Out: The Extraordinary Cost of Private School in Your State
46. Greens Farms Academy
Location: Westport, Connecticut
Number of students: 713
Student-to-teacher ratio: 8 to 1
Annual tuition: $45,690
45. Choate Rosemary Hall
Location: Wallingford, Connecticut
Number of students: 848
Student-to-teacher ratio: 7 to 1
Annual tuition: $45,710
44. Hackley School
Location: Tarrytown, New York
Number of students: 834
Student-to-teacher ratio: 8 to 1
Annual tuition: $45,775
43. Commonwealth School
Location: Boston
Number of students: 132
Student-to-teacher ratio: 5 to 1
Annual tuition: $45,848
42. Lake Forest Academy
Location: Lake Forest, Illinois
Number of students: 430
Student-to-teacher ratio: 6 to 1
Annual tuition: $45,950
41. The College Preparatory School
Location: Oakland, California
Number of students: 372
Student-to-teacher ratio: 7 to 1
Annual tuition: $46,000
40. Nightingale-Bamford School
Location: New York
Number of students: 592
Student-to-teacher ratio: 7 to 1
Annual tuition: $46,500
Take a Look: The Richest School Districts in Every State
39. The Taft School
Location: Watertown, Connecticut
Number of students: 587
Student-to-teacher ratio: 5 to 1
Annual tuition: $46,500
38. Convent of the Sacred Heart
Location: New York
Number of students: 710
Student-to-teacher ratio: 7 to 1
Annual tuition: $46,524
37. Crystal Springs Uplands School
Location: Hillsborough, California
Number of students: 539
Student-to-teacher ratio: 9 to 1
Annual tuition: $46,780
36. Boston University Academy
Location: Boston
Number of students: 201
Student-to-teacher ratio: 7 to 1
Annual tuition: $46,848
35. Rye Country Day School
Location: Rye, New York
Number of students: 924
Student-to-teacher ratio: 7 to 1
Annual tuition: $46,900
34. The Thacher School
Location: Ojai, California
Number of students: 255
Student-to-teacher ratio: 6 to 1
Annual tuition: $46,920
33. Friends Seminary
Location: New York
Number of students: 777
Student-to-teacher ratio: 7 to 1
Annual tuition: $47,000
32. The Webb Schools
Location: Claremont, California
Number of students: 410
Student-to-teacher ratio: 8 to 1
Annual tuition: $47,035
Good To Know: Most Affordable Private Colleges in Every State
31. The Spence School
Location: New York
Number of students: 751
Student-to-teacher ratio: 6 to 1
Annual tuition: $47,410
30. The Loomis Chaffee School
Location: Windsor, Connecticut
Number of students: 736
Student-to-teacher ratio: 4 to 1
Annual tuition: $47,440
29. Columbia Grammar & Preparatory School
Location: New York
Number of students: 1,287
Student-to-teacher ratio: 6 to 1
Annual tuition: $47,540
28. Woodside Priory School
Location: Portola Valley, California
Number of students: 382
Student-to-teacher ratio: 6 to 1
Annual tuition: $47,775
27. Trinity School
Location: New York
Number of students: 1,001
Student-to-teacher ratio: 6 to 1
Annual tuition: $47,965
26. Castilleja School
Location: Palo Alto, California
Number of students: 430
Student-to-teacher ratio: 8 to 1
Annual tuition: $47,970
25. The Urban School of San Francisco
Location: San Francisco
Number of students: 420
Student-to-teacher ratio: 4 to 1
Annual tuition: $48,091
24. Marin Academy
Location: San Rafael, California
Number of students: 420
Student-to-teacher ratio: 6 to 1
Annual tuition: $48,272
Do You Know Which States? 34 States Where Private School Costs Less Than Public School
23. The Madeira School
Location: McLean, Virginia
Number of students: 324
Student-to-teacher ratio: 6 to 1
Annual tuition: $48,300
22. The Branson Schools
Location: Ross, California
Number of students: 320
Student-to-teacher ratio: 7 to 1
Annual tuition: $48,485
21. Peddie School
Location: Hightstown, New Jersey
Number of students: 550
Student-to-teacher ratio: 6 to 1
Annual tuition: $48,800
20. Riverdale Country School
Location: Bronx, New York
Number of students: 1,189
Student-to-teacher ratio: 6 to 1
Annual tuition: $49,210
19. Cate School
Location: Carpinteria, California
Number of students: 298
Student-to-teacher ratio: 6 to 1
Annual tuition: $49,700
18. Buckingham Browne & Nichols School
Location: Cambridge, Massachusetts
Number of students: 1,014
Student-to-teacher ratio: 7 to 1
Annual tuition: $50,000
17. St. Mark's School
Location: Southborough, Massachusetts
Number of students: 365
Student-to-teacher ratio: 4 to 1
Annual tuition: $50,380
Coronavirus Update: These Colleges Are Reopening in the Fall — Is Yours One of Them?
16. Belmont Hill School
Location: Belmont, Massachusetts
Number of students: 450
Student-to-teacher ratio: 7 to 1
Annual tuition: $50,800
15. The Hotchkiss School
Location: Lakeville, Connecticut
Number of students: 600
Student-to-teacher ratio: 4 to 1
Annual tuition: $50,990
14. Middlesex School
Location: Concord, Massachusetts
Number of students: 409
Student-to-teacher ratio: 4 to 1
Annual tuition: $51,212
13. The Harker School
Location: San Jose, California
Number of students: 2,048
Student-to-teacher ratio: 10 to 1
Annual tuition: $51,300
12. The Lawrenceville School
Location: Lawrenceville, New Jersey
Number of students: 822
Student-to-teacher ratio: 7 to 1
Annual tuition: $51,440
11. Concord Academy
Location: Concord, Massachusetts
Number of students: 398
Student-to-teacher ratio: 6 to 1
Annual tuition: $51,455
10. Milton Academy
Location: Milton, Massachusetts
Number of students: 1,020
Student-to-teacher ratio: 7 to 1
Annual tuition: $51,460
Get a Deal: The Best Colleges With Tuition Under $20K
9. Poly Prep Country Day School
Location: Brooklyn, New York
Number of students: 1,134
Student-to-teacher ratio: 5 to 1
Annual tuition: $51,484
8. Noble and Greenough School
Location: Dedham, Massachusetts
Number of students: 614
Student-to-teacher ratio: 5 to 1
Annual tuition: $52,300
7. Horace Mann School
Location: Bronx, New York
Number of students: 1,694
Student-to-teacher ratio: 8 to 1
Annual tuition: $53,200
6. The Rivers School
Location: Weston, Massachusetts
Number of students: 513
Student-to-teacher ratio: 7 to 1
Annual tuition: $53,450
5. Collegiate School
Location: New York
Number of students: 651
Student-to-teacher ratio: 8 to 1
Annual tuition: $53,900
4. Brearley School
3. Marymount School of New York
2. St. Andrew's School
1. Avenues: The World School
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Jordan Rosenfeld contributed to the reporting for this article.
Photos are for illustrative purposes only. As a result, some of the images may not reflect the institutions listed in this article.
Methodology: To find the 50 most expensive high schools in America GOBankingRates used Niche’s 2021 Best Private High Schools in America data to analyze the top 200 ranked schools. For each private school, GOBankingRates found the following factors: (1) 2020-2021 yearly tuition for the highest grade level (does NOT include room + board); (2) enrollment numbers; (3) student to teacher ratio; (4) Niche ranking; and (5) location (City, State). Only factor (1) was used to determine final rankings. Those schools that did not separate room + board from tuition were not included. All data was collected and is up to date as of Oct. 28, 2020.
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https://talentcitizen.com/leader/john-halpin/
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Talent Citizen
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2020-12-10T16:06:26+00:00
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Talent Citizen is delighted to announce that John Halpin will join Hackley School as Major Gift Officer effective January 31, 2022. In this role, John will play a critical part...
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en
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Talent Citizen
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https://talentcitizen.com/leader/john-halpin/
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Talent Citizen is delighted to announce that John Halpin will join Hackley School as Major Gift Officer effective January 31, 2022. In this role, John will play a critical part in the success of Hackley’s comprehensive campaign and will advance a culture of philanthropy that matches the strengths, authenticity, and generosity of the Hackley community itself. Working in partnership with Director of Advancement Teresa Weber and all members of the Advancement team, John will be responsible for building meaningful relationships across Hackley’s donor base, creating opportunities to marry the philanthropic interests of donors with the School’s institutional priorities.
John previously served as the inaugural Associate Director of Development, the lead fundraising role, at The City, an independent nonprofit news organization serving New York City with a mission to address the growing deficit in civic information and accountability created by a shrinking local news landscape. Prior, John held fundraising positions at Columbia University’s Earth Institute and Mailman School of Public Health. John raised major gifts from individuals, corporations, and foundations while increasing the size of each School’s donor base through new prospect identification and engagement. At Mailman, John also oversaw stewardship and donor communications programs. John also previously served as a Senior Development Officer at Broadway Cares/Equity Fights AIDS, where he increased funds raised by all measures, maintaining and growing the organization’s strong relationships with long-term members of a tight-knit community.
With ten years of experience as a fundraiser, John brings deep commitment to building strong relationships founded on genuine trust and caring in service of advancing educational and equity-focused missions. John earned a Bachelor of Science in Social Work from Xavier University, a Master of Science in Traditional Oriental Medicine from Pacific College of Health and Science, and a Master of Public Administration from Columbia University School of International and Public Affairs.
Talent Citizen President Tracy Welsh led this search with Senior Associate Rachel K. Partin.
ABOUT HACKLEY SCHOOL
Founded on the values of intellectual questioning and inclusiveness, Hackley School is a private coeducational K-12 day school that re-imagines the traditional liberal arts education with a broader curriculum of competencies and experiences to meet the needs of tomorrow’s citizens. Hackley seeks to create a community that empowers students to rise to complex challenges and anticipate the needs of a constantly changing modern era, focused on inter-connectedness and shared accomplishment.
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https://issuu.com/hackley-school/docs/hacks1-52778_review_summer-20_web_singles
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Hackley Review Summer 2020
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2020-06-11T00:00:00+00:00
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The Character Issue
Hackley School challenges students to grow in character, scholarship and accomplishment, to offer unreserved effort, and to lea...
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Issuu
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https://issuu.com/hackley-school/docs/hacks1-52778_review_summer-20_web_singles
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Resources
Dive into our extensive resources on the topic that interests you. It's like a masterclass to be explored at your own pace.
The Character Issue Hackley School challenges students to grow in character, scholarship and accomplishment, to offer unreserved effort, and to learn from the varying perspectives and backgrounds in our community and the world.
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https://boardingschools.us/new-york/hackley-school/
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Hackley School | New York - American Boarding Schools
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[] |
[] |
[
""
] | null |
[] |
2012-07-12T07:02:12+00:00
|
Hackley School is located in Tarrytown, NY and was founded in 1899. It is a co-educational school. They offer teaching grades from Kindergarten to 12th grade. E
|
en
|
BoardingSchools.US
|
https://boardingschools.us/new-york/hackley-school/
|
Hackley School is located in Tarrytown, NY and was founded in 1899. It is a co-educational school. They offer teaching grades from Kindergarten to 12th grade. Each grade level has their own tuition costs that range from $33,000 to $38,500 per year.
The grade Kindergarten through 8th grade tuition costs also include library and lab fees, lunch, school uniforms, school newspaper, literary magazine, mandated tests, and trip fees. The school offers a 5-day boarding program for their upper level students. The program provides school and academic concentration. The students get to spend the weekends back with their families at home.
There are different sports options that the students can choose from when in high school. Those include basketball, fencing, lacrosse, softball, baseball, indoor track, choir, art, and many others.
|
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7777
|
dbpedia
|
2
| 47
|
https://www.hackleyschool.org/middle-school/ms-curriculum/modern-languages
|
en
|
Modern Languages
|
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[
"test keyword"
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[] | null |
en
|
//bbk12e1-cdn.myschoolcdn.com/ftpimages/125/site/1140/favicon/favicon.ico
|
https://www.hackleyschool.org/middle-school/ms-curriculum/modern-languages
|
This course, conducted primarily in Spanish, emphasizes speaking and listening skills while developing more advanced reading and writing skills. The aim of this course is to equip students for the transition to Upper School Spanish II or Spanish III. Grammar will include continued study of object pronouns, reflexive, irregular and idiosyncratic verb usage and the addition of several new tenses. Additionally, students continue to study further thematic vocabulary. Historical and cultural components also will be incorporated, as will a first taste of literature and cinema [level appropriate/time allowing].
Placement in Upper School Spanish III or Spanish II is dependent on assessments during the year, February examination results and the recommendation of both the teacher and department chair.
This course, conducted in Spanish, emphasizes speaking and listening skills while developing more advanced reading and writing skills. The aim of this course is to equip students for the transition to Upper School Accelerated Spanish III or Spanish III. Grammar will include continued study of object pronouns, reflexive, irregular and idiosyncratic verb usage, and the addition of many new tenses, as well as the imperative and subjunctive moods. Students continue to study further thematic vocabulary. Historical and cultural components also will be incorporated, as well as appropriate literature and cinema, time allowing.
Placement in Accelerated Spanish 8X is dependent on assessments during the year, February examination results, a placement test and the recommendation of both the teacher and department chair.
|
||||||
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|
dbpedia
|
2
| 51
|
https://vanguard.bbns.org/3680/features/upper-school-says-goodbye-to-departing-faculty/
|
en
|
Upper School says goodbye to departing faculty
|
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"Vanguard Editorial Board"
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Whether you have taken AP Human Geography, been placed in his United States History class, attended a practice of Speech and Debate Club, or simply just walked by the history office, you’ve probably exchanged a smile or a friendly “hello” with Upper School (US) History Teacher Steele Sternberg. Mr. Sternberg will be leaving the...
|
en
|
The Vanguard
|
https://vanguard.bbns.org/3680/features/upper-school-says-goodbye-to-departing-faculty/
|
Whether you have taken AP Human Geography, been placed in his United States History class, attended a practice of Speech and Debate Club, or simply just walked by the history office, you’ve probably exchanged a smile or a friendly “hello” with Upper School (US) History Teacher Steele Sternberg. Mr. Sternberg will be leaving the
US in June to teach at the Noble and Greenough School.
Mr. Sternberg came tothe US from the Hackley School, a private school in upstate New York, to be closer to his
now wife, a librarian at Nobles. He joined the History Department during the 2020-21 school year.
Beyond teaching, Mr. Sternberg has led a reaccreditation committee, served as an advisor to a group he will “really, really miss,” acted as a Senior Spring Project mentor, facilitated workshops on creating effective and
interesting field trips, and led the school’s debate team.
The students have made Mr. Sternberg’s time at the US rewarding, he said.
“You, the students, you’re by far the hardest thing to leave. You guys are just interesting. You’re motivated. You
come from cool backgrounds. You aren’t the normal sort of private school kid. That is by far and away my favorite thing about this place.”
He said he has found a supportive environment of teachers and colleagues here.
“There’s way fewer teachers here who phone it in than other schools. Everyone here really tries hard every dayto do a good job. In general, that has been very positive for my professional development.”
The best compliment Mr. Sternberg has ever received about his teaching came from a former student, he said. “Caroline White ’23 said, ‘You know, Mr. Sternberg, the thing that makes your classes so great isthat [they] end up feeling like a community.’ That felt very good.”
Mr. Sternberg will continue to teach U.S. History as well as a World History class similar to the US’s Case Studies course while at Nobles.
“It’s hard to identify what memories are my favorites because I feel like I have so many different memories,” Ms. Selinger said. “I’ll take away, in terms of memories, moments where laughter and joy were present, moments of triumph big and small. Like an advisee, who reported to me that they spoke up in a class discussion where it was really scary, or somebody who got into a college, or who landed a role in the play, or who had a great summer job experience, or even graduates who report back that something amazing has happened, andthere’s a seed of something that we planted together. Those are the things that my memories have in common.”
“A great thing about working at BB&N is that we’re on a team. I never feel alone like I’m trying to do anything by myself,” she said. “The fact that you can walk into a building and know that you have people on your side who will push you, listen to you, cheer for you, give you grief, and all those are wonderful things.”
|
|||||
7777
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0
| 67
|
https://mp.moonpreneur.com/blog/top-boarding-schools-in-new-york/
|
en
|
Top Boarding Schools In New York
|
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[] |
[
""
] | null |
[
"Moonpreneur"
] |
2023-01-02T09:34:56+00:00
|
Discover the finest education institutions! Explore the top 6 boarding schools in New York, providing exceptional learning experiences.
|
en
|
Moonpreneur
|
https://mp.moonpreneur.com/blog/top-boarding-schools-in-new-york/
|
Update: This article was last updated on 15th February 2024 to reflect the accuracy and up-to-date information on the page.
Boarding schools in New York State are private schools that offer a residential program. These schools are highly selective and offer a rigorous academic program, as well as a variety of extracurricular activities and resources for students. Many boarding schools in New York have a diverse student body, with students coming from all over the country and the world.
Recommended Reading: Best Private Schools in NYC (New York)
Boarding school can be a good option for parents who are looking for a more structured and academically challenging environment for their children, or for those who are seeking a more immersive and independent living experience for them. It is important for parents to carefully research and consider their options when choosing a boarding school, as the experience can vary significantly from one school to another.
Why Do Parents Choose A Boarding School?
About 35,000 students attend US private schools as boarders each year at campuses scattered nationwide, though mostly on the East Coast, according to the Association of Boarding Schools.
According to the data available through the Association of Boarding Schools, close to 35,000 students in the USA attend schools as boarders and there are several reasons why parents choose to send their child to a boarding school:
Academic opportunities: Many boarding schools have strong academic focus and offer a range of advanced courses and extracurricular activities that may not be available at a local public or private school.
Structure and discipline: Boarding schools often have strict rules and routines that can help students develop good habits and discipline. This can be especially beneficial for students who struggle with time management or self-motivation.
Social and emotional growth: Boarding schools provide an opportunity for students to live and learn with peers from diverse backgrounds, which can help them develop strong social skills and emotional intelligence.
Individualized attention: With smaller class sizes and more one-on-one time with teachers, students at boarding schools may receive more individualized attention and support.
Preparation for college: Many boarding schools offer college preparatory programs and resources that can help students get a head start on the college application process.
Recommended Reading: After School Activities For Kids
There are many excellent boarding schools in New York state, and the best one for a particular student will depend on their individual needs, interests, and goals. Thus, Moonpreneur brings you a list of a few top boarding schools in New York:
|
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|
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2
| 91
|
https://www.wagmag.com/scott-alan-nelson-rye-country-day-school/
|
en
|
Scott Alan Nelson, Rye Country Day School
|
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[] |
[] |
[
""
] | null |
[
"Jennifer Moore Stahlkrantz"
] |
2021-08-02T17:35:58+00:00
|
Local heads of school in Westchester, Fairfield and Dutchess counties talk about lessons learned from the pandemic, inspiration, superpowers, what makes them smile and – in one case – the benefits of dogs on campus.
|
en
|
WAG MAGAZINE
|
https://www.wagmag.com/scott-alan-nelson-rye-country-day-school/
|
Located in Rye on a 26-acre campus, Rye Country Day School is a coeducational, college preparatory school dedicated to providing students from prekindergarten through grade 12 with an excellent education using both traditional and innovative approaches.
With a bachelor’s degree from Brown University, Scott Nelson kicked off his educational career as a history teacher and coach at his alma mater, Hackley School in Tarrytown. He later earned a master’s degree in educational administration from Fordham University and served as the head of Upper School at Hackley and Marlborough School (in California) before coming to Rye Country Day School 28 years ago to accept the role of head of school. Nelson and his wife have twin adult daughters.
Tell us something surprising about your school.
“RCDS was founded as a girls’ school in 1869, became coed through grade nine in the 1920s and then went fully coed in the mid-1960s.”
How did your school cope during the pandemic?
“We had a combination of 100% in-person (grades pre-K to five), and hybrid-flex (grades six through 12) for two-thirds of the year and then moved to 100% in-person in early April. We also conducted weekly Covid pool testing of 1,200 students and employees. We found a number of virtual events such as parent/guardian meetings, community-wide conversations and admissions programs were well-attended and effective on Zoom.”
Which aspects of running a school are most appealing to you?
“I get to attend student presentations, performances, concerts, art shows, athletic contests. I have a ‘season pass’ to everything that happens at school involving students from pre-K to grade 12.”
Tell us about an encounter at school that put a smile on your face.
“Just seeing students’ excitement about returning to school this past year after being fully remote in the spring of 2020.”
What superpower do you bring to the school?
“Retention of details resulting in strong institutional memory.”
What led you to choose education as a career?
“As a scholarship student, I found teachers and coaches had an incredibly positive impact on my life.”
Did you have a favorite teacher who affected your life?
“One of my high school English teachers explained how he often reread books to find new ideas and develop new approaches to his teaching.”
What do you do to recharge in your free time?
“I take a daily 45-minute walk, starting at 6 a.m.”
Rye Country Day Schoolat a glance
Head of school: Scott A. Nelson
Number of faculty and staff: 220
Student enrollment: 935
Annual tuition: $39,400 to $47,900
|
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7777
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dbpedia
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2
| 29
|
https://www.stgeorges.edu/
|
en
|
An Independent New England Boarding and Day School
|
https://www.stgeorges.edu/uploaded/favicon_StGeorges.ico
|
https://www.stgeorges.edu/uploaded/favicon_StGeorges.ico
|
[] |
[] |
[] |
[
"Home"
] | null |
[] | null |
St. George’s School is an independent, boarding and day secondary school located on the coast of New England in Middletown, Rhode Island. Expand your talents and horizons at SG!
|
en
|
/uploaded/favicon_StGeorges.ico
|
https://www.stgeorges.edu/
|
We provide students with the opportunity to discover and develop the particular gifts that are theirs — and prepare them to lead lives of constructive service to the world.
Our Horizon: The Campaign for St. George’s
St. George’s is now in the early stages of the most ambitious capital campaign in our history. Guided by our Strategic Plan, our goal is to raise to raise between $90 million and $110 million to fund key initiatives that will help us create inspiring residential and community spaces; evolve our academic program; elevate our work in Diversity, Equity, and Inclusion; strengthen our commitment to access and affordability; and care for our historic campus.
Join the community effort to help us reach Our Horizon
St. George’s School is an independent, coeducational boarding and day school with 385 students in grades 9-12. Our 125-acre campus boasts state-of-the-art academic, arts, and athletic facilities on the New England coast overlooking Second Beach near Newport, Rhode Island.
Nondiscrimination Policy for Admission
St. George’s School admits qualified students of any religion, race, color, sex, sexual orientation, gender identity, gender expression, national or ethnic origin, ancestry, or mental or physical disability to all the programs and activities generally accorded or made available to students at the school. The school does not discriminate on the basis of religion, race, color, sex, sexual orientation, gender identity, gender expression, national or ethnic origin, ancestry, mental or physical disability, or any other status protected by applicable law in the administration of its educational policies, admissions, scholarship and loan programs, or athletic and other policies and programs.
|
|||
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| 85
|
https://projects.propublica.org/nonprofits/organizations/131740452/202121109349300222/full
|
en
|
Nonprofit Explorer
|
[] |
[] |
[] |
[
"nonprofit explorer",
"990",
"990 filings",
"non profit explorer",
"non-profit explorer",
"research non-profits",
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"irs nonprofit",
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] | null |
[
"Andrea Suozzo",
"Alec Glassford",
"Ash Ngu",
"Brandon Roberts"
] |
2013-05-09T12:00:00+00:00
|
Since 2013, the IRS has released data culled from millions of nonprofit tax filings. Use this database to find organizations and see details like their executive compensation, revenue and expenses, as well as download tax filings going back as far as 2001.
|
en
|
ProPublica
|
https://projects.propublica.org/nonprofits/organizations/131740452/202121109349300222/full
|
Every organization that has been recognized as tax exempt by the IRS has to file Form 990 every year, unless they make less than $200,000 in revenue and have less than $500,000 in assets, in which case they have to file form 990-EZ. Organizations making less than $50,000 don’t have to file either form but do have to let the IRS they’re still in business via a Form 990N "e-Postcard."
Nonprofit Explorer has organizations claiming tax exemption in each of the 27 subsections of the 501(c) section of the tax code, and which have filed a Form 990, Form 990EZ or Form 990PF. Taxable trusts and private foundations that are required to file a form 990PF are also included. Small organizations filing a Form 990N "e-Postcard" are not included in this data.
|
|||||
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| 6
|
https://drpaulloweadmissionsexpert.blog/category/private-school-review/
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en
|
Private School Review – Dr. Paul Lowe – Admissions Expert
|
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2024-02-02T03:29:06+00:00
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Posts about Private School Review written by drpaulloweadmissionsexpert
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en
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Dr. Paul Lowe - Admissions Expert
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https://drpaulloweadmissionsexpert.blog/category/private-school-review/
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Category: Private School Review
Dr. Paul Lowe: Why His Clients Love The Lawrenceville School
Lawrenceville is one of the Ten Schools and what makes it unique among other elite New England schools is that it is only one hour from Manhattan. Its enrollment is 818 students, but appears as a smaller school because of its unique house system. The Lawrenceville School sits on more than 700 beautiful acres in suburban New Jersey
Lawrenceville is one of the most prestigious, elite and highly selective boarding schools in the world. Its acceptance rate is 19%.
What are Dr. Lowe’s clients saying about Lawrenceville?
“I really enjoy the house system.” – Junior-student
“My daughter transitioned from middle school to Lawrenceville. The Harkness method of teaching keeps classes small and interactive.” – Parent of a freshman
“Dr. Lowe helped through the entire boarding school application process. My son was accepted Lawrenceville! He is now at Columbia.” – Parent of a graduate of Lawrenceville
Lawrenceville’s college matriculation rate to Ivy League and highly selective colleges and universities is high. Here is a list of colleges/universities attended over the past five years.
Brown (22)
Carnegie Mellon (13)
Columbia (26)
Cornell (32)
Dartmouth (17)
Georgetown (41)
Harvard (26)
MIT (9)
Princeton (39)
Stanford (11)
Tufts (23)
University Chicago (21)
UPenn (40)
Yale (25)
Last year (2023), all of our U.S. as well as international clients who applied to Lawrenceville were accepted. Congratulations to all!!
Dr. Lowe and his team physically visit schools and actively interact with school admissions personnel, senior administrators and students. My clients are, therefore, placed in the most appropriate school for their (and their parents’) happiness. My approach ensures that your child will be placed in the best and most appropriate top-choice school.
Dr. Paul Reginald Lowe is the managing director of Pinnacle Educational Center Admissions Advisors Group network. He and his team of admissions advisors, through the admissions affiliates, New Jersey Admissions Advisors and Private School Admissions Advisors / Boarding School Admissions Consultants help students gain admissions to elite private schools in Manhattan and surrounding areas. Dr. Lowe and his team of admissions advisors also visit prestigious and elite private schools where they have the unique opportunity of interacting one-on-one with heads of schools, directors of admissions and senior admissions personnel. Dr. Lowe provides parents with the knowledge they need to decide where there children should attend and the admissions strategies they need to be admitted into their top-choice school.
Dr. Paul Lowe: Why His Clients Love The Pingry School in New Jersey
The Pingry School is ranked by Niche as: 1st on its list of 2024 Best Private K-12 Schools in New Jersey and #2 Best Private K-12 Schools in America! Pingry has a Niche grade of A+. With three campuses totaling 303 acres in New Jersey (Short Hills-Lower School: grades K-5, Basking Ridge-Middle/Upper School: grades 6-12 and the Pottersville Campus-Experiential Learning: grades K-12), Pingry provides an unmatched learning environment and experience to its over 1200 students.
We toured the entire campus and observed polite and very happy children. All the teachers we met were happy, enthusiastic and engaged. The school just bustles with multiculturalism and energy!
“To be a student at Pingry is to live life fully, to experience it intensely, and to explore friendships and learning in ways that feel both uniquely independent and yet fully intertwined with the community.” – The Pingry School, Community Life.
What are Dr. Lowe’s clients saying about Pingry?
“Being on the Pingry Robotics was just an amazing experience!” – Pingry Upper School Junior
“The teachers and leadership are highly dedicated to the scholastic and creative development of the children. Our daughter just loves Pingry.” – Parents of a first grader
“We have two children at Pingry (Thank you, Dr. Lowe) — one in first grade and another in third grade — and we could not be more thankful for this very special place. This is more than a school — it is a family of students, teachers, staff and parents who truly care.” – Parent of Pingry students
Pingry’s college matriculation rate to Ivy League and highly selective colleges and universities is high. Here is a list of several colleges/universities attended: 2020-2023.
Harvard (4)
Yale (7)
UPenn (11)
Brown (10)
Cornell (9)
Darmouth (7)
Columbia (12)
Stanford (5)
Northwestern (9)
University of Chicago (9)
Duke (13)
Georgetown (15)
Colgate (12)
For Pingry’s Class of 2023, at least one student was accepted to each of the Ivy league schools!
Year after year, Dr. Lowe works with clients are accepted to The Pingry School.
Dr. Paul Reginald Lowe is the managing director of Pinnacle Educational Center Admissions Advisors Group network. He and his team of admissions advisors, through the admissions affiliates, New Jersey Admissions Advisors and Private School Admissions Advisors help students gain admissions to elite private schools in Manhattan and surrounding areas. Dr. Lowe and his team of admissions advisors also visit prestigious and elite private schools where they have the unique opportunity of interacting one-on-one with heads of schools, directors of admissions and senior admissions personnel. Dr. Lowe provides parents with the knowledge they need to decide where there children should attend and the admissions strategies they need to be admitted into their top-choice school.
Why Dr. Lowe’s Clients Apply to the Top Ten New Jersey Private Schools
Over the last month or so, our New Jersey affiliate: New Jersey Admissions Advisors, has been receiving many emails and calls from parents who reside in New Jersey who are choosing to have their children transfer from public schools and apply to the private high schools in New Jersey.
In New Jersey, the competition to gain admissions to top private high schools is heating up this year – 2024 As more and more parents discover the major challenges in suburban high schools: (a) large class sizes, (b) not much flexibility when it comes to curriculum (c) larger school counselor-student ratio; they are willing to forgo public school education and pay tuition, which increases the application pool and competition to gain admissions into coveted slots.
Niche, a company that researches and compiles information on schools released its ranking of the best private schools in the U.S., specifically highlighting the best schools that prepare students for elite colleges. By elite colleges, I am referring to colleges parents already know about: Harvard, Yale, Princeton, Columbia, Brown, UPenn, Cornell, Dartmouth, Stanford, MIT, Duke, Johns Hopkins and BS/MD programs.
Top 10 Private High Schools in New Jersey – 2024
The Lawrenceville School
The Pingry School
Dwight-Englewood School
Princeton Day School
Peddie School
The Hun School
Rutgers Preparatory School
Delbarton School
Kent Place School
The Montclair-Kimberly Academy
“As an admissions expert, I am always cognizant of the unforeseen circumstances and unfavorable consequences that may adversely affect my clients’ positive outcomes. Because of our vigilance and comprehensive strategies, my clients are ACCEPTED into top private schools in New Jersey.” – Dr. Paul Lowe
Dr. Paul Reginald Lowe is the managing director of Pinnacle Educational Center Admissions Advisors Group network. He and his team of admissions advisors, through the admissions affiliates, New Jersey Admissions Advisors and Private School Admissions Advisors help students gain admissions to elite private schools in Manhattan and surrounding areas. Dr. Lowe and his team of admissions advisors also visit prestigious and elite private schools where they have the unique opportunity of interacting one-on-one with heads of schools, directors of admissions and senior admissions personnel. Dr. Lowe provides parents with the knowledge they need to decide where there children should attend and the admissions strategies they need to be admitted into their top-choice school.
Dr. Paul Lowe Visits The Pingry School in New Jersey
The Pingry School is ranked by Niche as: 1st on its list of 2023 Best Private K-12 Schools in New Jersey and #2 Best Private K-12 Schools in America! Pingry has a Niche grade of A+. With three campuses totaling 303 acres in New Jersey: Short Hills-Lower School: grades K-5, Basking Ridge-Middle/Upper School: grades 6-12 and the new Pottersville Campus-Experiential Learning: grades K-12, Pingry provides an unmatched learning environment and experience to it over 1200 students.
We toured the entire campus. We observed polite and very happy children. All the teachers we met were happy, enthusiastic and engaged. The school just bustles with multiculturalism and energy!
“To be a student at Pingry is to live life fully, to experience it intensely, and to explore friendships and learning in ways that feel both uniquely independent and yet fully intertwined with the community.” – The Pingry School, Community Life
Here are some interesting Pingry facts:
Average class size – 15
Teachers: 74% hold advanced degrees and 7 hold doctorates
School Clubs – 130
Tuition in Grades K-5: $42,409
Tuition in Grades 6-8: $48,603
Tuition in Grades 9-12: $49,900
Pingry’s college matriculation rate to Ivy League and highly selective colleges and universities is high. Here is a list of several colleges/universities attended: 2018-2021.
Harvard (7)
Yale (11)
U Penn (16)
Brown (10)
Cornell (11)
Dartmouth (7)
Columbia (13)
Stanford (4)
Northwestern (10)
University of Chicago (12)
Duke (10)
Georgetown (15)
Colgate (10)
Dr. Lowe and his team physically visit schools and actively interact with school admissions personnel, senior administrators and students. My clients are, therefore, placed in the most appropriate school for their (and their parents’) happiness. My approach ensures that your child will be placed in the best and most appropriate top-choice school.
Dr. Paul Reginald Lowe is the managing director and lead admissions expert at Pinnacle Educational Center Admissions Advisors Group’s Boarding School Admissions Consultants. and affiliate of Private School Admissions Advisors. Dr. Lowe specializes in providing exclusive concierge-type admissions advisory services for U.S. and international students who are interested in applying to top U.S. boarding and private schools. Dr. Lowe helps U.S. and international students gain admissions into top U.S. boarding schools even after they have been wait-listed and rejected. Dr. Lowe and his team of admissions advisors also visit prestigious and elite private schools, where they have the unique opportunity of interacting one-on-one with heads of schools, directors of admissions and senior admissions personnel.
2021 Best New Jersey Private High Schools
Over the last month or so, our New Jersey affiliate: New Jersey Admissions Advisors has been receiving many calls from parents who reside in New Jersey who are choosing to have their children transfer from public schools and apply to private high schools in New Jersey.
There is now increased demand and competition for the limited spots at these schools! For that reason, based on our research, knowledge and professional working-relationships; and Niche’s “2021 Best Private Schools Ranking: New Jersey Private Schools”, we have provided a list below to help these families.
Here are the best private high schools in New Jersey (listed alphabetically) based on Niche and our research team:
Blair Academy
Delbarton School
Dwight-Englewood School
Gill St. Bernard’s School
The Hun School of Princeton
The Lawrenceville School
Morristown-Beard
Newark Academy
Peddie School
The Pingry School
Princeton Day School
Rutgers Preparatory School
My team and I have visited the schools, talked with admissions officers and understand their mission and what they are seeking in applicants,
Dr. Paul Reginald Lowe is the managing director and lead admissions expert at Pinnacle Educational Center Admissions Advisors Group’s Private School Admissions Advisors. Dr. Lowe specializes in providing exclusive concierge-type admissions services for U.S. and international students who are interested in applying to top U.S. boarding and day schools. Dr. Lowe helps U.S. and international students gain admissions into their top-choice private schools even after they have been waitlisted and rejected. Dr. Lowe and his team of admissions advisors also visit prestigious and elite private schools where they have the unique opportunity of interacting one-on-one with heads of schools, directors of admissions and senior admissions personnel. Dr. Lowe provides parents with the knowledge they need to decide where their children should attend and the admissions strategies they need to be admitted into their top-choice school.
2021 All-Boys Top Private High Schools
Many parents choose to send their boys to all-boys schools. Research supports the fact boys learn differently than girls and that the fact that these schools focus entirely on boys and are beneficial to their confidence and learning style.
Based on Niche, our research and assessment, here is a list of top U.S. all-boys private high schools:
Collegiate School – New York, NY
St. Albans School – Washington, D.C.
Brunswick School – Greenwich, CT
Roxbury Latin School – West Roxbury, MA
Belmont Hill School – Belmont, MA
Haverford School – Haverford, PA
Avon Old Farms School – Avon, CT
Delbarton School – Morristown, NJ
Georgetown Preparatory School – North Bethesda, MD
St. Marks School of Texas – Dallas, TX
McCallie School – Chattanooga, TN
Fessenden School – Newton. MA (ninth grade)
Dr. Paul Reginald Lowe is the managing director and lead admissions expert at Pinnacle Educational Center Admissions Advisors Group’s Private School Admissions Advisors. Dr. Lowe specializes in providing exclusive concierge-type admissions services for U.S. and international students who are interested in applying to top U.S. boarding and day schools. Dr. Lowe helps U.S. and international students gain admissions into their top-choice private schools even after they have been waitlisted and rejected. Dr. Lowe and his team of admissions advisors also visit prestigious and elite private schools where they have the unique opportunity of interacting one-on-one with heads of schools, directors of admissions and senior admissions personnel. Dr. Lowe provides parents with the knowledge they need to decide where their children should attend and the admissions strategies they need to be admitted into their top-choice school.
2021 Top All-Girls Boarding Schools
All-girls private high schools have a deep understanding of how girls learn and succeed. They also provide the resources for girls to reach their full potential. These schools provide a nurturing learning environment that encourages curiosity and independence and motivates girls to thrive and succeed.
Many international families call my firm to inquire, specifically, about independent, college-preparatory boarding schools for girls. They are seeking advice on which schools will provide an excellent U.S. education as well as placement in elite and prestigious U.S. colleges and universities.
Here is a list for parents seeking to send their daughter to a top U.S. boarding school for girls pursuing academic achievement and success.
The Hockaday School – Dallas, TX
Miss Porter’s School – Farmington, CT
Westover School – Middlebury, CT
Dana Hall School – Wellesley, MA
Miss Hall’s School – Pittsfield, MA
Emma Willard School – Troy, NY
The Madeira School – McLean, VA
Garrison Forest School – Owings Mills, MD
The Ethel Walker School – Simsbury, CT
Foxcroft School – Middleburgh, VA
Chatham Hall – Chatham, VA
Successful boarding school admissions requires expertise and experience to understand how to manage risks, navigate intricacies, design the right admissions strategies, and most importantly understand the admissions policies and professionals who are making admissions decisions – in other words an admissions expert!
Paul Reginald Lowe is the managing director and lead admissions expert at Pinnacle Educational Center Admissions Advisors Group’s Boarding School Admissions Consultants, an affiliate of Private School Admissions Advisors. Dr. Lowe specializes in providing exclusive concierge-type admissions advisory services for U.S. and international students who are interested in applying to top U.S. boarding schools. Dr. Lowe helps U.S. and international students gain admissions into top U.S. boarding schools even after they have been wait-listed and rejected.
Dr. Lowe and his team of diverse admissions experts provide unrivaled, unmatched and unparalleled admissions advisory and educational research services for their clients. Most importantly, you work DIRECTLY with Dr. Lowe and get the benefits of his entire team. By working with Dr. Lowe, one-on-one, you work with his reputation, his expertise, his experience and his success!
Private School Applications Increased in 2021-2022 Admissions Season
Many private day schools as well as boarding schools are reporting an increase in the number of applications. Our firm is also experiencing an increase in inquiries regarding our private school and boarding school admissions advisory services. In a recent conference, Rhode Island Education Commissioner Angélica Infante-Green indicated that approximately 80 percent of Rhode Island students in grades three through eight were not proficient in math and only a third were reading at grade level the during pandemic-interrupted 2020-2021 school year, according to standardized test scores released Thursday by the state. It was reported that Infante-Green said Rhode Island joins most states around the country – including Massachusetts and Connecticut – in seeing proficiency rates fall during the pandemic.
Private schools have seen a flurry of new interest from families who view private schools as being better equipped to provide robust instruction, given their financial resources, space and nimbleness in adapting. As a result of this interest, the competition for coveted spots have increased.
Earlier this year, many students who applied to top boarding schools, including Exeter, Andover, St. Paul’s and Choate were place on waitlists and were eventually notified that could not gain entrance this past fall. In a letter to families, one boarding school stated in April, 2021: “At this time, it is clear that we will be unable to admit students from our waiting list in the near future as we anticipate being overenrolled….followed by another note in August 2021: “…we remain fully enrolled and as such, will be unable to offer admission to any students from our waiting list. I am sorry not to have better news for you and on behalf of all of my colleagues here in the admission office”.
Paul Reginald Lowe is the managing director and lead admissions expert at Pinnacle Educational Center Admissions Advisors Group’s Boarding School Admissions Consultants, an affiliate of Private School Admissions Advisors. Dr. Lowe specializes in providing exclusive concierge-type admissions advisory services for U.S. and international students who are interested in applying to top U.S. boarding schools. Dr. Lowe helps U.S. and international students gain admissions into top U.S. boarding schools even after they have been wait-listed and rejected.
Dr. Lowe and his team of diverse admissions experts provide unrivaled, unmatched and unparalleled admissions advisory and educational research services for their clients. Most importantly, you work DIRECTLY with Dr. Lowe and get the benefits of his entire team. By working with Dr. Lowe, one-on-one, you work with his reputation, his expertise, his experience and his success!
2021 Top U.S. Junior Boarding Schools
Junior boarding schools offer specific benefits to middle school-aged children. They are independent schools which offer 9th grade and lower. Most junior boarding schools cover 6th grade through 9th grade. Many of our U.S. as well as international clients choose junior boarding schools.
Our team, having visited many of these schools, including Rumsey Hall School and Cardigan Mountain, are aware of the benefits of U.S. junior boarding schools for both international and U.S. middle school-aged students. Junior boarding schools are global communities embracing international and diverse students and faculty. Most importantly, they offer an opportunity for international students to improve their English skills. They also help prepare students for school placement into top high school boarding schools through their secondary school placement departments. Through our many visits, we found that junior boarding schools are close-knit communities of teachers, administrators, mentors, educators and parents who provide an educationally transformative experience for middle-school age/pre-high school students through character development, a nurturing environment and understanding of multiple and different learning styles and building self-confidence.
Here is a list of top junior boarding schools:
Bement School
Cardigan Mountain School
Eaglebrook School
Fay School
Fessenden School
Hillside School
Indian Mountain School
North Country School
Rectory School
Rumsey Hall School
Paul Reginald Lowe is the managing director and lead admissions expert at Pinnacle Educational Center Admissions Advisors Group’s Boarding School Admissions Consultants, an affiliate of Private School Admissions Advisors. Dr. Lowe specializes in providing exclusive concierge-type admissions advisory services for U.S. and international students who are interested in applying to top U.S. boarding schools. Dr. Lowe helps U.S. and international students gain admissions into top U.S. boarding schools even after they have been wait-listed and rejected.
Dr. Lowe and his team of diverse admissions experts provide unrivaled, unmatched and unparalleled admissions advisory and educational research services for their clients. Most importantly, you work DIRECTLY with Dr. Lowe and get the benefits of his entire team. By working with Dr. Lowe, one-on-one, you work with his reputation, his expertise, his experience and his success!
Dr. Paul Lowe’s Private School Review: Hackley School
Dr. Lowe and his team of admissions advisors visits and reviews top private day and boarding schools. Hackley School is rated by Niche as: #2 Best Private High School in Westchester, County NY. It is a coeducational K-12 school day school with a five-day boarding program located in Tarrytown, NY. It’s motto: “Enter here to be and find a friend.”
Here are some interesting facts:
Student/Faculty Ratio – 7:1
Average Upper School Class Size – 16
Student-led Upper School Clubs: 42
27 different sports with over 64 teams across grades 7-12
Tuition (Lower School/K-Grade 4): $42,460
Tuition (Middle School/Grades 5-8): $46,980
Tuition (Upper School/Grades 9-12): $49,975 / Additional $15,000 for 5- day boarding fee
Hackley has a five-day boarding program for 30 residential students in grades 9-12.
Hackley’s COVID-19 Response
Hackley’s college matriculation rate to Ivy League and highly selective colleges and universities is high. College Matriculation for the Classes of 2017, 2018, 2019, and 2020. The following colleges and universities enrolled five or more Hackley graduates during this period:
Brown
Colgate
Cornell
Dartmouth
Duke
Georgetown
Harvard
Johns Hopkins
Northwestern
Princeton
Tufts
University of Chicago
University of Michigan
UPenn
Yale
Hackley is one of the top day schools in the Fairchester (Fairfield/Westchester) region. Admissions is hyper-competitive. It’s one of the many reasons why many parents who reside in Westchester and Fairfield Counties retain our firm!
Dr. Paul Reginald Lowe is the managing director and lead admissions expert at Pinnacle Educational Center Admissions Advisors Group’s Boarding School Admissions Consultants, an affiliate of Private School Admissions Advisors. Dr. Lowe specializes in providing exclusive concierge-type admissions advisory services for U.S. and international students who are interested in applying to top U.S. boarding schools. Dr. Lowe helps U.S. and international students gain admissions into top U.S. boarding schools even after they have been wait-listed and rejected. Dr. Lowe and his team of admissions advisors also visit prestigious and elite private schools, where they have the unique opportunity of interacting one-on-one with heads of schools, directors of admissions and senior admissions personnel.
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https://www.nais.org/magazine/independent-school/spring-2016/remembering-the-backstory/
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Remembering the Backstory
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https://www.nais.org/magazine/independent-school/spring-2016/remembering-the-backstory/
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Spring 2016
By Janine St. Germain
As a consulting archivist, I am always thinking about the "backstory" of a place, how an institution's legacy is cultivated and preserved, and how all of the stuff a school collects over time can reveal the culture of the place. School archives are by far a favorite "genre" of archive for me, primarily because I find them easy to leverage in a variety of applications. I have found alumni to be terrific "super fans" of school archives, contributing material with generous enthusiasm. Among other things, these kinds of donations can be a wonderful tool for any development director wishing to cultivate connections with the alumni base.
In my experience, a well-managed school archives is a place many wish to visit, because it serves as a robust resource — for development directors, communication directors, and faculty members with a creative flair who enjoy using primary resource materials to teach. One example of how a specific contribution to a school’s archives can leverage connections comes from St. Bernard’s School (New York), where I work as the archivist. Whitney Seymour, Jr., an alumnus from the Class of 1937, contacted me about a Sports Day trophy cup that he won in 1935. He offered to donate the cup to the school collection, for which I was thrilled. In return, I asked him to come to a school assembly to talk to the boys about his memory of Sports Day.
This contribution, as well as his talk, made for a great story in the school newsletter. An image of the cup was included in an online exhibit titled “The History of St. Bernard’s School in 25 Objects.” As a result, his brother, Thaddeus, Class of 1941, also contacted me regarding 16mm footage his father took of Sports Day in the late 1930s. This digitized footage remains a go-to item with any show-and-tell in the archives. The students love seeing it. The film is also shown often at reunions.
On any given day in a school archives, I can count on having at least one conversation with someone who feels true passion about the collection, often because they are personally connected to the history of the place and wish to contribute to that legacy, or perhaps there is an interest in finding a way to tell a better story using the material from the collection. Currently, we are celebrating the 100th birthday of our school building. The original Delano Aldrich blueprints in the archives serve as a key element for a faculty member’s talk at a school assembly about the school’s architecture.
Speaking with alumni, faculty members (past or present), or longtime staff members reminds me that we are all participating in a larger story. The history and culture of an academic institution is a shared story — very often connected to our own personal history. It’s a great place to find stories and encourage supporters of the school to contribute to the overarching legacy of the institution.
I recently asked school archivists to tell me their stories about how their schools leverage the archives to create a shared sense of culture and history. One in particular — from City and Country School (New York) — stands out. The responses to the questions came from Jordis Rosberg, City and Country School’s archivist.
What is one item that particularly stands out in your collection?
Caroline Pratt founded City and Country School in 1914 in Greenwich Village, New York City, having spent the previous three decades refining her pedagogical philosophy as a woodworking teacher, labor and women’s rights advocate, and progressive thinker. Convinced that children learn best when provided with open-ended materials with which to re-create and thus better understand their world, Pratt took to designing her own line of dolls. She named them “Do-With Toys,” to emphasize their flexible nature and to differentiate them from the less interactive toys that dominated the market. The City and Country School archives house a number of original drawings Pratt made of these dolls, as well as a few early wooden figures and numerous news articles related to the toys. Predating the school, as well as Pratt’s more widely known invention, unit blocks, these drawings illustrate how deeply foundational the use of open-ended materials is to the school’s program.
Who uses the collection most frequently?
The City and Country School archives are a living resource for both the school community (past and present) and outside researchers. Our extensive photograph collection dating back to 1916 is widely drawn-upon for school publications, anniversaries, alumni events, and as a reference for new and existing staff. The school’s communications and development departments are the most frequent internal users of the collection, drawing on the files for the website and newsletters, alumni profiles, and relations. Faculty members often read articles, notes, and meeting minutes spanning the last century, using them to inform the school’s work today. From time to time, current students also use the archives to explore samples of iconic projects from the past as they plan and execute their own projects.
Given the school’s history as a hub for progressive thinkers — former staff and many alumni families have significant ties to historic events and movements of the last century — it is not surprising that outside researchers of myriad subjects have also found their way to the school’s collection. These relationships have illuminated much about the history of our school, and the school is constantly discovering connections between its pedagogy and population and the history of New York City.
From Independent School Bulletin, January 1955
Independent Schools And Schools Of Education
Practical teaching experience is of the greatest value to a student in a school of education: enough experience to show him what some of the problems are, yet not so much as to make him think that he knows what all the answers are. If it is possible for an independent school teacher to attend a good school of education after he has taught for a year, or a few years, he has a wonderful opportunity to learn more about his chosen profession at a time when he is most ready to learn. I think that many have missed this opportunity to meet their colleagues who are trying to solve the problems of our vast public school system. It is my hope that more and more of our independent school people will attend these graduate schools of teaching. The job of education is big and infinitely important to the future of the country and the free world. Let us, in the independent schools, use intelligently all the resources available, lest we be accused of fighting the battle with but one hand.
—From “Independent Schools and Schools of Education,” by Donald C. Duncan, faculty member at Milton Academy (Massachusetts)
Was the collection assembled when planning for a centennial or milestone event?
In the school’s earliest days, it functioned as an observational site for the Bureau of Educational Experiments (BEE), a group founded by a handful of progressive educators in downtown New York. One of the primary objectives of the BEE was to study children closely, taking careful record of these observations, and then develop curricula and programs in response. In keeping with this ethic, City and Country School has, from the start, kept careful records of its work through meeting minutes, articles, student work, and photographs.
Over the decades, multiple staff members stepped in as stewards of the school’s collection, often due to personal interest, and preserved and organized materials as best they could. It was not until the mid-1990s, however, that the school was able to commit the time and resources to create a complete organizational structure for the collection, and, a decade later, a climate-controlled archives room and staff archivist.
Can you share one example of the role the archives play in celebrating the culture of the school?
In 2014, City and Country School celebrated its centennial. One of the events organized to commemorate this milestone was a 10-day archival exhibit of the school’s program at Jefferson Market Library in Greenwich Village. In preparation for this event, as well as the republication of Caroline Pratt’s memoir, I Learn from Children, we had the dedicated time and resources to create a trove of digital scans of both photographs and artifacts. Following the exhibit, we added many of these items to our website, such as a timeline and a digital version of the original exhibit, and, moving forward, we plan to add all of the scans to our online digital archive. Already we have experienced many benefits from this work — access to photographs and key information about the school’s history is more efficient, and the archives, having enjoyed their moment in the sun, have experienced an uptick in inquiries.
While the exhibit, both physical and digital, afforded us an excellent opportunity to update and preserve our collection in new ways, it primarily served to bring our community together and to celebrate the history and mission of the school. As alumni from the 1930s through 2013 reminisced, and as our current students and families looked and learned, we were reminded again of the impact and importance of preserving our history and the vital community City and Country has cultivated for more than a century.
Northfield Mount Hermon School (Massachusetts)
Northfield Mount Hermon’s school archive holds an extraordinary archival image that has been reproduced several times — the famous shot taken during the Northfield/Deerfield football game, held on November 20, 1965. The school lost the game, ending a 15-game winning streak, as well as its science building — all in one afternoon. Fortunately a new science building was already under construction on another part of the campus at the time. Northfield Mount Hermon’s current archivist, Peter Weis, was actually at the game, but wandered home on that cold, damp afternoon before the fire broke out.
The school archive is leveraged in a wide variety of ways. Annually, a 50th-year reunion book is created for that class year, culling several selected items from the archives for this much-revered alumni publication. Northfield Mount Hermon’s archive is a highly valued resource when tracking and honoring the school’s legacy families. Alumni steeped in genealogical research frequent the archive to access an extraordinary collection of school records — many of which include letters of recommendation for the students as well as correspondence, some of which includes letters from students to the school through their postgraduate years.
To Build a Future, Remember the Past
Our days are busier than ever — or seem so. And the institutional changes brought about primarily by technology and new understandings of how students learn have pushed schools to focus mostly on where they are going. But it’s important for their school’s history, their reasons for coming into existence in the first place, the evolutionary steps that brought them to the present.
In other words, our stories matter. Developing, protecting, and sharing our archives matter. They not only connect us to the past; they also remind us that we are part of a great and important continuum. They highlight our legacy, strengthen community and school culture, and connect alumni. Most important, they encourage ongoing institutional stewardship — so we, too, will be remembered by those who come after us.
Care for your archives. Share your stories.
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https://www.yahoo.com/news/muskegon-opening-first-school-over-211713603.html
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Muskegon opening first new school in over 60 years
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https://media.zenfs.com/en/wood_articles_694/ef6a5ddecc5e8cf73cd00c629a8cbde0
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https://media.zenfs.com/en/wood_articles_694/ef6a5ddecc5e8cf73cd00c629a8cbde0
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"Demetrios Sanders"
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2024-04-26T21:17:13+00:00
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Muskegon Public Schools is unveiling the district's first new school building in over 60 years.
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https://s.yimg.com/rz/l/favicon.ico
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Yahoo News
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https://www.woodtv.com/news/muskegon-county/muskegon-opening-first-new-school-in-over-60-years/
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MUSKEGON, Mich. (WOOD) — Muskegon Public Schools is unveiling the district’s first new school building in over 60 years.
For Muskegon Public Schools, it’s out with the old and in with the new. When sixth through eighth-grade students go to class this fall, they’ll do so in the newly constructed $35 million Charles Hackley Middle School.
“It is tremendously exciting. It’s hard to describe because we’re giving the students something they haven’t seen in 67 years,” Matthew Cortez, superintendent of Muskegon Public Schools, said.
The building on Clinton Street, just blocks away from Muskegon High School, can hold more than 900 students.
Inside the school, there are features like 45 classrooms, an 11,000-square-foot gymnasium, four private stalled restroom areas, a track and football field, and a $250,000 science, technology, engineering, art and math (STEAM) lab.
“The way your building looks, the way your classroom looks, reflects the amount of care a student thinks you have for them. This is huge because this says you’re the most important thing in our district,” Cortez said.
There are also a number of enhanced safety or security features.
Charles Hackley Middle School has a blue light system to inform students to seek shelter during an emergency, rooms with key card access and security cameras.
“Our students have to feel safe in an environment, and this isn’t about Muskegon, this is about our country right now,” Cortez said. “This building needs to exist for 50 years. What are we not thinking of that could pop up in the next 10 or 20 years?”
The new school was made possible after voters approved a $104 million bond in 2020.
The building is also located at the site of the old Mercy Hackley Hospital. The former Mercy Health system donated 15 acres of land for construction.
“It wasn’t really anything that we had to make a decision about because our community just guided us in that direction,” Cortez said.
As Muskegon Public Schools undergoes academic restructuring, with the goal of every high school graduate knowing what they want to do next, Cortes says the middle school will play a big part.
“I want to see that fire, ‘I want to go to the high school, I want to go into that last stage where I can actually experience the career I want to do, the pathway I want to explore,'” Cortez said.
The old Muskegon Middle School will close down and be repurposed.
If you want to check out the new middle school, it will host a community celebration on Thursday from 5:15 p.m. to 7 p.m.
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https://www.businessinsider.com/most-expensive-top-boarding-schools-in-america-2019-10
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The 50 most expensive top boarding schools in America
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https://i.insider.com/5d9f8c41695b587a12178d8f?width=1200&format=jpeg
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2019-10-16T18:40:00+00:00
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The country's top boarding schools can cost upwards of $60,000 per year, more than the annual tuition at some colleges or universities.
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Business Insider
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https://www.businessinsider.com/most-expensive-top-boarding-schools-in-america-2019-10
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This story is available exclusively to Business Insider subscribers. Become an Insider and start reading now. Have an account? .
Parents of children enrolled in boarding schools may pay thousands of dollars each year in tuition and boarding costs.
The country's top boarding schools can cost upwards of $60,000 per year, more than the annual tuition at some colleges or universities.
We found the most expensive boarding schools among Niche's ranking of the top 100 private boarding schools in the United States.
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Paying for a child's secondary education can be extremely expensive.
In fact, some of the top boarding schools in the US can end up costing parents upwards of $60,000 per year, more than the annual cost of some colleges or universities.
Read more: The most expensive college in every state
To find the country's most expensive top boarding schools, Business Insider consulted Niche's ranking of the 100 best boarding high schools in the country and then ranked them according to the boarding tuition cost listed on the schools' websites, which included five or seven-day tuition, room, and board.
This story is available exclusively to Business Insider subscribers. Become an Insider and start reading now. Have an account? .
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A majority of the boarding schools on the list were located on the East Coast. However, three out of the five most expensive top boarding schools were located in California.
Here are the 50 most expensive top boarding schools in America according to Niche, listed from the lowest tuition price to highest.
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50. Asheville School
The Asheville School has a strong boarding program — over 80% of students live on campus. Located in beautiful Asheville, North Carolina, students at the elite boarding school have access to gorgeous mountain trails as well as Asheville's thriving downtown area lined with quaint shops, restaurants, and coffee shops.
Location: Asheville, North Carolina
Tuition: $60,525
Niche ranking: 60
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T49. Mercersburg Academy
Mercersburg Academy is both a boarding and day school located in Mercersburg, Pennsylvania. There are currently 442 students enrolled at Mercersburg Academy. The school has a whopping $297 million endowment and 50% of students receive some form of financial aid.
Location: Mercersburg, Pennsylvania
Tuition: $60,680
Niche ranking: 63
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T49. Deerfield Academy
Deerfield Academy is a selective boarding school located in Deerfield, Massachusetts. Approximately 40% of Deerfield's student body identifies as US students of color, and while a majority of the school's 655-student community lives on campus, 84 local students from Pioneer Valley attend as day students.
Location: Deerfield, Massachusetts
Tuition: $60,680
Niche ranking: 8
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48. Annie Wright Schools
Nestled in the naturally beautiful North End neighborhood of Tacoma, Washington, Annie Wright Schools offers day programming as well as five-day and seven-day boarding, allowing students flexibility.
Location: Tacoma, Washington
Tuition: $60,700
Niche ranking: 80
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47. Western Reserve Academy
Western Reserve Academy is a top boarding school in Ohio known for its academics and beautiful campus. The school is ranked as the No. 1 private school and boarding school in Ohio, as well as the No. 1 school for STEM programming in Ohio. Western Reserve Academy has 10 different dormitories on its campus, which the school says range from "historic to homey."
Location: Hudson, Ohio
Tuition: $60,850
Niche ranking: 35
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46. Episcopal High School
Episcopal High School has been around for more than 175 years and has taken that time to foster a deep sense of pride in the school's community and lengthy history. Boarding students make up 86% of the school student body. Around 440 students from 17 countries and 30 states, including Washington DC, attend Episcopal High School.
Location: Alexandria, Virginia
Tuition: $60,900
Niche ranking: 36
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45. Choate Rosemary Hall
Students from over 38 states and 46 countries attend Choate Rosemary Hall in Wallingford, Connecticut. The school awards $12.9 million in financial aid, with awards ranging from $1,000 to full tuition. The school has an endowment of $389 million as of June 30, 2018.
Location: Wallingford, Connecticut
Tuition: $60,950
Niche ranking: 3
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44. George School
George School in Newtown, Pennsylvania, is attended by 550 students, 53% of whom live at the school as part of their boarding community. The school is co-educational and diverse — 40% of students are people of color and 29% are international students.
Location: Newtown, Pennsylvania
Tuition: $61,250
Niche ranking: 50
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43. Westtown School
Westtown School, located 25 miles west of Philadelphia, is an operating Quaker school in West Chester, Pennsylvania. The school was established in 1799 by the Philadelphia Quakers as a "safe haven" for young Quaker students. However, only 7.2% of students at Westtown School identify as Quakers, and the school admits students of all faiths. Facilities include a tennis stadium with 14 courts, a 25-meter swimming pool, an instructional organic farm, and a 14-acre lake complete with a beach and a boathouse.
Location: West Chester, Pennsylvania
Tuition: $61,345
Niche ranking: 38
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42. The Hill School
The Hill School's beautiful campus covers more than 200 acres of land. The grounds include two artificial turf fields, an eight-lane track, and 11 new faculty homes. Both a boarding and a day school, most students live on campus. The student body is made up of 54% boys and 46% girls, with students from 32 states and 32 countries.
Location: Pottstown, Pennsylvania
Tuition: $61,410
Niche ranking: 39
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T41. Lake Forest Academy
Lake Forest Academy in Lake Forest, Ilinois, has an endowment of $30 million and a student body of 435 students. Of those 435 students, 48% live on campus. The campus is made up of more than 30 world-class buildings, including dormitories and athletics facilities.
Location: Lake Forest, Illinois
Tuition: $61,500
Niche ranking: 32
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T41. Dana Hall School
Dana Hall is an all-girls boarding school located in Wellesley, Massachusetts. A cluster of four dorms for all grade levels is located in the center of campus overlooking the campus' pond. Larger house dorms feature spacious living rooms and kitchens, where juniors and seniors live and socialize.
Location: Wellesley, Massachusetts
Tuition: $61,500
Niche ranking: 59
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40. The Hockaday School
The Hockaday School is an all-girls boarding and day school founded in 1913. Student amenities include spacious dorm rooms and common areas equipped with flat-screen TVs and full kitchens, as well as plenty of places for boarding and day students to socialize around campus.
Location: Dallas, Texas
Tuition: $61,621-$63,139
Niche ranking: 18
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39. Hackley School
Hackley School instructs students in years K-12 and focuses heavily on global education, diversity, and "ensuring that students learn from the varying perspectives and backgrounds in our community and the world."
Location: Tarrytown, New York
Tuition: $61,675
Niche ranking: 21
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38. The Loomis Chaffee School
Located in historic Windsor, Connecticut, the Loomis Chaffee School is a renowned New England boarding school located on a 300-acre campus. Around 480 boarding students live in the 13 dorms located on the school's tree-lined campus. In 2019, the Loomis Chaffee School raised $4.5 million from alumni, students, parents, and friends of the school.
Location: Windsor, Connecticut
Tuition: $61,760
Niche ranking: 13
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37. Milton Academy
Milton Academy is a boarding and day school in Massachusetts. Of its 730 students, 44% identify as students of color and 12% are international students. Milton is just eight miles from downtown Boston, a huge draw for students who want to experience traditional campus life and explore a more urban metropolis.
Location: Milton, Massachusetts
Tuition: $61,920
Niche ranking: 14
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36. St. Paul's School
St. Paul's School is a co-educational boarding school with a student body of 525 students from all over the world. The historic campus sits on more than 2,000 wooded acres. According to the school's website, some of St. Paul's state-of-the-art sports facilities include a 95,000-square-foot fitness center, an eight-lane indoor swimming pool, two rock-climbing walls, two hockey rinks, squash and tennis courts, a 2,000-meter rowing course with boathouse, and nine athletic fields.
Location: Concord, New Hampshire
Tuition: $62,000
Niche ranking: 6
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35. Georgetown Preparatory School
Georgetown Preparatory School in North Bethesda, Maryland, is the nation's oldest Catholic school and only Jesuit boarding school. Though the boys-only boarding school admits students of all faiths, their core religious principles lie at the heart of what the school hopes to accomplish through service, community, and exceptional education.
Location: North Bethesda, Maryland
Tuition: $62,090
Niche ranking: 42
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T34. Saint Andrew's School
Saint Andrew's School has been operating for about 86 years. This historic institution differs from some other boarding schools with day student options in that 100% of students live on campus. Students at the school become a close-knit community and meals are served family-style.
Location: Middletown, Delaware
Tuition: $62,280
Niche ranking: 15
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T34. The Thacher School
More than 200 boarding students and 30 day students attend The Thacher School. The school is selective — only 11% of applicants get in. Of the students in attendance, 48% are from outside of California. Despite being one of the most expensive top boarding schools in the country, $3,948,950 is allotted for financial aid, and the average award is $52,652.
Location: Ojai, California
Tuition: $62,280
Niche ranking: 19
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33. Miss Porter's School
Miss Porter's School has an average class size of 12 students and a faculty to student ratio of one to six. Of the 332 students enrolled at Miss Porter's School, 225 are boarding students. The elite boarding school has an endowment of $128 million and an operating budget of $28,665,701. More than $4 million is awarded in financial aid to help students afford the high tuition costs.
Location: Farmington, Connecticut
Tuition: $62,325
Niche ranking: 52
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T32. The Putney School
Located in Putney, Vermont, the Putney School has a total enrollment of 232 students, 170 students of whom live at the school. The co-educational school is for grades 9-12, and the average class size is just 12 students.
Location: Putney, Vermont
Tuition: $62,400
Niche ranking: 93
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T32. Peddie School
Despite costing more than some college educations, Peddie School does allow students and parents to pay through a payment plan of varying installments. The school's website reads: "We believe that each family will fund the child's education to the extent that they are able, and our financial aid program is designed to aid families after they have considered their own resources."
Location: Hightstown, New Jersey
Tuition: $62,400
Niche ranking: 20
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31. The Taft School
The Taft School is a private Connecticut boarding school founded in 1890. In the 2018-2019 school year, the school raised $4,810,512 for its annual fund. Alumni gave a total of $2,291,955, while current parents raised a record $2,057,855. There are currently 587 students enrolled in Taft.
Location: Watertown, Connecticut
Tuition: $62,500
Niche ranking: 25
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30. Pomfret School
Located less than an hour from Boston, Hartford, and Providence, and only three hours from New York City, Pomfret School is a boarding and day school of 350 students in grades 9-12. This classic New England campus exudes historic charm, from the ivy-covered brick buildings to the maple trees and stone walls that line the campus.
Location: Pomfret, Connecticut
Tuition: $62,700
Niche ranking: 31
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29. The Cambridge School of Weston
Founded in 1886, The Cambridge School of Weston in Weston, Massachusetts, is a progressive day and boarding school where everyone is on a first-name basis, even the head of school. The school values diversity and gives its students ample leadership opportunities to shape their own lives while at school.
Location: Weston, Massachusetts
Tuition: $63,000
Niche ranking: 70
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28. Portsmouth Abbey School
Portsmouth Abbey School was founded in 1926 by the English Benedictine community, and ever since this Catholic boarding school has committed itself to educating students in reverence, respect, and responsibility. The school is located on a 525-acre campus along Rhode Island's Narragansett Bay, allowing students the opportunity to take in everything that the New England coastline has to offer.
Location: Portsmouth, RI
Tuition: $63,050
Niche ranking: 73
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27. St. George's School
St. George's School may cost a lot on paper, but the school claims to cater to families' financial needs and "is committed to providing admission to talented, motivated students regardless of their family's ability to pay." In 2019, $5.56 million was awarded in financial aid and the average boarding grant was $51,000.
Location: Middletown, Rhode Island
Tuition: $63,100
Niche ranking: 64
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T26. The Hun School of Princeton
The Hun School of Princeton is a private, co-educational boarding school for students in grades 6-12. The school is an hour from New York, Philadelphia, and the beach, and it has the following motto: "Our boarding program is big, but our community is small."
Location: Princeton, New Jersey
Tuition: $63,200
Niche ranking: 55
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T26. Suffield Academy
Located in the quaint New England town of Suffield, Connecticut, Suffield Academy offers facilities for rock climbing as well as a high- and low-ropes course. The school also has a lifestyle center offering extracurricular activities including yoga, meditation, Pilates, and barre classes.
Location: Suffield, Connecticut
Tuition: $63,200
Niche ranking: 87
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T26. Brooks School
Core values at Brooks School include empathy, engagement, integrity, passion, confidence, and creativity. Roughly 70% of students live on Brooks Schools' campus in one of the school's 10 dormitories. Enrolled students hail from 31 states and 23 countries. Though students may be far from home, dorm parents are known to cook up homemade meals that make residential life much more enjoyable.
Location: North Andover, Massachusetts
Tuition: $63,200
Niche ranking: 58
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T25. Salisbury School
Located in northwest Connecticut, Salisbury School is an all-boys private boarding school with "world-class facilities" and a "beautifully maintained campus." The school has an average annual enrollment of 310 students, roughly 36% of whom receive financial aid.
Location: Salisbury, Connecticut
Tuition: $63,250
Niche ranking: 91
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T25. The Madeira School
The Madeira School in McLean, Virginia, is located on 376 acres overlooking the Potomac River. The school has six dormitories, an indoor competition-size pool, and a state-of-the-art turf field. Roughly 52% of the school's student body population lives on campus.
Location: McLean, Virginia
Tuition: $63,250
Niche ranking: 44
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T25. St. Mark's School
St. Mark's School is a co-educational preparatory school with both boarding and day students. Founded in 1865, the school is one of the oldest private boarding schools in New England.
Location: Southborough, Massachusetts
Tuition: $63,250
Niche ranking: 24
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24. Westminster School
Westminster School has an endowment of $100.5 million. The school has a financial aid budget of $5.86 million and 34% of students receive financial aid. At Westminster School, 75% of students live on campus.
Location: Simsbury, Connecticut
Tuition: $63,485
Niche ranking: 61
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23. Avon Old Farms School
Avon Old Farms is an all-boys school founded in 1927. Around 400 male boarding students live on Avon Old Farms' historic campus.
Location: Avon, CT
Tuition: $63,600
Niche ranking: 96
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22. Cushing Academy
Cushing Academy is a co-educational school founded in 1865. The school's student body is 91% boarding students. Notable alumni from Cushing Academy include Bette Davis, Nate Berkus, John Cena, the King of Bhutan, and captain of 2018 U.S. Women's Olympic Hockey Team and gold medalist Meghan Duggan.
Location: Ashburnham, Massachusetts
Tuition: $63,700
Niche ranking: 62
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T21. The Governor's Academy
The Governor's Academy, located in Byfield, Massachusetts, has been operating for over 250 years. It is the oldest boarding school in New England and sits on a naturally beautiful 456-acre campus just 33 miles north of Boston and five miles south of Newburyport.
Location: Byfield, Massachusetts
Tuition: $63,800
Niche ranking: 86
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T21. Westover School
Westover School is an all-girls boarding school located in Middlebury, Connecticut. It has 189 students in grades 9-12 and a student-teacher ratio of 4-to-1. It was voted No. 3 on Niche's list of the Best All-Girls High Schools in Connecticut.
Location: Middlebury, Connecticut
Tuition: $63,800
Niche ranking: 72
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20. Fairmont Preparatory Academy
Fairmont Preparatory Academy is a co-educational private school founded in 1993. The school's website touts that it has won awards as the "Best Private School" in Orange County in Parenting OC's Readers' Choice Awards for four consecutive years.
Location: Anaheim, California
Tuition: $63,895
Niche ranking: 56
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19. Emma Willard School
Emma Willard School is an elite all-girls school located in Troy, New York. With an operating budget of $20,335,901 and a huge endowment of $103,690,339, this school has the means to provide the best possible experience for both its boarding and day students. With bowling, hiking trails, and a downtown area just a short walk away, students can enjoy themselves on and off-campus.
Location: Troy, New York
Tuition: $63,990
Niche ranking: 27
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T18. Forest Ridge School of the Sacred Heart
Forest Ridge School of the Sacred Heart is an all-girls middle and high school. Up to 28 students in grades 9-12 live on campus in the school's dormitory. According to the school's website, Forest Ridge is the only school in Washington state with a Catholic, independent, all-girls residential life program.
Location: Bellevue, Washington
Tuition: $64,000
Niche ranking: 77
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T18. Oaks Christian School
Oaks Christian School is a private day and boarding school serving grades 5-12. The school's website says that 99% of Oaks Christian School graduates are accepted into college, "often to highly-selective, top-tier schools." The campus is located near mountain ranges and is minutes from the Pacific Ocean.
Location: Westlake Village, California
Tuition: $64,000
Niche ranking: 83
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17. Middlesex School
Middlesex School is just 20 miles outside of Boston and accepts both boarding and day students in grades 9-12. The school, located on a 350-acre campus, has an enrollment of 408 students, 70% of whom are boarding students.
Location: Concord, Massachusetts
Tuition: $64,015
Niche ranking: 10
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T16. Berkshire School
Berkshire School's campus is located at the foot of Mount Everett in Sheffield, Massachusetts. Four hundred students are enrolled in the school, and the school's boarding community includes students from across the United States and 30 different countries.
Location: Sheffield, Massachusetts
Tuition: $64,200
Niche ranking: 57
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T16. Blair Academy
Founded in 1848, Blair Academy has an extremely selective acceptance rate of just 18%. The school's endowment is $105 million and roughly 80% of all students live on campus.
Location: Blairstown, New Jersey
Tuition: $64,200
Niche ranking: 40
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15. Concord Academy
Concord Academy in Concord, Massachusetts, has a more evenly split population of boarders and day students — 60% of students call the campus home. Despite the high tuition, only 25% of students receive financial aid. However, there is a $5 million budget allotted for financial aid.
Location: Concord, Massachusetts
Tuition: $64,240
Niche ranking: 17
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14. Tabor Academy
As a selective and expensive boarding school, Tabor School takes into account students' ability to pay when making the final decision on whether to accept them. On the school's website, the school claims that the final phase in the selection process is "need-aware," meaning the Admissions Center weighs the student's overall academic and personal strengths against available funds.
Location: Marion, Massachusetts
Tuition: $64,500
Niche ranking: 97
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13. Kent School
Kent School has a strong boarding student population — roughly 93% of enrolled students live on the school's campus. A majority of teachers hold advanced degrees, and not only does the school offer 28 AP classes but they also have programs in five "multi-level languages" including Chinese, Latin, and Ancient Greek.
Location: Kent, Connecticut
Tuition: $64,600
Niche ranking: 41
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12. Oregon Episcopal School
Oregon Episcopal School is located on a rural 59-acre campus. 870 students in pre-K through twelfth grade attend the school, which is located within a short distance of downtown Portland. Students living on campus enjoy a wide range of delicious food, from vegan and gluten-free options to Chinese, Indian, Mexican, and Thai cuisine.
Location: Portland, Oregon
Tuition: $65,100
Niche ranking: 34
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T11. Cate School
Located in Southern California, Cate School was founded in 1910 and has a total enrollment of 210 students. According to Cate School's website, 28% of students receive need-based financial aid. The student body is made up of 220 boarders and 60 day students.
Location: Carpinteria, California
Tuition: $65,500
Niche ranking: 9
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T11. Northfield Mount Hermon School
Northfield Mount Hermon School is a co-educational prep and boarding school located in rural Massachusetts. According to the school's website, Northfield Mount Hermon's mission is to "engage the intellect, compassion, and talents of our students, empowering them to act with humanity and purpose."
Location: Mount Hermon, Massachusetts
Tuition: $65,500
Niche ranking: 37
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10. San Domenico School
San Domenico School is a co-educational boarding and day school located on 515 acres in San Anselmo, California, just 35 minutes north of San Francisco. The school has a $12.6 million endowment, and although the tuition price tag is steep, 39% of students pay below the top of the tuition index to attend California's oldest independent school.
Location: San Anselmo, California
Tuition: $65,610
Niche ranking: 82
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9. The Webb Schools
Founded in 1922, the headmaster of The Webb Schools in Claremont, California, touts the school's excellent track record when it comes to students getting into the nation's most selective colleges. "Our college placement into the Ivy League, into the best women's colleges and small national liberal arts colleges, and, in fact, into the top 10 percent of all colleges and universities nationwide, remains remarkable," he says in his letter on the school's website.
Location: Claremont, California
Tuition: $66,130
Niche ranking: 26
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8. The Lawrenceville School
The Lawrenceville School is located on 700 acres in a historical section of Lawrenceville, New Jersey. The boarding school accepts students in grades 9-12 and has an endowment of $470 million.
Location: Lawrenceville, New Jersey
Tuition: $66,360
Niche ranking: 4
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7. Worcester Academy
Over 500 middle and upper school students attend Worcester Academy, and 35% of upper school students live on the school's suburban campus. Though the boarding school is certainly expensive, the school's website includes information on how to afford WA, saying, "if WA is the right place for your child, and finances are an issue, we'll work with you to come up with a plan."
Location: Worcester, Massachusetts
Tuition: $66,672
Niche ranking: 99
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4. The Village School
The Village School spans a campus of more than 28 acres and has plans to expand even further. Boarding students are housed in a brand new, four-story dormitory. Each floor of the luxurious dormitory offers a full kitchen, vending machine area, and washer-dryers for student use, while the outside courtyard features a grill station and an entertaining area with outdoor cooking space.
Location: Houston, Texas
Tuition: $67,750
Niche ranking: 47
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3. The Athenian School
Located in sunny Danville, California, The Athenian School offers an elite secondary school education and a close-knit residential experience. Of the 530 students that make up Athenian's upper and lower schools, roughly 60 students live on campus. Nearly 59% of Athenian students are people of color and the boarding student community is made up of students from 20 different countries.
Location: Danville, California
Tuition: $68,700 (domestic), $70,350 (international)
Niche ranking: 28
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2. Woodside Priory School
Woodside Priory School costs more than $70,000 per year to attend. Day students pay lower tuition on average — roughly $46,100 per year. Residential life at Woodside Priory School is undeniably luxurious. According to the school's website, student-favorite dinners include filet mignon and Malaysian crab. Features of Woodside Priory School dorms include pool tables, ping pong tables, flat-screen TVs, and access to the school's heated swimming pool.
Location: Portola Valley, California
Tuition: $71,975
Niche ranking: 23
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1. The Masters School
The most expensive top boarding school in the country according to the tuition listed on the school's website, The Masters School offers an exciting boarding experience for its students. On the weekends, students can venture into New York City or hang out on this historic school's beautiful campus.
Location: Dobbs Ferry, New York
Tuition: $72,000
Niche ranking: 51
Read next
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https://dbpedia.org/page/Hackley_School
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About: Hackley School
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Hackley School is a private college preparatory school located in Tarrytown, New York, and is a member of the Ivy Preparatory School League. Founded in 1899 by a wealthy philanthropist, Frances Hackley, Hackley was intended to be a Unitarian alternative to the mostly Episcopal boarding schools throughout the Northeast. Since its founding, Hackley has dropped its Unitarian affiliations and changed from all-boys to coeducational. Hackley is divided into three schools on the same campus: the Lower School, the Middle School, and the Upper School. Hackley school is also a member of global education association, Round Square.
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DBpedia
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http://dbpedia.org/resource/Hackley_School
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dbo:abstract
Hackley School is a private college preparatory school located in Tarrytown, New York, and is a member of the Ivy Preparatory School League. Founded in 1899 by a wealthy philanthropist, Frances Hackley, Hackley was intended to be a Unitarian alternative to the mostly Episcopal boarding schools throughout the Northeast. Since its founding, Hackley has dropped its Unitarian affiliations and changed from all-boys to coeducational. Hackley is divided into three schools on the same campus: the Lower School, the Middle School, and the Upper School. Hackley school is also a member of global education association, Round Square. In September 2015, Hackley announced the appointment of Michael C. Wirtz as Hackley's 12th head of school. Wirtz began his tenure July 1, 2016, succeeding Walter C. Johnson, who served as headmaster from 1995 to 2016. (en)
rdfs:comment
Hackley School is a private college preparatory school located in Tarrytown, New York, and is a member of the Ivy Preparatory School League. Founded in 1899 by a wealthy philanthropist, Frances Hackley, Hackley was intended to be a Unitarian alternative to the mostly Episcopal boarding schools throughout the Northeast. Since its founding, Hackley has dropped its Unitarian affiliations and changed from all-boys to coeducational. Hackley is divided into three schools on the same campus: the Lower School, the Middle School, and the Upper School. Hackley school is also a member of global education association, Round Square. (en)
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https://westchester.kidsoutandabout.com/content/hackley-school
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Hackley School
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Hackley is a college-preparatory private school for students in kindergarten through high school (grade 12). Located in Tarrytown, New York. Hackley’s aspirational Portrait of a Graduate guides our K-12 program, which not only develops a student’s intellect, it shapes their character. Emphasizing the importance of creating and cultivating an inclusive community where every
|
en
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Kids Out and About Westchester
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https://westchester.kidsoutandabout.com/content/hackley-school
|
Hackley is a college-preparatory private school for students in kindergarten through high school (grade 12). Located in Tarrytown, New York. Hackley’s aspirational Portrait of a Graduate guides our K-12 program, which not only develops a student’s intellect, it shapes their character. Emphasizing the importance of creating and cultivating an inclusive community where every member authentically feels they belong, Hackley has committed time and resources to our diversity, equity, and inclusion plan. Never self-satisfied, Hackley continues strengthening all aspects of the school through implementing our strategic plan, Redefining Excellence: Learning Beyond Boundaries. From promoting civil discourse to expanding service-learning to highlighting the creative process, this plan articulates a dynamic vision for a redefined, broad-based liberal arts education that will serve students well for any future. The Hackley community embraces four core values that weave throughout our culture and shape our journey, K-12 and beyond. First, we “Enter here to be and find a friend.” Once here, “United, we help one another.” We learn and share a commitment that “Character is higher than intellect.” And ultimately, the journey prepares us to “Go forth and spread beauty and light.” These ideals are embedded in our history, our collective identity, and even our architecture. At Hackley, learning occurs inside classrooms, art studios, libraries, and practice rooms, on the boarding corridor, playground, practice fields, and dining hall. It grows out of our strong sense of community and thrives on the perspectives discovered through daily contact between members of our K-12 community. Our mission seeks to bring different voices and experiences into the conversation so we may learn from one another and build an inclusive community.
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https://hsdial.org/2023/12/06/new-faculty-spotlight-mrs-kratzok/
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New Faculty Spotlight: Mrs. Kratzok
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[
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2023-12-06T00:00:00
|
“It’s a really fulfilling and satisfying process to help students meet their potential and take steps closer to realizing their dreams,” said Sara Kratzok, the newest member of Hackley’s college counseling team. Ms. Kratzok is eager to begin this new part of her career at Hackley. Her radiating happiness and work ethic make her a...
|
en
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The Dial
|
https://hsdial.org/2023/12/06/new-faculty-spotlight-mrs-kratzok/
|
“It’s a really fulfilling and satisfying process to help students meet their potential and take steps closer to realizing their dreams,” said Sara Kratzok, the newest member of Hackley’s college counseling team.
Ms. Kratzok is eager to begin this new part of her career at Hackley. Her radiating happiness and work ethic make her a great fit for this role. The success of students is very important to her, and Ms. Kratzok’s ability to empathize with students makes this somewhat grueling process much easier.
Ms. Kratzok grew up in Rockland County, New York and attended Pearl River High School. She began her career in 2010 at a charter school in Boston, and from there she worked as a private counselor with individual families and students. Mrs. Kratzok, her husband, and two kids moved back to New York where she was a dean of students as well as a college counselor at Avenues in the Chelsea, NYC area. Most recently she was part of the faculty at the French American school in Westchester.
Ms. Kratzok attended an all women’s college and expressed that her biggest takeaway from this experience “was the friendships.”
Her ability to make friends has served her well in her career since a major part of college counseling is developing close knit relationships with students. While there were many factors that led her to pursue this career, she says “getting to know the students” has a huge impact on her.
Ms. Kratzok’s empathy, and drive to see students grow through the college process allows for her to not only match students with colleges but also develop trusting relationships. These qualities make the process much more exciting and personal.
Through the counseling process, she feels rewarded by witnessing a student go from having a “dream” in their head, to making that dream a reality. The social aspect of this job for Ms. Kratzok was a huge pull factor. She enjoys seeing first-hand how much students grow, and how throughout their high school years, their personality is able to be perfectly aligned with potential colleges.
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https://www.woodward.edu/
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en
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Atlanta Private School Pre
|
https://www.woodward.edu/uploaded/graphics/WA_favicon.ico
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https://www.woodward.edu/uploaded/graphics/WA_favicon.ico
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2024-08-29T00:00:00-04:00
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On our Atlanta and Johns Creek campuses, we intentionally bring together students from diverse backgrounds, perspectives, and experiences. Pk-12
|
en
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https://www.woodward.edu/
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https://aspace.library.wmich.edu/agents/corporate_entities/498
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ArchivesSpace at Western Michigan University Libraries
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Biography
It was built on land donated by Julius Hackley, and was thought to be more than a hundred years old in 1958. It was originally closer to the road, but moved in 1903. In September 1904, the board voted to purchase and install a school bell. Hackley School was no longer listed in the Kalamazoo County school directories after 1956. Students may have transferred to the new Alamo Valley School, or Hackley may have been absorbed into the Otsego School District, to which it would have been annexed about that time. In 1968 it was being used for a rooming house, but appeared to be a private home in a 1981 photograph.
Although it is not reflected in the records we have available, the school apparently maintained a small library. In 1880 the school board for Williams School voted to exchange libraries with Hackley School, an inexpensive way to provide new resources for both districts.
For images of the school, see the Kalamazoo Public Library webpage.
Found in 1 Collection or Record:
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https://www.tuxedoparkschool.org/admissions
|
en
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Tuxedo Park School
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Tuxedo Park School is a place where every student thrives. Discover more about our admissions process at our independent private school in Hudson Valley.
|
en
|
/uploaded/TuxedoParkSchool_favicon.ico
|
https://www.tuxedoparkschool.org/admissions
|
The PreK-9 Model
Fact-based research and evidence confirm what we’ve believed all along: Pre-K-9 is the independent school model that best supports the emotional, developmental, and academic needs of younger students before they begin high school.
We do not have a high school because we want to preserve an environment in which the needs of younger students remain paramount. With the Pre-K-9 model as a foundation, Tuxedo Park School students learn and grow in a nurturing atmosphere that provides time and guidance to explore identity, goals, and interests. By the time they reach eighth or ninth grade, they are fully prepared to choose the high school that best fits whom they have become, and they are fully prepared to be leaders in their new school community.
The Value of an Independent Education
Defining what matters to you and your family will go a long way in helping you decide on the right school.
Tuxedo Park School offers a values-based education, high academic standards, excellent teachers who provide personal attention to each and every student, an inclusive community, and lifelong connections for families.
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https://www.hackleyschool.org/admissions/affording-hackley/financial-aid
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en
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Financial Aid
|
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https://www.hackleyschool.org/admissions/affording-hackley/financial-aid
|
Our founders believed that meeting different kinds of people creates more opportunities for understanding, inspiration, and wisdom. In that spirit, we seek students who will learn as much from one another’s families as they learn in class.
At Hackley, the need threshold begins with the first dollar of tuition that stretches a family’s finances beyond manageability; this means we provide tuition support across a wide spectrum of incomes. In 2024-2025, the median annual household income for financial aid recipients is $196,000 (please note that we assess need not just from income, but also from assets, household size, and other factors).
Interested families must submit a financial aid application through Clarity no later than December 15, 2024. The application will ask for information about your household’s income, assets, and expenses. This information will be supported by tax documents, such as the 1040 and W2 and/or 1099.
Clarity allows families to apply to multiple independent schools for financial aid. Please note that Clarity assesses a $60 fee for a family with any number of children submitting information to any number of schools using the platform. Clarity will automatically waive the application fee for families with qualifying income.
Need-based financial aid is granted at the school’s discretion and takes into account each family’s unique financial situation as demonstrated through the Clarity application. The Financial Aid Committee will only review the file and finalize awards after the financial aid application, including all required documents, is completed and submitted. Financial aid grants are for one year. Families must submit current financial data each year to be considered for a renewal of their financial aid. Click here to see Hackley’s Financial Aid Requirements or to download our “Financial Aid Application Requirements” flyer.
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https://www.businessinsider.com/most-expensive-top-boarding-schools-in-america-2019-10
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en
|
The 50 most expensive top boarding schools in America
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[] |
[] |
[
""
] | null |
[
"Erin McDowell"
] |
2019-10-16T18:40:00+00:00
|
The country's top boarding schools can cost upwards of $60,000 per year, more than the annual tuition at some colleges or universities.
|
en
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/public/assets/BI/US/favicons/apple-touch-icon-192x192.png?v=2023-11
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Business Insider
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https://www.businessinsider.com/most-expensive-top-boarding-schools-in-america-2019-10
|
This story is available exclusively to Business Insider subscribers. Become an Insider and start reading now. Have an account? .
Parents of children enrolled in boarding schools may pay thousands of dollars each year in tuition and boarding costs.
The country's top boarding schools can cost upwards of $60,000 per year, more than the annual tuition at some colleges or universities.
We found the most expensive boarding schools among Niche's ranking of the top 100 private boarding schools in the United States.
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Paying for a child's secondary education can be extremely expensive.
In fact, some of the top boarding schools in the US can end up costing parents upwards of $60,000 per year, more than the annual cost of some colleges or universities.
Read more: The most expensive college in every state
To find the country's most expensive top boarding schools, Business Insider consulted Niche's ranking of the 100 best boarding high schools in the country and then ranked them according to the boarding tuition cost listed on the schools' websites, which included five or seven-day tuition, room, and board.
This story is available exclusively to Business Insider subscribers. Become an Insider and start reading now. Have an account? .
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A majority of the boarding schools on the list were located on the East Coast. However, three out of the five most expensive top boarding schools were located in California.
Here are the 50 most expensive top boarding schools in America according to Niche, listed from the lowest tuition price to highest.
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50. Asheville School
The Asheville School has a strong boarding program — over 80% of students live on campus. Located in beautiful Asheville, North Carolina, students at the elite boarding school have access to gorgeous mountain trails as well as Asheville's thriving downtown area lined with quaint shops, restaurants, and coffee shops.
Location: Asheville, North Carolina
Tuition: $60,525
Niche ranking: 60
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T49. Mercersburg Academy
Mercersburg Academy is both a boarding and day school located in Mercersburg, Pennsylvania. There are currently 442 students enrolled at Mercersburg Academy. The school has a whopping $297 million endowment and 50% of students receive some form of financial aid.
Location: Mercersburg, Pennsylvania
Tuition: $60,680
Niche ranking: 63
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T49. Deerfield Academy
Deerfield Academy is a selective boarding school located in Deerfield, Massachusetts. Approximately 40% of Deerfield's student body identifies as US students of color, and while a majority of the school's 655-student community lives on campus, 84 local students from Pioneer Valley attend as day students.
Location: Deerfield, Massachusetts
Tuition: $60,680
Niche ranking: 8
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48. Annie Wright Schools
Nestled in the naturally beautiful North End neighborhood of Tacoma, Washington, Annie Wright Schools offers day programming as well as five-day and seven-day boarding, allowing students flexibility.
Location: Tacoma, Washington
Tuition: $60,700
Niche ranking: 80
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47. Western Reserve Academy
Western Reserve Academy is a top boarding school in Ohio known for its academics and beautiful campus. The school is ranked as the No. 1 private school and boarding school in Ohio, as well as the No. 1 school for STEM programming in Ohio. Western Reserve Academy has 10 different dormitories on its campus, which the school says range from "historic to homey."
Location: Hudson, Ohio
Tuition: $60,850
Niche ranking: 35
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46. Episcopal High School
Episcopal High School has been around for more than 175 years and has taken that time to foster a deep sense of pride in the school's community and lengthy history. Boarding students make up 86% of the school student body. Around 440 students from 17 countries and 30 states, including Washington DC, attend Episcopal High School.
Location: Alexandria, Virginia
Tuition: $60,900
Niche ranking: 36
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45. Choate Rosemary Hall
Students from over 38 states and 46 countries attend Choate Rosemary Hall in Wallingford, Connecticut. The school awards $12.9 million in financial aid, with awards ranging from $1,000 to full tuition. The school has an endowment of $389 million as of June 30, 2018.
Location: Wallingford, Connecticut
Tuition: $60,950
Niche ranking: 3
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44. George School
George School in Newtown, Pennsylvania, is attended by 550 students, 53% of whom live at the school as part of their boarding community. The school is co-educational and diverse — 40% of students are people of color and 29% are international students.
Location: Newtown, Pennsylvania
Tuition: $61,250
Niche ranking: 50
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43. Westtown School
Westtown School, located 25 miles west of Philadelphia, is an operating Quaker school in West Chester, Pennsylvania. The school was established in 1799 by the Philadelphia Quakers as a "safe haven" for young Quaker students. However, only 7.2% of students at Westtown School identify as Quakers, and the school admits students of all faiths. Facilities include a tennis stadium with 14 courts, a 25-meter swimming pool, an instructional organic farm, and a 14-acre lake complete with a beach and a boathouse.
Location: West Chester, Pennsylvania
Tuition: $61,345
Niche ranking: 38
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42. The Hill School
The Hill School's beautiful campus covers more than 200 acres of land. The grounds include two artificial turf fields, an eight-lane track, and 11 new faculty homes. Both a boarding and a day school, most students live on campus. The student body is made up of 54% boys and 46% girls, with students from 32 states and 32 countries.
Location: Pottstown, Pennsylvania
Tuition: $61,410
Niche ranking: 39
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T41. Lake Forest Academy
Lake Forest Academy in Lake Forest, Ilinois, has an endowment of $30 million and a student body of 435 students. Of those 435 students, 48% live on campus. The campus is made up of more than 30 world-class buildings, including dormitories and athletics facilities.
Location: Lake Forest, Illinois
Tuition: $61,500
Niche ranking: 32
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T41. Dana Hall School
Dana Hall is an all-girls boarding school located in Wellesley, Massachusetts. A cluster of four dorms for all grade levels is located in the center of campus overlooking the campus' pond. Larger house dorms feature spacious living rooms and kitchens, where juniors and seniors live and socialize.
Location: Wellesley, Massachusetts
Tuition: $61,500
Niche ranking: 59
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40. The Hockaday School
The Hockaday School is an all-girls boarding and day school founded in 1913. Student amenities include spacious dorm rooms and common areas equipped with flat-screen TVs and full kitchens, as well as plenty of places for boarding and day students to socialize around campus.
Location: Dallas, Texas
Tuition: $61,621-$63,139
Niche ranking: 18
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39. Hackley School
Hackley School instructs students in years K-12 and focuses heavily on global education, diversity, and "ensuring that students learn from the varying perspectives and backgrounds in our community and the world."
Location: Tarrytown, New York
Tuition: $61,675
Niche ranking: 21
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38. The Loomis Chaffee School
Located in historic Windsor, Connecticut, the Loomis Chaffee School is a renowned New England boarding school located on a 300-acre campus. Around 480 boarding students live in the 13 dorms located on the school's tree-lined campus. In 2019, the Loomis Chaffee School raised $4.5 million from alumni, students, parents, and friends of the school.
Location: Windsor, Connecticut
Tuition: $61,760
Niche ranking: 13
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37. Milton Academy
Milton Academy is a boarding and day school in Massachusetts. Of its 730 students, 44% identify as students of color and 12% are international students. Milton is just eight miles from downtown Boston, a huge draw for students who want to experience traditional campus life and explore a more urban metropolis.
Location: Milton, Massachusetts
Tuition: $61,920
Niche ranking: 14
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36. St. Paul's School
St. Paul's School is a co-educational boarding school with a student body of 525 students from all over the world. The historic campus sits on more than 2,000 wooded acres. According to the school's website, some of St. Paul's state-of-the-art sports facilities include a 95,000-square-foot fitness center, an eight-lane indoor swimming pool, two rock-climbing walls, two hockey rinks, squash and tennis courts, a 2,000-meter rowing course with boathouse, and nine athletic fields.
Location: Concord, New Hampshire
Tuition: $62,000
Niche ranking: 6
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35. Georgetown Preparatory School
Georgetown Preparatory School in North Bethesda, Maryland, is the nation's oldest Catholic school and only Jesuit boarding school. Though the boys-only boarding school admits students of all faiths, their core religious principles lie at the heart of what the school hopes to accomplish through service, community, and exceptional education.
Location: North Bethesda, Maryland
Tuition: $62,090
Niche ranking: 42
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T34. Saint Andrew's School
Saint Andrew's School has been operating for about 86 years. This historic institution differs from some other boarding schools with day student options in that 100% of students live on campus. Students at the school become a close-knit community and meals are served family-style.
Location: Middletown, Delaware
Tuition: $62,280
Niche ranking: 15
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T34. The Thacher School
More than 200 boarding students and 30 day students attend The Thacher School. The school is selective — only 11% of applicants get in. Of the students in attendance, 48% are from outside of California. Despite being one of the most expensive top boarding schools in the country, $3,948,950 is allotted for financial aid, and the average award is $52,652.
Location: Ojai, California
Tuition: $62,280
Niche ranking: 19
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33. Miss Porter's School
Miss Porter's School has an average class size of 12 students and a faculty to student ratio of one to six. Of the 332 students enrolled at Miss Porter's School, 225 are boarding students. The elite boarding school has an endowment of $128 million and an operating budget of $28,665,701. More than $4 million is awarded in financial aid to help students afford the high tuition costs.
Location: Farmington, Connecticut
Tuition: $62,325
Niche ranking: 52
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T32. The Putney School
Located in Putney, Vermont, the Putney School has a total enrollment of 232 students, 170 students of whom live at the school. The co-educational school is for grades 9-12, and the average class size is just 12 students.
Location: Putney, Vermont
Tuition: $62,400
Niche ranking: 93
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T32. Peddie School
Despite costing more than some college educations, Peddie School does allow students and parents to pay through a payment plan of varying installments. The school's website reads: "We believe that each family will fund the child's education to the extent that they are able, and our financial aid program is designed to aid families after they have considered their own resources."
Location: Hightstown, New Jersey
Tuition: $62,400
Niche ranking: 20
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31. The Taft School
The Taft School is a private Connecticut boarding school founded in 1890. In the 2018-2019 school year, the school raised $4,810,512 for its annual fund. Alumni gave a total of $2,291,955, while current parents raised a record $2,057,855. There are currently 587 students enrolled in Taft.
Location: Watertown, Connecticut
Tuition: $62,500
Niche ranking: 25
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30. Pomfret School
Located less than an hour from Boston, Hartford, and Providence, and only three hours from New York City, Pomfret School is a boarding and day school of 350 students in grades 9-12. This classic New England campus exudes historic charm, from the ivy-covered brick buildings to the maple trees and stone walls that line the campus.
Location: Pomfret, Connecticut
Tuition: $62,700
Niche ranking: 31
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29. The Cambridge School of Weston
Founded in 1886, The Cambridge School of Weston in Weston, Massachusetts, is a progressive day and boarding school where everyone is on a first-name basis, even the head of school. The school values diversity and gives its students ample leadership opportunities to shape their own lives while at school.
Location: Weston, Massachusetts
Tuition: $63,000
Niche ranking: 70
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28. Portsmouth Abbey School
Portsmouth Abbey School was founded in 1926 by the English Benedictine community, and ever since this Catholic boarding school has committed itself to educating students in reverence, respect, and responsibility. The school is located on a 525-acre campus along Rhode Island's Narragansett Bay, allowing students the opportunity to take in everything that the New England coastline has to offer.
Location: Portsmouth, RI
Tuition: $63,050
Niche ranking: 73
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27. St. George's School
St. George's School may cost a lot on paper, but the school claims to cater to families' financial needs and "is committed to providing admission to talented, motivated students regardless of their family's ability to pay." In 2019, $5.56 million was awarded in financial aid and the average boarding grant was $51,000.
Location: Middletown, Rhode Island
Tuition: $63,100
Niche ranking: 64
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T26. The Hun School of Princeton
The Hun School of Princeton is a private, co-educational boarding school for students in grades 6-12. The school is an hour from New York, Philadelphia, and the beach, and it has the following motto: "Our boarding program is big, but our community is small."
Location: Princeton, New Jersey
Tuition: $63,200
Niche ranking: 55
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T26. Suffield Academy
Located in the quaint New England town of Suffield, Connecticut, Suffield Academy offers facilities for rock climbing as well as a high- and low-ropes course. The school also has a lifestyle center offering extracurricular activities including yoga, meditation, Pilates, and barre classes.
Location: Suffield, Connecticut
Tuition: $63,200
Niche ranking: 87
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T26. Brooks School
Core values at Brooks School include empathy, engagement, integrity, passion, confidence, and creativity. Roughly 70% of students live on Brooks Schools' campus in one of the school's 10 dormitories. Enrolled students hail from 31 states and 23 countries. Though students may be far from home, dorm parents are known to cook up homemade meals that make residential life much more enjoyable.
Location: North Andover, Massachusetts
Tuition: $63,200
Niche ranking: 58
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T25. Salisbury School
Located in northwest Connecticut, Salisbury School is an all-boys private boarding school with "world-class facilities" and a "beautifully maintained campus." The school has an average annual enrollment of 310 students, roughly 36% of whom receive financial aid.
Location: Salisbury, Connecticut
Tuition: $63,250
Niche ranking: 91
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T25. The Madeira School
The Madeira School in McLean, Virginia, is located on 376 acres overlooking the Potomac River. The school has six dormitories, an indoor competition-size pool, and a state-of-the-art turf field. Roughly 52% of the school's student body population lives on campus.
Location: McLean, Virginia
Tuition: $63,250
Niche ranking: 44
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T25. St. Mark's School
St. Mark's School is a co-educational preparatory school with both boarding and day students. Founded in 1865, the school is one of the oldest private boarding schools in New England.
Location: Southborough, Massachusetts
Tuition: $63,250
Niche ranking: 24
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24. Westminster School
Westminster School has an endowment of $100.5 million. The school has a financial aid budget of $5.86 million and 34% of students receive financial aid. At Westminster School, 75% of students live on campus.
Location: Simsbury, Connecticut
Tuition: $63,485
Niche ranking: 61
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23. Avon Old Farms School
Avon Old Farms is an all-boys school founded in 1927. Around 400 male boarding students live on Avon Old Farms' historic campus.
Location: Avon, CT
Tuition: $63,600
Niche ranking: 96
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22. Cushing Academy
Cushing Academy is a co-educational school founded in 1865. The school's student body is 91% boarding students. Notable alumni from Cushing Academy include Bette Davis, Nate Berkus, John Cena, the King of Bhutan, and captain of 2018 U.S. Women's Olympic Hockey Team and gold medalist Meghan Duggan.
Location: Ashburnham, Massachusetts
Tuition: $63,700
Niche ranking: 62
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T21. The Governor's Academy
The Governor's Academy, located in Byfield, Massachusetts, has been operating for over 250 years. It is the oldest boarding school in New England and sits on a naturally beautiful 456-acre campus just 33 miles north of Boston and five miles south of Newburyport.
Location: Byfield, Massachusetts
Tuition: $63,800
Niche ranking: 86
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T21. Westover School
Westover School is an all-girls boarding school located in Middlebury, Connecticut. It has 189 students in grades 9-12 and a student-teacher ratio of 4-to-1. It was voted No. 3 on Niche's list of the Best All-Girls High Schools in Connecticut.
Location: Middlebury, Connecticut
Tuition: $63,800
Niche ranking: 72
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20. Fairmont Preparatory Academy
Fairmont Preparatory Academy is a co-educational private school founded in 1993. The school's website touts that it has won awards as the "Best Private School" in Orange County in Parenting OC's Readers' Choice Awards for four consecutive years.
Location: Anaheim, California
Tuition: $63,895
Niche ranking: 56
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19. Emma Willard School
Emma Willard School is an elite all-girls school located in Troy, New York. With an operating budget of $20,335,901 and a huge endowment of $103,690,339, this school has the means to provide the best possible experience for both its boarding and day students. With bowling, hiking trails, and a downtown area just a short walk away, students can enjoy themselves on and off-campus.
Location: Troy, New York
Tuition: $63,990
Niche ranking: 27
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T18. Forest Ridge School of the Sacred Heart
Forest Ridge School of the Sacred Heart is an all-girls middle and high school. Up to 28 students in grades 9-12 live on campus in the school's dormitory. According to the school's website, Forest Ridge is the only school in Washington state with a Catholic, independent, all-girls residential life program.
Location: Bellevue, Washington
Tuition: $64,000
Niche ranking: 77
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T18. Oaks Christian School
Oaks Christian School is a private day and boarding school serving grades 5-12. The school's website says that 99% of Oaks Christian School graduates are accepted into college, "often to highly-selective, top-tier schools." The campus is located near mountain ranges and is minutes from the Pacific Ocean.
Location: Westlake Village, California
Tuition: $64,000
Niche ranking: 83
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17. Middlesex School
Middlesex School is just 20 miles outside of Boston and accepts both boarding and day students in grades 9-12. The school, located on a 350-acre campus, has an enrollment of 408 students, 70% of whom are boarding students.
Location: Concord, Massachusetts
Tuition: $64,015
Niche ranking: 10
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T16. Berkshire School
Berkshire School's campus is located at the foot of Mount Everett in Sheffield, Massachusetts. Four hundred students are enrolled in the school, and the school's boarding community includes students from across the United States and 30 different countries.
Location: Sheffield, Massachusetts
Tuition: $64,200
Niche ranking: 57
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T16. Blair Academy
Founded in 1848, Blair Academy has an extremely selective acceptance rate of just 18%. The school's endowment is $105 million and roughly 80% of all students live on campus.
Location: Blairstown, New Jersey
Tuition: $64,200
Niche ranking: 40
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15. Concord Academy
Concord Academy in Concord, Massachusetts, has a more evenly split population of boarders and day students — 60% of students call the campus home. Despite the high tuition, only 25% of students receive financial aid. However, there is a $5 million budget allotted for financial aid.
Location: Concord, Massachusetts
Tuition: $64,240
Niche ranking: 17
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14. Tabor Academy
As a selective and expensive boarding school, Tabor School takes into account students' ability to pay when making the final decision on whether to accept them. On the school's website, the school claims that the final phase in the selection process is "need-aware," meaning the Admissions Center weighs the student's overall academic and personal strengths against available funds.
Location: Marion, Massachusetts
Tuition: $64,500
Niche ranking: 97
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13. Kent School
Kent School has a strong boarding student population — roughly 93% of enrolled students live on the school's campus. A majority of teachers hold advanced degrees, and not only does the school offer 28 AP classes but they also have programs in five "multi-level languages" including Chinese, Latin, and Ancient Greek.
Location: Kent, Connecticut
Tuition: $64,600
Niche ranking: 41
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12. Oregon Episcopal School
Oregon Episcopal School is located on a rural 59-acre campus. 870 students in pre-K through twelfth grade attend the school, which is located within a short distance of downtown Portland. Students living on campus enjoy a wide range of delicious food, from vegan and gluten-free options to Chinese, Indian, Mexican, and Thai cuisine.
Location: Portland, Oregon
Tuition: $65,100
Niche ranking: 34
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T11. Cate School
Located in Southern California, Cate School was founded in 1910 and has a total enrollment of 210 students. According to Cate School's website, 28% of students receive need-based financial aid. The student body is made up of 220 boarders and 60 day students.
Location: Carpinteria, California
Tuition: $65,500
Niche ranking: 9
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T11. Northfield Mount Hermon School
Northfield Mount Hermon School is a co-educational prep and boarding school located in rural Massachusetts. According to the school's website, Northfield Mount Hermon's mission is to "engage the intellect, compassion, and talents of our students, empowering them to act with humanity and purpose."
Location: Mount Hermon, Massachusetts
Tuition: $65,500
Niche ranking: 37
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10. San Domenico School
San Domenico School is a co-educational boarding and day school located on 515 acres in San Anselmo, California, just 35 minutes north of San Francisco. The school has a $12.6 million endowment, and although the tuition price tag is steep, 39% of students pay below the top of the tuition index to attend California's oldest independent school.
Location: San Anselmo, California
Tuition: $65,610
Niche ranking: 82
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9. The Webb Schools
Founded in 1922, the headmaster of The Webb Schools in Claremont, California, touts the school's excellent track record when it comes to students getting into the nation's most selective colleges. "Our college placement into the Ivy League, into the best women's colleges and small national liberal arts colleges, and, in fact, into the top 10 percent of all colleges and universities nationwide, remains remarkable," he says in his letter on the school's website.
Location: Claremont, California
Tuition: $66,130
Niche ranking: 26
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8. The Lawrenceville School
The Lawrenceville School is located on 700 acres in a historical section of Lawrenceville, New Jersey. The boarding school accepts students in grades 9-12 and has an endowment of $470 million.
Location: Lawrenceville, New Jersey
Tuition: $66,360
Niche ranking: 4
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7. Worcester Academy
Over 500 middle and upper school students attend Worcester Academy, and 35% of upper school students live on the school's suburban campus. Though the boarding school is certainly expensive, the school's website includes information on how to afford WA, saying, "if WA is the right place for your child, and finances are an issue, we'll work with you to come up with a plan."
Location: Worcester, Massachusetts
Tuition: $66,672
Niche ranking: 99
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4. The Village School
The Village School spans a campus of more than 28 acres and has plans to expand even further. Boarding students are housed in a brand new, four-story dormitory. Each floor of the luxurious dormitory offers a full kitchen, vending machine area, and washer-dryers for student use, while the outside courtyard features a grill station and an entertaining area with outdoor cooking space.
Location: Houston, Texas
Tuition: $67,750
Niche ranking: 47
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3. The Athenian School
Located in sunny Danville, California, The Athenian School offers an elite secondary school education and a close-knit residential experience. Of the 530 students that make up Athenian's upper and lower schools, roughly 60 students live on campus. Nearly 59% of Athenian students are people of color and the boarding student community is made up of students from 20 different countries.
Location: Danville, California
Tuition: $68,700 (domestic), $70,350 (international)
Niche ranking: 28
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2. Woodside Priory School
Woodside Priory School costs more than $70,000 per year to attend. Day students pay lower tuition on average — roughly $46,100 per year. Residential life at Woodside Priory School is undeniably luxurious. According to the school's website, student-favorite dinners include filet mignon and Malaysian crab. Features of Woodside Priory School dorms include pool tables, ping pong tables, flat-screen TVs, and access to the school's heated swimming pool.
Location: Portola Valley, California
Tuition: $71,975
Niche ranking: 23
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1. The Masters School
The most expensive top boarding school in the country according to the tuition listed on the school's website, The Masters School offers an exciting boarding experience for its students. On the weekends, students can venture into New York City or hang out on this historic school's beautiful campus.
Location: Dobbs Ferry, New York
Tuition: $72,000
Niche ranking: 51
Read next
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Best Private High Schools in NY State?
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Here is a list of some highly-regarded private high schools in New York State. Keep in mind that this list is not exhaustive, and there are plenty of other great schools in the state. I hope this information helps you in your research. If you have any specific criteria or preferences, feel free to let us know!
1. Horace Mann School (Bronx, NY) - Known for its strong academics and extensive extracurricular offerings, Horace Mann is a comprehensive prep school. It has a reputation for providing an excellent education and preparing students for college.
2. Dalton School (New York, NY) - Dalton is another prestigious prep school in Manhattan best known for its progressive education philosophy. It offers a unique balance of academics, arts, and athletics.
3. Collegiate School (New York, NY) - Located in Manhattan, Collegiate School is an all-boys school with an impressive history dating back to the 17th century. It is known for its academic rigor and preparing its students for top colleges.
4. Brearley School (New York, NY) - An all-girls school in Manhattan, Brearley is known for its top-notch academics and strong sense of community. It also has a robust offering of extracurricular opportunities, including a wide array of athletic teams.
5. Riverdale Country School (Bronx, NY) - Riverdale Country School is another highly-regarded prep school in the Bronx. It offers a challenging curriculum and fosters a strong sense of community among its students.
6. Chapin School (New York, NY) - Chapin is an all-girls school in Manhattan known for its excellent academics and commitment to nurturing well-rounded students. Chapin also offers a wide range of extracurricular activities, including various clubs and sports teams.
7. Trinity School (New York, NY) - A coeducational preparatory school located in Manhattan, Trinity is known for its strong academics and a variety of extracurricular programs. It has a rich history and a nurturing environment for its students.
8. Spence School (New York, NY) - Spence is an all-girls school in Manhattan with a strong focus on academics and community values. Along with its rigorous curriculum, it offers a plethora of clubs and activities to help students develop personal interests.
9. Rye Country Day School (Rye, NY) - Located just outside New York City in Westchester County, Rye Country Day School provides a strong college-preparatory education and emphasizes the importance of community service.
10. Hackley School (Tarrytown, NY) - Situated in Tarrytown, NY, this K-12 private school emphasizes a balance between rigorous academics, arts, and athletics. It has a beautiful 285-acre campus and offers both day and boarding options for students.
As you evaluate these schools, it might be helpful to consider factors such as location, size, school culture, and specific academic or extracurricular offerings that might particularly interest you. Visiting the schools, if possible, and speaking to current students or alumni could provide valuable insights into each school's unique experience. Good luck with your research!
|
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CollegeVine
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https://www.collegevine.com/faq/24412/best-private-high-schools-in-ny-state
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Here is a list of some highly-regarded private high schools in New York State. Keep in mind that this list is not exhaustive, and there are plenty of other great schools in the state. I hope this information helps you in your research. If you have any specific criteria or preferences, feel free to let us know!
1. Horace Mann School (Bronx, NY) - Known for its strong academics and extensive extracurricular offerings, Horace Mann is a comprehensive prep school. It has a reputation for providing an excellent education and preparing students for college.
2. Dalton School (New York, NY) - Dalton is another prestigious prep school in Manhattan best known for its progressive education philosophy. It offers a unique balance of academics, arts, and athletics.
3. Collegiate School (New York, NY) - Located in Manhattan, Collegiate School is an all-boys school with an impressive history dating back to the 17th century. It is known for its academic rigor and preparing its students for top colleges.
4. Brearley School (New York, NY) - An all-girls school in Manhattan, Brearley is known for its top-notch academics and strong sense of community. It also has a robust offering of extracurricular opportunities, including a wide array of athletic teams.
5. Riverdale Country School (Bronx, NY) - Riverdale Country School is another highly-regarded prep school in the Bronx. It offers a challenging curriculum and fosters a strong sense of community among its students.
6. Chapin School (New York, NY) - Chapin is an all-girls school in Manhattan known for its excellent academics and commitment to nurturing well-rounded students. Chapin also offers a wide range of extracurricular activities, including various clubs and sports teams.
7. Trinity School (New York, NY) - A coeducational preparatory school located in Manhattan, Trinity is known for its strong academics and a variety of extracurricular programs. It has a rich history and a nurturing environment for its students.
8. Spence School (New York, NY) - Spence is an all-girls school in Manhattan with a strong focus on academics and community values. Along with its rigorous curriculum, it offers a plethora of clubs and activities to help students develop personal interests.
9. Rye Country Day School (Rye, NY) - Located just outside New York City in Westchester County, Rye Country Day School provides a strong college-preparatory education and emphasizes the importance of community service.
10. Hackley School (Tarrytown, NY) - Situated in Tarrytown, NY, this K-12 private school emphasizes a balance between rigorous academics, arts, and athletics. It has a beautiful 285-acre campus and offers both day and boarding options for students.
As you evaluate these schools, it might be helpful to consider factors such as location, size, school culture, and specific academic or extracurricular offerings that might particularly interest you. Visiting the schools, if possible, and speaking to current students or alumni could provide valuable insights into each school's unique experience. Good luck with your research!
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Best private high schools in New York
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2024-04-10T13:40:18-04:00
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Stacker compiled a list of the best private high schools in New York using rankings from Niche.
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1 / 30
Daniel Hoz // Shutterstock
#30. Poly Prep Country Day School
- Location: Brooklyn, NY
- Enrollment: 1,155 (5:1 student to teacher ratio)
- Niche grade: Grade A+
2 / 30
Achira22 // Shutterstock
#29. Columbia Grammar & Preparatory School
- Location: New York, NY
- Enrollment: 1,192 (5:1 student to teacher ratio)
- Niche grade: Grade A+
3 / 30
Ground Picture // Shutterstock
#28. Ethical Culture Fieldston School
- Location: Bronx, NY
- Enrollment: 1,662 (6:1 student to teacher ratio)
- Niche grade: Grade A+
4 / 30
LightField Studios // Shutterstock
#27. The Stony Brook School
- Location: Stony Brook, NY
- Enrollment: 453 (9:1 student to teacher ratio)
- Niche grade: Grade A+
5 / 30
Mircea Moira // Shutterstock
#26. Portledge School
- Location: Locust Valley, NY
- Enrollment: 546 (8:1 student to teacher ratio)
- Niche grade: Grade A+
6 / 30
LStockStudio // Shutterstock
#25. Emma Willard School
- Location: Troy, NY
- Enrollment: 350 (7:1 student to teacher ratio)
- Niche grade: Grade A+
7 / 30
panitanphoto // Shutterstock
#24. The Hewitt School
- Location: New York, NY
- Enrollment: 475 (7:1 student to teacher ratio)
- Niche grade: Grade A+
8 / 30
Jacob Lund // Shutterstock
#23. Saint Ann's School
- Location: Brooklyn, NY
- Enrollment: 1,095 (6:1 student to teacher ratio)
- Niche grade: Grade A+
9 / 30
ImageFlow // Shutterstock
#22. Friends Academy
- Location: Locust Valley, NY
- Enrollment: 706 (5:1 student to teacher ratio)
- Niche grade: Grade A+
10 / 30
Ground Picture // Shutterstock
#21. Hackley School
- Location: Tarrytown, NY
- Enrollment: 855 (8:1 student to teacher ratio)
- Niche grade: Grade A+
11 / 30
Tyler Olson // Shutterstock
#20. United Nations International School
- Location: New York, NY
- Enrollment: 1,426 (5:1 student to teacher ratio)
- Niche grade: Grade A+
12 / 30
SEALANDSKYPHOTO // Shutterstock
#19. French-American School of New York
- Location: Mamaroneck, NY
- Enrollment: 741 (7:1 student to teacher ratio)
- Niche grade: Grade A+
13 / 30
sirtravelalot // Shutterstock
#18. The Browning School
- Location: New York, NY
- Enrollment: 410 (8:1 student to teacher ratio)
- Niche grade: Grade A+
14 / 30
maroke // Shutterstock
#17. Packer Collegiate Institute
- Location: Brooklyn, NY
- Enrollment: 996 (5:1 student to teacher ratio)
- Niche grade: Grade A+
15 / 30
Studio KIWI // Shutterstock
#16. Marymount School of New York
- Location: New York, NY
- Enrollment: 768 (5:1 student to teacher ratio)
- Niche grade: Grade A+
16 / 30
GagliardiPhotography // Shutterstock
#15. BASIS Independent Brooklyn
- Location: Brooklyn, NY
- Enrollment: 729 (7:1 student to teacher ratio)
- Niche grade: Grade A+
17 / 30
Monkey Business Images // Shutterstock
#14. Avenues The World School
- Location: New York, NY
- Enrollment: 1,958 (5:1 student to teacher ratio)
- Niche grade: Grade A+
18 / 30
Ground Picture // Shutterstock
#13. Rye Country Day School
- Location: Rye, NY
- Enrollment: 957 (7:1 student to teacher ratio)
- Niche grade: Grade A+
19 / 30
Joyseulay // Shutterstock
#12. Collegiate School
- Location: New York, NY
- Enrollment: 656 (8:1 student to teacher ratio)
- Niche grade: Grade A+
20 / 30
LStockStudio // Shutterstock
#11. Regis High School
- Location: New York, NY
- Enrollment: 532 (8:1 student to teacher ratio)
- Niche grade: Grade A+
You may also like: Counties with the highest unemployment in New York
21 / 30
Canva
#10. The Dalton School
- Location: New York, NY
- Enrollment: 1,331 (6:1 student to teacher ratio)
- Niche grade: Grade A+
22 / 30
Canva
#9. The Nightingale-Bamford School
- Location: New York, NY
- Enrollment: 710 (6:1 student to teacher ratio)
- Niche grade: Grade A+
23 / 30
Canva
#8. Convent of the Sacred Heart
- Location: New York, NY
- Enrollment: 741 (6:1 student to teacher ratio)
- Niche grade: Grade A+
24 / 30
Roman Kosolapov // Shutterstock
#7. The Spence School
- Location: New York, NY
- Enrollment: 772 (5:1 student to teacher ratio)
- Niche grade: Grade A+
25 / 30
LBeddoe // Shutterstock
#6. Lycée Français de New York
- Location: New York, NY
- Enrollment: 1,150 (8:1 student to teacher ratio)
- Niche grade: Grade A+
26 / 30
Canva
#5. Trinity School
- Location: New York, NY
- Enrollment: 1,001 (6:1 student to teacher ratio)
- Niche grade: Grade A+
27 / 30
DenisProduction.com // Shutterstock
#4. The Brearley School
- Location: New York, NY
- Enrollment: 776 (6:1 student to teacher ratio)
- Niche grade: Grade A+
28 / 30
Canva
#3. Horace Mann School
- Location: Bronx, NY
- Enrollment: 1,793 (7:1 student to teacher ratio)
- Niche grade: Grade A+
29 / 30
Anna Jurkovska // Shutterstock
#2. The Chapin School
- Location: New York, NY
- Enrollment: 814 (6:1 student to teacher ratio)
- Niche grade: Grade A+
30 / 30
Canva
#1. Riverdale Country School
- Location: Bronx, NY
- Enrollment: 1,299 (6:1 student to teacher ratio)
- Niche grade: Grade A+
This story features data reporting by Wade Zhou, writing by Emma Rubin, and is part of a series utilizing data automation across 50 states.
You may also like: Best public colleges in New York
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Subscribe to our weekly My Westchester e-mail newsletter that highlights selected events from the current week.
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https://www.daily-choices.com/these-are-the-most-expensive-high-schools-in-the-united-states-part2/76
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Hackley School - Yearly Tuition: $45,775 - These Are the Most Expensive High Schools in the United States: Part 2
|
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2024-07-03T10:06:00+00:00
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Hackley School is a private preparatory school in Tarrytown, NY, and is a member of the Ivy Preparatory School League. The school was founded just before …
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Daily Choices
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https://www.daily-choices.com/these-are-the-most-expensive-high-schools-in-the-united-states-part2/76
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Buckingham Browne and Nichols School - $54,800 Yearly Tuition
Known as BB&N, this PreK- 12 school has been ranked for years as one of the top schools in the entire country. Located in Cambridge, Massachusetts, BB&N was home to some big names, such as Robert Bradford (1920), Charles Colson (1949), Andy Pratt (1969), and more. The school’s location in the heart of Cambridge and Greater Boston allow it to leverage learning with trusted community partners.
The school’s commitment to diversity is well-known. 25% students are recipients of need-based aid and 46% identify as students of color. The foreign language studies of the school are one of the most advanced ones, offering at least four levels in Chinese, Arabic, Russian, and more. BB&N is guided by a culture of care and compassion, where students are encouraged to be their most authentic self.
Friends Seminary - $53,900 Yearly Tuition
Located in the East Village of New York City, Friends Seminary was established by Quakers. Known as part of the Religious Society movement, their aim was to bring up children with guarded education.
Education is rooted in the Quaker belief of God in every person or the Inner Light. Friends Seminary envisions its students going forth and creating a world as it ought to be, governed by equality, peace, simplicity, and integrity. Many historic houses were a part of this institution, which is one of the reasons why this school is so unique. More than a fifth of all students depend on financial aid, which reaked a peak in 2017, spiking at more than five million dollars.
Poly Prep Country Day School - $53,515 Yearly Tuition
Bang in the middle of New York City there is Poly Prep Country Day School. It provides education to years going back to nursery. When it was first opened, it was actually one of the first private schools for boys in the entire state. In 1977, girls finally had the chance to enrol, ushering in a new era of co-education at the school.
The school’s bar for excellence is set very high, and every student is encouraged to be the most extraordinary versions of themselves. 82% of Poly Prep Country students are attending a Top 50 college. The acceptance rate of students to a Top 25 college is 2.5 time higher than the national average. Joakim Noah, Bob Telson, and Richard perry are only a few of the names who graduated Poly Prep, and the list goes on and on.
Woodside Priory School - $52,680 Yearly Tuition
One of the only Catholic schools in the San Francisco Bay area, Woodside Priory School was established in town to impart outstanding college preparatory education. Woodside Priory is founded on the vision and values of St. Benedict who implored the world “To listen with the ear of our hearts.”
The school has taken these ideals of individuality, integrity, community, and spirituality even as the world continues to rapidly evolve. The girls’ volleyball team is known for its achievements as among the best in the region. The school's purpose is to lead a balanced life, develop lifelong learners and serve the world with its gifts.
St. Mark's School - $52,140 Yearly Tuition
It turns out that the guy who created Burnett Vanilla Extract also opened up a school back in the day. Joseph Burnett was a jack of all trades, and was also the founder of St. Marks's School, which can be found in Southborough, Massachusetts. Originally just a boys school, girls were eventually able to enrol when 1978 came around.
It was built relying on the British model of schools and focuses more on academics than on social merits. Today, St. Mark's is a coeducational school that keeps its student body size intentionally small in order to think big. The Episcopal school offers a preparatory curriculum and is located 25 miles from Boston.
The Urban School of San Francisco - $51,365 Yearly Tuition
The Urban School of San Francisco, located not far from the Golden Gate Park, was one of the first schools in the entire world, to provide students with laptops. It is only recently that the school graded the student's work with letter grades which was never used before. The Urban SF School is known for the strong relationships students have with their teachers, which lead to great achievements in academics, outstanding social abilities through the 40 clubs, and overall, a reputation that keeps this school as one of the most popular ones in the state.
The school doesn’t prescribe to a one-size-fits-all definition of success. It is committed instead to sustained dialogue and efforts in collaboration, innovation, complex topics, community engagement, equity, and social justice – all of which contribute to building more empathetic, creative, determined, and optimistic students.
The Harker School - $51,300 Yearly Tuition
Like many other top-of-the-range universities, Stanford University wanted to create a school that would prepare the future generation of Stanford potential attendance. Thus, the Harker School was born. It is a K-12 co-educational school recognized for quality academics. The school has three campuses in San Jose specifically for lower, middle and upper schools. But that's not all.
Each campus has outstanding facilities and cutting-edge technology for students. Harker School is known for its accomplishments in the Siemens Competition and for its entries in other all-state events. This Silicon Valley gem has earned international recognition for its teachers, academic achievements, and leading-edge technology.
The Hotchkiss School - $50,990 Yearly Tuition
In 1891, Yale president, Timothy Dwight, founded the school in order to prepare young men for a future at Yale University. The Hotchkiss School was known by its one rule, to always be a gentleman. Everything else can be taught. The standards of the school were known to be the harshest in the country. Today, Hotchkiss has transformed into a co-educational boarding school.
The school offers classic education, covering English, mathematics, Foreign languages, and Science for students in grades 9 through 12, and is known to be a pioneer in the farm-to-table movement. Graduates from Hotchkiss are known to attend some of the most selective universities and colleges the world over.
Belmont Hill School - $50,800 Yearly Tuition
This Massachusetts entry, is a day school for boys in grades 7 through 12, with a small minority of students who board. Belmont School was first founded as a nonboarding school for those fortunate enough to pay for private education and still enjoy a day-schooling program. In 1923, on undeveloped land, the school was built.
Belmont’s mission is the education of boys in “mind, body, and spirit” to become men of good character. With a student teacher ratio of 1:6, the school provides personalized attention and many options for studying in other states and countries. David E. Kelley is one of the Schools graduates, together with Toby Kimball and Rachel Levine. 100% of Belmont’s seniors go on to a four-year college education.
Marin Academy - $50,800 Yearly Tuition
The Marin Academy located in the San Francisco area was built on the premises of The Marine Academy which closed down. The academy encourages students to explore new ways of seeing the world and is a leading name in experiential education. Marin’s engaging curricular and co-curricular programs focus on real-world topics. Students here learn best by doing more than anything else.
Alongside the obvious courses of English, mathematics, and Science, the school holds yearly workshops and conferences on equality and social justice. This Conference of Democracy has been a tradition of many years, passing down from generation to generation. Other Signature Programs include a Literary Festival, a Transdisciplinary Leadership Program, and the Marin Academy Research Collaborative.
The Webb Schools - $68,775 Yearly Tuition
The Webb schools are basically two schools, one specifically for boys and the other for girls. The schools are more than 100 years old and is located on a cluster of green hillsides. It also includes a fully-functioning astronomy observatory. The school received a donation of over 100 million dollars, enabling it to invest and become the superb institute it is today.
The aim of the school is to nourish future adults and help bring open-minded and creative people to the world. The schools Advanced Studies allow students to delve deeper into subjects such as anatomy, paleontology, organic chemistry, ethics and modern global affairs, film, global literature, and linear algebra among several others.
Cate School - $49,700 Yearly Tuition
15 miles from Santa Barbara, lies Cate School, home for 270 students every year. It started as an institute for 12 boys, quickly turned into one of the most desired schools in the state. Cate might be a college preparatory boarding school but there’s much more to the spirit of the school than just that.
The school combines quiet study, hard work, and vigorous play with beauty and virtue. Cate’s pristine location makes this kind of learning conducive, where the ocean breeze and mountain vistas are constant companions. It has been ranked the 12th best private school in the country and offers over 100 courses to choose from. Terry Sanders, Tracy Lawyer, and the late David Crosby are some of the notable alumni of Cate School.
The Taft School - $49,250 Yearly Tuition
Back in 1893, The Taft School was constructed into a hotel in Watertown, Connecticut. One decade after the school came to life, the founder's brother, William Howard Taft, became president of The United States. Although it has been over 125 years since the founding of the school, its original values endure: hard work without clamoring for public recognition, develop talents holistically (academic, athletics, and the arts), and give of yourself to others.
Three-quarters of the students live on the campus, and today, the headmaster is a graduate of the school himself. 11 students only are present in each classroom at a time, enabling the institute to focus on academics, and bring the students to excellence.
Lick-Wilmerding High School- $49,215 Yearly Tuition
Lick-Wilmerding High School was initially constructed as a school for the future handyman. Mechanical arts is how it was defined, however, since 1874 many things have changed. Lick-Wilmerding describes itself today “as a private school with public purpose” with a mission to build “the head, heart, and hands” of students from every walk of life.
Today, every student is obliged to take at least one technical art course. This could be electronics, jewelry, metal, or wood. Lick-Wilmerding was ranked 6th in the entire country, for Green Architecture Utilisation. Students engage in service-based collaborations to meet the community’s needs. They are encouraged to develop their own projects that further address larger issues of access, justice, and equity. This High School is surely heading towards the future.
Boston University Academy - $48,832 Yearly Tuition
Boston University operates the academy, located in the heart of Boston. It was first established in 1993, and in 1995 only one student graduated. Boston University Acadamy offers a variety of short workshops and programs, designated mainly for 10th to 12th grades, providing the students with experience in fields of interest that not all get a chance to explore during the academic year. Boston Academy is known for its colorful and broad understanding when it comes to thinking out of the box. Not everything is about English, Mathematics, and Science.
Since the academy is embedded within Boston University, it offers both a caring, supportive school university and a challenging, research-based curriculum. Students in grades 11 and 12 take courses that are part of Boston University’s undergraduate course. Think courses on American Urban History, Chinese Literature, Linear Algebra or Abnormal Psychology.
The Peddie School - $62,400 Yearly Tuition
The Peddie School was ranked the 18th most expensive school in the United States. The average class size is only 12 students, making it very popular and desired. Peddie School is known for its rich and diverse curriculum, alongside the obligation to take theater studies or join one of the physical education classes.
The school’s Signature Experience for students is driven by a fundamental question – if they could study anything and anywhere, what would they choose? On answering the question, students with the help of faculty can chart their own education, deep-diving into subjects of their own choosing based on real-world expertise. With an impressive swimming program, and with B.J Bedford being notable alumni, for those dreaming of the Olympic games, The Peddie School is probably one to look into.
The Branson School - $48,485 Yearly Tuition
The Branson School was a dream come true for 15 families in the valleys of California, eager to establish their own school for their future generations. In the early days, the school was designated to be a girls-only school, however, in 1985, the school merged the two divisions and became a mixed-gender private day school, as we know it today.
Branson believes in fewer lectures and more self-directed, dynamic learning which means working across disciplines, leading discussions and debates, and teachers and students working together on ideas. The science facilities take over 6000 square feet of the campus, turning it, into one of the biggest ones in the area.
The College Preparatory School - $48,300 Yearly Tuition
Also known as CPS, The College Preparatory School accommodates mainly students in Grades 9 to 12 from the San Francisco area. CPS has a diverse student body with at least 71% identifying as students of color. The School's motto (originally in Latin), translates into "A mind aware of what is right". CPS is relatively a new school, only founded in the 1960s by Mary Harley Jenks and Ruth Willis, but in this time, the school has made a tremendous impact in shaping a community of curious, intellectual, and kind-hearted learners
English studies are a big thing in this school, and it has adopted the "Harkness Tables" method, believing this encourages students to participate and bring their own personal voice to life. Apart from the rigorous core curriculum, the school’s Applied Learning programs in STEM and Blended Learning are also a big draw.
The Madeira School - $48,300 Yearly Tuition
The Madeira School is both a day and boarding school, located in McLean, Virginia. It started its early days in Washington D.C but shortly after moved to its current location. The school has consistently placed at the top of the Niche Best Boarding Schools list. It holds over 34 separate buildings which overlook the Potomac River, making the surroundings exquisite.
Like all major schools, The Maderia School specializes in arts, sports, English studying, and foreign languages. The number of clubs the students can join is endless, turning this school into one of the first preferences among the students enrolling. What distinguishes Madeira is its emphasis on students exploring interests and passions, not sitting in long classes. Madeira is also well-known for its engaging Co-curriculum Internship Program.
Castilleja School - $47,970 Yearly Tuition
Founded in 1907 and located in Palo Alto, California, Castilleja School is the only girl-only school in the San Fransisco Bay area. The "5 c's" which represent the core values of this institution are courtesy, charity, conscience, character, and courage. It has been in its present location since 1910 and was nominated by the Wall Street Journal, as one of the 50 top schools in the world, known for their success.
Students have a range of learning programs to choose from including humanities, arts, STEAM, and experiential learning. Castilleja also has excellent college counselling and student wellness programs. A standout program, however, is its center on Teaching and Learning Antiracism – a thoughtful framework to creating an equitable community. Its motto of "Empowering Young Women" emphasizes its key goal, and that is providing young women of today, with the best tools for life, assuring great days for the women of the future.
Rye Country Day School - $47,900 Yearly Tuition
Located in Rye, New York, and with almost six million dollars in tuition finances, it provides scholarships to almost 16% of the students who attend daily. The campus includes two libraries, a performing arts center, and a theater auditorium. Signature Programs include ones on Public Purpose, Health and Wellness, Global Studies, STEM, Educational Technology, and Sustainability.
It has two dining rooms that serve lunch on a daily basis, which is located not far from the 40K square foot athletic center. Barbara Bush is one of the great names who graduated from Rye Country Day School, adding to its great and noble reputation.
The Loomis Chaffee School - $47,800 Yearly Tuition
Only 20% of applications complete the enrolment process at The Loomis Chaffee School. It was established in 1874, purposed to be a memorial to the Loomis sibling's children who passed away too early in life. It was intended to be a gift for the children of the future. Loomis Chaffee School was tuition-free for the first four decades, thanks to a donation of over one million dollars, generously given by one of the Loomis family members.
Students at Loomis can study Arabic and Chinese, enjoy a writing workshop and theater arts. The school has an internal newspaper, edited and managed by the students, keeping all relevant topics up to date.
Columbia Grammar and Preparatory School - $47,540 Yearly Tuition
Columbia University formed the Columbia Grammar and Preparatory school in 1764 so that they could prepare the future freshmen and assure the entry-level was sufficient. By 1865 the grammar school became independent and was no longer linked to the university. Columbia Grammar & Preparatory School offers an exciting and challenging rigorous college preparatory curriculum with music, art, and drama as core programs.
Academics intersperse seamlessly with the sciences and liberal arts so each student lives up to their unique potential. Alongside the mandatory courses, every student must take in order to graduate, each student is obliged to give 60 hours of community services, making this school not only an institute of excellence but also one that cares and contributes to society.
The Spence School - $47,410 Yearly Tuition
The Spence School has been holding an academic excellence award for years now. It is an all-girl institution that was established in 1892 by Clara B. Spence. Located in the heart of New York City, The Spence School has been ranked in the first ten schools preparing students for university. It is a school powered by the potential of girl students with a teaching approach that encourages them to keep questioning and learning for life.
Spence School is known for its graduates attending the best universities in the country such as Yale, Princeton, and Harvard. There are a few big names who graduated from The Spence School - Elizabeth Montgomery, Gwyneth Paltrow, and Sally Pressman are just a few. As the school puts it, “trailblazing” runs in its “DNA.”
Hopkins School - $47,200 Yearly Tuition
This school in New Haven, Connecticut is named after Edward Hopkins, who donated parts of his privately owned land in favor of education. It started as a one-room school, which eventually turned into one of the biggest names in the country, and is located not far from Yale University. Hopkins has been imparting quality education for over 60 years. The school offers a college preparatory curriculum for grades 7 – 12.
Students go through a number of tests before entering school. Mathematic and language levels are examined alongside other tests in arts, history, and science. One of the graduation requirements is a Latin course in addition to another foreign language course. Students from diverse backgrounds and ethnicities enroll in the school. Intellectual curiosity is what they tend to have in common. Hopkins students continually rank among the top 10% in nationwide standardized testing.
Crystal Springs Uplands - $46,780 Yearly Tuition
In one of San Fransisco's suburbs, lays Crystal Springs Uplands School. This school is one of the most popular ones and has been declared as one of the best 50 schools in the world for students from grades 6-12. The school's preparation program for top universities is one of the best found, as it should be when the ratio is 1 teacher for every 9 students.
Over 500 students attend the school daily. There are over 28 teams, divided into 14 different sports fields, making Crystal Springs a great place to be if you're an athlete. The rigorous and comprehensive program has benefitted many students over the years, 100% of whom go on to attend college after graduation.
Miss Porter's School - $47,285 Yearly Tuition
Exclusively for girls, Miss Porter's School was founded in 1843 by Sarah Porter to provide access to transformational education. The school has persevered in its mission and today welcomes students from over 17 countries worldwide. The Farmington, Connecticut-based school grew out of the belief that women deserve (and must have), the same education opportunities as men.
This philosophy is evident in the school’s project-based, interdisciplinary, future-focused, collaborative, and mastery-based curriculum. The campus today holds on its premises significant historical buildings that have been transformed and suited for the more modern years. Jacqueline Lee "Jackie" Kennedy Onassis is one of the greatest names who attended Miss Porter's School which has turned into one of the most popular schools in the region.
The Thacher School - $46,920 Yearly Tuition
Located in Ojai, California, less than 15% of the applicants end up enrolling in this school. Up until 1977, The Thacher School was a boy-only institute, which eventually opened its gates to girls, making it the oldest co-educational school in the state of California. This school is anything but ordinary. It is mandatory to take care of and be able to ride a horse during the first year.
Throughout the academic year, the entire school is divided into small groups of students and together they enrich their studies through camping, cycling, sailing, and pretty much any outdoor activity you can think of. The Thacher School aims to shape resilient and ambitious people with compassion at the heart of everything they do. The program has demanding academics with challenging character-building projects in a healthy and supportive community.
The Woodhall School - $74,500 Yearly Tuition
When you think of a small number of pupils in a classroom, how many do you think of? Twenty? Seventeen? How much are you willing to pay, to have your child in a room with up to five pupils? This is really private tuition. The Woodhall School takes in a handful of boys (grades 9 -12) with above-average intellectual ability who have not thrived in traditional school environments.
Its four pillars are academic, athletics, arts, communications, and residential life. The entire school has less than 50 students enrolled at any given time. The Woodhall School has an exquisite breakfast room, that any five-star hotel would be proud of, alongside its numerous clubs of music, astronomy, acapella, and more.
IMG Academy - $63,000 Yearly Tuition
IMG Academy located in Bradenton, Florida is an athlete haven. We assume a majority of Olympic stars studied between these walls as this training camp is one of the greatest around for the greatest athletics event in the world. IMG is a private boarding school that is known for its intense training program in all major sports: basketball, football, baseball tennis, and more.
It’s not surprising why the school confidently calls itself the world leader in sports education. IMG’s expertise and programming prepare student athletes for success in sports, college, and life beyond it. There are big names who graduated from this school, and everything on-site is huge. Massive fields, gymnastic rooms, and Olympic swimming pools are just a start.
Noble and Greenough School
This coeducational private school is located in Dedham, Massachusetts, and offers 5-day boarding for their high school students for those who live far away. Nobles aim to inspire leadership for the public good through positive mentoring relationships. Students at Noble are encouraged to balance their academics with special afternoon programs and extracurriculars, emphasizing experiential and community-engaged learning.
Students engage in community service at more than 400 sites the world over. The school’s theater collective puts on at least eight productions a year while the music and choral groups perform several concerts annually. What’s more, over 87% of Noble and Greenough’s varsity teams have won various championships in the last decade from the ISL to New England championships.
Shortridge Academy - $85,000 Yearly Tuition
Shortridge Academy is a co-ed therapeutic school for teenagers in New England with an average of 22 students enrolled throughout the year. The school offers a specialized mental health residential program called The Ridge that used therapy and structure to help teens who require more attention and care. They learn in a loving and supportive environment with fewer distractions compared to a traditional school setting.
The school focuses on their students' mental health, behavioral well-being, and support while navigating through adolescence. Each student has a counselor to talk about their fears, problems, concerns, and so on. Together with the students and their parents, they create an individual therapeutic plan along with a counselor. Beyond all this, students can partake in activities such as jiu-jitsu, nature hiking, weight training, and one of many kinds of art and music options.
Forman School - $78,600 Yearly Tuition
The Forman School in Litchfield, Connecticut, caters exclusively to students with ADD and ADHD. They provide classes that will help them with their path towards college. Forman has several flagship programs such as the Cognition and Learning Development Department which aims to be the leader in nerve center research to help students who learn differently.
The goals of a class therefore are metacognitive strategies to empower the brain, small-class reading sessions, and executive function coaching. With a tuition of $78,600, this high school costs more than most colleges, but when you have a goal, money is only used as a means to get there, right? This campus offers 125-acres of vast space, including a robotics lab, multiple residences, tennis courts, athletic centers, and a huge dining hall. They even have cooking classes.
The Quad Preparatory School - $74,850 Yearly Tuition
The Quad Preparatory School focuses on gifted learners. Located in downtown Manhattan, 2e scholars can participate in language courses or high-level math, along with health, a foreign language course, and wellness programs. The school has a holistic approach to learning where academic achievement seamlessly blends with social and emotional learning.
They also offer cooking classes and video news broadcasting. Their focus is on getting their students into the best colleges. By their 11th and 12th grades, students have weekly checkups with a college counselor, as well as bi-weekly check-ins with their academic advisors. If that sounds like a lot of pressure, it definitely is. The school views 2e students as future leaders and innovators, and goes above and beyond to equip them with the skills and attitudes necessary for success.
The Oxford Academy - $67,000 Yearly Tuition
The Oxford Academy is located in one of the wealthiest seaside towns in the United States, Westbrook, Connecticut. So, if you want your child to join this elite school, you will need to fork out $67,000 for this all-boys boarding academy. They have individualized one-on-one classes for those who want an alternative to a conventional classroom.
The school understands that each child is unique and tailors the learning experience to meet the needs of each one. A small close-knit community (around 48 students in total) distinguishes Oxford from most boarding schools. This school is the ideal spot for ocean lovers since the ocean is near and students may join the school’s sailing club. Others may enjoy the school’s international trips, such as its yearly eight-day tour of Italy.
The Lang School - $65,000 Yearly Tuition
The Lang School is a private, alternative school in New York City, and it offers so much to its students. The K-12 education at the school caters to twice exceptional or 2e students. Beyond college entry requirements, scholars pick their electives, develop a portfolio, acquire guides, apply for competing internships, and choose their college majors.
This school offers gifted students an independent track to study, one they are passionate about. For example, students can learn how to take apart and reconstruct a Porsche if that’s what they want, or to study the history of surgical knots. For most, school years tend to be about fitting in while standing out comes much later in adulthood. At Lang, standing out is recognized and celebrated. The school is committed to nurturing students’ talents and passion regardless of what that might be.
Aaron School - Yearly Tuition: $62,750
Aaron School in New York City is known for its excellent K-12 integrated program for students with learning disabilities. At Aaron School, classrooms are equipped with SmartBoard technology to promote interactive learning and student engagement. Aaron School takes advantage of technological progress as students use computers and specialized services to organize and access their curriculum within the school setting and remotely.
In addition to their standard courses, Aaron School also offers a series of applied programs that parallel each core academic subject. According to parents in the area, the school is like an extended family for parents and their children who have special needs. The school’s curriculum, after school programs, and clinical services are tailored to meet individual students’ needs.
Wasatch Academy - Yearly Tuition: $62,300
Wasatch Academy is a premier preparatory school, and its campus is home to students from more than 30 countries. Founded in 1875, Mount Pleasant's safe location in Utah allows students to focus on their academic pursuits and enjoy weekends filled with various activities. Students can also enjoy Utah's great outdoor recreation and numerous cultural, recreational, and service-based activities in nearby cities and local areas.
Academics at Wasatch goes beyond the classroom through project-based learning and experiential missions. Some of the school’s Signature Programs are in outdoor education, engineering, technology, and art. These programs are tailored to help students prepare for success in university. The proof is in the numbers since Wasatch presently boasts a 100% college acceptance rate.
St. Andrew’s School - $62,280 Yearly Tuition
St. Andrew’s School, based in Middletown, Delaware, is located on a tremendous 2,200-acres. To access this elite private school, students must spend $62,280 on tuition. Students and faculty live in a community guided by ethics and Christian beliefs. But true to its Episcopal identity, the school welcomes students from any religious background.
Students are encouraged to try out multiple sports. The campus comprises several fitness-related rooms, including an indoor rowing facility and a boathouse. The performing and visual arts are a vital part of school culture. Renowned St. Andrew’s School alumni include singer Maggie Rogers as well as CNN host Erin Burnett and numerous prominent people from diplomats, professional athletes, and even Pulitzer Prize-winning authors.
Trinity-Pawling School - Yearly Tuition: $62,000
Trinity-Pawling School was founded over 100 years ago, back in 1907. Their 230-acre campus is situated in Pawling, New York, a small village in southern Dutchess County. Trinity-Pawling is an independent college preparatory school for boys. One of Trinity-Pawling's most distinctive attributes is its Effort System, which began 45 years ago.
At this school, each student is recognized and appraised based on the work they dedicate to a specific effort. These include athletics, academics, dormitory responsibilities, attendance, civic duties, and extracurricular programs. The education objective integrated in this effort is to teach their students that the more they invest in themselves, the greater their accomplishments will be.
St. Paul’s School - $62,000 Yearly Tuition
St. Paul's School in Concord, New Hampshire is one of the Eight Schools Association, a group of eight elite private schools. Described as "highly selective," this school expects a lot from its students who ultimately enroll in their 2,000-acre campus. The school’s approach to holistic learning is called SPS 360. Students and faculty live, learn, and serve the greater good together - from Chapel in the morning to classes, clubs, meals, and so on.
Athletics are just as important as academics at St. Pauls; therefore, each student is required to participate in at least one sport. St. Paul's has many long-standing traditions and is very proud of the fact that the country's first squash court was built right on the grounds.
The Storm King School - $61,700 Yearly Tuition
The Storm King School remains one of the oldest coeducational boarding and day schools in New York. It ranked as one of the top 50 independent schools in North America, and considering the price of $61,700 per year; it must be worth it. Only 195 lucky students from grades 8 to PG get to attend this school. A majority of them are in boarding while the rest are day students.
The class size, on average, is only eight students. The school offers 125 courses including AP prep classes, Advanced Placement Courses, Honors Classes, Signature Programs, and a host of athletics and arts offerings. Students describe this school as being homey while also large. The school makes a considerable effort to look after their students' nutrition, which is why they have their private chefs and great menu options, including a sandwich bar, vegetable bar, and pasta bar.
Newgrange School - Yearly Tuition: $61,189
Newgrange School is the only specialized institution in the state of New Jersey for students with language-based learning differences, like Autism Spectrum Disorder, which is why it costs $61,189 per year. Newgrange has been the leading name in special education for over four decades now. The school gets its name from the Newgrange hills in Ireland where a hidden prehistoric site of historic and artistic significance lies.
Like the hidden treasure under the hills, most people don’t get to see the extraordinary intelligence of students with disabilities. The school helps shine a light on their talents and abilities. The school emphasizes their student's academic performance while in the context of strong social skills. As a special education school, Newgrange focuses on every child's needs and strengths, building their confidence, and preparing them for the world.
Salisbury School - $61,000 Yearly Tuition
To attend Salisbury School, you'll have to invest $61,000 per year. The school “celebrates what it means to be a boy,” where campus life and program design aim to help students value tradition and succeed. The school’s close hilltop community helps to transform boys into gentlemen inside and outside the classroom.
The all-boys private college-preparation school offers 725-acres, with access to an Olympic-sized hockey rink and 110,000 square feet of gymnasium space. There are also fitness centers, basketball courts, a wrestling room, and much more. As for academic programs, students may find every subject from digital media to entrepreneurship. Once students are done with their classes, they can enjoy an "Asian Pho bar," barbecues, and themed dinners.
Episcopal High School - $60,900 Yearly Tuition
Episcopal High School is the first high school in Virginia, and it stretches over 130 well-manicured acres with numerous buildings and sidewalks. When people first see the campus in the middle of Alexandria, they believe that they’re on a college campus. Their scholars can be seen in excellent classrooms, squash centers, gigantic gyms, or even the chapel.
This school makes sure that each student has at least 80-100 “Washington Program” experiences. Students are taken to nearby Washington, D.C., and 100 percent of seniors partake in an on-site externship in the capital. The school is committed to nurturing students’ creative and athletic aspirations through a host of special programs. Plus, the boarding experience at Episcopal High School is rooted in self discovery and the unmatched camaraderie of a shared experience.
Landmark School - Yearly Tuition: $60,400
In Beverly, Massachusetts, Landmark School is a school for students with language-based learning disabilities such as dyslexia and executive function disorder. The school’s unique approach is known to be effective for students who struggle with skills such as writing, listening, reading, or expressing themselves through language. Landmark achieves this through a skills-based and language-based curriculum.
This school's cornerstone is what differentiates Landmark from other schools, with one-to-one tutorials, small class sizes of 6-8, a specially trained faculty, and programs that individualize each student's learning. With robust athletics, visual and performing arts, community service, Landmark students receive a well-rounded, enriching, and fulfilling school experience for their students.
Chamberlain International School - Yearly Tuition: $60,000
Chamberlain International School is a therapeutic, private boarding school positioned in Middleboro, Massachusetts. Their mission is to provide comprehensive and intensive therapeutic programming in an environment that spurs academic success and individual growth, where each student learns in a manner best suited to them. Here, the goal is not only academic success but personal growth.
The curriculum is challenging but immensely supportive. The school accommodates several learning styles and needs from project-based instruction to creative learning assessments. Students can also choose from diverse vocational and enrichment programs apart from the world-class curriculum. Chamberlain has a peaceful and picturesque campus, with historic buildings surrounding a traditional New England village green.
Northwood School - $59,920 Yearly Tuition
Northwood is a leading co-educational private high school for boarding & day students (grades 9 through 12) in Lake Placid, NY, and is often described as ‘quite fancy.’ Fancy or not, this school offers exceptional school programs, including college-level courses.
Additionally, the school has several Signature Programs such as Entrepreneurship and Innovation and Design. Students can opt for a range of co-curricular programs in the arts, robotics, outdoor recreation, and community service. The school is located between the incredible Adirondack Mountains and the fantastic Mirror Lake. This location’s sports are focused around its area. Students are urged to hike frequently and even partake in an all-day hiking trip called “Mountain Day.”
The Hill School - $59,050 Yearly Tuition
Located 40 miles outside of Philadelphia in Pottstwons, The Hill School was ranked as one of the best co-educational boarding schools in the US. Hill School alumni include a long list of senators, a secretary of state and a secretary of the treasury, current Pennsylvania Governor Tom Wolf, and even Donald Trump’s son, Donald Trump Jr.
The dress code here is formal and meticulous: boys will always wear a coat and tie, while girls will wear a blazer. Uniforms must be worn all day, for every activity. The Hill School offers 36 Honors courses and 27 Advanced Placement Courses. Among the biggest draws of the school is its challenging liberal arts curriculum and innovative teaching in a close-knit learning community.
Midland School – $77,600 Yearly Tuition
Located in Los Olivos, California, this co-ed boarding school was founded way back in 1932 by Paul Squibb. A small, rural campus was his dream, which he most definitely achieved. This unique school combines the best elements of an educational institution and an agricultural facility. The experiential learning boarding school is ideal for students looking to expand their worldview. Midland has evolved through the years but remains true to its roots and values – simplicity, mindful living, meaningful connections between students, faculty, and the ideas they explore, and an accessible education to students of all means.
While increasing their academic performance, students will also learn how to chop wood, tend to livestock, and manage the farm. Midland School doesn't have a janitorial or maintenance staff. Also, they have a very rare practice: once students enter their campus, their cellphones are confiscated until the end of their term.
Kent School - $58,450 Yearly Tuition
Kent School is a co-educational college preparatory school in Kent, Connecticut for grades 9 – 12 with a Post Graduate option. Kent was founded over a century ago to provide education that isn't just intellectually challenging, but addresses a student's social, spiritual, and ethical learning as well. Life at Kent instills in students a sense of purpose. Everything on campus is conducive to shaping ideas and inspiring new avenues and direction.
The School has many brick buildings surrounded by unique fields, autumn leaves, and breathtaking nature. The Housatonic River is close by for those who love weekend picnics or morning runs. The Kent School offers a balance of outstanding outdoor and indoor activities, with squash courts, a baseball and football field, and even boating and rowing facilities. Students have 172 courses and 56 clubs to choose from. Kent school also offers a pizza station in their cafeteria.
Woodberry Forest School - $57,250 Yearly Tuition
Nestled in Virginia, Woodberry Forest School is an all-male boarding school that admits only 395 adolescents each year. According to parents in the area, the school has been instrumental in shaping their sons and instilling in them respect and integrity for others. Boys at Woodberry Forest School learn the value of hard work, and how to meet and rise above the social and academic pressures in school and the outside world.
With a campus as big as theirs, we would expect them to have more students. Unlike many schools, they have a strict honor code. The school has a skeet-shooting range, a golf course, an outdoor swimming pool, and a ropes course. While also catering fancy meals to their students, making sure they are well fed and nourished.
Avenues: The World School – $56,400 Yearly Tuition
Every year, Avenues: the world school welcomes children of tech millionaires and celebrities. Located in New York City, this school takes in students from age two to 18 and charges $56,400 per year. This is where Suri Cruise, the child of Tom Cruise and Katie Holmes, was enrolled in. For this amount, children get several privileges, from world-class technology to an expert faculty, including a first-class-restaurant school cafeteria.
Students graduate fluent in either Spanish or Mandarin. Today, Avenues operates as one school across six continents. You will find Avenues campuses in New York, Shenzhen, São Paulo, Silicon Valley. Avenues is also accredited by the New England Association of Schools and Colleges and received recognition as an Apple Distinguished School.
Grier School - $55,900 Yearly Tuition
Grier School is an all-girl boarding school for grades 7-12 in the State of Pennsylvania. Located on 320 acres of glorious mountainside, Grier students enjoy holistic education in academics, the arts, and athletics. Grier is known for training prospective dancers at Broadway by their professional choreographers complete with a rigorous Pre-Professional Program.
Well-known guest artists join the Grier faculty throughout the year to teach new repertoires and help students with choreography and developing industry relationships. All students learn in a supportive environment and are encouraged, engaged, and prepared for the future. There are also other considerations, such as the equestrian team, the Elite Scholars Program, and technology programs such as the Dell Education Purchase Program. At Grier School, students achieve a balance of logical thinking, artistic expression, and physical fitness.
The MacDuffie School - $55,450 Yearly Tuition
The MacDuffie School has declared itself an "international community," with half of its students coming from more than 20 countries abroad. Students from all over the world would like to attend this school, located in Granby, Massachusetts. The average class size is 11 and learning takes place in a safe 254-acre campus in rural Massachusetts. The school offers many sports programs, from tennis to dance.
MacDuffie has an exciting exploration and extracurricular program from competitive robotics and national math teams to badminton and soccer championships. A supportive faculty guides the school’s advising and study programs for students. One of the main focuses of this school is its commitment to nutrition, with a cafeteria offering a full salad bar, a deli, a soup station alongside freshly cut fruits and veggies.
Linden Hall - $54,200 Yearly Tuition
Founded in 1746, Linden Hall is one of the oldest schools in the US. The all-girls boarding school is based in Pennsylvania's Lancaster County. Linden Hall is best known for its talented equestrian team and facilities. There you can find 20 horses on campus along with stables, a large outdoor ring, as well as a heated tack room.
Students receive training throughout the year and can compete in elite national competitions. Students can even obtain a real pilot's license at Linden Hall. Other signature programs at Linden Hall include public speaking experiences, a literary magazine that’s the oldest continually published magazine for women in the United States, and a school newspaper that’s completely student run.
Collegiate School - Yearly Tuition: $54,125
Collegiate School is an independent school on the Upper West Side of Manhattan in New York City. Seeing as it was founded in 1628, this is the oldest school in the United States. The Collegiate School is part of both the New York Interschool and the Ivy Preparatory School League. The school is among the top all-boys schools in the world with “a program designed and delivered with boys in mind.”
What does that mean? It means Collegiate understands that boys flourish when they can be themselves, build authentic relationships, learn by doing and exploring, lead and set high expectations for themselves. The school’s many programs and facilities reflect this philosophy. Its outdoor space includes a large roof deck on floor 9 with a large recreation area and a ground-level, 5,000-square-foot courtyard that allows for handball and basketball.
St. Thomas More School – $53,900
Located in Oakdale, Connecticut, St. Thomas More School holds the unofficial basketball school title. This is the main reason students choose to come to this school – they have tremendous basketball talent and aspire to be picked for an NCAA Division I level college basketball team. With at least 20 alumni who went on to become professional basketball players in the NBA, this makes sense.
But every dream has its price; with nearly $54,000-a-year, that price is steep. But the school does offer some perks, such as top-of-the-line gymnasiums, a beach, a dock, and a boathouse. They also have five athletic fields, a track, tennis courts, and up to 40 different academic subjects to choose from.
Shattuck-St. Mary's School - $52,750 Yearly Tuition
Shattuck-St. Mary's School is known for its programs in engineering, bioscience, pre-conservatory music, vocal performance, soccer, hockey, figure skating, and golf. Located in Faribault, Minnesota, approximately 70% of its students are boarders. Opportunities at Shattuck-St. Mary's School includes several team-building activities and social events which help foster a strong, supportive community.
What can students expect at Shattuck-St. Mary’s? A vibrant campus life with exciting academics, athletics, and arts programs. Academic innovation receives strong impetus here. The school even has specific centers of excellence for students interested in bioscience and engineering. Artistically inclined students can choose from various theater, chorus, dance, and visual arts programs.
Trevor Day School - $52,600 Yearly Tuition
Trevor Day School teaches college-bound students to achieve academic and personal excellence within an inquiry-driven, idea-rich community in New York. The education approach at Trevor Day School is uniquely innovative, resulting in students who balance a rigorous college-preparatory curriculum with achievement and meaningful engagement.
The school caters to children from Nursery through Grade 12 and encourages students to embrace both academics and extracurriculars. Apart from rigorous academics, Trevor offers Arts electives, clubs, JV and Varsity teams. Community service is central to life at Trevor. The school’s mission is to give students the tools to balance the world’s challenges with healthy and dynamic lives.
Marymount School of New York - $51,750 Yearly Tuition
Marymount School of New York is a Catholic day school for girls established on the Upper East Side of Manhattan. Mother Marie Joseph Butler founded it in 1926 as a component of a chain of schools managed by the Religious of the Sacred Heart of Mary. This school is filled with students from all across the country and has a great community within itself.
Their academic program aims to instill curiosity, where learning is joyous and adventurous. Students dare to dream thanks to innovative school programs on the visual and performing arts, technology, financial literacy, and design and innovation. The athletics program has everything from lacrosse and volleyball to fencing. Most importantly, the Marymount experience is rooted in character building and sisterhood.
Milton Academy - $51,460 Yearly Tuition
Milton Academy is a highly selective school, coeducational, preparatory school located in Milton, Massachusetts. Boarding is offered from 9th grade. Historically, Milton Academy has remained the unofficial feeder school for Harvard University. For $51,460 a year, Milton is a great school that offers challenging academics while also providing students a plethora of resources when they need extra support.
Class sizes are small where learning is discussion-based and reading goes beyond textbooks. Teachers look for students’ analysis and critical thinking abilities above all else. The school is known for its impeccably high academic standards in an empowering collaborative environment. Milton’s goal is not only to prepare students for college but for life.
Concord Academy - Yearly Tuition: $51,455
Concord Academy was first established in 1922 as a coeducational, independent college preparatory school for grades nine through twelve in Concord, Massachusetts. Concord maintains to be one of the most diverse and accepting schools on our list. With dedicated teachers who strive to help their students in every way possible.
Their rigorous approach to the sciences, arts, and humanities is also steeped with intellectual growth, experimentation, and hands-on learning opportunities. The school believes time outside the classroom is as significant and students have the option to make it fun, constructive, or relaxing. The town of Concord as a location is ideal since many great minds like Louisa May Alcott, Henry David Thoreau, and Nathaniel Hawthorne lived here.
The Lawrenceville School - $51,440 Yearly Tuition
Located in Lawrenceville, New Jersey, the Lawrenceville School is a top-rated private boarding school. The Lawrenceville approach to learning is over 200 years in the making. History and long-standing tradition are evident in the ornate academic buildings and arts facilities. The school is a former member of the G20 Schools group, a member of the Eight Schools Association, and the Ten Schools Admissions Organization.
Lawrenceville also has a robust arts and sports programs. With a student-to-teacher ratio of seven to one, this school also boasts 18 athletics fields, 12 outdoor tennis courts, a nine-hole golf course, all-weather and indoor tracks, a hockey arena, a boathouse, and a mountaineering course.
The Rivers School - $51,400 Yearly Tuition
The Rivers School believes that students can achieve their potential through an innovative and challenging curriculum, taking risks, and feeling valued and nurtured. It has been doing this since 1915 when the school first came into being. Among the school’s many draws is the outstanding faculty. The school campus has a yearly tuition of $51,400.
The campus has more than 12 acres of playing fields that include a 54,000-square-foot multi-sport synthetic turf field, a Waterman Field, and six outdoor tennis courts. The indoor athletic facilities include the Haffenreffer Gymnasium with a full-size basketball court and the 78,000-square-foot MacDowell Athletic Center.
Trinity School - Yearly Tuition $49,795
Trinity School is known as a highly selective private, co-ed day school stationed in New York City and a member of both the Ivy League's Preparatory Schools and the New York Interschool. Established in 1709, Trinity School is the fifth oldest school in the U.S. and the oldest school to have continually run in New York City.
It started as a charity school with a clear purpose – schooling that aimed to connect students to the city’s needs. Being located right in the middle of NYC gives meaning and action to this purpose. There’s no better location to practice global citizenship. Notable alumni comprise the well-known journalist David Faber, tennis players John and Patrick McEnroe, composer Charles Wuorinen and Facebook CFO David Ebersman.
Horace Mann School - Yearly Tuition: $48,600
Horace Mann School was founded in 1887 and ranked as the second-best preparatory School in the country in 2010. The school was maned after Horace Mann, an eminent educationist, lawyer, and member of the House of Representatives in Massachusetts. He believed every person should receive a public education regardless of their background. This vision continues to guide the school. Notable alumni include former U.S. Attorney General Willam Barr, Washington Post writer Marc Fisher, and former New York Governor Elliot Spitzer.
It turns out that Horace Mann School is also a founding member of the Ivy Preparatory School Athletic League. Since way back in 1946, the school's teams have reigned victorious in a whopping 214 league championships and 25 state ones too. The school is always trying to help its students grow both athletically and academically. They want every student to develop a strong sense of purpose.
Middlesex School - Yearly Tuition: $47,810
Middlesex School was founded in Concord, Massachusetts, as a coeducational, non-sectarian, day and boarding independent secondary school. It was established as an all-boys academy in 1901 by a Roxbury Latin School alumnus, named Frederick Winsor, who supervised the school until 1937.
The school prides itself on a close-knit community, evident in its many facilities – a theater, chapel, student center, and sprawling fields where students and faculty mingle, exchange ideas, celebrate life, or just be. Notable alumni include actor Steve Carell, former New Mexico Governor and Presidential candidate Bill Richardson, former U.S. Senator from Massachusetts Henry Cabot Lodge Jr., and Instagram co-founder Kevin Systrom.
The Berkshire School - Yearly Tuition $48,000
The 400-acre campus in the Berkshires has state-of-the-art academic, artistic, and athletic facilities. Out of 304 schools, Berkshire School is listed among the top 20 boarding schools. Berkshire's athletics also competes as one of the highly competitive New England Preparatory Schools. Berkshire offers a well-rounded education with plenty of extracurriculars, community social events, unique traditions such as Pro Vita, and its classroom experience.
Some of the school’s signature programs are in science and humanities research. Additionally, students can also study aviation science or enroll in the Ritt Kellogg Mountain program. The school is committed to creating enterprising minds and has instituted the Sabin Entrepreneurial Prize.
The Cambridge School of Weston - Yearly Tuition: $47,500
Founded back in 1886, The Cambridge School of Weston is a co-ed high school that emphasizes "critical thought with hands-on experiential learning, and deep academic inquiry." The academic year is divided into seven modules of five weeks. A follower of education, many of the progressive scholarly underpinnings still guide the school, such as a focus on experiential learning, community involvement, and a low student-to-teacher ratio.
The school instituted a form of community self-governance in 1939, modeled after the traditional New England town meeting. The school completed building a Green building in 2007 called the Garthwaite Center for Science and Art.
Lawrence Academy - Yearly Tuition $47,400
Lawrence Academy was founded in 1793 in Groton, Massachusetts. This academy lays claim to being the third oldest boarding school in the whole country. Each year, 400 students through grades 9 and 12 enroll for the school’s college preparatory curriculum. With an average class size of 14, Lawrence Academy boasts a student-to-teacher ratio of 5:1.
Individualized attention is the impetus here, as is fostering a culture of compassion and connection. The school offers students unique programs like sailing lessons and Costa Rican ecology excursions. The school also has notable alumni among its graduates, like AOL CEO Tim Armstrong and former first-round NBA draft pick Antoine Wright, and Audrey McNiff, Managing Director at Goldman Sachs.
Convent of the Sacred Heart - Yearly Tuition: $46,524
Founded in 1881, the Convent of the Sacred Heart is New York City's oldest private school for girls – a school committed to nurturing in students a respect for intellectual values, social awareness, personal and active faith, community, and personal growth. The school was initially housed in a Manhattan brownstone on Madison Avenue at East 54th Street.
In the 1940s, the school acquired the Burden mansion next door. On their campus, there are science Labs, gymnasiums, and photography darkroom studios. The Convent of the Sacred Heart offers a range of clubs and activities for its students, including Habitat for Humanity International, Amnesty International, student council, and forensics.
Nightingale-Bamford School - Yearly Tuition: $46,500
As an independent all-female preparatory school, Nightingale-Bamford School was founded in 1920 by Frances Nicolau Nightingale and Maya Stevens Bamford. Nightingale-Bamford School was formerly called Miss Nightingale's School, officially becoming "The Nightingale-Bamford School" in 1929. Today, the school is known for its exceptional liberal arts education that empowers girls for the modern world.
Nightingale champions cross-cultural exposure and an environment where students feel seen, heard, and valued. Since 1920, NBS has graduated over 3,000 alumnae. Located on the Upper East Side of Manhattan, Nightingale-Bamford is also a member of the New York Interschool consortium. Nightingale is a small school with 560 students, approximately 45 pupils per grade level. The student-faculty ratio is 7:1 with an average class size of 10 students.
Commonwealth School - Yearly Tuition: $45,848
Commonwealth School is a private high school with approximately 140 students and 35 faculty members stationed in the Back Bay neighborhood of Boston, Massachusetts. A challenging learning experience in a close-knit community distinguishes the school from others. Student demographics are as diverse as they come. Approximately 56% are students of color representing 42 cities and towns.
As Commonwealth is accredited by the New England Association of Schools and Colleges, students take full advantage of the resources and pursue research, annual independent projects, as well as community service. Commonwealth's educational curriculum is steeped in rigorous analysis, focused concentration, discussion, and inquiry. The school’s track record of students placed in colleges of their choice is 100%.
Hackley School - Yearly Tuition: $45,775
Hackley School is a private preparatory school in Tarrytown, NY, and is a member of the Ivy Preparatory School League. The school was founded just before the turn of the century in 1899 by a wealthy philanthropist, Mrs. Caleb Brewster Hackley. The school became co-educational in the ‘70s and is today a boarding and day school for students from kindergarten through grade 12.
Many additional courses and electives are offered, like Creative Writing, History of Western Theater, Marine Biology, Calculus, Finite Mathematics, Statistics, Organic Chemistry, Ecology, Electronic Publishing, Etymology, Three-Dimensional Sculpture and Design, Studio Art, Architecture and Design, Ceramics, and even Filmmaking. Ideals of friendship, character, intellect, beauty, and light are embedded into the school’s identity and architecture.
Choate Rosemary Hall - Yearly Tuition: $45,710
Choate Rosemary Hall is a top-rated, private boarding and day school in Wallingford, Connecticut. With 867 students, their student-teacher ratio remains at 7 to 1. Tuition is quite pricey at $61,760 for the highest grade offered. Choate is one of the most prestigious and oldest schools in the United States and one of the most advanced.
Choate strives to hold on to its reputation of quality education, excellent faculty, and a tight-knit community. According to the school, the Choate experience interweaves rigorous curriculum with building character, where students and teachers live with and continually learn from each other in ways that matter. Sustainability is built into school life, operations, and curriculum.
Greens Farms Academy - Yearly Tuition: $45,690
Founded in 1925, Greens Farms Academy has graduated thousands of compassionate and enterprising individuals - the school was first established as The Bolton School for girls but has since converted to a co-educational system in 1969, still keeping many of its traditions. With a stunning 44-acre waterfront campus in Westport, CT, Greens Farms Academy has three ecosystems - a salt marsh, Audubon woodlands, and the Long Island Sound - along with distinct architecture.
The school prides itself on maintaining small class sizes - 1 teacher to 15 students on an average. Its academic program builds in student mentoring programs and Signature Programs across all grades in World Perspectives, Human Ecology and Sustainability, and STEM.
Head-Royce School - Yearly Tuition: $45,600
Head-Royce School is a top-rated, private school located in Oakland, California. Founded in 1887 by Anna Head, the forerunner of Head-Royce was the Anna Head School for Girls in Berkeley. It is an independent K-12 school focusing on children’s holistic education. Most students belong to over 30 communities in and around the East Bay area, primarily from Oakland, Berkeley, Orinda, and Almeida.
The School relocated to its current position in 1964; the Anna Head School for Girls merged with the adjacent Royce School in 1979 to form today's Head-Royce School. Tuition costs around $45,600 per year. After graduation, 100% of students from Head-Royce School go on to attend college. Many of them have also made the National Merit Scholarship finals.
National Cathedral School - Yearly Tuition: $45,440
National Cathedral School is a private Episcopal day school for girls located on the Washington National Cathedral grounds in Washington, D.C. NCS is the oldest of the organizations constituting the Protestant Episcopal Cathedral Foundation. A belief in “the power of young women” is what drives the school’s mission.
As a Cathedral school, its proximity to federal Washington provides students with many opportunities to engage with a larger world. The grounds are exceptionally beautiful and some of the buildings have architecture that speaks to the school’s Episcopal roots. With many notable alumnae, NCS proves to be an exceptional choice for those who can afford $45,440 per year.
Riverdale Country School - Yearly Tuition: $45,050
With a sprawling 27.5-acre campus, Riverdale Country School is the largest in New York City. With notable alumni like director Joss Whedon, actor Chevy Chase, U.S. Senator Richard Blumenthal, and actress Sarah Michelle Geller, their tuition doesn't seem that expensive.
The 2018 Private School Rankings ranks Riverdale Country School as the 5th best private high school in all of New York City and the 28th best private high school in the entire country. It is among the most premier Pre-K to Grade 12 independent schools in the city. One of the biggest draws is the school’s extensive range of programs across subjects like the humanities, STEM, and the arts with community and character building at the heart of it all.
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Page 82 – Westchester Magazine
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2015-05-06T11:19:11+00:00
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Westchester Magazine
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Why is your local PGA professional a good teacher? Because he or she is also a good student. The PGA of America pros who give lessons at our local courses, driving ranges, and studios go to school, too—not to improve their golf, but to improve their ability to teach golf. Some 200 of them recently got together at the Met PGA Educational Forum to kick off the season with some serious studying.
The 53rd Annual edition of this event began with an intense session on biomechanics by Sasho MacKenzie, PhD, an associate professor in the Department of Human Kinetics at St. Francis Xavier University. MacKenzie has conducted, presented, and published extensive research on putting, shaft dynamics, shoe fitting, and the role of center of pressure in the golf swing. His theme was how to use a scientific approach to analyze a player’s game and help them score better.
Associate Professor Sasho MacKenzie
MacKenzie used putting as an example of how to apply his methods, and worked through two-dozen different factors that influence whether the ball goes in the hole. He followed a type of decision-tree approach (which space prohibits here) and reported that distance control is four times as important as the line of the putt. Also important: golfers who look at the hole instead of the ball when they stroke their putt (like Masters champion Jordan Spieth) get better results.
Chuck Cook, whose credentials include coaching three US Open champions (Payne Stewart, Tom Kite, and Corey Pavin), as well as Keegan Bradley, Jason Dufner, and Luke Donald, was also there. He explained teaching a proficient golf swing versus a picture-perfect one. In other words, how to teach what works, not what’s pretty (if you need any help, check out these 5 beautifully basic tips that can help improve your swing)
The Met PGA also used the occasion to honor recipients of three of its most prestigious awards.
Rodney Loesch, head pro of Connecticut Golf Club in Easton, received the 2014 Sam Snead Award, which is presented for contributions to golf, the PGA of America, and the Met PGA. Loesch has been active in growing the game in local schools, and was one of the founding board members of The First Tee Metropolitan NY. He’s served on the PGA of America board (two terms), plus several other national positions. He’s held every officer’s position in the Met Section, including president.
Grant Sturgeon, assistant pro at Mamaroneck’s Winged Foot Golf Club, earned honors as the 2014 Player of the Year by compiling an outstanding competitive season. He won the Westchester PGA at Mount Kisco, then the Met Open at Trump Bedminster, the Met PGA Assistants’ Championship at Bethpage Red, and capped off his year with a victory in the National PGA Assistant Professional Championship in Port St. Lucie, Florida.
Darrell Kestner, head pro of Deepdale Golf Club, won just about the only Met PGA title he hasn’t held: 2014 Professional of the Year. Kestner’s competitive wins includes three Met Open titles, five Met PGA championships, two MGA Senior Opens, and a Met PGA Senior title—among many, many more. He’s also known as one of the best teachers in the game, with students like Nick Watney, Nick Price, and Tom Kite, not to mention thousands of amateurs. Among his other accomplishments is mentoring professionals like Michael Breed.
Tired of music videos with artists pouring Cristal all over the place? Well, there was a time when that was a new way to market liquor. That was in 2002, when Yonkers’ Nick Storm was launching the premium vodka drink Hpnotiq with its creator Raphael Yakoby. Storm secured a placement for the beverage in a video by hip-hop artist Fabolous, and the blue liquor skyrocketed to the forefront of the urban liquor scene. A few years later, Sean Combs (who you may know as Puff, Puff Daddy, Puffy, or P. Diddy), recruited Storm to do the same thing for his vodka line, Ciroc. We caught up with Storm to find out how he managed such a feat and to get tips for those trying to emulate his success.
You originally started in the music business, right?
I got my first internship with Sony Music in 1993. I got my big break after a year at Sony when I started working with Dave Hall, who produced Mariah Carey and Mary J. Bilge.
And how did you cross over to the liquor business?
In 2000, I met [Raphael Yakoby] who said, ‘I know that you know a lot of artists…I’ve got a brand that I’d like to start promoting in the music space.’ Sony was having a party up in Bedford, at a big estate, and I ended up taking some of the cases of his blue liquor—Hpnotiq [then pronounced “hip-no-teek”]—and everybody in there was drinking it.
I saw something. And I learned at a young age that if you really feel something in your gut, you have to take the chance and go for it. And I did it. I left Sony. For the first three months I couldn’t sell a bottle.
When did Hpnotiq take off?
One day, Raphael and me were sitting at three o’clock in the morning trying to figure out ideas. And I said, ‘Maybe we could [pronounce] it ‘hypnotic?’ He was like ‘Try that name tomorrow.’ That day I ended up selling 17 bottles, and we changed [the pronunciation]. That was the golden moment. And in 2002, our biggest break came when I met Fabolous. We did a video placement with him for Hpnotiq.
At that time was it common practice to have liquor in music videos?
No, this was a whole new movement. That’s why a lot of people say that I changed the game. Now you see it all the time. When that video hit, we were getting calls from all over. Not only in New York, but in New Jersey to Delaware to DC, Hpnotiq blew up.
Why do they call you the “Million Case Man?”
In three years, from about 2001 to 2004, we took Hpnotiq from [selling] 1,000 cases to a million cases. That was the fastest-growing liquor in the spirits game. There are brands that have been out there for 10 years and wouldn’t hit a million cases.
When did you start working with Puff on Cîroc?
I got a call from his representative saying, ‘Puff is coming out with something. He wants to talk to you.’ The following week I show up to the office and [Puff] is like ‘Do you know what Cîroc is? I want you to come aboard on this.’ I ended up joining him in 2007. And from 2008 to 2011—ready for this—we sold a million cases of Cîroc.
How did you do it?
A lot of my programs that I did with Hpnotiq, we transferred them right over to Cîroc. And we were able to pump some steroids into it because I had the No. 1 guy [Puff]. The other thing was Puff’s whole movement of ‘the party,’ and we sold the lifestyle along with it.
So what is your main marketing strategy to get your message across?
Social media. Everything is Instagram or Facebook. I also run an ambassador program. A brand ambassador is someone who lives the lifestyle in their market. If Big Sean is going to a party in Miami, I want to know about it, and we want the person who represents the brand there with him.
What’s your advice for people starting out in the sales game?
Believe in yourself and believe in the brand. When you get people to believe in you, you can sell anything.
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Fort Knox Active Guard Reserve Soldier achieves ‘unthinkable’ at GT score improvement test
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What’s higher than a 144 GT score on the Armed Forces Classification Test?In March, trainers at the Fort Knox Education Center and Basic Skills Education Program asked this question of Army Personnel
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What’s higher than a 144 GT score on the Armed Forces Classification Test?
In March, trainers at the Fort Knox Education Center and Basic Skills Education Program asked this question of Army Personnel Testing officials at Army University.
The answer they got back: “Nothing. 144 is the highest possible score.”
The Fort Knox officials had enquired because on March 22, that’s what Sgt. 1st Class Ashley Hackley scored. The training supervisor for Headquarters and Headquarters Company, Army Reserve Aviation Command, had done the unthinkable and achieved perfection.
Army officials told Fort Knox leaders that Hackley is the first Soldier they know of who has earned a perfect score on the test.
“I admit I was very shocked by it all,” said Hackley. “It feels so good to accomplish this. Unfortunately, in the Army people can get judged by their GT score, even if people have never met them.”
Soldiers who desire to take the retest do so for a variety of reasons, according to officials, oftentimes to raise math scores.
“Math is why most people take the class,” said Lola Best, instructor for BSEP. “That’s why we go over math skill-by-skill – make sure we cover every skill they might see on the test. Then we have vocabulary practice and paragraph comprehension.”
The average GT score Soldiers have before retesting is 98, said Best. After attending BSEP, she is seeing their average scores jump about 23 points, up to 123 — a success by any military measure.
When Hackley, a noncommissioned officer with 14+ years of service, decided to attend BSEP, she had an 87, high enough to serve in the Army, but too low for many career paths.
At least one reason for her low initial testing score, according to Hackley, had to do with a developing personal tragedy she experienced throughout high school.
Hackley’s father had gotten ill, requiring her to take care of him. Her responsibilities and the stress of them weighed heavy on her. In the middle of caring for her father, a 17-year-old Hackley decided to take the Armed Services Vocational Aptitude Battery, or ASVAB, which is the exam required for joining the military.
Within days of her graduating high school in May 2006, her father died.
“Being 18 and not really knowing what to do, I started getting into stuff you shouldn’t be doing as a young kid,” said Hackley. “I have a younger sister who always looked up to me and I knew that. I was going down the wrong path in life, so I decided to join the Army.”
Hackley served on active duty for her first two-and-a-half years in the Army.
“I then came into the Reserves; did that for a while, and eventually I got picked up on the [Active Guard Reserve] program,” said Hackley. “It took a long time to get on the AGR program.”
She hadn’t considered attempting to raise her 87 score at first because she didn’t see the need. The first hurdle came after serving active duty as an ammunition specialist, when she decided to reclassify in the Reserve as a 42A — administrative specialist.
“I actually had to have a waiver to come into 42-Alpha because my GT score was so low,” said Hackley. “I didn’t realize how much your GT score affects your career.”
After switching to Troop Program Units, known as TPU and considered to be “the heart and soul of America’s Army Reserve, according to the Army Reserve website, Hackley said she found it difficult to find locations that offered GT score retesting.
As she climbed up the NCO ranks, Hackley focused more of her time and energy on improving the careers of her Soldiers, often at the sacrifice of her own. She understood that to be her primary role as a supervisor.
“I would let my Soldiers go before me, so it was never a concern for me to do my own retesting,” said Hackley. “It was always more to make sure everybody else was taken care of.”
When she arrived at Fort Knox in June 2022 as a senior NCO, her career aspirations virtually vanished.
“I got overlooked for about 30 to 40 nominative positions because of my GT score,” said Hackley. “It was something [U.S. Army Human Resources Command] would never even look at. I couldn’t be able to go warrant [officer], I couldn’t be a commissioned officer, I couldn’t be anything with a GT score so low.”
Her HHC leaders, Maj. David Holloway and Master Sgt. Jason Brown, said her abilities and capabilities had nothing to do with disqualification for nominative positions. In fact, they consider Hackley a major asset to the ARAC team.
“She’s definitely a go-getter,” said Brown. “She is very goal-driven; she wants to do the best that she can in everything that she does. It’s been great to work with her.”
Holloway, who took command of HHC in September of 2022, said he was not surprised at her GT score improvement.
“She brings a new perspective to the unit,” said Holloway. “She came in with some great ideas, some great ways to help streamline our processes to get information pushed out to help the Soldiers. She came in with energy and has stayed on top of all the training as well as helping our human resources NCO.”
Hackley realized that drive and desire was no longer enough. Frustration drove her to seek out BSEP to raise her score. She asked Holloway for permission to take it the monthlong course.
“I didn’t know what her score was until she told me about it,” said Holloway. “The ASVAB score didn’t reflect her, not the person I saw standing in front of me, so I highly encouraged her to do it. I’m always encouraging Soldiers to improve themselves.”
Soldiers attending BSEP usually set a goal of achieving a 110, which is considered the baseline standard for the opportunity to pursue any Army career path. That standard can even help get Soldiers into the U.S. Military Academy.
A 110 wasn’t good enough for Hackley:
“I told them I wanted a 115 because I wanted to go above a 110.”
During preparation for the March test, Hackley said some of her leaders tried to tamp down her lofty expectations out of concern that failing to achieve it might crush her spirits. But she was determined to get that score, studying hard during class and afterward.
There is the potential for Soldiers to do worse when they take the test. Best said unfortunately in those rare situations, the Soldier’s new results stand until they are able to retake the test again.
For that reason, as well as to improve Soldiers’ career opportunities, Fort Knox reestablished BSEP in November 2022.
Best said she had taught Soldiers for years and returned when BSEP was brought back to Fort Knox. Since coming on board, students’ test scores have improved 23 points on average — from 98 to 123:
“We’ve had excellent success in the program.”
Before Hackley’s test results, the highest score Best had witnessed was a 137. Rella Braxton, Fort Knox education services officer, said she attributes at least some of students’ successes to Best’s abilities as a teacher.
“It’s amazing to have Ms. Best in that position and see how the Soldiers are excelling,” said Braxton. “They’re exceeding their expected GT scores, and then some. I want to take her class.”
Best said when she first met Hackley, she knew Hackley would improve her scores.
“When I give them their first vocabulary test, I can tell who reads a lot and who doesn’t,” said Best. “When I was handing back the first paper, I said [to Hackley], ‘You read a lot, don’t you?’ and she said, ‘Yes, I do.’ That has a huge impact obviously on vocabulary and paragraphs.
“Her math was not that far off either, so it’s not that I taught her anything. I just reminded her of stuff she had learned in the past and had filed away.”
Hackley has become Best’s newest success story. Best has also become a part of that story, with Hackley saying she has no desire sit still now that she has accomplished what Best and others note as the unthinkable.
“They did say that I could reclass to any [Military Occupational Specialty] I wanted now,” said Hackley. “And I may. I just don’t know what that is yet. I do want to stay in AGR, though.”
While a world of opportunities has opened up to her, Hackley said she’s still focused on what matters most.
“I am recommending to Soldiers here that they take the BSEP and AFCT,” said Hackley. “Go do it, not just to help yourself but everybody around you. And I now tell NCOs that we need to change our mindset about helping Soldiers.
“We cannot help our Soldiers improve if we’re not also helping ourselves improve; they’re looking up to us.”
|
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Instagram
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Hackley School (Top Ranked Private School for 2024)
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2024-08-09T16:45:57-05:00
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Hackley School ranks within the top 20% of private schools in New York. Serving 840 students in grades Kindergarten-12, this school is located in Tarrytown, NY.
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/apple-touch-icon.png?v=yyxmRQnxXd
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Private School Review
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https://www.privateschoolreview.com/hackley-school-profile
|
View the Hackley School yearly calendar below. Note key dates such as:
Event
Date
School Closed: Labor Day
September 02, 2024 (Monday)
First Day of School
September 03, 2024 (Tuesday)
School Closed: Rosh Hashanah
October 03, 2024 (Thursday)
School Closed: Columbus Day / Indigenous Peoples' Day
October 14, 2024 (Monday)
School Closed: Veterans Day
November 11, 2024 (Monday)
Endorse Hackley School. Endorsements should be a few sentences in length. Please include any comments on:
Quality of academic programs, teachers, and facilities
Availability of music, art, sports and other extracurricular activities
Academic or athletic awards
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https://www.instrumentl.com/990-report/hackley-school
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en
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Hackley School
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Hackley School, operating as a public charity in Tarrytown, NY, provided $7,961,579 in grants in 2023.
|
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| null |
Is this Funder Worth the Effort? Find Out...
Let Instrumentl parse Form 990 data for you, so you can quickly see if the funder is worth your time. Start finding grants 10 times faster.
Instrumentl creates easy-to-read 990 Reports based on digitized IRS Form 990s for thousands of private foundation and nonprofits to make it easier for you to find good fit funders like Hackley School.
If you’d like to get matched to similar funders to Hackley School, create a free Instrumentl account.
Based on most recent IRS 990 filing (2023)
Questions about this data?
Overview for Hackley School
Total assets $278,591,513
Total giving $7,961,579
Average grant amount
Median grant amount
Total assets$278,591,513 Total giving$7,961,579 Average grant amount Median grant amount
EIN 131740452
Phone
Address Tarrytown NY, 10591
Website
EIN 131740452 Phone Address293 Benedict Avenue, Tarrytown, NY 10591 Website
Key People at Hackley School
Title Name Trustee John C Canoni Trustee Thomas A Caputo President Until 6/30/23 H Rodgin Cohen
Key Financial Stats for Hackley School
What are Form 990s?
Form 990 is a US IRS form that provides the public with financial information about nonprofits, including charitable foundations. It allows the IRS and the public to evaluate an organization and is filed annually.
How should I use Form 990s?
Form 990s provide critical insight to know if a foundation is a good match for you or your organization. Using Form 990s, Instrumentl shows you key information about a foundation's historical giving such as their past grantees, average grant amounts, giving frequency, location preferences, and current board members.
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https://www.yonkersthrives.org/the-cost-of-private-school-education-in-westchester-county-ny
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en
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The Cost of Private School Education in Westchester County, NY
|
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[
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[
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Discover the cost of tuition for private schools in Westchester County, NY from an expert's perspective. Learn about the factors affecting tuition costs...
|
en
|
yonkersthrives.org
|
https://www.yonkersthrives.org/the-cost-of-private-school-education-in-westchester-county-ny
|
As аn еxpеrt in thе field оf education in Westchester Cоuntу, NY, I аm often asked about thе соst оf tuіtіоn for prіvаtе schools in the area. Wіth іts affluent соmmunіtіеs аnd hіghlу ranked schools, Westchester Cоuntу is a pоpulаr сhоісе fоr families sееkіng а top-nоtсh education fоr their сhіldrеn. Hоwеvеr, wіth thаt prеstіgе оftеn соmеs а hefty prісе tаg.
Thе Lаndsсаpе оf Prіvаtе Sсhооls in Westchester Cоuntу
Wеstсhеstеr County іs home to a vаrіеtу of prіvаtе sсhооls, rаngіng frоm smаll independent sсhооls tо lаrgе boarding sсhооls. Thеsе schools offer a dіvеrsе range оf еduсаtіоnаl phіlоsоphіеs аnd prоgrаms, catering tо thе needs аnd іntеrеsts оf different students. Some оf the mоst wеll-known prіvаtе sсhооls in Wеstсhеstеr Cоuntу include Thе Hackley School, Rуе Cоuntrу Dау Sсhооl, аnd Horace Mаnn School.
Thеsе sсhооls have а long-stаndіng rеputаtіоn for асаdеmіс еxсеllеnсе аnd have prоduсеd mаnу suссеssful аlumnі.
Thе Cоst оf Tuіtіоn
Thе соst оf tuition fоr private sсhооls in Westchester County саn vary grеаtlу dеpеndіng оn thе sсhооl аnd grade level. On аvеrаgе, tuіtіоn fоr еlеmеntаrу school can range frоm $20,000 tо $40,000 per уеаr, while high sсhооl tuition can gо up tо $50,000 or mоrе.Fоr еxаmplе, Thе Hасklеу Sсhооl has a tuіtіоn оf $44,500 fоr grades K-4 and $49,500 fоr grades 5-12. Rye Country Dау Sсhооl hаs а tuіtіоn of $44,500 for grаdеs K-4 and $49,500 fоr grаdеs 5-12. Hоrасе Mann Sсhооl has a tuіtіоn of $54,000 fоr grаdеs K-6 аnd $57,000 fоr grаdеs 7-12. It's іmpоrtаnt to note that thеsе tuіtіоn соsts dо not іnсludе additional fees suсh аs tеxtbооks, unіfоrms, and extracurricular activities. Thеsе fееs саn add up to several thоusаnd dоllаrs per уеаr, mаkіng the оvеrаll соst оf private sсhооl education еvеn hіghеr.
Fасtоrs Affecting Tuition Cоsts
There аrе several fасtоrs that соntrіbutе tо thе hіgh cost of prіvаtе sсhооl education in Wеstсhеstеr Cоuntу. Onе оf the main fасtоrs іs the соst of living іn thе area.
Wеstсhеstеr County іs knоwn fоr іts high cost оf lіvіng, wіth еxpеnsіvе hоusіng аnd оthеr lіvіng еxpеnsеs. Thіs соst іs often rеflесtеd in thе tuіtіоn fееs of private schools. Anоthеr fасtоr іs thе quаlіtу of education аnd resources prоvіdеd bу thеsе schools. Prіvаtе sсhооls оftеn hаvе smаllеr сlаss sіzеs, hіghlу quаlіfіеd teachers, and stаtе-оf-the-art fасіlіtіеs, all оf which соmе at a соst. These schools аlsо offer а wіdе rаngе оf еxtrасurrісulаr асtіvіtіеs and spесіаlіzеd programs, which rеquіrе аddіtіоnаl funding. Addіtіоnаllу, mаnу prіvаtе sсhооls іn Westchester County offer fіnаnсіаl аіd and sсhоlаrshіps to students whо dеmоnstrаtе financial nееd оr academic еxсеllеnсе.
Thіs can hеlp offset some оf the соsts for fаmіlіеs whо may not bе able to аffоrd the full tuition amount.
Is Private Sсhооl Education Worth the Cоst?
Thе dесіsіоn to send а child to а prіvаtе sсhооl іn Wеstсhеstеr Cоuntу ultіmаtеlу соmеs down tо personal prеfеrеnсе and financial аbіlіtу. While thе high соst of tuіtіоn mау be а deterrent fоr some families, оthеrs see it аs аn іnvеstmеnt in thеіr сhіld's futurе.Prіvаtе schools in Westchester Cоuntу оftеn hаvе a strоng асаdеmіс rеputаtіоn and оffеr а rіgоrоus сurrісulum thаt prеpаrеs studеnts fоr top unіvеrsіtіеs. They also prоvіdе а wеll-rоundеd education wіth а focus оn сhаrасtеr development and еxtrасurrісulаr асtіvіtіеs.Furthеrmоrе, аttеndіng a prіvаtе school can оpеn dооrs fоr students іn terms of networking and соnnесtіоns. Many prіvаtе sсhооls hаvе а strong аlumnі nеtwоrk, which can bе beneficial fоr studеnts аs they еntеr the wоrkfоrсе or pursuе hіghеr education.
In Cоnсlusіоn
The cost of tuition for prіvаtе sсhооls іn Westchester County, NY is undeniably hіgh.
Hоwеvеr, it's іmpоrtаnt to consider thе quality оf education аnd resources prоvіdеd bу these sсhооls, аs well as thе potential long-tеrm bеnеfіts fоr studеnts. Fаmіlіеs should саrеfullу wеіgh thеіr оptіоns and соnsіdеr thеіr financial situation bеfоrе making а decision.
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Who Should Pay for College?
|
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[
""
] | null |
[] |
2021-06-13T00:00:00
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In recent decades, states have reduced their subsidies to institutions of high education, shifting the financial burden to students and families. After World War II, the federal government recognized that investing in higher education would benefit society as a whole. The rise of libertarianism in the past forty years has promoted the view that the…
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en
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Diane Ravitch's blog
|
https://dianeravitch.net/2021/06/13/who-should-pay-for-college/
|
In recent decades, states have reduced their subsidies to institutions of high education, shifting the financial burden to students and families. After World War II, the federal government recognized that investing in higher education would benefit society as a whole. The rise of libertarianism in the past forty years has promoted the view that the consumer, not society, should pay for what is now seen as a personal benefit. This attitude exacerbates inequality, since those at the top can more readily pay for their children’s education than those with less money. It’s worth mentioning here that all higher education in Finland is tuition-free. The Finns consider education to be a human right, which people should not be required to purchase.
Making college free for all creates problems, to be sure. What about students and families already deeply in debt? Shouldn’t their debts be forgiven? What about those who already sacrificed to pay staggering debt?
Two Connecticut professors—Stephen Adair of Central Connecticut State University and Colena Susankreed1 of Gateway Community College— review some of the issues here, in an article that appeared in the New York Times.
The last 40 years have seen an ever-widening income gap between those with college degrees and those without. Over that interval, incomes have soared for those with advanced degrees and declined for those with high-school diplomas or less. As a result, the route to economic security for young people depends increasingly on access to higher education. Yet it keeps getting more expensive.
Since the Great Recession, the public portion of the operating costs for state universities and colleges in Connecticut, where we teach, has declined 20 percent; since the 1980s, it has declined by nearly half. In the 1960s, tuition for a Connecticut state university was $100 a year, which could be earned by working fewer than 100 hours at minimum wage. Today, a student needs to work nearly 1,000 hours at the state minimum of $12 an hour to pay the $11,462 required for tuition at the least expensive state university in Connecticut.
Our state is hardly unique in abdicating its responsibilities to the next generation. By 2018, only four states had returned to prerecession funding levels at public two- and four-year institutions. In Arizona the decline has been especially acute: 2018 per-student higher-education funding was down 55.7 percent from 2008, and average student tuition costs at four-year institutions increased by 91 percent. In Louisiana, these figures were 40.6 and 105.4 percent, respectively.
The Biden administration has proposed reforms to ease the student-debt crisis. But a real solution must upend a system of cascading inequities. Restoring the dream of higher education as an equalizer requires a holistic solution that attacks all the sources of the problem: a lack of investment in common goods, growing tuition and student debt and exploitative labor practices that undermine the quality of education.
The rise in tuition costs, combined with the growing economic value of a college degree, fuels the crisis of student debt, which today totals $1.7 trillion. To pay for a year of school, three-quarters of American families pay at least 24 percent of their average family income, even after grants are distributed.
As students pay more, they often receive less. Nationwide, nearly 75 percent of all faculty positions are off the tenure track, often without benefits or long-term job prospects. Ironically, hundreds of thousands of some of the most educated people in the country now shuttle to and from campus, juggling gigs to try to eke out a living while unable to give students the attention they deserve.
While President Biden’s American Families Plan includes a provision for free community college, this is an incomplete solution.
The College for All Act of 2021, introduced by Senator Bernie Sanders and Representative Pramila Jayapal, would address the crisis in full. In addition to making community college tuition-free for all, it would make two- and four-year public colleges and minority-serving institutions free for poor and middle-class students and increase funding for programs that target students from disadvantaged backgrounds.
Nationally, in 2016, the net average price of college attendance (the total cost minus all grants awarded) for students coming from the lowest family income quartile amounted to 94 percent of total family income. Unsurprisingly, poorer students are less present at higher levels of education nationwide. In Connecticut, students of color are overrepresented at the introductory levels and increasingly underrepresented at higher levels.
We stand to exacerbate racial and class divides if we create a dead end for poorer students by cutting off funding at the associate level, stunting their progress or requiring them to take on debt to continue. By including both two- and four-year institutions and by expanding Pell grants so they can be used to cover living and nontuition expenses, the College for All Act would help bridge the significant earning gap between those with some college education and those with bachelor’s degrees.
The measure would also address the labor precarity corroding learning conditions: It would require that at least 75 percent of courses be taught by tenured or tenure-track faculty members and help transition short-term and part-time faculty members to those positions.
To fund these reforms, the bill proposes a tax on trades of stocks, bonds and derivatives, to raise more than $600 billion over the next decade.
The College for All Act complements recent efforts in states like California, Connecticut, Georgia and New York to boost two- and four-year institutions. While these efforts are distinct, they all seek to facilitate the movement between two-year colleges and public universities and improve equity...
To the extent that higher education reinforces existing inequities, it contributes to the affliction it is supposed to ease. Solving this problem will expand opportunities for individuals, grow the middle class, improve the skills of America’s work force and strengthen democracy. But this won’t happen on its own; it needs a push. So let’s push.
|
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7777
|
dbpedia
|
1
| 9
|
https://www.hackleyschool.org/about-us/mission-core-values-and-history
|
en
|
Mission, Core Values & History
|
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https://www.hackleyschool.org/about-us/mission-core-values-and-history
|
Hackley was founded in 1899 as a college preparatory school for boys through the generosity of Mrs. Frances Hackley, who, in partnership with leading Unitarians of the era, sought to create a non-sectarian school that embraced Unitarian values of intellectual questioning and inclusiveness. A philanthropist with a deep commitment to education, Mrs. Hackley was among the founders of Barnard College, and helped in the development of the Manassas Industrial School for Colored Youth, as well as a number of vocational programs and kindergartens.
From its founding, Hackley would welcome students of diverse religious, economic, ethnic, and national origin within an ethos shaped by the school's Latin motto, Iuncti Iuvamus, which we translate as, "United, We Help One Another."
The School quickly outgrew its original home in Mrs. Hackley’s Tarrytown mansion, and Mrs. Hackley funded the purchase and construction nearby of the campus we know today. The first new buildings were in use by 1902, with the phrase that has represented the Hackley spirit for over a century — “Enter Here To Be And Find A Friend” — engraved above the door.
Hackley has evolved since its founding into a co-educational K-12 day school with five-day Upper School boarding, increasing the number and variety of perspectives in its community while faithfully and vibrantly carrying our founder’s vision forward.
|
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7777
|
dbpedia
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2
| 49
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https://locallive.tv/private-schools
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en
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Private Schools – LocalLive Networks
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|
https://locallive.tv/private-schools
|
Keep your parents, extended families, and alumni connected to your school using live video. Broadcast sports, arts, meetings and all school events on your own branded video network.
Let potential students see how amazing campus life can be, broadcast open houses and invite artists and athletes alike to get a taste of your school.
Looking for great content to share on social media? How about a clip of last night’s football game or assembly? Let your parents do the work by giving them video of their kids to share on social media.
Give your coaches the video they need to break down games and analyze plays to build better teams. Give your students the recruiting videos they need for college.
Advertise your latest capital campaign at halftime. Encourage donation by giving your families free access to every major school event.
|
|||||||
7777
|
dbpedia
|
1
| 30
|
https://www.hackleyschool.org/about-us/directions--contacts
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en
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Directions & Contacts
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https://www.hackleyschool.org/about-us/directions--contacts
|
Location
Hackley School is located in Tarrytown, New York, convenient to MetroNorth trains, the Cross Westchester Expressway (I-287) and the Saw Mill Parkway.
293 Benedict Avenue
Tarrytown, New York 10591
|
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7777
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dbpedia
|
0
| 0
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https://www.hackleyschool.org/
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en
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K-12 College-prep private school
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Welcome to Hackley School, a college-preparatory private school for students in kindergarten through high school (grade 12). Located in Tarrytown, New York.
|
en
|
//bbk12e1-cdn.myschoolcdn.com/ftpimages/125/site/1140/favicon/favicon.ico
|
https://www.hackleyschool.org
|
Parents & Families
Hackley parents across generations talk about building close friendships and relationships among the fellow parents they meet as volunteers and as fans on the sidelines, the parents of the friends with whom their children grow and learn. Perhaps because Hackley draws students from so many towns, the school community itself becomes the world we share and make together, supporting each other, sharing wisdom, and carpools, looking out for each other’s children, and sustaining the commitment to the school’s core value, “United, we help one another.”
Hackley Alumni
Hackley alumni share a deep devotion to their Hilltop where they entered every day “to be and find a friend.” They are actively involved with the school as volunteers, trustees, guest lecturers, internship hosts and career networking mentors. Even as the School evolved over decades from a boys’ boarding school to a predominantly day coeducational K-12 school, alumni continue to take pride in belonging to their alma mater, which values character, commitment, and friendship.
|
|||||
7777
|
dbpedia
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1
| 67
|
https://www.asumag.com/planning-design/new-construction/article/55021783/muskegon-michigan-district-unveils-new-middle-school
|
en
|
Muskegon (Michigan) district unveils new middle school
|
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[
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] |
2024-04-29T00:00:00
|
Charles Hackley Middle is the district's first new building in more than 60 years.
|
en
|
https://img.asumag.com/files/base/ebm/asumag/image/uploads/1623103030140-favicon.ico
|
American School & University
|
https://www.asumag.com/planning-design/new-construction/article/55021783/muskegon-michigan-district-unveils-new-middle-school
|
The Muskegon (Michigan) district has unveiled its first new school building in over 60 years.
WOOD-TV reports that the $35 million Charles Hackley Middle School will welcome students in grades six, seven and eight later this year.
“It is tremendously exciting," said Superintendent Matthew Cortez. "It’s hard to describe because we’re giving the students something they haven’t seen in 67 years."
The new facility will have capacity for more than 900 students and is replacing Muskegon Middle, which was built in the 1950s.
The building is outfitted with 45 classrooms, an 11,000-square-foot gymnasium, four private stalled restroom areas, a track and football field, and a science, technology, engineering, art and math (STEAM) lab.
It also has a number of enhanced safety or security features: a blue light system to inform students to seek shelter during an emergency, rooms with key card access and security cameras.
Funding for the construction came from a $104 million bond approved by voters in 2020.
The school was built on the site of the former Mercy Hackley Hospital. The Mercy Health system donated 15 acres of land for construction.
The existing middle school will close down and be repurposed.
|
||||
7777
|
dbpedia
|
1
| 88
|
https://www.nysais.org/schools/
|
en
|
NYSAIS
|
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[] |
[
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[] |
2022-04-08T13:48:03+00:00
|
The directory of member schools and associations for the New York State Association of Independent Schools.
|
NYSAIS
|
https://www.nysais.org/schools/
|
The New York State Association of Independent Schools promotes the independence, well-being and public understanding of, and respect for, New York independent schools and serves as an accrediting body chartered by the New York State Board of Regents.
NYSAIS Schools
NYSAIS is a voluntary association of 196 independent nursery, elementary and secondary schools enrolling some 79,000 students. It is affiliated with the National Association of Independent Schools and the NY State Coalition for Independent and Religious Schools. Founded in 1947, the Association is chartered by the NY State Board of Regents and is incorporated as a 501 (c) (3) not-for-profit organization.
Accreditation
All good schools continually evaluate their performance by means of their own devising. Without evaluation an institution ossifies, and in a changing world it loses its meaning for society. But the view a school takes of itself needs periodically to be supplemented by an external view, one that brings a perspective the school cannot command.
NYSAIS Athletic Association
The mission of New York State interscholastic athletic programs is to foster the quest for excellence by creating an educational and competitive experience within an atmosphere of sportsmanship. Successful programs develop individual and team potential by promoting high standards of competence, character, civility, and citizenship.
|
||||||
7777
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dbpedia
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1
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https://www.facebook.com/hackleyschool/
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en
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Facebook
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7777
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dbpedia
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0
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https://issuu.com/hackley-school/docs/hackley_review_commencement_supplement_2021_web
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en
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Hackley Review Commencement Supplement 2021
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[] |
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[
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2021-07-22T00:00:00+00:00
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In his September 2020 Convocation Speech welcoming the new school year, Head of School Michael Wirtz shared, “From social distancing to masks to dr...
|
en
|
/favicon.ico
|
Issuu
|
https://issuu.com/hackley-school/docs/hackley_review_commencement_supplement_2021_web
|
In his September 2020 Convocation Speech welcoming the new school year, Head of School Michael Wirtz shared, “From social distancing to masks to drooling into a vial each week—and then bringing it to school!—it is clear that 2020–2021 will be a school year unlike any other.” The months that followed proved what we already knew: We can get through anything, United. Our students continue to inspire us through their resilience and empathy. This year, our end-of-year events were once again held in-person, and it is a testament to our community’s commitment to ensuring a safe, healthy, and engaging experience for our students. Please join us in celebrating the Hackley community.
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dbpedia
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3
| 48
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https://www.hvgatewaychamber.com/education/
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en
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Education
|
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2021-11-29T19:51:35+00:00
|
Peekskill Croton-Harmon Hendrick Hudson Lakeland Central Putnam Valley Peekskill Croton-Harmon Hendrick Hudson Lakeland Central Putnam Valley Other Educational Institutions: The Manitou School Expand The Manitou School 1656 Route 9D, Cold Spring, NY 10516 845-809-5695 www.manitouschool.org info@manitouschool.org The Manitou School was originally established in 2014 with 50 students attending from preschool through fourth grade. It offers a full-immersion…
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en
|
Hudson Valley Gateway Chamber of Commerce
|
https://www.hvgatewaychamber.com/education/
|
In Lakelandâs five elementary schools (Benjamin Franklin, George Washington, Lincoln-Titus, Thomas Jefferson and Van Cortlandtville), small classes give students a solid start to lifelong learning beginning with a full-day kindergarten program. All schools provide a standards-based core curriculum at every grade level, grounded in solid pedagogy, and differentiated for a diverse student body. All schools provide weekly art, music, physical education and media classes, and outside organizations provide a range of after-school activities.
The Lakeland Copper Beech Middle School utilizes a team approach to teaching, a model widely adopted and well-suited to learners of this age group. A comprehensive curriculum that includes the core subjects (English language arts, math, science and social studies) is supplemented by classes in art, music, technology, consumer studies, computer technology and foreign language. Students participate in a wide range of after-school clubs and activities including Drama Club, Science Club, Midnight Run, Destination Imagination and the National Junior Honor Society. The middle school has been designated a national âSchool to Watchâ in recognition of its outstanding educational programs.
The districtâs two high schools (Lakeland High School and Walter Panas High School) provide quality education for students in grades nine through twelve. In addition to a full range of academic courses, the high schools offer: twenty Advanced Placement courses, a robust music and art program, forensic science, robotics, college-level courses in English and business, a career experience program for high school seniors, and the opportunity to participate in an online learning environment. The districtâs high schools are well represented with active theater arts programs. Students can also take advantage of a science research program and work with nationally and internationally renowned experts.
To prepare learners for college and career readiness, the Lakeland Central School District embraces technology as a means to achieve academic success and acquire the 21st Century skills necessary in todayâs global economy. Every classroom has access to with computers and SMART Boards as well as a separate technology lab. All buildings are equipped with high speed fiber optic and wireless Internet access. Laptops, tablet devices and video conferencing capability are used daily in all schools.
Students also participate in numerous after-school activities and clubs including Future Business Leaders of America, student government, musical theater, chorus, orchestra, jazz band, community service and leadership organizations, and a nationally-renowned Debate team. Student musicians have been recognized throughout the area as well as in statewide competitions. District students take an active role in their local communities and often participate in activities ranging from blood and food drives to raising money for local animal shelters and disaster relief.
More than 80 interscholastic sport programs are offered for girls and boys in grades seven through twelve. The interscholastic athletic teams excel both on the field and in the classroom earning statewide recognition as Scholar Athletes. Historically, the district's teams have also won state, league and sectional championships.
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dbpedia
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1
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https://eglomisedesigns.com/products/hackley-school
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en
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Hackley School
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[] |
[
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[] | null |
Hackley School is a private college preparatory school located in Tarrytown, New York and is a member of the Ivy Preparatory School League. Founded in 1899 by a wealthy philanthropist, Mrs. Caleb Brewster Hackley, Hackley was intended to be a Unitarian alternative to the mostly Episcopal boarding schools throughout the
|
en
|
Eglomise Designs
|
https://eglomisedesigns.com/products/hackley-school
|
Hackley School is a private college preparatory school located in Tarrytown, New York and is a member of the Ivy Preparatory School League. Founded in 1899 by a wealthy philanthropist, Mrs. Caleb Brewster Hackley, Hackley was intended to be a Unitarian alternative to the mostly Episcopal boarding schools throughout the Northeast. Since its founding, Hackley has dropped its sectarian affiliations and changed from all-boys to coeducational. Hackley is divided into three schools on the same campus: the Lower School, the Middle School, and the Upper School.
Reminiscent of the French églomisé style, our Traditional scenes offer a most distinctive and professional gift of luxury. Well suited for display in either home or office, they are a source of pride for both sender and receiver. The paperweight, most glass products and “mini” products feature school color trim. Mirrors and pictures are ready to hang. Boxes include quality brass fittings. Proudly made in America.
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7777
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2
| 53
|
https://www.asumag.com/planning-design/new-construction/article/55021783/muskegon-michigan-district-unveils-new-middle-school
|
en
|
Muskegon (Michigan) district unveils new middle school
|
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[
"Mike Kennedy"
] |
2024-04-29T00:00:00
|
Charles Hackley Middle is the district's first new building in more than 60 years.
|
en
|
https://img.asumag.com/files/base/ebm/asumag/image/uploads/1623103030140-favicon.ico
|
American School & University
|
https://www.asumag.com/planning-design/new-construction/article/55021783/muskegon-michigan-district-unveils-new-middle-school
|
The Muskegon (Michigan) district has unveiled its first new school building in over 60 years.
WOOD-TV reports that the $35 million Charles Hackley Middle School will welcome students in grades six, seven and eight later this year.
“It is tremendously exciting," said Superintendent Matthew Cortez. "It’s hard to describe because we’re giving the students something they haven’t seen in 67 years."
The new facility will have capacity for more than 900 students and is replacing Muskegon Middle, which was built in the 1950s.
The building is outfitted with 45 classrooms, an 11,000-square-foot gymnasium, four private stalled restroom areas, a track and football field, and a science, technology, engineering, art and math (STEAM) lab.
It also has a number of enhanced safety or security features: a blue light system to inform students to seek shelter during an emergency, rooms with key card access and security cameras.
Funding for the construction came from a $104 million bond approved by voters in 2020.
The school was built on the site of the former Mercy Hackley Hospital. The Mercy Health system donated 15 acres of land for construction.
The existing middle school will close down and be repurposed.
|