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February 2009 Archives

The annual fund, donor contributions and the capital campaign go on even during this unsettled economy. The New York Times published an interesting piece yesterday- 'In Uncertain Times, Donors Hold Back.'  Donors, author Jan Rose points out, are as fearful about economic uncertainty as the rest of us.

Richard Kohan, a partner in the private client services group of PricewaterhouseCoopers in Boston told Rose a "psychology of conserving assets at present" creates a conflict in which preservation can trump a potential donors' desire to give.

However several potential strategies for soliciting donations allow potential donors to retain high comfort levels- multi-year pledges, donating professional services, creating larger donor pool making smaller donations, planned giving and the tax benefits of loss taking contributions.

Donors are currently inclined to answer no when asked. But, with some creativity and perspective, there are ways to bring the solicitation to yes.

A suggestion that I've made in conversation with advancement officers that I know- (a variation on the more- but smaller donation theme)- is that this is a great time to broaden your donor base. Communicate the need; make the case for participation; and ask for smaller amounts. These kinds of strategies build community fiber- inclusion, and participation that make the institution and future giving stronger.

Rosen closes her article with a comment from William G. Droms, professor of finance at the McDonough School of Business at Georgetown University  "People who need charity need help now, dig deeper to give if possible.

A Couple of Quick Items to Start the Day

If you haven't checked out the Carnival of College Admission (AQ hosted an edition a couple of weeks ago), I encourage you to visit Eric Perron's blog at Dreamstrategy where he's hosting the 11th edition of the Carnival: Carnival of College Admission - A College Information Dream... A Dream Strategy that is!  

Eric featured Leo Marshall's post, In Defense of Childhood. Many thanks to Eric and the folks at Dreamstrategy.

One more thing... Alltop, the online magazine rack, accepted onBoarding Schools into their education directory. The site, founded by Guy Kowasaki and the team at Nononina, aggregates content from all over the web. It's a terrific place to discover new blogs.
My wife, Virginia Cornelius, has been honored as the Mississippi teaching winner of 10th Annual 2007-08 Siemens Awards for Advanced Placement. She teaches Calculus, pre-calculus, and algebra at Lafayette County High School here in Oxford, MS. Working through her nomination she received some great letters from her past students. She's most appreciative of her students who've come with her through years at Cushing Academy and Lafayette. Our two children are especially proud of mommy.

A Little About the Siemens Awards for Advanced Placement:

To qualify for the award, teachers must have " a minimum of five years of teaching experience in math, science or technology AP courses are selected for their exemplary teaching and enthusiastic dedication to students and the AP Program." (Siemens)

The awards are part of "the Foundation's signature programs--the Siemens Competition in Math, Science & Technology, the Siemens Awards for Advanced Placement, and the Siemens Teacher Scholarships.  The awards recognize exceptional achievement in science, math, and technology. By supporting outstanding students today, and recognizing the teachers and schools that inspire their excellence, the Foundation helps nurture tomorrow's scientists and engineers." (Siemens)
In many cases, a construction or renovation project begins its commitment to renewal and efficiency with 'new construction." Philips Academy has consciously and thoughtfully pushed the reuse and renewal process a step further by including the reuse of materials from the old building into other projects around campus and the region. 

Boards from an old hockey arena- now a temporary dining hall- found a new life in Rumney, NH.

"... nearly 98 percent of the components - not just the dasher boards and the plexiglass, but cabinets, countertops, chairs, and tables - have either been recycled in communities such as Rumney or reused as part of the work." (First, do not waste' could be motto for Phillips renovation, Boston Globe)
As John Rogers, the academy's dean of studies and the school's sustainability adviser told the Globe:

"It's not just about the final product. It's about the process, including what happens to the waste materials, the conditions that the workers and the surrounding community are exposed to, and all that kind of stuff that goes into new construction." (Boston Globe)
PA is also striving to earn LEED certification- Leadership in Energy and Environmental Design, by the US Green Building Council- for the new kitchen and dining hall. Quite a task in light of the fact that kitchens a notoriously inefficient energy consumers.
Jurist Levin Campbell retires at the end of the month after serving 40 years on Massachusetts and Federal benches. Certainly a fair minded and famously even handed judge, it's Mr. Campbell's relationship with Asheville School that brings this to our attention.  

Asheville recently joined the Twitter conversation and they 'tweeted'- a real time, 140 characters maximum post-  to their subscribers telling them the news. Tweets appear on the user's profile page and go to those signed up to receive their updates.

These short notes get the big picture out and allow users to follow-up later at their leisure. In Asheville's case, or, for any group, it's a quick, direct way to send the news and keep the community connected and talking.

If you haven't, checkout AdmissionsQuest's Twitter feed. It's a terrific way to keep up with the latest happenings at AQ.

Learn more about Mr. Campbell by reading the Boston Globe's "A Man of Honor."

Just before Christmas, I visited Kents Hill School to sit down with Pete Hodgin to talk about his use of social media in his economics and history courses for AQ's Boarding School Podcast series. I encourage you to give the two part episode a listen if you haven't had a chance- (Valuing Social Media in the Classroom: The Work of Peter Hodgin, Kents Hill School & Valuing Social Media in the Classroom: Expanding Discourse and Teaching Challenges) .

I also recorded a handful of video interviews with students as I toured campus and each zeroed in on the school's community when I asked them the question, "Why Kents Hill School?"

Students spoke of a tight knit community that encourages kids to try new things and take chances without fear of failure. I also heard the phrase "welcoming community" a number of times throughout the day-- always a good sign.

Pushed by students and student members of Amesty International, the Kents Hill School board worked to recognize and understand investments connected to the Sudanese government and, indirectly, its genocidal policies.

Running into investing complexities, students and the board negotiated a compromise upon understanding that withdrawal/divestment would be a slow process. The compromise: the school would set aside money, roughly equivalent to the interest earned on the $75,000 to start and maintain a Human Rights Speaker Program.

Jared Genser, a lawyer with DLA Piper, and president of "Freedom Now," recently spoke as the first presentation of Kents Hill's Human Rights Speaker Program.

Meg Richardson, junior and co-president of Amnesty International, introduced Genser in the Deering Chapel to the student body. Richardson told the chapel audience, "It is sometimes hard to believe that one man or woman of principle can always make a difference." (Kennebec Journal)

Read the full Kennebec Journal's coverage on their site (Kents Hill students spark human rights forums).

Boarding School Fit: It's Complicated Matching Student & School

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Editor's Note: A recent exchange between onBoarding Schools contributor Leo G. Marshall, Director of Admission, The Webb Schools and a reader requires its own space.

Daphne, reading Leo's post (In Defense of Childhood), wrote expressing concern that perhaps she had not structured her child's time or pushed and programed her child harder. Achievement, it seemed was all the boarding school admission officer wanted to know or hear about.

As Daphne wrote:

My daughter was faced with question after question about her academic honors and prizes, extra-curricular awards, athletic achievements, positions of leadership. Nowhere was she asked "What do you do just for fun?" And I was left feeling that maybe our not pushing her hard enough has put her at a disadvantage at this critical juncture in her young life.
Leo replies, the key to the process is understanding the variables, and more specifically, your student, the school and how the two might fit well together.

Subject: Re: [Boarding School Blog - onBoarding Schools] New Comment Added to 'In Defense

Dear Daphne,

I dare say that often the schools and colleges themselves are part of the
problem. From one side of their mouth comes such questions as you
describe as, of course, we are looking for students who will contribute to
our schools in meaningful ways. Everyone, for example, has to fill their
orchestra or their soccer team. At the same time,  every school shies
away from a student who is doing little at home other than sit in front to
tv or a computer game. Most will say they want creative thinkers who
enjoy learning for learning's sake but may not tell you what that means.

What schools sometimes suffer from is a lack of imagination about what
what kind of students they wish to have on campus. This is especially so
when schools are dealing with large numbers of applicants and they are
attempting to make some sense of the pool. It's then easy to fall back on
old notions of what constitutes achievement. Therefore, our job is to
articulate our thoughts about learning and what kind of students find
success in our classrooms. And this has nothing to do with rattling off
average SSAT scores, GPA's, or the recent winning record of the lacrosse

The whole process becomes confusing to parents who then decide that the
best way to ensure their child's chances for admission is to load them up
with activities and build a proverbial resume for their child. I am not
suggesting that parents shouldn't introduce their child to a musical
instrument or encourage them to play a sport. Many students lack the
confidence to give such things a try and we parents should be in the
position to offer encouragement and support. But when this is all done
simply to give that edge to a student - the result of which cannot be
predicted - without taking into consideration the child's real interest or
potential, the result is more tutors, more test preparation, more special
coaches, and exhausted kids.

This is also complicated when parents think there are only handful of
schools out there worth looking at and that is very often based on
perception of prestige, not whether they're the right school for their
child. I cannot tell you how many parents ask me about our track record
for getting students into schools like Harvard. Yet, when I ask them if
they know anything about the college or whether it might be a the right
place for their child, they look at me like I'm crazy. The same thing
happens when parents look at boarding schools. Thus, I suspect a number
of schools are overloaded with applicants who really know little about the
school except the name. Those schools in their attempt to manage the
numbers fall back on questions about leadership (I'm just not sure any
middle school child can tell me they have developed real leadership
skills) or whether they have recently discovered a new vaccine.

What is the answer? Well, there is no perfect school except the one that
inspires your child. There is no magic path to success via the name of a
school. Nobody is going to ask what your child's shot-to- goal ratio was
in middle school and no one cares what his SSAT scores was when he is out
there in the world. I do believe they will want to know if he imagines a
world as better place and that he enjoys being with others of all
persuasions and experiences. They will want to know if he has been asked
to question, i.e. to be an informed skeptic. They will want to know if
he loves reading and enjoys the thrill of competition but has kept losing
and winning in perspective. Schools like ours can help your child get
there but the work in front of you is to find which school can do that for
your child... and forget what your friends tell you.

Best wishes,

Leo G. Marshall
Director of Admission & Financial Aid
The Webb Schools
Claremont, CA

Fork Union Military Academy Receives $10.1 Million Cash Donation

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With it's largest enrollment in years (approximately 500 students), Fork Union Military Academy is beginning construction on a new dormitory for upper school students. To be named Jacobson Hall in honor of Jerry and Laura Jacobson of Sugarcreek, Ohio, the  three-story building- almost 100,000 square feet- will have 250 two-man rooms and be almost double the size of current facilities.

FUMA began fundraising appeals for the project back in September; by December, slow donations put the project into question. Then, the Jacobsons- parents of two FUMA students- made the largest ever cash contribution to the school, $10.1 million.

As Jerry Jacobson told the Richmond Times-Dispatch:

'It was just a heartfelt thing I wanted to do to help the future generations of young men in the country.  It was hopefully a building block to help keep Fork Union up and going for many years in the future."

Exeter Addresses Lower Endowment

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In just about any other year, you'd think it would be nuts for a money manager/management team to get congratulated for having an endowment fund lose 22% of its value. 2008 was no run of the mill year for market and endowment declines.

Phillips Exeter Academy's endowment managers held loses to 22% beating the S&P 500 by 15%- a hard hit but a roaring success in light the overall market. Unwavering in its commitment to financial aid and affordability, Exeter is committed to its staff and students and is working reduce it's operating budget by 8% in the coming year.

As one of the biggest fish in the pond, Exeter will always be scrutinized. No matter what, you've got to admire and appreciate the on-the-table transparency of their situation and efforts to contain their budget.

Read more about this on the New York Time's DealBook blog post.
I recently received a call from a mother, a doctor, who wanted me to give her names of elementary schools in the area. After offering a list of public and private schools without suggesting which was best, I was then asked what I thought the best way to prepare her child for our school. I've learned from experience that this is essentially what we call the "red flag" question. To translate: 'Which school will guarantee my child will qualify for your school.' Of course, there is no such school since every school has its own strengths and philosophy about the ends of education but I was curious:

"How old is your child?"
"Oh, she's four."
"Yes, I want to be sure she's best prepared."
For what, I was thinking. "But, we are talking ten years from now. How could one possibly prepare for a school that might look completely different by then?" I knew what was coming so I continued, "I would hope that you simply let your child learn to play. Read to her. Let her dance. Encourage the joy of learning something new in the sandbox. Play music for her. Take her to the zoo but please do not push reading lessons on her or have her begin math tutorials."

"But I have had her with a reading tutor since 3."

She went on to tell me that all the educators she has heard have given her the same advice but that her friends have given her different advice. That of course begs the question, "Why would one lean on your friends who have no expertise in the field rather than listen to the experts?" She had no answer and we left the conversation at that. I am convinced I made no difference in her plans.

What has happened out there? I grew up in a time when one went home after school and played touch football in the street. I learned to love reading because my father would answer my many questions with "Well, let's look that up." And into the encyclopedia we went. That was followed by trips to the library where I was left to read anything I wanted. There were no Kumon classes; no standardized test preparation. When I learned to play the drums, I was allowed to spend hours in my basement attempting to duplicate the rock rhythms of the Beatles or the Rolling Stones. I did not have to achieve level five or six or whatever is being sold out there to our budding pianists. I learned to love music because I was allowed to explore it as a distinct passion. My father put the drumsticks in my hand and let me take it from there.

My father was the supreme skater, a hockey player of enormous skill, but his attempts to teach me to skate were met with my inability to enjoy falling on a frozen lake over and over again. He never pushed me and when I found I could run fast for great distances, he would show up at my races, smile and leave it at that. We never discussed whether this was an activity that might get me a college scholarship (It didn't). He never insisted he meet with the coach to go over my training strategies or wonder if someday the Olympics were in my future. To this day, at the age of 59, I still love to run simply for the sake of running.

So what does this have to do with our misguided doctor? Well, I am sad to say that she is not out of the ordinary. My admission officers interview as many as four hundred high school applicants every year and we are struck by how over-programmed are these candidates. It's as if every child is expected to build a resume that will lead to some distant promise land that, in fact, may not exist. And I am convinced these children have no idea of what's happening to them. Could it be true that, perhaps, three quarters of all children are learning to play piano? Well, of course, I may be wrong and there is nothing wrong with that. But ask them if they just love to clink around the piano or improvise or just do it all for the love of it. Blank stares. What I am talking about, their eyes say. They are preparing for Royal Academy Level Whatever. Period.

We are seeing students attending after school tutorial sessions on a daily basis not because of some intellectual infirmity but because their parents expect them to get A's. We have a student in ninth grade who is taking pre-calculus because she's that strong in math, but what are her parents expecting her to do? She goes to a pre-calculus tutor on Saturdays. We have students attending PSAT prep classes which is a bit absurd because the PSAT is in itself a practice test for the SAT. Why would one take time to prepare for a practice test? And these are ninth graders!

Our good doctor intuitively knew what I was saying perhaps made sense. She had heard it all before from other educators. Yet, she has put her faith in others who know absolutely nothing of which they speak. Why? Well, she wonders, if I or my colleagues are mistaken then her friends' kids will get the upper hand, that little edge that will lead to that celebrity school or college. In meeting just such a parent our very wise head of school once asked a pointed question, "Well what, then, is the end game?" Stops them every time for they have no answer.

Maybe the answer lies with this generation of children who when they become parents decide they've had it with tutors, rote piano lessons, test preparation, soccer at age three. Maybe, just maybe, they will have their child simply go outside and do nothing but play. They'll be allowed to let their imagination run; climb a tree; sit in the leaves; make a snow angel. And there will be no purpose but the joy of having no purpose. I'd like to see that and, if I am still an admission director, I hope those children come to my school.

Leo Marshall serves as the Director of Admission and Financial Aid at The Webb Schools in Claremont, CA- a coed, boarding school offering grades 9-12.

Faculty at the nation's only predominately African-American boarding school have taken an across the board 2% pay cut to help the school maintain its mission and program in the face shrinking giving and budget cuts. School president Reginald Nichols has taken a 5% pay cut.  We advocated this measure over layoffs in a post on our school marketing blog last week.

While faculty pay cuts help maintain curriculum and programs, these pay cuts alone cannot bring the school's revenues and expenditures into balance. Piney Woods still had to lay-off 20 of the school's 105 employees from support and ancillary positions.

In the face of tight annual fund giving, Piney Woods continues soliciting donors and is working to raise $11 million over the next two years as part of a capital campaign.

Piney Woods is near and dear to our hearts here in Mississippi; we've had friends and colleagues who teach and coach at the school. Here's Baltimore's Ty'nae Pinkney's- a 17 year old senior and aspiring lawyer- exchange with the Jackson Clarion-Ledger (The Clarion-Ledger article also includes a brief history of Piney-Woods.):

"Where I live, there is a lot of violence, a lot of bad influences," Pinkney says. "This is a peaceful place where I can grow, not only in the classroom but outside it."

Like all seniors are required to do, Pinkney is serving at least 450 hours of community service through AmeriCorps. Piney Woods is the only high school in the country to offer an AmeriCorps program.

She helps tutor elementary students in Bridgeport, Conn., via a weekly video conference over the Internet. She assists an after-school program for students in Mendenhall (MS).

Says Pinkney: "Dr. Nichols is always telling us, 'If you can't be a star, then be a little tree on the side of the road. But whatever you can be, be the best you can be.' "

Piney Woods gives like few other schools. Visit the school's web site to learn more:

Kimball Union Academy's Conservation Featured on WCAX

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WCAX reporter Adam Sullivan recently highlighted Kimball Union Academy's participation in the Green Cup Challenge in a School Watch segment titled "Meriden School Going Green."

As part of Green Cup Challenge, KUA students and faculty are working to raise the community's environmental and energy consciousness. Students & faculty are reducing personal as well as school-wide environmental consumption- from turning your own lights and appliances off when not needed- to reducing water consumption- to leaving the dining hall lights off when the windows light the room just fine.

A bit about the Green Cup Challenge:

"The Green Cup Challengeâ„¢ (GCC) is the first and only national student-driven, interschool Climate Challenge that supports student efforts to measure and reduce campus electricity use and related greenhouse gas emissions, and to encourage water efficiency, waste reduction, and recycling.

The Green Cup Challenge builds awareness about climate change, educates the community about the importance of resource conservation, and encourages the participation of the entire campus. The GCC event takes place each February to call attention to peak energy use, and to provide an opportunity to make every day Earth Day!)"

Catholic Schools Struggle to Find Their Raison d'être in a Changing World

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American catholic schools' enrollment has dropped by more than half from its peak of 5 million more than 40 years ago (New York Times - For Catholic Schools, Crisis and Catharsis). If you pay any attention to numbers and the health of institutions, a decline of more than 50% gets your attention. In the case of catholic and parochial schools, the Church, catholic families, and parishes are asking a multitude of questions about the nature of catholic education, catholic schools, and how they- all- should, plan for, and move into the future.

"....recently, after years of what frustrated parents describe as inertia in the church hierarchy, a sense of urgency seems to be gripping many Catholics who suddenly see in the shrinking enrollment a once unimaginable prospect: a country without Catholic schools.

From the ranks of national church leaders to the faithful in the pews, there are dozens of local efforts to forge a new future for parochial education by rescuing the remaining schools or, if need be, reinventing them. The efforts are all being driven, in one way or another, by a question in a University of Notre Dame task force report in 2006: "Will it be said of our generation that we presided over the demise" of Catholic schools?" (New York Times - For Catholic Schools, Crisis and Catharsis)

Everyone involved believes that catholic education matters and contributes to the American educational and social fabric. The trick is and will be to create a niche for catholic schools that keeps them bright, viable and of high quality.

As is often the case the best solutions are creative and responsive to local needs. Alumni are being asked to play larger roles. Student financing has become an openly discussed and planned for topic. Lay boards are being created to oversee educational matters. In Memphis, the diocese cultivates private donors and foundations for funding. And, in the most jarring local change:

"The Archdiocese of Washington was so desperate to save seven struggling parochial schools last year that it opted for a solution that shook Catholic educators to the core. It took down the crucifixes, hauled away the statues of the Virgin Mary, and -- in its own word -- "converted" the schools in the nation's capital into city charter schools." (New York Times - For Catholic Schools, Crisis and Catharsis)

I'm certain that this struggle is no fun for anyone involved. But, I can't help but believe that long term good will come soul searching and creative solutions. As an interviewee intimated in the article, many catholic and non-catholic school families and alumni assumed that catholic schools would be around forever. But changing times and circumstances always pressure and challenge the viability of all institutions.

Surviving schools will come out of these challenges sharply focused, with sound educational and financial plans and able to communicate the value of their education to families.

The challenge for any and all private schools is maintaining and building a viability to the ever changing world. If you don't stay connected and relevant to what families and children require, you become irrelevant and families can find a more valuable education elsewhere. As a private or parochial school you've got to do two things:

  1. Make yourself the best choice

  2. Stay affordable to your constituency
Hannah McConnaughay, an Outreach Education and Training Associate at the Interfaith Youth Core of Chicago contributed today's installment of the Newsweek/Washington Post's "On Faith" blog (Finding Citizen Change-Makers at Boarding School).

A Chicago native she found herself wistful, sad, irritated, and a little jealous that she would miss President Obama's inauguration.

On inauguration day she found herself on St. Timothy School's campus, working with St. Timothy's students. And, in the end, she understood that there's no place that she would have rather- or should- have been.

Here's an excerpt:

"As I heard about these young women's activities repairing local animal shelters, painting elementary schools, and providing food for the struggling, I saw how they walked their talk, acknowledging their strong differences but working together to provide needed services.

Pretty soon, I realized that I was spending my Inauguration weekend with the people that President Obama was talking about in his Inaugural address, the citizen change-makers who are waking up with a "spirit of service," working with their neighbors, and taking pride in their nation. In the weeks since visiting St. Timothy's, I've only become more convinced that that's right where I need to be." (Washington Post)
Today I'm taking folks at Westover School, a girls boarding school in Middlebury, CT, through my social media workshop. As with each workshop, my desire is to be both theoretical and practical. One goal the workshop is to collaborate with the school to produce a finished blog post (missing accomplished!).

As homework, my Westover friends sent a list of five happenings/programs/events that they'd like to get the story out on.

Five Things to Know about Westover School

  1. WISE program and our push toward enrolling more in this award-winning program.

  2. Special program with Manhattan School of music.

  3. Special Dance program with Brass City Ballet.

  4. Solar/co-generation "Green" project that will provide our campus with 25% of our own energy.

  5. Our exchange programs: getting them more attention!

Time permitting, I hope that we can focus on one (or two) of these and record a podcast conversation around it. My goal is to post it to the Boarding School Podcast next week.

I hope to be able to do some live blogging and tell the workshop's story as we move through tomorrow.   Updates should appear on Twitter.

In the meantime, think about which of the topics might interest you and take some time to learn more about Westover School.

Here's a plug outside our usual area of expertise and attention. We usually don't do this kind of piece, but we're great fans of The Fresh Air Fund. Year in and year out they provide terrific summer opportunities to kids in need of a break from the city.

The long and short- The Fresh Air Fund is looking for staff members to work with kids in summer camps. They're looking for camp counselors, waterfront and recreation people, nurses, ropes course instructors and coordinator program manager types. You can apply online. These are great summer opportunities for school people. Please pass them along.

If you're unfamiliar with The Fresh Air Fund, I urge to learn more. They do tremendous work.

Find them on: Twitter, Youtube, Digg, Facebook, Delicious, StumbleUpon and of course their site or watch this short video on the Fresh Air Fund camp counselor experience:

Proctor Academy has an interesting blog post (which we learned about on their Twitter feed) emanating from its Mountain Classroom and their time floating down the Rio Grande between Texas and Mexico.

A mood of sameness, but difference runs through the piece. Constructed definitions and vocabulary, but what do these things mean and how do they affect the people living on the ground.

"To the left, America. To the right, Mexico. Interesting how they appear to be exactly the same."
What makes the two different are the terms and values that we assign them and when we examine our language, assumptions and definitions, we learn a lot about ourselves.
Your boarding school application file is complete. Everything is in- application, application fee, recommendations, and transcripts and, after the admission office has given your application the once through, you get the call or note asking for interim grades.

In bluntest terms, the admission office/committee wants more information behind their decision and it means they have questions or concerns. Maybe they see a trend on the transcript; maybe the previous year or semester you hit a rough patch and told your interviewer that things are straight now? No matter the question, the school wants additional evidence. They want to learn more about you.

As an applicant family, make sure that you take these requests for additional grades seriously and attend to them quickly. This will help demonstrate that you're serious about your application.

How to approach this type of request? Most schools don't issue interim grades so make sure that you know what the school wants. How fast do we need to get this done? Do they want grades from some or all of your courses?  How should the grades be figured? What is an interim grade; your grade so far this semester? Does it have to be official- from the registrar? Can your teachers phone them in? Does the school want additional commentary from recommendation authors or new commentary from particular teachers? How should the information be sent to the school- by your family; by the school?

Make sure you understand the request; then, get on it and tie-up the process as quickly as possible. You don't want your application languishing for failure of providing requested information.

Ask if the admission office needs anything else.

Remember, quick fulfillment of this request reflects positively on your candidacy.

Photo credit: Old Shoe Woman
Congratulations to Annie Wright School. The school is celebrating its 125th year (2009)-- during this time the school has grown from 46 students to 453 girls from 21 countries. (The News Tribune)

The schools founding "fulfilled the dreams of the Right Rev. John Adams Paddock and railroad executive-developer Charles Wright to establish a school for girls and young women. Wright wanted the development of joyous young women with broad minds, refined tastes and quiet strength..." (The News Tribune)

Concurrent to its 125th year, Annie Wright recently received notice that it has been become an accredited International Baccalaureate (IB) World School. The IB makes a broad outward looking international education available to the school's students.

125 years & IB accreditation- two great achievements.

To hear a firsthand take on the International Baccalaureate, listen to our podcast conversation with Verde Valley School's Head, Paul Domingue- Verde Valley School and the IB: Cultivating International Mindedness. During our conversation he spoke about the school's adoption of the IB curriculum and diploma.

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About this Archive

This page is an archive of entries from February 2009 listed from newest to oldest.

January 2009 is the previous archive.

March 2009 is the next archive.

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