Our community of 1120 students, teachers, and staff is made up of people from over 70 countries and strives to be a welcoming place where everyone feels they belong.
2025 Contents
7. Director’s Message 8 Board of Governor’s Message
Strategic Pillars 12. Message from the ES Principal 15. Message from the MS Principal 16. Message from the HS Principal 19. Mission
21. Belief Statement
23. Statement of Belonging 24. Admissions 26. Arts 28. Music
Theater 32. Activities and Athletics
35. The Extended Services Program 36. Institute for Design and Innovation (IDI)
38. Technology & Information Literacy
41. International Baccalaureate Outcomes
42. University Acceptances
45. Service Learning
46. Professional Learning
46. Community Faculty & Staff
50. PSA
Alumni
Finance 62. Human Resources
Director’s Message
Dear Friends of AES,
During the 2024-2025 school year, the Board of Governors adopted the school’s new Strategic Plan, which is built on four pillars: Extraordinary Learner Experiences, Prioritized Well-being and Belonging, Inspired Campus Environment, and Sustainable Financial Stewardship. These pillars, supported by multiple action items, will guide the school’s decision-making through the next three years, providing AES with a distinct strategic advantage as we modernize both our pedagogical approaches and our facilities.
In this report, you will find many things to celebrate, as the school met enrollment targets and continued to build its capital reserves, which will ultimately finance the Master Plan projects over the next few years.
Once again, we conducted extensive constituency surveys that helped us identify areas where we need to improve and celebrate our many successes. We continue to be proud of our superb faculty and staff, their expertise, and their commitment to caring for all children and their families here at AES. Evidence of their success can be found in the surveys as well as in the descriptions of innovative programs, student achievements, and the support from our families.
Please join me in expressing gratitude for their work and gratitude for all who continue to support this wonderful school.
With warm regards,
Rand Harrington Director
Board of Governor’s Message
The AES Board of Governors is proud of our efforts in the 2024-2025 academic year to uphold the school’s vision and strengthen its infrastructure and governance. We finalized and launched AES’s new Strategic Plan after a considered and inclusive multi-year process, thanks to the contributions of many members of our vibrant international community. A distinct highlight of this plan is the formulation of our four strategic pillars. We also updated and approved a Master Plan for our beautiful 13-acre campus to enhance our facilities and increase the school’s capacity for exceptional learner experiences in environments optimized for health and wellness.
Perhaps most importantly, we welcomed our new Director, Dr. Rand Harrington, to AES. Dr. Harrington quickly impressed our community with his inspirational leadership style, deep respect for the contributions of each team member, and commitment to the school’s mission of the joyful pursuit of excellence in academics, athletics, arts, and service. At the end of Dr. Harrington’s first year at AES, we already observed a significant positive impact from his leadership on every aspect of our school.
Thanks to the service of the 2024-2025 Board of Governors, AES has strengthened its governance practices, improved its financial position, and ensured the school is well-prepared to embrace opportunities and weather the challenges that the future may bring. At the end of the school year, we bid a fond farewell to those Board members who were returning to their home countries or leaving for new destinations:
Dan VanderEnde, who served as Board President for three years;
Kathrin Tegenfelt, Board Vice President;
Stéphane Laroche, Board Treasurer;
Stephen Patton, Risk Management Committee Chair;
Leanne de Bassompierre, Elections Committee Chair
U.S. Ambassador Representatives Joe Bedessem and Graham Mayer.
They are succeeded by an equally dedicated group of new Board members who will carry on the important work this year’s Board undertook: Michael Cragun, Adelle Gillen, James Plasman, Pam Pontius, Rahul Sood, and Swati Vasudevan.
As always, the Board values the trust of the AES community as we strive to uphold the mission of our school so that each student, today and in the future, is enriched by their time at AES. We look forward to a joyful and productive 2025-2026 school year.
Sincerely,
Adelle Gillen President Board of Governors, American Embassy School
“
As always, the Board values the trust of the AES community as we strive to uphold the mission of our school so that each student, today and in the future, is enriched by their time at AES. We look forward to a joyful and productive 20252026 school year.
Well-being and Belonging
We prioritize the physical, emotional, and social well-being of our students, staff, and families, fostering a safe and nurturing environment where everyone feels valued and included. This commitment is at the heart of our ethos, shaping policies and practices that celebrate differences, promote mutual respect, and encourage authentic connections. By creating a community where all members feel a strong sense of belonging, we empower individuals to thrive academically, socially, and emotionally.
Extraordinary Learner Experiences
We are committed to exceptional student development by providing innovative, challenging, holistic learning opportunities. Our teachers inspire curiosity and excellence. Integrating leadership and service into their teaching, they help students develop confidence, empathy, and a sense of purpose. Our curricula incorporate the latest in educational research and technology, ensuring students are equipped with the critical thinking, creativity, and adaptability needed for success in a globalized world.
Inspired Campus Environments
Our campus environments are intentionally designed to inspire creativity, collaboration, and achievement. Emphasizing health, wellness, and sustainability, we create spaces that promote both mental and physical well-being. Focusing on future-ready facilities, cuttingedge technologies, and flexible learning areas, our campus helps students succeed while minimizing our environmental footprint.
Sustainable Financial Stewardship
We are committed to maintaining the long-term financial health of our school, ensuring we continue to provide world-class education in an ever-evolving global landscape. Through careful planning, prudent resource management, and strategic investments, westrivek to balance between current needs and future growth. Our approach supports affordability and equity while enabling us to recruit and retain top-tier educators, develop innovative programming, and adapt to emerging opportunities. By fostering financial resilience, we safeguard our mission and vision for years to come.
Message from the ES Principal
The 2024 -2025 school year was another successful year, focused on meeting the needs of all learners and building community within the Elementary School. We expanded our assessment practices and use of diagnostic data by implementing the AIMSweb Oral Reading Fluency Screener. By modifying our program, we incorporated more structured literacy and collaborated with Erin Kent Consulting to enhance our teachers’ capacity. Another literacy initiative expanded our use of the Wilson Fundations program to Grade 2, giving us consistency in structured literacy from KG - 2. We also implemented a companion intervention program from Wilson in grade 5 to support students who may need additional support.
This year, we also saw an expanded use of Toddle to provide parents with greater access to what is happening in the classroom. In parallel, we also began communicating important information through the announcements feature.
Community events in the ES included our annual Peace Day Assembly, a Winter Sing-Along hosted by our PSA, the KG Readers’ Parade, an ES Community Music Night, and various grade-level celebrations of learning.
We held parent workshops or meetings related to instructional programs at all grade levels, EAL, Learning Support, and our Music, Art, PE, and Indian Studies programs.
The library hosted another fantastic author’s visit, which always culminates in a community favorite: the pancake breakfast.
2024-2025 was a year of actively supporting and inspiring our ES students towards lifelong learning and continued strengthening of our community bonds.
Message from the MS Principal
The 2024–2025 school year was filled with enriching learning experiences, including a trip across India for the Week Without Walls, participation in ASIAC sports and music, AMIS (Choir), and ISTA (Drama). We strengthened our community bonds through Spirit Days, Fort Frenzy Fun Days, and other social events. This year, we celebrated Peace Day with performances and a guest speaker from the UN.
In teaching and learning, we continued to strengthen and align our Math program, with MAP results reflecting the strong growth students achieved over the year. Our Science team began reviewing their units to identify opportunities for deeper and expanded learning, a process that will carry forward into the next school year. Health and Physical Education is now in its third year of full integration across Grades 6–8, ensuring that middle school students consistently engage with concepts of healthy lifestyles and informed choices. The Sports Ed. unit continues to evolve, and the team had the opportunity to share their work at an international conference for PE teachers.
Throughout the 2024–2025 school year, we continued our collaboration with Inspire Citizens, an international leader and designer of student-centered learning experiences for global citizenship. Each grade level continues to refine its service-learning unit, embedded within the social studies curriculum and aligned with the United Nations Sustainable Development Goals. We have also expanded our Service learning to include other subjects such as Math and Visual Art.
The Middle School continues to celebrate student learning through weekly communications, assemblies, the MS Showcase, and our social media platforms. Student agency remains a core focus, with students leading our Well-Rounded Week program, planning and presenting at assemblies, and organizing studentled After-School Activities. These achievements exemplify our Extraordinary Learner Experiences strategic pillar, as well as student leadership in particular.
Message from the HS Principal
The 2024-25 academic year was marked by meaningful progress toward our goals of building inclusive learning systems, strengthening student pathways, and expanding opportunities for innovation. The following achievements also demonstrate progress towards our Prioritized Well-Being and Belonging strategic pillar.
We prioritized teacher learning, dedicating 11 hours of professional development and application time that directly informed classroom strategies for our diverse learners. This collective effort supported our first student with a formally modified curriculum and transcript, establishing systems for regular review and oversight.
The IDI program experienced significant growth, launching six new courses for the Diploma cohort, thereby creating a coherent and intentional program pathway. We secured dual-credit opportunities through partnerships with Delaware and Syracuse universities, ensuring our students gain recognition for their work beyond AES. Student feedback highlights high levels of agency, academic challenge, and program satisfaction. Counselors also streamlined communication practices with families, strengthening program clarity and consistency.
Our counseling team completed and implemented a K–12 SEL curriculum, embedded in Seminar, special schedule days, and PreventionEd programming. New post-secondary workshops were introduced in Mentor Groups, and we successfully hosted the first post-COVID university fair—the largest in recent history. Graduation requirements have been updated, beginning with the Class of 2029, ensuring alignment with evolving student needs.
We conducted a comprehensive risk assessment and delivered updated safety training for administrators and trip chaperones, including child safeguarding. Additionally, we revised agent requirements to mandate safeguarding training for external staff.
We advanced responsible technology use, finalizing an updated Technology Handbook with AI guidelines for teachers and students. AES also piloted FLINT, an AI program that equips teachers with compliant tools and prompt libraries. Meanwhile, the increased integration of the makerspace and the upgrade of equipment— new 3D printers and a laser cutter—expanded design opportunities and applied learning.
Looking ahead, we remain committed to nurturing an inclusive, innovative, and student-centered high school experience.
Our Mission
joyful pursit of excellence
The American Embassy School provides a balanced education defined by a in academics, athletics, arts and service. We enable each student to be an inspired lifelong learner and a responsible, compassionate global citizen.
Our
Belief Statement
We believe that everyone:
has intrinsic value
needs safety, trust and respect
✳is responsible for their choices
✳learns and grows through challenge
✳lives more meaningfully when pursuing their passions
✳is enriched by diversity is strengthened through service
✳flourishes in a community that is caring, collaborative & nurturing
✳has the power to create a more peaceful world
Our Statement of Belonging
The American Embassy School is a community of diverse learners. We celebrate the strength of our diversity and are committed to nurturing
All members of our school community actively support every learner’s academic, social and emotional growth. a culture of belonging.
AES has a proud history of over 70 years, representing more than 70 nationalities, with a tradition of commitment to excellence and innovation!
Our Admissions
Transitioning to a new country can feel daunting. Yet, one of the most consistent things we hear from families is how quickly they feel at home because of our warm and welcoming community. With 69 nationalities represented on campus, our international community is one of our greatest strengths—and it shines most brightly in the ways our families support one another.
Many of our expat families have navigated multiple international moves and are always ready to extend a hand, share advice, and help new families settle in. This spirit of care continues even when it is time to say goodbye. Through farewell gatherings, we honor each family’s journey while ensuring they leave well, guided by the R.A.F.T. framework—Reconciliation, Affirmation, Farewell, and Thinking Destination—developed by David Pollock and Ruth Van Reken.
Our commitment to transition support aligns closely with one of our strategic pillars: Prioritizing WellBeing & Belonging. It reflects our belief that our whole community thrives when every family feels a sense of connection and care.
Top 10 Countries Represented
AES Visual Art
ES Art
In the 2024 - 2025 school year, we were delighted to see such a rich variety of artistic expression from our students. They explored different media in imaginative ways while steadily developing their technical skills.
As our curriculum has strengthened, we have noticed that students progress through elementary school with stronger skills and greater confidence. When approaching a familiar idea or medium, they are able to build upon their prior knowledge and extend their learning in new ways.
The art department continues to take pride in nurturing students’ creativity and self-awareness. We have implemented strategies focused on mindfulness, encouraging student choice and voice, and equipped them with standards for self-assessment. The Grade 5 exhibition at the graduation ceremony has now taken place for two consecutive years, where students showcased the results of their nearly half-year-long self-directed art inquiries.
Our Reggio Emilia approach in the PreK program has continued to evolve. Several of our ES faculty went to the city itself in Italy to learn more. It was a very rich experience. Upon sharing the findings, this inspired others to sign up for the training in the next school year. We look forward to what this will bring.
MS Art
Middle School Visual Arts was abuzz with creative energy and excitement. With a 6th-grade foundations class and five electives, there was something for everyone! You can see students explore mediums and techniques through Ceramics, Graphic Design, Mixed Media, Photography, and Studio Art. In Middle School art, the mantra is “take a risk”. Try new things and find your voice as an artist. This year, 12 art students traveled to ASB Mumbai for the ASIAC Arts event. We also incorporated ways to give back to our community with projects such as “Pillows for Pods” and “custom-ordered fish bowl decorations”. All of the amazing artwork created throughout the year is displayed in an Art Exhibition at the end of each semester, before it graces the walls of your homes.
HS Art
The 2024–2025 school year was a landmark one for the Visual Arts at AES. We launched a brand-new Yearbook course, where students took full ownership of the creative process and proudly published the first student-led, student-created yearbook in AES history. In September, students and faculty participated in an offcampus art retreat that provided space for collaboration and skill-building, with a special focus on mosaics. Across our classes, students continued to develop their creative voices while strengthening technical foundations. As a department, we also deepened our work on vertical alignment with the middle school arts program, laying the groundwork for a stronger, more cohesive curriculum that supports students from their first explorations through advanced study.
Our upper-level courses had several highlights as well. The IB Visual Arts program culminated in a wonderful exhibition that showcased the imagination, risk-taking, and hard work of our graduating seniors. Ceramics and Studio Art students engaged in a wide range of projects that challenged them to refine their skills while experimenting with new forms of creative expression. Together, these efforts reflect a department committed not only to artistic excellence but also to building community and fostering student leadership.
Together, these efforts reflect a department committed not only to artistic excellence but also to building community and fostering student leadership.
Music at AES
ES Music
In the Elementary School, our general music classes provide a comprehensive and inclusive musical education for all students. During class, students are actively engaged in singing, moving, playing games, playing instruments, composing music, and preparing for performances.
The general music curriculum exposes students to a variety of musical experiences and tools, including percussion instruments, recorders, ukuleles, and xylophones. Through these experiences, students
develop music literacy skills, expand their music vocabulary, play instruments alone and with others, and work toward producing a healthy vocal tone when singing.
We hosted four curricular concerts, two Ipop concerts, and a community music night. Additionally, we welcomed families to experience music class firsthand during our open classrooms. For students seeking more musical experiences, we offer two iPOP ensembles: the ES Choir and the ES Orff Ensemble.
MS Music
The Middle School has a robust performance program in which students participate in Band, Strings, Choir, and Guitar classes.
Students shared their learning throughout the year in pop-up performances, assemblies, and celebrations such as Peace Day and International Day. This year, we hosted two semester concerts showcasing the department’s talents. Students in Band, Strings, and Choir traveled to Chennai for the ASIAC music festival, with over 100 musicians from AES represented. The MS Choir also traveled to Singapore for the AMIS Choir Festival.
Each of the above performances, festivals, clubs, and societies advances the holistic development of all students, a prime objective of our Extraordinary Learner Experiences strategic pillar.
HS Music
Students in the High School took part in the Jazz Club and Music Honours Society. AES was also represented at the MESAC Senior Fine Arts Festival at the American School of Dubai.
Throughout the year, our high school musicians have performed various performances in the atrium, at assemblies, and at International Day. Our semester concerts drew strong attendance and showcased the impressive musical growth of our students. One of our High School Strings students, Ha-Min Lee, was accepted to Berklee College of Music in Boston to pursue her musical career at the world-famous conservatory.
2 mainstage theatre productions With a cast/crew of 25-30 students per show. Audiences of 100-180
Theatre and Dance
Theatre and Dance embody our school’s shared values by giving students the freedom to grow through challenge and live meaningful lives by pursuing their passions. Through these arts, our students are living more authentically, a key component of our Prioritized Well-Being & Belonging strategic pillar.
Average class size
HS Theatre, IB Theatre, and Dance class size: 4-14 students
Thespians Honour Society: 10-15 students
Haunted House by THS: 500 guests during the Fall Fiesta event
MESAC Theatre trip2 students from AES to work in a group of 30
HS Theatre Main Stage: Arabian Nights
It is a wedding night in the palace of King Shahrayar. By morning, the new Queen Shahrazad is to be put to death like all the young brides before her. But she has one very special gift—the gift of storytelling. With her mischievous imagination, Shahrazad spins her dazzling array of tales and characters. Come and see her stories come to life in front of you - adventures in strange and magical worlds filled with crafty thieves, clever maids, talking birds, singing trees, and more. Will her enchanted stories be enough to save her life?
Sad Club & Shakers
“The Sad Club”, a theatrical piece written by Luke Barnes for the National Theatre Connections in London, explores depression and anxiety. It’s a collection of monologues and duologues from all over time and space, exploring what about living in this world stops us from being happy and how we might go about tackling those problems.
“Shakers” by Jane Thornton & John Godber. Carol, Adele, Niki, and Mel work in a bar that is worse than hell! Welcome to the 80s, where every town has its Shakers, the oh-so-trendy cocktail bar where everyone wants to be seen, from the checkout girls to the chinless wonders. Shakers gives a wickedly funny glimpse of this world through the eyes of the four long-suffering waitresses, offering a fascinating view of the reality that lurks behind the plastic palms and the Pina Coladas.
Meeting our goals in 2024-25
We met or exceeded both of our annual goals. The most significant impact was aligning our co-curricular programs into three seasons. This shift increased the length of each program rotation, allowing students to explore activities in greater depth..
We continued to build on last year’s gains with three highly attended events: Friday Night Lights, MESAC and ASIAC activities, and local games. Growth in event participation was strengthened by recognizing student achievement across internal assemblies and student newsletters.
By the numbers:
Elementary Schooli-pop
Activities and Athletics
2025-25 was a full year, highlighted by students joyfully pursuing excellence in many ways. Throughout the 2024/25 AES School Year, the athletics and activities program at American Embassy School continued to create opportunities for extraordinary learner experiences through a balanced education in academics, athletics, arts, and service.
Goals for Co-Curricular Programs in 2024-25
• Streamline co-curricular activities into three seasons, allowing for greater depth.
• Raise the profile of activities and athletics by increasing attendance at events.
Three Seasons of Elementary i-POP activities in 2024/25
253 different i-POP activities / Average of 84 activities per session
An average of 351 elementary students registered for one or more i-POP activities each session
A total of 2708 contacts (total activities) over the course of the three seasons
Middle School— ASA (After School Activities) and ASIAC
Three seasons of ASAs and ASIAC Activities in 2024/25
154 different ASA/ASIAC activities / Average of 50+ activities per session
An average of 152 M.S. students registered for one or more ASA or ASIAC each session
A total of 1417 contacts (total activities) over the three seasons.
Hosted ASIAC Soccer & Table Tennis
Hosted ASIAC Academic Games, MathCounts & Chess
330 students traveled to/attended an ASIAC event
High School— Clubs and MESAC
Three seasons of MESAC Activities—18 different programs
High School Clubs - 44 clubs in academics, service, athletics, arts
Over 90% of all high school students were involved in one or more co-curricular activities during the school year
Over 230 local games
Hosted MESAC Varsity Volleyball
Hosted MESAC Wrestling Invitational
366 students traveled/attended a MESAC event
The Extended The Extended Services Program (ESP)
The American Embassy School’s Mission Statement embodies our commitment to enable each student to be an inspired lifelong learner and a responsible, compassionate global citizen. This commitment is also reflected in the services and programs we offer to meet the needs of all our learners.
The Extended Services Program (ESP) at AES is designed to serve students with a diagnosed intellectual or developmental disability who require individualized instruction in academic and social skills. Students accepted in our program receive customized instruction and support from highly trained special educators and assistant teachers. This growing program is evidence that AES is committed to Prioritized Well-Being & Belonging.
Students are integrated into our Elementary School elective classes and optional after-school activities. The ESP focuses on teaching students with special education needs academics, social skills, and life skills to succeed in their daily lives. Individual goals are outlined in AES Individualized Learning Plans (ILP), developed after an Educational Psychologist’s evaluation.
AES is in its third year of implementing the ESP in the Elementary School and is excited to open a middle and high school ESP classroom to support our students in the 2025 school year. By recognizing that all students are lifelong learners, we can nurture compassionate global citizens and happy, supportive families at AES.
Institute for Design and Innovation (IDI)
At IDI, our approach to education emphasizes Project-Based Learning (PBL). Students engage in inquiry-driven exploration, applying their knowledge to real-world challenges. This year, students have drawn on their understanding of design and systems thinking, with collaboration skills to enhance their learning.
Extraordinary Learner Experiences at AES
This pillar comes to life through our emphasis on experiential learning, where students apply innovative thinking and entrepreneurial skills to create meaningful solutions for their communities, while developing into confident and compassionate leaders. Programs like the University of Delaware’s Horn Entrepreneurship partnership provide students with tools to design and launch social ventures, while initiatives such as FiltAir, Project Elevate, and Naari Shakti allow students to see the tangible impact of their efforts. In this way, our commitment to exceptional student development is realized through academic rigor, creativity, and authentic opportunities to integrate leadership, service, and empathy into purposeful action that fosters positive change.
Inspired Campus Environments
This pillar is reflected in the IDI program’s emphasis on cultivating inspired environments where students can thrive as leaders, collaborators, and innovators. In the capstone course, students engage in authentic teamwork, developing leadership skills and learning to navigate diverse, high-functioning groups—mirroring the collaborative, future-ready spaces of our campus. By creating portfolios, websites, and LinkedIn profiles, they extend their learning beyond the classroom, leveraging technology to connect with global partners and showcase professional growth. Through this intentional blend of flexible learning environments, skill development, and real-world collaboration, our students are empowered to think critically, act creatively, and prepare for meaningful futures.
IDI Enrollment
SY 24/25 - 5 Students
SY 25/26 - 10 Students
SY 26/27 - 8 Students
IDI College Acceptances
Parsons, Illinois State, Penn State, Rochester Institute of Design, Parsons, Temple University (Kyoto), Sydney University, University of Waterloo, University of Ottawa, University of Toronto, University of Illinois, UMASS, Queen’s University
Awards/Distinctions
Runner Up, Diamond Challenge
Two students have published research papers
One student has earned four awards for his documentary on the work of his NGO, Project Elevate.
College Partnerships/University Credit
University of Delaware, Horn Entrepreneurship Program
Syracuse UniversitySociology Course being offered in 25/26
Technology & Information Literacy
Technology and innovation efforts were a significant focus throughout the year, encompassing educational and operational advancements directly supporting our Inspired Campus Environment pillar. On the academic front, the school continued to integrate technology into the curriculum across all grade levels. New initiatives included the addition of six Bambu Carbon X1 printers and a Gweike Laser Cutter to our makerspaces, which students utilized for projects ranging from robotics and design to creating props for the school musical. Students engaged in a variety of tech-driven activities, such as e-sports competitions, 3D design with Tinkercad, and platforms like Minecraft for Education and CoSpaces EDU for virtual reality environments. We continued to explore the responsible use of artificial intelligence, providing faculty with professional development on tools like Flint AI and developing school-wide AI guidelines. A notable achievement was the success of four students who advanced in the University of Delaware’s Diamond Challenge for their innovative work on air filters.
Operationally, the technology team focused on improving infrastructure and systems, starting the
school year with 600 new student laptops and iPads. Several new systems were implemented, including a mobile device management system (Mosyle), helpdesk software (Freshdesk), asset management database (Assetbots), and various custom modules within PowerSchool to streamline trip permissions, medical approvals, and student reports. Ongoing work on new HR and payroll systems aims to improve administrative efficiency in the coming year, and a Visitor Management System will support child safeguarding initiatives.
A key challenge was a security incident involving PowerSchool in December, which resulted in data from the Teachers and Students tables being exfiltrated. In response, the school worked with a consultant to address the issue and continued to enhance its security protocols. Another operational highlight was the installation of new external air quality monitors. By advancing environmentally sustainable facilities and practices, we ensure the school has accurate air quality information after the U.S. Embassy’s monitor stopped providing data.
Technology and information literacy are essential for navigating and thriving in our interconnected world. Through the Engage Cycle (wonder, plan, create, explore), we aim to empower all students to become curious explorers, critical thinkers, and ethical users of information and technology.
The longevity of the IB at AES, the broad success of our IB student scores, and the stellar commitment of our IB faculty and staff are strong indicators of a commitment to Extraordinary Learner Experiences.
International Baccalaureate Outcomes
As we celebrate the IB at AES, which we have offered since 1982, we honor our students and teachers for their commitment to teaching and learning. Any student who wishes to take IB courses or pursue the IB Diploma is eligible to do so. In the 2024-25 school year, 95% of high school students in Grades 11 and 12 chose the IB program in addition to earning an American high school diploma: 75% chose the full IB Diploma and 20% chose one or more individual IB courses, including as part of AES’s new IDI Program.
The Class of 2025 achieved a 90% pass rate, and thirteen students (26%) earned 38 points or more. The highest Diploma points earned were 44 (out of 45 maximum). Five students (9%) earned a bilingual IB Diploma by undertaking an additional IB literature course, studying Estonian, French, German, Japanese, and Korean. Our Diploma Points average was 34, well above the world average of 30 and comparable to many other international schools of our caliber.
The class of 2025 presented a slightly lower combined score than did the class of 2024, but the average math score was higher than in previous years. Overall, the average SAT score has remained stable for the past few years, reflecting consistent teaching and learning at AES.
University Acceptances
AES students graduate prepared to pursue the post-secondary opportunity of their choosing. Among the 80 graduates from the class of 2025, 68 will enroll in a college or university, 14 students are still in the process of applying, and 12 will pursue a gap year, attend a trade school, or enlist in the military. Once a tiger, always a tiger!
University Country
The University of Newcastle Australia
University of Toronto Canada
EDHEC Business School France
RWTH - Aachen University Germany
Freie University of Berlin Germany
Indian Institute of Art & Design India
Ritsumeikan University Japan
University of Amsterdam Netherlands
Maastricht University Netherlands
*University College Maastricht Netherlands
National University of Singapore Singapore
Bath Spa University United Kingdom
University of Strathclyde United Kingdom
University of the Arts London United Kingdom
University of Westminster United Kingdom
University of Essex United Kingdom
Indiana University-Bloomington United States
Pitzer College US
Brigham Young University US
Stony Brook University US
Michigan State University US
New York University US
The New School US
University of WashingtonSeattle Campus US
Indiana University-Bloomington US
North Carolina State University at Raleigh US
University of Illinois Chicago US
Rochester Institute of Technology US
*Claremont McKenna College US
University of Southern California US
Southwestern College US
University of Illinois UrbanaChampaign US
University of Colorado Boulder US
Vassar College US
Berklee College of Music US
SKEMA Business School US
University of Michigan-Ann Arbor US
James Madison University US
The Pennsylvania State University-Main Campus US
University of California-San Diego US
College of Marin US
University of Oregon US
University of Miami US
University of California-Berkeley US
Tufts University US
*University of Oregon US
University of Maryland-College Park US
Willamette University US
University of Vermont US
* More than one AES student enrolled
Service Learning
The AES motto, Enter to Learn. Leave to Serve., encapsulates our commitment to purposeful learning and our strategic goal of Sustainable Financial Stewardship. Rooted in a rich history of community service, our program fosters reciprocal relationships that empower AES students and stakeholders to become agents of change. Integrating service into our curriculum across all divisions makes learning in the service of others an essential part of our identity as a community of compassionate global citizens.
The 2024 - 2025 school year witnessed the continued integration of service into the documented curriculum. Existing service learning units across divisions underwent reflection & iteration, while several faculty developed entirely new service learning units. With the continued support of Inspire Citizens, as well as the active engagement of the AES Teaching and Learning team, faculty achieved the goal of providing at least one fully embedded curricular service learning experience at each grade level.
The Service Learning Spotlight, hosted on April 30, 2025, was an opportunity for teams, individuals, or departments to share the service learning happening in their contexts and gather fresh ideas across our school. AES showcased 21 different sessions across all divisions, including students and faculty.
Supporting Teacher Excellence is a key pillar of our Extraordinary Learning Experiences.
Professional Learning
Elementary School Literacy
AES enhances clarity and consistency in key literacy practices, ensuring that assessment strategies provide meaningful evidence of achievement and inform subsequent learning steps. Teachers translate professional learning into actionable classroom practices that improve student outcomes. Through systematic, mission-driven curriculum and assessment processes, we continue our commitment to foster equitable and excellent outcomes for all learners.
Whole School Professional Learning
Our Whole School Professional Learning days focus on building a culture of shared responsibility for learning through aligned, systematic practices. These days, this ensures that curriculum and assessment remain mission-driven.
Access to Professional Learning Funding
At AES, we believe that when teachers grow, students thrive. Professional learning is vital to sustaining excellence, fostering innovation, and ensuring alignment with our mission and priorities. Each year, faculty use professional learning funds to support growth opportunities that connect with school initiatives and individual professional goals.
At AES, we approve around 245 professional learning requests yearly, supporting further study, conferences, books, and other educational resources.
AES Thought Leadership
As part of our commitment to developing leadership and promoting the reputation of AES, our faculty have access to additional grants for presenting at international conferences. Last year, AES faculty presented at conferences for Leadership, Health and Physical Education, Counseling, Middle School, and Inclusive Education.
Our Community Faculty & Staff
Recruitment and Headcount
Processed monthly pay and benefits for all staff, and processed the offboarding of 30 faculty and staff departing our community.
Through workforce planning and budget forecasting, the Human Resources Team planned a headcount of 360 employees with a budget of $28.1 million. This includes salaries of $23.5 million and Faculty housing and Income tax expenses of $ 4.6 million. The team advertised 41 vacancies and processed 4,000 applications, successfully onboarding 59 new staff members, including overseas faculty, staff, and substitutes.
Visa Processing and Shipping
A total of 312 visa applications for faculty and their dependents were processed and completed. The department also facilitated the relocation of family belongings for outbound and inbound moves, ensuring a smooth transition for 30 families.
Child Safeguarding, POSH, and Learning
Ensured all new staff received and completed the required mandatory training before joining, and in collaboration with the Teaching and Learning team, assisted with the refresher training of Level 1 Child Safeguarding Training for faculty and Teaching Assistants, and basic training even for substitutes. Also completed the POSH refresher course for all eligible staff.
For the Non-Teaching Staff, Professional Learning days were planned and organized. These included sessions on Growth Mindset/Team Building/Leadership by Franklin Covey, Tech tips on Google Suite, Financial Planning sessions by EY, and a Productivity Session by Anurag. The Human Resources Team also supported the development of nine Non-Teaching Staff Members, the Food Services Team, and 17 teaching assistants.
New Handbooks
Participated in preparing the new Indian and Expatriate Handbook.
Payroll and Offboarding
Processed monthly pay and benefits for all staff, and managed the offboarding of 30 faculty and staff departing our community.
Parent School Association (PSA)
Through long-standing traditions and fresh initiatives, the PSA has created opportunities for parents to meet, share, and feel at home in Delhi.
Link Family Program
The Link Family Program, in collaboration with the Admissions Office, paired new parents with current parents from the same grade levels to provide guidance, answer questions, and offer a warm welcome into the school community.
Ten new families were connected with experienced parents.
Immediate bonds were formed, and many of these relationships have blossomed into meaningful friendships.
The program remains an essential way for families to feel supported and connected from the very beginning.
PSA Coffee Morning - New
The PSA hosted a new family Coffee Morning event at the Tigers’ Den.
New families stopped by to chat, ask questions, and meet other parents.
The meet-up received a very positive response, helping new parents feel immediately welcomed and supported.
New to Delhi Presentation
Our PSA Welcome Team organized the annual ‘New to Delhi’ presentation, attended by approximately 70 new parents.
The PSA team developed and delivered a welcome presentation to new AES parents, including practical guidance on living in Delhi.
The session included a robust Q&A segment.
Families expressed gratitude for the valuable insights and for the opportunity to connect socially.
The Evening Social - New
110 parents attended the PSA’s Evening Social event. This parent-only gathering was designed to allow families to connect, build friendships, and enjoy a fun evening together.
Guests enjoyed a welcome drink and delicious food throughout the evening.
The event featured raffles and gifts, adding a celebratory spirit.
A strong turnout and lively atmosphere highlighted the importance of parent-only social events in strengthening our school community.
These initiatives and events reflect the heart of the PSA’s mission: to create a welcoming, supportive, and connected community for all families. In doing so, they also support our strategic commitment to a Culture of Equal Dignity and Respect.
Alumni Update
The Alumni Office and website serve as primary sources for AES news and alumni events, while providing avenues for alumni to remain connected with the community. AES alumni include all former students (graduates and non-graduates), parents, and former employees of AES.
Achieved 1,386 Alumni Community Members from the 1950s to 2025.
Grew the alumni network by 303 alumni, including the class of 2025.
Hosted a total of 126 Alumni visits in 2024–2025.
Produced and published seven Alumni Spotlight stories reflecting our motto: “Enter to Learn, Leave to Serve.”
Launched the AES Alumni Jobs Board to connect alumni with career opportunities across our global network. The platform enables alumni to explore job postings and share internships, as well as part-time and full-time roles. It is designed to strengthen career readiness and foster professional connections within the alumni community.
Alumni events across the Globe—AES facilitated alumni gatherings in Bangkok, Washington D.C., Singapore, Tokyo, and Los Angeles.
Hosted a unique, virtual event with generations of alumni from 1959 to 2020, coming together for a day filled with shared stories, cherished memories, and a grounding meditation session led by Diane Ajmain, our Elementary School Teaching and Learning Coach.
Hosted a unique, virtual event with generations of alumni from 1959 to 2020, coming together for a day filled with shared stories, cherished memories, and a grounding meditation session led by Diane Ajmain, our Elementary School Teaching and Learning Coach.
Our Alumni Office and extensive community initiatives closely align with our strategic focus on Prioritized Well-Being and Belonging.
Launched the AES Alumni Mentorship Program to connect alumni across generations and industries for career guidance, networking, and professional support. The platform enables alumni to engage in resume reviews, career advice, and industry insights.
Hosted three on-campus reunion events, creating opportunities for alumni to reconnect with former teachers, reminisce about their time at AES, and strengthen ties with the school community.
Hosted the Alumni Induction Ceremony on April 14, 2025, where students heard inspiring alumni stories, wrote letters to their future selves, and formally joined the alumni community.
Finance at AES
Human Resources
Headcount
