Brooks School Viewbook 2014-2015

BROOKS SCHOOL

BRO O KS SCHOOL VIEWBOOK 2014–2015

VIEWBOOK 2014–2015

AT

BROOKS SCHO O L WE S EEK TO

PROVIDE the Most

MEANIN GFUL

Educational Experience OUR STU DE N TS W I L L H AV E IN T HEIR

LIVE S

Letter from Head of School JO H N PACKARD Welcome to Brooks. It’s easy for me to tout the benefits of a Brooks School education. But we want you to hear from students who are just like you — students who want to be challenged, students who are only beginning to discover their passions, and students who were nervous their first day on campus, too.

In this book, we’ve collected real stories and quotes from our students and teachers. We invite you to read about Renu Mukherjee’s recent discovery that biology is “mind blowing,” or about Jackson Quinn defying his underdog status. Olivia Pearson finds a home at Brooks after moving from Atlanta, and Celmo Carvalho Filho is on a quest to make his home country of Brazil a better place. Jaime Gilbert talks about her transition from soccer star to soccer coach, and dorm parents Susanna and Willie Waters describe the signature Buffalo wings they serve on Saturday nights in Chace House.

We hope these stories give you a glimpse of life at Brooks. Come see and hear more by visiting us. We have so many more stories to share, and we’re eager to help you start writing your own. We look forward to meeting you and your family on campus.

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Academic Experience Think like a scientist. In chemistry class, students are asked to examine a problem from every angle, conduct experiments and arrive at a solution.

They don’t passively learn the material; they live it.

This is what it means to have a meaningful educational experience. Brooks students become determined problem solvers, creative thinkers, language lovers, art appreciators, life-long learners, and, ultimately, meaningful contributors in their communities, and in the world.

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ACAD EM IC EXPE RIE NCE

This is the goal of every class at Brooks — to inspire students to immerse themselves in the lessons. As they devour Beloved for the first time, they’re asked to read and interpret at a deep level. As they grapple with the birth of the U.S. Constitution, they’re preparing to become engaged citizens.

As they dive into statistical data, they must uncover the real story behind the numbers.

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“ Robotics is all about trial and error. Students have to keep going back to the drawing board.

Success doesn’t always happen, but failure is actually better because they can learn from their mistakes.”

JEFF SAUNDERS, ROBOTICS TEAC H ER

ACAD E MIC EXP ERI ENC E

ROBOTI CS Engineering comes to life in Robotics. Working in teams, students apply scientific principles and technical problem solving to design, construct, program and operate a robot to compete in the FIRST® Tech Challenge.

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On the Quest for a Cure R E NU MU KH ER J EE FIF T H-FORMER

One tiny flaw in an amino acid can change a person’s life.

“It’s mind blowing,” Renu Mukherjee says. She’s been learning about protein structures in her AP Biology class. Just one permutation in an otherwise healthy body can alter how someone functions.

“That moment made me love biology,” she says. “Everything I’ve learned on a molecular level has real life significance. I thought, ‘I could go into medicine and research, and I could fix that, and find a cure for this one tiny thing, and save someone’s life.’”

The amino acid certainly changed Renu’s life. She’s a bookworm, lover of modern Russian poetry, and leader of two clubs: the Gay-Straight Alliance and the girl empowerment group WINC. Now, she’s charging toward a career steeped in biology.

This summer, as part of Brooks’ Students on the Forefront of Science program, she’s interning at Massachusetts General Hospital. For seven weeks, she’ll research neuro-oncology along with other students, many of them already in medical school.

“I’ve stopped thinking about wanting to get an awesome grade,” she says.

“I want to learn so I can fully understand and create change.”

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ACAD E MIC EXP ERI ENC E

“ Almost every Brooks student will receive help in the Learning Center before graduating.”

MO I RA G O O D M AN , D I RECTOR OF TH E LEAR NING C ENTER

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ACAD E MIC EXP ERI ENC E

LEARNING CENTER All day, every day, the Learning Center buzzes with activity. Students work closely with Learning Center teachers who offer academic counseling, study and organizational skills development, time management advice and writing support.

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“ I love AP Biology because I’m learning how the human body works. But at Brooks, you aren’t just learning the subject material in the classrooms.

You’re also learning how to voice your opinion and how to respect other viewpoints.”

ZACK M CCABE, FIFTH-FOR MER

CHALLENGING ACADEMICS

ACAD E MIC EXP ERI ENC E

Every class at Brooks pushes students out of their comfort zones. From AP Biology to Modern World History to Advanced Spanish, teachers consistently challenge their students to take their education to the next level, to broaden their perspectives and to prepare for college.

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“ The library is a gathering place for students who study together, collaborate on projects, work with our library staff, or just catch up between classes.”

B RI CK M OLTZ, ACADEMIC DEAN

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space, but it’s never empty. Students tuck into peaceful corners to read one of the library’s 36,000 items, use the high-speed WiFi and the robust inter-library loan system to conduct research, and gather in small study groups to prepare for tomorrow’s classes.

ACAD E MIC EXP ERI ENC E

LIBRARY The Henry Luce III Library may be a quiet

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“ I want my students to understand how our past issues of race, class, poverty, gender, and sexual identity impact the world today.

I want to empower them to be leaders of change in a world starving for justice.�

ED D I E CARSO N , HI STORY TEAC H ER

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the Brooks academic building and hear fascinating lectures and lively class discussions. Teachers ask pressing questions and expect students to engage and contribute in meaningful ways.

Classrooms are designed to facilitate learning at the highest level.

ACAD E MIC EXP ERI ENC E

DYNAMIC CLASSROOMS Walk through the halls of

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“ Winter Term provides students and faculty the luxury to dive deeply into a range of topics. Collaborative, project-based learning — this is the fundamental tenet of the Winter Term experience.”

WINTER TERM It’s one of the most anticipated times at Brooks: Winter Term.

For three weeks every January, students intensely study just one topic. Offerings in recent years have included documentary filmmaking, the Vietnam War, engineering, astronomy, and restoring a 1974 MG Midget.

ACAD E MIC EXP ERI ENC E

LANC E LATH AM, ASSOC I ATE H E AD FOR ACADE M I C AFFAI RS

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High-Tech Teaching DUST Y R ICH ARD MAT H T EACHER

How does a “geek who loves machines” teach math? By geeking out on new technology, of course.

A few years ago, it was a handheld tablet. But the technology changed quickly, and so did math teacher Dusty Richard. These days, he’s using a 22-inch drawing tablet to digitally project his lessons. The powerful machine runs several programs at once, and lets him record everything he writes on the tablet, which students can access online later.

“If a student is on exchange in Africa, he or she can see what we did in class on the Internet,” he says. “Technology has transformed my classroom.”

No one needs to furiously scrawl notes. All eyes are on Mr. Richard. “My classes are pretty lively,” he says. “Every day I have to prove myself to the students and they have to prove themselves to me.”

After 35 years of teaching, Mr. Richard is as excited as ever to lead his classroom. He says using advanced technology prepares his students for college, and helps them excel in his most rigorous courses, like BC Calculus.

“Incredible stuff is happening in education,” he says. “Every year brings something new. I can’t wait to see what’s next.”

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ACAD E MIC EXP ERI ENC E

VISUAL ARTS Artists perfect their craft at Brooks. Students choose from a variety of studio art courses, in which they can study drawing, painting, print-making, sculpture, photography and film. Whether a student is new to holding a paintbrush or a serious artist, courses are designed to expand artistic consciousness.

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“ Brooks student-artists are guided by dedicated and experienced teachers. We also have an incredible artist-inresidence program that allows our students to work one-on-one with professional sculptors, painters and photographers.�

ACAD E MIC EXP ERI ENC E

AMY GRAH AM , ART TE ACH E R

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“ My five weeks living with a host family in Peru gave me a chance to test what I had learned in my Spanish classes. I didn’t realize I could speak and understand the language so well.”

EL L I E M CCOY, FIFTH-FOR MER

EXCHANGE PROGRAM Students expand their worldviews through the Exchange Program. For four to five weeks, students immerse themselves in schools and cultures in Botswana, France, Hungary, Kenya, Peru, Scotland, Spain and Uganda. Students live in dorms or with families, join extracurricular activities and find themselves challenged and amazed on a daily basis.

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ACAD E MIC EXP ERI ENC E

“ Being in the OR is really different than a bio lab, where if you mess up you join another lab group.

This is real life.�

M O RGAN D UN N , F I FT H-FOR MER

STUDENTS ON THE FOREFRONT OF SCIENCE The Students on the Forefront of Science program provides challenging internships in science-based research and cutting-edge industries. Students awarded the prestigious internship spend their summers working in top-tier hospitals and labs on real-world issues, such as cancer biology research, orthopedics and transplant biology.

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ACAD E MIC EXP ERI ENC E

Afternoon Programs In the music room, a sophomore hits a high note. In the dance studio, a freshman perfects a pliĂŠ. A junior rigs the stage lighting in the theater.

On the soccer pitch, girls boot corner kicks. On the football field, boys crouch at the line of scrimmage. A group of students tutors young kids at the local Boys & Girls Club.

These afternoons are treasured times, teaching students lessons for life.

In the final seconds of a tied game, they develop an unbreakable bond with their teammates. In a subtle gesture on stage, they uncover new avenues of expression. In the wide-eyed gaze of a youngster, they feel the pulse of generosity. And in the moments when they’re asked to dig deep, they become true believers in themselves.

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AF TER NO O N P RO GRA MS

These are afternoons at Brooks. Classes are over, and students pursue their passions in athletics, arts and community service. Some students engage in familiar activities, while others step out of their comfort zone to try something new.

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ATHLETICS Brooks students can choose from a handful of sports each season. Teams practice and compete in some of the best athletic facilities in New England, including a boathouse on campus for crew and sailing, a new turf field with lights for night games, a state-of-the-art squash facility, a recently renovated hockey rink and immaculate fields for fall and spring sports.

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“ There is a beauty in every single rower having to be totally in sync with the girl in front of her to accomplish a mutual goal.”

A FTE RNO O N P RO GRAMS

AM AN DA P ECK, SIXTH -FOR MER

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Bringing His A-Game PJ K E L L EH ER FIF T H-FORMER

PJ Kelleher is a triple threat. On the lacrosse field, he outwits, outmatches and outmaneuvers his opponents. He does the same on the soccer pitch.

And in the ice hockey rink. Kelleher is a three-sport varsity athlete.

As a midfielder and attackman, he was named an All-ISL lacrosse player his sophomore and junior years. “I love being able to get precise with all my moves and passes when I’m creating offense for my team,” he says.

With his speed and skill, Kelleher helped make Brooks’ lacrosse an ISL contender. In the 2013 season, the team won the most games at Brooks since the early 2000s. They matched those wins again this year. “The way this team has changed over the past two years compared to many years before has been something I won’t forget,” he says.

In the winter, Kelleher takes to the ice, where he helped the Brooks hockey team secure another historic victory in 2013: the New England Small School Championship. “It was an incredible feeling,” Kelleher says. “The entire school was there. There was a tunnel of people lining up to our locker room cheering and high-fiving us in between periods.”

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A FTE RNO O N P RO GRAMS

DANCE The dance program at Brooks

is inclusive of all levels of talent — from seasoned dancers who can split leap across the room to student-athletes who want to improve coordination and body awareness. Dance teachers are trained in ballet, tap, jazz, and several styles of modern, including the Horton technique.

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EL IZA BETH FOR D, DANC E INSTRUCTOR

A FTE RNO O N P RO GRAMS

“ I love teaching dance at Brooks because the students are fun and open-minded. It’s satisfying to see improvements in their understanding of movement and their bodies.”

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For the Love of Coaching JA IME GILB E RT ’0 4

ASSISTANT DIRECTOR OF ADMISSION

Goooaaalll! Jaime Gilbert was used to putting the ball into the net. When she was a student at Brooks, she scored a whopping 92 goals in three seasons, setting a school record. She led the team to ISL titles in 2002 and 2003, was ranked the 11th recruit in the nation, and went on to help the University of North Carolina win a national championship in 2006.

So she was as surprised as anybody, then, to discover a love for a different position on the field. “I realized my joy came from coaching. I didn’t expect it at all,” she says.

Coaching gave Ms. Gilbert a new perspective. “My individual accomplishments felt great,” she says. “But when my team achieves, I feel that sense of achievement and gratitude 20 times over.”

Ms. Gilbert is building a team with a strong work ethic and a graceful attitude. “When we lose, we’re classy about it,” she says. “And when we win, we’re equally classy.”

These days, her team has been winning often. In 2012, the team won the New England Class A Championship, and in 2013 they took home the ISL title, with a 13-4-2 overall record.

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“ School spirit is a major aspect of the Brooks community. Whether it is a night game under the lights or the winter musical, Brooks students always find a way to enthusiastically cheer on their classmates.”

SPIRIT Brooks students are serious about supporting each other. Talented student-athletes keep teams in the hunt for league and New England championships each season. But the cheering doesn’t stop at the sidelines. During school plays, musical performances, and announcements at School Meeting, Brooks students are quick to let their enthusiasm be heard.

A FTE RNO O N P RO GRAMS

CHRI S CERVIZZI, FIFTH -FOR MER

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Nothing Can Pin Him Down JAC KSON QU I NN T HIRD -FORMER

It was all up to 106-pound wrestler Jackson Quinn. Pin his opponent — who was favored to win — and Brooks would take home the Independent School League wrestling title.

Did we mention it was Jackson’s first year wrestling? Oh, and he had just defeated leukemia after three years of intense medical treatments. Could he pull off another win?

With the crowd cheering wildly and his teammates shouting instructions, Jackson broke out of a stalemate to put his opponent on his back. The ref slammed his hand on the mat and declared Jackson — and Brooks — the winner.

Jackson was nervous when he learned that the title hinged on him winning his match, but his training took over once the bout started. “He tried to put a cradle in, and I somehow got out of it and put him in a headlock,” he said.

Jackson’s coach, Alex Konovalchik, called it the most exhilarating moment in Brooks’ wrestling history. “I still get chills talking about it,” he said.

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DAN E KI M , SI XT H-FOR MER

MUSIC From gospel singers to classically trained cellists, Brooks

helps students take their musical talent to the next level. Ensembles now include several a cappella groups, Gospel Choir and Brooks Chorus. Instrumental ensembles include Advanced Jazz Band, the BrooksTones jazz band, and three different rock bands.

A FTE RNO O N P RO GRAMS

“ Within Brooks, I had an opportunity to expand the limit of my definition of music. I played in the Advanced Jazz Band, which taught me how to improvise; I used to improvise completely based on my ear, but now I can use some jazz theory.�

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THEATER On the stage or behind the scenes, students can find an ideal role in the theater at Brooks. With opportunities to work on three main theater productions each year, students can try their hand at acting, directing, playwriting, or set and costume designing.

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“ We can learn innumerable lessons from the arts. At Brooks, we use theater to teach us about the world around us and to teach us about ourselves. It is by looking through that mirror that nature is revealed.”

A FTE RNO O N P RO GRAMS

ROB LAZAR , DI R ECTOR OF TH E ATE R

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Stealing the Spotlight SUZA NNE EGE RTSON FIF T H-FORMER

I’m a lucid dreamer, I have never seen clearer.

Suzanne Egertson penned the first line of her song “Free Time” in the dead of winter. She had a lot on her mind. “The song’s about growing through life and creating friendships and losing friends,” she says.

She sang the song at Room X Presents, the open mic event that she helps organize at Brooks. Although Suzanne had serenaded her classmates dozens of times, it marked the first night she crooned her own lyrics.

“Being able to combine my passions for writing and music is the perfect fit for me,” Suzanne says.

When she’s not singing her own tunes, she’s matching harmonies in Brooks’ all-female a cappella group, the Serendipities. She takes a class called Rock Band, in which she belts out songs in, well, a rock band. And she’s starred in every school musical. “I love having all those snippets of art in my schedule,” she says.

Eventually, Suzanne hopes to steal the spotlight on Broadway. But for now, she’s gearing up for her next performance on campus.

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“ Community service allows me to bridge the gap between my life at Brooks and the real world. I know ‘service’ is about helping others, but getting involved in the community also helps me stay focused on what’s important in life.”

COMMUNITY SERVICE There’s an art to

giving, and students learn it through community service at Brooks. Weekly activities include tutoring children, visiting residents in a retirement home, and serving meals at a meal center. The school also sets aside community service days, during which students might travel to Lawrence to clean up a park or spend time at a local farm, weeding and repotting plants.

A FTE RNO O N P RO GRAMS

O M ARI NA CA BR ERA , FOURTH-FOR MER

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It’s Drive-In Movie Night on campus. Students pass popcorn as they stretch out on the lawn on the Danforth Courtyard. Seniors mingle with sophomores; boarders sit with day students. The movie starts and the crowd hushes.

This is life at Brooks — a community that watches movies together, studies together, and laughs together. From all-school meetings in the Auditorium to quiet study hours in the dorms to Saturday night dances, Brooks creates opportunities to deepen the boarding school experience.

Brooks has ten spacious dormitories, a student center with a game room and fireplace, and a dining hall brimming with food choices. During the week, students bustle from club meetings to the dorm rooms they have made their own. On the weekends, students take trips to Boston, visit their families and enjoy dorm parties with their dorm parents. Soon, Brooks doesn’t feel like campus; its feels like a second home.

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Life at Brooks

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DORM PARTY Students end every Saturday night with a dorm party, which typically includes home-cooked meals and goodies from their dorm parents. Gathering in their common rooms or in faculty homes, students and dorm parents chat, play games and fill their bellies before catching a good night’s sleep.

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B RYAN SU T HERL I N , FIFTH -FOR MER

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“ Our Saturday night dorm parties are a good time to hang out with your dorm parents, watch sports on TV, and unwind before you go to bed. Plus, who doesn’t look forward to getting a home-cooked meal?”

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Home Sweet Home SUSA NNA & WIL L I E WAT E RS HISTORY T EACHERS

And the rest was history — which was fitting for two smitten history teachers, Susanna and Willie Waters, who met at a Brooks faculty meeting.

“When you know, you know,” Ms. Waters says.

The two married in 2012. Now, they’re dorm parents living in Chace House with 22 teenage boys. Their door is almost always open, and their golden retriever, Neely, bounds through the common room.

On Saturday nights, the couple makes Buffalo wings or brownies for the students. But it isn’t all snacking. Some nights, they’re helping kids wade through annotated bibliographies. Other nights, they’re making lengthy pro and con lists as students decide which classes to take. “It’s called dorm duty, but it doesn’t feel like a duty,” Mr. Waters says.

Every December, the couple mails a holiday greeting card to family and friends with a picture of the entire dorm — students and dorm parents, dressed in their finest, like one big family. And last year, that family grew by one as the Waters welcomed a baby girl, Ainsley, to the mix.

“I’m so happy to have made my life here,” Ms. Waters says. “It’s a really wonderful place to call home.”

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DORM LIFE Students make themselves at

“ I was nervous to be a boarding student.

But the night I moved in, my roommate and I talked and got to know each other, and after that the dorm became my home away from home.”

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home in Brooks’ dorms. From decorating their rooms to studying with friends to chatting with dorm parents, students feel comfortable, safe and relaxed living on campus.

A MELIA BUR KE, THIR D-FOR MER

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A Big Change from Atlanta O L IV IA PE ARSON FIF T H-FORMER

One thousand miles away from home. No biggie.

Olivia Pearson moved to Brooks from her hometown of Atlanta. Since she was five years old, she’d gone to school with the same crop of kids.

She was ready for a change. She was ready to be challenged.

But who was she kidding? She was nervous. Would she fit in? “When I first got here, I thought I knew it all,” Olivia says. “That was not the case.

I had so much to learn about myself.”

From day one, Olivia knew Brooks was the right fit.

“It was like a giant neighborhood of teenagers,” she says. “Even if you didn’t grow up around here, all of the local kids will still include you.”

At Brooks, the dorms combine students from every grade, and Olivia made fast friends with girls of all ages. “All the girls in my dorm are like sisters,” Olivia says. “It’s a place where you can let down your guard and just be yourself.”

Three years later, the campus is her second home. Does she miss Atlanta?

“Of course I miss home, especially my mom’s spaghetti. But I can get that when I go back during vacations,” she says.

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“ After more than 40 years at Brooks, one thing remains true: sharing a family-style meal inspires great conversation and forges relationships across the typical social strata of high school. In an increasingly impersonal world, that experience is invaluable.”

L EI G H P ERKI N S ’81 , ENGLISH TEAC H ER

FORMAL DINNER

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Twice a week in fall and spring, students and faculty pause from their busy schedules for a family-style dinner. With a faculty member and students of all ages at each table, formal dinners are a chance to relax, meet new people, and enjoy a delicious meal.

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Look Out, Wall Street C E LMO CA RVAL H O F I L H O FOURT H-FORMER

It’s 5 a.m. What is Celmo Carvalho Filho doing? Why, reading the Financial Times, of course.

“There are a lot of business and finance acronyms and concepts and terms that I’m not aware of,” he says. “I’m trying to learn them all.”

Celmo, who is from Anápolis, Brazil, wants to be a socially responsible businessman. He spends every waking hour — and a few hours when he should be asleep — soaking in the business world.

What’s driving him? “It sounds old-fashioned, but I’d love to be a small part of making Brazil better,” Celmo says, glancing at the Brazilian flag that hangs in his room. “In order for the world to get better, you’ve got to help each other out.”

Some of Celmo’s energetic zeal goes toward the three clubs that he co-leads, including the business club and the international club. He’s been elected to student government. And he’s also part of Project Shine, a student-led project that develops innovative ways to deliver electricity to a school in Afghanistan.

While Celmo cultivates his future career, he’s also trying to corner the market on niceness. “Being a nice guy — that’s number one,” he says.

“I want to be someone that people can rely on.”

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SENIOR SPEECHES One of the most heartfelt Brooks traditions — senior speeches — allows sixth-formers to address the entire school in the Chapel. Seniors who choose to give a speech open themselves up to classmates and teachers, expressing thoughts on their time at Brooks, giving advice to younger students, and detailing experiences that have shaped who they are.

“ Before I even took the podium, everybody stood up and clapped. It was a great feeling.

I knew I had the support of the whole school behind me.”

AL EX NORGA ISSE, SIXTH-FOR MER

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PREFECTS Every year, Head

of School John Packard selects ten seniors to act as school prefects.

Prefects meet weekly with Mr. Packard to discuss school issues. Prefects have specific duties, including welcoming new students, monitoring study halls, and taking initiative to make Brooks the best it can be.

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“ Our prefects are ten extraordinary kids who care deeply about their school. It’s a real privilege and honor to think with them on a weekly basis about how we can improve Brooks.”

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JOHN R . PAC K AR D, H E AD OF SCH OOL

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“ I value the opportunities I have to explore my full potential. I can create an independent study that lets me move beyond the AP curriculum, start a microfinancing model with a club to help villages in developing countries, or join projects that protect our amazing campus environment.�

A L EX WAG N ER, FI FT H-FOR MER

CAMPUS Founded

in 1926, Brooks has kept much of its early charm.

The campus is nestled in a stunning pastoral setting overlooking Lake Cochichewick.

With dorms, dining halls and classrooms in close proximity, the campus feels like a bustling, friendly neighborhood.

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Plan a Visit We hope that what you’ve read and seen in this book makes you interested in learning more about Brooks. A visit to campus will give you a chance to see the images on these pages come to life. As you peek in on classes, enjoy the views over Lake Cochichewick, and meet teachers and coaches, you’ll quickly understand why so many students and alumni treasure their time at Brooks. But don’t take our word for it. Come to campus and see for yourself.

What You Can Expect When you schedule a visit, your day will be broken up into two parts. After you check in at the Admission Office, you will tour campus with one of our students. The tour usually lasts about 45 minutes. Then you will have the opportunity to meet with one of our admission officers. Prospective students will be interviewed first, and then parents will meet with the admission officer. These meetings are your chance to ask any questions you may have. Between the tour and interviews, you should plan on your visit lasting about two hours.

Interview Times Campus visits are offered Monday through Friday and on Saturdays during the school year. Saturday campus interviews are reserved for out-of-state candidates only. We recommend that all applicants visit during the fall or winter prior to the year of expected enrollment.

Mondays | 8:45 am, 10:35 am, 1:45 pm Tuesdays | 8:45 am, 9:40 am, 12:40 pm, 1:30 pm Wednesdays | 8:45 am, 10:35 am Thursdays | 9:40 am, 10:35 am, 12:40 pm, 1:30 pm Fridays | 8:45 am, 10:35 am, 12:40 pm, 1:45 pm Saturdays | 8:45 am, 9:40 am Call for an Appointment To schedule a tour and interview, please contact the Admission Office at (978) 725-6271 or 6272 or by email at admission@brooksschool.org.

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P LAN A V ISI T

BROOK S BY TH E NU M BERS

HISTORY & FACTS

FACU LTY

ADMISSION

Founded: 1926

Total Teaching Faculty: 60

Inquiries: 2,501

Campus acreage: 251

Women:51%

Interviews: 993

Headmasters: 4

Men: 49%

Applications: 974

Co-educational since: 1979

Graduate degrees: 76%

New students enrolled: 115

Faculty/student ratio: 1 to 6

FINANCES Endowment: $72,945,087

STUDENTS Total Enrollment: 381 Boarding: 66% Day: 34% Boys: 57% Girls: 43% Students of color (US): 19%

Boarding tuition: $53,420 Day tuition: $40,620 Financial aid assigned:

ACADEMICS Average class size: 12 Credits for diploma: 80 Credit courses:140

$3,485,650

Library items: 36,750*

Average award: $40,530

Computers (public): 70

Students on aid: 23%

Science laboratories: 8 Robotics lab: 1 Theaters: 2

*plus thousands of online periodicals and ebooks

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ATHLETICS Interscholastic sports: 14 Interscholastic teams: 45 Playing fields: 12 Turf fields: 1 Tennis courts: 8 Squash courts: 10 Boathouses: 2 Basketball courts: 3 Hockey rink:

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Fitness center: 1 Wrestling room: 1 Rowing tanks: 2

BROOKS SCHOOL is a coeducational boarding and day school, grades 9 through 12, located in North Andover, Massachusetts. The school does not discriminate on the basis of race, gender, color, sexual orientation, disability or religion in the administration of its educational and admission policies, scholarship and loan programs, or athletics and other school-administered programs and activities.

B RO O KS SC H O O L 1160 Great Pond Rd, North Andover, MA 01845 (978) 725-6300 www.brooksschool.org