2024-25 Chadwick Upper School Educational Planning Guide

2024-25 UPPER SCHOOL EDUCATIONAL PLANNING GUIDE

Chadwick's Upper School students are tomorrow's leaders in the making.

WELCOME TO THE UPPER SCHOOL AT CHADWICK

At Chadwick School, everything starts with intention.

Here, you’ll experience extraordinary academic, creative, athletic, cultural and co-curricular opportunities.

This is the Chadwick path — and as you take your first steps in the Upper School, you’ll discover the joy of learning and you’ll gain the lifelong foundation of creative and critical thinking and character development.

We encourage you to review this planning guide, which provides the essential information you need to chart the courses, activities and wonderful opportunities at Chadwick School that will bring forth your intellect, strengths, talents and interests.

LET’S GET STARTED WITH INTENTION.

CHADWICK SCHOOL MISSION

Chadwick Schools develop global citizens with keen minds, exemplary character, self-knowledge and the ability to lead.

CORE VALUES

Chadwick’s Core Values are fostered and modeled in classrooms, co-curricular activities and throughout our community. Students develop exemplary character at Chadwick thanks to our emphasis on our Core Values. We believe in equipping each student with the skills — and the desire — to grow into an honorable, compassionate adult.

COMPASSION FAIRNESS HONESTY RESPECT RESPONSIBILITY

PHILOSOPHY

Chadwick Schools are deeply committed to self-discovery through experience and reflection. Students develop the joy of learning, self-confidence, well-being and curiosity through interactive and practical experiences. Our schools share the Core Values of compassion, fairness, honesty, respect and responsibility. Through active participation in an intentionally diverse and inclusive environment, students make a positive impact within and beyond their own communities. By living and learning in a student-centered, collaborative atmosphere of excellence, integrity and trust, we come to expect the best of ourselves and others.

Dear Upper School Students and Families,

Welcome to Chadwick’s Upper School!

Our school was founded in 1935 by Margaret Chadwick with a clear set of guiding principles. Mrs. Chadwick believed that students benefit from abundant access to the outdoors, that experience is the best form of education, that deep thinking is more important than memorization, and that an education rich in challenge builds character and confidence. At the gates of the school, she hung a sign announcing that Chadwick “strives earnestly to discover and develop the special gifts which each individual possesses.”

A lot has changed in the world and in education during the 87 years since the “Chadwick Open-Air School” was founded. We could not have predicted the social, political, and environmental challenges that we face today. Over the years, our community has grown and changed, our campus has evolved, and we have adopted new resources and developed new programs to prepare our students to meet the needs of the 21st century.

We are delighted that you and your family are making the commitment to an outstanding education based on Mrs. Chadwick’s proven principles. We will always be a school committed to teaching and learning through challenge and experience. We still believe in the value of time outdoors, and we are still dedicated to helping all students develop what is special and unique within themselves. We recognize how outdoor education, opportunities for global travel and service learning, and rich offerings in the arts and athletics all enhance our core academic program. Chadwick’s guiding principles help students to develop the skills, values, and character that they need to be leaders in today’s world.

This Upper School Educational Planning Guide is designed to acquaint you with the many opportunities available here in Chadwick’s Upper School and to help you plan your academic and co-curricular path for the coming school year and beyond. I hope that it will be a useful tool to help you reflect on your own education and imagine what the future holds for you.

I’m honored to be on this journey with you.

Best,

Cotter Donnell Director of the Upper School

CHADWICK SCHOOL AT A GLANCE

87+ Years of Excellence. Established 1935.

Chadwick School is a mission-driven, independent, K-12 co-educational day school dedicated to academic excellence, exemplary character and self-discovery through experience. Compassion, fairness, honesty, respect and responsibility are Chadwick’s Core Values, which are fostered and modeled in classrooms, co-curricular activities and throughout our community. Our students develop Core Competencies in critical and creative thinking, character, courage, communication, collaboration and cultural competence. These strengths prepare students to succeed throughout school, in college, in relationships and in life.

CHADWICK SCHOOL

DISTINCTIONS

• Character Education

• Academic Excellence

• Unparalleled Global Experiences

• Outstanding Outdoor Education Programs

• Real-World Experiences in Innovation and Research

• Excellent and Broad-Ranging Athletic Programs

• Award-Winning and Acclaimed Visual and Performing Arts Programs

• Enriching Community Service Programs

ACCREDITATION

• Western Association of Schools and Colleges

• Association for Experiential Education

AFFILIATIONS

• California Association of Independent Schools

• National Association of Independent Schools

• World Leading Schools Association

• Round Square International

• Malone Schools Online Network

• Global Online Academy

A SPECTACULAR ENVIRONMENT

FOR LEARNING

• 45-acre campus with 26 educational buildings, outdoor learning spaces and spectacular Los Angeles vistas.

Featured facilities include:

• 6,000 sq. ft. Innovation and Design Building featuring spaces for hands-on learning, interdisciplinary research, STEM, creativity, collaboration, innovative thinking and entrepreneurship

• 400-seat Geoffrey Alan Laverty Center for the Performing Arts with indoor theaters, classroom space and dedicated dance and music studios

• Leavenworth Library Learning Center with digital research resources

• Pascoe Pavilion Gymnasium and Swimming Pool

• Commander Chadwick Football/Soccer/ Lacrosse/Track/Athletic Field

• Baseball and Softball Athletic Fields

865 Students

PROFILE OF A CHADWICK SCHOOL GRADUATE

The Chadwick educational program is built on the following six Core Competencies. We develop these interdisciplinary skills and behaviors in our K-12 students to prepare them to become global citizens with keen minds, exemplary character, self-knowledge and the ability to lead.

CORE COMPETENCIES

CRITICAL AND CREATIVE THINKING

- Observe and analyze relationships to develop questions and define problems.

- Use reliable evidence to inform interpretations, reasoning, synthesis and evaluations.

- Explore a variety of approaches to engage in multiple perspectives, adapt ideas, solve problems and arrive at new solutions.

- Apply skills, knowledge and concepts in new contexts.

CHARACTER

- Make choices that reflect the Core Values.

- Recognize and respond thoughtfully to ethical dilemmas.

- Self-reflect to cultivate personal wellness and growth in one’s self and others.

- Confront injustice with integrity and persistence.

COMMUNICATION

- Actively seek to understand others.

- Express ideas in clear and organized ways through various modes (visual, oral, written, digital), adjusting based on goals (audience, context, purpose).

COURAGE

- Take responsible risks, both personally and intellectually.

- Anticipate, acknowledge and navigate challenge with effective coping skills.

- Appreciate the learning that comes with mistakes and persevere through uncertainty and failure.

- Develop initiative, resilience and confidence.

COLLABORATION

- Contribute to groups in ways that demonstrate personal responsibility and flexibility.

- Respect and include others.

- Help the team to work together to achieve a common goal, solve problems and manage conflicts.

CULTURAL COMPETENCE

- Acquire deep knowledge of world history, geography and global cultures.

- Understand and navigate complex historical and social factors that shape identities and culture.

- Connect in meaningful and enduring ways across difference.

- Recognize and analyze injustice at the individual, institutional and systemic level.

- Respond to bias and injustice in local, national, and global communities with integrity and action.

UPPER SCHOOL LEADERSHIP TEAM

Director of the Upper School

Cotter Donnell

Executive Director of College Counseling

Sara Miranda

Cotter has been a school leader and humanities teacher at independent schools nationally and internationally for more than 20 years. He has developed expertise in designing curriculum and assessment models; recruiting, hiring and coaching faculty; and planning and leading local, national, and global off-campus learning experiences. Prior to joining Chadwick, Cotter was the Associate Head of School at Mountain Academy of Teton Science Schools, the Director of CITYterm at the Masters School, and served as Dean of Studies, English Department Chair and Upper School Dean at Polytechnic School in Pasadena, California. Cotter holds a master’s degree in educational leadership from the Klingenstein Center at Teachers College, Columbia University; a master’s degree in English from the Bread Loaf School of English at Middlebury College; and a bachelor’s degree in English and history from Boston College.

Sara is Chadwick’s Executive Director of College Counseling and possesses nearly 20 years in high school and college admissions, college counseling and academic advisement. For the past three years, Sara was an Upper School Dean at Harvard-Westlake School in Studio City, providing college counseling, academic advising and social-emotional counseling to more than 100 students in grades 10 through 12. Prior to that, she worked at Brandeis University as the Director of Admission for six years, and previously served as Director of Admission at Emerson College from 2005-2014. Sara holds a master’s degree in school counseling and psychology from Lesley University in Cambridge, Massachusetts, and a bachelor’s degree in marketing communications from Emerson College in Boston.

Upper School Dean (Grades 9 and 10)

Dr. Marielle Sallo

Upper School Dean (Grades 11 and 12)

Patrick Wallace

Marielle joined Chadwick School as a mathematics teacher and has taught advanced courses like MSON multivariable calculus, calculus, precalculus, trigonometry and algebra. She also has served Chadwick as 11th-grade Head Advisor and as a member of Chadwick’s Equity Team. Prior to joining Chadwick, Marielle was the principal at San Gabriel Mission High School, where she also served as assistant principal of curriculum and instruction, an academic counselor and as a teacher of math and science. Marielle earned a doctorate in educational leadership from the University of California, Los Angeles; a master’s degree in secondary education (with an emphasis on teaching secondary mathematics) from Loyola Marymount University; and a bachelor’s degree in mathematics and applied science (with an emphasis in medical and life sciences) from the University of California, Los Angeles.

Patrick has held several roles at Chadwick, including economics teacher and the Head Model United Nations (MUN) Advisor, Interim Assistant Director of the Middle School, and Interim History Department Chair. He was named Teacher of the Year in the Chadwick Yearbook Dedication for Middle School in 2011 and for Upper School in 2015. He was also the senior class speaker from 2010-2016 and again in 2018. Patrick earned his master’s degree in educational leadership at Teachers College, Columbia University, and his bachelor’s degree in economics and political science from the University of Colorado at Boulder.

Director of Athletics

Jaime Hoffman

Jaime leads Chadwick’s athletic department, composed of more than 50 coaches and 25 sports teams in the fulfillment of the school’s Mission. Jaime joined Chadwick after serving in leadership positions in higher education and athletic administration for more than two decades. Prior to Chadwick, Jaime served as the Associate Vice President and Director of Athletics at Occidental College. She also spent 10 years leading college women’s basketball programs and served as Athletic Director at the LAPD’s Athletic Club. Jaime holds a Masters of Coaching and Athletic Administration from Concordia University, and a bachelor’s degree from the Catholic University of America.

Director of Diversity, Equity and Inclusion

Dr. John Aden

John develops, guides and leads K-12 strategies, programs and initiatives that foster a diverse, equitable and inclusive community at Chadwick. He is a former Fulbright Fellow who conducted dissertation field research in the Republic of Mali (West Africa). John has taught at the collegiate and high-school levels and is a former CIC Minority Graduate Fellow and Distinguished Teaching Fellow, and a three-time U.S. Department of Education Foreign Language Area Studies Fellow. John holds a doctorate in history from Indiana University, Bloomington, a master’s degree in history from Indiana University, and a bachelor’s degree from Wabash College in Indiana.

Director of Teaching and Learning

Erin Nordlund

Erin Nordlund is the Director of Teaching and Learning who oversees English, social studies, global language, performing arts and health and wellness at Chadwick. Erin has spent almost twenty years in the classroom teaching English and has served multiple roles at Chadwick, such as English Department Chair, Interim Upper School Dean of Students, Head Advisor and Senior Coordinator, Peer Mentor Advisor and Village Curriculum Specialist. Erin holds a master’s degree in teaching and a bachelor’s degree in English from the University of Southern California.

We commit to developing and supporting your child academically, socially and emotionally.

Chadwick students take academics very seriously. They’re independent. They’re well-rounded. They’re leaders.

STUDENT SUPPORT: ADVISORY AND WELLNESS TEAM

Upon entering the Upper School, you have access to a caring and experienced student support team to assist with your social, emotional and academic success.

UPPER SCHOOL ADVISOR

Beginning in ninth grade, you will be partnered with an advisor, who is a member of Chadwick’s faculty or staff. You will be part of an advisory group of 7-9 students that meets regularly with your advisor, and you will meet one-on-one with your advisor throughout the year during built-in “extended advisory” meetings to reflect on your progress. Your advisor is available to help you navigate the many choices available at Chadwick. You will have the same advisor for two years (9th/10th grade and 11th/12th grade).

PERSONALIZED GUIDANCE

During the spring semester, prior to course sign-ups for the following year, you will meet one-on-one with your advisor for several extended meetings, after which you will meet with your advisor and your family for a student-led conference. Following is the process for course planning for the next year.

• First, you will “look back” on the year. Your advisor helps you reflect thoughtfully on your progress in each class, your growth in terms of the Core Competencies across multiple classes, and your areas for improvement for the remainder of the year.

• Next, you “look ahead” with your advisor in order to reflect on how to make informed, deliberate and reasonable schedule choices to ensure your personal and academic success next year. In addition to your advisor, teachers and other administrators are available to help you and your family make curricular and co-curricular choices for the upcoming years throughout your Upper School experience.

• Following these reflective meetings, you will then meet with your family and your advisor for a student-led conference, during which you and your family will sign off on the following year's proposed course schedule. This conference and the reflective activity beforehand, provide you with the opportunity to talk about your goals and strengths, and identify growth opportunities for the next year.

UPPER SCHOOL WELLNESS TEAM

Chadwick’s Wellness Team is uniquely positioned to assess and support students throughout every stage of their educational journeys. Learning Specialists and Counselors work in tandem with teachers, Division Directors, Deans, the school nurse and other Chadwick educators to ensure that each student is getting the support they need to succeed.

INFORMATION SESSIONS FOR PARENTS/CAREGIVERS

Throughout the year, Chadwick hosts regular information sessions for parents/ caregivers, which provide opportunities to share information and discussions on topics of interest, including the upcoming year’s schedule choices, outdoor education programs, health and wellness strategies and college counseling updates, among other topics.

Upper School Counselor

Rosemarie Steinhoff

Rosemarie is Chadwick’s Upper School Counselor. Previously, she was a therapist for children and families with Children’s Institute — a Los Angeles County agency where she provided therapy for children with severe mental illnesses. Rosemarie advocated on their behalf, working as a clinical expert on IEP teams across Greater Los Angeles. She has been an ambassador for the MAC VIVA Glam HIV/AIDS foundation, a special education para-educator and an executive assistant at the Suzanne Dworak Peck School of Social Work at the University of Southern California. She holds a B.S. in psychology from University of Phoenix and an M.M.F.T. from the University of Southern California.

Upper School Learning Specialist

Sara Mactavish

Sara is the Upper School Learning Specialist. She previously served as the Academic Services Coordinator for the middle and upper schools at Wildwood School in Los Angeles. Prior to that, she was the Upper School Learning Specialist at the Isidore Newman School in New Orleans.

Sara holds a B.A. in psychology from Wheaton College, and two M.A.s — one in applied developmental and educational psychology, and the other in mental health counseling — from Boston College

CURRICULAR AND CO-CURRICULAR CHOICES

At Chadwick School, you are surrounded by a network of support that includes administrators, faculty, mentors, academic advisors, college counselors, deans of students, coaches and many more adults who are deeply committed to helping you grow and succeed academically, socially and emotionally.

During the spring prior to ninth grade, you will participate in a “Welcome to the Upper School” meeting. This meeting will include you, your family (student and parent/caregiver), a Chadwick administrator and a college counselor. This meeting kicks off our work together to support your hopes and aspirations for the Upper School, and to align our academic and co-curricular opportunities with your hopes and aspirations.

Each spring thereafter, you and your family will meet with advisors to plan your curricular and co-curricular schedule for the coming year. Parents/ caregivers are also invited to an annual Parent/Caregiver Coffee that provides information on the upcoming year’s schedule choices, along with access to a website with updated digital resources.

You and your family will have everything you need to plan your high school journey.

YOU ARE READY TO WRITE YOUR CHADWICK STORY WITH INTENTION!

UPPER SCHOOL MODIFIED BLOCK SCHEDULE

Chadwick students enroll in a minimum of five courses and a maximum of six courses each semester. Courses taken through the Malone Schools Online Network and Global Online Academy both count toward the six-class maximum.

-

- 8:40

- 9:15

- 9:15

- 10:40

- 10:20

- 11:40

- 11:35 CLASS E

Minutes 11:40 - 12:25 CLASS F

Minutes

- 1:15

- 12:25

- 1:15

Minutes 11:05 - 12:25

Minutes 7:55 - 9:15

Minutes 9:20 - 10:40

- 1:15

NOTE: Team sports practices typically occur between 3 - 5 p.m. each day; fitness-for-life classes (e.g. yoga, strength and conditionoing, and pre-season training) meet 3-4 times per week during the athletics block from 2:50 - 3:40 p.m.

*Please note that the daily schedule is subject to change. Please consult the digital version of the Upper School Educational Planning Guide for the most up-to-date information. LATE START 8:55

ASSESSMENT/GRADING PRACTICES

AND HOMEWORK

Chadwick assessments have been designed for students to demonstrate understanding of the knowledge and skills developed as they progress through each course. The purpose is to identify what a student knows or is able to do in relation to pre-established learning goals.

GPA CALCULATIONS

GPAs are calculated on a weighted 4-point system, based on all Chadwick courses reported on the transcript. All AP, Post-AP, Advanced and Honors courses and GOA courses are awarded a full extra point in determining weighted GPA. Chadwick does not report student rankings or name a valedictorian.

GRADES AND COMMENTS

Upper School students receive letter grades from their teachers four times during the year: at the midpoint of each semester and at the end of each semester. There are two semesters in the school year. Only the final cumulative, year-end letter grade is recorded on a student’s transcript. Students also receive narrative comments from their teachers. Letter grades provide a single representation of several things: level of current understanding of the course learning goals, measurement of progress, eligibility for advancement or placement into the next level of a course when relevant, and feedback on where additional support might be needed. The goal of grades is not to rank students, reward effort, or assess students’ character.

HOMEWORK

Classes for each academic course meet three times a week. Classes for each academic course meet on Monday for 45 minutes. Each course also meets two other times each week for 80-minute blocks on either Tuesday and Thursday or on Wednesday and Friday.

Homework in preparation for any given class session is designed to not exceed a maximum of 45 minutes for regular courses and 60 minutes for honors and AP courses.

No homework will be given over winter and spring vacations. Homework due on religious holidays that are not already school holidays can be managed on a case-by-case basis.

By its nature, the amount of time that a student spends on homework can vary from night to night and week to week. During busy times of the year (especially the ends of semesters), students may experience a heavier-than-normal load. Some students may process information or read more slowly than their peers, or they may complete assignments in a more detailed or thorough manner. Finally, some students may elect to take a more robust course load with six academic classes or advanced/honors courses.

Each student will work with their advisor to carefully reflect on all the ways they spend their time outside of school hours (homework, sports, activities, family and friend time) in order to craft a course schedule that supports a healthy and manageable homework load.

CHADWICK TRANSCRIPTS

The Chadwick transcript only lists course names and grades from Chadwick courses. Non-Chadwick courses are only incorporated into a student’s transcript under special circumstances, such as pre-approved study abroad programs, Malone Schools Online Network and Global Online Academy courses. See the transcripts section on page 39 for more information.

Chadwick’s shared assessment and grading practices strive to be:

TRANSPARENT

A commitment to intentional curricular design provides students with a clear sense of what they will learn and will be assessed on to help identify areas for improvement.

STUDENT CENTERED

The emphasis on learning goals rather than grades or points helps ground the conversation in each student’s demonstration of learning and next steps for learning, ideally fostering a growth mindset and culture of learning.

EQUITABLE

A shared framework unifies departments, courses, and our K-12 program around a clear, consistent expression of what students learn. Shared practices and expectations foster higher levels of consistency across experiences.

UPPER SCHOOL GRADUATION REQUIREMENTS

SUBJECT

ENGLISH

4 Required Courses

HISTORY/SOCIAL STUDIES

3 Required Courses

GLOBAL LANGUAGES

Required through Level 3 of one language

MATHEMATICS

Required through Algebra 2

SCIENCE

3 Required Courses

VISUAL AND PERFORMING ARTS

See curriculum overview for details

PHYSICAL EDUCATION/ ATHLETICS

See curriculum overview for details

OUTDOOR EDUCATION

HEALTH AND WICK SKILLS

4 years / 8 semesters

3 years / 6 semesters

3 years / 6 semesters

3 years / 6 semesters

4 courses recommended

3 years / 6 semesters

The University of California requires two approved lab science courses, which could include PCB 2 and PCB 3 or two years of non-PCB

UC-accredited lab courses that are not in the same field, such as AP Biology, AP Chemisty or AP Physics

1.5 years / 3 semesters

Grades 9-12

Grades 9-11

Grades 9-11

Grades 9-11

Grades 9-11

UC accredited art course in ninth grade required.

4 years / 4 seasons

Grades 9-12

4 years

Participation required each year

Participation in semester-courses and various workshops

Grades 9-12

Grade 9, 7th-period course Grades 10-12 workshops

NOTE: These reflect the minimum requirements for graduation; most students elect to take more courses.

One sport per year

FIVE-YEAR PLANNING AT-A-GLANCE

Year

–

The Upper School Experience Evening Programming

Course Scheduling Parent Coffee

Upper School Welcome Night

Family meeting with Administrator and Dean of College Counseling.

Academic advisors and college counselors talk with students about the importance of grades, challenging programs, co-curricular involvement,: healthy habits, reading and summer programs.

Fall Welcome and College Information Program for Parents

Program for Sophomores

PSAT Preliminary Scholastic Assessment Test

Program for Juniors

PSAT / NMSQT Fall College Night

Group meetings with college counselors

Juniors & Junior Families Introduced to College Planning Tools

Athletics and College Admissions Presentation/Panel

State of Standardized Testing Presentation

Practice ACT Testing Dean of College Counseling Assignments are Shared Summer Programs

Applications Open

• 1:1 Extended Advisory Meetings

Practice ACT Testing Individual student meetings with college counselor begin, followed by family college meetings

• Grade-Level Meetings with Department Chairs and College Counselors

Sophomore Parent Coffees with Counselors begin.

• Advisee-led conferences with parents

MARCH-APRIL ACT or SAT Reasoning Test

• Upper School Parent Information Meeting on educational planning

• Annual academic and co-curricular planning meeting with student/family

Sophomore class small gathering with counselors

Family Meetings following individual student meetings

Advanced Placement Exams

APRIL-JUNE Second individual college counseling meeting Essay Writing Institute

SAT Testing, Chadwick Essay and Applications Workshops

Senior Orientation

Fall College Night

Senior Family College Meeting

SAT Test ACT Test

Early Decisions/Action Applications due

UC and CSU applications due Nov. 30

Final College Plans Form Due

Early Decision Notifications Begin

Complete college applications

Regular decision applications due (Jan.-March)

Financial aid forms due

MARCH-APRIL

Regular Decision Notifications from Colleges

Senior/Parents transition to College Program

College deposit deadline May 1

Senior Outdoor Ed Trip

GRADUATION!

Final high school transcript sent to enrolled college.

EDUCATIONAL PROGRESSIONS

Grades 9-12 Academic Progression

Our curriculum emphasizes breadth of study in the sciences, humanities, mathematics, social sciences and the arts. At Chadwick, you’ll gain unsurpassed preparation for success in college — and in life. Our track record for placing 100 percent of our graduates in four-year colleges stems from a commitment to personalizing the educational process and providing extensive opportunities for you to flourish. The next few pages provide an overview of the progression of academic offerings in the Upper School. For a complete course catalog, see the Upper School Curriculum Guide.

Online Courses At Chadwick Chadwick’s membership in the Malone Schools Online Network (MSON) and Global Online Academy (GOA) programs provide remarkable opportunities for students to take advanced courses with peers from other excellent independent schools around the world. Courses include both semester and full-year options and are open to 10th-, 11th- and 12th-grade students.

A MSON or GOA course must fit within an Upper School student’s schedule as one of their six core academic classes (not as a seventh class). Typically, MSON and GOA courses extend and enrich Chadwick courses and cannot be taken to replace a course in a progression or to meet graduation requirements.

The courses are aimed at talented, independent and motivated students at the member independent schools. Students engage in MSON courses for 6-8 hours a week, including two weekly, one-hour synchronous (realtime) class meetings at set times. GOA courses take students about 5-7 hours a week, logging in 5-7 times for interaction on a flexible schedule with moments of synchronicity.

The available courses change from year to year. Here is this year's MSON course catalog, and here is this year's GOA course catalog. Students interested in taking an MSON or GOA course should contact the Director of Teaching and Learning to discuss the logistics of taking these courses.

GRADE 9-12 PROGRESSION

9th 10th 11th 12th

English 9: Global Studies

English 10: Global Studies

ENGLISH

HISTORY/ SOCIAL STUDIES

GLOBAL LANGUAGES

MATHEMATICS

History 9: Global Studies

History 10: Global Studies

AP Art History

Business and Entrepreneurship

Ethnic Studies

Chinese, French, Spanish: Intensive, Level 2

Algebra 1B

Algebra 1

Algebra 1 Honors

Geometry

Geometry Honors

Algebra 2 with Trigonometry

Algebra 2 Honors

Chinese, French, Spanish: Level 3, Level 3 Honors

Geometry

Geometry Honors

Algebra 2 with Trigonometry

Algebra 2 Honors

Precalculus

Precalculus Honors

English 11: American Ideals

AP English Language and Composition:

American Ideals

Honors English 11: Into the American Wilderness

United States History 11

AP United States History

Business and Entrepreneurship

Ethnic Studies

AP Art History

Chinese, French, Spanish: Level 4, Level 4 Honors, AP Language

Algebra 2

Algebra 2 with Trigonometry

Algebra 2 Honors

Precalculus: Trigonometry and Functions

Precalculus

Precalculus Honors

Calculus

AP Calculus AB

AP Calculus BC

AP Statistics

Global Applications in Data Science

English 12: City of Angels

AP English Literature and Composition: Science Ethics

AP English Literature and Composition: The Story and Self

Honors English 12: Thriving in a Changing World

Business and Entrepreneurship

Ethnic Studies

Honors Applied Economics and Finance

AP Art History, AP Government

Chinese, French, Spanish: Level 5, Level 5 Honors, AP Language, Post-AP options

Algebra 2

Algebra 2 with Trigonometry

Algebra 2 Honors

Precalculus: Trigonometry and Functions

Precalculus

Precalculus Honors

Calculus

AP Calculus AB

AP Calculus BC

Global Applications in Data Science

Statistics and Advanced Topics

AP Statistics, Post AP Classes

(e.g. Multi-variable Calculus, Linear Algebra, Differential Equations)

SCIENCE

PCB 2

PCB 2 Honors

PCB 3

PCB 3 Honors

AP Chemistry

Anatomy and Physiology (fall semester)

Brain and Behavior (spring semester)

Environmental Science

Honors Environmental Science

Marine Biology, Forensics

AP Biology, AP Chemistry

AP Physics 1

AP Computer Science Principles

AP Computer Science Principles

INNOVATION AND DESIGN

VISUAL ARTS

Ceramics, Media Arts, Studio Art: Level 1

Theater 1

PERFORMING ARTS

CROSSDISCIPLINARY

COCURRICULAR

Advanced Music Composition

AP Music Theory, Stagecraft

AP Computer Science A

STEM: Research and Innovation

Ceramics, Media Arts, Graphic Design, Studio Art: Level 2

Theater 2

Advanced Music Composition

AP Music Theory, Stagecraft

AP Capstone Seminar

Global Online Academy

Wick Skills (1 semester required), Human Growth and Development (1 semester required), Eco Community, Improv, Yearbook, Wick Media, Community Service, Chorus, Orchestra, Journalism, Wick Math, Debate, Robotics, Model United Nations, Stage Crew

AP Computer Science A

Post AP: Software Engineering

STEM: Research and Innovation

Ceramics, Media Arts, Graphic Design, Studio Art: Level 3

Level 3 Honors

Honors Applied Design

Theater 3, Level 3 Honors

Advanced Music Composition

AP Music Theory, Stagecraft

AP Capstone Seminar

AP Capstone Research

Malone Schools Online Network

Courses

Global Online Academy

Anatomy and Physiology (fall semester)

Brain and Behavior (spring semester)

Environmental Science

Marine Biology

Forensics

AP Biology

AP Chemistry

AP Physics 1, AP Physics C

AP Computer Science Principles

AP Computer Science A

Post AP: Software Engineering

STEM: Research and Innovation

Ceramics, Media Arts, Graphic Design, Studio Art: (Level 4, Level 4 Honors),

AP Drawing, AP 2D Art and Design, AP 3D Art and Design, Honors Applied Design

Advanced Music Composition

AP Music Theory

Stagecraft

AP Capstone Seminar

AP Capstone Research

Malone Schools Online Network Courses

Chadwick students experience extraordinary opportunities in academics, athletics, community service, global education, outdoor education, performing and visual arts, and leadership.

COURSE

PLACEMENT AND ACADEMIC PATHWAYS

The Chadwick educational experience is all we do with intention to develop ethical, global citizens. During your Upper School years, your growth extends through active, experiential learning inside and outside the classroom.

Our strong academic program is designed to build a solid foundation based on content fluency and conceptual understanding. We offer courses that provide opportunities for application and transfer of learning to new situations. Proper placement supports optimal success and wellness for you, and your classroom performance over the year is by far the best indicator for success in future courses.

You will receive preliminary eligibility based on your fall semester and spring progress grades, and you will receive final recommendations in math, science and global language in June. There is always more than one avenue of entry into any class for math, global language and ninth- and 10th-grade science, and there are opportunities for movement throughout every sequence.

We look forward to working closely with you and your family to provide the best pathway for your success and wellness.

English 11: American Ideals

AP English Language and Composition: American Ideals

Honors English 11: Into the American Wilderness

English 12: City of Angels

AP English Literature and Composition: Science Ethics

AP English Literature and Composition: Story and the Self

Honors English 12: Thriving in a Changing World

11th- and 12th-grade options based on student preference

MATHEMATICS PROGRESSION

Algebra 1H

Algebra 1

Algebra 1B

Geometry H

Geometry

Algebra 2

Algebra with Trigonometry

Precalculus: Trigonometry and Functions

Precalculus

Statistics and Advanced Topics

Calculus

AP Statistics Global Applications in Data Science

(available after Algebra 2 level courses)

The thick arrow on tan box shows the usual path for a Chadwick student whose math skills are typically around the top 5% nationally.

The thin tan arrow shows a commonly-followed path which may depend on achieving a certain grade.

Statistics and Advanced Topics

Algebra 2H

Precalculus H

AP Calculus AB AP Calculus BC

Post-AP offerings, including Multivariable Calculus

The dashed blue arrow shows an unusual path, which might require extra work, summer school, or a placement test.

PCB stands for Physics, Chemistry and Biology. The PCB sequence takes the place of introductory courses in specific science sub-disciplines. AP

Anatomy and Physiology (fall) Brain and Behavior (spring)

11th- and 12th-grade options are based on student preference

COMPUTER SCIENCE PROGRESSION

AP Computer Science Principles (no prior coding experience)

AP Computer Science A (Java experience)

Advanced Innovation and Design Courses

Post AP: Software Engineering

Post AP: Advanced Software Engineering

STEM: Research and Innovation

AP Capstone Seminar

AP Capstone Research

CHINESE PROGRESSION

SAMPLE CURRICULAR AND CO-CURRICULAR SCHEDULES

The next few pages provide sample curricular and co-curricular schedules for those with a particular interest or passion in areas such as the Arts, Global Education, the Humanities or STEM.

GLOBAL PROGRESSION

Media Orchestra Dance Company Water Polo

Precalculus: Trig and Functions

Anatomy and Physiology (fall) Brain and Behavior (spring)

History 11

3 Honors

Art 3 Honors Wick Media, Chorus Winter Musical Dance Company

Innovation and Design

2D Art and Design

Music Theory Wick Media, Chorus Winter Musical Dance Company

9: Global Studies

Honors

English 10: Global Studies Spring Semester-Trip Abroad

Algebra 2 Honors Spring Semester-Trip Abroad PCB 3 Spring Semester-Trip Abroad

History 10: Global Studies Spring Semester-Trip Abroad

French 3 Honors, Spanish 2, Spring Semester-Trip Abroad

and

Model UN, Service, Improvisation

Cross-Country, Yoga

Honors English 11: Into the American Wilderness AP Calculus AB Marine Biology United States History 11 AP French Language Spanish 3 Honors

UN, Service Baseball/Softball, Yoga

Art History

Community

EXPERIENTIAL LEARNING AND ENRICHMENT AT CHADWICK

Chadwick’s academic strengths are enhanced by a rich array of co-curricular opportunities that take students into the outdoors, the community, the studio, the stage, the field, the laboratory and more. You are encouraged to specialize in your favorite co-curricular or explore new opportunities, all while developing your skills, confidence and leadership.

Athletics

Participating in sports gives you the opportunity to practice courage, collaboration, exemplary character and discipline. We have a long and proud history of growing successful athletic teams, winning several Prep League, CIF and State Championships in recent years. Outstanding teams and coaches in football, basketball, baseball, softball, volleyball, water polo, cross-country, track and field and soccer, among other sports, create additional college preparatory opportunities for our students.

Community Service

Through community service, you will experience a sense of your personal capability and responsibility for improving the lives of others. You will learn a great deal by meeting and working with others whose experiences may be vastly different from your own. Local and international volunteer projects include serving in soup kitchens, tutoring elementary school students, assisting with projects at retirement homes and supporting others in less-developed regions of the globe. The majority of our students volunteer for service even though it isn’t required.

Global Education

Global citizenship is integral to Chadwick’s Mission. We are committed to providing opportunities for you to broaden your perspectives and develop the skills necessary to succeed in an increasingly interconnected world. Our faculty and staff design and lead programs that extend classroom learning and offer deeper dives into political and cultural studies. Most recently, Chadwick students and teachers have taken trips to study marine biology in the Galapagos and participate in Model UN in Scotland. Additionally, our second campus in Songdo, South Korea, gives students an incredible opportunity to engage with peers at Chadwick International, potentially at multiple points throughout their academic careers. Students at Chadwick also have the opportunity to participate in a wide range of semester and year-long abroad programs, such as School Year Abroad and The Island School.

Outdoor Education

Our nationally accredited Outdoor Education Program emphasizes personal and environmental leadership. Each year, you will make progressive strides through experiential learning in the wilderness. These characterbuilding experiences challenge your physical and emotional capabilities and compel you to take initiative, make decisions, deal with uncertainty and be accountable for results. Self-reliance, independence, collaboration, group dynamics, critical thinking and leadership skills are mastered in preparation for the senior trip — a threeweek backpacking expedition and unique rite of passage for our graduating class.

Performing and Visual Arts

Our award-winning Performing and Visual Arts Programs encourage you to discover your artistic voice and take risks with authenticity. Our acclaimed Theater Arts Program features a fall play and winter musical, and vocal, instrumental and dance concerts throughout the year. Students perform under expert direction with professional staging in a state-of-the-art facility. Visual Arts include drawing, painting, clay and wood, ceramics, graphic design, mixed media, media arts and sculpture.

Student Leadership

Chadwick has more than 50 student-led clubs and organizations. These groups offer you a tremendous opportunity to step into leadership roles among your peers, learn responsibility and commitment, and acquire sophisticated management and interpersonal skills. Organizations range from student publications to student government to school leadership including: Student Council, Student Diversity Council, Honor Council, Model United Nations, Round Square, Community Service Advisory Board and Sustainability Council. There are also opportunities to lead clubs organized around hobbies and interests such as robotics, computing and gaming. It’s a great way to connect with classmates and faculty based on shared interests, talents and school initiatives.

COLLEGE COUNSELING AT CHADWICK

Chadwick School’s College Counseling Office guides you and your family through the college admissions process, helping you select and gain admission to colleges and universities appropriate to your interests and demonstrated abilities. The Chadwick School curriculum is designed to meet or exceed the entrance requirements for the University of California and, by extension, any undergraduate college or university in the United States.

Our curriculum prepares you for study at the collegiate level while allowing those with special gifts and/or interests to take advanced level courses in all disciplines. When equipped with a well-articulated sense of self and strong college counseling resources and guidance, you are prepared to find colleges that are good matches. Our approach is student-centered, and we believe that satisfaction with your college choices is enhanced when you are empowered to own the process and decisions. Central to support and success is open and clear communication among students, parents/caregivers and Deans of College Counseling. Outcomes are important, yet it is the process of self-discovery leading to college-discovery that drives our program and addresses and enhances the Core Competencies of Chadwick School.

OUR APPROACH

The success of Chadwick’s academic and co-curricular program and the College Counseling Program is demonstrated by the thoughtful, appropriate development of a college list, in concert with the student and their family, and the high quality work our students produce in college and in their careers.

While the College Counseling Program is most intensely focused on juniors and seniors, students and parents in ninth and 10th grades are welcome to use the resources of the College Counseling Office and to meet with the Deans of College Counseling.

9th Grade

Conversations about college, summer opportunities and long-term objectives begin early at Chadwick, and the primary focus in ninth grade is on academic and co-curricular planning in preparation for college applications. During the spring prior to ninth grade, you will participate in a “Welcome to the Upper School” meeting. This meeting will include you, your family (student and parent/caregiver), a Chadwick administrator and a Dean of College Counseling. This meeting kicks off our work together to support your hopes and aspirations for the Upper School, and to align our academic and co-curricular opportunities with your hopes and aspirations.

10th Grade

Students and parents/caregivers in grade 10 participate in orientation programs led by a Dean of College Counseling in addition to smaller opportunities in periodic group “coffees” to preview the next steps in the college counseling program, including a college planning calendar, and to introduce you more fully to the resources available. Students are also assigned their individual Dean of College Counseling.

11th Grade

College counseling shifts into a higher gear during your junior year with fall orientations and a mid-fall college launch featuring a combined student and parent program. The year will include several scheduled mandatory and individual meetings with you and your family. In addition to meetings to explore your interests and directions as well as reviewing transcripts and teacher comments, there will be ample opportunity to explore college options in accordance with your interests and needs. Other meetings focus on introducing our college research tools and records systems, and College Kickstart, a program to assist you in developing a balanced college application list.

The junior year program invites you to invest time in self-assessment exploration, through questionnaires and conversations. Parents/caregivers contribute significantly to the counseling process by also providing information on questionnaires and through meetings with the Deans of College Counseling. The aim is to understand and integrate your learning styles, academic preferences and your interests as you develop a college list.

Other activities in 11th grade supported by the College Counseling Office, include:

• Planning for college visits

• SAT, ACT and AP testing

• “State of Admission” presentation

• Guidance on your appropriate engagement with college admission offices and/or college athletic coaches

• Financial aid and scholarship workshops and resources

• Guidance on requesting recommendation letters

12th Grade

Prior to the beginning of classes, application and essay writing workshops are held as part of senior orientation in August. Throughout your senior year, you, your family, Chadwick’s Deans of College Counseling, faculty, staff and coaches are fully engaged as partners in the college process, which includes the following activities:

• Frequent meetings with Deans of College Counseling, to carefully develop college lists, early decision or early action plans.

• Meetings with college admission representatives who visit Chadwick's campus.

• Mock interviews with Deans of College Counseling for training and assistance as you refine your college list.

• Multiple opportunities for you to get substantial feedback on your essays from the college counseling team.

• Assistance in managing transcripts, secondary school reports, evaluations and teacher recommendation letters to colleges.

• Financial aid workshops.

• Assistance with college admissions replies.

100% OF CHADWICK STUDENTS PLAN TO ATTEND 4-YEAR COLLEGES

Dear Upper School Students and Families,

We are pleased to provide you with this resource for mapping out your future curricular choices while at Chadwick School. We are hopeful that you will take risks academically, challenge yourself in disciplines that excite you, step outside of your comfort zone, take a course you never thought you would, and continue along the path of nurturing your intellectual curiosity. We encourage you to continue to explore who you are as a person and as a learner, and who you hope to become in your life after Chadwick.

In planning for your future courses, it is wise to have an eye toward your aspirations for college, including possible future majors, finding a great-fit college community and understanding the components of your application that will make you a competitive candidate. Chadwick’s college counseling team is at your service to be a thought partner to you and your family as you embark on this process. Because of our optimal size, Chadwick allows for strong relationships to exist between Deans of College Counseling and students. We get to know you very well and have the privilege of advocating for you and further contextualizing your stories in the application process through the letter of recommendation. We have a combined 65 years of experience in college counseling and college admission on our team and consider it our responsibility to be at the pulse of emerging trends in college admission.

No two students’ college searches will be alike; our aim is to provide you with all of the resources, tools, mentorship and support you need to make the process of applying to college as thought provoking and exciting as it can be. And, if we’re able to alleviate some of the stress, that would be great too!

Our team can’t wait to partner with you as you reflect on what has been most meaningful about your time at Chadwick, and the ways in which you are ready to elevate yourself as a learner and citizen in college and beyond.

Warm regards,

Sara Miranda Executive Director of College Counseling On behalf of the Chadwick School College Counseling Office

COLLEGE COUNSELING PROGRAMMING FOR STUDENTS AND PARENTS

You and your family have the opportunity to participate in class meetings, college nights, financial aid, standardized testing and special athletic programs. Deans of College Counseling meet individually with you and your family multiple times throughout your high school years to discuss curriculum, testing plans and options, to assist in the consideration of college lists, college visits, and interview preparation and to assist in developing the college applications, application essays and follow-up.

In addition to one-on-one meetings, the College Counseling Office typically hosts many student and parent information sessions throughout the year to share information and updates on the college counseling process, including meetings on college recruitment in athletics and the arts, and financial aid workshops.

College Counseling also hosts more than 100 college representatives each year, works with Chadwick faculty in the preparation of school and teacher recommendations, and serves as both sounding board and advocate for you.

Although you ultimately are assigned an individual Dean of College Counseling, the Deans work collaboratively to benefit you as we draw from the collective wisdom and experience of the team.

COLLEGE ADMISSION RESULTS

Classes of 2016-2022

Adelphi University 1/0

Alabama A&M University 1/0

Allegheny College 1/0

American University 14/1

American University of Paris 1/1

Arizona State University 11/1

Azusa Pacific University 1/0

Babson College 5/0

Bard College 1/0

Barnard College 3/3

Baylor University 11/4

Becker College 2/0

Belmont University 2/0

Beloit College 1/0

Bennington College 1/0

Bentley University 4/0

Berry College 1/0

Biola University 2/0

Boston College 25/7

Boston University 44/8

Bowdoin College 1/1

Brandeis University 3/0

Brown University 7/5

Bryn Mawr College 2/0

Bucknell University 2/0

Butler University 6/1

California Institute of Technology 1/1

California Lutheran University 4/1

California Maritime Academy 1/0

Cal Poly State University, Pomona 11/0

Cal Poly State University, San Luis Obispo 15/3

CSU, Channel Islands 1/0

CSU, Dominguez Hills 2/0

CSU, East Bay 2/0

CSU, Fullerton 3/0

CSU, Long Beach 12/2

CSU, Los Angeles 3/0

CSU, Monterey Bay 3/0

CSU, Northridge 5/0

CSU, San Marcos 1/0

Carleton College 4/3

Carnegie Mellon University 4/2

Case Western Reserve University 8/0

Cerritos College 1/1

Chapman University 33/4

Claremont McKenna College 5/3

Clark University 5/0

Clarkson University 1/0

Clemson University 2/0

Colby College 3/1

Colby-Sawyer College 1/0

Colgate University 10/2

College of the Holy Cross 1/1

College of William and Mary 9/3

Colorado College 6/4

Colorado School of Mines 1/0

Colorado State University, Ft. Collins 7/1

Columbia College Chicago 2/0

Columbia University 2/2

Concordia University, Irvine 1/0

Connecticut College 5/0

Cornell University 12/10

Dakota Wesleyan University 1/0

Dallas Baptist University 1/0

Dartmouth College 5/3

Denison University 4/1

DePaul University 19/2

Dickinson College 2/0

Dillard University 2/1

Dominican University of California 1/0

Drew University 1/0

Drexel University 35/3

Duke Kunshan University 1/1

Duke University 5/1

Durham University 1/0

Eckerd College 1/1

Ecole Hoteliere de Lausanne 1/0

El Camino Community College District 6/4

Elon University 13/0

Embry-Riddle

Fairleigh Dickinson University, Florham 1/0

Fordham University 37/3

Ohio Wesleyan University 3/1

Oregon State University 9/0

Otis College of Art and Design 3/0

Pace University 1/0

Pennsylvania State University 17/1

Pepperdine University 13/3

Pitzer College 7/3

Point Loma Nazarene University 2/0

Pomona College 1/0

Pratt Institute 2/0

Princeton University 5/4

Providence College 1/0

Purdue University 16/4

Quinnipiac University 1/0

Reed College 6/0

Regis University 1/0

Rensselaer Polytechnic Institute 13/3

Rhode Island School of Design 1/1

Rhodes College 2/0

Rice University 5/2

Richmond, The American University in London 7/6

Rider University 2/0

Rochester Institute of Technology 9/4

Rose-Hulman Institute of Technology 1/1

Rutgers University, New Brunswick 3/0

Sacramento State University 1/0

Saint Johns University, NY 2/1

San Diego State University 7/0

San Francisco State University 6/0

San Jose State University 3/0

Santa Barbara City College 1/1

Santa Clara University 25/4

Santa Monica College 2/2

Sarah Lawrence College 11/0

Savannah College of Art and Design 4/0

Scripps College 5/3

Seattle Pacific University 2/0

Seattle University 2/0

Seton Hall University 3/0

Skidmore College 5/0

Smith College 3/1

Sonoma State University 3/0

Southern Methodist University 31/7

St. Edwards University 1/0

St. Marys College of California 3/0

Stanford University 7/5

State University of New York, Purchase 1/0

Stony Brook University 1/0

Swarthmore College 3/2

Syracuse University 25/5

Temple University 10/2

Texas Christian University 12/1

Texas State University 1/0

The New School 3/0

Trinity College 9/0

Trinity University 1/0

Tufts University 9/3

Tulane University 28/14

Tuskegee University 1/0

Union College 3/1

University of Alabama 2/0

University of Arizona 18/0

University of Arkansas 1/0

University of Arkansas at Pine Bluff 1/0

UC, Berkeley 53/28

UC, Davis 33/4

UC, Irvine 28/1

UC, Los Angeles 39/7

UC, Merced

Santa Cruz

of Chicago 5/5

Northern

of Cincinnati 1/0 University of Colorado, Boulder 44/5 University of Colorado, Colorado Springs 1/0

University of Colorado,

COLLEGE ADMIT/ATTEND

COLLEGE ADMIT/ATTEND

CHADWICK SCHOOL COLLEGE COUNSELING TEAM

Chadwick's college counseling team has decades of experience in college counseling and college admission. Our aim is to provide you with all of the mentorship, support, resources and tools you need to make the process of applying to college as thought-provoking and exciting as it can be.

Sara Miranda, Executive Director Lesley University, M.A.; Emerson College, B.S.

Sara joins Chadwick as the Executive Director of College Counseling in August 2023. She brings nearly 20 years in high school and college admissions, college counseling and academic advisement. For the past three years, Sara has been the Upper School Dean at Harvard-Westlake School in Studio City, providing college counseling, academic advising and social-emotional counseling to students. Sara has an extensive background in college admissions, having worked at Brandeis University as the Director of Admission for six years, and previously serving in various roles, including Director of Admission, at Emerson College from 2005-2014.

Libby Browne, Associate Director Salem State University, M.A.; SUNY Geneseo, B.A.

Libby comes to Chadwick from the University of Rochester, where she served as a Regional Associate Director of Admission from 20162021, working with the College of Arts, Sciences and Engineering. Her earlier work included a role as Regional Assistant Director of Admission for the University of Colorado, Boulder, and as Assistant Director of Admission at the Montserrat College of Art.

Aaron Levine, Associate Director Vanderbilt University, M.Ed.; Haverford College, B.S.

Aaron moved into admission work at Haverford after graduating. He worked with the Alumni Admission Volunteer Program, and served as the athletic liaison in the Office of Admission. While a graduate student, Aaron served as an application reviewer for the Owen School of Management at Vanderbilt. He also worked with students in the college counseling office at the University School of Nashville and served as a candidate reviewer for the QuestBridge Program, a national scholarship program for top firstgeneration college students.

COLLEGE RECRUITING

Athletics

Athletics are an important part of Chadwick's culture, so it's no surprise that a large percentage of our graduates choose to participate in collegiate athletics. Many play sports at various levels in college, including Division I, II and III, intramural and club sports. Our student-athletes outperform the national average of students who pursue athletics in college.

To help students consider how college athletics might fit into their college planning, Chadwick coaches, the Director of Athletics and the college counselors work as a team to best support our prospective student athletes and to communicate with appropriate college and university coaches and admission staff. Our common goal is to represent our student-athletes’ talents as fully as possible.

We work with students and their families to navigate the athletic recruiting process, offer workshops about athletic recruitment opportunities, inform families about NCAA regulations, navigate registration requirements and to discern the differences between Division I, II and III programs.

Visual and Performing Arts

College counselors work closely with faculty whose experience with students in the creative and performing arts (music, visual arts, creative writing, theater and dance) might assist us in building appropriate portfolios and resumes for academic programs. College counselors and faculty in the visual and performing arts guide students whose interests suggest the benefits of developing a portfolio, resume or video presentation of their work that might support their candidacies at a variety of colleges, whether or not they pursue that field as an academic major.

The Sciences

Chadwick provides enormous opportunities for budding scientists through courses and collaborative projects. Integrated science and AP courses reflect the approach taken by top colleges and universities, and Chadwick provides extraordinary mathematics offerings for the most advanced students. Students’ work in robotics leads to regular engagement in international competitions, deepening the reputation of the program and of our students. Small classes and labs allow faculty to identify science interest and talent in our students. Important mentoring in those small classes and labs results in powerful advocacy on the student’s behalf.

MINIMUM COURSE REQUIREMENTS BY COLLEGE

Chadwick establishes and supports high academic standards in its curricular and co-curricular programs and in its graduation requirements. These standards provide opportunities for you to pursue entrance to a variety of colleges and universities. See the chart below for the minimum requirements from the various colleges and universities. Please note that meeting the minimum requirements listed by a college is not generally considered to be enough to stand out.

During your four years at Chadwick, it is best for you to take courses in the five core subjects (English, history/ social studies, global languages, science, mathematics) in each of your four years to be competitive for admission to college. This is advisable to follow even if you do not intend to major in one of these five core subjects in college.

When you schedule your classes, you should consider your ability to stretch yourself to take advanced coursework without overwhelming yourself. Your college counselor or academic advisors are here to help with any questions you might have.

Some students might plan to take a gap year upon graduating from Chadwick. In this instance, the Chadwick high school diploma represents a strong academic foundation for future college applications.

HISTORY/ SOCIAL STUDIES

GLOBAL LANGUAGES

MATHEMATICS SCIENCE

VISUAL AND PERFORMING ARTS

(completion of 1 year of World History; completion of 1 year of U.S. History or 1 semester of U.S. History and 1 semester of American Government)

2 years same language required / 3 years recommended

3 years required / 4 years recommended (completion of Algebra 1 & 2 plus Geometry) 2 years of lab science

/ 3 years recommended

3 years of one global language or 2 years each of 2 languages

3 years required / 4 years recommended (completion of Algebra 1 & 2 plus Geometry; Calculus is recommended)

2 years of lab science required / 3-4 years recommended

Varies by school

Varies by school

CHADWICK TRANSCRIPTS

The Chadwick transcript lists course names and a yearlong grade from each Chadwick course. Chadwick transcripts report both weighted and unweighted GPAs.

Grade: 9 Year:

English 9: Global Studies I History 9: Global Studies I (H)Geometry

(H)Phys/Chem/Bio 2

Spanish Intensive Adv Music Composition

Grade: 10 Year:

English 10: Global Studies II History 10: Global Studies II (H) Algebra 2 (H) Phys/Chem/Bio 3 Spanish 2 AP Capstone Seminar

Grade: 11 Year: 2021-2022

AP English Language AP US History (H) Precalculus AP Biology Spanish 3

Grade: 12 Year:

AP English Literature & Composition Economics AP Calculus AB AP Physics 1: Algebra-Based Spanish 4 A10.00

Chadwick School 26800 S Academy Dr Palos Verdes Peninsula, CA 90274 310-377-1543 | chadwickschool.org CEEB Code: 052680

• Chadwick approves a student to take a year or semester abroad program. Chadwick has established relationships with specific year or semester abroad programs, and these courses appear on the Chadwick transcript. See the Director of Global Education for more information.

• Chadwick approves a student to take a class through Global Online Academy or Malone Schools Online Network as the sixth course. See the Director of Teaching and Learning for more information.

• Chadwick offers a student an online option as an alternative course due to staffing or course availability. This option happens most frequently in the math or global language sequence. See the Director of Teaching and Learning for more information. The online option exists under the following circumstances:

- Chadwick has a relationship with specific providers that are accredited and approved by Chadwick.

- The school pays for the student to take the specific course after extensive conversations with the family and relevant Chadwick administrators.

- A Chadwick administrator oversees the course and the student's progress throughout the year. Non-Chadwick courses are incorporated into a student's transcript under the following circumstances:

COLLEGE RESOURCES

Chadwick School Code: #052680 (for College Board and ACT)

The Common Application

Standardized Testing

The College Board (SAT) ACT

Financial Aid Resources

- College Money Method — Chadwick School

Resource Center (password: cscmm)

- FastWeb

- FinancialAid.org

- College Scholarship Service Profile Registration

University of California Schools

- Quick Reference Guide for Admissions into University of California Schools

College Bound Student Athletes

- You Want to Play College Sports?

- Guide for the College Bound Student Athlete

- NCAA Recruiting Fact Sheet

- Recruiting FAQs

College Bound Performing Arts Students

There are important differences and opportunities to present portfolios in the visual arts and to audition in the performing arts. This process involves care and a lot of homework in understanding what each individual school of the arts or conservatory may expect in an application. For students deeply committed to advanced work in the arts, the process of portfolio development or repertoire might begin earlier than the typical college application process. Be sure to discuss this with your college counselor prior to your senior year.

- National Portfolio Days

Military Service Academies

- Military Service Academies

- Nominations to U.S. Military Academies

College Guides

- “The Fiske Guide to Colleges” Edward B. Fiske, former Education Editor, The New York Times

- “The Best 385 Colleges” Princeton Review

- “Strive: I’m First Guide to College” (a focus on first-generation college students)

WHOM TO CONTACT IN THE UPPER SCHOOL