1968 Magazine | Spring & Summer 2024 by Edmund Burke School

GAMES & PUZZLES 4 6

8 LEARNING THROUGH GAME PLAY ALUMNI FEATURE

Edmund Burke School Magazine

Dear Burke Community,

Spring is in full bloom here in DC and so, too, are our students at Burke who are growing and blossoming in their academic skills, their talents in the band room and art studios, on the courts and fields, and in their ever-expanding sense of the world and how they might contribute to it. And, like the weather in DC, their growth is not linear but rather swings wildly between leaps forward and steps backward and surprises us in the same way a cold, rainy day does after a stretch of glorious days of sunny skies and 80 degree temperatures.

This time of year also signals the sunset of their Burke careers for our seniors, the Class of 2024. This class has endured quite a lot in their time at Burke and developed deep bonds with one another and shown great resilience and spirit. As the clock in the atrium ticked off the final minute on their last day of classes on May 10, there were many tears, hugs, and lots of laughter as their teachers, advisors, and coaches looked down on them with pride and affection from the balcony. We look forward to celebrating them at the various senior events, final performances, senior project presentations, and then at graduation on June 1 when we award diplomas and launch them into life beyond Burke.

With the 2023-24 school year in the books, we also have our sights on next year and welcoming a diverse cohort of new students, families, and employees to the Burke community. That preparation and work will continue throughout the summer which is also the busiest time of the year for our facilities team as we tackle various projects, big and small, to keep our campus safe, refreshed, and up to date. While the school pauses for a summer hiatus, Summer@Burke kicks into high gear with a variety of courses, camps, and workshops happening throughout the building.

Looking even further into the future, we are excited to launch the implementation of the school’s Strategic Plan which was recently approved by our Board of Trustees. After a year of think tanks, focused interviews with all constituents, a lively Community Design Day in February, and the hard work of the Strategic Planning Committee throughout the year, we have identified the priorities and pillars that will guide our work over the next 3-5 years at Burke. We will have more exciting news and details to share in the fall.

Have a great summer, Burke!

In peace and partnership,

Head of School

WELCOME TO THE SPRING / SUMMER 2024 ISSUE OF 1968 MAGAZINE, IN WHICH WE REVEL IN GAMES, PUZZLES, AND FRIENDLY COMPETITION.

Why are games such effective tools for teaching and learning? Why do puzzles and riddles still capture our attention as adults? And how can game-play strengthen bonds among peers and colleagues?

To that end, you may notice that this magazine itself is a puzzle (of sorts).

Be sure to try the Campus Photo Quiz and Match the Yearbook Challenge – and submit your answers to win a prize. You can enjoy the Burke Times

Crossword on the metro or at the beach, and see if you can spot the Bengal hidden in these magazine pages.

Dreamed up in 1999, and revamped in 2008, Founders’ Day remains an anticipated tradition during the spring months. Led by a cohort of 11th and 12th graders, this year’s event boasted a board game theme, with teams names like Ticket to Ride, Chess, Connect 4, and Monopoly, among others.

Following a hotly-contested lip sync competition and life-size games of Battleship (in the Atrium) and Hungry Hippos (in the Gym), the inter-grade teams headed over to Howard Field for relay races and tug-of-war. In the end, the 12th grade took on the faculty and staff. Suffice it to say, the faculty and staff don’t like to discuss the outcome.

“Burning Strings” - Mar. 2024

Bob Woodward at Burke - Feb. 2024

“Mean Girls, the musical” - Feb. 2024

Senior Prom on the Potomac - Apr. 2024

Senior Countdown - May 2024

May 2024

MATCH THE YEARBOOK

Below are five yearbook covers (including the year) and five photos from that era.

See if you can draw a line to connect the correct cover to the corresponding photo Answers below, so be sure to check your work.

Below are eight photos of interior or exterior

Submit your answers here and include as much detail as possible! Amusing guesses are allowed of course. The eagle-eyed reader with the most correct answers will receive some coveted Bengal merch.

NOT JUST A GAME

BY JULIA H. CAIN DIRECTOR OF MARKETING & COMMUNICATIONS

WE MAY THINK WE’RE PRETTY SMART, BUT IN FACT WE HAVE VERY LITTLE NOTION OF HOW HUMANS LEARN. KIDS KNOW: THEY PLAY GAMES. UNTIL, THAT IS, THEY GO TO SCHOOL. THAT’S WHEN THE GAMES STOP.

“Playing to Learn” (Stanford University, 2013)

Deep learning through playfulness is a hallmark of the Burke experience. From the tectonic plate waltz in 6th grade science to the lip sync battles on Founders’ Day, traditions and learning can be fun and witty, rather than serious and solemn – and that’s by design.

According to the Science Education Resource Center at Carleton College, gamebased learning boasts features “similar to those of a good lesson plan.” As children (and adults) know, once you start a game, you rarely want to stop. In games, we experience “challenge, curiosity, control, and fantasy,” all sources of “intrinsic motivation.” According to learning scientist Mamta Shah, who instructs the “Video Games and Virtual Worlds” course at the UPenn, “games can be used to connect with others and self, and to explore social and civic issues. I hope people will [...] advocate for the roles of playful environments in education and beyond.”

Here at Burke, a playful environment is vital to the learning process. Fatou Coulibaly (World Languages, department chair) explains, “While we can’t play all the time, integrating games into our classes greatly helps to create an environment where tension and anxiety are at a minimum.”

“Not everything qualifies as a game,” Julia Andrews (Math) adds. “But I’m big on play.” When reviewing decimal operations, her 6th grade class has run “fullon restaurants,” staying in character as hosts, chefs, servers, and customers – calculating how to double a recipe or how to leave a tip. Classes have also walked up Connecticut Avenue to Giant and used fractions to problem-solve: when there’s a damaged product in a twelve-pack, how do you adjust based on unit price? Julia says, “Games are a lower-stakes way to engage in the lesson, whether you feel confident in the topic yet or not.”

“Not everything qualifies as a game,” Julia Andrews (Math) adds. “But I’m big on play.” When reviewing decimal operations, her 6th grade class has run “full-on restaurants,” staying in character as hosts, chefs, servers, and customers – calculating how to double a recipe or how to leave a tip. Classes have also walked up Connecticut Avenue to Giant and used fractions to problem-solve: when there’s a damaged product in a twelvepack, how do you adjust based on unit price? Julia says, “Games are a lower-stakes way to engage in the lesson, whether you feel confident in the topic yet or not.”

Moreover, games can be a powerful community-building tool. Julia conducts math-themed musical chairs and probability-themed dice games to “build engagement between different people.” Morgan reviews concepts in chemistry through a Quiz Bowl-style game (one point with a hint, three points without), which builds friendly rivalry and camaraderie. Fatou reviews grammar and vocabulary through online competition platforms, such as Gimkit and Kahoot. As Constance Steinkuehler, an associate professor at the University of Wisconsin-Madison, writes, “Games are architectures for engagement” – both academic and social.

Fatou reviews grammar and vocabulary through online competition platforms, such as Gimkit and Kahoot. As Constance Steinkuehler, an associate professor at the University of Wisconsin-Madison, writes, “Games are architectures for engagement” – both academic and social.

Of course, the affinity for game-play at Burke extends beyond the classrooms. Often bizarre grade competitions (played ostensibly for points, but primarily for bragging rights) crop up at assemblies throughout the year, while Founders’ Day in April unites students and adults from every grade level, building connections through relay race strategy and lip-sync costumes and choreography.

With teams named in honor of Connect 4, Hungry Hippos, Ticket to Ride, and more, this year’s Founders’ Day theme was (appropriately) board games.

Game-play, of course, does not exist on its own or in a vacuum. Rather, it serves as one instructional tool among an electric array. Learning takes different forms for different people – and sometimes a game, a code, or a puzzle is what illuminates an idea or forges a connection for the first time.

Trying a new language out loud, in front of peers, can be nerve-wracking. So Fatou begins class with loud singing and movement – to alleviate the tension and lessen everyone’s self-consciousness.”

“Je suis convaincue que l’on apprend mieux lorsque l’enseignement fourni est aussi ludique. Évidemment on ne peut pas jouer tout le temps mais intégrer le jeu dans nos classes aide beaucoup pour créer une ambiance où la tension ainsi que l’anxiété sont au minimum.”

Fatou Coulibaly (World Languages, department chair)

In the Science Department, Morgan Gargulak uses games as an entry point into challenging subject matter. In the Medical Microbiology elective, students begin the trimester with a “disease-themed Escape Room,” solving puzzles and decoding clues in small groups. When exploring the Hirshhorn Museum in September, students in Advanced Art History tackle a scavenger hunt that moves them through the museum and requires them to apply concepts from their summer reading. Maureen Minard (History, department chair) explains that the game element encourages them to “slow down and do ‘longer looking.’ ”

As the year progresses, games also aid students in retaining information and applying it to new scenarios. For example, rather than just memorize Alexander the Great’s campaigns (336 BC to 323 BC), 9th graders in Maureen’s Ancient World class develop research-based board games themed on different battles and historical figures. Students work in groups to create the game and write instructions, then test out peers’ games by following those written directions. Maureen elaborates, “This project incorporates design and organizational thinking into the study of history and provides students with immediate, real feedback on whether their design works. Students need to think, ‘how do make myself clear?’”

https://news.stanford.edu/2013/03/01/games-education-tool-030113/

With teams named in honor of Connect 4, Hungry Hippos, Ticket to Ride, and more, this year’s Founders’ Day theme was (appropriately) board games. [ List of trips:

“ONE OF THE BIGGEST TAKEAWAYS –ONE THAT I STILL CARRY WITH ME AND DIDN’T REALIZE WAS UNIQUE UNTIL COLLEGE – WAS THAT YOU COULD ALWAYS EXPAND YOUR HORIZONS. BURKE NEVER HAD YOU LIMIT YOURSELF TO ONE CATEGORY. YOU NEVER HAD TO STOP GROWING.”

That boundless desire to grow has defined Christian Hunt ‘01 since 7th grade at Edmund Burke School. In high school, he captained the wrestling team, participated in student government (SGA), and “ still holds the record for performing in the most plays at Burke.” He is quick to add that “John [Howard] and Bob [Kulawiec] can tell you that I maybe did too many extracurriculars.”

At Boston College, he studied History, but remained a “regular” in his friends’ communications and film projects. He added on film and media classes, and eventually worked in various production areas from guest booking to camera operations. Following graduation, he began work in the financial sector, but cut loose in favor of media and entertainment three years later. Not long after, The Capital City Showcase became a reality.

At that juncture, Christian had hosted open mic nights and even dabbled in standup, but found he enjoyed producing events just as much as being onstage. He created The Capital City Showcase in 2010 to spotlight DC’s breadth of artistic talent. The original Showcase variety show featured funk bands, hip hop artists, stand-up comedians, and acoustic musicians, which led to opportunities for Christian as master of ceremonies, appearing at the 9:30 Club and MGM National Harbor. In 2014, he added pub trivia to the mix and it became wildly popular, with Christian hosting three different games each week.

But in spring 2020, everything ground to a halt. Echoing the feelings of countless freelance artists and musicians, Christian emphasized, “Covid was incredibly difficult for those in gig work.” Live entertainment, overnight, could no longer engage audiences and fill spaces as it once did. The industry needed to shift, and fast.

Christian began hosting small trivia events online for 8-10 people, which soon ballooned to events for 200+. Soon, Burke joined the trivia enthusiasts, with events for faculty and staff leading to bookings with Burke parents and their workplaces. “It was a real lifesaver at the time,” Christian added.

Less than a week later, Christian began receiving inquiries about virtual trivia on Facebook and YouTube Live. Companies around DC, from law firms to congressional offices, were looking to keep staff engaged and interactive games seemed ideal. Christian began hosting small trivia events online for 8-10 people, which soon ballooned to events for 200+. Soon, Burke joined the trivia enthusiasts, with events for faculty and staff leading to bookings with Burke parents and their workplaces. “It was a real lifesaver at the time,” Christian added.

As pandemic restrictions were lifted, the DC bars and restaurants that had remained solvent became “desperate for programs.” In the last two years, the Showcase has dialed up to nine events each week. Each month, Christian hosts a combined comedy, trivia, and karaoke show at Highline RxR in Crystal City.

Why have such events experienced a surge in popularity? “Coming out of Covid, they give you a date and reason to go outside and plug into a community. We have rivalries and a fall tournament – it’s a direct line to new people,” Christian explains. One of his regulars recently snagged two wins on Jeopardy, and the packed watch party at Breadsoda in Glover Park was “exciting as any Nationals or Caps play-off game.”

In the last two years, Christian’s scope of work has only grown. The Kennedy Center called on him to host music-theme trivia at The Anthem with the National Symphony Orchestra. He hosts “The Best Political Trivia in DC” with The New Republic and was featured in DCist’s “Best Trivia Nights Around DC.” And when a scandal at Red Bear Brewing in NoMa rocked the DC trivia community, the Washington Post reached out to him for comment.

In the era of smartphones, AI, and Google, trivia events and knowledge contests might seem like a relic; but perhaps the opposite is true. As Christian says, “We still have a young kid inside us who has pride in knowing something without looking it up.” Even now, millions of people tune into Jeopardy and word games (like Wordle) or interactive events (like Escape Rooms) have only grown in popularity. Christian believes that games “flex that brain muscle in the daily way you got to do in school and get those synapses firing.”

When we grow up, there is no need to stop playing – or stop exploring.

BY SHARIELLE APPLEWHITE, DIRECTOR OF EQUITY, INCLUSION, AND CIVIC ENGAGEMENT

One of the unique aspects of Burke is our civic engagement trips. For our 8th graders their framework, which focuses on the Civil Rights Movement, took them on a four day trip to Alabama. Our framework brought to life the lessons learned in their History class taught by Ginger Attarian and their English class taught by Matison Hearn-Desautels ‘14. It also connected them with the history that historian George Musgrove P’28, shared with the class prior to their journey.

With their journals in tow, students documented their reflections on the firsthand story from Dr. Carolyn McKinstry who survived the 16th Street Baptist Church bombing to the various museums they visited. In Selma, students crossed the Edmund Pettus Bridge where in 1972 protestors who marched for voting rights were met by an angry mob on Bloody Sunday. Students also had the chance to explore the Freedom Rides Museum that occupies the former Montgomery Greyhound Bus Station, one of the stops on the Freedom Rides route. All the places we went to were awe-inspiring, with The Equal Justice Initiative holding the distinct honor of producing two sites that students and staff note as being their favorite and the most impactful: The Memorial for Peace and Justice and The Legacy Museum.

The National Memorial for Peace and Justice commemorates the lives lost to lynching. In rapt silence, students moved through the memorial where victims’ names or the occasional “Unknown” were etched in large copper plaques. As students continued through the memorial, the subsequent plaques gradually rose up off the ground until they eventually hung in the air like the many people who were tragically lynched. The only noise that could be heard was water cascading down a wall installation, a noise similar to what I imagined Martin Luther King Jr. referenced when he said that we would not be satisfied until “justice rolls down like water and righteousness like a mighty stream,” a Biblical verse from his 1963 “I Have a Dream” Speech.

At The Legacy Museum, students stepped into various exhibits that were as breathtakingly beautiful as they were painful. Through imaginative and interactive displays the museum perfectly told the the history of Black Americans from the transatlantic slave trade to the modern form of slavery - mass incarceration. It served as a reminder that, while many advancements have been made, oppression is still present - just in a different form. Towards the end of the museum, there was a reflection room that gave us a chance to be still and digest all the heavy themes we encountered. As people reverently sat down, gospel music ricocheted off the vibrant gold walls that were lined with the faces of historical figures and settled in our souls. Its notes and words captured the spirit of Black American ancestors who told tales of pain and perseverance.

Outside of those walls that served as a solace, it is our desire that students will have moments in the future where they reflect on this trip. In their reflection, hope they can recognize oppression in its ever evolving forms, have the courage to call it out, and be inspired enough to ameliorate those conditions.

“The most impactful moment was The National Memorial for Peace and Justice, which is the memorial that commemorates the victims of lynching in America. It shows how many people were victims and how widespread it was and how we don’t know so many of the people that actually suffered because of it.”

-Eric K. ‘28

August 28 - Back to School Gathering for Parents + Students

I think [the most impactful part was] being on the Edmund Pettus Bridge... Learning about it in class, it’s like, “ok you know I’m sitting here at a desk learning about something” But then being there and being on the soil where it happened - I just feel like the impact touched me more because people actually stood here, died here, got injured here, people protested here. It was more touching to say the least and it was a little bit easier to understand.”

-Marli N. ‘28

“I think the best part was exploring all the cultural and historical aspects of Alabama with my grade. think it allowed us to have a really fun bonding experience together and to get to know each other better, while also making use of it for our history class and other classes.”

-Leona K. ‘28

6th Grade Eclipse Viewing - April 2024

September 14 - Burke Community Day at the Washington Nationals

September 21-22 - Alumni Weekend & Reunion for ‘4 & ‘9 Classes

September 27-28 - Homecoming Weekend for Students

October 19 - Admissions Open House for Prospective Families

November 11 - Grandparents & Grandfriends Day at Burke

December 11 - Day of Giving

December 14 - Admissions Open House for Prospective Families

December 19 - Family Holiday Party

STACY SMITH

In April 2024, Team DC, a nonprofit that promotes participation in sports among the LGBTQ+ community in greater Washington, hosted their Night of Champions Gala – where Burke’s own Stacy Smith P’26, ‘30 received the 2024 Clark Ray Horizon Award, which honors DC educators and coaches who support LGBTQ+ students in athletics.

“I will continue to work towards Clark Ray’s mission to make a difference in the lives of our young people. I also know that they envision a future cannot see, but one we must help them reach,” Stacy writes.

MATISON HEARN-DESAUTELS ‘14

Matison Hearn-Desautels ‘14 will be joining the English Department at St. Patrick’s Episcopal Day School this coming fall. A Burke alum, Matison has taught middle and high school English since Fall 2020 (an auspicious time to begin!), served as a faculty advisor to the Queer Student Alliance and Crafts Club, and advanced equity initiatives related to gender and sexuality, among a host of other contributions, seen and unseen.

JOSE HERNANDEZ

Director of Facilities Jose Hernandez will be departing DC with his family this summer. From his thoughtful stewardship of our buildings to his vast breadth of knowledge, Jose has bettered the campus in myriad ways over the last three years. He also coached soccer and golf and even drove a morning Burke Bus route. Moreover, Jose’s tireless work following the April 22 shooting was pivotal in enabling our students’ safe, reassuring return to school.

SARAH BRUNDRETT

Following two years teaching middle and high school French and serving as a 9th grade and middle school advisor, Sarah Brundrett departed Burke after receiving the call to join the US Foreign Service. Congratulations to Sarah on this great adventure.

Donald M. White III ‘86 reports, “I have been living in Southern New Hampshire with my girlfriend, two Yorkies, and two King Charles Spaniels since 2007.”

Executive Director of the Jewish Community Relations Council of Greater Phoenix, Paul Rockower ‘98 recently received the FBI Director’s Community Leadership Award for his work helping support the Jewish community and other vulnerable communities deal with extremism in Arizona. Congratulations to Paul on such well-deserved recognition.

‘Building a Beak: How a Toucan’s Rescue Inspired the World’ (Page Street Kids, 2024) by Becca McMurdie ‘03 and illustrated by Diana Hernández released on June 11. Building a Break tells the true story of Grecia, a toucan who received a 3-D printed prosthetic beak.

Carl Sciacchitano ‘05 has released his graphic memoir, ‘The Heart That Fed: A Father, a Son, and the Long Shadow of War’ (Simon and Schuster, 2024). Told through the lens of the Vietnam War, the novel explores Carl’s loving and tumultuous relationship with his Air Force veteran father in the following years. Carl wrote, “You probably remember me in a hallway or classroom at Burke, huddled over a sheet of paper, drawing comic books. As you read [The Heart That Fed], you’ll find that a certain school on Connecticut Avenue makes an appearance (though it will always be Upton Street to me).”

Congratulations and cheers to Dana Brozost-Kelleher ‘12 who has earned her second Pulitzer Prize! An investigative journalist at the Invisible Institute, Dana was part of the team behind “You Didn’t See Nothin,” a limited series podcast that follows “Yohance Lacour as he revisits a 1997 hate crime on the South Side of Chicago.” Their work earned the 2024 prize in Audio Reporting. Dana was also part of the team that won the National Reporting Pulitzer in 2021.

FACULTY & STAFF

Montanna Norman ‘22 studied abroad in Ghana this past summer, delving into the education equity crisis and conducting a cross-cultural exploration of corporate social responsibility. A “lifer” at Burke, Montanna is now a rising junior in the University of Maryland’s Philip Merrill College of Journalism.

Dana at Burke 2011-12... & today.

IN LOVING MEMORY

IN FEBRUARY 12, HUNDREDS OF ALUMNI AND THEIR FAMILIES, PAST AND CURRENT FACULTY AND STAFF, AND FAMILY AND FRIENDS FILLED THE ATRIUM TO CELEBRATE DAVID SHAPIRO, OUR HEAD OF SCHOOL FROM 1999-2011, WHO PASSED AWAY THIS LAST WINTER. THE EVENING TRULY ENCAPSULATED DAVID’S WARMTH, ENERGY, COMPASSION, AND SINGULAR SPIRIT, SHOWING THAT HIS LEGACY ENDURES THROUGH THE MANY PEOPLE WHO SHARED BURKE WITH HIM.

At the memorial, Julia Wessel ‘04 shared the following remarks on David’s significant influence, both on the school and on her life.

I am a clinical social worker and I work at a mental health clinic for young children under the age of 12 and their families. Most of what do is support parents and caregivers (or “grownups”) in improving relationships with their children, which can be a key factor in improving mental health, particularly after traumatic events. I support parents and caregivers in being, what we call “the hands” for their children. Children use their parents to be a secure base from which they can explore, learn, and grow. And a safe haven, into which a child can come for comfort, protection, emotional organization and support. All people need people in their lives who can be this safe haven and secure base regardless of their age, but believe young people need it the most.

I think that one of David’s greatest gifts was his ability to make Burke a safe haven and secure base for me and for so many. David’s commitment and passion to leading a school that so passionately believes in supporting all types of students was deeply impactful. was not a particularly academically strong student and was not a social butterfly when came to Burke. David and other Burke “grown ups” created a place for me to blossom, learn in ways that worked for me, and create friends who are essentially family. David valued the infinite worth of all Burke community members, and I’m guessing this was true in his positions before Burke. Anecdotally, I would say Burke alumni seem to go on to careers rooted in helping others much more so than some other DC high schools. David’s emphasis on building students who fight against evil, and who don’t “do nothing” continues to impact our society.

To close, there is another psychological concept in my work by a British psychoanalyst named Winnicott. He theorized that the safety, containment, and both psychical and emotional holiday that young children receive in childhood is central to their healthy development. It is this holding experience that he calls this “going on being.”

While David’s time with us has ended, we are all “going on being” because David touched our lives.

FRANKIE LOVRIEN ‘96, previously known as Anna Schwarz, passed away on May 4, 2023.

Following 7th-12th grade at Burke, Frankie earned a degree in theater from The University of the Arts in Philadelphia. They moved among Boston, St. Croix (VI), New York, Downeast Maine, and DC.

Their eclectic work and interests spanned special education and jewelry-making, working in bookstores, running a dive shop and a jewelry business, and acting at local theaters.

Frankie is survived by their sisters Julie Pereira Schwarz and Miriam Schwarz, mother Robin Lovrien, stepfather Jerome Schwarz, biological father Aristide Pereira, and nieces Ruby and Violet.

On February 25, 2024, LUCINDA ANN “CINDY” GOLDMAN passed away.

Born in Savannah, GA, Lucinda graduated from Manhattanville College, attended graduate school at New York University, and earned her master’s degree in math from George Washington University. She taught math at Edmund Burke School in the 1970s and then at Sidwell Friends School, retiring as the Academic Dean in 2013. Burke is honored to have been part of Lucinda’s impactful forty years in education.

1968 LEGACY SOCIETY

Countless people have put their heart and soul into building Burke – shaping it in the early years, strengthening it as we grew, and now stewarding it as we look to the future. While there are many ways to support Burke, we are formally launching the ability to support the school through legacy (or planned) giving. Putting Burke in your will is a powerful act of philanthropy, and one that serves as a testament to your belief in the importance of a Burke education.

Burke wishes to recognize the following donors who we know have put Burke in their will — the founding members of the 1968 Society. We are deeply grateful for their incredibly meaningful gifts.

George Cave

Richard Glick ‘75

Jeffrey Hunt ‘01

Brian Lewis ‘78*

*Gift realized

If you have or are interested in putting Burke in your will or have already done so, please contact Jennifer Kozak Rawlings at (202) 375-7636 or jennifer.rawlings@burkeschool.org.

Office of Development and Alumni Affairs

Jennifer Kozak Rawlings, Director of Development and Alumni Affairs

Kate Maskarinec, Associate Director of Development

Susan Kay Jones, Assistant Director of Development, Advancement Services

Domotá Byrd, Assistant Director of Development, Annual Fund

Office of Communications

Julia Harman Cain, Director of Communications and Marketing

Jadéa Asante, Assistant Director of Communications and Marketing

JEFF HUNT ‘01

“The school has meant so much to me, welcoming me back from an injury and supporting me through graduation. Since I’m 42, I don’t expect this for decades but hope to contribute each year. Thank you, Burke.”

Jeff has generously given to Burke’s Annual Fund consistently for the last 10 years. Jeff was inspired to make a planned gift to Burke so that he could leave a legacy of support that extended beyond the impact of his annual giving.

Our Mission

Burke consciously brings together students who are different from one another in many ways, actively engages them in their own education, holds them to high expectations, gives them power and responsibility, and supports and advances their growth as skilled and independent thinkers who step forward to make positive contributions to the world in which they live.

Equity and Inclusion at Burke

Burke respects the dignity and humanity of our students, faculty, staff, parents, alumni, and trustees, as well as our broader community. We embrace a wide range of backgrounds and perspectives. We strive to cultivate understanding and appreciation of diversity that includes, but is not limited to, age, ability, ethnicity, family structure, gender, gender identity, political perspectives, race, religion, sexual orientation, and socioeconomic status. We acknowledge and encourage differences of opinions, ideas, and interests, and we expect thoughtful discussion and civil engagement.

Burke affirms the individual worth of all community members, and we challenge behaviors that demean, marginalize, or exclude others. Our goal is to maintain a diverse school community that exemplifies these values and to fulfill our commitment to equity and inclusion consistently in all areas of school and community life.

Address 4101 Connecticut Avenue NW, Washington, DC 20008 Website www.burkeschool.org

Phone 202-362-8882 Social @edmundburkeschool Alumni Email alumni@burkeschool.org