Published by The Madeira School 8328 Georgetown Pike McLean, VA 22102
EDITOR: Karen Joostema
DESIGN: LucidCreative.co
PHOTOGRAPHY: Sam Peat, James Kegley, and Freed Photography
BOARD OF TRUSTEES 2024–25
Karina Agudelo P’26
Parents’ Association President
Lili Avery ’72
Andy Blocher P’21, ’26
Lee Carol Cook P’19 Secretary
Laura De Sole ’00
Anne Faircloth ’87
Virginia “V.A.” Falzon ’09 Alumnae Council President
Aileen Hawkins P’23,’25
Ains Hill ’97
Sue Luangkhot Hoppin ’87
Bronwyn Hughes ’83
Carrie Southworth Johnson ’95 Vice President
Joy S. Johnson ’77 Vice President
George Kaczmarskyj P’19,’22 Treasurer
Emi Kolawole ’00
Christina Kyong Head of School
David McKinney P’26
Tracy G. Savage ’66
Anita Patel Tolani ’91, P’24 Chair
Nancy Rodwell Tuohy ’88
Julia Burnett Walker ’81
Kate Wisniewski Weir ’02
Dudley Winthrop P’26,’28
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We are filled with profound gratitude .
The Madeira School has received an unprecedented $60 Million gift from a generous alumna who has elected to remain anonymous. It is the largest single donation in Madeira’s 119 - year history and the largest ever given to an independent girls’ school.
JOYFUL NOTES OF THANKS POUR IN FROM THE MADEIRA FAMILY
This is truly wonderful! A transformational and unprecedented gift.
KARL SAUNDERS P’99
Thank you for your support of this place that has made such a positive difference in the lives of so many girls—so many generations! Consider your legacy established!
AMY SULLIVAN ’82
What a fabulous gift! Women are the answer to many of our problems today and educated women will lead. Please thank her from a very grateful alumna.
MARY COSBY RINEHART ’57, GP’18
Tears of joy for Madeira and all the girls past and present. The generosity is incredible. The School will put this to great use educating amazing girls.
JULIE HUGHES P’27
This is incredible Mrs. Kyong! Congratulations, how exciting for the School and a tremendous vote of confidence to you and the entire Madeira team. So exciting! STEWART WALCHLI
Unbelievable! Transformational for the School and so heartening to know that educating young women is so valued. AIMÉE LA GORCE-JEANS ’90
Many thanks to this incredibly generous person. What a way to step into the New Year!
CAROL MAYTAG MADELEY ’73
The alumna gift of $60 Million fills my heart with joy. If wellinvested, that will carry Madeira well into the future. Madeira is such a wonderful place for forming women. I am thrilled!
MARY DALY P’18
What a wonderful gift and what an incredible vote of confidence in Madeira! JOAN HULME PERERA ’58
Incredible! What a wonderful way to start 2025. Congratulations to all who made this possible through hard work, dedication, and the love of Madeira.
MARY DEE CLANCY GP’26
So grateful to Madeira’s donor and leadership. This will ensure access to single-sex education at an outstanding institution.
ELISABETH GRIFFITH, FORMER HEAD OF SCHOOL
This is EXTRAORDINARY !!
Fabulous and transformative news! Thank you for sharing the joy.
KIM WILLIAMSON DARDEN ’75
WOW! Well done to everyone that made this happen. I can’t wait to see the impact of this unbelievable generosity!
REYNA PRATT P’13
This makes me so happy to see how Madeira obviously changed this donor's life. The Madeira family is so supportive.
ANNE STICKNEY ’70
MELANIE FORT CHRISTIAN ’73
CHRISTINA’S CORNER
It is an exciting time to be at Madeira —strong admissions, strong national recognition, and strong college placements combined with our kind and supportive community create an electric learning atmosphere . ”
Dear Madeira Community & Friends,
It is an exciting time to be at Madeira—strong admissions, strong national recognition, and strong college placements combined with our kind and supportive community create an electric learning atmosphere.
The journey of a Madeira student begins when they visit our beautiful campus (or explore our engaging website). No one path is set. Each student’s journey speaks to Miss Lucy Madeira’s personal best in such a perfect way. This issue of Madeira Today captures pieces of that journey.
The first part involves our Admissions Office. There is a wonderful article highlighting a recent trip to Ghana and Nigeria to find future Snails. Our Admissions team is on the road across the country and around the world having conversations with parents and middle schoolers who connect with our mission, vision, and values.
Once they arrive at Madeira, students engage in our top-ranked programming, such as Co-Curriculum, riding, the arts, and athletics. Check out some highlights from the school year, including our #1 rankings in Niche (while we do not seek rankings, we are proud to be recognized). There is an inspiring story about a recent grad’s Co-Curriculum experience and an update on the rebuild of our Stables. The fall sports highlights are something that I hold near and dear to my heart as I helped coach our Varsity Volleyball team this year. What a great way to see how hard our athletes work each day to represent Madeira on the fields, courts, and track.
FROM THE EDITOR
You will also see in the feature story how this year’s theme “Civil Discourse & Disagreeing Agreeably” is woven into our teaching and learning. The story highlights the why and what we are doing to help prepare our students to launch from Madeira and have conversations across differences that will help them grow and learn beyond the classroom walls.
Finally, after being launched from this wonderful community, discover many ways to our alums take their learning and change their world. Class Notes provide glimpses of classmates’ lives (not to mention a record number of photo submissions!). And check out where we will be visiting next with Madeira on the Move.
Thank you for helping us keep Miss Lucy Madeira’s mission and vision alive, 119 years later.
Christina Kyong Head of School
Madeira is a magical place. It’s a daunting task to capture the many wonderful aspects of Madeira. In each issue of Madeira Today, we seek to both share dynamic happenings on campus today and to connect across the generations of alums who have helped shape our School. We had the same objective when we created the newest Madeira video, which is a sister film to our beloved Madeira Unexpected video. We have unbelievably great programs and people at the School. An unbelievably gorgeous campus. And unbelievably supportive alums. So it seemed fitting to create Madeira Unbelievable (scan QR code on page seven to view the film). While this film was shot on location with current Madeira students, we wanted to pay homage to the many generations of Madeira graduates who have helped make the School a powerful and meaningful place to learn. Just as Class Notes bind graduates across decades, the new film includes hidden gems that give a nod to different eras of Madeira’s history and student bodies past. We added QR codes throughout the magazine so you can scan for further snapshots of campus life. We are unbelievably proud of our community and our School!
KAREN
JOOSTEMA Send comments to kjoostema@madeira.org
CHRISTINA KYONG, HEAD OF SCHOOL
With this year’s theme of “Civil Discourse & Disagreeing Agreeably,” Madeira is preparing our students to have conversations across differences.
Madeira Unbelievable
While this new film was shot on location with current Madeira students, we wanted to recognize and include the many generations of Madeira graduates who have helped make the School such a powerful and meaningful place to learn. Keep an eye out for the “hidden gems” that give a nod to different eras of Madeira’s history and student bodies past.
The brand new sister film of our beloved viral sensation, Madeira Unexpected.
Play I Spy…
Go, go, escargot! foam finger
many hidden gems from Madeira’s history can you find in the Madeira Unbelievable film?
Watch now!
Greenway sign
Snails!
(How many?)
Tab soda
(How many?)
Red/White
Shelly, Madeira’s current mascot
Madeira seal
Canterbury Tales (How many?)
Gnomes (How many?)
Madeira mission
Red roses
Better & better…
HEAD
“Although we do not seek rankings and ratings, I am so proud of how our work and community are recognized. Madeira’s educators help students achieve their personal best. We hope you are just as excited as we are.”
Another Strong Admissions Season!
SELECTIVE ADMISSIONS YIELDS STRONG STUDENTS
Madeira is in demand! Our national rankings continue to grow and put us in a strong position to attract top applicants. We are excited to welcome a diverse group of highly accomplished students in this selective admissions cycle. We received over 500 applications for the 2024–25 school year and admitted about a third of these applicants.
NEW STUDENTS with DIVERSE TALENTS
Our 91 new students come to Madeira from near and far, and their talents and interests are just as varied. We welcome our future changemakers, including these artists, athletes, and advocates:
ARTISTS
• Award-winning ballet dancer featured in VOGUE China and China Daily News
ADVOCATES/LEADERS
• Co-President of HER Initiative (feminist group that focuses on providing education for peers to identify hurtful jokes/comments)
Students, the largest in the School’s history! States (including DC) represented Students of color (NAIS definition: US citizens and green card holders)
Countries represented by citizenship or residency
(non-US citizens) Legacies (60 students, including 40 sisters)
• 1st place Outstanding Interpretation Award winner in National PTA Reflections Art Contest
• Award-winning/competitive calligrapher
• National Youth Talent TV Selection Finalist
ATHLETES
• VA State 9-Hole Golf Champion
• Youngest female to complete 100-mile nationally acclaimed bicycling event (at age 11)
• Silver and bronze medalist at ISI National Figure Skating competition
• Spanish National Jumping competitor
• Only girl on an all-boys U/16 ice hockey team
• Cancer fundraiser organizer
• Entrepreneur who launched a resale business on Poshmark
• Winner of Best Creative Business Idea Award
• Global student who has lived in 6 different countries—France, UK, Qatar, Egypt, Australia, and the US
• Leader who created a girls’ soccer team
• Diamond 1-ranked eSports participant (Top 10% of 24 million players of Overwatch 2)
• Viral TikTok star who created a video about George Washington that achieved 3.5 million views
Madeira has students representing 43 countries & 22 states*
(*by citizenship or residency)
2024 LAUNCHED!
The 73 members of the Class of 2024 have chosen 55 different destinations after being accepted by 163 colleges and universities. We can’t wait to see how they enrich their schools and change the world.
American University
Barnard College (2)
Bates College
Boston College (2)
Boston University
Brown University
Clark University
Clemson University
Colgate University
Colorado College
Connecticut College
Dickinson College
Duke University
George Mason University
Georgetown University (2)
Hofstra University
Institute of the Arts
Johns
Lynn University
McGill University
New York University (3)
Northeastern University
RIDING INTO THE FUTURE
NEW EQUESTRIAN CENTER WILL EXPAND FACILITY AND PROGRAMS
The riding program has been a part of Madeira’s identity since its early days. In the Summer 2024 issue of Madeira Today, we shared the vision for a new Equestrian Center to replace the iconic stables built in the 1950s. The design of the new Center will create a gracious and welcoming entrance to the School, elevate the riding program, and provide facilities designed for best practices in modern equine care.
“The new Equestrian Center is our top philanthropic and capital project at this time. The Center will underscore several aspects of the strategic plan, such as providing opportunities to expand and enrich the student experience, maintaining research - based programs that promote wellness and are rooted in purposeful relationships, and investing in our faculty and residential community.”
CHRISTINA KYONG, HEAD OF SCHOOL
FOR OUR CURRENT AND POTENTIAL PHILANTHROPIC PARTNERS , the new facility presents opportunities for varied donor interests. Dudley Winthrop P’26,’28 notes how the new facility has an important impact on faculty housing.
“As parents, Jen and I appreciate the strong sense of community at Madeira. We are energized by the prospect of a complex which not only addresses a pressing facility need but also enhances the on-campus faculty community. A thriving faculty community in turn strengthens the student experience throughout the School, whether or not our girls are avid riders.” DUDLEY WINTHROP P’26,’28
Other opportunities presented with the new Center include an academic classroom, locker rooms, horse stalls, tack rooms, wash stalls, and feed rooms. Preparations for the Equestrian Center will demonstrate Madeira’s commitment to care for our natural resources by being good environmental and land stewards.
Equine care has evolved greatly since the stables were built nearly 75 years ago. The thoughtfully designed new facility incorporates modern standards of best practice in equine care and safety.
To learn more about the new stables and how you can support Madeira’s efforts, please reach out to Caitlyn Gart Goodman ’07 at cgoodman@madeira.org or 703-556-8258
In addition to the expansion of the facility, Madeira’s program will be able to expand greatly as well. Experiential learning and community have always been hallmarks of the Madeira experience and the Equestrian Center opens a new world of possibilities for all students. Riding represents the ultimate classroom for life lessons and wellness as students assume responsibility through care and grooming of horses to work and live in a shared community with a common goal. Students strive for their personal best, stretching their abilities, as they develop skills in emotional awareness, nonverbal communication, leadership, and well-being.
“At Madeira, girls benefit from an excellent education and pursue their passion for riding without leaving campus. The coaches and staff are mentors who help the girls achieve their personal best by both developing their riding skills and emphasizing hands- on horse care. This pursuit of a passion combined with personal responsibility and growth yields the resilience, confidence, and leadership for which Madeira graduates are known.” ANDY BLOCHER P’21,’26
Madeira is moving forward with the project in partnership with professionals who share our values of concern for good land stewardship and quality construction. When completed, the Equestrian Center will provide a rich setting to elevate the program for students and horses alike. The process is slated to begin in the spring of 2025. A multistep approach includes relocation of the herd, demolition of the existing building, preparation of the land, and finally, construction. We look forward to keeping you apprised of progress, and we invite your philanthropic partnership.
AUDREY BLOCHER ’26 WITH HER HORSE, ERNIE
ANDY BLOCHER P’21,’26
Disagreeing Agreeably
Developing skills for civil discourse and disagreeing agreeably at Madeira
At the opening of the 2024–25 school year Head of School Christina Kyong introduced the theme: “Civil Discourse & Disagreeing Agreeably.” The goal in naming this theme was to help our students develop skills and tools to have difficult conversations across contentious topics while also building the resilience to stay in these conversations and to deepen their learning. Like any new skill, practice is the key to developing expertise. That is why Mrs. Kyong decided to embark upon this learning in a repetitive and multilayered approach to help students build muscle memory around these skills that seem both rare and much needed.
Think Big, Start Small
We thought big as we started small in our quest to navigate disagreements with poise and respect. Mrs. Kyong feels strongly that having conversations, understanding the experiences others are having, and building empathy are critical skills we need to practice. With an election year, polarized times, vast social media sources, and a prevalent national “cancel culture” (public rejection or boycott of a person or group as a way of expressing disapproval or exerting social pressure), the issue of civil discourse is far from unique to Madeira; it is one that our country has been grappling with as well. Learning to “disagree agreeably” seemed like the perfect antidote, even if a lofty goal. “I heard that some of our students were scared to have conversations with friends who may think differently from them,” Mrs. Kyong said. “They feared being ‘canceled’ by their classmates for stating an opinion that may differ from other seemingly popular opinions.” Mrs. Kyong knew that the only way forward was to have these conversations. But without many great models out there, we need to model difficult conversations in real time and teach our students how to engage. “In order to fulfill Madeira’s mission of launching women who change the world, our students need to develop the skills to thoughtfully engage across a variety of viewpoints,” Mrs. Kyong said. To do just that, she posed some questions to help frame Madeira’s program development:
• How do we return to the core of civic responsibility and civil discourse?
• How do we help our students see the value of having these conversations?
• How do we help our students stay in these conversations even if they start feeling uncomfortable?
We know that it is important to listen and understand differing perspectives, not only because it helps us empathize and learn, but also because it deepens our own convictions and understanding of why we believe in what we believe. A recent podcast, Empowering Girls to Disagree with Confidence and Civility from the International Coalition of Girls Schools (ICGS) emphasized that listening does not mean agreeing. Rather listening is a powerful tool for understanding. In the podcast Anne Moses, President and Founder of IGNITE, an organization dedicated to developing the next generation of female political leaders, emphasizes that young women have a natural inclination toward listening, an asset in today’s social and political landscape. Cultivating this skill helps girls gain confidence in their own views while remaining open to others.
COMMUNITY NORMS AND COMMUNITY VALUES
We knew that we needed to begin with shared norms, and we continued to build that foundation last spring when Academic Dean M.A. Mahoney met with each grade to collect ideas from students about what norms they wanted to establish as we returned that fall.
Over the summer Mrs. Kyong worked with the Senior Administrative team to begin building community norms from the student input along with discussion norms that were already in place. “Quickly, we knew that the suggestions were centered around our existing community values,” Mrs. Kyong noted. “We were able to distill the norms to fit our values.”
CIVIL DISCOURSE SKILLS FOR DISAGREEING AGREEABLY
Community Norms Based on Community Values
Compassion
I will stay open-minded and assume good intent as I respectfully question and understand your viewpoints.
Resilience
I can disagree with you and still be in community with you, and I will not allow our disagreement to impede our relationship.
Intellectual Curiosity
I will make space to think outside of my comfort zone and come into this space to learn.
Awareness of Self & Others
I will check myself and my biases, make space for other voices in the room, and practice active listening (“Why Am I Talking?” “WAIT”).
Creativity
I will actively seek other viewpoints to help me deepen my understanding.
Integrity
I will speak from the “I” perspective and go to the source.
Bring It
to the Table’s
founder Julie Winokur challenged every audience member to broaden their views— not necessarily to change their mind, but to consider why we each hold our views and how they may
Speaker Series Developed
A speaker series was planned to educate our community about how to disagree agreeably and to model what these conversations can look like. The topics for this year include:
• Engaging in civil discourse on campus and off
• Working across the aisle on Capitol Hill
• Navigating the challenging landscape of media and journalism
• Women leading women
The first two events took place over Fall Family Weekend where families joined with students and teachers to practice the art of civil discourse.
We invited Bring It to the Table, an organization aimed at bridging political divides and elevating the national conversation to inspire civil discourse that leads to real change, to kick off our speaker series. Bring It to the Table’s founder Julie Winokur challenged every audience member to broaden their views—not necessarily to change their mind, but to consider why we each hold our views and how they may have changed over time. Ms. Winokur also invited us to interact with civility in seeking to hear each other’s stories and to think about what the other side gets right.
The format is reminiscent of sitting around your kitchen table engaging with a friend or neighbor who may have views different from your own. In fact, we literally set the table, complete with a blue-and-white patterned tablecloth and a vase of flowers. The foundation of the conversations was rooted in prioritizing respect and active listening and the goal was to understand why the person sitting across the table believes what they believe.
The community engaged in conversations about some contentious topics—Gun Control, Immigration, AI, and Freedom of Speech. With help from History teacher Larry Pratt P’13, Head of Student Government Olivia Tse ’25, and Director of Educational Innovation Stacy Tippens, Ms. Winokur guided the conversations, modeling curiosity and empathy, rather than seeking to win and to dismiss the other person’s perspective. When she opened up the conversations to the whole group, our families, students, and faculty/staff members engaged and practiced having a conversation with someone they may not have known well.
“In a diverse and multifaceted community such as Madeira’s, it brought me hope to see so many of my peers thoughtfully engaging with others who may hold different viewpoints,”
said Head of Student Government Olivia Tse ’25. “Participating in Bring It to the Table solidified my determination to be a part of civil discourse projects. After my conversation on stage, getting to watch others flex those same skills was inspiring.” We will continue to engage in these conversations by using the Bring It to the Table model.
WORKING ACROSS THE AISLE ON CAPITOL HILL
The inside perspective of working across the aisle on Capitol Hill was the topic of our next speaker event, where we hosted a panel of professionals who work as Chiefs of Staff or in trade associations that work with Capitol Hill legislators. The panel was moderated by History teacher Larry Pratt P’13, who asked our panelists to speak about their experience working with those across the aisle and what makes it work. Panelists included:
• Monalisa Dugue, Chief of Staff, Senator Sheldon Whitehouse
• Michelle Korsmo P’26,’28, President and Chief Executive Officer, National Restaurant Association
• Dan Kunsman P’28, Chief of Staff, Senator John Barrasso
• Jason Torchinsky P’26, Partner, Holtzman Vogel
• Nicole Varner, Chief of Staff, Representative Marc Veasey
Contrary to popular belief, the panelists noted that they regularly engage with their counterparts in the opposing party to move forward shared initiatives in the important work of our government. All the speakers highlighted bipartisan work that sometimes gets overlooked in the distracting messages about what isn’t working on The Hill. Monalisa Dugue, Chief of Staff for Senator Sheldon Whitehouse, shared that she encourages her own children to work in settings that represent different perspectives from their own. “To understand opposing views is an important skill for our kids to be able to learn at young ages,” she shared.
Questions for Engaging in Civil Discourse, from Bring It to the Table
Q: Where are you on the political spectrum and why?
Q: In your opinion, what is the problem related to this topic in the US?
Q: How has this topic impacted your life personally? If you don’t have personal experience, where do your beliefs come from?
Q: How have your beliefs on this topic changed over time?
Q: What part of the opposing viewpoint makes sense to you and where do we strike a balance?
Q: What facts am I missing that would help me have a more informed opinion?
STUDENTS EMBRACE THE PRACTICE OF DISAGREEING AGREEABLY
Madeira partnered with the Close Up Foundation to help teachers create a learning environment that encourages civil discourse, particularly around topics that may be divisive. Departments received additional training on media literacy to help students recognize bias and identify credible sources amid the overwhelming volume of online information. Close Up facilitators also trained 11th graders on how to maintain civil discourse and difficult conversations in their advisory and club spaces.
Q: How is civil discourse going so far at Madeira?
A: We turned to our students to get their thoughts.
DAMELIE MUSSINA ’26, who is from Kazakhstan said…
I think this is a great theme for this year, as it empowers Madeira students to thoughtfully and respectfully discuss important issues with an open mind.
Civil discourse is a crucial skill that is often overlooked, so having this theme present and engaged within the community is very inspiring to see!
Students have adopted the idea of practicing listening and empathy.
ZHANG ’25, an international student from China…
I think it’s important to engage in respectful and thoughtful dialogues (even when there are differences in opinions). It’s about listening to understand, not just to respond but also being open to learning from others (rather than simply trying to persuade). Civil discourse is a bridge to understanding, which accommodates Madeira’s diverse community while expanding knowledge on current affairs.
OLIVIA TSE ’25
Head of Student Government, notes how students have navigated ongoing conversations that include both domestic and global policy issues…
Student leader trainings have equipped my peers and me with the skills to facilitate engaging conversations about prevalent topics. By creating conversations for students by students, Madeira girls have been given a new way to flex and develop their understanding of the world.
It is hard to see from someone else’s perspective because our minds are filled with our own assumptions, opinions, and experiences.
But if we learn to set aside what we think we ‘already know,’ we can open doors to new opportunities, seeing beyond ourselves. Civil discourse at Madeira is an incredible way to engage in respectful and open-minded conversations, strengthening the bonds within our tight-knit community & preparing us to navigate diverse perspectives & global issues beyond Madeira.
” “ ”
Listening does not mean agreeing. Rather listening is a powerful tool for understanding.
ICGS Podcast Empowering Girls to Disagree with Confidence and Civility
OLIVIA
LAIS SOUZA ’25 an international student from Brazil…
NAVIGATING MEDIA MESSAGES IN A POLARIZED CLIMATE
For Winter Family Weekend, two veteran news professionals, our very own Avery Miller ’86 P’19, CBS News Producer, and CBS News Anchor Nancy Cordes were interviewed by the two student editors of Madeira’s newspaper, The Spectator. The guests shared their perspectives on the challenges of being in the media during the fast-paced, technologically evolving, and emotionally charged landscape our country currently faces. Ms. Cordes shared, “It’s our responsibility to not go for easy, explosive words that get lots of clicks, but to be informational. News is dramatic enough; you don’t need me to stoke the flames.” To keep programming as straightforward and unbiased as possible, newsrooms often aim to bring on guests with multiple perspectives on an issue and rely on the expertise of the “confirmed unit,” whose job it is to fact-check stories, assess the potential presence of AI-generated content, and detect bias.
As a producer, Ms. Miller said she juggles every day “the art of the possible,” that push/pull between what would be ideal to tell the story versus what is realistic (in a minute and 30 second story with facts rolling in right before air time!). She gave a shout-out to Madeira for helping her become a strong writer. She encouraged current students to soak in this lifelong skill. “Writing is a gift and will serve you well all your life,” Ms. Miller advised.
The panelists encouraged everyone to move beyond headlines and sound bites in order to truly understand an issue. “If you only read two sentences of a story, even if those are accurate, you are missing the larger context,” noted Ms. Cordes. Both speakers emphasized the importance of careful word choice and context in a world of clipped sound bites that may be taken out of context.
“We have the privileged position of informing the nation,” Ms. Cordes acknowledged. “Having trusted news outlets is more important than ever as we each need to figure out what we believe, what we want to fight for.” Ms. Cordes sees her role in the media as helping to bridge different viewpoints on an issue to help get to common ground.
She summed up this deep responsibility, “Journalism is a rough draft of history.”
STARTING SMALL, THINKING BIG
As the ICGS podcast Empowering Girls to Disagree with Confidence and Civility noted, civil discourse can begin with managing small disagreements among peers, which builds the foundation for tackling larger societal issues. Alison Sefton of Norwich High School for Girls shared, “Early exposure to constructive conflict resolution can ease the path to bigger, more complex conversations.”
We will continue to engage in these conversations around hot topics. Speaking with pride about all her fellow students have accomplished through the practice of civil discourse this year Student Government President Oliva Tse ’25 said, “As always, Madeira girls are on it, carrying conversations from the classroom to the dining hall to the dorms. But this year there is a new, palpable tone of empathy and an increasing desire to understand.”
Mrs. Kyong echoes this pride about all the Madeira community has accomplished in the journey of disagreeing agreeably. “I am inspired by the willingness of our community to be the change we hope to see. By practicing civil discourse skills at Greenway, our students will become the changemakers we so desperately need.” Mrs. Kyong acknowledges while the issue may not be solved within our lifetime, building the tools and skills for Madeira graduates is a piece that we can impact. She shared, “Together, we can nurture Madeira students to become thoughtful, articulate individuals ready to make their voices heard as they venture out to change the world.”
NEXT SPEAKER SESSION, APRIL 25: “WOMEN LEADERS IN EDUCATION”
Featuring an impressive panel of top women who are leading universities, including Mary Dana Hinton, President of Hollins University and Sarah WillieLeBreton, President of Smith College, along with our very own Head of School Mrs. Christina Kyong, this session will be moderated by Madeira alumna Patricia Anyaso Sasser ’95, Assistant Head of School at Saint Mary’s School, during Reunion Weekend.
“ ”
Together, we can nurture Madeira students to become thoughtful, articulate individuals ready to make their voices heard as they venture out to change the world.
ATHLETICS
Fall Athletics Recap
This fall, Madeira’s athletes took to the fields, courts, and trails with energy and determination. With over 140 students participating in sports, including Soccer (JV and Varsity), Field Hockey (Varsity), Volleyball (JV and Varsity), Cross Country (Varsity), and Tennis (JV and Varsity), the season was full of exciting games, notable achievements, and valuable team experiences.
Alina Bujnowski ’27, a standout athlete who competed with the tennis team this fall, shared her thoughts on the season, saying, “The support and encouragement from our coaches and teammates made a huge difference this year. We’re not just growing as athletes; we’re growing as individuals.”
“The support and encouragement from our coaches and teammates made a huge difference this year. We’re not just growing as athletes; we’re growing as individuals.”
ALINA BUJNOWSKI
’27
NEW FACILITIES, NEW OPPORTUNITIES
The newly renovated Bermuda grass field has been a gamechanger for Madeira athletics, providing the opportunity to host more games on campus. This has allowed the Madeira community to come together more frequently to cheer on the teams, which has enhanced school spirit.
DEDICATED COACHING AND ATHLETIC DEVELOPMENT
The coaching staff at Madeira continues to build a high-quality athletic experience, focusing on both physical and mental skill development for every athlete. This year, the Athletic Department introduced a “Monday Coaches Huddle,” where coaches gather for training, mentorship, and professional development, fostering a collaborative approach to building a successful athletic culture. These gatherings align with the department’s core values, allowing coaches to grow in real-time and reinforce the principles that define Madeira athletics.
Varsity Cross Country team
Varsity Tennis team
Varsity Volleyball team
Junior Varsity Volleyball team
Varsity Field Hockey team
Varsity Soccer team
ARTS
MADEIRA STAGECRAFT TEACHES HANDS-ON SKILLS
If you stop by Madeira’s auditorium on a Saturday afternoon, you might expect the building to be silent and empty. In reality, it is quite the opposite.
On most Saturdays from September to February the auditorium is filled with the sounds of saws buzzing, drills whizzing, sewing machines whirring, and students laughing. Madeira’s Stagecraft class is responsible for the cacophony of noise as they build the sets and construct costumes for each theater production.
STAGECRAFT has been at Madeira for decades under a variety of course names and iterations. The course has grown in popularity and complexity over the years. Fifteen years ago, Tech Activity (the old name of Stagecraft) had only six students enrolled. It now boasts a class of 25 with a long waitlist each year. “I think the popularity of the class has grown because it appeals to a broad range of students and teaches practical skills that students can use long into their futures,” says Sasha Newman, Madeira’s Artistic Director and one of the Stagecraft teachers.
Stagecraft is a truly interdisciplinary course that champions the values taught in Madeira’s STEAM initiatives. The course covers everything from reading technical drawings, to safely using power tools, to hanging and focusing lighting equipment, to sewing patterns, and more.
At the helm of this immersive course are Ms. Newman and Production Manager Ms. Adalia Tonneyck (“Ms. T,” to her students), who have a
students and serve as assistants throughout the school year for Ms. Newman and Ms. T. “Stagecraft opens up so many avenues for creativity and learning,” shared Charlie Harris ’25. “As the Assistant Technical Director, I have the opportunity to lead my own projects and teach other students how to use a wide variety of tools, all while improving my skill set. Every day I arrive at Stagecraft excited and ready to build and learn with a group of passionate, talented people.”
TECH
SKILLS HELP BUILD A CAREER
It might be rare to find a group of students who would happily dedicate their weekends to building scenery and sewing costumes, but for Madeira’s Stagecraft students, they wouldn’t be anywhere else.
So much so, in fact, that some alums return to the skills they learned through Stagecraft and even make them a career focus. Christine Sorrentino ’11 credits the Madeira program with setting her on her career path. “Madeira helped me recognize a passion for entertainment and develop the communication and prioritization skills I’d need to be successful in the industry.” Sorrentino has since made her career as a mechanical engineer in the theme park industry, working on the team that develops and
It might be rare to find a group of students who would happily dedicate their weekends to building scenery and sewing costumes, but for Madeira’s Stagecraft students, they wouldn’t be anywhere else.
combined 40-plus years of professional experience in the theater industry. “To give the students a well-rounded experience, we aim to expose them to industry artists so they can benefit in learning from those in the field of theater,” Ms. Tonneyck explains.
STUDENT LEADERSHIP AND TECHNICAL TRAINING
Students will often repeat Stagecraft over multiple years at Madeira, with several striving to take the class from freshman through senior year. These students have the unique opportunity to tackle a leadership role as they progress. The formalized leadership positions range from Scenic Charge, Props Master, or Master Carpenter up to Assistant Technical Director and Assistant Set Designer. On the costuming side, students move from leading the Wardrobe team during the show’s performances to designing costumes alongside Ms. T as the Assistant Costume Designer. These leaders teach other
builds new attractions for the Universal Studios theme parks and, most recently, joining a ride and show mechanical team at Walt Disney World.
When asked to reflect on how her current career parallels working in a theater, Sorrentino responded, “In theater, there’s a term used to describe the week leading up to a show opening where everything is in full technical and dress rehearsal. Nicely, it is called ‘tech week’; unofficially it’s dubbed ‘hell week.’ It’s when all the pieces come together for the first time, so everything seems to go wrong all at once. You learn how to prioritize and how to move past perceived failures because the show must go on and opening night is not getting rescheduled. In the theme parks, it can be weeks or even months depending on the scale of the project, but the skills are the same: function in disaster, finish in style, and remain calm in the center of it all.” Madeira’s motto continues to resonate for our graduates.
SHE KILLS MONSTERS (2019)
MACBETH (2022)
MAMMA MIA! (2019)
LOVE’S LABOUR’S LOST (2019)
THE MATCHMAKER (2021)
YOU ON THE MOORS NOW (2024)
ROCK OF AGES (2024)
UP THE DOWN STAIRCASE (2017)
INTO THE WOODS (2017)
NEWSIES (2023)
PIRATES OF PENZANCE (2020)
PIPPIN (2021)
My Journey in Understanding Juvenile Life Without Parole Inequities Through an Inspiring Co-Curriculum
At 13 years old, I was learning algebra and reading The Outsiders; at 13 years old, Xavier McElrath-Bey was sentenced for first-degree murder to 25 years in adult prison and told he was irredeemable. Today, he serves as the Executive Director of the Campaign for the Fair Sentencing of Youth (CFSY), working to end the narrative that a child should be condemned to die in prison. I immediately knew that an organization led by someone who had experienced the youth criminal justice system firsthand, an individual many would have overlooked for leadership positions, was an organization where I wanted to focus. With a passion for education equity and ensuring all children receive adequate resources, I entered my internship at the CFSY with a belief in a child’s inherent potential. My experience at the CFSY not only strengthened my faith in that belief, but also compelled me to face
the systemic injustices that condemn juveniles to life imprisonment without the possibility of a second chance.
The CFSY’s principle that, “No child is born bad” resonated deeply with my values and aspirations and redefined my understanding of juvenile justice and the imperative for meaningful reform. During my internship, I was surrounded by a foundation built on scientific research, historical narratives, legislative advocacy, and, most importantly, the voices of individuals directly impacted by unjust juvenile sentencing. It inspired me to bring their work into my community by leading a class at Madeira on juvenile sentencing that culminated with my peers writing letters of acknowledgment, compassion, and encouragement to individuals serving extreme sentences. My experience transformed my understanding of a complicated issue: children being sentenced to life in prison without being afforded a second chance. It inspired me to take action and spread awareness to affirm that no child is born evil, and I aspired to continue to do so as I exited Madeira.
Advocating for Every Child’s Capacity for Good
Researching Capacity for Rehabilitation
From the start, I was tasked with delving into the essential issues championed by the CFSY, which were previously unknown topics to me. Juvenile Life Without Parole (JLWOP) is a sentence that forces a child to spend the remainder of their life in prison without the possibility of release, and the United States is the only country in the world that does not condemn it. I researched adolescent brain development extensively, revealing that human brains are not fully developed until their twenties, and comprehended that the sentence overlooks a child’s biological capacity for change. I understood that the issue that leads children to a path of crime is often
rooted in abuse or neglect that they experienced in their homes and a lack of support in their school systems. The absence of guidance and stability can lead children astray, often pushing them toward destructive behaviors as they try to fill the voids in their lives.
By Cece Travers ’24
I found myself particularly interested in the measures that could be taken to break that cycle. JLWOP is also heavily racially disproportionate, with 61% of children sentenced being Black, reflecting the racially rooted biases that lay within the juvenile justice system. The 2012 Supreme Court case Miller v. Alabama and Jackson and Hobbs ruled JLWOP unconstitutional without considering the adolescent’s
MADEIRA’S JUNIOR CO-CURRICULUM PROGRAM
As a cornerstone of Madeira’s Co-Curriculum program, each junior has the opportunity to take the civics and government lessons of the classroom and see them in action while serving as an intern in the halls of Congress. In addition to completing their assigned tasks for their Senator or Congressperson, each Madeira student selects a policy issue to research during their five-week placements. At the conclusion of their internships, students compose research papers presenting on their chosen topics. In the case of Cece Travers ’24, this research project was the start of a meaningful journey. Inspired by what she’d learned about Juvenile Life Without Parole (JLWOP), she sought out a placement with the Campaign for the Fair Sentencing of Youth (CFSY) for her senior year Co-Curriculum Mod. As you will read, the experience had a significant impact on Cece, prompting her to share these new and meaningful connections with her peers through student-taught sessions of the 12th grade Global Justice seminar. Cece’s experience is a prime example of how Madeira’s unique programming works hand in hand with classroom teachings to shape students who will go on to change the world.
Xavier McElrath-Bey was sentenced for first-degree murder to 25 years and told he was irredeemable. Today, he serves as the Executive Director of the Campaign for the Fair Sentencing of Youth (CFSY).
circumstances and youth, which positively decreased 80% of JLWOP sentences, with many cases being resentenced for release or amended due to legislative changes. Despite this, the sentences still persist and have grown to be more racially disproportionate. The CFSY has played a pivotal role in this progress, and it was a privilege to contribute to this change in small ways. I firmly believe that juveniles possess a higher capacity for rehabilitation. I knew I wanted to get others to recognize that giving incarcerated juveniles a second chance is crucial not only for their own development but also for our dignity as a society.
No Child Is Born Bad
As a person with a strong passion for education policy and a dedication to closing the opportunity gap, I discovered shared principles with the CFSY’s belief that, “No child is born bad” during my Co-Curriculum search. I was fascinated by the multifaceted approach used by the CFSY to ensure the United States upholds the rights of a child and their capacity for change as they used coalition-building, advocacy, legal initiatives, and building resources for directly impacted families and formerly incarcerated individuals. Previously, I never thought a piece of artwork could be used to help drive legislative change, but Julie Mehretu, a world-renowned painter and East Lansing, Michigan, native, uses her art to convey the complex issues of conflict, injustice, and social unrest. Her art composition has been used in the Michigan state coalition to urge legislators to abolish JLWOP. As I hope to enact legislative change myself one day, I will keep in mind these out-of-the-box approaches that inspire legislators to look at issues through a different lens.
CFSY acknowledges that individuals with direct experience in the juvenile justice system have insights and perspectives that others may not have.
However, their voices are often marginalized, and the CFSY works tirelessly to overcome this disparity. In taking these steps, the organization embodies its core belief that people can transform themselves.
One of the CFSY’s biggest differentiators as a non-profit is their focus on empowering individuals directly impacted by the justice system with leadership positions. The organization acknowledges that individuals with direct experience in the juvenile justice system have insights and perspectives that others may not have. However, their voices are often marginalized, and the CFSY works tirelessly to overcome this disparity. In taking these steps, the organization embodies its core belief that people can transform themselves. In the fall of 2023, after fifteen years of serving as Co-Founder and Co-Executive Director, Jodi Kent-
Lavy stepped down to uphold the organization’s vision, passing on sole leadership to Xavier McElrath-Bey. Xavier was written off as beyond redemption when he was sentenced to 25 years in prison for first-degree murder at the age of thirteen, with seven previous convictions and nineteen arrests on his record. While serving his sentence, he was involved in a prison riot where he assaulted an officer, resulting in a year of solitary confinement. What could have been a further descent into darkness defined his evolution as a person. At this juncture, Xavier decided to dedicate his life to helping others and, through hard work, was released from prison twelve years early. Today, he holds the position of Executive Director of the CFSY and brings to the organization credibility, empathy, and innovation in engineering opportunities for reform.
Co-Curriculum Advocacy
While some of my internship duties included data collection and analysis, these processes became deeply personal as I acknowledged their significance in the lives of incarcerated individuals. One of my daily tasks was to record personal information from each member of Incarcerated Children’s Advocacy Network (ICAN) and implement it into Salesforce, the CFSY’s relationship management platform, to streamline their outreach. While seemingly simple, implementing the formerly incarcerated individual’s data into the system as ICAN members allowed them to receive valuable resources to stay connected and supported by the CFSY as they reintegrated into society. The resources offered are holistic, and include skill building for re-entry into the workforce, networks of support and regular check-ins, as well as mechanisms for
A prisoner’s letter to the Campaign for the Fair Sentencing of Youth
A response from an incarcerated individual sharing his excitement of his release date
emotional and physical healing. This process demanded precision and attention to detail to ensure accuracy, allowing me to actively contribute to fostering a caring and responsive environment within the organization. During my research on Republican profiles, a party platform traditionally focused on being more demanding on extreme sentencing, I identified state representatives and senators who served on judicial committees in states where JLWOP had not yet been abolished. I took note of their experience in law enforcement, interactions with children, personal experience raising children or grandchildren, and religious affiliations. This comprehensive approach underscored the importance of establishing common ground to engage these lawmakers effectively, such as highlighting their shared concern for the well-being of children. Moreover, delving into their professional backgrounds, particularly regarding law enforcement experience, proved instrumental in gaining insights into their perspectives on juvenile justice rehabilitation. Another one of my tasks was sorting letters from currently incarcerated individuals, separating works of art, written works, legislative documents, and letters requesting support. This detailed sorting process guaranteed that each message received the attention it deserved and allowed the CFSY to respond with the appropriate resources, such as parole handbooks, to prepare individuals for their hearings and offer them tailored support. Taking the time to be thorough in my work enabled the CFSY to care for individuals holistically and address legislation in a personal and compassionate manner.
Building Connections through Social Media
The most rewarding experience in my internship was communicating the stories of formerly incarcerated youth finding redemption and their journeys to new beginnings. Lorenzo Harrell was sentenced to 26 years in prison at age 17 for the shooting and killing of a man with a debt to his cousin. Ten years into his sentence, Lorenzo realized that he had thrown his life away and wanted to be remembered by those close to him as a man who dedicated his life to a higher purpose. Today, as an ICAN community member, he helps individuals leave prison and re-enter society as he did, now working full-time in Michigan’s State Appellate Defender Office. Lorenzo dedicates his free time to mentoring troubled teens in his Detroit community, hoping to inspire them with his own story of change and create a nurturing environment for his cherished two-year-old daughter. Through my focus on CFSY’s mission and empowering stories like Lorenzo’s in the posts, I successfully increased Instagram followers by 50%. I did this by identifying Instagram accounts of like-minded juvenile justice groups in the organization’s states of primary focus: North Carolina, Michigan, South Carolina, Georgia, and Wisconsin. I carefully reviewed their followers to identify people who shared a strong interest in juvenile justice and equity, focusing on those directly impacted by the system or from affected families. By reaching these like-minded audiences, I brought to their attention the positive influence of CFSY’s work. Upon encountering CFSY on Instagram, former juvenile lifers are often moved deeply by its work. This connection then allows them to reach out directly to the impacted staff and participate in the ICAN program.
Stories of Redemption
I also had the honor of writing a Criminal Defense Newsletter for the State Appellate Defender Office of Michigan. This enabled the CFSY to connect with a broader audience in this critical state, specifically targeting the state’s criminal defense bar, advocates, and affected individuals, given that Michigan currently has the highest number of JLWOP sentences in the United States. Following the Supreme Court condemning JLWOP in Miller v. Alabama , Michigan’s sentences have grown to be significantly more racially disproportionate. By writing about the CFSY’s work, mainly focusing on the stories of ICAN members in Michigan and the diverse coalitions led by CFSY in the state, I illustrated how individuals once seen as irredeemable are now positively influencing their communities. This sheds light on why Michigan’s current legislation regarding JLWOP is outdated, especially alongside a heightened focus on crime, typically during election season. The remarkable impact made by these formerly incarcerated individuals highlights the necessity of abolishing JLWOP and inspires citizens to engage with legislators, which ultimately pushes lawmakers to pass favorable legislation and recognize the widespread support for reform. It was a privilege to uplift the stories of individuals who had spent their formative years in the prison system and had found redemption. After completing my five-week internship, I felt determined to keep challenging the misconceptions about youth in the juvenile justice system.
Connecting Co-Curriculum to the Classroom
Upon my return to Madeira, I took advantage of the opportunity to share the impactful narratives of second chances with my senior elective Global Justice Seminar. As part of the curriculum, we were tasked with developing an 80-minute seminar on an issue we were passionate about, and my choice was easy. I titled my course Behind Bars: Ending Juvenile Life Without Parole and introduced my classmates to the meaning of JLWOP, its historical context, and several impactful accounts of youth sentencing. I posed thought-provoking questions, such as how societal perceptions of race and the influence of media contribute to biases against juvenile offenders and in sentencing. The debate was emotional and connected the issue of youth sentencing to systemic failures, including education and housing, resulting in a perpetual cycle of insecurity. We contemplated our individual paradigms, a classroom of thirteen engaged seniors on the brink of advancing to the next level of education, in contrast to incarcerated juveniles whose lives were to end behind bars. After an intense discussion, I introduced the class to the impactful work of CFSY and how they strive to reinstate dignity to a group made to feel unworthy, teaching them that they deserve a second chance. I shared a short video produced by the CFSY, narrated by Xavier and his colleagues, emphasizing that all children behind bars, without exception, have the potential to be rehabilitated. My classmates and teacher, Ms. Sundberg, were deeply moved and captivated by seeing the faces and hearing the voices of those affected, and they were inspired to take action. I encouraged
Two members of the National Family Network (NFN) at CFSY’s Community Care retreat. NFN includes family members of life-sentenced children and survivors of youth crime.
my peers to write letters of hope and support to juvenile lifers serving out their sentences, showing empathy for the challenges they are facing and expressing their support. Reflecting on this moment, I realize that it was a remarkable experience of learning, sharing, and transformation, one that I will carry with me forever.
Writing Letters to Juvenile Prison Lifers
When one writes a letter, one hopes it has an impact. I hoped that my classmates’ letters of support could establish a human connection. A classmate reflected, “By writing the letters, we saw these individuals as humans, not as statistics, hearing they are real people who appreciate receiving letters.” This writing exercise fostered empathy among the students and shifted their perspective, acknowledging these individuals not as mere statistics but as real people who benefit from human connection. A student wrote to an inmate, “You are making a change, a world of difference. You matter.” By sending these letters, we aimed to provide a lifeline of faith and forgiveness in an environment of isolation, conveying the shared hope that one day they will have the opportunity to reintegrate into society, one we acknowledge is complicated and riddled with injustices. Our letters were written with good intentions, hoping to offer compassion, with an understanding that the real work rests with the individual facing a life behind bars. In a response from an incarcerated individual, they wrote they were “inspired” by our words as the letters “truly uplifted their spirit during a challenging time.” Many of these incarcerated individuals have invested considerable effort in rehabilitating themselves and reflecting on the harm they have caused while in solitude, with their mistakes replaying in their minds. It
is heartening to see that many respond to the letters, shar ing how they have worked to support not only themselves but also others, highlighting their resilience and dedica tion to overcoming adver sities. As Lorenzo Harrell stated, “I went in 17 and left 17.” Children need nurturing, a component missing from our dehumanizing prison system, and these letters bring a small glimmer of hope.
I am aware that removing the enduring impact of automatic reactions to seeing a crime report and branding a child as a monster will demand patience and persistent work. While the United States has made strides in raising awareness about our flawed criminal justice system, outdated and unscientific information continues to influence popular opinion regarding the juvenile justice system. My involvement with the CFSY allowed me to witness the profound impact that can occur when children who are prosecuted as adults are treated with dignity. The summer following Madeira graduation I worked with CFSY and aimed to grow their social media audiences and expand the letter outreach program within high school communities. In college, I intend to major in Psychology and Political Science, where I hope to gain the requisite knowledge to inform and influence research on the mental health needs of incarcerated youth. The words my classmate wrote in their letter, “You matter,” have stayed with me. Although simple, they are healing and perhaps all a child needs to know. I aim to devote my life to ensuring every child knows their worth and that they indeed matter.
INTERNS make an impact everywhere they go. Learn more: madeira.org/programs/ co-curriculuminternship-program
Released juvenile prison lifers with CFSY leaders
MADEIRA
Note from Madeira student to juvenile prison lifer
Flying Madeira’s Flag in West Africa
by Ashleigh Ninnis, Assistant Director
Reflections on West African Recruiting Trip
It was abundantly clear that our mission of launching women who change the world resonated with many students and their families. I met empowered young women who presented their strength and desire for education in every conversation, and it was truly inspiring to witness! I met a girl playing on an all-male basketball team, eventually inspiring her friends to try the sport and now serving as the captain of the girls’ team she formed. I interviewed a Ghanaian spelling bee prodigy and a young actress who voiced the lead character in a coming-of-age animated Disney series set in futuristic Nigeria—this was the first African animation to receive multiple Emmy nominations. I listened to the sales pitches of young problem-solvers who have invented products and services that have the potential to help their communities in a variety of ways. I connected with students who demonstrated a thirst for knowledge and a courageous desire to unleash their potential, ready to practice their skills and compete on the global stage. In short, I met amazing young people and transformational leaders.
In Accra, we hosted an expert panel and school fair at Airport Hills, a prestigious residential community. The panel was moderated by an educational consultant who understands the market and comprised leaders from Exeter, The Peddie School, and Blair Academy, along with our very own Nana Amoaka-Anin ’94. Nana is a highly successful Ghanaian-American lawyer, well-being advocate, entrepreneur, and a sought-after business and organizational strategist.
> Continuing with our tradition of being innovators in girls’ education, Madeira participated in an inaugural fall recruitment trip to Nigeria and Ghana with four other top boarding schools: Phillips Exeter Academy, The Hotchkiss School, Concord Academy, and The Stony Brook School. The trip’s focus was to share the unique value of US boarding schools and to build new pathways
and opportunities for African students, and it was an incredible success!
Assistant Director of Admissions
Ashleigh Ninnis, originally from South Africa and now in her fifth year at Madeira, ventured to West Africa to represent Madeira and to reach, inform, and recruit promising new students.
Together with other experienced Admissions Directors with ties to the
African continent, she visited schools in Abuja and Lagos in Nigeria and Accra in Ghana, meeting with placement counselors, heads of school, fellow admissions officers, educational consultants, and incredibly talented students. Ms. Ninnis even connected with several Madeira alums during the trip.
Nana Amoaka-Anin ’94 shared Madeira’s impact Nana spoke eloquently and fondly of the many benefits of Madeira. She shared, “Young moments are very critical to the makings of what our mindset is. Within the environment of The Madeira School, I felt as a young Black girl that my identity was celebrated. I was in school with students from other African countries or those in the Middle East, and I could hear about the storyline and history very clearly. Off-campus, race and identity is a huge challenge, and so being within that sheltered environment you are built to understand your power, the specialness of you… you’re able to navigate more strongly…because you’ve been propped up in a girls’ school.”
During her time at Madeira, Nana interned at a homeless shelter in 10th grade, then worked as a researcher for University of DC radio, and went on to host her own radio segment there. In her junior year, Nana interned with Senator Howard Morton Metzenbaum who worked on issues related to the Black community, underscoring racial profiling and migrant issues. Nana mentioned how all these experiences as a Black African woman helped her better understand herself as a lawyer and advocate.
Nana wanted to share the Madeira experience with her daughter so she enrolled her in Madeira’s Girls First summer program. She said, “I didn’t select a summer program for my daughter at a co-ed high school. I intentionally put her in Madeira because I knew that it was a women’s environment and she was going to come out feeling special, held, and seen.”
Alums and past parents spoke of the ripple effect that the independent boarding school experience has— the effects are felt not only by a student’s individual family, but the community at large, and it was powerful to witness prospective students’ excitement growing at the thought of joining a special community like Madeira’s.
Madeira parents as strong advocates
We were also met with incredible hospitality and felt welcome everywhere we went! Special thanks to our current Madeira parents Emeka & Ijeoma Njoku P’25, Belinda & Ndubisi Anyanwu P’25, Toyin & Demola Rufai P’26, Chinwe & John Chukwumah P’27, Bunmi & Emeka Emenanjo P’27, and Mvemba Dizolele P’28 for their support before, during, and after the trip. Our current parents are strong community builders with exceptional networking capabilities, and at every turn they ensured that we felt like important members of a special family.
With so much interest and talent in West Africa, we are excited to return next year and to see some of these new families around the Oval in the months and years to come.
Ashleigh Ninnis with N'Adom DarkoAsare, two-time national champion of the Ghana National Spelling Bee
Matti Donkor (Phillips Exeter Academy, formerly Madeira Admissions), Ashleigh Ninnis (Madeira Admissions), and Nana Amoaka-Anin ’94
Ijeoma Njoku P’25 and Toyin Rufai P’26
Ashleigh Ninnis with a future Madeira student
Ashleigh Ninnis visiting Ghana International School
