There are many ways to register one’s time in school, to measure learning, and record growth, but it’s the stories we tell about Oakwood that best detail how students and teachers are living out the values set forth in our Statement of Philosophy.
This publication is a collection of stories and experiences, in the classroom and beyond, that define a school year and create lasting memories. By grappling meaningfully with ideas, shepherding new sustainability initiatives, excelling in debate competitions, and impressing onstage and in athletic competitions, Oakwood students are continually writing their own stories. They are finding their voices and becoming the people who will make a meaningful di!erence in the world. Our graduates go on to pursue their passions at a diverse and impressive list of colleges and universities, and then, as you’ll see in the many Alumni features contained in this issue, their Oakwood stories shape the meaningful pursuits and accomplishments that follow.
Thank you for being part of the ongoing story of Oakwood. Your partnership helps bring our philosophy to life for today’s students and for generations to come.
Jaime A. Dominguez Head of School
The HEART of HIP HOP
When the Oakwood Hip-Hop Dance team was reestablished in 2020, it began as a small, dedicated group of high school students. Today, it’s become an all-school program, igniting passion for dance from the elementary campus all the way through high school.
Thanks to the leadership of Oakwood Hip-Hop program directors Ricky Cole and Ebonee Letriece, what began as a grassroots e!ort has grown into a vibrant community of dancers, performers, and student leaders spanning every grade level.
Ricky returned to teaching at Oakwood in 2020 with a well-defined goal: to rebuild and elevate the Hip Hop Dance program. His leadership and the students’ drive sparked a wave of enthusiasm that spread quickly. “It was the students’ help that made it happen—word of mouth, their willingness to be seen,” Ricky shares. “When I came in, there were maybe four students in the class, and it was online because of the pandemic.” The following year, the students proposed creating a spirit squad that would perform at Oakwood’s Spirit Nights to gain visibility. “The hip-hop team and spirit squad’s first performance was nerve-wracking, but the positive feedback boosted their confidence and set the stage for what came next,” Ricky adds.
Their performances generated buzz, and as Ricky notes, ’’by 2023, it boomed.’ The team has grown exponentially over the past four years, fueled by the captain’s dedication and Ricky’s e!orts to teach dance in Explorations at the elementary campus. His work sparked excitement among K-6th graders, who eagerly anticipated joining the team in middle school. Ricky has supported every step the captains have taken to help expand the program, recognizing their pivotal role in its growth.
A major part of that seed’s growth has come from Oakwood’s dynamic elementary school Hip-Hop program, led by Ebonee Letriece. Under her leadership, the program has taken o!. “The kids are really hungry,” Ebonee shares. “They like that I make it feel more like a competitive or advanced skill, not just rudimentary dance. I want them to
understand the full culture of hip-hop—its roots, its artistry, its expression.”
Ebonee’s approach is holistic and engaging. Through her integration of dance into the Exploratorium summer program, students now explore choreography and the foundational elements of hip-hop culture: breaking, gra ti, DJing, and MCing. “They write their own raps, they perform them, and their gra ti becomes the backdrop to their dance,” she says. “It’s become a full-circle expression of hiphop, and the kids love it.”
The program continues to grow, with 20 to 30 students per class, and plans to enter competitions for the first time this year. “I’m looking forward to seeing how big it gets,” Ebonee says. “I have another group of third graders who remind me of our first graduating class—very large, very enthusiastic. I’m excited to see them become the veterans and lead the next generation.”
Dance is a kind of therapy that helps with my academics— they go hand in hand.”
LILY ’25
This pipeline has fueled the growth of Oakwood’s Hip-Hop Dance community, where student leaders like Lily, Vera, Jasmine, and Laly ’25 built something lasting. “Back when I joined in 9th grade, the team was tiny,” says Vera. “But we didn’t let that discourage us. We saw the potential, and over time, we built something really special.” Laly agrees: “It was hard at first—people didn’t know about us. But after our Spirit Night performance, people started noticing. That recognition brought in new members, and soon, we were a growing community.”
The team attributes much of its success to the sense of camaraderie and enthusiasm that each member brings. “The foundation of this program has been love, unity, and passion,” adds Lily, who joined hip-hop a little later but quickly became integral to the team. “Those values and the foundations of teamwork and collaboration helped us grow.” Jasmine, who joined the team in 9th grade, was motivated by her passion for dance and a desire to challenge herself. “I wanted to keep pushing myself and learning new dances because it helps me feel confident—and seeing others challenge themselves motivates me, too.” Vera reflects on how the sense of community has been key to the team’s growth. “We’ve always been open to new members. Whether or not they have dance experience, this is a space for everyone to grow and learn together. That openness is part of what has allowed us to expand.”
Dance serves as a therapeutic outlet for Lily. “It’s important to have both physical and mental outlets. I’ll be studying for a calculus quiz and suddenly get up to practice the latest choreography. It boosts productivity when you get out of your seat and start moving. Dance is a kind of therapy that helps with my academics—they go hand in hand.” Vera shares that dance has been a stress reducer and has never felt like an added workload to juggle. “I dance to release stress. It is an outlet that helps me feel calmer and relaxed.”
We saw the potential, and over time, we built something really special.”
VERA ’25
For the four senior captains, the Oakwood Hip-Hop Dance team has been a transformative part of their high school journey. Whether through performances, competitions, leadership opportunities, or the friendships they’ve formed, the team has profoundly shaped their time at Oakwood. “When we step onto that dance floor, it’s like everything else fades away,” says Vera. “It’s an escape from the outside world, a place where we can be ourselves and just dance.”
As they prepare to pass the torch to the next generation of dancers, it’s clear that the Oakwood Hip-Hop Dance team has built something that will last. With roots firmly planted at the elementary level and a foundation built on passion and unity, the Oakwood Hip-Hop Dance program isn’t just growing, it’s thriving.
INSPIRATION INNOVATION to From
THE DA VINCI LAB TAKES SHAPE
In Fall 2024, Oakwood’s third-grade students visited LEONARDO DA VINCI: Inventor. Artist. Dreamer, an exhibition at the California Science Center. This immersive experience transported students into the imaginative world of one of history’s greatest thinkers, deepening their understanding of simple machines and igniting a passion for inquiry, experimentation, and discovery.
The field trip was the brainchild of Principal Denise Ross, who was struck by the exhibition’s vivid portrayal of Da Vinci’s creative process. “What children need is the ability to think beyond the regular school curriculum—to follow their passions, explore freely, marvel, and dabble in di!erent areas,” Denise says. The exhibition’s hands-on displays, including the Flying Bicycle, Great Organ, Mechanical Bat, and Great Kite, brought Da Vinci’s inventive spirit to life while reinforcing a key message: not all ideas succeed, but all have value.
Each invention included information about its viability, reminding students that even Da Vinci faced setbacks. “This teaches them that failure isn’t something to avoid,” Denise explains, “but a necessary part of growth and creative problem-solving.”
That very mindset—embracing curiosity, iteration, and resilience—is central to a new project taking shape at Oakwood’s Elementary campus: the forthcoming Da Vinci Lab.
Scheduled to open at the end of 2025, the Da Vinci Lab is a new facility designed to foster creativity, collaboration, and innovation. The first floor will house the Da Vinci
Lab, a 1,648-square-foot space dedicated to hands-on, experiential learning across disciplines. Above it, two new 4th grade classrooms (731 square feet each) will connect via footbridge to the adjacent Story Center, creating an integrated academic hub that honors both imagination and inquiry.
Technology Instructor and Explorations Coordinator Shane Finch, who joined the 3rd grade class on the exhibition field trip, sees this alignment as essential. “When you think about Leonardo da Vinci, you might picture his famous paintings, but he was also a visionary inventor. Many of his designs were never built, and those that were often failed,” Shane explains. “It’s more about the journey than the destination. Sometimes, the things we’re trying to do in class might not go as planned. I’ll ask the kids, ‘If you worked hard on this and it didn’t work, did you waste your time?’ They come to realize that, no, it’s not a waste. We’re still learning, still trying. The knowledge can be applied to the next project.”
Denise echoes that philosophy, noting that Oakwood’s Da Vinci Lab is not just about new equipment or space, but about honoring a legacy of interdisciplinary learning. “We want to inspire students with Da Vinci’s principles and processes, his insatiable quest for knowledge, his careful observations, and the way he wove together architecture, nature, math, science, and art. Da Vinci was the original pioneer of STEAM. That’s why we call it the Da Vinci Lab— it’s about encouraging students to follow his lead.”
Da Vinci Lab & Classroom Complex
Oakwood Against Waste LEAD in
SUSTAINABILITY
Oakwood Against Waste, a newly formed club, is leading the charge in reducing food waste on campus. Under the guidance of science teacher Rebecca Damodaran, the club has introduced a composting program that is already making a significant impact.
By collecting and composting food scraps from the Oakwood Kitchen, this initiative promotes sustainability, environmental awareness, and community involvement. The momentum has spread across both campuses, with the elementary campus launching its own ECO Champions group, furthering the commitment to a greener, more eco-conscious school environment.
Rebecca was inspired to grow this program after seeing how eager her students were to make a di!erence. “When discussing climate change in class, students often express frustration, feeling powerless because many solutions— like voting for policies or transitioning to sustainable energy—are beyond their direct control. However, food waste accounts for nearly 10% of greenhouse gases, and reducing it is something students can take action on themselves,” she shares.
Oakwood Against Waste members Jack ’27, Oliver ’27, Rory ’27, Ben ’27, and Will ’27 formed the group, alongside Rebecca, after participating in Rebecca’s Immersion class last spring, Sustainability and Justice in the Food System. During the course, Oliver gained a new perspective on how composting can be an easy and effective way to contribute to sustainability. “I was particularly struck by the amount of food waste produced at Oakwood that could be composted, which motivated me to take action,” Oliver shares.
These initiatives reinforce the importance of experiential learning beyond the classroom. “Rather than just learning about climate change, students actively participate by turning food waste into nutrient-rich soil that will support future food growth,” Rebecca explains. Engaging in this hands-on experience deepens students’ understanding of composting science and instills a lasting appreciation for waste reduction. “I’m excited to show my peers how easy composting is as I lead Oakwood Chemistry students through the process,” Oliver adds. “I’d also encourage others to think about the food waste they create and spread awareness of the importance of composting to friends and family.”
The program currently focuses on composting food scraps from the Oakwood Kitchen, primarily fruits and
vegetables. One of the biggest challenges in composting is ensuring that organic matter breaks down e ciently, which is why our kitchen sta! plays a crucial role. Chopping the scraps into small pieces significantly aids the decomposition process. Their support has been invaluable, making the initiative more manageable for students—something Rebecca and the team appreciate.
Oakwood has partnered with Steven Wymbrandt of Wymbrandt Farms, a composting expert who has
Rather than just learning about climate change, students actively participate by turning food waste into nutrient-rich soil that will support future food growth.”
REBECCA DAMODARAN
I am delighted that an enthusiastic group of fifth and sixth graders have volunteered their time, energy, and ideas to lead our campus in becoming more sustainable. They care deeply about our community and are eager to advocate for positive changes!”
MELANIE JACOBSON
developed a specialized method that minimizes odors and promotes aerobic decomposition. Keeping the compost aerated avoids methane emissions, making it both e!ective and environmentally responsible. “The most surprising part is that it didn’t smell,” adds Jack. “The compost bin is right next to my history class, and no one has commented on any odor. I think it helps eliminate the stigma people have about composting and what that can look like.”
Looking ahead, Oakwood Against Waste envisions an even larger impact. While the current system primarily processes fruit and vegetable scraps, the ultimate goal is to compost all food waste. Plans include adding more composting bins, integrating the program into the elementary campus, and working toward making Oakwood a zero-food-waste school. “Our biggest challenge isn’t student engagement—it’s securing the resources and space needed to expand our composting e!orts. We would like to compost food scraps from the kitchen and collect student food waste,” Rebecca explains.
At the elementary campus, Assistant Head of School for Institutional Programs and Initiatives Miriam Singer and fourth-grade teacher Melanie Jacobson are leading
a group of young environmental activists in promoting sustainability and environmental awareness for K–6 students. “I am so inspired by the enthusiasm and ideas of our ECO Champion student leaders and how they seek to make a positive impact on our world,” Miriam shares. Melanie echoes this sentiment: “I am delighted that an enthusiastic group of fifth and sixth graders have volunteered their time, energy, and ideas to lead our campus in becoming more sustainable. They care deeply about our community and are eager to advocate for positive changes!”
Students Bennett ’32, Natalie ’31, Kai-Li ’31, and Emmy ’31, along with Miriam and Melanie, are identifying key priorities for the program. Natalie joined ECO
Champions in response to the e!ects of climate change, while Bennett was motivated by witnessing the devastation of the Los Angeles wildfires. For Kai-Li and Emmy, the joy of making the earth greener drew them to the group. This passionate team is working to educate and empower their peers while implementing meaningful action projects.
Oakwood Against Waste and ECO Champions are proving that small actions can lead to significant change. With the dedication of students, the support of faculty and sta!, and expert guidance, the school is paving the way for a more sustainable future—one compost bin at a time.
EXPLORING LA’S IDENTITY
Through Migrant Foodways
What can food tell us about a city’s history, its people, and its ever-evolving identity? This question guides Oakwood High School students in Teddy Varno’s Immersion course, Migrant Foodways.
Inspired by the late food critic Jonathan Gold, students set out to explore Los Angeles through its diverse culinary landscape, tracing the ways migrant communities have shaped the city’s food culture. By visiting restaurants, engaging with local chefs, and studying the intersection of migration and cuisine, they gain deeper insight into the stories behind each dish—and, in turn, the experiences of those who create them. As Teddy explains, “I like to think of this class
as a course that’s really about identity and history and understanding Los Angeles. The food is the mechanism by which we do that.”
For Abbey ’26, Migrant Foodways was an experience in cultural discovery. Abbey shares that food has always been an essential part of her identity. “I’ve been more drawn to the cultural side—it’s a good chance to explore di!erent cultures and see how food ties into it.” As a Korean-American, she reflected on how the meals her parents make, often based on Korean traditions, help her reconnect with her roots and deepen her awareness of her culture. According to Abbey, the most eye-opening aspect of the course has been uncovering the history behind LA’s food culture. “We went to Boyle Heights for tacos, but before that, we watched a film about the history of the area, how diverse it’s been, and how it was a!ected by the construction of the freeways,” she explained. “The history was the most surprising part because it’s often overlooked.” This emphasis on history adds a layer of context to the culinary exploration, transforming meals and restaurants into stories of cultural resilience and transformation.
Jasmine’s ’25 experiences in this course expanded her culinary world. “My parents are Mexican, and it plays a huge role in my life. I mainly eat Mexican food, so it’s
Teddy Varno engages students in his immersion course, Migrant Foodways
been amazing to experience and taste other cuisines,” she shared. “For example, we just tried Japanese food in Torrance, and it was my first time trying raw salmon or sushi. I enjoyed getting outside of my comfort zone and trying new foods. It made me realize that food is not just about eating and being nutritious, but about history, culture, and generations of tradition.”
Jackson ’25 saw Migrant Foodways as an opportunity to engage more deeply with LA’s food culture. “Not a lot of people think about the food that they’re eating and the history behind it,” he explained. “I thought it was interesting to get a deeper sense of our day-to-day lives of eating and the cultural significance behind it.” He was particularly struck by hidden gems in neighborhoods like Boyle Heights, where unassuming taco stands turned out to be some of the best meals he had ever had. “Some of these places are Michelin-star approved or Jonathan Gold-endorsed, and you’d never know just by looking at them.”
The course also deepened students’ understanding of the role food plays in shaping personal and cultural identity. “Growing up with mixed parents, I experienced two
di!erent kinds of cuisines,” Jackson shared. “With my dad, we ate a lot of soul food and southern dishes. My mom’s side is English and German, so we had that influence, too. Food has always been a part of me, and I love that it brings people together in a way few other things can.”
It gives us a chance for everybody to sit down at a table and talk— whether that’s noticing something about a place we’re in, reflecting on an experience, or being surprised by what we’re tasting. If food is culture, then it’s also incredibly democratic.”
TEDDY VARNO
For Townsend ’25, the course revealed how food can provide comfort and hope, especially for migrant communities. After several students interviewed a Greek Orthodox woman at a church in Los Angeles, he reflected on how she spoke about Greek food as a symbol of resilience. “She told us about how she got bullied at school for being an immigrant, but when she ate Greek food with her brother, it gave her something to look forward to. It was an anchor to her identity.”
Ultimately, the Migrant Foodways course has expanded students’ perspectives on how food and migration are deeply interconnected. Teddy Varno sees food as a way to create meaningful dialogue. “It gives us a chance for everybody to sit down at a table and talk—whether that’s noticing something about a place we’re in, reflecting on an experience, or being surprised by what we’re tasting. If food is culture, then it’s also incredibly democratic.”
As these students continue their exploration of Los Angeles, they carry with them a newfound appreciation for the stories woven into every meal. Whether through a family-owned mochi shop, a bustling market in Torrance, or a taco stand in Boyle Heights, their journey through migrant foodways has shown them that food is more than sustenance—it is history, identity, and connection.
VOICES in ACTION
THE MAGIC OF MIDDLE SCHOOL DEBATE
At Oakwood, middle school debate is more than just an extracurricular activity—it’s a celebrated tradition that brings students together to think deeply, speak confidently, and listen respectfully. Students don’t just prepare for tournaments; they uncover nuance, grapple with complexity, and learn to speak with clarity and conviction. For nearly two decades, the program has helped Oakwood’s middle school students grow into confident public speakers and critical thinkers, all while discovering the value of civil discourse.
The program, now in its 17th year, is guided by humanities teacher and coach Justin Sweitzer, whose vision has always prioritized student ownership and intellectual engagement. “The goal,” he says, “is to get the kids to interact with each other on an intellectual level, knowing they have to approach every topic from both sides.” This principle encourages flexibility of thought and cultivates empathy. And unlike many schools, Justin doesn’t give students pre-written cases. “We’ve always taken the longer route,” he explains. “They might start knowing nothing about lithium mining or the ethics of electric vehicles, but they become experts.”
Oakwood’s teams use a three-speaker format, with each student playing a di!erent role in crafting a unified argument. Oakwood celebrates individuality: “You’ll see three totally di!erent kids, three di!erent takes. That’s the magic of it.” Justin’s approach is rooted in trust—he resists overly directing students and prefers to let them find their own way. “We provide structure and tools so they have a strategy,” he says. “But we want them to struggle a bit— that’s when real thinking happens.” Justin emphasizes that Oakwood debate is about far more than trophies. “The beauty of it is there’s eternal growth in how you are as a speaker, thinker, and researcher,” he says. “And because of that, there are infinite ways to fail—and that’s great. There
are going to be moments where a kid doubts themselves, but that’s part of the process. It means they’re pushing their limits.”
This dual emphasis on high standards and personal support defines the program. Eighth graders mentor seventh graders, creating a culture of continuity and community. “It’s all about eighth graders teaching seventh graders,” says Charlotte ’29, who just finished up her final year on the team. “I had built-in mentors, and then as an eighth grader I was put on a team with a seventh grader who became one of my closest friends.”
Zoe ’29 echoes this spirit of collaboration. “I like being able to see other people around you progress as well. Like, yes, it’s great if you get better, but it’s also really rewarding to see how much everyone else improves.” She adds, “When one person wins, it’s a heartwarming feeling. Everybody comes together to celebrate.”
Justin points to mentorship as a key to the program’s continued success. “The returning high school students come back and model what excellence looks like. That direction is just shown, it’s not lectured. And the younger students follow it.”
Tournament days are as intense as any athletic competition, complete with adrenaline, camaraderie, and, sometimes,
heartbreak. “Every second counts—you have 20 minutes to prepare, and then it’s go time,” says Charlotte. Despite the stakes, the atmosphere is supportive. “I’ve made friends at so many other schools. The spirit of debate in Los Angeles is definitely more kinship than competition.”
That doesn’t mean the program lacks drive. Oakwood teams have reached the public final round at Nationals four years in a row. Zoe recalls her own unforgettable Nationals experience: “We won all our rounds, and then I found out I’d gotten second speaker at Nationals. I was almost crying from happiness. I was just so proud of my team.” She adds that what made it even more special was seeing her teammates shine. “To see them perform at such a high level and to win that final together—it was just an amazing moment.”
For Justin and his students, one of the program’s greatest strengths is its accessibility. “It’s not just about the confident kids or the ones who can think on their feet,” Charlotte says. “If you’re into research, there’s a role for you. If you’re great with structure or math, or just love talking with your friends— there’s a place for you in debate.”
With the program’s continued success, Justin dreams of someday flying a team to an international tournament— perhaps even South Africa. “It would be a perfect meeting of passions: global issues, student voices, and cross-cultural exchange,” he says.
As Charlotte and Zoe move on to high school, the impact is lasting. “Debate rewards hard work in a way that nothing else I’ve done has,” says Charlotte. Zoe agrees: “Being able to think on your feet is a really important skill I’ve developed. You have to improvise, respond quickly, and stay clear under pressure. That public speaking experience has helped me in class, in concerts, even in Town Meeting.”
And when asked what they’ll miss most, both point to the same thing: their team. “Even the arbitrary trophies feel good,” Charlotte says, “but it’s really about knowing you’ve grown.”
Zoe adds, “I’ll especially miss the support and friendship from my teammates, and Justin’s guidance as our coach.”
Reflecting on the journey, Justin returns to what matters most. “At the end of the day, it’s not about the arguments they win— it’s about the thinkers they become,” he says. “Middle school debate teaches students to lead with curiosity, to stay open, and to keep learning. That’s what lasts.”
CENTER STAGE
From the high school’s incredible productions of Mean Girls and She Kills Monsters, to the middle school’s lively Beetlejuice Jr., to the elementary school’s joyful Pirates Past Noon, Oakwood students across every division brought their creativity, confidence, and collaboration to the stage in unforgettable ways. Each performance reflected the dedication of our students and teachers, the joy of working together, and the power of the arts to inspire and connect our community.
This commitment to excellence was further recognized at the Jerry Herman High School Musical Theatre Awards, where the Oakwood Performing Arts Department earned four nominations:
• Malia Barnhardt ’25 for Best Actress
• Sayle Myler ’25 for Best Actor
• The Mean Girls band led by Ben McIntosh for Best Orchestra
• Nora Shayne ’25 in the No Small Parts category
“She Kills Monsters”
GO OWLS!
ELEMENTARY CAMPUS ATHLETICS
• 5th Grade Boys Flag Football: Undefeated Champions
• 6th Grade Boys Soccer: Undefeated Champions
• 6th Grade Girls Basketball (C): Undefeated Champions
• 6 Grade Boys Volleyball (B): Championship Runners Up
• 6th Grade “Green” Basketball Team: Division Champions
SECONDARY CAMPUS ATHLETICS
• Girls Volleyball: Undefeated League Champions
• Flag Football: League Champions
• Girls Tennis: League Champions
• Girls Basketball: Undefeated League Champions
• Boys Basketball: League Champions
• Boys Tennis: League Champions
• Track & Field: Into CIF tournament
• Boys Baseball: League Champions
• Boys Track and Field: League Champions
• 4 Liberty & Independence League MVPs 2024-2025
GAME ON
OPENING THE FIELDS AT NORTH HOLLYWOOD PARK
Oakwood School is proud to announce the completion of a transformative project in partnership with the City of Los Angeles: the renovation of athletic fields at North Hollywood Park. Just half a mile from Oakwood’s secondary campus, this revitalized space—now a competition-ready venue for multiple sports including baseball, softball, soccer, and flag football—o!ers students convenient, high-quality fields for practice, games, and physical education. This new facility enhances the student-athlete experience by reducing
travel time and providing a safe, secure environment for training and competition.
On Friday, May 23, Oakwood School was honored to join the City of Los Angeles for the o cial ribbon-cutting of The Fields at North Hollywood Park. This joyful event marked the culmination of a meaningful partnership aimed at expanding access to high-quality recreational space in our neighborhood.
The ceremony featured inspiring remarks from Head of School Jaime A. Dominguez, Councilmember Adrin Nazarian, and Juan Aynat, Principal Recreation Supervisor II for the Valley Division of the Los Angeles Department of Recreation and Parks. Each speaker underscored the lasting impact this project will have on students, families, and local residents— highlighting the importance of collaboration in building stronger, healthier communities.
We were thrilled to see so many members of the Oakwood community—students, families, faculty, and local leaders—come together to celebrate this milestone. The opening of The Fields at North Hollywood Park represents more than just new athletic facilities; it reflects Oakwood’s commitment to supporting student well-being and fostering strong ties with the community we call home.
All
TOGETHER
TOGETHER Again
Oakwood’s annual All School Assembly brought students, faculty, and sta! from both campuses together in the secondary campus gym for a morning filled with dancing, music, and celebration. It was a joyful reminder of what it means to be all together again.
to the Extraordinary CONGRATULATIONS
CLASS of 2025
Oakwood School graduates were accepted to the following colleges and universities...
AMDA College of the Performing Arts, Los Angeles
American University
Amherst College
Arizona State University
Azusa Pacific University
Bard College
Barnard College
Bates College
Bennington College
Binghamton University
Biola University
Boston College
BOSTON UNIVERSITY
BOWDOIN COLLEGE
Bradley University
Brandeis University
BROWN UNIVERSITY
Bryn Mawr College
Bucknell University
California College of the Arts
California Institute of Technology
California Institute of the Arts
CALIFORNIA LUTHERAN UNIVERSITY
California Polytechnic State University, San Luis Obispo
California State Polytechnic University, Pomona
California State University, Channel Islands
California State University, Dominguez Hills
California State University, East Bay
California State University, Fullerton
California State University, Long Beach
California State University, Los Angeles
California State University, Northridge
California State University, Sacramento
California State University, San Bernardino
California State University, San Marcos
CARLETON COLLEGE
Carnegie Mellon University
Case Western
Reserve University
Chapman University
CLAREMONT MCKENNA COLLEGE
CLARK ATLANTA UNIVERSITY
Clark University
Clemson University
Colby College
COLGATE UNIVERSITY
College of Charleston
COLORADO COLLEGE
Colorado School of Mines
Colorado State University
COLUMBIA UNIVERSITY
Concordia University, Irvine
CONNECTICUT COLLEGE
Cornell University
DARTMOUTH COLLEGE
DePaul University
Deep Springs College
Drew University
Drexel University
DUKE UNIVERSITY
East Texas A&M University
Ecole Polytechnique
Elon University
EMERSON COLLEGE
Emory University
Fisk University
Florida Agricultural and Mechanical University
Florida State University
Fordham University
George Washington University
Georgetown University
Georgia Institute of Technology
Goldsmiths, University of London
Gonzaga University
Grinnell College
Hampton University
Harvard University
Harvey Mudd College
HOWARD UNIVERSITY
Indiana University
Ithaca College
Johns Hopkins University
Kenyon College
LEHIGH UNIVERSITY
Lewis & Clark College
Louisiana State University
LOYOLA MARYMOUNT UNIVERSITY
Loyola University Chicago
Macalester College
Marist University
Marquette University
Massachusetts Institute of Technology
McGill University
McMaster University
Michigan State University
Middlebury College
Morehouse College
Muhlenberg College
NEW YORK UNIVERSITY
North Carolina A&T State University
North Carolina Central University
Northeastern University
NORTHWESTERN UNIVERSITY
OCCIDENTAL COLLEGE
Oregon State University
OTIS COLLEGE OF ART AND DESIGN
Pace University
PARSONS SCHOOL OF DESIGN
Penn State University
Pepperdine University
PITZER COLLEGE
Point Loma Nazarene University
Pomona College
PRINCETON UNIVERSITY
Purdue University
Reed College
Rensselaer Polytechnic Institute
Rhode Island School of Design
Rhodes College
Rice University
Rochester Institute of Technology
SUNY University at Bu alo
SUNY at Purchase College
San Diego State University
San Francisco State University
SANTA CLARA UNIVERSITY
Sarah Lawrence College
Savannah College of Art and Design
School of Drama at The New School
Seattle University
Skidmore College
Sonoma State University
SOUTHERN METHODIST UNIVERSITY
Spelman College
STANFORD UNIVERSITY
Stony Brook University
Swarthmore College
Syracuse University
Temple University
Texas Christian University
The American University of Paris
The New School
The University of Alabama
The University of Tennessee
The University of Texas at Austin
TRINITY COLLEGE DUBLIN
TUFTS UNIVERSITY
TULANE UNIVERSITY OF LOUISIANA
Union College
University of Arizona
University of British Columbia
UNIVERSITY OF CALIFORNIA BERKELEY
University of California Davis
UNIVERSITY OF CALIFORNIA IRVINE
University of California Los Angeles
University of California Merced
UNIVERSITY OF CALIFORNIA RIVERSIDE
University of California San Diego
University of California Santa Barbara
University of California Santa Cruz
UNIVERSITY OF CHICAGO
University of Cincinnati
UNIVERSITY OF COLORADO BOULDER
University of Connecticut
University of Denver
University of Florida
University of Glasgow
University of Hawaii at Manoa
University of Illinois at Urbana-Champaign
University of Kansas
University of La Verne
University of Massachusetts Amherst
UNIVERSITY OF MIAMI
UNIVERSITY OF MICHIGAN
University of Minnesota
University of Mississippi
University of New Mexico
University of Notre Dame
University of Oklahoma
University of Oregon
University of Ottawa
UNIVERSITY OF PENNSYLVANIA
University of Pittsburgh
UNIVERSITY OF REDLANDS
University of Richmond
University of Rochester
University of San Diego
University of San Francisco
University of South Carolina
University of South Florida
UNIVERSITY OF SOUTHERN CALIFORNIA
University of St Andrews
University of Toronto
University of Utah
University of Vermont
University of Virginia
University of Washington
University of Waterloo
UNIVERSITY OF WISCONSIN-MADISON
Vanderbilt University
Vanguard University
VASSAR COLLEGE
Virginia Polytechnic Institute and State University
Washington & Je erson College
Washington University in St. Louis
Wentworth Institute of Technology
WESLEYAN UNIVERSITY
Westmont College
Wheaton College, MA
William & Mary
WILLIAMS COLLEGE
Worcester Polytechnic Institute
Yale University
Graduates are attending schools in ALL CAPS
Multiple gratuates are attending schools in italics
COOKING UP A DREAM
ALUMNI SPOTLIGHT
Jeremy Adler ’99
Jeremy Adler ’99 has worked in restaurants since he was 15. He earned his bachelor’s degree from the Cornell University School of Hospitality, then spent time in Italy learning to cook authentic Italian dishes from various chefs. Adler returned to New York, where he ran several restaurants over a 9-year span. He later returned to Los Angeles, where he took on management positions at some of the city’s top restaurants and consulted on several successful launches. Currently, Jeremy is a partner at Cobi’s restaurant and serves as Senior Regional Director at Resy for Southern California. Jeremy has recently launched his first solo project: Beethoven Market. Inspired by the successes of his past ventures and his commitment to giving back to the neighborhood where he and his wife, Susan, are raising their family, Beethoven Market is Jeremy’s most ambitious endeavor yet.
How did your time at Oakwood help to prepare or impact you for your current career, activities, friends, etc.?
JA: I used to drive home during my free period before lunch to pick up a camper stove, knives, food, and present the menu during town hall. My friends from my year helped me develop my business plan, source capital, and put together playlists. Oakwood has been a seminal influence on my career and my relationships. I will be forever indebted to Oakwood.
Did you have any strong mentors throughout your career?
JA: I’ve had influences throughout my career. My dad’s astute ability to negotiate, my mom’s gift of gab, and weekly farmers market visits. I learned about hospitality and how to develop the right culture from Danny Meyer and lots of what not to do from other chefs and operators.
What has your career path been like to get to where you are now?
JA: I’ve wanted to open a restaurant since I was a child. Every step professionally got me one step closer to that goal.
What do you love most about what you’re doing now?
JA: We get to throw a party every night—and that never gets old. Over the years, the relationships I’ve built with guests have grown into meaningful, lasting friendships. I’ve also formed deep connections with the people I’ve worked alongside and the producers and vendors who supply our ingredients. I’m a total restaurant nerd—I love every part of the process.
What advice do you have for young people who want to go into the restaurant industry?
JA: Make sure you understand the not-so-glamorous parts of running a business just as well as the exciting ones. How’s your knowledge of accounting? HR? Know your strengths, and hire trusted experts for the areas where you need support, then actually listen to their advice. It’s okay to be wrong or to change your mind. Let your gut lead the way.
Do you have a favorite moment or a fun memory to share from your time at Oakwood?
JA: The Arts Fest was always a highlight for me. I cooked alongside other students and teachers, and it was a blast every year.
LEAPING FORWARD
ALUMNI SPOTLIGHT
Rebecca Levin ’17
Rebecca Levin ’17 is a professional ballet dancer and an American Ballet Theatre certified teacher, having completed the ABT teacher training intensive in preprimary through Level 3 of the ABT national training curriculum. She furthered her training at Butler University, earning a B.F.A. in Dance Performance in 2021. During her time at Butler, Rebecca served as the dance coordinator for the Butler Community School of the Arts and had the extraordinary opportunity to tour Europe with a select group of Butler ballet dancers, performing and studying under esteemed European ballet masters. Rebecca continues to bring her passion for dance to the stage as a company artist with Confluence Ballet Company while also serving as the studio manager and a teacher at a dance studio in Pittsburgh.
How did your time at Oakwood help to prepare or impact you for your current career, activities, friends, etc.?
RL: I took many dance classes at Oakwood while also training for four hours each evening at the studio where I danced. Compared to the smaller studio where I grew up dancing, the spacious dance room at Oakwood felt enormous, encouraging me to step out of my comfort zone, dance more boldly, and embrace more expansive movements.
What
do you love most about what you’re doing now?
RL: As a professional dancer, studio manager, and dance teacher, I find immense joy in my work. My ballet company, Confluence Ballet in Pittsburgh, PA, is dedicated to making dance accessible to everyone—both performers and audience members alike. Ballet has often been viewed as an elitist art form, and we are actively working to change that. By performing in both public spaces and theaters, we ensure that anyone can experience our art, and we invite individuals from diverse
communities to share the stage. I value the chance to shape and inspire future dance generations by teaching technique while instilling essential lessons in respect, discipline, and time management.
What advice do you have for young people who want to pursue a career path in the field of dance or the arts industry?
RL: Pursuing a dance career is not an easy journey. The thrill of feeling powerful and beautiful on stage is incredibly rewarding, but there’s so much more to the art than what the audience sees. True fulfillment comes from embracing the entire creative process. Don’t overlook the value of a college education. Many artists believe their prime opportunity will present itself immediately after high school, but the connections, experience, and knowledge gained during those college years are irreplaceable and set you up for success beyond your performing career.
What is a professional highlight of your career?
RL: A major professional highlight for me was performing as Clara in The Nutcracker in December 2024. I loved mastering the technically challenging aspects of the role and the acting on stage made the experience even more exciting and fun! What made the experience truly special was dancing on stage with younger dancers from the studio where I teach. It was a dream to share the stage with my students and inspire them to keep dancing.
BUILDING A SUSTAINABLE WORLD
ALUMNI SPOTLIGHT
Jonny Gordon ’03
Jonny Gordon ’03 is the Head of Research and Development at Ambercycle, a pioneering startup that uses a novel molecular regeneration technology to drive ESG impact across industries by converting end-of-life feedstocks into new materials for brands and manufacturers. Ambercycle is on a mission to reduce the fashion industry’s growing waste problem, and Jonny plays a key role in shaping its innovative tech initiatives. A proud Oakwood alum, Jonny shares how his experiences at Oakwood sparked a passion for STEM, the role curiosity plays in his research, and how creativity is at the core of his work in sustainable fashion.
Can you share more about your current role and how your experience at Oakwood helped prepare you for this path?
JG: I am the Head of Research and Development at Ambercycle. Ambercycle is a startup company that regenerates end-oflife textiles (old clothing and such) into new yarns. I found my passion for STEM in my Chemistry class at Oakwood. Oakwood was always a school that pushed its students to lean into subjects that inspired them, and I found out quickly that Chemistry was something I was very interested in. Oakwood taught me to be curious, and I’ve applied that same curiosity in my practice at work.
Were there any experiences or activities at Oakwood that, while not directly related to your current work, helped shape who you are today?
JG: I am a very opinionated person, and I learned to strengthen my voice at Oakwood. Not without a few visits to the Principal’s
o ce, of course, but Oakwood always seemed to support my opinions and pushed me to keep up that passion. I definitely apply the tools I learned at school to my professional and social life today.
Did you have a favorite class or teacher at Oakwood that influenced your approach to research or your career in general?
JG: Garrett Biehle, who was my teacher for Physics and AP Chemistry, has been a major influence on my approach to research and in my career. Like Garrett, I received my Ph.D from Caltech.
What advice would you give to young people looking to pursue a career in scientific research or R&D?
JG: Never talk yourself out of an experiment. Just because theory tells you something won’t work, doesn’t mean it actually won’t. In my experience, most theories are limited in scope and every substrate is di!erent. The biggest scientific breakthroughs come from observing an experimental result we didn’t expect to observe in the first place. That’s what I mean about Chemistry being a practice of curiosity and imagination!
Do you have any memorable moments or fun stories from your time at Oakwood that you’d like to share?
JG: Most of my memories at Oakwood Elementary School are set on Margo’s time-out bench. I was a highly ADHD kid, and sitting was not my strong suit (or not talking when the teachers would teach me to “shhh”). The good news is that my ADHD has benefited me in my adult life, since I now spend most of my time thinking and stewing over reactions on another bench, the one in my lab.
A SURGEON’S JOURNEY
Emily Bubbers ’99 ALUMNI SPOTLIGHT
Emily Bubbers ’99 is a dedicated General Surgeon and Colon and Rectal Surgeon based in Helena, Montana. Emily shares her journey from her formative years at Oakwood to her impactful career in medicine. Reflecting on her time at Oakwood, the teachers who inspired her, and the path that led her to serve her community, her reflections highlight the values of hard work, teamwork, and the lifelong impact of a supportive educational foundation.
Could you tell us more about your role as a surgeon and the path that led you to where you are today?
EB: I currently reside in Helena, MT, as a General Surgeon and Colon and Rectal Surgeon. When I went to college, I always had an inkling that I would become a doctor. During undergrad, I shadowed a cardiothoracic surgeon and watched open-heart surgery. I never really looked back after that. I love the fast pace of the job, how every day is di!erent, and ultimately the impact it has on people’s lives. It wasn’t until I was in my General Surgery Residency that I finally chose colon and rectal surgery. When we moved to Montana in 2015, I was the only board-certified colon and rectal surgeon in the state. I continue to practice as both a general surgeon, covering the ER for emergencies, and as a colon and rectal surgeon. I see patients from all over the state and now have two colleagues in Montana who are also colon and rectal surgeons.
Were there any experiences or activities at Oakwood that, while not directly related to the medical field, helped shape your approach to medicine?
EB: While at Oakwood, I excelled in math and science. These classes expanded my critical thinking skills and prepared me
for studying and learning at a high level. I also improved my Spanish language skills, which I have used extensively during my years of training in medical school and fellowship at LA County Hospital.
Was there a particular class or teacher at Oakwood who influenced your choice of major in college or your general career path?
EB: I had many teachers who kept me interested in learning. David Hammett for math, Garrett Biehle for physics, and Kathy Wien for math—who was also my advisor—supported me and put up with my antics for many years.
What advice would you o!er to aspiring medical students or young people considering a path in medicine?
EB: The path to becoming a doctor is long and hard. Do not get frustrated if it isn’t a smooth or straightforward journey. Keep working hard and showing up. Say “yes” to any opportunity that o!ers new experiences, such as shadowing a physician, observing surgery, or working in an o ce.
Can you share a standout moment or significant highlight from your career as a surgeon?
EB: The main highlight for me is improving patients’ lives through surgery. This can be emergency surgery for appendicitis, planned surgery for colon cancer, or other minor procedures. I ultimately became a surgeon to help people. When I see these patients years later and receive a thank-you or a hug, it makes all the long hours worth it.
BEHIND THE MUSIC
Shanti Ifill ’99 ALUMNI SPOTLIGHT
Shanti Ifill is Vice President of Marketing and Sponsorship for Live Nation Latin America, overseeing marketing, ticketing, and sponsorship for major concert tours across the region for artists like U2, Coldplay, Bruno Mars, and Paul McCartney. With over 16 years at Live Nation, she has played a key role in building the company’s presence and success throughout Latin America. A graduate of Oakwood School and Columbia University, where she studied English and Dance, Shanti also holds a master’s degree in Music Business from NYU. A former professional hip-hop dancer, Shanti has performed in Debbie Allen’s The Chocolate Nutcracker, for the WNBA’s Los Angeles Sparks, and taught dance in New York City for over a decade. She is proud to be part of Oakwood’s BIPOC Alumni Committee.
How did your time at Oakwood help to prepare you for your current career, activities, friends, etc.?
SI: Oakwood laid the foundation for so many aspects of who I am today, both personally and professionally. Oakwood is where I first learned to think critically, question thoughtfully, and approach challenges with curiosity and problem-solving skills. Participating in school productions like The Music Man, teaching Hip Hop dance to other students as an elective, and immersing myself in a range of creative opportunities gave me a lifelong appreciation for the arts. These experiences gave me the confidence to show up as myself in any room. Oakwood was a place where individuality was celebrated, and that ethos has continued to guide me in all areas of my life.
Did you have a favorite class or teacher at Oakwood?
SI: Reading Invisible Man in AP English was a pivotal moment
for me. The experience of reading that book changed the way I saw literature and identity. It had such an impact that I ultimately chose to major in English in college. And I can’t answer this question without naming Mickey Morgan. His support, his perspective, and the way he showed up for students left a lasting mark on me.
What do you love most about what you’re doing now?
SI: Working in the concert industry is a constant adventure. No two days are the same, and every tour brings its challenges and rewards. But there’s nothing quite like the moment when a massive crowd comes together to share in the joy of live music. When you’re at a stadium show in Latin America and the crowd erupts, with fans screaming, singing every lyric, and the energy so intense that the ground is literally shaking, it’s magical.
What advice do you have for young people who want to go into the marketing industry?
SI: Get out there! Intern, volunteer, ask questions, and seek out informational interviews. This is a relationship-driven industry, and networking is essential. Learn what di!erent roles entail, see what excites you, and be open to unexpected paths. It’s not always glamorous, but if you’re passionate and willing to put in the work, it can be incredibly rewarding.
Do you have a favorite moment or a fun memory to share from your time at Oakwood?
SI: I always think back fondly on the school assemblies. They were such a celebration of creativity and community. Students would share music, dance, poetry, whatever moved us. And the sense of support and appreciation in the room was palpable. It was such a unique and a rming part of school life and something I’ve never forgotten.
BUILDING COMMUNITY ACROSS BORDERS
TEVA CORWIN ’21 has been awarded a prestigious Fulbright U.S. Student Program grant, one of the nation’s most competitive academic and cultural exchange fellowships. For the 2025–26 academic year, she is in Mexico, supporting English teachers in the classroom while also pursuing a supplementary project centered on food security and community.
At Wesleyan University, Teva majored in American Studies and Hispanic Literatures and Cultures, where she served as a teaching assistant in both American Studies and Spanish courses. Her senior thesis explored community building and cross-cultural interactions in Koreatown, Los Angeles, an experience that deepened her passion for connection across cultures and informed her future work.
In a recent interview with the Wesleyan news outlet, Teva reflected on her upcoming opportunity: “ I am excited to meet, connect with, and learn from new
WE JUST LAUNCHED AN ALUMNI LINKEDIN PAGE
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SCAN NOW TO CONNECT
people. I’m a big people person and I strongly believe in the power of human connection and community as a means for change—especially during a time where people around the world are experiencing overwhelming division and fear. ”
Oakwood School is proud to celebrate Teva’s accomplishments and this exciting next chapter. We congratulate her on this incredible honor and look forward to seeing the impact she will continue to make in the world.
