Parker Profiles 2018-2019

PA R K E R PROFILES 2018—2019

NO BORING DAYS FOR OVER 100 YEARS At Francis Parker School we believe when imaginations are ignited, assumptions are challenged, limits are pushed, and divergent minds collaborate... magic happens.

Parker isn’t just a school.

It’s a home to students who hunger to test their intellectual horizons, to wield new abilities, and to plug into the world around them.

It’s a community where apathy turns into action, and identities are celebrated.

Where competition fuels personal evolution, and failure is seen as an opportunity to try again.

It’s a launching pad for a-ha moments, enduring friendships, and lifelong passions.

It’s where bravery is forged, curiosity becomes discovery, and dreams are conceived

as far as the mind can see.

WELCOME Let me start by saying thank you for your interest in Francis Parker School.

More than a century ago, Clara Sturges Johnson and her husband William Templeton Johnson dreamed of transforming education by providing a nurturing learning environment that would shepherd students into becoming confident, skilled, and socially-minded citizens.

They opened Francis Parker School in Mission Hills in 1912, committed to the educational ideals pioneered by the school’s namesake: Colonel Francis W. Parker, a founder of progressive education and proponent for student-centered learning.

We are intentional about preparing each child to live a meaningful, fulfilling life in an increasingly global society. At Parker, we begin by providing exceptional academic instruction and positioning students to expand their intellectual curiosity.

At every step, character education is embedded in the curriculum so that students develop personal responsibility, self-reliance, and social awareness. All of this happens in a supportive, yet rigorous college-preparatory culture.

On the following pages, you will get to know the fabric of the Parker community: our people.

Their stories of determination, curiosity, and compassion are what make our School’s history so rich— and our future, unbounded.

Best,

Kevin Yaley Head of School

Parker’s very first day of school in Mission Hills in 1912

“The end and aim of all education is the development of character.”

COL. FRANCIS W. PARKER

The Mission Hills Auditorium in 1954

Opening of the Middle School Campus in 1986

DAVID KIM ’18 TAEKWONDO MASTER / OLYMPIAN IN-TRAINING

While most recently graduated Parker seniors are starting their first fall semester in college, David Kim ’18, is at the beginning of an entirely unique journey—training to become an Olympic champion.

David’s quest began at the ripe age of 3 at his father’s local taekwondo studio. Much to his father’s dismay, the sport wasn’t love at first sight: “I hated it!” He laughs now. “I would show up to the studio everyday and cry.”

As time went on and he entered his early teenage years, it became clear that David didn’t just develop a passion for taekwondo, but a real talent for the sport. His father decided to start having David train under a family friend, who was a renowned taekwondo fighter and champion. “When you’re training under someone with such a successful career, you can’t help but be inspired. For the first time, I starting thinking…’maybe I could do that.’”

But choosing to pursue taekwondo on a more competitive level meant David also had to navigate being a serious student-athlete. Fortunately, he found that his Parker classmates and teachers were important parts of his support system. “…My teachers have always been understanding and supportive. They’ve taught me how to communicate better, so they know what’s going on in my competitive life and can help me adjust academically…Parker teachers don’t just care about your grades, they really care about how you’re doing as a person. They want to make sure you’re O.K.” Now that David has graduated, he’s transitioning to training full-time with the goal of making it onto the U.S. National team. The pressure will be intense, he acknowledges, but so will the personal growth that comes alongside that. “Becoming an Olympian is going to be extremely difficult, I know that. But honestly, I truly believe that my best will take me there. I feel that power. I know if I continue to trust myself and I work my hardest, my best could just be the best in the world.

“Parker teachers don’t just care about your grades, they really care about how you’re doing as a person.

They want to make sure you’re O.K.”

LAURA CRABTREE ’00 SPACE ARCHITECT / ASTRONAUT TRAINER

When Laura Crabtree ’00 was eight years old, she proudly told her mom that when she grew up, she wanted to be a space architect—she literally wanted to design and build houses for space. Her mom chuckled and replied, “You can grow up to be whatever you want to be, Laura.”

It turns out that Laura’s foresight was spot-on: at Parker, she had a reputation for pushing herself intellectually and academically, taking as many AP courses as possible.

“I really liked hard classes—ones where I got to experiment and develop my own way of thinking about the subject,” she said. Prior to graduating, Laura worked with her college counselor at Parker to figure out how to stay on her ambitious track. “I told my counselor that I loved space, and that I wanted to pick the hardest major I could think of.” When her counselor advised her to consider Astronautical Engineering at the University of Southern California, Laura jumped at the idea. “I’ve never shied away from a challenge,” she said.

Today, Laura works for SpaceX as their Senior Space Operations Engineer, developing the training and operations for the astronaut crew as they make their way to the International Space Station. The Space Operations team works on everything from designing the astronauts’ suits to working with the crew on the ISS. Engineers may have a reputation for black-and-white thinking, but Laura’s position requires her to live in the gray space. “With operations engineering, I’m constantly having to use both sides of my brain. For instance, part of my job involves running simulations for the operators in mission control. I have to understand the ways the parts of the vehicle could possibly fail in flight. I don’t just have to understand how the vehicle works, but how it affects all of the other parts that are connected to it. All of that takes creativity and supports our effort to ensure mission safety.”

Laura is now married to a fellow engineer, and together they have two boys who have already picked up the tinkering gene. Her advice to her children and students at Parker? “This is going to sound cliché, but I’m a big believer in finding what truly makes you happy. Don’t always think about an end goal, but rather, what makes you tick. Then, believe you’re capable of accomplishing anything.”

Laura worked on SpaceX’s Falcon Heavy rocket, which is the most powerful operational rocket in the world by a factor of two. Falcon Heavy was designed from the outset to carry humans into space, and restores the possibility of flying missions with crew to the Moon or Mars.

Photo credit: NBCUniversal Media

“I told my [Parker] counselor that I loved space, and that I wanted to pick the hardest major I could think of...I’ve never shied away from a challenge.”

“[The teachers] help me to stay determined, to be true to who I am, and to feel like I can accomplish anything I set my mind to. They’re my favorite part about Parker—I feel incredibly lucky to have the teachers I do.”

DARBY BYRNES, CLASS OF 2025 CONNECTION MAKER / RENAISSANCE LEARNER

Darby Byrnes’ love for learning is infectious. At the mention of writing, she lights up: “I love getting to pour myself into stories,” she said. She’s also fascinated with American history: “I think it’s so interesting to see how people used to live, and to study how much our nation has grown.”

She approaches academics from a 30,000-foot view, consciously making connections between the subjects and projects she tackles each day. “I guess I like history so much because I like to compare and contrast different countries, cultures, and time periods. One of my favorite things to do is draw Venndiagrams, where you can actually see the differences and similarities with what you’re trying to compare.”

Darby’s curiosity doesn’t end with humanities—she likes learning just about anything, from anyone. Her favorite project so far at Parker has been the Grade 4 “Be An Expert” unit, where students pick a topic of their choice, research it extensively, and then do a presentation of their findings in front of the class. Darby chose to research lacrosse, the sport she plays, and dived into studying about its history and modern day presence, as well as her favorite professional teams and players. She loved becoming an expert, but even more so, learning from her peers. “My classmates did such cool presentations on subjects like guitar, narwhals, the Washington Nationals, the abyssal zone…oh man, I learned so much! I never wanted that project to end.”

While Darby’s enthusiasm for school seems intuitive, she doesn’t hesitate to attribute this quality to Parker: “Going to school here—it’s full of unique learning experiences, and I feel like the teachers care about making class fun,” she describes. Her affirmations for her teachers don’t stop there. “They help me to stay determined, to be true to who I am, and to feel like I can accomplish anything I set my mind to. They’re my favorite part about Parker—I feel incredibly lucky to have the teachers I do.”

DR. RAI WILSON UPPER SCHOOL HISTORY TEACHER / SANKOFA STORYTELLER

Upper School history teacher Dr. Rai Wilson is a strong believer in the West African word, “Sankofa,” which roughly translates to, “go back and get it.” But to historians, its significance means something deeper: to not go forward without having learned the lessons of the past.

Sankofa drives much of Dr. Wilson’s history curriculum, which culminates in a class project in which students present arguments for how America should progress as a nation based on historical examples. The topics, which range from civil rights to economic collapses, instill deep critical thinking skills and prompt students to consider what works and doesn’t work in society.

Dr. Wilson “hates when students feel that history is sterile,” and makes a strong point to tell history’s stories in a way that is relevant to high schoolers. His class often includes critically analyzing movies, music, photography, poetry, and even court cases. Students search for the narrative being pushed, whether or not the historical event was correctly portrayed, and other underlying themes. “I try to come at history from different angles,” Dr. Wilson explains. “It triggers different parts of the brain and reaches students who have different interests and backgrounds.”

Dr. Wilson isn’t reserved about his love of teaching at Parker, which is visibly reciprocated amongst students and alumni. On weekends and during summer, you’ll often find him hiking with students and their families, or going to brunch. “The family feeling here isn’t a brochure statement—it’s real,” he says.

Sankofa is not just about avoiding mistakes of generations past. To Dr. Wilson, the greatest lesson he can give students is to help them see life through perspectives that are different from their own. “My hope is that Parker is shaping leaders of tomorrow who are empathetic, understanding, and curious. Whether they become business owners, politicians, or teachers—if they can become empathetic people who value other humans, I feel like I’ve done my job.”

“My hope is that Parker is shaping leaders of tomorrow who are empathetic, understanding, and curious.

Whether they become business owners, politicians, or teachers—if they can become empathetic people who value other humans, I feel like I’ve done my job.”

Dr. Wilson has an outdoor round-table discussion with students at the Upper School Social Justice Garden

3 SCHOOLS

2 CAMPUSES

1 PARKER

At Francis Parker School, you’ll notice a trend between our three schools: the pioneering roots of our history, coupled with an optimistic outlook towards the future. From junior kindergarten to senior year, our mission, vision, and values ring strong and true for each member of our community.

STUDENTS FIRST ACADEMIC EXCELLENCE GLOBAL PERSPECTIVE STRENGTH OF CHARACTER INCLUSIVE COMMUNITY NO LIMIT TO BETTER

Everyday when I drop my daughter off at School I feel like there’s another parent in her life who’s paying attention to her moral compass, her emotional well-being, and her passion for learning.”

— Parker parent

“Parker prepared me to be brave enough to step out of my comfort zone. I can navigate difficult conversations with people who have a different perspective from mine. I know how to both respectfully listen and respectfully disagree.”

— Parker alumna

“Because of Parker, I am driven, confident, and have a relentless desire to learn. I’m not just a more compassionate person, but I also feel like I’m a contributing member of my community.”

— Parker senior

A 21ST CENTURY

E D U CAT I O N

A CENTURY IN THE MAKING Bright classrooms, low studentto-teacher ratios, and a robust curriculum full of specialist classes like woodshop, world language, drama, and music may seem like contemporary concepts. But Parker’s Lower School in Mission Hills has been using this progressive approach to learning for over 106 years—and is still ahead of the curve.

Our faculty not only employ teaching methods supported by research, but are continuously trained on best educational practice through yearly professional development.

Through a dynamic schedule, hightech educational resources, individual and collaborative projects, and a strong character education program, elementary students are given the tools to experiment, explore, and grow.

LOWER SCHOOL

GET TO KNOW PARKER STUDENTS

BRYAN SHAW ’18 My impact on Parker: It was really important during my time here to make everyone feel welcomed. I think I’ve helped contribute to Parker’s support network of family, friends, and people that you can trust.

10 years from now: I hope I’ve finished grad school, and that I

have my Pharm.D. (Doctorate of Pharmacy) and am working in a pharmacy.

Advice to Be genuine, be yourself. You’ll find your new students: group, and from there you’ll make a family of your own.

LAIRD ANDERSON CLASS OF 2029 Favorite part I get to play with all of my friends. I also about Parker: like learning and writing everyday.

Favorite classes: Mandarin, Spanish, and Tech.

Fun fact: I can do a cartwheel...and a roundhouse kick! It’s easy.

SEVRIN KAESE CLASS OF 2024

Favorite part I like that there are a lot of different classes about Parker: you can choose from. Also, all of my friends are really nice here.

Favorite class: Tech—I love working on computers!

Advice to new There’s no need to be scared when you first students: start at Parker. There are so many different

personalities and interests here, so you’re definitely going to find people you’ll get along with.

Fun fact: I’m in a band—I play the keyboard and I do backup vocals.

18

Dream job: I’d love to be a professional soccer player.

ALEXANDER GALINDO CLASS OF 2024

Favorite part All the nice teachers, and all of the special about Parker: classes you get to do, like drama, woodshop, art, and design.

Favorite class: Writing—I love writing fiction stories and essays.

Advice to new Everyone here is very welcoming—just be students: yourself, and you’ll naturally make a lot of friends.

Dream job: Entrepreneur.

NINA MANNING CLASS OF 2029 Favorite part Writing! I love to write stories. I also love about Parker: playing outside.

Friends at My friends at Parker are really, really nice!

Parker: Fun fact: I’m really good at making goofy faces.

RODRIGO GALLARDO CLASS OF 2020

Favorite part The variety of opportunities you can take about Parker: advantage of here. For instance, next year

I’m tripling up on my sciences—I’m taking AP Chemistry, AP Physics II, and Advanced Computer Science.

Favorite class: Physics, because you get to learn about how the world works.

Advice to new Start with good study habits—take advantage of students: the Academic Resource Center, because they’ll

help address your organizational stretches. Also, join as many things as you can—DO IT ALL.

Dream job: Entrepreneur or engineer.

MIDDLE & UPPER SCHOOL

WHERE

Our community is driven by the desire to guide students in becoming curious, honest, kind, and hardworking people who—as they forge their way into and through adulthood—will leave their community a little better than how they found it.

GET GOING

At the Middle and Upper School in Linda Vista, you’ll find sunshine-filled classrooms, outdoor seminars, intimate group discussions, fullyfunctioning robots, and a vibrant arts community.

GO-GETTERS

With the cross-pollination of learning that radiates through Parker, students not only have the opportunity to find out more about who they are as a person, but also how they best adapt and succeed in an ever-changing world.

SAMMY PALAKODETI ’18 FUTURE PHYSIOLOGIST / WARM HUGS FOUNDER

Three years ago, Sammy Palakodeti ’18 and two of her friends began collecting items for children in Mexico for the holiday season. What began as a hobby quickly grew into a fully fledged non-profit organization called A Warm Hug Foundation, aimed at helping disenfranchised individuals receive blankets, clothing, and care packages.

“One of our founders lives in the downtown San Diego area and was exposed to the large homeless population down there,” said Sammy. “We all felt like we needed to do something to help.”

Last year alone, A Warm Hug Foundation raised nearly $20,000. In addition to building care packages for the local homeless population, they were able to cover the medical expenses for a kidney bypass surgery for a young boy in Mexico.

Sammy’s next goal is to expand her organization’s efforts to include outreach in medically underserved areas. “I see the privilege Parker students have, particularly when it comes to things like access to healthcare and medical facilities—they are things many of us don’t have to think or worry about.”

At the same time, Sammy says the Parker community helped get Warm Hugs up and running. “My interest began with my teachers opening my eyes to socioeconomic diversity.

They’ve initiated important conversations around tough subjects that I don’t know I would have participated in at any other school.” The Parker student body has also been a big supporter of the foundation. “Parker kids are go-getters and do-gooders. When I came up with this idea, there were tons of students who couldn’t wait to be a part of it.”

As she heads off to the University of Washington as a premed student, she hopes to start a new chapter for Warm Hugs. “I’m hoping that my professors will be able to help me figure out how we can provide medical resources to those in need,” Sammy said. “I honestly just want to give back more—I think that if you have the means of making the lives around you better, you’re obligated to do so.”

“I honestly just want to give back more—I think that if you have the means of making the lives around you better, you’re obligated to do so.”

Students work together to build care packages for homeless individuals in downtown San Diego

“Mastering a piece is all about small, steady steps.

It takes patience and confidence that you’ll get a little bit better every time you practice.”

MAXIM GOLUBEV, CLASS OF 2024 MUSICAL VIRTUOSO

You would never guess that Maxim Golubev, Class of 2024, has only been playing the piano for three years. If you visit Maxim’s Youtube channel, you’ll find videos of him practicing fast and difficult compositions such as Chopin’s “Fantaisie Impromptu Op. 66,” or Rimsky-Korsakov’s “The Flight of the Bumblebee.”

Maxim sports a shy grin when you ask him about his technique. “First I pick out a piece that I really like, and that I know will be challenging for me,” he explains. “For the parts that are difficult, I play them very slowly at first, pressing my fingers down hard on the keys. Once I feel like I’ve gotten the hang of it, my mom will record me, so I can listen to myself and keep practicing and improving.”

For a middle school student, Maxim already has a deep grasp of the importance of perseverance when taking on formidable compositions.

“Mastering a piece is all about small, steady steps. It takes patience and confidence that you’ll get a little bit better every time you practice.”

When looking at middle schools, Maxim was drawn to Parker’s large, outdoor campus and wide offering of music classes. “At my old school I could only be in band … at Parker, I could take strings, orchestra, percussion, and more— that got me really excited to learn more.”

Since starting at Parker, Maxim has enthusiastically taken on learning the violin, which he says has expanded his love for music. “Music has taught me to never give up. People are so quick to move onto the next thing if it’s not working … but music makes me feel differently. Anytime I master a piece that seemed impossible, it inspires me—and lets me know that I’m going in the right direction.”

ALEX ADLER ’11 CO-OWNER AND TACOTEUR OF PUESTO

When you set out to make the best taco in a city renowned for great tacos, it’s hard to stand out from the crowd. But Alex Adler ’11, co-owner of the wildly popular Puesto restaurants, made it happen.

Serving up a blend of traditional and modern Mexican dishes using local, seasonal ingredients, Puesto has claimed its place among San Diego’s premier Mexican restaurants.

It made Zagat’s “Best of List” for its zucchini and cactus taco in 2014, a mere two years after its first location opened in La Jolla.

The family-run business, co-owned and operated by Alex and his two older brothers, Eric and Alan, now has locations in La Jolla, downtown San Diego, and Irvine, with plans to open two more restaurants in the San Francisco area.

The playful mood is apparent in Puesto’s colorful storefront, artistic menus, and vibrant food. Alex and his fellow “tacoteurs” drew inspiration from Adler family recipes and placed their business in the skillful hands of world-class chefs.

“We don’t look Mexican, but our roots are Mexican,” Alex explained. “The food we eat at home is Mexican. It’s the same food we used to cook at home, and the same food we love— we’re just serving it in a restaurant setting.”

When Puesto first opened, Alex was halfway through his freshman year at New York University. He juggled school alongside internships at Google, Facebook, Uber, and Square, and he still managed to collaborate with his brothers to open the restaurant’s inaugural location. Alex said Parker had a hand in ensuring his success.

“I think Parker pushes you to have a drive to succeed in whatever you do,” he said. “Parker got me prepared to do everything and anything.”

“I think Parker pushes you to have a drive to succeed in whatever you do...Parker got me prepared to do everything and anything.”

Puesto’s famous tacos feature ingredients like handmade blue corn stone-ground tortillas, sustainable meats and seafood, slow-cooked guisados, and scratch salsas.

LAUREN ST. JOHN LOPEZ LOWER SCHOOL DESIGN TEAM LIAISON / SCIENCE WHIZ

In addition to teaching Grade 4 and 5 science, Lauren St. John Lopez is the Lower School Design Team Liaison, where she acts as a bridge between specialty classes and homeroom teachers on design thinking projects.

In its simplest form, design thinking is a process—applicable to all walks of life—of creating new and innovative ideas and solving problems. “One of the things I love about design thinking at Parker is it doesn’t mean, ‘Okay, now I’m going to science class where we’ll memorize content and watch a demonstration,’” St. John Lopez said. “The curriculum here crosses all of the different specialty subjects and classrooms—so no matter what your strengths are, there is something for you to contribute.” She emphasizes that design thinking allows teachers to reach students all along the spectrum of learning styles. “If you struggle understanding the content with science, we find a way to include art or woodshop into the topic. You’re never pigeon-holed into one area.”

A perfect example of a design thinking project is Grade 3’s investigation of birds that migrate through the Tijuana Estuary. After choosing a species to study, each student moves from class to class, focusing on different physical and biological aspects of their bird. In the library, they begin researching for their presentation. In the design lab, they create specific types of levers to mimic their birds’ beaks. In science, they explore the different mechanisms of eating, and how the shape of their bird’s beak determines what they eat. To cap off the project, the students visit the Tijuana Estuary, and assemble a design showcase where they present their findings.

The interdisciplinary style of learning that happens within these projects is authentic and intentional: “Whenever all of our departments are collaborating on a project, we like to say that we’re ‘all in,’” St. John Lopez said. “Our main focus becomes helping that grade work towards whatever their design showcase will be.”

To St. John Lopez, the important part of design thinking isn’t just the cross-curricular learning students are exposed to, but also the skills they develop in the process. “I think with all of the challenges our world faces today, design thinking is going to be the key to finding solutions,” she said. “Having the open-mindedness and flexibility that comes with being a design thinker is essential to function in a professional environment. And if you have practiced all through adolescence how to creatively look at problems and come up with solutions, you are going to be a far more successful adult in whatever field you go into.”

“If you have practiced all through adolescence how to creatively look at problems and come up with solutions, you are going to be a far more successful adult in whatever field you go into.�

Design Thinking in Action: Grade 5 students study the geography, climate, and terrain of U.S. national parks and then collaborate to create a survival shelter for their team.

DEON RANDALL ’10 BULLDOG RECEIVER / NFL SCOUT

When wide receiver Deon Randall ’10 reflects on his time at Yale University, he doesn’t boast about his Ivy League honors, or Yale all-time records (219 receptions, 17 touchdowns, and 2,323 yards)—he discusses the honor of being elected captain of the Yale football team, and how he used that leadership role to pilot a mentorship program called Next Future Leaders, or “NFL”.

Deon and a group of his fellow Bulldogs worked with elementary and middle school students at the nearby Amistad Academy, offering athletic and academic advice.

Through NFL, Deon provided lessons about physical fitness, the importance of setting goals, and balancing life as a college athlete at one of the most prestigious academic settings in the country.

“Yale was tough, don’t get me wrong—but honestly, I never felt unprepared to go to school there,” Deon said. “Parker made sure I was ready to be a student athlete in college. While there were differences between the schools, Parker’s workload and learning environment was incredibly similar [to Yale’s].”

After graduating from Yale and spending the past few years in investment banking, Deon is tackling a whole new adventure: working as a college scout for the Denver Broncos. Deon notes that the transition is a leap of faith—he’ll be working his way back from the bottom, and moving to an area he’s not familiar with. However, his work ethic and positive attitude stands out amongst the uncertainty. “If I’m going to be grinding long hours, I want to do something I’m really passionate about, which has always been football. All I can do is be the best scout I can be.”

Deon’s advice to aspiring student athletes is simple, and consistent: work, and work really hard. “My personal motto is: luck is when hard work and opportunity meet. Never see a ceiling for yourself—the only thing stopping you from achieving your goals is your own mindset.”

“Parker made sure I was ready to be a student athlete in college. While there were differences between the schools, Parker’s workload and learning environment was incredibly similar [to Yale’s].”

DR. LAUREN WRIGHT ’06 COMMUNICATIONS STRATEGIST / POLI SCI GURU

Intern for American legends Diane Feinstein and Meg Whitman.

Ph.D. in American government and political methodology from Georgetown University. Author of “On Behalf of the President: Presidential Spouses and White House Communications Strategy Today.” Lecturer in politics and public affairs for Princeton University. Director of Investor Relations at NV5 Global, Inc. and a member of the White House Transition Project.

After perusing through Dr. Lauren Wright’s impressive personal and professional repertoire (before the ripe age of 30, no less), one might be left asking, “How?” “Parker helped me establish the high-level reading and writing comprehension skills I needed for Georgetown and beyond,” Dr. Wright notes. But she also emphasizes on a particular mentality that has helped her reach new career heights: “I realized early into my 20s that I was in an incredibly unique part of life where I had the time and responsibility load to work as hard as physically possible. I became fierce about protecting my time for what really mattered to me.”

That strict mindset, she acknowledges, requires passion. “I finished my doctorate in three and a half years and took my qualifying exams three days apart. I did it so quickly because I couldn’t wait to work in the real world and apply the tools I learned at Georgetown. If you’re lucky enough to identify early on what you’re truly captivated by, it’s easier to condense a large amount of work.”

Her advice to younger students interested in pursuing a similarly illustrious post-grad life? “I’m a really big believer in always having a five-year plan— there’s something to be said about consistently envisioning what you want for your future. I find that even if you don’t completely fulfill those goals, you’re often given new opportunities you didn’t even imagine for yourself.”

Dr. Wright’s book, On Behalf of The President, measures the impact of the expanding role of presidential spouses in White House and presidential campaign communications strategy with a focus on the Clinton, Bush and Obama administrations.

“Parker helped me establish the high-level reading and writing comprehension skills I needed for Georgetown and beyond.”

LAUNCHING PAD FOR THE EXCEPTIONAL You’ve met inspiring athletes, nonprofit starters, spaceship builders, design thinkers, and community activists. Excellence across the board is what propels our students to attend some of the most highly-ranked universities in the world. Here is a sample of some of these schools from the graduating classes of 2015 to 2018.

American University

Colorado College

Lafayette College

Amherst College

Columbia University

Lehigh University

Arizona State University

Cornell University

Lewis & Clark College

Babson College

Creighton University

Loyola Marymount University

Bard College

Dartmouth College

Lynn University

Barnard College

DePaul University

Macalester College

Bates College

DigiPen Institute of Technology

Marist College

Benedictine College

Dillard University

Marymount California University

Bentley University

Dominican University

Boston College

Drake University

Massachusetts Institute of Technology

Boston University

Duke University

Bowdoin College

Embry-Riddle Aeronautical University, Daytona Beach

Montana State University, Bozeman

Embry-Riddle Aeronautical University, Prescott

Muhlenberg College Musicians Institute

Emerson College

New School

Fairfield University

New York University

Fashion Institute of Design & Merchandising

Northeastern University

California State University, Channel Islands

Fordham University

Occidental College

California State University, Chico

Georgetown University

California State University, San Marcos

Global College of Long Island University

Carleton College

Gonzaga University

Carnegie Mellon University

Harvard University

Case Western Reserve University

Humboldt State University

Catholic University

Indiana University, Bloomington

Chapman University

Johns Hopkins University

Claremont McKenna College

Kenyon College

Brandeis University Brigham Young University, Idaho Brown University California Polytechnic State University, San Luis Obispo California State Polytechnic University, Pomona

George Washington University

Middlebury College

Northwestern University Ohio State University Oregon State University Pace University, New York City Pepperdine University Pitzer College Point Loma Nazarene University Pomona College Princeton University Providence College

Purdue University

University of California, Santa Cruz

Reed College

University of Chicago

Regis University

University of Colorado, Boulder

Rensselaer Polytechnic Institute

University of Denver

Rice University

University of Hawaii, Manoa

Saint John’s University, Queens

University of Miami

Saint Mary’s College of California

University of Michigan

San Diego City College

University of Nevada, Las Vegas

San Diego State University

University of North Carolina, Chapel Hill

San Francisco State University

University of Notre Dame

Santa Clara University

University of Oregon

Scripps College

University of Pennsylvania

Seattle University

University of Puget Sound

Seton Hall University

University of Redlands

Skidmore College

University of Richmond

Smith College

University of San Diego

Sonoma State University

University of San Francisco

Southern Methodist University

University of Southern California

Southwestern College

University of St Andrews

Stanford University

University of Texas, Austin

Stony Brook University

University of the Pacific

Swarthmore College

University of Tokyo

Syracuse University

University of Virginia

Texas Christian University

University of Washington

Trinity College

University of Wisconsin, Madison

Tufts University

Vanderbilt University

Tulane University

Vassar College

United States Air Force Academy Prep School

Villanova University

United States Military Academy

Virginia Tech

United States Naval Academy

Wake Forest University

Universiteit van Amsterdam

Washington College

University of Alabama

Washington University, St. Louis

University of Arizona

Wellesley College

University of Bath

Wentworth Institute of Technology

University of California, Berkeley

Westmont College

University of California, Davis

Whitman College

University of California, Irvine

Willamette University

University of California, Los Angeles

Xavier University, Louisiana

University of California, San Diego

Yale University

University of California, Santa Barbara

BE HERE. B E YOU. B E LO N G .

Parker belongs to all of us.

Francis Parker School is composed of big thinkers, change makers, task blasters, creative dreamers, and brave leaders.

Our diverse community is a living laboratory for breaking barriers and break-through moments, authentic relationships and lifelong memories.

We believe that school is more than a means to an end. It’s a book filled with tales of resilience, teamwork, and problem solving. It’s an intellectual and personal journey that stretches far beyond the classroom and commencement stage.

There is a place for everyone to write their story at Parker.

How will your story begin?

JOIN THE LEGACY Francis Parker School has over 100 years of accomplishments, discoveries, and relationships. Interested in adding your story to the Parker legacy? Begin the process by applying online, scheduling an interview, and registering for testing at francisparker.org/admissions

The mission of Francis Parker School is to create and inspire a diverse community of independent thinkers whose academic excellence, global perspective and strength of character prepare them to make a meaningful difference in the world.

To learn more, go to francisparker.org

Mission Hills Campus Lower School 4201 Randolph Street San Diego, CA 92103 619 / 298-9110 Linda Vista Campus Middle/Upper School 6501 Linda Vista Road San Diego, CA 92111 858 / 569-7900