Marin Academy is a private college preparatory high school in San Rafael, California. Located on the campus that for decades housed the San Rafael Military Academy prior to its closure, MA was founded in 1971 with 16 faculty and a student body of 59. From an admissions standpoint, Marin Academy is one of the most competitive private high schools in the Bay Area. In the 2015 -- 2016 school year, Marin Academy accepted only one in four students; the cost of attendance at Marin Academy for the 2018-2019 school year is $43,785. MA requires students to take two years of one of its performing or visual arts programs, four years of English, three years of History, three years of Mathematics, three years of Science, two semesters of Human Development, a health and social awareness class. In addition to classroom instruction, Marin Academy students undertake a number of non-traditional learning experiences such as minicourse, the Outings program, end-of-year projects, a wilderness quest; the student body sustains many conscious student organizations and has been active in politics in Marin.
The school conducts annual conferences and workshops on equality and social justice, called the Conference on Democracy and has a tradition of seniors delivering speeches to school assemblies. Marin Academy is an academically focused school, with a student-to-teacher ratio of 9:1 and an average class size of 15. More than two-thirds of the faculty hold advanced degrees. More than 99 % of Marin Academy graduates go on to attend a four-year university. Marin Academy acknowledges; as such, the school strives to graduate students who aren’t just knowledgeable and adept in a variety of subjects, but who have the ability to thrive in and contribute to our ever-shifting world. As such, we have identified five essential competencies for our graduates: * Demonstrated Empathy: Students utilize cross-cultural awareness and emotional intelligence to understand and appreciate difference and their connection to others in a global community with integrity and gratitude. * Imaginative Curiosity: Students use their imagination, content knowledge, inquiry skills, passion to wonder, explore ideas, solve problems, create.
* Intellectual Flexibility: Students work both collaboratively and individually to embrace academic and intellectual challenge, using multiple perspectives and evidence to support and refine their arguments. They can persuade—using evidence based on sound research—and they can be persuaded to change their minds. * Compelling Expression: Students articulate their ideas and passions through arts and languages, are proficient in multiple modes of written, oral and media communication and presentation. * Strategic Boldness: Students use a growth mindset and reflection to collaborate, courageously engage, take healthy risks to gain confidence and resilience. They are biased toward action, use their educational and other gifts toward impacting their communities and world. To assist our students in developing and strengthening these competencies, our program—academic and co-curricular—focuses on cooperative learning, critical thinking, experiential learning, intellectual challenge, interdisciplinary courses, transdisciplinary learning.
Travis Brownley, an educator, the dean of several prestigious institutions such as the Groton School, was appointed the Head of School in 2008 following the departure of the previous head of school, Bodie Brizendine, who had led the school for 12 years, Dick Drew, who served as interim head of school. Marin Academy has developed a strong athletics program, highlighted by recent successes in boys' soccer, boys' lacrosse, cross country and girls' volleyball; the school competes in The Bay Counties League within the North Coast Section. Marin Academy won back-to-back North Coast Section championships in boys' soccer in 2000 and 2001, is a regular contender for regional championships. Girls' varsity soccer won the BCL and placed second in the North Coast Section Championship, losing to the Branson High School 4-2, in 2002. In 2006, the boys' soccer team won their third NCS championship in a match against University High School. Tied 1-1 through overtime, the NCS championship game was decided by penalty kicks, in which MA won 5-4.
MA defeated University in the BCL finals that year. In 2007, MA and University again matched up in the BCL and NCS championships, with UHS winning BCL and MA winning NCS 2-0. In 2008 MA and University were matched up once again in the BCL final and the Wildcats defeated the Devils 2-0; these 5 final matches have fueled a fierce rivalry between the two schools and have been known to attract the entire student body from both schools to matches in the past at Kezar Stadium. Most the high school varsity team captured the NCS title in 2016 despite losing star player - Josh Cohen - a few years prior. Marin Academy's varsity soccer teams, of which the boys' was ranked as high as fourth in the country among schools of all sizes, are coached by Josh Kalkstein; the girls' volleyball team won the state and NCS division V championships in 2004, after losing to University High School in both the NCS and Northern California championship games the year before. In the 2012 spring season, the Girls' Varsity Swim Team set the first North Coast Section record in Marin Academy history, with a time of 1:34.82 in the 200 yard freestyle relay.
The relay team consisted of senior Charlotte Kamai, junior Tai Hallstein, sophomore Isabelle Kitze, freshman Maddie Salesky. The girls placed fifth overall at NCS, first out of Marin County t
The Athenian School
The Athenian School is a selective college preparatory and boarding school located in Danville, United States. Athenian educates students in grades 6–12 on a 75-acre campus at the base of Mt. Diablo, located near San Francisco in Northern California. Athenian was founded by Dyke Brown in 1965. Athenian is composed of 175 students in the middle school known as the lower school, 355 students in the high school known as the upper school. 60 students and 18 teachers live on campus full-time. The average class size is 16. According to Niche, The Athenian School is ranked 131st on the 2019 list of Best Private High Schools in America. Athenian is ranked as the 34th best boarding school in the United States. Athenian holds an average SAT score of 1385 and an average ACT score of 31. According to Boarding School Review, this gives Athenian the 8th highest SAT score of any boarding school in the United States. Dyke Brown conceived of the idea of a mission-driven boarding school during his tenure as Vice President of the Ford Foundation, influenced by his Foundation work in youth development and the prevention of juvenile delinquency, by his own children's educational experiences.
Athenian is a founding member of Round Square, an international organization of schools whose philosophy is influenced by the German educator Kurt Hahn. In 1962, Brown left the Ford Foundation to begin to raise money for the school. Inspired by the Oxford system of individual colleges sharing common resources, his original plan was a series of four campuses sharing a library, science classrooms, athletic facilities, a performing-arts complex, other facilities, he found 80+ acres of land in what was rural Contra Costa county, a portion of what was the Blackhawk Ranch, bordering on Mount Diablo State Park. Construction began in 1963, the founding head, W. Robert Usellis, began recruiting the pioneer classes in the fall of 1964. Brown's vision was startling at the time: he planned for both integration and coeducation. In the early 1960s few private schools were recruiting students of color; the value of integration for private schools was seen by a few visionaries, including the founders of A Better Chance.
The norm for boarding schools at the time was single-sex. In September 1965, the school opened with sixty students, in ninth and tenth grades. In 1968, the founding class graduated, with a full enrollment of about 120 students, of whom only about six were day students. In the 1970s, Athenian weathered local and international changes; the surrounding area was transformed from cattle ranches to upscale developments. Athenian's neighbor, Blackhawk Ranch, was sold to land developer Ken Behring, by 1979 2,500 upscale homes were built; the population boom in the area meant that there was an increased demand for day student places at the school. Nationally, at least two forces were at work. First, the stagflation of the 1970s meant that parents had less discretionary income, thus weakening the pool of prospective boarding students. Other demographic changes, such as the increase in divorce, affected the pool of prospective boarding students. In 1979, there was sufficient interest in the surrounding community for Athenian to open a day-school-only middle school, serving students in grades 6-8.
Most of them continued on to finish high school at Athenian. Athenian is one of ten schools in the Bay Counties League - East; the school colors are terra earth. Athenian's golf team has won the league title for four consecutive years, in seven of the last eight; the women's basketball team became league champions on February 8, 2008. The full list of sports offered includes wrestling, volleyball, flag football, ultimate frisbee, dance, swimming, track & field, cross country, basketball, badminton, a variety of other non-team athletics, including hiking, yoga, outdoor adventure, weight training. Student activity clubs include Asian Club, Outdoor Adventure Club, Jew Crew, Black Student Union, Christian Club, Interfaith Dialogue Club, Philanthropy Club, Hip Hop Club, Tea Club, Round Square Club, more. 1966-1968: W. Robert Usellis 1969-1970: John Streetz 1970-1977: David Murray 1977-1987: Steven Davenport 1987-1992: Sam Eliot 1992-2009: Eleanor Dase 2009-present: Eric Niles Official website
San Francisco Waldorf School
San Francisco Waldorf School is an independent preK–12 school in San Francisco, California. The school is based on the principles of Waldorf education; the kindergarten and grade school are located at 2938 Washington Street and the high school is located at 470 West Portal Avenue. About 50% of students at the high school attended the grade school, the rest coming from public and other independent schools, it is accredited by the Western Association of Schools and Colleges and the Association of Waldorf Schools of North America. "Waldorf education fosters students' intellectual and emotional growth as they pass through distinct stages of development, from childhood to adulthood. Creative play in the early years is followed by arts-infused academic learning in the grade school and intellectual inquiry in the high school." San Francisco Waldorf School was founded in September 1979 under the pedagogical direction of R. Monique Grund, a longtime Waldorf teacher, it moved to the present grade school location after 1984.
In 1997, San Francisco Waldorf School inaugurated its high school, with its first class graduating in 2001. The high school's first location was in Fort Mason, after a few years moved to the Inner Mission district. In 2007 SFWHS moved to its permanent location at 470 West Portal Avenue, a LEED certified building surrounded by open space. San Francisco Waldorf High School is located in the West Portal neighborhood of San Francisco and is accessible by car or public transportation; the building constructed in 1972, was remodeled to include a number of classrooms, state-of-the-art labs, a library, art rooms, a few large meeting rooms. It is LEED certified at the Gold level as of 2011. SFWHS is a college preparatory high school based on the principles of Waldorf education, formulated by the Austrian philosopher Rudolf Steiner during the 1920s. Most of the school's faculty members hold advanced degrees in their subject areas, many hold PhDs. Performing and fine arts teachers, as well as craftspeople, come from the professional arts community of the city, bring extensive work and performance experience.
The faculty has an average of eight years of experience in the Waldorf curriculum. The academic program provides a broad and rigorous curriculum in math, art and the humanities. Following the Waldorf approach, SFWHS teaches in a way, developmentally appropriate for the age of the students. Thus, in ninth grade, much of the subject material revolves around the contrast of polarities, while in twelfth grade the material allows the students to connect with the world around them and to begin to envision their place in the world; the high school is known for obtaining a majority of classes taught by professors or those with advanced degrees. The arts are an important part of the student experience at SFWHS. Not only do students have studio and practical arts classes all four years, but artistic expression penetrates the other subjects as well. For example, careful geometric renderings make math classes more accessible. In addition to a strong visual arts program, SFWHS has a comprehensive performing arts program.
Every student is required to take music class twice weekly. Classes include orchestra, world music and more; the Eurythmy Troupe meets at this time, prepares for public performances in February followed by an annual international tour. SFWHS's drama program includes classes, a school production, a senior play. SFWHS' athletics program fields cross country, boys' and girls' soccer, boys' and girls' basketball, girls' volleyball, boys' baseball, sailing. All teams compete through the Bay Counties League Central, under the umbrella of the Bay Area Conference; the high school has a comprehensive outdoor education program, built into the year in an academically appropriate way. For example, the eleventh grade always travels to Mount Lassen in the fall; the SFWHS student body, with about 160 students, represents a wide geographic range, with 30% coming from as far away as the southern peninsula and Piedmont in the east. About half of the students come from the San Francisco Waldorf Grade School while the other half come from public, parochial, or other independent schools.
A small percentage are international students. Students of color comprise 39% of the student body, including 9% African-American, 16% Asian-American, 8% Latino, 5% multi-racial and 1% Pacific Islander. San Francisco Waldorf Grade School is at 2938 Washington Street in the lower Pacific Heights neighborhood; the school first moved onto the location in 1980 into buildings that house the kindergartens and lower grades, built a new building in 1989 that houses the upper grades and performance spaces. The school uses a nearby space on Sacramento Street for its small nursery program. In addition to buildings, the grade school campus has a biodynamically-inspired garden and a couple of outdoor play areas; this outdoor space is augmented by a large city park, a block from the school, the Presidio of San Francisco, a National Park, a short walk from the school. San Francisco Waldorf Grade School has three kindergartens for children 4 to 6. In Waldorf education the focus is on a developmentally appropriate curriculum that engages the whole child.
Art and movement are integrated into the daily life of the classroom, allowing for the academic study to penetrate more deeply. In the early childhood programs, the emphasis is on play; as the c
Douglas Tilden was an American sculptor. He was deaf from a bout of scarlet fever at the age of four and attended the California School for the Deaf in Berkeley, California, he sculpted many statues that are located today throughout San Francisco and the San Francisco Bay Area. Douglas Tilden was born on May 1, 1860 to Dr. William Peregrine Tilden and Catherine Maria Hecox Tilden in Chico, California; when he was four, he lost his speech after a severe bout of scarlet fever. Tilden entered the California School for the Deaf on January 25, 1866, studying under Theophilus d'Estrella, he moved with the School to a location near the University of California, Berkeley campus at what is now the Clark Kerr Campus student residence in 1869 and graduated in 1879. After graduating, he went on to attend and teach at UC Berkeley, where he studied with Francis Marion Wells. Tilden picked up sculpting in 1883, producing a small statuette entitled Tired Wrestler in 1885 which drew the attention of the board of the California School for the Deaf.
The board subsequently offered him an opportunity to pursue sculpting and in 1887, he left Berkeley to attend the Academy of Design in New York, from there, left to study art in Paris. After arriving in Paris in 1888, Tilden studied under another deaf sculptor. After several successful years in Paris, Tilden returned to the California School for the Deaf in 1893; because his stint in Paris had been paid by the School, they felt he should continue to serve as a teacher, while Tilden felt his schooling had been a gift. In return, the California School for the Deaf confiscated one of Tilden's early artworks, The Bear Hunt, as payment. Tilden was first recognized for his sculpture while in Paris, his first exhibited work, entitled The National Game, The Baseball Player, or The Ball Player, was a sculpture of a baseball pitcher in his windup. The sculpture was admitted to the prestigious Salon event in 1889; this was followed by The Tired Boxer, The Young Acrobat, The Bear Hunt, The Football Players.
Many detect a certain homoeroticism in his works because they feature young athletic men who are unclothed. In the Football Players, many people have noted that the scene of two young football players, one is injured and resting on the shoulder of another, the other is tenderly bandaging the wounds, shows the intimate male bonding in sports as of interdependence between the players; the gay and lesbian community has adopted the statue as representing the best ideal of the visible queer community on the Berkeley campus. He was a member of the National Sculpture Society; the Football Players marked the beginning of Tilden's association with his most important patron, James D. Phelan, who commissioned Tilden's next major work after returning to the Bay Area, the Admission Day fountain installed on Market Street in 1897. In 1901, Tilden was declared "violently insane" after an incident at his father-in-law's house where he without warning "began destroying the furniture in the room" in which his family was gathered.
The incident had been exaggerated by a household servant. Tilden had returned home early and, forgetting his key, had entered the house through an open window; the servant, hired and believed this to be uncharacteristic of his employer, locked Tilden in his room, Tilden attempted to alert others that he was trapped by hammering on the door. The frightened servant called for the police, who took Tilden away to a mental hospital. After separating from his wife Bessie in 1918, Tilden moved into his studio and worked for the Hal Roach Studio, sculpting animals for movie sets. On June 9, 1896 Tilden was married to Elizabeth "Bessie" Cole, a former student of his deaf. Although the union produced two children, a daughter Gladys and a son Willoughby Lee, it was not to prove to be a happy one. Over the years Mrs. Tilden was subject to "melancholia spells" which, among things, placed a large amount of pressure on the relationship, they separated and Mrs. Tilden, who for years had managed their properties, rented out his studio to a theater group, forcing Tilden to do his sculpting in a shed.
As they grew farther apart Tilden's lawyer wrote: "Furthermore, the wife has knowledge of personal indescressions in the personal conduct of Mr. Tilden which would deprive him of any capacity to stand in court, as we say, "with clean hands." Mr. Tilden claims. " The couple separated in 1918, Bessie subsequently filed for divorce in 1924, finalized in 1926. Tilden was found dead in his Berkeley studio on August 6, 1935, he is buried in the Cole family plot of Mountain View Cemetery in Oakland, California with his ex-wife Bessie and Willoughby. Granville Redmond, an artist who studied under Theophilus d'Estrella at the California School for the Deaf and shared a room with Tilden in Paris Melvin Earl Cummings, a sculptor trained by Tilden Guide to the Douglas Tilden Papers at The Bancroft Library The History of the Mechanics Monument by R. Christian Anderson. Guidepost Tilden, Douglas. "Deaf Mutes and the World of Pantomime". San Francisco Call. 93. Retrieved 14 September 2017. Douglas Tilden at Find a Grave
Granville Richard Seymour Redmond was an American landscape painter and exponent of Tonalism and California Impressionism. He was an occasional actor for his friend Charlie Chaplin. Redmond was born in Pennsylvania, on March 9, 1871 to a hearing family, he contracted Scarlet Fever at around 2½ to the age of 3. This may have prompted his family's decision to move from the East Coast to San Jose, California: the possibility for his education at the Berkeley School for the Deaf. Granville attended the California School for the Deaf in Berkeley from 1879 to 1890 where his artistic talents were recognized and encouraged. There his teacher Theophilus d'Estrella taught him painting and pantomime; when he graduated from CSD, Redmond enrolled at another CSD: the California School of Design in San Francisco, where he worked for three years with teachers such as Arthur Frank Mathews and Amédée Joullin. He famously won the W. E. Brown Medal of Excellence, he associated including Gottardo Piazzoni and Giuseppe Cadenasso.
Piazzoni learned American Sign Language, he and Redmond became lifelong friends. They lived together in Tiburon, California. In 1893 Redmond won a scholarship from the California School of the Deaf which made it possible for him to study in Paris at the Académie Julian under teachers Jean-Paul Laurens and Jean-Joseph Benjamin-Constant, he roomed with another graduate of the California School for the Deaf. In 1895 in Paris his painting Matin d'Hiver was accepted for the Paris Salon. In 1898, he settled in Los Angeles, he was married in 1899 to a former student of the Illinois School for the Deaf. Together they had three children. While living in Los Angeles, he became friends with Charles Chaplin, who admired the natural expressiveness of a deaf person using American Sign Language. Chaplin asked Redmond to help him develop the techniques Chaplin used in his silent films. Chaplin, impressed with Redmond's skill, gave Redmond a studio on the movie lot, collected his paintings, sponsored him in silent acting roles, including the sculptor in City Lights.
Chaplin told a writer for The Silent Worker of a Redmond painting, "I could look at it for hours. It means. During this time Redmond did not neglect his painting. Through Chaplin he met Los Angeles neighbor artists Norman St. Clair, they showed works at the Spring Exhibition held in San Francisco in 1904. By 1905 Redmond was receiving considerable recognition as a leading landscape painter and bold colorist, he died on May 1935 in Los Angeles. Granville Redmond Fine Art Galley of images, California. Irvine Museum, California. Laguna Art Museum, California. Los Angeles County Museum of Art. Huntington Library, California. Cantor Arts Center, Stanford University. De Young Museum, San Francisco. Bancroft Library, University of California, Berkeley. California School for the Deaf, Fremont. New York City Museum, New York. Oakland Museum, California. K. Nathan Gallery, La Jolla, California. Gold Medal, W. E. Brown Award, California School of Design, 1891. Medal, Louisiana Purchase Exposition, 1904. Silver Medal, Alaska-Yukon Pacific Exposition, Washington, 1909.
Biographical information at AskART.com Artcyclopedia list of galleries where Redmond's works are shown Redmond Biography Granville Redmond on IMDb Collections at AllPainter.com
The College Preparatory School
The College Preparatory School is a four-year private high school in Oakland, California. The school's motto is mens conscia recti, a Latin phrase adapted from Virgil's Aeneid that means "a mind aware of what is right." Founded in 1960, College Prep's first campus was located in a house in the Claremont neighborhood of Oakland/Berkeley. The school was founded by former head of the Bentley School and Ruth Willis. Miss Jenks, the first Head of School, envisioned a school that valued "high standards of scholarship and conduct." In 1983 College Prep moved to its current campus on Broadway, walking distance from the Rockridge BART station. College Prep has received accolades for its academic excellence. A 2007 Wall Street Journal article ranked College Prep as the sixth best high school in the United States. In 2010, Forbes magazine ranked College Prep as the seventeenth best private school in the United States. In 2016, niche.com ranked College Prep the fourteenth best private school in the nation.
College Prep's Heads of School have been Mary Harley Jenks, Robert Baldwin, Jr. Clint Wilkins, Janet Schwartz, Murray Cohen, Monique DeVane. A large central courtyard serves as the center of daily activity to create intimacy and a sense of community between students and faculty; the newest addition to campus is the Scott MacPherson Stapleton World Languages and Cultures Building, dedicated in 2011. A campus master plan was completed in 2014. Robert Baldwin, a former Head of School, described the duty of College Prep teachers to maintain an "authentic presence in the classroom", so as to promote openness between teachers and students. A College Prep English teacher, when asked in an interview for the book Conversations With Great Teachers, described Baldwin as seeking teachers who "give off an aura of someone, in the right place", by nourishing interest in students. For that reason, the curriculum at College Prep is created with "creativity, independent thought, ethical sensitivity" as its primary goals.
Students are not distinguished between enrollment in honors and standard courses, as all classes are taught at the honors level, are designated as such by the University of California. Students' grade point averages are calculated on an unweighted 4.0 scale. Students are required to take an extra year of English. In order to facilitate the discursive nature of College Prep's rigorous English curriculum, classes are conducted at Harkness tables: oval, wooden tables popularized by philanthropist Edward Harkness when he presented the tables to Phillips Exeter Academy in the 1930s. Harkness believed that the tables encouraged students to participate in discussion, that they constituted a "revolution" in liberal arts education; because the number of Harkness tables available for classes is limited, the second phase of the school's facilities project will put the tables in all English classrooms. As freshmen and sophomores, College Prep students learn basic composition and analytical writing through close reading of works from the literary canon, such as Homer's Odyssey, J.
D. Salinger's The Catcher in the Rye, the works of Shakespeare. Juniors and seniors use these skills to conduct classes in seminar format, modeled after college-level English courses, interpreting texts through Socratic dialogue; because of the seminar format, formal Advanced Placement English courses are not offered, but many students still take the exam. College Prep students must take courses in world history, western civilization, United States history; as with the majority of College Prep classes, formal Advanced Placement classes are not offered, but the history department offers extracurricular preparation for interested students. After the mandatory history curriculum has been completed, seniors are offered seminar-format elective classes; these courses include introductory economics and United States government. Recent seminars have involved critical study into the American Civil War and Reconstruction, American history after World War II, American protest movements, comparative religion.
Each year, a College Prep student is awarded the Myron Markel Prize, established by psychiatrist Bennett Markel in honor of his brother, to award exemplary critical analysis in writing about history. College Prep offers four-year programs in French, Spanish, Mandarin Chinese and Latin. Advanced levels of all world language classes are Advanced Placement preparatory. In order to facilitate some degree of language immersion, at around the second year of study, English is no longer used in language classrooms. Advanced Spanish and French students conduct classes in seminar format, where students are immersed in particular aspects of their respective language's culture or literature through Socratic debate. College Prep's Latin curriculum places emphasis on history. For two years Wheelock's Latin is used extensively, before students advance to studies of Catiline and Cicero through Sallust's Bellum Catilinae and Cicero's In Catilinam. Advanced students study Vergil's Aeneid and write series of analytical essays in preparation for the Advanced Placement Latin examination.
The Latin program participates in the local chapter of the California Junior Classical League, all Latin students take the National Latin Exam annually. The school's new Mandarin program seeks to provide a strong foundation in Chinese speaking and writing, with some study of Chinese culture. Students learn simplified Chinese characters before being introduced to the traditional script; as with all College Prep world language courses, Chinese becomes the only language of instruction after two years of study. The J
The Urban School of San Francisco
The Urban School of San Francisco is an independent coeducational high school located in the Haight-Ashbury district in San Francisco, California. Urban was founded in 1966 by a group of Marin Country Day School parents in an effort to create a more student-centered curriculum and values. Urban was the first coeducational SF private high school, the only SF high school at the time to not include letter grades, developed a blocks schedule system focused on academic immersion and understanding. Today Urban has grown from just 22 students into a student body of over 400, with over 700 applicants annually for the Freshman class. Urban's grading and evaluation system discourages comparison; the school, up until 2011, did not show students letter grades until their senior year. Now it provides letter grades at the end of each course, with a primary focus on written teacher evaluations. Urban teachers write two thorough reports each term for each student, providing comprehensive feedback on student achievement and setting specific goals and strategies for improvement.
Students are asked to reflect on and formally evaluate their work. Urban organizes the school year using a three-term system rather than a conventional semester system; the schedule divides the academic year into three, 12-week terms: fall and spring. Students take four classes every term; these classes meet for 70-minute periods with one 2-hour+ period per week. Urban's schedule allows for more concentrated, less fragmented learning than does a traditional high school schedule, it enables students and teachers to focus on each area of study in greater depth and approach the material in a variety of ways: in-depth discussions and group projects, films and field trips into surrounding communities and environments. In addition, students take electives such as Jazz Band, Urban Singers, or Newspaper, or participate in a physical activity or study halls during a shorter period. There is time for advising, grade-level meetings, all-school meetings, consultation periods for students to meet individually with teachers within this block schedule.
Urban’s curriculum includes core academic classes common to most high schools, as well as a number of specialized courses, advanced electives and creative arts courses found at the college level. Two terms of a class make up one credit. In order to graduate from Urban and complete the required courses for admittance to the UC system and other selective colleges, the following credits must be taken in each subject matter: 4 credits in English – Two 9th grade required classes, two 10th grade required classes, an 11th grade Shakespeare class plus another three elective English classes in 11th and 12th grades. 3 credits in Math – Math 1, Math 2 and Math 3 and/or advanced electives. 2 credits in Science – Fundamentals of Science 1A and 1B in 9th grade, Fundamentals of Science 2A and 2B in 10th grade with strong recommendation for additional electives. 2 credits in History – One credit in 9th grade, one credit in 10th or 11th grade in US history. 3 credits in Language – Placement in the levels of the language are based on a test given to incoming freshmen.
2 credits in Art – One-half credit in Visual or Performing Arts must be earned each year. 4 credits in Additional Advanced Course Work – these can be met by a fourth year of language, third year of history, third year of science, third year of art, or fourth year of math. 2 credits in Service Learning – 9th graders participate in Identity & Ethnic Studies, 10th graders in Community Partnerships. Many of Urban’s courses have distinctive features that set them apart as challenging and comparable to college level work; these classes are designated as Urban Advanced Studies and are recognized as honors coursework by colleges and universities. Urban does not offer AP classes. Through strong relationships with their teachers and with each other, Urban students have the opportunity to learn early on how to navigate a culture of collaboration and mutual respect. Urban has over 40 student clubs, as well as student government, an active outdoor and class trips program, a student newspaper and online literary and arts journal.
Performing arts opportunities include fall and winter theater productions, circus class performances and the annual One Acts Festival, as well as comprehensive jazz band and ensemble programs. Since its inception, Urban has prioritized diversity and inclusion initiatives as integral to learning both in and outside the classroom. From creating one of the first admissions diversity goals in San Francisco schools in the 90's, to an annual Month Of Understanding in January, Identity and an Ethnic Studies class for Freshmen, Urban has asserted itself at the forefront of this conversation within independent high schools. Urban is working toward ensuring equitable access to its programs and practices, developing inclusive teaching practices and student culture, freedom of personal expression and experience among students. In December 2017, Urban leadership launched the initiative, Urban Thrives, which integrates diversity and inclusion core values into longterm, measurable goals for the school, faculty and leadership.
In May 2018, shortly after launching the Urban Thrives initiative, the school administration faced controversy after a member of the student body was removed on the basi