welcome - Pingree School

Pingree at a glance
Founded: In 1961 as a girls’
school: coed 1971
Interim Head of School:
Anthony G. L. Blackman
Campus: 105 acres
Tuition: $30,500
Student Body: 335 students
come from 50 north of Boston
communities
Faculty: 57 faculty members
Offerings: 100 courses in 8 areas
of study
44 athletic teams in 16
interscholastic sports
Average Class Size: 14 students
Student/Teacher Ratio: 8:1
Financial Aid: $1,500,000 offered
to 23% of the student body
Accreditation: New England
Association of Schools and
Colleges
Technology:
19 Smartboards
2 Macintosh Labs
1 PC Lab
2 Language Labs
Wireless Network
Student and Faculty Email
Network
Pingree School admits students of any race, color, national and
ethnic origin to all the rights, privileges, programs and activities
generally accorded or made available to students at the school.
It does not discriminate on the basis of race, color, national
and ethnic origin or sexual orientation in administration of its
educational policies, admissions policies, scholarships and loan
programs, and athletic and other school-administered programs.
welcome
Founded in 1961, Pingree School was once an estate
owned and donated by the Pingree Family. Blessed
with extraordinary natural and man made beauty, our
School is situated on 105 acres of unspoiled woodlands, wetlands and sprawling lawns groomed into
spectacular playing fields.
The Pingree Experience.
“Excellence is an art won by training and habituation. We
do not act rightly because we have virtue or excellence, but
we rather have those because we have acted rightly. We are
what we repeatedly do. Excellence, then, is not an act but a
habit.” -Aristotle
Welcome! As you seek to make the best match between
your educational aspirations and the culture of school
that will best challenge and support you, Pingree provides
a unique opportunity. Why Pingree? The answer lies in
considering what it means to be educated in the 21st
Century at the only independent, co-educational, day, high
school, north of Boston.
As you will see in these pages, Pingree students work hard
in the classroom, on the stage, and on the field.
Pingree is a genuine learning community in which all
members are teaching and learning all the time. The
academic program is challenging and demanding, helping
students develop both the necessary skills and selfdiscipline required for true scholarship and preparation
for entrance to the world’s finest universities. Far more
important, the students are engaged in a program that is
committed to helping each student develop the multiple
skills and literacies to make meaning of their world. Our
program is, at its core, about the development of character
and a deepening appreciation and understanding of the
responsibilities of citizenship. As a community, we work
together to evaluate beliefs and understand the strengths
and limitations of individual and cultural perspectives as
well as the values that underlie them. And, as students
move on from Pingree, they emerge as autonomous,
creative and reflective learners.
In this 21st Century, Aristotle’s focus on learning through
doing and character development has never been more
pertinent. Pingree faculty indeed believe that deep learning
requires doing and that the most meaningful learning
takes place in a community of individuals with diverse
backgrounds, learning styles, ethnicities, and talents.
Pingree classrooms foster integrity, curiosity, responsibility,
creativity, and respect for all persons. We believe that it is
exactly this environment that makes the Pingree experience
so invaluable. Our students are surrounded by a
community of teachers, students, and parents united by a
common purpose to help students develop habits of mind,
heart and spirit that will support them in becoming both
life-long learners and successful, responsible members of
their local, national, and world communities.
I know this book will provide you with a good introduction
but I hope you will see it primarily as an invitation. We
invite you to visit Pingree to consider an education that
enables you to live locally, while studying, learning, and
acting globally.
Anthony G. L. Blackman,
Interim Head of School.
I look forward to seeing you here soon.
Pingree has exceeded our expectations.
The teachers’ energy, dedication and
expertise had an immediate impact on
our sons. At Pingree they were taught the
art of learning, a sense of curiosity, and
the importance of questioning. Two of
our sons were inspired to pursue foreign
languages and history in college.
Kip (Pingree ’05, Tufts ’09), after spending
a semester in Spain, will pursue a double
major in Spanish and Political Science.
Chris (Pingree ’07, Boston College ’11) will
double major in History and Italian, and
Kyle (Pingree ’10) has had an incredible
experience so far, especially enjoying his
math and science classes. Watching them
mature has been gratifying. We give
Pingree a tremendous amount of credit,
believing that the mix of strong academics,
athletics and extracurricular activities
has given them the communication and
leadership skills and confidence they need
to succeed.
Mary Puma (CEO, Axcelis Technologies)
and Eivind Lange (Owner, Paradigm Sports)
Parents of Kip ’05, Chris ’07, Kyle ’10
An exceptional
education is closer
than you think.
For students who want to stay close
As the only independent secondary
To commute is to be well traveled.
As a day school, we have a special
Through the Pingree experience, it
to home during their secondary
co-educational day school in the area,
Crossing campus and community
responsibility to strengthen the
isn’t uncommon for students, faculty
school years, Pingree School in South
we provide students with a world-
borders with everyday regularity not
connection between school life and
and families alike to form lifelong
Hamilton offers an educational
class education that prepares them
only builds confidence and encourages
home life. With a shared sense of
friendships. Ask any Pingree Alumnus
experience that’s far from ordinary. In
for college and life beyond. Through
independence in students, it also gives
purpose, our School invites parental
if attending Pingree made a difference
fact, it’s unique among independent
cultural diversity and the welcome
them the opportunity to expand the
involvement in a student’s education
in their lives, and they’ll tell you it
schools.
exchange of ideas, we provide students
boundaries of their body, mind and
and development. In that respect, we
made all the difference in the world.
with the intellectual passport for self-
spirit on the way to becoming adults.
welcome families to our School, not
discovery and the freedom to explore
the world of possibilities that surround
them, both on and off campus.
just students.
academics
Why Pingree?
Pingree’s trademark student-teacher relationships serve to enhance the
depth of the school’s commitment to scholarship. At the core of the
curriculum is a passionate faculty who genuinely love their subjects and
working with adolescents. This strong connection with their teachers
instills confidence in students as well as prompts them to take intellectual
risks. The classroom environment at Pingree is active and inclusive, and
student dialogue is encouraged in all subjects. At the core of all disciplines
is the strong belief in educating young people to think critically and to
communicate effectively. The Pingree faculty pride themselves on engaging students’ curiosity and encouraging them to pursue their passions.
The curriculum offers variety and depth to foster each student’s individual
interests. Pingree’s goal is to build intellectual curiosity, interdisciplinary
awareness, and depth of scholarship.
Our students experience the joy of learning through studying with teachers
who are committed passionately to the art of teaching and have an undying love for the discipline(s) in which they continue to pursue mastery.
This is one of the greatest assets of our program: to experience the power
and beauty of the written word through studying literature from published
and publishing poets; to explore and research the natural world with
scientists who continue to study sea turtles in the Galapagos or who study
global warming while working in Acadia National Park; or, to learn to think
critically and argue persuasively through studying Constitutional Law with
a career lawyer who has argued before the Supreme Court.
Kristin Brown,
Director of Academic Planning
The academic program offers every student the most appropriate challenge in the six major disciplines, with introductory through honors and
Advanced Placement level courses in every subject area. Through a rigorous course of studies, students become critical, creative and compassionate thinkers, are encouraged to take risks, and are asked to challenge their
assumptions and the values that underlie them. At Pingree, faculty help
every student to become a disciplined and responsible young adult who
has the ability to work both independently and in groups, to think creatively, to solve problems, and to take pride in his or her work and accomplishments and those of others.
Providing the intellectual passport for self-discovery.
While a student’s natural intellectual curiosity knows no limits, academics at Pingree reflect the
relationship between our school community and the global community. Each domain exerts a sphere
of influence on the other. Teachers encourage students to make connections between their subject
matter and the world beyond the classroom. As a result, Pingree students become aware of why they
are studying and learning the material, because they can clearly associate their work in school to their
lives today and in the future.
Unexplored territory.
Pingree’s academic program is designed to
challenge students to develop the courage to push
beyond their comfort zone, to welcome multiple
viewpoints and question their own. The learning is
inquiry based, with the spirited exchange of ideas
the norm.
The curriculum.
In freshman year, students develop a firm grounding in the
liberal arts and sciences. Through an examination of the
histories of China, Ireland or women’s suffrage, students
deepen their understanding of the fundamental concepts
of democracy and further develop their competence in
reading, thinking and writing critically and with precision.
In science, whether in Earth Science or Honors Biology, the
skills required for disciplined scientific inquiry are developed
through hands-on laboratory and field research. The
mathematics curriculum is designed to develop each
student’s technical proficiency in the various mathematical
skills required for advanced study in math and science,
training students in the process of logical reasoning and
developing advanced algebraic and geometric vocabulary.
The language program which includes both ancient and
modern languages helps students develop language and
cultural fluency through an immersion program, focusing
on the key skills of speaking, listening, reading and writing.
The quality of the teachers at Pingree made my high
school experience memorable. Each teacher was
engaging, knowledgeable and, most importantly,
genuinely loved the subject and students. All my
teachers were committed to promoting excellence
within the subject, but they also encouraged depth of
thought beyond the bounds of the course. As a result,
I left Pingree equipped not only with a solid education,
but also with the confidence and motivation to think
creatively and challenge accepted ideas.
Chappell Sargent ’07
Harvard University ’12
On the right course.
The academic program offers every student the most
appropriate challenge in the six major disciplines.
Academic placement is determinded through various
sources including prior course of study, teacher
recommendations and placement tests. These three
samples of course study demonstrate the variety and
flexibility within the Pingree curriculum.
STUDENT A:
Choosing a high school for our boys was very easy once
we visited Pingree. The surroundings of the school were
beautiful. The faculty made us feel welcome. The parents
that volunteered were very friendly and extremely helpful
with all the questions we had. The students that gave our
sons the tour of the school were very well informed.
There was a sense of community that we did not see at
any of the other schools we visited. We loved the fact that
Pingree was a co-ed day school. We knew that our kids
would fit in perfectly at Pingree.
Academically, we knew our kids were going to be
challenged. The small ratio of students per class was
also very important for us. The teachers really get to
know the students on a one to one basis. They are not
only their teachers but also their friends and mentors.
Academic support is offered to everyone that needs it.
Kids are able to study in a very relaxed atmosphere.
The sports and extracurricular activities were very
important for us. Knowing that the boys would have the
opportunity to continue playing their sports was very
encouraging. They would also have the chance to try new
sports, theater, music, community service and so many
different clubs after school. At Pingree our kids will be
able to grow not only intellectually but also socially.
Just knowing that our kids would have the opportunity
to go to a great institution like Pingree makes us feel
very proud.
Carmen and Felix Rodriguez
Parents of Andy ’11, Luis ’12
SAMPLE COURSE OF STUDY
Grade 9
Grade 10
Grade 11
Grade 12
English
Span III Adv
World Hist
IM 1
Earth Science
Art
Frosh Curric
English
Span IV Hon
Mod Eur Hist
IM 2
Biology
Draw & Paint
English
Span Lit & Civ
US Hist
IM 3
Chemistry
Sculpture
Eng Electives
AP Spanish
Hist Electives
Pre-Calculus
AP Environmental
Portfolio
SAMPLE COURSE OF STUDY
STUDENT B:
Grade 9
Grade 10
Grade 11
Grade 12
English
French II
World Hist
IM 2
Accel Biology
Art
Frosh Curric
English
French III Adv
Mod Eur Hist
Hon IM 3
Hon Chemisry
Dance
Hon English
French IV Hon
AP US Hist
Hon Pre-Calc
Accel Physics
Creative Writing
A Capella
Eng Electives
AP French
Hist Electives
AP Calculus
AP Biology
Theater Arts
SAMPLE COURSE OF STUDY
STUDENT C:
Grade 9
Grade 10
Grade 11
Grade 12
English
Latin I
World Hist
IM 1
IPS
Art
Frosh Curric
English
Latin II
Mod Eur Hist
IM 2
Biology
Jazz Band
English
Latin III
US Hist
IM 3
Chemistry
Jazz Band
Eng Electives
Latin IV
Hist Electives
Statistics
Anatomy & Phys
Music Production
What you can learn about our teachers may be just as interesting as what you can learn from them.
Trina Gary
English Teacher
Director of Multicultural Education
B.A. Trinity College
Learning is a life-long journey. I want
my students to be curious, independent
thinkers, and eager explorers. I believe
that learning environments which
encourage and challenge students to
ask tough questions as they wrestle
with ideas will help them to develop
the necessary confidence and skills to
navigate their journey in the world they
will face as adults.
Michael J. Funari
Science Teacher
B.A. State University of New York,
M. Ed. Harvard University
I have always believed that experiences outside the
classroom are critical to good teaching. Studying the
unique organisms of the Galapagos and the fascinating
geology of these islands enriched my presentation of
evolution to my biology classes. Working as a National
Park Service biologist during my summers has opened
a door to important research taking place in the natural
laboratories of parks, and has allowed me to incorporate
interesting case studies on water and air quality, species
reintroductions, and exotic plant species into my unit on
ecology. In addition, my association with Acadia National
Park in Maine has enriched my understanding of history
and art and given me an appreciation of the importance
of a multidisciplinary approach to education.
Carolyn Paczkowska
History Department Chair/History Teacher
B.A. Middlebury College, M.A. Brown University
It is essential to engage the imagination
of the learner. It is through active, creative
and process-oriented interaction between
student and teacher that we tap into the
talents and potential of each individual
student. And so, in my history classroom,
one will find a great amount of laughter
and energy, endless questions and
encouragement, a tremendous amount of
deep, critical thinking, and — I hope — a
group of young students on their way to
becoming imaginative life-long learners,
lovers of knowledge and seekers of truth.
What you can learn about our teachers may be just as interesting as what you can learn
from them.
Ned Jackson
History Teacher
B.A. University of Richmond,
M.A.T. University of Richmond
Susan Tsao Esty, Ph.D.
Director of Advising & Counseling/Psychology
B.A. Amherst College,
M.A. Tufts University, Ph.D. Boston College
It’s not about the details. My
highest goal is to instill a love for
history and a sense of curiosity.
I try to get my students to not
take everything at face value. Ask
questions!
There is so much change and growth
that happens in body, mind, spirit and
relationships during high school. I
believe that when we help our students
know themselves and the world around
them better; urge them to ask questions,
wrestle with complexities and make
connections; and encourage them to try
new experiences, take on challenges and
cope with uncertainties, we give them
invaluable skills for life.
Steve Filosa
Mathematics Teacher
B.S. Tufts University, J.D. Suffolk University
I want my students to learn how to
stand on their own two feet, think for
themselves and arm themselves with an
active, discerning mind that enables them
to navigate the academic, commercial,
political, and social worlds around
them. I want my students to learn how
to make good choices that lead to living
meaningful lives as they define their own
lives.
the arts
Discovering hidden talents.
A True Story: In one particular class year,
there was a bumper crop of
outstanding male student
athletes. As seniors,
many of them decided to
take dance as an elective.
A few took it as a lark. Much to their
surprise, some discovered they had not only a gift for dance,
but also a genuine passion for it. Never one to pass up a
golden opportunity, our dance teacher & arts department chair
produced a special dance performance choreographed around
their athletic ability. Many of them went on to college to play
a varsity sport, incorporating dance as part of their training
regimen. With a turn of the screw, at least one of
them could have become a professional dancer.
p ro g r a m g u i de .
course offerings include a mandatory
freshman arts program. Designed as an
introduction to the arts, all ninth grade
students rotate through the performing
and visual arts during the course of the
school year. Emphasis is on basic skills
and the creative process, enabling students
to give form and structure to their ideas.
All upper level arts courses are electives
offered during the academic day. We offer
drawing, painting, sculpture, portfolio,
ceramics, photography, music, vocal and
instrumental ensembles, AP music theory,
Art is a philosophy of viewing the
world. The art teachers at Pingree
are filled with as much passion and
music technology, theatre arts, theatre
technology and educational modern dance.
Electives may be taken on the honors level.
The department offers students opportunities for expanded study and development
in a variety of ways such as art exhibits,
exuberance for the students as they
are for their own work.
in-school performances, competitions,
private lessons, field trips to museums and
outside performances, internships and
supervised travel abroad. Also offered are
afternoon programs in theatre and dance,
Rachel Carlevale ’06
University of Massachusetts,
Amherst ’10
either of which can fulfill a student’s
athletic requirement.
Now playing at Pingree.
At Pingree there are always freshmen with the
talent and confidence to try something new,
including serious musicians who also want to play
lacrosse for the very first time. It works both ways
at Pingree. All it takes is a little imagination and a
push in the right direction.
In fact, imagination is a key ingredient in the way
that we approach teaching the arts at Pingree. The
program was developed as a means of fulfilling the
School’s mission to educate the whole person. We
believe that exposure to the arts and the creative
process has the power to foster creativity, as well
as motivate learning in many directions, thereby
serving a broad scope of educational goals.
Our departmental goals are to provide students
with a working knowledge of the basic elements,
techniques and principles of each discipline,
as well as encourage independent thinking. An
important aspect of our departmental philosophy
is to set high standards of creativity while providing
an atmosphere of psychological safety in the
classroom, so that students have the confidence to
take creative risks.
athletics
A parent’s perspective of Pingree Athletics.
From his first experience during Admission Revisit Days, Ryan liked what
he saw, as the students were engaged and interested in his classes. In our
search for the best school, my wife and I looked specifically at the academic
and athletic components. Yet today when Ryan looks back on his years at
Pingree one of his favorite characteristics is the sense of community he
experienced.
During the college selection process, Ryan sought an education that would
make a difference in his life after graduation. At the same time, however, he
wanted a school where he could make the most of his athletic skills. Ryan’s
primary athletic consideration was the opportunity to play a significant role,
preferably for four years.
Ryan’s Pingree coach and advisor, Buddy Taft, pointed him to the New
England Small College Athletic Conference (NESCAC), and some of the
area’s most prestigious academic schools.
Taft didn’t just advise him, he also went to bat for him, talking to those
college coaches with whom he’d developed a relationship. He championed
Ryan as the consummate player, a true leader, and a strong student. Ryan
knew he had an ally in Taft who worked tirelessly for him. This carried great
weight with some college coaches.
Ryan chose to apply early decision to Wesleyan University.
He went on to captain the team his senior year and posted a
3.5 GPA and earned NESCAC All-Academic honors every
year possible.
David Hendrickson
Parent of Ryan Hendrickson ’03, Wesleyan ’07
At Pingree you get more attention from the coaches than you would at a
bigger school. We are learning from the moment we step on the field for
practice. With smaller teams, the coaches have more time to spend with each
player on their individual skills. Having coaches who were standout college
athletes has been invaluable. They know football inside and out and teach
from experience. Each week they focus on preparing us for each game, and
they are sticklers for detail. But that’s how we win playing in one of the best
prep school leagues in New England.
Derek Pratt ’09, Captain, Football Team
Competition Thrives.
Athletes at Pingree thrive among
teammates and coaches who share
a strong competitive spirit and
passion for sports. Fielding 44 teams
across 16 sports, Pingree has won 38
EIL championship titles over the past
5 years building upon a tradition of
excellence.
What gives Pingree the edge is the
bond formed between coach and
player. This relationship is built on
hard work and dedication from which
a stronger athlete, leader and well
rounded student emerges.
A student’s commitment to sports
at Pingree means attending all
practices, games and scheduled
activities. Freshmen, sophomores and
juniors are encouraged to participate
in sports. Seniors are required to
participate in at least two afternoon
activities during their final year.
a t h l e t ic s g u i de .
Wearing a Pingree uniform, whether on Concord Day or
in the New England Championship, is about respect
for the game and for each other, and it is with this respect
that competition thrives.
Katherine Cushing ’07
Wellesley College ’11
Pingree is a member of the Eastern
Independent League (E.I.L.), the Evergreen
League (football), the Holt Conference
(Ice Hockey), and the New England
Preparatory School Athletic Council
(N.E.P.S.A.C.), fielding approximately
44 teams in 16 sports. The School has
produced championship teams in many
of the sports it offers, including recent
New England Championships in Baseball,
Cross Country, Diving, Field Hockey,
Boys’ Lacrosse and Boys’ Tennis.
Fall: Cross Country, Field Hockey, Football,
Golf, Pursuit (outdoor education), Boys’
Soccer, Girls’ Soccer
Winter: Boys’ Basketball, Girls’ Basketball
Boys’ Ice Hockey, Girls’ Ice Hockey
Swimming & Diving, Girls’ Volleyball
Spring: Baseball, Boys’ Lacrosse, Girls’
Lacrosse, Sailing, Softball, Boys’ Tennis,
Girls’ Tennis, Ultimate Frisbee
I feel fortunate to be a part of the athletic program at Pingree.
Athletics are a marvelous vehicle for helping to develop character and leadership skills,
for learning to function as part of a team, for testing oneself and stretching oneself, and having fun in the bargain.
Pingree understands and values what a powerful tool for teaching athletics can be. We have been blessed with a
great deal of success in our competitive endeavors while at the same time we adhere to the philosophy that our sport
offerings are, and will remain, comprehensive in nature. With multiple levels of most sports, there are opportunities for
both the highly talented athlete and the beginner. Our coaches are passionate and nearly all are teacher-coaches who
know our students beyond the bounds of the field, court, rink, or course, and who see the athlete in their charge as a
whole person. We are part of a league whose members share our commitment to sportsmanship and educationallybased programs. Athletics are also a wonderful force for uniting the community, and Pingree values its sports teams
for the role they play in bringing the school together.
Alan McCoy,
Athletic Director/History Teacher
B.A. Western Maryland College
I loved my Foreign Language
teachers. They were supportive
and pushed me to do my best
at all times. They had such
impact on me that now I want
to pursue languages in college.
Sra. Rogers, Mme. Sloan and
Mme. Whitehouse helped me
discover a passion I never knew
I had. When I decided to take
both Spanish and French AP it
was hard, but their energy made
it both rewarding and fun.
Claudia Rodriguez ’07
Dartmouth College ’11
Pingree may be one of the only
places where you can walk into
any one of the department offices
and see students talking, debating
and laughing with their teachers.
Teachers at Pingree consistently
challenge the student in the
classroom, while also developing
personal relationships outside of it.
Going into my first college courses
at the University of Richmond, I
was able to succeed because of the
great work ethic that my teachers
had instilled in me. Their dedication
to the student body and amazing
interest in each subject immediately
engaged me in every course. Looking
back, I feel incredibly lucky to have
had teachers that I can now not only
call my significant academic advisors
and mentors, but also my true
friends.
Andy Vassallo ’06
University of Richmond ’10
Throughout my four years
at Pingree, I was given the
opportunity to explore in ways
that allowed me to find what
I was truly passionate about.
By my sophomore year, I
became an active member
of the Environmental Club
by launching a Fair Trade
Coffee project and teaching
a recycling curriculum
to all entering freshmen.
During that time, I began a
Cultural Appreciation Club
with the goal of recognizing
the various nationalities at
Pingree and welcoming the
foreign exchange students
through active discussion and
interaction. My involvement
with these clubs helped me
to identify my interest and
passion for assisting those in
need and to spread awareness
to keep our world a clean,
healthy, fair place to live in.
LIVIN G L O C AL LY
L E AR N IN G GL OB AL LY
In the 21st Century, a Pingree
education must prepare students
to be knowledgeable, compassionate
citizens and effective, responsible
leaders within a rapidly transforming
world.
CHINA
These principles from the Pingree
Mission Statement are the foundation of
a deep commitment to the development
of good citizens. Through student and
faculty exchanges and service to others
in programs that reach across the United States, Europe, and Asia, members
of our community develop the qualities
of leadership, courage, and empathy required to truly experience and appreciate
another culture on its own terms.
We believe that a willingness to participate actively in efforts to bring about a
better world is an essential goal of the
Pingree experience and of any great
education. Multicultural competence,
understanding, and outreach help students and teachers develop the global
connections necessary for living and
working productively and responsibly
in the international, multifaceted, and
increasingly interconnected communities of the 21st Century.
SPAIN
FRANCE
ROSEBUD SIOUX RESERVATION
SOUTH DAKOTA
Natalia Richey ’07
Bowdoin College ’11
DENMARK
One of my most
memorable classes
was Statistics which I
took spring semester
of my senior year.
There were 11 students
seated around a table
with a man who asked
us to question the
world in which we
lived. He required
that we discover the
"what" first, and, even
more importantly, the
"why." This added a
new dimension to our
learning experience. Mr.
Filosa taught a lesson of
equality and respect that
has had a lasting impact
throughout my college
career.
Alex Grant ’05
Boston College ’09
Every student has a
teacher who takes them
to the next level. For
me it was my History
teacher. Her passion for
the subject and desire
to see us succeed made
me rise to the challenge
of not just learning
the subject matter, but
loving it.
Amalia Owen ’07
Vanderbilt University ’11
Prep@Pingree.
A Tale of Three Communities.
In 2001, a Pingree School trustee declared in a meeting of Pingree parents,
faculty, administration and trustees that it was time “to do something bold” about
Pingree’s desire to build a more diverse community. As a result, Prep@Pingree put wishful
thinking into action by forming partnerships with the cities of Lawrence and Lynn and Pingree School.
Community Programs
Ongoing academic and cultural enrichment.
Crossing new boundaries.
Prep@Pingree furthers the School’s mission by providing an ongoing academic and cultural enrichment program
for talented, urban, middle-school students. Through an intensive five-week summer program and supplemental
year-round support, Prep@Pingree prepares admitted students for independent, parochial, public high schools
and beyond. Balancing rigorous academics with co-curricular experiences, the program enables students to sharpen their math, verbal, analytical, written and study skills through math, English, engineering and history courses.
Students are also provided opportunities for social and cultural exploration within Essex County and beyond.
Classes are taught by Pingree faculty and alumni and assisted by former Pingree students who work as teaching
assistants and counselors.
The Prep@Pingree experience
involves crossing boundaries of all
kinds. Approximately two-thirds of
Prep@Pingree’s students have
matriculated to independent and
parochial schools. Over a dozen are
currently enrolled at Pingree School
and thriving. Students report that their
experience with Prep@Pingree made
the academic and social transitions
from inner-city middle schools to high
schools easier.
community
Service learning begins at home. As students become confident in
themselves and their abilities, it is vital that they also recognize their
obligations to society as responsible citizens. Pingree believes that
a willingness to participate actively in efforts to bring about a better
world is an essential goal for every student. Pingree seeks to help each
individual develop the qualities of leadership through mandatory participation in various community outreach programs.
Admission to Pingree
Pingree’s admission process is highly selective and we seek to admit students who are academically
capable, curious, creative, and energetic. While grades, teacher recommendations, and test scores
are key elements of the admission process, however, the Admission Committee also considers
interests outside the classroom including special talents in the arts and athletics and involvement in
community service. We are looking for students who will contribute to the greater good of the Pingree
community through participation in all aspects of school life.
admission requirements
Pingree applicants should complete the following steps in the admission process:
• schedule a family visit. Call the Admission Office at 978 468.4415 ext. 262, Monday through Friday, to arrange a
campus visit and interview. A view book and application materials will be sent to you promptly.
• register for standardized testing. Pingree accepts the Secondary School Admission Test (SSAT) or the Independent
School Entrance Exam (ISEE) at an authorized test center at the earliest possible date. Standardized tests are offered
in November, December and January, and Pingree administers the ISEE twice a year (November and January) on
campus. The ISEE serves as the exam for the Scholars Program. However, those who would like to be considered for
this Program must take the exam at Pingree.
• c omplete the application and required student essay.
• complete parent and student questionnaire.
• gather recommendations. Give your English and math teachers the recommendation forms with stamped envelopes
addressed to the Admission Office. Allow your teacher at least one month to complete the recommendation.
• supply graded work. Submit a graded piece of written work (an essay, report, or project) from your current English or
history class.
• provide transcript. Give the Transcript Release Form to your school registrar or guidance counselor. Be sure to have
a parent sign the form.
• pay application fee. (See website for amount)
Pieces of your application may be sent to the Admission Office as they are completed. They will be
collected in a confidential file. Completed applications are due to Pingree on January 15. All applicants,
including Pingree Scholars, will be notified of the Admission Committee’s decision on March 10.
Accepted students must notify Pingree of their decision to attend by April 10.
If questions arise about admission to Pingree, please call the Admission Office at 978 468.4415 ext 262.
pingree scholars program
admission staff
Each year Pingree offers a scholarship with reduced
tuition for two ninth-grade students. The Pingree
Scholars Program, as it is called, is open to any
incoming ninth grade student. Interested students
must take the Pingree Scholars Test (ISEE) at Pingree
on one the dates offered in either November or January.
For more information about ISEE please go to
www.iseetest.org/ Finalists are selected from those
students who score the highest on the test. Two
winners will be selected from this group of finalists.
Criteria for determining the winners include grades,
teacher recommendations, extracurricular activities
and interests, citizenship, and effort demonstrated in
school. These are the same criteria by which all Pingree
applicants are judged.
eric d. stacey ’81
Director of Admission
Should the scholarship winners require financial
assistance, on top of their merit scholarship, the
families must reapply for need-based financial aid.
The guidelines for receipt of financial aid will apply to
Pingree Scholars award winners.
directions
For directions please visit us on the web.
www.pingree.org
mary k. dyer
Senior Associate Director of Admission
sarah c. powers ’95
Associate Director of Admission & Athletic
Liaison to the Admission Office
jody l. macwhinnie
Admission Coordinator
P i n g r e e S c h o o l | 537 Highland Street, South Hamilton, MA 01982 | 978 468.4415 | Fax 978 468.3758 | www.pingree.org