Dear Prospective Holland Hall Family, The Admission Team is

Dear Prospective Holland Hall Family,
The Admission Team is pleased that your search for a school has brought you
to Holland Hall. I trust that the enclosed materials and our comprehensive
website will answer many of your initial questions about the school and our
“four As”: academics, arts, athletics, and atmosphere. The Admission Team is,
of course, always available for school tours and to answer any questions you
might have.
The admission process is a dialogue between your family and the school. As
you learn about our school community, we will learn about your child.
Together we will determine if Holland Hall School is the best fit for your
family and for the school.
Holland Hall School actively seeks students from a variety of backgrounds and
experiences in order to create a rich and inclusive school culture. Together with
our sincere desire to create a diverse community, we seek students and families
who share our educational values. The best match for Holland Hall is a student
who loves to learn and is willing to take risks in order to develop talents and
skills in all areas: intellectual, physical, artistic, and spiritual. Holland Hall
students are intellectually curious, respectful of others, kind, open, selfmotivated, innovative, and independent. While the programs in academics,
athletics, and arts from preschool through graduation are rigorous, our
committed and compassionate faculty and staff challenge and nurture students
in order to empower them on their journey to becoming engaged, responsible,
and contributing citizens of the city, the nation, and the world.
The Admission Team is dedicated to shepherding families through this
important process of choosing a school. Although each applying student must
submit standard materials, such as teacher recommendations, previous grades,
and test scores, we approach each child as an individual and look for future
potential, not simply past accomplishments. We are invested in your child’s
development and success.
Welcome to Holland Hall!
Olivia C. Martin
Director of Admission and Financial Aid
Holland Hall School
[email protected]
SCHOOL PROFILE 2014-2015
5666 East 81st Street
Tulsa, OK 74137-2099
CLASS OF 2014
DISTINCTIONS
7 National Merit Finalists
4 National Merit Commended Scholars
1 National Achievement Scholar
47 students tested
Middle 50% —
Critical Reading: 560-690
Math: 560-690
Writing: 530-670
Holland Hall ACT Composite: 27.8
State ACT Composite: 20.7
HOLLAND HALL OVERVIEW
968
9:1
309
94
23%
20%
STUDENT
ACCOMPLISHMENTS
The class of 2014 was awarded more than
$7.6 million in scholarships.
Holland Hall has won five SPC
Championships in the last three years.
Thirteen student athletes from the class of
2014 will play college level sports
this year
33 All-Conference Athletes
THE SCHOOL
Holland Hall is an independent, coeducational, Episcopal day school that provides a challenging,
comprehensive educational experience grounded in a rigorous liberal arts, college preparatory
curriculum that promotes critical thinking and life-long learning. Holland Hall’s 37 Upper School
faculty members have an average 21.6 years teaching experience and 70 percent hold advanced
degrees. Ninety-nine percent of Holland Hall graduates attend post high school-graduate educational
opportunities.
ACCREDITATION AND MEMBERSHIP
Holland Hall is accredited by the Independent Schools Association of the Southwest; is recognized
by the Oklahoma State Regents for Higher Education, is a member of the National Association
of Independent Schools, National Association for College Admission Counseling, Great Plains
Association for College Admission Counseling, Association of College Counselors in Independent
Schools, College Board, National Association of Episcopal Schools and since 1968, Cum Laude
Society. Holland Hall abides by the guidelines of the Education Conservancy.
ACT 86 students tested
Middle 50% —
25-30
Total Enrollment PreK-12
Teacher to Student Ratio
Upper School Enrollment
Class of 2013
Multicultural Representation
Receiving Financial Aid
P: 918.481.1111
F: 918.879.4772
Holland Hall has been recognized by the Oklahoma State Regents for Higher Education for superior
college preparation and is one of only three Oklahoma educational institutions to belong to the Center
for Academic Integrity. Holland Hall is the only school in Oklahoma, and one of 45 independent
schools nationwide, to belong to the prestigious School Year Abroad consortium.
TESTING PROFILE
SAT www.hollandhall.org
CEEB Code: 373-615
GRADUATION REQUIREMENTS
English 4 credits
Foreign Language
3 credits
Mathematics
3 credits
Science
3 credits
Social Studies/History
3 credits
Religious Studies
.5 credit
Fine Arts
1 credit
Athletics
3.5 credits
A minimum of 21 credits is needed for graduation
Holland Hall has joined the
movement away from
Advanced Placement in order
to offer rigorous,
interdisciplinary courses stressing
higher level thinking skills.
Additional non-departmental requirements include:
— Wellness: (9th - 12th grades) one semester class dealing with social and emotional health
— College Seminar: one semester class dealing with college selection and application process
— A 40-hour senior internship/shadowing experience
GRADE SCALE
A+ = 97-100
A = 93-96
A- = 90-92
B+ = 87-89
B = 83-86
B- = 80-82
C+ = 77-79
C = 73-76
C- = 70-72
D+ = 67-69
D = 63-66
D- = 60-62
F = Below 60
Honors and Advanced Placement courses are weighted with an additional value of .334
A student’s grade point average only reflects grades earned at Holland Hall.
Holland Hall does not rank due to selective admission requirements.
Holland Hall is a member of the Independent School Data Exchange (INDEX)
consortium comprised of 50 academically rigorous and selective independent co-ed day
schools from all regions of the United States. Holland Hall consistently ranks in the top 10
percent as one of the most demanding and rigorous schools in overall grade point average.
COLLEGE AND UNIVERSITIES
HOLLAND HALL GRADUATES HAVE
ATTENDED WITHIN THE LAST FIVE YEARS
American University *
Arizona State *
Auburn University
Austin College
Baylor University
Belmont University
Beloit College
Bennington College
Berklee College of Music
Bethany College
Boston University
Brown University
Carleton College
Case Western Reserve University
Chapman University
Claremont McKenna College
Clemson University
Colby College
College of Charleston
Colorado College
Colorado School of Mines
Colorado State University
Columbia College Chicago *
Covenant College
Cornell University
Dartmouth College
Davidson College
DePauw University
Drake University *
Drexel University
Drury University
Duke University
Elon University
Emerson College
Eugene Lang College: The New School
Fordham University
Full Sail University
Furman University
George Washington University
Georgetown University
Harding University
Hendrix College
Idaho State University
Indiana University
Kalamazoo College
Kansas State University
Kenyon College
Knox College
Lancaster University
Lewis and Clark College
Long Island University Brooklyn
Louisiana State University *
Marymount Manhattan College
Michigan State University
Middlebury College
New York University
Northeastern University
Northern Oklahoma College
Northwestern University
Oklahoma Christian University
Oklahoma City University
Oklahoma State University *
Pepperdine University
Princeton University
Purdue University
Queen Margaret University
Regis University
Rhodes College
Rice University
Rockhurst University
Saint Louis University
Saint Mary’s College of Califorina
Santa Monica College
School of the Art Institute of Chicago
Seton Hall University
Sewanee: University of the South
Siena College
Southern Methodist University *
Southern New Hampshire University
Stanford University
St. Mary’s College of California
St. Olaf College
Temple University *
Texas A & M University
Texas Christian University *
Trinity University
Tufts University
Tulsa Community College
Vanderbilt University
Villanova University *
Virginia Military Institute
Washington and Lee University
Washington University in St. Louis
William Jewel College
Yale University
University of Arizona
University of Arkansas
University of Calgary
University of Central Oklahoma
University of Chicago
University of Colorado
University of Connecticut
University of Denver
University of Georgia *
University of Illinois
University of Iowa *
University of Kansas
University of Louisiana
University of Miami
University of Michigan
University of Missouri
University of Missouri Kansas City
University of Montana
University of Nevada
University of North Carolina
University of Notre Dame
University of Oklahoma *
University of Oregon
University of Puget Sound
University of Richmond
University of South Carolina
University of Southern California
University of Tennessee
University of Texas *
University of Texas San Antonio
University of Tulsa *
University of Washington
University of Utah
* Includes Honors College
STATISTICAL OVERVIEW
OF THE CLASS OF 2014
Seniors = 94
Total applications submitted = 595
Applications to private colleges or universities = 60% (354)
Applications to public colleges or universities = 40% (241)
Out-of-state applications = 78% (466)
In-state applications = 22% (129)
Matriculated out-of-state 59% (55)
Matriculated in-state 41% (39)
Applications By Region:
New England = 14% (85)
South = 38% (222)
Mid-Atlantic/ Southeast = 18% (108)
West = 13% (77)
Midwest = 17% (100)
GPA DISTRIBUTION BY PERCENTAGE
(GRADES 9 - 12)
4.0 +
13%
3.5 - 3.9
30%
3.0 - 3.49
37%
2.5 - 2.99
15%
2.0 - 2.49
4%
0.0 - 1.99
1%
SCHOOL STAFF
Head of School
J.P. Culley
Ext. 733
[email protected]
College Counselor
Ronda K. Cooper
Ext. 230
[email protected]
Head of Upper School
Frances W. Fondren
Ext. 742
[email protected]
College Counselor
Ashlee L. Lowry
Ext. 719
[email protected]
Director of
College Counseling
Brent E. Casey
Ext. 718
[email protected]
Registrar & Administrative
Assistant to College
Counseling
Laura K. Vance
Ext. 726
[email protected]
Admission Requirements
4th - 12th grades
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Application and $25 processing fee: online at www.hollandhall.org
Teacher Recommendation forms
Parent Waiver — signed and returned to the Admission Office
Grades from the previous 2 years and 1st semester of current year
Any current standardized test scores
Copies of birth certificate and immunization records
Shadow Day (spend a day at Holland Hall with a student guide)
Admission Testing — grades 4-12 (Saturday 11/15/14, 1/10/15
and 2/7/15) at 8:15 a.m. to 12:00 p.m., meeting in the
Upper School Commons.
To reserve a spot call (918) 481-1111, extension 739.
Admission Tour Dates
Middle School Tour Dates:
All tours begin in the Middle School library at time(s) indicated.
Tuesday, October 14, 2014 (8:30 a.m.)
Wednesday, November 5, 2014 (10:00 a.m.)
Wednesday, January 7, 2015 (10:00 a.m.)
Tuesday, February 17, 2015 (10:00 a.m.)
Tuesday, March 24, 2015 (8:30 a.m.)
Upper School Tour Dates
All tours start in the Upper School Commons at time(s) indicated.
Tuesday, October 7, 2014 (8:00 a.m.)
Wednesday, November 5, 2014 (8:45 a.m.)
Wednesday, January 7, 2015 (8:45 a.m.)
Wednesday, February 11, 2015 (8:45 a.m.)
Thursday, March 26, 2015 (8:00 a.m.)
Testing Dates (for Middle & Upper School)
8:15 a.m. - 12:00 noon in the Upper School (Meet in the Commons).
Saturday, November 15, 2014
Saturday, January 10, 2015
Saturday, February 7, 2015
Please call (918) 481-1111, extension 739 to RSVP. Thank you so much!
The Holland Hall Partnership:
Students, Teachers, Parents
The best education occurs in a community in which the student, the teacher, and the parent work in partnership. Such
partnerships involve trust, mutual respect, and common understanding. Positive connections between home and school have
a direct benefit on every student's learning. Even though different perspectives are understandable when educating a student,
and while conflicts are sometimes inevitable, communication and cooperation are essential in helping that student succeed.
As a college preparatory school responsive to the needs of the individual, Holland Hall is a community that requires the
resources and commitment of everyone involved. As a self-governing independent school, Holland Hall is built on voluntary
relationships. The School offers a challenging and creative curriculum, and also strives to understand and appreciate each
student and his/her educational needs. Ongoing communication about how to provide quality education for each child is
essential.
The School holds a number of beliefs about learning. They include the following:
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Learning is a lifelong process that requires an
open and inquiring mind as well as the
development of skills for intellectual pursuit.
The more the teacher and the student know about
learning, the more effectively learning develops.
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Optimal learning occurs when students, each of
whom learns in a unique and complex way,
have the greatest awareness of their own strengths
and weaknesses.
• A key goal of education is to have the student assume
responsibility for learning.
These beliefs should be seen in the context of the following:
Holland Hall specializes in strong liberal arts and
science programs, and is most valuable for
students who have the talent and ability to
succeed in college.
A college preparatory curriculum can and should
be developmentally appropriate to students' age
and grade level.
High achieving students typically find Holland
Hall, with its emphasis on excellence, an exciting
and enriching place to learn.
Holland Hall teachers believe that young people
need the opportunity to discuss ideas openly,
question opinions intelligently, and learn in an
environment that is not restrictive of inquiry.
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As an Episcopal school, Holland Hall seeks to
develop in its students a sense of self-awareness,
responsibility, and service to others.
Holland Hall strives to cultivate many forms of
diversity among its students and faculty.
While the School welcomes a range of students, it
cannot remediate students requiring exceptional
attention or accommodation.
While the Primary, Middle, and Upper Schools have
specific practices based on the ages of the children
who attend them, all divisions share a common
philosophy that includes a commitment to providing
a strong education for each student.
Students as Partners
The students who attend Holland Hall possess a range of gifts and talents. The Admission Office seeks students who
would benefit from the kind of education the School offers. Though teachers do all they can to support students, a pattern
of struggle and/or failure, either academic or behavioral, can lead to a child being advised to attend another school. While
there are no ideal cases, children who gain the most from Holland Hall tend to be:
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Respectful of self and others
Responsible
Academically capable
Of strong character and integrity
Respectful of the backgrounds of others
Actively engaged in learning
Self-reliant
Self-confident but not arrogant
Eager to learn
Able to make good judgments
Positive contributors to the life of the school
Independent, analytical, and reflective thinkers
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Self-motivated
Curious
Creative
Able to manage their time
Hard-working
Able to make decisions and solve problems
Interested in a variety of activities and issues
Effective communicators
Organized
Well-rounded
The School as a Partner
Professional educators are attracted to Holland Hall primarily because of their desire to make a positive difference in the
lives of children and young people. The faculty, staff, and administration strive to remain current in their area and
knowledgeable of the students with whom they work. The School seeks the most professional, talented, and student-centered
people as possible, people who hold themselves to the highest standards.
It is Holland Hall's responsibility as an independent college preparatory school to determine curriculum, discipline, and
general standards and procedures concerning the functioning and direction of the School. The character of the institution is
expressed through many forms, including academic, arts, and athletic programs, as well as through college counseling,
religious studies, community service, health and wellness, and numerous other curricular and extracurricular activities.
The faculty evaluates student progress frequently, and communicates that progress to parents regularly. Teachers pride
themselves on their knowledge and treatment of each student as an individual, and offer appropriate support of students
needing help or enrichment. Such support is most successful when the home and the School are in partnership. The faculty
want a student's experience at Holland Hall to be as positive and purposeful as possible.
People at Holland Hall, no matter what their role, maintain a personable and professional relationship with all of the
School's constituents. The resulting community is a dynamic and complex one meant to serve the students' education well.
Parents as Partners
Parents rightly hold high expectations of Holland Hall, just as the School holds itself to high expectations. They are also
typically proud of the School and of their child's successes. A positive relationship with the School strengthens the
educational partnership, which strengthens students' learning. Parents appreciate the School's belief that education is a high
priority in a family's life, which can involve sacrifice as well as gain.
Understandably, there are occasional conflicts and problems, and the faculty and administration want to know when an
issue requires attention. Working toward an acceptable resolution with the student's best interest at heart is everyone's goal.
When the School makes a recommendation about a student the parent appreciates the focus on the child's well being.
Just as teachers, staff, and administrators strive to be professional, Holland Hall parents strive to maintain a professional
relationship with the School. They recognize that the more positively they represent Holland Hall to the community at large,
the stronger Holland Hall becomes for them and their children. They support their children and the School, knowing that the
building and maintaining of a community requires resources of many types. Stewardship of an independent school requires
"time, talent, and treasure."
Holland Hall may be a relatively small school, but the role that parents play is a large one. Parents often serve as
volunteers at the School, and are in attendance at a number of their children's activities. They also attend parent-advisor
conferences, meet when necessary with faculty and administrators, and participate in a variety of events. Parents want their
children in a positive, challenging, creative, and nurturing environment in which they themselves as adults are valued and
appreciated. Holland Hall parents, who often share their professional expertise with students and faculty, also know they are
invited to visit the School at virtually any time.
UPPER SCHOOL CURRICULUM
GRADES NINE - TWELVE
5666 East 81st Street
Tulsa, OK 74137-2099
2014 - 2015
www.hollandhall.org
CEEB Code: 373-615
HONORS AND ADVANCED COURSES
Exposition and Argumentation, Introduction to Literary Analysis,
American Studies – English*
English IV Electives:
Creative Writing, Satire in Literature & Culture, Film as Literature, Literature &
Human Nature, Folklore Literature, Contemporary Science Fiction, Literature of
the Second World War, Postmodernism in American Literature & Culture, Selected
Shakespeare, Literature of the Supernatural, Austen to Fielding, Psychological
Themes in Literature, Millenial Literature, Writing in Public
All English IV Electives offer an Honors credit option. Seniors submit an application and are selected for the Honors component by the
English faculty. The Honors Credit allows a student to undertake
work of a more complex and challenging nature. Students who enroll
in more than one English IV Elective per semester may apply for only
one Honors credit.
Math Studies, Algebra I, II, Geometry,
Math Analysis, Probability and Statistics,
Problem Solving, Trigonometry, Introduction to Applied Statistics,
Algebra II Essentials
Geometry Honors
Algebra II Honors
Math Analysis Honors
AP Calculus AB
AP Calculus BC
AP Statistics
Conceptual Physics and Chemistry, Biology, Chemistry,
Geology, Physics, Astronomy, Ecology
Adv. Topics in Biological Inquiry:
- Microbes and Disease Honors
- Genetics Honors
- Ecology Honors
- Animal Behavior Honors
Organic Chemistry Honors
Physics Honors
AP Chemistry
AP Physics C - Mechanics
French I, II, III
Latin I, II, III
Chinese I, II, III
Spanish Upper School Introduction - (Spanish I)
Spanish Intermediate A - (Spanish II)
Spanish Intermediate B - (Spanish II Accelerated)
Spanish Intensive A - (Spanish III)
Spanish Intensive B - (Spanish III Accelerated)
French IV Honors
French V Honors
French VI Honors
Latin IV Honors
Latin V Honors
Chinese IV Honors
Chinese V Honors
Spanish Advanced A Honors (Spanish IV Honors)
Spanish Advanced B Honors (Spanish V Honors)
Spanish Advanced C Honors Real World Application (Spanish VI Honors)
VISUAL ART — Ceramics I, II, III, IV
Drawing I, II, Painting I/II, Basic Photography I, II, III
DANCE — Fine Arts or Physical Education Credit
THEATRE ARTS — Stagecraft, Technical Theater I, II, III
Theater Arts I, II, III, IV, Theatrical Production
MUSIC — String Chamber Orchestra I, II, III, IV, Concert Band I, II, III, IV,
Advanced Art A:
-Ceramics
- Painting/Multimedia
- Photo
History of Modern Capitalism, United States History, American Studies – History*,
Philosophy of Education, The Cold War & America, History of Downtown Tulsa
Concert Chorus I, II, III, IV, Jazz Ensemble I, II, III, IV, Holland Hall Singers I, II,
III, IV,
Instrumental Solo and Ensemble I, II, III, IV
WRITING — Creative Writing
Introduction to Programming, Office Suite Integration,
Robotics, Facilitated Studies In: Web Page or Animation or
Still Image or Digital Video or Networking or Special Topics
Physical
Education
Comparative Religion, Ethics
Baseball, Basketball, Cheerleading, Crew, Cross-Country, Field Hockey, Fitness,
Football, Intramural Sports, Golf, Dance, Off Season Training, Soccer, Softball,
Tennis, Track, Volleyball, Athletic Trainer,
Sports Video and Editing, School Play/Musical Production
Other
Courses
Religious
Studies
Computer
Science
Fine Arts
Foreign
Language
Social
Studies
Science
Mathematics
English
CORE PROGRAM OFFERINGS
P: 918.481.1111
F: 918.879.4772
Photojournalism, Publications (Hallway), Publications (Eight Acres), Freshman
Wellness, Sophomore Wellness, College Seminar, Senior Seminar, Driver and Safety
Education, Independent Study, Senior Internship, Philosophy of Mindfulness,
Design and Innovation
Advanced Art BC:
-Ceramics
- Painting/Multimedia
- Photo
*Junior Level interdisciplinary approach to
critical thinking
**Students who enroll in more than one
English IV Elective per semester may apply for
only one Honors credit.
Seniors are limited to three AP or Honors courses
in a given year. A fourth course may be added with
approval from the Head of the Upper School.
Upper School Curriculum
ENGLISH DEPARTMENT
The Upper School English curriculum emphasizes the language skills of reading, writing,
listening, and speaking, and the knowledge and appreciation of literature. These skills are
essential for intellectual growth in every academic field. Our curriculum challenges students to
read, write, and think critically through the study of both literary classics and contemporary
texts. Our selections reflect recognized literary merit and introduce students to a variety of
themes that mirror and elucidate the human condition. Eleventh graders engage in a team-taught
humanities course (American focus) that synthesizes literature and history.
Department Policies
1. Students are required to complete all readings assigned by the department.
2. Students are required to retain a back-up copy of every paper submitted for assessment.
3. Students are required to type their own papers unless the teacher and student have made prior
arrangements.
4. Eleventh graders may take Senior Electives if their schedules permit; however, such
enrollments do not count toward the fourth English credit requirement.
Department Requirements: Four credits
Students fulfill the first three credits by completing the three-year sequence: English I:
Exposition and Argumentation, English II: Introduction to Literary Analysis, and American
Studies. Students complete the fourth credit requirement as seniors by taking a Senior English
elective in both fall and spring semesters.
SENIOR ENGLISH HONORS CREDIT--OVERVIEW
The following applies to each senior elective with an honors designation (H): Students seeking
Honors credit for a regularly scheduled Senior English course must submit an Honors Credit
Contract Application, which they can obtain from the English Department Chair. An Honors
Credit Contract allows a student to undertake work of a more complex and/or challenging nature
to earn Honors credit for the course.
REQUIREMENTS FOR HONORS CREDIT:
Achieving an Honors credit in Senior English involves:
• extra meetings with the instructor every cycle
• 24 mods of tutoring younger students
• teaching a class in the enrolled elective
• extra reading of at least 250 pages
• a project that includes off-campus research
ELIGIBILITY:
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Honors credit may only be taken in a student's senior year.
Due to the rigorous workload of the Honors credit, students who enroll in more than one
Senior English course may apply for only one Honors credit.
Students who intend to enroll in Creative Writing must submit a creative writing sample.
PROCEDURE:
To be considered for Honors credit, the student must:
1. Complete an application
2. Obtain a signature from the advisor, college counselor, AND a parent/guardian
3. Submit the completed application to the Chair of the English Department (Dr. Berglund)
DEADLINE:
The deadline for the completed Honors Credit Contract Application is 3:00 PM on the deadline
for enrollment in the spring of the student's junior year. The only exception to this rule is for
seniors new to Holland Hall and juniors with extenuating circumstances, such as a medical
emergency. You may NOT apply retroactively for Honors credit.
DECISION PROCESS:
The decision to approve or deny enrollment will be made by the entire English department.
Full-Year Courses
3012 Exposition and Argumentation - Full-Year/One Credit
Grade Level: 9
Prerequisites: None--Required for all Grade 9 students
This course serves as an introduction to serious literature and analytical writing. Through the
exploration of increasingly challenging literary texts, students learn to find multiple levels of
meaning, to investigate views of the world different from their own, and to determine for
themselves definitions and ramifications of identity. The authors studied include the following:
Wharton, Hurston, Shakespeare, and Steinbeck, authors of several short stories, and a selection
of contemporary and traditional poets. Students develop writing skills through several different
kinds of writing assignments. Significant emphasis is placed on the conventions of writing.
3022 Introduction to Literary Analysis - Full-Year/One Credit
Grade Level: 10
Prerequisites: Exposition and Argumentation--Required of all Grade 10 students
This course builds on the reading, writing, and speaking skills developed in Exposition and
Argumentation. It offers further practice in analyzing literature. This practice encourages
extensive drafting of papers and allows students to become aware of their emerging voices as
writers. Introduction to Literary Analysis also includes training in applying literary theory to
reading and writing. Authors studied include Shakespeare, Mary Shelley, Lewis Carroll, Neil
Gaiman, and Clive Barker, as well a selection of contemporary and traditional short story writers
and poets.
3035 American Studies - English - Full-Year/Two Credits (1 English, 1 History)
Grade Level: 11
Prerequisites: Introduction to Literary Analysis--Required of all Grade 11 students
This course combines the disciplines of history and English at the junior level and thematically
examines the formation of American character and identity from the perspectives of historical
narrative and literary representation. American Studies encourages students to understand more
deeply the history and culture of America and challenges students to examine the tensions arising
from the development of a pluralistic democracy. Connections from the historical past to the
contemporary world are incorporated into a humanities course that includes primary and
secondary sources, such as works of high literary merit, art, and music.
Note: All eleventh-grade students are automatically enrolled in BOTH 3035 and 4035 American
Studies. Combined sections are team taught for dual credit.
First-Semester Courses
3112 Eng IV-Millennial Literature - One Semester/½ Credit
3112H Eng IV-Millennial Literature H - One Semester/½ Credit
Grade Level: 12
Prerequisites: American Studies
This class reads and writes about texts that address issues of paradigm change at the turn of the
21st century. Topics include loosening of social mores, fear of impending war and terrorism, and
solutions to the problem of isolation. Students will study texts by Jim Carroll, Truman Capote,
Tim O'Brien, Errol Morris, and others.
3114 Eng IV-Literature and Human Nature - One Semester/½ Credit
3114H Eng IV-Literature and Human Nature H - One Semester/½ Credit
Grade Level: 12
Prerequisites: American Studies
The goal in this course is to read, analyze, discuss, and write about literature that reflects the
individual’s place in the world. Using novels, plays, short stories, poetry, and non-fiction prose,
ranging from Fyodor Dostoevsky’s Crime and Punishment and Andre Gide’s Lafcadio’s
Adventures to Virginia Woolf’s Mrs. Dalloway and Oscar Wilde’s The Importance of Being
Earnest, we will examine and write extensively (at least four papers) on how social pressures
affect individual choice and behavior.
The goal in this course is to introduce students to the concepts of sociology through the
discipline's "founders": Karl Marx (pre-Communist Manifesto writings), Emile Durkheim, and
Max Weber. The short textbook, Peter Berger's Invitation to Sociology, with supplements, will
help to establish the sociological lens through which students will look for the semester. The
main focus of the course will be to lead students to understand human behavior through society,
not the psyche.
3115 Eng IV-Contemporary Science Fiction - One Semester/½ Credit
3115H Eng IV-Contemporary Science Fiction H - One Semester/½ Credit
Grade Level: 12
Prerequisites: American Studies
This course will examine seminal science fiction texts to explore the relationship between
science fiction and political ideology. Science fiction, because of its hyperbolic scope, affords
authors unique opportunities to experiment with various (sometimes extreme) political systems,
often in an effort to ask questions about and/or criticize our own political systems. Because this
has particularly become a trend in the twentieth century, this course will focus primarily on texts
written between 1900-2000 including Brave New World, 1984, The Moon Is a Harsh Mistress,
Fahrenheit 451, and Dune. Reading and writing assignments will incorporate political theory
into literary analysis; grapple with the interaction between science, culture, and fiction; probe the
boundaries and definitions of science fiction as a genre; and challenge the exclusion of science
fiction texts from the literary canon.
3116 Eng IV-Folklore Literature - One Semester/½ Credit
3116H Eng IV-Folklore Literature H - One Semester/½ Credit
Grade Level: 12
Prerequisites: American Studies
This course introduces students to the methods, research questions, and theoretical frameworks
used in the study of folklore literature. Students will investigate the transformation of folklore
across literary forms and engage the scholarly discussion surrounding folklore literature to
generate critical analysis. Students will examine the oral and written traditions of folklore and
analyze the impact of the feminist and postmodern movements on contemporary folklore
literature. In addition to classic folklore, course texts will include literature by Carter, Byatt,
Sexton, Barthelme, Gaiman, and Willingham (among others), and challenging critical texts from
scholars such as Foucault, Butler, Gilbert and Gubar, Jameson, Zipes, and Bettelheim.
Coursework will include a research project, exploring the influences of feminism and/or
postmodernism on the intersections of culture and folklore.
3120 Eng IV-The Literature of the Supernatural - One Semester/½ Credit
3120H Eng IV-The Literature of the Supernatural H - One Semester/½ Credit
Grade Level: 12
Prerequisites: American Studies
This course will investigate our simultaneous fascination with and fear of the supernatural. We
will examine and discuss why horror stories captivate the reader as well as how cultural anxieties
about family, religion, sexuality, the unconscious mind, scientific discoveries, and the power of
technology are represented in horror fiction and horror films. Students will analyze the
relationship between reality and representation as it pertains to fear, horror, and disgust;
investigate the power of cultural norms as well as the desire to transgress them; and examine
what truly makes us afraid and why we fear it. Texts include Misery, The Reapers are the
Angels, Carrie, I am Legend, The Hellbound Heart, Stepford Wives, and A Special Place.
3135 Eng IV-Postmodernism in American Literature and Culture - One Semester/½ Credit
3135H Eng IV-Postmodernism in American Literature and Culture H - One Semester/½ Credit
Grade Level: 12
Prerequisites: American Studies
This course explores different schools of postmodern thought (feminism, deconstruction,
psychoanalytic criticism, new historicism, and cultural studies). It engages with these
philosophies by applying them to texts such as Kurt Vonnegut's Slaughterhouse Five, Toni
Morrison's Beloved, and Tony Kushner's Angels in America (among others), and by considering
television programs such as South Park and Family Guy.
3140 Eng IV-Film as Literature - One Semester/½ Credit *
3140H Eng IV-Film as Literature H - One Semester/½ Credit *
Grade Level: 12
Prerequisites: American Studies
This course is devoted to the study of film—one of the most important art forms of the twentieth
century—in four ways: as a unique form of communication with its own language, psychology,
and appeal; as a developing art form from its silent beginnings in the 1890s to the present; as a
source of philosophy and individual expression; and in the context of the history of the country
in which the film was developed and in world history in general. At times, the disciplines of
psychology, sociology, and political analysis inform the implications and interpretations of films.
The course also concentrates on what critics consider many of the classics in the history of
cinema. Major units may include Charlie Chaplin and American Comedy; German
Expressionism; Soviet Realism; Jean Renoir; Great American Directors—Orson Welles, Alfred
Hitchcock, Woody Allen, Elia Kazan, and Stanley Kubrick; Race and Gender in American
Films; Great European Directors—Francois Truffaut, Frederico Fellini, and Ingmar Bergman;
and Great Asian Directors—Kiyoshi Kurosawa and Zhang Yimou.
* NOTE: This course will NOT qualify student athletes for NCAA eligibility.
Second-Semester Courses
3218 Eng IV- Literature of the Second World War - One Semester/½ Credit
3218H Eng IV- Literature of the Second World War H - One Semester/½ Credit
Grade Level: 11 or 12
Prerequisites: None
Students will examine contemporary literature of the period (1918-1945), the historical narrative,
and some postwar analysis to gain a greater understanding of the nature of this global catastrophe
and how it has shaped our modern world. Writing and literary analysis will be the landscape of
this course. Topics for the course will include: intellectual disillusionment; the fascist and
communist challenges to democratic society; the interwar failure of the international order; social
change on the Home Fronts; wartime strategies; the Holocaust; significant personalities; and the
Japanese martial ethic. Instruction will be a mixture of seminar and lecture. Most class activity
will consist of daily round table discussion in which students share their analysis of readings and
some film, or their responses to questions from the teachers. This course will be taught by faculty
from the English and History Departments.
3230 Eng IV-Shakespeare to Fielding - One Semester/½ Credit
3230H Eng IV-Shakespeare to Fielding H - One Semester/½ Credit
Grade Level: 12
Prerequisites: American Studies
This course will examine the romance genre through the lens of feminist literary theory. We will
explore the possibilities and the limitations of romance as a catalyst for self-discovery and selfempowerment. Students will analyze the relationship between reality and representation, as it
pertains to love, desire, the self, and society; question the assumptions that construct our
gendered identities; and examine our own needs and desires and how/why/if romance texts and
films fulfill them. Students will write two research-driven analytical papers. Texts include: Pride
and Prejudice, Phantom of the Opera, Bridget Jones's Diary, The Flame and the Flower,
Prisoner of my Desire, and "Brokeback Mountain."
3242 Eng IV-Satire in Literature and Culture - One Semester/½ Credit
3242H Eng IV-Satire in Literature and Culture H - One Semester/½ Credit
Grade Level: 12
Prerequisites: American Studies
This course explores elements of irony in literature by examining novels and plays that satirize
political, religious, and social “norms.” The course investigates what constitutes “funny”; it also
analyzes more biting satire such as in Kurt Vonnegut's Sirens of Titan. The course culminates in
a reading of Stephen Colbert’s I Am America (And So Can You!). We will watch episodes of
South Park and The Colbert Report, and we will consider whether or not "serious" news is
actually a form of satire. Students will write their own satires in addition to two critical analyses.
3255 Eng IV-Psychological Themes in Literature - One Semester/½ Credit
3255H Eng IV-Psychological Themes in Literature H - One Semester/½ Credit
Grade Level: 12
Prerequisites: American Studies
This course traces the significance of psychology in literature from ancient Greece to the present.
The course examines the psychological themes that have appeared in literature since drama was
first cultivated for Greek religious and political performances. The ideas of Freud, Jung, Adler,
Skinner, Maslow, and others inform the analysis of the literature from the distinctive perspective
of psychology's insights into human experience. Students apply psychological readings to texts
by Philip Roth, Chester Himes, Anthony Burgess, Jon Ronson, and Sherman Alexie.
3275 Eng IV-Selected Shakespeare - One Semester/½ Credit
3275H Eng IV-Selected Shakespeare H - One Semester/½ Credit
Grade Level: 12
Prerequisites: American Studies
This course is a study of representative sonnets, comedies, tragedies, and histories, supplemented
by critical commentary and films. One focus will be the ways in which Shakespeare's dramas
foreshadow the modern notion of identity as performance, and the problems of identity
maintenance under such a notion. We will examine concepts of self, family, and power as
enacted in these early-modern plays. Always underlying dramatic performance are the
particularities of language. Our readings of Shakespeare's plays will focus on the specific
densities of his texts. The plays included in this course are not read in other courses in the Upper
School.
3282 Eng IV-Creative Writing - One Semester/½ Credit
3282H Eng IV-Creative Writing H - One Semester/½ Credit
Grade Level: 12
Prerequisites: American Studies
This course offers the study and practice of five types of writing: autobiographical essays,
dramatic scene writing, short stories, persuasive essays, and poetry. The course exposes students
to these different types of writing so that they can find one or two with which they feel
comfortable expressing themselves in their own voices. Finding a style and genre enables each
student to write more easily and enjoyably. The emphasis is on freeing the students to write.
Students keep a daily journal, write in-class exercises, write at least one of each of the literary
types covered in class, and choose one of those for elaboration, polishing, and perfecting into a
final project.
*Note: Students may enroll in Creative Writing only once, using either of the English or Fine
Arts course numbers (3282 or 7205) to indicate desired credit.
3292 Eng IV-Writing in Public - One Semester/½ Credit
3292H Eng IV-Writing in the Public H - One Semester ½ Credit
Grade Level: 12
Prerequisites: American Studies
This course will give students opportunities to write and analyze various forms of public writing,
in order to assess the use and effectiveness of rhetoric in the real public square. In this process,
students will study rhetorical discourse, from speech writing and delivery, to editorials, to
journalistic long-essays. Students will read, assess, and analyze the writing strategies of
successful public communicators ranging from Churchill to Malcolm X to Pulitzer-prize-winning
editorial writers to learn about how effective writers develop the rhetorical aspects of logos,
ethos, and pathos, practice detailed editing and work shopping strategies, and consider audiencebased reasoning. They will also focus on the demands of publication and strategies for finding
publication outlets, because though this course hopes to teach the many writing and rhetorical
skills listed above, its primary objective is to move the acts and modes of student writing beyond
a strictly academic environment. To that end, students throughout the semester will be required
to submit their finished writing not only to the instructor for portfolio assessment but also to
various local and national outlets for publication. As a workshop course, this class is not only
interested in the finished products of writing but also will encourage students to view
themselves as part of a writing community that has a real voice in the formation of public ideas.
Key texts for the course include Having Your Say: Reading and Writing Public Arguments by
Christine M. Neuwirth, David S. Kaufer and Davida H. Charney, Pulitzer Prize Editorials:
America's Best Writing, 1917 - 2003 by Laird B. Anderson and Wm. David Sloan, and Voices
from the Past by Calder Pickett.
Faculty
Michael Berglund, Chair, B.A. University of Central Missouri; M.A. Missouri State
University; Ph.D. The University of Tulsa
Jennifer Boots-Marshall, B.A. Grinnell College; M.A. The University of Alaska; Ph.D. The
University of Oklahoma
Lana Brown, B.A. The University of Tulsa; M.A. The University of Tulsa; M.L.I.S. The
University of Oklahoma
Robert Butler, B.A. Knox College; M.A. Oklahoma State University
Nolan Gross, B.A. The University of Kansas
Nathan Parker, B.A. The University of Nebraska; M.A. Kansas State University
Whitney Schmidt, B.F.A. Stephens College; M.A. Northeastern State University
Eder J. Williams-McKnight, A.B. International Relations Brown University; M.A.
Middlebury College; Ed.M. Columbia University Teacher's College
Upper School Curriculum SCIENCE DEPARTMENT The science curriculum at Holland Hall emphasizes the inquiry approach to learning (hands­on experience) and seeks to instill an ability to use rational and critical thinking skills. This approach frequently involves knowledge and application of the scientific method in a variety of ways. Scientific concepts are usually introduced either by a laboratory investigation, computer simulation, hands­on exploration of models, or by group discussion and analysis of accepted observations. These concepts are then applied to the solution of problems. Teachers also seek to enhance each student’s appreciation for the natural world and humanity’s role in its preservation. Department Requirements: Three credits Students must complete three credits in the science department. For most students, this includes Conceptual Physics and Chemistry (CPC) and Biology, plus one additional credit chosen from the remaining science offerings. Students who are recommended for Biology Grade 9 (instead of CPC) must earn the other two credits in courses other than CPC. Course Offerings Conceptual Physics and Chemistry (CPC) Biology Ecology Advanced Biological Inquiry: Ecology Advanced Biological Inquiry: Animal Behavior Advanced Biological Inquiry: Genetics Advanced Biological Inquiry: Microbes and Disease Chemistry AP Chemistry Organic Chemistry Geology Astronomy Physics, Honors Physics Physics C Mechanics Faculty Keri Shingleton, Chair, B.A. Grinnell College; Ph.D. Washington University in St. Louis (chair) Paige Arnold, B.A. Tabor College; M.S. University of Kansas Nancy Baumann, B.S. Oklahoma State University; M.S. Oklahoma State University John Bennett, B.A. Trinity University; M.Ed. Trinity University Neil Bergenroth, B.S. Boston University Dan Bloom, B.A. St. Cloud State University; Ph.D. Oklahoma State University JP Culley, B.A. Sewanee: The University of the South; M.A. Columbia University, Teachers College Karen Harris, B.A. Knox College; M.A. University of Kansas Upper School Curriculum FINE ARTS DEPARTMENT The Arts challenge and extend human experience. By chronicling the past, identifying the present, and envisioning the future, the Fine Arts develop perception and expression which go beyond ordinary speaking and writing. They express an individual’s thoughts and feelings and serve social and cultural functions. Department Requirements: The graduation requirement in the Arts can be achieved in two ways: 1. Students may fulfill their arts requirement by completing two ½­credit courses from two different arts disciplines as described in this guide (Music, Theatre, Dance, Visual Arts, or Creative Writing). 2. A student may also achieve the arts graduation requirement by completing three ½­credit courses in one of these designated arts disciplines: Music, Theatre, Dance, or Visual Arts. For the purposes of a distribution of credits in Fine Arts, the following offerings receive only ½ credit even though they are year­long courses: Concert Band, Concert Chorus, Concert Orchestra, Holland Hall Singers, Jazz Ensemble, String Orchestra, Dance, and Theatre Arts II, III and IV. Note: One arts course must be completed prior to the junior year. Course Offerings Visual Art Basic Photography I, II, III Painting I, II Drawing I, II Ceramics I, II, III, IV Advanced Art A in Ceramics, Photography, Painting/Multimedia
Advanced Art BC in Ceramics, Photography, Painting/Multimedia Dance Modern Dance (Fall, Winter, and Spring)
Music String Orchestra I, II, III, IV Instrumental Solo and Ensemble I, II, III, IV Concert Band I, II, III, IV Jazz Ensemble I, II, III, IV Concert Chorus I, II, III, IV Holland Hall Singers I, II, III, IV Theatre Arts Stagecraft Theatre Arts I, II, III, IV Theatrical Production
Technical Theatre I, II, III Activity Credit for Theatre Production Faculty Steven Dyer, Chair, B.M.E. Southeast Missouri State University; M.M.E. University of Oklahoma Mazen Abufadil, B.F.A. University of Texas; M.F.A. The University of Tulsa Dale Barnett, B.A. Oral Roberts University; M.A. The University of Tulsa Jody Ely, B.A. Ottawa University Debra Morgan, B.M.E. Northwestern University Byron Shen, B.A. Juniata College; M.F.A. Cranbrook Academy of Art Tyne Shillingford, B.F.A. in Dance, Webster University Laurie Spencer, B.F.A. The University of Tulsa; M.A. The University of Tulsa Gary Sweeney, B.A. Northeastern State University; M.F.A. University of California at Los Angeles Upper School Curriculum LANGUAGE DEPARTMENT The study of modern and classical languages is an integral part of the Holland Hall curriculum. Whether it is learning to speak French, Spanish, Chinese, or learning the origins of all Romance languages in Latin, Holland Hall students gain valuable exposure to people of different cultural backgrounds and geographic locations. It is becoming apparent in today’s global society that we must be able to communicate with one another, and learning a language is one way to connect with cultures and people. Our curriculum provides students the opportunity to speak, write, read, and understand other languages, and it prepares them for college courses and for opportunities to study abroad. Students learn the skills necessary to earn high scores on Advanced Placement Examinations and SAT II subject tests. Department Requirements: Three credits of a single language Students must complete at least three high school equivalent years in one language to fulfill the graduation requirement of three foreign­language credits. Successful completion of a foreign language in Grades 7 and 8 at Holland Hall enables a student to receive credit for the first year of the three­year Upper School requirement. Previous study of a language at another institution can be counted toward the three­year requirement. Placement of students entering Holland Hall from another institution with prior experience in a language will be based on departmental recommendation. Course Offerings Chinese I, II, III Chinese IV Honors, V Honors, VI Honors French I, II, III French IV Honors, V Honors, VI Honors Latin I, II, III, IV Honors, V Honors Spanish: Upper School Introduction Intermediate A, Intermediate B Intensive A, Intensive B Advanced A Honors, Advanced B Honors Advanced C Honors ­ Real World Application Faculty Lynn Glover, Chair, B.A. Boston College; M.A. University of Mississippi Maureen Burke, B.A. The University of Tulsa Amy Cauthon, B.A. University of Oklahoma May Chen, B.S. University of California, Irvine; M.S. Shu­Te University Kim Dickson, B.A. University of Arizona; M.A. Boston University; M.A. Florida State University Frances Fondren, B.A. Vanderbilt University; M.A. University of California; Ed.M. Columbia University Whitney Udwin, B.A. McGill University; M.A. University of Provence Upper School Curriculum HISTORY DEPARTMENT It is important to study history because recognition of patterns and themes of the past, as well as the causes of significant developments and ideas, helps us understand the present in which we live. History is the study of everything that humans have done within the context of civilization. Our classes reflect this fact through thematic structures of teaching and a willingness to explore a more interdisciplinary approach to the subject. We want our students to be well grounded in the history of the United States and Europe, yet able to understand and appreciate non­western cultures. We seek to create in our students a cosmopolitan worldview that allows them to seek answers from a variety of perspectives and disciplines. Finally, we value the active participation of the student in the process, emphasizing cooperative learning and discovery, individual analysis, and student empowerment. Department Requirements: Three credits History of Modern Capitalism (Grade 9) United States History (Grade 10) American Studies (Interdisciplinary English and History; Grade 11) Electives: Grade 12 (Grade 11 students may enroll with teacher permission.) The Cold War and America History of Downtown Tulsa Philosophy of Education Introduction to Economics Faculty Phil Sweeney, Chair, B.A. Occidental College; M.A. California State University Jane Beckwith, B.A. University of Kansas; M.A. The University of Tulsa Lana Brown, B.A. The University of Tulsa; M.A. The University of Tulsa; M.L.I.S. The University of Oklahoma Greg Carey, B.A. Villanova University; M.A. Santa Clara University Nolan Gross, B.A. University of Kansas James Reichard, B.A. Amherst College Upper School Curriculum MATHEMATICS DEPARTMENT The goals of the Mathematics Department focus primarily on developing in the student the ability to select and use appropriate methods in problem­solving. By studying the various branches of mathematics, the student learns to organize, analyze, and synthesize data, formulate problems in mathematical terms, and estimate and judge the reasonableness of calculations. In the process of becoming increasingly able to use mathematics in everyday life, the student becomes familiar with computers and calculators as problem­solving tools, learns to use a wide variety of computational skills, and develops an appreciation for the beauty and logic of the discipline of mathematics. Department Requirements: Three creditsq Algebra 1 Geometry or Geometry Honors Algebra 2 or Algebra 2 Honors Upper Level Courses One Semester Offerings Problem Solving Probability and Statistics Introduction to Applied Statistics Trigonometry Full Year Offerings (need teacher recommendation to enroll) Math Analysis (pre­calculus) Honors Math Analysis (pre­calculus) AP Calculus AB AP Calculus BC AP Statistics Faculty M. Catherine Rose, Chair, B.A. Williams College John Bennett, B.A. Trinity University; M.Ed. Trinity University Karen Holmes, B.A. Colgate University Anne Marie Moore, B.A. Creighton University Stephanie Pounds, B.A. Drury University Teri Simpson, B.S. Kansas State University 5666 East 81st Street
Tulsa, Oklahoma 74137-2099
Tel. (918) 481-1111
www.hollandhall.org
MATH TEACHER RECOMMENDATION FORM
Student’s Name ___________________________________________________________________________
First
Middle
Last
Present School ____________________________________________________________________________
Candidate for Grade _________________________
The above named student is applying for admission to Holland Hall. Reviewing a recommendation from the student’s math teacher is
a critical part of our admission process. The applicant is required to deliver this form to you, along with a return envelope.
Recommendations are confidential. Only the Admission Committee reads them; they do not become part of the student’s permanent
file, nor are they shared with the student or the student’s parents. If you wish to add to this form, please attach a separate letter.
Thank you in advance for your assistance. Holland Hall welcomes qualified applicants of any race, religion, or ethnic origin.
Director of Admission
For how long and in what context have you known the applicant?
List the course(s) in which you have taught this student and indicate the level (e.g. remedial, regular, honors):
Please provide a brief course description (text used, areas of focus, amount of homework, etc.):
Would you evaluate the student’s mathematical knowledge and abilities as below, consistent with, or above grade level?
Please elaborate:
Comment on the student’s problem-solving ability and abstract thinking skills:
Describe this student’s intellectual curiosity:
(over)
Has the student adequately mastered the material covered in the course so far this year? Please elaborate:
Comment on the quality of this student's homework and classwork:
Does the student participate in classroom discussion and activities? Please elaborate:
How does this student perform in your class in relation to his/her ability?
Please describe the quality of the applicant's interactions with adults and with his/her peers:
Does the student demonstrate initiative in what he/she does, in and out of class? Please elaborate:
Do you have any reason to question the integrity or character of this student? Please elaborate:
Please provide any other information that would help the Admission Committee evaluate this student or that would be useful to
teachers and advisors working with this student.
Your Name (please print) _____________________________________________________________________________________
Title _______________________________________________________________________________________________________
School Name ___________________________________________________________ School Phone ________________________
School Address __________________________________ City ___________________ State_______ Zip ____________________
Email Address _______________________________________________________________________________________________
Signature ______________________________________________________ Date _______________________________________
Please return this form to: Admission Office, Holland Hall, 5666 East 81st Street, Tulsa, OK 74137-2099
5666 East 81st Street
Tulsa, Oklahoma 74137-2099
Tel. (918) 481-1111
www.hollandhall.org
ENGLISH TEACHER RECOMMENDATION FORM
Student’s Name ___________________________________________________________________________
First
Middle
Last
Present School ____________________________________________________________________________
Candidate for Grade _________________________
The above named student is applying for admission to Holland Hall. Reviewing a recommendation from the student’s English teacher
is a critical part of our admission process. The applicant is required to deliver this form to you, along with a return envelope.
Recommendations are confidential. Only the Admission Committee reads them; they do not become part of the student’s permanent
file, nor are they shared with the student or the student’s parents. If you wish to add to this form, please attach a separate letter.
Thank you in advance for your assistance. Holland Hall welcomes qualified applicants of any race, religion, or ethnic origin.
Director of Admission
For how long and in what context have you known the applicant?
List the course(s) in which you have taught this student and indicate the level (e.g. regular, honors):
Please provide a brief course description (text used, areas of focus, amount of homework, etc.):
Does the applicant read below, consistent with, or above grade level? Please elaborate:
Does the applicant write below, consistent with, or above grade level? Please elaborate:
Describe this student’s intellectual curiosity:
(over)
Does the student demonstrate a working understanding of proper grammar and punctuation rules? Please elaborate:
Does the student demonstrate the ability to think critically and analyze what he/she is reading? Please elaborate:
Comment on the quality of this student's homework and classwork:
Does the student participate in classroom discussion and activities? Please elaborate:
How does this student perform in your class in relation to his/her ability?
Please describe the quality of the applicant's interactions with adults and with his/her peers:
Does the student demonstrate initiative in what he/she does, in and out of class? Please elaborate:
Do you have any reason to question the integrity or character of this student? Please elaborate:
Please provide any other information that would help the Admission Committee evaluate this student or that would be useful to
teachers and advisors working with this student:
Your Name (please print) ___________________________________________________________________________________________________________
Title _______________________________________________________________________________________________________
School Name ___________________________________________________________ School Phone ________________________
School Address __________________________________ City ___________________ State_______ Zip ____________________
Email Address _______________________________________________________________________________________________
Signature ___________________________________________________ Date__________________________________________
Please return this form to: Admission Office, Holland Hall, 5666 East 81st Street, Tulsa, OK 74137-2099
5666 East 81 st Street
Tulsa, Oklahoma 74137-2099
Tel. (918) 481-1111
www.hollandhall.org
EXTRACURRICULAR RECOMMENDATION FORM
Student’s Name __________________________________________________________________________
First
Middle
Last
Extracurricular Activity ____________________________________________________________________
Candidate for Grade _________________________
The above named student is applying for admission to Holland Hall. Reviewing recommendations from an adult who leads the
student in an extracurricular activity (a coach, music or art teacher, Boy Scout/Girl Scout troop leader, youth minister, etc.) is an
important part of our admission process. The applicant is required to deliver this form to you, along with a return envelope.
Recommendations are confidential. Only the Admission Committee reads them; they do not become part of the student’s permanent
file, nor are they shared with the student or the student’s parents. If you wish to add to this form, please attach a separate letter.
Thank you in advance for your assistance. Holland Hall welcomes qualified applicants of any race, religion, or ethnic origin.
Director of Admission
For how long and in what context have you known the applicant?
What words would you use to describe this individual?
What do you consider to be the applicant's strengths, both in this activity and as a person?
Do you feel that the applicant has the potential to grow and/or improve in this activity? (For example, if you coach this student, do
you foresee that he/she could perform at the varsity level in high school?)
How does this student perform in this activity in relation to his/her ability?
Please describe the quality of the applicant's interactions with adults and with his/her peers:
(over)
Does the student demonstrate initiative in what he/she does? Please elaborate:
Does the applicant have leadership qualities? Please elaborate:
Do you have any reason to question the integrity or character of this student? Please elaborate:
Please provide any other information that would help the Admission Committee evaluate this student or that would be useful to
teachers and advisors working with this student:
Your Name (please print) ________________________________________________________________________________________________________
Title ____________________________________________________________________________________________________
Your Address __________________________________ City ___________________ State_______ Zip ___________________
Email Address _____________________________________________________________________________________________
Signature _____________________________________________________________ Date ______________________________
Please return this form to: Admission Office, Holland Hall, 5666 East 81st Street, Tulsa, OK 74137-2099
5666 East 81st Street
Tulsa, Oklahoma 74137-2099
Tel. (918) 481-1111
www.hollandhall.org
TEACHER RECOMMENDATION FORM PARENT WAIVER
To be completed by the parent/guardian.
Applicant's Name
Candidate for Grade
As part of our admission process, Holland Hall requires recommendations from teachers for each applicant. Holland
Hall requests that teachers provide honest and detailed information about the applicant. Subsequent access to these
forms by the parent or student may have a negative impact upon the recommendation process. Accordingly, parents of
students seeking admission to Holland Hall must complete and sign this form:
I,
, the parent/guardian of the referenced Applicant,
hereby authorize current teachers of the Applicant to complete and submit a recommendation form to Holland
Hall. I hereby waive any right of access or disclosure of teacher recommendation forms used for admission of the
Applicant at Holland Hall. I understand that these forms are for internal use only and are not included in the
Applicant's permanent file that may be sent to other educational institutions upon graduation or transfer. I hereby
release Holland Hall and any teacher completing a recommendation form of any claims arising out of use of the
form consistent with this authorization.
Parent/Guardian Name (Please Print)
Parent/Guardian Signature
Date
7/07
Tuition & Estimated Expenses
2014-2015
TUITION FOR 2014-2015
PreSchool 2 Day $ 4,325
Grades 1-3
$14,600
PreSchool 3 Day $ 6,515
Grades 4-5
$16,350
PreSchool 5 Day $10,600
Grades 6-8
$16,995
Jr. Kindergarten
$12,200
Grades 9-12 $18,380
Kindergarten
$14,150
TUITION PAYMENT PLANS
PLAN A
100% of tuition, less enrollment deposit due by July 1, 2014
Tuition Refund Program (TRP) is optional if paid by July 1. For contracts issued and/or returned
after July 1, TRP will be charged if full payment is not received within two weeks of Holland Hall’s
receipt of the contract and deposit.
PLAN B
60% of tuition, less enrollment deposit due by July 1, 2014
(Note: 1% per month interest is charged on the unpaid balance.)
40% balance of tuition plus interest due by November 15, 2014
Tuition Refund Program (1.5% of tuition) is required.
PLAN C
After deposit, 10 monthly payments begin on July 1, 2014 and end on April 1, 2015.
1% per month interest is charged.
Tuition Refund Program (1.5% of tuition) is required.
PAYMENT PLANS BY GRADE LEVEL
PLAN A
PLAN B
st
PLAN C
nd
1
Payment
Due 7/1*
2
Payment
Due 11/15
Payments Begin 7/1
GRADE
Deposit
TRP
Payment
Due 7/1*
PS 2 Days
PS 3 Days
PS 5 Days
Jr. Kindergarten
Kindergarten
500.00
500.00
500.00
500.00
500.00
64.90
97.70
159.00
183,00
212.30
3,889.90
6,112.70
10,259.00
11,883.00
13,862.30
2,359.90
3,706.70
6,219.00
7,203.00
8,402.30
1,592.12
2,503.69
4,204.04
4,870.03
5,681.70
1st– 3rd Grade
500.00
219.00
14,319.00
8,679.00
5,869.01
229.01
1,512.00
801.00
4 – 5 Grade
500.00
245.30
16,095.30
9,755.30
6,597.43
257.43
1,699.00
894.70
6th– 8th Grade
500.00
254.90
16,749.90
10,151.90
6,865.91
267.91
1,768.00
930.10
500.00
275.70
18,155.70
11,003.70
7,442.40
290.40
1,917.00
1,014.30
th
th
th
th
9 – 12 Grade
Interest Payments
*
62.12
411.00
97.69
645.00
164.04 1,083.00
190.03 1,255.00
221.70 1,464.00
Interest
220.10
337.20
571.00
667.00
777.70
A Student Activity Fee is charged to students in all divisions to replace program-related expenses and to
alleviate the necessity for fund-raising for normal school activities other than community service and Boardapproved fund-raising projects. The fee is non-refundable.
*THESE STUDENT ACTIVITY FEES ARE ALSO DUE BY JULY 1, 2014 AND ARE NOT
INCLUDED IN THE ABOVE TUITION PAYMENT AMOUNTS.
PreSchool
Jr. K & Kindergarten
Grades 1-5
Grades 6-8
Grades 9-12
$ 30
$ 40
$ 50
$ 75
$100
--Continued on following page--
ESTIMATED EXPENSES
All Grades
Uniforms (required) – approximately $200-$350
School pictures (optional) - $20-$40 (except Grade 12 pictures)
Bus transportation (optional) - $340-$500 per semester (discounts given for multiple children in same family)
Yearbook (optional) – approximately $70
Primary School
Instructional materials are provided by Holland Hall;
however, parents should purchase a backpack and a
lunch box for their student(s.)
Optional student lunches are available through Sage for
children in PreSchool (4 year-old program and JK only)
through Grade 3 at a cost of less than $5 per day.
Middle School
Technology fee for apps and insurance (Grades 6-8
only) - $100
Books, rentals, magazines, and supplies - $200-$400
Instrument rental:
Strings - $60-$125 per year depending upon
instrument
Band - $300-$600 per year depending upon
instrument
Meal debit card - average $25 per week
Middle School Play - $35
Music performance group apparel - $60
P.E. clothes and shoes (Grades 4-6) - $100-$125
The exchange program to France and special trips to
New York City and Washington D.C. are optional and
range of costs.
Athletic Expenses
Grades 6-12:
Athletic photographs (optional) - $8-$32
Sports equipment and apparel - $20-$85 per sport:
(e.g. socks, mouth guards, warm-ups, etc.)
Shoes - $50-$100
Grades 9-12:
All varsity teams order warm ups and wear them in all
sports - $65
Meals for Southwest Prep Conference trips:
$8 per meal (4-6 meals per trip)
Holland Hall provides athletic uniforms.
Upper School
Advanced Placement Exams - $89 each
Art supplies - $20
Books, magazines, lab manuals, and supplies - $300$600
Calculator - $100
Driver's Education – $375
Dutch Weekend - $50 per person
Graduation announcements:
10 are provided free of charge; orders
thereafter are priced according to number
ordered.
Graduation apparel:
Girls - $100-$300
Boys - $100-$150
Instrument rental:
Strings - $60-$125 per year depending upon
instrument
Band - $300-$600 per year depending upon
instrument (renting monthly to purchase)
ISAS Fine Arts Festival - $110-$130
Meal debit card - average $25-$40 per week
Music/Dance performance group apparel (may be used
for several years) - $60-$120
Photography supplies - $60-$100 per class
Senior pictures (optional) - $500-$700
(charged by number ordered)
Senior class ring (optional) - $600-$800
5666 East 81st Street
L ES
AND
Tulsa, Oklahoma 74137-2099
Tel. (918) 481-1111
www.hollandhall.org
E LLEN G ODDARD M ERIT S CHOLARSHIP P ROGRAM
Program
The Les and Ellen Goddard Merit Scholarship Program provides outstanding 6th and 9th
grade students the opportunity to attend Holland Hall as merit scholars. The Scholarship
Committee selects recipients on the basis of scholarship test scores, recommendations,
grades from the candidate’s present school, and a personal interview.
Awards
These scholarships, $2,500 for 6th grade and $4,000 for 9th grade, are renewable each year
through the 12th grade, provided the student performs well academically and is a positive
contributing member of the Holland Hall community.
Scholarship
Test Dates
Saturday
November 15, 2014
8:15 a.m.
or
Saturday
January 10, 2015
8:15 a.m.
Test Location
Holland Hall
Upper School
5666 East 81st Street
Information
• The pr ogram is open to all students entering Grades 6 and 9 in 2015-2016.
• An admission application and a $25 application fee must be completed and sent to
the Admission Office prior to testing. There is no additional fee required for testing.
• Merit applications are due by January 30, 2015.
• Finalists will be invited for a campus visit and mandatory personal interview.
• Scholarship recipients will be announced to participants via mail by or before March 13,
2015.
• To register for admission testing, please go to www.hollandhall.org, and click on the Admission link.
(over)
Return by January 30, 2015 to: Admission Office, Holland Hall School, 5666 East 81st Street, Tulsa, OK 74137-2099.
L ES
AND
E LLEN G ODDARD M ERIT S CHOLARSHIP P ROGRAM
Student’s Name
Male
Home Address
City
Home Telephone
Female
Zip
Birth Date
Present Grade
Mother’s Full Name
Father’s Full Name
Current School
Special Aptitude and Abilities (check all that apply)
Academics:
The Arts:
Activities (Specify):
English
Visual Arts
____________________________
History
Vocal Music
____________________________
Mathematics
Drama
____________________________
Science
Dance
____________________________
Computer Science
Instrument (Specify)
____________________________
Language (Specify)
____________________________
____________________________
How did you learn about the Merit Scholarship?
The following question should be answered by the student in the space provided below or on a separate piece of paper.
What do you hope to contribute to the Holland Hall community?
Student’s Signature
Date
The School shall provide equal opportunity in education and employment for all persons without regard to race, religion, color, sex, age, national origin, disability, military service, sexual
orientation or any other status or condition protected by applicable state or federal laws, except where a bona fide occupational qualification applies.
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