HEAD OF SCHOOL ENTRY REPORT BUCKINGHAM BROWNE & NICHOLS SCHOOL by Dr. Jennifer Price
Only have a minute to read this report? Here are the key findings from Dr. Price’s Entry:
TABLE OF CONTENTS 2 Letter from Dr. Jennifer Price, Head of School
Commitment The connection that our faculty and staff forge with students is fundamental to BB&N’s success. Job #1 for me is to support that connection.
Cutting Edge
3 Goal of the Report
BB&N’s academic program is absolutely our calling card. Where can we best adapt pedagogy & curriculum to remain cutting-edge in the educational landscape?
4 Process 6 Findings: Strengths 7 Best Aspects of BB&N to Preserve 8 Academics 9 Diversity, Equity, and Inclusion
Inclusion The school should be proud of its longstanding commitment to diversity, equity, and inclusion. Further work, however, still awaits in this realm.
Balance
10 Sense of Community
How much is too much? It’s essential for a high-performing academic school like BB&N to figure out that balance for our students.
12 A Semester of Honor, Scholarship, and Kindness
uKnighted!
Equitable for All Socioeconomic inequality is a challenge noted by many. How do we make the BB&N experience equitable for all who attend?
“uKnighted” is not just a word on a T-shirt. It’s a desire shared by all our constituents for a more cohesive, schoolwide community. Transformative
BB&N transforms lives; our alumni/ae speak powerfully to this impactful legacy.
14 Findings: Opportunities for Growth 14 What Does BB&N Most Need to Work On? 16 Diversity, Equity, and Inclusion 17 Balance, Homework, and Stress 18 Sense of Community 19 Academic Program 20 Conclusions 21 Next Steps 22 Appendix
When I began at BB&N this summer, I knew the first few months would be crucial ones for me to learn as much as possible about the strengths, the stories, the history, the traditions, and the people of BB&N, as well as the exciting opportunities waiting for this amazing school. For the first four months, I engaged in an extensive, far-ranging entry tour. It included three dozen “Listening Tour” meetings with groups and individuals, attended by more than 400 members of our community, and a survey with more than 1,200 participants. This process, supplemented by the scores of interactions I’ve enjoyed each day on our campuses since the start of school, has provided me with an incredibly helpful array of perspectives on how our constituents— students, faculty and staff, alumni/ae, parents, grandparents, and trustees—think and feel about this school we all share in common. On November 8th, I shared my Entry Process results with the BB&N community in a presentation held at the Upper School Theater (this presentation can be viewed at www.bbns.org/entry-report). I’m so appreciative of the warm welcome extended to me and my family these past several months from all members of the BB&N community. This is a remarkable place and it’s frankly impossible not to be inspired by the shared dedication and investment of this community as we work together to support and advance the school’s number-one strength: our incredible students. Thank you all, and Go Knights!
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Dr. Jennifer Price Head of School December 2018
GOAL OF REPORT The goal of this report is to summarize my entry findings in a manner that begins to chart the course for Buckingham Browne & Nichols School for the next several years. The introduction of a new head offers a natural opportunity for our school to explore the most basic, and essential, of questions: So, how are we doing? Perhaps my favorite question during my entry tour was: Give me one piece of advice as I start my tenure as head of school. Interestingly, the top three responses to that question (see page 23) mirror exactly what my Entry Tour was designed to accomplish:
1
BE PRESENT
2
LISTEN
3
COMMUNICATE
By understanding how the members of our community feel about the BB&N that our students experience every day, we are able to effectively outline the strengths and challenges facing the school. This in turn establishes the crucial foundation to help guide our community over the next nine months as we collaboratively develop a comprehensive, thoughtful, and methodical plan to shape the next generation of educational excellence at BB&N.
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PROCESS
PARENT MEETINGS
BB&N is a sprawling, dynamic school, with four distinct campuses spread across historic Cambridge, 1,015 students who live in 85 different towns and cities, 275 faculty and staff members, and 6,700 alumni/ae who are making their mark on the world at large. Although the merged BB&N is a relatively young 44 years old, the school’s forebears, Browne & Nichols School and Buckingham School, combine to give our present-day school a proud, 220-year legacy. Which is all to say, BB&N can be a complicated place to get to know. Upon my arrival at the school on July 1, 2018, I was determined to navigate that process in a thoughtful, comprehensive, and consistent manner. I also wanted to use my entry tour as a means to generate practical, actionable data about BB&N’s strengths and its opportunities for growth. In mid-June, I sent an online survey to 6,700 members of our community (students from Grades 5-12, parents, faculty/staff, and alumni/ae). Of that group, 1,295 community members logged on to the survey (percentages denote share of that particular constituent group):
82%
50%
34%
7%
In addition to my formal entry process, I have spent the last six months immersed in the life of BB&N. I have been a consistent presence on all of our campuses, on our athletic sidelines, at our plays and concerts, and at our parent and community events. I have also dug into the finances and operations of our school and learned about the history of our combined schools. Beyond the charts and graphs that I will be presenting in this report, I have learned so much about this community by listening to the stories of our students, faculty, staff, parents, grandparents, and alumni/ae. Many of these stories have showcased the best of BB&N and some have highlighted areas where we can clearly do better moving forward. The data gathered from my formal entry process, coupled with my observations over the last six months, provide the basis for this report. Together they begin to tell the story of where we have been as an institution and provide a blueprint for where we hope to go from here.
Belmont – hosted by Judy & David Williams ’78 Boston – hosted by Diala Ezzeddine & Hashim Sarkis Boston – hosted by Micki Rowaan & David Berger Cambridge – hosted by Phyllis Grant Cambridge – hosted by Towne & John Williams Chestnut Hill – hosted by Mario & Milagros Pinto Martha’s Vineyard – hosted by Jason Hafler ’00 Newton – hosted by Janice & John Gould Weston – hosted by Lilly & Ted Yun LS Families – LS Pokross Room MS Families – 46 Belmont Street, Watertown US Families – US Community Room
ALUMNI/AE MEETINGS Boston/Cambridge (2) Los Angeles Martha’s Vineyard New York (2) San Francisco (2)
217 FACULTY/STAFF
381 STUDENTS
434 PARENTS
263 ALUMNI/AE
Throughout the summer and early fall, I also attended 35 separate small-group meetings with parents, alumni/ae, and faculty/staff. • 12 parent-hosted meetings around Greater Boston (204 attendees) • 11 alumni/ae meetings in Boston, NYC, Washington, DC, Los Angeles, and San Francisco (70 attendees) • 12 on-campus meetings with faculty and staff (147 attendees) At these meetings, I asked the attendees the same questions included in the survey, in order to generate consistent data from our constituents.
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Santa Monica Washington, DC (2)
FACULTY/STAFF MEETINGS June 22 – All School August 16 – All School
In all, more than 1,700 members of the BB&N community took the time to share their thoughts about the school with me. What a powerful illustration of the profound investment our community members have in fostering the success of our students.
August 22 – All School
When the entry tour concluded, we coded each response to generate quantitative metrics that will inform the strategic planning work that awaits us. In the charts that follow, it’s important to note that a single response from a constituent could have addressed more than one issue, and only the most common responses are reported.
August 30 – Lower School faculty/staff
August 29 – Upper School faculty/staff August 29 – Middle School faculty/staff September 14 – 46 Belmont Street staff
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FINDINGS — STRENGTHS My entry survey and meetings were framed by two “big-picture” questions designed to uncover both the school’s strengths and the areas for improvement:
1
2
What are the best aspects of BB&N that I should make every effort to preserve?
What does BB&N most need to work on?
Best Aspects of BB&N to Preserve (N=844)
400 360
These two “macro level” questions were followed by several more granular questions that allowed me to drill deeper into the findings. I will start by addressing the “Strengths” findings for BB&N, which are ample (see righthand page).
320 280
319
69
287 57
240
24
65
The variety of ways in which BB&N impacts and transforms students’ lives is impressively broad. Quite understandably, the school’s stellar academic reputation is reflected prominently in the two highest responses on this chart: Academic Program and Faculty-Student Connection. Just as noteworthy are the next three highest responses, which demonstrate our community’s appreciation for the significant commitment and progress the school has made over the past two decades in respect to its core values of inclusion and kindness. Athletics and Arts both have a long history at our school of being touchstone experiences for so many students. And Bivouac is perhaps the most distinctive BB&N experience, and one which resonates very meaningfully for so many participants. 6
200
241
69 74
160
141 13
120
20 159
95
127
80
73
40
29
46 26
Academic Program
34
19
Faculty-Student Diversity/Equity/ Connection Inclusion
Alumni/ae
8
124
35
Sense of Community
50
50
48
17 8
18 6
7 12 19
19
16
12
6
7
Kindness
Athletics
Arts
5
Faculty/Staff Parents Students
Bivouac
7
STRENGTHS — ACADEMICS
STRENGTHS — DIVERSITY, EQUITY, AND INCLUSION
The academic experience is, of course, the crown jewel of BB&N. The biggest factor by far in that extraordinary experience, according to our constituents, is the close connection that is uniformly fostered between our faculty/staff and our students.
BB&N has a long history of being committed to a diverse community and to ensuring that all kids can bring their whole selves to our school. At one of my entry meetings, an alumnus noted that BB&N’s values are exemplified by its ampersand: a symbol of connection, of each individual adding genuine, immeasurable value to the whole.
“BB&N is a school where the hard worker is smart, and a smart person is ‘cool.’ We are a community of motivated people who want to do well.”
“The faculty are friendly, caring, and devoted. This image of the typical BB&N teacher—someone who goes above and beyond and connects with their students on a personal level—is definitely worth preserving.”
“I felt known and cared for by all of my teachers, something I value to this day. I’m still very close with my past teachers and advisors.”
“Having a school filled with people of varying backgrounds, opinions, and perspectives helps, not hinders, learning.”
CLASS OF 2024 STUDENT
CLASS OF 2018 ALUMNUS/A (LIFER)
2000s ALUMNUS/A
300
282
Describe Your Best Academic Experience at BB&N (N=552)
MS FACULTY
“I’m happy that we have lunches about diversity and that we marched in the Pride Parade. Also, I know that BB&N provides financial aid for students, which is beneficial in adding diversity.”
“Teachers incorporate current events and allow children to forge their own opinions; we should take advantage of our urban surroundings for immersion opportunities.”
CLASS OF 2023 STUDENT
LS/MS PARENT
What Effectively Addresses the Needs of All Students? (N=671)
100 91 90
270 240
9 87
70
83
11
22 28
39
90
50 40
120
80
37
25
Faculty
17
English
29
56 5 24
55
47
26
17 21 9
19
21
4
6
16
Academic Rigor
Social Studies
Student Support
Mathematics
12
20
29
10
20 8
Students Diversity
Alumni/ae Faculty/Staff
Faculty/Staff Parents
13
29
13
Alumni/ae
67
36 4
40
30
15
30
8
39
29
52
93
90 60
33
60
180 150
82
4
80
210
84
13
12
Parents
6
5
Students
Gender/ LGBTQ
Curriculum
11 5
Financial Aid
Inclusive Community
Affinity Groups
9
STRENGTHS — SENSE OF COMMUNITY Despite the challenges inherent in building a strong sense of community—due to being an independent day school with three separate campuses—our school’s constituents indicate that having a robust community does mean a great deal to them. Currently at BB&N, it seems that sense of community is occurring successfully at the intra-campus levels, though not as much at the “cross-campus, all school” level. “BB&N makes inclusion and acceptance of differences an absolute must. Our children learn not to view things as ‘differences’ but instead embrace them.”
“In terms of working with children, we try our best to be intentional about building community and helping the children learn that they are part of a larger whole.”
“I loved Biv and served as a Junior Guide. I think it’s a fantastic way to start off high school.”
LS/US PARENT
LS FACULTY
2010s ALUMNUS/A
What Does BB&N Do Well to Build a Sense of Community? (N=566)
100 90 80 70
63 60 16
58 53
10
48 60 28
50
19
6
19
46
14 15
30
40 11
30 18
20
12
10
Alumni/ae
16
Financial Aid
Faculty/Staff
14 15
10
Diversity
19
4 15
10
14
4
6
Inclusive Community
Affinity Groups
Gender/ LGBTQ
9
Parents
4
Students
Curriculum
11
A SEMESTER OF HONOR, SCHOLARSHIP, AND KINDNESS Surveys and small-group entry meetings notwithstanding, I learned the most about BB&N this fall through my daily travels from campus to campus. In the classrooms, labs, and studios; on the stage, courts, and fields—that’s where the magic of our school happens every day. Shown here are just a few snapshots of the many magic moments I was lucky to see this fall.
12
3
1 Middle School banner recipients Isabella Selden ’23, Katie Baker ’23, Grant Levinson ’23, and Leo Sarzana ’23 lead the student procession up to the Big Room for the start-of-year motto assembly.
5 Beginner student Lilliana Aihara-Telesford ’32 proudly welcomes her grandparents, Winston and Patricia, to her B-South classroom during Grandfriends Day in November.
Charlotte Gifford ’19, Lana Tilke ’19, and Max Ambris ’19 in a scene from the Upper School’s thought-provoking fall play, Good.
2 Lower School members of the One School One Choir enjoyed the performance of the Middle School student improv troupe at the the Head of School’s Installation in November.
4 Dr. Price hosted the annual, always spirited Golden Alumni/ae Luncheon (alums who have graduated 50+ years ago) at her house in October.
6 The girls soccer team (Victoria Huang ’21 shown here) and boys football team enjoyed postseason success this fall—the girls were New England Class A Semifinalists and the boys claimed both the ISL and New England Class A Championships.
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FINDINGS — OPPORTUNITIES FOR GROWTH A structured entry process is useful because it helps shine a light on areas where our school can improve its offerings and focus. I find it revealing that three of the top four responses (see chart below) to this question—Diversity/Equity/Inclusion, Sense of Community, and Academic Program— parallel areas that are also identified as strengths for BB&N. This shows that while our school may be on the right path in these critical areas, important work still awaits us as we determine how best to refine and enhance our strategies and approach. The second highest response— Balance—reflects a national discourse in which schools are seeking to create a healthy middle ground between the demands of the school and social-emotional wellness for students. Over the next four pages, I’ll dig deeper into some of these key findings regarding BB&N’s opportunities for growth.
What Does BB&N Most Need to Work On? (N=834)
250 225 200
219
52
175 150
50
125
22
100 75
129
26
69
88
66
9
50
63
14
64 30
61 35
56
56
2 4
3 12
Faculty/Staff
35
Parents
6
Students
57
29
14
38
34
25
34 18
Diversity/Equity/ Balance/ Inclusion Homework/Stress
12
9
Sense of Community
Academics
Alumni/ae
26 12
Communication Socioeconomic Status
Athletics Program
Facilities/ Parking
15
OPPORTUNITIES FOR GROWTH — DIVERSITY, EQUITY, AND INCLUSION
OPPORTUNITIES FOR GROWTH — BALANCE, HOMEWORK, AND STRESS
Our constituents noted diversity, equity, and inclusion (DEI) issues as both a strength and an opportunity for growth. One area identified consistently was the need to better address socioeconomic status. I met an alumnus this summer who expressed it well: “Leaving BB&N,” he said, “I felt so strongly prepared to talk about issues of race, ethnicity, and sexual orientation. But I felt very unprepared to talk about issues of class.” This is clearly an area for us to address at BB&N—not only in the way socioeconomic status informs the composition of our community, but also in the way we educate our students around this important topic.
The challenge for BB&N here is finding that elusive sweet spot between academic excellence, for which the school is so well known, and the social/emotional well-being of our students. These need not be mutually exclusive goals: both are vitally important, and both can happen. If we were to implement no new initiative at BB&N over the next decade except for creating a more balanced environment for all our students to thrive in, then we would count ourselves wildly successful.
“Make sure that our students on financial aid feel fully part of the community and are not marginalized in small ways that will feel big to them.”
“It is a burden for financial aid families to keep up with additional expenses at the school. I hope the school will keep offering support.”
“I want my daughter to know multiple other kids of gay families, not just one or two every other year. I would like my daughter to have a classroom where there are as many students of color as there are white students.”
“The amount of homework needs to be reduced because it can be overwhelming. It makes it really difficult for students to keep up with everything and become more well-rounded.”
“We need to look holistically at the schedule and determine whether what we ask our students to do is reasonable. Further, we need to do a better job of providing them with tools to manage stress, anxiety, and expectations.”
MS FACULTY
LS/MS PARENT
CLASS OF 2024 STUDENT
US FACULTY
LS PARENT/1990s ALUMNUS/A
How Might We Better Address the Needs of All Students? (N=671)
150 135
130
120
23
105 90
95 7 38
87
Balance/ Homework/ Stress
16
75
34
26
38
41
97
202
19
60 45 30
Alumni/ae
36
66 50
40
Alumni/ae
7 10
Faculty/Staff
22 9
15
13 12 3
16
Describe Your Most Difficult Academic Experience at BB&N (N=552)
Socioeconomic
4
Inclusive Community
Diversity
13 6
Gender/LGBTQ
Curriculum
Faculty/Staff Parents Parents Students Students
30
60
90
120
150
180
210
17
OPPORTUNITIES FOR GROWTH — SENSE OF COMMUNITY
OPPORTUNITIES FOR GROWTH — ACADEMIC PROGRAM
The dominant theme emerging here is the desire for a greater sense of all-school togetherness, for more unity among our campuses. Our “uKnighted” theme, unveiled at the start of the year with a T-shirt giveaway to all students, faculty, and staff, has been met with great enthusiasm. And we have focused on improving all-school unity among our faculty and staff at our opening meeting, our October professional day, and our continuing commitment to encourage teachers of the same disciplines across all three campuses to meet with each other throughout the year.
When I asked the question, “In what area should BB&N strive to be seen as a national leader?” the runaway winner was Academics. A robust, expansive, broad-minded academic experience that pushes students to the depth and distance of their abilities is the long-standing calling card of our school. The exciting opportunity before us is to think critically about specific areas where we want to adapt pedagogy and curriculum to remain on the forefront of the educational landscape. This will help us better prepare our students to thrive and lead in our ever-changing world.
“School spirit seems lower at BB&N than other independent schools I have seen. The physical break between the US, MS, and LS seems part of this—with little sense of ‘all school’ unity.”
“We need to keep building bridges across all our campuses to ensure that we are one school with common purposes and goals.”
“BB&N attracts naturally competitive students, but I wish the community were more collaborative than competitive.”
“Building the next generation of leaders will require a balance in academics, compassion, listening, community engagement, and willingness to protest and stand up for beliefs.”
“I hope that we’ll be seen as a leader in educating robust, broad-minded, well-rounded, grounded, resilient, self-sufficient students excelling in academics and one or two other areas.”
“BB&N at its best is a school that provides a healthy balance of strong academics and emotional health.”
LS PARENT
46 BELMONT STREET STAFF
2010s ALUMNUS/A
LS/MS PARENT
LS PARENT
US FACULTY
What Could Be Improved to Build a Sense of Community? (566)
100
BB&N Should Strive to Be National Leaders in What Area(s)? (N=408)
150 135
90
135 16
80
120
75
70
67
60
16
105 40
90 75
50
44
57
40
7
30
12 11
14 6
14 7
18
45
All School Togetherness
Bonding Activities
Alumni/ae
14
20 10
10
31 7
18
55
60
19
17 10
9
6
7
Diversity/Equity/ Inclusion
Athletics
Student Support
79
6
37 4
30
33 5
33
Faculty/Staff Parents
41
22 26
15 12
Students
Academics
13
Diversity/Equity/ Social Inclusion Responsibility
7
Global Education
15
13
26
22
6
5
7
18
13
Faculty/Staff 10
13
Parents
4
Balance
Well Rounded Experience
Alumni/ae
8
Connected to the Local Community
Character Education
19
CONCLUSIONS Leading Themes Emerging From My Entry Tour
STRENGTHS • Faculty and staff are the “secret sauce” of BB&N; their dedicated connection to students is the most important contributor to our school’s success. • The strength of the academic program is critical to our success. • This school has been, and continues to be, committed to ensuring diversity, equity, and inclusion.
This collaborative spirit will be just as important as we transition now to work together and develop a strategic plan to guide our future decisions. What will Buckingham Browne & Nichols look like 5 to 10 years from now? With your assistance, I can’t wait to find out!
• Continue to foster diversity, equity, and inclusion in our community, especially around issues relating to socioeconomic status. • Find the appropriate balance between academic excellence and social-emotional wellness. • Attract, retain, and support a diverse, world-class faculty and staff. • Strengthen our “uKnighted” community. • Think critically about how we adapt pedagogy and curriculum to enhance our level of academic excellence.
WHERE DO WE GO FROM HERE?
• Entry Process: July-December 2018
• Report on Inclusive Communities: July 2018-January 2019
• Campus Master Plan: August 2018-May 2019
Strategic Plan: January-September 2019
• December 2018: written, in-depth Entry Report
• January 2019: Board of Trustees (BOT) approves 4-5 Strategic Objectives • February 2019: Faculty/Staff brainstorm Objective Initiatives • March–May 2019: Initiative-level committees meet, including faculty, staff, administrators, trustees, alumni/ae, and interested others
• BB&N continues to transform lives.
OPPORTUNITIES
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I hope you have appreciated this summary of my Entry Tour. Again, I’d like to thank the nearly 2,000 members of our community who took the time to share their thoughts about BB&N with me. Your insights were incredibly beneficial in helping me not only acknowledge the core strengths of our school, but also to outline the areas where we can work to make our school stronger.
STRATEGIC PLAN
January September 2019
• May 2019: BOT approves draft Strategic Plan
• May–September 2019: Tour of draft plan and implementation of targeted initiatives
• September 2019: BOT approves a final Strategic Plan
If you want to participate in one of our Strategic Plan initiative-level committees, please email Lauren Feldman at lfeldman@bbns.org.
REPORT ON INCLUSIVE COMMUNITIES July 2018-January 2019
ENTRY PROCESS July-December 2018 CAMPUS MASTER PLAN August 2018-May 2019
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APPENDIX
APPENDIX
Communication
Advice for Me
“More teacher-to-parent communication would be great. Not sure if the reports we receive from our student always reflect the thoughts of the teachers.”
“BB&N has been careful to communicate with alumni/ae concerning its problematic issues from the past. I have never felt closer to the school. I hope the school will also create this feeling around more positive topics.”
“Be clear in communication; invite community members to have a voice. It will help build us up as one community with allies across all campuses.”
“Have a presence on the campuses and make yourself seen. Be engaged and involved every day. Take care of this school, please. It is truly amazing.”
“Remember how many diamonds in the rough are out there with limited access to resources. Give them a chance through financial aid and you’ve changed their whole family’s trajectory for generations to come.”
“The students of BB&N are proud of their school; they are passionate and compassionate; they are full of energy and an incredible resource to tap into.”
LS/US PARENT
1950s ALUMNUS/A
LS FACULTY MEMBER
CLASS OF 2019 STUDENT
US PARENT
2010s ALUMNUS/A
Does the School Communicate Well? (N=787)
400
200
360
180
320
312
280
74
189 19
160
Advice as I Begin My Tenure as Head of School? (N=825) 179
29
145 140
13
70
240
120 68
200 160
159
72
28
80 55 71 170
Alumni/ae
87 11
57
60
54
Faculty/Staff
119 50
40
79 26
Strongly Agree
37
100
50
6
80
40
200
34
120
144
Agree
Neutral
Disagree
29 11 11 7
40 Parents Students
76
20
Alumni/ae
15
78
45 38
13
26
Strongly Disagree
29
28
10
7
12
21
26 26
22
Listen
Communicate
Student-Focused
Be Yourself
Diversity/Equity/ Stay Balanced Inclusion
Parents Students
7
Be Present
Faculty/Staff
Faculty/Hiring
23
APPENDIX MISSION BB&N’s mission is to promote scholarship, integrity, and kindness in diverse, curious, and motivated students. The school prepares students for lives of principled engagement in their communities and the world.
VALUES • We value a learning environment distinguished by a broad, deep, and challenging program of study that inspires thorough, sustained engagement among our students.
• We value a diverse and inclusive community that fosters respect for the identities and perspectives of all.
• We value balancing a culture of high expectations with a strong commitment to support intellectual, social, emotional, and physical well-being.
• We value kindness and compassion among all members of our community.
• We value the widespread, authentic connection with students that our teachers, coaches, and mentors seek to cultivate.
• We value a program that reinforces key characteristics for 21st-century success—especially creativity, curiosity, resilience, and teamwork.
• We value the importance of helping students develop keen ethical standards in their behavior, habits of thought, and decision-making.
• We value a vibrant, healthy, and safe community where engagement and risk-taking promote lifelong learning.
• We value encouraging our students to learn and serve in their local, regional, and global communities.
• We value a well-rounded education that offers our students ample opportunity to explore, evolve, and excel in academics, arts, athletics, and all phases of school life.
MOTTO Honestas ~ Litterae ~ Comitas Honor ~ Scholarship ~ Kindness
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Honor ~ Scholarship ~ Kindness
Buckingham Browne & Nichols School 80 Gerry’s Landing Road, Cambridge, MA 02138-5512 www.bbns.org