HE WILL BE TRANSFORMED AND PREPARED FOR LIFE.
In between who he is and who he will become is Haverford.
“HIGH
EXPECTATIONS HELP ME INTERNALIZE A GOAL TO BE BETTER THAN I WAS AT THE BEGINNING.”
WE SHARE YOUR BOLD VISION FOR YOUR SON: THAT HE WILL GROW INTO A GREAT MAN.
Becoming a man of courage, integrity, and compassion requires much from all of us.
LET’S GO.
We engage and challenge boys so they excel.
Haverford’s robust and rigorous liberal arts curriculum is powered by dynamic, active, applied learning to inspire boys and build essential problem-solving, collaborative, and critical-thinking skills. We ask the most of each boy as we motivate him to work at the highest level—and we provide the care and support to sustain him.
Our experienced educators incorporate boys’ enthusiasm into their teaching approaches, from cooking in Middle School Spanish to stage combat in Upper School theater study. Whether having fifth graders create CO 2 drag racers or 10th graders work on biomedical device design, teachers inspire students to think intensely by encouraging collaboration through team activities, giving them purposeful work, and providing clear expectations.
13% of Haverford’s Class of 2024 was recognized by the National Merit Scholarship Corporation. The national average is under 2%.
Research-based teaching methods help boys be at their best. Pre-kindergarteners use the world around them in their course of study, with the life cycle of plants being examined in the Learning Garden or on nature walks. As boys grow, they consider global sustainability, outer space, and the water cycle through hands-on experiments.
3/4 of fifth graders scored at or above the 75th percentile in reading and math, as compared to national norms
Boys love to move, and at Haverford we encourage that. Lower School teachers rotate activities regularly, or shift their class from pillows to chairs to exercise balls. From classes to recess to sports, our schedule keeps boys in all grades active and open to learning.
We also build boys’ confidence through writing workshop sessions, student-run debates, and fullscale theatrical productions.
Honor, respect, creativity, leadership, perseverance, selflessness, and more— 24 core virtues guide our students and inform our curriculum from prekindergarten through 12th grade. They are the characteristics that define a Haverford School graduate and prepare him for life.
“IT’S ON US TO UPHOLD AND LIVE OUT HAVERFORD’S VIRTUES.”
How we treat each other every day, from the earliest age, becomes a lifetime habit of virtuous conduct and putting others before self. Haverford teachers purposefully develop boys’ character in ways large and small, from first grade gatherings to problem solve issues together, to the Middle School emphasis on gentleman-like behaviors, to Upper School discussions that challenge sexism and racism.
Kindergartners start the year by joining seniors in our Walk of Virtues tradition, the first of many visible reminders of our core virtues. Boys grow in courage as they try out for an orchestra solo, in compassion and respect as they experience having to walk for drinking water, and in perseverance as they complete the Middle School Rite of Passage.
100% of Haverford students engage in service learning, completing 100 projects annually.
Our service learning curriculum begins in pre-kindergarten, broadening from class projects to student-initiated service projects. Decision education and leadership opportunities are intertwined. By Upper School, our young men are running Haverford’s Honor Council, leading the Character Mentorship Program for younger grades, and working with international mentors to implement social-action projects through the Student Global Leadership Institute.
As a member of the Haverford community, I am a man of integrity who embodies respect, honesty, and courage.
Value and celebrate all that it means to be a boy.
Strong, positive relationships with extraordinary teachers, coaches, and mentors create an atmosphere of high expectations, deep understanding, individual challenge, and joy in learning. In this environment, true friendships among boys of all different backgrounds, ages, talents, and perspectives build essential well-being and lifelong connections.
“A ROBUST, SUPPORTIVE TEACHER-STUDENT
Relational teaching is key at Haverford, from the third grade teacher whose former student conducts his senior project with her class, to the math teacher who knows how to motivate many of his students from years as their soccer coach. Attentive, caring relationships fortify boys and help them stay on course through life’s challenges.
As they connect with faculty experts who include math and science researchers, music directors, college coaches, and education scholars, boys are truly inspired to learn.
9:1 student–faculty ratio
Part of being prepared for life is having brothers for life. Deep bonds are formed as kindergartners read to their third grade “buddies,” first graders serve as learning coaches for each other, and Middle and Upper School boys participate in extensive sports and arts programs together. Time is built into each day for small groups or entire grades to gather and build community.
“From my son’s experience, I’ve seen that it’s easy for the boys to make best friends here. The teachers make sure everyone is included.”
Haverford consulting psychologist Dr. Michael Reichert developed an Upper School peer counseling program nearly 30 years ago to teach skills in listening, sharing, and offering empathy. A study has found that boys who spent more time in the program developed deeper friendships and greater self-awareness.
“BEING AT A BOYS’ SCHOOL LETS ME BE VULNERABLE, AND THAT’S WHERE I’M GOING TO DO ALL MY GROWING.”
Learn that there is not “other” but “one another.”
When each and every boy is welcomed, accepted, and expected to contribute, all grow more resilient. From our evidence-based social and emotional learning curriculum to our commitment to financial assistance, we intentionally build a community of love and support.
“I REMEMBER HOW GOOD IT FELT TO BE INCLUDED FROM MY VERY FIRST DAY HERE.”
Building friendships across lines of difference enables healing. Our Diversity, Equity, and Inclusion Program empowers our community with stress reduction strategies, spaces for navigating difference and sameness, and the freedom to make mistakes.
Students in all grades engage in age-appropriate conversations around diversity. Students in the Middle and Upper School Diversity Alliance have participated in the Young Men of Color Symposium and hosted one of the region’s largest diversity conferences.
Social and emotional growth is integral to our curriculum at every grade. Pre-kindergartners learn to recognize and understand their emotions. Each fifth grader participates in a study of himself and his classmates to understand the benefits of combining talents to serve others. The Middle School health curriculum includes mental and emotional health, conflict resolution, healthy relationships, and good decision making. During Middle and Upper School advisory periods, faculty lead small groups for fellowship and guidance.
HAVERFORD ALL-SCHOOL
2024 –2025
30% students of color
955 students from 90+ ZIP codes
Boys collaborate and explore alongside their “sisters” from The Agnes Irwin School and The Baldwin School at frequent joint events. These include art shows, theater performances, and global exchange programs. Dances, open mic nights, and shared traditions and service projects offer relaxed creative outlets. Our coed Upper School Human Relationships course explores identity and gender issues, inviting students to appreciate new perspectives.
Champion a world where all boys pursue their boundless potential.
The authenticity and openness of an all-boys school allows him to try everything and become his best self. Every opportunity, from singing a solo to captaining a team to comforting a friend, is his chance to learn, grow, and discover all he wants to be.
“I LIKE THAT ACTIVITIES ARE NOT A ‘GIRL THING’ OR A ‘BOY THING.’ BOYS DO EVERYTHING HERE, AND I WANTED MY SON TO BE AS CREATIVE AS POSSIBLE.”
Astronomy, yoga, Mock Trial, student publications, robotics—more than 50 clubs and activities offer Haverford Middle and Upper School boys opportunities to explore and build leadership skills. Clubs are student designed and student led, with mentoring from faculty advisors.
“Research has found that single-sex schools excel in parent and community engagement, as well as racial and gender identity development. They also give boys the opportunity to try extracurricular activities other than sports and music with fewer social ramifications, including things like dance, robotics, and Model UN.”
ZARA ABRAMS, “BOYS ARE FACING KEY CHALLENGES IN SCHOOL,” 2023
The arts at Haverford inspire self-discovery and creative expression. From violin in Lowe School to internationally performing Upper School ensembles, we offer a dynamic music program. Our award-winning theater program highlights acting technique, technical theater, set design, and play study. Visual arts opportunities include painting, ceramics, photography, 3D printing, woodworking, and more.
Haverford fields 55 teams in 17 sports to develop the abilities of all studentathletes. Fords Athletics means college-level coaches, world-class facilities, and the strongest record of the Inter-Academic League, the oldest interscholastic athletic league in the country. But most importantly, our athletics program fosters teamwork, character, dedication, and selflessness.
“We all strive to be the best, no matter what we’re doing. But, the guy who is better than you always ends up building you up and helping you along.”
10 A.M.
Second grade African Drumming and Dancing presentation rehearsal
2:15 P.M.
An online simulation in Contemporary International Relations
CENTENNIAL HALL UPPER SCHOOL
Designing, 3D printing, and testing water pumps in Engineering
Upper School stage crew running the theater lighting
Middle School guitar lessons in the music room
Performing students’ one-act plays written in English I
1:40 P.M.
MIDDLE
Sixth grade constructing and wiring lamps in the Maker Space
Seventh grade algebraic equation scavenger hunt
Eighth grade Middle East book writing in World Cultures class
9:10 A.M.
LOWER SCHOOL
Pre-kindergarten coding lesson Third grade creating portraits in the style of artist Jean-Michel Basquiat
Fifth grade library research to build a Roman city
DINING HALL
WALK OF VIRTUES
3:30 P.M.
Middle School water polo team in McQuillen Pool
ATHLETIC CENTER
Strength and conditioning on the track
Varsity football practice on Sabol Field
Counted among men of integrity, humility, and selflessness.
Through deep relationships and exceptional opportunities, Haverford students gain the leadership skills, moral compass, critical-thinking abilities, and sense of self to become the men the world needs. Here, boys obtain the academic and character foundation that will prepare them to excel in college and live independent lives of purpose and consequence, supported by an alumni network of more than 5,000.
Our College Counseling Office supports young men as they develop the knowledge and selfawareness to determine the educational path that is best for their goals. Applying to college is an important process of self-realization—a period of learning about oneself.
Sophomores are assigned a college counselor. Together, the student, counselor, and family explore available options.
Juniors meet individually with their college counselor, attend weekly “college seminar” classes, and learn about the college search process.
Seniors continue to meet individually and work on their college applications and essays.
419+ living alumni with doctoral degrees 6 Rhodes Scholars
68+ CEOs
65+ published authors, screenwriters, and
33 RECRUITED NCAA ATHLETES IN THE CLASS OF 2024 AND 143 IN FOUR YEARS
87 ATHLETES COMPETING AT DI SCHOOLS (2021–24)
• Eric Corkhill ’75, CEO, Neuralert
• Michael Dubin ’97, Founder, Dollar Shave Club
• Geoffrey McDonald ’03, Opera Conductor and Music Director, On Site Opera
• Douglas Eizen ’05, Managing Director, J.P. Morgan
• Sean Halloran ’05, Chief Operating Officer, Versed
• Ryan Kearney ’08, Basketball Performance Development Analyst, National Basketball Association (NBA)
• Samuel Shaw ’16, Roboticist, Boston Dynamics
• John Hickenlooper ’70, U.S. Senator from Colorado
• John Patterson III ’98, Executive Chef, Shelburne Farms
• A. Casey O’Rourke ’05, Co-owner, Hopwood School and Camp
• Dr. Jonathan-David Howard ’06, Assistant Professor, English and African American Studies, Yale University
• Dr. David Sternberg ’08, Guidance and Control Systems Engineer, NASA Jet Propulsion Laboratory
• Dr. Andrew Helber ’12, Emergency Medicine Resident Physician, University of Pennsylvania Hospital
• Benjamin Rohr ’13, Enforcement Officer, United States Environmental Protection Agency
• Will Anderson ’14, Manager of Land Restoration Projects, World Resources Institute
Together we imagine all he can become.
Energetic and resilient, with an intellect keen and able to solve any problem.
A man with the integrity and wisdom to make positive change in the world.
The might of knowing and loving himself so he can understand and love others.
The grace to serve as a leader and the fearlessness to lead in serving.
A man the world needs.
He’s not there yet.
BUT AT HAVERFORD, HE WILL GROW INTO IT.
“There is a joyfulness at Haverford; a palpable and powerful energy that stems from the relationships that underpin everything we do. Our boys are encouraged and empowered to engage in ways they otherwise wouldn’t. They try new experiences. They interact with new people. They encounter new perspectives and ideas. In embracing the unfamiliar, our students grow in profound ways and become a version of themselves they may not have ever known existed before. They leave us transformed, with an understanding that they are capable of more than they ever previously imagined.”
Tyler Casertano, Head of School
A nonsectarian college preparatory day school for boys, pre-kindergarten through grade 12
450 Lancaster Ave. Haverford, PA 19041
484-417-2780
admissions@haverford.org