The Hockaday School Magazine - Spring 2024

DEVELOPING CREATIVE AND DIVERGENT THINKERS

How Hockaday Prepares Girls for a Rapidly Changing, Complex, and Connected World

Believing in the inherent worth and dignity of all people, The Hockaday School is committed, within the context of its educational mission, to build and maintain an inclusive community that respects the diversity of race, ethnicity, national origin, religion, sexual orientation, family composition, socioeconomic status, and talents of its members. This commitment to diversity and inclusion is vital to educating and inspiring Hockaday students to lead lives of purpose and impact as resilient, confident women.

Hockaday Magazine

A Publication of The Hockaday School

For over a century, members of the Hockaday community— students, faculty, staff, alumnae, parents, grandparents, and friends—have had a positive impact on one another and on the world in which they live. The Hockaday Magazine, published biannually by the School’s Communications Office, strives to articulate that impact—in the past, in the present, and in planning for the future. The magazine also seeks to highlight the activities of the School and its alumnae, as well as to help define and analyze topics facing our entire community.

EDITOR

Sara Stoltz

Director of Communications

PHOTOGRAPHY

Sally Hudspeth ’87

Associate Director of Communications

DESIGNER

Anne Bryant Creative

PERSPECTIVES

1 2 5 6 7 3 4

A DAY IN THE LIFE

Eugene McDermott Head of School Dr. Laura Leathers

1) My day begins with a morning Board Governance committee meeting. I am so grateful for our Board of Trustees, who dedicate their time and expertise in service of Hockaday.

2) I head to my Upper School Chemistry class, where the girls are learning about stoichiometry. Teaching has always been my passion, and I love that I can continue to work with students during my tenure as Head of School.

3) I try to stay on top of my correspondence throughout the week—I make sure to carve out time during the day to check emails and write handwritten notes (which are my favorite way to communicate!)

4) After lunch, I head to Clements Lecture Hall to hear from two City of Dallas chemists who are visiting with the Environmental Science class. I try to attend as many events in each division as I can during the week, including Lower School gatherings and Middle School assemblies—we are fortunate have such incredible speakers, visitors, and student leaders!

5) My afternoon winds down with a meeting with Katie Leto, Chief Financial Officer. I meet with the Leadership Team regularly and with individuals in one-on-one meetings. These meetings help me understand what is happening in each area of the School and allow us to plan for the future.

6) Today was extra special, as I get to see many generations of Hockadaisies come together at the Alumnae Sweetheart Tea.

7) I run home quickly, as my husband, Kevin Leathers, assists with Middle School athletics carpool after coaching Middle School track and field. We head back up to campus for the incredible Upper School performance of “SIX: The Teen Musical.” Our students are so talented, and I love being able to support the arts, athletics, and academic teams as they compete and perform.

I love the variety that each day brings and enjoy interacting with so many members of our community on a daily basis!

ON CAMPUS

LATIN AWARDS

Middle and Upper School Latin students participated in the Junior Classical League Area Competition in February. The Middle School team finished second in the Certamen competition, and many students won individual awards as well. Congratulations to: Prisha Aggarwal (Class of 2028), second place Mottoes; Lily Cederqvist (Class of 2028), second place Roman Life and fourth place Models; Caroline Fleiss (Class of 2028), third place Mottoes, Caroline Hayes (Class of 2028), first place Decathlon and Elementary Grammar, fourth place Polychromatic Drawing, and fourth place Miscellaneous Art; Quinn LeRosen (Class of 2029), first place A Mottoes, second place Costumes, and third place Sculptures; Zaidee Lockard (Class of 2029), Ellie Roden (Class of 2029), second place Decathlon and third Mythology; third place Decathlon; Isabel Lee (Class of 2028), first place Mottoes, fourth place Costumes; Leila Hulme (Class of 2027), third place Latin 2 Derivatives and second place Miscellaneous Art; Emanuela Kang (Class of 2027), third place Latin 2 Mottoes, second place for her model of the Palace of Knossos, and first place for her Illustrated Quote “Sedet Qui Timet Ne Non Succederet”; Sophie Karthik (Class of 2025), first place Roman Life and Latin 4 Decathlon; Adrianna Krajnovic (Class of 2026), second place Latin 2 Decathlon; Ruhi Mehta (Class of 2027), fifth place Latin 2 Decathlon; Christine Park (Class of 2027), fifth place Latin 2 Derivatives; Melody Tian (Class of 2024), third place Latin 4 Vocabulary and Latin 4 Mottoes. Thank you to Latin teachers Katherine Gavitt and Amanda Richards for preparing the students so well!

SENIOR NAMED DAVEY O’BRIEN FINALIST

Avery Jackson (Class of 2024) was named as a finalist for the 2023 Annual Davey O’Brien High School Scholarship Award. The scholarship, underwritten by Higginbotham and Simmons Bank, is presented each year to an exceptional senior student-athlete in North Texas. Avery, a Stanford University beach volleyball signee, was a four-year standout on Hockaday’s varsity volleyball team, which won two SPC titles. Along with numerous All-SPC awards, she was named USA Volleyball’s Female Athlete of the Year and Beach Volleyball Clubs of America Best in Beach in 2023. Hockaday has one previous winner of the prestigious award, Allison Campfield Taten ’89, and several nominees.

SOCIAL IMPACT CLASS VISITS INCLUSIVE PLAYGROUND

Disability and Identity, a new interdisciplinary Upper School Social Impact course, took a field trip this year to the Ann Eisemann inclusive playground in Richardson. They learned about the seven principles of universal design and tried out the equipment. Students in this class examine disability representation and identity through the lens of popular culture, history, law, neuroscience, film, journalism, and literature. In addition to attending presentations by disability justice advocates from Dallas and beyond, students learn skills including basic American Sign Language and how to generate visual captions for their favorite streaming programs. At the course’s end, students will partner with Hockaday staff to complete a social impact project of their choice—examples include creating a display of disability-centered texts for the Hockaday library, proposing a plan to increase accessibility on campus, or crafting an editorial about a disability-related topic.

SOPHOMORES IN PRINT

Rabel McNutt (Class of 2026) wrote an article about her work with veterans that was published in the Park Cities People newspaper last fall. Sarah Moskowitz (Class of 2026), wrote an editorial that was published in the Dallas Morning News in February, about an antisemitic incident her family experienced. She called for civil discourse and increased willingness to hear other points of view.

SPELLING BEE WINNERS

Congratulations to the 2023–2024

Hockaday Scripps Spelling Bee

Champion Yuna Son (Class of 2028) and runner-up Asha Parikh (Class of 2030)!

The competition came down to the two final spellers beginning in Round 14 and lasted a record-breaking 27 rounds! This year’s championship word was “grotto.”

ON CAMPUS

MARINE BIOLOGICAL LABORATORY

Upper School students and faculty headed to Woods Hole, Massachusetts this winter for a week at the Marine Biological Laboratory, a private, nonprofit institution that became an affiliate of the University of Chicago in 2013. This experiential-learning initiative allows Hockaday students and faculty to collaborate with field researchers at a leading international center for research and education in the sciences. This year’s course focused on the anatomy, development, and physiology of various animals, with an emphasis on marine species. Students worked with local marine organisms, learned advanced microscopy and imaging techniques, and explored cephalopod husbandry and research. In addition to laboratory time, students attended in lectures from resident MBL researchers. The mixture of hands-on work and lectures provided students an understanding of basic anatomy, disease, and health monitoring of marine life.

FIRESIDE CHAT WITH HEADS OF SCHOOL

In January, former Eugene McDermott Headmistresses Liza Lee and Jeanne Whitman joined Eugene McDermott Head of School Dr. Laura Leathers and Alumnae Association Board President Abby Hoak-Morton ’05 for a fireside chat with the Alumnae Association Board. The three women talked about their favorite Hockaday experiences, the challenges of the job, and the importance of all-girls education today.

UPPER SCHOOL ART EXHIBITION

Upper School artists presented “Works in Progress” this winter in the Ann Bower ’67 Gallery and Ownby Family Lobby.

DR. MARTIN LUTHER KING JR. CELEBRATION

In January, the community gathered to commemorate the extraordinary life of Dr. Martin Luther King Jr. and to explore the theme for the event, “Coming Together.” Dr. King’s legacy of unity, equality, and justice resonates deeply with our Hockaday community.

Led by Hanna Asmerom (Class of 2024), Jayda Taylor (Class of 2028), and Gabby Chimanyin (Class of 2032) along with Director of Diversity, Equity, and Inclusion Dr. Tracey Tevis, we reflected on how Dr. King’s message of unity is intertwined with the Four Cornerstones of our school: Courtesy, Character, Scholarship, and Athletics.

The event featured student performances and guest speaker April Allen, President and CEO of the Southern Gateway Public Green Foundation.

Hockaday also honored pioneers in our own community. Josette Kirven Valtierra ’80 was Hockaday’s first African-American student, entering Hockaday as a First Grade student in 1968.

Sisters Traci Williams ’77 and the Honorable Judge Staci Williams ’77 arrived in Hockaday in 1972, joining the Class of 1977 in the Eighth Grade. Along with Valencia Yarbrough ’77, who came to Hockaday in 1970, they made up the first African-American graduates of Hockaday.

Finally, Hockaday recognized Mary Lois Hudson Sweatt as Hockaday’s first African-American faculty member. She began her teaching journey at Hockaday in 1972 as a dance teacher.

Members of Mrs. Sweatt’s family joined the celebration, as she passed away in 2016 after mentoring thousands of dancers in Dallas.

Following the all-school assembly, Upper School students led the School on a unity walk around campus to conclude the day, with quotes from Dr. King, Jr. displayed in the halls.

ON CAMPUS

STUDENTS LEARN FROM ENTREPRENEUR

Seniors in Breaking the Glass Ceiling, a Social Impact designated class, headed to Hari Mari headquarters to hear from founder Jeremy Stewart about the ups and downs of entrepreneurship. Students in this class learn economic principles and engage in real-world experiences from Hockaday alumnae and industry leaders. As a final project, students develop and pitch a culminating socially conscious business plan that addresses a current world issue and compete for funding.

FOOD DRIVE

Students in Middle and Upper School held a food drive in January for Wesley Rankin Community Center and Marcus Mart, the food pantry at Marcus Elementary, created and run by Hockaday students. The food provided filled the donations quota for both organizations for the rest of the year!

NEW BOAT NAMED AFTER ALUMNA

In February, Hockaday dedicated a new racing shell, the Teal Cohen ’17. After racing successfully in the 1X at Winter Speed Trials, USRowing invited Teal to the 2024 Olympic Selection Camp, where she was selected for the Women’s 4X in March and won Team Trials in April. She and her crew will now race at the 2024 World Rowing Final Olympic Qualification Regatta in May. If they finish in the top two, she will go on to race at the Olympics in Paris.

POWER OF POETRY

Congratulations to Anjy Fadairo (Class of 2025) who will represent Texas and Hockaday at the national Poetry Out Loud competition in April in Washington, D.C.! Anjy competed against Hockaday participants in November, Texas regional participants in January, and state finalists in Austin on February 24. The poems she recited are: “Caged Bird” by Maya Angelou; “Let the Light Enter” by Frances Ellen Watkins Harper; and “This Is the Honey” by Mahogany L. Browne. Poetry Out Loud is a national competition sponsored by the National Endowment for the Arts and the Poetry Foundation.

SENIOR WINS CONGRESSIONAL AWARD GOLD MEDAL

Alyssa Anderson (Class of 2024) was awarded The Congressional Award Gold Medal—the U.S. Congress’ highest honor for youth—in February and was invited to an event in the award winners’ honor in Washington, D.C. Gold Medalists have committed themselves to at least two years of goal-setting and community involvement. To earn the award, a participant must log a minimum of 400 hours of Voluntary Public Service, 200 hours of Personal Development, 200 hours of Physical Fitness, and a five-day, four-night Expedition or Exploration.

LOWER SCHOOL BOOKS ON DISPLAY

Third Graders wrote personal narratives in their language arts classes and brainstormed different ideas for creating their book covers with illustrator A.G. Ford. Their books from this collaborative project were published and are now on display in the library.

STUDENTS NOMINATED AS PRESIDENTIAL SCHOLARS

Class of 2024 members Elise Cho, Margaret Thompson, Bridget Qiu, and Ariana Wang were invited to apply for the U.S. Presidential Scholars program. The White House Commission on Presidential Scholars selects scholars annually based on their academic success, artistic and technical excellence, essays, school evaluations and transcripts, as well as a demonstrated commitment to community service and leadership. The U.S. Presidential Scholars Program was established in 1964 by executive order of President Johnson, to recognize and honor some of our nation’s most distinguished graduating high school seniors.

SOPHOMORE WINS BLACK HISTORY MONTH ART CONTEST

Cortney Buford (Class of 2026) was selected as one of five winners of the 2024 Dallas Mavericks Black History Month Art Contest. Cortney won a fully funded trip to Detroit, including a Mavericks vs. Pistons game, and her artwork will be displayed at the Dallas African American Museum. She was recognized during a Mavericks game on February 22.

AN ANNIVERSARY TO REMEMBER

December 2023 marks The Fourcast’s 100th year of publication

By Shreya Vijay (Class of 2025), The Fourcast Opinions Editor

The end of 2023 marked The Fourcast’s 100-year anniversary. The publication debuted on February 1, 1923. In a male-dominated world, Ela Hockaday ensured her students would establish a publication that relayed student voices. Now, that publication has become an important aspect of student life at Hockaday.

“Students would pass out the paper versions and, then in advisory, everyone would read it,” Head of Upper School Lisa Culbertson ’96 said about the newspaper during her time as a student. “It’s sort of similar in that way, and we were always super excited to support our friends who were in it.”

Culbertson added that The Fourcast allows students and faculty to engage in community conversation about relevant topics.

“It creates that conversation in the community,” Culbertson said. “I really appreciate that it becomes a unifying conversation about a topic.”

Culbertson said that the newspaper gives administration a glimpse of the student perspective. She added that pieces in The Fourcast, notably opinion pieces, reveal how a particular decision has been received among the student body.

“It can help Hockaday make decisions,” Culbertson said. “The Fourcast is one of the ways of looking at the student voice.”

Culbertson reflected on Hockaday’s legacy, describing how Ms. Hockaday’s progressive vision for women resulted in the creation of The Fourcast.

“Journalism was a field that was male dominated, and she believed that females should have a voice,” Culbertson said.

“She gave the students a voice through the newspaper, and it’s a huge responsibility she gave to students.”

She encouraged students to hold onto aspects of the 100-year legacy while pushing for new and modern ways to tell stories.

“It’s an interesting responsibility to be a reporter of student voice for a population like Hockaday,” Culbertson said. “I think it’s a beautiful example of how students can leverage their own voices within the School.”

In its 100 years, the newspaper has allowed students to realize their passion for journalism. Kristin Lin ’12, while she was not enrolled in journalism, wrote a column for The Fourcast during her junior and senior years. Currently, she works as a production manager for the New York Times podcast “The Ezra Klein Show.”

“I remember it being a ton of fun,” Lin said. “It taught me the basics of journalism.”

Lin says The Fourcast gave her a great first exposition to journalism practices. Her column was submitted to a Dallas Morning News competition and allowed her to gain exposure working with an official newspaper.

“I think getting to work with an editor was also an awesome experience,” Lin said. “The Fourcast was my first opportunity to get exposed to the world of journalism, which was really great.”

Reflecting on the 100-year anniversary, Lin added how important it was historically to have a newspaper that was created in a time where women did not have many rights.

“The fact that Hockaday has been training its students to become journalists for so long is remarkable,” Lin said. “I hope that administration continues to allow students to publish stories of all sorts and allow reporting that students do to stand on its own merit.”

“I had a really great experience as Editor-in-Chief and really enjoyed my time on the staff,” said Melody Hu ’23, former Editor-in-Chief, said. “I think Hockaday students do a great job with writing pieces that are informative and thought provoking. I’m excited to see The Fourcast publish more stories and do more in the future.”

BEES CREATE BUZZ ON CAMPUS

This summer, Director of Innovation and Collaboration Laura Day worked with Hockaday’s Science Department to bring a beehive and bee hotels to campus. Hockaday works with Alvéole, an urban bee company, and now has a dedicated beekeeper who visits campus regularly to visit with students and teachers, as all divisions incorporate lessons about bees into their curriculum.

“Having the beehive on campus gives our students the chance to get outside and connect what they are learning in class to the natural world,” said Science Department Chair Peggy Cagle.

Located near the Field Research Station behind the softball field, the beehive houses Italian honey bees, who are mild tempered and perfect for urban environments. The bee hotels, located near the Lower School garden, are a space for native bees to lay their eggs. Native bees are gentle and are mostly nonsocial, so they feel no need to protect the bee hotel. Middle School students will work this spring on a culminating project to design and build their own bee hotels, which they will take home to provide a hospitable area for local bees to lay eggs.

“As we learn about the life cycle of bees and how to care for bees, we see the ecology and biochemistry topics covered in class come to life,” said Mrs. Cagle.

TO FOLLOW THE BEES, SCAN THE QR CODE BELOW. YOU CAN SUBSCRIBE TO SEE POLLINATION INFORMATION, HIVE ACTIVITY, FUN FACTS, AND MORE!

From top to bottom:

Sixth Graders worked with the Alvéole beekeeper as she prepared the hive for winter. Some got to hold the drone bees, which are male bees without stingers. Lower School students learn about native bees and pollination by visiting the bee hotel near the Lower School garden.

Amy Banks and Lara Guerra, Lower School Science teachers, watched as Alvéole installed the beehive in October.

Eighth Graders headed out to the beehive in February to watch as the beekeeper removed mites from the hive.

Inset: Beekeepers harvested 100 jars of local honey, which sold out in the bookstore in less than 24 hours!

ATHLETICS

FALL SPC RESULTS

CROSS COUNTRY

Second place

FIELD HOCKEY

Fifth place

VOLLEYBALL

First place

WINTER SPC RESULTS

BASKETBALL

Sixth place

SOCCER

Second place

SWIMMING AND DIVING

Third place

ALL-SPC

BASKETBALL

Ashna Tambe (Class of 2024)

CROSS COUNTRY

Margaret Thompson (Class of 2024)

Jordan Lacsamana (Class of 2025)

Gracie Little (Class of 2024)

DIVING

Carissa Ye (Class of 2025)

FIELD HOCKEY

Mae Flanagan (Class of 2025)

SOCCER

Bronwynn Blair (Class of 2024)

Kendall Newsome (Class of 2024)

Jaden Thomas (Class of 2024)

Annabel Callahan (Class of 2025)

SWIMMING

Dixey Piper Auer (Class of 2024)

Haley Chu (Class of 2024)

Leila Tarighi (Class of 2024)

Olivia Qiu (Class of 2025)

VOLLEYBALL

Avery Jackson (Class of 2024)

Bennett Trubey (Class of 2024)

Olivia Wayne (Class of 2025)

ALL-STATE ORCHESTRA

Congratulations to the 10 Upper School Orchestra students selected as members of the TPSMEA All-State Band and Orchestra! The students were selected by competitive audition to attend and perform at the All-State Clinics and Concerts. Students selected were Abigail Mau (Class of 2027), Callie Li (Class of 2026), Emma Lin (Class of 2025), Julia Pan (Class of 2025), Jessica Chung (Class of 2024), Angelina Dong (Class of 2024), Christina Dong (Class of 2024), Bridget Qiu (Class of 2024), Kimberly Zhang (Class of 2024), and Emma Zhao (Class of 2024). Angelina Dong, Christina Dong, and Emma Zhao were recognized as four-year All-State ensemble members. Additionally, three students were selected as members of the TMEA All-State Orchestra ensembles. Beginning in the fall and advancing through several rounds of competitive auditions, Angelina Dong, Christina Dong, and Bridget Qiu (pictured at left) competed against the best high school orchestra students in Texas, winning this prestigious honor to perform with these ensembles at the 2024 TMEA Convention in February.

Aneeka Misra (Class of 2026) auditioned and won second chair in the Texas Music Educators’ Association All-Region audition. She performed in the mixed choir, the highest honor for the TMEA region of Dallas-area public and private schools, at the Region 20 Concert in November.

Class of 2027 members Vivian Zhou and Reagan Nguyen were selected for the High School Honors Performance Series at Carnegie Hall. They joined performers from all 50 states, Guam, the Virgin Islands, South Korea, New Zealand, and Taiwan for a special performance at the world-famous Carnegie Hall in New York City in February.

In January, Hockaday Dance presented “Alice in Wonderland,” a full-length performance about Alice’s mysterious and wonderful adventures down the rabbit hole!

Hockaday’s Upper School Theatre Company put on an incredible production of “SIX: Teen Edition” by Toby Marlow and Lucy Moss in February. “SIX” tells the story of the legendary wives of King Henry VIII with a modern twist.

Congratulations to the Hockaday Upper School Concert Choir students selected for TPSMEA Ensembles: seven students for All-Region Treble Choir; 16 for All-Region Mixed Choir; and nine for the All-State Choir (All-State Finalists are denoted with an asterisk). Erin Antes* (Class of 2024), Anashe Barwa (Class of 2027), Sadie Bono (Class of 2027), Zoe Bennett* (Class of 2026), Jessie Cai* (Class of 2024), Thandi Chisango (Class of 2027), Makeda Flanders (Class of 2027), Georgia Fuller (Class of 2025), Mia Matthews (Class of 2025), Layo Isaacs-Sodeye* (Class of 2024), Aiswarya Koratala (Class of 2025), Charlotte Lauten* (Class of 2024), Lauren Lockhart* (Class of 2027), Aneeka Misra* (Class of 2026), Stella Monteiro (Class of 2025), Jessie Moran* (Class of 2026), Christine Park (Class of 2027), Aryaa Phadke (Class of 2025), Laya Ragunathan* (Class of 2024), Aryaa Sachdev (Class of 2027), Lauren Shaw (Class of 2024), Fiona Treacy (Class of 2026), and Lucia Ubiñas (Class of 2027).

Fourth Graders amazed audiences with the Fourth Grade Musical production of “Jukebox Time Machine.”

First Graders performed the musical “Tales of Temples and Tombs” for parents and Lower School students.

Developing Creative and Divergent Thinkers

How Hockaday Prepares Girls for a Rapidly Changing, Complex, and Connected World

IN 2019, THE BOARD OF TRUSTEES, ALONG WITH THE HOCKADAY LEADERSHIP TEAM, REFRESHED HOCKADAY’S STRATEGIC PLAN, THE HOCKADAY DIFFERENCE. BUILDING ON HOCKADAY’S FOUNDATION, WHICH IS FIRMLY FOOTED IN THE FOUR CORNERSTONES OF CHARACTER, COURTESY, SCHOLARSHIP, AND ATHLETICS, THE SCHOOL’S STRATEGIC PLAN

REFLECTS THE PURPOSE AND PRIORITIES OF THE SCHOOL. THIS AMBITIOUS PLAN HELPS THE SCHOOL ENSURE THAT HOCKADAY REMAINS A LEADER AMONG INDEPENDENT SCHOOLS AND CONTINUES TO DELIVER AN EXTRAORDINARY EXPERIENCE FOR ITS STUDENTS.

GOAL ONE OF THE HOCKADAY DIFFERENCE STRATEGIC PLAN STATES THAT HOCKADAY STRIVES TO “DEVELOP CREATIVE AND DIVERGENT THINKERS WHO ARE EDUCATED AND INSPIRED TO LEAD LIVES OF PURPOSE AND IMPACT IN A RAPIDLY CHANGING, COMPLEX, AND CONNECTED WORLD.”

The Hockaday Difference Strategic Plan

GOAL ONE

Hockaday will be the recognized leader in education and a model for how to educate girls—developing creative and divergent thinkers who are prepared to lead lives of purpose and impact in a rapidly changing, complex, and connected world.

GOAL TWO

Hockaday commits to an extraordinary student experience— one that is empowering, joyful, and nurtures the well-being and success of every student both inside and outside the classroom.

GOAL THREE

Hockaday will sustain a culture of genuine inclusion and belonging by embracing diversity, fostering empathy, and establishing a solid foundation of mutual respect and support.

GOAL FOUR

Hockaday will ensure its long-term financial sustainability, enhance affordability and access, and grow and diversify its sources of support.

As Hockaday enters a new era of educating girls, faculty and staff use this goal as a roadmap to provide students with the background and skills needed for the future— including careers and lives that might be unimaginable at this moment. The World Economic Forum’s Future of Jobs Report, published biennially, gathers the perspectives of more than 800 companies—collectively employing more than 11.3 million workers— across 27 industries from all world regions. The report looks for patterns, areas for potential growth and disruption, strategies for empowering job transitions, declining jobs, and emerging roles and fields. It also reports on the key skills those entering the workforce will need to be successful in the future.

Not surprisingly, many of these traits (analytical and creative thinking, resilience, flexibility, motivation, curiosity, empathy, and leadership) are evident in Hockaday students and alumnae because they are rooted in the Four Cornerstones. The Hockaday curriculum has never been static, and the faculty are not content to rest on what has worked in the past. As a school, we strive to incorporate innovation while holding on to the meaningful traditions that make the School such a unique and beloved place to remain as a leader in girls’ education.

“Strong tradition and true innovation can—and do—exist side-by-side at Hockaday,” said Eugene McDermott Head of School Dr. Laura Leathers. “I’ve experienced it firsthand, as an administrator, as a teacher, and as a parent. When I consider this balance, I think about Ela Hockaday and her vision for the School. Her innovative vision, coupled with her trailblazing spirit, prompted her to launch this institution—a school focused on young girls and their intellectual development—in 1913, seven years before women had the right to vote. The strategic plan guides us as we help our girls navigate our ever-changing world while embracing Hockaday’s important traditions.”

A STRONG FOUNDATION

Throughout a girl’s time at Hockaday, faculty and staff focus on instilling the Four Cornerstones in our students, along with skills and outcomes that form the core of a Hockaday education. No matter when students learn a particular skill, the goals remain the same as students advance through a series of developmentally appropriate progressions that build and grow over time. The essential skills and outcomes of a Hockaday education have remained constant over time, but the method and curricular contexts are constantly shifting as the world continues to evolve.

“How our teaching looks is always changing,” said Dr. Barbara Fishel, Dean of Studies. “How we assess how the world they will enter is different—we must change the context in which they learn. Fortunately, we have such a strong faculty who are always poised to notice what’s going on. I think sometimes we can look at what we are already teaching and ask, can we teach in a different way? Can we make it more relevant to the students? How does it lead them to understand something better? The method or delivery is different, but the outcome is the same.”

“The world around us continues to evolve rapidly; therefore, the skills we teach our girls must evolve, too,” said Dr. Leathers. “We are fortunate to have a talented and growth-minded faculty and staff who are constantly learning and refining what they do in their classrooms so that we continue to prepare our students for the world that they will enter once they leave here.”

GROWING LEADERS

Teachers in Lower School have developed innovative projects and initiatives to focus on 21st century skills such as resilience, curiosity, empathy, and leadership. Karen Roberts, Assistant Head of Lower School, teaches our girls some of these skills through coding. In Lower School, students learn the basics of coding at an early age. “We actually start with unplugged coding in First Grade,” she said. “The girls talk about how to be specific when giving instructions. If you want someone to turn, which direction should they turn? How far should they turn?”

From there, the girls learn to code small robots and direct them through obstacle courses. “This really helps them develop critical thinking skills, curiosity, resilience, and the ability to problem-solve,” she said. “The technology messes up a lot! They must figure out what went wrong and how to fix it.”

As students progress through Lower School, they work with Scratch and ScratchJr, a visual, block-based programming languages and interactive coding programs developed through MIT Media Labs. “I want the girls to be creators of media rather than consumers,” said Mrs. Roberts. “The process of learning how to do something is more important than the outcome.”

Second Graders work to develop their analytical thinking and curiosity as they learn about water pollution around the world and in Dallas. Students then use the engineering design process to form hypotheses, create prototypes, test designs, and use materials to build working water filters.

“All of this requires students to test materials, to record and analyze data, to imagine which materials might make the best combinations, and to judge for themselves which combinations best satisfy the criteria,” said Amy Banks, The Barney Young Distinguished Teacher and Lower School Science teacher.

“We are fortunate to have a talented and growth-minded faculty and staff who are constantly learning and refining what they do in their classrooms so that we continue to prepare our students for the world that they will enter once they leave here.”

— EUGENE MCDERMOTT HEAD OF SCHOOL DR. LAURA LEATHERS

First Graders program robots to maneuver through a path.

Second Grade students use the engineering design process to create water filters.

Fourth Grade is the culmination of the girls’ progress in Lower School. In Mind Matters, a class designed to give students experience in creative thinking, problem-solving, making and learning from low-stakes mistakes, and collaborating, students take part in activities that help them better understand themselves and their classmates, and learn how their similarities and differences play a part in their interactions. Girls are presented with a team-building problem or growth mindset activity, and use a variety of real-world strategies to work through the challenge or activity at hand.

Create, Collaborate, and Innovate (CCI), a Fourth Grade class, is team-taught by science, art, and technology faculty. “This course, which is in its ninth year, focuses on building our students’ analytical and creative thinking skills, resilience, and flexibility,” said Mrs. Banks. “Students learn several different skills common to the tinkering/making movement, building their self-efficacy as they learn. Each student chooses a small problem, creates something to solve the problem, and then, based on feedback and experience, creates an improved, more fully realized version of their solution.”

In addition, Fourth Graders develop leadership skills by acting as Lower School Gathering leaders, morning greeters, and admission panel speakers. “Individually, these events seem relatively small, but little by little, they add up,” said Taylor Miller, Lower School Curriculum Specialist. “Often, prospective parents ask how Hockaday students speak so confidently in front of large groups. I think it’s important to show that it’s not big actions suddenly but that our girls build these skills over time.”

Jenni Stout, Middle School math teacher, instituted a new framework for her classroom this year. After reading the book Building Thinking Classrooms over the summer, she changed her approach to teaching math to better engage the girls in her classes. This new method of teaching, which emphasizes critical thinking, problem-solving, and active engagement, is a different approach than the traditional lecture-style classroom setup, which focuses on information transfer, memorization, and passive learning.

“We start the class each day with a thinking task that might not have anything to do with the curriculum,” she said. “The girls are put in random groups and must solve a problem I give them. I’m looking for them to figure out how to approach a problem when they haven’t been given the steps—this helps them build stamina when they encounter a math problem that doesn’t look like something they have seen before.”

Random groups are important, she says, because working within regular peer groups can often lead to pre-established roles. The girls also work on vertical surfaces, because getting up and moving around can change the way they think. The person who writes cannot participate in the problem-solving discussion and can only write what the group tells them. This approach helps improve the communication and listening skills within each group.

“Thinking is hard,” said Mrs. Stout. “It’s so much easier to be fed information. I want students to see math as something where, if they encounter a problem that doesn’t look exactly like the other problems they’ve seen, they don’t stop. They think about what they could do—how can they make it look like something they do know how to do? They are much more willing to do that with me now. They still ask for help—but now it’s after they have tried a few things.”

Eighth Graders use a change of scenery to spark creative problem-solving.

Each year, Middle Schoolers participate in the Makers Challenge, an engineering challenge centered around a specific science concept to promote creative thinking, resilience, flexibility, and analytical thinking. This year, all Middle School students will build wild bee hotels. “This challenge helps build empathy and understanding of how we interact with and influence ecosystems,” said Peggy Cagle, Science Department Chair.

That understanding extends into Upper School, as students can choose from more specialized courses that go beyond the basics. Biology, Impact, and the Zoo, a Social Impact science course, is designed to expand the way students currently think about biology by exposing them to new and innovative ways to assess and apply what they have learned outside of the traditional classroom setting.

Throughout the fall, students immerse themselves in empathybuilding activities that lay the groundwork for their understanding of the environmental issues they’re aiming to address. From extensive research and engaging with experts at the Dallas Zoo to conducting their own interviews with specialists in relevant fields, students gain valuable insights into the multifaceted nature of these issues. “Stepping out of their comfort zones to survey consumers about their knowledge and perceptions adds another layer of understanding, as they learn to empathize with the diverse perspectives surrounding the problem,” said Science faculty member and Lyda Hill ’60 Distinguished Teacher Brandi Finazzo. “By distilling the responses and identifying major trends in consumer attitudes, students gain a comprehensive understanding of the challenges at hand. This holistic perspective not only informs their approach, but also cultivates empathy by fostering a deeper appreciation for the complexities involved in problem-solving.”

Once equipped with this necessary understanding, students transition to designing prototypes aimed at addressing the root causes of the issue. The Prototype Fair, held in early spring, serves as a platform for them to showcase their preliminary designs and solicit constructive feedback from the community. This iterative process encourages students to refine their concepts based on real-world input, further honing their problem-solving skills.

Upper School Social Impact Biology and the Zoo class welcomed judges Kelsey Swingle Robertson ’05, Commercial Insurance Advisor and Shareholder at Swingle Collins & Associates; Harrison Edell, Executive Vice President, Animal Care & Conservation at the Dallas Zoo; Trude Goodman Tiesi ’98, Associate Head of Middle School at The Chapin School; and Emily Eldredge ’03, Founder and CEO of ChangeLight to their culminating pitch project. The class provides students with a unique opportunity to integrate problem-solving and empathy skills in tackling complex environmental issues.

Girls Who Code

Anika Gopal (Class of 2026) was named the winner of the 2023 Congressional App Challenge in Texas’s 24th District in February. The Congressional App Challenge is an official initiative of the U.S. House of Representatives, where Members of Congress host contests in their districts for middle school and high school students, encouraging them to learn to code and inspire them to pursue careers in computer science.

Anika created EyeSpy, an app that can calculate if a driver is falling asleep. “I created this app because driver drowsiness is a huge problem, especially among teens,” she said. “This idea originated when I saw my mom drive my brother and me from one sports practice to another. The monotonous routine caused her to be exhausted and worn out from the drives and long hours. That is when I realized that other people may be experiencing the same issues that my mom was going through. I started researching the variable of sleepiness in road accidents and realized that drowsy drivers play a prominent role in the abundance of car fatalities each year. I decided to implement this idea and create EyeSpy to help people around the world.”

Anika, who is the founder of the Girls Who Code club at Hockaday, coded the app herself and has been invited to Washington, D.C. to showcase her project to Congress.

Finally, their efforts culminate in a Shark Tank-style pitch event in late spring. Here, students present their refined prototypes to a panel of judges and experts, vying for the opportunity to further develop their solutions. This high-stakes environment not only challenges students to articulate their ideas effectively but also underscores the real-world impact of their endeavors.

“The class has been an incredible journey for our students, and it’s been truly inspiring to witness their growth in problem-solving and empathy skills throughout the course,” said Mrs. Finazzo.

“If the past few years have taught us anything, they have emphasized the need for resilience, empathy, and critical thinking,” said Dr. Leathers. “Our ability to consume information, assess the validity and truth of that information, and then reconcile it with conflicting thoughts and opinions has certainly been at the forefront of the news, especially with the increased use of social media platforms and online news sources. And in a world that continues to be divided in so many ways, developing empathy and understanding of one another is essential for all of us to function together today and in the future.”

PREPARING FOR THE FUTURE

The World Economic Forum’s Future of Jobs Report also describes the changing job market that Hockaday graduates will enter. Demand for certain types of jobs, including AI and machine learning, data analysis, data engineers, and database architects, is rising.

Recently, Hockaday developed a new partnership with the Data Science Department at Southern Methodist University (SMU). The partnership is twofold: the School is working with SMU to collect data related to purpose, advocacy and empathy building in students by utilizing feedback from students and teachers, Social Impact program participation, and other additional data points. Hockaday will continue to track this data to see how coursework and co-curricular activities impact students’ ability to develop these essential skills.

Melissa Allan ’90, Upper School English teacher and English Department chair, has seen how technology has impacted the process of writing over the years. However, the need for creative and analytical thinking has never been greater. This summer, with the rise of Artificial Intelligence (AI) tools for students, the English faculty learned as much as they could about AI and how it might be used by students. “AI was actually a wondrous thing for us,” she said. “It made us look at our practices and figure out how writing has evolved and what parts of the writing process are important. Have we gotten too far away from in-class writing?”

As a student at Hockaday, Mrs. Allan had learned to do timed writing assignments in class. That practice had changed, as teachers focused on analytical writing outside of class. “We need to prepare them to communicate quickly and effectively in the workplace,” she said. “We now have a healthy mix of processed writing outside of class and in-class, timed writing exercises.”

This balance has allowed the girls to develop flexibility and resilience, as they move outside their comfort zones. “In order for some things to stay the same, we have to change,” said Mrs. Allan. “We have these same goals, the end game is the same, but the way we go about it now looks different in order to keep those core values in place.”

To kick off the Hour of Code, a global introduction to computer science through fun activities and videos for learners of all skill levels, Hockaday’s Middle School Robotics teams met with Pre-K students to explain how they use coding in robotics.

“For so long, I have heard anecdotal evidence that we are moving the needle on the Institute for Social Impact’s key outcomes—building empathy, advocacy skills, real-world experiences, exploring purpose, and designing solutions,” said Laura Day, Director of Innovation and Collaboration. “This data demonstrates that we are instilling students with skills that are in high demand as they graduate.”

The second part of this partnership with SMU aims to build creative and analytical thinkers who are proficient in the basics of data science. As part of this new programming, Hockaday’s AP Computer Science classes, which currently learn Java, are also learning to code in Python. In addition, our Upper School students are teaching an introduction to programming course to the Middle School Data Science and AI club. Students in both divisions will come out of the program with a microcredential in data science from SMU.

Hockaday is working with Dr. Bivin Sadler, professor of Data Science at SMU, who teaches Python to our students. He is also the founder of the Data Science Scholars Program at AT&T, which gives students the opportunity for an eight-week internship in data science at AT&T. Dr. Sadler wants to expand the program into high schools, and Hockaday will be the first school to partner with AT&T and SMU in this way. Hockaday students will visit AT&T’s headquarters after receiving coaching sessions from AT&T data scientists this spring, and will have access to summer internship opportunities in the future.

“It’s key to expose girls to these fields early, so as the world changes, they are a part of the change,” said Ms. Day. “If you understand how AI is built and how data is used in the world, you will have a huge leg up.”

Dr. Fishel has seen the job market change over the years for Hockaday graduates. “No matter what the newest trends are in the job market, we try to ensure our girls know enough so that they end up controlling whatever technology they are facing; it isn’t controlling them. We want them to be able to use technology to make an impact.”

“No matter what the newest trends are in the job market, we try to ensure our girls know enough so that they end up controlling whatever technology they are facing; it isn’t controlling them. We want them to be able to use technology to make an impact.”

— DR. BARBARA FISHEL, DEAN OF STUDIES

Data Science professor Dr. Bivin

has been working with Upper and Middle School students this year on Python coding. Next year, the Upper School will add an Introduction to Python course to the curriculum.

SMU

Sadler

“Even if a career in data analytics is not for you, a background in data science is still very powerful in helping you to be a critical consumer of data and research,” said Adrienne Murphy ’05, who works as the Director of Data Analytics for the Massachusetts Department of Early Education and Care. “There are a lot of assertions made with the claim that they are ‘backed by data’ and there is a lot of quantitative ‘research’ out there, some of which is rigorous and valuable. Having a background in statistics and data analytics can help you become a more informed consumer of this data and research. It helps you ask the right questions to know if research is rigorous and applicable in your context, which is key to harnessing this work for good.”

Stacy Metzger ’99, Head of Voice of Customer & Analytics at MassMutual, agrees. “My Hockaday education prepared me well for my career in that I built a solid foundation of critical inquiry early on,” she said. “We were taught to never just accept an answer or a solution, but rather, examine that result and ask if it makes sense. Ask if there’s a better approach. Leading with curious inquiry is incredibly valuable. Hockaday taught me that. Learning how to communicate effectively and build relationships is vital to ensuring your data science model is used and drives value. Building business acumen and understanding true value, the problem you are really solving, is also vital.”

Luyi Adesanya ’10, who works in early clinical development as a Health Equity Clinical Operations Lead at Genentech, uses her data science background to make an impact on public health. “During the first wave of the pandemic, summer of 2020, I was passionate about improving outcomes for marginalized populations through improved COVID-19 tracking, greater test kit access, and bolstered epidemiological data collection for

communities,” she said. “Given my work in public health and passion for civic engagement, I volunteered with the Health and Human Services (HHS) department to create a GIS mapping tool to optimize COVID-19 prevalence and geographically map where individuals could access test kits in their neighborhood.”

Her GIS mapping tool was utilized by health departments across the region to better ensure improved COVID-19 awareness and resource allocations to populations at a crucial time. “I was able to learn hands-on the vitality of data sciences in order to solve imminent social issues and healthcare constraints in society,” she said.

To give more students the opportunity to learn these relevant skills, Hockaday’s Upper School will add an Introduction to Python class for students in Forms II–IV this fall. Long-term goals related to this initiative include the creation of a curricular through-line focused on computer science, data science and data analytics, and increasing opportunities for student internships in these fields.

Interest in Hockaday’s AP Computer Science class has grown over the past few years. For the second year in a row, Hockaday was one of 225 schools nationwide awarded the College Board’s AP Computer Science Female Diversity Award for expanding girls’ access to AP Computer Science. “I hear from girls in college that more and more areas are asking students to code within their courses, so having the exposure gives them a leg up,” said Karen Sanchez, AP Computer Science teacher. “Java [coding language] is hard. If you learn it here in a small class and it’s more relaxing, you’re more likely to take courses later or think you could major in it. I want the girls to love it and thrive.”

Upper School AP Computer Science students work with the Middle School Data Science and AI club to teach them Python, a coding language.

Middle School Coding Club welcomed a representative from Curipod, an educational technology company based in Norway, to speak with them about the backend of their technology. The company is using AI in innovative ways to build technology that connects students, and enables teachers to spend less time planning and more time helping learners be more curious.

Upper School students also have the opportunity to meet with experts and hone their passions and interests. For the past two years, Hockaday has partnered with the University of Pennsylvania’s Social Innovators Academy, a program that provides opportunities for students interested in merging their skills and entrepreneurship ideas with the desire to make a positive impact on society. Reilly Brooks, a representative from the program, recently visited campus to meet with students to discuss social entrepreneurship and ways to make their ideas come to life. The program will send representatives throughout the year as the partnership continues.

Rich Sedmak, Senior Fellow and Social Entrepreneur in Residence at the University of Pennsylvania’s Center for Social Impact Strategy, also visited campus and was impressed with what he saw. “Hockaday students are rising leaders,” he said. “They are curious and compassionate with bold ideas to create a positive impact on their community with the tenacity to see their ideas through. They are not afraid to take risks, advocate for themselves and others, demonstrate confidence in their convictions, but also lead with humility and authenticity.”

“It is an exciting time in education as we continue to assess what we’re teaching in our classrooms from both a curricular and skills perspective, to ensure that we remain true to our mission of developing resilient, confident women who are educated and inspired to lead lives of purpose and impact,” said Dr. Leathers.

Above: Reilly Brooks, a representative from the University of Pennsylvania’s Social Innovators Academy, visited campus to meet with students to discuss social entrepreneurship and ways to make their ideas come to life.

ALUMNAE SPOTLIGHTS

Alumnae Making An Impact Through Data

MEET THREE INSPIRING ALUMNAE WHO ARE MAKING A DIFFERENCE THROUGH THEIR WORK IN DATA SCIENCE AND AI.

“After being immersed in Dr. Fishel’s courses, I knew I wanted to focus my career in STEM. My Hockaday education always taught me to think outside of the box.”

LUYI ADESANYA ’10

Early Clinical Development, Health Equity Clinical Operations

Lead at Genentech

Luyi Adesanya ’10 fell in love with public health, policy, and integrating evidencebased strategies through data sciences during a health policy fellowship at the National Institutes of Health in Washington, D.C. After graduating from Hockaday, she earned a Bachelor of Arts degree from the University of Chicago, followed by an MBA and a Master of Public Health from Washington University in St. Louis. “This allowed me to gain more in-depth experiential knowledge regarding public health, health equity, and the intersection of business administration/management through a data sciences lens,” she said.

She landed at Genentech, where she utilizes data sciences daily to forecast optimized clinical research operations for pharmaceutical drugs to ensure market affordability accessibility for patients, as well as to measure clinical trial diversity across pharmaceutical trials.

“I use data in two ways for internal strategy building and external regulatory alignment,” she said. “I track drug affordability, patient expenditures, and market-based pricing to ensure our patients can have access to treatments that Genentech is launching. I also use data to ensure our trials are diverse. Within clinical research there have been huge gaps in ensuring trials are representative of the entire population. Historically, clinical research has involved injustices affecting various communities, therefore, with the new Food and Drug Administration (FDA) guidance on optimized diversity in clinical trials coupled with the many stagnant health inequities for marginalized populations, there has been an imperative need for clinical research data on diversity in trials.”

At Hockaday, Luyi always had a passion for the sciences. “After being immersed in Dr. Fishel’s courses, I knew I wanted to focus my career in STEM,” she said. “My Hockaday education always taught me to think outside of the box. The foundational knowledge gained at Hockaday allowed me to look at science from an interdisciplinary perspective, which led me to have a strong professional and personal interest in integrating data sciences, social sciences, and public health to better alleviate health inequities for vulnerable populations. I am thankful to Hockaday for providing me the opportunity to have an enriching high school education experience and to think broadly.”

“This work is challenging, as it requires collaboration across sectors of government that hold different pieces of the puzzle.”

ADRIENNE MURPHY ’05

Director of Data Analytics, Massachusetts Department of Early Education and Care

Adrienne Murphy’s career path was informed by her experiences in the classroom—both as a Hockaday student and a teacher in the Rio Grande Valley in South Texas, where she taught Middle School after graduating from the University of Notre Dame. “I remember thinking, shortly after my first few weeks in the classroom, about the rigorous texts that I read as a Sixth Grade Hockadaisy in Mrs. Sams’s English class and couldn’t help but contrast these memories with the texts that filled my classroom bookshelves,” she said. “I became deeply interested in learning more about the structures and systems responsible for these inequities and quickly realized that to have an impact in the policy space, I would need a lot more training and tools.”

As a result, Adrienne enrolled in the Master in Public Policy program at the Harvard Kennedy School, where she took her first statistics course and began to see how the power of data could both shed light on existing educational inequities and measure the impact of potential policy levers, helping to address these inequities. Her passion for education policy and data analytics led her to work in state government with a focus on education policy, where she has been ever since.

In her role at the Massachusetts Department of Early Education and Care, she uses the data from initiatives and grants to help the agency understand the impact of programs and policies on children and families across the state and on the market for early education and care. “Currently, I’m working with an outside vendor to build a model of the supply and demand for early education and care across the state,” she said. “The model combines data from the US Census, data on the size and capacity of our licensed early education and care providers, and data on the families served by our financial assistance system to help us understand who is accessing formal childcare and early education—and who is not. It helps us answer questions such as: Where are there childcare deserts in our state? How does access to early education and childcare vary by family income? By geography?”

Adrienne is excited about the increasing use of longitudinal data—data that allows her to follow children over time to better understand how participation in a particular program (for example, receiving financial assistance to access childcare as an infant) is associated with longer-term outcomes (such as elementary school attendance, discipline, or test scores, and potentially even high school and higher education outcomes as well). “This work is challenging, as it requires collaboration across sectors of government that hold different pieces of the puzzle, but our agency is laying the groundwork to make this possible,” she said. “I’m excited to be a part of this work that has the potential to really help us understand the longer-term outcomes of our policies and programs—what is working and for whom.”

Her background in math at Hockaday helped her develop the sort of conceptual mathematical knowledge she uses in her work. “I have very fond memories of Mr. Dubsky’s BC Calculus class,” she said. “The class was much less focused on solving equation after equation, and much more focused on proofs and demonstrating an understanding of the mathematical concepts underlying the principles of calculus. It was also the first course where I remember receiving homework assignments that were only two or three questions long, but nonetheless required hours of work to brainstorm potential approaches, try a few different ways of tackling the problem, and giving it our best shot, even if we never reached the right answer. In addition to remembering that the class required a lot of (hard) work, I also remember it as being a lot of fun! Maybe it was because of the two-year nature of the course—and the deep friendships that resulted from two years of Mr. Dubsky’s corny jokes and unbridled enthusiasm for proofs—but I still smile thinking about memories from the class.”

STACY METZGER ’99

Head of Voice of Customer & Analytics at MassMutual

After Stacy Metzger graduated from Hockaday she attended Smith College in Massachusetts, where she earned a Bachelor of Arts in Psychology and a Master of Science and Exercise and Sport Studies, followed by a Master of Science in Civil Engineering from the University of Massachusetts Amherst. Her focus on transportation engineering brought her into the world of big data and modeling. “I remember being enamored with the traffic modeling software I was introduced to in graduate school and the advanced algorithms used in traffic signal timing and roadway design,” she said. “Coordinating signal timings across eight intersections while factoring in ever-changing network demand and signal actuation is no small feat. This required the examination of large volumes of data. It was also in this work that I got my hands dirty with data collection, transformation and cleaning, and analyzing data.”

After some time in transportation engineering, Stacy earned her MBA in Managing for Sustainability from Marlboro College. “It was the catalyst for my interest in solving really complex and challenging business problems by leveraging data and systems-based approaches,” she said.

She left engineering to take on business leadership roles to gain experience, before shifting into a Product Management role in Data Science at MassMutual. “To say I was excited was an understatement,” she said. “I was ecstatic to have an opportunity to put it all together; engineering mindset, business problem solving, and human relationships. Everything I had done was valuable in this complex role. At the end of the day, data science is complex. Not just because it involves big data, computer science, and advanced algorithms, but because you are solving meaningful business challenges and leveraging relationships to drive impact.”

“Having a foundational understanding of data science and AI can be incredibly empowering. The topic is also far-reaching, perhaps more than people understand.”

She was part of a team of mostly data scientists who together drove the development, training, and maintenance of predictive data science models used in risk assessment around mortality, and she worked closely with business stakeholders to understand their most pressing needs, translating ideas into business value. “As a result, we have several models in production across the MassMutual ecosystem with several patents pending,” she said. “Working in a team of data scientists alongside business stakeholders was an exceptionally rewarding challenge.”

She has stepped into a leadership role as the Head of VOC (Voice of the Customer) and Analytics. “I know my time working with data science and AI is far from over,” she said. “I think that’s what excites me the most about my experiences. There’s a lot of opportunity in this space, and it’s not going away.”

While she has long been an advocate for girls and women in data science and STEM, Stacy realizes that being a data scientist is not going to play to everyone’s strengths or interests. “Having a foundational understanding of data science and AI can be incredibly empowering,” she said. “The topic is also far-reaching, perhaps more than people understand. I work with our legal and compliance, finance, and business leadership teams frequently on the topic of AI and data science, and nearly every role will at some point be impacted by the efficiencies AI affords. With a deep understanding of data, let alone data science, you are building an incredibly solid foundation of critical inquiry and logic-based decision-making. You can be unstoppable!”

Sweetheart Tea

Hockaday’s annual Alumnae Sweetheart Tea was held on Valentine’s Day.

Thank you to alumnae hostesses Gail Barzune Loeb ’61, Lisa Loeb ’86, Debbie Loeb Keon ’89, and Rosie Keon (Class of 2034).

1 3 5 6 2 4

WELCOME BACK TO 11600 WELCH ROAD!

1) Upper School’s Pre-Law Society welcomed guest speakers Ralph Janvey of Krage & Janvey, L.L.P. and Leslie McCombs Roussev ’07 of Baker Botts to speak with students and answer questions about law school and becoming an attorney.

2) Biomedical engineer Dr. Cyonna Holmes ’09 spoke with Lower School students about her career and experiences for Engineering Week in February.

3 - 4) The Faculty and Staff Holiday Luncheon was filled with cheer, and some familiar faces!

5) Hockaday’s soccer team took on young alumnae in the inaugural Alumnae Soccer game in January.

6) College-aged alumnae returned to campus in January to catch up with their friends and favorite teachers.

Hockaday celebrated 20 years of HAARTS (Hockaday Alumnae in the Arts) in March with “Evolution of Art.” The program was chaired by Jaime Crowley English ’03.

2024 PANELISTS

Kate Aoki ’95, AIA ARCHITECT AND HEAD OF EXHIBITION DESIGN AT THE DALLAS MUSEUM OF ART

Kaleta Doolin ’69

FEMINIST ARTIST AND FOUNDER AND PRESIDENT, ART HAPPENS! AND THE KALETA A. DOOLIN FOUNDATION

Ailsa Miller ’04

CREATIVE DIRECTOR, STYLIST, PRODUCER, AND FOUNDER OF DISCO GROUP LTD.

Talibah Newman Ometu ’02

FILMMAKER AND CREATIVE DIRECTOR

Moderator: Laura Day, Director of Innovation and Collaboration.

On

March 23,

Hockaday celebrated its “Country-Roots” in style with live music, barbeque and cocktails under the evening sky. Proceeds from the event benefit The Ela Hockaday Fund for Faculty Excellence, which endows Hockaday with additional resources that allow the School to attract and retain the best and brightest faculty. The Fund supports professional development, graduate studies, faculty salaries, and other enrichment opportunities for our faculty. The Hockaday School is grateful to chairs Meredith Lewis Perry ’02 and Erin Zopolsky, along with the entire Benefit committee.

MILESTONES

MARRIAGES

1979 Jamie Solomon married Ted Walter

July 1, 2023

1988 Evangeline Paschal married William Field II

September 9, 2023

2005 Jane Santa Cruz married Andrew Ramirez-Aguilar

October 2023

2007 Caroline Robb married Daniel Eguina June 17, 2023

2009 Sarah Lyn Bruff married Spencer Kaiser October 7, 2023

BIRTHS

2000 Katy Rozelle Butler

Wesley Fox Butler October 4, 2023

LaTondra Lawrence

Greyson Olivia February 6, 2024

2001 Neeja Lammata

Rohan Calder Lammata Meneely

April 2023

Britt Sorensen York

Shepherd Knox

July 2023

2002 Olivia Jennings Adendorff

Justin Andrew Adendorff

October 25, 2023

2004 Pam Mathai

Neha Mathai

December 2023

2005 BobieJo Ferguson Bryan

James January 2023

Nasim Sobhani

Oliver Sobhani Ahn February 12, 2023

Brittani Carter-Durant Hite

Reese Elaine Hite

September 27, 2023

Alex Baker Kincaid

Ralph Baker Kincaid

November 10, 2023

Nicole Keller Goldstein

Jonah Reed Goldstein

December 7, 2023

2007 Jessica Arriaga Sultzer

Johanna Kay Sultzer

November 22, 2023

2012 Elizabeth Sparks Gardner

Michael “Mickey” Vance Gardner

January 8, 2023

Hunter Folsom Lacey

Charlie Allison Lacey

January 24, 2024

IN MEMORIAM

1940 Betty Ann Lowenstein Bernell sister of Mary Jane Lowenstein Frachtman ’37 (deceased); cousin of Susan Wagner Gillette ’67 and Sally Wagner Rosenberg ’74

January 23, 2023

1941JC Jo Clair Armstrong Hays January 12, 2024

1943 Peggy Black Braecklein mother of Lou Braecklein Cagle ’71 and Jan Braeklein Norris ’72; grandmother of Elizabeth Norris Beacom ’02 and Lynn Norris ’03; great-grandmother of Caroline Beacom (Class of 2037)

July 11, 2023

1944 Vivenne Hanger Wilson September 29, 2023

1944JC Virginia Clark Lipotich December 13, 2023

1947 Sally Otis Cassidy sister of Margaret Otis Clark ’52; mother of Elynn Cassidy Trussell ’72 and Kelly Anne Cassidy McBee ’76; grandmother of Taylor Cassidy ’06, Megan Cassidy Wallach ’08, and Sarah Cassidy Nichols ’10 December 23, 2023

1947JC Alice Milliken Combs November 1, 2023

1948 Agnes Leachman Bittman September 12, 2022

1949 Joanne Terranella Burleson November 5, 2022

Anne Wells Buckley January 9, 2023

Rebecca Cates Coggins sister of Dorothea Cates Hale ’48 (deceased); grandmother of Jessica Coggins ’04; aunt of Rebecca Graham ’67 October 8, 2023

1950 Norma Lee Dougherty Smith November 25, 2023

1950JC Margaret Zeigler Hilliard November 20, 2022

1951 Lou Swain Sabo mother of Beth Sabo Huddleston ’78 July 2, 2023

1952JC Ann Ferguson Williams January 22, 2024

Martha Ann Knapp Linden January 30, 2024

1956 Nancy Ferguson November 30, 2023

1958 Martha Ramage Owen November 27, 2023

1966 Ferol Cox Hebert July 3, 2019

Ann Abright McFarlane December 7, 2023

1968 Neille Bohmer Mallon Russell October 8, 2023

1969 Virginia Pierce Izbiki December 6, 2023

1981 Suzy Hohman January 27, 2024

1999 Frances Elizabeth (Beth) Barraco Macrini Yeatman October 19, 2023

IN MEMORIAM – FAMILY AND FRIENDS

Robbie Allen mother of Nicki Allen ’88 October 12, 2023

Jo Ann Baker grandmother of Avery Baker ’15 and mother-in-law of Lori Baker (HPA Liaison) February 29, 2024

Sandra Riley Barnett mother of Leigh Barnett Miller ’87

Collin Clay Bode son of Diane Tedrow Bode ’87 November 11, 2023

Margaret Brown mother of Margaret Brown Lewis ’75 and Stanton Brown ’80

October 29, 2023

Carlyle Chapman (Hockaday Board of Trustees, 1990-1998) father of Erin Chapman ’95

October 10, 2023

Charles Clawson husband of Jane Ritter Clawson ’58 July 18, 2023

Sheila England mother of Joanie England ’75 February 9, 2024

Reba Hill mother of Wendy Sanders (Lower School Teacher) and Nita Brewer (former Assistant to the Eugene McDermott Head of School Jeanne Whitman Bobbitt)

February 7, 2024

Ruth Gray Julian mother of Linda Julian Richie ’68 and grandmother of Allison Julian Richie ’05

January 8, 2024

Denise Kirkman mother of Zoe Bennett (Class of 2026)

March 10, 2024

Cissy Lewis (Former English Teacher)

December 9, 2023

Joseph Oscar Neuhoff Jr. father of Laurel Neuhoff Page ’84, Donna Neuhoff Kurka ’86, Emily Neuhoff VanHoutan ’87, and Ginger Neuhoff Redican ’91

March 8, 2024

Mary Casey Newton sister of Donna Casey ’85, Lisa Casey ’88, and Cindy Casey Brown ’93; aunt of Bella Raper (Class of 2025)

February 16, 2024

Dwight D. Racioppo father of Alexa M. Racioppo ’99

June 8, 2023

Nancy Sexton mother of Erin Sexton Webb ’86

February 1, 2024

Pat Snyder (Hockaday Business Office Manager, 1981-1991) October 28, 2023

LEADERSHIP TEAM

Dr. Laura Leathers

Eugene McDermott Head of School

Nicole Escudero Christenson Head of Middle School

Lisa Culbertson ’96 Head of Upper School

Laura Day Director of Innovation and Collaboration

Jessica W. Epperson ’96 Director of Development and Strategic Initiatives

Dr. Barbara Fishel Dean of Studies

Jill Flinders Director of Residence Life

Michelle Goldsmith Head of Lower School

Joan Guzman Chief Operations Officer

Katie Leto Chief Financial Officer

Cyndi Lewis Director of Enrollment Management

Randal Rauscher Rhodus ’97 Assistant Head of School

Sara Stoltz Director of Communications

Deb Surgi Director of Athletics

Dr. Tracey Tevis Director of Diversity, Equity, and Inclusion

BOARD OF TRUSTEES

OFFICERS

A. Shonn Brown

Chair of the Board

Andrew Hill

Treasurer

Betty Schultz

Secretary

Nicole Ginsburg Small ’91

Immediate Past Chair

LIFE TRUSTEES

Linda Custard

Lyda Hill ’60

James M. Hoak, Jr.

Natalie “Schatzie” Henderson Lee ’55

Janie Strauss McGarr ’72

Margot Perot

Ellen Higginbotham Rogers ’59

Michelle Neuhoff Thomas ’83

TRUSTEES

Sulman Ahmed

Wasan Alfalahi

Bonner Mead Allen ’94

Nancy Lira Bernadino ’97

Carla Bolden

Lucy Billingsley Burns ’98

Taj Clayton

Tricia Drum Davidson ’91

Will Dawson

Audrey M. Decherd ’05

Landy Elliott Fox ’92

Scott Harper

Helen Harris-Allen

Ellen Haynes ’81

Ariana Viroslav Held ’87

Isabell Novakov Higginbotham ’98

Angelica Marin-Hill ’93

Abby Hoak-Morton ’05

Courtney Jones Johnson’97

Fallyn Gray Jones ’01

Jun Il Kwun

Scott Minnix

Shankh Mitra

Guadalupe Mora-Duarte

Marisia Parra-Gaona

Jimieka Williams Oswald ’00

Priya Sureddi Patel ’04

Kelsey Swingle Robertson ’05

David A. Roosevelt

Miguel Solis

Michael Sorrell

Dawne Tribolet

The Hockaday School

11600 Welch Road

Dallas, Texas 75229–9000

HOCKADAY.ORG

PARENTS OF ALUMNAE: IF YOUR DAUGHTER HAS A NEW MAILING OR EMAIL ADDRESS, PLEASE EMAIL IT TO ALUMNAE@HOCKADAY.ORG