The Webb Schools magazine excerpt: Fostering Independence

Fostering Independence –The Boarding School Advantage It starts when they first set foot on campus. Through freshman retreats where students rappel, climb and even do

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maintenance on a trail, to a Carlsbad beach where they bond and enjoy community time and learn about the Honor Code, students are introduced to each other and to the Webb ethos. The school’s character and core beliefs all guide students toward the skills of how best to live independently—practicing self-reliance and demonstrating respect for oneself with a commitment to honesty and high ethical standards—and how to live interdependently—celebrating community and global awareness, valuing and respecting each other’s unique qualities and contributions.

“We are very intentional in our programming efforts to achieve this ideal of creating the best learning and living environment,” says Peter Bartlett, director of student life. “Community is the thread. Maybe you were the best at the school you came from, but at Webb, we present the challenge to funnel that talent into making the community the best it can be. It happens in the classroom, on the playing field, in productions and especially in the way we live.”

Bartlett likens the experience to a crew race:

“everyone needs to be working together to move ahead.”

There are many statistics that support the benefits of a boarding education. According to a recent study conducted by The Association of Boarding Schools (TABS), 85% of boarding school graduates enroll in “highly” selective post-secondary institutions; at Webb, that number tops out at 96%. In the same study, Webb graduates enjoyed high rates of persistence (completing their bachelor’s degree at the same institution they entered as a freshman).

In fact, the true measure of a boarding school education can be discerned as soon as graduates move on to college where, according to TABS reports, 87% of boarding school graduates (compared to 39% of public school students) feel “very well prepared” academically for college. Compared to other groups of high school graduates—from public and private day schools—TABS school graduates are more likely to enroll in four-year post-secondary institutions including highly selective colleges and universities. And, compared to other beginning post-secondary students, TABS school graduates are more likely to stay enrolled at a single institution and complete a bachelor’s degree in 4 or 6 years.

Bobby Gonzalez ’13, who finished his freshman year at Harvard in May, says, “the Webb experience is always in the back of my mind. It may sound corny, but it motivates me to try new things, and harder things.” This past year, at one of the most elite colleges in the United States, Gonzalez walked on to the varsity wrestling team and decided to study Arabic.

“Webb gave me confidence to believe in my decisions, in my abilities,” he adds. “When you have people (teachers, administrators, coaches) who genuinely care about you, a lot of good things are going to happen. I received a lot of support. It was a life-changing experience and it makes me strive for excellence.”

According to Helen Lawrence, this is a common occurrence. “When young women come back for their first alumni activities, they talk about how Webb really prepared them for dorm life—especially how they were expected to monitor their sleep, handle their studies and manage their money.”

Webb students are expected to abide by the rules of the common community—to get along with each other, be inclusive, and be tolerant of people from other cultures and customs, especially on a campus with students from 15 different countries. As freshman, there are strict guidelines governing library, computer and phone time.

“As they mature, we give them more freedom—it reflects their ability to self-manage,” adds Lawrence.

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The leadership opportunities are plentiful and varied. In the dorms, there are mentors who work with younger students, helping them to learn to handle all aspects of boarding life, from doing laundry to how to check in for breakfast.

“We talk about good habits,” says Sarah Lantz, math teacher and the head of Jones dormitory, “but students really learn from their role models.”

In the girls’ dorms, these are the dorm counselors—peers trained by adult counselors—who help incoming and younger students adjust to dorm life; there are also peer advisors, each one has a “younger sister” for whom they are a friend— writing cards and going out to lunch.

“We encourage them, we tell them, ‘the best thing you can do as a leader is to live your own life well—this is the kind of behavior you’ll want to see in fellow residents,’” says Lantz.

“These girls can manage their social lives, study time, wellness and activities—there’s a sense of multi-tasking I never had as a high school student and I went to a private day school.”

Aminah Teachout ’04 earned her B.A. from American University and a Master of Public Administration in International Management from George Mason University; she says she didn’t get “bogged down” by assignments and presentations in college—“I was already used to living in a dorm, reading 100% of the material and planning ahead with writing assignments,” she says. “Having that discipline enabled me to spend nearly half my time in college studying, interning or volunteering abroad.

“I had to apply for grants requiring a lot of planning and visioning—I needed a solid head on my shoulders and an imaginative approach based on respected scholarship... and I definitely felt prepared thanks to my Webb experience,” she explains. Today she owns her own business as a yoga teacher and sustainable wellness consultant.

Callie Renfrew ’11, a senior at Wheaton College in Massachusetts, says that not only did she feel prepared for the process of living with a roommate, meeting new people—especially people from all over the world—but also for the basics: “I felt comfortable talking to professors, traveling around town—I knew how to call a taxi!”

Renfrew, who is majoring in neuroscience with a minor in biology and also swims competitively, was a dorm counselor at Webb and relates that the experience taught her how to care for people above and beyond the four siblings in her family.

Over in the boys’ dorms, there are evening seminars—how-to talks —to help students adjust to boarding life. Faculty advisors meet with prefects and dorm heads weekly to spot trends and remain proactive.

“Sometimes, people assume—or have a first impression—that boarding school must be like a military school, with lots of rules and regulations,” says Will Allan ’94, dorm council advisor.

“They don’t realize that what we’re doing is guiding students to live and think independently in a community where they are respected and respectful.”

Students are conditioned for future success because they are encouraged to achieve their full potential at Webb.

“What we do, we do very intentionally,” says Bartlett. “With two schools, there are twice as many leadership opportunities—and kids seek them out, not only to round out their college application profile, but to develop the strengths that come with those responsibilities, notably the confidence they have in their abilities to lead and to make contributions.”

“Webb gave me confidence to believe in my decisions, in my abilities,” he adds. “When you have people (teachers, administrators, coaches) who genuinely care about you, a lot of good things are going to happen. I received a lot of support. It was a life-changing experience and it makes me strive for excellence.”

According to Helen Lawrence, this is a common occurrence. “When young women come back for their first alumni activities, they talk about how Webb really prepared them for dorm life—especially how they were expected to monitor their sleep, handle their studies and manage their money.”

Webb students are expected to abide by the rules of the common community—to get along with each other, be inclusive, and be tolerant of people from other cultures and customs, especially on a campus with students from 15 different countries. As freshman, there are strict guidelines governing library, computer and phone time.

“As they mature, we give them more freedom—it reflects their ability to self-manage,” adds Lawrence.

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The leadership opportunities are plentiful and varied. In the dorms, there are mentors who work with younger students, helping them to learn to handle all aspects of boarding life, from doing laundry to how to check in for breakfast.

“We talk about good habits,” says Sarah Lantz, math teacher and the head of Jones dormitory, “but students really learn from their role models.”

In the girls’ dorms, these are the dorm counselors—peers trained by adult counselors—who help incoming and younger students adjust to dorm life; there are also peer advisors, each one has a “younger sister” for whom they are a friend— writing cards and going out to lunch.

“We encourage them, we tell them, ‘the best thing you can do as a leader is to live your own life well—this is the kind of behavior you’ll want to see in fellow residents,’” says Lantz.

“These girls can manage their social lives, study time, wellness and activities—there’s a sense of multi-tasking I never had as a high school student and I went to a private day school.”

Aminah Teachout ’04 earned her B.A. from American University and a Master of Public Administration in International Management from George Mason University; she says she didn’t get “bogged down” by assignments and presentations in college—“I was already used to living in a dorm, reading 100% of the material and planning ahead with writing assignments,” she says. “Having that discipline enabled me to spend nearly half my time in college studying, interning or volunteering abroad.

“I had to apply for grants requiring a lot of planning and visioning—I needed a solid head on my shoulders and an imaginative approach based on respected scholarship... and I definitely felt prepared thanks to my Webb experience,” she explains. Today she owns her own business as a yoga teacher and sustainable wellness consultant.

Callie Renfrew ’11, a senior at Wheaton College in Massachusetts, says that not only did she feel prepared for the process of living with a roommate, meeting new people—especially people from all over the world—but also for the basics: “I felt comfortable talking to professors, traveling around town—I knew how to call a taxi!”

Renfrew, who is majoring in neuroscience with a minor in biology and also swims competitively, was a dorm counselor at Webb and relates that the experience taught her how to care for people above and beyond the four siblings in her family.

Over in the boys’ dorms, there are evening seminars—how-to talks —to help students adjust to boarding life. Faculty advisors meet with prefects and dorm heads weekly to spot trends and remain proactive.

“Sometimes, people assume—or have a first impression—that boarding school must be like a military school, with lots of rules and regulations,” says Will Allan ’94, dorm council advisor.

“They don’t realize that what we’re doing is guiding students to live and think independently in a community where they are respected and respectful.”

Students are conditioned for future success because they are encouraged to achieve their full potential at Webb.

“What we do, we do very intentionally,” says Bartlett. “With two schools, there are twice as many leadership opportunities—and kids seek them out, not only to round out their college application profile, but to develop the strengths that come with those responsibilities, notably the confidence they have in their abilities to lead and to make contributions.”

In addition to enjoying the benefits of serious education and dedicating significantly more time to their studies, boarding school students participate more in extracurricular activities than other students.

Gonzalez ’13 says he felt confident juggling all the different facets of a busy college life. “Classes, lectures, practice in the afternoon, study in the evening—I had it down from Webb,” he says.

Gonzalez played football at Webb, where he was also an honor committeeman and an active Peccary man; he even worked on a research paper with Museum Director, Dr. Don Lofgren.

At Harvard, Gonzalez is the associate executive director for the Harvard Initiative for Latin American Relations and an ESL tutor in addition to a wrestling team member. He is planning to concentrate in Applied Mathematics and hopes to conduct research in Latin America and the Middle East.

“Making decisions for others in the community [through his participation on the Honor Committee], helps me make better decisions for myself in college,” he says. “Webb teaches you how to overcome challenges. You’re going to make mistakes in school, in life, but with my experience at Webb, I know how to move on.

Webb taught me perseverance and fortitude. You can pick yourself up and do better next time.”

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Studies show that boarding school graduates not only excel in college, but advance rapidly in their professional careers.

TABS’ Study of College Progress and Outcomes states: “A boarding school education is a gift that keeps on giving. Not only are its graduates more likely to go on to post-secondary education, but that education is more likely to be at a highly selective, 4-year institution. Moreover, once there and competing with other students admitted to the

Kevin Sack ’09 was a dorm prefect at Webb for two years, then co-chairman of the Dorm Council. Last year, he graduated from the United States Air Force Academy. A second lieutenant, he is currently stationed at Laughlin Air Force Base in Del Rio, Texas, training to be a pilot.

“The leadership skills I gained as a prefect and on the Dorm Council helped me tremendously at the military academy,” he explains. “When you first enter (the Academy) you’re just learning, but then you can take on more responsibility as you get older—just like the prefect program at Webb.”

The curriculum at the Academy is so difficult says Sack—he credits much of the success he achieved there with the study habits he developed as a boarder.

“You learn very quickly that you’re not going to do very well if you’re waiting until midnight to do your homework,” he says of his Webb experience.

Tim Tzeng ’06, an honor committeeman and team captain at Webb, graduated from Columbia University in 2010.

“Leaving for college makes you realize just how unique and special a place Webb is,” says Tzeng. “In college, you’re faced with so many different people and new situations and challenges, social and academic; it wasn’t like I knew what career path I wanted to pursue, but I certainly knew the type of person I wanted to be, the type of character I wanted to possess. This was possible through the lens of Webb.”

“Character doesn’t always count everywhere in the world,” explains Tzeng. “But it mattered at Webb and so I look for that in the workplace, in friendships, in all types of relationships.

It’s a major character trait to learn and recognize—to understand that the things you do have consequences, and that you have to own up to the choices you make.”

Tzeng also says that Webb’s emphasis on academic honesty has stayed with him well beyond college.

“Integrity, then as now, cannot be overemphasized in the workplace,” he adds.

Most importantly, Tzeng says that Webb fosters an openmindedness—through programs like Men in the Arena, Unbounded Days, the Alf Museum—that isn’t always easy to find elsewhere: “The lessons I learned at Webb helped provide a spiritual and moral guidance that have stayed with me through college and beyond.”

same universities under the same admission criteria, TABS graduates continue to do better.”

Data Sources: • Webb Schools Alumni Survey (2013). 535 responses, 65% from WSC alumni, 35% from VWS alumnae. • The Truth About Boarding School: A Comparative Study of Secondary Education (The Association of Boarding Schools, ND). Interview survey of 2,700 high school students and adults: 1,000 boarding school students/alumni; 1,100 public school students/alumni; 600 private day school students/alumni. Samples weighted to match public and private day school populations based on socioeconomic status, college graduation rates and gender. • Study of College Progress and Outcomes: Webb School of California (The Association of Boarding Schools, 2013) • Study of College Progress and Outcomes: TABS Member Girls Schools (The Association of Boarding Schools, 2013).

In addition to enjoying the benefits of serious education and dedicating significantly more time to their studies, boarding school students participate more in extracurricular activities than other students.

Gonzalez ’13 says he felt confident juggling all the different facets of a busy college life. “Classes, lectures, practice in the afternoon, study in the evening—I had it down from Webb,” he says.

Gonzalez played football at Webb, where he was also an honor committeeman and an active Peccary man; he even worked on a research paper with Museum Director, Dr. Don Lofgren.

At Harvard, Gonzalez is the associate executive director for the Harvard Initiative for Latin American Relations and an ESL tutor in addition to a wrestling team member. He is planning to concentrate in Applied Mathematics and hopes to conduct research in Latin America and the Middle East.

“Making decisions for others in the community [through his participation on the Honor Committee], helps me make better decisions for myself in college,” he says. “Webb teaches you how to overcome challenges. You’re going to make mistakes in school, in life, but with my experience at Webb, I know how to move on.

Webb taught me perseverance and fortitude. You can pick yourself up and do better next time.”

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Studies show that boarding school graduates not only excel in college, but advance rapidly in their professional careers.

TABS’ Study of College Progress and Outcomes states: “A boarding school education is a gift that keeps on giving. Not only are its graduates more likely to go on to post-secondary education, but that education is more likely to be at a highly selective, 4-year institution. Moreover, once there and competing with other students admitted to the

Kevin Sack ’09 was a dorm prefect at Webb for two years, then co-chairman of the Dorm Council. Last year, he graduated from the United States Air Force Academy. A second lieutenant, he is currently stationed at Laughlin Air Force Base in Del Rio, Texas, training to be a pilot.

“The leadership skills I gained as a prefect and on the Dorm Council helped me tremendously at the military academy,” he explains. “When you first enter (the Academy) you’re just learning, but then you can take on more responsibility as you get older—just like the prefect program at Webb.”

The curriculum at the Academy is so difficult says Sack—he credits much of the success he achieved there with the study habits he developed as a boarder.

“You learn very quickly that you’re not going to do very well if you’re waiting until midnight to do your homework,” he says of his Webb experience.

Tim Tzeng ’06, an honor committeeman and team captain at Webb, graduated from Columbia University in 2010.

“Leaving for college makes you realize just how unique and special a place Webb is,” says Tzeng. “In college, you’re faced with so many different people and new situations and challenges, social and academic; it wasn’t like I knew what career path I wanted to pursue, but I certainly knew the type of person I wanted to be, the type of character I wanted to possess. This was possible through the lens of Webb.”

“Character doesn’t always count everywhere in the world,” explains Tzeng. “But it mattered at Webb and so I look for that in the workplace, in friendships, in all types of relationships.

It’s a major character trait to learn and recognize—to understand that the things you do have consequences, and that you have to own up to the choices you make.”

Tzeng also says that Webb’s emphasis on academic honesty has stayed with him well beyond college.

“Integrity, then as now, cannot be overemphasized in the workplace,” he adds.

Most importantly, Tzeng says that Webb fosters an openmindedness—through programs like Men in the Arena, Unbounded Days, the Alf Museum—that isn’t always easy to find elsewhere: “The lessons I learned at Webb helped provide a spiritual and moral guidance that have stayed with me through college and beyond.”

same universities under the same admission criteria, TABS graduates continue to do better.”

Data Sources: • Webb Schools Alumni Survey (2013). 535 responses, 65% from WSC alumni, 35% from VWS alumnae. • The Truth About Boarding School: A Comparative Study of Secondary Education (The Association of Boarding Schools, ND). Interview survey of 2,700 high school students and adults: 1,000 boarding school students/alumni; 1,100 public school students/alumni; 600 private day school students/alumni. Samples weighted to match public and private day school populations based on socioeconomic status, college graduation rates and gender. • Study of College Progress and Outcomes: Webb School of California (The Association of Boarding Schools, 2013) • Study of College Progress and Outcomes: TABS Member Girls Schools (The Association of Boarding Schools, 2013).