Why Mandarin Matters at BASIS Independent Manhattan

May 7, 2026 by anjalijoshi Leave a Comment

When families are introduced to our Early Learning and Primary programs, they often ask us the same question: “Why do you teach Mandarin to all your students?”

Mandarin is a required part of our curriculum from PreK through grade 4 because it helps early learners engage both sides of the brain, encourages visual and artistic thinking, and supports interdisciplinary learning. At BASIS Independent Manhattan, we believe choosing the right school means looking beyond academics to find a place that prepares your child for an increasingly global world—and Mandarin is an important part of that preparation.

A Forward-Thinking Education

Mandarin isn’t just another subject—it’s an investment in your child’s future. As one of the most widely spoken languages in the world, Mandarin opens doors to global opportunities in business, technology, diplomacy, and beyond. Our goal is to help students develop the skills and perspective they need to thrive in an interconnected world.

Starting Early, Building Confidence

We introduce Mandarin as early as PreK, when young learners are naturally receptive to language. Early exposure helps students develop authentic pronunciation, strong listening skills, and the confidence to communicate. Over time, they build both conversational fluency and literacy—an approach that supports long-term success.

Designed for Every Learner

Every child’s language journey is different. This is why our program offers differentiated instruction for both non-native (Tiger class) learners and heritage (Dragon class) speakers. Whether your child is brand new to Mandarin or already has experience, they will be placed in an environment where they can grow, feel challenged, and succeed.

More Than Language—A Cognitive Advantage

Learning Mandarin strengthens critical thinking, memory, and problem-solving skills. Its unique structure encourages students to think in new ways, helping them become more flexible and creative learners across all subjects. As a tonal language, Mandarin requires students to focus on both sound and tone to understand meaning, strengthening listening and cognitive skills. Its character-based writing system also provides rich visual and artistic stimulation. Introducing Mandarin at an early age helps students build strong analytical skills and make connections across subjects.

A Rich Cultural Experience

At BASIS Independent Manhattan, students don’t just learn Mandarin—they experience it. Through fun lessons on Chinese history, traditions, the Mid-Autumn Festival, field trips to the China Institute Gallery and neighborhood Chinese restaurant where students order in Mandarin, and hands-on activities like calligraphy, students gain a deeper appreciation for culture and global perspectives.

Integrated, Engaging Learning

Our Mandarin program connects with other areas of study, reinforcing skills in English, math, the arts, and STEM. Students see how language applies in real-world contexts—whether they’re learning numbers, performing in drama, or exploring engineering concepts.

Preparing Students for What’s Next

Mandarin proficiency gives students a meaningful edge for future academic and professional opportunities. More importantly, it helps them develop cultural competency and confidence—qualities that top universities and global employers value highly. For students who wish to continue their Mandarin studies beyond grade 4, we also offer an optional Bridge Mandarin course in grades 5 and 6. This program allows students to strengthen and expand their language skills before continuing Mandarin as their selected world language in grade 7 and beyond.

A Program Students Love

We believe that students learn best when they are engaged and inspired. Through interactive lessons, cultural celebrations, and enrichment opportunities like clubs and Project Week activities, we foster a genuine love for Mandarin that lasts far beyond the classroom.

Give Your Child the Mandarin Advantage

At BASIS Independent Manhattan, Mandarin is more than a language—it’s a pathway to opportunity, understanding, and growth. By combining academic rigor with cultural exploration, we prepare students not just for the next grade, but for a global future.

Join us to experience the fun!

Interested in learning more about how we teach Mandarin? Join us for a fun Mandarin Morning at BASIS Independent Manhattan for children ages 2–5 ! Through songs, storytelling, movement, and games, children will explore the Mandarin language and culture in a warm, engaging classroom environment led by our experienced Subject Expert Teachers. Parents will also have the opportunity to learn more about our Early Learning Program and meet with our team. Whether your child is new to Mandarin or already familiar with the language, this fun and welcoming event is designed for the whole family.

Mandarin Mornings

Ages 2-5

Tuesday, May 26 at 9:00 AM and Friday, May 29 at 9:00 AM

Grade 5 Students Take on the National Latin Exam

May 7, 2026 by ezekielbracamonte Leave a Comment

This March, our Grade 5 Latin students reached an exciting milestone as they participated in the National Latin Exam (NLE) for the very first time.

The National Latin Exam is a nationally recognized academic competition that invites students to demonstrate their knowledge of Latin language and culture. Covering areas such as vocabulary, grammar, mythology, history, and Roman life, the exam offers students a chance to apply what they have learned in the classroom while also seeing how they compare with peers across the country.

The exam consists of 40 multiple choice questions, with awards granted based on the number of correct answers. Students can earn distinctions ranging from Cum Laude to the prestigious Gold Medal and Summa Cum Laude recognition.

We would like to congratulate all of our Grade 5 participants for taking on this challenge and representing our school so thoughtfully. We are especially proud to recognize the following students who earned top honors:

Gold Medalists (Summa Cum Laude, 37+ correct):
Sid M.
Lucas Z.
Anya G.
Joyce L.
Ethan W.
Jasper S.

Silver Medalists (Maxima Cum Laude, 35–36 correct):
Niam S.
Alex W.
Lily W.
Yuxin X.
Avery X.
Derek L.
Yuchen H.
Olivia C.

In total, more than half of our participating students received awards, an impressive accomplishment. What makes this achievement even more remarkable is that our Grade 5 students are competing above the typical level. At many schools, students take this introductory exam in Grades 6 through 8, meaning our students are engaging with the material several years earlier. In fact, Grade 5 is not even a standard option for the exam, and had to be entered as “other.”

Reflecting on the experience, Latin teacher Mr. Salehzai shared, “The NLE is something very near and dear to my heart because it was the one time each year when I felt I could be proud of my own interests and skillset. And now, it feels like déjà vu seeing the same spark in our students that once shined in me when I myself took the NLE in high school. I’m extremely proud of our students not just for how well they performed, but also for how excited and supportive they were of each other during the whole process.”

This experience not only highlights the strength of our Latin program, but also reflects the curiosity, dedication, and enthusiasm of our students. By taking on this challenge early, they are building a strong foundation that will support continued success in the years ahead.

We look forward to seeing these students continue their Latin journey and take on the National Latin Exam again at the Upper School campus, striving for even greater accomplishments.

BASIS Independent Silicon Valley is a TK–Grade 12 private school, offering an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Bobcat community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Small Hands, Big Impact: BASIS Independent Manhattan Students Celebrate Earth Day Through Community Action

May 4, 2026 by anjalijoshi Leave a Comment

From Central Park to Riverside Park, our Wildcats set a new cleanup record while learning the power of community action.

This year, On Earth Day, students at BASIS Independent Manhattan traded their usual routines for a meaningful day of service, stepping outside the classroom to help care for some of New York City’s most treasured green spaces.

Now in its fourth year, our annual Earth Day Park Cleanup has become a cherished school tradition—made possible through the leadership and dedication of our Subject Expert Teacher in Math, Ms. LaPierre, who organized and coordinated this impactful event. The initiative brought together two groups of students for a shared mission. Our PreK through Kindergarten students visited Central Park, while students in grades 1–5 traveled to Riverside Park. Equipped with gloves, trash bags, and a strong sense of purpose, students worked together to collect litter and restore the beauty of these parks.

While the amount of trash they encountered was surprising, it only fueled their motivation. Students approached the cleanup with enthusiasm, teamwork, and a clear understanding of why their efforts mattered. From the youngest learners to our upper elementary students, everyone played a role in making a difference.

By the end of the day, their collective impact was undeniable. As a school community, BASIS Independent Manhattan students collected an incredible 96.3 lbs of trash—surpassing our previous record of 90 lbs, and setting a new standard for future service efforts.

After their hard work, students were rewarded with time to play and enjoy the very spaces they helped improve. It was a powerful moment of connection, reinforcing the idea that caring for our environment allows everyone to benefit from it.

This Earth Day event highlights the importance of fostering civic responsibility at a young age. Across New York City, kids are stepping up to take ownership of their communities, and our students are proudly part of that movement. At BASIS Independent Manhattan, we believe that experiences like these help shape compassionate, engaged individuals who understand the value of giving back.

With small hands and big hearts, our students showed that meaningful change can start at any age. It reminded our students that even a small action—like picking up one piece of trash—might not seem like much on its own, but when everyone does their part, it adds up to something big. And sometimes, even a single day of action can leave a lasting impact.

Join us to experience the Wildcat community

PreK – Grade 12 Virtual Information Session

Wednesday, May 6 at 12:00 PM

Spring Group Tours

PreK – Kindergarten | Thursday, May 7 at 8:30 AM

Grades 1 – 5 | Thursday, May 7 at 8:30 AM

Mandarin Mornings

Ages 2-5

Tuesday, May 19 at 9:00 AM and Friday, May 29 at 9:00 AM

Redefining Student Agency in the Financial World

May 1, 2026 by christineklayman Leave a Comment

Josh A. (Class of 2027) remembers watching the markets long before he had a portfolio of his own. Seeing the data move on a Bloomberg terminal at home sparked a curiosity about what it takes to “see the green” on a trade. During high school at BASIS Independent Manhattan, he found peers who shared that same drive. Along with fellow juniors Aidan B. and Finn B., they launched the Upper School Investment Club—a student-led initiative that has quickly become a standout example of high-level academic application and student initiative.

Recently, these student leaders met with Michael Collins, CEO of Spring Education Group (SEG), at the Upper School campus in Chelsea to discuss the future of financial literacy and their club’s unprecedented trajectory in the New York City education landscape.

The founding investors club students stand on the staircase inside the Upper School with CEO of Spring Education Group (SEG) Michael Collins and club advisor, Kirk Murphy. — From L to R: Mr. Murphy (Club Advisor), Josh A., Aidan B., Finn B., and Mr. Collins (CEO, SEG)

A Flight Simulator for Money Management

At BASIS Independent Manhattan, our students can begin taking economics in grade 8 and complete the AP level by the end of their junior year. What makes our students unique is how they engage with finance and the economy as active participants.

Like a pilot practicing in a “flight simulator,” our Investment Club leaders have created a space to implement practical skills in real-life situations without the immediate risk of real-world capital. They run mock trials, build separate portfolios, and rigorously analyze their performance every two weeks. This methodology has already yielded results: in the Trading Day Competition hosted by the Stevens Institute of Technology, Josh A. secured 1st place and Aidan B. took 3rd place among over 800 participants.

A classroom for economics class has a game set up with a Market Tally sheet on the board, worksheets on a desk, and buyer-trader cards laid out. — During their required economics course in high school, BASIS Independent Manhattan students get a taste of the real financial world when they act as buyers and sellers trying to make the highest profits by trading in an “In The Chips” activity.

The Path to a Real-World Endowment

However, for these students, simulations are only the beginning. The meeting with Mr. Collins represented a major milestone: presenting a “proof of concept” to secure SEG leadership’s support for an unprecedented high school model.

The club’s ultimate goal is to transition from mock portfolios to managing a real-money endowment that stays with the school’s Investment Club. By demonstrating their rigorous risk-management strategies and analytical mastery, the students are seeking the buy-in and investment necessary to trade with real capital—a level of responsibility not traditionally seen at the high school level.

**Mastery Through Winning and Losing**

To prepare for that responsibility, the students have developed a sophisticated understanding of risk. They have learned that true mastery often means learning what not to do through winning, and learning what to do through losing.

While their 1st and 3rd place finishes at Stevens brought returns of up to 400% in a month, the students reflected on the experience with a critical eye. “The Stevens competition actually taught us the wrong things,” the leaders shared during the roundtable. “You can go ‘all in’ every time and win in a simulation, but that is just not true in the real world.”

The club saw a different kind of value when they competed in the Wharton Global Youth Program Investment Competition. Though they didn’t take home the top prize, the experience was a catalyst for growth. “Here’s what we did wrong: we didn’t meet the client’s expectations. What we need to do is change our philosophy,” they noted. This ability to identify failure and pivot is exactly why their Investment Club has a strong future.

The 11 students in the 2025-26 Young Investors Club stand in a classroom taking a photo for the yearbook.

Redefining Student Agency in NYC

The conversation with Michael Collins highlighted a core belief at our school: that student agency has no age limit.

“You guys are a concrete example that any high schooler can do this,” shared Mr. Collins. “There’s no requirement to be an adult or a college graduate. At any point in your life, you can start managing money.”

Mr. Collins was particularly impressed by how the founders translated their personal success into a structured peer-to-peer mentorship program, demystifying complex financial systems for the rest of the student body.

The Wildcat Edge

For colleges and universities, Aidan, Finn, and Josh represent the gold standard of grit. They go beyond the BASIS Curriculum, applying the logic learned from their Subject Expert Teachers to identify market trends and manage real-world risk.
For NYC families, this club represents our mission in practice. Students take the techniques acquired in the classroom and apply them to their own inquiries, developing the resilience required for the world’s most competitive environments.

Join Our Wildcat Community

Are you curious about how the BASIS Independent Manhattan experience prepares each child for success? We invite prospective families to visit our campuses and speak with our leadership and students.

Middle School Program Tour (Grades 5-8): May 13
High School Program Tour (Grades 9-12): May 21

Register to Visit Our School Today

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Spring Visual Art Exhibit: Grades 1–5 Showcase Creativity and Process

April 30, 2026 by ezekielbracamonte Leave a Comment

The Spring Visual Art Exhibit was a vibrant celebration of creativity, imagination, and artistic growth across Grades 1–5. Bobcat Families were invited to explore a wide range of student artwork, with each piece reflecting not only developing artistic skills, but also personal voice, inspiration, and thoughtful exploration of ideas.

A key feature of this year’s exhibit was its interactive design, allowing families to move beyond viewing finished pieces and step into the creative process through student videos, reflections, and connections to music and artistic movements.

In Grade 1, students explored Splatter Art, focusing on movement, energy, and expressive mark-making. Their process emphasized creativity and experimentation as students created dynamic works through paint splattering techniques. Families could also watch a video of students creating their splatter art, offering a glimpse into how each piece came to life. Watch the Grade 1 Splatter Art video here.

Grade 2 students explored Optical Art, focusing on patterns, repetition, and visual effects that play with perception. Their work invited viewers to look closely and experience how simple shapes and lines can create dynamic illusions, showcasing both precision and creativity.

Grade 3 students brought energy and bold expression to their exploration of Pop Art. Their work featured bright colors, repeated imagery, and everyday objects transformed into striking compositions. In a video, students shared their ideas and explained their artwork, giving families a closer look at their thinking and inspiration. Watch Grade 3 students talk about their Pop Art here.

In Grade 4, students explored the relationship between music and visual art through Wassily Kandinsky, who was inspired by composer Arnold Schoenberg. Kandinsky was known for painting while listening to music, translating sound into color and form. Families were able to listen to a piece of Schoenberg’s music alongside the artwork, deepening their understanding of how rhythm, emotion, and abstraction influenced student work.

Grade 5 students studied the intricate process of stained glass creation. Their artwork reflected both structure and creativity, inspired by the craftsmanship behind this historic art form. Through a video, families were able to learn how stained glass is made—from design to assembly—gaining appreciation for the patience and precision involved in the process.

Across all grade levels, the exhibit showed that art is more than the final product—it is a process of exploration, expression, and discovery. We’re proud of our students for sharing their creativity and inviting the community into their artistic journey.

Meet our New School Counselor: Ms. Erin Buick

April 30, 2026 by nathanielyinger Leave a Comment

Ms. Buick is a compassionate and student-centered school counselor with over 15 years of experience supporting the whole child across diverse educational and residential settings. She holds a Master’s of Science in Educational Counseling and specializes in fostering students’ social-emotional well-being as the foundation for academic and personal success. Ms. Buick utilizes trauma-informed, strengths-based approaches, incorporating practices such as mindfulness, emotional regulation, and cognitive behavioral strategies. She is deeply committed to helping students develop self-awareness, resilience, and healthy relationships, while supporting them through challenges related to anxiety, peer conflict, family stress, and identity development.

Ms. Buick is grounded in the belief that students thrive when they feel safe, seen, and connected. She collaborates to create supportive, inclusive environments that honor each student’s unique background and needs. Ms. Buick is enthusiastic about building a school community that prioritizes belonging, empathy, and emotional growth. Ms. Buick’s warmth, strong relationships, and equity-driven lens fuels her work empowering students to not only succeed academically, but to grow into confident, self-aware individuals prepared to navigate life with purpose and resilience. Ms. Buick understands the importance of preparing students to successfully navigate the fast pace and high demands of rigorous academic environments by equipping them with coping strategies, stress management tools, and strong self-advocacy skills.

Ms. Buick loves the outdoors, especially hiking and paddleboarding. She also likes to travel, read, puzzle and collects keychains.

What inspired you to work in schools, and what drew you to the BASIS Independent Dublin community?
I wanted to work in schools because besides home, they are one of the most powerful places to support the whole student, not just academically, but emotionally and socially during such critical years. My own life experiences, along with my professional background, have reinforced how important it is for students to have consistent, caring adults who help them navigate challenges, build resilience, and develop a strong sense of self. Schools provide the opportunity to reach students early and often and create environments where all students feel seen, supported, and capable of success. I am especially drawn to BASIS Independent Dublin because of its commitment to both academic excellence and the belief that every student can achieve at high levels with the right support. A rigorous curriculum paired with a joyful, supportive learning culture aligns deeply with my belief that students thrive when high expectations are balanced with strong relationships and social-emotional support.

How would you describe your approach to student support and engagement?
My approach is rooted in building strong, trusting relationships and supporting the whole child. I prioritize creating a safe and inclusive space where students feel comfortable expressing themselves and asking for help. I use a combination of evidence-based strategies to help students develop self-awareness, emotional regulation, and problem-solving skills. I work collaboratively with teachers, families, and support teams to ensure consistency and alignment in how we support each student. I am both proactive and responsive in my work, using data and observation to identify needs early while also being available to step in during moments of crisis or heightened need. Ultimately, my goal is to empower students with the skills, confidence, and self-advocacy they need to be successful both in school and in life.

What are you most excited about in your role at a new school?
What excites me most about joining a new school is the opportunity to help build something meaningful from the ground up. Being part of a founding community allows for intentional collaboration, where systems, culture, and supports are thoughtfully designed to meet the needs of students. I am excited to contribute to creating a strong, positive school climate where students feel a sense of belonging and where social-emotional learning is integrated into the fabric of the school. I also look forward to building relationships with students, families, and staff, and helping establish a counseling program that is proactive and responsive.

BASIS Independent Dublin is a Grades 5 – 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Dublin community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Adventure Awaits — Explore Summer Programs 2026 at BASIS Independent Fremont!

April 30, 2026 by sarahpeterson Leave a Comment

Get ready, summer is almost here, and we are pulling out all the stops! This summer, BASIS Independent Fremont is bringing eight weeks of themed adventures, hands-on creativity, exciting field trips, and specialty programs that will have your campers talking about this summer for years to come. Whether your child is building LEGO masterpieces, brewing potions at Hogwarts, or cooling off at a waterpark, there is something for every kind of learner and adventurer at BIF this summer.

Day Camps: Eight Weeks, Eight Adventures

Our Day Camp program runs Monday through Friday across eight action-packed weeks — with options for early and late care to fit your family’s schedule. Each week, campers dive into a brand-new theme packed with hands-on activities, games, and a signature Fun Friday event to close out the week.

Weekly Themes & Field Trips

Week 1 (June 8–12) – Endless Summer

Beach games, tropical treats, and a library field trip to kick off the season right.

Week 2 (June 15–19) – Rest and Recharge

Cozy camp vibes, calm activities, and a Family Game Day to bring everyone together.

Week 3 (June 22–26) – Madcap Makers

Messy, silly, wonderfully unexpected creations — and a waterpark field trip to cool off.

Week 4 (June 29–July 3*) – Celebrating Our Roots

Cultural exploration through crafts, games, and a picnic at Lake Elizabeth.

Week 5 (July 6–10) – Everyday Heroes

Campers discover the superheroes around them — and within themselves — plus a day at Roaring Camp in Santa Cruz.

Week 6 (July 13–17) – Be You

A celebration of self-expression, creativity, and what makes each camper one of a kind, with Field Day at Lake Elizabeth.

Week 7 (July 20–24) – Friendship

Games, collaborative projects, and an epic Foam Party to close out the week.

Week 8 (July 27–31) – Mix It Up

Curiosity, creativity, wacky hair, and a splash-filled Water Fun Friday to send summer off right.

Camp Details

Camp Dates: June 8 – July 31, 2026 *No camp June 19 or July 3

Camp Hours: 9:00 AM – 4:00 PM

Extended Care:

Early Bird: 8:00 AM – 9:00 AM

Late Bird: 4:00 PM – 5:30 PM

Specialty Camps: Go Deeper Into What You Love

For families looking for something more focused, our Specialty Camps let campers dive deep into a particular passion — from engineering and entrepreneurship to the arts and academic enrichment. We offer programs across grade levels, with several designed especially for our youngest learners in TK through grade 2.

This summer’s TK–K highlights include Harry Potter Camp, where young witches and wizards spend the week brewing potions, learning wand techniques, and playing Quidditch; Around the World Adventure Camp, where campers “travel” to a new country each day through crafts, music, games, and snacks; LEGO Brick Engineering with Mr. Kasper, where real-world STEM concepts come to life through themed builds; Sweet Treat Market, where junior entrepreneurs make, market, and sell their own creations at a grand finale market day; and Academic Foundations Camp, a four-week program that gives incoming TK students and kindergarten-bound campers a meaningful head start in literacy and math.

For our grades 1–6 campers, the lineup is just as exciting. Improv Camp puts creativity and quick thinking center stage through drama games and spontaneous storytelling. Creative Writing takes grades 1–3 on a two-week storytelling adventure, with campers leaving with a mini author portfolio of their own stories and artwork. Sewing Camp gives grades 2–6 a genuinely useful creative skill, guiding campers from threading a needle to full machine operation. Rounding out the offerings are LEGO Brick Engineering, Sweet Treat Market, Art Camp, Lit Camp, Sports Camp, and Woodworking Camp — each available across a range of grade levels.

Whether your camper is returning for another unforgettable summer or joining us for the very first time, we are ready to make Summer 2026 one for the books. Don’t wait — spaces fill fast! Explore our full lineup and register today at our Summer Programs website.

BASIS Independent Fremont is a TK – Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Fremont community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Meet Our New Subject Expert Teacher: Ms. Kendall Goldschmidt

April 29, 2026 by nathanielyinger Leave a Comment

Ms. Kendall holds a Bachelor’s degree in Economics from the University of Oregon and a Master’s degree in Secondary Education, with a focus in the social sciences, from the University of San Francisco. This provides her with the skills necessary to create and maintain a welcoming educational environment for all learners. She is a strong believer that social studies classrooms are the perfect place for developing skills and interacting with content relevant to students’ lives.

Ms. Kendall is a strong believer in developing a student’s enthusiasm for learning through hands-on activities, class discussion, and individualized assistance.

In her free time, Ms. Kendall likes to crochet and spend time with her family and friends.

What drew you to join our school community?

What drew me most to join this school community was the strong academic environment that has been developed, and the opportunity to work with students who have a love for learning and who have been very successful in meeting their academic goals!

What are you most excited about in your first year here?

I am most excited to get to know all my students and to develop a strong classroom community. Social studies classes are some of the best places to develop important literacy skills and confidence that can help students in other areas of study. I am also excited to interact with and get to know my peers at BASIS Independent Dublin and to help foster a strong and welcoming environment for all learners.

What advice do you give to students who want to succeed in your class?

Come to class with an open mind and be ready to learn new things! History is an exciting subject that connects to each person’s past while helping them prepare for the future. Ask questions, make connections, and challenge yourself to be the best student you can be every day, and you will be successful.

What do you hope students will remember most about your class years from now?

I hope that students remember all the skills they will be developing and strengthening in my classes years from now. History and social studies are classes that are best taught when students are hands-on learning, but from these activities students are also working on important literacy and interpersonal skills that they will use in academic, professional, and personal settings for years to come.

What’s the Best Way to Spend Summer?

April 29, 2026 by aixuanwang Leave a Comment

By Dr. John Hight, BIM Student Advancement Manager

Students and parents ask all the time what they should be doing in the summer. The short answer is that students should use the summer to pursue their passions in meaningful ways. But don’t just take my word for it! Below, I’ve gathered quotes from admissions officers at schools from Duke to Yale to answer some of the most common questions about summer activities.

Question 1: What is the one thing a student can do in the summer that will best maximize their chances of getting into a top school?

I’ll let Mark and Hannah, the Yale admissions officers behind the excellent Yale Admissions Office podcast, answer this one:

“We have heard about parents who will turn their families’ lives upside down, and they might even throw money at people who claim to tell them what a student should do. So we want to try to keep things very simple and clear. You don’t need to do anything like that. Making yourself miserable, overextending yourself, spending your time doing things that you, as an applicant, don’t care about– it’s not going to help you get into college. In fact… approaching things with that kind of attitude will probably hurt your chances…

“Don’t make any decisions about what you do in high school based on how it’s going to look on your college application. We get most excited when we see genuine interest and excitement and commitment. Not when we see a particular formula or collection of activities…

“You should be active at the right level for you, doing what you like. That’s the simple advice.”

Question 2: But surely all summer activities aren’t created equal. Let’s say a student has multiple options for activities that they enjoy, how does that student decide what to do?

For all extracurriculars – whether in the summer or the school year – admissions officers are looking for the same three things. Richard Clark at Georgia Tech calls them involvement, investment, and impact. Or put a slightly different way by the Yale Admissions Podcast, “it’s about commitment, time, impact, even on a small scale.”

Let’s look at these one by one.

1. Commitment / Investment

“Find something you can actually fail at. And along with that, something you can improve at.” —“Inside the Yale Admissions Office”

Key takeaway: Schools want to see challenge and growth in your extracurriculars. Succeeding is great. Challenging yourself, failing, learning, and then winning, is even better.

2. Time / Involvement

“What have you been DOING? Where have you been spending your time? NOT what you have won.” —Ellery Kirkconnell at Georgia Tech

Key takeaway: Invest a significant amount of time (5+ hours a week) in something.

3. Impact

“Remember, it’s more than just academic preparation. It is, how am I vested in the community, how am I vested in my high school or junior high? What clubs, organizations, or extracurricular events that I participated in, am I adding value, am I making a difference? It’s not just a litany of, “I’m in 20 clubs.” We would much prefer to see a student in fewer clubs but they have vested themselves and made a true difference in their lives and other people’s lives…We’re not judging what the topic is. We’re judging, did you take hold and grab it and move forward.” —Douglas Christiansen, Dean of Admissions at Vanderbilt University

Key takeaway: Strive to make a direct impact, and ask yourself, will you be missed when you’re gone?

Question 3: Okay, sure… but if I had to pick ONE thing to maximize my chances, what should it be? I’ve heard you need to do scientific research to get into a top university. And maybe found an NGO, too. Should I do that?

For this one, I’m going to quote at length from Chris Peterson, an admissions officer at MIT, who writes their excellent Admissions Blog.

“There is nothing, literally nothing, that in and of itself will get you in to MIT.

“For example: A few years ago, we did not admit a student who had created a fully-functional nuclear reactor in his garage.

“Now, most students, when I tell them this story, become depressed. After all, if the kid who built a freakin’ nuclear reactor didn’t get in to MIT, what chance do they have? But they have it backwards. In fact, this story should be incredibly encouraging for most students. It should be liberating. Why? Because over a thousand other students were admitted to MIT that year, and none of them built a nuclear reactor!

“I don’t mean to discourage anyone from pursuing incredible science and technology research on their own. If you want to do it, DO IT. But don’t do it because you think it’s your ticket to MIT. And that applies to everything you do – classes, SATs, extracurriculars.

“There is no golden ticket.”

Question 4: What about summer programs at prestigious colleges? Won’t going to summer school at Harvard or the University of Chicago give me a better chance of getting in?

“[Students who attend our summer program] don’t have a better chance nor do they have a worse chance. We’ve had that policy in place for a long time. In the past, we did an informal study. The only thing I remember about it definitively was that the admission rate for summer school students was very similar to the pool as a whole.” —William Fitzsimmons, Harvard Dean of Undergraduate Admissions

“[Parents should] understand select summer programs vs summer experiences that have hefty price tags. There is no need to spend thousands of dollars on summer programs.” —Susan Semonite, Duke Associate Director of Admissions

In short: the more you spend, the less likely it is to move the needle with college admissions. At BIM, we regularly include quality summer opportunities in our college counseling newsletter. We are also happy to work with students individually to find ways to explore their area of interest.

Question 5: I’ve heard that colleges want students to have a focus for their application. I want to dance, but the focus of my application is on my desire to be a doctor. Should I make everything about that?

“Myth number one, Yale is looking for applicants who have a very clear plan for professional success after college.

“So if you spend your application space trying to convince us that you are on this vector towards professional success, we might read that and say, ‘Hey, great. Good for you. You could do that at lots of different universities. Nothing about that in particular, your success plan, actually makes it seem like you’re a good fit for our experience specifically.’” —“Inside the Yale Admissions Office”

Or, as Jeannine Lalonde, The University of Virginia Associate Dean of Admissions, puts it:

“Activities don’t have to be related to each other. Activities don’t have to be related to your academic interests. Activities should be rewarding, interesting, and fun. You shouldn’t be afraid to try something because it doesn’t fit into a strategy.”

Again: Students should do activities they are interested in and find rewarding. Period. That is the best strategy.

Question 6: I get that students should invest time in things they are interested in and try to make a difference, rather than doing things they think will look good. But do you have any specific advice for potential summer activities?

The Emory admissions blog has a concise, helpful list:

Volunteer in your community
Work: Internship or summer job
Learn: Take a summer course
Grow: Hone your skills

To that, I would add two more: visit colleges to get a feel for the sort of campus you like or do your OWN independent research.

And remember: if a student wants more guidance on potential summer activities, they can always reach out to the College Counseling department. It’s what we’re here for!

I’ll conclude with one more quote from Chris Peterson at MIT:

“Find what you love, and do it. Maybe it’s a sport. Maybe it’s an instrument. Maybe it’s research. Maybe it’s being a leader in your community. Math. Baking. Napping. Hopscotch. Whatever it is, spend time on it. Immerse yourself in it. Enjoy it.”

BASIS Independent McLean is an Age 2–Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Red-Tailed Hawks community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Meet Our New Subject Expert Teacher: Mr. Clifford Rawls

April 28, 2026 by nathanielyinger Leave a Comment

A San Francisco native and life-long musician, Mr. Cliff received Bachelors of Arts degrees in Music and English in 2009 from Santa Clara University where he studied performance and screenwriting. He then began his career as an educator, teaching guitar, drums, and music theory throughout the Bay Area. He soon returned to school, earning a Master’s of Music in Music Education in 2014 from Boston University. During this time, Mr. Cliff continued his career as a music educator, teaching modern band, music theory, instrumental performance, and music history throughout the East Bay. While continuing his teaching career, Mr. Cliff found himself bitten by the education bug once again; he returned to Boston University in 2017 to pursue a Doctor of Musical Arts, where he is currently finishing his degree as a doctoral candidate.

Mr. Cliff is a passionate music educator who believes that music is for everyone – he also thinks it’s important to provide students with music education experiences that will transcend the classroom. Students can look forward to learning to play new instruments, getting better at instruments they can already play, performing live, learning to record, and listening to lots and lots of music together!

When Mr. Cliff is not busy teaching, you can find him spending time with his family in the city, on the hunt for the best burgers and hot wings with his friends in the East Bay, at the driving range, at the skatepark, on his laptop finishing his dissertation, and, of course, in his music room practicing!

What drew you to join our school community?

BASIS Independent Dublin seems like a place where the teachers and students are enthusiastic, and the prospect of building a music program from scratch with new students sounded like a can’t miss opportunity!

What are you most excited about in your first year here?

I’m excited to meet all the students, pick our first few songs, and to play the first notes in our brand new building together!

What advice do you give students who want to succeed in your class?

Some advice I would give to my students is to remember that “we are all musicians.” Whether you’ve been playing music for 30 years like me, or you’re just starting, it’s OK! You’re a musician, and as long as you keep practicing, you’ll be able to play and learn new things.

What do you hope students will remember most about your class years from now?

I hope when you look back on our time together as a class, you’ll remember the fun you had learning and growing, choosing and playing repertoire you loved, and the joy we shared as a community of musicians.