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38 BASIS Independent Silicon Valley Seniors Named 2026 National Merit Finalists

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We are proud to celebrate an exceptional milestone for our senior class: 38 of our students have been named National Merit Finalists, placing them among the top academic performers in the nation. This achievement reflects their talent, dedication, intellectual curiosity, and commitment to excellence both inside and outside the classroom.

The National Merit Scholarship Program is one of the most prestigious academic competitions in the United States. Starting with the PSAT/NMSQT in junior year, students must demonstrate academic excellence, leadership, extracurricular involvement, and personal achievement to advance from Semifinalist to Finalist—a distinction earned by only about 15,000 students nationwide.

Our Finalists exemplify engaged scholarship and leadership. They have challenged themselves with rigorous coursework, contributed to school life, and pursued their passions with purpose. Their success is a testament to their perseverance and the supportive, challenging community at BASIS Independent Silicon Valley, where curiosity, critical thinking, and excellence are cultivated every day.

As Finalists, these students are now considered for National Merit Scholarships, awarded by the organization, corporations, and colleges. While not all will receive a scholarship, reaching this stage is a significant honor and opens doors to future opportunities.

We extend our heartfelt congratulations to all 38 of our National Merit Finalists. We are incredibly proud of their accomplishments and excited to see the impact they will continue to make.

2026 National Merit Finalists:

Aaditya B.

Peter C.

Xiangtuo C.

Anna D.

Eileen G.

Maximilian G.

Aanya G.

Ellen H.

Chloe H.

Grace H.

Nishka J.

Arshiya K.

Manant K.

Aaron H. L.

Albert S. L.

Angela L.

Junren L.

Leo L.

Weiping L.

Maggie L.

Alexander M.

Arjun M.

Nikola M.

Nelson N.

Helen P.

Xinyue R.

Archita S.

Manasi S.

Yifan S.

Caroline T.

Lily T.

Aryan T.

Richard W.

Yujie W.

Maggie X.

Catherine Y.

Yiyang Z.

Lawrence Z.

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. 

2026 Scholastic Arts and Writing Awards

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For the past 10 years, BASIS Independent Brooklyn students have consistently earned significant recognition in the prestigious Scholastic Arts and Writing Awards, which is one of the longest-running and most celebrated competitions for creative youth in the country. Each year, we take pride in honoring our winners, and this year is no exception.

Starting with writing, our sophomore Yohtaro S. ’28 took home a 2026 Scholastic Arts and Writing Gold Medal in Journalism for his article The City on My Shoulders, reflecting on his visit to Hiroshima with his grandfather. He originally published in our student news site, The Grizzly.

Shifting to the Visual Arts, our Visual Arts and Photography teacher, Mr. Opirhory, wanted to help us honor the students recognized for their exceptional work. His commentary on the honored Photography follows.

Inke F. ’30 – “One Way Street” – 2026 Gold Medal

Inke’s photo “One Way Street” captures the essence of life.  It frames a unique perspective of text, power lines, and a chaotic movement of direction, which is both literal and metaphorical.  Inke has a great eye and a classic photographic sense.

William J. ’30 – “Lloyd” – 2026 Gold Medal

William’s “Lloyd” is an odd masterpiece.  It defies traditional composition, yet feels perfect.  His use of leading lines and indifference to the rule of thirds shows a creative approach that cannot be quantified, but somehow is filled with a story, both comedic and dark.  William will surely make work in the future that pushes the boundaries of traditional techniques in the best way possible.

Eli M. ’28 – “One Small Step for Man, One Giant Leap” – 2026 Gold Medal

Eli’s “One Small Step for Man, One Giant Leap for Ben” is Epic.  It flaunts the joy of youth and action.  As “Ben” floats through the air, we see him leave the ground below, even if only for a moment.  Eli is a wonderful student and artist who exhibits clarity and confidence in his work.

Claudia S. ’30 – “City Walks” – 2026 Gold Medal

The perfection of Claudia’s photo, “City Walks,” is stunning.  She had used all available tools to frame One World Trade as a stark reminder.  Surrounded by old buildings with their archaic fire escapes and pointing up into the blank sky, the picture reminds us of the turbulent past and a boundless future.  All things are possible.  Claudia is one of those unique individuals who can rise to any occasion.  She is a prominent participant in class who is unafraid to take on anything and perfect it with tried-and-true approaches.

Therese D. ’30 – “A Tall Church” – 2026 Silver Medal

Therese’s “A Tall Church” carries the weight of our world.  It depicts a tall church, as the title states, but the contrast of light, perspective, and the meeting of the land and sky at a pivotal Gothic structure brings it all home.  It cannot be denied that empathy and collaboration are the foundation for the success humans have developed on Earth.  Therese’s wisdom is seen in most of what she does.  She is soft spoken, yet consistent in her skills.  She is a wonderful photographer who doesn’t seem to lose sight of the bigger picture.

Blake S. ’30 – “Life’s Centered Perspective” – 2026 Silver Medal

Blake’s “Life’s Centered Perspective” is an example of intelligent storytelling.  This photo was taken in a landscape surrounded by nature, yet Blake chose to barely show it.  By sub-framing the land with an imposing shadow of a structure, we realize how much we need the natural world.  The circular window amplifies this with a shape that universally represents continuity.  Blake is an amazing artist who always brings a positive demeanor and joy with her.  Yet oddly, she often photographs dark scenes.

Dalya B. ’30 – “Into the Light” – 2026 Honorable Mention

Dalya’s “Into the Light” is a wonderful metaphor for passage and perspective.  Surrounded by the shadows, she frames a path and a map.  As the eye moves into the picture, we see there is more to a journey than the current state.  Dalya is a force of nature.  She has an exceptional eye and an admirable confidence.

Elsie M. ’30 – “Construction Men” – 2026 Honorable Mention

Elsie’s “Construction Men” is a masterwork of simplicity.  We see a construction worker, high above us on shaky scaffolding, working to build something he will not reap the rewards of.  The image is a celebration of those who toil endlessly without distinction and make the greatest contributions.  Elsie is a diamond; she creates work that shines a light on many aspects of life.  

Congratulations to our many photography winners! We are incredibly proud of our artistic Bears, and look forward to their work at our upcoming Spring Fine Arts Festival in April!

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

Calculated Success: AMC and NOETIC MATH Accolades

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Today, we are incredibly proud to announce that BASIS Independent Brooklyn students distinguished themselves yet again on the prestigious American Mathematics Competition (AMC) exams, with three high school students placing in the top 5% nationally and advancing to the American Invitational Mathematics Examination (AIME) competition—Theo Q. ’28, Victor Y. ’27, and Isabella Y. ’27. Theo also qualified for the United States Mathematical Olympiad!

Founded in 1950, the AMC is the preeminent math competition, and more than 300,000 students in 50 states and more than 30 countries sit for the exam to bolster their confidence and passion for math.

We are incredibly proud of our students’ success! Thank you to our Math Competition faculty advisor, Ms. Nuritova, and Math Honor Society Mu Alpha Theta chapter advisor, Ms. Olender, for nurturing a true love of math in our students.

Please join us in congratulating:

AMC 10A

  • Theo Q. ’28 – Team Winner, AIME qualifier who scored in the top 5% nationally. He also received a Certificate of Distinction, which places him at the top of the qualifiers.
  • Sophia N. ’28 – 2nd place
  • Sophie V. ’29 – 2nd place

AMC 10B

  • Theo Q. ’28 – Team Winner, AIME qualifier who scored in the top 5% nationally. He also received a Certificate of Distinction, which places him at the top of the qualifiers!
  • Billie M. ’28 – 2nd place
  • Sophie V. ’29 – 2nd place

AMC 12A

  • Victor Y. ’27 – Team Winner, AIME qualifier who scored in the top 5% nationally. He also received a Certificate of Distinction, which places him at the top of the qualifiers.
  • Indi S. ’27 – 2nd place
  • Isabella Y. ’27 – 2nd place

AMC 12B

  • Victor Y. ’27 – Team Winner, AIME qualifier who scored in the top 5% nationally. He also received a Certificate of Distinction, which places him at the top of the qualifiers!
  • Isabella Y. ‘ 27 – 2nd place, AIME qualifier, who scored in the top 5% nationally.
Fellow students cheer on Gr. 5’s Wanru for her perfect score.

Growing a love of math starts young at BASIS Independent Brooklyn. Ms. Nuritova led our Bears in sitting for the NOETIC math awards. This year, we had 68 students honored in our NOETIC Math Wall of Fame, and we wanted to give a special shout-out to our National Honor Roll students:

Gr. 3 – Axel M. – National Honor Roll and Team Winner

Gr. 4 – Livia P. – National Honor Roll and Team Winner

Gr. 5 – Wanru Y. – National Honor Roll and Team Winner (with a perfect score)

  • More Gr. 5 National Honor Roll recipients – Alex R., David A., and Sai P.-B.

Gr. 6 – Luca L. – National Honor Roll and Team Winner

Gr. 7 – Flora S. – Team Winner

Gr. 8 – Sophie V. and Dylan C. – Tied Team Winners and National Honor Roll

Please join us in congratulating our mathematical Bears!!

NOETIC Math honorees in Gr. 3-5 at our House Assembly before Winter Break.

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

Going Deeper: Inside the Senior Capstone Experience

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Every year, our seniors reach a remarkable milestone. By the time they arrive at their final year at BASIS Independent Fremont, most have already completed their Advanced Placement® (AP®) requirements and are ready for something different—something more. That’s where Capstone courses come in.

On February 5, 2026, families, faculty, and fellow students gathered for the 2026 Senior Capstone Symposium, a showcase of the original research, engineering projects, financial analyses, and literary explorations that our Class of 2026 has been working on all year. It was, in a word, exceptional.

But to fully appreciate what made that day so special, it helps to understand what Capstone courses are—and why they represent one of the most distinctive elements of a BASIS Independent Fremont education.

What Are Capstone Courses?

The senior year at BASIS Independent Fremont is designed to be a bridge from traditional high school learning to the kind of independent, applied thinking students will encounter in college and beyond. At the heart of that experience are Capstone courses.

Capstone courses are teacher-created, college-level classes that go beyond the breadth of a typical AP course. Where AP courses are built to cover essential content across a wide field, Capstone courses are designed to go deep. They are original courses tied to our teachers’ own academic passions and expertise, and they shift the style of learning itself—from traditional classroom instruction toward the seminar-based and lab-based formats students will encounter in college.

This year, BASIS Independent Fremont offered an impressive range of 14 Capstone courses:

Art PortfolioAuthor’s Study
Corporate FinanceData Structures and Algorithms
Drug Discovery & DevelopmentEngineered Systems
Linear AlgebraLinguistics
Literary AnimalsMicrobiology
Multivariable & Vector CalculusNeuroscience
Optics and BiophysicsStorytelling Through Sound

Inside the Courses: Teacher Spotlights

What makes Capstone courses so distinctive? We spoke with three of the faculty members behind this year’s courses to find out.

Corporate Finance

In many ways, Corporate Finance is a natural Capstone to the business pathway at BASIS Independent Fremont. Mr. Ong already teaches AP Economics and courses in entrepreneurship, but he saw a gap: students needed exposure to the decision-making tools and frameworks actually used by financial professionals.

“There is significant interest in business and entrepreneurship at BIF, and I proposed this Capstone as a necessary foundational course for students who are interested in pursuing careers in business management, marketing, finance, and entrepreneurship. I also feel strongly that all students should be financially literate and have a basic understanding of the workings of corporations, the economy, and the financial system in order to effectively function in our modern world.”
— Mr. Ong, Corporate Finance

The course is deliberately practical. Students don’t just learn theory—they apply strategic financial frameworks to real-world scenarios. This year, the class even took a field trip to the San Francisco Financial District, giving students a ground-level look at the institutions and organizations they’d been studying.

Data Structures & Algorithms

For students who have completed AP Computer Science, Data Structures and Algorithms (DSA) is the natural next frontier. Ms. Shahin describes it as equivalent to a college-level introductory DSA course—the kind of material students at top universities encounter in their first or second year.

“DSA is a cornerstone for computer science education. By learning how data can be organized in different ways, students learn to tackle various problem-solving scenarios—from linked lists to arrays, from search engines to AI. It’s an important stepping stone for all computer science fields.”
— Ms. Shahin, Data Structures & Algorithms

What makes this course particularly exciting, Ms. Shahin notes, is the rapid pace of change in the field—and her students’ readiness to meet it. “With rapidly changing technology these days, helping them understand the actual process better, and sometimes also learning from their discoveries, is fun.” Alumni from the course have gone on to study computer science at MIT, CMU, Caltech, Cambridge, UC San Diego, and UC Berkeley.

Multivariable & Vector Calculus

Dr. Chaudhri’s Multivariable & Vector Calculus course pushes students well past the limits of AP Calculus into content typically covered in a university freshman or sophomore year. It’s one of several advanced math and science courses he has developed over the years, each reflecting a different dimension of higher-level mathematics and science.

“The Capstone classes cater to knowledge beyond what is covered in an AP class. They offer more depth and more breadth in a specific field of study at an undergraduate freshman/sophomore level—these serve as introductory bridges to a more advanced curriculum at college.”
— Dr. Chaudhri, Multivariable & Vector Calculus

The courses aren’t just academically advanced—they’re experiential. Past classes have included field trips to venues like the Exploratorium in San Francisco, where students engaged hands-on with scientific experiments that brought the course’s big questions down to earth.

Dr. Chaudhri’s courses also reflect a collaborative spirit—some have even come directly from student requests, a reminder that at BASIS Independent Fremont, the curriculum is a living thing, shaped by the curiosity of the students who inhabit it.

The 2026 Senior Capstone Symposium

On the morning of February 5, the BASIS Independent Fremont campus transformed into a showcase of some of the most ambitious student work we’ve seen. Eight of this year’s Capstone courses were represented—Neuroscience, Data Structures & Algorithms, Corporate Finance, Engineered Systems, Linguistics, Art Portfolio, Microbiology, and Author’s Study—and the range of work on display was a testament to the ambition and intellectual range of our seniors.

Project Highlights

The breadth of projects on display made it clear that there is no single mold for a Capstone experience. Here is just a sampling of what was showcased:

Neuroscience – One group of students investigated how chronic hypoxic exposure (low-oxygen conditions) impacts cerebellar basket cell structure and function—and what that means for broader neurological outcomes. The depth of this research mirrors the kind of questions asked in university neuroscience labs.

Data Structures & Algorithms – Students built fully functional applications using the data structures they studied. Highlights included MealCraft, a smart grocery organizer that intelligently categorizes and tracks pantry items; HAPify, a data-driven application with real-world use cases; and QuickPark, a parking management system designed to solve a genuine everyday problem.

Corporate Finance – The Corporate Finance Gallery Showcase turned into a miniature pitch event, with students presenting capital budgeting analyses and product launch proposals spanning everything from eco-performance running shoes to EV chargers to next-generation Apple hardware.

Engineered Systems – The engineering students showcased a remarkable range of physical and software-based systems. Projects included Security Jewelry—wearable tech designed to help users signal distress discreetly; Atmosys, an environmental monitoring system; an Automatic Planter that uses sensors to automate plant care; and a Wheelchair Rehabilitation Program designed to improve accessibility and patient outcomes.

Microbiology – The Microbiology presentations were perhaps the most research-intensive of the day, with students tackling graduate-level questions on topics ranging from bacterial flagellar motor evolution to the therapeutic potential of fecal microbiota transplantation for neuropsychiatric disorders.

Author’s Study – In a fitting contrast to the lab-and-data presentations elsewhere, the Author’s Study class closed out the day with a student-facilitated roundtable discussion—modeling the kind of Socratic seminar that defines great humanities education at the college level.

In Their Own Words

Josh P. approached his Capstone courses as an opportunity to test his interests before college—and came away with more than he expected.

“Capstone courses are a great chance for exploration—in-depth exploration into often niche topics. From the Neuroscience course, I got the basis to learn about more detailed parts of topics I was interested in, which I was then able to practically implement with the Capstone project. The whole process of developing your knowledge in the course and then finding a concrete, applicable way to use your exploration—Capstones are really amazing for that.”

That spirit of exploration carried into his other courses too, including Storytelling Through Sound: “I realized that I’m interested in applying literature outside of the standard means, and I’ve kind of taken that concept with my other Capstone courses as well.”

And looking ahead to college, Josh sees the Capstone experience as groundwork for what’s next: “I think the Capstones are kind of your gateway to enter that mindset—going deeper into topics you’re interested in, and also just niche topics in general.”

— Josh P. (Class of 2026), Drug Discovery & Development, Linear Algebra, Neuroscience, Storytelling Through Sound

Richa C. also took four Capstone courses and found that the flexibility of the Capstone curriculum was exactly what set them apart.

“For APs, I wouldn’t put too much effort in because I would always depend on that final AP exam bringing everything up for me. In Capstones, I actually have to work for it. There’s no set curriculum—the teachers make the curriculum, so they’ll just take you on a rollercoaster ride some days. I really like how flexible the curriculum is.”

That flexibility showed up in unexpected ways. In Neuroscience, it meant hands-on lab work that went well beyond a typical classroom experience: “It’s like holding an actual brain in your hands and cutting into it and seeing all the little things in there.”

And at the Symposium itself, seeing the full scope of what her classmates had been working on all year left an impression: “I just really liked seeing everyone else’s hard work and all their projects. They were really cool.”

— Richa C. (Class of 2026), Linguistics, Literary Animals, Multivariable & Vector Calculus, Neuroscience

Kriti L. chose her Capstone courses — Neuroscience, Author’s Study, Microbiology, and Linear Algebra — based on subjects she already loved. But it was the energy in the classroom that made them memorable.

In Author’s Study, she found herself caught up in her teacher, Mr. Betcher’s, enthusiasm: “I think it definitely excited me too. I was excited to see what was the topic that made my teacher so interested in this.”

That excitement extended to how the courses felt day to day: “It felt almost like a college course. There was no really structured curriculum — if we wanted to touch on a side subject, we could do that. We didn’t have to only study topics for the AP test. And it’s a lot more formal — you have to write whole papers that are 20 pages. But it’s also preparing me for college.”

— Kriti L. (Class of 2026), Author’s Study, Linear Algebra, Microbiology, Neuroscience

A Different Kind of Senior Year

What makes the Capstone experience so valuable isn’t just the content—it’s the mode of learning. By the time BASIS Independent Fremont seniors step into these courses, they’ve earned the academic credentials to take on something more. Capstone courses give them a glimpse of what college-level intellectual life actually looks like: seminar discussions, independent research, open-ended problem solving, and the deep satisfaction that comes from pursuing questions you genuinely care about.

The 2026 Senior Capstone Symposium was a celebration of exactly that. Watching our seniors present—confidently explaining their methodologies, fielding questions, and connecting their work to the broader world—it was clear that BASIS Independent Fremont’s promise had been fulfilled: these students are not just ready for college. They are ready for what comes after.

Congratulations to the Class of 2026.

Curious what senior year could look like for your student? Contact our Admissions team to schedule a tour and explore our Upper School curriculum.

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.

Who Is a BASIS Independent Bothell Student? Understanding Our Community Through Our CORAL Values 

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Every admissions season brings wonderful conversations with families as they discover our program and school. This year, one question stands out above the rest which is, “Who is a BASIS Independent Bothell Student?” 

As a founding school in our first year, this question comes up often and it’s an important one. While our admissions process is comprehensive and considers every part of a student’s application, what truly helps families understand our environment is getting to know the qualities and values that define our students. When we speak with our Learning and Subject Expert Teachers, and administrators across our campus, the same themes surface. Our community is grounded in the CORAL values that shape the BASIS Independent Bothell experience: Curiosity, Ownership, Respect, Advocacy, and Loyalty. 

These values are not admissions requirements. Instead, they reflect the environment students thrive in and the traits that naturally develop as they grow within our classrooms. Understanding CORAL gives families a meaningful picture of the kind of learning community we are building. One centered on exploration, responsibility, character, and connection. 

Curiosity at BASIS Independent Bothell: The Spark That Drives Learning 

Curiosity is foundational to a BASIS Independent Bothell student. It fuels engagement, inspires creativity, and drives students to ask thoughtful questions. 

Our Dean of Students, Ms. Cales, describes our students as “ambitious, hardworking, and curious.” That curiosity shows up in science investigations, literature discussions, math problem-solving, and each moment where students lean into learning with enthusiasm. 

Mr. Sturm, a Primary Math and Science Subject Expert Teacher, echoed this, calling his students “curious, tenacious, and joyful.” These qualities reflect our learners’ determination to explore new ideas and the joy they find in discovery. 

In our Kindergarten Early Learning Teacher, Ms. Gray shared similar observations, describing her young scholars as “kind, curious, and collaborative,” adding that “these are skills that will benefit our students throughout their lives.” Curiosity starts early and only grows as students advance through our program. 

Ownership: Building Responsibility and Confidence 

Ownership emerges when students take responsibility for their learning, reflect on progress, and take pride in their growth. 

Primary and Middle School Math Subject Expert Teacher Ms. Perleberg describes her students as “ambitious, mature, and compassionate.” That maturity often shows up in the way students manage their time, set goals, ask for help when needed, and take initiative. Ownership is a skill that supports long-term academic success and personal development. 

Respect: Creating a Positive and Inclusive School Culture 

Respect is one of the first values families notice when visiting our campus. It is reflected in the way students speak to their Learning and Subject Expert Teachers, collaborate with peers, and care for their learning environment. 

A culture of respect helps students feel safe sharing ideas, making mistakes, and taking academic risks. This foundation supports meaningful collaboration and helps students build strong social emotional skills. 

Advocacy: Empowering Students to Use Their Voice 

Advocacy helps students learn how to communicate confidently and respectfully. It emerges when a student asks a question, seeks clarity, requests help, or stands up for a peer. 

As students grow, advocacy becomes a key part of their learning journey. It builds independence, leadership, and emotional resilience which are all essential for long-term success. 

Loyalty: Strengthening Our School Community 

Loyalty develops naturally within a supportive school community. In our founding year, this value has been especially strong. Students, families, and faculty are building traditions, shaping culture, and creating a sense of belonging together. 

Loyalty inspires our students to support one another, take pride in their work, and invest in the community they are helping to build. 

The Bigger Picture: What Defines a BASIS Independent Bothell Student? 

When we asked teachers across multiple grade levels to describe the kind of student who thrives here, a consistent picture emerged: 

These qualities shared by Ms. Perleberg, Ms. Cales, Mr. Sturm, and Ms. Gray reflect who our students become when they are immersed in a learning environment shaped by these CORAL values. 

They are not criteria for enrollment. They are the characteristics that naturally develop within a community that values curiosity, ownership, respect, advocacy, and loyalty. 

Ready to Learn More About BASIS Independent Bothell? 

If these values resonate with your family and you’d like to explore whether our school is the right fit for your child, we would love to connect. 

Schedule a campus tour
Attend an admissions event
Contact our team

We look forward to partnering with families who share our belief in a community built on curiosity, integrity, and lifelong learning.

Day Camps: Where Adventure Meets Imagination! 

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Get ready to redefine summer! Our Day Camp Team at BASIS Independent Brooklyn is gearing up for nine weeks of pure excitement, exploration, and fun that will have your kids counting down the days until camp begins. 

Every Week is a New Adventure 

Our Day Camps will dive headfirst into themed weeks packed with hands-on science experiments, nature explorations, creative arts, sports, and games. With a unique selection of indoor and outdoor activities, every day brings something new to discover!  

Our Junior Day Camp is specifically designed to engage and support rising PreK to Kindergarten campers. Our School Age Day Camp paves the way for Rising Gr. 1-5 campers to jump into real-life adventures every day. All of our campers will enjoy programming organized around exciting weekly themes.

Summer 2026 Weekly Themes & Field Trips 

Week 1 (June 22-26): Wild West 
Saddle up, partners! We’re heading to the American Museum of Natural History to explore the frontier. 

Week 2 (June 29-July 2): Bear Investigation Bureau 
Junior detectives will crack cases at the Spy Museum in this mystery-filled week. 

Week 3 (July 6-10): Year 3000: Brooklyn Expo 
Discover futuristic fun at the NY Hall of Science and end the week with a Spirit Day, asking our campers to think ahead about their future selves! 

Week 4 (July 13-17): Safari 
It’s a wild adventure at Prospect Park Zoo as campers explore the animal kingdom. 

Week 5 (July 20-24): Step into a Story 
Stories come alive with a special trip to the NYC Children’s Theater, and campers will dress up as their favorite storybook character. 

Week 6 (July 27-31): Color Games 
A rainbow of creativity awaits at the Sloomoo Institute! Our spirit day will encourage campers to dress up in their favorite color head-to-toe. 

Week 7 (August 3-7): Case of the Bear Bandit 
Another thrilling mystery to solve with an exciting visit to Ferox. We will end the week with a Masquerade! 

Week 8 (August 10-14): Fun in the Sun 
Cool off and splash around at LeFrak Splash Pad, and end the week with a Mismatch Spirit Day. 

Week 9 (August 17-21): Carnival 
End the summer with a bang at LEGOLAND and the excitement of carnival games! 

Camp Details 

Schedule: Monday-Friday, 8:30 a.m. – 3:30 p.m. ET 
 
Extended Care Available: 

  • Early Bird: 7:30 – 8:30 a.m. ($55/week) 
  • Late Bird: 3:30 – 5:30 p.m. ($130/week) 
  • Both Early + Late Bird: $170/week 

Pricing: 

  • Junior Campers (Rising PreK-K): $730/week 
  • School Age Campers (Rising Grades 1-5): $665/week 
  • Half-Day Add-On for Specialty Camps: $330 

Registration: Choose from any of our 9 one-week sessions running June 22 through August 21! 

Don’t let your kids miss out on the summer adventure of a lifetime. Sign up today and give them memories they’ll treasure forever! Register by February 20th to receive a 10% discount on all camp programs. Visit Summer Programs | BASIS Independent Brooklyn Camps for more information and to register today! 

Every day at our summer camp brings a new adventure, filled with opportunities for your child to create lasting memories and develop new skills. 
 

Alumni Panel Insights 

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Recently, four of our BASIS Independent Brooklyn alumni generously offered to share their reflections on our school and what they have been up to since their transition to university. We welcomed Sid R. BIB ’22, Johns Hopkins ’26, Courtney H. BIB ’22, Cornell ’26, Yuna S. BIB ’24, Barnard ’26, and Maxim S. BIB ’25, Stanford ’29, to share their thoughts on their years at our school and any advice they could offer to younger students and their families. 

Several themes emerged during the panel, and we wanted to share them in an overview and more detail. 

  • Curriculum Prepares for College: Rigorous coursework and Advanced Placement (AP) classes allow students to skip introductory college courses, focusing on advanced material. 
  • Experiential Learning Through Capstone Courses and Senior Projects: Senior students engage in internships and projects that connect academic learning to real-world applications. 
  • Community Supports Transition: A small, close-knit environment fosters collaboration and lifelong friendships, making college adjustments smoother for alumni. 
  • Balanced Extracurriculars Enhance Skills: Alumni successfully managed academics along with sports and arts while at BASIS Independent Brooklyn, developing essential time management skills for college success. 
  • Parental Encouragement is Key: Parents and guardians are encouraged to support exploration of diverse interests without pressure, aiding student growth and independence. 
  • Technology Use in Learning: Students learn to effectively utilize AI tools, enhancing their understanding and efficiency in academics without superficial reliance on technology. 

College Preparation and Academic Rigor 

Our panelists hit home that the BASIS Independent Brooklyn curriculum effectively prepares students for college through rigorous coursework and strong foundational skills. Alumni emphasized the role of AP courses and Capstone Classes in building a solid academic base, with Maxim crediting AP Physics C and AP Calculus BC for allowing him to skip introductory college courses at Stanford, enabling focus on advanced material he finds challenging and inspiring. 

Sid highlighted that BASIS Independent Brooklyn teaches students how to learn and develop intuition, which helped him adapt quickly to college-level challenges. Yuna and Courtney pointed out that the small class sizes fostered close relationships with teachers, making it easier to seek help and build confidence, which translated well into larger college environments. Maxim also described the curriculum’s upward spiral structure as crucial for managing STEM workload and balancing multiple rigorous classes efficiently. 

Mr. Winter leading an advanced physics lab with Maddox M. ’25.

Capstone Courses and Senior Project 

The panelists all pointed to Senior Capstone courses and Senior Projects as providing practical, in-depth experiences that link to college and career paths, with students pursuing personalized research and internships during the senior year. 

Yuna conducted her Senior Project off-site placement at Cold Spring Harbor Laboratory, focusing on Martian soil simulant and plant cultivation. Courtney’s Senior Project involved documenting the revitalization of NYC Chinatown’s local economy post-COVID througha partnership with a nonprofit. Maxim interned with Ukrainian Railways while studying high-speed rail development in the United States for his Senior Project. Sid worked with a Columbia professor on engineering CAR-T cells for his Senior Project, connecting research exposure directly to his biomedical engineering studies. 

The BASIS Curriculum’s emphasis on interdisciplinary learning extends beyond STEM, offering significant humanities and arts courses, including AP Seminar, AP Research, English literature, history, and art electives, which build critical thinking and communication skills valued in college. 

Maxim noted that humanities courses helped him contribute meaningfully in Stanford’s citizenship class by evaluating multiple perspectives. Courtney and Yuna shared how art and writing opportunities nurtured creativity and independent thinking critical for their academic and personal growth. 

Yuna S. ’24 at work on her Senior Project at Cold Harbor Springs Laboratory.

Community and Social Environment 

The small, close-knit community at BASIS Independent Brooklyn fosters collaboration, diverse interests, and lasting relationships that ease the transition to college. Alumni panelists agreed that the school’s small size encourages peer collaboration over competition, allowing students to pursue unique passions without pressure and build supportive friendships across interests. 

Courtney emphasized that her BASIS Independent Brooklyn classmates became lifelong friends and a strong support network through college and beyond. 

Sid recalled socializing in the senior lounge and group activities, which helped build close bonds and a sense of belonging. Yuna and Maxim reflected on informal group outings such as volleyball games, beach trips, and lunch gatherings that strengthened community ties. 

Going to college with peers from BASIS Independent Brooklyn provides comfort and support during the transition to larger university settings, as multiple panelists reported attending college with classmates and maintaining close connections. Yuna’s freshman year roommate was a classmate from BASIS Independent Brooklyn, which helped her adjust quickly to Barnard. 

The community culture encourages inclusivity across disciplines, supporting students in both STEM and non-STEM interests, and fostering interdisciplinary respect and engagement. Alumni noted that their high school peers excelled in diverse areas such as photography, art, writing, and music, enriching the school’s academic environment. 

Our Class of 2025 together on campus before their graduation.

Extracurricular Engagement and Time Management 

Extracurricular activities, including arts and athletics, play a vital role in high school student life, contributing to well-rounded development and effective time management. Students successfully balanced rigorous academics with sports, arts, and clubs, supported by structured routines and peer participation. 

Yuna joined volleyball in junior year and continued intramural volleyball in college, finding it a joyful and social outlet. Maxim participated in varsity soccer, basketball, and tennis in high school, and later he led a championship intramural soccer team at Stanford. 

Sid managed music commitments (violin) on weekends alongside martial arts during the week, demonstrating diverse extracurricular involvement. 

The arts program offers multiple in-school and after-school options, including studio art, photography, drama, band, orchestra, choir, and an annual spring musical, enriching student experiences. 

Yuna’s AP Studio Art work earned a Scholastic Art and Writing Award, highlighting the program’s quality and college-preparedness value. Performances and trips, like the band’s planned Disney World visit, create additional engagement and exposure. 

Time management skills developed through balancing academics with extracurriculars are seen as essential for college success, with alumni crediting routine, planning, and support systems for their ability to handle multiple commitments. 

Our Varsity Soccer Team welcomed back alum Nico D. ’25 at a game held over his Fall Break.

Parental Support and Student Mindset 

Encouragement from parents to explore interests and a proactive student mindset are key factors in maximizing the BASIS Independent Brooklyn experience. Alumni recommended that parents encourage exploration without pressure and support diverse interests, allowing students to try electives, clubs, and internships freely. 

Courtney’s parents took a hands-off approach, allowing her to pursue interests organically, which she found beneficial for her growth. 

Panelists stressed the importance of being proactive and asking for help, including seeking academic support, extracurricular opportunities, and college recommendations. Sid advised resilience through challenges, sharing how failing exams early on in middle school did not prevent his success. Courtney and Maxime emphasized leveraging the small community to network with seniors and alumni for guidance on college and beyond. 

Alumni highlighted that BASIS Independent Brooklyn fosters a resilient and curious mindset, teaching students to embrace challenges and seek support resources like office hours and peer study groups. 

Alum Sid. R. ’22 presented his Senior Project on CAR-T Cell Therapy.

Technology and AI Integration 

Panelists spoke about how BASIS Independent Brooklyn prepares students to effectively use technology and AI tools as part of their learning and research processes.  

Sid shared how the curriculum’s focus on understanding concepts over memorization enables smart AI usage to boost efficiency without losing comprehension. He emphasized that AI tools help with coding and learning but require students to transform the information into personal understanding, a skill BASIS Independent Brooklyn cultivates. 

Parent Ian Saville leads a Future-Ready Mentor Program Workshop with our seniors.

Transition and Integration Support 

BASIS Independent Brooklyn supports students joining at various grade levels and helps them adjust through structured support and community integration. 

Students joining in middle school or later grades experience an adjustment period but receive ample support, making integration achievable regardless of entry point. The school’s practice of enrolling new students in every grade creates peer groups that facilitate social and academic integration. 

Familiarity with peers and teachers from BASIS Independent Brooklyn helps students transition smoothly into college and beyond, supported by active alumni networks and ongoing connections. 

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

Dr. Araci Honored with Regional Teaching Excellence Award from the American Chemical Society

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Excellence in education deserves to be celebrated—and we couldn’t be prouder to share that Dr. Araci, the Chemistry Subject Expert Teacher at Fremont Independent Upper School, has been recognized by the American Chemical Society with the 2025 Regional Award for Excellence in High School Teaching in the Western Region.

Dr. Araci received this prestigious honor at the ACS Western Regional Meeting Awards Ceremony in San Jose in October, standing out among exceptional educators across a 15-section region spanning California, Arizona, Hawaii, and Nevada.

“We are incredibly proud of Dr. Araci’s recognition,” said Ms. Abodouma, Head of School. “This award is so well-deserved. Dr. Araci elevates the learning experience on our campus every single day, inspiring our students to see chemistry not just as a subject to study, but an exciting exploration and another lens through which they can understand and transform the world around them.”

The Excellence in High School Teaching Award celebrates educators who demonstrate exceptional quality of instruction, inspire and challenge students, and contribute to the broader chemistry education community. Dr. Araci embodies these qualities in remarkable ways.

In her Honors Chemistry, AP Chemistry, and Drug Discovery and Development Capstone courses, Dr. Araci creates a transformative college-level learning environment where students evolve into independent thinkers and researchers. Through hands-on laboratory work and collaborative discussions, she empowers students to seek answers, ask deeper questions, and discover the joy of scientific inquiry.

Her impact extends far beyond the classroom. Dr. Araci leads workshops on academic integrity and classroom engagement and advises student-led initiatives and competitions, including the Chemistry Club, the You Be the Solution Challenge, the ACS Berkeley Chemistry Tournament, and the US National Chemistry Olympiads. She also created one of our school’s most beloved traditions: the annual Honors Chemistry Debate held each Valentine’s Day. This unique event brings together students and the entire school community to explore thought-provoking questions like “What makes the world go around: Money or Love?”

“It was wonderful to be recognized, and I am honored to be awarded by ACS,” Dr. Araci shared after the ceremony, where she connected with educators, college professors, and industry professionals from across the Western United States—relationships that promise to open new doors for collaboration and opportunity for our students.

This recognition is a testament to Dr. Araci’s unwavering dedication to making chemistry engaging, accessible, and transformative. She doesn’t just teach chemistry; she ignites curiosity, builds confidence, and shapes the next generation of scientists and critical thinkers.

Congratulations, Dr. Araci. This honor reflects what we’ve known all along—you’re making an extraordinary difference.

Explore our innovative programs and see how BASIS Independent Fremont is redefining STEM education.

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.

Leadership Spotlight: Director Cameron, Middle School Program

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The Middle School Program at BASIS Independent Brooklyn is carefully designed both to challenge and support students during a very impressionable time. We believe middle school is a time for building strong foundational knowledge in a wide variety of subjects while growing a student’s autonomy and self-discipline needed for critical inquiry.

Pairing challenge with the right support is core to our Middle School Program. Leading the charge is Director Shantell Cameron. For the past three years, she has worked tirelessly to complement the internationally benchmarked academics with joy in learning and excitement in community. With roots in the classroom, Ms. Cameron first joined our school as a Gr. 2 Learning Expert Teacher nearly eight years ago before moving into school leadership, first as a Dean of Students, then as a Director at our Upper School campus.

Ms. Cameron has been educating young minds for nearly two decades. She obtained her master’s degree in education in 2014, and previously taught and worked in administration at another private school before joining our community. We sat down with her to ask some questions that might help convey all that Ms. Cameron manages at our school and her vision for the Middle School Program.

What is a typical day for you as Director of the Middle School?

As the Middle School Director, I work closely with teachers to ensure they have the support they need to thrive in the classroom. I collaborate with my team daily to continue building a positive Middle School culture—one that is not only academically strong but also fun and engaging for students. My days include observing classes, providing meaningful feedback to teachers, and managing escalated situations with students or staff as they arise. I also partner with families to make sure we are supporting their children both in school and at home, reinforcing our commitment to developing well-rounded students.

Our Middle School Program is known for challenging students to the highest international levels. How do you support the whole student in these critical years?

Middle School is one of the most challenging stages in a student’s life. It’s a pivotal time for both cognitive and emotional growth. At our school, the curriculum is intentionally rigorous, which can sometimes feel overwhelming for students and families. Because of this, I believe it’s essential to balance high academic expectations with meaningful social and emotional support.

To support students academically, we provide multiple layers of help. In addition to weekly student hours, students can work with peer tutors from our High School Program when they need extra reinforcement in specific subjects. We also offer a student support program where students collaborate with their advisor, the Dean, and their teachers to create an individualized plan that helps them navigate our demanding curriculum. We know that academic rigor and accountability can be challenging for middle schoolers as they learn to manage their grades and keep up with the pace of coursework.

Equally important is supporting our students’ social-emotional development. I am a strong believer in building and maintaining a positive school culture where students feel a genuine sense of belonging and have things to look forward to beyond academics. When a student has a passion, whether it’s a club, sport, or committee, I strongly encourage them to participate. Those are the opportunities that help them grow socially and build confidence.

What do you think stands apart about our Middle School program?

Our Middle School Program is truly unique; saying it stands out among other middle schools across the city and state is an understatement. We are a community that strives to support every student and partner closely with every family. When I think about what sets us apart, a few key pillars come to mind:

• Belonging: Our students and families consistently feel a strong sense of belonging because we operate not only as a school community but as a family. As Director, I value maintaining an open-door policy where students can stop by to share feedback, ask questions, or simply say hello. I avoid a strict “by appointment only” approach because it’s important that students and teachers feel heard and know their voice matters

• Support System: Our support system is exceptional and truly caters to teachers, students, and families. We approach every situation with flexibility, an open mind, and a commitment to keeping students at the center. This not only strengthens the sense of belonging but also creates a warm, family-oriented environment. The level of support provided by our administrative team is unlike that of many middle schools. Here, no teacher or student is “just a number.” We work tirelessly to make sure everyone feels valued, heard, and fully supported.

• Curriculum: Our curriculum is “first class” and speaks for itself. Our Middle School students are preparing for high school in ways many schools don’t even consider. By the time they complete our program, students are ready for college-level coursework, perform extremely well on standardized tests in high school (PSAT, SAT, and Advanced Placement exams), and show strong results on our midterms and final exams (Pre-Comps and Comps). Our elective offerings give students opportunities to explore passions and potential career interests early on. In short, our curriculum prepares students not just for our high school but for future success beyond the classroom.

• Teachers: Most importantly, our teachers are a defining strength of our program. We don’t just have educators; we have experts who truly love what they do. I witness daily how our teachers bring rigor to life through games, hands-on labs, debates that spark critical thinking, and culminating projects that connect learning to the real world. They give students the opportunity to take ownership of their learning, and that is not something found everywhere. Our teachers plan with every student in mind, rather than simply following a standard state-provided curriculum, allowing them to reach multiple learning styles in meaningful ways. I am honored to lead a program that demonstrates consistent growth, care, and respect.

You have been a big proponent of building a strong school culture during your years at the school. What programs have you started to build a great culture supporting students and teachers in Middle School?

Due to my firm belief in creating well-rounded students, I am constantly seeking ways to strengthen our school’s culture. Middle school students thrive when they have opportunities to collaborate and engage outside the classroom. Over my five years on the Administration team, both in Primary and Middle School, I have started and supported numerous programs to foster community, connection, and tradition:

  • Grade 8 Overnight/Lock-In: In my first year as Middle School Director, I established the Grade 8 Overnight, where students spend the night at school, enjoying games and fun activities. This December will mark our third Overnight.
Our Gr. 8 Lock In chaperones bonded in their matching PJs and bear slippers, which Director Cameron ordered.
  • Grade 8 Washington, D.C./Charlottesville Trip: Alongside Mr. Piel (U.S. History SET), I led the creation of this trip, which provides students with hands-on historical and civic learning experiences. It has become an annual tradition in March.
  • Grade 8 Celebration: I created a celebration to honor our eighth graders for completing the Middle School program. While not a formal graduation, this event recognizes students’ achievements and brings families together to celebrate their successes. This year will be the third celebration.
  • Grade 6 Ice-Skating Trip: To reward students after completing Pre-Comps, I started a fun Ice-Skating trip for Grade 6 students. This social tradition helps students celebrate academic milestones and connect with peers.
  • Parent University-Style Forums: I collaborated with administration and external partners to create forums supporting families, including the “Inside Scoop to Pre-Comps and Comps” for Grade 6 families and an Executive Functioning Workshop for parents in Grades 5–8. These forums help families support their students academically and socially at home.
  • Recess for Middle School Students: Working with the Dean, we introduced AE Recess, giving students the option for downtime and socialization three times a week. This initiative was based on student and parent feedback and strengthens our supportive community.
  • Increased Teacher Collaboration: I encouraged a schedule (weekly team meetings) that allows teachers to collaborate more effectively, share best practices, and strengthen professional partnerships across departments.
Head of School Josh Harmon and Director Cameron marveling at how many pizzas were consumed at our Pre-Comp Student Session and Pizza Party.

All of these initiatives are designed to build and improve culture in the Middle School, providing students, teachers, and families with a fuller, more meaningful school experience. I am committed to continuing to create traditions and opportunities that positively impact both academics and student life.

Our school integrated a “no cell phone” policy last school year. From your perspective as the Director, how has that changed the school day or experience for students in the Middle School Program?

Our no cell phone policy has drastically changed the dynamics of Middle School. I have observed students becoming more focused in the classroom, more socially engaged with their peers, and building stronger self-advocacy skills. Over the past few years, cell phones and other personal devices played a significant role in students’ daily lives. While these technologies have positive attributes, they often disrupted the traditional school experience, a structure that, in my view, is essential for holding students accountable for their learning.

Since implementing this policy, I have seen students conversing more with peers in classrooms, cafeterias, and hallways, participating more actively in lessons, and choosing to be fully involved in the school community. Additionally, we have seen a significant decrease in suspensions related to cyberbullying or inappropriate phone use during school hours. Overall, this policy has strengthened both the academic and social-emotional environment of our Middle School.

You have been at our school for many years, first as a Learning Expert Teacher (LET), then as a Dean, and now as Director. What drew you to BASIS Independent Brooklyn (and keeps you coming back)?

This is my eighth school year here at BASIS Independent Brooklyn, and each year truly gets better. I was initially drawn to this school because of its commitment to genuine skill mastery rather than simply teaching to a test. I also value the strong support system in place for teachers, students, and families, as it consistently leads to positive experiences and outcomes.

Before joining our school, I taught at a small private school on Long Island that held similar beliefs and standards, which made the transition here feel natural. One of the things I appreciate most is that teaching is not the end of the road; there are always meaningful opportunities for professional growth, supported by people who genuinely want to see you thrive. I’m proud to be an example of that, having grown from a classroom teacher (Learning Expert Teacher) to Primary School Dean of Students, Primary School Director, and now Middle School Director.

Each role has reinforced what makes BASIS Independent Brooklyn truly special: a community that strives for excellence, a culture of care, and a curriculum that stands apart from other schools. Our teachers and students are deeply passionate about their work, and together they create the warm, supportive environment that defines who we are.

To me, BASIS Independent Brooklyn feels like family more than just a school, and that is what brings me back year after year. It keeps getting better, and we continue to grow stronger together.

What is something families might not know about you that you want to share?

I travel quite a distance each day to get to work, coming from Freeport, Long Island. I do it wholeheartedly because I truly love my job and the people I get to collaborate with. My colleagues make each day meaningful and fun.

I also have a musical background. I play the clarinet, saxophone, and flute, and I originally attended SUNY Potsdam for music education and performance before shifting my focus to teaching. Once my youngest son is a bit older, I hope to join a band or orchestra again as a personal passion project.

Education runs in my family. My relatives owned early learning schools on Long Island, where I worked as a teenager. I also tutored many of their students. That early exposure is where my love for education really began.

Before coming to BASIS Independent Brooklyn, I had the opportunity to serve as the interim Head of School at my previous school while the Head of School was on long-term medical leave. That experience gave me my first hands-on introduction to school leadership.

And last but certainly not least, I am a single mom to three wonderful children, a daughter who is 19, and two sons who are 14 and 5. Because of them, I get to experience all levels of childhood and adolescence at home, which adds a meaningful perspective to my work in school.

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

Rolling Admissions for Fall 2026: Everything Families Need to Know

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Rolling Admissions for Fall 2026 Opens January 24, 2026

Our Rolling Admissions cycle for Fall 2026 opens on Saturday, January 24, 2026. Families interested in joining our vibrant, academically focused community can begin submitting applications on that date. Below, you’ll find everything you need to navigate our admissions process successfully.

Rolling Admissions Timeline

Application Opens — January 24, 2026

  • Applications for all grade levels open on this date.

Application Deadline

  • Applications remain open until a grade reaches capacity. Once a grade closes, qualified applicants will be placed into a wait pool and reviewed as space becomes available.

Decision Notification

  • Families receive an admissions decision within 10 business days of completing their application. This provides a fast, transparent experience for families seeking timely enrollment options.

Commitment Deadline & Enrollment Details

Applying during Rolling Admissions is not immediately binding. To officially secure a seat, families must:

  • Submit a signed Enrollment Agreement
  • Pay a non‑refundable $1,750 deposit by the Commitment Deadline listed in their offer

How to Apply for Rolling Admissions

Starting your application is simple. Families can begin their Rolling Admissions process here. Our Admissions Team is available to support you at every step of the process.

Frequently Asked Questions (FAQs)

What is Rolling Admissions?

Rolling Admissions is an ongoing application process in which applications are reviewed as they are completed. Decisions are released on a rolling basis, typically within 10 business days.

Are all grade levels open during Rolling Admissions?

Yes. All grade levels remain open until they reach capacity. After that point, applicants are moved into a wait pool.

What counts as a “completed application”?

A completed application includes the online application form, and all required supplemental materials. Your admissions portal will display outstanding items.

How soon will we receive an admissions decision?

You will receive a decision within 10 business days after the application is complete.

Is applying during Rolling Admissions binding?

No. Applying is not binding. Only those who sign the Enrollment Agreement and pay the $1,750 deposit secure a seat.

What if a grade is already full when we apply?

Your student will be placed into a wait pool and considered if space becomes available.

Can current families apply for siblings?

Yes. Sibling applications are welcome and follow the same Rolling Admissions process. Space is not guaranteed, so early submission is recommended.

How long do families have to accept an offer?

Families must review their offer letter for the Commitment Deadline, then sign the Enrollment Agreement and submit the deposit by that date.

APPLY NOW

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