High School

The Evolution of Lab Sciences: From Exploration in Primary Years to Advanced Laboratory Experiences in High School!

May 22, 2026 by emilyhughes Leave a Comment

At BASIS Independent Bellevue, science comes to life through hands-on experiments, collaborative projects, and engaging investigations that encourage students to think critically and creatively. Across every division, from Primary School to High School, students are actively exploring the world around them in a variety of capacities.

Primary School: Building Curiosity Through Exploration

In Primary School, students are introduced to the wonders of science and engineering through engaging, project-based learning experiences. Throughout the primary years students deepen their knowledge of essential science concepts while teachers inspire a sense of wonder and excitement about the natural world, encouraging them to see themselves as young scientists ready to explore and discover.

In engineering classes, students explored various aspects of STEAM through units on civil and aerospace engineering. During the civil engineering unit, students worked collaboratively to design free-standing paper skyscrapers and environmentally informed cities centered around green spaces. In aerospace engineering, students designed rockets inspired by the Artemis II launch. During presentations, the BASIS Aeronautics Space Administration (B.A.S.A.) voted on the most innovative rocket design, with one winning all-girls team, impressing classmates by designing a rocket capable of cooking s’mores for astronauts during takeoff.

Students also participated in several exciting scientific investigations throughout the year. During a month-long moon phase project, students observed and documented the moon each night in moon journals before reenacting the positions of the Earth, moon, and sun to better understand lunar phases. Students also explored light energy through learning centers focused on how light travels and reflects off surfaces. Another favorite activity came during the measurement unit, where students practiced measuring liquids and following detailed lab instructions. If completed correctly, the experiment resulted in a colorful rainbow, making science both educational and exciting.

Middle School: Applying Science Through Hands-on Learning

Middle School students take scientific exploration to the next level through challenging labs, engineering projects, and interactive investigations. From grade 6–grade 8 students take three separate, concurrent science classes, biology, chemistry, and physics.

In physics classes, students participated in the “Egg War,” where they applied concepts such as Newton’s Laws, momentum, impulse, and kinematics to design vehicles capable of protecting an egg during a head-on collision. Students also explored electricity by building a variety of circuits using batteries, wires, and light bulbs, gaining firsthand experience with electrical systems and experimentation.

Engineering electives have also provided students with opportunities to collaborate and innovate. In grade 6 Introduction to Engineering, students worked together to build and code robots capable of competing in friendly robot battles. Through this project, students strengthened their skills in coding, construction, teamwork, and problem-solving.

Middle School chemistry students recently completed a stoichiometry lab involving a single replacement reaction between Copper (II) Sulfate and Aluminum. Students calculated theoretical yields, conducted the reaction, and analyzed their percent yield based on the copper produced. Biology students have also immersed themselves in the study of anatomy and life sciences through a variety of dissections, including cow hearts, cow eyes, frogs, and owl pellets. In addition, students explored the microscopic world by using microscopes to observe tissues, organisms, and cellular structures.

High School: Connecting Theory to Real-World Science

In high school science courses, students deepen their understanding of scientific concepts through advanced laboratory experiences and independent inquiry. In AP Physics 2, students conducted a capacitance lab in which they built parallel-plate capacitors using aluminum foil and textbooks. By testing how effectively paper functioned as a dielectric material, students were able to apply classroom equations to real-world experimentation and engineering design. In AP Physics 1, students got to build model trebuchets, a medieval siege engine powered by a counterweight. They explored the forces and torques acting on the system and how their design choices affected the range and accuracy of their models.

Honors and AP Chemistry students have also engaged in a wide variety of labs throughout the year, including titrations, acids and bases investigations, and experimental procedure design. Students are often challenged to create their own methods for achieving a scientific goal using only a provided set of materials, encouraging creativity and critical thinking in the lab. But what is the fun in chemistry without some fire? One particularly memorable experiment involved testing metals in flames to demonstrate properties of matter. By combining alcohol with different salts, students produced brilliantly colored flames that brought chemistry concepts vividly to life!

From designing rockets and building robots to conducting advanced chemistry and physics experiments, students across all grade levels are discovering that science is more than just a subject. It is an opportunity to explore, create, and innovate. Through these engaging lab experiences, our students continue to develop the problem-solving skills that will assist them in their future endeavors.

Celebrating the College Acceptance Results of BIM’s Class of 2026

May 21, 2026 by aixuanwang Leave a Comment

On May 1, Decision Day, our seniors gathered for a barbecue and announced their college destinations. We are so proud of all of them and the hard work it took to get to this moment.

“Our seniors have so much to celebrate this year!” says Head of School Kate Reynolds. “The opportunities they have earned are a testament to their hard work and the support from our faculty and community. They have excelled in the classroom, in clubs, and in extracurriculars outside our walls, and they have left their mark on our community. We’re thrilled to see what they do next!”

The class of 2026’s hard work is reflected in some truly impressive statistics:

95% of our graduates were accepted to a top 50 school¹

70% of our graduates were accepted to a US News top 26 school

50% of our graduates were accepted to a US News top 25 school

23% were accepted into a school ranked in Times Higher Ed the global top 10

15% were accepted into a school ranked in the US News top 10

Here is an impressive list of schools where our students were accepted:

American
Amherst
Boston University
Cal Tech
Carnegie Mellon
Case Western
Cornell
Davidson
Duke
Emory
Georgetown
George Washington
Georgia Tech
Harvard
Johns Hopkins
McGill
NYU
Northeastern
Northwestern
Oxford
Purdue

Rice
St. John’s College
Stanford
Texas A&M
Virginia Tech
University of California, Berkeley
University of California, Irvine
University of California, Los Angeles
University of California, San Diego
University of California, Santa Barbara
University of Florida
University of Illinois at Urbana-Champaign
University of Michigan
University of North Carolina
University of Pennsylvania
University of South Florida
University of Toronto
University of Virginia
University of Washington
Washington University in St. Louis
William & Mary

Most importantly, all of our seniors have worked hard to find a place that fits them and will help them grow and pursue their goals. As college counselor Mr. Ramsby notes:

“This class, BIM’s largest to date, succeeded remarkably in their college admission process. As you can see from the stats above, they achieved outstanding results from the schools they applied to. They were extremely thoughtful and deliberate in their college searches. By this fall, they will be scattered across the United States, from California to Boston, and also into Canada and the UK.”

Among many accolades our graduates received includes over $3 million in scholarship offers. Four students received full-ride scholarship offers, including the historic Morehead-Cain scholarship. Two students received National Merit scholarships, and one is a semifinalist for the Presidential Scholar award.

Our seniors took many different paths to these destinations. Some threw themselves into scientific research. Others competed in quiz bowl or debate. Others played sports or wrote poetry. We are proud of them all, and of the young adults they have become.

In the coming weeks, we will be sharing stories of our seniors’ journeys, from when they first arrived at BIM to where they are now. We do this to celebrate our seniors and to show our younger students and families that there are many different roads to success at our school and beyond.

Wherever our seniors go, BIM will always be a welcome place for them to come home to. We will miss them and wish them well as they begin this next phase of their lives!

Congratulations, Class of 2026!

¹ 92% were admitted to a US News & World Report top-50 school. The US News list does not include international schools, and we also had students admitted to Toronto (global #21) and McGill (global #41) in the Times Higher Education World University rankings. Every senior was accepted to a school ranked at least in the US News top 59.

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. Andrew Ryan

May 13, 2026 by nathanielyinger Leave a Comment

Mr. Ryan brings a passion for teaching economics and mathematics that began in his own high school classroom. He has experience with a range of courses in our network from his time teaching for BASIS Independent Silicon Valley and BASIS Independent Manhattan. These include AP Macroeconomics, AP Macroeconomics, Capstone: Game Theory, and mathematics from Algebra I through Precalculus.

Mr. Ryan earned his Bachelor of Science in Economics with a Minor in History from Binghamton University in Upstate New York. During his undergraduate years, he tutored upper-level microeconomics to college students while also volunteering as a substitute teacher in a middle school. This dual experience shaped his goal of teaching his favorite subjects at a high level to motivated middle and high school students as they begin exploring specialized academic interests.

In his classroom, Mr. Ryan focuses on personal engagement through practice problems, experiments, and instructional games. He believes that students learn best when they are actively involved in the learning process. Outside of the classroom, Mr. Ryan enjoys running, listening to podcasts, and brainstorming new lesson plans, preferably all at the same time. He finds fulfillment in constantly seeking innovative and engaging ways to inspire his students.

Are there any highlights you’d like to share about your teaching philosophy or approach?
The core principles of my teaching philosophy are rooted in economics. When teaching opportunity cost, I introduce the tradeoffs inherent in the “endowment effect,” the human tendency to value something more once we own it. The endowment effect can be leveraged to the advantage of our students. We rarely overvalue the investment in our own human capital, that is, the investment in our own education. Consequently, I have consistently found that students learn best when they feel ownership over their learning. That ownership is the first meaningful step toward becoming a lifelong learner. My role is to create a healthy learning environment where that ownership is both natural and rewarding so that students continue to reinvest in themselves. That means lessons that are efficient, data-driven, and engaging. When course structures and expectations align with students’ goals, engagement rises.

What are some of the most rewarding parts of being a Subject Expert Teacher and working with BASIS Independent School students?
One of the most rewarding parts of being a Subject Expert Teacher is working with students who are genuinely curious and are capable of engaging with advanced material. Teaching within an accelerated curriculum allows for deeper conversations. Our students have more opportunities to push beyond procedural fluency and towards genuine conceptual understanding. I especially enjoy watching students as they begin recognizing when they are thinking ‘like economists’, questioning incentives, recognizing tradeoffs, and using marginal analytical reasoning. Watching my students develop confidence in their skills and intellectual independence has been incredibly fulfilling.

Are there any thoughts you’d like to share with families who are joining – or who are thinking of joining – the BASIS Independent Dublin community?
My aspiration is to share the confidence and excitement I have developed from joining the BASIS Independent Dublin team with our families. In my experience within the BASIS Independent network, I have been privileged to see how our strong academic framework can grow and mature over time as students and faculty work together. Being part of this flourishing institution has been deeply meaningful professionally and personally. One of the biggest draws for me to work at BASIS Independent Dublin has been the opportunity to support our school leadership in building a campus community from the ground up. I have faith in the tested success of our curriculum, our school leadership, and our amazing and growing staff.

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.

Senior Project Spotlight: Patrick Z. Weeks 7 – 8

May 12, 2026 by mirandamartinez Leave a Comment

The Senior Project is an independent, student-led culmination of our high school experience. After three years of academic preparation, our seniors are ready to spend the last trimester of their high school careers applying the skills and knowledge they have gained to develop a project that is insightful, academically rigorous, and professional in nature. This year, we are proud to showcase a senior from one of our neighboring campuses, BASIS Independent Fremont, Patrick Z.

Week 7: The Noise Sweep

And here we are with a new entry in the series, right back from my Spring Break hiatus! The looming deadline for the final exhibition of this senior project looms far closer than I would like to admit at the moment. After trying to implement my very own fancy quantum circuit right up until the spring break started, and failing miserably, I decided to take a step back and start experimenting with putting external stress on my QNN instead of tinkering with the circuit design. So far, I’ve only been running simulations where the QNN and fair classical model compete in the face of a single level of AWGN noise. While that was enough to convince me that my hypothesis was correct, the true proof would come from watching the classical system fail as the noise increases.

For this week’s simulation run, I created a noise sweep test on Amazon SageMaker that progressively adds noise multipliers to the image of my traffic lights, starting from the slightest amount of fuzz all the way up to a full-blown whiteout of static on each of the images in my dataset, and then I ran those images through both networks. And guess what? Just as I hoped, the results showed a clear superiority of the quantum model even without any additional fancy modifications. At low noise levels, the QNN performed about the same as the fair CNN. However, once the noise multiplier grew above 3 or so, the performance of the classical model tanked, as the algorithm could no longer tell apart red from green because the pixel core got so corrupted by the added noise. On the contrary, the QNN degraded gracefully thanks to the fact that, since the qubits are entangled, they seem to evaluate the connection between all four pixels within the traffic light in their classification decision.

With this great progress made, my next task will be learning how to distill all these quantum physics equations into plain text for the discussion section of my research paper. Until next time!

Week 8: Frontend Magic, Backend Data

I must say, the euphoria of finally seeing your work compile successfully is pretty amazing, but sooner or later you have to step back from the coding process and actually explain it. Welcome back to my senior project week 8! I finally hung up the coder’s hat and donned the author’s hat. After experiencing a few adrenaline rushes during last week’s noise sweep experiment runs, I found myself staring at a blinking cursor with the task of actually writing a full-fledged research paper based on my results. Even though my results’ discussion and conclusion are not ready yet as I’m still processing the final batch of data, I’ve managed to do quite a bit of writing this week. First, I outlined my document in meticulous detail. Then, I carefully formatted my bibliography according to the ACS style guidelines. Finally, I edited both the Introduction and the Methodology chapters, so now I can proceed with my paper once I receive the final set of results.

While working on my paper, I realized one thing, there is no one other than researchers within my area of expertise who will want to look at a web page of nothing but raw TensorFlow code and console output screenshots. As the date of my senior capstone exhibition comes closer, it is time to stop caring about the process of creating models and start thinking hard about their audience reception. I need some sort of tangible way of presenting my theory to my potential readers. I decided I need an application which would allow me to show people first-hand the discrepancy in resistance of my models against static.

I have begun sketching the design of the website which would be used for my final demonstration. The main goal is to create an interface which would feature a slider where the audience would have to increase the Additive White Gaussian Noise (AWGN). As the level of static increases, graphs depicting my classical and quantum models’ behavior against the same exact static level would appear on my website screen. The viewer would experience firsthand the moment when the classical architecture fails while the quantum one stays stable and accurate. Besides this interactive website, I have been pondering over the layout of my physical exhibition poster, considering ways of including the architectural diagram of my quantum gates and the underlying logic behind them.

BASIS Independent Dublin is a Grades 6 – 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.

Senior Project Spotlight: Aarohi G. Weeks 7 – 8

May 12, 2026 by mirandamartinez Leave a Comment

Week 7: No Updates

No updates for this week!

Week 8: Education is Everything

This week, I wanted to share an update on the next steps of my research and Week 8 featured a pivot and a new plan.

Public Comment & Petition

First, I had planned to study the age groups submitting public comments or signing petitions. Public commenting is an action citizens can take where they respond to new legislation detailed by their state governments, pointing out improvements or concerns that can lead to real action. Petition-signing was something I was looking to measure from sources like online websites like Change.org, more than official government forums.

Unfortunately, most of this data hides the writers’ ages, and in the case of location/state data, petition websites may be more hidden than public commenting sites. These two variables were my ways of measuring “interest.” Therefore, I’ll first still draw the insights I can on petition-signing per state or county to get a sense of civically-active states. Then, for public commenting, one website used often by these agencies called Public Input seems to have more readily available demographic data. In addition to my plans of measuring civics education requirements and youth advisory councils (a future blog post!), this pivot can still reveal the insights I need.

Civics Education

To generate interest early, historical and political knowledge becomes a huge factor, which can be taught at any point in the K-12 curriculum. At school, apart from home or any limits of social media and local news, students often learn the basics of their political system and where they fit. While a course is one way to teach, some states will give a civics test.

This test can be unique or the USCIS test, the citizenship test that immigrants take in order to naturalize as American citizens. When researchers raised doubts that the average American student could pass it, it became an easy benchmark for civic awareness.

But across the nation, there’s a lot of variety in state requirements. 10 states require neither a course nor test of any kind, 13 states opt for a half or full year course instead of a test, and some states offer the test but don’t require students to pass.

This week, I compiled the data on civics education requirements in different states and charted it. I compared it to the states with the highest to lowest average voter turnout from 2014 to 2024, hoping to point out a correlationary relationship.

BASIS Independent Manhattan: Class of 2026 College Results

May 8, 2026 by christineklayman Leave a Comment

In the world of New York City private schools, success is often measured by numbers—test scores, GPAs, and matriculation lists. We are proud of our nine seniors whose collective impact resulted in monumental success.

Our Class of 2026 finalized their plans for the fall, and the results tell a story of intellectual curiosity, resilience, and the power of a personalized education. From the historic campuses of the Ivy League to the nation’s premier research hubs, our seniors are headed to institutions that reflect their unique passions and the high-rigor college-prep they received at BASIS Independent Manhattan.

Redefining Elite Results in NYC

two male senior students hold up college flags to show where they are enrolled -- one says Carnegie Mellon University and the other one says Yale.

When looking at the landscape of a private school in Manhattan, it is rare to see such a high density of elite placements within a single graduating cohort. While larger institutions may celebrate dozens of acceptances, the statistical acceptance rate for our nine seniors is extraordinary. Among this year’s Class of 2026:

100% gained acceptance and enrolled in schools ranked in the Top 50.
33% secured spots at Top 15 universities (as ranked by U.S. News & World Report).
56% received offers from institutions within the Top 25 nationally, including prestigious names like Yale University, Columbia University, and the University of Michigan.

This is a testament to the BASIS Curriculum, our scaffolded college prep that starts in grade 9, and the dedicated teachers who know each student so they can excel no matter the competitive landscape.

The Privilege of Options and the Right Fit

While our seniors ultimately chose eight world-class institutions for their next chapter, their collective List of Acceptances (found at the end of this post) afforded them the comfort of selecting the “perfect fit” for their next ambitious pursuits.

The Ivy League: Students will be heading to Yale University and Columbia University, continuing our legacy of placement in the world’s most storied academic environments.
The Public Ivies: The University of Michigan and the University of Virginia—two of the most selective public institutions in the world—will welcome our graduates this fall.
Specialized Excellence: With enrollments at Carnegie Mellon University, Northeastern University (two students), George Washington University, and American University, our students are pursuing careers in everything from cutting-edge tech and engineering to global policy and international relations.

*See the full list of College Acceptances for the Class of 2026 at the bottom of this blog.

four students walk through Yale University on a college tour.

Senior went face-to-face with our faculty on Pi Day.

The BASIS Curriculum: Prepared for Any Path

What makes a BASIS Independent Manhattan student stand out in a sea of thousands of applications? It begins long before the college essay. From the Middle School Program through our specialized High School offerings, students are asked to take ownership of their learning. By the time they reach their senior year, they have already mastered collegiate-level discourse and advanced STEM concepts.

This preparation allows our seniors to approach the admissions process with a level of confidence and agency. Whether they are discussing social-emotional learning (SEL) initiatives or presenting their Senior Projects, they attract admissions officers because of their high achievement and because they are ready to contribute meaningfully to a campus community.

juniors and seniors smile in a group standing on the gym floor at Chelsea Piers while their parents are in front of them taking pictures

Looking Ahead

As the Class of 2026 prepares to walk across the stage and head to New Haven, Ann Arbor, Charlottesville, and beyond, they leave behind a legacy of excellence. They have proven that a PreK-12 education in New York City doesn’t have to be a “one-size-fits-all” journey. At BASIS Independent Manhattan, we remain committed to ensuring that every student who walks through our doors is given the tools to find their own version of a Top 50 success story. We look forward to seeing how these nine individuals change the world. After all, if they could achieve this much in a class of nine, there is no limit to what they will do on the global stage.

Curious about how our High School program prepares students for the Ivy League and beyond? Visit our school to experience BASIS Independent Manhattan firsthand or explore our academics page to learn more about the BASIS Curriculum.

BASIS Independent Manhattan Class of 2026 College Acceptances

American University

Amherst College

Babson College

Binghamton University

Bocconi University

Carnegie Mellon University

Columbia University

Cornell University

Dartmouth College

Denison University

Drexel University

Fordham University

George Mason University

George Washington University

Georgia Institute of Technology

Indiana University-Bloomington

Ithaca College

James Madison University

Northeastern University

Purdue University (Main Campus)

Rensselaer Polytechnic Institute

Rice University

Rochester Institute of Technology

Skidmore College

Stony Brook University

SUNY University at Buffalo

Syracuse University

The Ohio State University

The University of Warwick

Tulane University of Louisiana

University of California, Berkeley

University of California, Davis

University of California, Los Angeles

University of California, Santa Barbara

University of Illinois at Urbana-Champaign

University of Maryland-College Park

University of Massachusetts-Amherst

University of Miami

University of Michigan

University of North Carolina at Chapel Hill

University of Southern California

University of St Andrews

University of Toronto

University of Vermont

University of Virginia

University of Wisconsin-Madison

Vassar College

Virginia Polytechnic Institute and State University

Yale University

Celebrating BASIS Independent Brooklyn’s Class of 2026 College Acceptances

May 8, 2026 by jogoldfarb Leave a Comment

We are incredibly proud to share news of college acceptances of BASIS Independent Brooklyn’s Class of 2026! Our seniors have spent the past weeks deciding among the top schools in the country, and they had many wonderful options to explore. Students took time to research and fully assess programs and universities offering resources that will build on their interests they explored in high school, both in classes and activities outside of school, for years to come.

“Many of the students in this year’s class have been with our school since its founding,” said College Counselor Matt Brauch. “Watching them grow through our High School Program has been a privilege. These are students who arrived with curiosity and left with conviction. They actively leaned into coursework, clubs, and extracurricular activities to help them discover who they are and how they want to contribute and create change in this world. They pursued those passions intentionally, both within our walls and beyond them, helping those not only in our Red Hook community but in other communities across New York City as well.”

“The seniors leaving us this year have set a standard that will echo through our halls long after they have gone,” commented Head of School Josh Harmon. “This class, in particular, has brought a rare combination of dedication and compassion to everything they have done here, and I have no doubt they will carry that same spirit into the university communities they will join next year.”

This year was one of the most selective yet in college admissions. Many colleges that were highly selective last year were even more selective this year. We are proud to share the university and college acceptances received by our 24 students who applied to colleges this year:

33% of seniors were accepted to at least one school ranked in the top 12 in the country for National Universities and Liberal Arts Colleges, as ranked by U.S. News & World Report.
Nearly 2/3 of our seniors were accepted to schools in the Top 30 National Universities and Liberal Arts Colleges including Stanford University, Cornell University (5), University of California (Berkeley), University of California (Los Angeles), Vanderbilt University, Carnegie Mellon University, University of Michigan (3), Washington University at St. Louis, Georgetown University, the University of Virginia (2) and also top liberal arts colleges including Colgate University and Haverford College.
Nearly every senior gained acceptance from a school ranked in the Top 75 National Universities and Liberal Arts Colleges.

“While I am thrilled that our students have fantastic college options,” shared Mr. Brauch, “I am most proud of this class of seniors for applying to schools that fit what they want out of a college environment and experience. All of our seniors chose the path that fit them best at and outside of our school. They have driven this process, and the results show the effort and time spent focusing on fit for their unique interests and talents. That has served them well at our school and will help tremendously as they take their next steps towards college and beyond.”

Our Class of 2026 with Head of School Josh Harmon (far left) and College Counselor Mr. Brauch (far right)

CLASS OF 2026 ACCEPTANCES

Adelphi University

American University

Arizona State University (Tempe)

Binghamton University

Boston College

Boston University

Carnegie Mellon University

Case Western Reserve University

Colgate University

Colorado School of Mines

Cornell University

CUNY Bernard M Baruch College

CUNY Brooklyn College

CUNY City College

Drexel University

Fairfield University

Fordham University

Georgetown University

Haverford College

Hofstra University

Howard University

Indiana University (Bloomington)/Kelly School of Business

Long Island University (Post)

McGill University

Michigan State University

New York Institute of Technology

Northeastern University

Oakwood University

Pace University (New York City)

Penn State University (Altoona)

Penn State University (University Park)

Purdue University (Main Campus)

Rensselaer Polytechnic Institute

Rochester Institute of Technology

Rutgers University Honors College

Rutgers University (Camden)

Rutgers University (New Brunswick)

Rutgers University (Newark)

Stanford University

Stony Brook University

SUNY College at Oswego

SUNY Geneseo

SUNY University at Buffalo

Syracuse University

Temple University

The Ohio State University

The University of Edinburgh

Tufts University

Union College

University at Albany

University College London

University of California (Berkeley)

University of California (Davis)

University of California (Irvine)

University of California (Los Angeles)

University of California (Riverside)

University of California (San Diego)

University of California (Santa Barbara)

University of Colorado Boulder

University of Connecticut

University of Delaware

University of Glasgow

University of Illinois at Urbana-Champaign

University of Maryland (College Park)

University of Massachusetts (Amherst)

University of Miami

University of Michigan

University of Pittsburgh (Pittsburgh)

University of Richmond

University of Rochester

University of Southampton

University of St Andrews (UK)

University of Vermont

University of Virginia (Main Campus)

University of Waterloo (Canada)

University of Wisconsin (Madison)

Vanderbilt University

Villanova University

Virginia Polytechnic Institute and State University

Wake Forest University

Washington University in St. Louis

Worcester Polytechnic Institute

Congratulations to our Bears! Our soon-to-be graduates have shaped our culture and community in their many years at our school, and we have great hope for the future, knowing that they will become the leaders our world needs in the years to come.

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.

A Culture of Service and Leadership – National Junior Honor Society and National Honor Society at BASIS Independent Bellevue

May 5, 2026 by emilyhughes Leave a Comment

At BASIS Independent Bellevue, leadership and service are embedded into the student experience. Through the National Honor Society (NHS) and National Junior Honor Society (NJHS), students take on meaningful roles that extend beyond the classroom, contributing to both their school community and the world around them.

A Selective Path to Membership

Membership in NHS and NJHS reflects more than strong academics; students must also demonstrate consistent commitment to the five core pillars of scholarship, leadership, service, character, and citizenship.

Applicants complete written reflections, provide evidence of their involvement, and submit character recommendations from faculty in addition to demonstrating scholarship through maintaining high grades. A committee of teachers and administrators carefully reviews each application before making final decisions. Because students reapply each year, membership represents an ongoing commitment, not a one-time achievement. 

Students formally join their chapters during an annual induction ceremony, where they reflect on the organization’s values, take their membership oath, receive their membership pin from our Head of School Dr. Thies, and are recognized for their accomplishments. Returning members are also celebrated for their continued contributions and growth. 

NJHS: Building Foundations for Service

This year, the NJHS chapter has 27 students from grades 7–9, each working diligently to stay committed to upholding NJHS’ principles and continually engaging in their own personal growth and community impact. In addition to maintaining strong academic standing, students attend the monthly planning meetings, contribute a minimum of 15 volunteer hours, organize and produce a student-led project, and volunteer for at least one school-sponsored event. 

So far in the 2025–2026 year, members have completed a variety of creative projects, ranging from assisting in their favorite classes, joining the stage crew for our school’s productions, leading a school-wide Kindness Week mural activity, and planting flowers to beautify our campus. Outside of school, students are judging debate tournaments, leading skiing lessons, and so much more.

Sophia T., Grade 9 with her Kindness Mural Project

NHS: Expanding Leadership and Impact

Beginning in grade 10, students can apply to NHS, where expectations and opportunities grow. In addition to continuing their service work, members can run for leadership roles such as President, Vice President, and Secretary.

The Executive Board leads monthly meetings using Parliamentary Procedure, manages chapter operations, and coordinates large-scale service initiatives. Recent projects include partnerships with the Bellevue Urban Garden and collaboration with Student Affairs to help plan Student Appreciation Week, which gives students real experience working with community organizations and campus leadership.

NHS members complete at least 30 service hours annually, with a balance of on-campus and community-based work. They also support school events each trimester and lead at least one initiative, managing a team and coordinating with staff.

Their contributions are visible across campus life: from organizing events like Homecoming, Spirit Week, and the Color Run, to leading middle school clubs. In the broader community, students volunteer in dance studios, tutor peers online, assist with local events like Bellevue’s Holidays on the Hill, and support public institutions like libraries, all while balancing a rigorous academic workload.

This year’s inaugural NHS cohort of 11 students has already made a strong impact, setting a high standard for future members!

A Culture of Excellence and Empathy

From middle school through high school, BLV students are developing not only as scholars, but as leaders and community members. NHS and NJHS provide a structured pathway for students to grow in responsibility, initiative, and service, which are skills that will extend far beyond their time on campus.

The result is a student culture that values both achievement and empathy, where leadership is defined not just by what students accomplish, but by how they contribute to others. We are so proud of our student leaders, and we are excited to see what future impact they will have!

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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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.