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Senior Project Spotlight: Patrick Z. Weeks 1 – 2

March 26, 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 0: It’s a Bit… It’s a Qubit… It’s a Computational Cage Math!

Hi everyone! My name is Patrick Zhou, and welcome to the very first entry of my Senior Project blog. Over the next few months, I invite you to join me as I dive into the complex and often invisible war between classical computing and the emerging frontier of quantum mechanics. My project, formally titled Comparative Analysis of Error Mitigation for Quantum Systems and Artificial Neural Networks under Additive White Gaussian Noise, is a bit of a mouthful, but the core mission is actually quite simple: I want to find out if a quantum brain is sturdier than a classical one when the world gets messy.

My journey into this high-tech rabbit hole didn’t actually start with a love for physics, but rather through a study of cybersecurity and encryption. It was during a high school class on qubits that I had a sudden, slightly frightening realization: quantum algorithms have the theoretical power to render our existing security measures obsolete. That fear quickly turned into fascination. I needed to understand the future of computation before it arrived, which led me to a summer research program at UCSB where I coded my first quantum circuits using Python and Qiskit. Now, I am systematically expanding that experience to answer a burning question about how these systems handle noise.

In the context of machine learning, noise isn’t just loud sounds; it’s static, corruption, and interference that ruins data. Think of a grainy photo taken in low light or a fuzzy MRI scan. Classical Convolutional Neural Networks (CNNs), the kind of AI currently running on your phone, are great at reading clean data, but they often stumble when the picture gets blurry. My project pits these classical networks against a Quantum Neural Network (QNN). The theory is that quantum properties like superposition (being in two states at once) and entanglement (where parts of the system are linked across space) might allow the QNN to see the big picture better than a classical computer, making it more robust against errors.

To test this, I am designing a computational cage match. I will be building three distinct models: a standard high-resolution CNN, a fair low-resolution CNN, and a hybrid QNN. I will first train all three on the famous MNIST dataset, essentially the Hello World of machine learning consisting of handwritten digits, and then bombard them with Additive White Gaussian Noise. By forcing both the classical and quantum models to look at low-quality, pixelated inputs, I aim to level the playing field. This ensures that if the quantum model wins, it’s not because it had superior data, but because its architecture is genuinely smarter at filling in the gaps.

This matters because the real world is rarely noise-free. From autonomous vehicles driving through rain to financial algorithms parsing corrupted data, we need AI that doesn’t break when conditions aren’t perfect. If my research shows that QNNs are naturally more resilient to noise, it could validate the theoretical benefits of quantum computing for industries like healthcare and defense. I have a long road of coding in Google Colab ahead of me, complete with the challenges of simulating quantum hardware on classical machines, but I am ready to see if the future of AI really is quantum. Stay tuned for the results!

Week 1: Building the Quantum and Classical Models

This week, the theoretical planning phase ended and the real construction began. I spent the bulk of my time in Google Colab building the three neural network models that will eventually go head-to-head, and I quickly learned that designing an experiment on paper is a very different beast from wiring it up in code.

The first model I tackled was the full-resolution CNN, which is the heavyweight of this experiment. This is a LeNet-style Convolutional Neural Network that takes in the full 28×28 pixel MNIST images, meaning it gets to see every detail of each handwritten digit. I built it with two convolutional layers, pooling layers to compress the spatial information, and dropout layers to prevent overfitting, which is essentially when a model memorizes the training data instead of actually learning patterns. Getting this one up and running was the smoothest part of the week because classical CNNs are extremely well-documented and the TensorFlow library makes the architecture almost plug-and-play. Think of this model as the student who gets to read the textbook with perfect lighting and a magnifying glass; it has every advantage in terms of input quality, and it will serve as my performance ceiling.

The second model, the fair CNN, was where things got more conceptually interesting. This is a much simpler Multi-Layer Perceptron with just one hidden layer, and the critical twist is that it only receives 4×4 pixel binarized images, the exact same degraded input that the quantum model will see. I talked in my last post about how previous studies comparing QNNs and CNNs often gave the classical model a full high-definition image while the quantum model worked with a pixelated thumbnail, which is hardly a fair fight. This fair CNN is my solution to that problem. By stripping the classical model down to the same resolution, I am isolating the variable of architecture itself. If the quantum model outperforms this one, it won’t be because of an unfair data advantage; it will be because the quantum design is genuinely better at extracting meaning from limited information.

The third and most challenging model is the QNN, the hybrid quantum-classical network that sits at the heart of this entire experiment. Building it required me to dive into TensorFlow Quantum, which is a framework that lets you design quantum circuits and integrate them into a standard machine learning pipeline. The idea is to take each 4×4 binarized image and encode it onto 16 qubits, where each pixel maps to one qubit. From there, a Parameterized Quantum Circuit uses XX and ZZ entangling gates to create correlations between the qubits, theoretically allowing the model to capture global patterns in the data that a classical network might miss. If superposition lets each qubit exist in multiple states at once and entanglement links those states together, then in theory this circuit should be able to see relationships across the entire image simultaneously rather than scanning it piece by piece. In practice, however, setting up the circuit encoding and making sure the data pipeline correctly binarizes and maps each image to the quantum layer took a significant chunk of my week and a lot of debugging.

The biggest challenge I ran into this week was honestly just the sheer difference in workflow between classical and quantum model building. With the classical CNNs, errors were usually straightforward: a mismatched tensor shape here, a wrong activation function there. With the QNN, debugging felt like navigating in the dark because the abstraction layer between the quantum circuit and the classical optimizer made it harder to pinpoint where things were going wrong. I also had a minor scare when I realized how long even a simple quantum simulation takes on a classical machine, which is a reminder that I am not running on an actual quantum computer but rather simulating one, and that simulation cost grows fast. This is why the 4×4 input size is non-negotiable; scaling up to 28×28 would require 784 qubits and an astronomical runtime that my laptop and Google Colab would simply refuse to handle.

Looking ahead to next week, my goal is to finalize the architecture of all three models and begin the training phase on the clean MNIST dataset. I plan to train each model for 10 epochs and start logging the baseline accuracy and loss metrics before any noise is introduced. If all goes well, by the end of next week I will have three trained models sitting in my notebook, ready to be thrown into the noisy gauntlet. Stay tuned for the results, and wish my qubits luck.

Week 2: The Speed Wall

Last week I finished constructing all three models and was eager to jump straight into the training phase. My plan was to start with the QNN first since it is the most complex and unpredictable of the three, get it working well, and then breeze through the two classical CNNs afterward. That plan sounded great on paper. In practice, the quantum model decided to humble me.

When I first attempted to train the QNN on the full 10-digit MNIST classification task, the accuracy was, to put it politely, rough. The model was struggling to meaningfully distinguish between all ten digit classes when each image is compressed down to a 4×4 binarized grid mapped onto 16 qubits. The loss curves were not converging the way I needed them to, and the predictions felt almost random for several of the digit classes. This was not entirely shocking given how much information is lost when you crush a handwritten digit into 16 binary pixels, but it still meant I could not just accept the results and move on. I started experimenting with adjustments to the circuit, tweaking the number of entangling layers, adjusting the learning rate, and modifying how the Parameter Shift Rule interacts with the optimizer to update the quantum circuit’s trainable parameters.

Here is where the real problem hit. Every single one of those adjustments requires retraining the model from scratch, and each training run on the QNN is agonizingly slow. The fundamental issue is that I am simulating a quantum computer on classical hardware, so every quantum gate operation, every state vector update, and every gradient calculation has to be brute-forced through classical linear algebra. A single epoch takes orders of magnitude longer than it would for either CNN. When I was just building and testing the circuit with small batches during Week 1, the slowness was manageable. Now that I am trying to iterate rapidly on a real training set, each failed experiment costs me hours of waiting. I would tweak a hyperparameter, start a run, watch a progress bar crawl, and then discover the change did not help. That debugging loop I described last week is exponentially more painful when every attempt takes half a day to evaluate.

Because of this bottleneck, I have not yet trained the two classical CNNs either. There is no point in collecting their baseline numbers until I have a QNN that actually works well enough to make the comparison meaningful, and I cannot get the QNN to that point when every iteration takes this long. The solution I am currently pursuing is procuring access to a faster server. Google Colab, even with GPU acceleration, is not cutting it for the volume of quantum simulation I need. I have been working on getting access to a more powerful machine that can handle the computational overhead more efficiently, compressing those multi-hour runs into something manageable so I can actually iterate at a reasonable pace.

Despite the frustration, this week has been a grounding reminder of why the quantum computing field is pouring billions into building real quantum hardware. Simulating even 16 qubits at scale already pushes classical machines to their limits. Next week, I am hoping to have the new server set up so I can break through this wall and finally get all three models trained on clean data. Stay tuned.

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.

Filed Under: High School, Senior Projects

Senior Project Spotlight: Aarohi G. Weeks 1 – 2

March 24, 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 Silicon Valley, Aarohi G.

Week 1 – The Beginning

Hi everyone! My name is Aarohi, and I’m excited to delve into the nuanced topic of civic engagement, how state governments can influence and encourage it, and my first week’s progress on this journey.

Background
From passionately researching and delivering politically-focused speeches to feeling a sense of helplessness watching the news, I noticed a unique combination of interest and inaction that characterizes my experience with civics. For years, I observed this same perspective in my peers and corroborated it with the common statistics that surrounded me; I knew well that the 18 to 24 age demographic of voters historically has had the lowest turnout, with a little over half voting in the 2020 election. As a result, young people are often perceived as apathetic to political concerns; however, CIRCLE at Tufts hopes to discredit these beliefs, indicating through research that an uneven civic education and other barriers to participation are major contributors to these trends.

I realized then that, to navigate this complex issue, I must understand how the government can extend a hand to these age groups and inspire increased participation.

Which brings me to my research question: how can state governments engage young voters (18-24 year-olds) and high schoolers in sustained civic participation through programs and legislation?

Method
To investigate this, I’ll draw from available datasets and analyze them across two stages: the first studying the impact on voter turnout, and the second researching non-voting methods of participation.

Stage 1
In this stage, I’ll assess the impact of Same-Day Voter Registration, where people can register and vote on Election Day; Automatic Voter Registration, where eligible individuals are automatically registered when interacting with government agencies such as the DMV; access to polling sites on college campuses; and the ability to pre-register to vote. To study this, I will conduct a difference-in-differences analysis of states within groups that have similar levels of fluctuation in their voter turnout rate over time. With this similarity, I’ll be able to clearly determine how, as one or more states incorporate a new policy, their voter turnout trends shift or diverge.

Stage 2
Second, to measure interest among the nonvoting population, this project will explore the impact of optional engagement and volunteering opportunities such as being a member of a Youth Advisory Council, or abiding by a mandatory civics education requirement in high school. I’ll quantify engagement as the frequency of voluntary petition-signing or submission of public comment–a direct communication to government agencies about proposed regulations or policies.

Stage 3
Finally, to augment the analysis with qualitative data, I will study existing interviews with local officials, students, and young voters, then conduct new ones.

Thus, this project will provide a comprehensive and refined list of improved strategies that can aid states with low engagement and truly include the youth in civic issues.

Week 1
To kick off the first stage, I’ve gathered voter turnout data from KFF, an independent information organization. I compiled the information on voter turnout of 18-24 year olds as a share of their voting population in every national and midterm election from 2014 to 2024. Then, I calculated the coefficient of variation for each state’s turnout over this period of time, categorizing them as Low, Medium, and High Volatility states. Within these categories, I aimed to find the best matches by determining the similarities of these states’ trends to each other through calculating their Euclidean Distance to each other. With these two metrics, I organized the most similar states in groups of three. In the next steps, I’ll be assessing any differences in behavior after the introduction of Same-Day Voter Registration.

Week 2 – Same-Day Success?

Last week, we discussed Stage 1 of my methodology, where I assess the impact of legislation on voter turnout. In pursuing this goal, I start by comparing states’ turnout trends to each other before and after one adopts the policy of Same Day Voter Registration (SDVR).

What is Same Day Voter Registration?
While registration to vote is a requirement to participate with a deadline before Election Day, SDVR allows eligible voters to register and cast their ballot on the same day. Whether that’s only during Election Day, the early voting period alone, or both, depends on the state. As of October, 2024, twenty-three states and Washington D.C have adopted this legislation across a several decades-long timeframe; Wyoming, Washington, and Wisconsin implemented it in the 1970s, while Colorado and Idaho did in 2022 and 2023 respectively.

Current Literature
Same Day Voter Registration has historically elicited mixed reactions. Proponents applaud it for accommodating voters who face accessibility barriers, such as transportation or scheduling costs, and those who wish to get involved very close to the election. Others share concerns about administrative disarray and increases in uninformed or rushed decision-making on the voters’ parts.

Studies on the subject point to hopeful results, where SDVR successfully encourages voter participation. In a study by Grumbach and Hill, published in the Chicago Journals, young voters (aged 18-24) suffer from the usual registration rules since they move frequently yet do not interact with government agencies regularly to update registration information. And according to their Differences-in-differences analysis, SDVR increases turnout among young voters by 3.1 to 7.3 percentage points.

Week 2
Entering the week with this context, I aimed to identify states that would implement Same Day Voter Registration within my range of 2014 to 2024, since my voter turnout data encompasses this time frame. Then, I identify three control states whose voter turnout rates fluctuate similarly before SDVR was implemented, and finally, compare the level of change in their voter turnout afterwards.

Eight states had adopted this policy within my required timeline: New York, Virginia, Nevada, New Mexico, Maryland, Michigan, Utah, and Washington.

Using the strategy tested and refined in Week 1, I grouped similar control states by first calculating their coefficient of variation to categorize them as Low, Medium, and High Volatility states. Within these groups, I found the Euclidean distance of their data to each other, identifying the top 3 best matches to the state with SDVR.

Finally, I calculated the Euclidean distance post-enactment of Same Day Voter Registration, to measure divergence by the increase in the distance value.

This increase occurred for nearly every state in comparison to each of the three control states, with the exceptions of: Virginia to its first and third closest control, and New York to its second and third closest controls.

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.

Filed Under: High School, Senior Projects

Meet Our New Subject Expert Teacher: Ms. Mayra Jones

March 20, 2026 by mirandamartinez Leave a Comment

Ms. Jones earned her Bachelor’s degree in Multiple Subject Teaching (K–8) with an emphasis in English as a Second Language from Interamerican University of Puerto Rico. She brings extensive experience teaching Spanish and has previously taught courses ranging from middle school Spanish to AP Spanish Language and Culture at BASIS Independent Silicon Valley. For the past six years, she has served as an AP Spanish Language and Culture Reader for the College Board, evaluating student exams from across the United States. She also holds the State of California Certification as a Bilingual Services Provider.

As a proud Hispanic educator, Ms. Jones is passionate about sharing her language and culture with students and helping them develop strong communication skills in Spanish. She believes that learning another language opens the door to understanding diverse perspectives and building meaningful connections across cultures. Her goal is to inspire students to develop confidence, curiosity, and a lifelong appreciation for language learning.

Ms. Jones is proud to return to the BASIS Independent Schools community and is excited to continue supporting students in their academic and personal growth.

In her free time, Ms. Jones enjoys spending time with her family, especially with her husband and her grandchildren.

What originally drew you to teach at BASIS Independent Schools, and what brought you back now? 
What originally drew me to BASIS Independent Schools was the strong academic environment and the opportunity to work with motivated students who are excited about learning. I was also impressed by the commitment of families who actively support their children’s education and partner with our Subject Expert Teachers to help students succeed. That level of collaboration between the school and parents creates a very special learning community. Returning now feels very meaningful to me because BASIS Independent has always felt like a place where academic excellence, curiosity, and dedication to learning are truly valued. I am excited to once again be part of a community that encourages students to challenge themselves and grow both academically and personally. 

What is one of your favorite memories from your previous time at BASIS Independent Silicon Valley? 
One of my favorite memories from my time at BASIS Independent Silicon Valley was watching my students grow in confidence as they developed their Spanish language skills. It was especially rewarding to see my AP Spanish students challenge themselves through advanced discussions, cultural topics, and authentic materials in Spanish. I loved witnessing the moment when students realized they could express complex ideas and opinions in another language. Seeing their confidence grow and their curiosity about Hispanic cultures deepen was one of the most rewarding parts of teaching and a reminder of how powerful language learning can be. 

What are you most looking forward to as you join a new school community? 
I am most looking forward to getting to know my students and building a supportive classroom environment where they feel comfortable practicing Spanish and learning about Hispanic cultures. I am excited to help students develop confidence in their language skills while discovering how language connects people and cultures around the world. I also look forward to collaborating with colleagues and becoming part of a vibrant school community that values learning, curiosity, and academic excellence. My hope is to inspire students to see language not only as a subject to study, but as a powerful way to connect with others and understand the world more deeply. 

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.

Filed Under: Faculty & Staff, High School

Senior Project Spotlight: Patrick Z.

March 18, 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.

Our seniors start by designing a research question that is often centered on a subject they are passionate or curious about. Then they embark on a journey to answer it, documenting and analyzing their findings as they go. They partner with both an internal and external advisor to support and guide their research. Students may choose to conduct their research in the form of internships or experimental research at university research labs, field work abroad, or research conducted remotely from home. From explorations into new-age technology to cutting-edge medical advancements to social justice, the Senior Project offers students the opportunity to channel their innate curiosity. This experience readies them for the type of self-direction and self-discipline expected in an undergraduate and graduate setting.

This year, we are proud to showcase a senior from one of our neighboring campuses, BASIS Independent Fremont, Patrick Z.

Project Title: Comparative Analysis of Error Mitigation for Quantum Systems and Artificial Neural Networks Under Noisy Inputs

BASIS Independent Advisor: Ms. Shahin

Internship Location: Google, 1600 Amphitheatre Pkwy, Mountain View, CA 94043

Onsite Mentor: Mr. Peng Xiang Li

Abstract: Artificial Intelligence is increasingly vital to high-stakes industries like healthcare and finance, yet these systems often falter when processing the noisy, imperfect data found in real-world environments. While Convolutional Neural Networks (CNNs) are the standard for image classification, Quantum Neural Networks (QNNs) theoretically offer superior noise resilience through quantum properties such as superposition and entanglement. However, existing comparative research is often inconsistent, frequently pitting high-resolution classical models against hardware-limited, low-resolution quantum simulations. This research addresses that disparity by conducting a comparative analysis of error mitigation between QNNs and CNNs under Additive White Gaussian Noise (AWGN). My methodology involves developing three distinct models within TensorFlow Quantum using the MNIST dataset: a standard full-resolution CNN, a hybrid QNN, and a resolution-matched fair CNN to ensure a direct architectural comparison. All models will be trained on clean data and subsequently tested against noise-injected datasets to measure classification accuracy and loss. Through this research, I aim to quantify whether quantum architectures inherently outperform classical ones in signal-to-noise processing. Observing superior robustness in the QNN would validate the practical viability of quantum machine learning for critical applications where data integrity is compromised.

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.

Filed Under: High School, Senior Projects

Senior Project Spotlight: Aarohi G.

March 18, 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.

Our seniors start by designing a research question that is often centered on a subject they are passionate or curious about. Then they embark on a journey to answer it, documenting and analyzing their findings as they go. They partner with both an internal and external advisor to support and guide their research. Students may choose to conduct their research in the form of internships or experimental research at university research labs, field work abroad, or research conducted remotely from home. From explorations into new-age technology to cutting-edge medical advancements to social justice, the Senior Project offers students the opportunity to channel their innate curiosity. This experience readies them for the type of self-direction and self-discipline expected in an undergraduate and graduate setting.

This year, we are proud to showcase a senior from one of our neighboring campuses, BASIS Independent Silicon Valley, Aarohi G.

Project Title: State of the Nation: A Critical Analysis of State-Funded Resources for Youth Civic Participation

BASIS Independent Advisor: Dr. Van Dusen

Internship Location: Remote

Onsite Mentor: Dr. Biplav Srivastava, Professor of Computer Science, University of South Carolina

Abstract: This research project aims to understand how state governments can effectively engage high schoolers and the 18-24 year-old voter demographic in sustained civic engagement through a combination of immersive initiatives and legislation. This work will get to the root of the issues blocking young individuals from involvement, compare and contrast states, and identify successes and pitfalls of current efforts. To do so, this research will first involve data analysis from publicly available datasets and be performed in two stages. To understand the impact of legislation on the voting population, a difference in difference analysis of twelve sample states with varying levels of voter turnout can show the effects of each new policy. Second, to measure interest among the nonvoting population, this project will explore the impact of optional engagement and volunteering opportunities on voluntary petition-signing, public commenting, and other official methods of outreach. To augment the analysis with qualitative insights, a final stage will involve studying existing interviews with local officials, students, and young voters, then conducting new ones. Thus, this project will provide a comprehensive and refined list of improved strategies that can truly engage the youth in civic issues.

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.

Filed Under: High School, Senior Projects

BASIS Independent Schools Early College Acceptances for Class of 2026!

February 20, 2026 by mirandamartinez Leave a Comment

Each year, the early college admissions season brings a wave of excitement to our school communities. Across our network of top-ranked high schools, we are proud to share that many of our seniors from the Class of 2026 have already received early offers of admission to colleges and universities across the country and internationally. 

Early College Acceptance Results

Colleges and Universities With at Least One Acceptance: 130 

Total Early Acceptances Across Our Network of Schools: 738 

Top 25 Colleges and Universities Total Acceptances: 39 

Total Acceptances in International Universities: 26 

Rankings from US News & World Report 2025-2026 Top National Universities & 2025-2026 Top National Liberal Arts Colleges

These early acceptances are the result of years of dedicated study, thoughtful conversations with their Subject Expert Teachers and College Counselors, countless drafts of essays, and a deep commitment to growth both inside and outside the classroom. We celebrate these students not only for where they have been admitted, but also for the perseverance, character, and curiosity that brought them to this moment. 

At the same time, we recognize that the college admissions journey looks different for every student. Many of our seniors are still waiting to hear back from institutions in the weeks and months ahead. As decisions continue to roll in over the coming months, we look forward to celebrating every milestone together as one community, united by the shared belief that our students are prepared to thrive wherever their journeys lead.  

One of the strengths of being part of a broader network of schools is the depth of support available to our students. Beginning in grade 9, our dedicated college counseling teams on each campus, with the collaborative expertise shared across our network, guide our students with individualized support and provide them with a community that believes in their potential.

We are proud of the resilience our students demonstrate throughout this process. Applying to college requires reflection, vulnerability, and courage. Regardless of outcomes, the growth our seniors experience during this season is meaningful and lasting. 

To our students who have received early acceptances, congratulations. Your hard work has paid off, and we celebrate you! 

To our students who are still waiting, we are with you! We are confident in your preparation, proud of your efforts, and excited for the opportunities that lie ahead. 

Early College Acceptances from the Class of 2026

UNITED STATES ACCEPTANCES
Adelphi University
American University
Baylor University
Binghamton University
Boston University
California Institute of Technology
Carnegie Mellon University
Case Western Reserve University
Chapman University
Colgate University
Columbia University
Cornell University
Drexel University
Duke University
Emory University
Fairfield University
Fordham University
George Mason University
Georgetown University
Georgia Institute of Technology
Georgia State University
Harvey Mudd College
Hofstra University
Indiana University
James Madison University
Johns Hopkins University
Loyola Marymount University
Marquette University
Massachusetts Institute of Technology
Michigan State University
New York University
Northeastern University
Northwestern University
Nova Southeastern University
Oakwood University
Oberlin College
Oregon State University
Pace University
Penn State University
Pepperdine University
Purdue University
Rensselaer Polytechnic Institute
Rice University
Rochester Institute of Technology
Rutgers University (Camden)
Rutgers University (New Brunswick)
Rutgers University (Newark)
San Diego State University
San Francisco State University
Santa Clara University
Sarah Lawrence College
Stanford University
Stony Brook University
SUNY University at Buffalo
Sweet Briar College
Temple University
The Ohio State University
The University of Texas at Austin
Union College
University at Albany
University of Alabama at Birmingham
University of Arizona
University of California (Merced)
University of Colorado Boulder
University of Delaware
University of Florida
University of Illinois at Urbana-Champaign
University of Iowa
University of Maryland
University of Massachusetts
University of Miami
University of Michigan
University of Minnesota
University of Nevada
University of North Carolina at Chapel Hill
University of Pennsylvania
University of Pittsburgh
University of Richmond
University of San Diego
University of San Francisco
University of South Florida
University of Southern California
University of the Pacific
University of Vermont
University of Virginia
University of Wisconsin
Villanova University
Virginia Commonwealth University
Virginia Polytechnic Institute and State University
Worcester Polytechnic Institute
Yale University
INTERNATIONAL ACCEPTANCES
Bocconi University
Hong Kong University of Science and Technology
Imperial College London
King’s College London
McGill University
The University of Edinburgh
The University of Warwick
University College London
University of British Columbia
University of Cambridge
University of Oxford
University of St Andrews
University of Toronto


BASIS Independent Schools is a premier network of PreK-12 private schools with locations in some of the most bustling and dynamic metropolitan areas in the country, including California, New York, Virginia, and Washington State.

Filed Under: Academics, College Acceptances, College Preparation & The Senior Year, Culture of Support, High School

NCAA Signing Day Celebration at BASIS Independent Silicon Valley: Michelle G. (Grade 12)

February 12, 2026 by ezekielbracamonte Leave a Comment

On Wednesday, February 4, BASIS Independent Silicon Valley proudly hosted its very first NCAA Signing Day ceremony, celebrating senior student-athlete Michelle G., who has committed to play Women’s Tennis at the Massachusetts Institute of Technology (MIT).

NCAA Signing Day is a nationwide celebration recognizing high school student-athletes who commit to continuing their athletic careers at the collegiate level. For Michelle and for BISV, this moment represents years of dedication, perseverance, and achievement both on the court and in the classroom.


“This moment means so much to me. MIT represents everything I’ve worked toward—excellence in the classroom and on the field. I couldn’t have done this without the constant support of my family, coaches, and the BASIS Independent Silicon Valley community,” said Michelle G. (Grade 12).


The journey to this milestone began on December 18, when Michelle shared the exciting news that she had officially committed to MIT. After receiving a Signing Day form from her future coach, she connected with the school to coordinate the ceremony. The Athletics team began organizing the event to formally recognize her NCAA commitment and celebrate the milestone with the community.

As BISV’s first Signing Day event, the ceremony was thoughtfully planned to reflect the significance of the occasion. The Athletics Department led the coordination of the Signing Day ceremony, managing the planning and overall organization of the event. They focused on making the occasion thoughtful and fitting for this important milestone.

The turnout exceeded expectations. Students, staff, family members, and friends filled the gym to celebrate Michelle and show their support. The energy in the room reflected the pride of the BISV community and the growing strength of its Athletics Program.

“This milestone reflects dedication and talent not only on the tennis court but also the ability to thrive within the academic rigor that defines BASIS Independent Silicon Valley,” said Head of School Sara Kolb. “As a school, we remain committed to elevating and celebrating our athletic programs and to supporting our students who pursue excellence across both academics and extracurriculars. Michelle was instrumental in building our high school tennis program, and I’m so proud to see her hard work rewarded with this accomplishment!”

Following the remarks from school leadership and coaches, Michelle signed her commitment document as attendees gathered around to celebrate and take photos. The ceremony concluded with conversations, congratulations, and a sense of shared pride in her achievement.

As the first BISV student-athlete to celebrate an NCAA Signing Day, Michelle has set an inspiring precedent for the future. Her impact on campus extends beyond her individual success; she helped establish the High School Competitive Tennis program and demonstrated leadership that strengthened BISV Athletics for students to come.

Athletics Director Keelin Spencer expressed, “I am so proud of Michelle for committing to continue her athletic career at the NCAA level. She made a lasting impact on our athletics program by taking initiative and helping establish our High School Competitive Tennis program. She is truly deserving of this accomplishment, and I have no doubt she will inspire future Bobcat student-athletes to pursue collegiate athletics.”

Michelle’s Signing Day marks the beginning of a new chapter for BISV Athletics. Her achievement sends a clear message that competing at the collegiate level is an attainable goal for students who pursue excellence with focus and determination. BISV is incredibly proud of Michelle and looks forward to cheering her on as she continues her academic and athletic career at MIT.

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. 

Filed Under: Community Events, High School, Sports & Athletics, Student Spotlight

Rolling Admissions for Fall 2026: Everything Families Need to Know

January 22, 2026 by abisoyetaylor Leave a Comment

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.

Filed Under: Admissions, Admissions Process, Early Learning Program, Featured, High School, Lower School, Middle School, Primary Program, School Community

A Day in the Life: Grade 10

January 9, 2026 by mirandamartinez Leave a Comment

Meet Jason!

Jason K., a focused and curious Grade 10 student at BASIS Independent Silicon Valley, enjoys exploring challenging subjects, collaborating with classmates, and applying what he learns to real-world situations. We shadowed him to see what a typical day looks like, from his first class to the last.

All BASIS Independent Schools follow the BASIS Curriculum, an internationally benchmarked program designed to challenge students and help them succeed. It’s managed and continuously refined by curriculum experts, so students are supported in all subjects and prepared for college and beyond.


Period 0 | 7:35 AM – 8:20 AM | Ceramics

Jason’s day begins with his chosen elective, Ceramics, taught by Ms. Hetu. He enjoys starting the morning with something creative and hands-on, experimenting with clay and learning techniques like coiling, pinching, and slab construction. As he builds both functional and artistic pieces, he also learns the science behind glazes, firing temperatures, and the chemistry that gives ceramics its strength and texture.

Period 1 | 8:25 AM – 9:10 AM | Honors Biology

In Honors Biology with Dr. Covert, he dives into genetics, DNA structure, and ecological principles. Lab experiments allow him to connect classroom concepts with real-world applications, exploring topics like population growth, interspecies relationships, and evolution. These hands-on experiences give him a strong foundation in scientific thinking and lab techniques.

Period 2 | 9:15 AM – 10:10 AM | AP Calculus BC + Homeroom / Announcements

During AP Calculus BC with Ms. Wendel, Jason works with limits, function analysis, and modeling change to tackle challenging problems. Following calculus, the last 10 minutes of the period are dedicated to homeroom, where he catches up on announcements, checks in with friends, and prepares for the rest of the morning.

Period 3 | 10:15 AM – 11:00 AM | AP U.S. History

In AP U.S. History with Ms. Settle, he examines key events, people, and developments in U.S. history. Jason enjoys analyzing primary and secondary sources and crafting historical arguments. Completing guided readings on time has been a point of pride this year, helping him stay engaged in class discussions.

Period 4 | 11:05 AM – 11:50 AM | AP Physics II

His favorite class is AP Physics II with Dr. Movshovitz. Hands-on labs and problem-solving exercises allow him to see physics concepts in action, exploring topics like electromagnetism, thermodynamics, and waves. “I love doing labs and seeing physics in action—it’s one thing to read about a concept, but it’s completely different when you can actually experiment with it,” Jason shared.

Lunch | 11:55 AM – 12:40 PM | Lunch

Lunch is a time to recharge and connect with friends. He uses this time to reflect on the morning’s lessons and prepare for the afternoon.

Period 6 | 12:45 PM – 1:30 PM | AP English Language & Composition

In AP English Language & Composition with Ms. Silva, he hones writing and rhetorical analysis skills. “Writing challenges me, but it’s rewarding to see my ideas come together clearly,” he said. He evaluates nonfiction texts, synthesizes research, and practices crafting strong, evidence-based arguments, building both analytical and communication skills.

Period 7 | 1:35 PM – 2:20 PM | Mandarin III

He continues language studies in Mandarin III with Ms. Xu, focusing on speaking, writing, and comprehension. Jason appreciates learning about Chinese culture while developing advanced communication skills in a second language.

Period 8 | 2:25 PM – 3:10 PM | Empowering Entrepreneurs

He ends the day in Empowering Entrepreneurs with Ms. Xu, where he works on team projects that teach collaboration, creativity, and critical thinking. Outside of class, Jason is involved in DECA and Mock Trial, and he enjoys applying skills from these extracurriculars—like public speaking, problem-solving, and teamwork—directly to his entrepreneurial projects. “It’s exciting to see our ideas come together as a team and learn skills we can actually use outside of school,” he explained, highlighting how his coursework and extracurriculars complement each other.

Office Hours | 3:15 PM – 4:00 PM

Teachers hold Office Hours throughout the week, providing flexible one-on-one or small-group support. During this time, students can ask questions, review challenging material, or dive deeper into subjects that interest them. This extra support helps students strengthen their understanding, build confidence, and stay on track with their learning.


From hands-on art projects to rigorous AP classes and leadership opportunities, Jason’s day shows how BASIS Independent Schools blends creativity, critical thinking, and real-world application. “What I love most about being a BISV Bobcat is that I can challenge myself academically while still being myself,” he shared. When asked what advice he would give to younger students, he said, “Embrace who you are and take advantage of all the learning opportunities BISV offers.” His day is a snapshot of curiosity, growth, and the meaningful connections that make high school a rich and rewarding experience.

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.

Filed Under: Academics, Community Values, Culture of Support, High School, Student Life, Student Perspectives

From Curious and Passionate Students to the Ivy League: 5 Takeaways from our 2025 Alumni Panel

January 7, 2026 by christineklayman Leave a Comment

The Full Circle Moment

There is no better testament to a school’s mission than the success of its graduates. Recently, the BASIS Independent Manhattan Upper School hosted five alumni (representing Cornell, UVA, Penn State, and Boston University) to share their insights with our current students.

From the “flawless transition” to university-level rigor to the emotional intelligence required to navigate a 20,000-person campus, here are the highlights from our 2025 panel.

the five alumni panelists before they spoke to students
The panel consisted of four BASIS Independent Manhattan alumni and one graduate from BASIS Independent Brooklyn.

1. Small School, Big Advantage

A common theme among the panelists was the value of BASIS Independent Manhattan’s small class sizes. One alum noted that moving from a class of 20 to a lecture hall of 200 made them truly appreciate the deep teacher relationships and personalized letters of recommendation they received. “You have a support system here that is set in stone,” noted Charles D. (Penn State ’25).

2. The “Flawless” Academic Transition

When asked about the jump to college-level work, the consensus was clear: BASIS Independent Manhattan students are ready. One panelist described college as “AP season every week,” but noted that the work ethic they developed in middle and high school made the transition feel manageable and rewarding.

alumni panel

3. Passion Over “Extracurricular Inflation”

In a world of “try-hards” and “sweats,” our alumni gave refreshing advice: Do what you love. Colleges can see through a million superficial activities. Our alumni encouraged students to find 1–2 things they are genuinely passionate about—like the DECA Business Club or running the Pan-Asian Union affinity group—and lead them well.

4. Your Major Isn’t Set in Stone

Mila K. (UVA ’24) shared her journey from being a “Humanities kid” to declaring an Economics major. The takeaway? Use your first year of college to explore. BASIS Independent Manhattan gives you the foundation to be a “math kid,” a “humanities kid,” or both—allowing you to evolve as your interests do.

5. Advice for the Admissions Journey

  • For 8th Graders: Don’t shy away from the challenge; the foundation you build now is what makes college feel easy later.
  • For 11th Graders: Start dialing into your specific interests.
  • For Seniors: Enjoy the ride. “There is a light at the end of the tunnel,” the panelists reminded our current seniors. “Have a plan you love, but keep your hope high.”
Are you looking for a school that prepares students for the world’s top universities?

Visit our school, join our interest list, or meet with our Admissions team!

Learn More

Filed Under: Academics, Alumni, College Acceptances, College Counseling, College Preparation & The Senior Year, Featured, High School, Student Achievement, Student Perspectives

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