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Here's what I found. I know this might be more than you were asking, but I figured if anyone else is interested this is good information to share.Universities Offering Inmate College CoursesALABAMAAlabama Prison Arts and Education Project (APEAP)http://www.auburn.edu/apaepAuburn UniversityKyes Stevens, Founder/[email protected];[email protected] Served: Incarcerated students in Alabama state prisonsProgram Description: The Alabama Prison Arts + Education Project is a program dedicated to providing access to sustained and quality educational experiences in the arts and humanities to incarcerated students in Alabama.The program believes that it is important for incarcerated people to gain a quality education, and also to build a relationship with learning that will continue to grow for the rest of their lives. The goals of APAEP have always been to place rich creative and intellectual opportunities into Alabama’s prisons.ARIZONARio Salado CollegeIncarcerated Re-Entry2323 West 14th StreetTempe, AZ 85281Phone: 480-517-8345Toll-free: [email protected] Served: Rio Salado College has partnered with the Arizona Department of Corrections (ADC) to teach the incarcerated population the skills necessary for integration into society upon release.Program Description: Rio Salado College offers many distance learning classes that provide the incarcerated population an opportunity for college credit that lead to certificates and degrees. Rio offers more than 90 classes in printbase and/or mixed media format. There are classes that meet General Education requirements such as English Composition, Social and Behavioral Sciences, Mathematics, Natural Sciences, and Humanities.CALIFORNIAPrison University Project (PUP)Prison University ProjectPost Office Box 492San Quentin, CA 94964Jody Lewen, Executive [email protected], ext 3Population Served: Any San Quentin State Prison inmate who is classified as general population and holds either a GED or high school diploma is eligible to enroll in the College Program.Program Description: Program offers courses in the humanities, social sciences, math, and science, leading to an Associate’s degree, as well as math, science, and foreign language courses required for transfer to UC and Cal State schools. All instructors work as volunteers. Prison University Project has five paid staff people. The degree is offered through Patten University, a small independent university in Oakland, CA.UC Santa Cruz Project for Inmate Education (UCSC PIE)Mark [email protected] Served: Incarcerated students in the Santa Cruz county jailProgram Description: UCSC PIE is an organization founded by members of the UCSC astronomy and physics departments that are dedicated to providing free education to incarcerated people in local jails. UCSC PIE started operating in spring 2009 with an algebra class for students at the Santa Cruz County Jail.COLORADOAdams State College Prison College ProgramJames Bullington (Coordinator), Prison College [email protected]@yahoo.com303-241-0550Population Served: Incarcerated students throughout Colorado and the United StatesProgram Description: At Adams State College we know how important education is to all individuals, especially for those who happen to be incarcerated. For over nine years Adams State College has worked extensively inside Colorado prisons offering on-site face-to face courses. During this time we have also worked with thousands of prisoners throughout the United States by helping them obtain their dream of a college education. ASC is committed to addressing the specific needs of incarcerated students by offering the following benefits:GEORGIAThe Certificate in Theological Studies at Lee Arrendale State for Women (CTS)Dr. Liz Bounds, Program [email protected] Zappa, Program [email protected] Bishop, Chaplain at Arrendale PrisonPopulation Served: Incarcerated women at Lee Arrendale State Prison with high-school diploma or equivalentProgram Description: CTS is designed to offer selected incarcerated students academic theological instruction that is ecumenical in scope and to train them to serve as lay religious leaders both in prison and after their release. The program’s other major goal is to provide unique teaching opportunities to seminary and doctoral students from the participating institutions as well as formative experience for congregational leadership for M.Div. studentsUniversity of GeorgiaOffice of Academic ProgramsIndependent and Distance Learning ProgramGeorgia Center for Continuing Education, Suite 193Athens, GA 30602-3603Phone: 706-542-3243Toll-free: 800-877-3243http://www.distance.uga.edu/Mercer [email protected] Justice Projecthttp://www.educationjustice.net/Population Served: Incarcerated men at Danville Correctional Center who have completed a minimum of 60 hours of coursework in the lower-level courses.Program Description: The Education Justice Project of the University of Illinois offers advanced undergraduate courses to qualified men incarcerated at Danville Correctional Center, a men’s medium-high security prison about forty miles from the Urbana-Champaign campus. EJP’s mission is to create a model university-in-prison program that demonstrates the transformative impacts of higher education upon incarcerated people, their families, the communities from which they come, and society as a whole. The Illinois Department of Corrections makes GED courses available at Danville and other state prisons. Danville Area Community College(DACC) has offered lower-division courses. The University of Illinois’s program picks up upon where DACC leaves off; offering upper-division courses to ones who seek to continue their education past the Associates’ level.INDIANAPurdue University North Central at Westville Correctional FacilityDavid CrumDirector, Correctional Education Programs(219) [email protected] BorawskiPost-Secondary Education Coordinator(219) [email protected] Served: Incarcerated students at Westville Correctional FacilityProgram Description: Academic Program leading to Associate Degree in Organizational Leadership & Supervision; Bachelor’s Degree in Liberal StudiesOakland City University Prison Ministries ProjectsContacts:Dr. Bernard Marley: [email protected] Served: Incarcerated students in Indiana correctional facilitiesBranchville Correctional FacilityMadison Correctional FacilityMiami Correctional FacilityRockville Correctional FacilityNewcastle Correctional FacilityIndiana Women’s PrisonProgram Description: Preparing people to serve others — OCU’s motto is: Enter to Learn, Go forth to ServeInside-Out Prison Exchange Program (Plainfield & Indianapolis)Steve HinnefeldIUB University [email protected] [email protected] [email protected] Facilities Served: Plainfield Re-Entry Educational Facility and Indiana’s Women’s Prison - Incarcerated students and IUPUI studentsProgram Description: UPUI faculty members Hyatt and Roger Jarjoura completed Inside-Out instructor training in the summer of 2006. Hyatt is an associate professor of anthropology in the School of Liberal Arts. Jarjoura is an associate professor of criminal justice in the School of Public and Environmental Affairs. The first Inside-Out class in Indiana took place at the Plainfield Re-Entry Educational Facility in 2007.Inside-Out Prison Exchange Program (Bloomington)Instructor [email protected] Served: Incarcerated students at Putnamville Correctional FacilityProgram Description: Micol Seigel, IU Bloomington assistant professor of African American and African Diaspora Studies, completed Inside-Out Instructor Training in the summer of 2009 and launched the first IU Bloomington Inside-Out course this spring with the help of Indiana University-Purdue University Indianapolis faculty members Susan Hyatt and Roger Jarjoura. The course is the first involving IU Bloomington in the Inside-Out program, which brings together students and incarcerated people — “outside” students and “inside” students — for a college-level course in which people from different backgrounds learn together as peers.Grace College Prison Extension ProgramJohn Teevan, [email protected] Krynock, [email protected] Ramsey, [email protected] Green, [email protected] Served: Incarcerated maximum-security individuals within the Indiana Department of CorrectionsProgram Description: The Prison Extension Program is part of the institution’s School of Adult and Community Education and operates as a contractor with the State of Indiana’s Department of Corrections (DOC) to provide post-secondary education to qualifying incarcerated people.Corrections Education Program (CEP)Indiana State UniversityKathleen WhiteInterim Director and Coordinator (Putnamville)Phone: [email protected] Served: Incarcerated individuals within the Indiana Department of Correction’s Putnamville Correctional Facility, Plainfield Correctional Facility, Rockville Correctional Facility, Wabash Valley Correctional Facility, and the Terre Haute Federal Correctional ComplexProgram Description: The mission of the Correction Education Program is to extend the programs and services of the University to support individuals in Indiana’s Correctional Facilities. The ISU mission applies to two specific student groups, benefiting both correctional staff and approved incarcerated populations as identified by the Department of Corrections.Ball State University Correctional Education ProgramOnline and Distance EducationCarmichael Hall, Room 200Ball State UniversityMuncie, IN 47306Ted WardDirector, Correctional Education [email protected]: 765-285-1593Fax: 765-285-7161Population Served:Incarcerated men from Pendleton Correctional FacilityIOWAGrinnell Liberal Arts in Prison ProgramA private liberal arts college in IowaEmily Guenther, Program [email protected] Served: Incarcerated students in the Newton Correctional FacilityProgram Description: “As a teaching and learning community, the College holds that knowledge is a good to be pursued both for its own sake and for the intellectual, moral, and physical well-being of individuals and of society at large.” — Grinnell College Mission StatementThe Liberal Arts in Prison Program extends these convictions to incarcerated students at local prisons in order to engage them in experiences of new knowledge, respectful exchange of ideas, and progressive levels of achievement. The college believes this program supports the work of corrections staff to protect communities and transform lives, making the prisons safer, and preparing incarcerated people to return renewed to their families and communities.KANSASLansing Correctional Facility Program at Donnelly CollegeDonnelly [email protected] (Assistant to President’s Office)Population Served: Students of any category – Lansing Correctional Facility;minimum, medium or maximum security are eligible, as long as they have a record of good behavior.Program Description: Donnelly College offers an on-site Associate Degree program to incarcerated students of the Lansing Correctional Facility in Lansing, Kansas. As a Catholic institution, it believes that the program has a Christian aim to assist prisoners and directly complements the school’s founding mission “to provide education and community services with personal concern for the needs and abilities of each student, especially those who might not otherwise be served.”After earning accreditation for a second, satellite campus in 2001, Donnelly began offering classes at Lansing Correctional Facility. Since then, more than 325 students have taken courses: 14 have earned associate degrees and 155 (or 48% of former students) have been released from prison.LOUISIANALouisiana State UniversityIndependent & Distance Learning1225 Pleasant HallBaton Rouge, LA 70803Phone: 225-578-2500Toll Free: 800-234-5046Population Served: IncarceratedStudents of any federal correctional of state detention facility nationwide; as long as they have a record of good behavior.Dr. Norri Grubbs, John RobsonPopulation Served: Incarcerated students AT Angola Prison who scored satisfactorily on a pre-college exam given by NOBTS staff, and additionally hold a high school diploma or a GED.Program Description: New Orleans Baptist Theological Seminary (NOBTS), Judson Baptist Association, and the Louisiana State Penitentiary planned and organized a program of theological training for church leaders at the Louisiana State Penitentiary at Angola during the summer of 1995 and was established in August of that same year.MAINEMaine State PrisonGary Upham, Principal807 Cushing RoadWarren, ME 04864Phone: [email protected] Served:Incarcerated individuals within Maine State PrisonProgram Description:The Maine State Prison Education Department offers a wide variety of academic and life skill programs. Two professional certified teachers oversee the academic programs and two days a week a computer lab is available. Available services included GED tutoring in math and English, high school completion courses through PLATO, art, music, and ABE tutoring on a weekly basis. We also have outside programs and tutors who work with small groups and individuals. A full time college program and vocational options are also part of the education department.MASSACHUSETTSBoston University Prison Education ProgramPrison Education Program | Boston UniversityJenifer Drew, Ph.D., DirectorBoston University Prison Education Programc/o Undergraduate Student ServicesDepartment of Applied Social Science808 Commonwealth AvenueBoston, MA617-353-2000, direct: [email protected] Served: Incarcerated men and women in BU program at MCI/Norfolk; MCI/Framingham; MCI/Bay State and a few Harvard sociology studentsProgram Description: The Boston University Prison Education Program was founded by labor organizer, tenant activist, and poet Elizabeth Barker. Together with BU President John Silber, Barker worked to have the Boston University Prison Education Program offer its first credit-bearing college courses at MCI/Norfolk, in 1972. In 1989, the Prison Education Program expanded to a second medium-security prison for men (MCI/Bay State), and by 1991 included MCI/Framingham Massachusetts’ only penal institution for women. BU continues to be a nationally recognized leader for its contribution to the lives of prisoners in the Program, and by extension, its contribution to the prisons they inhabit, the families they left behind, and the communities to which they will return.Inside-Out Prison Exchange Program (Northampton & Ludlow)International Headquarters of The Inside-Out Prison Exchange ProgramSimone Davis, Kristin Bumiller, and Martha Saxton (current professors in the program)Program Description: Amherst College and Mount Holyoke college professors Kristin Bumiller and Simone Davis adopted the Inside-Out model developed by Lori Pompa, who began the program to try to remove the boundaries created by classism, racism, and the stigma attached to incarceration. Under the Inside-Out model, college students and incarcerated students with all varying levels of prior education can enroll in courses at local jails. There are equal numbers of inside and outside students.Population Served: People who are incarcerated at Hampden County Correctional System and Hampshire County House of Corrections (also currently exploring expanding the program to other county facilities in the region)MICHIGANPrison Creative Arts Project (PCAP)Prison Creative Arts ProjectThe Prison Creative Arts ProjectUniversity of Michigan3187 Angell HallAnn Arbor, MI [email protected] Alexander, Founder4210 Eastgate DriveAnn Arbor, MI 48103734-426-4819Program Description: Founded in 1990, The Prison Creative Arts Project (PCAP) is committed to original work in the arts in Michigan correctional facilities, juvenile facilities, urban high schools, and communities across the state. PCAP’s process is guided by respect and a spirit of collaboration in which vulnerability, risk and improvisation lead to discovery. PCAP make possible the spaces in which the voices and visions of the incarcerated can be expressed. The program is housed in the Department of English language and Literature, and supported by English and the School of Art and Design at the University of Michigan. The following is taken from the program’s mission statement, “we believe that everyone has the capacity to create art. Art is necessary for individual and societal growth, connection and survival. It should be accessible to everyone. The values that guide on process are respect, collaboration in which vulnerability, risk, and improvisation lead to discovery and resilience, persistence, patience, love, and laughter.”Correctional Facilities Served: individuals incarcerated in Michigan (Michigan prisons and juvenile facilities), and the formerly incarceratedMINNESOTAInside-Out Prison Exchange Program (St. Paul)Jennifer J WingrenAssociate ProfessorSchool of Law Enforcement & Criminal Justice763-657-3760LECJECSt. Paul, [email protected] Served: The incarcerated at Dakota County JailProgram Description: The School of Law Enforcement and Criminal Justice has held two successful classes at the Dakota County Law Enforcement Center. The Inside-Out program brings college students and incarcerated people together in a seminar setting to study criminal justice issues.The Inside-Out Prison Exchange Program is a dynamic partnership between institutions of higher learning and correctional systems. It is designed to deepen the conversation about and transform approaches to understanding crime, justice, freedom, inequality and other issues of social concern.Inside-Out Prison Exchange Program (Owatonna)Steele County Human ServicesKelly Harder, director507-444-7510kelly.harder@[email protected] Served: The incarcerated at Steele County Detention CenterProgram Description: Kristin Klamm-Doneen, an ethics professor at Riverland, adapted Lori Pompa’s Inside-Out national program to fit the needs of the county facility. She presented the concept to county officials who were receptive to the idea. The program was approved in fall 2008 and had its first offering in January, with a for-credit course called Philosophy of Social Justice.Minnesota Correctional Education Foundation (MCEF)1450 Energy Park Drive, Suite 200St. Paul, MN 55108651- 361-7200School Improvement and AccountabilityGoal 1: Create a learner-focused education system designed to close the achievement gap and produce mastery learning for all DOC offenders.Quality Program and ServicesGoal 2: Develop and deliver all DOC programs at the highest quality level. Transition SuccessGoal 3: Prepare each student for a successful transition to school, the workplace and life in their community.Leveraging TechnologyGoal 4: Integrate technology into the education program and improve operations, delivery of programs and support services.Correctional Education PresenceGoal 5: Advance correctional education’s presence through active collaboration, beneficial partnerships and enhanced public awareness.Facility LocationsMCF-Faribault, 1101 Linden Lane, Fraribault, MN 55021, 507-334-0700MCF-Lino Lakes, 7525 Fourth Avenue, Lino Lakes, MN 55014, 651-717-6100MCF-Oak Park Heights, 5329 Osgood Avenue North, Stillwater, MN 55082, 651-779-1400MCF-Rush City, 7600 525th Street, Rush City, MN 55069, 320-358-0400MCF-Saint Cloud, 2305 Minnesota Blvd SE, St. Cloud, MN 55379, 320-240-3000MCF-Shakopee (Women), 1010 West 6th Avenue, Shakopee, MN 55379, 952-496-4440MCF-Stillwater, 970 Pickett Street, Bayport, MN 55003, 651-779-2700MCF-Willow River/Moose Lake, 1000 Lake Shore Drive, Moose Lake, MN 55767, 218-485-5000MISSISSIPPIUniversity of Mississippi – “Ole Miss”Mailing Address:Ole Miss OnlineP.O. Box 1848University, MS 38677Physical Address:617 All-American Drive371 Martindale Student Services Center, Suite MUniversity, MS 38677phone: 662-915-1267Fax: 662-915-1221Online degree programs: [email protected] Courses: [email protected] are committed to providing quality online teaching and learning opportunities at the University of Mississippi. The goal of Ole Miss Online is to:Partner with academic departments to identify and develop comprehensive distance education programs and to increase course offerings,· Empower Ole Miss colleagues to create quality online courses and continually enhance online courses through faculty development that fosters personal and professional growth,· Utilize technologies as tools to enhance academic instructions and connect people within the university community,· Increase awareness of online learning to the Ole Miss community, and· Provide high quality support services for faculty and studentMISSOURISaint Louis University Prison ProgramKenneth L. Parker, Director, Prison [email protected] Gould (Assistant Professor, Communication)[email protected] Johnston (Associate Professor, English)[email protected],314-.977-.3013Co-directors Prison Arts and Education Program.Population Served: Incarcerated men and prison staff at the Eastern Reception, Diagnostic and Correctional CenterProgram Description: Theology professor Kenneth Parker, Ph.D., founded the SLU Prison Program after watching a story on 60 Minutes about a similar effort at Bard College in New York. With the approval of University administrators and state officials — as well as funding from the Incarnate Word Foundation — SLU began offering a certificate in theological studies to incarcerated people in early 2008. Fifteen incarcerated students completed the five-course program in May 2010.University of MissouriParent Link (Parenting Information for Incarcerated Parents)College of EducationPhone Toll-free: 800-552-8522NEW JERSEYPrison Teaching InitiativePrinceton University - HomeAndrew NurkinSenior Program CoordinatorPace Center, Princeton UniversityPrinceton, NJ [email protected] KnappProfessor of Astrophysical SciencesPrinceton UniversityPrinceton, NJ [email protected] Served: Incarcerated individuals from the Garden State Youth Correctional Facility and Albert C. Wagner Youth Correctional FacilitProgram Description: Mark Krumholz started the program, now called Prison Teaching Initiative, partly because of his experiences as a graduate student at the University of California, Berkeley. He taught math and science courses at San Quentin State Prison in a long running program that offered about a dozen classes per semester. PTI has grown slowly since, and now offers 9-10 courses per semester which supplement other courses taught by paid instructors from Mercer County Community College. The College of New Jersey has recently joined the partnership.Partnership for Religion and Education in Prison (PREP)Drew UniversityMargaret Quern AtkinsPREP CoordinatorDrew Theological [email protected] Served: Incarcerated students from Edna Mahan Correctional Facility for Women (Clinton); Northern State Prison for Men (Newark) and theological students from DrewProgram Description: PREP is a theological educational program that creates opportunities for a joint theological learning environment between theological students and students within State correctional facilities. Based in several models of prison educational programming across the country, PREP forges new partnerships between places of theological learning, organizations with educational programs in the prisons, and correctional institutions. PREP uses contextual education and tenets of practical theology as it offers Drew’s theological students, faculty, and practicing ministers a chance to connect with the outside world through meaningful pedagogical methods. Through combined classrooms, a diverse student body can interact and engage with one another in meaningful academic discourse.The College of New Jersey (TCNJ) Center for Prison Outreach and EducationCelia [email protected]@tcnj.eduPopulation Served: Juvenile and adult “youth” offenders under age 35 at targeted facilities such as Albert C. Wagner Youth Correctional Facility, Garden State Youth Correctional Facility (both in Bordentown NJ), and other central NJ detention centers. The population of the principal facilities, AC Wagner and Garden State, consists of males ages 18-35 at minimum, medium, and maximum levels of security.Program Description: TCNJ Center for Prison Outreach and Education coordinates and oversees new Associates degree tracks and a year-round, non-credit academic enrichment and tutoring program for incarcerated people of Albert C. Wagner Youth Correctional Facility and Garden State Youth Correctional Facility. It provides varied educational experiences in other penal institutions in central New Jersey, as well.NEW YORKNew York Theological Seminary Master’s of Professional Studies ProgramNew York Theological SeminaryDale Irvin (President of NYTS)[email protected] Served: Incarcerated people serving at Sing Sing, Green Haven, Arthurkill, Fishkill, Mid-Orange, Eastern, and Woodbourne Correctional Facilities possessing a high school diploma or its equivalent and are engaged in ministry or community service while incarcerated. All faiths are welcome.Program Description: In 1981, Ed Muller, a Pastor and chaplain at Green Haven Prison and KarelBoersma, a pastor and volunteer at Green Haven, came to Dr. Webber with a request that the seminary create a curricular extension program for incarcerated Christians and Muslims of strong faith who had a desire to provide pastoral care inside of the prison. They claimed that pastoral care needs were so great that outside chaplains could not address them all. Dr. Webber agreed and collaborated with Rev. Dr. Earl Moore, Deputy Commissioner of the New York State Department of Corrections, responsible for Ministerial and Family Services, and an NYTS alumnus, to create a Master in Professional Studies (MPS) degree for incarcerated people.Inside-Out Prison Exchange Program (Poughkeepsie)Program Website:N/AVassar professors:Mary [email protected] [email protected] Inside-Out Program at Taconic is coordinated through Hudson Link for Higher Education in PrisonPopulation Served: Incarcerated women Taconic Correctional Facility for Women and Vassar studentsProgram Description: The two professors, along with 10 Vassar students, traveled from Poughkeepsie to the medium security women’s prison in Bedford Hills, Westchester County, once a week during the spring 2009 semester to join with 12 incarcerated students for a two-and-a-half hour class.Unique Features: The course marks the first time that the DOCS in New York State has permitted a mixed classroom of traditional college students with the incarcerated as part of a curriculum for college credit.Hudson Link for Higher Education in PrisonHome | www.hudsonlink.orgSean Pica, Executive [email protected]. Box 862Ossining, NY [email protected] Link for Higher Education in PrisonPopulation Served: Men and women who are incarcerated at Fishkill, Sing Sing and Sullivan Correctional Facilities for Men and Taconic Correctional Facility for Women; requirements include either a GED or high school diploma. We also assist Hudson Link graduates after they are released from prison.Program Description: Hudson Link for Higher Education in Prison provides college education, life skills and re-entry support to incarcerated men and women to help them make a positive impact on their own lives, their families and communities, resulting in lower rates of recidivism, incarceration and poverty.Unique Features: Hudson Link has expanded its programming to include a pre-college program to prepare potential students for the rigors of obtaining a college degree. Hudson Link Alumni work as tutors and mentors to the pre-college students.The Consortium of the Niagara FrontierRobert Hausrath, [email protected] Served: People who are incarcerated in Attica Correctional Facility and the Wyoming Correctional Facility. Students must have a GED or a high school diploma and must pass a basics skills exam to be accepted into the program. While enrolled, students must maintain a 2.0 GPA in their courses to continue to participate in the program.Program Description: Established in 1975 at Attica Correctional Facility, a maximum security prison for men in Wyoming County, New York, the Consortium of the Niagara Frontier is one of the oldest PSCE programs in New York State. Offering Associate’s and Bachelor’s degrees in Social Sciences or Humanities, the Consortium consists of Niagara University, Canisius College, and Daemen College. In 2001, the Consortium left Attica and now operates only at Wyoming Correctional Facility, a medium security prison for men also located in the town of Attica.Cornell Prison Education ProgramCornell Prison Education ProgramDr. James (Jim) Schecter, Executive [email protected] Prison Education ProgramRobert Turgeon, Faculty [email protected] Served: Incarcerated women of Bedford Hills Correctional Facility; Applicants to the program take placement examinations in basic mathematics, reading comprehension, and essay writing. Depending upon their scores, they are either placed into non-credit preparatory courses or matriculate directly into credit-bearing classes.Program Description: The Cornell Prison Education Program was established to provide college courses to incarcerated students at a maximum and medium security prison in upstate New York, and to engage Cornell faculty and students with the vital issue of the country’s burgeoning incarceration population. The Cornell Prison Education Program is dedicated to supporting incarcerated persons’ academic ambitions and preparation for successful re-entry. We believe that Cornell faculty and student engagement as instructors at correctional facilities manifests Ezra Cornell’s commitment to founding an institution where “any person can find instruction in any study.”Population Served: Incarcerated men and corrections staff at Auburn and Cayuga Correctional FacilitiesBedford Hills College ProgramAileen Baumgartner, [email protected] ext. 4514Program Description: Through the Bedford Hills College Program, Marymount Manhattan College offers non-credited College-preparatory courses and credit-bearing courses leading to Associate of Arts degrees in Social Science and Bachelor of Arts degrees in Sociology at the Bedford Hills Correctional Facility, a New York State maximum-security prison for women.In 1995, laws were passed preventing federal monies from being used for educating the incarcerated, causing many prison programs across the country to close their doors – including the one at Bedford Hills. A task force, chaired by then-superintendent Elaine Lord and comprised of education specialists and the incarcerated at the facility, found that the impact of higher education substantially reduced re-incarceration rates. To re-establish the college program without state and federal funding, the taskforce created a consortium of schools that would donate funds and faculty to continue the college program.Unique Features: In addition to supplying the necessary classroom space, the correctional facility supplies room for a learning center that contains the college’s computer lab and the on-site library, staffed by a dedicated coterie of volunteers from the Bedford Hills area.Bard Prison Initiative (BPI)Bard CollegeDaniel Karpowitz, Director of Policy & [email protected] Kenner, Executive [email protected], 845-758-7308Bard CollegePO Box 5000Annandale-on-HudsonNY 12504-5000Population Served: Women and men who are incarcerated at the Eastern Correctional Facility, Woodbourne Correctional Facility Elmira Correctional Facility, Green Haven Correctional Facility, otBayview Correctional Facility; students must have a GED or high school diploma and program administrators cap admission at 15 spots each year.Program Description: BPI offers college inside three long-term, maximum-security prisons and two transitional medium-security prisons. Founded in 1999 by former Bard student Max Kenner, BPI gives men and women the opportunity to earn a degree from Bard College, a highly regarded private liberal arts university. Providing curriculum in line with a traditional liberal arts program, BPI offers Associate’s and Bachelor’s degrees and holds classes identical to those taught at Bard College at Annandale-on- Hudson. The admissions office on Bard’s traditional campus makes decisions about acceptance into the Bachelor’s program based on an incarcerated student’s perceived preparedness and regardless of class size at the correctional facility. Incarcerated students are required to have a Bard Associate’s degree before they can apply to the Bachelor’s degree program. BPI now enrolls nearly 200 women and men fulltime in a rigorous and diverse liberal arts curriculum, offering both associate and bachelor degrees.John Jay College/CUNYPrisoner Reentry InstituteJohn Jay College of Criminal Justice555 W. 57th Street, 6th FloorNew York, NY 10019Phone: 212-484-1399NORTH CAROLINAUniversity of North Carolina at Chapel Hill’s Friday Center for Continuing Education with North Carolina Department for CorrectionsHome - The William and Ida Friday Center for Continuing EducationBrick Oettinger, Associate Director for Correctional [email protected] Served: Incarcerated individuals from approximately twenty-five participating North Carolina correctional facilities (on-site classroom courses)with a GED score of at least 250, a WRAT reading grade level of at least 10.0, or prior college academic credits. The sentence criteria exclude all whose parole eligibility and discharge dates are more than 10 years in the future. 18- to 25-year-old individuals funded by Federal Youth Offender Act grants must be within five years of parole eligibility or discharge date.Program Description: The North Carolina Department of Correction works with UNC-Chapel Hill’s Friday Center for Continuing Education to provide a variety of tuition-free university courses and educational services to incarcerated people. Only those incarcerated in the North Carolina prison system qualify for the Correctional Education Program.Programs Offered: Self-paced Correspondence Courses:These courses have a nine-month enrollment period. A renewal of four months is available for a $30 fee (paid by the Correctional Education Program).Unique Features:N/AHeadquarters:NCCorrectional Facilities Served:OHIOInside-Out Prison Exchange Program (Cincinnati)All for One. One For All.Peg HubbardDepartment of Criminal [email protected] ShimrockFacilitator, Inside-Out [email protected] Served: Incarcerated men and Xavier students; The men at Lebanon Correctional Institution (LeCI) go through the same screening process as Xavier students. They fill out a similar application and are interviewed by the same panel. The intention of the instructors is to choose a mix of students (race, socioeconomic, opinions, criminal history, education, etc.) to ensure class discussion is enriched by varying viewpoints.Program Description: The Inside-Out Prison Exchange Program is a semester-long overview of current social justice topics, taught inside a local prison. Curriculum includes exploration of why people commit crime; what prisons are for; analysis of the Criminal Justice system; punishment and rehabilitation; victims and victimization; restorative justice; myths and realities of prison life.Inside/Outside (ISOS)Jefferson [email protected] Served: Adults from River City Correctional Center with substance abuse issues who would otherwise be sent to Ohio penitentiaries.Program Description: Inside/Outside began in February 2001 with the participation of individual artists and collaborating organizations in an intensive training conducted in Cincinnati by the Pat Graney Dance Company of Seattle. The training involved Cincinnati participants in the creation of an integrated arts program for women at River City.Ohio University College Program for the Incarcerated (CIP)MFEWelcome to Ohio UniversityKen Armstrong, Director of Independent [email protected]@ohio.eduHaning Hall 222Ohio UniversityAthens, OH 45701800-444-2420800-444-2910Population Served: People who are incarceratedProgram Description: Since 1974, the College Program for the Incarcerated (CPI) has provided incarcerated men and women with courses and degree opportunities to further their educational goals. Ohio University seeks to meet the diverse needs of incarcerated distance learners. Through CPI, both associates and bachelor’s degrees are available. Each student is assigned an academic advisor to assist in successfully planning a degree program.Although CPI cannot offer financial aid to incarcerated students, or the option of partial payments, a significant discount through the Comprehensive Fee Plan is offered. Some students may qualify for VA benefits. Ohio University is accredited by the North Central Association of Colleges and Schools. The College Program for the Incarcerated is administered by the Office of Independent Study.Zane State CollegeLinda Applegarth (Interim Coordinator of Prison Education)[email protected] Served: People who are incarcerated at the Belmont Correctional InstitutionProgram Description: The College provides instructors who offer credit courses in two short-term certificate programs.OREGONInside-Out Prison Exchange Program (Wilsonville)Julie Kopett, Director of [email protected] Spring, Assistant Director of Community-University [email protected] Served: People who are incarcerated at the Coffee Creek Correctional FacilityProgram Description: The Inside-Out Capstone course provides an opportunity for a small group of students from Portland State University and a group of residents from Coffee Creek Correctional facility to exchange perceptions about crime, justice, and how societal structures and culture define crime and justice. The course is called “Inside-Out Prison ExchangeInside-Out Prison Exchange Program (Salem, Oregon State University)[email protected] Served: People who are incarcerated at the Oregon State PenitentiaryProgram Description: Inside Out is a program that began in 1997 with a select group of Pennsylvania incarcerated individuals and students who had the common goal of studying crime, justice and social issues that affect society at large. Since then it has expanded and through the help of Professor Michelle Inderbitzen the program has made its way to Oregon State University. The goal of Inside Out at OSU is first and foremost to exchange ideas and perceptions and gain a deeper knowledge of crime, the criminal justice system, corrections and imprisonment.Inside-Out Prison Exchange Program (Salem, University of Oregon)Steven Shankman, Professor of English and [email protected] Served: People who are incarcerated at the Oregon State PenitentiaryProgram Description: Since 2007, University of Oregon (UO) Professor Steven Shankman has taught three Inside-Out Classes through the Clark Honors College (CHC) at the Oregon State Penitentiary. Courses are taught in an integrated classroom with outside students (from the Honors College) and inside students (who are incarcerated at Oregon State Penitentiary). Students study course materials together, and participate in dialogue about the texts and the larger questions of social justice and social inequalities. Since then, more than sixty CHC students have participated in Inside-Out classes at the Oregon State Penitentiary.College InsideNancy Green, Director of Corrections [email protected] Served: Incarcerated individuals from designated institutions (Oregon State Penitentiary, Oregon State Correctional Institution, Mill Creek Correctional Facility) with less than five years left on their sentence, a high school diploma or equivalency, and 18 months of clear conduct. Those meeting the education and clear conduct requirement that have outside funding or can self-pay also enroll in the program.Program Description: The College Inside program is a degree program designed to allow incarcerated students to obtain a two-year college degree that can transfer to a four year university with a focus on general studies, Business or Automotive Technology. College Inside allows students to be in control of their own educational and employment future. The program requires students to think and plan for the future, outside of prison. The program is not just something to do while in prison. It requires effort, responsibility, drive, and commitment.PENNSYLVANIAThe Inside-Out Prison Exchange Program (Philadelphia)Temple UniversitySuite 331, MB 66-101810 Liacouras WalkPhiladelphia, PA 19122Phone: 215-204-5163 | Fax: [email protected] Served: Prisons and jails in 25+ states - In each program branch: 9-18 campus-enrolled undergraduates and 9-18 incarcerated (or sentenced) students (in equal numbers)Program Description: Headquartered at Temple University, The Inside-Out Prison Exchange Program® is a national program that offers semester-long, college classes behind bars to groups of students of whom half are incarcerated and half are college students from outside. These seminars are offered in many academic disciplines, but they always emphasize collaboration, critical thinking, and dialogue, with course themes usually focusing on the study of some aspect of our society’s approach to crime and punishment. Every year at least three week-long intensive instructor training institutes prepare faculty from around the country and abroad to build effective correctional-academic partnerships in their home region, to find means to offer credit to inside students wherever possible.This work is fundamentally shaped by the perspectives of people in prison.Community College of Allegheny CountyDistance Learning Center800 Allegheny Avenue; Room 123Pittsburgh, PA 15233412.237.2239fax: 412.237.8187Proctored testing fax: [email protected] learning 412-237-8700For incarcerated individuals: any prison administrator such as a warden or medical administrator, a prison counselor or prison librarianNorthampton Community College3835 Green Pond RoadBethlehem, PA 18020610-861-5300Serving the Lehigh Valley and beyondProgram Description: NCC has helped students of all ages and backgrounds answer one of life's biggest questions.NCC is committed to quality, affordable higher education. We strive for accessibility, with courses scheduled at multiple campuses and locations during the day and evening, on weekends and online. You can choose from nearly 100 transfer and career programs leading to associate's degrees, certificates and diplomas.RHODE ISLANDRhode Island Department of Corrections Education UnitYour Page TitleRalph [email protected] Served: Incarcerated individuals at any Adult Correctional InstitutionProgram Description: Participants have the opportunity to earn college credits for various liberal arts and/or business offerings in classes offered by the community college. Course offerings vary by semester. Academic requirements of the AA degrees are followed to enable students to attain the AA degree while incarcerated or allow them to continue to pursue the AA degree upon release. Vocational post-secondary offerings vary by semester and lead to the obtainment of trade related certificates of completion and/or licenses as applicable.

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While there are many pros and cons to sending students to every type of school and there are also many factors that might impact the specific benefits provided by these “boarding schools” for each and every individual student, I can offer the following after teaching many students who have attended them:The are the 3 Top Reasons I would send my children to boarding schools:Feeder schools into top universitiesIf you look at a number of the answers to this post re: “feeder schools” to elite universities, you’ll notice a number of the top boarding schools in the lists: Mastering Boarding School Admissions Andover and Exeter, given their notoriety show up more than others, but frankly many boarding schools offer the following which might help students obtain admissions into the Top Universities:The academic rigor provided by the schools may be stronger than its peers.Why? First off, the Largest Endowments reported by Boarding School Review for the top 30 institutions total more than $100 million USD. Having those funds, these academic establishments can hire stronger instructors, develop or maintain challenging curricula, and maybe even have the best education leaders directing these schools in the “proper direction” for its constituents.Secondly, they have to simply survive by providing the best or they will fail to fund their schools with those annual $35,000–50,000+ tuition rates. Frankly, that added pressure forces them to provide students courses and electives that provide the “best” to their kids. Parents are always asking either out loud or at least in their minds, “Why am I paying so much for my child’s education?”St. Paul’s shows their recent matriculation numbers:COLLEGE MATRICULATIONCollege advisers work hard to find the best institutional match for students. Over the past four years, the colleges and universities most attended by our graduates are:Georgetown University - 31Brown University - 27Columbia University - 21Harvard University - 19Dartmouth College - 18Boston College - 15University of Michigan, University of Pennsylvania, Princeton University - 14Stanford University, Williams College - 13Elite social networkParents (or the financiers of these kids) have to be on average wealthier than everyone else. It’s quite simple that going to school with “rich kids” means you’re hob nobbing with the elite in society. There is a reason why they are there and on top of that, they are most likely trying to maintain their positions. Having access to this network could open opportunities to internships, opportunities that may pad their resumes or many other avenues to being a part of the “upper class.”A little known story that many people don’t realize about Bill Gates beyond being a Harvard drop out is that he went to one of the best private schools in the Seattle area. His parents were a partner at a top law firm and a board member at the non-profit that helped him connect with the CEO of IBM. While it’s not a boarding school, it’s the same logic. If you want a boarding school example, just look to the CEO of Facebook, Mark Zuckerberg. You can also look at the long list of alumni at all the boarding schools and you’ll find many under the radar successes.The top “reason to go to Andover” adds more rhetoric to show this:1. Friendships that will last a lifetimeThe friends you meet at Andover will remain your friends forever. Whether you were friends from the start of Freshman Orientation week or you just met in the final days of Senior Spring, I am sure you will keep in touch after Commencement. Simply put, Andover students are nice. Everyone at Andover is friendly and looking for new friends. In my four years, I know I have met some of my best friends and even though we have only one more term left at Andover, I am confident that we will go on weekend trips together, connect at Alumni gatherings, and “tweet” at each other for years to come.Source: Phillips AcademyThe educationI’ll let Deerfield’s explanation of their didactic benefits:We offer small, discussion-based courses in a wide range of A Northeast College Prep Boarding School academic disciplines. Our faculty has designed a variety of interdepartmental courses, team-taught by two or more faculty members, to enable students to create new and innovative interdisciplinary skill sets. Individual research, off-campus study opportunities, advanced Alternate Study electives, and 19 AP courses provide students with exceptional academic opportunity.Source: Why DeerfieldMilton Academy gives even more details:What to expect from academics at MiltonBeing smart and interested is easy, fun and normal; everyone around you is motivated, too.Your classrooms will have about 14 students in them; everyone is part of the action.Learning is discussion-based not lecture-based; intense conversation in the classroom makes the class exciting. You make connections and discoveries you never imagined.Your teachers look for analysis, critical thinking, expressing ideas; they help you achieve these skills. You’ll develop your own point of view, and you’ll learn to respect others’ differing points of view.You will have your own faculty advisor. One advisor counsels you and a small group of other students throughout your Milton years, guides your course selection, keeps in touch with your academic and social progress, and acts as your resource and advocate.APs are not the only advanced coursework; you’ll be prepared to take AP tests, even if the course is not labeled AP. In fact, many upper level courses are more challenging and rewarding than AP curricula; take your talent, your interests and your passion as far as you can go.Teachers are ready and willing to help you outside of class; students visit faculty in the dorms and call faculty at home for help.Faculty get to know you well—who you are and what you care about; you’ll want to meet their high expectations of you.Teachers give your writing, projects and tests thorough commentary and respectful responses.You will feel proud of your work, and proud of your classmates’ work.Your homework is not repetitive, or busy work; it is valuable.Your courses are not limited to the texts; readings and discussions go beyond the textbooks and teachers respond to what students are interested in.When you get excited about a subject (and you will), you can follow up with a wide range of electives and learn from teachers who inspire you.Your art teachers are artists, in and outside of school; your music teachers are musicians; your English teachers are writers, your drama teachers are performers, set designers, and directors, and so forth. All your teachers are scholars in their fields.Source: Academics at MiltonAnd one other argument could be made that they help students learn to become mature even quicker than others who don’t board.One school explains:Self-relianceBoarding school students quickly learn how to perform many domestic chores and complete school assignments by themselves. They become experts at managing their time, money and resources. These students mature quickly and tend to be very independent and successful in college and life.Source: Benefits of Boarding SchoolThe schools also share their reasons:Andover:10. You’ll never go hungryThe best days at my house are always when somebody in my family has just gone grocery shopping—the once-barren refrigerator magically becomes a paradise of food. When I came to Andover, I was delighted to find that grocery days were everyday in Paresky Commons, the main dining hall on campus. Alongside the homestyle and grillworks stations upstairs, Paresky is home to made-to-order stir fry station, a pizza oven, an enormous salad bar, a pasta bar, and a deli bar. The best part is that Paresky is open to students (boarders and commuters), faculty, and staff every day of the school year for all three meals. If somehow you are left hungry after a meal in Paresky though, there are always burgers, chicken fingers, smoothies, and more available in Susie’s, the snack bar on the bottom floor of Paresky.9. Research is a breeze at the OWHLThe librarians at the Oliver Wendell Holmes Library, affectionately dubbed the OWHL, are an amazing resource. Whether you are hunting for a scholarly article on one of the many online databases provided by the library, scouring the stacks for a book, or struggling to format your bibliography—the OWHL librarians have your back. And even if you are on track with your work, the OWHL is the perfect, and probably most popular place to study on campus. There are group study areas for collaborative work, a “comfy chair” room stocked with the most current periodicals, and a silent study room for those nights when you just have to get work done.8. You can do anything with a BlueCard!As an Andover student, you don’t just get an ID card—you get a BlueCard! And a BlueCard is no ordinary ID card, either. With your BlueCard, you can check out books from the OWHL, sign into the computer centers, gain access to campus events, and pay for things. That’s right, your BlueCard is also a quasi-debit card. Places all over campus, like Susie’s, the Athletic Stock Room and the Ice Rink Pro Shop, and even stores in in town like CVS and Bruggers will accept payments made with your BlueCard. Lastly, starting this year, some of the buildings on campus, like Borden & Memorial Gym, are only accessible by swiping your BlueCard at the door. The BlueCard is literally your key to success at Andover.7. Our Head of School tweetsTwitter has taken over Andover’s campus. Although your parents might think “tweeting” is something birds do, the faculty at Andover know that “tweeting” is actually an awesome way to communicate with students, share campus news, and engage within the community. In fact, Head of School John Palfrey is the king of “tweeting” around campus, and uses Twitter to interact with students at all hours of the day. Additionally, many teachers have incorporated Twitter into their classes. Last year, my English 300 class kept a running record of the thoughts and reactions we had during our readings by tweeting with a common hashtag. So, when you call home and your parents tell you to get off Twitter and study, you can tell them that you are actually doing both at the same time!6. Life is a Beach, We’re Just Playing in the SandUnfortunately, coming to Andover is not exactly beachfront living—although the pool is a nice compromise if you are feeling the need to take a quick dip. To handle our “beach withdrawals,” Andover students have gotten pretty creative. Meet, The Great Lawn. The Great Lawn is the huge green at the center of campus that nearly spans the lengths of the main quad. Most notably, the Great Lawn holds the annual Commencement ceremony every June, but during those warm New England spring months, the Great Lawn is Andover’s very own beach. Students spread out in lawn chairs across the grass, tanning, playing Ultimate frisbee, doing homework with friends, or even playing tenni-golf—an innovative mutation of tennis and golf. While campus might not be home to the next Miami Beach, the Great Lawn is a perfect destination for anybody looking to catch some rays, get some exercise, or capture a photo-op or two.5. The guest speakers are “Wilde”At your old school, all-school assemblies probably only consisted of the town fire chief making a visit to teach the tactics of stop-drop-and roll, or the town mayor stopping by to discuss the future of politics in your small town. At Andover, however, we like to go a little bigger, especially with choosing guest speakers. Recent guests have included actress and activist Olivia Wilde ’02; 2008 and 2012 Olympic Gold Medalist Caroline Lind ’02; and former Governor of Florida Jeb Bush ’71. Still not impressed? Do not worry, because other guests to recently stop by include David Eagleman, renowned neuroscientist, and Tom Mesereau ’69, who became famous for his law career that acquitted Michael Jackson. This spring, Chris Hughes ’02, co-founder of Facebook and publisher & editor in chief of The New Republic, will be the keynote speaker at All-School Meeting, which is a weekly community-wide gathering in Cochran Chapel. With so many options and so many feet constantly walking across campus, you are bound to come across someone that will strike your interest. I guarantee you will also learn a thing or two at the same time!4. We Bleed BlueOkay, not literally—but we like to think so (thanks, oxidation). If you have you ever wanted to be one those crazy sports fans wearing a block of cheese on your head and screaming so loudly your own ears begin to hurt? If so, then Andover is the place for you. At Andover,athletics are a huge source of community pride and closeness, and it is also something we are quite talented at. Our swim teams have won more medals than Michael Phelps; our hockey team has produced current NHL superstars Chris Kreider and Cory Schneider; and our crew team has produced 2008 and 2012 Olympic gold medalists. That said, not all of our athletes want to play at the varsity level—which is totally okay at Andover! In fact, some of the most popular sports are the intramural sports and life activities like yoga, spinning, and Zumba. Our biggest athletic tradition, however, is the legendary rivalry that we hold with our sister school up north, Phillips Exeter Academy. Every season closes with the Andover/Exeter contests—a weekend jampacked with school spirit and cheer. Andover students love A/E weekend so much that many alumni will return to campus just to cheer on the Big Blue as they “Wreck the Ex!”3. Do what you like, whatever that may beDo you have some sort of weird or far-fetched hobby that sometimes leaves you feeling like you are stranded alone in a corn maze? Then Andover is the perfect place for you because there are likely to be tons of other people lost in that same maze with you! If you have a peculiar interest or a hobby that most people have never heard of, then there is probably a place here for you to do it. If you like to play video games, then Andover Fifa Club is the place for you. If you like to study the dead Latin language, then Andover Classics Club is the place for you. If you like to be passive-aggressive, then Under the Bed (the student improv troupe) is the place for you. If you like to hear yourself talk, then WPAA is the place for you. If you like to build things and drive them around without a license, then Andover Robotic Cars Club is for you. If you like to argue with people, then Philomathean Society (the debate team) is perfect for you. Nothing sound good yet? If you find that your interest does not have a home on campus, go ahead and make one—with tons of faculty members here for support, any student has the ability to start his or her own club. So go out, find some friends, and get started with whatever it is you want to do!2. The Faculty Have Lives…And You Can be a Part of ThemThe typical high school teacher is just that—a teacher. At Andover, however, the faculty are so much more than just classroom teachers. For example, my JV Hockey coach was also my College Counselor and his wife was my math teacher. And this is totally normal! More than often, Andover students will find that their classroom teacher is also their coach and their club advisor and their music instructor. With a majority of the faculty living on campus, a unique sense of community is built at Andover. Faculty don’t just live on campus, though—they are also extremely dedicated to helping students. If you need some extra help studying for that Biology exam, it’s pretty typical to spend an hour reviewing the material with your teacher over dinner with his family or in the library during study hours. You can also ask teachers for advice, help with your laundry, suggestions for spring break, or just to talk. Andover is very much a family—a family in which students and faculty alike are caring, compassionate, and willing to help.The #1 reason was already shared above.Groton:Everyone MattersIn a school of 370 students, everyone matters. Those who attend Groton are united by a deep commitment of one to another and of each to the whole. Integrity and civility, qualities sometimes overlooked today, remain important at Groton. The School’s intimacy and ideals foster inclusion and inspire students to understand their strengths and capabilities.Exceptional ScholarshipA Groton education is thorough. Increasingly rare in secondary schools are opportunities to study two languages or take six courses, but Groton students can. Alongside traditional curricula are innovative approaches to instruction, such as the dynamic math and science classes in our STEM program. Superior performance on standardized tests, high rates of admission to selective colleges, and impressive performance in both undergraduate and graduate institutions demonstrate the advanced scholarship of Groton students.Cui Servire est RegnareGroton students are justifiably proud of the School’s heritage of service to the nation. Few institutions have had as much influence on the American Century, thanks to graduates including President Franklin D. Roosevelt and numerous policymakers. Currently, three Groton graduates hold seats in Congress, and Groton alumni work for the common good in a wide variety of fields, reflecting the impact of the School’s motto, “cui servire est regnare,” “to serve is to rule.” Students and graduates value service as an essential element of a life well lived.Depth and BreadthGroton believes that adolescents should expand their vision, not narrow it. Students develop the talents they know well, but also explore new arenas. The School offers an intimate setting and an array of opportunities found more typically at much larger institutions. At Groton, we avoid the contemporary emphasis on specialization. Groton scholars, athletes, actors, and musicians leave the School prepared to excel at the highest levels in college, but do so with heightened self-awareness of their abilities and interests in multiple areas—including many they would not have dreamed of discovering before Groton.A Personal TouchGroton offers Upper School students a full slate of electives, but students also may design tutorials, which are concentrated scholarship in subjects of special interest, under the guidance of a faculty member. The afternoon program can be individualized as well: a Faculty-Sponsored Activity or FSA allows students in-depth study of anything from extended research in a chemistry lab to the formation of a rugby team. The entire faculty serves as a resource to each student, a hallmark characteristic of founder Endicott Peabody’s emphasis on a School modeled after a family.Prefect YearGroton entrusts every senior with the responsibility to lead. Every Sixth Former leads a dorm of younger students, and many also take on other leadership—or prefect—roles throughout the School. Younger students benefit from their prefects’ guidance—they look up to prefects as they might big brothers or sisters—and they look forward to mentoring as prefects themselves one day. Groton believes it is essential that students understand their leadership style and capabilities.SpiritualityIn an era when it can be difficult to understand one’s role in a complicated world, Groton offers students a valuable component of a contemporary education: religious literacy. The School day begins with a Chapel service, which includes prayers or words of wisdom from many spiritual traditions, a traditional hymn, and a Chapel Talk delivered by a Sixth Former, teacher, or visitor. Classroom study of world religions and weekly services for students in their own religion of choice reflect the inclusivity embraced by the Episcopal schools.The CircleOn a plateau one mile from a New England village and 35 miles northwest of Boston, renowned landscape architect Frederick Law Olmsted designed a beautiful campus, focusing on a motif that he loved, the circle. The Groton Circle, a vast expanse of green ringed by buildings designed by the architectural firm of Peabody & Stearns, opens to the West, its vista toward the mountains of southern New Hampshire suggesting infinite possibility. While Groton’s property stretches across more than 400 acres of woodlands and down to the Nashua River, the central campus is conveniently contained around the Circle, which also serves as a symbol of the wholeness we seek to instill in each graduate.TraditionsGroton students love their traditions, and there are a lot of them to love. These are not empty rituals, but practices that support our sense of community. Perhaps most important is the structured routine at the beginning and end of each day. We begin together listening to a Chapel Talk and hearing announcements at Roll Call. We end the day with check-in, when members of each dormitory talk about the day’s events and shake hands with the teacher on duty before turning in. At the end of each School year, every student lines up to shake the hand of every teacher. Surprise Holidays, St. Mark’s Days, the school birthday dinner, Lessons and Carols, and many other traditions are eagerly anticipated and give each year a comfortable sense of familiarity.The FoodGroton benefits greatly from many nearby farms, which allow our Dining Hall to serve fresh, farm-to-table meals throughout the year. Experienced chefs prepare delicious, healthy food, and the director of our dining service is the parent of a recent Groton graduate!Resources and OpportunityGroton benefits from having a higher endowment per student than all but a handful of independent schools or colleges. The School's resources support teachers' professional development; a generous financial aid budget; a global education program that stretches into Africa, Asia, Europe, and South America; and facilities with more square footage per student than at any comparable school. All of this means opportunity for students, and experiences rarely found at the high school level. The Groton experience has succeeded for generations, inspiring our graduates to lead lives of meaning and purpose.Choate:Choate's Statement on Character identifies timeless qualities–integrity, respect and compassion–that are at the heart of what it is to be a good person. Working from this foundation, a Choate education strengthens in its students the capacity for productive learning and meaningful action. At Choate as in life, constructive leaders demonstrate self-motivation, curiosity and creativity, and effective communication skills.Choate students cultivate self-motivation and self-awareness. In a supportive and caring context, our students discover that their future success lies in effort, determination, and an understanding of how they learn. Intrinsic motivation combines with honest, reflective self-assessment to develop individuals who take responsibility for their actions, have the courage to stand up for their beliefs, and set goals for lifelong growth.Choate students develop creativity and a willingness to explore. The School encourages students to formulate their own ideas with originality and inventiveness. Choate's extensive resources inspire curiosity and allow the pursuit of interests in almost any direction. In this process of exploration, our students come to appreciate the value of taking intellectual chances and realize that learning is fun, often a source of joy. They identify interests and passions that form the intellectual playground where they will be active for the rest of their lives.Choate students learn to express themselves effectively in a variety of media and languages. Because a true education cannot be forged in isolation, communication is an essential component of that process. In all areas, effective communication requires attentive listening, gathering and assessing relevant information, and the ability to formulate and express a meaningful statement or argument. Our digital age demands facility with changing technologies, while also reminding us of the continued importance of human connections. Communication is essential for growth and understanding and also as a catalyst for action.While certain qualities are constant in providing a foundation for success, circumstances sometimes bring competing values into tension. Choate students are distinguished by their ability, enhanced through experience, to balance those tensions.Perseverance and resilience are balanced with humor and joy. All in our community enjoy learning, but experience teaches that some challenges are not resolved quickly or easily. Often, extended engagement, repeated effort, and adaptability may be necessary to achieve a goal. Students come to appreciate that determination combined with a positive sense of humor offers a productive approach. They discover that the path to success often includes prudent risks that might lead to occasional failures. They come to know that neither success nor failure is an ending, but rather the beginning of the next step forward. Balance in this regard is key to lifelong physical and emotional wellbeing.Mastery of established knowledge is balanced with the independent development of ideas. Choate students are trained to take full advantage of available information through research skills tailored for different disciplines. They have experience in the analysis of language and art, historical and social scientific evidence, and scientific and mathematical data. At the same time, they are given freedom to experiment with novel approaches through brainstorming, modeling, and trial and error. By studying how others have answered questions, our students consider a variety of ways to analyze, frame and synthesize information. They then adjust their approach to the specific circumstances of each challenge.Individual effort is balanced with productive collaboration. It is essential for students to develop the capacity for sustained, intense individual effort. Such independent, reflective engagement teaches self-discipline while also building skills and confidence. At the same time, the ability to be a constructive member of a collaborative team is essential. This requires students to lead as well as partner in efforts to contribute meaningfully and responsibly within the group. Students practice the skills of trusting, listening, persuading, and compromising that are central to productive group work. By working together, students come to understand other perspectives in ways that prepare them to engage in a global community.Self-advocacy is balanced with a commitment to serve others. While pursuit of personal goals and interests is desirable, empathy is essential in developing long-term, successful solutions to problems. Our students learn to understand their own perspective on an issue and also the perspectives of others. This includes understanding other languages and cultures, past and present, as well as learning to live in a vibrant and diverse community. This experience nurtures in students both a sense of gratitude for the gifts they have and a sense of humility that comes from recognizing their individual limitations. Students recognize the importance of dedicated engagement in service to others, including but not limited to efforts toward social justice and environmental sustainability.**Do note, much of what was said reflects the “top schools” identified in lists like this: Top 25 U.S. Boarding Schools in 2015