Darrow School is a college-preparatory boarding and day school

where students in grades 9–12 are motivated to reach their

potential and become their best selves. Darrow’s low 4:1 stu-

dent-teacher ratio, small classes, challenging hands-on curriculum,

inspiring National Historic Landmark campus, and personalized attention

encourage students to become critical thinkers, confident learners, and

creative individuals. Darrow is a place for students to stretch themselves

and reach new horizons.

At Darrow, respect for different cultural backgrounds, experiences,

learning styles, and interests is emphasized. All students have the oppor-

tunity to assume leadership roles, whether on the playing field, in the

classroom, in various prefectships, or in the dorms. Students also partic-

ipate in Hands-to-Work, a community-service program based on the

Shaker motto “Hands to work; hearts to God” that allows them to learn

about the benefits of purposeful effort and use of time, as they work

alongside their peers, faculty, and staff to maintain our historic campus

and reach out to the local community.

Another long-standing tradition at Darrow, stewardship of the earth,

also harks back to a Shaker legacy. Darrow students study sustainability

across the curriculum, helping them to become not only responsible care-

takers of our historic campus, but also knowledgeable decision makers

and future leaders in global environmental issues. Darrow is the only sec-

ondary school in the United States with a Living Machine, an all-natural

wastewater treatment facility and learning laboratory, and its Samson

Environmental Center has been featured as an example of green build-

ing on the Northeast Sustainable Energy Association’s Green Building

Open House for six consecutive years.

Living within Darrow’s close-knit community makes it easy for students

to learn about collaboration and teamwork. The combination of person-

alized feedback from highly accessible faculty and the hands-on effort of

each individual allows every student to clearly see that he or she makes

a difference. Darrow students learn that success may not come on the

first try, but can be achieved through persistence and reflection. They

also learn that it’s okay to make mistakes—it’s part of the process of

becoming a life-long scholar and a responsible citizen.

Because of this approach to educating the entire individual both in and

out of the classroom, Darrow students feel comfortable being themselves

as they learn how to express who they are through academics, visual and

performing arts, sports, and a variety of stimulating social activities.

Whether a student is looking for new opportunities or a fresh start,

Darrow School provides a welcoming environment in which all students

can excel if they apply themselves conscientiously, and then graduate

feeling prepared for the challenges of college and beyond.

For more information about Darrow School, visit

www.darrowschool.org. 110 Darrow Road, New Lebanon, NY. 518/794-

6000; Toll Free: 877/432-7769.

2 4 8 I S S U E 4 0 . 2 010

SMALL COMMUNITY, BIG OPPORTUNITES

INDEPENDENT SCHOOL GUIDE

Darrow School

A discussion with Francis Petit, Ed.D. – Fordham University Assistant

Dean & Director of Executive Programs, Graduate School of Business

Administration

Q: For those who are not willing to give up their high paying jobs or

derail their career track, yet are looking to further their education

with an MBA degree, what are the options?

MBA Programs and Executive MBA Programs sometimes

have a similar curriculum, but the class format and admission

requirements vary. Typically, the applicants to an Executive MBA

Program must have a minimum of five years professional work

experience. Executive MBA Programs are designed to meet the

needs of upper level managers and functional specialists.

Candidates are often evaluated based on what they will bring to

the program. In some cases, taking the GMAT is not required.

MBA Program applicants are not required to have professional

work experience, but they must take the GMAT. An MBA degree

is essentially a significant management degree. Class format

also differs between the two programs. In an MBA Program, stu-

dents usually choose the classes they will take each semester.

In an Executive MBA program, students often complete classes

in a step-lock method, attending courses with the same class-

mates for the duration of the program.

Q: What is the difference in the actual degree of an

MBA and Executive MBA?

The same degree is issued: a Masters of Business

Administration, known as an MBA. However, differences do

exist in the programs.

EMBA vs. MBA - Some Differences

MBA is an individual effort. EMBA is far more of a group-

oriented approach.

EMBA lends itself to lifelong relationships and friendships

among students.

MBA is more flexible in course selection, time to degree

and selection of majors.

EMBA is structured and uniform.

Q: What are some other differentiators of the EMBA?

Price is certainly a difference with some schools.

Class sizes range from 14 to 60+.

An International trip is now a big component of some

EMBA programs: students visit/tour companies at inter-

national locations. At Fordham, part of the cohort’s last

semester is a solution-based project that will be present-

ed to an international company.

Fordham UniversityMBA VS EXECUTIVE MBA:WHAT IS RIGHT FOR YOU?

2 5 0 I S S U E 4 0 . 2 010

Non-academic, business-related events add to class bonding and

camaraderie. Some examples includes:

Extensive Wine Tasting Courses

Teambuilding exercises

Group Dinners

Jazz modeling

For additional information contact: Fordham University, Graduate

School of Business Administration, 400 Westchester Avenue, West

Harrison, NY. 914/ 367-3274; www.bnet.fordham.edu.

“What’s the most important educational decision you’ll ever make

for your child? It’s not college, it’s not grad school, and it’s not high

school.” Pausing, the headmaster of North Country School shakes his

head before continuing; “Middle school is the most determining factor

in a child’s academic and personal well-being. Middle school is where

the action is. A North Country School education affects the child, thus,

the teen and the adult of the future. Our children leave with a solid

foundation. They are robust, resilient, and carry a healthy perception of

themselves. They develop strong leadership skills and have the confi-

dence to ask questions. Our residential program is different from other

boarding schools; we are smaller and personal. Our children live in

houses with their houseparents.”

North Country School is a co-ed day and boarding middle school in the

Adirondack Mountains just outside of Lake Placid, NY. It’s a school with

small classes and a big 200-acre cam-

pus. From every window there are

views of mountains and a pasture

where horses, sheep and a llama

graze. The school operates a working

farm, woodlots, maple sugar produc-

tion and offers seasonal outdoor

sports and play—from horseback rid-

ing and soccer fields to ice skating

and ski hills.

The challenging traditional aca-

demic curriculum (4th – 9th grade)

integrates the surrounding environ-

ment for meaningful class projects.

For instance, math students conduct

a cost analysis to determine if raising

our own pork is cost effective while

another class collects data to meas-

ure our monthly utility use. An exten-

sive daily arts and theater program

taps children’s creative instincts.

Julie Berglund is the parent of a 6th grade student. She remarks, “We love

the outdoor orientation of the school and its focus on non-electronic activi-

ties. I am delighted that the students learn to make practical choices in their

daily dress and the “style” or brand name is not the important factor. This is

one of the many factors that contribute to my daughter building her self-con-

fidence from the inside out, rather than the outside in. She’s learning to be

a well-rounded person through the hands-on teaching, being creative, being

close to nature and being unplugged! The school reinforces the positive in

students in whatever learning process serves them individually.”

Joe Scafidi talks about why NCS is a good match for his sons:

“NCS allows children to go back in time; it provides them with the

opportunity to be kids again—the way it was 30+ years ago—but

with many of the advantages we enjoy today, including an appro-

priate exposure to technology.”

He continues, “It is a very difficult decision to send your young

child to a boarding school. While nobody can replace Mom and Dad,

NCS is a very nurturing environment. It emphasizes the importance

of family, community and the responsibility that go with that. The diverse

background of the student body helps foster the needed ability to remain

open minded of others’ views and interests. The school offers a beautiful

SPECIAL SCHOOL SECTION

North CountrySchoolADDRESSING THE CRITICALMIDDLE SCHOOL YEARS

combination of structure and discipline. It encourages children to try different

things. My oldest son has been involved with everything from ice climbing to

constructing the set for the school play. We have a lot of experience with other

boarding schools; NCS stands apart from most in their commitment to activ-

ities and community responsibilities. What you learn in the classroom is only

a small part of what NCS delivers. North Country is the complete package.”

Headmaster David “Hock” Hochschartner concludes, “It is critical for

children to pursue projects with passionate intensity — that is the key to

all future academic, artistic, athletic and business success. Children do

that here. They have the opportunity to reach their potential.”

North Country School also operates Treetops Summer Camp; both are

very welcoming, inclusive places. The staff and faculty work together to cre-

ate meaningful projects for the students and campers. For example, NCS

students plant seeds in the spring, summer campers from Treetops tend

the plantings throughout the summer, and the students at NCS harvest in

the fall. The animals are a natural tether for all: the camp family tend and

love them in the summer and the school community carry on that care dur-

ing the rest of the year. Like the family dog, students and campers grow

very attached to the sheep, horses, llama, and even the chickens.

Treetops summer camp is a natural transition to the boarding school.

Campers often beg to stay on for school and many students who graduate

from NCS come back to work at camp. NCS is proud to have multiple gen-

erations of family connections from all over the world. It’s that kind of

place. 4382 Cascade Rd, Lake Placid, NY. 518/523-9329; www.nct.org.

Classrooms filled with active learners. Electives that take place on

the beach, in the woods or on a farm. A global curriculum that offers a

chance to travel the world. This may sound like a utopian vision of edu-

cation, but it is alive and well at Ross School.

Serving students in pre-nursery through grade 12, Ross School is locat-

ed in the Hamptons, just two hours from New York City and Connecticut.

The Upper School is nestled in the woods in East Hampton while the

Lower School is surrounded by farmland in Bridgehampton.

This private institution also boasts an innovative and thriving boarding

program for students in grades 8–12. Only in its second year, the pro-

gram has more than doubled its enrollment, starting with five students

and growing to include 50 boarders, or 25% of the High School.

A major draw is the school’s dynamic learning environment. Cultural histo-

ry is at the core of its global curriculum, weaving together math, science, lan-

guage arts, visual arts, performing arts, media studies, technology and phys-

ical education/wellness. Students are provided with a 21st century skills set

and are encouraged to become environmental stewards and compassionate

citizens, following the school’s motto, “Know Thyself in Order to Serve.”

With an educational focus on cultures and peoples around the world, it is

only fitting to have a student body that represents all corners of the globe.

“Our curriculum has always been global in nature, but with the boarding pro-

gram, we have been able to truly expand our student body beyond the imme-

diate region. With students from all over, our community is a richer one in

terms of experiences and backgrounds,” said Mark Frankel, PhD, Director of

Ross High School. The current student body represents China, France,

Germany, Italy, Korea, Japan, Colombia, Brazil and the United States, includ-

ing students from Texas and New York City.

Fara Kaner has been attending Ross School for the last three years, first

as a day student and now as a boarder. Originally from New York

City, she attended the United Nations International School before

coming to Ross. “The best thing about Ross would have to be the

innovative nature of the curriculum and the warm environment the

classes create, to make learning enjoyable,” she said.

Boarding students follow the same integrated curriculum

as day students and are expected to maintain strong aca-

demic standing. A support network of house parents, faculty

and the Director of Residential Life offer boarding students assistance

at every turn.

There are two options for housing. Boarders can choose between liv-

ing in a family-style home or with a host family. The boarding houses offer

beautiful, spacious living environments and are supervised by Ross fac-

ulty house parents. Students living with host families are able to experi-

ence life in a home with siblings who are, in most cases, Ross students

themselves. Hosted students are encouraged to attend all boarding

house activities and excursions as well.

Ultimately, the boarding program at Ross exposes day students to their

peers from across the globe and around the corner, while providing

boarders with a home away from home.

“Being a boarder as opposed to a day student is a very unique experi-

ence. I feel that it creates a sense of independence that I would not have

necessarily developed living at home,” said Fara. “I also believe that it

creates long lasting bonds between people who would not have neces-

sarily formed strong friendships unless under these circumstances.”

Upper School: 18 Goodfriend Drive, East Hampton, NY. 631/907-

5000. Lower School: 739 Butter Lane, Bridgehampton, NY. 631/537-

1240. www.ross.org.

The Ross SchoolA GLOBAL EDUCATION, RIGHT AROUND THE CORNER

2 5 2 I S S U E 4 0 . 2 010

FACTS ABOUT ROSS SCHOOL • Ross School is accredited by the Middle States Association (MSA),with an International Credential; it is a member of the NationalAssociation of Independent Schools (NAIS) and the Association of Boarding Schools (TABS).• Boarders eat breakfast, lunch and dinner in the Ross Café. The Caféuses regional, organic, seasonal, sustainable foods and serves a variety of fresh, healthy and flavorful meals each day. • Ross High School students can take international trips as part of Winter Intersession. Students and teachers work intensively on group and individual projects for three weeks, including serviceprojects, either home or abroad.• Ross School’s state-of-the-art athletic facilities feature two gymnasiums,a dance and martial arts studio, four multi-sport fields that can be con-figured for soccer, lacrosse and baseball, six indoor/outdoor Har-tru ten-nis courts, an outdoor basketball court, and a Field House.• The school has excellent college placements, including ColumbiaUniversity, Emerson, Oberlin, Tulane and Yale. Since 2001, 369 students have received 1480 acceptances at over 340 colleges and uni-versities both in the US and internationally. • The Ross School boarding blog features a review of weekend activities as well as upcoming events, photos, and changes in schoolschedule or travel alerts. Visit www.ross.org/boardingnews.

Westover, a selective boarding school of 200 girls, grades 9 - 12, in

Middlebury, CT, has students from 16 countries and 19 states. Because

the Westover community values the ideas and talents of every student,

its students have endless opportunities to distinguish and challenge

themselves. In addition to its rich and varied curriculum, Westover offers

three specialized programs for those students with more concentrated

interests. These programs provide co-curricular experiences for Westover

students with the Brass City Ballet, the Manhattan School of Music, and

Women in Science and Engineering (WISE).

• Brass City Ballet. As participants in this program, a joint venture

between Westover and the Brass City Ballet, select students have the

opportunity to study dance at one of the region’s leading dance schools.

Students audition in the fall of their entry year and take six dance class-

es a week in ballet, modern, and jazz.

• Manhattan School of Music. This joint program between the Manhattan

School of Music Pre-College Division and Westover offers talented musicians

and vocalists the opportunity to study music and play in an orchestra or

ensemble at one of the country’s leading music schools. Students must com-

plete a separate application and audition to be accepted into the program.

• WISE (Women in Science and Engineering). This advanced extracurric-

ular program in conjunction with Rensselaer Polytechnic Institute (RPI)

offers a variety of electives aimed at preparing students for careers in sci-

ence or engineering. WISE graduates also receive special consideration

for RPI’s engineering program.

A number of Westover graduates who have participated in these pro-

grams have later pursued studies in dance, music, science and engi-

neering in college and have gone on to establish careers in these fields.

In addition, Westover offers three signature programs that further

reflect the School’s commitment to giving students opportunities to gain

experience and knowledge in special areas of interest: the Sonja Osborn

Museum Studies Internship, the Online School for Girls, and Westover’s

Summer Programs for girls entering grades 7, 8 and 9.

• The Sonja Osborn Museum Studies Internship. The Museum Studies

Internship, designed for students with interests and aptitude in the study

of art history, consists of a ten-week program. The first eight weeks are

spent at Hill-Stead Museum in Farmington, CT, the home designed and

lived in by Theodate Pope Riddle, Westover’s architect. The final two

weeks are spent working on a project that investigates the historical ties

between the museum and Westover.

• The Online School for Girls (OSG). Westover was one of four all-girls

schools in 2009 to establish a consortium to offer online education for

girls. Girls taking part in the program are offered courses taught by fac-

ulty members from the consortium over the Internet. Courses range from

multivariable calculus and differential equations to women in

art and literature. All classes focus on collaborative projects for

participating students.

• Westover’s Summer Programs. The School’s residential one- or

two-week summer programs in the arts and academics are an exten-

sion of the Westover experience, allowing girls to benefit from cours-

es taught by Westover instructors while enjoying a range of summer

activities. Recent course offerings have included ceramics, creative

writing, dance, drama, Model United Nations, and photography.

These six programs reflect the diverse offerings that Westover pro-

vides for all of its students. As Head of School Ann Pollina has noted,

“Westover’s small, all-girls’ environment forces students out of boxes

and into a bigger picture of themselves. Our girls are artists and ath-

letes, musicians and mathematicians, poets and physicists – some-

times all at the same time.”

1237 Whittemore Rd, Middlebury, CT.; www.westoverschool.org. For

admissions information, or to arrange a visit, contact Westover’s Office of

Admission at 203/577-4521 or e-mail admission@westoverschool.org.

SPECIAL SCHOOL SECTION

❉

WestoverEDUCATION PLUS OPPORTUNITIESFOR GIRLS IN SPECIAL AREASOF INTEREST

Ross School is a co-educational boarding (grades 8–12) and day school

(PN–Grade 12) located on two beautiful campuses in East Hampton

and Bridgehampton, about 2 hours east of New York City. The School

offers a global, integrated curriculum with engaging courses in science,

arts, humanities and wellness, while offering opportunities for

independent study, competitive athletics, extracurricular activities

and travel. Ross has a successful college placement program with

100% of applicants receiving acceptances at competitive colleges

and universities. Ross School attracts a world class faculty and

serves over 500 domestic and international students.

visit us online at www.ross.org/boarding

INFO SESSION IN NYC

JANUARY 13, 2010UNION CLUB, 6–8PMRSVP TO 631-907-5400

ROSS UPPER SCHOOL

BOARDING AND DAY

GRADES 5 – GRADE 12EAST HAMPTON, NY

ROSS LOWER SCHOOL

PRE-NURSERY – GRADE4BRIDGEHAMPTON, NY

Discover Ross School A BOARDING AND DAY SCHOOL FOR PRE-NURSERY—GRADE 12

Middle school is one of the most important educational decisionsyou and your child will ever make.

A North Country School education is active and all-encompassing. We are a co-ed day andboarding school for children in grades 4-9. Our 200-acre campus is located in the heart ofthe Adirondack high peaks, just outside of Lake Placid. Let our challenging curriculum,

extensive arts program, and working farm expand your child’s curiosity and creativity.

“The only bad question is the one that is not asked.”~David Hochschartner, Head of School

North Country School does not discriminate on the basis of sex, race, religion, color, nation or ethnic origin.

Schedule your visit today!Christine LeFevre, Director of Admissions

518.523.9329 ext. 111admissions@northcountryschool.org

www.northcountryschool.org

DarrowSchoolA College-Preparatory Boarding and Day School for Grades 9-12

� Challenging Academic Program –Real-world learning using a unique com-bination of classroom instruction andcommunity involvement

� Individualized Approach– Inspiring classroom environment and one-on-oneTutorial Program offer strategic mentoringfor academic success

� Commitment to Sustainability –Responsible stewardship of environmentalresources and environmental awarenesspermeate the Darrow culture

� Hands-to-Work/Community Service –A tradition that cultivates an appreciationfor purposeful work and builds connectionto the community

� Inclusive Athletic Opportunities –Eight competitive team sports and severalnon-competitive sports, including skiingand snowboarding five days a week

� Visual and Performing Arts – Robustart offerings, in-depth music curriculum,and a dynamic theater program fostercreativity and collaborative learning

Small Community. Big Opportunities.That’s Darrow. And there’s more…

You may register by sending an e-mail to admission@darrowschool.org or online atwww.darrowschool.org/openhouse. If you are unable to attend an open house, we also

welcome visits throughout the year. Call (877) 432-7769 to schedule a visit today!

Please join us for an Open House!

Experience the Darrow School CommunityAttend a Darrow class, meet our dedicated faculty and enthusiastic students, enjoy lunch,

and take a tour of our distinctive campus. Ask questions, hear the chorus sing, learnabout Shaker history and so much more!

January 18 | March 6 | April 17, 2010 | 10:00 a.m.–2:00 p.m.

110 Darrow Rd., New Lebanon, NY 518.794.6000 | admissions@darrowschool.orgwww.darrowschool.org

Accredited by the Middle States Association of Colleges and Schools

SSHCW1004 Accredited by AdvancEd. Independently owned and operated. ©2010 Huntington Mark, LLC.

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