As part of IEA’s Finding the Right Fit: Choosing a High School as a Gifted Student series, IEA students share how they discovered their best fit high school, what they learned along the way, and the advice they believe families would like to know.
From public and private schools to magnet programs, boarding schools, and more, each gifted learner’s path looks different. Through their reflections, our students offer guidance and encouragement for families exploring high school options.
Daniel – Independent/Private School
Name of School: Harvard-Westlake
Class of 2026
IEA Program: CDB Scholarship
Homestate: CA
Did you consider any other high schools seriously? If so, which ones?
Previously attended Phillips Academy, Andover in MA.
What type of support and learning environment were you looking for when choosing a high school?
I looked for a few key things when choosing a school:
- Academic Freedom. I wanted a curriculum with minimal core requirements and the flexibility to explore advanced academic interests—ideally with courses that go beyond the AP level.
- Location. Being in or near a city was essential to me. I’ve learned that I don’t thrive in rural environments, and I wanted access to the resources, energy, and opportunities that urban areas offer.
- Community. I looked for a school with strong school pride and a vibrant campus culture. This reflects my own personality—I’m outgoing and curious, and I hoped to meet fun, diverse, and passionate people.
What were your top 3 reasons for choosing your school?
- Debate Team. I’m deeply passionate about Lincoln-Douglas debate, which is both intellectually rigorous and highly collaborative. Success in this event often depends on a strong team infrastructure—sharing evidence, coordinating case prep, and even splitting the costs of travel and tournament fees. I wanted to be part of a program with a dedicated debate community and the resources to support national-level competition. Being closer to my home circuit also allowed me to participate in more local tournaments and build relationships with fellow debaters in the region.
- Proximity to Home. After spending time at a boarding school on the opposite coast, I realized how much I missed being close to my family. While I gained a lot of independence, I came to value the emotional support and grounding that only home can provide. Coming back to Southern California meant reconnecting with my roots and having the opportunity to be present for family milestones, holidays, and even the everyday moments I used to take for granted.
- Academic Structure. Andover’s quarter system made it difficult to form lasting relationships with teachers, since classes changed frequently and instructors rotated in and out of courses. I found that this hindered my ability to develop mentorships or pursue long-term academic goals with consistency. In contrast, Harvard-Westlake’s trimester system offers a more stable learning environment. It allows me to form deeper connections with my teachers, which supports both academic growth and personal development. It’s much easier to thrive when your learning environment is built on strong relationships and consistent support.
What do you enjoy most about your high school?
Being closer to home. I think being far away from home at such a young age made me lose sight of everything an urban biome has to offer. Living in a city like Los Angeles gives me access to opportunities I never fully appreciated until I left. Within twenty minutes, I can drive to multiple community centers where I volunteer regularly—whether it’s assembling care kits for underserved students or tutoring refugee youth in English and math. I can explore neighborhoods like Koreatown, Little Tokyo, or Boyle Heights and try cuisines from all over the world—Korean BBQ one day, Oaxacan tlayudas the next. There’s an energy to the city that I missed while being in a more rural, isolated setting. Being home allows me to re-engage with my community, enjoy cultural diversity on a daily basis, and take part in initiatives that matter to me beyond just academics.
Tell us about a proud or memorable moment you’ve had at this school.
One of my proudest moments at this school was breaking at my first Lincoln-Douglas tournament this past September. It was my first real experience competing as part of the Harvard-Westlake debate team, and I remember how intense the preparation was in the weeks leading up to it. My partners and I spent hours after school researching philosophy frameworks, cutting evidence, and testing arguments against each other. What made it so memorable wasn’t just advancing—it was the feeling of being part of a team that truly supported one another. We split cases, exchanged last-minute cards between rounds, and gave each other pep talks when we were nervous. At my old school? I would’ve been a one person team. Breaking at that tournament felt like a culmination of everything I had hoped for when I transferred: a competitive, passionate community where people lift each other up and where hard work actually shows results. It was a small win, but one that reminded me I had found the right place.
How has this school supported your needs as a gifted student?
Harvard-Westlake has supported my growth as a gifted student not just through rigorous academics, but through the flexibility and freedom it offers students to pursue their interests and connect deeply with faculty and peers.
- Opportunities for Leadership and Initiative. Early in the school year, I met a few like-minded peers who shared my interest in STEM education. Within weeks, we were able to found a club focused on STEM outreach—something that might take months or more bureaucratic steps elsewhere. The school’s open structure and encouragement of student-driven initiatives made it incredibly easy to turn an idea into a fully operational club. This gave me a sense of ownership over my learning and leadership experience that I hadn’t felt before.
- Extraordinary Teacher Access. One of the most surprising and rewarding aspects of Harvard-Westlake has been how available and invested the teachers are. Not only can you schedule meetings, but you can also walk into their offices during free periods and end up having a three-hour discussion ranging from class topics to philosophical tangents. These kinds of organic, unstructured conversations have been some of the most intellectually enriching moments of my time here. The faculty treat students like scholars, not just pupils—always willing to explore ideas or offer mentorship.
Are there any ways you wish your school could better support you? If you’ve looked for help elsewhere, what programs or services have you found helpful?
At Harvard-Westlake, teachers maintain excellent availability during conference periods and other designated times, making it easy to connect with them for support. Even when my primary instructor isn’t available, I can visit the department office where other chemistry teachers are always willing to help. I have no complaints about the academic support I’ve received. While the counseling staff is limited in number, they consistently are working toward meaningful mental health improvements on campus.
Do you have any tips or advice for gifted 8th graders who are deciding where to go to high school?
Begin reflecting on what defines a fulfilling high school experience for you. Consider not only academic achievements, accomplishments, and recognition, but also the character and values you want to develop. Think about the kind of person you aspire to become.
Do you have any tips to share with incoming 9th graders to help them start the year off right?
Try everything. Go to every club, go to every meeting, just meet people. Cast the widest net so you can find what truly excites you.
This story is part of IEA’s Finding the Right Fit: Choosing a High School as a Gifted Student series on finding the right high school. By sharing their experiences, our students hope to support other gifted students and families on the same journey.
