Four years later, we checked in with the Class of 2021 to hear how their college experiences have unfolded, what they’ve learned along the way, and where their journeys are taking them next. We heard back from six alumni and unsurprisingly, each of their paths has been as unique as they are.  

Their fields of study span Neuroscience, Education, Computer Science, Psychology, Naval Architecture and Marine Engineering, Physics, Mathematics, and Philosophy. Half pursued double majors. Many shared their favorite classes within their areas of study, such as Black Pedagogies in the Americas; Sleep, Learning, & Memory; Marine Engineering; Quantum Field Theory 2; and Abstract Algebra. One alumnus described their “most fun class period ever” in an interdisciplinary course on historical pandemics, where “we hotly debated whether the severity of the 1918 Spanish Flu should be attributed more to biological or historical factors.” Others highlighted general education that stretched their thinking, including an extensive humanities colloquium and an exploratory art history course.  

While at their universities, these scholars also took advantage of remarkable opportunities. One managed a stage production of The Winter’s Tale in collaboration with a university in South Korea. Another completed a concurrent master’s degree alongside their bachelor’s degree. One Scholar served aboard the U.S. Coast Guard Cutter POLAR STAR, the nation’s only heavy ice breaker, and earned the Coast Guard Auxiliary Medal of Operational Merit (the highest award available) for his work successfully incorporating and writing standard operating procedures for integrating ice information into the ship’s information systems. Another completed their degree in just 2.5 years and received an MIT Outstanding UROP (Undergraduate Research) Award, a Hertz Fellowship, the Knight-Hennessy Scholarship, and the NSF GRFP. 

Today, members of the Class of 2021 are continuing their journeys in diverse ways, as a life science teacher in a Massachusetts public school, a software engineer, an officer in the U.S. Navy, a Computer Science Ph.D. student researching AI at Stanford, and one taking a gap year to focus on academic, creative, and spiritual pursuits, including completing a Russian language program.  

Each alumnus shared that the CDB Scholars Program was foundational to their college and career paths. As one reflected:  

“Thinking back to my experiences in college and high school, if I trace back many of my major decisions as a student, I inevitably return to CDB and how the program’s mentors gave me the impetus to spread my wings and approach my academic exploration boldly. I am so grateful and proud to be a CDB scholar and alumna, and to be connected to the community today.” 

Our wise alumni also offered advice for current CDB Scholars: 

• “Genuine excitement is not worth hiding—find people who appreciate that you love the world and want to understand it.” 
• “Embrace every opportunity to learn and to be open to new academic and extracurricular experiences.” 
• “If you know what field you want to go into, that’s great! However, if you don’t, that’s normal! It’s totally okay to switch your major, career goals, interests, etc. even if it’s a complete 180. College is also a time of exploration, so take those classes you are curious about and even those you think you might not like.” 
• “The job market right now is really bad for recent college graduates, especially with the onset of AI replacing many jobs. It is critical right now to have a plan in action before starting college in order to secure a job before you graduate college.” 
• “Don’t be afraid to push yourself and take courses without prerequisites.” 
• “Don’t let schooling interfere with your education.” 

Thank you to the CDB Class of 2021 Alumni Dante Holmes, Esther An, Owen Dugan, and others for sharing your stories and your continued support of IEA’s CDB Scholarship Program. We look forward to hearing more about your journeys as you continue to thrive.  

My hurried, crooked, parking alignment, three feet from the curb confirms the rush of my excitement when I arrive to a Thanksgiving party last November hosted by old school friends and their parents. They were outside waiting for me to arrive with wide waves of welcome and a beautiful gift related to a forty-year-old inside joke born from an adolescent incident occurring one summer night when we were much younger.  

Although I will not share historical specifics of our youthful merriment, I can tell you we use the phrase: O Tannenbaum! to memorialize the joke as both salutation and touchstone in many of our current day communications, and at all of our special event interactions. I am fortunate in this world to rely on a steady anchor of an inside joke fitted many summers ago, grounded in friendship, high spirits, and remembrance.  

Last summer, after accepting an invitation from IEA to visit camp Yunasa West, I drove on gorgeous Colorado-in-July twisty creekside roads to tour campgrounds, hang out by the lake with Fellows, break bread with staff, and facilitate an art workshop with campers. 

Several of the remarkable experiences I had at camp include: circles of children and camp counselors and Fellows together in conversation, activity, or easeful silence; children seeking out Fellows to share progress on a project or a thought process; camp counselors welcoming me with an inheritance of being former campers themselves; dialogue with a young camp counselor who made excellent suggestions to help me best serve children in my art workshop; witnessing the simultaneous kindness, precision, and flexibility of Nicole and her IEA team in developing and supporting both the structure and flow of the camp day; being let in on a camp inside joke cryptically called Peach Juice!, which is where I wish to focus for the rest of my writing today. 

Although I do not have permission to share details of Peach Juice! with you, I can tell you it is a mighty, mighty inside camp joke, hatched during an ordinary moment, post Pandemic, from the same muse I suspect served me and my friends well in our O Tannenbaum! youth. Celebrity enough of an inside joke to have its own polished Peach Juice! board game, complete with a Michael Piechowski game character, unveiled this past summer by a bright and industrious camper. I hope the legacy of Peach Juice! has the fortitude and legs to thread through the Yunasa West community for the next forty years and beyond.  

Human happiness within the circumstances of time, space, memory, and shared experience is perhaps one of the best ways to find some meaning in this life. O Tannenbaum! has happened. Peach Juice! has happened. I was there. You were there. I hope everyone has something like Peach Juice! in their lives to hold and carry as a personal and community talisman and (also) amulet in bright times and in dark (as I write, IEA’s Pasadena and nearby areas are on fire). I also wish I could somehow see out ahead to witness these camp friends in adulthood, reuniting for a few birthdays and holidays, arriving and parking in crooked haste in order not to miss a minute together nor the toast to the well-being and bestowal of Peach Juice! 

Thank you, IEA and community of camp Yunasa West 2024, for the wonderful visit this past summer. Keep up your good and virtuous work. Stay safe and take good care. Until we meet again…Peach Juice! 

Catherine Zakoian is a licensed and national board certified counselor based in Boulder, CO. For close to 25 years she has specialized in counseling gifted, profoundly gifted, and twice exceptional (2e) children, adolescents, teens, adults, families, and organizations.

Learn more about her and her practice at: https://catherinezakoian.com/

PASADENA, CA – 09/12/2025 – The Institute for Educational Advancement (IEA), a nonprofit dedicated to the intellectual, creative, and personal growth of the nation’s gifted and advanced learners, has selected 26 winners for this year’s Caroline D. Bradley Scholarship (CDB). This national award program, founded 24 years ago, is the only merit-based, need-blind scholarship recognizing exceptional academic achievement in gifted seventh graders.

The Caroline D. Bradley Scholars, Class of 2030, receive a prestigious four-year scholarship that covers full high school tuition at an optimally matched school or through an individualized education plan. Scholars also benefit from ongoing, personalized counseling and educational advocacy provided by IEA.

Hailing from across the U.S., this year’s Scholars are dedicated community members, passionate learners and leaders among their peers. They are multi-talented musicians, math champions, poets, authors, researchers and athletes.  

“Every Caroline D. Bradley Scholar was chosen because of their extraordinary intellectual curiosity, leadership, and dedication to making a difference,” said Deborah Monroe, IEA President. “From excelling academically to pursuing their passions, they embody the qualities of a Scholar—bright, driven, and deeply committed to using their talents to impact the world.”

Interested seventh grade students apply for the Caroline D. Bradley Scholarship and complete a rigorous portfolio application process, which includes essays, middle school transcripts, standardized test scores, letters of recommendation, and a work sample. The application for the 2031 Class of Caroline D. Bradley Scholars will be available in late fall.

Caroline D. Bradley Scholars Class of 2030

Thira Ager – San Luis Obispo, CA
Aiden An – Los Angeles, CA
Juliette Benadon – Sherman Oaks, CA
Audrey Choi – Burlingame, CA
Jason Dong – Iowa City, IA
Cameron Fullhart – Fort Wayne, IN
Sofia Grandis-Oliveira – Los Gatos, CA
Charlotte Hall – North Easton, MA
Ryan Hardy – Atlanta, GA
Santiago Hermez – Pasadena, CA
Landon Ifill – New Rochelle, NY
Charles Inglis – Hingham, MA
Simone Kadlec – Milwaukee, WI
Zenith Kwong – Pinole, CA
Ensley Lansford – Southport, CT
Pranshi Mehta – Austin, TX
Melanie Mendoza – South Gate, CA
Baxter Oates – Brooklyn, NY
Drake Prater – Tyrone, GA
James Rogers – Clayton, MO
Olivia Ryerson – Philadelphia, PA
Cori Tanner – Decatur, GA
Dyer Thompson – Carmel, IN
Emma Trejo – Cypress, TX
Sade Uzodinma – Houston, TX
Edward Fu – Sugar Land, TX

About IEA

The Institute for Educational Advancement (IEA) is dedicated to the intellectual, creative, and personal growth of our nation’s gifted and high-potential youth. Central to the mission of IEA is a commitment to the development of the whole child through engaging educational experiences that promote optimal challenge, mentorship, exploration of ideas, and recognition of personal potential. IEA seeks to connect gifted individuals through dynamic and engaging year-round programming. Additionally, IEA supports a diverse community that creates a sense of belonging and affirmation. For more information, visit www.educationaladvancement.org.

About the Caroline D. Bradley Scholarship Program

IEA’s Caroline D. Bradley Scholarship Program is one of the few U.S. high school scholarship programs that is need-blind and awarded solely on the basis of merit to highly gifted seventh graders. Since its inception in 2002, the Caroline D. Bradley Scholarship has served over 425 students with academic and personal support, high school tuition and a lifelong network for mentorship and peer connections. The award is generously funded by the Lynde and Harry Bradley Foundation.

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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. 

Daryn – Boarding School

Name of School: Phillips Academy Andover

IEA Program: CDB Scholarship

Homestate: FL

Did you consider any other high schools seriously? If so, which ones?

Other New England boarding schools and a couple of local private preparatory schools at home.

What type of support and learning environment were you looking for when choosing a high school?

When searching for what I wanted my high school experience to be, I looked for institutions that offered a range of academic and extracurricular offerings. At my school, the sentiment is to give students autonomy in what activities and classes interest them, and to push students to be self-advocates.

What were your top 3 reasons for choosing your school?

1. The extensive course offerings with elective courses that I may not have had a chance to take elsewhere.
2. I also fell in love with the community of the school and vividly remember students waving at one another on the paths when I first visited campus and seeing how they showed up to support one another.
3. I appreciated the location and environment of Andover, which is right outside Boston, with an amazing walkable downtown.

What do you enjoy most about your high school?

I enjoy Andover’s community the most about the school. The school’s motto, “Youth from every quarter,” is represented in the diversity of the faculty, staff, and student body. Some of the best lessons I’ve learned have come from my classmates’ contributions during a group discussion. And I love the Andover tradition to always hold the door open for someone behind you.

Tell us about a proud or memorable moment you’ve had at this school.

A memorable moment I’ve had a school was the opportunity to paint a mural on campus with one of my friends and an artist in residence during my sophomore year. During that year, we spent months planning, sketching, and painting a large wall mural on the interior of a campus building and were able to present our project to the school and local community.

How has this school supported your needs as a gifted student?

At my school, there is no distinction for gifted students, as most of the students are high performing. However, I appreciate the discussion-based environment and the flexibility within classes that appeal to me as a gifted student.

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?

Given the high academic rigor across the board, the school environment can feel intense. I believe that allowing students more time to step away from academics and engage with different creative activities would be a great way to improve balance in daily routines.

Do you have any tips or advice for gifted 8th graders who are deciding where to go to high school?

If you are considering attending a boarding school, boarding school is a comprehensive lifestyle that includes high academics as one of its aspects. Whereas with day schools, the primary focus is on academics, so consider the overall experience you wish to have socially, athletically, and mentally in a 24/7 community.

Do you have any tips to share with incoming 9th graders to help them start the year off right?

Push yourself to leave your comfort zone, but remember to keep your boundaries firm.

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. 

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. 

Shaurya – Public School

Name of School: Pasadena High School

IEA Program: EXPLORE

Homestate: CA

Did you consider any other high schools seriously? If so, which ones?

Stanford Online High School

What type of support and learning environment were you looking for when choosing a high school?

When choosing a high school, we were looking for a school that could give me the freedom to explore various courses and programs without limitations such as my grade level. Also, we were looking for schools that had teachers that could push me far and support me for whatever I wanted to do.

What were your top 3 reasons for choosing your school?

1. Math Academy accelerated program
2. Able to do AP courses as early as Freshman and Sophomore years
3. Access to various programs such as Summer Research Connections at Caltech

What do you enjoy most about your high school?

I enjoy how everyone in my school is unique and diverse, so it is a lot easier to make more friends with the people in my school and get to know each other. My school has a very friendly environment.

Tell us about a proud or memorable moment you’ve had at this school.

In 9th grade, I participated in the LACOE Math Field Day competition. During this competition, I was grouped with 3 of my close friends to compete against many of the different schools and school districts within Los Angeles County. We competed in two different competitions, and we earned silver medals in both. It was a very exciting moment for me to be on stage claiming my medals, and I felt very proud in that moment.

How has this school supported your needs as a gifted student?

This school allows me to dive deep into various topics that I am interested in, and there is no restriction on courses that I want to take such as APs. Additionally, the teachers and staff support me and my various accomplishments such as when I performed well and earned an honorable mention in the US Physics Olympiad.

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?

One issue that I’ve faced is that my school does not currently offer high level APs including the AP Physics C, because there is not enough interest in these course. They do not offer testing for these classes either. I was able to self study the AP Physics Cs last year, and I found Ribet Academy helpful for taking these AP exams that are not offered in my school.

Another thing is that my school only offers 7 periods, with music being the only option for a 0th or 8th period, which presents some challenges for the course scheduling. For instance, I’ve had to delay taking AP Cybersecurity to make my 10th grade schedule work out.

Do you have any tips or advice for gifted 8th graders who are deciding where to go to high school?

Pick a school that will support you based on what you want to do. For instance, if you really want to play sports in high school, you should pick a school that offers a good sports program, while if you want to get an admission to a really good college by merit, you should pick a school that offers difficult courses such as APs, as well as programs that prepare you for college. These schools should primarily have courses or programs that will challenge and push you in your areas of interests.

Do you have any tips to share with incoming 9th graders to help them start the year off right?

Make sure you start off strong by keeping good studying habits such as taking good notes in class, submitting your homework by the due date, and preparing well before tests. These study habits can really make or break your next couple years of high school, so it’s important to build these habits at the start.

Also make sure to join clubs that are in your school. These clubs can help you make friends with others that share common interests with you. For instance, chess club will help you make friends with people that enjoy chess.

Finally, do not be afraid to ask for help to a teacher when you need help. If you think you are struggling in a class, the last thing you should do is sit quietly and wait until everything just comes to you. It won’t. Instead, ask the teacher questions to clear up your confusions, and maybe even ask for after school tutoring with the teacher. This will show them that you care about their class and want to learn, and that you are a diligent student.

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. 

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. 

Santiago – Independent School

Name of School: Polytechnic School (Pasadena, CA)

IEA Program: CDB Scholarship

Homestate: CA

Did you consider any other high schools seriously? If so, which ones?

Flintridge Preparatory School

What type of support and learning environment were you looking for when choosing a high school?

I was looking for a supportive, challenging environment with strong academics, engaging teachers, and opportunities to grow both personally and intellectually.

What were your top 3 reasons for choosing your school?

1. Rigorous academics that would challenge me and prepare me for college.
2. Supportive community with dedicated teachers and diverse extracurricular opportunities.
3. Balanced focus on both intellectual growth and personal development.

What do you enjoy most about your high school?

The strong sense of support and community at my high school is what I like best about it. My classmates challenge me to improve while remaining supportive, and the teachers genuinely care about our success and are always eager to assist. I also value the range of chances I have to pursue my interests and push myself in novel ways, whether they be extracurricular, athletic, or academic.

How has this school supported your needs as a gifted student?

As a gifted student, this school has met my needs by giving me access to teachers who are enthusiastic about their subjects, challenging coursework, and chances for independent study. They inspire me to think critically, delve deeply into subjects, and go beyond the required curriculum. The atmosphere encourages creativity and curiosity, which has helped me develop not only academically but also socially and as a problem-solver.

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?

While my school has been very supportive, I think there could be more opportunities for interdisciplinary projects that combine different subjects, as well as more flexible options for pursuing advanced topics at my own pace.

Do you have any tips or advice for gifted 8th graders who are deciding where to go to high school?

My main piece of advice for gifted eighth graders selecting a high school is to consider factors other than academics. Verify that the school provides a nurturing atmosphere where you are both challenged and inspired. If it is possible, visit schools, speak with current students, and consider what kind of community will support your personal and academic development. Asking about extracurricular activities, clubs, advanced classes, and mentorship programs can greatly improve your high school experience, so don’t be scared to do so.

Do you have any tips to share with incoming 9th graders to help them start the year off right?

I advise incoming ninth graders to maintain organization and to seek help when needed. At first, high school can seem overwhelming, but developing positive habits like managing your time, assignment tracking, and participating in enjoyable activities can help a lot. Additionally, spend time getting to know your teachers and fellow students; this will help you build a network of support throughout the year.

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. 

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. 

JohannaKate – Early Entrance Program

Name of School: Early Entrance Program at California State University Los Angeles

IEA Program: Yunasa

Homestate: CA

Did you consider any other high schools seriously? If so, which ones?

Attended Alhambra High School and Alverno Heights Academy

What type of support and learning environment were you looking for when choosing a high school?

Despite attending two of them, highschool did not provide the kind of support or learning environment I needed. The Early Entrance Program at California State University Los Angeles provided a pathway to attend college as a regular student and be surrounded by a cohort of kids around my age.

What were your top 3 reasons for choosing your school?

1. Challenged me academically
2. Would be around other people like me
3. Location

Tell us about a proud or memorable moment you’ve had at this school.

Most memorable moment was someone’s day old protein shake exploding in the kitchen of our lounge. It always reminds me that we were still kids being stupid despite our intelligence.

How has this school supported your needs as a gifted student?

The EEP program allowed me to socialize while being academically challenged. Events such as our annual spring formal or having a year book insured we didn’t “miss out” on typical highschool activities.

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?

I wish more gifted students had access to programs that balanced the multi faceted educational requirements of gifted students while allowing them to be surrounded by peers, both gifted and otherwise.

Do you have any tips or advice for gifted 8th graders who are deciding where to go to high school?

Sometimes it’s okay to choose a school based on how cool the library is.

Do you have any tips to share with incoming 9th graders to help them start the year off right?

Be yourself! Don’t let anyone tell you otherwise.

Is there anything else you’d like to add that we haven’t asked about?

Nobody’s path is linear. Never feel bad about needing to slow down or take a break. Sometimes that is just as important as challenging yourself. Do what is best for you at this current moment.

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. 

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. 

Chloe – Public School Gifted Magnet Program

Name of School: Eagle Rock High School

IEA Program: Academy & EXPLORE

Homestate: CA

Did you consider any other high schools seriously? If so, which ones?

None

What type of support and learning environment were you looking for when choosing a high school?

• Magnet program
• Support for gifted talent
• Advanced studies
• Sports program

What were your top 3 reasons for choosing your school?

1. Travel distance
2. IB/magnet and sports programs
3. Costs

How has this school supported your needs as a gifted student?

Eagle Rock School offers a lot of places to cool off and de-stress if you need it and a lot of people you can talk to if you need help.

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?

I found programs outside of school to fill gaps, like the IEA EXPLORE program.

Do you have any tips or advice for gifted 8th graders who are deciding where to go to high school?

My advice is don’t think too much about it if you don’t get the school you want. Don’t stress about it; it’s no big deal.

Do you have any tips to share with incoming 9th graders to help them start the year off right?

Don’t procrastinate.

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. 

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. 

Channing – Independent Online School

Name of School: Davidson Academy Online

IEA Program: CDB Scholarship

Homestate: TX

Did you consider any other high schools seriously? If so, which ones?

None

What type of support and learning environment were you looking for when choosing a high school?

• A good student:teacher ratio
• Counselor support
• Strong academic focus
• Like-minded peers
• Freedom of selection of courses
• Course rigor

What were your top 3 reasons for choosing your school?

1. I felt that Davidson is a school that focuses greatly on academics and fosters a community of discussion with my students and teachers.
2. It also has a very good student:teacher ratio (5:1), which makes the learning student-centered.
3. Davidson places students based on ability and not by age, so I knew I would always feel challenged.

What do you enjoy most about your high school?

I like our classroom model. We are expected to come to class already having read relevant materials. This enables the class to focus on students asking questions and collaborating to solve problems. The questions asked are often quite deep (well beyond what will ever be expected on exams or homework!) and facilitate wonderful class discussions. The active learning model allows me to gain a much deeper understanding of the material compared to lectures.

My math teacher, Dr. Sarah Hagen, wrote about active learning in a blog post published by the American Math Society: https://blogs.ams.org/matheducation/2020/06/04/active-learning-and-the-transformation-of-a-graduate-student-instructor/. The part about this post that resonated with me the most is that active learning is actually a better use of an instructor’s expertise; originally, I thought an instructor’s expertise was measured in ways such as “how fluently do they lecture?”, “do they ever make mistakes while lecturing?”, and so on. But now I realize that instructors are not there only to help students understand; the best ones help students transcend understanding and ask their own questions and collaborate with one another. This teaches the students skills that are applicable everywhere in life.

Tell us about a proud or memorable moment you’ve had at this school.

One memorable moment I had was when I received feedback on my first major writing assignment. The grade I got was not what I am accustomed to, but what shocked me the most was how much feedback my teacher gave me. Prior to joining Davidson, I thought writing was simply whether I could fill up pages and pages without having grammatical or stylistic errors – indeed, these were pretty much the requirements, and following them gave me good grades. However, after that assignment, I realized that writing is a process. It doesn’t have to be good the first time around, but I have to be humble and willing to accept others’ input. And so I did – from that point on, I spent as much time as I could revising my assignments according to my teachers’ feedback, making sure to keep feedback in mind for future assignments too. I learned to sit down and think about what I was writing, rather than hurriedly scribble in words. Seeing writing as a collaborative process made me appreciate it a lot more.

How has this school supported your needs as a gifted student?

It has helped me develop skills outside of academics. As discussed earlier, it’s helped me realize that learning is collaborative. The roadblock for gifted students is NOT that they’re so far advanced over everyone else and feel unchallenged (in fact, even in public school, I never thought of myself as the standout of the class!). If you feel bored in a standard classroom, you could always skip grades or take extracurricular classes. But what standard classrooms don’t allow you to see is the opportunity that’s out there. I’ve improved exponentially in writing since joining Davidson. Looking back, the reason was the simple mindset change upon receiving my first assignment back. If I had never thought of writing collaboratively and a skill that takes time and precision, I would always have been stuck in the mindset of filling up pages as quickly as possible. I could skip five grades and hire ten tutors and I certainly wouldn’t feel unchallenged. But I wouldn’t realize the beauty of writing.

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?

As I’m far advanced in my schools’ math curriculum, I have found the need to take courses outside of the school for math credit. My counselor and teachers are supportive of me taking such courses, which I appreciate. I have used the Stanford Pre-Collegiate University Level Online program as well as the Euler Math Circle.

Do you have any tips or advice for gifted 8th graders who are deciding where to go to high school?

Ask yourself what you need and what serves you best. Don’t chase big name schools if you don’t feel that they suit you. If you’re unsure about which school to pick, don’t be afraid to ask students in the school about their experiences.

Do you have any tips to share with incoming 9th graders to help them start the year off right?

Stay organized and build a consistent schedule.

Is there anything else you’d like to add that we haven’t asked about?

Stay focused and pursue your dreams.

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. 

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:

1. 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.
2. 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.
3. 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?

1. 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.
2. 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.
3. 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.

1. 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.
2. 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.