Set Up for Success
The PK–8 model gives middle schoolers the right amount of academic rigor and, as the oldest kids on campus, authentic leadership opportunities. Faculty and staff truly know each student, which not only helps teachers do their job but also helps adolescents feel like they belong at a stage of development when they need it most.
The Confidence to Try New Things
Claudia Whittlesey • Trinity ('15), St. Andrew's Episcopal School ('19), University of Texas at Austin ('23)
"I never thought I would be one of those people who would be standing on a stage singing in the musicals, and I found that in myself. That helped me with public speaking and with learning how to navigate the world better. I went into high school ready to stand up for myself, and I felt confident that I could try new things."
Trinity Made High School Easier
RJ Latkowski • Trinity ('17), St. Michael's Catholic Academy ('21), Long Island University ('26)
"When you get to high school where [the grades] really do matter for your future and college, that's when it became really easy for me. I think Trinity paved the way for me and showed me the right path."
Fostering a Love for Science
Susie McCartt • Trinity ('14), Austin High School ('18), Texas A&M University ('22)
"I had a love for science [in middle school], so that was a big part of deciding what electives I was going to take in high school. I ended up taking some engineering electives in high school and fell in love with it even more. I definitely think Trinity helped foster that love of different subjects."
Set Up for Success
Harrison Donovan • Trinity ('17), Austin High School ('21), Washington and Lee University ('25)
"When I made the switch from Trinity to high school, it was a really good exercise. By the time I was ready to decide where I wanted to go to college, I already thought about where I saw myself and where I fit in the world, and so it was kind of an easy decision for me."
The Right Amount of Challenge
Kate Kadyan • Trinity ('18), St. Stephen's Episcopal School ('22), Harvard University ('26)
"I think there is enough challenge. I don't think more than that is beneficial for students because then it just creates stress but you're not actually making that student smarter or better able to handle a workload. You're just adding anxiety around school, which will backfire."