FLINTRIDGE SACRED HEART ACADEMY

2010-2011 BROCHURE

Spiritual Discovery

Academic Excellence

Artistic Expression

Athletic Achievement

Community

ContentsA Welcome 1

Matriculation for the Class of 2010 2

Academics 3

Typical Course of Study 9

Graduation Requirements 9

Why Attend an All-Girls’ School? 10

Spirituality 11

Athletics 12

Campus Life 13

The Boarding Program 14

Family Involvement 16

Tuition and Financial Assistance 18

Admissions Information 19

Legacy 20

Directions Inside back cover

Mission Statement

Flintridge Sacred Heart Academy, a Catholic, Dominican, college preparatory school, educates young women for a life of faith, integrity and truth.

Flintridge Sacred Heart Academy admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities generally accorded or made avail-able to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in the administration of its educational policies, admissions policies, scholarship

and loan programs, and athletic and other school-administered programs.

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Welcome to Flintridge Sacred Heart Academy!

The education is strong and the bonds of community are lasting here. Love, respect and compassion are the underpinnings which support the people, the place and the programs that make us who we are.

For 79 years, the Dominican Sisters and their colleagues have nurtured the dreams, intellectual curiosity and goals of young women in a quiet yet powerful way. Our graduates walk securely and confidently in the world and make their indelible mark. Our unique school community continues to bring together students from diverse nations, cultures and backgrounds; Flintridge graduates have come from or currently live in more than 40 countries and on six continents.

Our students are thoughtfully and enthusiastically involved in the breadth of their high school education. They become scholars, athletes, writers, vi-sual and performing artists, and leaders in their communities. We urge our girls to take risks, try new things and accept challenges within the safety of our school community. As a result, they learn to succeed or fail with dignity and grace, ultimately discovering their special talents and unique gifts.

Our dedicated staff and faculty recognize the inner beauty and individual potential of each teenage girl. Over the course of four high school years, she is helped to realize the fullness of who she is becoming. The sup-portive interaction within the school community, combined with FSHA’s nurturing and challenging curriculum, creates what can only be character-ized as “the Flintridge experience.”

Through 79 years dedicated to education, we celebrate the achievements of the thousands of young women who have passed through our doors and look with hope to the many young women who will come to share the joys of our Flintridge family.

Sister Carolyn McCormack, O.P., PresidentSister Celeste Marie Botello, O.P., Principal

A Welcome

S. Carolyn McCormack (above) and S. Celeste Marie Botello (below) celebrate graduation.

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UNIVERSITY OF CALIFORNIABerkeley (9) 0Davis (8) 2Irvine (14) 2Los Angeles (12) 5Merced (5) 0Riverside (13) 1San Diego (12) 1Santa Barbara (14) 2Santa Cruz (4) 0

CALIFORNIA STATE UNIVERSITYCal Poly Pomona (3) 0Cal Poly San Luis Obispo (1) 0Channel Islands (6) 3Dominquez Hills (1) 0Fullerton (4) 0Humboldt (4) 0Long Beach (7) 2 Los Angeles (7) 1Monterey Bay (8) 0Northridge (16) 7San Diego (3) 1San Francisco (7) 0San Jose (1) 1Sonoma (1) 0

CALIFORNIA PRIVATE SCHOOLSAcademy of Art University (2) 0Azusa Pacific University (3) 1Calif. College of the Arts (1) 0Calif. Institute of the Arts (2) 0California Lutheran University (3) 1Chapman University (5) 2Claremont McKenna College (1) 1Dominican University (1) 0FIDM (1) 1Laguna College of Art (1) 0Loyola Marymount University (13) 1Mount St. Mary’s College (2) 0Occidental College (2) 1Otis College of Art & Design (4) 0Pepperdine University (3) 2St. Mary’s College of California (4) 0Santa Clara University (6) 2Stanford University (2) 1University of LaVerne (1) 1University of Redlands (1) 1University of San Diego (16) 2Univ. of San Francisco (18) 5USC (12) 2University of the Pacific (2) 0Whittier College (1) 0

OUT OF STATE PRIVATE SCHOOLSAmerican University (2) 0Amherst College (1) 1Baylor University (1) 0Bennington College (2) 0Berklee School of Music (1) 1Birmingham Southern (1) 0Boston College (7) 1Boston University (17) 2

Bowdoin College (1) 1Carnegie-Mellon University (2) 1Case Western Reserve (1) 0Catholic University of America (1) 0Centre College (1) 0Colgate University (1) 0College of Creative Studies (1) 0College of the Holy Cross (1) 0Columbia College (1) 1Corcoran College Art/Design (1) 0Creighton University (1) 0DePaul University (1) 1Drexel University (1) 0Duke University (1) 0Emerson College (2) 1Emmanuel College (1) 0Emory University (2) 0Fairfield University (2) 0Fordham University (8) 0Franklin & Marshall (1) 0Georgetown University (3) 2George Washington University (2) 0Gonzaga University (2) 0Hamilton College (1) 0Harvard University (2) 2Haverford College (1) 0Hawaii Pacific University (2) 0High Point University (1) 0Hofstra University (1) 0Illinois Institute of Art (1) 0Johns Hopkins University (1) 1Lake Forest College (1) 0Lesley University (1) 0Loyola Coll. of Maryland (3) 0Loyola Univ. Chicago (5) 0Loyola Univ. New Orleans (1) 0Lynchburg College (1) 0Macalester College (1) 0Marist College (1) 0Maryland Inst. of the Arts (1) 1Marymount Manhattan (1) 0Michigan Tech. University (1) 0Mount Holyoke College (1) 0New York University (4) 0Northeastern University (6) 0Northwestern University (1) 0Parsons School of Design (1) 1Presbyterian College (1) 0Pratt Institute (1) 0Princeton University (2) 1Quinnipiac University (2) 0Regis University (3) 0Rhode Island School of Design (2) 2Rochester Inst. of Technology (1) 1Rollins College (1) 0Sarah Lawrence College (1) 0Savannah College Art/Design (1) 0School of the Art Institute of Chicago (3) 0School of the Visual Arts (1) 0Seattle University (3) 0Skidmore College (2) 0Southern Methodist University (5) 1

Southwestern University (1) 0St. Anselm’s College (1) 0St. John’s University (2) 0St. Louis University (1) 0St. Michael’s College (1) 0St. Peter’s College (1) 0Suffolk University (3) 0Syracuse University (5) 0Texas Christian University (2) 2Trinity College (1) 0Tulane University (2) 2University of Denver (1) 0University of Notre Dame (1) 0University of Pennsylvania (1) 0University of Portland (2) 0University of Puget Sound (3) 0Vanderbilt University (1) 0Vassar College (1) 0Villanova University (6) 2Wake Forest University (2) 1Washington and Lee (1) 0 Wheaton College (2) 0Willamette University (2) 0Yale University (1) 0

OUT OF STATE PUBLIC SCHOOLSArizona State University (2) 0Evergreen State University (1) 0Indiana University (1) 0Michigan State University (1) 0Northern Arizona University (3) 0Oregon State University (1) 0Pennsylvania State (1) 0Purdue University (4) 1SUNY-Purchase (1) 0SUNY-Stony Brook (1) 0University of Alabama (1) 0University of Arizona (3) 1University Colorado-Boulder (3) 0Univ. of Colorado-Colorado Springs (1) 1University of Connecticut (1) 0University of Hawaii (1) 0University of Kansas (1) 1University of Mass. -Amherst (3) 1University of Mass. -Boston (1) 0University of Michigan (2) 0University of Oregon (2) 0University of Rhode Island (1) 0University of Washington (3) 1University Washington-Tacoma (1) 0Utah State University (1) 1

UNIVERSITIES OUTSIDE USAUniversity of Edinburgh (Scotland) (1) 1Waseda University (Japan) (1) 1

Community CollegesGlendale Community College (1) 1Pasadena City College (4) 4Santa Barbara City College (1) 1

Matriculation for the Class of 2010Colleges/Universities listed with number of FSHA students

( ) = Number of students admitted BOLD = Number of students attending

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PHILOSOPHY

Academic excellence is the core of Flintridge, and the school’s broad curriculum thoroughly prepares graduates for their journey into higher education. The program is designed to provide students with effective oral and written commu-nication skills, to teach them to think conceptu-ally, to encourage students to share their artistic gifts, to become effective problem solvers and to help them explore moral, political, social and economic issues.

Classes are taught by dedicated teachers in a seven-period rotating format, allowing students to not only complete graduation requirements but also to sample a wide variety of electives. For the 2010-11 year, 82 University of California-approved college preparatory courses and 24 Advanced Placement and Honors courses will be offered.

Course offerings are subject to change in re-sponse to student preference, faculty availability and/or scheduling.

As with virtually all Flintridge alumnae, one hundred percent of the Class of 2010 matriculat-ed to college. These talented young women were the recipients of many academic and athletic scholarships at a variety of universities and col-leges throughout the country.

ACCREDITATION

Flintridge Sacred Heart Academy is accred-ited by the Western Association of Schools and Colleges (WASC), the California Association of Independent Schools (CAIS), and the Western Catholic Education Association (WCEA). The Academy completed a successful accreditation in March 2010, and was awarded a six-year ac-creditation ending in 2016.

MEMBERSHIPS

Flintridge Sacred Heart Academy also is a member of The Association of Boarding Schools (TABS), the National Coalition of Girls Schools (NCGS), the National Association of Indepen-dent Schools (NAIS), California Association of Independent Schools (CAIS) and the National Catholic Education Association (NCEA).

Academics

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ENGLISH

The English department guides students through an in-depth program in critical reading, literary analysis, interpretation, discourse and writing. The department offers 11 courses on two levels — the standard courses English 1-4 and the advanced courses, which com-prise Advanced English 1, Honors English 2, AP English 3 (Language and Composition), and AP English 4 (Literature and Composition). Journalism, Creative Writing and Writing, Grammar Intensive are offered as electives. In fulfillment of the four-year English require-ment, students read, discuss, analyze and write in response to over 30 major works from the canons of world, American and British literature. With the aim of developing strong competencies in analytical, argumentative, creative and personal writing, all English courses are writing-intensive and deeply supportive of independent thinking and original expression. Each course includes instruction in vocabulary acquisition, gram-mar, usage, mechanics and style; additionally, each year’s curricu-lum includes a substantial research assignment. The overarching goal of the department is to give our

students every opportunity to become effective readers, thinkers and writers.

COURSESEnglish IAdvanced English IEnglish II (World Literature)Honors English IIEnglish III (American Literature)AP English III (Language & Composition)English IV (British Literature)AP English IV (Literature & Composition)Writing, Grammar Intensive*Creative Writing*Journalism I, II, III* = one semester

INTERNATIONALSTUDENT SUPPORT

Highly motivated international students who have already acquired a basic level of English proficiency are offered a supportive program to help ensure their success of ma-triculating into a four-year college or university within the United States. Regular classes tailored to the international student include Writing, Grammar Intensive and the semester classes of American Gov-ernment and U.S. History. Teachers are sensitive to the demands placed on students for whom English is not the primary language, and offer aca-demic support during the enrich-ment period. A resource specialist is also available.

FOREIGN LANGUAGE

Proficiency in communication in all of its forms – speaking, writing, reading and listening – is the major objective of the modern foreign language program. In each class, the instructors seek an appropri-ate balance among these skills. The target language is used as much as

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Glimpses

When someone says, “I’m a Tolog,” we know immediately that she goes to Flintridge Sacred Heart Academy. The name is playfully based on the acronynm of the saying “To Our Lady of Good Success,” created by the FSHA class of 1948.

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possible, and almost entirely for the third- and fourth-year classes. Because language has built-in cultural aspects, a theme-based, context-rich approach in the target language broadens ways of looking at the world and expands exposure to and understanding of people of different ethnic, racial, religious and social backgrounds. In Latin, special attention is given to the structure of the lan-guage, cultural, historical and liter-ary aspects of the language, and its linguistic relationship to English, all of which have exerted consider-able influence on our own histori-cal development. All language courses, both an-cient and modern, seek maximum student participation within small classes.

COURSESLatin ILatin IILatin IIIHonors Latin IVFrench IFrench IIFrench IIIFrench IVAP French IVSpanish ISpanish IISpanish III

Honors Spanish IIISpanish IVAP Spanish IV

MATHEMATICS

The mathematics department prepares each student for further study by providing a solid founda-tion in mathematical skills while encouraging organized critical thinking. By ensuring a caring learning environment, the depart-ment helps students become inde-pendent problem solvers. The de-partment integrates technology in all of its courses, helping students to focus on reasoning skills and to visualize mathematical concepts. The department uses many differ-ent teaching strategies in its effort to provide students with the best possible mathematics education. The curriculum is designed to meet the needs of a very diverse student body. Every member of the department is sensitive to the varying levels of skill and enthusi-asm. The department offers daily tutoring, summer math review courses, as well as an advanced math curriculum that provides both rigorous instruction and builds personal confidence.

COURSESAlgebra IAdvanced Algebra IGeometry Honors GeometryAlgebra IIHonors Algebra IIPre-CalculusHonors Pre-CalculusCalculus Honors CalculusAP Calculus AB

PHYSICAL EDUCATIONPE/Health (9th grade only)

NON-DEPARTMENTALYearbook

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Glimpses

Students receive pins for outstanding academics within each class. Additionally, two pins are awarded annually in each section of every class for demonstrated excellence in a sub-ject area. Pins are also awarded for retreats. The pins may be worn on the lapel of the red uniform blazer.

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RELIGIOUS STUDIES

The religious studies department mirrors the Dominican tradition of Veritas and the mission of the high school in providing a holistic curriculum which explores and celebrates the unique gifts of each young woman. The goals of the department include providing an age-appropriate introduction to the theological, ideological and his-torical dimensions of the Catholic Christian religion, a recognition and celebration of the interdepen-dence and interaction of a wide variety of religious traditions, and full individual appreciation of and participation in a real, lived faith. The scope and sequence of classes build on the wisdom and growing maturity of each grade level, clarify-ing Catholic teachings and tradi-tions in relation to each course and stressing a wider application of social justice and shared faith. Starting in ninth grade with an “Introduction to Catholic Christianity and Personal Spirituality” and ending in senior year with “Women’s Spirituality,” classes challenge the student to recognize and develop her own faith journey within the parameters of her own religious tradition while con-tinuing to appreciate the spiritual and liturgical dimensions of participation in a Catholic private high school.

COURSESCatholic Christianity/Spirituality* – 9th

Moral and Ethical Decisionmaking* – 9th

World Religions* – 10th

Laying the Foundation in the Pentateuch* – 10th

Wisdom and Prophecy-Old Testament*– 11th

Mission of Jesus: Living the Prophesies -New Testament* – 11th

Applied Theology* – 12th

Women’s Spirituality* – 12th

* = one semester

SOCIAL STUDIES

The social studies department offers all students a progression of courses designed to develop knowledge and skills in the areas of geography, history, economics, politics, psy-chology and historiography. The courses progress along several axes: from national histories (U.S.A.) to regional histories (Latin America) to world history, from simple facts and narratives to more complex theo-ries and analyses, and lastly from the use of direct primary sources to more complicated statistical and secondary sources. The department offers a three-year required curriculum that includes World History, U.S. History, Econom-ics (one semester) and U.S. Govern-ment (one semester). In addition, students can select from a large va-riety of electives. Some are designed to supplement the core curriculum through the exploration of new topics or the use of different media, while others provide students with a rigor-ous expansion of the core curriculum through college level classes (all Advanced Placement courses).

COURSESAmerican Government*American Government for International Students*AP Government & Politics (U.S.)American Politics in Film*Economics*AP PsychologyU.S. HistoryU.S. History for International Students*AP U.S. HistoryWorld History I*World History IILatin American Studies*AP European History* = one semester

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Glimpses

Veritas Shield, the school’s monthly student newspaper, has received both the Gold Medal from the Columbia Scholastic Press Association and the International First Place award from Quill & Scroll for many years.

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SCIENCE

The Academy believes that science is fundamental and essential for the total development of all of our students. The diverse areas of study within the sciences work together to develop a practical knowledge of the universe and also to introduce students to methods of critical analysis. These skills are invaluable as the students face the process of informed and mature decision-making in today’s techno-logical society. Science education at FSHA seeks to equip students with an aware-ness of the interdependence of all living organisms and their diverse environments, to instill in them a reverence for life, and to inspire a sense of wonder and challenge which motivates students to con-tinue the search for new discover-ies and insights.

COURSESAnatomy & PhysiologyAP Environmental ScienceIntroduction to Sports Medicine*BiologyAP BiologyChemistryHonors ChemistryForensic Science*PhysicsHonors Physics* = one semester

THE ECO-GARDEN

Three years ago, two sunny acres of formerly unused land across from the FSHA administration building were set aside for an eco-garden, an ambitious project that is steadily making gains. The hard and rugged ground was enriched via compost made from grass clippings collected by the maintenance crew. An initial group of 20 stu-dents worked diligently to plant five fruit trees – an apple, a dwarf peach, a cherry, a plum and a nectarine. “It was hard, fingernail-threatening work and the students did a fabulous job,” recalls biology teacher Nancy Power, who also moderates the Science and Environment Club. Since that time, the number of fruit trees has grown to 17. Sister Bar-bara Hagel, who teaches biology and math, was able to pick peaches and plums last summer. Similarly, students in the AP Environmental Science classes built four raised beds but were unable to plant vegetables until a deer fence was erected. “Deer, while beautiful, deem fruits and vegetables their personal smorgasbord,” says APES teacher Mary Schnieders Havrilla ‘97. Within the past two years, 400 feet of eight-foot-high deer fencing was erected around the garden, the number of planting beds was increased to 12, a commercial-grade drip irrigation system was installed, and the first bounty from those beds was harvested: butternut squash, zucchini and sweet, juicy water-melons. The fence also allowed the biology students to design and implement controlled experiments with radishes and other vegetables. More recently, landscape architect John Tikotsky, with input from the science department, created a beautiful garden plan to guide the long-term development of the garden. Science department chair Ty Buxman, who helped with the infrastructure and irrigation, noted that the Flintridge com-munity would like the garden to produce enough crops to not only stock the school kitchen and create a farm share program whereby FSHA families may purchase produce, but also to pro-vide fresh fruits and vegetables for distribution to the poor.

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VISUAL AND PERFORMING ARTS

The goals of the visual and per-forming arts classes include providing a positive working environment for all students to express themselves freely and creatively while training all stu-dents to become well-rounded, thoughtful and thinking artists in all fields. The department strives to give students the tools necessary to continue an arts education if they wish, whether it be in dance, music, fine arts, theater, video pro-duction, graphic design, stagecraft or ceramics. Students are graded on effort and diligence in all of the arts classes. The department pro-vides an extensive arts education for students who wish to partici-pate in visual and performing arts classes. Students may participate in the after-school performing arts program by audition. This includes rehearsals for the musical in the fall, the theater production in the spring, the Saltatrix Junior Dance Company on Tuesdays, the Sal-tatrix Senior Dance Company on Fridays, the ComedySportz team on Wednesdays and the orchestra on Monday, Wednesday and Friday mornings in the zero period.

COURSESArt I, IIAP Studio Art-2D DesignAP Studio Art-DrawingCeramics and 3-Dimensional Design I, IIDance I, II, III, IVSaltatrix Senior Dance CompanySaltatrix Junior Dance CompanyEnsembleContemporary Music EnsemblePiano I, II, III, IVAP Music TheoryTheatre I, II, III, IVStagecraft I, II, IIIVideo Production I, II* = semester class

Students present a full-scale musical production each year plus a comedy or drama on the alternate semester.

The annual art show features works by artists from all classes.

Three music recitals are held each year to showcase piano, chamber music, orchestra and advanced musicans.

The annual dance concert features advanced students in the school’s two dance companies and those in dance classes.

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GENERAL COURSES OF STUDYNINTH GRADE

Religious StudiesEnglish I or Advanced English IMathematics Foreign LanguageBiologyPE/HealthElective World History I, Latin American History, Graphic Design or a Visual & Performing Art class

TENTH GRADE

Religious Studies English II or Honors English IISocial Studies (World History II or AP European History)MathematicsForeign LanguageChemistry or Honors ChemistryElective ELEVENTH GRADE

Religious StudiesEnglish III or AP English Language & CompositionU.S. History or AP U.S. HistoryMathematics Elective (must be academic, typically Anatomy & Physiology, AP Biology or AP Environmental Science)Elective (typically third or fourth year of a foreign language)Elective

TWELFTH GRADE

Religious StudiesEnglish IV or AP English Literature & Composition*American Government (semester) or AP Government*Economics (semester)Elective (must be academic, typically Physics or Honors Physics)Elective (typically fourth year of math)Elective (typically a fourth year of language)Elective * = can be taken during summer school at FSHA

GRADUATION REQUIREMENTS

Graduation requirements insure that a student is exposed to a broad and rigorous college preparatory program consisting of theology, liberal arts, science, mathematics, the arts and physical education. One-year courses carry 10 credits; one-semester courses carry five credits, with a total of 250 credits necessary for graduation.

English 40 unitsForeign Language 20 unitsMathematics 30 unitsPE/Health 10 unitsReligious Studies 40 unitsScience 20 unitsSocial Studies 30 unitsVisual/Performing Arts 10 unitsElectives 50 units

At least one academic elective must be taken in both the junior and senior years. Each student must complete 15 hours of Chris-tian community service in her freshman, sophomore and junior years. Seniors have a special, more focused service project.

ACADEMIC ADVISING/COLLEGE COUNSELING

Freshmen, sophomores and juniors meet with their academic advisors at least twice each semester, more if needed. Academic advisors pro-vide counseling on meeting gradu-ation and college entrance require-ments, methodologies for academic success, course selection, and will meet with parents as requested. Juniors meet with a college coun-selor during the second semester. Seniors meet frequently with their college counselors throughout the first semester and into the second semester.

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Glimpses

Students have many uniform choices at Flintridge, including a pastel skirt with navy blue, green or white FSHA polo in fall and spring. The winter uniform includes a plaid skirt with a polo shirt. Khaki uniform shorts or pants are also optional. Full dress uniform consists of the red plaid skirt, white blouse, red blazer and black dress shoes.

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WHY ATTEND AN ALL-GIRLS’ SCHOOL?Dr. Rosemary C. Salomone, author of “Same, Different, Equal: Rethinking Single-Sex Schooling,” writing in the April 2006 edition of Columbia University’s Teachers College Record, examines the research surrounding single-sex education, ranging from developmental psychology perspectives to studies on the classroom environment and teacher-student interaction:

“Drawing from that research, one of the key arguments supporting single-sex programs is that they create an institutional and classroom climate in which female students can express themselves freely and frequently, and develop higher order thinking skills.”

At girls’ schools, we believe that single-sex education is not merely a matter of separating girls and boys. It’s about making sure girls take center stage, while drawing upon all that we know about the way they grow and learn. It’s not just the classroom. It’s the combination of the community, the culture and the climate girls’ schools offer that makes all-girl education such a powerful and transformative experience.

New Interest, Deep Roots

Girls’ schools have been a staple of education for centuries, yet today single-sex learning is one of the most talked-about topics in the national dialog on how best to educate children. But even this latest resurgence of interest has deep roots. In 1982, Harvard University researcher Carol Gilligan triggered an academic revolution. In her book, In a Different Voice: Psychological Theory and Women’s Development, Dr. Gilligan theorized that girls think, interact, display leadership and make decisions in ways unique both psychologically and developmentally. The male-based model, she found, simply did not fit the way girls learn.

Dr. Gilligan’s work, along with a growing awareness of educational disparities between girls and boys, led to a closer examination of what actually goes on in co-ed classrooms. In a 1992 report titled Shortchanging Girls, Short-changing America, the American Association of University Women found that girls routinely were called upon less often. Professors Myra and David Sadker echoed those findings in Failing at Fairness: How Schools Shortchange Girls, a compendium of 10 years of their research at American University. Since then, single-sex education has been the object of increasing scrutiny among researchers, and several major reports have detailed the benefits of all-girl learning environments.

Strong Academics, Individual Attention

For example, a 2005 study conducted for the National Coalition of Girls’ Schools by the Goodman Research Group of Cambridge, Mass., questioned more than 1,000 recent girls’ school graduates. In their freshman year in college at the time of the survey, they were asked to reflect on their school experience, and to evaluate their readi-ness to make the transition from high school to college ... and beyond.

• 95% of recent girls’ school graduates said they were either very or extremely satisfied with their schools’ strong academic curriculum • 93% said they were very or extremely satisfied with how their schools prepared them for college • 93% reported they were very or extremely satisfied with the individualized attention they received • 99% felt more or equally prepared to interact with faculty compared with their peers who attended co-ed schools • 97% felt more or equally prepared for public speaking compared with their peers who attended co-ed schools

Educational researcher Cornelius Riordan, professor of sociology at Providence College, is the author of Girls and Boys in School: Together or Separate? He has spent years examining educational outcomes based on various school settings, and sums up his findings this way:

“Having conducted research on single-sex and co-educational schools for the past two decades, I have concluded that single-sex schools help to improve student achievement. My conclusions are based on high quality national data gathered by the National Center for Education Statistics, as well as on studies conducted around the globe.”

Professor Riordan credits a range of factors, including strong role models; reduced sex stereotypes in curriculum and classroom interaction; as well as an abundance of leadership opportunities.

—National Coalition of Girls’ Schools10

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DOMINICAN CHARISM AND INSPIRATION

Flintridge Sacred Heart Academy’s campus minis-try program draws on the rich history and tradition of the Dominican Order, started by St. Dominic de Guzman over 800 years ago in Spain. The Domini-can Sisters of Mission San Jose carry on St. Domi-nic’s vision of Veritas (truth) through the four pillars of the Dominican Order: prayer, study, community and service.

We are proud of our Dominican heritage, and we are thankful for the gifts that our students and families bring to this community. Girls and families of all faith traditions are welcomed and embraced.

The four pillars of the Dominican heritage inform and inspire the work of the campus ministry pro-gram in many ways, including:

PRAYER: We set aside time in classes, assemblies, retreats and liturgies to join together in prayer. Spe-cial intentions for our students, families, community and world are remembered. Prayer is celebrated through spoken word, music and dance.

STUDY: We cherish the fact that Flintridge Sacred Heart Academy is a faith community within an aca-demic setting. This setting allows students to study faith and spirituality within four years of religious study. More importantly, God comes to us in study.

COMMUNITY: We celebrate our strength as a vibrant faith community ensuring that we gather together to mark special religious, seasonal and academic occasions. Students fill ministerial roles in all our gatherings. Each grade gathers together for retreat experiences during the year to strengthen their class community spirit.

SERVICE: We expect each student and family to give back to their communities. While each student has a minimum number of service hours to complete in a year, many students go above and beyond the required hours through their continued service to the poor, the young, the elderly, the disenfranchised and the earth.

STUDENT INVOLVEMENTStudents at each grade level participate in spiritual retreats led by adult and trained peer leaders, and include one- and two-day retreats for underclass-women, a four-day retreat to Catalina Island for juniors, two days of prayer, a four-day Kairos retreat for seniors, and a final Kairos day of prayer in spring of senior year.

The faculty campus minister trains students to minister during liturgies, retreats and community service opportunities. Each grade elects its own campus minister to lead peers in prayer during class meeting, while the ASB campus minister embraces the campus at the beginning of each day with a prayer over the public announcement system. Stu-dents are trained as peer leaders in the LIFE (Living in Faith Experiences) program, as Journey Leaders and as Kairos leaders, all of whom lead retreats.

May God Creator bless us. May God Redeemer heal us. And may God the Holy Spirit filluswithlight. – Dominican Blessing

Spirituality

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TEAM SPORTS

Varsity teams compete in CIF (California Interscholastic Federation) in either Div. 1, Div. 2, Div. 3 or Div 4.

Basketball Varsity Junior Varsity Cross Country Varsity Junior Varsity Equestrian Team competes in the Interscholastic Equestrian League Golf Varsity Soccer Varsity Junior Varsity Softball Varsity Junior Varsity Swim & Dive Varsity Junior Varsity Tennis Varsity Junior Varsity Track & Field Varsity Volleyball Varsity Junior Varsity Freshman Water Polo Varsity

The Academy believes that the opportunity for participation in athletic activities is a vital part of the educational experience. Such participation is a privilege that carries with it responsibilities to the school, the team, the student body, the community and to the students themselves. Athletes must maintain a solid academic record to remain eligible to compete on a school team.

While freshmen must take a full year of Physical Education/Health, all students are encouraged to try

Athletics

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Glimpses

out for a team. Consistently well over 70 percent of the student body in any given year participates in athletics.

The 2009-10 year was highly suc-cessful. During the winter, soccer won the first-ever state title for the school with a record of 22-1-4. Swim won the Mission League title, a feat the team has accom-plished three out of the last four years. Track emerged as a school powerhouse setting a dozen new school records for the season.

FSHA varsity soccer players were 2010 CIF Div. 3 Southern Regional Champions.

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CLUBS / ORGANIZATIONS

Academic DecathlonAlpha Sigma Mu: Science and Environment ClubAmbassadorsAmnesty InternationalArt ClubBook ClubC’est la Vie (French club)California Scholarship Federation (CSF)Christian Action Movement (CAM)ComedySportz (improv troupe)La Vanguardia (Spanish club)Living in Faith Experience (LIFE)Mu Alpha Theta (math club)Multicultural ClubNational Honor Society (NHS)National Junior Classical League (Latin club)Saltatrix dance companiesSpeech and DebateStudents Against Destructive Decisions (SADD)Survivors’ ClubTheatre ClubVarsity ClubYoung Writers’ Society (literary club)

STUDENT PUBLICATIONSVeritas Shield (newspaper)Veritas (yearbook)Verité (literary magazine)

Life “on the hill” is very vibrant; there is always something go-ing on. Each year starts with a Welcome Week, which typically includes such fun activities as a pie-eating contest, karaoke singing, face painting, or even a treasure hunt, all coordinated by members of the Student Council. They’ll conclude the week with an on-stage performance for everyone’s enjoyment. Later in the year, Student Council organizes Spirit Week, offering something different each day with class competition.

Classes meet on a regular basis to organize other activities. The sophomores plan Winter Ball, a semi-formal dance which takes place on campus each December, while the juniors plan Prom, held in the spring. Additionally, year-book plans a kick-off open dance each September. Seniors organize

a Christmas party each year for elementary students from Santa Teresita school, while the freshmen plan the Senior Luncheon, uniting for the last time the Big/Little Sisters.

Big Sister/Little Sister lunches help each freshman bridge the class barrier as she teams up with a senior for the year. This continues throughout the four years at FSHA, with Middle Sister lunches for sophomores and juniors.

Clubs are busy. Time is set aside each week for members to meet and plan activities, which may range from a bake sale by the math club and a mime-a-thon by thes-pians to a limerick contest by the lit club or “toga day” by the Latin club. Clubs also provide students with leadership opportunities, a skill taken very seriously at FSHA.

Campus Life

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Glimpses

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Flintridge is home to approximately 50 boarding students, many of whom are international students who travel a considerable distance to attend. All of our young women will find a safe, structured, nurturing and caring environment, which provides a truly global learning experience that contributes to the character of the school.

All students are encouraged to participate in all co-curricular activities, such as sports, theatrical productions and clubs. There is also a multitude of opportunities for leadership exclusively for board-ing students, including participation in the Boarding Student Council, the Boarding Student Ambassa-dors, or as a writer for the At Home on the Hill sec-tion of Veritas Shield, the student newspaper.

Weekend life in the boarding hall is bustling. FSHA is close to Pasadena, which boasts many excellent

retail stores, restaurants and movie theaters, as well as museums and cultural landmarks. The board-ing program has special monthly activities, rang-ing from visiting local ski resorts, enjoying some of Southern California’s finest beaches, shopping at the outlets in the desert city of Palm Springs, or having fun at a nearby amusement park, such as Disneyland, Universal Studios, Knott’s Berry Farm or Magic Mountain.

The Boarding Program

A typical school day in the life of a Flintridge boarding student

Breakfast served in dining room.

0 period. An optional extra class period for music en-semble students.

Morning announce-ments via closed circuit TV followed byfirst two class periods.

10-minute break fol-lowed by third and fourth class periods.

Lunch served in the Student Activities Center. Students may eat in the adjacent amphitheatre or SAC foyer.

Fifth and sixth class periods.

Enrichment pe-riod. Students may use this time to meet with teachers for tutoring, make-up work and academic reviews.

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6:15-7:40 a.m. 7:00 a.m. 7:50 a.m. 9:40 a.m. 11:45 a.m. 12:30 p.m. 2:15-2:55 p.m.

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Day families may invite boarding students to their homes to participate in family activities. This eases homesickness and also helps the boarding student make new friends with the day population. This is also a wonderful way for the international boarding students to participate in another facet of the United States culture and practice their English.

Flintridge is home to a truly international popula-tion. For the 2010-11 academic year, boarders from the following countries will call FSHA their home: People’s Republic of China, South Korea, Hong Kong, Mexico, Philippines, Taiwan, Thailand and the United States. Recent years have also seen boarders from Argen-tina, Brazil, Germany, Guatemala, India, Macau, Nigeria, Peru, Saudi Arabia, Vietnam and Spain.The boarding halls are made up of 23 rooms, with two to three girls sharing each room. In order to foster interaction among students from different cultures, the director of boarding students makes a consistent effort to assign students from different countries as roommates.

Every room is equipped with wireless Internet, bed, chest of drawers, bookcase, desk and chair for each student, walk-in closet, private bathroom with shower and tub, locker for valuables, lighted ceiling fans and heaters. All rooms are cleaned once a week by a cleaning service.

After school, a snack is provided in the din-ing room followed by free time.

First proctored study. Girls study in their rooms.

Dinner is served in the dining room followed by free time.

Second proc-tored study begins. Girls study in their rooms.

Free time to visit the Club Room, exercise room, do laun-dry or watch TV in any of three locations.

Lights out.

Zzzzzzzzz...

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3:00 p.m. 4:30 p.m. 5:40 p.m. 7:00 p.m. 8:30 p.m. 11:00 p.m.

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Flintridge values its partnership with parents in the education and spiritual life of their daughters. All parents automatically are members of the Parents’ Guild, and all are encour-aged to become actively involved by either attending and/or helping to coordinate numerous events. These include helping with the New Parent and Student Social and Welcome Tea for new parents at the beginning of the academic year, the always festive Fa-ther-Daughter Dance, the annual Golf Tournament, the traditional Mother-Daughter Communion Breakfast, the end of the year Mother-Daughter Luncheon, the annual Gala fundraiser and Grandparents’ Day and Career Day, held on alternate years.

Parents also help in admissions by serving refreshments during school tours, coordinating used uniform sales and helping to host special events. The admissions department conducts docent training each year for parents interested in leading tours for parents of prospective students on 8th grade visiting days.

Some parents may want to focus their involvement. Those interested in supporting the school’s athletic department can join the Booster Club, which helps organize the annual Fam-

ily Mass, Barbeque and Hall of Fame dedication in addition to holding monthly meetings. Other parents may want to join Friends of the Arts, which helps with costumes, parking, inter-mission refreshments, and opening night celebrations for all of the visual and performing art productions. They also hold monthly meetings.

Many parents like to help with the fund-raising efforts of the school. Our main focus is the Flintridge Fund which is chaired by a parent volunteer and supported through

Family Involvement:

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Glimpses

The New Parent Tea, for the parents of incoming 9th graders, is hosted by the Parents’ Guild in the Student Activities Center foyer.

(Above) Father-Daughter Dance(Below) Grandparents’ Day

Family Mass, Barbeque and Hall of Fame

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a committee of current and past parents. Like other traditions at Flintridge Sacred Heart, our com-munity embraces this aspect of our life together with 100% of our Board, faculty and staff supporting the Flintridge Fund and 94% of our current parents.

“Wearefilledwithgratitudeforthefaith our families have placed in us as we educate their wonderful daughters,” says FSHA President Sister Carolyn McCormack. “The Flintridge Fund pro-vides critical resources that are directly used to fund key programs that make an immediate impact in our young women’s lives each and every day. We encourage all families to partner with us to achieve 100% participation from current parents, faculty/staff and the Board of Directors.”

When you give to the Flintridge Fund you have the opportunity to better match your personal giving preferences with our existing needs. Thus we have established a Family of Funds for you to direct your gift and ensure future excellence.

FAMILY OF FUNDS

Area of Greatest Need – Greatest Impact

Athletic Fund – Go Tologs!

Boarding Fund – Global discovery

Educational Initiatives – Academic growth

Scholarship Fund – Accessible education

Technology Fund – Integration with education

Visual and Performing Arts Fund – Spotlighting talent

Whether you want to focus your involvement or simply celebrate in the many activities that keep our community thriving, your presence and participation in your daugh-ter’s education is encouraged and welcome.

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The gap between tuition and the cost to educate each student is approxi-mately $4,000. We ask all families to help us close the gap and reach 100% participation by making a gift to the Flintridge Fund.

Donating to the Flintridge Fund directly benefits our young women, and isn’t that why we are all here?

THE FLINTRIDGE FUND

A Tradition

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Each year, the board of directors determines tuition based on the annual cost of educating a child as projected in the operating budget for the coming academic and fiscal year. Prospective and current fami-lies should anticipate an increase in tuition each year due to the normal increase in operating expenses.

Approximately 25 percent of the Academy’s student body receives some form of scholarship or financial aid. During the 2010-11 academic year, approximately $673,000 was awarded in financial aid to qualified students. FSHA awards scholarships and financial aid based on academic merit and/or financial need. Scholarships and financial aid awards are funded by the operating budget, endow-

ment and foundations such as the Ahmanson Foundation, the Fritz B. Burns Foundation, the Carrie Estelle Doheny Foundation, the George H. Mayer Foundation and others. Three incoming freshmen who demonstrate outstanding achievement in academics, en-trance exam results, co-curricular activities, service to school and community, and based on teacher/principal recommendations receive merit scholarships ranging from 30% - 50% of tuition.

Information on financial assistance can be found in each admissions packet and on our website at www.fsha.org. Applying for financial assistance has no bearing on an ap-plicant’s candidacy for admission.

Tuition & Financial Assistance

2010-2011 ACADEMIC YEAR Tuition for all students $18,700 Room and Board for boarding students $22,000Additional fees, including those for books, uniforms, freshman orientation and other costs, are detailed in the Admissions Information packet, which you may request from our admissions office or on our website at www.fsha.org/admissions. Please see the page opposite for contact information.

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The Alumnae Association helps graduates stay connected to their alma mater through annual reunions, an on-line newsletter, on-campus activities and an alumnae magazine. The Alumnae Association became international in the summer of 2009 with the creation of a chapter in Seoul, South Korea, by many former boarding students.

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Applications for the fall of 2011 can be submitted online at www.fsha.org/apply. Applications are also available by contacting the Admissions Office. Consult the calendar (right) for important deadline information, entrance exam and visiting dates.

2010-2011 ADMISSIONS EVENTSGET ACQUAINTED NIGHT Monday, Oct. 25, 7:00-9:00 p.m.GAN is an informational evening with formal presentations for seventh and eighth grade prospective students and their parents. Tours of cam-pus are not available because this event is scheduled for the evening. Refreshments will be served. No RSVP is necessary.

OPEN HOUSE Sunday, Jan. 9, Noon-2:30 p.m.Take a tour of the campus and attend presentations given by faculty on curriculum and co-curricular activities. Meet students, faculty, staff, alumnae and coaches. No RSVP is necessary.

8TH GRADE VISITING DAYS See list of dates to the rightAll 8th grade visitors are invited to come and see us – but plan your visit early! Tours are also given for any interested parents. Space is lim-ited, as we can only accommodate 25 girls and their parents on each day and thus reservations are required.

To make a reservation: • Call the Admissions Office – Annemarie Noltner at (626) 685-8333 at least a week in advance. • Check-in at 8:15 a.m. in the Lounge of the Main Building for orientation. • Each FSHA Student Ambassador takes a group of five visiting stu-dents to several different classes for about an hour, followed by a break (snack provided) and visits to more classes. • Visiting 8th graders will complete their visit at about 11:00 a.m., depending on the schedule for that day.

TOURS OF CAMPUS By appointment onlyThe best way to visit campus is to attend one of the above events. We understand, however, that many of our boarding families travel from out of state or half way across the world to meet with us and we are therefore happy to give private, individually scheduled tours to board-ing student families. In addition, students travelling great distances who have submitted an application to our boarding program have the op-portunity to do a sleepover visit and attend a half day of school so they can really experience student life “on the hill.” Please contact Catherine O’Brien at (626) 685-8522 to schedule these boarding visits.

Admissions

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2010-2011 ADMISSIONS CALENDAR

Eighth Grade Visiting DaysOctober 7, 12, 14, 20, 27November 1, 3, 9, 11, 16, 18

Get Acquainted Night Monday, Oct. 25, 20107:00-9:00 p.m.

Open House Sunday, Jan. 9, 2011Noon-2:30 p.m.

Application DeadlineMonday, Jan. 10, 2011

HSPT Test/Interviews Saturday, Jan. 22, 2011

Financial Aid DeadlineMonday, Feb. 7, 2011

Decision letters mailed Thursday, March 3, 2011

Freshman Registration Tuesday, March 15, 20113:30-7:30 p.m.

CONTACT US Mrs. Luana Castellano Mrs. Catherine O’Brien Director of Admissions Associate Director for Admissions lcastellano@fsha.org cobrien@fsha.org (626) 685-8373 (626) 685-8522

FLINTRIDGE SACRED HEART ACADEMY440 St. Katherine Dr. • La Cañada Flintridge, California 91011 • www.fsha.org

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Flintridge Sacred Heart Academy was founded 79 years ago by the Dominican Sisters of Mission San Jose. The original mission-style buildings, which were designed in 1927 by noted Southern California architect Myron Hunt, overlook the San Gabriel Val-ley and the Pasadena Rose Bowl from the crest of the San Rafael hills.

The resort, built by Sen. Frank P. Flint, originally opened as the Flintridge Hotel. It was soon sold to the Biltmore Hotel chain, but the hilltop retreat was deemed too expensive and failed shortly after the onset of the Great Depression.

The Dominican Sisters were planning to build a convent and girls’ school, and at the suggestion of Archbishop Cantwell purchased the entire resort, in-cluding the nine original buildings, hotel furnishings and surrounding land at auction for $150,000.

Flintridge students are part of a wonderful legacy that began on Aug. 15, 1931, when, according to legend, three Dominican Sisters traveled up the hill to take possession of their new school, carrying with them “a statue of the Blessed Virgin, a $5 bill and their faith.” Two weeks later, the school opened its doors on Sept. 2, 1931, with 200 students enrolled in grades one through twelve.

Originally only for boarding students, FSHA first ac-cepted day students in 1951. The elementary grades were phased out and the school began to draw its day population from a wide geographic area that now includes the entire Los Angeles basin, but with a concentration from neighboring communities of the San Fernando and San Gabriel valleys.

Today the Academy enrolls about 400 girls in grades nine through twelve, including up to 50 boarding students in the boarding program.

FSHA supports an atmosphere where cultural, ethnic and economic diversity are prized, where aca-demic challenge is expected, and where the Domini-can charism governing Catholic education is lived, a philosophy that recognizes the intrinsic worth of each person. The school has not wavered in its commitment to values, women’s dignity and quality, cultural diversity, or to single-gender college prepa-ratory education. This unique balance of academic excellence and moral integrity is the foundation of “the Flintridge experience.”

Legacy

From 210 Foothill Freeway

• Exit Windsor/Arroyo (West bound, right on Windsor, East bound, left on Windsor)• Turn left at the first stoplight, onto Woodbury • Turn left at first stop sign (bridge over the 210 Freeway) • Turn right on Highland • Turn left on Corona • Turn left on Inverness (Inverness becomes St. Katherine Drive)• Follow St. Katherine Drive; FSHA Administration Building is on the left.

From 134 Ventura Freeway

• Exit Harvey/Eagle Rock (East bound, left on Harvey, West bound, right on Harvey)• Turn right on Chevy Chase and follow Chevy Chase for about three miles • Make a hairpin right onto Figueroa • Turn left onto St. Katherine Drive • Follow to 440 St. Katherine Drive; FSHA Adminis-tration Building is past the bridge and on the right.

From 5 Golden State Freeway South

• Take I-5 South to 134 Ventura Freeway East • Exit Harvey/Eagle Rock • Turn left on Harvey • Turn right on Chevy Chase and follow Chevy Chase for about three miles • Make a hairpin right onto Figueroa • Turn left onto St. Katherine Drive • Follow to 440 St. Katherine Drive; FSHA Adminis-tration Building is past the bridge and on the right.

From 5 Santa Ana Freeway North

• Take the I-5 North to the 2 Glendale Freeway North • Exit Holly • Turn left on Holly • Turn right on Harvey • Turn right on Chevy Chase and follow Chevy Chase for about three miles • Make a hairpin right onto Figueroa • Turn left onto St. Katherine Drive • Follow to 440 St. Katherine Drive; FSHA Adminis-tration Building is past the bridge and on the right.

Directions

440 St. Katherine Drive • La Cañada Flintridge, CA 91011 • (626) 685-8333 • www.fsha.org