|Porter's is a school designed specifically for young women. At Porter’s, you have the opportunity to be yourself; to experiment; to ask questions; and to debate ideas. The classrooms, computer labs, art studios, playing fields, and dorms are all for you, all of the time.|
At Porter's, you will receive a superior education—and an engaging high school experience. The rigor of our program will challenge you to stretch and grow. The traditions, some going back to Sarah Porter herself, will include you in the Porter's community of the past, the present, and the future. You will make new friends, and you will be guided and supported by your teachers, coaches, advisor, and house directors.
Porter's is for smart, strong, and creative girls who want to become young women who are prepared to lead with conviction and courage. As a student here, you will learn to take risks; meet intellectual, aesthetic, physical, social and ethical challenges; and thrive within a diverse community.
When you graduate from Porter's, you will join a worldwide network of accomplished women who are fulfilling the school’s mission statement, “We expect our graduates to shape a changing world.” You will be part of a fabric of relationships that will benefit you personally and professionally throughout your life.
Girls' School Graduates Have an Edge
|National Coalition of Girls' Schools' Research Study Report|
For the first time, educators have solid evidence of girls' schools' effectiveness. In 2009, UCLA's Graduate School of Education and Information Studies released the results of a well-documented, national study which shows the statistically significant edge girls' school graduates have over their coed peers. This peer-reviewed research disentangles the effects of single-sex education from confounding demographic influences.
The findings, analyzed by UCLA's Dr. Linda J. Sax and her colleagues, draws on the large database housed at UCLA's Higher Education Research Institute. Descriptive comparisons as well as statistical analyses compares the achievements, aspirations, and behaviors of 6,552 graduates of 225 independent girls' schools, and 14,684 of their peers from 1,169 coeducational high schools (public, independent, and parochial).
According to the UCLA report, which was commissioned by the National Coalition of Girls' Schools, girls' school graduates consistently assess their abilities, self-confidence, engagement and ambition as either above average or in the top 10 percent. Compared to their coed peers, they have more confidence in their mathematics and computer abilities and study longer hours. They are more likely to pursue careers in engineering, engage in political discussions, keep current with political affairs, and see college as a stepping stone to graduate school.
The new data from UCLA's nationwide study of women entering their first year of college reveals girls' school alumnae assess themselves stronger across the academic disciplines.
Feedback from Our Graduates
|The Class of 2009 on Valuable Porter's Experiences|
Excerpts of the Class of 2009's graduation survey on valuable Porter's experiences.
In the Classroom:
My most valuable academic experience at Porter's is the environment in which we learn. Having teachers that care about you and that you care about made me want to do well. I didn't want my teachers, whom I respected so much, to think less of me. The learning environment that the teachers foster make this a great place to learn!
I really appreciate when teachers challenge us to do better and to really think, even when it involves more hard work and time consuming.
I discovered the talent that has been hidden for a long time until I came to this school. I never knew I am an artist.
I found that the more challenging a class was, the better prepared I was for the exam. Overall, I found that I was prepared for every AP exam I took here.
Outside the Classroom:
I think the traditions bring everyone together, and as a freshman, I really felt welcomed into the community through traditions.
The sports team requirement helped me in getting more involved in the school, have pride in the school, and meet new people.
I love Miss Porter's and I will always love it. I'm so happy that my family decided to make this investment in my future-- because it's paid off. Even if I hadn't gotten into the college I got into, I know that I am a better, stronger, kinder person that can think critically and ask questions after spending four years here. I like myself a lot more now than I did when I started.
I learned how to manage my time, keep in touch with old friends, and manage my money. I learned how to BE a friend, and how to lean on others when I need to. Porter's is my home.
One of my favorite parts about this school has been the teachers I have had here. From the dorm parents to my English teacher, the relationships that I have formed with adults here have shaped my experience here.
|When Surveyed, Ancients Rate Porter's Experience Highly|
Nearly 100 percent of the graduates in the Class of 2004 who responded to a survey by the National Coalition of Girls’ Schools say they would attend Miss Porter’s School again:
94% cited the rigorous academic curriculum and individualized attention
94% felt they had been encouraged to pursue new challenges
90% said the School fostered their overall self-confidence
90% agreed that Porter’s encouraged their sense of belonging to a community
87% said that they had been provided with leadership opportunities
When 4,274 girls’ school alumnae were asked by the National Coalition of Girls’ Schools about their experiences at single-sex schools in an earlier survey:
91% cited preparation for college and academic challenge as very good or excellent
88% said they would repeat their girls’ school experience
83% perceived themselves to be better prepared academically for college than female counterparts from coed high schools
93% agreed that girls’ schools provide greater leadership opportunities than coed schools; additionally, 80% had held leadership positions since graduating from high school
13% planned to major in math or science—significantly more than females and males nationally (2% and 10% respectively)