With Shortridge graduates thriving in college, their careers, and even a few in their own newly formed families, the outcomes are quite remarkable. The following testimonials are examples of the kind of feedback we receive regularly from students and their families.

family counseling

“I was accepted to my first choice college, and I am over the moon!  I wouldn’t be in this position if it weren’t for Shortridge and the support I received while there.

“It has taken me a while to find my way, but I want you to know that I think of you all often and am so thankful for all the things you did for me.

“I really appreciate the fact that you pushed me to be the best I could be.

“I just want you to know that my daughter is doing great. She still has some emotional issues but for the most part is handling those issues pretty well. She has been accepted to all the colleges she has applied to and has been working hard in school, which is a complete turn-around. She still keeps in touch with a couple of students she knew at Shortridge. My wife and I agree that it was the best investment we could have made. So, I just wanted to say thanks.

“Shortridge has been my home for the past 16 months and I actually can say I had a lot of fun here. As odd as that may sound, it’s true. I have made some of the best friends I have ever had. I am looking forward to seeing everyone here again in the future. My family and I have never been closer, and we have all come a very long way since starting this journey. Well, there’s only a few things I have to say about my time here. Dang, it went fast. It really does. All I can say to people who just got here is keep your head up, man. It gets better. Keep looking to the future. Be the change you want to see in the world. To my friends, it’s not over. I’ll be around. Keep in contact with me. After Shortridge I will be attending Cabrini College right outside of Philadelphia, PA. I am really psyched to start my life there with all the knowledge I have gained and put it into use.”

We were initially attracted to Shortridge Academy among the schools we considered for the academic depth and inspired teaching that would challenge and engage our daughter, as she had always been a strong student. When we visited, we found that the students we met were kind and down to earth, with a clear sense of pride in who they were. We could easily see our daughter connecting with them, and we knew we had found the right fit.

“There is a huge benefit to coeducation for girls at Shortridge. They learn to develop healthy friendships with boys and how to navigate and understand gender differences in a very safe setting. The leadership team also nurtures the unique emotional needs of girls by providing services that range from structured therapy to private time for the girls just to hang out together. Those tender moments were among our daughter’s favorite during her time at Shortridge.

“Ultimately, it’s about outcomes. Beyond her restored health and confidence, we are most impressed with the resilience that the Shortridge experience imbued in our daughter. She was highly introverted and anxious, but now has the inner strength to regularly extend herself beyond her comfort zone. She is taking a gap year and works face to face with the public in a fast-paced retail environment where she has become much more socially competent, which will serve her well as she heads off to college next year. The work continues for our entire family, but we have regained our optimism about the future, thanks to a devoted and effective Shortridge staff that forged a continuing partnership with us in reaching our daughter and helping her believe in herself again.

Faculty: “I work at Shortridge because our kids are the best and, as teachers, we are encouraged to be creative and innovative in our curriculum development and teaching practices. We have tremendous autonomy. We can create and modify curriculum based on student interest. We can be spontaneous. Public schools talk about individualized instruction, but at Shortridge it is standard operating procedure. The focus is on promoting and supporting intellectual curiosity and meaningful learning. The students are our partners in this process, and the relationship-building aspect of the community positively affects our work in the classroom. We’re not teaching at our students, as though we—as teachers—possess and parcel out all the knowledge. And we’re not teaching to any test. It’s about engagement, connections, critical thinking, and lifelong learning.”