Why Harpeth Hall?
A Harpeth Hall student is...
The identity of Harpeth Hall is lived through the distinctiveness of its dynamic students. Here girls become women who choose to learn and grow, to challenge and lead, first on our campus and then in the world.
A Harpeth Hall student is an independent thinker, a thoughtful risk-taker, an authentic spirit and an empathetic friend. She is Harpeth Hall's best traditions and the country’s bright future.
The Harpeth Hall student is a young woman with limitless intellectual and personal potential who, like Nashville, is poised for exciting, transformative growth.
A Catalyst of Change
The Harpeth Hall graduate is eager to take on the world — and completely prepared to change it.
I felt that all the students knew that education was important and that education was fun. They all seemed really excited to be at Harpeth Hall.
Brie Brown Buchanan '99
14Median Class Size
Small classes and individual learning are at the heart of a Harpeth Hall education.
36 AP/Honors Courses
Our teachers value rigor, but not at the expense of risk. We teach big thinkers.
717 girls in grades 5-12
Students come from 37 different zip codes and seven counties.
155 years of educating women
Harpeth Hall represents three schools with one vision: Excellence in girls’ education.
My Harpeth Hall memories have carried me into a fulfilling career with skill and confidence.
Ryllis Lyle '09
At Harpeth Hall, I developed a spirit of service, a thirst for knowledge, and the ability to think critically and live honorably.
Kimberly Hogg Massey '04
The Girls' School Advantage
National research and years of experience tells us that adolescent and teenage girls thrive in a single-gender environment.
As a single-gender school, Harpeth Hall offers an academic and social environment where students can take risks, discuss issues pertinent to young women, and develop a positive sense of self.
Harpeth Hall Girls Are...
Girls' schools create a culture of achievement where a girl's accomplishments are what matters—where what she believes in and how she puts her beliefs into action are more important than what she wears to school. More than 80 percent of girls' school graduates consider their academic performance highly successful compared to 75 percent of women from coed schools. On the intellectual front, 60 percent of women from girls' schools report self-confidence, compared to 54 percent from coed schools.
Prepared for college
100 percent of Harpeth Hall graduates attend and thrive at four-year colleges or universities. Ninety-three percent of recent girls' school graduates said they were very or extremely satisfied with how their schools prepared them for college. Additionally, more girls' school graduates consider college a stepping stone to graduate school (71 percent vs. 66 percent from coed schools).
Every Harpeth Hall girl voluntarily participate in community service and annually contribute more than 20,000 hours of service. At the start of college, girls' school graduates rate their political engagement more than 10 percent higher than their coed peers and report they are more likely to have a political discussion in class and with friends, and find it essential to keep up with the political scene.
Strong in STEM subjects
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At Harpeth Hall, all girls can be leaders and all leaders are girls. Leadership is an acquired skill. Eighty-four percent of recent girls' school graduates give their schools top marks for providing leadership opportunities. Additionally, 93 percent agreed that girls' schools provide greater leadership opportunities than coed schools and 80 percent had held leadership positions since graduating from high school.
Harpeth Hall's mission is to teach girls to think critically, to lead confidently, and to live honorably. Self-confidence is the key to turning skills and knowledge into success. Eighty-two percent of recent girls' school graduates say they were very or extremely satisfied with how well their schools instilled self-confidence.
Sources for data:
- 2013 Steeped in Learning: The Student Experience at All-Girls Schools, administered by Indiana University’s Center for Evaluation and Education Policy (CEEP) the High School Survey of Student Engagement (HSSSE)
- 2009 UCLA study of more than 20,000 freshmen college women
- 2005 National Coalition of Girls' Schools Alumnae Survey
- 2000 NCGS study conducted by the Goodman Research Group of Cambridge, MA