Why A Girls' School
National research and years of experience tell 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. Need more reasons?
Consider these 6 reasons:
- 1. Girls put academics first
- 2. Girls are more confident in the STEM subjects
- 3. Girls are prepared for college
- 4. Girls are community-minded and politically active
- 5. Girls are confident
- 6. Girls are leaders
Science, Technology, Engineering, Math
100 percent of Harpeth Hall girls complete four years of math, and 100 percent complete three years of science (twice the national average). At the start of college, girls' school graduates rate their confidence in their abilities in math and in computer skills more than 10 percent higher than their coed counterparts, and they are three times more likely than women graduates of coed schools to consider pursuing a career in engineering. Additionally, 13 percent intend to major in math or science—significantly more than their counterparts from coed schools (2 percent for females).
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).
100 percent of Harpeth Hall girls 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.
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.
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.
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