Upper School Program Overview

A diploma from Rowland Hall indicates successful completion of four years of a planned high school experience. This includes completion of the minimum core requirements established by the individual departments. Students round out their coursework by choosing elective courses across departments.

1 credit = 2 sEmesters | *The average four-year high school student takes courses beyond the requirements. Exceeding the minimum credit total is strongly encouraged. Students Should take a balance of core courses and electives each year.

Rowmark Ski Academy

Rowmarkers in grades 9–12 earn a full-year physical education credit for their participation on the ski team. During the winter season (Thanksgiving break to April break), students take four academic core classes each morning, allowing them to train on the slopes in the afternoons. During the fall trimester, Rowmark students participate in afternoon dryland training. During the spring trimester, they may carry a heavier academic load.

The Upper School runs on a eight-day rotating period schedule.

Homework is an extension of the learning process and experiences that take place in the classroom. Homework should establish independent work habits, provide practice in skills already learned, promote intellectual curiosity, and prepare the student for full classroom participation. Upper schoolers will average two to two and a half hours of homework per week, per class. Students in advanced classes average four to five hours of homework per week for those classes. No homework is given over fall break, Thanksgiving weekend, winter break, April break, or Interim.

Grade point averages are calculated according to the following scale:

Rowland Hall recognizes and values diversity in learning styles, abilities, and interests among our students. We support our students identified with disabilities by providing reasonable accommodations and services at school. Specialized diagnostic testing or counseling may be recommended to analyze a particular learning situation, or to diagnose an undocumented learning disability. The cost must be borne by the family.

Teachers are available for individual and group consultation with their students during the school day as part of the weekly schedule.

We want every student to become an independent learner and a self-advocate in school who will achieve academic and social independence. We rely on our students and parents to work actively with us toward these goals.

When extra support is indicated for a student, we develop and implement an individual plan with the student, parents, and the Student Support Team. Please note that the school may not be able to provide all accommodations detailed in a student’s specialized documentation. Parents may be asked to provide additional support services as needed to help the student demonstrate academic and social competence at Rowland Hall.

Learn more about Learning Support in the Upper School

Upper School is a time for students to learn independence and self-sufficiency in earnest, while still having access to supportive, caring adults who guide them. With this in mind, our social-emotional learning programs focus on students building a healthy understanding of themselves, self-confidence, and self-efficacy, and gaining the information they need to transition into a healthy, happy adulthood.

Learn More about Social-Emotional Learning in the Upper School

Parent-teacher conferences are scheduled twice during the academic year. In the fall, parents and caregivers can meet with their students' classroom teachers for individual appointments. In the spring, families meet with their students and their students' advisors to reflect on the current school year and to plan ahead, including signing off on course requests for the following year. Additionally, parents/caregivers are invited to reach out to teachers at any time during the school year to discuss questions or concerns. 

Rowland Hall offers Advanced Placement (AP), Advanced Topics (AT), Advanced Research (AR), and honors courses in several disciplines.

• Advanced Placement (AP) courses are college-level courses that follow the Advanced Placement curriculum published by the College Board. These courses culminate in the AP exam in May (or portfolio for AP Studio Art).
• Advanced Topics (AT) courses are designed by Rowland Hall faculty to offer an experience with a comparable level of rigor to AP, with the advantage of being able to pursue topics in greater depth and with the opportunity for more lab, hands-on, and project-based work.
• Advanced Research (AR) courses are designed to engage students beyond the AP/AT curriculum, providing opportunities to learn college-level research skills in a particular discipline, develop an original thesis, and conduct research under the guidance of an expert in a particular field. Some AR courses offer the opportunity to present at a conference, publish original work, and/or work with a university professor.
• Honors courses are designed to challenge and engage high-achieving or academically motivated students. These courses typically provide a more rigorous and in-depth exploration of a subject compared to regular or standard courses.

Advanced Topics and Advanced Research courses are unique to Rowland Hall and include courses in math, chemistry, biology, computer science, debate, humanities, and world languages.

Learn more about specific courses on our Curriculum page.