GANN ACADEMYPERSPECTIVES

GANN ACADEMYPERSPECTIVES

Gann Academy is 330 students discovering what it means to be

Jewish, do calculus, read Hebrew, write a Mock Trial argument,

choreograph a dance, be a friend to others, design a physics exper-

iment, analyze a Shakespearian sonnet, speak Mandarin, study the

Torah and splice genes.

Gann Academy is also its students, teachers, families, graduates

and generous supporters. Gann transforms, challenges, nurtures

and inspires. It is a school where intense learning experiences take

place in a tightly knit community. It is a place of serious questions

about identity, values, character and personal goals. Gann asks you

to look at the world around you, see what you can do and find your

way to make a difference.

In these pages, students, graduates, teachers and parents reflect on

their Gann Academy experience. We hope you enjoy their stories.

Please send your own Gann perspectives to us here at perspectives@gannacademy.org.

We will publish new essays at a future date.

B’vracha (with blessings)

Who is wise? One who learns from each person. —PIRKEI AVOT 4:1

GANN ACADEMY

RABBI MARC BAKER has served as the Head of

Gann Academy since June 2007. Anative of Lynnfield, Massachusetts,Marc attended Phillips AcademyAndover and received his B.A. in religious studies from Yale

University. Marc then spent fouryears at the Pardes Institute of

Jewish Studies in Jerusalem as therecipient of a Dorot Fellowship andas a pioneer of the Pardes EducatorsProgram. He received his M.A. in

Jewish Education from The Hebrew University of Jerusalem and his

rabbinic ordination from Rabbi Daniel Landes, Director and Rosh Yeshiva of Pardes.

Marc has participated in the DaySchool Leadership Training Institute,a program of the William DavidsonGraduate School of Education at

the Jewish Theological Seminary andin “Improving Schools: The Art ofLeadership from the Principals'

Center” at the Harvard GraduateSchool of Education. In 2011 he wasone of five Jewish educators from

across the country to receive The Pomegranate Prize from

The Covenant Foundation, whichhonors and nurtures exceptional

emerging professionals.

Marc lives in Brookline, Massachusetts with his wife, Jill, and their four children, Elisha,

Meital, Maor and Alanna.

INSPIRING THEEXTRAORDINARY

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THE EXPERIENCE OF HIGH SCHOOLought to be something more than a race through

four years of requirements. It can be a more pur-

poseful exploration, a chance to discover your best

self—what excites you, where your passions might

take you, who you will become.

One of my greatest joys as Head of School at Gann

Academy is walking through the school on any

ordinary day. A classroom debate pours out into

the hallway. Students from different grades, dif-

ferent Jewish traditions and different social groups

sit together in a locker pod singing. A teacher meets

one-on-one with her advisee to talk about a

research paper. The robotics team analyzes their

latest prototype. Soccer players head out to the

practice fields. Student Council debates a proposal.

Student leaders plan an all-school retreat.

What I don’t see is a school where stress rules the

day and students measure their self-worth in

grades, test scores and long lists of extracurriculars.

Instead, what I see is a community where the power

of authentic and inspiring real-life experiences and

learning is essential to students’ intellectual, moral,

and spiritual development and growth.

It starts, of course, with skilled and dedicated

teachers who understand how to connect with

adolescents. Every day, Gann students and teachers

are engaged in the challenges of learning and teach-

ing. Not every course or assignment is paradigm-

shifting or life-altering. Yet, hard work takes on

greater meaning and purpose when students move

beyond the race to college and grow to love what

they learn because they respect and care about the

people from whom and with whom they learn.

Creating such an experience also requires a will-

ingness to say that a high school can be, should be,

a happy place—and that the happiness and well-

being of our students is important to us. Our pro-

gram is rigorous, rich and deep enough to support

our students in reaching even the most ambitious

college and career goals. But we also want our stu-

dents to enjoy the challenges of their day—even,

sometimes, the thorniest of problem sets.

This sense of happiness comes from the uniqueness

of our community and from the fact that students

care about each other, want to be here and want to

do their best. We give them opportunities to lead

and they inspire us with their commitment. We

challenge them with difficult questions and pro-

vocative opinions; they respond with extraordinary

respect, curiosity and compassion for others. We

ask a great deal from them—and they give us their

all. We strive to challenge, nurture and inspire each

student’s potential, and engage them as intellects,

as leaders, as citizens and as Jews.

When education not only inspires deep intellectual

growth but also nurtures compassion and a sense

of purpose, our students realize the contributions

they can make to our communities, to the Jewish

people and to the world. That is when education ceases to be ordi-

nary and, instead, becomes truly extraordinary.

from left to right

ILAN BELKIND GERSON grew up in Mexico and is a

sophomore at Gann. Gann’s strongarts programs were a major factor inhis decision to choose Gann, as Ilanis a skilled photographer, plays four instruments and sings in the Gann a capella group, ShenaniGanns.

If you asked Ilan about his background, he would tell you hewas raised “culturally Jewish,” but

through his experience at Gann, hisinterest in Judaism has deepened.

Ilan is a member of both the varsity soccer and tennis teams.

Junior LILY COHENgrew up in a Reform family. She is the youngest of three

children, and lives in Brookline,Massachusetts. She came to Gann

from the Shady Hill Schoolin Cambridge. A talented dancer,Lily spent part of her Gann junior

year in Israel.

Senior ALEX “BENZI” DAGIdescribes himself as a Modern Orthodox Jew and attended

Maimonides School before comingto Gann. Captain of the tennisteam, Benzi also plays varsity

basketball and heads up Gann’sMock Trial team. In addition, he is a

leader of the mechitza minyan, a member of the Israel advocacy

organization, and a writer for Gann’sstudent magazine. Benzi has anolder sister, Ariella, who also

attended Gann. His family lives in Newton.

I CAME TO GANN TO CHALLENGE MY BELIEFS AND FOR A SERIOUS ACADEMICEXPER

FROM THE MOMENT I ARRIVED AT GANN, I FELT WELCOMED. STUDENTS FROM

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all kinds of Jewish families, from Orthodox to

atheist, feel comfortable working and learning

together and shaping this community. Gann

embraces everyone, regardless of their beliefs, their

interests or what extracurricular activities they’re

interested in.

There’s so much to do here and many ways to par-

ticipate. At Gann, I’m very active in extracurricular

activities, especially in sports and music. Music

gives shape to emotions that one can’t put in words

I’M WRITING NOW FROM ISRAEL, THE CENTER OFMODERN JEWISH LIFE, AND I CAN REALLY

Collaboration, give and take, learning from

each other—it’s how we accomplish those things that none of us

can do on our own. –I.B.G.

and that’s why I love it so much. And I love playing

and creating music with other people.

I’ve learned a lot from being part of this commu-

nity—at least as much as I have in the classroom.

You can’t be selfish. You have to be open. You need

to figure out how to express your ideas. Gann is full

of fascinating people with different opinions,

interests and talents.

feel my connection to Judaism. I chose to come to

Gann because it was something different for me. I

didn’t grow up in Jewish day schools or attending

Jewish camps. Until Gann, I hadn’t really explored

what being Jewish meant.

This term in Israel has been an amazing opportu-

nity! Each week we take a trip to a different site,

usually a place we’re currently studying. We see

history up close, for ourselves. I’m beginning to

understand the complexity of Israel as a country

and a Jewish nation. I’m more keenly aware of the

struggles our people have had to go through—and

are still going through—to keep our Jewish state.

For my first Shabbat here, we went to the Kotel in

Jerusalem. My friends and I joined with others in

praying, singing, dancing and crying together.

Being in the center of Jerusalem, a city filled with

so much history and conflict, and being able to

express my Judaism loud and proud was such an

intense moment for me. It made me realize how

far Israel has come, how strong the Jewish people

are, and how truly proud I am to be a Jew. –L.C.

experience. I wanted a rigorous program that would

prepare me for the challenges of college. I also

wanted to get involved in opportunities outside the

classroom—and Gann offered so much!

My extracurricular life has been a big part of my

Gann education—and not just for how much fun

these activities have been for me. I’ve had opportu-

nities to serve as a leader at Gann—from captaining

Mock Trial, to being elected to the stu dent-faculty

judiciary committee—and what I’ve learned is that

leading in a pluralistic community requires listen-

ing and understanding. The most difficult part for

me was having the discipline to stay open to others,

but I believe that by confronting the hardest issues

together, we grow stronger, more passionate and

more engaged.

Looking back, I can say that Gann has been an

experience of incredible personal growth—both

inside and outside the classroom. I have gained so

much intellectually—critical thinking and analysis,

writing, logic, a strong foundation in the sciences

and humanities. My sense of community is stronger,

too, and I’m devoted to the idea of unity within

Judaism.

DIVERSITY ANDCOMMUNITY

Most of all, I now see myself as a leader who can create

respectful dialogue and consensus whenever and wherever I can.

–A.D.

JONATHAN ELKIN ’04came to Gann Academy in 2000

after attending the SolomonSchechter Day School of Greater

Boston. At Gann, he was one of thestudent founders of the baseballteam. He went on to attend the

University of Rochester where hestudied political science and

African/African-American studies.At Rochester, he served as the

president of Hillel and as a residentadvisor in a freshmen dormitory.During his junior year, he spent a

semester studying in Nairobi,Kenya, with the School for

International Training, and the following year he graduated

Phi Beta Kappa. Jonathan has alsoserved as a Peace Corps volunteer

in Azerbaijan and worked as a group leader with the AmericanJewish World Service in Ghana.

He currently lives in Washington,D.C. and works in international development and social justice.

YOUR OWNBEST SELF

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IMAGINE STUDYING IN A WONDERFULhigh school, with beautiful facilities, in the warmth

of a talented and supportive community. It sounds

great—but is it enough? How do you apply what

you’ve learned? What is your obligation to others?

What was the purpose of your education?

These were questions I was compelled to consider

as a student at Gann Academy. Sometimes the

questions came at me directly—but more often

they arose during Limud Clali—our weekly all-

school gatherings in the Beit Midrash. By inviting

someone from the outside to come to our school,

in the middle of the week, and talk to us about

something difficult, interesting, heartbreaking or

even entertaining, Gann created a constant chal-

lenge, asking all of us, “So what?” So what if I could

pass an exam? What did I really think? And what

could I do about injustice? Gann cared not only

about academic performance and growth but also

about how students would choose to use their

education in the world. I graduated from Gann

with a deep sense that whatever I chose to do in

life, I should do it justly and empathically.

When I think about the other ways that Gann

influenced me, I think of my teachers at Gann—

their passion, their enthusiasm in the classroom

and their purposefulness in presenting us with

even harder questions. For example, Mr. Kadden,

my history teacher, once asked us to consider the

view that some Nazi soldiers could also be regarded

as victims of Hitler’s regime. What a provocative

and difficult idea it was for me to think that some-

one like me could have come of age in Germany in

1939 and be persuaded to commit such terrible

atrocities. That lesson, I think, has inspired me to

approach many things with a more analytical and

empathic lens—as I have learned, the world just

isn’t so clear-cut.

Learning to be comfortable with intellectual dis-

comfort—I think that’s part of what makes Gann

Academy so good at what it does. That is the magic

of Gann: to have adults around you who know how

to inspire the deepest kind of thinking and give

your education meaning. To have a community

that ignites your sense of compassion and inspires

you to be your own best self—it’s an extraordinary

and rare experience. It’s the very essence of what it

means to be educated. It made me a stronger per-

son who knows better why I believe what I believe.

It shaped who I am as a student, as a Jew, as a citizen and as a per-

son interested in and committed to international social justice.

xxxx

from left to right

LILY RABINOFF-GOLDMAN has taught in the English

Department at Gann since 2010and also serves as the Writing Center Coordinator. She is a graduate of Brown University,

Bank Street College of Educationand the M.F.A. program at the University of Massachusetts

(Boston). Before coming to Gann,she trained with Teach for Americaand taught in urban public schools

in New York City and Boston. Lily is also a fiction writer.

Her stories have appeared in theSycamore Review and the

GW Review. She is married to Hillel Greene ’00—a member

of Gann Academy’s first graduating class.

RABBI DAVID JAFFEis Gann Academy’s MashgiachRuchani, the school’s spiritual advisor. He also leads ChanochL’Na’ar, an innovative program

developed by Gann administratorsand faculty to help students buildmeaningful Jewish identities and become reflective, responsible

learners and citizens. He has a B.A. in history from Cornell University, an M.S.W.

in social work and Jewish studiesfrom Columbia University and anM.A. in theology from the JewishTheological Seminary. He receivedrabbinic ordination from the BatAyin Yeshiva in Israel in 2004.

Before coming to Gann, he workedin Jewish community relations and

on the issue of homelessness. David is also the head of the Kirva

Institute and lives in Sharon, Massa-chusetts with his wife, Janette, andtheir two boys, Tani and Binyamin.

I GREW UP IN A MIXED CONSERVATIVE/RECONSTRUCTIONIST FAMILY AND ONLY BECAME

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activity as it is a personal one. I’m always excited

by how intrigued kids are when they encounter

different points of view, experiences, beliefs and

interpretations. Our integrated curriculum gives

students a huge advantage in the literature class-

room. On a micro level, English literature is full of

biblical allusions and religious themes, and stu-

dents love to uncover those connections. On a

macro level, because my students are learning how

to question the text in their Jewish studies classes,

the art and skills of attentive reading and critical

analysis are reinforced across the curriculum. It is

a gift to teach great works of literature to students

who really know how to read and are eager to talk

about their ideas.

It’s how we learn. It’s how we can shape the world around

us. I want to hear their individual voices in conversation with the

world. –L.R-G.

I want my students to love books, ideas, learning. I

want them to feel that when they approach any

work of literature—secular or sacred—even if it’s

more complex than what they’ve previously en-

countered, they’ll have an entry point and a way of

connecting to the ideas on the page. I want them

to approach writing, too, without fear—to write

boldly, as if they were engaged in a dialogue with

the text. Conversation is what creates community

at Gann.

observant in my early 20s. Much of my adult life

since has been dedicated to building community

among people of different backgrounds. I love Klal

Yisrael —the entirety of the Jewish people—and I

wanted to be in an environment that reflected the

totality of the North American Jewish community,

rather than just one sub-group. That’s what I found

at Gann Academy.

Pluralism is a complex idea, and it works at Gann

in a number of ways. There is a structural plural-

ism that includes our various prayer groups and

activities. Then there is what I call engaged process-

pluralism. This more active pluralism happens

when the right issue emerges and enough people

stay engaged to work through the issues. For exam-

ple, at one of our Shabbatons, students and faculty

discussed their struggles with faith—wanting there

to be a God and not believing that God would allow

suffering—and returning to belief in God despite

the contradictions.

Gann creates such opportunities for self-discovery

through candid conversations about issues of

meaning, through identity-oriented activities at

retreats and Shabbatonim, through exploration

week, and with engaging, high-profile speakers. We

challenge our students intellectually, emotionally,

spiritually and physically, all in a safe environment

that encourages questioning and discussion, and

they respond.

It is through self-discovery that a young person

learns and grows. I love witnessing people grow. It

is one of the most joyous experiences I can imagine.

–D.J.

CONVERSATIONSTHAT MATTER

I LOVE TEACHING LITERATURE AT GANN, WHERE READING IS AS MUCH A SOCIAL

from left to right

SARINE RODMAN grew up attending religious day

schools in Denver, Colorado. Herhusband, Steven, is from Lexington,Massachusetts and is an attorney atRodman, Rodman and Sandman in

Malden. Both Sarine and Steven hadtraditional Jewish upbringings and

both believe deeply in the spirit andideals of Gann. Their three children,Jordan ’09 (Emory ’13), Jared ’11(University of Pennsylvania ’15),

and Madison ’13, attended Solomon Schechter Day School in Newton and continued their

Jewish education at Gann.

SHERYL K. ROSNER works at the U.S. EnvironmentalProtection Agency. She lives with

her husband, David Berman, and three daughters (Samantha,Emma and Alana) in Lexington, Massachusetts. Her daughter

Sammy is a sophomore at Gann.

GANN HAS GIVEN OUR CHILDREN AN AMAZING EDUCATION AND PROVIDEDTH

SENDING OUR DAUGHTER TO A JEWISH DAY SCHOOL WASN’T IN OUR PLANS. WE EXPECTED

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them with enriching experiences and opportuni-

ties. They’ve enjoyed many wonderful classes and

extraordinary teachers and have been able to

choose from a wide array of extracurricular activ-

ities. Whatever their interests, Gann has opened

doors for them. Years ago, when there was no girls’

softball team, Jordan started one. She also started

a book club—not only for fellow students but for

teachers as well. Jared, who is passionate about

science and technology, participated in the GAINES

(Gann Academy Inventing New Engineering Solu-

tions) program and undertook an independent

project with a partner that earned them a patent

in 2010. Madison came back transformed by the

Gann-in-Israel trip, and she was honored with an

award for being an excellent soldier in Gadna, an

Israeli youth military program.

Pluralism at Gann is both intellectual and spiritual

—it is about the sharing and questioning of ideas

and beliefs. Our children have especially benefited

from being in a community that welcomes differing

religious and intellectual viewpoints and emphasizes

The result is that our children have

a keen sense of what community means, one that extends far

beyond the classroom walls. –S.R.

the overall importance of ethical behavior. They

have been given the tools to decide for themselves

where they stand on issues and how to better con-

nect to Judaism.

Gann is special because it provides choice. It is

about exposing our children to life-changing

experiences, whether it be the junior year trip to

Israel, an all-male class on Modern Man, photog-

raphy, the Tikkun Olam Club, a speaker on civil

rights, or a trip to New Orleans to help build

houses. At Gann they truly have been able to do it

all! They play sports, are engaged in their studies,

are fluent in Hebrew and have made wonderful

lifelong friendships.

Gann is a place where our children have thrived in

a warm and nurturing environment and felt loved

for who they are and for the enthusiasm that they

bring to their many interests.

her interest in marine science and set the stage for

a summer study program tagging sea turtles and

exploring ocean climate impacts. And a Gann vol-

unteer day sparked Sammy’s weekly volunteerism

at a senior center.

Gann has also fulfilled the promise of individual

attention. When Sammy had pneumonia in her

sophomore year and was out for two weeks, I

dropped off her homework and ran into her fresh-

man year advisor. I was surprised when he asked

where Sammy had been, given that he was no

longer her advisor. He then spent the next half

hour tracking down a book she needed. As I left

Gann, book in hand, all I could think about was

how lucky Sammy was to be in a place where peo-

ple really know and care about her and appreciate

who she is. –S.K.R.

OPPORTUNITIES AND CHOICES

she’d attend our public school. Then, at the end of

her eighth grade, we took a family trip to Israel and

it was transforming for all of us—especially Sammy.

Before the trip, Sammy had been ambivalent about

exploring her Jewish roots, but visiting Yad Vashem

with her grandmother, a Holocaust survivor, gave

her a new appreciation of our Jewish heritage and

cultural identity. When we returned, we scheduled

our first visit to Gann.

Right from the start, we were impressed by Gann’s

emphasis on social action and tzedaka, the small

class sizes and the diversity of Gann’s offerings. So

far, Gann has delivered all that we’d hoped for. At

Gann, Sammy plays a sport every season. She’s

involved with clubs and activities, and she’s able to

take arts and electives that reflect her interests. Her

exploration week experience at Sea Camp reinforced

SHIRA GOODMAN is Executive Vice President of

Human Resources at Staples and amember of the Gann AcademyBoard of Trustees. A native of

Minneapolis, she holds a master’sdegree in management science fromMIT’s Sloan School of Management,a J.D. from Harvard Law School anda bachelor’s degree from PrincetonUniversity. She is a former board

president of the Solomon SchechterDay School of Greater Boston

and currently sits on the boards ofCombined Jewish Philanthropies

and CarMax, Inc. Shira lives in Newton, Massachusetts with

her husband Rabbi Wesley Gardenswartz. Their children are Nat ’ 07 (Princeton ’12),

Sam ’09 (Yale ’13) and Jordana ’13.

HARDWIRINGFOR LIFE

I OFTEN SAY THAT GANN ACADEMYwas built for my family. If it didn’t exist, I would

want to create a school exactly like it.

I first got to know Gann when my oldest son

started looking at high school options in 2003.

Back then, the school was located in an old bank—

not what you’d call an impressive facility, at least

not to me, and not at all like Gann’s campus today.

But even in that old building with the threadbare

carpets and musty smell, there was a passion for

education. It was clear to all of us that we had

found our perfect school.

What we loved about Gann was its unique balance

of shared values and difference. Students come to

Gann with a shared culture, but also with differ-

ences in belief, practice and philosophy. In my

opinion, a high school can be too small—a certain

critical mass is essential for a high-quality pro-

gram—and the students can also be too similar.

You need differences for a school to come alive, and

a school needs to be large enough to support many

kinds of courses, abilities, interests, sports and

other activities. A great school always includes

diverse points of view in and out of the classroom

—different perspectives mean richer conversa-

tions, which in turn add depth to the intellectual

experience. By welcoming Jewish students from so

many different traditions, Gann shines as a place

of learning and as a community.

Parents and students sometimes come to Gann

thinking that the Jewish studies component of the

program will have little effect on a student’s critical

thinking, skill development or future success. My

family’s experience has been quite the contrary! By

studying Jewish and secular texts, students experi-

ence the challenges and relevance of both. The

skills needed to succeed in either area tend to be

similar—analytic skills, critical thinking, the ability

to read a text closely and thoughtfully, the skills of

well-reasoned writing and research, the skills of

inquiry and questioning, and, of course, the ability

to debate and discuss ideas respectfully with others.

At Gann, students hone these skills throughout the

day, both in their general and Jewish studies.

Not long ago, my son participated in a study pro-

gram with Jewish students from across North

America. He was surprised and dismayed by their

unfamiliarity with Jewish history and texts and a

lack of rigor in their thinking. Unprompted, he

thanked my husband and me for his Schechter and

Gann education. A parent simply can’t ask for more.

The amazing thing is that this sentiment is shared

by so many parents and kids who experience Gann.

Our students leave Gann with a Jewish hardwiring for life.

Wherever they go and whatever they do, they will thrive with a

strong foundation in the richness of the Jewish experience.

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GANNAT A GLANCE

Founded in 1997, Gann Academy is a coeducational Jewish high school located in

Waltham, Massachusetts. Gann is committed to providing a high-quality, challenging,

nurturing and inspiring education that integrates intensive Jewish studies with the sci-

ences, arts and humanities. As one of the nation’s leading pluralistic Jewish schools, Gann

serves as a model and an important resource for educators and others seeking to build

pluralistic communities that enhance students’ intellectual and personal development.

ACADEMICEXCELLENCEGann’s curriculum is broad and deep and includes

courses from introductory to advanced in the

humanities, arts, sciences and Judaic Studies.

Classes are discussion-based and emphasize critical

thinking and analysis. At Gann, excellence is not

measured in a grade or score, but in the achieve-

ment and satisfaction that come from thoughtful

work, intellectual growth and the willingness to

embrace real academic challenges.

MEANINGFULJEWISH LIFEGann Academy is a pluralistic Jewish community

that supports all students in exploring Jewish beliefs,

practices, culture and traditions. About two-thirds

of our students have previously attended a Jewish

day school; for others, it is their first experience in

a Jewish community. A variety of minyamin (prayer

groups) and Sichot (discussion groups) represent

diverse beliefs and practices. Shabbatonim are a

regular part of school life along with holiday cele-

brations. In addition, a junior-year term in Israel

and other on- and off- campus experiences empha-

size the firsthand exploration of Jewish identity,

history and culture.

DEDICATEDFACULTYCentral to a Gann education is our commitment

that all students in our school will have adults who

know them well and care about their growth and

development, not only as scholars but as unique

individuals. Our highly skilled faculty are also ded-

icated coaches, advisors and specialists—more than

three-quarters with advanced degrees.

EXTRACURRICULAREXPERIENCESFrom weekly assemblies to arts to sports to clubs to

social activities and student organizations, a Gann

education includes a wealth of extracurricular and

creative opportunities to explore new passions and

discover new talents. These activities extend class-

room learning, encourage students to develop new

skills such as collaboration and leadership, and

inspire their compassion and curiosity.

EXPERIENTIALLEARNINGProject-based learning, exploration weeks that

include service and travel experiences, and inde-

pendent research through programs such as Gann

Academy Inventing New Engineering Solutions

(GAINES) are hallmarks of a Gann education. A

Gann education culiminates in Ma’avar, our six-

week academic and experiential program for grad-

uating seniors. During Ma’ avar, students choose to

study in seminars with their teachers, explore a topic

in depth through a senior project, or experience

the world outside of school through an internship.

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ENROLLMENT330 students. Gann Academy

enrolls students from a wide spec-

trum of Jewish traditions and

academic backgrounds, including

public schools, private schools

and Jewish day schools. Students

come from more than 70 zip codes

and 60 different communities.

5:1

CAMPUS Gann occupies a 20-acre campus in Waltham with a

state-of-the-art complex encompassing over 100,000

square feet of learning and recreational space.

333 Forest Street

Waltham, MA 02452

Phone: (781) 642-6800

info@gannacademy.org

www.gannacademy.org

GENERAL STUDIES MATHEMATICS, ENGLISH, HISTORY, SCIENCES ANDTECHNOLOGY, WORLD LANGUAGES, ELECTIVES

JUDAIC STUDIES BIBLICAL LITERATURE, HEBREW LANGUAGE ANDLITERATURE, RABBINIC LITERATURE

STUDENT ORGANIZATIONSGann students participate in

over 25 different clubs and

organizations, including Student

Council, Mock Trial, Juggling

Club, Israel Awareness Club,

Tikkun Olam (“repairing the

world”) Club, Environment

Club, Yearbook, Literary Maga-

zine, Ski & Snowboarding Club,

Va’ad Hamishpat (Student-

Faculty Disciplinary Commit-

tee), Prom Committee, Games

Club and Model UN.

COLLEGE ADMISSIONTypically 100 percent of Gann

graduates choose to attend

college or university, yeshivot, or

arts and music schools. Students

regularly gain admission to the

most selective programs in the

country. For recent statistics on

college admission, please visit

our website.

ADMISSIONS AND FINANCIAL AIDAdmission is selective. Applica-

tions are due in mid January.

Gann provides more than $2.3

million annually in financial

assistance. Approximately 40%

of our families receive some

form of financial aid.

ACCREDITATIONAND MEMBERSHIPSNew England Association of Schools and Colleges (NEASC)

Association of Independent Schools of New England (AISNE)

National Association for College Admission Counseling (NACAC)

The Jewish Community DaySchool Network (RAVSAK)

HIGHEST DEGREESACHIEVED OR INPROCESS

STUDENT/FACULTYRATIO

GANNAT A GLANCE

Ph.D.: 10 M.A.: 44B.A.: 19

J

FULL-TIME FACULTY: 55

RABBINICORDINATION: 7

AVERAGECLASS SIZE: 16

OPERATINGBUDGET$10 MILLION

ANNUAL GIVING $1.5 MILLION

ARTSArt Literacy, Drawing & Painting, Ceramic Sculpture,

Ceramic Pottery, Creative Writing, Modern Dance,

Israeli Dance, Acting, Scene Study, Shakespearean Scene

Study, Improv, Filmmaking, Fictional Film, Documen-

tary Film, Music Performance, Music Theory & Com-

position, Music History & Appreciation, Photography.

ATHLETICSSeasonal Sports: Soccer, Cross Country, Volleyball, Bas-

ketball, Baseball, Softball, Ultimate Frisbee, Tennis,

Lacrosse. Recreational Sports: Fitness, Martial Arts,

Table Tennis, Yoga, Modern Dance, Israeli Dance, Bas-

ketball, Tennis, Ultimate Frisbee, Juggling.

Gann students compete in New England Preparatory

School Athletic Council (NEPSAC) leagues. Gann athletic

teams have won several league championships and have

qualified for NEPSAC post-season play.

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/Writing:

Mari B

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H. G

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WHO WILL YOU BECOME?

333 Forest Street, Waltham, MA 02452Phone: (781) 642-6800

Email: info@gannacademy.orgwww.gannacademy.org

GANN ACADEMY