Carlbrook School inspires and demands educational and personal excellence. Underlying such demands is the recognition that effort, while commendable, is often by itself not enough to fully realize one’s potential. Only through the acquisition of essential skill sets can a student hope to alleviate the frustration that stems from the disparity between his or her effort and actual results achieved. This estimate of the importance of results over exertion underscores the school’s commitment to realism, with the expectation that through structure, support, and appropriate modeling the school can help families and students, who may have all but given up on the dream of college, rejuvenate themselves and share renewed enthusiasm for academic and personal achievement. The founding Board of Regents of Carlbrook School share firm the conviction that character education is a potent modality that can make indelible positive impressions on students not performing to their potential, particularly when incorporated in an overall curriculum designed to stimulate intellectual, social, and personal development. Based in large part on our collective experience, we are committed to the creation and maintenance of an educational environment that promotes and facilitates problem solving, time management, prioritization, intellectual curiosity, self-discovery and physical fitness. Our belief is that a college preparatory school must provide realistic preparation for the social as well as the academic challenges of a college or university.
