Access & Affordability

Tuition for all grades, K-8, for the 2021-2022 school year is $39,450. Tuition includes lunch and snack as well as all book, materials, and technology fees. All school activities, field trips, and outdoor education programs during the school year are also included.

 

The Hamlin School is committed to socioeconomic diversity in its community. No qualified student should be denied access to Hamlin for financial reasons.

 

For the 2021-2022 school year, The Hamlin School will allocate $2,766,000 to its financial assistance budget.

 

To be eligible for tuition assistance, families must demonstrate financial need as determined by an independent review organization and our Financial Assistance Committee, which makes final decisions on all assistance allocations. Information on assistance is included in the admission packet. For more information concerning application procedures for the tuition assistance program, call Lisa Lau Aquino ’81, Director of Admission, at 415.674.5400.

 

 

Access & Affordability at Hamlin

 

We firmly believe that diversity is a vital component of excellence; thus, every child at Hamlin benefits from living and learning in a diverse environment. Ultimately, what we are seeking to do is attract and support a beautifully balanced range of families at Hamlin and cultivate a sense of belonging and authenticity for all.

 

We know for certain that Covid-19 has led to job losses, reductions from full-time to part-time employment, food insecurity, and necessary increased spending for many members of our current community. Now more than ever, we have an unwavering and mission-driven commitment to moderating tuition increases and providing financial assistance for those who qualify for the program. What is vitally important to us at Hamlin is that we lean into courageous conversations about differences in financial resources and that we recognize and discuss the ways in which people can be privileged or less so. We are ever mindful of what it means to build and maintain a cohesive school community, and we never want a family to feel like a “grateful guest” while others feel like “comfortable hosts.” At Hamlin, we all belong here.

 

To support a socio-economically diverse and inclusive community, the School provides financial assistance awards ranging from $500 to $43,050. Our goal is to make a Hamlin education accessible and affordable to mission-appropriate students whose families understand and embrace the core values of the school. Financial assistance can be granted for tuition, extended day or summer programs, and educational support as needed. Currently, 23% of our families receive financial assistance awards from Hamlin. An additional 20-25% of our families receive financial support for tuition from sources outside of the School, such as their extended family. Although our financial assistance program is based on a required national algorithm, the numbers are adjusted locally for the Bay Area. Hamlin encourages families to apply for financial assistance, even if only a modest grant would make a difference. An annual grant to a family has the power to relieve some of the financial burden on the household budget and may provide the flexibility needed to tend to other responsibilities.

 

Investing in an independent school education requires a significant commitment to financial planning and prioritizing. We recognize fully that the cost of an independent school education has become increasingly challenging. Therefore, whether a family receives financial assistance from Hamlin or not, we work in close partnership with individual families to develop a sound financial plan. For some families, a creative payment plan may be the solution. For other families, the plan for paying tuition* will require a combination of school and family resources. For others, the school may bear most of the financial load. Our school is filled with families from all walks of life, most of whom feel the impact of any tuition increase and all of whom care deeply about their children’s success in school and in life. We are partners in this sacred effort.

 

 

 

As a culminating class project, Grade 8 students collaborate creatively on a scripted or devised performing arts production to perform for the Hamlin community in June before their graduation. This musical production offers students an opportunity to develop and share their skills in music, dance, acting, and visual design (with set, props, costumes, and lighting) while bonding together as a class. Students work on their performing arts project over the course of the spring semester. These annual Grade 8 musical productions are based on meaningful content aligned with Hamlin’s mission and Creed and have been a favorite school tradition.

 

Rise to the Challenge (RTC) is our Grade 7 capstone project that encourages students to think deeply about and explore solutions to the challenges of their time. As part of this project, they take service learning field trips throughout the year to volunteer and learn more about the issues facing our local community and our world, and work in small teams to identify, research, and propose solutions to a specific challenge that they are passionate about.

 

Grade 6 ends the school year with an interdisciplinary project focused on presentation skills, team building, and self-reflection, where students create a range of pieces to share their learnings and educate the community on social issues through research, presentations, and art. The project, typically called the Symposium, shifts its format and focus from year to year, but it will remain a multi-disciplinary research and performance project that builds on and extends the skills learned throughout the year, concluding with various performances on historical and current topics to deepen students’ understanding of the challenges in the world and encourage them to be agents of change, as they take action to improve their community.

 

The U.S. Magazine Research Exhibition is Grade 5’s project-based culminating venture, which demonstrates the depth and range of skills and knowledge students have acquired during the school year. Each student writes a unique article about some aspect of their group’s region of the United States, with a variety of focal points including the sciences, arts, history, economics, athletics, and more. By creating and publishing a magazine together, students integrate research, writing, collaborative teamwork, creative risk-taking, and academic skills. Finally, Grade 5 students proudly display their public speaking skills in the projects’ exhibition to the community.

 

 

 

 

The Jan Micha Influential Women in History Program is a way for Grade 4 students to learn about women who have made significant, positive, and often overlooked contributions that have changed the course of American herstory. Research, public speaking skills, and learning about different experiences through influential women’s stories are core principles of this project. Originally called the Famous American Women Program, it was renamed in 2015 to honor one of the program’s founders and beloved member of Hamlin’s faculty for over 30 years, Jan Micha.

 

 

View the Influential Women in History website our students put together!

In Social Studies, Grade 3 students spend the year focused on California: its people, its geography, and the events that have shaped it. Students study the state’s geography by looking at different regions and resources, as well as the often untold stories of California’s Indigenous People both past and present. They end the year by analyzing the movement of people throughout California and reading books about immigration.

 

Grade 2 students see a mini golf course through from ideation to completion. As part of this project, students work in teams to design a golf hole - they name it, make it challenging using angles, ramps, and obstacles, and even pick its par before creating a presentation for classmates using photos and videos about their design. They also visit local mini golf courses to practice their putting and learn more about the craft. Finally, students bring their visions to life and then invite parents and other grades to come try out their mini golf course! Through this project, students are able to get active while developing skills in math, robotics, creating and delivering presentations, and teamwork!

 

Grade 1 spends the year studying community and neighborhoods. Students ask themselves essential questions such as: What is my role as a community member? How can I help my community or neighborhood? What are my responsibilities as an individual and group member? What does safety within a community look, feel, and sound like? The study culminates with a hands-on project in which students build a model of the surrounding neighborhood, interview community members that contribute to the greater whole (i.e. librarians, mail person), and integrate the interviews directly onto the model using QR codes. Through this project, students learn about the physical aspects of neighborhoods, cardinal directions, community jobs, and developing interview skills.

 

Every spring, our Kindergarten classes begin their Emergent Units. The themes of these units are completely student driven, different between the classes, and vary every year. Themes are based on class discussions around interests and curiosities. Once the theme is determined, homeroom teachers get to work connecting with outside specialists and our in-house specialist teachers to integrate local and diverse activities and guest leaders to heighten the learning experience. The culminating project is then shared with the larger community through performances, public speaking, and interactive, hands on opportunities.

 

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