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Access & Affordability

Maintaining a diverse and cohesive community means that we recognize the spectrum of privilege and lean into courageous conversations about differences in resources. We are not a community of hosts and guests; we all belong here.

 

Hamlin is one of very few independent schools in the Bay Area to admit students regardless of financial need; the official term for this is “need-blind admission.” At Hamlin, we do not consider a family’s financial circumstances or their ability to pay for their daughter’s education when making admission decisions. Therefore, applying for financial assistance will have absolutely no impact on your admissions decision. Tuition for all grades, K-8, for the 2024-2025 school year is $45,460. 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.

 

We firmly believe that practicing need-blind admissions is a critical component of Hamlin’s excellence. Needs-blind admissions offers a transformative opportunity for students from all backgrounds to have access to a Hamlin education. By eliminating financial considerations from the admissions process, we prioritize accessibility to students and families who understand and embrace Hamlin’s core values, providing the texture and dynamism that are essential to an exceptional teaching and learning environment.

Hamlin encourages families to apply for financial assistance, even if only a modest grant would make a difference. There are two parts of the financial assistance application process. 

 

PART A – Completing the PFS

Families must complete the PFS (Parents’ Financial Statement) located on the School and Student Services site (SSS) website. The SSS is an independent organization that analyzes family incomes and assets and estimates how much a family can contribute to educational expenses. This estimate is then reported to the school.

The PFS will ask you about family size, total income, savings, investments, debt, medical and dental expenses, any unusual expenses, and other assets, such as home equity. The guidebook for completing the PFS can be downloaded

SSS has helpful FAQs for parents and that answer commonly asked questions.

Fee: $60
Due: January 15, 2025
School Code: 3664
Please note: For divorced, separated, or unmarried parents, each parent/step-parent/guardian is required to complete a separate Parents’ Financial Statement.

 

PART B – Submitting documents to SSS

We use an online system to manage sensitive documents. Tax forms, W-2s and other documents should be uploaded through the SSS website through their secure portal. Complete instructions are available on the Managing/Uploading Required Documents tab on the SSS website.

 

Please submit signed copies of the following documents to SSS by February 12, 2025

  • 2024 Federal Tax Returns (including any Schedules)
  • 2024 W-2 or 1099 forms

 

Applications will only be considered when fully complete.

Please note: Earn It! Keep It! Save It! Bay Area provides free tax preparation to low- to moderate-income individuals, families and seniors. Click here for a list of tax sites.

For more information concerning application procedures for the tuition assistance program, email Yvette Bonaparte, Director of Admission at bonaparte@hamlin.org.

 

Important Dates for the Hamlin Financial Assistance Program

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Helpful Information from School and Student Services

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More about our Philosophy on Equity and Inclusion

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Dear Hamlin Community,

As the new Chair of the Board of Trustees, I am thrilled to welcome you to the 2024-2025 school year. It is an honor to take on this role, and I feel a profound responsibility to serve our school and ensure a bright future for our students and community. Hamlin’s unwavering dedication to fulfilling its mission remains at the heart of all we do.

From the very beginning, Hamlin has felt like home to my family. David, Olivia ('27), Juliette ('28), and I were wholeheartedly embraced by a community that cherishes excellence, authenticity, and upholding its core values. As Hamlin enters its 161st year and Wanda Marie Holland Greene begins her 17th year as Head of School, our strength lies in honoring our founder’s mission, preserving enduring traditions, and respecting those who paved the way. Our collective aim is to ensure Hamlin continues to thrive for future generations.

Under Wanda's leadership and in collaboration with the leadership team and Board of Trustees, we have achieved significant milestones over the past five years. We successfully navigated the onset of a pandemic, oversaw a campus rebuild, and reunited our community in person under one new solid roof. Our ambitious strategic plan, Lead with Love, was launched and we earned a second accreditation from the Western Association of Schools and Colleges (WASC). These achievements are a testament to our resilience, vibrant community, and dedication to serving our mission. Let's remember to celebrate all we've accomplished!

We are privileged to educate the 440 remarkable children who join us each year. The devotion of our faculty, administration, and staff enriches our community; our people are our greatest asset and the cornerstone of our institution. Our strategic plan, Lead with Love, places our people at its heart, guided by a steadfast commitment to mental health and wellness, professional development, investment in our curriculum, partnering with our community beyond Hamlin's walls, and strengthening the community inside our school.

As Chair, I am committed to being fully engaged and listening to the needs of our school and community. Our board members are focused on open communication and collaboration, ensuring we address challenges, seizing opportunities, and supporting initiatives that benefit our students, faculty, and families. Your input and involvement are vital to our decision-making process. We encourage you to share your thoughts and ideas with us as they shape the future of our school.

As we look ahead to the fall, the start of a new school year brings renewed energy and anticipation. We welcome a new kindergarten class and new families into our vibrant community. As we embark on this new journey together, let us also acknowledge the challenges we've faced and the resilience we've shown. These shared experiences have strengthened our community and our commitment to our shared values, the pillars of our CREED: compassion, courage, honesty, respect, and responsibility. These ethical principles guide our daily actions and decisions, reminding us, "The Hamlin School educates girls to meet the challenges of their time and inspires them to become extraordinary thinkers and innovators, courageous leaders, and individuals of integrity."

It is a joy to be part of a lioness pride that embodies boldness, inclusivity, and a strong commitment to our CREED. I want to express my heartfelt gratitude to all of you—parents, students, faculty, staff, and alumni—for your unwavering support and dedication to Hamlin. Your passion, generosity, and partnership form the foundation of our community, ensuring that our mission and values remain at the forefront of everything we do. I also want to extend my appreciation to our alumni, whose ongoing support and involvement enrich our community and contribute to the legacy of Hamlin. Your contributions are deeply valued and make a significant impact on the life of our school.

Here's to an outstanding school year filled with new opportunities, growth, and success!

Warmly,
Kelsey Lamond P’27, P’28

 

 

 

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, and are now even better on the stage in our new performing arts center!

 

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.

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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