Secondary School Placement
Secondary School Process
Our secondary school placement process is a true perk of attending Sage. Designed to help students and guardians make thoughtful and deliberate choices regarding their next school experience, we aim to help families move smoothly through the initial brainstorming process to a final decision. Sage graduates move on to a variety of schools for ninth grade: public and independent, boarding and day, all-gender and single-gender, urban and suburban. Here in the greater Boston area, we have the benefit of being surrounded by a multitude of independent, public, and parochial school options!
- We have a designated Coordinator of Secondary School Placement with insight on current trends, local schools, and the needs of Sage students.
- The Coordinator builds relationships with area secondary schools, who appreciate having a contact they trust who they can reach out to at Sage.
- Our Coordinator and our faculty know students well and provide personalized input and feedback on good fits.
- Our process has multiple checkpoints along the way and frequent communication. Sage thoughtfully guides your family through the school search and application process; there’s no need to worry that you don’t know what to do!
- We provide student-focused support for students and families from the start of the process through matriculation and class selection at your next school.
What makes a school the "Right Fit?"
At Sage, we encourage students and families to maintain their perspective, keeping focused on the numerous opportunities and options that might be right for their child. We believe the key is in the right “fit.” All schools have a unique environment. Finding the environment that “clicks” for your family is the key to finding the school that will bring out the best in your teen. See below for the factors that make a school the "right fit."
Academic rigor
- Level of balance vs. Level of challenge
- Varied course options
School values and traits
- Competition
- Balance
- Social/political views
- View toward/support of neurodiversity
- Role of religion in the school experience
- Diversity on campus
- Student-teacher dynamic
- Athletics
Traits that make up the profile of each individual student
- Intrinsic vs. extrinsic motivation
- Level of independence
- Organizational skills
- Standardized testing scores
- Individual interests
- Sports played or clubs involved in
- Academic challenge needed
- Personal academic drive
- Leadership skills
- Financial aid need
- Peer dynamics
