“The Crefeld School gave me the creative
and analytical tools that would enable
me to construct my own reality as an
author, filmmaker, and professor. My
experience in an independent school
empowered me, above all, to be an
independent thinker rather than a
servant to the status quo. It provided
an unshakable academic and artistic
foundation that allowed me to thrive
in college, graduate school, and in the
fields of literature, film, and academia.”
MK Asante Award-winning Author, Filmmaker, Professor Crefeld Class of 2000
11
T he Crefeld School is an independent, coeducational day school serving
grades seven through twelve. We are accredited by the Pennsylvania
Association of Independent Schools and the Middle States Association of
Colleges and Schools. As a progressive school, we prepare all of our grad-
uates for continuing education, citizenship in a democracy, and productive lives.
We embrace a diverse community in which all members are safe, respected, and
valued; and we believe that in actively promoting this type of learning environment,
we are fostering intellectual, social, and emotional growth for all. We celebrate
the varied appearances, abilities, perspectives, and values that characterize our
community.
The Crefeld School provides an educational setting that fosters academic success,
strong personal relationships, and social skills. Through direct and sustained
involvement, dialogue between students and teachers is kept vital and personal.
The school’s total enrollment is approximately 100 students, with class sizes
ranging from seven to fifteen. Crefeld stresses values of respect, trust, and
decency. The atmosphere is supportive, nurturing, and intellectually stimulating.
The Crefeld School was established in 1970 and is located on four acres in the
Chestnut Hill section of Philadelphia. The campus includes the main school building,
a playing field, a gymnasium, a theater for drama and dance, and art studios with
facilities for fine art, and glassblowing. A member of the faculty lives in a house
on the school grounds.
Some key aspects of Crefeld’s program:Graduation by exhibition: students complete a portfolio of work during their
junior and senior years to prove that they are ready for college • Heterogeneous
classes without tracking or competitive evaluation • A variety of electives with
an emphasis on the arts • A strong Advisory program • A weekly community
service program • Pedagogy which emphasizes hands-on learning and student
engagement
2
Progressive education has a long and
rich history. Late 19th century educator,
Francis Parker, is considered one of the
first practitioners. His work was carried on
and refined during the early 20th century
by philosopher, John Dewey. Today,
progressive education continues to evolve
through the work of many educators,
including, most notably, Alfie Kohn.
At Crefeld, our goal is to develop critically
engaged citizens, through a learner-
friendly curriculum, within a community
of individuals. A progressive education
aids in developing thoughtful, effective
citizens. Crefeld’s hands-on and experiential
approach to learning, both in the classroom
and in the community, are key components
of progressive education and its core values.
3
• Progressive Education at Crefeld
Critically Engaged Citizens
Developing critically
engaged citizens is
essential in cultivating
the habits of mind needed to
participate in today’s global
society. Progressive education’s
philosophy encourages schools
to teach students to ask
questions that solidify their
understanding of particular
issues; questions that not
only clarify the issue, but also
manifest what role they have
played and can continue to play
in seeking positive change.
One avenue that schools can
use to develop critically en-
gaged citizens is to incorpo-
rate principles of progressive
education such as creating
opportunities for students to
live democratically in their
everyday school lives. At
Crefeld, students actively
serve on Discipline Advisory
Boards and facilitate Town Hall
Meetings, giving the students
insight into how a democracy
runs. John Dewey, in the first
half of the twentieth century,
pioneered the notion that
schools had an obligation to
teach students how to effec-
tively engage in the democratic
process. His core beliefs are
very much present in progres-
sive schools, like Crefeld, today.
Learner-Friendly CurriculumCrefeld’s learner-friendly
curriculum is student-centered
and meets the needs of all
learners. Curriculum is differ-
entiated based on learning
profile, interest, and readiness.
The focus is on depth rather
than breadth. This approach
promotes student success and
helps each individual discover
and develop his or her passion.
Simultaneously, it can be both
rigorous and supportive.
Through a learner-friendly
curriculum, students develop
intrinsic motivation and take
ownership of their education.
A strengths-based approach
allows schools to celebrate what
students do well, while helping
them develop compensation
strategies for their challenges.
A Community of IndividualsLearning communities that
are safe, both physically
and emotionally, create
classrooms where students
are encouraged to take risks.
Crefeld’s positive school culture
is crucial to making students
feel appreciated, valued, and
understood. It is through
personal relationships that
students engage in ongoing
dialogue about their needs and
desires. Progressive education
at Crefeld promotes this
philosophy, which meets the
core needs of students.
4
“Crefeld is in a class of its own. No other school combines
the focus on academics with a value system that embraces
the best attributes of each student. Within this caring
community, our daughter’s challenges are addressed in
the context of her strengths and who she can become.”
Malinda BerardinoCrefeld Parent and Board Member
Crefeld’s academic program
is centered on three core
values: offering a learner-
friendly curriculum, developing
a critically-engaged citizenry,
and identifying as a community
of individuals. Academic
departments include English,
history, science, mathematics,
Spanish, visual and performing
arts, and physical education.
Grade level teams thematically
integrate the curriculum across
disciplines. Vertical grouping of
grades allows students to stay
with the same teachers for two
years. Collaborating with peers,
both younger and older, gives
students the opportunity to
both lead and be mentored by
other students. Student learning
is differentiated through varied
course offerings and individ-
ualized attention within the
classroom. Students have the
option of taking Intensive
courses that move at a faster
pace and go more in depth
than a regular course. The
academic program then cul-
minates in the unique system
of graduation by exhibition.
Graduation by ExhibitionTo graduate, students must
fulfill state requirements for a
diploma, and they must pass all
of their junior and senior classes
with a C- or better. In addition,
they are required to complete
a senior portfolio comprised of
fourteen graduation exhibitions.
Each exhibition is guided by
a description and rubrics, and
students must achieve mastery
to pass their exhibitions. Most
exhibitions are evaluated by
at least two faculty members.
The exhibitions include
the following:
Formal Writing
• Literary Analysis Essay
• Timed Persuasive Essay
Transition
• Personal Transition Plan
Mathematics
• Math Competency Exams or
Math Project
Research and Understanding
• History Oral Exams
• Research Paper
• Science Project
• Technology Project
Self-Reflection
• Personal Learning Reflection
• Creative Expression
• Public Presentation
• Leadership Project
Citizenship
• Civics Exam
• Fairness and Equity Project
• Features of the Program
5
The graduation by exhibition
program is an essential learning
experience for seniors. While
working on each exhibition,
they are learning important
skills such as self-advocacy,
time management, long term
planning, self-reflection, and
acceptance and response to
feedback. All of these skills
serve them well in college,
and beyond.
AdvisoryAt The Crefeld School, each
full-time teacher acts as an
Advisor to a small group of
students. Each Crefeld student
is assigned to an Advisory group
upon entering the school, and
will remain with this group
throughout his/her time at
Crefeld. We take great care
in choosing the best possible
Advisory placement for each
student. An Advisor’s goal
is to get to know all relevant
aspects of the student’s life
as well as possible, and to
guide his/her Advisee toward
successful academic and per-
sonal growth. Advisories meet
as a group twice daily, for a
total of 25 minutes. During
this time, students work with
their Advisors to set and meet
academic and personal goals,
6
and check in with each other
frequently to mark progress.
An Advisory serves as a home
base for students, giving them
a place where they are always
comfortable, and a person who
can serve as an advocate.
Community Service Learning We believe that schools must
prepare youth to fulfill their
responsibilities as citizens;
thus, we make citizenship dev-
elopment an integral part of a
student’s learning experience.
We commit the entire
school community - Middle
School, Upper School, and
faculty and staff - to this goal
through a weekly course called
Community Service Learning
(CSL). It focuses on pressing
local, national, and global
issues. The individual CSLs
concentrate on many issues,
including: elder services, urban
education, preserving the
natural environment, animal
rights, global warming, and
hunger. The action that each
group decides to take may
include direct service to the
community, writing to and
lobbying elected officials,
persuading Crefeld families
to become more conscious of
issues, or petitioning the school
administration to alter programs
or practices. In addition to the
CSL groups run by Crefeld
faculty and staff, we also allow
students to explore other
issues through Independent
Community Service. These
students work with a faculty
member to guide their choice
and make sure that they are
getting the most out of their
outside placement. Our goal is
that students will graduate from
The Crefeld School informed
about local, national and global
issues, able to discuss different
points of view on the issues,
and be ready to contribute to
the common good.
Recent CSLsFriends of the Wissahickon;
Woodmere Art Museum;
Jenks Elementary School;
and Cradles to Crayons.
The ArtsThe art department provides
a wide range of artistic
experiences that encourage
students to explore and
expand their abilities, while
also expressing themselves.
This is achieved primarily by
emphasizing the creative
process as well as the finished
product. Students are provided
with a safe and collaborative
environment in which to ex-
press themselves creatively
in a number of artistic arenas.
The art department includes
two full time visual art teachers,
one theater and dance teacher,
and two part–time music teachers.
Crefeld offers two and three-
dimensional art, glass, theater,
dance, and instrumental music.
There are four dedicated studios:
visual art; glassblowing/glass
casting, and lampworking;
theater and dance; and music.
Most classes are open to all
students, without consideration
for experience, ability, or
grade level.
The art department often
collaborates on special projects
with teachers in its own depart-
ment as well as with teachers
in other disciplines. Through
making art, creating music, and
performing, the art program
helps students apply problem
solving skills to their academics
and other aspects of life.
Spring MinicoursesTo further reinforce experiential
learning, each year, during
the month of May, all Crefeld
students participate in a week-
long Spring Minicourse of their
choosing. Choices include local
and out-of-state courses, some
of which require overnight stays.
These courses are designed to
build community and to foster
success in a setting outside of
school, through experiential
learning.
7
“Since coming to the
school, I’ve developed
a huge interest and
appreciation of all
forms of art and I’m
learning how to be
creative through
multiple media. This
school has transformed
how I look at school
and learning in so
many ways. Now I go
to school because I
want to, not because I
feel forced to. I feel like
I have rediscovered my
sixth grade self who had
a passion for learning,
and I’m looking forward
to my future.” Mark HoffmanCrefeld Class of 2012
8
Curious
We look for students of average
to superior cognitive ability who
are curious about the world
around them. Students who ask
lots of questions, who are willing
to take risks, and who have a
wide range of interests do well
at Crefeld.
Collaborative
Generally, Crefeld students
prefer collaboration to com-
petition in the classroom. They
benefit from having strong
relationships with their teachers
and want to be part of decision-
making in the classroom and
in the school. Often these are
students who will do well in
school when they like and
admire their teacher, and who
will “shut down” when they
have a teacher with whom
they don’t connect.
Creative
Many Crefeld students are
creative. They are divergent
thinkers, creative problem-
solvers, and/or have a strong
interest in the arts. Crefeld
appreciates these students,
and our program supports
such thinking and interests.
Sensitive
Some Crefeld students are
particularly sensitive and can
be hit hard by personal or
family issues. Some students
have struggled with feelings
of sadness or worry that are
related to school. Crefeld is a
nurturingenvironment in which
students can make connections,
both with other students and
with their teachers.
Self-Aware
We look for students who have
the potential to have some in-
sight into their own thoughts
and actions. It is also important
that students have some under-
standing of their own strengths
and challenges and be willing
to accept help.
Compassionate
Crefeld is a diverse community,
and a safe community for all
kinds of people. Crefeld students
must demonstrate tolerance,
acceptance, and compassion for
people who are different from
them. Successful students can
put themselves in the shoes of
others and see situations from
more than one viewpoint.
Diverse Learners The Crefeld School operates on
the assumption that students
have different learning styles
and abilities, whether they have
previously been identified as
gifted, learning disabled, or
typical students. Therefore,
we try to help all students
understand their own learning
styles, build on their strengths,
and develop appropriate
compensation strategies for
their weaknesses. We take the
position that most students will
profit immensely from smaller
classes, with opportunities for
personal attention, from faculty
who are well informed about
their students’ learning styles,
and from a program which is
flexible enough to respond to
the real needs of individuals.
Committed to CrefeldIn order to be successful at
Crefeld, it is essential that the
student want to be here. Each
student needs to feel that this
is the right school for him/
her, and that he/she can have
trusting, productive relation-
ships with the adults and other
students in the community.
The admissions process is
designed to give the applicant
enough experience with the
school to make that decision.
The Crefeld School will not
consider students with the
following characteristics:
below average cognitive
ability, testing below grade-
level functioning in more than
two subject areas, dishonesty,
current involvement with
alcohol or drugs, bullying
and/or abusive behavior.
• Who Are Crefeld Students?
9
“To me, Crefeld offers complete
support for everyone because
of their small class sizes and
teaching styles that cater perfectly
to students who have a different
learning style, like me. ” Lizzi Scoles Clark University Class of 2015Crefeld Class of 2011
10
“I can’t tell you how thrilling it is to know that the
school I started over 40 years ago is still going
strong and is still having a major impact on so
many young people. I frequently hear from former
students, many from our crowded first years at
Wayne and Johnson Street. So many tell me how
important the school was in their lives–some say it
saved their lives. I love hearing their fond memories
of teachers and particular courses and experiences
they have never forgotten. Miquon/Crefeld was and
still is liberating for both students and teachers.
It challenges the traditional notion of what a school
is and shows what is possible when students are
respected and challenged with personally
meaningful learning opportunities. More than
ever, the world needs Crefeld Schools. My hope is
that the school continues to challenge, show the
way and impact the lives of young people.
You make me very proud.” Arnold Greenberg Founder and Headmaster 1970-1978
1111
Before a student
submits an
application to the
school, the family can find
out about Crefeld in one or
more of the following ways:
• Visiting the school during
one of our Open Houses
(check www.crefeld.org
for dates).
• Speaking or scheduling
a private appointment
with the Director of
Admissions by calling
the school office at
215–242–5545.
Interview andInformation GatheringOnce an application is
submitted, the Director of
Admissions will schedule
an interview with the
student and at least
one parent or guardian.
Following this interview,
records will be reviewed
by the admissions
committee.
Visiting CrefeldEach applicant will be
invited to spend a day
at Crefeld to get a feel
for what it is like to be
a student at our school.
During this visit, the
applicant will shadow
a current student. The
applicant will participate
as fully as possible in all
of the day’s activities.
Our application process
is designed to help us
determine whether Crefeld
will be the right place for
each child. Sometimes this
takes three to four weeks.
In rare circumstances it
can take longer. We do our
best to make it as easy on
the families as possible.
If you have any questions
about the process, please
do not hesitate to call us.
• Application Process
12
Albright College
Alfred University
Allegheny College
Antonelli Institute
Arcadia University
Art Institute of Philadelphia
Auburn University
Beloit College
Bennington College
Berkeley College
Bloomsburg University
Cabrini College
Castleton State College
Champlain College
Chestnut Hill College
Clark University
Clemson University
Cleveland Institute of Art
Colorado State University
Columbia College,
Chicago
Coppin State University
Delaware College of
Art & Design
Delaware Valley College
DeSales University
DeVry University
Dickinson College
Drexel University
Eastern Michigan University
Eastern University
Eckerd College
Elizabethtown College
Emory University
Eugene Lang College
Fairleigh Dickinson
University
Goucher College
Green Mountain College
Guilford College
Gwynedd Mercy College
Hampshire College
Harcum College
Haverford College
Hofstra University
Hood College
Immaculata University
Indiana University of
Pennsylvania
Johnson & Wales
University
Juniata College
Kings College
Knox College
Kutztown University
La Salle University
Lafayette College
Lander University
Lebanon Valley College
Lehigh University
Long Island University,
CW Post Campus
Manhattanville College
Manor College
Marlboro College
Maryland Institute
College of Art
Massachusetts College
of Art
McDaniel College
Merrimack College
Millersville University
Moore College of Art
Moravian College
Muhlenberg College
Neumann College
New England College
New School for Jazz
& Contemporary Music
Oberlin College
Pace University
Pennsylvania Academy
of Fine Arts
Pennsylvania College
of Art & Design
Penn State University
Philadelphia University
Reed College
Rider University
Rochester Institute
of Technology
Rutgers University
Salisbury University
San Francisco
Academy of Art
Sarah Lawrence College
School of the Museum
of Fine Arts
School of Visual Arts
Shippensburg University
St. Joseph’s University
Stevens Institute
of Technology
Suffolk University
SUNY Fredonia
Susquehanna University
Temple University
Tennessee Tech University
Towson University
Tyler College of Art
University of Arizona
University of Delaware
University of Hartford
University of Kentucky
University of Miami
University of Pittsburgh
University of San Diego
University of Tampa
University of the Arts
University of Vermont
University of Wyoming
Ursinus College
Vassar College
Virginia Commonwealth
University
Wagner College
Warren Wilson College
Washington College
Wesley College
West Chester University
West Virginia University
Widener University
Wittenberg College
Worcester Polytechnic
University
• Crefeld’s impressive college counseling program culminates each year with the announcement of college acceptances for the senior class. Below is the list of colleges and universities to which students have recently been accepted.