i

Since 1900

LOYOLASCHOOL

Uniquely Jesuit, Independent, Coeducational

980 Park Avenue

New York, NY 10028

Phone: 212.288.3522

www.loyola-nyc.org

LOYOLASchOOL

i i i a c a d e M I c S

In the Jesuit tradition, we foster

student growth in five areas we call

the “Grad at Grad” characteristics,

qualities that inform every facet of

the Loyola School experience in

the formation of the “Graduate

at Graduation.”

iv a c a d e M I c S

what makes a grad at grad?

a Loyola student is becoming more …

Academically Excellent

Open to Growth

Religious

Loving

Committed to Doing Justice

2 a c a d e M I c S

experience

Academic Excellence

A challenging and rigorous curriculumAt LoyoL A, students Are chALLenged and engaged by small

classes, academic excellence, and a rigorous college-preparatory curricu-

lum. The Jesuit approach fosters inquiry and reflection, providing an

inspiring learning environment. The result? Extraordinary achievement.

The Loyola academic program includes requirements in English,

Theology, History, Foreign Language, Science, and Mathematics; elec-

tive courses are available in each of these disciplines as well. In addition,

freshmen study Music Appreciation and Computer Lab; sophomores

take courses in Art History and Health; and juniors take a required

33

course in Speech and optional courses in Studio Art and Music Theory.

All students take four years of English, Theology, Christian Service,

Group Guidance, and Physical Education. A Loyola senior’s program

may include as many as four full-year electives.

A variety of honors and advanced courses throughout the cur-

riculum provide rich opportunities for students to work at the highest

level. Advanced Placement courses are open to sophomores, juniors, and

seniors; in any given year, nearly half of the students take AP exams.

academ

ics

Our curriculum couples individual attention

with academic rigor. We place our students

where they will be most challenged. as

the four-year process continues, students

pursue their interests on an advanced level.

Before they graduate, they’re doing college-

level work.—MattheW BOLtOn, Ph.d., dean

Of acadeMIcS/engLISh teacher

the learning environment

at Loyola is enhanced by

coeducation—boys hear

the viewpoints of girls, girls

get the boys’ perspective.

Being coed adds a lot to

the personality of Loyola,

and my appreciation of

gender issues has grown

because I attend Loyola.

—chrIS, SOPhOMOre

4 a c a d e M I c S

Teachers who care

At the heart of the Jesuit approach to education is the principle of

cura personalis: care for the whole person. At Loyola, this means

drawing out a student’s gifts and talents and encouraging classroom

collaboration with peers and teachers.

The teacher/student relationship at Loyola goes deep, encom-

passing both the academic and non-academic sides of the Loyola

experience. Because teachers wear many hats in this small school—

teaching, advising, mentoring, encouraging reflection, coaching

athletics, moderating activities, and participating in service activities

and retreats right alongside the students—they come to know each

student as an individual.

As a teacher, I always want to reach every single student in the way that’s right for each of them, so Loyola’s small size is a powerful teaching tool. At the end of the day, there are just two words: cura personalis. This approach means everything, and I apply it every day. —JacqueS JOSePh, ScIence teacher and athLetIcS cOach

5

Most of my courses at Loyola were more difficult than those at

Dartmouth. Spanish 5 [at Loyola] was especially challenging—and

I’d already spent four summers in Spain!—adaM BeLanIch ’04; dartMOuth, Ba

Our teachers try to find the

unique thing about each

of us. and when we laugh,

our teachers laugh with

us.—MateO, freShMan

6 a c a d e M I c S

Creating connectionsThe Loyola classroom is a vibrant place where students listen to and

learn from each other as well as from their teachers. The individual

student is always at the center of the process, although many opportu-

nities for collaborative projects enhance a sense of shared discovery.

Teachers carefully craft lessons and projects to insure that

students are actively engaged in learning by applying theories and

concepts to concrete, relevant problems and issues.

In Algebra 1, for example, students learn about the slope of a

line. Ms. Cerussi makes this abstract idea real to students by asking

them to apply it to the task of designing a ramp for the disabled. They

must work within the guidelines of the Americans with Disabilities Act,

including the different requirements of manual and motorized

wheelchairs. In the process, what initially appears to be abstract theory

7

is transformed into useful, practical knowledge. “They love the assignment,

which makes the mathematical theory very concrete for them,” says Ms.

Cerussi.

Dr. Meade introduces students to the themes of alienation, identity,

and loneliness through the study of Mary Shelley’s Frankenstein and Franz

Kafka’s The Metamorphosis in his senior English class. With these works in

mind, the class views the movie Philadelphia, which shows these same themes

in a more relevant and immediate context. According to Dr. Meade, “This

comparison really makes them sit up and take notice. They find the whole

experience fascinating and illuminating.”

When students feel connected to the subject matter, their learning and

achievement is strong, meaningful, and enduring.

there’s a larger

mission to Loyola,

beyond academic

excellence—our stu-

dents are more aware

of the world around

them. Whether we’re

teaching in or out of

the classroom, we’re

developing the whole

person, and that’s

what I love to do.

—SunIta MeyerS,

ScIence chaIr

8

Making the most of New YorkLocated on Manhattan’s upper east side, Loyola calls the metropolitan region

its campus, and the curriculum makes the most of opportunities to incor-

porate active learning. Wall Street, the engine of our economy, is a subway

ride away; there are musical performances of every kind at Lincoln Center to

inspire our chorus and orchestra enthusiasts; and museums showcase science,

history, and art from the earliest periods on record through the present moment.

And what city could possibly have more to offer our Film Study class?

Hunting History

When freshmen read Homer’s The Odyssey or Chinua Achebe’s Things Fall

Apart, the English literature class heads over to the Greek and Roman wing

or the African wing at the Metropolitan Museum to see objects that might

have actually appeared in those stories. Aside from providing active involve-

a c a d e M I c S

9

ment with the studies at hand, the field trip is also an introduction to working

with museum resources. Dr. Bolton, Dean of Academics, describes the experi-

ence: “For The Odyssey, each student picks a different object from the story and

writes a short essay, predicting how it would look today if it survived. When

we get to the museum, the students look for that object and make compari-

sons. Then we tie it back to the work itself: How did the object inform your

reading of the epic?”

Delving into DnA

Every year, the AP Biology class treks out to Long Island to the Dolan DNA

Learning Center at Cold Spring Harbor Laboratory to conduct a sophisticated

molecular genetics lab. The facility is equipped with the latest in high-tech

research tools and equipment, so the students have the opportunity to use

professional quality micropipettes, centrifuges, and gel chambers. Ms. Meyers,

AP Biology teacher says, “The students love going to the DNA Learning

Center because they feel like professional scientists—like on CSI ! We also get

to tour a robotics lab on the premises, one of only a dozen of its kind.”

10 a c a d e M I c S

experience

Extraordinary Community

Home away from homeLoyoL A students Are pArt of a warm, loving community. New

freshmen often speak of the friendliness of upperclassmen, daily greetings

from faculty and staff, and how easy it is to fit in, right from the beginning.

As the only Jesuit, independent, coeducational high school in the region, the

school fosters a community that is close-knit, diverse, lively, and accepting.

At Loyola, the values that inform teaching and learning also shape life

outside the classroom. Through service and outreach, students and teachers

work side by side, enjoying not only the purpose of their shared projects, but

also the chance to get to know each other as individuals. In fact, most faculty

members and administrators know every student, and the atmosphere inside

the school is caring and welcoming.

11

Loyola’s special environment is enhanced by the building itself. The

light-filled chapel on the first floor is the site of optional morning masses and

weekly reflections. Each floor of the school has only three or four classrooms,

so students know that their teachers are nearby for consultation and conver-

sation. When they step outside the Loyola building, students find themselves

in the heart of a busy Manhattan neighborhood. It’s a dynamic home away

from home.

Alumni and parents bring their own perspectives, adding layers to the

Loyola community. Many alumni maintain relationships with their teachers

and see the school as a place that welcomes them home, long after gradua-

tion; parents and other family members often take part in service projects.

com

mu

nity

My daughter’s experience has just been great.

She has a 70-minute commute, but she loves the

location—it’s a real family environment. She wants

to be at Loyola early every morning, and I can

hardly get her to leave at the end of the day.

—angeLa LI-a-PIng, Parent

12 c O M M u n I t y

Students at Loyola School are members of an unusually close,

welcoming student body. The experience begins on the first day of

freshman year, when all ninth graders are new, so bonding with

classmates is easy and natural. As students settle into their schoolwork,

extracurricular and athletic activities, and service programs, they reach

across grades to form lasting friendships.

All students find themselves fitting in, because diversity is more

than an abstract idea at Loyola. The school actively fosters racial,

social, economic, and cultural diversity, engendering an open-minded

attitude among students and faculty. In a safe atmosphere of mutual

respect, cooperation, and trust, accepting the individual for him- or

herself is simply—in the words of one alumnus—“what you do at

Loyola.”

Basically, everyone is your

friend. there don’t seem

to be many cliques, and

there’s no invisible barrier

blocking you off from

another person.

—aLexander, SenIOr

Friends who care

13

Loyola students look forward to participating in enduring school traditions.

• outdoor Dance. Student government sponsors this dance on a

September night in the courtyard. It’s the most popular Loyola dance

and is packed with students from every class year.

• senior Halloween Parade. It’s a senior privilege to wear halloween

costumes for morning assembly and remain in costume throughout

the day.

• Christmas at loyola. this special assembly begins with the head-

master reading a christmas story, followed by skits, films, and songs

created, performed, and coordinated entirely by the students.

• Mentor Mass and Breakfast. faculty and students gather for a

special liturgy in the student chapel geared toward the students,

followed by breakfast together in the commons.

• sports night. a triple header of basketball games played in our gym

to a packed house of Loyola Knights fans.

• senior Barbecue: the faculty and seniors gather after the last day

of classes to celebrate the year together.

14 a c a d e M I c S

An enriching environmentLoyoL A is commit ted to providing the best possible context for

the deeply personal process of student growth, a context that is rich with ex-

perience and potential. So many of Loyola’s distinctive features facilitate the

individual growth process—the small size and close community, the teachers’

ability to challenge students individually, the powerful connecting of stu-

dents to a world outside their own sphere through social justice projects, and

the Jesuit teachings that are at the heart of everything we do.

All of these are essential components of fostering growth—and they

depend on one additional element that heightens the experience of all of

them—reflection.

experience

Personal Growth

Growth through reflectionIn the Jesuit tradition, learning the art of reflection is key to living a life of

purpose. Reflection—on experiences both in and outside the classroom—is

fully integrated into school life at Loyola. Teachers encourage students to

reflect on the significance of people and events they read about and research.

Service projects and retreats also include time for reflection and the sharing

of thought and experience.

Loyola is one of just a handful of schools nationally that structures

time for reflection into the schedule. Every Thursday afternoon, students

take part in the weekly Examen, a seven-minute period of reflection to step

back, reflect on the events of the week, and use their reflections to help guide

their future. Both students and faculty gain much from the process—a strong

sense of direction and focus, meaningful goals, and a connection to larger

issues and concerns. Alumni find that making time for reflection comes natu-

rally after they leave Loyola—it’s a habit they take with them.

perso

nal g

row

th

16 P e r S O n a L g r O W t h

Extracurricular experiencesLoyola offers a full range of extracurricular activities—some familiar

and some unique to the school—which bring students to a new level

of personal growth. Leadership opportunities are available for any

student who wants to create or participate in a club, service activity, or

any co-curricular activity in which he or she has an interest.

through activities like

the coffeehouse and

the literary maga-

zine, we support

students in creative

work, encouraging

self-expression and

growth in writing

and performance.

—chrIStIan gregOry,

engLISh teacher

17

a sampling of extracurriculars: from publications to performance

• student government is popular at Loyola, with many

students competing for election. the leaders contribute

a student voice in the decision-making processes of the

school and stage key events throughout the year.

• Eachyear,school-sponsoredtravel opportunities

include a tour through Italy, the Spanish exchange trip

to Seville, and a ski trip to one of the challenging ski

resorts out west.

• Coffeehouse is an annual event celebrating student

writing, music, and spoken word performances.

• speech team. this competitive team participates in

speech and debate tournaments on a regular basis;

members routinely qualify for the State championship.

• Dramatics Club, Chamber Music, Chorus, and

Dance group. each school year, two plays and two

concerts showcase our actors, musicians, singers, and

dancers, and provide the community with theatrical and

musical entertainment.

• student publications include the school newspaper,

the nationally recognized literary magazine, and the

Loyola yearbook, all written, edited, and published

by students.

18 a c a d e M I c S

Experience athleticsAthletics are a valued part of the Loyola experience, and the school boasts a

strong reputation for developing competitive championship teams, offering

rewarding opportunities for student athletes to grow and excel. The large,

well-appointed Loyola gym is the envy of many area independent schools.

Dedicated coaches work closely with athletes in each sport to develop their

skills, strengths, and talents, and to make sure they achieve their personal

best. Students explore the meaning of excellence in the context of competi-

tion, respecting the rules of the game, the officials, their teammates, and the

opposing teams.

the Loyola Knights compete in 11 varsity

and four junior varsity sports:

• Girlsandboysbasketball(varsityandJV)

• Girlsvolleyball(varsityandJV)

• Boysvarsitysoccer

• CoedJVsoccer

• Girlsandboysvarsitycrosscountry

• Boysvarsitybaseball

• Girlsvarsitysoftball

• Girlsandboysvarsitytrack

• Coedvarsitygolf

CoMMitteD to tHe teAM

Teammates and coaches together foster an environment of trust, support,

and encouragement. Athletes practice after school, play demanding sched-

ules, travel, and get to know each other well in the course of the athletic

season. In so doing, they also develop the important ability to collaborate for

the good of the team.

I tell our coaches to challenge every student. If you make things too easy,

you won’t have a team. We ask the players, ‘hey, what’s missing in your

game?’ We want the really skilled athletes to become even better, and

we want the average students to achieve more.—frederIcK agnOStaKIS,

athLetIc dIrectOr

20 P e r S O n a L g r O W t h

21

Experience the artsThe arts are integral to cura personalis—developing the whole person—

and therefore they are essential to the Loyola curriculum. Interdisciplinary

study—connecting the arts to the humanities and sciences—is encouraged.

The fine arts curriculum emphasizes art and music appreciation, as well as

student artistic and musical expression, and trips off-site take advantage of

the cultural bounty of New York City.

required ninth and tenth grade fine

arts courses can be supplemented

with a range of electives, including:

• ArtHistory

• ArtStudio

• Photography

• FilmStudy

• MusicHistory/Theory

• APMusicTheory

• Orchestra

• Chorus

22 a c a d e M I c S

experience

Linking sociAL justice to fAith is central to the Loyola

experience. Students are required to engage in service every year at

Loyola. Faculty work individually with each student to design his

or her own service program, thereby customizing the experience to

particular interests.

In addition, opportunities for participating in a variety of

optional social justice trips and projects abound. Students seek out

new ways to make a difference, year after year. Because faculty and

administrators join them, these activities transform not just individuals,

but the entire Loyola community.

A World Beyond Yourself

each summer a group of seniors and faculty

spends ten days in Belize assisting in the

construction of a basic house. under the

supervision of professionals, Loyola’s helpers

mix cement, haul and cut wood, hammer, and

paint. at the end of their stay, they have

provided a home for a Belizean family.

23

there’s a pull: faith and justice go

together, and both are essential to

what we do at Loyola. —SuSan BaBer,

dIrectOr Of caMPuS MInIStry

christian Service is

not envelope stuffing

—students find the

issues about which

they’re passionate,

the issues that are

worth fighting for. Our

aim is to work in an

interdisciplinary way,

bringing together the-

ology, philosophy, and

literature.—WILLIaM

BLudguS, dIrectOr Of

CHriSTiAnSErViCE

service

The habit of serviceOver time, students develop a habit of service—a routine of seeking

out the most significant outlet for the causes and issues in which they

deeply believe. They also are ready to bring their goodness and talents

to their service, assuming the kind of leadership that benefits others

and can change lives, including their own. Loyola service is deeply

rooted in the Jesuit world view of a faith that promotes justice.

FroM tHe ClAssrooM to tHe CoMMunity

Loyola takes a two-part approach to the service requirement, combin-

ing practical experience with a regular course in service learning. A

Student Faith Formation team, composed of Christian Service and

Campus Ministry offices, focuses students on the connection between

faith and justice.

The group work of the classroom provides a thematic base for

student fieldwork, and each class focuses on particular concepts and

issues: the history and meaning of service in ninth grade; domestic

issues such as urban poverty and welfare in tenth grade; and, in junior

and senior years, global concerns such as human rights, oppression,

and the impact of social service.

For their work in the field, students create a dynamic service

plan that grows and deepens over the four high school years, just as

the students do.

24

To serve is to lead. At Loyola, we don’t equate leadership with acquiring titles or building résumés. We call students to lead by serving others. To lead is to serve; to serve is to lead. Loyola students have powerful examples of service in their teachers, counselors, coaches, and administrators, as well as in their families, and in each other. It’s immensely gratifying to witness their generous response to the invita-tion to leadership through service.—StePhen KatSOurOS, S.J . , PreSIdent

S E r V i C E

So many ways to serve

BrownBAgging it

One of the most popular voluntary service projects is Brownbaggers, a

Saturday morning program. Many freshman and sophomore students,

as well as parents and school faculty, meet in the school cafeteria to

prepare brown bag lunches and then travel to Tompkins Square Park

to distribute them to the homeless.

The Brownbaggers was a grass-roots response by students and families to the problem of hunger. It’s a perfect example of how we want students to act. If they can say, ‘We saw a problem so we devised a solution,’ then I know they’re the real thinkers—students who are re-ally going to accomplish something.—JOann KuSK, hIStOry teacher

and BrOWnBaggerS dIrectOr

each december, Loyola

students, faculty, and

alumni prepare christmas

food baskets for local

organizations. Loyola

students are a major part

of the effort to bring in

more than 1,000 canned

food items. Members of

the Loyola community

gather in the Student

commons and prepare

food baskets for families

on the Lower east Side

of Manhattan.

CHoosing A serviCe ProjeCt

Student service programs are as unique as students. Here are some ex-

amples of projects in which Loyola students have participated recently:

• ServingimmigrantsandtheelderlyatSt.Bartholomew’ssoupkitchen in White Plains

• ProvidingartandmusicforautisticchildrenatHeartsong

• HelpingtocounselfamiliesatTheAlzheimer’sAssociation

• Individualtutoringforunderprivilegedchildren

• WorkinginahospicesettingatCalvaryHospital

• ServingthephysicallyandemotionallydisabledatHighHopesTherapeutic Riding

FielD serviCe

In addition to required service projects, there are six voluntary trips

every year. Destinations include:

Union sqUare, new York CitY—An overnight stay incorporating a variety of community service activities

Camden, new JerseY—A four-day trip, offered four times each year

BeLize, CentraL ameriCa—A 10-day home-building trip for seniors; approximately 15 seniors take part in this trip annually

appaLaChia—A weeklong spring break trip working with Habitat

for Humanity

What are the camden placements? they are

probably very similar to your current service

placement—homeless shelters, senior homes,

and soup kitchens. So what is so special about

camden’s? the answer is simple: the people we

serve. their enthusiasm seems unwaning and

their energy is high; the stories they tell have

prompted many a student to stop their work and

listen. camden is a place to tear down prejudices

and build up friendships.

In my four years of camden trips, the crime

rate has dropped only slightly and many people

are still on welfare. the work we do, our pres-

ence and actions, is just a small step in a huge

process. a week in camden will not save the city,

but will comfort an individual and educate the

servant. the mutual giving will change the world

in a ripple effect, one person affecting the next.

—frOM an artIcLe In the LOyOLa SchOOL Blazer

By eMILy, SenIOr

Being committed to

doing justice strongly

intertwines with our

actions. It not only

requires caring for the

rights of those around

us, but it also requires

action—helping the

disadvantaged, acting

as stewards to our

planet, and distancing

ourselves from selfish

tendencies. When we

serve others, there

is an inspiration that

motivates us.—SOnIa,

JunIOr

mutual giving: the Camden, nJ, service trip

25

26 a c a d e M I c S

experience

The Jesuit Perspective

Seeking God’s presencecompLementing the AcAdemic progrAm and its four-year service

requirement, the school offers an experiential spiritual life program compris-

ing liturgies, prayer services, retreats, and other opportunities to put faith

into action. Through prayer, reflection, and communal celebrations, students

and faculty together seek the presence of God in their work and activities.

Students are not simply participants, but planners and leaders as well.

A Jesuit education is about helping students develop a lifelong ability

to learn, reflect, evaluate, and celebrate the life of the mind, heart, imagina-

tion, and religious experience. In the Ignatian spirit of cura personalis—devel-

oping the whole person—the school encourages all community members to

use their unique talents in the service of others, for the greater glory of God.

I was closed-minded

[to the Jesuit part of

my education] when

I came to Loyola, but

I’ve learned to value

it so much that I will

seek it out in college.

—eLIzaBeth, SenIOr

27 religio

n

teach-in

In november, juniors and seniors studying civil rights are invited to

participate in the Ignatian family teach-In in columbus, georgia.

the teach-In challenges participants to increase their awareness of

and commitment to issues of social justice. In addition to listening

to the assembled speakers, teach-In participants come together

for liturgy and a prayer vigil commemorating the Jesuit martyrs of

el Salvador and others killed in the pursuit of a more just society.

regardless of their

faith background,

Loyola’s students are

guided by the

directive of the

founder of the Jesuits,

St. Ignatius Loyola, ‘to

find god in all things.’

finding god in one

another strengthens

the Loyola community

and the bonds among

its members.

—JaMeS LyneSS,

headMaSter

grAD At grAD

The five characteristics of a Loyola graduate at graduation are at the

heart of the Loyola experience. The school year is broken into five

timeblocks, and during each one, students reflect on how they are

becoming more:

• AcademicallyExcellent

• OpentoGrowth

• Religious

• Loving

• CommittedtoDoingJustice

retreAts

Loyola organizes a four-year sequence of retreats for all students, based

on Ignatian prayer, spirituality, and worldview. In addition to the

required retreats for each class, there are optional retreats for juniors

and seniors. Students work closely with faculty members to plan the

retreats; most sessions are student directed.

liturgies

At various times during the academic year, the entire school gathers

for Mass in St. Ignatius Loyola Church. These liturgies are coordinated

through the Campus Ministry Office, with an emphasis on student

involvement and developing leadership skills. Students participate in

planning the Masses and serve as the lectors, eucharistic ministers,

cantors, and altar servers. Every other morning, in addition, students

are invited to attend a Mass or prayer service in the school chapel.

28 a c a d e M I c S

College guidanceLoyoL A’s innovAtive coLLege guidAnce progrAm is one of its

distinctions. It is a four-year process that stresses instruction, goal setting,

and guidance, while de-emphasizing the competitiveness and anxiety that

often accompany the quest to find the right college. Planning meetings for

students and their parents are offered every year, in a group format for fresh-

men and sophomores, and individually for upperclassmen. Loyola students

have outstanding college admission results, and 100 percent of Loyola gradu-

ates attend a four-year college. Highlights for each class year include:

FresHMenpsat provides early familiarity with the PSAT/SAT testing format

Freshman CoLLege seminar—Class-wide assembly featuring an admissions dean from a prominent college or university

soPHoMoressophomore CoLLege immersion daY, a daylong visit to two New York metro-area colleges. Recent visits have included Fairfield University, Yale University, Princeton University, Drew University, Fordham University, and Vassar College.

experience

Life Beyond Loyola

We start early, but don’t contribute to the college frenzy. In fact, the

students feel they’re in good hands and can just back off from feeling stress.

—thOMaS hanLey, dIrectOr Of cOLLege guIdance

29

juniorsBiweekLY CoLLege gUidanCe classes, emphasizing self-assessment and preparation for the college selection and application process

Five-daY CoLLege toUr in June—Rising seniors explore colleges and universities in either New England or the mid-Atlantic states

JesUit CoLLege Fair—20 colleges/universities come to Loyola School

prinCeton review CoUrse offered at Loyola

seniorsCoLLege appLiCation seminar for students. English department faculty attend, and students can review essay drafts and follow up on all the details of college applications.

weekLY CoLLege gUidanCe CLasses

colleg

e

where our grads go

recent top choices for matriculation:

amherst college

Boston college

Bowdoin college

Brown university

college of the holy cross

college of William and Mary

columbia university

cornell university

duke university

georgetown university

hamilton college

harvard university

haverford college

Mcgill university

Middlebury college

northwestern university

Princeton university

rice university

Southern Methodist university

Stanford university

tulane university

university of notre dame

university of Pennsylvania

university of california, Berkeley

UniversityofVermont

UniversityofVirginia

VanderbiltUniversity

VillanovaUniversity

yale university

30 a c a d e M I c S

this school is just so alive. at Loyola, we felt prepared

for college, and for life, and we’re still coming back

here.—GilliAnPAnCzykVAnSCHAiCk’80,SEniOrViCE

PreSIdent, chaSe Manhattan BanK

31

Beyond high schoolThe best, most vital examples of the Grad at Grad principles in action are

Loyola’s own alumni. Their lives exemplify these precepts and are a testament

to the values that are the hallmark of a Loyola education.

A Loyola School diploma not only prepares students for top-notch

college experiences and graduate work, but also becomes the foundation for a

personally and professionally meaningful life. Alumni stay in touch with each

other, their teachers, and the school itself, taking part in a variety of activities

and events that fulfill their desire to remain part of the Loyola family.

At Loyola, I learned that I wanted a life of service and leadership. The School challenged me to find the connection among human beings. My teachers taught me to think—not what to think—and they solidified the values I grew up with at home. They opened my eyes to the importance of working for social change.—kATHlEEnABElS’05;HAVErFOrdCOllEGE,BA

where are Loyola’s alumni?

Loyola alumni can be found in a full range of careers: public service, finance, education, technology, law, the

arts and humanities, medicine and healthcare, community work, publishing, not-for-profits, religion, military

service, communications—just about everywhere. here’s what a few of our alums have been doing:

• tanya Bastianich ’89—georgetown university, Ba; Syracuse university, Ma; Oxford university, Ph.d.;

art historian/author, co-owner, Lidia’s esperienze Italiane

• james Dwyer ’75—FordhamUniversity,BS;ColumbiaUniversity,MS(Journalism);Author/writer,

The New York Times, multiple Pulitzer Prize winner

• Meagan lizarazo ’00—Wellesley college, Ba; assistant director, International genetically engineered

Machine at Massachusetts Institute of technology

• Marco Maccioni ’85—new york university, Ba; cornell hotel School, MPS; restaurateur,

Lecirque and Osteria del circo

• robert Mauro ’70—Middlebury college, BS; nyu School of Medicine, Md; Pediatrician,

university of colorado health Services center

• Christopher Morales ’03—united States naval academy, BS; Strike fighter Squadron 106,

united States navy

• Mary Murphy ’77—yaleUniversity,BA;OxfordUniversity,MA(rhodesScholar);HarvardUniversity,Jd;

Partner, gibson, dunn & crutcher LLP

• Francis nemia ’73—Boston college, Ba; fordham university, MBa; Partner, ernst and young

• Mary sciutto ’77—cornell university, BS; university of Louisville, Md; advisory dean and associate clinical

Professor of Psychiatry, columbia college of Physicians and Surgeons

• Matthew smith ’99—northeastern university, BS; uc Berkeley, MS; Senior engineer, Parsons Brinckerhoff

• lucas tramontozzi ’96—georgetown university, Ba; Program Manager, Louisiana department of health

and hospitals—Office of the Secretary

32 a c a d e M I c S

• 208students

• 8:1studenttoteacherratio

• OnlyJesuit,independent,coedhigh

school in the tri-state area

• 11sportsteams

• Studentsfromallfiveboroughs

of nYC, from nJ, westchester,

Long island, and Connecticut

• Morethan20non-athletic

extracurricular activities

• Nearly1,000sandwiches

distributed to the homeless by

our Brownbaggers each year

• Adozencollegesvisitedeachyear

during our June college tour

• FourLoyolaalumnionthefaculty

• 13facultymembersonstafffor

more than 10 years each

loyolA At A glAnCe

v

Experience Loyolavisiting loyolA

We invite you to come and experience Loyola for yourself. Families can

pre-register for one of our Information Nights in the fall. In October or

November, families may arrange to take a small group tour once they have

made a preliminary application.

Visiting the Loyola web site is the next best thing to being here.

At www.loyola-nyc.org, you’ll find a wealth of information about the school,

including multimedia content that provides unique insights from students,

faculty, and staff.

Office of Admissions

Loyola School

980 Park Avenue

New York, NY 10028

Phone: 646.346.8131, 8132

Fax: 646.346.8175

admissions@loyola-nyc.org

www.loyola-nyc.org

Loyola School admits students of any race, color, national or ethnic origin, or religion to the rights,

privileges, programs, and activities generally accorded or made available to students at the School.

It does not discriminate on the basis of race, color, national or ethnic origin, sexual orientation, or

religion in the administration of its educational policies, admissions policies, scholarship programs,

and athletic and other school-administered programs.

CrEATiVE:CHEnEy&COMPAnyPrinCiPAlPHOTOGrAPHy:MAriOArEnAS

980 Park Avenue

New York, NY 10028

Phone: 212.288.3522

www.loyola-nyc.org

LOYOLASchOOL