2025 Spring Magazine

THE

HOCKADAY SCHOOL MAGAZINE | SPRING 2025

INNOVATION & COLLABORATION

Leading lives of purpose and impact in a rapidly changing, complex, and connected world

Hockaday Magazine

A Publication of The Hockaday School

For over a century, members of the Hockaday community— students, faculty, staff, alumnae, parents, grandparents, and friends—have had a positive impact on one another and on the world in which they live. The Hockaday Magazine, published biannually by the School’s Communications Office, strives to articulate that impact—in the past, in the present, and in planning for the future. The magazine also seeks to highlight the activities of the School and its alumnae, as well as to help define and analyze topics facing our entire community.

EDITOR

Sara Stoltz Director of Communications

PHOTOGRAPHY

Sally Hudspeth ’87

Associate Director of Communications

DESIGNER

Anne Bryant Creative

PERSPECTIVES

Form IV Neuroscience students, along with Laura Day, Director of Innovation and Collaboration; Dr. Laura Leathers, Eugene McDermott Head of School, and Dr. Katie Croft, Upper School Science teacher had the awe-inspiring opportunity to meet Dr. David Fajgenbaum at Pegasus Park and hear about his journey. In 2010, Dr. Fajgenbaum was diagnosed with an extremely rare disease. He discovered a new use for an existing drug and has now been in remission for over 11 years. Dr. Fajgenbaum and his nonprofit, Every Cure, are now on a mission to utilize AI to help identify more diseases to cure by repurposing existing FDA-approved drugs.

Dear Hockaday Community,

At Hockaday, we are deeply committed to preparing our students to lead lives of purpose and impact. Goal One of The Hockaday Difference Strategic Plan states that “Hockaday will be the recognized leader in education and a model for how to educate girls— developing creative and divergent thinkers who are prepared to lead lives of purpose and impact in a rapidly changing, complex, and connected world.” As we look ahead, we recognize that the rapidly evolving digital landscape, particularly the advancements in Artificial Intelligence (AI), requires us to reimagine how we nurture learning and spark curiosity.

One of the greatest privileges of being part of the Hockaday community is our shared belief in lifelong learning. AI presents us with a unique opportunity to embody this mindset. Just as we encourage our students to embrace new challenges, we must also seek to understand these emerging technologies and their impact on our daily lives. Our goal is not to replace what we do best—fostering critical thinking, building empathy, and developing integrity—but to explore how we might use AI as a tool to enhance and expand the educational experience at Hockaday.

As a community, we must remain adaptable and open-minded, embracing both the opportunities and challenges that AI presents. Just as we encourage our girls to take risks, learn from their mistakes, and stretch beyond their comfort zones, we must do the same. By being intentional in our approach, we can help prepare the next generation of Hockaday graduates to navigate and lead in an increasingly tech-driven world.

I look forward to learning together and embracing the possibilities ahead.

Dr. Laura Leathers

Eugene McDermott Head of School

ON CAMPUS

CHOIR STUDENTS SELECTED FOR TPSMEA

Congratulations to the 20 Hockaday Upper School Concert Choir students who were selected for TPSMEA Ensembles: 9 students for All-Region Treble Choir; 11 for All-Region Mixed Choir; and 7 for the All-State Choir (All-State Finalists are denoted with an asterisk). High school students from all over Texas prepare and audition to participate in the Texas Private School Music Educators Association (TPSMEA) All-Region and All-State festivals.

Anashe Barwa (Class of 2027), Zoe Bennett* (Class of 2026), Sadie Bono (Class of 2027), Devin Burress (Class of 2028), Chloe Byrd* (Class of 2028), Abby Crook (Class of 2028), Navya Desai (Class of 2028), Makeda Flanders (Class of 2027), Georgia Fuller (Class of 2025), Amanda Greene (Class of 2028), Aiswarya Koratala (Class of 2025), Mia Matthews* (Class of 2025), Aneeka Misra* (Class of 2026), Stella Monteiro* (Class of 2025), Jessie Moran* (Class of 2026), Jada Muhia* (Class of 2026), Christine Park (Class of 2027), Aryaa Phadke (Class of 2025), Aryaa Sachdev (Class of 2027), and Ellery Works (Class of 2026).

Additionally, Navya Desai (Class of 2028) participated in TMEA (Texas Music Educators Association) state-wide All State Choir competition and was selected for 9/10 Honor Choir in the large school category. She performed as part of the choir in November.

AP FRENCH HOSTS POET

Upper School’s AP French class hosted a virtual Q&A with French poet Léda Mansour live from Paris. Students discussed the concept of identity and the poet’s recently published book Les formes libres de la vie. A key focus was the poem, “Déminage,” which explores personal and societal struggles tied to identity. The poet’s insights deepened students’ understanding and sparked insightful questions and reflections.

POETRY OUT LOUD

Congratulations to the five Poetry Out Loud finalists! From left to right: Jenny Chu (Class of 2027), Christine Park (Class of 2027), Navya Desai (Class of 2028), Anjy Fadairo (Class of 2025), and Naisha Randhar (Class of 2027)! Anjy was selected as the winner and represented Hockaday in the virtual Texas State Semifinals in January and competed in the Texas State Finals in Austin in February, where she finished in first place. She will represent Hockaday in the national competition in Washington, D.C. in April.

GRAPHIC ART RECOGNIZED

Savannah Chun (Class of 2026) was selected as a finalist in the University of Oxford’s Graphic Novel Competition. The theme was Greek Myths, and students were required to create a single page comic about a god or myth. Savannah’s art was published in a graphic novel style book published by the University of Oxford.

Congratulations to Jenny Chu (Class of 2027) who was recognized as a YoungArts award winner in Writing/Poetry. Winners are chosen for the caliber of artistic achievement by esteemed disciplinespecific panels of artists through an adjudication process that includes multiple rounds of review.

METROPLEX MATH COMPETITION

Hockaday students competed in the Metroplex Mathematics Tournament against other private and public high schools throughout DFW in January. Aashu Shankar (Class of 2028) won second in the Algebra 1 Open, Michelle Cheng (Class of 2028) won second in the Algebra 2 Closed, Ira Sirohi (Class of 2027) won first place in the Precalculus Closed and second place in the Algebra 2 Open, and Katie Ma (Class of 2027) won first place in the Calculus Closed and Precalculus Open contests.

ON CAMPUS

MIDDLE SCHOOL ORCHESTRA HONORS

Members of the Middle School Orchestra won prestigious playing positions with the Texas Private Schools Music Educators Association Middle School Honor Orchestra. In February, they traveled to Brook Hill School in Bullard to rehearse with other winners and present a concert. Congratulations to Tiffany An (Class of 2029), Lauren Chow (Class of 2030), Maddie DeLeon (Class of 2029), Olivia Gao (Class of 2032), Emily Lu (Class of 2031), Emma Liu (Class of 2029), Nora Petrikas (Class of 2030), Paloma Schoenberg (Class of 2029), Emi Takeuchi (Class of 2031), Anusha Tadepalli (Class of 2029), Emma Yin (Class of 2029), and Julia Zhang (Class of 2031).

LOWER SCHOOL CELEBRATES LUNAR NEW YEAR

Lower School students learned about different traditions related to Lunar New Year during their Lower School gathering in January and enjoyed a very special lion dance.

MIDDLE SCHOOL SPELLING BEE

Congratulations to our Scripps Spelling Bee winners! Sarah Nosratinia (Class of 2029) was the champion, and Anusha Tadepalli (Class of 2029) was the runnerup. Sarah will go on to represent Hockaday at the Dallas County Private School Bee.

HARVARD MODEL UN

This winter, 20 delegates from Hockaday’s Model UN team attended the Harvard Model UN Conference in Boston. Jada Muhia (Class of 2026) won Diplomatic Commendation in Historic General Assembly, Shifa Irfan (Class of 2025) won Best Delegate in General Assembly of 77, Georgia LaGrone (Class of 2026) won Outstanding Delegate in the Association of Southeast Asian Nations, and Kaitlyn Ouyang (Class of 2027) won Diplomatic Commendation in World Health Organization.

FOOD DRIVE

Students in Middle and Upper School held a food drive this winter for Marcus Mart, the food pantry at Marcus Elementary school. Hockaday students created the pantry, and continue to stock and staff it.

UPPER SCHOOL ORCHESTRA

Congratulations to the Orchestra students recently honored by different organizations!

Texas Music Educators Association All-Region Orchestra: Aiza Ali (Class of 2027), Ariella Lee (Class of 2028), Callie Li (Class of 2026), Emma Lin (Class of 2025), Maddy Nguyen (Class of 2026), Jada Rice (Class of 2027), Livia Wolovits (Class of 2028), Sophia Zhou (Class of 2028), and Vivian Zhou (Class of 2027).

Association of Texas Small School Bands All-Region Band: Emanuela Kang (Class of 2027).

Texas Private School Music Educators Association All-Region Band: Sarah Holmes (Class of 2026), Emanuela Kang (Class of 2027), and Saanvi Kumar (Class of 2027).

Texas Private School Music Educators Association All-State Orchestra: Callie Li (Class of 2026), Emma Lin (Class of 2025), Julia Pan (Class of 2025), and Sophia Zhou (Class of 2028).

Texas Music Educators Association All-State Symphony: Sophia Zhou (Class of 2028).

In collaboration with the Dr. William B. Dean Institute for Social Impact, the Orchestra provided six educational concerts for schools and organizations in our community. The Orchestra also performed at the Morton H. Meyerson Symphony Center as part of the Lone Star Music Classic.

UPPER SCHOOL ROBOTICS

Congratulations to the Upper School Robotics Team, the Hockabots, which competed in the FIRST Robotics FTC Semi-Area Championship held at Woodrow Wilson High School. The competition featured 30 of the top teams from around the North Texas area and is one of the qualifying events to compete in the Area Championship at Marcus High School in Flower Mound. The Hockabots finished the tournament by taking home one of the coveted INSPIRE awards from the tournament. These awards are “given to the team that best embodies the ‘challenge’ of the FIRST Tech Challenge program. The team that receives this award is a strong ambassador for FIRST programs and a role model FIRST team. This team is a top contender for many other judged awards and is a gracious competitor.” Receiving the award sends the Hockabots to the next level of competition where they will represent our School at the Area Championship, competing as one of the top 40 teams among the 200 teams that make up the North Texas area.

DALLAS YOUNG ARTIST EXHIBITION

Several Hockaday students created artwork showcased at the Dallas Young Artist Exhibition, held at the Blueprint Gallery in Uptown Dallas. This juried exhibition highlights Dallas’ top school artists. Congratulations to Ana Astie (Class of 2028), Cortney Buford (Class of 2026), Cecilia Chen (Class of 2027), Kaitlyn Chen (Class of 2026), Katherine Hughes (Class of 2028), Joyce Jin (Class of 2028), Sophia Lou (Class of 2026), and Carolyn Mitchell (Class of 2028).

CIVIL RIGHTS LEADER SPEAKS TO COMMUNITY

In February, Middle School students heard from Dr. Leona Tate, a Civil Rights pioneer and one of the first African American students to integrate public schools in New Orleans in 1960. Her courageous actions helped pave the way for school desegregation and continue to inspire generations. Dr. Tate also spoke to parents in The Nancy N. Nasher and David J. Haemisegger Family Theater.

MIDDLE SCHOOL MATH COMPETITION

Middle School students Deetya Dinesh (Class of 2029), Zoya Khan (Class of 2031), Emily Lu (Class of 2031), Olivia Lu (Class of 2030), Alexa McClure (Class of 2030), Trisha Mitra (Class of 2030), Sarah Nosratinia (Class of 2029), Kristine Qiao (Class of 2029), Adhya Rodda (Class of 2029), Radha Raghunarayanan (Class of 2029), Isabella Song (Class of 2031), and Olivia Zhang (Class of 2030), participated in the MathCounts competition in February.

Four girls (Olivia Zhang, Kristine Qiao, Deetya Dinesh and Radha Raghunarayanan) were selected to participate in the Countdown Round based on their excellent performance on the written portions of the competition. The Countdown Round is an exciting

game show-like competition where two contestants are called up two at a time to answer challenging math questions. The students have to perform in front of an audience and buzz in with the correct answer. Olivia Zhang placed second in a very competitive field. The four-person team made up of Kristine Qiao, Radha Raghunarayanan, Trisha Mitra, and Isabella Song placed third overall.

Finally, two competitors, Kristine Qiao and Olivia Zhang, placed high enough on their individual written tests (seventh and fifth respectively) to advance to the State MathCounts Competition in March.

Hockaday Celebrates

DR. MARTIN LUTHER KING, JR.

Students and faculty celebrated Dr. Martin Luther King, Jr. with a special assembly in January. This year’s theme was “A Beloved Community.” Inspired by Dr. King’s vision, a Beloved Community is a society where everyone is cared for, inequality is eliminated, and conflicts are resolved with empathy and understanding.

The celebration was led by Chloe Amarteifio (Class of 2033), Callie Brooks (Class of 2029), and Makeda Flanders (Class of 2027) and featured Middle School and Upper School dancers, choreographed by Christie Sullivan ’95; music from the Middle School Orchestra, a faculty and staff choir led by Sabrina Kessee, and a “Beloved Community” video directed by Anu Akingbade (Class of 2025) and Gabby Gaona (Class of 2025). Cortney Buford (Class of 2026) delivered a beautiful reflection on her painting of Dr. King speaking at the March on Washington; her grandmother pictured above, who was in attendance at Hockaday’s celebration, attended the march when she was just 17.

Keynote speaker LaDondra Wilson, VP, Social Responsibility & Executive Director Community Foundation of the Dallas Wings, spoke on what a Beloved Community means to her and how students can learn from each other’s differences to make deeper connections.

Finally, Hockaday highlighted two alumnae who are assisting with creating a Beloved Community—Maggie Parker ’07 founder and managing partner of Innovan Neighborhoods, and Anne Woods Patterson ’67, an American diplomat and career Foreign Service Officer.

“COMBINING

KINDNESS, EMPATHY, AND INCLUSIVITY CAN CREATE A BELOVED COMMUNITY

WHERE EVERYONE FEELS SEEN, HEARD, AND VALUED.” — CALLIE BROOKS (CLASS OF 2029)

FINE ARTS

THE HOCKADAY THEATRE COMPANY PERFORMED

FINE ARTS

In November, Upper School dancers shared their hard work, athleticism, and artistry on stage as they presented “Fall For Dance.”

“As a part of Hockadance for all four years of high school, I have gained so much experience and participated in projects that I could not get anywhere else. Through my own choreography and learning pieces from others, Hockadance has allowed me to experiment with my personal dance style while gaining new knowledge, helping me grow as a dancer and a person.”

— ELLIE NERENBERG (CLASS OF 2025)

EXPRESS YOURSELF

Hockaday Fine Arts embraces all creative expression, styles, and practices. Through the Performing Arts and Visual Arts, Hockaday students discover and develop personal voice as they make, direct, choreograph, and curate individually and in collaboration with their peers and mentors. Led by exceptional faculty, students this year have showcased their incredible talent and passion for the arts.

THE HOCKADAY THEATRE COMPANY PRESENTED STEPHEN SONDHEIM’S “INTO THE WOODS” IN FEBRUARY, DIRECTED BY JEREMY LANDON HAYS WITH MUSIC DIRECTION BY ABI POE, CHOREOGRAPHY BY ALEX FARRIOR ’03, TECHNICAL DIRECTION BY ROBERT KALLOS, AND COSTUME DESIGN BY LIZ HELFRICH ’98.

CREW:

Hattie Bethancourt (Class of 2027), Katya Davis (Class of 2028), Lily Fishkin (Class of 2027), Gabriela Gaona (Class of 2025), Khushi Gohel (Class of 2025), Maya Guevara (Class of 2027), Lindsey Hicks (Class of 2025), Leila Hulme (Class of 2027), Joyce Jin (Class of 2028), Sophie Karthik (Class of 2025), Sudha Koden (Class of 2027), Lauren Lee (Class of 2027), Emma Lin (Class of 2025), Emily McShane (Class of 2025), Swathi Meyyappan (Class of 2027), Carolyn Mitchell (Class of 2027), Stella Monteiro (Class of 2025), Olivia Oh (Class of 2025), Annie Pendleton (Class of 2026), Marley Robinson (Class of 2027), Alex Smith (Class of 2025), Allison Wagner (Class of 2026), Frances Wang (Class of 2028), Ameenah Welch (Class of 2028), Emily Winchester (Class of 2026), Kendal Young (Class of 2025), Emily Yu (Class of 2025)

VOLLEYBALL COACH HONORED

Varsity Volleyball coach Allison Curran

was named to the 2024 class of the American Volleyball Coaches Association Thirty Under 30 – High School honorees this fall. AVCA’s Thirty Under 30 Awards program, which was created in 2009 to honor up-and-coming coaching talent at all levels of the sport, was expanded in 2016 to include a category for high school coaches.

FALL SPC RESULTS

CROSS COUNTRY

Sixth place

FIELD HOCKEY

Fifth place

VOLLEYBALL

First place

WINTER SPC RESULTS

BASKETBALL

Seventh place

SOCCER

Second place

SWIMMING AND DIVING

Sixth place

ALL-SPC

BASKETBALL

Lucia Ubiñas (Class of 2027)

CROSS COUNTRY

Aynalie Charron (Class of 2025)

Jordan Lacsamana (Class of 2025)

DIVING

Abigail Synder (Class of 2026)

Carissa Ye (Class of 2025)

FIELD HOCKEY

Jayna Khatti (Class of 2025)

SOCCER

Kaitlyn Adams (Class of 2026)

Annabel Callahan (Class of 2025)

Aynalie Charron (Class of 2025)

Emory Dawkins (Class of 2028)

VOLLEYBALL

Siena Ebert (Class of 2027)

Campbell Trubey (Class of 2025)

Olivia Wayne (Class of 2025)

The Social Impact Lab:

LEADING THE WAY

For the second year, the Dr. William B. Dean Institute for Social Impact hosted a multi-day lab for educators across the country.

This year, The Hockaday School welcomed 34 faculty and staff members from Good Shepard Episcopal School, Episcopal School of Dallas, Fort Worth Country Day, Wichita Collegiate School (Wichita, KS), Packer Collegiate Institute (Brooklyn, NY), McDonogh School (Baltimore, MD), Cape Henry Collegiate (Virginia Beach, VA), Sandia Preparatory School (Albuquerque, NM), St. Stephen’s Episcopal School (Austin, TX), Casady School (Oklahoma City, OK), and The Colorado Springs School (Colorado Springs, CO).

Led by our Director of Innovation and Collaboration Laura Day and Assistant Director of The Dr. William B. Dean Institute for Social Impact, Laura Laywell, our guests experienced a day in the life of the program by visiting Social Impact classes, meeting with students and teachers, and experiencing co-curricular programming. The immersive and meaningful training provided visitors with tangible takeaways for their schools.

“It was an incredible opportunity to witness firsthand their commitment to cultivating purpose-driven students who are actively engaged in making a difference in their local community,” said Lindsey Seynhaeve, Director of Outreach and Sustainability at Indian Creek School, who attended the lab last year. “Hockaday’s dedication to fostering passion and instilling a sense of purpose among students is truly commendable. The vibrant culture of social impact that permeates their community serves as a shining example of what can be achieved when education meets purpose-driven action.”

Emily Fuller ’18 attended the Lab through her job as a Middle School teacher at The Colorado Springs School. “I loved coming back to Hockaday for the Lab because it was so clear how much this program has evolved since 2018,” she said. “Service was always integrated in my Hockaday experience, but I noticed how the curriculum is now supporting students to solve real-world problems, make real positive change, and engage more thoughtfully with community partners. I saw a massive shift in the motivation behind serving and culture around it. It was amazing to see Hockaday students reflecting on their engagement in the community and noticing the Institute’s five outcomes materializing for themselves. The Social Impact Lab gave me so many strategies for students to bring home to my students.”

“It was amazing to see Hockaday students reflecting on their engagement in the community and noticing the Institute’s five outcomes materializing for themselves.”

Innovation & Collaboration

WHEN WE THINK ABOUT INNOVATION AND COLLABORATION AT HOCKADAY, WE ARE GUIDED BY THE FOLLOWING QUESTIONS: HOW DO WE MAKE LEARNING A JOURNEY OF DISCOVERY, WHERE STUDENTS AREN’T JUST MEMORIZING FACTS, BUT ARE ACTIVELY ENGAGED, COLLABORATING WITH PEERS, AND SHAPING THEIR OWN EDUCATIONAL PATHS?

HOW DO WE PREPARE THEM TO BE THE LEADERS AND INNOVATORS OF TOMORROW?

Scan here to explore partnering with Hockaday

ALONGSIDE HOCKADAY’S STRONG COLLEGE PREP CURRICULUM,

AREAS OF FOCUS

> Climate Change and Environmental Stewardship

> Data Science and AI

> Entrepreneurship

> Frontier Technologies

> Girls and Money

> Public Health

OUTCOMES

> Civil Discourse

> Complex Problem-Solving and Imperfect Solutions

> Leadership and Social Influence

> Real-World Skills for the Jobs of Tomorrow

> Self Advocacy and Agency

> Synthesizing

faculty and staff have created new opportunities and reimagined some existing programming to expose girls to new fields with an increased relevance to the world around them.

As Hockaday’s faculty and staff consider the future and the world in which girls will live and work, it is essential to acknowledge the rapid pace of ongoing change. “This change affects not only the job market but also the skills required to achieve success in various professions,” said Eugene McDermott Head of School Dr. Laura Leathers. “Individuals no longer enter the workforce with the expectation of remaining in a single career throughout their lives. As new fields emerge, our girls will have the opportunity to explore and innovate, making it imperative that our graduates possess qualities such as curiosity, agility, and collaboration. We believe that our Innovation and Collaboration programming effectively exposes students to diverse fields and equips them with the requisite skills for success post-graduation from Hockaday.”

Rather than reassigning faculty and staff to develop expertise in new domains, Dr. Leathers, alongside Director of Innovation and Collaboration Laura Day, are seeking partnerships with organizations and professionals who have demonstrated success in their respective fields. “By inviting these experts to share their knowledge, we enhance our students’ exposure to concepts and areas not currently covered in our curriculum,” said Dr. Leathers. “We specifically seek partners who are enthusiastic about cultivating the next generation of thinkers. This collaborative approach not only enriches our students’ educational experiences but also allows our partners to contribute to shaping the future workforce.”

Each year, the team will conduct a thorough evaluation of Hockaday programming and its intended outcomes to ensure continued relevance in a changing landscape. This commitment to continuous improvement and adaptability is crucial to the future success of the School’s initiatives. “We are particularly excited about further exploration in Frontier Technologies to remain responsive to the rapidly evolving technological environment,” said Ms. Day. “We also aim to lead in educating girls on personal finance and finance-related career opportunities through our Girls and Money initiative.”

Hockaday looks forward to expanding its network of partners to enhance the educational experiences of both teachers and students, collaboratively addressing real-world challenges and broadening the horizons of what is possible for Hockaday girls. “Exposure to various careers and fields is essential for empowering students to envision ambitious futures,” said Dr. Leathers. “Our objective is not to graduate a class solely interested in one discipline; rather, we aspire to instill confidence in our girls, enabling them to enter higher education with resilience and determination, even when faced with academic challenges.”

GIRLS AND MONEY

Follow a Hockaday student’s journey as she learns about money and becomes empowered to take control of her financial future.

“We want our students to understand money and be empowered and confident to discuss and understand the importance of personal finances and money.”

— EUGENE MCDERMOTT HEAD OF SCHOOL DR. LAURA LEATHERS

LOWER SCHOOL

Second Grade Entrepreneurship Unit

Students learn core financial literacy and economic concepts before hearing from community partners like Frost Bank, who explain loans and collateral. Each class creates a stationery company, with designs from every girl coming together to create unique cards with a connection to their Social Impact theme, “The Environment.”

Fourth Grade Book Sale

Each year, Fourth Grade students donate books to sell at a Lower School Book Sale. They organize and run the sale, which is open to fellow Daisies, parents, faculty, and staff. This project teaches them about leadership, organization, handling money, being helpful, and working together as a team. This year, the Class of 2033 raised $1,019, which they donate to a local literacy organization.

MIDDLE SCHOOL

Middle School Holiday Bazaar

Middle School advisories have traditionally created and sold products at the Middle School Holiday Bazaar held in December. This year, Upper School’s Financial Literacy class visited advisories to talk about product, cost, and how to price to make a profit. Students helped advisories design a prototype and figure out total cost.

Financial Wizards

This Middle School club learns from Hockaday’s Chief Financial Officer Katie Leto, local bankers from PNC Bank and Frost Bank, and Upper School Investment Club students on topics such as “Spending and Saving,” “Learning About Careers in Money,” “Investing and the Stock Market,” “Financial Responsibility and Ethics,” and more.

UPPER SCHOOL

Classes

In Applications of Precalculus, students explore the relationship between exponential functions and stock performance over time and opened brokerage accounts with Fidelity or Robinhood to begin investing. The Financial Literacy class addresses the continued gender gap between men and women in terms of financial knowledge and confidence in making financial decisions.

Katie Leto, Hockaday’s Chief Financial Officer, visited the class to talk about workplace benefits, what to ask in an interview, the importance of retirement savings, how to decide between different medical coverages, and understanding a contract.

Susan Keene ’85 who works as a senior loan officer at Cornerstone Home Lending, spoke about mortgages,

“In AP Economics, I was seeing a lack of understanding about money on a basic level. There is

tons of research about how girls don’t necessarily get the same information or education from parents about

money.”

— KRISTIN BLEVINS, UPPER SCHOOL TEACHER

rent payments, and loan applications. “I think this class really builds self-advocacy and agency,” said Upper School teacher Kristin Blevins, who created the class. “My hope is that when they are in college or adults, even if they don’t remember exactly how to do things, they know how to find the information. And they are comfortable discussing salaries and budgets.”

CLUBS

The Upper School Entrepreneurship and Investment Clubs welcome guest speakers such as Mandy Ginsberg ’88, former CEO of Match Group, and Debra Tagg, President of BFS Advisory Group and a member of Hockaday’s Investment Committee, to learn about careers in business and finance.

BOOKSTORE

Students who have created a product line can apply to sell their items in the Hockaday bookstore. They bring their business plan to CFO Katie Leto and work with Dara Williams, Hockaday’s Bookstore Manager, to decide on pricing. The girls manage their own inventory and invoice the bookstore each week for their earnings. There are currently six girls selling in the bookstore, with more applying.

SOCIAL IMPACT BAZAAR

Students in Social Impact clubs can raise money for their cause through the Social Impact Bazaar, held in the fall (pictured above left). This year, more than 20 Social Impact student organizations and businesses came together to sell holiday products, jewelry, baked goods, and more on Metzger Plaza.

Grace Embrey ’17

Data and Performance Associate, Goldman Sachs

AREA OF FOCUS

>

Girls and Money

OUTCOME

> Real-World Skills for the Jobs of Tomorrow

How did you decide on a career in finance?

I enjoyed the analytical problemsolving skills I practiced in my math and physics classes at Hockaday, so following graduation, I studied Electrical Engineering at Villanova. knew having a technical degree may give me an edge in whatever industry I decided to break into, but at the time, I was leaning towards a more traditional engineering entry-level role. Throughout college, I learned that discovering what you don’t enjoy can very helpful in pushing you in the direction of what you may enjoy. For me, my internships taught me that I wanted to join a large company with a traditional class of analysts and formal training program. met with Goldman campus recruiters and became interested in the business. After my final round of interviews, was thrilled to accept an offer with an engineering team in the New York City office and returned full-time after my college graduation. Following two years in an engineering role, transitioned to the Asset Management division to join the External Investing Group where work currently as a data and performance associate.

What were some of your favorite classes or teachers at Hockaday?

found Dr. Long’s History of Art and Music class incredibly interesting and insightful. Living in New York, often visit the Metropolitan Museum of Art and think about the lessons he taught about Impressionist and Renaissance art. I also loved my dance classes with Ms. Wortley and physics with Dr. Taylor!

What can Hockaday girls start doing while in high school to learn more about finance and set themselves up for success?

Learning and practicing strong personal finance habits in high school will set you up for success in college and adulthood. Part-time jobs like babysitting, coaching, or lifeguarding create an opportunity to practice skills like time management, budgeting, and investing. You can start earning more interest on the money sitting in your checking or savings accounts by transferring your savings to a high yield savings account, and you can start investing your excess cash by opening a brokerage account. Robo-advised brokerage accounts are a great way to learn about different investment strategies and portfolio construction while limiting your risk exposure to single-name stocks. To start building credit, work with a parent to open your own credit card (you can always start small with just a few purchases a month). After you feel comfortable with the basics of personal finance, you’ll be surprised how much you will understand about finance more broadly.

Why is it important for girls to know about their personal finances and the world of finance?

Financial literacy empowers women and girls to achieve financial independence and navigate major life milestones like enrolling in school, starting a business, buying a home, or planning for retirement. In order to close the gender wealth gap, women and girls need the financial tools and knowledge to confidently negotiate salaries and recognize investment opportunities to achieve long-term financial security. By fostering financial confidence from an early age, women can challenge systemic financial inequalities and create a more equitable financial landscape for future generations while providing a prosperous future for themselves.

BUILDING BIOLABS

Hockaday students partner with biotechnology working space

By Sarah Moskowitz (Class of 2026) and Aanya Nain (Class of 2026), JADE Features Editor and Staff Writer

AREAS OF FOCUS

> Data Science and AI

> Frontier Technologies

> Public Health

OUTCOMES

> Leadership and Social Influence

> Real-World Skills for the Jobs of Tomorrow

With locations from Europe to Japan to the United States, BioLabs are co-working spaces for life science startups. According to its mission statement, BioLabs strives to create unique spaces for scientists to cultivate their revolutionary ideas, transforming the ways in which biotechnology impacts innovation. BioLabs has over 14 sites worldwide, and at the core of their practices are the principles of science, kindness, and diversity, which contribute to community-building between employees. It also provides opportunities for scientists to have a lab space and access to research equipment for a small monthly fee. Specifically, BioLabs aims to decrease the monetary barrier to the process of innovation.

Since launching, BioLabs has supported more than 500 life science companies, provided over 800 jobs, and raised more than $5 billion. Arriving in Dallas at Pegasus Park in March 2022, the North Texas location utilizes its 37,000 square feet of lab and office facilities to develop collaboration throughout the area. Dr. Gabby Everett, who holds a doctorate in biochemistry, is the Director of Business Operations & Strategy and Site Head. She helps bring in new companies to work in the lab space, manage existing partnerships and ecosystem development.

“I see BioLabs as an ecosystem as you would see in biology,” Everett said. “It is a community of systems, and if one drops out, there is a lack of function in the community.”

This year, Hockaday launched an opportunity for Writing Center interns to work with BioLabs. Everett hopes that this partnership will inspire Hockaday students to pursue leadership opportunities in the STEM field.

“The young women from Hockaday with whom I have had the privilege of interacting are some of the brightest, most driven people have met,” Everett said. “I hope that discovery around what it means to be a woman in a leadership position in biotech and life sciences inspires someone along the way.”

tour BioLabs Pegasus Park. Pegasus Park is a 26-acre futurefocused campus developed by Lyda Hill Philanthropies and dedicated to innovative companies and organizations across life sciences and social impact. The campus brings together two legacy-building initiatives for Lyda Hill ’60 that were years in the making—catalyzing a more robust life science ecosystem in North Texas and launching a social impact hub to strengthen the local nonprofit sector.

For Sophie Karthik (Class of 2025), the opportunity for scientific writing after participating in a biotechnology class in the summer drew her to become engaged with BioLabs. In this partnership, Karthik and other interns aim to help with writing that can promote business with investors.

“The issue is that a lot of people do not see Dallas as a biotech hub and the facilities have a lot of equipment for research with only about half of its total capacity filled,” Karthik said. “We want to partner with local newspapers and do vlogs with researchers who work at BioLabs.”

With her current involvement in BioLabs, Karthik has also been able to hone her communicative and imaginative skills. “I have gotten a lot of practice talking to marketing people, and I have seen lots of ideas that I have had to make more realistic by combining them with my own,” Karthik said.

For Everett, the mindset and problem-solving skills of Hockaday students make the partnership exciting and promising.

“I would love to engage Hockaday students with what BioLabs is doing and give students novel problems to see how they would approach and solve them,” Everett said.

ALUMNAE SPOTLIGHT

Recoding the Future

Jialu (Lulu) Wang ’13 researches cures for genetic diseases

By Jenny Chu

(Class of 2027) and Jessica Boll (Class of 2026)

JADE Staff Writer and Web Editor-in-Chief

AREAS OF FOCUS

> Frontier Technologies

> Public Health

OUTCOME

> Real-World Skills for the Jobs of Tomorrow

Since graduating from Hockaday, Jialu (Lulu) Wang ’13 is now a senior research associate at ReCode Therapeutics, a Californiabased company with an office at BioLabs in Dallas dedicated to developing medicine for genetic diseases with no existing treatment options. “I think this job is meaningful because though there’s a smaller patient population, there’s still so much unmet need,” Wang said. “Our hope is that one day, patients can expect to live just as normally as the general population.”

The real-world implications of Wang’s work are immense. ReCode’s findings primarily benefit patients of two rare diseases: cystic fibrosis and primary ciliary dyskinesia. She works in the early development department, researching and testing hundreds of formulations of lipid nanoparticles that could be used in future medicines. “Out of hundreds of formulations, we select two or three to move forward to the next stage,” Wang said.

Wang’s interest in STEM was sparked during her time at Hockaday through classes like AP Physics, AP Chemistry, and AP Biology. “I naturally gravitated to what I excelled at as it gave me more confidence, and for me that was science,” Wang said.

She chose to pursue a bioengineering major due to its wide applications in diverse areas of science. “I like to integrate many things into my daily life, and biology allowed me to apply knowledge from physics and chemistry as well,” Wang said.

Wang later got her first taste of research in college at Lehigh University, majoring in integrative bioengineering and chemistry, and investigating footwear mechanics and researching rheumatoid arthritis in feet. Later, when completing her Master of Science in Immunoengineering at Johns Hopkins University, Wang worked on a variety of research projects, effectively utilizing Johns Hopkins’s vast resources.

“One of the most interesting projects I’ve done was where we aimed to help people who had unexpectedly lost limbs and to improve transplants,” Wang said. “I transplanted the thymus, but we overall transplanted mice limbs, attempting to make them functional on their new bodies.”

She said she hopes Hockaday students will be at the forefront of research for a better world. “Though there still is a gender bias, the future of women in STEM looks really bright,” she said.

“The Dream Lab’s integration into the Lower School curriculum reflects Hockaday’s broader educational philosophy of preparing creative and adaptive thinkers for a rapidly evolving world.”

— ALLISON PERANI, PRE-K TEACHER

DREAM LAB

By Allison Perani, Pre-K teacher

The Lower School Dream Lab has become a hub of creativity, collaboration, and handson learning. More than just a classroom, it’s a transformative space where students build essential skills like problem-solving, perseverance, and teamwork, aligning with our strategic goal of preparing girls to lead purposeful lives in an ever-changing world.

When I first heard about the Dream Lab, I was reminded of a similar space worked in earlier in my career. The energy of students brainstorming, building, and bringing ideas to life was unforgettable, and I knew this experience would be invaluable for my Pre-K students. The Lab’s flexibility and resources perfectly complemented our curriculum, enabling me to transform familiar lessons into dynamic, hands-on experiences.

This fall, the Dream Lab had a soft launch in early childhood classrooms, including Pre-K, Kindergarten, and Primer. From their first visit, my students were eager to explore its materials and tools, taking ownership of their learning and discovering the joy of collaboration and creative problem-solving.

One of my favorite projects this semester centered on the classic gingerbread man story. After reading various versions, I challenged the students to design ways to keep the gingerbread person safe. This task sparked critical thinking, collaboration, and experimentation as they tested materials and strategies. Without realizing it, they were learning essential skills like troubleshooting and prototyping.

Once their designs were complete, the students collaborated with Upper School interns to create their own gingerbread stories. This cross-divisional partnership exemplified Hockaday’s emphasis on mentorship and collaboration. Younger students admired their older peers, while the interns gained valuable teaching experience.

The girls then used the Dream Lab to bring their stories to life by designing props. Their creativity was remarkable. For example, two girls created pom-poms for a gingerbread cheerleader, each using a unique method—one with fringed paper and another with yarn, popsicle sticks, and tape. These different approaches highlighted the individuality and innovative thinking fostered by the Lab.

Throughout the project, perseverance—a core Pre-K value—was a central theme. When designs didn’t work, we encouraged the girls to reflect, adapt, and try again. This “failing forward” mindset teaches students that setbacks are opportunities for growth, and the Dream Lab provided a safe space to practice resilience. With each new attempt, saw their confidence grow.

The Dream Lab’s integration into the Lower School curriculum reflects Hockaday’s broader educational philosophy of preparing creative and adaptive thinkers for a rapidly evolving world. Through project-based and experiential learning, students gain practical tools that extend beyond the classroom, fostering self-advocacy and innovation as they solve challenges collaboratively.

The Dream Lab has also been a source of inspiration for teachers, encouraging us to explore new teaching methods and interdisciplinary approaches. Hockaday’s strategic plan calls for fostering faculty excellence and innovative practices, and the Dream Lab provides a platform for experimentation and professional growth. It empowers teachers to embrace risk-taking and integrate new technologies and methodologies into their instruction.

Looking ahead, the potential for the Dream Lab is boundless. As we expand its use across grade levels and disciplines, we can create even more meaningful learning experiences. Partnering with community organizations, businesses, and higher education institutions could bring real-world applications into the Lab, bridging the gap between classroom learning and the broader world.

The Dream Lab exemplifies Hockaday’s commitment to excellence and innovation. It nurtures creativity, collaboration, and critical thinking—skills vital for navigating our complex, connected world. As a teacher, I’m inspired by how the Lab has enriched my students’ learning and renewed my passion for education. I look forward to seeing how it continues to empower and inspire Hockaday students in the years to come.

OUTCOMES

> Complex Problem-Solving and Imperfect Solutions

> Leadership and Social Influence

> Self Advocacy and Agency

TEXAS TREES DATA PROJECT

Fifth Grade students worked with Texas Trees Foundation on a special project to plant 3,500 trees in South Dallas through the South Dallas Greening Initiative this year. In World Geography class, Fifth Graders studied deforestation in Central America, and learned about urban heat areas in Dallas, why certain areas of the city have fewer trees and more concrete, and the environmental impact of planting native trees. They used data and Google maps to recommend areas of the city that would benefit from more trees, then met with Brittani Carter-Durant Hite ’05 Founder and Strategic Director of Ethos Equity, who is also working with the Texas Trees Foundation on the grant. Brittani spoke to students about finding your passion to start a business, and how working on something you care about that aligns with your values gives you purpose and meaning in life.

AREAS OF FOCUS

> Climate Change and Environmental Stewardship

> Data Science and AI

> Entrepreneurship

> Frontier Technologies

> Girls and Money

> Public Health

OUTCOMES

> Complex Problem-Solving and Imperfect Solutions

> Leadership and Social Influence

> Real-World Skills for the Jobs of Tomorrow

> Self Advocacy and Agency

> Synthesizing

Third Grade students met with Susan Hoff, Chief Strategy & Impact Officer for United Way of Metropolitan Dallas, to learn about food insecurity in Dallas.

THIRD GRADE UNITED WAY PROJECT

In Third Grade’s Science and Social Impact class, students are working on a real-world challenge. Boston Consulting Group and United Way have partnered together to work on a sustainable solution to food insecurity in a particular ZIP code in South Dallas. After learning about the issue, Third Graders use data science, maps, other tools to design solutions to this problem. Boston Consulting Group and United Way will come back in May to hear from the students and discuss their proposed solutions.

MIDDLE SCHOOL ENTREPRENEURSHIP

Ava Hollins (Class of 2030) is a budding entrepreneur, with products that sell out in the Hockaday bookstore. She crochets small items like Solace, which is a security blanket that fits in the palm of your hand. “It’s for young kids, or kids with special needs,” she said. “Anyone who fidgets a lot in class, this helps you relax and breathe without distracting others.” She also crochets scrunchies and Worry Wonders, which are plushies you can cuddle. “They hold your worries,” she said. Her mom taught her how to crochet, and she recently won a Biz Kids expo for young entrepreneurs. “A portion of my proceeds go to support organizations for people with neurodivergence,” she said.

MIDDLE SCHOOL CAPITAL ONE CODING CLUB

Middle School’s Capital One Coding Club worked with mentors from Capital One this year to build a website homepage. Students designed pages focused on their interests and learned to create them using HTML (HyperText Markup Language) coding. Each student was assigned a one-to-one mentor from Capital One who assisted them throughout the year. The mentors worked directly within Capital One’s personalized curriculum and guided students through problem-solving, teamwork, and the basic principles of software development and web design.

THE POWER OF SYNTHESIS: THINKING BEYOND BOUNDARIES AT HOCKADAY

By Dr. Katie Croft, Neuroscientist and Upper School Science teacher

AREA OF FOCUS

> Data Science and AI OUTCOMES

> Self Advocacy and Agency

> Synthesizing

syn•the•sis / sínthisis/ n. 1. combination, integration, fusion, blend, amalgamation.

The Hockaday Difference Strategic Plan challenges us to cultivate “creative and divergent thinkers who are prepared to lead lives of purpose and impact in a rapidly changing, complex, and connected world.” Every day, across all grade levels, this vision takes shape in countless ways. One particularly innovative approach is encouraging students to engage in synthesis—the art of combining seemingly unrelated ideas to form new, insightful connections.

In the fall of 2021, Director of Innovation and Collaboration Laura Day and I piloted a “Synthesis Project” in my Form IV Neuroscience course. The goal? To break down academic silos and inspire students to connect ideas across disciplines and life experiences. By training students to recognize patterns everywhere—whether in academics, co-curriculars, or personal experiences—we sought to cultivate a more interconnected way of thinking.

Neuroscience provided an ideal backdrop for this pilot, given its inherently interdisciplinary nature and the reflective mindset of seniors in their final year at Hockaday. Through collaborative workshops led by Ms. Day, students explored their purpose, learned the power of synthesis, and mastered the art of storytelling. Anchored by neuroscience concepts, the Synthesis Project encouraged students to weave together knowledge from all aspects of their lives, leading to a deeper understanding of how interconnected ideas shape the world.

“For my project, I focused on the intersection of light, community, and education. It fascinates me how learning works: what keeps people engaged and invested in their peers or their subjects. I wanted to dive deeper into what makes an enjoyable curious community in a more scientific sense.”

— CATE GOGLIA ’22

OUR GOALS WERE CLEAR:

• Build confidence in neuroscience while connecting academic principles to real-world challenges.

• Train students to blend diverse experiences into unified concepts.

• Foster empathy and encourage out-of-the-box thinking.

• Replace rote memorization with analytical reasoning and creative problem-solving.

• Make learning personal and relevant, enhancing overall educational engagement.

IMPACTFUL OUTCOMES

The results were profound. One student explored the emotional implications of isolation, linking her End of The World science class, Studio Art, and the neuroscience of social cognition to create a thought-provoking art piece. Paraphrasing her reflection on the project, she shared, “I look at loneliness in a new way… it’s about a deep, human need to connect. I now understand the importance of social interaction, just as essential as food or water.”

Another student investigated the intersection of light, community, and education, envisioning a project with the potential for community-wide impact. Yet another student explored her fascination with numerical patterns, while a fourth student composed and performed a song about the butterfly effect, drawing connections from history, biology, neuroscience, and her personal life.

A LASTING LEGACY

The feedback has been overwhelmingly positive. One student remarked, “The Synthesis Project was unlike anything I’ve ever done in my 14 years at Hockaday. It allowed me to see connections I had never noticed before.”

By teaching students to think beyond conventional boundaries, the Synthesis Project empowers them to recognize patterns and connections that will serve them well in college and beyond. This is the Hockaday Difference in action—preparing students to navigate and impact an ever-evolving world with creativity, empathy, and purpose.

AREAS OF FOCUS

> Data Science and AI

> Frontier Technologies

OUTCOMES

> Complex Problem-Solving and Imperfect Solutions

> Real-World Skills for the Jobs of Tomorrow

> Synthesizing

DECODING DATA SCIENCE

AP Computer Science Partners with SMU

By Caroline Ballotta (Class of 2026) and Sophie Cho (Class of 2027) Fourcast Staff Writers

Ever wondered how wind speeds affect flight times? Or what time of day sees the least amount of delay? As part of the Data Science Scholars Program, Hockaday students in AP Computer Science A are partnering with Southern Methodist University (SMU) in a data science boot camp and receive training in how to clean and interpret raw data using Python, a coding language. Students can earn a micro-credential in data science from SMU after completing the course.

Data science is a statistics-related subfield of computer science that focuses on processing raw data into clean, readable formats. Students in the program recently began to explore and experiment with data on their own, using raw information about flight conditions to draw correlations, and plotting graphs to present their findings.

Abigail Mau (Class of 2027) said the program has helped her to learn about the applications in computer science. “There is data to be harvested from everything we do,” Mau said. “Coding is one of the ways we gain meaning from it.”

Data science is applicable to various fields from medicine to flight planning. Upper School Computer Science teacher Karen Sanchez said it is important for students to be exposed to data science early-on. “Data is everywhere, right? What I think is happening now in the world is people are realizing that,” Sanchez said. “Every good business is going to want to analyze that data and ask questions about it.”

Since the expansion of AI is dependent on data, the ability to prepare and clean data in its basic form is essential. Not only does the program teach students the basics of data science, the students also learn how to utilize and work with AI to prepare to code AI technologies used in the workforce. One benefit is the enhancement of programmers’ ability to analyze and compare data with ease. “It’s saving time,” Sanchez said. “In the

past, if you wanted to know how to do something, even just last year, for example, you’d have to do research and figure out where to get the code and all that could take 10–15 minutes.”

In the Data Science program, students use AI to help generate lines of code that they may not know how to code on their own yet, such as creating code to make graphs comparing specific categories of data. This makes it easier to pursue the connections in the data and to learn the coding by example as well. “Ideally, what I want is for the students to be able to understand what the AI is doing in the code,” Sanchez said.

Now that students have practiced how to sort through and clean out data, they will soon dive into analyzing trends found in large datasets through linear regression and statistics. Sanchez hopes this program will help more students discover a love for data science. “We want to expose students to data science so that they can see that it’s an option for them in college or outside of college, and after college,” Sanchez said.

Flight Data Project

Students were given flight data from JFK, LaGuardia, and Newark Airports and developed questions based on the data.

Both Sunnie Wang (Class of 2025) and Thandi Chisango (Class of 2027) travel for lacrosse, so they focused on arrival times and delays.

“Since students learn the Java programming language, I encourage them to use AI for the Python piece,” said AP Computer Science teacher Karen Sanchez. “The first unit of the program teaches them how to take in data and think about questions they may have. They learn to merge data sets and clean up and organize the data into graphs and charts to explore their questions.”

Students analyzed more than 330,000 lines of data from flights out of New York airports. They were also given weather data for the same days and had to merge the data sets.

“I was able to use generative AI, Google Gemini, which essentially gave me the answer depending on what I prompted it with,” said Thandi. “Because Gemini is a relatively young Generative AI, it took a considerable amount of thinking and effort to debug all of the incorrect code it would output. Through my knowledge of how to use generative AI and Python to analyze data, I found that Hawaiian Airlines and Alaskan Airlines have the lowest average arrival time, in fact, their averages sank to the negative numbers, implying that the amount of time covered in the air was significantly less than the theoretical calculation. It was so interesting for me to infer and assess the differences between the airlines that I usually take to travel as well. For example, often when I travel Alaskan Airlines, they push their flights up by almost a half hour, which could explain the reasoning behind their astounding average arrival time. Also, Delta, an airline that I find consistent, mirrored my thoughts, resulting with an output of only a two-minute average delay time.”

“I found myself researching beyond the project requirements simply because I was so excited to learn how to work with data to solve problems that I encounter in my daily life,” said Sunnie. “The process of cleaning, merging, and sorting the data to draw conclusions, then finally presenting my thoughts with a graph really tied everything together and showed me the potential for data science to solve real-world problems in a way that feels personal and impactful.

“Working with Mrs. Sanchez to tackle initial challenges, then getting guidance from Dr. Sadler from SMU who offered the perspective of a professional data scientist, has completely opened my mind to the way data scientists think, and we are incredibly lucky to have that kind of support at Hockaday,” she said. “This program has introduced me to a new field that brings together my love for numbers, coding, and presenting ideas. I’m so excited that I’ve had the chance to dive into data science early, and it has inspired me to continue exploring it in college this fall— who knows where it will take me!”

ALUMNAE SPOTLIGHT

Kenya Roy ’15

Master in Data Science candidate, SMU

AREA OF FOCUS

> Data Science and AI

OUTCOMES

> Civil Discourse

> Real-World Skills for the Jobs of Tomorrow

How did you decide on a career in data science?

After my Hockaday graduation, I attended American University to study Political Science and African Diaspora Studies. I interned for Eddie Bernice Johnson and helped out with criminal and youth justice policy work in her office. also interned for Campaign for Youth Justice as a Policy and Research Fellow. This work inspired me to pursue social science research focused on adult and youth reentry at American Institutes for Research in Washington, D.C. As a researchassociate, was introduced to data science techniques and have since been able to develop my qualitative and quantitative skills using them. My interest in data science at work inspired me to pursue a Master in Data Science at SMU.

What initiative are you working on with Hockaday’s Lower School?

am working with Dr. Bivin Sadler, SMU Data Science professor, Laura Day, and Hockaday’s Lower School administration to track student outcomes. We’re studying how students’ self-agency, grit, and resilience grows in the mathematics program in Lower School.

“I suggest students get a good grasp on statistics and have fun with coding projects—really focusing on their passions since that’s what will keep them interested in honing their skills. ”

MUSIC AND MEDICINE

By Niki Gummadi

This article was published in the Preston Hollow Advocate February edition

AREAS OF FOCUS

> Data Science and AI

> Frontier Technologies

> Public Health

OUTCOME

> Real-World Skills for the Jobs of Tomorrow

Aimee Guo (Class of 2025) experienced an impactful loss during her freshman year at The Hockaday School—her grandfather died from lung cancer. The loss shifted Guo’s view of healthcare and led to her interest in medicine. She began to think about how she could use her skills to help people in the medical space. Guo started building her coding skills in Middle School, but the computational aspect did not interest her. An internship at the University of Texas at Dallas Intelligent Robotics & Vision Lab taught her how to combine her coding skills with the healthcare space.

Why is it important for girls to know about data science?

Data science isn’t just about statistics and programming and studying. Data Science doesn’t necessarily mean you need to have your sights on working in tech or finance. You really need to have subject matter expertise in whatever field you intend to work. Data science can be applied in any space—as long as you have passion behind your field of interest and a commitment to lifelong learning, you’ll be able to thrive in any field using data science.

What can Hockaday girls start doing now to learn more about data science?

Initially, data science as a concept seemed intimidating to me, having little programming experience. After doing some research to understand applications of data science in everyday life and the foundations of data science (statistics, programming, domain expertise), I realized had something to offer to the field. I suggest students get a good grasp on statistics and have fun with coding projects—really focusing on their passions since that’s what will keep them interested in honing their skills.

This love brought her to an internship at Johns Hopkins University, where she studied cancer treatment. Her project created a tool focused on improving the accuracy of radiation therapy for pancreatic cancer patients.

“I just feel like this experience was really cool because not only did it broaden my view on cancer treatment, but I learned so much about the research process,” she says. “It’s been a lot of trial and error. guess you can say it’s frustrating at times, but I’ve learned so much.”

The frustration paid off. On Jan. 8, the Society for Science named Guo as one of the top 300 scholars in the 2025 Regeneron Science Talent Search. The search is one of the oldest and most prestigious STEM competitions for high school seniors. Scholars were chosen based on their promise as STEM leaders, demonstrated through submissions of original independent research projects. As a chosen scholar, Guo and Hockaday will receive $2,000.

Guo’s interests extend beyond just biomedical research. When she was 6 years old, Guo picked up the piano, a hobby she has carried on for the past 12 years. Last year, Guo received an honorable mention for her piano solo at the Texas Music Teachers Association Conference. Her passions for music and science go hand-in-hand in her desire to give back to her community.

Two years ago, Guo completed an internship focused on how music therapy could help patients with neurodegenerative diseases like Alzheimer’s or dementia.

“It broadened my perspective on how seniors who are struggling with memory care issues could really benefit from listening to music, but also being able to see how much music can transform and build communities,” she says.

The internship inspired her to start the music volunteer organization Mind-full of Music. As president, Guo organizes student volunteers in the Dallas area to perform music in senior homes or memory care homes. She says the organization has built caring and supportive relationships not only among the musicians but between the students and the residents of the homes they visit.

“It’s been really rewarding to see seniors almost anticipating our next performance and coming up to us being like, ‘When are y’all coming back? I’m really happy to hear your music,’” she says.

Giving back to the community is at the center of almost everything Guo does. In her free time, she has participated in hackathons and app-building challenges, which she says she enjoys because they allow her to use her knowledge of coding for social impact.

Guo’s time at Hockaday has also helped her discover new interests. She says her favorite class she has ever taken was an engineering design course during her first semester of senior year. She was able to construct a functioning robotic arm in the hands-on class.

“One of the things I’ve found to be really important is being able to combine your passions with something that can give back to your community,” she says. “I think that’s a really important part of your work or research or anything you end up doing.”

CIVIL DISCOURSE

By Elena Zeballos ’24

AREA OF FOCUS

> Public Health

OUTCOMES

> Civil Discourse

> Self Advocacy and Agency

> Complex Problem-Solving and Imperfect Solutions

In 2024, Close Up, the Deliberative Democracy Lab at Stanford University (DDL), Helena, the Generation Lab, and the Neely Center at the University of Southern California hosted America in One Room: The Youth Vote in Washington, D.C. A nationally representative and scientific sample of first-time voters—the people who will shape political discourse for decades to come—came together to deliberate key policy issues.

discovered this wonderful opportunity through Laura Day, Director of Innovation and Collaboration. She sent out the application my senior year and before I knew it, I was on a plane to Washington to participate in America in One Room: The Youth Vote. For four days, 500 first-time voters (including myself) with vastly different geographic, socioeconomic, cultural, and ideological backgrounds were put into small groups to deliberate national policies such as minimum wage, energy independence, and abortion rights. We were surveyed on our opinions of these policies before and after the deliberations to see any changes in our responses, and the results were published nationally. Before leaving, was trained as a Civic Ambassador, equipped to host my own deliberations.

Through the program, I learned that although we live in a highly polarized political climate, we are more similar than we are made to believe. We all want the best for our country, our ideas of how to reach that goal just differ. Deliberating instead of debating let me understand the reasons surrounding others’ opinions and opened my eyes to perspectives that would have never had the opportunity to hear. In return, I was able to safely express and explore my own beliefs. Although my group did not agree on everything, we were able to respect everyone’s opinions and reach a consensus. This program gave me hope. In a time where everyone seems up in arms with each other, I learned that collaboration and understanding are possible if we put in the effort to understand those with differing views.

believe it is important for Hockaday girls to know that their opinions are valid and should be heard. I hope Hockaday girls grow confident in both their viewpoints and their ability to express them. On the other hand, I believe it is important to know how to listen and empathize with those who we might not initially agree with. We are the future of our country, and in nurturing these skills, know Daisies can be the leaders of tomorrow.

“Deliberating instead of debating let me understand the reasons surrounding others’ opinions and opened my eyes to perspectives that I would have never had the opportunity to hear. ”

INNOVATIVE FACULTY DEVELOPMENT

AREAS OF FOCUS

> Climate Change and Environmental Stewardship

> Data Science and AI

OUTCOMES

> Complex Problem-Solving and Imperfect Solutions

> Leadership and Social Influence

In order to support innovative curriculum design, Hockaday is investing in ongoing professional development for teachers. This spring, a group of Hockaday faculty members participated in two recent sessions: AI-Powered Teaching and Navigating Ambiguity at the Hasso Plattner Institute of Design. Commonly known as the “d.school,” the Institute is a design thinking institute based at Stanford University.

As part of the continuing partnership with Southern Methodist University, Hockaday also introduced the Hockaday Research Fellows Program. The inaugural cohort of Hockaday Research Fellows consists of five teachers pictured above who are partnering with Dr. Jeanna Wieselmann and the Simmons School of Education at SMU throughout the spring semester.

Research fellows are learning about the action research process as a tool to evaluate the effectiveness and impact of pedagogical approaches. Action research allows teachers to study their classrooms to understand them better and to improve the quality and effectiveness of their instructional methods, techniques, and assessments.

Aisha Ashraf, Upper School History teacher, is exploring how project-based learning impacts students’ engagement, acquisition, and application of AP course content and skills. “I hope to highlight how project-based learning encourages active participation, allowing students to connect more deeply with the material,” she said. “By engaging in sustained, real-world problem-solving, students develop critical thinking, collaboration, and problem-solving skills essential for AP success.”

Ryan Hobby, Middle School History teacher, is researching the impact of parent involvement on homework retention. “This action research process has connected me with experts who can help me innovate and iterate new ideas that apply specifically to what I’m doing at Hockaday,” he said.

Madison Camper ’18 Lower School Teaching Assistant, is looking at the relationship between playing background music and student focus in large and small-group instruction. “This opportunity is especially meaningful to me because of my deep passion for both psychological research and education. Having the chance to take a course that integrates both of these interests has been truly enlightening and enriching. Moreover, being able to apply what I am learning in this course to real-world settings has further deepened my understanding and given me a greater appreciation for the impact of this work.

Dr. Claire Cothren, Upper School English teacher, is measuring how her students develop confidence in discussing disability and depictions of disability in literature. “The research class has been so helpful in encouraging me to more formally measure my effectiveness as a teacher and to gauge students’ understanding of concepts,” she said. “I feel very grateful to Hockaday for the opportunity to continue my education, and in a setting that offers practical applications for tracking and facilitating my students’ learning.”

Katharine Gavitt, Middle School Latin and English teacher, has created an innovative new game for students in Seventh and Eighth Grade Latin to reward habits of learning. “My research will focus on how this sort of semester-long gamification impacts student engagement and performance,” she said.

“We are thrilled that these faculty members are modeling a growth mindset and a curiosity for lifelong learning for our girls,” said Eugene McDermott Head of School Dr. Laura Leathers.

MILESTONES

MARRIAGES

1989 Marisa Guerra to Lyndon Nugent

November 1, 2024

1998 Alexandra Tomko to Thomas Bates

December 21, 2024

2006 Sarah Nouri to Ali Ebrahim

November 30, 2024

2007 Brianna Nowlin to Trentin Echegoyen

January 1, 2025

2009 Lindsey Bank to Daniel Fitzgibbon

March 26, 2024

Katie Satinksy to Neil Campbell

September 15, 2024

2010 Kate Smith to Stuart Dickerson

September 21, 2024

Jillian Mock to Mukul Ramakrishnan

November 23, 2024

2014 Kaylee Charlton to Bill Huesken

September 21, 2024

Elizabeth Krenek to Bryce Hill

September 28, 2024

2016 Wendy Cohen to Jack Chasanoff

July 4, 2024

BIRTHS

2005 BobieJo Ferguson Bryan

Whitney Pitman Bryan November 26, 2024

Margretta Wikert Henderson

Will Henderson August 20, 2024

Molly Bierman Ryan

Stella Greer Ryan

January 18, 2025

2007 Caroline Robb

Elizabeth Elaine Eguina

March 18, 2025

2008

Alexandra Fischer Hancock

Luke Kenneth Hancock

August 30, 2024

Browning Vaughn Day

Lucy Fallon Day

October 14, 2024

Leslie Johnson

Atli

February 2025

2009

Hillary Wallace Douglas

Elizabeth Opal Douglas

October 27, 2024

Kristi Brooks Jeffrey

James Thomas Jeffrey

December 9, 2024

Karima Merchant

Zay

December 10, 2024

2010 Olivia Armstrong Daniels

Jaqson

April 2024

Anna Ramundo

Morgan James

May 3, 2024

Charlotte Piccagli Basnigh

Lucy Basnight

July 29, 2024

Katie Kennedy Barnes

Ellie

August 19, 2024

Twyla Shelmire Thompson

Temple Skye Thompson

November 16, 2024

2016 Caroline Greenblatt Matthews

Magnolia Grace Matthews

December 25, 2024

IN MEMORIAM

1945 Martha Ann Sanders Schneider

December 5, 2024

1947JC Betty Jo Grace

December 31, 2024

1950 Isabelle Brown Newberry

mother of Ruth Newberry ’74 sister of Edna Brown Hibbits ’54

January 23, 2025

1954 Edna Brown Hibbits

sister of Isabelle Brown Newberry ’50; aunt of Ruth Newberry ’74

January 20, 2025

1956 Martha Kyger Guyton

January 15, 2025

1959 Kathleen Brooks Verschoyle

September 29, 2024

1960 Eleanor Brower Grafe

sister of Georgie Cary Brower ’60 daughter of Georgia Cary Brower ’29 (deceased)

January 9, 2025

1961 Vicki Pernell Williams

February 14, 2025

1970 Nita Lide Hasty

daughter of Beverly Smith Lide ’43 sister of Mary Lide Kehoe ’68

August 27, 2024

Mary Dawson

October 5, 2024

1985 Elise Black Parteli

mother of Hayden Parteli ’22 and Landry Parteli ’24

January 23, 2025

1997 Bridget Hinds Streicker

April 4, 2025

IN MEMORIAM

– FAMILY AND FRIENDS

Gerald Allen father of Nicki Allen ’88

February 16, 2025

Glenn Ballard, former Hockaday Headmaster (1971-1979) father of Carol Tracey Ballard Krofcheck ’76 Paula Ballard McKay ’78, and Catherine Ballard Infante ’81

February 3, 2025

David Boren

father of Carrie Boren Headington ’89

February 20, 2025

Wiliam A. Custard

husband of Linda Custard (Life Trustee); father of Marla Custard ’83 and Laura Custard ’87

March 4, 2025

Dr. Peter Loeb husband of Gail Barzune Loeb ’61; father of Lisa Loeb ’86 and Debbie Loeb Keon ’89; grandfather of Rosie Keon (Class of 2034)

February 2, 2025

Lester Melnick

father of Sara Melnick Albert ’73 Leslie Melnick Diers ’74, Julie Melnick Dearien ’79 grandfather of Jessica Dearien ’04, Meredith Diers ’05, Claire Melnick Dowling ’06, and Tracy Diers Davy ’08

December 29, 2024

Dr. Jane Prokesh, former Upper School English Teacher (1974-1977)

November 13, 2024

Thomas Whitney Sabin father of Sabrina Sabin Triplett ’74 February 3, 2025

Norma Schultz

mother of Brian and Betty Schultz (Current Parents); grandmother of Shelby Schultz ’18, Sarah Schultz ’19 and Charlotte Schultz (Class of 2025)

LEADERSHIP TEAM

Dr. Laura Leathers

Eugene McDermott Head of School

Nicole Escudero Christenson Head of Middle School

Lisa Culbertson ’96 Head of Upper School

Melissa Curtis Director of Auxiliary Programs

Laura Day Director of Innovation and Collaboration

Jessica W. Epperson ’96 Director of Development and Strategic Initiatives

Dr. Barbara Fishel

Dean of Studies

Michelle Goldsmith

Head of Lower School

Joan Guzman

Chief Operations Officer

Jenn Johnson Interim Director of Athletics

Katie Leto

Chief Financial Officer

Cyndi Lewis

Director of Enrollment Management

Randal Rauscher Rhodus ’97

Assistant Head of School

Sara Stoltz

Director of Communications

Dr. Tracey Tevis

Director of Diversity, Equity, and Inclusion

A. Shonn Brown

Nicole Ginsburg Small ’91 Immediate Past Chair David Roosevelt

Linda Custard

Rosalind Redfern Grover ’59 Lyda Hill ’60

James M. Hoak, Jr. Natalie “Schatzie” Henderson Lee ’55

Isabell Novakov Higginbotham ’98 Dan Hunt

Courtney Jones Johnson’97 Fallyn Gray Jones ’01 Yoo Jin Kim

Il Kwun

Minnix Shankh Mitra Guadalupe Mora-Duarte Abby Hoak Morton ’05

Jimieka Rose Oswald ’00

Marisia Parra-Gaona

Priya Sureddi Patel ’04

Kelsey Swingle Robertson ’05

David A. Roosevelt Michael Sorrell

Sudbury

Dawne Tribolet

Caroline Snell Wagner ’00

The Hockaday School

11600 Welch Road

Dallas, Texas 75229–9000

HOCKADAY.ORG

PARENTS OF ALUMNAE: IF YOUR DAUGHTER HAS A NEW MAILING OR EMAIL ADDRESS, PLEASE EMAIL IT TO ALUMNAE@HOCKADAY.ORG