Inspired Learning, Responsible Action

Education that reflects the world in which we live

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Catlin Gabel Auction Portland Art Museum
Auction 2020: Light the Fire Within

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Catlin Gabel News

Key Facts

44% of students

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identify as people of color

773 STUDENTS

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representing 55 different ZIP codes

OVER $4.7 M

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in financial assistance awarded to 27% of the student body

18x AWARDED

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the Oregon Athletic Coaches Association All Sport Champion Award

33% HIGHER SAT SCORES

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than national average

3x RECIPIENT

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of the Presidential Award for Excellence in the Teaching of Mathematics and Science

FACULTY MEMBERS

1/3

hold doctorate degrees; all participate in ongoing professional learning.

Experiential Learning

Inspiring a Curious and Engaged Approach to the World

by Tim Bazemore, Head of School

As an eighth grader in the 1970s, I experienced a “new” approach to science in my upstate New York public school. In a well-intended effort to strengthen science learning, my classmates and I were rewarded with an “activity” when we completed lessons in our color-coded workbooks.

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Responsible Action

upper school student participating in class discussion

Becoming Engaged with the World

by Lyla Bashan ’98, Director of the USAID Sustainable Development Office, Armenia

When I was young I wanted to save the environment. But it was Catlin Gabel’s academic rigor, high expectations, and commitment to excellence that taught me to direct my passion in specific, practical ways.

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Spirit of Inquiry

middle school rocket experiment outside

Cultivating a Community of Inquisitive Learners

by Berkeley Gadbaw, Middle School Science Teacher

In my classroom I strive to create a physical and emotional space where my students’ curiosity about their world is front and center. This area in my room is called the Driving Question Board.

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Relationships

lower school music class

Begin with Knowing Yourself

by Dawn Isaacs, Beginning and Lower School Head

To contribute and find success in the world, we know our children will need to be able to listen to others, appreciate different perspectives, and work together to solve problems.

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The Whole Child

faculty speaking to upper school student in library

Viewing Each Child as a Whole

by Dr. Aline Garcia-Rubio ’93, Head of the Upper School

In a recent parent-teacher conference, I heard my colleagues speak of a student’s performance during the Anon(ymous) fall play. Other teachers in the room had seen her acting and threaded it to her writing in English class.

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Financial Aid Deadline to Submit Tax Documents for 2020-21