Stanford University Online High School

Why did you choose OHS?

Before attending the Online High School (OHS), I was perfectly content as a homeschooler from kindergarten through eighth grade. For most of my elementary years, my siblings and I were strongly connected to a supportive local community of other homeschool families. Because all of my studies took place in the home, there was more freedom and flexibility in my educational environment. However, this freedom compelled me to actively take responsibility for my time, my study habits, and my level of success. I realized that my independence necessitated a strong work ethic and an internal motivation to set goals and learn material on my own. This especially became clear to me in my experience in middle school, when I studied through the Calvert Homeschooling Program and various online classes. These two opportunities allowed me to maintain self-discipline and eventually have a smooth transition to the online interface at the OHS. Although my middle school education was thorough, there was a lack of upward trajectory that would continue to challenge me. Thus, my parents and I sought another outlet for my curiosity and love for learning. Through much research of private schools, advanced programs at high schools, and online AP courses, my parents discovered the OHS. As we delved further into what the OHS had to offer, there were a few extremely remarkable qualities about this school. First, their educational philosophy placed high value upon striving for excellence, analyzing critically, and fostering a love for learning. Second, the OHS core courses, unique to this school, embodied this educational philosophy because it pushes students to nurture a well-rounded and sharp thought-process in areas of statistics, philosophy, and politics. Finally, the outstanding OHS faculty, most of whom have PhD degrees, set high expectations and provide rigorous material for students hungry for challenge. Because of these amazing characteristics, we chose the OHS. Now, as a second year full-time sophomore, I constantly see the fruition of this mindset that the OHS promotes.

What are classes like at OHS?

I believe that the OHS is revolutionizing the concept of an online classroom. First, they are live, with a professor and classmates who all attend class at a set time. Students are motivated to prepare for class by reading texts analytically, listening to lectures closely, and bringing astute observations or pointed questions. Class time is mostly devoted to a Socratic discussion where students take responsibility to lead and participate in the classes. Because of this vibrant and dynamic atmosphere, I look forward to engaging in classes because of the new perspectives and differing opinions from the global and diverse student body. Teachers facilitate and urge students to express their opinions, stretching us to discuss and tackle deeper complexities, to articulate well-developed thoughts, and to ask clarifying or incisive questions. I have genuinely enjoyed every moment in all the classes that I have taken at the OHS. I have particularly enjoyed the humanities at OHS, specifically the history course, “Revolutions and Rebellions,” that I took with Dr. Smith during my freshman year. He carefully planned and picked primary sources and texts that informed us about the facts about the American, French, and Haitian Revolutions, and furthered our holistic view of history, the birth of modern values and concepts, the causes and underlying problems of the revolutions, and the connections and relevance of these events to modern times. Through this method of learning, I discovered my zeal for history, which was a subject I had formerly considered dry, factual, and irrelevant.

What is student life like at OHS?

I absolutely love the OHS student life. Every student is bright, competitive, and self-sufficient and realizes that this school is uniquely rigorous. Thus, students bond over a common goal to strive for excellence but also to support, encourage, and sharpen one another. In addition, the parents are actively involved and invested in this school, giving advice to one another, continually aiding and answering each other’s questions, and sharing discoveries, academic strategies, or information pertaining to colleges, standardized exams, or plans for the future. I was introduced to the amazing OHS student life through Pixel Clusters, which are led by returning and experienced OHS students, who are mentors and peer leaders to a small group of students new to the OHS. It was helpful to make an immediate connection to the OHS and experience how the online interface truly worked. I was able to meet some of these acquaintances at the annual OHS Summer Program, which I have thoroughly enjoyed for the past two years. The Summer Program is an invaluable experience in so many ways, but to highlight a few, it introduced me to the vibrancy of the OHS student life and community. I established many friendships and have meaningful experiences and conversations with them. In addition, I had the privilege of a dorm and college campus experience at Stanford University, attending classes, led by OHS professors. This culmination of activities, events, classes, and bonding time introduced me to a dynamic and lively world that shattered my low expectations of the “social” environment at an online high school. Although the online platform of the OHS is an apparent obstruction to the social interaction, Ms. Aubrey, who leads all student life events, mitigates that problem by facilitating and offering a plethora of school wide opportunities and outlets for the school’s community to flourish. There are clubs, which represent practically every interest and hobby of the OHS community, are an excellent way to meet students who share similar passions. School wide holiday assemblies, where students are able to interact in a non-academic fun welcoming environment, are held almost every quarter. Finally, events led by class officers are more intimate ways to develop relationships with those people specifically in your class. As a resident of Southern California, I am grateful for the energetic local OHS families, who intentionally make an effort to connect with one another through Meet-ups. My family planned two meet-ups this past year at the Griffith Observatory and the Getty Center in Los Angeles and first-hand experienced the joy of personal face-to-face interaction. Because of the outpouring of faculty and older students into my social and academic development, I have a desire to serve this fantastic community. Thus, I am currently involved in student government and enjoy the collaborative effort to promote and enrich student life.

How has OHS helped you realize your goals?

OHS has exceeded my wildest expectations and has nurtured my love for learning and sparked my aspiration for success by empowering me to always reach higher, participate and contribute insightful comments to discussion, and challenge myself in all areas of my life. My thought process has a dose of healthy skepticism, which means that I am able to ask insightful, analytical, and quality questions. The humanities have taught me this important lesson. Understanding opposite viewpoints may convince you of another point or it may cause you to strengthen your own argument. Finally, I am learning to always think deeper and delve further into a text, a math or science problem, or a concept. The flexibility of the OHS schedule allows me to pursue other passions. I am heavily involved in a national Christian homeschool forensics league, and I have taken leadership roles within my speech and debate club. I also sing with a local choir to develop my musicianship, vocal expertise, and a love and passion for singing. The one caveat is that one must be extremely disciplined and focused in order to have adequate time for extra-curricular activities. The OHS allows you to thrive as a whole person.

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