Pasadena, CA – 09/18/2024 – The Institute for Educational Advancement (������Ƶ), a national nonprofit dedicated to the intellectual, creative, and personal growth of the nation’s gifted and advanced learners, continues its 22-year tradition of providing fully funded high school scholarships to gifted eighth graders through the Caroline D. Bradley Scholarship (CDB). The 26 recipients in the class of 2029 are offered the four-year high school scholarship to attend an optimally matched high school or individualized education program to help them work toward meeting their unique intellectual and personal goals. It is one of the few merit-based, need-blind scholarships of its kind in the United States. In addition to the tuition funding, each Scholar receives ongoing, personalized counseling and educational advocacy, and joins a lifelong network of their peers.

“Beyond the monetary support the Caroline D. Bradley Scholarship provides, it also means these bright young minds will become part of the ������Ƶ community as they continue on their educational journey,” said Deborah Monroe, President, ������Ƶ. “We work closely with the students and their families to foster their lifelong love of learning and look forward to seeing how they develop their talents and share them with the world.”

Interested seventh grade students apply for the Caroline D. Bradley Scholarship and complete a rigorous portfolio application process, which includes essays, middle school transcripts, letters of recommendation, and a work sample. Eligible applicants must also achieve scores at the highest level on nationally normed standardized tests. Applications are reviewed by the Caroline D. Bradley selection committee, a diverse group of nationwide high school and university admissions directors, teachers and administrators, CDB alumni, community members, and business leaders.

“The potential this year’s class of Caroline D. Bradley Scholarship holds is limitless,” said Mallory Aldrich, Caroline D. Bradley Scholarship Senior Program Manager at ������Ƶ. “They are innovators, problem-solvers, and leaders who have already made great impacts in their communities. I know that this scholarship will give them even more opportunities to expand their minds and lean into their curiosities and shape the world for the better.”

Over the course of the next several months, ������Ƶ staff, current CDB Scholars and CDB alumni will provide guidance and assistance to the entering class of 2029 Scholars as they begin to identify potential high school programs, complete applications, and prepare their individualized educational plans for next year’s high school entrance.

2029 Caroline D. Bradley Scholars:

• Brennan Bosita – Dallas, TX
• Sofia Castro – Downey, CA
• Caroline Gao – Milpitas, CA
• Gavin Gracey – Perry Hall, MD
• Leila Guillemet – Los Angeles, CA
• Ronald Hart III – Brambleton, VA
• Elijah Hurst – Riverside, CA
• Tina Jin – Cupertino, CA
• Olivia Kaiser – Fairhope, AL
• Reva Khaire – Charlotte, NC
• Elisha Lee – Wilmette, IL
• Atticus Lin – San Francisco, CA
• Nova Macknik-Conde – Brooklyn, NY
• Sebastian Mank – Warren, ME
• Tiger Maxu – Los Angeles, CA
• Clifford McCartney – Chicago, IL
• Carolyn Miller – Bellevue, WA
• Sam Pfeil – Malvern, PA
• Nicholas Pistun – Gainesville, VA
• Max Richmond – Royal Oak, MI
• Bowen Shan – Chandler, AZ
• Lexi Shaw – Gilbert, AZ
• Vivienne Stewart – Hermosa Beach, CA
• Maxim Swinton – Bergen County, NJ
• Ethan Leonard Wadley – Lithia Springs, GA
• Anna Yang – Austin, TX

Currently, there are over 300 alumni, many of whom have graduated from college and are in the workforce, attending graduate school or participating in international service and fellowship programs. The scholarship is generously funded by the Lynde and Harry Bradley Foundation.

The application for the next class of Caroline D. Bradley Scholars will be available in the fall. 

About the Institute for Educational Advancement

The Institute for Educational Advancement (������Ƶ) is dedicated to the intellectual, creative, and personal growth of our nation’s gifted and high-potential youth. Central to the mission of ������Ƶ is a commitment to the development of the whole child through engaging educational experiences that promote optimal challenge, mentorship, exploration of ideas, and recognition of personal potential. ������Ƶ seeks to connect gifted individuals through dynamic and engaging year-round programming. Additionally, ������Ƶ supports a diverse community that creates a sense of belonging and affirmation. For more information, visit www.educationaladvancement.org. 

About the Caroline D. Bradley Scholarship Program

������Ƶ’s Caroline D. Bradley Scholarship Program is one of the few U.S. high school scholarship programs that is need-blind and awarded solely on the basis of merit to highly gifted seventh graders. Since its inception in 2002, the Caroline D. Bradley Scholarship has served over 400 students with academic and personal support, high school tuition and a lifelong network for mentorship and peer connections.

Contact

Kat Kirsch
Institute for Educational Advancement
(626) 403-8900 or kkirsch@educationaladvancement.org

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: Caroline D. Bradley Scholars Class of 2028

Pasadena, CA – 09/14/2023 – Today, the Institute for Educational Advancement (������Ƶ) announces the award recipients of the Caroline D. Bradley Scholarship (CDB) for the class of 2028, a four-year high school scholarship for gifted learners to attend an optimally matched high school or individualized education program to help them work toward meeting their unique intellectual and personal potential. The recipients will each receive upwards of $200,000, depending on the cost associated with the school or program they choose.  

Interested seventh grade students apply for the Caroline D. Bradley Scholarship and are required to complete a rigorous portfolio application process, which includes essays, middle school transcripts, letters of recommendation, and a work sample. Eligible applicants must also achieve scores at the highest level on nationally normed standardized tests.  

“This year’s applicant pool was one of our most diverse as far as the students’ backgrounds, interests, geographic locations and knowledge base,” said Elizabeth Jones, President and Co-Founder of ������Ƶ. “As we celebrate our 25^th anniversary as an organization that supports bright, young minds, we are reminded of how important this scholarship is for the 27 students who will benefit from an academically advanced high school program that will meet their highly intellectual needs.” 

In June, 51 finalists were contacted by the Caroline D. Bradley selection committee for in-person interviews with the Caroline D. Bradley Scholarship team. The committee is comprised of a diverse group of nationwide high school and university admissions directors, teachers and administrators, CDB alumni, community members, and business leaders.  

Over the course of the next several months, ������Ƶ staff, current CDB Scholars and CDB alumni will provide guidance and assistance to the entering class of 2028 Scholars as they begin to identify potential high school programs, complete applications, and prepare their individualized educational plans for next year’s high school entrance.  

“This year’s Caroline D. Bradley scholars are capable, highly-engaged and impressively intelligent,” said Bonnie Raskin, Caroline D. Bradley Scholarship Program Director at ������Ƶ. “We go beyond just funding these students’ educations, we work closely with them to ensure they find the best program and we remain involved as they continue their educational journeys through high school and throughout their lives.”  

Since its inception in 2002, the Lynde and Harry Bradley Foundation have generously funded this scholarship. It is one of the few merit-based, need-blind scholarships of its kind in the United States. To date, ������Ƶ has awarded more than 400 scholarships to gifted learners and alumni who are already making their mark on the world. Currently, there are 282 alumni, 160 of whom have graduated from college and are in the work force, attending graduate school or participating in international service and fellowship programs. 

The application for the next class of Caroline D. Bradley Scholars will be available in the fall.  

2028 Caroline D. Bradley Scholars:  

• Jason Adeyemi, Duluth, GA 
• Ori Bard, Los Angeles, CA 
• Anahit “Aeon” Bashir, Eden Prairie, MN 
• Ayaan Dhruv, Los Altos Hills, CA 
• Tess Eggeson, Indianapolis, IN 
• Elili Flore, Los Angeles, CA 
• Alesya Hathaway, Las Vegas, NV 
• Samuel Henderson, Lexington, KY 
• Una Joy Hornick, New York, NY
• Rory Hu, Cupertino, CA 
• Osagiemagbon Idehen, Staten Island, NY 
• Ethan Isakir, Flushing, NY 
• Elizabeth Kayes, Makawao, HI 
• Neha Khankari, Palo Alto, CA
• Camille Levy, Troy, MO 
• Jedidiah McClimans, Riverside, CA 
• Violet Miller, Bellevue, WA 
• Adrienne Prater, Tyrone, GA 
• Wyatt Steel, Leesburg, VA 
• Atticus Stewart, Hermosa Beach, CA 
• Faith Taylor, Hanover, NH 
• Grace Walters, Elm Grove, WI 
• Evan Weinswig, Menlo Park, CA 
• Brianna Wong, Oakland, CA 
• Channing Yang, Sugar Land, TX 
• Hannah Yang, Los Angeles, CA 
• Edward Zhang, Omaha, NE 

For more information about this scholarship or any of ������Ƶ’s other programs and services, visit  

About the Institute for Educational Advancement 

The Institute for Educational Advancement (������Ƶ) is dedicated to the intellectual, creative, and personal growth of our nation’s gifted and high-potential youth. Central to the mission of ������Ƶ is a commitment to the development of the whole child through engaging educational experiences that promote optimal challenge, mentorship, exploration of ideas, and recognition of personal potential. ������Ƶ seeks to connect gifted individuals through dynamic and engaging year-round programming. Additionally, ������Ƶ supports a diverse community that creates a sense of belonging and affirmation. For more information, visit . 

About the Caroline D. Bradley Scholarship Program 

������Ƶ’s Caroline D. Bradley Scholarship Program is one of the few U.S. high school scholarship programs that is need-blind and awarded solely on the basis of merit to highly gifted seventh graders. Since its inception in 2002, the Caroline D. Bradley Scholarship has served over 400 students with academic and social support, high school tuition and a lifelong network for mentorship and peer connections. 

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“We make a living by what we get.  We make a life by what we give.” Winston Churchill

At the Institute for Educational Advancement (������Ƶ), donors are important members of our community because their donations play a major role in making it possible for ������Ƶ to transform the lives of hundreds of gifted children each year by helping them to reach for their full intellectual and personal potential. Donors are vital to the life of all non-profit organizations and most will agree that their giving is not just about making a donation, but about wanting to make positive difference in the life of an organization they care about.    

One of the most significant ways that a donor can support an organization is by becoming a recurring annual donor that an organization can count on each year for support. At ������Ƶ, our recurring donor group, the NAUTILUS SOCIETY was founded in 2000 by generous donors committed to the long-term success of ������Ƶ.  Members of the NAUTILUS SOCIETY pledge to donate annually to ������Ƶ for three consecutive years and show their continued commitment to supporting gifted youth through our unique programs and services.  Annual pledge donations large and small are welcomed.  Every gift makes a meaningful difference. Sustained annual funding from these donors allows ������Ƶ to focus directly on serving bright young people, many of which are overlooked and underserved. 

Annual donations to ������Ƶ play a significant role by helping to:

• Provide gifted youth with scholarships and opportunities for support, growth and community to meet their intellectual, personal and financial aid needs.
• Keep tuition low to make programs and services for gifted youth more accessible.
• Fund high-quality teachers, mentors, and experts so they can be a resource for students and families.
• Provide supplies, technology and equipment needed for advanced teaching and learning experiences.
• Provide resources online and in-person for families and teachers of gifted children to help them meet the needs of these exceptional young people.

Experience the joy of giving by joining the Nautilus Society and helping to ensure that ������Ƶ is able to continue providing its award-winning programming to all gifted youth who need our services.  Nautilus Members are recognized annually in our donor listings, annual report, and in the lobby of ������Ƶ’s headquarters in Pasadena, CA.

You can learn more about ways to support ������Ƶ and become a member of the Nautilus Society by clicking here.

Now through March 30, 2021, current seventh-grade students may apply for the scholarship. Students are required to complete a rigorous portfolio application process, which includes essays, middle school transcripts, two recommendations, and a work sample. Eligible applicants must also achieve scores at or above the 97th percentile on nationally normed standardized tests. The application can be found . 

“A gifted and talented student needs a specialized education to truly reach their potential,” said Elizabeth Jones, President and Co-Founder of ������Ƶ. “By nurturing each student’s intellectual and personal needs, this scholarship helps shape the next generation of leaders.”

Three selection committees, comprised of a diverse group of nationwide high school and university admissions directors, CDB alumni, community members, business leaders, and ������Ƶ staff will meet both virtually and in-person to review scholarship applications. Due to COVID-19, students will only need to provide standardized test scores for the 2018-2019 school year. Standardized test scores are not necessary for students in programs that do not offer them, including home-schooled students.

The program, which began in 2002, is currently funded by The Lynde and Harry Bradley Foundation. It is one of the few merit-based, need-blind scholarships of its kind in the United States. To date, ������Ƶ has awarded 349 scholarships to gifted learners and alumni who are already making their mark on the world. Currently, there are 196 alumni, 112 of whom have graduated from college and are in the work force, attending graduate school, or participating in international service and fellowship programs.

For more information about this scholarship or any of ������Ƶ’s other programs and services, visit or follow us on social media:

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About the Institute for Educational Advancement

The Institute for Educational Advancement (������Ƶ) is dedicated to the intellectual, creative, and personal growth of our nation’s gifted and high-potential youth. Central to the mission of ������Ƶ is a commitment to the development of the whole child through engaging educational experiences that promote optimal challenge, mentorship, exploration of ideas, and recognition of personal potential. ������Ƶ seeks to connect like-minded individuals through dynamic and engaging year-round programming. Additionally, ������Ƶ supports a diverse community that creates a sense of belonging and affirmation. For more information, visit .

About the Caroline D. Bradley Scholarship Program

������Ƶ’s Caroline D. Bradley Scholarship Program is one of the few U.S. high school scholarship programs that is need-blind and awarded based on merit to highly gifted seventh graders. Since its inception in 2002, the Caroline D. Bradley Scholarship has served over 300 students with academic and social support, high school tuition and a lifelong network for mentorship and peer connections.

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My son is a 2014 Caroline D. Bradley Scholar (who graduated high school in 2019), and as such I am frequently asked to give advice to families who are considering applying for the CDB Scholarship. I have realized that I’m repeating myself, and so I wanted to note down the advice I always give. I hope to offer a better sense of the landscape, as of course it can feel shrouded in mystery if you are on the applicant’s side of the fence. 

First things first. To decide to apply means that you and your child are willing to take a risk that your child will put a lot of effort in, and, they might not be awarded the scholarship. Or, maybe they will be awarded. Taking on the application means some amount of living in this unknown for a while, and frankly, learning to breathe through the what-ifs, and importantly, helping your child do the same. Perhaps I’m stating the obvious, but I think it’s a kindness to say to people: yes, there can be some anxiety in it all as you wait around after submission. It is important to be kind to yourself — and to your child — as you wait. And to give your child the message that who they are, and their value, remain the same regardless of outcome.

One thing I always try to communicate up front to applicants is that the people who run the scholarship, and all of the folks at the ������Ƶ (Institute for Educational Advancement, Pasadena), are real people. They are kind people. This is not some lofty group of Judgers. It can bring a lot of ease to the process if this is made clear to your child from the start.

Expanding on that, it is important to understand the perspective of your child’s audience as they approach the application. The ������Ƶ was founded to support gifted kids as whole people, including their social and emotional selves. As such, the people at the ������Ƶ are all very interested in the whole picture. (Your family would be wise to explore the ������Ƶ’s website to get a sense of who they are, what they support, and their philosophy about supporting gifted kids.) Yes, it is a scholarship to support exceptional and gifted kids, and as such, the kids are accomplished and interesting in a variety of ways. But I think many take this to mean that all of the CDB Scholars have perfect SAT/ACT scores, or have all won amazing awards, or are all…perfectly something. Some one thing.

But the truth is, the people who run the scholarship are looking to build a class, much as a college does. So, the final group that is selected will reflect a variety of abilities and interests. Know that there are kids with perfect SAT/ ACT scores who do not receive the scholarship; perfection is not the defining qualification they seek. While they do look at numbers, and those numbers tell part of the story of your child, know that they are certainly not looking only at numbers. There will be some very STEM-y kids. There will be musicians. There will be historians. There will be artists. And any number of descriptors. Often the Scholars have a number of interests and abilities. But there is not just one defining profile of a CDB Scholar. Since these are gifted kids, the applicants do have good grades and probably impressive scores; but they do not all look alike.

That said, there are some basic underlying truths. It’s my observation that all of the Scholars are genuinely, enthusiastically engaged in whatever it is they’re engaged in. They have a spark. The thing or things that interest them make them come alive. They may have the high scores, or good grades, or be accomplished in areas, but they are doing whatever they do because it is an authentic interest or joy. This is key. There are many personality types. There are a fair amount of introverts (and so that spark may be a quiet one). There are extraverts. But they are all engaged in their lives.

(And a side note on that point. The Scholars are engaged in their lives because they are drawn to do so themselves; they are internally driven. This has not been a parent-driven development; they are not doing what they do because their parent wrote the script of their lives and handed it to them. Surely parents have helped and scaffolded — but this is in response to their kids. That scaffolding is in response to observing, asking questions, and following the child’s lead.)

The ������Ƶ knows that these kids are 12, 13. They do not expect these kids to be polished. They know that even if some of the kids do have some impressive accomplishments by the time they are that age, they still are looking a lot at potential. (Know that the ������Ƶ does understand asynchrony.) Does this kid follow a spark? Does this kid have a genuine enthusiasm for whatever they are interested in? Will this kid be able to take this enormous opportunity and keep expanding, keep growing, keep engaging? How does this kid move in the world? Does this kid move forward with agency? How does this kid approach learning, or any activity?

When it comes time to work on the application, then, what I always say is this: Be authentic.

This is where you reference what I said above. Your child does not need to try to be somebody else to be a CDB Scholar. In fact, if a child is trying to be someone else in the application, then it seems pretty certain to me they are unlikely to get it. It will be evident to the committee. Your child needs to be exactly him, her, themselves. They are presenting their genuine selves, not an idealized notion. It needs to be clear that the application is their work, in their voice. That is the only voice the ������Ƶ wants to hear — not a parent’s, not a consultant’s. And the child needs to know this. This will give them freedom that allows them to address the application well.

As the parent, you will have the chance to speak to the committee in your own statement. That is the place for your experience, your observation; that is the place for your parental voice as you tell about the child you know, as you tell the story of your child. As the parent, you have to walk a fine line with your involvement in the application process. You, as the adult, will have a larger perspective than your child could have — both regarding a view of who they are, but also regarding what it is to submit an application like this. You will be a necessary part of the equation, but as an ally, as a support. You are there to help them talk out what they want to say, maybe help with edits for clarity; to be the adult who has done applications before. But your main job as a parent in this process is to help your child express their own voice.

Many I have spoken with said that the application process was valuable. This has also been true for those whose children were not awarded the scholarship. Certainly, that outcome was disappointing for them, but they experienced value even with that. Here is what I experienced as an observing parent, and what I think has been true for others: arriving at the age of 12 or 13, this is often the first time the child has been asked to self-reflect. What a powerful process that can be. Use that. This is not just about “Do a great job on the application so you can win an award.” This is “Let’s take time so you can find your voice, show who you are, and what you enthusiastically run toward on your own. Let this be an opportunity for you to sit back and reflect on who you’ve become already, and who you want to become. And then express that.” Those who deeply engage in the process find they are changed by it.

I repeat: the folks at CDB are real people (friendly, kind, funny, compassionate people) who are looking to award real kids with the scholarship. They are people who really want to support gifted kids.

The most important thing is for the application to be an authentic representation of the kid. For the kid to be authentic in the process. They want the real thing, not what an anxious parent might think they want to see. Yes, the people who apply are very accomplished and bright, and so that all comes out, and does need to be presented (things done, awards won, recognitions, talents, passions, etc.). But really, they are looking for kids who are kind, have integrity, are creative: who are essentially good people. Good people who are enthusiastic about learning and their own passions and will take advantage of the scholarship. (The people at the ������Ƶ take the organization’s main tenets seriously. Passion, Creativity, Integrity, Perseverance. The kids who are awarded live those tenets as a natural part of who they are.) It’s not all about bells and whistles, though the Scholars have those. It’s who they are, along with the bells and whistles, that counts the most. The task is to show the committee who the child really is. Your child’s heart needs to come through. That is essential.

People ask my advice, and often it seems that they think I’m going to be able to give some nudge about how their particular kid should approach it. But I always come back to the same thing — everything I’ve written here. And often, after I repeat all of this, I see that parents have an awakened notion, and seem to feel relieved that the task at hand is not as mystery-laden or out of their range as they’d feared it was going to be. Because in the end, it’s about showing what is already true. You already know this. You just need to sit and ponder, ask your child to ponder, ponder out loud together, and let it come into clarity. Let who they are come into clarity. Jot notes. Have discussions. ‘Who am I? What do I love? What do I like to do in my free time? What excites me? What do I want for myself? For the world? How do I approach things?’ You have the opportunity to guide this awakening, and then sit back and let them go at it. Make sure your child knows that this is about communicating what they have already been doing: being themselves.

2020 Caroline D. Bradley Scholarship Applications are due Wednesday, April 15, 2020.  

As the Program Manager for the program, I’ve been asked by prospective applicants how to “best” prepare their application so that it not only gets read, but stands out. There really are no gimmicks or tricks to this, but there are effective guidelines that I’ve seen throughout my 12 years at ������Ƶ that I’m happy to share:

1. Take the application instructions and directions seriously.

Allow plenty of time to complete your application, so you have time to review and double-check it. Stay within the maximum word counts for your essays and short answers. This lets our selection committees know that you understand and know how to follow directions. Don’t include extra items if specifically given number limits in certain categories such as recommendations. The CDB Scholarship asks for two recommendations. We know that you’re a spectacular applicant, but, again, this falls under the follow directions rule of thumb.

2. Start your preparation early.

Be mindful of the CDB application deadline. To ensure you meet the deadline, start gathering everything you need, begin brainstorming essay ideas and request letters of recommendation months ahead of time as a courtesy to your recommenders who more than likely have a lot in their schedules to take care of aside from your recommendation… and potentially for other program applicants in addition to yours.

Be sure to check the deadlines of upcoming ACT and SAT test dates and register as early as possible to be assured of your requested test date and the location of your test center. It also doesn’t hurt to do a “trial run” to the test site so you know in advance not only where it is but how long it will take to get you there, whether driving or on public transportation. The less stress you can put into test day realities, all the better for you to focus your energy on the test itself… and not on getting there.

3. Choose recommenders wisely.

Make sure that your recommenders know you well enough to support a positive letter of recommendation that makes it clear they know you in the context in which they are writing your letter, and that they have the time to write and submit your recommendation in accordance with the deadline. It is YOUR responsibility to give your recommenders all of the necessary details and deadline information, not theirs to research. You do not want to make this process difficult for them, but should focus on presenting yourself in a positive light to any person willing to support your application. You can certainly provide your recommenders with details, as they may think highly of you but not remember your record-setting time in the 100 meter butterfly or the essay you had published in the school’s literary magazine. Many teachers and coaches routinely write multiple letters of recommendation over the course of an academic year. It’s fine if you supply them with appropriate data on YOU—which is not to say that you write your own recommendation for them to sign. Any recommender who asks you to do this is NOT a recommender that would be appropriate for you to utilize.

4. Don’t lose focus of the detail.

Make sure that you know and are eligible for the specific requirements of the CDB Scholarship. Overlooking a direction or neglecting any of the submission requirements—i.e. not answering the required number of essay prompts, not submitting a work sample, not completing a parent or recommender statement—can disqualify an otherwise eligible applicant from consideration. Read the directions carefully, and don’t hesitate to reach out to a member of the CDB Scholarship team either by phone or e-mail if you have any questions.

5. The seventh��grader is the applicant- not your parent.

I’m going to let you in on an insider secret: no one on the CDB team wants to get a phone call from a prospective applicant’s parent that begins, “I’m filling out the application for my son/daughter…”�� unless their question specifically refers to the Parent Statement�� or general directions-related queries. The application is the responsibility of the student to complete. Yes—a parent or responsible adult can assist with making sure all elements of the application are in order, but it’s up to the actual applicant to be proactive when it comes to requesting the recommendations, school transcript and all of the essay writing and submission of activities, work sample, etc.

6. Stay organized.

Keep track of various deadlines and test days with your planner or a calendar app. It’s also a good idea to keep an online or paper folder with all of the components of the scholarship application as “saved” documents prior to submission, as well as the specific people and dates you’ve gone to for your recommendations and school transcripts. Stay on top of the application components that others are responsible for in a respectful manner which does not mean asking them every week if they’ve completed and submitted your materials. With the CDB application, you can check online under your name to see if and when outside pieces of your application have been submitted.

7. Make sure you know the scholarship.

It’s irritating to a reader when an applicant misspells the name of the scholarship or mistakenly lists the incorrect name if they’re applying for multiple scholarships.

8. Proof your work and have someone else review your application for errors.

It’s perfectly acceptable to ask another person—parent, teacher, older sibling—to read your work and ask for their input or to check your grammar and spelling. A second pair of eyes can often spot errors that you might have missed in the umpteenth reading of your work. But to be clear– this application should be the work, ideas and creative submission of the applicant who is a 7^th grader, not that of an adult. Our readers are well versed in reviewing applications, and the “voice” we expect to be presented with is that of the student applicant, not an over-arching parent.

9. Pay attention to presentation.

If you’ve written great essays and have followed all of the scholarship directives and guidelines but submit an application that is sloppy or not what should be considered as a final draft, you could jeopardize your chances of being a stand-out applicant. All things being equal, the student who submits a neat and professional looking application is going to have an advantage over what appears to be a rushed and not well-proofed submission.

10. Be original.

Many of our readers say that a great essay opening line or a slice-of-life story captures their attention and makes that applicant memorable. Write about specific aspects, experiences, memories or moments of your life in your responses to the various prompts that are unique to you.

11. Share your passions.

As important as your scholastic performance may be, we want to see what you do outside the classroom that has your interest and focus, which is why the CDB application asks for the time commitment and length of time that you’ve put into a particular commitment, as well as any leadership roles you have assumed in your extracurricular life. It’s fine to dabble in a lot of different pursuits, but the limited number of response slots on the CDB application are meant to reveal your passions— the areas that you have seriously devoted your out-of-school time, effort and outreach towards.

The Caroline D. Bradley Scholarship and the annual cohort of selected CDB Scholars takes into account more than an applicant’s numerics—grade point average and test scores.�� Our team looks at each application as an amalgam of the multiple aspects of what contributes to present you as an accomplished, multi-faceted, high-potential individual, which we hope is indicative of the CDB application in all of its component parts.�� We want you to be as engaged in the application process as we will be in its reading and getting to know you.

Interested in becoming a CDB Scholar? The is now available. Apply by April 10, 2018.

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“It is the province of knowledge to speak and it is the privilege of wisdom to listen.”
– Oliver Wendell Holmes

Every year, the Bradley Seminar brings together our national cohort of current ��Scholars along with alumni, parents, educators, guest speakers and ������Ƶ staff for a weekend event where they can connect as a community, discuss issues of personal and global significance, and explore engaging content through cross-generational dialogue. And every year, it comes and goes all too quickly. The 2017 Bradley Seminar took place March 10 – 12 in ������Ƶ’s hometown of Pasadena, California. This year’s theme was Listen Up!, a topic we hoped would be particularly relevant to the current social, political, and cultural climate. We explored the theme of listening to ourselves, others, and the world through sharing open dialogue and diverse perspectives in cross-generational formats, small group workshops, and conversations of personal connection and depth.

Since 2002, the has been supported by the generous vision of one donor, founded on the premise that our nation’s most gifted young students will best thrive and actualize their unique individual potential through access to the most challenging, nurturing, and flexible learning environments suited to their intellectual and personal needs. Since 2014, the CDB Scholarship has been funded in perpetuity, expanding its annual scholar identification from 15 to up to 30 Scholars per year.

This year’s Bradley Seminar welcomed the Class of 2015, our second annual class of 30 Scholars, making this our largest seminar to date with over 200 attendees! The weekend kicked off on Friday afternoon with a Welcome Reception for the freshmen Class of 2015 held at The Barder House, a space rife with meaning for the CDB community. The home is dedicated and named for the scholarship’s visionary, Sarah D. Barder, who generously donated the space to the Institute for Educational Advancement in 2011 to serve as the main offices for ������Ƶ, as well as a meeting place and touchstone for the CDB community.

CDB Class of 2015

Scholars Billy Menken and Ethan Yan practice the art of blind drawings led by ������Ƶ staff

CDB freshmen enjoy refreshments at The Barder House

Throughout the weekend, we visited the theme of listening through presentations, panel discussions, workshops, and group activities. – licensed psychologist and ������Ƶ senior fellow – delivered a keynote address on the value of balance and holistic listening: to ourselves, to each other, to nature and the world, to intuition. Betsy Jones – president and co-founder of the Institute for Educational Advancement (������Ƶ) – facilitated intentional, inter-generational conversations between scholars, alumni, parents, educators and guests. These conversations focused on questions like: Have you ever felt like your words weren’t being acknowledged, heard or understood? What do you think are the most important things you can do to impact your ability to listen? How can these changes affect your life, your relationships and your community?

On Saturday afternoon, CDB Scholars spent time exploring the Natural History Museum of Los Angeles, The Broad Contemporary Art Museum, and The Huntington Library, Art Collection and Botanical Gardens. Parents and guests were privy to a unique screening event for the upcoming film, , including an exclusive Q & A with the producer and lead actress, McKenna Grace. Reviews were glowing – we recommend the film, which will be released nationwide on April 7, to anyone who has ever raised, taught or been a gifted child.

CDB Scholars at The Broad

Scholars Junah Jang, Trisha Boonpongmanee, Sarah Jung, Ellie Surman and Sarah Smale enjoy the Chinese Gardens at The Huntington Library

Actress McKenna Grace and Producer Karen Lunder give an exclusive Q & A for the soon to be released film, .

Finally, threaded throughout the weekend were speeches from our graduating Class of 2012 Scholars. Senior speeches are a highlight of the seminar every year, a 3-5 minute opportunity for each of our seniors to share some of their most transformative memories and moments from high school, the lessons they have been taught along the way, and how the CDB Scholarship has prepared them for the new road ahead.��One parent commented:��“I expected intellect and passion. I wasn’t prepared for the humility, integrity, and wisdom.�� I feel more hopeful now, knowing that these young students are becoming our next generation of leaders.”

Thank you to our entire CDB community, ������Ƶ staff, and for a refreshing and memorable weekend – we can’t wait until 2018!

Congratulations, CDB Senior Class of 2012!

CDB Junior Class of 2013 – it’s your turn next year!��

CDB Sophomore Class of 2014

CDB Alumni at the 2017 Seminar

See more photos of the Bradley Seminar on our !

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Rebekah Agwunobi, Washington
Cole Arnett, Texas
Tuvya Bergson-Michelson, California
Paige Busse, New Jersey
Audrey Chin, California
Galileo Daras, California
Miranda Derossi, Nevada
Eden Fesseha, Pennsylvania
Elias Garcia, New Mexico
Aeden Gasser-Brennan, California
Calder Hansen, California
Matthew Hurley, Illinois
Michelle Jeon, California
Anjalie Kini, Colorado
Ethan Knight, California
Kathy Lee, California
James Liu, Oregon
Holly McCann, North Carolina
Nicholas Miklaucic, North Carolina
Catherine Phillips, North Carolina
Emily Powell, California
Ruhi Sayana, California
Jeffrey Shen, California
Henry Spritz, Maine
Yajur Sriraman, New Jersey
Seth Talyansky, Oregon
Sophia Vahanvaty, California
Andy Xu, South Carolina
Ivy Zhang, New Jersey
Jacob Zimmerman, Massachusetts

The awards highly gifted students with a four-year scholarship to a high school that fits their individual intellectual and personal needs. Students apply in 7th grade. If you are interested in receiving information about the 2015 Scholarship as it becomes available, please join our email list.

Every gifted person has a unique story. The following story is part of a series of posts depicting the many faces of gifted by highlighting gifted children and adults we have found through ������Ƶ programs. Devyn is a high school junior and a Caroline D. Bradley Scholar. The program awards highly gifted students with a four-year scholarship to a high school that best fits their individual, intellectual and personal needs. Here, Devyn talks about the many factors that influenced her educational path.

Devyn R.
2010 Caroline D. Bradley Scholar

In my application for the Caroline D. Bradley Scholarship, I described myself with the personal characteristic of “being extremely curious and having a thirst for knowledge.” My seventh grade self wasn’t too picky about the things I learned; I devoured it all. I was a historian, a scientist, a pianist, a flutist, an actress, a linguist, a tap dancer… The list went on and on.

As I moved into high school and my extra-curricular activities became more demanding, I realized that I had to narrow my focus. I still possessed a wild curiosity and an insatiable desire to learn, but I determined that my real interest lay in our ever-changing global society: diplomacy, politics, foreign languages, and world history. I have pursued these subjects to their fullest both in my high school and out in the world.

One of the major reasons behind this realization derived from my decision to study Latin in high school. The Latin program at my school was exceptional, and I soon became an avid classicist. I attended both state and national Latin conventions, where I met students from around the country who were just as enthusiastic about declining nouns, conjugating verbs, and reciting Ciceronian oratories as I was. I participated in Certamen, a quiz bowl competition with a classics twist, and my Illinois state team placed in the top five in the country. At this year’s state convention in February, I decided to take a more active role in Illinois Latin, and I became a student member of the Illinois Junior Classical League Board. I was very excited to have the opportunity to lead the Illinois delegation to nationals at the University of Nevada, Las Vegas this July.

The wide variety of student organizations that my high school has to offer also helped me determine my areas of interest. As a freshman, I became a member of my school’s Model United Nations team, seizing the opportunity to experience global diplomacy firsthand. Last year, I helped new members grow in their knowledge of Model UN conferences and parliamentary procedure. I also represented the sophomore class on my school’s Student Council and coordinated numerous events ranging from dances to a “State of the School” address. I am eager to begin my next term as council treasurer this year. These two extra-curricular activities helped me realize my affinity for leadership and government.

The final piece to the puzzle of my identity came with a rather spontaneous decision to study a language completely foreign to me and to most other Americans: Arabic. In the summer of 2012, I decided to attend a month-long intensive Arabic immersion program run by the Middlebury-Monterey Language Academy. I knew not one word in Arabic; I couldn’t even recognize a single letter. My family and friends were surprised, to say the least, at my choice of a summer camp, but I was ready for the challenge. I emerged from a hot July in Ohio hooked on the Arab language and culture. I was able to communicate in Arabic, fluently read and write the alphabet, and even prepare some traditional Arab foods. Until that summer, I never really knew what I wanted to do with my life; I had never identified that one thing that I absolutely loved. But in that month, I knew I had found it.

Since my school does not offer Arabic, over the past year, I have taken private lessons, which have been generously funded by my CDB Scholarship. I am thrilled every time I am able to recognize words through a shop window or search through Al-Jazeera Online and understand the headlines. Through my studies, I have come to appreciate the rich and diverse culture of the Arabic-speaking world, and I am very interested in helping to bridge the cultural divide that has separated the West and the Middle East for so many years. To this end, I spent a month in Jordan this summer, participating in a program that encompasses language study, leadership, cultural activities, tourism, and community service. I enjoyed the chance to speak Arabic 24/7, mentor young Jordanian students, and visit historically important sites like Petra and the River Jordan. I hope that this trip was just the first of many to the Arab World as I become more involved in diplomacy and international affairs.

I plan to continue to hone my leadership skills and increase my global outlook as I move through high school and into college. I am very thankful to have ������Ƶ as a partner and guide along my journey.