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Phillips Exeter Academy (also known as Exeter or PEA) is an independent, co-educational, college-preparatory school in Exeter, New Hampshire. Established in 1781, it is America's sixth-oldest boarding school and educates an estimated 1,100 boarding and day students in grades 9 to 12, as well as postgraduate students.[4][5] Exeter is widely considered to be one of the most prestigious secondary schools in America.[6][7]

Key Information

Exeter houses the world's largest high school library. The academy admits students on a need-blind basis and offers free tuition to students with family incomes under $125,000. Its list of notable alumni includes U.S. president Franklin Pierce, U.S. politician Daniel Webster, over 35 U.S. congresspeople, 6 governors of U.S. states, Facebook founder Mark Zuckerberg, three Medal of Honor recipients, and three Nobel Prize recipients.

History

[edit]
See also: List of Phillips Exeter Academy principals

Origins

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Phillips Exeter Academy was established in 1781 by John and Elizabeth Phillips, prominent citizens of Exeter, New Hampshire. It is the nation's sixth-oldest boarding school.[8]

John Phillips had earned degrees from Harvard College and came to Exeter as a young man in 1741, initially as a teacher. He made his fortune as a merchant and banker, and gained influence over time as an advisor to the colonial governor, circuit court judge, elected representative, and senior militia officer in the years leading up to the Revolutionary War. In 1778, he supported his nephew, Samuel Phillips Jr., financially when the latter founded Phillips Academy in Andover, Massachusetts,[9] about 40 miles away. As result of this original family relationship, the two schools share a friendly and historic rivalry.[10] John Phillips stipulated in Exeter's founding charter that it would "ever be equally open to youth of requisite qualifications from every quarter."[11]

The new academy benefited from donors besides John Phillips. Phillips had previously been married to Sarah Gilman, the wealthy widow of Phillips' cousin, Nathaniel Gilman,[12] whose large fortune, bequeathed to Phillips, enabled him to endow the academy.[13] The Gilman family also donated to the academy much of the land on which it stands, including the initial 1793 grant by New Hampshire Governor John Taylor Gilman of the Yard, the oldest part of campus; the academy's first class in 1783 included seven Gilmans.[14][15] In 1814, Nicholas Gilman, signer of the U.S. Constitution, left $1,000 to Exeter to teach sacred music.[16]

First Academy Building c. 1910, where the school opened in 1783

The academy's first schoolhouse, the First Academy Building, was built on a site on Tan Lane in 1783,[17] and today stands not far from its original location. The building was dedicated on February 20, 1783, the same day that the school's first Preceptor, William Woodbridge, was chosen by John Phillips.[11]

Exeter's Deed of Gift, written by John Phillips at the founding of the school, states that Exeter's mission is to instill in its students both goodness and knowledge:

"Above all, it is expected that the attention of instructors to the disposition of the minds and morals of the youth under their charge will exceed every other care; well considering that though goodness without knowledge is weak and feeble, yet knowledge without goodness is dangerous, and that both united form the noblest character, and lay the surest foundation of usefulness to mankind."[10]

19th Century

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In the early 1800s, a deep religious divide opened up between Unitarian Harvard and Calvinist Yale.[18] As a result, Unitarian-friendly Exeter developed a closer relationship with Harvard and Calvinist-friendly Andover with Yale.[19][20] Although originally, most Exeter graduates did not go on to further formal education (as with most 18th and 19th Century secondary schools), the ones that did placed at Harvard in substantial numbers.[21] From 1846 to 1870, Exeter supplanted Boston Latin School as Harvard's largest feeder school, supplying 16% of all Harvard students during that period.[22] In the latter half of the 19th century, graduates of Exeter and the now-defunct Adams Academy of Quincy, Massachusetts were "dominant socially" on Harvard Yard.[23]

Exeter's first recorded minority student was Moses Uriah Hall, a young Black man, who entered the Academy in 1858, served in the Union Army during the Civil War, and was known for many years as a skilled stonemason and businessman in nearby Epping, New Hampshire.[24] During the Civil War, four White students from a border state, Kentucky, threatened to leave the Academy unless it adopted a whites-only policy. The principal, Gideon Lane Soule, replied that "the colored student will stay, you can do as you please."[25]

After a brief interlude in the 1880s when Exeter's focus partially shifted from college preparation to general education and only 18% of Exeter students went on to college,[26] Charles Everett Fish (p. 1890–95) restored academic standards by adopting a policy of expelling students who could not attain a C average.[27] A student in the Class of 1892 recalled that "[t]here was no real discipline ... the only measure of a boy's quality was his scholarship. If that was satisfactory, little else mattered."[28] The percentages of students going on to college recovered rapidly to 1870s levels, although the student body shrank significantly, dropping from 355 in 1890 to 123 in 1895.[29]

1909 advertisement for the school, proclaiming that "[s]tudents are dropped from any class, at any time, if they fail to do satisfactory work."

Fish's successor Harlan Page Amen (p. 1895–1913) solidified Exeter's mission as a college-preparatory school. Amen cleaned up Exeter's social image, as the student body had acquired a reputation for unruly behavior.[30][31] He doubled tuition from $75 to $150 between 1895 and 1899,[32][33] and claimed in 1903 that he had expelled 400 boys in eight years.[34] He also improved the academy's residential facilities; by 1903 two-thirds of Exeter students were living on campus.[35] Despite the expulsions, Exeter's new-look mission resonated with parents, and enrollment jumped to 390 in 1903 and 572 in 1913.[36] From 1890 to 1894, 67% of Exeter's college-bound students went on to Harvard, Yale or Princeton.[37] 60-odd years later, in 1953, the corresponding number was 67% for the entire academy.[38]

Exeter baseball team in 1881, including a student from the Chinese Educational Mission.

From 1879 to 1881, Exeter (and several other schools) participated in the Chinese Educational Mission, hosting students from Qing China who were sent to the United States to learn about Western technology. However, all students were recalled after just 2 years due to mounting tensions between the United States and China, as well as growing concern within the Chinese government that the students were becoming Americanized.[39]

Harkness Gift and financial independence

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Lewis Perry was appointed principal in 1914 and ran the academy until 1946. Although his early years were marked by grave financial difficulties, including a $200,000 bill to rebuild the Academy Building (destroyed by fire five months into Perry's administration) and the disruption of World War I,[40] he had a "talent for getting wealthy men to part with their money."[41] A professional fundraiser, he did not teach classes; instead, he "spen[t] much time away from school spreading Exeter's fame and obtaining endowments."[42] Exeter's endowment increased ninefold during his tenure.[43] In 1936, Exeter boasted an $8 million endowment for roughly 700 students, making it the richest boarding school in New England in both absolute and per capita terms.[44]

Perry used the money to improve student quality of life, expand access for the underrepresented, and build a more cohesive and higher-achieving student body. Under Perry's leadership, Exeter was able to provide housing for all its students for the first time.[35] Perry also adopted a policy that scholarship students should comprise at least 20% of the student body.[45] He imposed greater restrictions on students' after-class activities, culminating in the abolition of fraternities in 1940.[46] Perhaps counterintuitively, these restrictions limited the number of disciplinary cases and helped students improve their academics. From 1922 to 1931, the number of students expelled or asked to leave for academic reasons declined from 136 to 40.[47] When Perry retired, the school educated 725 boys.[48]

Despite Perry's reforms, Exeter retained a certain informality, which was reflected in the school's "unwritten code that there were no rules at the academy until you broke one."[49][43] Expelled alumni include the journalist David Lamb and the writer and editor George Plimpton.

Edward S. Harkness, benefactor

Perry's largest financial windfall came on April 9, 1930, when philanthropist and oil magnate Edward Harkness wrote to Perry to propose a new way of teaching and learning, for which Harkness would donate funds to foot the bill:

What I have in mind is a classroom where students could sit around a table with a teacher who would talk with them and instruct them by a sort of tutorial or conference method, where each student would feel encouraged to speak up. This would be a real revolution in methods.[50]

The result was "The Harkness Method," in which a teacher and a group of students work together, exchanging ideas and information in a seminar setting.[51] In November 1930, Harkness gave Exeter $5.8 million (approximately $110 million in February 2024 dollars) to support this initiative.[33] To support the more intensive teaching style, Exeter's faculty grew from 32 teachers in 1914 to 82 in 1946.[43] In addition, through Harkness' largesse, the academy was able to avoid cutting faculty salaries during the Great Depression, making it a rarity among boarding schools.[52]

Since 1930, Exeter's principal mode of instruction has been by discussion, "seminar style," around an oval table known as the Harkness Table.[53][54] Today, all classes are taught using this method, with no more than 12 students per class.[55]

More recent history

[edit]

William Saltonstall '24 (p. 1946-63) succeeded Perry and continued Perry's successful fundraising record. He began his tenure by completing a $5.6 million ($72 million in February 2024 dollars) fundraising drive, ending in 1948.[33] Later that year, J. P. Morgan partner Thomas W. Lamont '88 (the former president of the board of trustees) left Exeter another $3.5 million in his will.[33]

Under Saltonstall, the academy maintained strong ties to elite universities, although like nearly all boarding schools, it lost ground to public schools during this period. Exeter served as one of the testing grounds for the Advanced Placement program,[56] and in 1957, it produced 11 of the 30 incoming Harvard students with enough AP credit to enter as sophomores.[57] In addition, in 1963 Exeter produced 73 National Merit Scholarship finalists, the most in the nation.[58] However, elite universities relentlessly pushed Exeter to tighten academic standards even further, as Harvard's appetite for Exeter graduates meant that the top cut of Exeter students did not reflect the full breadth of the academy's contingent at Harvard. (In 1955, Harvard admitted 79% of applicants from Exeter and Andover;[59] by contrast, in 1957, 30% of recent Exeter graduates made the dean's list at Harvard, compared to 40% for the entire freshman class.[57]) Due to a surge of applicants from public schools, Exeter students no longer enjoyed near-automatic admission to the colleges of their choice. From 1953 to 1963, the percentage of Exeter graduates admitted to Harvard, Yale, or Princeton declined by a third, from 67% to 42%.[38]

Faced with a decline in applicants,[60] the academy responded by broadening its student body. In 1969, Exeter stopped requiring students to attend a weekly religious service.[61] In 1970, it became coeducational;[62] it later appointed its first female principal (Kendra Stearns O'Donnell) in 1987.[33] In 1996, to reflect the academy's coeducational status, a new gender-inclusive Latin inscription Hic Quaerite Pueri Puellaeque Virtutem et Scientiam ("Here, boys and girls, seek goodness and knowledge") was added over the main entrance to the Academy Building. This new inscription augments the original one—Huc Venite, Pueri, ut Viri Sitis ("Come hither boys so that ye may become men").[63] In 1999, 55% of incoming Exeter students came from public schools.[64]

On January 25, 2019, William K. Rawson '71 was appointed by the academy's trustees as the 16th Principal Instructor.[65] He is the fourth alumnus of Exeter to serve as Principal, after Gideon Lane Soule (1838–1873), Harlan Amen (1895–1913), and William Saltonstall (1946–1963). In 2021, Rawson announced that Exeter would adopt a need-blind admissions policy, following a $90 million fundraising campaign to support financial aid.[66] In 2025, Rawson announced that he would retire at the end of the 2025-26 school year.[67]

College admissions

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In the later half of the 20th century, criteria for U.S. college and university admissions evolved to include more meritocratic considerations and an emphasis on wider demographic factors. Exeter reports that while 10 or more students attended seven of the eight Ivy League colleges (ex. Dartmouth) and MIT between the years 2022-24, 10 or more students also attended Boston College, Bowdoin, GWU, Georgetown, NYU, Northeastern, Tufts, UChicago, USC, and Wesleyan.[68]

Academics

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Courses and grading

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Exeter uses an 11-point grading system, in which an A is worth 11 points and an E is worth 0 points.[69] The academy's student-teacher ratio is 6:1, and 93% of Exeter faculty have postgraduate degrees.[70]

Students who attend Exeter for four years are required to take courses in the arts, classical or modern languages, computer science, English, health & human development, history, mathematics, religion, and science. Most students receive an English diploma, but students who take the full series of Latin and Ancient Greek classes receive a Classical diploma.[71]

Although Exeter administrators helped originate the Advanced Placement program,[72] Exeter no longer offers AP courses, asserting that some of its courses "go well beyond the AP curriculum" and often reach "the pace and level of college courses."[69] Exeter was one of the first private schools to begin phasing out AP classes, starting in the early 2000s.[73]

Harkness teaching method

[edit]

All classes at Exeter are taught seminar-style around Harkness Tables with no more than 10-12 students per class period. No classrooms have rows of desks or chairs, and lectures are uncommon. The completion of the Phelps Science Center in 2001 enabled all science classes, which previously had been taught in more conventional classrooms, to be conducted around the same Harkness Tables.[74] Elements of the Harkness Method, including the Harkness Table, are now used in many independent schools around the world.[75][76]

Test scores

[edit]

The Class of 2024's average combined SAT score was 1440 (717 reading, 723 math). Although Exeter does not offer AP courses, its students may take AP exams if they wish; the Class of 2023's pass rate was 94%.[69]

Notable faculty

[edit]
Main article: List of Phillips Exeter Academy people § Notable faculty members and trustees of Phillips Exeter Academy

Off-campus study

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During the tenure of Exeter's tenth principal, Richard W. Day, the Washington Intern Program and the Foreign Studies Program began.[84] Exeter offers the Washington Intern Program, where students intern in the office of a senator or congressional representative.[85][86] Exeter also participates in the Milton Academy Mountain School program,[87] which allows students to study in a small rural setting in Vershire, Vermont.[88] The academy currently sponsors trimester-long foreign study programs in Grenoble, Tema, Tokyo, Saint Petersburg, Stratford-upon-Avon, Eleuthera, Taichung, Göttingen, Rome, Cuenca, and Callan;[87] as well as school-year abroad programs in Beijing, Rennes, Viterbo, and Zaragoza.[89][90] The academy also offers foreign language summer programs in France, Japan, Spain, and Taiwan.

Student body

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Student body composition (2024–25)[70]
Race and ethnicity Total
White 48.8%
 
Asian 36.5%
 
Black 10.7%
 
Hispanic 9.5%
 
American Indian/Alaska Native 0.7%
 
Two or more Races 18.0%
 
Native Hawaiian/Pacific Islander 0.5%
 

Admissions

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Exeter typically accepts 14–18% of applicants annually, including 18% in 2024.[91][92][93][70] The admission rate briefly dropped to 10% during the COVID-19 pandemic.[91] In 2024, 78.5% of admitted students chose to enroll at Exeter.[70]

Exeter has admitted students on a need-blind basis since 2021.[66] In the 2023–2024 school year, 13% of the students were legacy students.[citation needed]

Grade levels

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In the 2024–2025 school year, Exeter enrolled 225 freshmen (in academy jargon, "juniors" or "preps"), 252 sophomores ("lower middlers" or "lowers"), 304 juniors ("upper middlers" or "uppers"), and 325 seniors and postgraduates ("seniors" and "PGs"), for a total enrollment of 1,106 students.[70][94]

Diversity

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Exeter enrolls a racially and ethnically diverse student body. In the 2024–2025 school year, 57.1% of Exeter students identified as students of color.[70] In the 2019–2020 school year, 52% of the academy's 314 incoming students previously attended U.S. public schools.[95]

In September 2024, the Exeter student body included students from 44 states, the District of Columbia, Guam, and 32 countries. 9.9% of students are international students, and another 6.2% are U.S. citizens residing outside the United States.[70]

Most Exeter students (81%) live on campus. The remaining 19% are day students who commute to Exeter from nearby communities.[70]

Finances

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Tuition and financial aid

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In the 2024–2025 school year, Exeter charged boarding students $69,537 and day students $54,312.[96] 45% of Exeter students are on financial aid,[70] which covers, on average, $56,315 for boarders and $37,770 for day students.[97]

Exeter admits students on a need-blind basis and commits to offering financial aid that covers 100% of demonstrated financial need.[98][99][100] Since 2008, Exeter has also guaranteed free tuition for families with incomes under a certain threshold.[101] In 2024, Exeter raised the threshold from $75,000 to $125,000.[99][102]

Endowment and expenses

[edit]

Exeter's financial endowment stands at $1.6 billion as of June 30, 2024.[70] In its Internal Revenue Service filings for the 2021-22 school year, Exeter reported total assets of $1.91 billion, net assets of $1.71 billion, investment holdings of $1.22 billion, and cash holdings of $242.6 million. Exeter also reported $124.0 million in program service expenses and $25.3 million in grants (primarily student financial aid).[103]

Campus facilities

[edit]
Aerial view
The Academy Building
The Class of 1945 Library

Academic facilities

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  • The Academy Building (1914) is the fourth such building, and was built after the third burned down. Designed by Exeter alumnus Ralph Adams Cram,[104] the Academy Building houses the History, Math, Religion and Classical Languages departments, along with an archaeology/anthropology museum.[105] In the 1920s and 1930s, Lewis Perry expanded the building to add the Assembly Hall (formerly the Chapel) and connect it to the Mayer Art Center (formerly Alumni Hall).
    • Mayer Art Center (1903) houses the Art Department and the Lamont Gallery, as well as the College Counseling Office. It contains a large ceramics studio with approximately twenty wheels and three kilns on the first floor, two printmaking studios and three drawing/painting studios on the second floor, and an architectural and 3-D design studio on the third floor. The school purchased a 3-D printer in 2013.
  • The Class of 1945 Library (1972) is the largest secondary-school library in the world,[8] with a shelf capacity of 250,000 volumes.[106] In 2007, a public vote ranked Louis Kahn's Brutalist design #80 on the 2007 list of America's Favorite Architecture.[107] The New York Times' architecture critic Ada Louise Huxtable called the building a "stunning paean to books."[108]
  • Elizabeth Phillips Academy Center (EPAC) (2006), formerly the Phelps Center, serves as the academy's student center. It houses a student commons, post office, day student lounge, academic support center, student grill, and the Forum (a 300-person auditorium). It also hosts several student organizations.[109]
  • Goel Center (2018) houses the theater and dance departments.[110]
  • Phillips Hall (1932) houses the English and Modern Languages departments. It was purpose-built for the then-new Harkness system.
  • Phelps Science Center (2001) houses science laboratories and classrooms. In 2004, Centerbrook Architects & Planners received the American Institute of Architects New Hampshire's Honor Award for Excellence in Architecture for its work on the center.[111]
  • Forrestal Bowld Music Center (1995) houses the Music Department, the Music Library, a recital hall, three rehearsal halls, faculty offices, and dozens of rehearsal rooms.[112] It received the Honor Award in Architecture Design by the Boston Society of Architects in 1996.

Athletic facilities

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  • The George H. Love 1917 Gymnasium (1969)[113] contains 10 international sized squash courts, a swimming pool, three basketball courts, a weight-training room, a sports-science lab, and two hockey rinks.[114]
  • The William Boyce Thompson 1890 Gymnasium (1918) contains a basketball court, a dance studio, a cycling training room, a second swimming pool, and a media room.[104]
  • The Thompson Fieldhouse (2018) contains four indoor tennis courts, two batting cages, a wrestling room, and an indoor track.[115][116] The site previously hosted the Thompson Cage (1931), which contained wrestling, gymnastics, and track facilities.
  • The Downer Family Fitness Center (2015) contains weight lifting resources, aerobic machines, and turf space.
  • Roger Nekton Championship Pool is named for the long-serving former swimming and water polo coach.
  • The William G. Saltonstall Boathouse (1990) is a rowing facility on the Squamscott River.[104]
  • Outdoor facilities

The academy also hosts 19 outdoor tennis courts, several miles of cross-country trails, and a wrestling practice room.[117]

Other facilities

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  • Phillips Church was originally built as the Second Parish Church in 1897 and was purchased by the academy in 1922.[104] The building was designed by Ralph Adams Cram. Although originally a church, the building now contains spaces for students of many faiths. It includes a Hindu shrine, a Muslim prayer room and ablutions fountain, a kosher kitchen, and a meditation room. Services that are particular to Phillips Church include Evening Prayer on Tuesday nights, Thursday Meditation, and Indaba—a religious open forum.
  • Nathaniel Gilman House (1740) houses the academy's Alumni and Alumnae Affairs and Development Office. This home, as well as the Benjamin Clark Gilman House which is also owned by the academy, were built for the Gilman family, a group of prominent Exeter donors. The Gilman House is a large colonial white clapboard home with a gambrel roof hipped at one end, a leaded fanlight over the front door and a wide panelled entry hall.[118]
  • The Davis Center, formerly a library, houses financial aid offices. It was designed by Ralph Adams Cram.

Athletics

[edit]
See also: Andover–Exeter rivalry

Exeter offers 65 interscholastic sports teams at the varsity and junior varsity level, 27 intramural sports teams, and various fitness classes. All students are required to participate in athletics.

Basketball, water polo, wrestling, swimming, cycling, soccer, squash, cross country, crew, and ice hockey teams have won recent New England championships.[119]

Exeter has graduated multiple elite athletes in the past few decades. For example, crew Olympians include Anne Marden '76, Rajanya Shah '92, Sabrina Kolker '98, and Andréanne Morin '02. Georgia Gould is an Olympic medalist in mountain biking, while Joy Fahrenkrog is a member of the United States Archery Team. Duncan Robinson plays for the Miami Heat in the National Basketball Association. Tom Cavanagh played in the National Hockey League. Sam Fuld played 8 years of Major League Baseball, and became the General Manager of the Philadelphia Phillies in 2020.

Exeter's main athletic rival is Phillips Academy, better known as Andover. The two schools have been competing against each other in both baseball and football since 1878 (in those first games, Exeter defeated Andover 12–0 in baseball, while Andover won the football game, 22-0).[120] Today, Exeter-Andover weekend is still a large tradition in both schools.

Student life

[edit]

The academy has over 100 clubs listed. The Exonian is the school's weekly newspaper. It is the oldest continuously running preparatory school newspaper in the United States, having begun publishing in 1878. Recently, The Exonian began online publication.[121] The Exonian has been a finalist for a National Pacemaker Award several times, winning in 2007. Other long-established clubs include ESSO, which focuses on social service outreach, and the PEAN, which is the academy's yearbook. Exeter also has the oldest surviving secondary school society, the Golden Branch (founded in 1818),[122][123] a society for public speaking, inspired by PEA's Rhetorical Society of 1807–1820. Now known as the Daniel Webster Debate Society, these groups served as America's first secondary school organization for oratory.[124] The Model UN club has won the "Best Small Delegation" award at HMUN.[125] Exeter's Mock Trial Association, founded by attorney and historian Walter Stahr,[126] has since 2011 claimed seventeen individual titles, five all-around state titles, and a top-ten spot at the National High School Mock Trial Championship.[127]

Close to 80% of students live in the dormitories, with the other 20% commuting from homes within a 30-mile (48 km) radius. Each residence hall has several faculty members and senior student proctors. There are check-in hours of 8:00 pm (for first- and second-year students), 9:00pm (for third years), and 10:00 pm (for seniors) during the weekdays and 11:00 pm on Saturday night.[128]

Student body, Phillips Exeter Academy, ca. 1903

Religious life on campus is supported by the Religious Services Department, which provides a vintage stone chapel and a full-service ministry for the spiritual needs of students.[129] The chapel was originally built in 1895 and has been updated. It accommodates worship for "twelve religious traditions including Christian, Muslim, Jewish, Hindu, Quaker, Buddhist, Catholic among others"[130] as well as Secular Humanism.[129]

Weekly attendance at the religious service of their choice was required of students until 1969, after which religion at Exeter stagnated until it was revived by a new approach "as concerned with the religious dimension of all of our lives as it is with the particular religious needs of any one of us." A renovation of Phillips Church, completed in 2002, provided spaces for worship and meditation for students of diverse religious persuasions.[131]

Sexual misconduct

[edit]

An incident of student misconduct that occurred in the basement of Phillips Church in late 2015 brought criticism to the Academy.[132] An in-depth investigation uncovered sexual misconduct that had occurred at Exeter since the 1970s and involved at least 11 members of the faculty and staff. The report harshly criticized the school for not supporting victims when they reported incidents and for a pattern of not including these allegations in faculty members' files. In April 2016, Exeter hired the law firm of Holland & Knight LLP to investigate allegations of past misconduct by Exeter faculty and staff. A report was released in August 2018 providing an overview of the investigation and its findings.[133]

Through this process, Holland & Knight was assigned and completed 28 investigations. Of those 28 matters, 26 involved reported misconduct of a sexual nature by an Exeter faculty or staff member towards an Exeter student occurring at various points from the 1950s to the 2010s. During the course of these investigations, Holland & Knight conducted approximately 294 interviews of over 170 individuals.[134] The persons interviewed were located in various states, as well as overseas. According to the findings, the school maintained two sets of files, and would keep the more sensitive material away from Human Resources and prospective employers. Some of these faculty members would then leave Exeter but get hired at other boarding schools. In at least one case, the teacher then molested students at their next school. The allegations involve staffers who have since been fired, left the school or have died. Several have been named in the past by the school. In a 2018 letter, senior Exeter officials apologized to the school community, including victims who have come forward and those who have remained silent.[135][136]

Emblems

[edit]

Academy seal

[edit]

Exeter has two chief symbols: a seal depicting a river, sun and beehive, incorporating the academy's mottos; and the Lion Rampant. The seal has similarities to that used by Phillips Academy—an emblem designed by Paul Revere—and its imagery is Masonic in nature. A beehive often represented the industry and cooperation of a lodge or, in this case, the studies and united efforts of Academy students. The Lion Rampant is derived from the Phillips family's coat of arms, and suggests that all of the academy's alumni are part of the "Exonian family".

Exeter has three mottoes on the academy seal: Non Sibi (Latin 'Not for oneself') indicating a life based on community and duty; Finis origine pendet (Latin 'The end depends on the beginning') reflecting Exeter's emphasis on hard work as preparation for a fruitful adult life; and Χάριτι Θεοῦ (Greek 'By the grace of God') reflecting Exeter's Calvinist origins, of which the only remnant today is the school's requirement that most students take two courses in religion or philosophy.[137]

School colors and the alumnus tie

[edit]

There are several variants of school colors associated with Phillips Exeter Academy that range from crimson red and white to burgundy red and silver. Black is also a color associated with the school to a lesser extent. The official school colors are lively maroon and gray. The traditional school tie is a burgundy red tie with alternating diagonal silver stripes and silver lions rampant. The school’s athletic teams today wear the Pantone Matching System color PMS201.

Notable alumni

[edit]
Letter from President Abraham Lincoln to Mary Todd Lincoln, written from Exeter, where Lincoln was visiting son Robert Todd Lincoln, then an Exeter student. March 1860
Main article: List of Phillips Exeter Academy people § Notable alumni

Early alumni of Exeter include US Senator Daniel Webster (1796);[138] John Adams Dix (1809)[139] a Secretary of the Treasury and Governor of New York; US President Franklin Pierce (1820);[140] physician and founder of Sigma Pi Phi Henry McKee Minton (1851); Abraham Lincoln's son and 35th Secretary of War Robert Todd Lincoln (1860);[141] Ulysses S. Grant, Jr. (1870);[142] Richard and Francis Cleveland;[143] "grandfather of football" Amos Alonzo Stagg (1880);[144] Pulitzer Prize-winning author Booth Tarkington (1889)[145] and Hugo W. Koehler (1903), American naval attache' and intelligence agent during the Russian Revolution.[146][147] John Knowles, author of A Separate Peace and Peace Breaks Out, was a 1945 graduate; both novels are set at the fictional Devon School, which serves as an analog for his alma mater.[148]

Other alumni noted for their work in government include Gifford Pinchot,[149] Lewis Cass,[150] Judd Gregg,[151] Jay Rockefeller,[152] Kent Conrad,[153] John Negroponte,[154] Bobby Shriver,[155] Robert Bauer[156] and Peter Orszag.[157] Alumni notable for their military service include Secretary of Navy George Bancroft, Benjamin Butler,[158] and Charles C. Krulak.[159] Authors George Plimpton,[160] John Knowles,[148] Gore Vidal,[161] John Irving (whose stepfather taught at Exeter),[162] Robert Anderson,[163] Dan Brown (whose father taught at Exeter),[164] Peter Benchley,[165] James Agee,[166] Chang-Rae Lee,[167] Debby Herbenick,[168] Stewart Brand,[169] Norb Vonnegut,[170] and Roland Merullo[171] also attended the academy.

Other notable alumni include businessmen Stockton Rush, Joseph Coors,[172] Michael Lynton,[173] Tom Steyer,[174] Mark Zuckerberg,[175] David Goel,[176] and Stephen Mandel;[177] lawyer Bradley Palmer;[178] entrepreneur and presidential candidate Andrew Yang,[179] journalist Drew Pearson,[180] Dwight Macdonald,[181] producer and entrepreneur Lauren Selig, James F. Hoge, Jr.,[182] Paul Klebnikov,[183] Trish Regan,[184] Suzy Welch,[185] and Sarah Lyall;[186] actors Michael Cerveris,[187] Catherine Disher,[188] Jack Gilpin,[189] and Alessandro Nivola;[190] film director Howard Hawks;[191] musicians Phil Wilson,[192] Bill Keith,[193] Benmont Tench,[194] China Forbes,[195] Ketch Secor,[196] Win Butler[197] and William Butler;[198] historians Robert Cowley,[199], Heather Cox Richardson,[200] Arthur Schlesinger, Jr.,[201] and Brooks D. Simpson;[202] writers Roxane Gay[203] and Joyce Maynard;[204] screenwriters Tom Whedon[205] and Tom Mankiewicz;[206] baseball players Robert Rolfe[207] and Sam Fuld;[208] educators Claudine Gay,[209] Jared Sparks[210] and Benno C. Schmidt, Jr.;[211] composer Adam Guettel;[212] musician and podcaster Hrishikesh Hirway, humorist Greg Daniels;[213] mathematicians Shinichi Mochizuki,[214] David Mumford,[215] and Lloyd Shapley, winner of the 2012 Nobel Prize in economics;[216] economist Paul Romer, winner of the 2018 Nobel Prize in economics,[217] computer scientist Adam D'Angelo;[218] and philosopher Daniel Dennett.[219]

Other academic programs

[edit]

Summer school

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Each summer, Phillips Exeter hosts over 780 students from various schools for a five-week program of academic study. The summer program accommodates a diverse student body typically derived from over 40 different states and 45 foreign countries.[220]

Exeter's summer school is divided into two programs of study: Upper School, which offers a wide variety of classes to students currently enrolled in high school who are entering grades ten through 12 as well as serving postgraduates; and Access Exeter, a program for students entering grades eight and nine, which offers accelerated study in the arts, sciences and writing as well as serving as an introduction to the school itself. Access Exeter curriculum consists of six academic clusters; each cluster consists of three courses organized around a focused central theme. Some of Exeter's summer school programs also give students the opportunity to experience studies outside of Exeter's campus environment, including interactions with other top schools and students, experience with Washington D.C., and travel abroad.[221]

Workshops

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The academy offers a number of workshops and conferences for secondary school educators. These include the Exeter Math Institute; the Exeter Humanities Institute; the Math, Science and Technology Conference; the Exeter Astronomy Conference; and the Shakespeare Conference.[222]

The "On Beyond Exeter" program offers one-week seminars for alumni. Most courses are held at the academy, but some meet in the locations central to the course's topic.

Historical endeavors

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In 1952, Exeter, Andover, Lawrenceville, Harvard, Princeton and Yale published the study General Education in School and College: A Committee Report. The report recommended examinations that would place students after admission to college. This program evolved into the Advanced Placement Program.[223][72]

In 1965 Exeter became the second charter member (after Andover) of the School Year Abroad program.[224] The program allows students to reside and study a foreign language abroad.

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Several works are based on Exeter and portray the lives of its students. Many are written by alumni who disguise Exeter's name, but not its character, such as the novels A Separate Peace by John Knowles and A Prayer for Owen Meany by John Irving.

See also

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Notes

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References

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Further reading

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Revisions and contributorsEdit on WikipediaRead on Wikipedia

Phillips Exeter Academy

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Phillips Exeter Academy is a co-educational, independent college-preparatory in , founded in 1781 by merchant John Phillips and his wife Elizabeth to promote "piety, religion and morality" among youth through education. The institution operates on a 700-acre campus with 147 buildings and enrolls 1,099 students in grades 9 through 12 and a postgraduate year, including 895 boarders and 211 day students from the and dozens of foreign countries. Its academic program centers on the Harkness method, a seminar-style approach introduced in 1930 via a transformative donation from philanthropist Edward S. Harkness, in which instructors facilitate discussions among groups of approximately 12 students seated around oval tables, fostering collaborative inquiry over traditional lecturing. Exeter maintains need-blind admissions and commits $29 million annually to financial aid, enabling tuition-free attendance for many families regardless of income. The school houses the world's largest library and upholds the Non sibi ("Not for self"), which underscores a tradition of service and character development amid rigorous intellectual training. While historically elite and selective, Exeter has evolved to emphasize inclusivity, admitting women since 1970 and expanding outreach to diverse socioeconomic backgrounds, though its founder owned enslaved individuals—a fact now under institutional examination.

History

Founding and Early Development (1781–1850)

Phillips Exeter Academy was founded on April 3, 1781, through an Act of Incorporation signed by John Phillips, a prosperous Exeter merchant born in 1719, and his wife Elizabeth, who provided the initial endowment of approximately $60,000 to support the institution's operations and facilities. John Phillips, uncle to the founder of Phillips Academy Andover, aimed to create a school for educating youth in "useful knowledge combined with piety and virtue," as outlined in the Deed of Gift, reflecting Puritan values prevalent in post-Revolutionary New England. Historical records indicate Phillips owned enslaved individuals during this period, a practice common among wealthy merchants of the era despite emerging abolitionist sentiments. The academy's trustees held their first meeting on December 18, 1781, and the school opened to students in May 1783 with an initial enrollment of 56 boys under the leadership of the first , William Woodbridge, who served until 1788. Operations began modestly, likely in rented space, focusing on a classical including Latin, Greek, arithmetic, and to prepare students for , amid the financial constraints typical of new institutions in the young republic. Benjamin Abbot succeeded Woodbridge as principal in 1788 and led the academy for five decades until 1838, overseeing the construction of the first dedicated academy building in 1793 and steady institutional growth despite periodic enrollment fluctuations and economic pressures from events like the War of 1812. Under Abbot's tenure, the school solidified its reputation for rigorous academics, attracting students from across New England and emphasizing moral discipline alongside intellectual training. Gideon Lane Soule assumed the principalship in 1838, continuing the focus on classical studies as the academy adapted to increasing demand for higher education in the antebellum period.

Expansion and Institutional Growth (1850–1930)

During the mid-19th century, Phillips Exeter Academy expanded its facilities to support a burgeoning student body focused on college preparation. Abbot Hall, a dormitory, opened in 1855, providing essential housing amid rising demand. By the late 19th century, further growth necessitated additional infrastructure, including Soule Hall, another dormitory that opened in 1894 and was named in honor of former principal Gideon Lane Soule. This period also saw an increase in diverse student populations, with a growing number of Black students enrolling by the late 1800s, many residing in a dedicated boarding house. In the early , the academy addressed challenges and pursued modernization; after a fire destroyed the original Dunbar Hall on April 10, 1907, a new dormitory replaced it and opened on September 16, 1908. Campus planning advanced with consultation from around 1900 to site new buildings, enabling orderly expansion. The completion of the Thompson Science Building in 1930 enhanced scientific resources, underscoring the institution's adaptation to contemporary educational needs.

The Harkness Endowment and Pedagogical Innovation (1930–1950)

In 1930, philanthropist Edward S. Harkness, an alumnus of Yale and a major donor to educational institutions, approached Phillips Exeter Academy Principal Lewis Perry with a proposal to revolutionize secondary education by replacing traditional lecture-based instruction with collaborative, discussion-oriented classes limited to about twelve students seated around oval tables. Harkness, who had previously supported similar innovations at other schools but found them insufficiently transformative, viewed Perry—a trusted associate from their shared interest in theater and prior acquaintance—as the ideal partner to implement a "conference method" emphasizing student-led inquiry over rote recitation. On November 17, 1930, Harkness formalized his commitment with a $5.8 million endowment—the largest single gift he made to any secondary school, equivalent to approximately $129 million in contemporary terms—earmarked for smaller classes, faculty expansion, new classroom furniture, and infrastructure to support the pedagogical shift. The endowment enabled immediate structural changes, including the procurement of custom oval "Harkness tables" measuring roughly 7 feet by 11 feet to facilitate eye contact and equal participation, and the renovation of classrooms to accommodate rather than rows of desks facing a lecturing . Implementation began in fall , initially in and departments, where teachers acted as facilitators guiding students through problem-solving and textual analysis via open-ended questions, fostering and verbal articulation over passive absorption of facts. , principal since 1914, oversaw the transition, recruiting faculty trained in the method and experimenting with ability-based grouping—though this proved short-lived due to its limitations in promoting broad engagement. By 1935, enrollment had reached 700 students supported by 80 faculty members, with the endowment funding thirteen large dormitories and eight smaller "house" dorms to integrate residential life with academics under teacher-advisors, creating a cohesive environment conducive to the method's demands. Through the 1930s and into the , the Harkness approach expanded academy-wide, influencing design to prioritize depth in fewer subjects and preparatory rigor for college-level work, while Harkness's in did not halt momentum, as continued refinements until his retirement in 1946. Empirical adjustments included emphasizing preparation—students required to study texts independently before discussions—and roles as "midwives" to ideas, which from internal reviews showed improved retention and analytical skills compared to prior models, though challenges like uneven student participation persisted and demanded ongoing faculty . By 1950, the method had solidified as Exeter's hallmark, with the endowment's resources sustaining low student-faculty ratios (around 6:1) and inspiring adaptations at peer institutions, marking a causal pivot from industrial-era toward interpersonal, inquiry-driven learning grounded in the practical efficacy of small-group discourse.

Post-War Modernization and Enrollment Surge (1950–2000)

Following , Phillips Exeter Academy underwent significant infrastructural and policy adaptations to accommodate rising demand for elite preparatory education amid broader societal shifts, including the and increased emphasis on higher education pathways. In the , the school's library facilities reached capacity limits due to expanding collections and student usage, prompting initial planning for expansion that evolved into a landmark project. By the late 1960s, these efforts culminated in the construction of the Class of 1945 Library, designed by architect Louis I. Kahn and completed in 1972, which featured innovative circular towers for stack spaces and a central atrium to foster collaborative study aligned with the Harkness method. A pivotal modernization occurred in 1970 when the board of trustees unanimously approved coeducation, reversing the school's longstanding male-only tradition to reflect evolving educational norms and broaden applicant pools. The transition began that with the enrollment of 39 female day students from nearby areas, marking the first admission of girls in the academy's 189-year history; full coeducation, including boarding options for women, phased in subsequently, with female enrollment gradually approaching parity by the 1980s. This policy shift, alongside post-war economic prosperity and heightened competition among preparatory institutions, drove an enrollment surge, expanding the student body from approximately 700 in the pre-war era to over 1,000 by the late . The influx necessitated further campus adaptations, including dormitory renovations and auxiliary facilities to support a more diverse residential population, while maintaining selective admissions standards. By 2000, these changes had solidified Exeter's position as a coeducational leader among feeders, with enrollment stabilizing near current levels of around 1,100 students.

Contemporary Developments (2000–Present)

In the early 2000s, Phillips Exeter Academy experienced a notable increase in student diversity, with incoming classes described as the most ethnically and socio-economically varied in modern history. By the , enrollment stood at 1,106 students, including 895 boarders and 211 day students, with 57.1% identifying as students of color. The student-teacher ratio remained at approximately 5:1, supporting the continuation of small-group Harkness discussions across disciplines. Financially, the academy's endowment grew substantially, reaching $1.3 billion by June 30, 2019, providing over 50% of operating revenue and enabling expanded financial aid. In 2008, Exeter implemented a fully need-blind admissions policy, ensuring decisions were made without regard to family financial circumstances, and committed to meeting 100% of demonstrated need. This shift, supported by endowment income, removed tuition barriers for qualified applicants, including those from lower-income backgrounds. The "Long Step Forward" capital campaign, completed in the 2010s, raised over $25 million for infrastructure upgrades, including renovations to Assembly Hall (last updated in 1969) and other facilities to enhance communal and academic spaces. From 2016 onward, the academy faced significant scrutiny over historical and recent allegations of by faculty and staff. An external investigation in 2016 identified mishandling of cases, leading to the firing of two teachers and reforms on reporting and prevention. Further probes in 2017 and 2018 accused five and eleven former staff members, respectively, of abuses including fondling and forced kissing, prompting enhanced training, anonymous reporting systems, and greater transparency in disclosures. Student-on-student incidents, such as assaults reported in 2016, also highlighted gaps in response protocols, resulting in lawsuits and commitments to independent oversight. These events spurred broader institutional reviews but did not alter core academic practices like the Harkness method.

Academics

Curriculum Structure and Grading System

Phillips Exeter Academy operates on a trimester academic calendar consisting of fall, winter, and spring terms, with classes typically running from 8 a.m. to 6 p.m. on weekdays and occasional sessions. Students carry a standard load of five one-credit academic courses per term, supplemented by one course and a health and human development (HHD) component, totaling six credits per term or 18 credits annually. The curriculum spans approximately 450 courses across 18 departments, including , , classical languages, , , English, , integrated studies, , modern languages and cultures, , //, and athletics, psychology, science, and theater and dance. Courses emphasize seminar-style discussion via the Harkness method, primary sources, and problem-solving, with over 50% at the college level using university textbooks; the school does not offer Advanced Placement classes but provides preparation for AP exams where relevant. Diploma requirements are tailored by enrollment duration but prioritize breadth across disciplines alongside depth in student interests, with four-year students needing to accumulate specific term credits as outlined below.
DisciplineFour-Year Requirement
English11 terms (sequential ENG100–500 + one 500-level senior course)
9 terms or proficiency at 330+ level
6 terms (including 3 in and 3 in chemistry or physics)
6 terms, including full U.S. History sequence (HIS410/420/430 with research papers)
Classical/Modern Language9 terms in one language or proficiency at 400+ level
Arts3 terms (2 in studio/performance across 2 departments)
Physical Education9 terms
Health and Human Development5⅓ credits (year-specific courses)
Computer Science1 term
Religion, Ethics, Philosophy2 terms
Three-, two-, and one-year students face scaled-down equivalents, with minimum on-campus terms (e.g., 3 for upper/senior years in four-year programs) and provisions for off-campus credits from programs like School Year Abroad. Multi-term sequences are common in subjects like (e.g., MAT310/320/330), languages (e.g., CHI110/120/130), and sciences (e.g., BIO210/220/230), with placement determined by exams and prior work. The grading system employs an 11-point numerical scale without weighting or class rank, yielding an unweighted GPA; teachers supplement grades with detailed written evaluations each term to assess progress, effort, and skills.
Numerical GradeLetter Equivalent
11A
10A-
9B+
8B
7B-
6C+
5C
4C-
3D+
2D
1D- (minimum passing)
0E (fail)
Fall-term ninth-grade courses are graded pass/no-pass to foster adjustment, while HHD classes use pass/no-pass to promote open participation; repeated courses record both original and new grades on transcripts. Honors designations include High Honors (9.0+ average), Honors (8.0+), and Highest Honors (10.0+). Senior projects and certain electives may be pass/fail.

The Harkness Method of Instruction

The Harkness Method is a discussion-based pedagogical approach developed at Phillips Exeter Academy, emphasizing student-led seminars in small groups rather than traditional lectures. Introduced in 1931 following a $5.8 million endowment from philanthropist Edward S. Harkness, the method aimed to foster deeper engagement by seating up to 12-15 students around an oval table, with the instructor serving primarily as a to guide rather than deliver content. Classes initially adopting the method included and , housed in the newly equipped Academy Building, where custom oval tables enabled collaborative dialogue. Students prepare independently beforehand, arriving ready to articulate ideas, challenge peers, and synthesize perspectives, which shifts responsibility for learning onto participants and cultivates skills in critical analysis and . The approach draws from Harkness's dissatisfaction with passive Yale lectures during his undergraduate years, prompting his challenge to Exeter's administration to innovate toward interactive, student-centered instruction. Exeter applies the Harkness Method across nearly all disciplines, from humanities to sciences, with classes limited to small sizes to ensure active participation; the teacher poses questions, probes reasoning, and intervenes sparingly to maintain student ownership. on its efficacy includes a study finding improved achievement among students taught via Harkness compared to conventional methods, attributed to enhanced problem-solving through peer . Broader research on small-group discussions supports its promotion of deeper understanding and retention, though long-term causal impacts specific to Harkness remain understudied, relying largely on institutional outcomes like Exeter's college placement rates rather than controlled trials. The method extends beyond classrooms into extracurriculars, shaping a campus culture of inquiry, though implementation challenges include varying student preparation levels and the need for instructor expertise in facilitation to avoid dominance by vocal participants. At , it underpins the problem-based , where assignments emphasize open-ended questions solvable through collective reasoning rather than rote memorization.

Standardized Testing Outcomes

Students at Phillips Exeter Academy demonstrate strong performance on college admissions standardized tests, reflecting the school's rigorous Harkness-based . For the Class of 2025, the average SAT score was 1440, comprising 717 in reading and writing and 723 in ; the middle 50% range spanned 1370 to 1550. Average ACT scores for the same class included 33 in English, 31 in , 32 in reading, and 31 in science, yielding a composite of approximately 32, with a middle 50% range of 29 to 34. Comparable results appear for the Class of 2026, with an average SAT of 1438 (719 reading/writing, 719 ) and middle 50% of 1360 to 1550, alongside ACT middle 50% of 30 to 35. Although Phillips Exeter Academy does not offer (AP) courses as part of its standard curriculum, students frequently take AP examinations independently to pursue advanced standing or external validation. For the Class of 2025, 78% of AP exam scores were 4 or 5, 16% were 3, and 6% were 2 or 1. The Class of 2026 showed even higher proficiency, with 86% scoring 4 or 5, 10% scoring 3, and 4% scoring 2 or 1. These outcomes align with the academy's emphasis on deep, discussion-driven learning over , yet yield results competitive with or exceeding national averages for top performers. National Merit recognition further underscores testing strength; for the Class of 2025, 19 seniors qualified as Semifinalists and 53 as Commended Scholars based on performance. The academy does not record scores on transcripts, prioritizing holistic evaluation, though such metrics remain relevant for college admissions where required. Self-reported data from surveys, such as those aggregated by Niche, indicate slightly higher averages (SAT 1470, ACT 33), but official profiles provide the most verifiable institutional benchmarks.

Faculty Composition and Teaching Standards

Phillips Exeter Academy employs 223 faculty members, encompassing both teaching instructors and administrative roles, supporting an enrollment of approximately 1,100 students and yielding a student-teacher ratio of 5:1. Among these, 23% hold doctoral degrees, 66% possess master's degrees, and 11% have bachelor's degrees as their highest qualification, reflecting a strong emphasis on advanced academic preparation. Approximately 70% of faculty reside on campus, facilitating close integration with student life and extended availability for mentorship beyond classroom hours. Faculty hiring prioritizes candidates with subject-matter expertise and at least two years of classroom teaching experience, with advanced degrees preferred in relevant fields; for instance, English instructor positions specify a preference for graduate-level in or allied disciplines. Successful applicants demonstrate enthusiasm for residential and collaborative , aligning with the institution's expectation that instructors reside in dormitories or engage deeply in extracurricular oversight to foster holistic student development. Teaching standards emphasize facilitation over lecturing, with faculty trained to guide Harkness-style discussions that promote student-led inquiry and critical analysis in average class sizes of 12. Professional expectations include ongoing adaptation to curricular innovations, such as integrating opportunities, and maintaining high intellectual engagement evidenced by faculty pursuits in , publications, and interdisciplinary interests. Evaluation and support mechanisms, overseen by the Dean of Faculty, ensure adherence to these standards through peer collaboration and institutional resources aimed at sustaining pedagogical excellence.

Specialized and Off-Campus Learning Opportunities

Phillips Exeter Academy offers a range of specialized learning opportunities that extend beyond its campus, emphasizing and international exposure through programs coordinated by Global Initiatives. Approximately 50% of students participate in at least one global program, with 46 total offerings including 11 international programs, involving over 450 students and 70 instructors annually across two dozen travel and learning initiatives. These encompass curricular terms abroad, experiential trips during school breaks, and partnerships with peer institutions, designed to complement the Harkness method by fostering real-world application of academic skills. Curricular off-campus terms allow students to study abroad for up to three months in locations such as Japan, France, Madrid, and Washington, D.C., integrating language immersion, cultural studies, and policy-focused coursework. For instance, the Spring Term Washington Intern Program places 12 seniors in full-time Capitol Hill roles from late March to late May, combining internships with seminars on governance and history. Winter term programs include exchanges like the one in Göttingen, Germany, at Theodor Heuss Gymnasium, emphasizing comparative education and language proficiency. Students may also attend full-year programs at affiliated schools such as School Year Abroad in Europe, Mountain School in Vermont, or Island School in the Bahamas, where they earn credits through interdisciplinary environmental and cultural studies. Experiential learning trips, often conducted during breaks, provide short-term immersion in fields like biology, entrepreneurship, and sustainability across the United States and five continents. Examples include a three-week entrepreneurship-focused trip to Berlin and an Introduction to Biology course in Yellowstone National Park, blending fieldwork with Harkness-style discussions. Summer global initiatives extend these opportunities to destinations such as Iceland for geology, Taiwan for language immersion, and various sites for economics and archaeology, enabling dozens of students to engage in hands-on projects. Internships and fellowships form another pillar, pairing students with mentors for real-world professional experience, often off-campus in sectors like , , and industry. These are available across terms and summer, with integrated studies department projects permitting off-site senior initiatives, such as engineering prototypes requiring external facilities. Field courses in integrated studies further specialize learning through topics like for problem-solving in medicine and education, or the societal impacts of sport and health disparities, incorporating cocurricular excursions.

Admissions and Student Profile

Admissions Criteria and Process

The admissions process at Phillips Exeter Academy is holistic, emphasizing academic rigor, , character, and potential for collaborative engagement within the Harkness teaching environment. Candidates typically apply for entry into , though applications are accepted for upper grades and postgraduate year; the process involves submission of academic records, scores, recommendations, essays, and a required . Applications open in July, with interviews available from that month, and the primary deadline is January 15 for all materials, including test scores taken no earlier than one year prior; financial aid applications follow a deadline of January 31, and decisions are released on March 10. Required application components include a candidate profile and $60 fee processed through the Gateway to Prep Schools platform, official transcripts from the current and prior year sent directly by the applicant's school, a essay, and a statement submitted via the Exeter Applicant Portal. Recommendations are solicited from the principal or counselor, current English and mathematics teachers, and a personal reference from an adult outside the school setting who can attest to the applicant's character. Standardized testing is mandatory: applicants to ninth and tenth grades must submit scores from the upper-level SSAT or ISEE, including the writing sample, while eleventh-grade applicants may substitute PSAT, SAT, or ACT results; scores are evaluated alongside writing samples to assess analytical and expressive abilities. The required alumni or admissions officer interview, conducted in person or virtually, probes the applicant's passions, strengths, and interpersonal qualities to gauge fit for the residential, discussion-based community. Academic criteria prioritize students earning predominantly A and B grades in a challenging curriculum, reflecting sustained high performance in core subjects like mathematics, English, and sciences during the later middle and high school years. While no minimum GPA is specified, successful applicants often rank in the top decile of their class with standardized test scores at or above the 90th percentile, though admissions committees weigh these alongside qualitative indicators of intellectual vitality and resilience rather than as isolated thresholds. The process is need-blind, meaning financial circumstances do not influence admission decisions, with the academy committing to meet 100% of demonstrated need for accepted students; approximately 48% of enrollees receive aid. With an acceptance rate of around 17%, selection favors those demonstrating not only scholastic aptitude but also the capacity to thrive in small-group, inquiry-driven settings.

Enrollment Statistics and Grade Distribution

Phillips Exeter Academy enrolls 1,106 students for the 2024–25 , including 895 boarding students and 211 day students. Of these, approximately 81% reside on campus, reflecting the school's emphasis on residential education. The academy admits students to grades 9 through 12, with an optional postgraduate (PG) year for those seeking an additional year of preparation before college. Data from the indicate enrollment distribution across high school grades as follows: 206 students in grade 9, 261 in grade 10, 277 in grade 11, and 311 in grade 12. This progression shows larger cohorts in upper grades, consistent with annual influxes of transfers and PG students, who comprise the majority of new one-year enrollees in the senior class (10–15% of seniors). Postgraduate enrollment supplements the upper school, though specific PG numbers are not separately detailed in official reports; the program's structure integrates these students into advanced coursework alongside seniors. Overall, the student body maintains a steady-state distribution, supported by an annual admission of around 300 new students to sustain grade-level balances amid natural attrition.

Demographic Composition and Diversity Metrics

As of the 2025–2026 , Phillips Exeter Academy enrolls approximately 1,100 students in grades 9 through 12 and a postgraduate year, with roughly 81% residing in on-campus dormitories and 19% as local day students. The student body draws from 44 U.S. states, the District of Columbia, and , alongside representation from 39 foreign countries, reflecting broad geographic dispersion that includes about 10% international enrollment. Racial and ethnic composition indicates that 56% of students identify as students of color, a category encompassing non-white racial and ethnic groups as self-reported by the academy. This figure has risen from 41% in 2017, aligning with institutional efforts to broaden recruitment beyond traditional demographics. Detailed breakdowns by specific racial categories (e.g., Asian, , ) are not publicly itemized in recent official reports, though the aggregate metric underscores a shift from historical predominance of white students. Socioeconomic diversity is evidenced by financial aid provisions, with 48% of students receiving need-based assistance totaling tens of millions annually, enabling access for families across levels despite the academy's high tuition. Gender distribution approximates parity in this coeducational institution, though exact ratios are not detailed in primary sources. These metrics, drawn from self-reported data, highlight compositional trends but may reflect recruitment priorities rather than proportional representation of broader U.S. or global populations.

Financial Operations

Tuition Structure and Affordability Measures

For the 2025-2026 academic year, Phillips Exeter Academy charges boarding students a total of $71,000, encompassing , while day students pay $54,000 for tuition. These figures reflect the school's commitment to covering comprehensive educational costs without separate itemization for ancillary fees in official breakdowns. To enhance affordability, the academy implements a need-blind admissions policy, meeting 100% of demonstrated financial need through no-repayment grants rather than loans. Approximately 48% of students receive such aid, with the institution awarding $29 million in grants annually and an average grant of $58,000 for boarding students. A key measure introduced for the 2025-2026 school year eliminates tuition entirely for families with annual incomes below $125,000, irrespective of assets, positioning Exeter as accessible to lower- and middle-income households. Additional support exceeding $1 million covers non-tuition expenses, including books, laptops, music lessons, and study abroad programs. Financial aid applications require submission of parental income documentation via platforms like the Clarity application, evaluated independently of admissions decisions to preserve need-blind integrity. This grant-only model, funded in part by the school's substantial endowment, prioritizes equity in access without merit-based scholarships, ensuring aid correlates directly with verified family resources.

Endowment Management and Expenditure Patterns

Phillips Exeter Academy's endowment, valued at $1.52 billion as of June 30, 2023, constitutes the primary source of unrestricted operating support, funding over 50 percent of annual expenses. This corpus, accumulated through donor gifts from , parents, and foundations, generates investment returns that sustain core functions including faculty compensation, financial , and program development without depleting principal. In fiscal year 2023, total expenses reached $153.2 million, with endowment-derived revenues offsetting the gap between tuition receipts—covering roughly 30 percent of costs—and full operational needs. The endowment is managed by an Investment Committee of the board of trustees, employing a diversified emphasizing long-term growth through alternative and traditional assets. As of 2023, allocations included approximately $553 million in global equities, $438 million in and long-short strategies, and $361 million in private equity and , reflecting a risk-adjusted approach to mitigate volatility while pursuing inflation-beating returns. Historical from 2019 illustrates this: a one-year return of 3.9 percent, with annualized returns of 9.0 percent over three years, 5.5 percent over five years, and 8.1 percent over ten years, outperforming or aligning with peer independent school medians in most periods. However, 2023 recorded a net loss of $142 million amid broader market conditions, underscoring the endowment's exposure to economic cycles. Expenditure from the endowment follows a conservative spending policy approximating 5 percent of annually, blending 80 percent of the prior year's distribution adjusted for with 20 percent based on a four-quarter trailing average to buffer short-term market fluctuations. In , this yielded $58 million, or 52 percent of $109 million in operating revenues, allocated primarily to financial aid (34 percent, funding nearly the entire $23 million program), teaching resources (22 percent for salaries and ), unrestricted general purposes (22 percent), and specialized academic and residential initiatives (22 percent). Recent patterns prioritize need-blind admissions and equity-focused aid, with 2023 scholarships totaling $24.1 million for the regular session plus $0.7 million for summer programs, enabling nearly 50 percent of students to attend at reduced or no cost. This structure preserves purchasing power over generations, as evidenced by the endowment's growth from $1.3 billion in to $1.52 billion by 2023 despite periodic drawdowns.

Physical Infrastructure

Academic and Instructional Facilities

Phillips Exeter Academy employs specialized classrooms featuring oval-shaped Harkness tables to facilitate its signature discussion-based , where students engage collaboratively with minimal lecturing from instructors, a method instituted in following a donation from Edward Harkness. This arrangement supports small seminar-style classes across disciplines, promoting active participation and in subjects from to . The Class of 1945 Library serves as the institution's primary academic resource hub, recognized as the largest library globally with access to roughly 380,000 print and electronic volumes as of recent inventories. Designed by architect and completed in 1971, the nine-level structure includes 210 individual study carrels, two group study rooms, multiple reading lounges, and collaborative tables, accommodating extensive independent and group work. Its central campus location and capacity for 250,000 physical volumes underscore 's emphasis on deep scholarly engagement. Science education is anchored in the Phelps Science Center, a facility equipped with dedicated laboratories and classrooms for chemistry, , physics, general , and , enabling hands-on experimentation aligned with Harkness principles. The center, spanning 81,500 square feet, incorporates discussion-oriented spaces alongside specialized equipment for advanced coursework. Additional instructional venues include the Design Lab for project-based innovation in and , Davis Hall's ground-floor classrooms and offices for classical studies (expanded in recent renovations to 14,000 square feet), the historic Academy Building for core instruction, Phillips Hall for and social sciences, and the Grainger , which features two domed telescopes, a classroom-library hybrid, and instruments for astronomical observation and data analysis. These facilities collectively span the academy's 700-acre campus, integrating traditional and modern elements to support rigorous, interdisciplinary learning.

Residential, Athletic, and Supportive Amenities

Phillips Exeter Academy houses all of its approximately 1,100 students in 26 dormitories across a 700-acre , fostering a where students typically remain in the same dorm throughout their enrollment to build enduring connections. Dorms vary in size, accommodating 30 to 60 students each, with separate facilities for male and female students, and include faculty residences to support oversight and mentorship. Recent additions, such as New Hall opened in 2022, integrate residential spaces with academic areas, housing 60 student beds alongside five faculty apartments and communal rooms designed for and interaction. Historical dorms like Abbot Hall, in use since the mid-20th century, reflect the academy's shift from town-based boarding to on-campus housing initiated under the Harkness Plan in the 1930s to promote equity and faculty-student bonds. Athletic amenities support 23 interscholastic sports and over 60 teams, emphasizing participation over specialization. Key facilities include the William Boyce Thompson Field House, a multi-purpose venue with a 200-meter indoor track, four courts, batting cages, and areas for field events like and . The George Love Gym complex features two rinks, a gymnasium, Nekton Pool for , squash courts, and an exercise room, enabling year-round training. Outdoor venues encompass Phelps Stadium for football, soccer, , and ; the Baseball Diamond; and the William G. Saltonstall Boathouse for crew. The Downer Family Fitness Center provides additional strength and conditioning resources. Supportive amenities prioritize student health, nutrition, and daily needs. The Health Center delivers on-campus medical care and counseling, backed by 24/7 on-call physicians and counselors, peer-led support groups, and trained student listeners for mental wellness. Dining options include two halls—Elm Street and the Hahn Center—offering diverse menus with vegetarian, vegan, gluten-free selections, salad and pasta bars, and accommodations for dietary restrictions to sustain active lifestyles. The Hahn Center, refurbished adjacent to dorms Merrill and Langdell, includes outdoor terraces seating 50-60 for communal meals, serving as a hub for social and nutritional support. The Elizabeth Phillips Academy Center functions as a central gathering space, integrating wellness, dining access, and informal interactions.

Extracurricular Engagement

Athletic Programs and Competitions

Phillips Exeter Academy maintains an extensive interscholastic athletic program, fielding 60 teams across 23 sports, with nearly 70% of students participating in at least one. The program emphasizes character development through competition, teamwork, and resilience, viewing athletics as integral to confronting challenges beyond the classroom. Students compete primarily within the Preparatory School Athletic Council (NEPSAC), facing rivals such as Andover in longstanding traditions dating to the late . The academy offers sports in fall, winter, and spring seasons, including cross country, , football, soccer, , , , squash, , wrestling, , , , , and , among others like , , , and . Facilities support these activities, notably the William B. Thompson Field House, which hosts multi-team competitions and wellness programs. Exeter teams have secured multiple regional championships, reflecting a history of competitive success. The boys' track and field team won the New England title in 2024, marking the eighth team championship that year and repeating prior victories, while the girls' team placed second. The swimming program claimed eight consecutive New England Interscholastic championships through the early 2000s under coach Don Mills. In hockey, the boys' team achieved a 30-3 record and the 1999 New England Championship. Football highlights include the 2024 Drew Gamere Bowl victory, securing a NEPSAC Bowl appearance for the second straight year. Cross country teams have historically outperformed Andover, as in decisive wins in 1974 and 1975.

Campus Life, Traditions, and Student Organizations

Students reside in one of 26 dormitories across the 700-acre campus, where faculty families live alongside to foster mentorship and oversight in daily routines. Boarding students, comprising the majority, share common spaces emphasizing communal living, while day students access dedicated centers and library carrels. Meals occur in two main dining halls supplemented by a grill, offering diverse culinary options to accommodate varied preferences. The Elizabeth Center serves as a central hub for social gatherings and activities, integrating academic, athletic, and recreational elements into everyday campus dynamics. Exeter upholds the "Non Sibi" motto from its 1781 , promoting service over self-interest through integrated campus practices like community outreach. The student-run Exonian newspaper, established April 6, 1878, remains the oldest continuously published high school periodical in the United States, digitized since 2000 to preserve its role in student journalism. A notable annual tradition is "Study Paws," hosted by the Class of 1945 Library before finals, where therapy dogs visit to alleviate student stress amid rigorous exam preparation. Pranks, ranging from elaborate setups to symbolic gestures, form part of the school's historical lore, though regulated to align with contemporary conduct standards. Student organizations number nearly 200, all student-initiated and supported by the Student Activities Office, which coordinates opportunities across six categories: move (e.g., Salsa Dancing Club), perform, create (e.g., Lego Club), learn, unite, and serve. The Exeter Student Service Organization (ESSO) oversees approximately 50 service-focused clubs partnering with local entities for tutoring, arts, and sports programs. Religious and cultural groups include the Exeter Jewish Community, Christian Fellowship, Hindu Society, Catholic Exonians, Buddhist Meditation Group, and Muslim Student Association, accommodating diverse spiritual practices. These entities encourage leadership and engagement, with events open to the broader Exeter community.

Controversies and Criticisms

Historical and Recent Sexual Misconduct Cases

In 2016, Phillips Exeter Academy dismissed two teachers following investigations into allegations of of students, with one instructor admitting to the misconduct. Administrators publicly acknowledged chronic mishandling of complaints, including failures to adequately investigate or support victims, prompting the creation of a dedicated director for student well-being position to oversee future reports. That year also saw lawsuits alleging the school's inadequate response to student-on-student assaults, with critics highlighting procedural lapses that prioritized institutional reputation over victim protection. By August 2018, the academy released independent reports documenting allegations against 11 former faculty and staff members spanning decades, involving acts such as fondling, forced kissing, and other sexual contact with minors. These inquiries revealed repeated administrative inaction on prior complaints, including instances where reports were not escalated to authorities or properly documented, mirroring patterns observed at other elite New England boarding schools. In one documented case from the 1970s, a staff member abused a prospective student during a campus visit, with the incident reported internally but not to police until decades later. More recent incidents include a 2017 case where two deans faced charges for failing to report a 's allegation against another , marking a rare instance of administrators facing legal consequences for reporting omissions. In January 2023, former math teacher William E. Donahue was sentenced to 12 years in after pleading guilty to sexually abusing a female in 2015–2016, with court records detailing grooming behaviors and exploitation of his position during extracurricular activities. As of 2024, survivor advocacy groups have continued to criticize the for perceived shortcomings in transparency and support, including delays in addressing historical claims and inconsistencies in policy enforcement. These cases underscore broader challenges in prep schools, where close faculty-student interactions and to have facilitated undetected , though the has implemented reforms such as mandatory reporting protocols and external audits in response.

Ideological Influences and Curriculum Debates

In the early 20th century, Phillips Exeter Academy adopted the Harkness method, a discussion-based funded by philanthropist Edward Harkness in 1930, which emphasizes student-led seminars around oval tables to promote and open inquiry rather than didactic instruction. This approach was designed to cultivate independent reasoning across disciplines, with minimal faculty imposition of viewpoints, aligning with the school's founding ethos of classical under John Phillips in 1781. Following the protests in 2020, Principal William Rawson issued an open letter acknowledging "systemic racism" at the institution and committing to efforts, leading to the formation of a Task Force to embed such principles into academics, residential life, and disciplinary practices. This shift incorporated identity-based frameworks into the curriculum, including courses like "Mathematics of ," "LGBTQ+ History," and "The Intersection of Science, Health and Race in America," alongside interpretive lenses such as queer readings of Shakespeare emphasizing race, gender, and sexuality. Faculty training and hiring practices informally prioritized "Faculty of Color" and alignment, with Rawson urging the community to become "actively and effectively ." Critics, including recent alumni, argue that these changes have fostered a monolithic left-leaning environment, where the Harkness method's reliance on group consensus amplifies unchallenged progressive narratives on rooted in identity, such as the view that "America is a fundamentally racist " and that " can only stem from identity." One 2023 graduate reported social pressures contributing to approximately 40% of female students identifying as , trans, or nonbinary, describing the atmosphere as repressive and antithetical to genuine debate. Broader concerns include selective application of anti- rhetoric; Holocaust historian and alumnus highlighted in 2024 the presence of anti-Semitic sentiments tolerated amid DEI emphases, urging stronger institutional response to such biases. These developments have sparked debates among alumni and observers about whether ideological conformity undermines the school's meritocratic traditions, with some equating the prioritization of racial and gender equity over viewpoint diversity to a form of intellectual that privileges narrative over empirical inquiry. Despite official commitments to —evident in events like 2023 assemblies featuring bipartisan governors—critics contend that mandatory affinity groups and bias-reporting mechanisms incentivize , particularly for conservative-leaning students who report discomfort in politically homogeneous discussions.

Legacy and Influence

Notable Alumni Achievements

Alumni of Phillips Exeter Academy have distinguished themselves in , , , and other domains. , who transferred to the academy in 1818 to prepare for college, later served as the 14th from March 4, 1853, to March 4, 1857, during a period marked by intensifying sectional tensions preceding the Civil War. , who entered the academy at age 14 in 1796, rose to prominence as a U.S. Senator from (1827–1841 and 1845–1850), under Presidents and (1841–1843), and again under President (1850–1852), advocating for national unity and economic policies favoring industry. In business and technology, , who transferred to Phillips Exeter Academy for his junior and senior years graduating in 2002, co-founded (now ) in 2004 while at ; by 2023, Meta reported over 3.98 billion monthly active users across its family of apps and achieved a exceeding $1 trillion. , a 1976 graduate, founded Management in 1986, growing it into a managing over $20 billion in assets by 2014 before shifting focus to environmental advocacy and philanthropy. Literary figures include , class of 1891, who won the twice—for The Magnificent Ambersons in 1919 and Alice Adams in 1922—making him one of only three authors to achieve this honor at the time. , who attended briefly in the 1940s, authored over 25 novels including the historical epics Burr (1973) and Lincoln (1984), along with essays critiquing American society, earning the in 1993 for United States: Essays 1952–1992. , class of 1960, produced bestsellers such as (1978), which sold over 10 million copies worldwide and received an Academy Award nomination for its film adaptation, and (1989). In other fields, Howard Hawks, who graduated in 1914, directed over 40 films including classics like His Girl Friday (1940) and Rio Bravo (1959), influencing generations of filmmakers with his work in multiple genres. These accomplishments reflect the academy's emphasis on rigorous preparation, though individual success stems from post-graduation endeavors and opportunities.

Broader Societal and Educational Impact

The Harkness method, introduced at Phillips Exeter Academy in 1931 following a $1.2 million gift from philanthropist Edward S. Harkness, revolutionized by emphasizing student-led discussions around oval tables, minimizing lectures in favor of collaborative problem-solving and inquiry. This approach, initially implemented across humanities and sciences at , has been adopted by numerous independent and public schools, including Shore Country Day School, which installed authentic Harkness tables in 2023 to foster dialogue in grades 5-8, and Ambassador Christian School, integrating it from sixth grade to build mutual respect and shared responsibility. Its principles—prioritizing student preparation, , and reduced teacher authority—extend to subjects like , where educators use it to encourage in problem-solving, as documented in implementations promoting deeper conceptual understanding over rote memorization. Exeter's pedagogical innovations have influenced broader educational practices by modeling seminar-style learning adaptable to diverse settings, from elite prep schools to public classrooms seeking to enhance engagement. For instance, the method's framework has been applied in teaching current events and , demonstrating its versatility beyond traditional curricula. However, its resource-intensive nature—requiring small class sizes and trained facilitators—highlights disparities in implementation, as wealthier institutions like can sustain it more readily than underfunded public systems, contributing to debates on equitable access to high-impact teaching strategies. On a societal level, Exeter's emphasis on need-blind admissions since 2007 and substantial financial aid—covering full tuition for qualifying students—has positioned it as a leader among boarding schools in broadening access to rigorous education, enrolling over 1,000 students from varied socioeconomic backgrounds while maintaining a focus on academic excellence. This model has indirectly shaped discussions on merit-based opportunity in elite education, though its high costs and selective admissions underscore persistent challenges in scaling such impacts nationally. Exeter's alumni networks, while not uniformly representative, have historically contributed to leadership in governance and innovation, reinforcing the school's role in cultivating purposeful civic engagement aligned with its founding charter's call to "unite goodness and knowledge."

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