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An Episcopal, co-educational 100% boarding school in Middletown, Delaware for grades 9 – 12


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Exhibitions: Opportunities for Independent Scholarship

In the St. Andrew’s exhibition process, students learn to self-critique and revise both their thinking and writing, and to engage in complex, dialogic reading and writing processes. The exhibition process is born out of an approach to learning that assumes learning never truly concludes, and creates a collaborative space for deep learning, rather than strategic learning “for a grade.”

“Best academic experience of my life was the Senior Exhibition. It was harder than I thought it was going to be, and I thought it was going to be very hard. But it was so rewarding to work out those difficult thoughts, and to go into that exhibition feeling confident that I could identify the strengths and weaknesses of my argument and have an insightful conversation about the book with some really awesome teachers.”

VI Form Student

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Complex Questions, Authentic Understanding

At St. Andrew’s, students don’t simply “study” science, art, history; they work, under the careful guidance of our faculty, as apprentice scholars and artists. Through this process, students discover the joys and pleasure of deep learning and authentic inquiry—an experience, we hope, that will sustain them throughout their lives.

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The Story of Us

At Commencement, each graduating student received The Story of Us, a booklet where each of their classmates shared reflections on their favorite, most significant experiences at St. Andrew’s.

Read The Story of Us

Student doing classwork

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The Arts at St. Andrew’s

St. Andrew’s provides students with an environment in which they can explore their artistic interests and passions within a master-apprentice system of teaching, and without fear of judgment from peers. The student community prides itself on its genuine and intense support—without regard for typical social expectations or level of expertise—of the artistic efforts of all its members.

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Celebrating the Arts

Each year, during our fall and spring Family Weekends, we take time to celebrate our student artists and performers, and all our amazing Arts program has to offer. Click here to view our photo gallery from the 2023 Fall Family Weekend events.

Watch Our Performances

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Life In O’Brien

Check out the latest highlights from our Arts program at our Life in O’Brien Instagram page

Student doing classwork

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Dominance at Stotesbury

Our Boys and Girls Crew teams thrived at the 2023 Stotesbury Cup Regatta. All four girls boats reached the semi-finals while our Girls Freshman 8 brought home a bronze medal.

Stotesbury Results

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Joe Baker ’24 Breaks School 2k Record

Joe Baker started rowing competitively last year, and already he's one of the top recruits in the country. Read about his journey to St. Andrew's and rowing a sub-6:10 2k here

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Noxontown Pond

Our school was founded on Noxontown Pond with the intention of competing at the highest level in crew. The pond features a 1500-meter, six lane crew course, which makes us one of the only schools in the country to have a full-sized course on its campus.

Explore All Our Athletic Facilities Here

All About St. Andrew’s

Take a "Sneak Peek" Tour of Campus
Redefine Your "After School"
You Haven't Met Your St. Andrew's Self Yet
Turn Our Front Lawn Into Your Back Yard
Get to Know Our Places & Spaces
One Day in the Life of a Saint

We are all St. Andreans

Since the founding of the school in 1929, St. Andrew’s has been a school affordable to all students who are qualified for admission, regardless of their financial means.

What matters most is your character and the contributions you will make to our community and our world.

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of your family’s financial need will be met if you are admitted to St. Andrew’s


For 93 years, we've offered revolutionary need-based financial aid to all admitted students. Our mission is—and always has been—to be a school accessible to all, regardless of means

January 15

is the deadline to apply for financial aid


of the student body receives grants


in financial aid granted this year


is the average financial aid grant this year

Tristan Kalloo ’24
Rose Soriano ’23

Why 100% Boarding?

We not only learn together, but live together—and that fundamentally changes the nature of your high school experience.

Hear from current students on the ways in which living at St. Andrew's has transformed them.

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Meet a Saint

Yiru Wang ’25 recognized at local science fairs for engineering project

How an observation on the basketball courts inspired an award-winning independent research project

Like many budding engineers, Legos and Transformers were the building blocks of a growing passion for STEM within Yiru Wang ’25. The origin, however, of Wang’s engineering project that took him to two regional science fairs wasn’t found within these bins of legos, but on the Sipprelle Field House basketball courts.

Wang has been a presence in the St. Andrew’s basketball program since their III Form year, leading the varsity Constellation basketball team in three-pointers and remaining among the top scorers on the team each year. 

“I’m a basketball player myself, a student-athlete, and I’ve witnessed my teammates and myself and my coaches getting knee injuries really often,” says Wang. “And also my parents, as they get older, they are having trouble getting around, moving around, and being able to exercise their knees every single day.”

He watched as the people in his life utilized different types of knee braces to rehabilitate from their injuries, devices he classifies into two types: a cloth brace, “which is focused more on decreasing swelling in your knee and limiting blood flow,” and a “heavier, bulkier metal brace,” which he says “is mostly targeted on immobilization after surgeries to limit any kind of movement in your leg and knee.” 

Wang began to notice what he felt was a gap in these devices: What about a flexible, assistive rehabilitation device that helps an injured person facilitate gradual movements? 

Wang started to breathe life into their idea by talking to their St. Andrew’s community about it toward the end of their IV Form year. They discussed their concept with their friends on the crew team, their basketball coach, the athletic trainers, science faculty, and anyone else at St. Andrew’s with an ear to listen. 

“What definitely was the most helpful for me was their motivation and also their acknowledgement of how useful a device like this could be if I did carry out the research and manufacturing of this device,” says Wang. 

Emboldened by the community’s encouragement, Wang combed through research on pre-existing devices and materials. The summer after his IV Form year, he crafted his “pneumatic knee exoskeleton,” which consists of three sections of “airbag structures” which inflate and deflate to help the user bend and extend their knee. 

“I worked for around a month over the summer, and I worked really hard,” says Wang. “It was 10 hours per day, so that was a lot of work for me. But I really enjoyed the process. It was just a very independent research process.”

Wang learned by doing. They explored different two-dimensional and three-dimensional design software, and they learned how to sew to develop “a breathable outside layer” for the device. 

“I was able to gain so much knowledge about the medical and orthopedic rehabilitation field in general and also just learn random skills that I know will be helpful for me in the future, too,” says Wang. 

Upon his return home to China for Winter Break, Wang spent all his free time fine-tuning his project for the upcoming New Castle County Science Fair, in which he would be competing in the engineering category. 

As the science fair approached, Wang had to overcome a logistical hurdle, one that only a student attending boarding school would likely confront: How do you showcase a project that was developed on the other side of the globe? 

Wang calls the lead-up to the science fair a “chaotic“ time, as their disassembled project was shipped to St. Andrew’s from China, and they had to reassemble it on top of classwork, homework, afternoon activities, and all of the other responsibilities that come along with the St. Andrew’s experience. 

“It was really hard for me to find the time to put everything together and organize everything before the science fair,” says Wang. “I did have to stay up really late and wake up really early. It was a little bit hectic for me, but it was a really rewarding experience, finally seeing everything.”

Wang also credits his St. Andrew’s community with helping him with the little things as he prepped for the science fair, like running around campus trying to print all the materials for his poster. 

“I couldn’t have done anything without [the faculty who helped me],” says Wang. “Even though it’s an independent project, at the end of the day, it’s all those small things that other people around me helped me with that were really meaningful.”

In late March, Wang traveled to the Staton Campus of the Delaware Technical Community College for the fair, meeting other students from across the region and receiving helpful feedback from the judges. 

“It’s more than just a competition … but more of a socializing event and just being able to form those connections with like-minded people that are genuinely interested in STEM,” says Wang. 

Wang placed first in the engineering category, won the Agilent Special Award for Most Likely to Improve the Human Condition, and the FUJIFILM Special Award for Best in Show, advancing to the April 2-4 Delaware Valley Science Fairs. 

At this fair, Wang won the Office of Naval Research Naval Science Award and the West Pharmaceutical Services Engineering Award. Though this is the final fair that Wang will compete in this year, he says that this is not the end of the road for his research. 

“I still want to learn more about this area from different angles,” says Wang. “For example, maybe the biomedical angle to learn more about what can be done on the nanotechnology or micro-level. And then also more on the medicine, health side of things, like the anatomy of the knee. Knowledge in different areas can definitely help me create a more in-depth research project on top of what I already have. This is something that is going to be an ongoing process for me.”

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Amanda Meng ’25 awarded for nanomedicine research project

Amanda Meng ’25 dove into biochemistry and nanomedicine in a Johns Hopkins summer internship and science fair research project 

Amanda Meng ’25 is not afraid to send a cold email. It was one she sent to a researcher that landed her a summer internship working in Johns Hopkins Medicine’s Center for Nanomedicine. 

“You don’t know what life will give you,” she says. “Sometimes [someone will] say, ‘Yeah, of course, come in.’”

She worked under scientists researching Acriflavine—a drug that is used to control Age-Related Macular Degeneration (AMD), a cause of blindness and vision impairment in older adults—and how loading the drug into microparticles (MPs) may allow for sustained release of the drug. 

Hours spent in the lab with the researchers sparked questions for Meng about how to improve the efficacy of the microparticles, and those questions informed what would become an award-winning science project at two local science fairs. 

Though she knows that her project, titled “Effect of triethylamine (TEA), homogenization speed, and extended release of acriflavine poly (lactic-co-glycolic acid) (PLGA) microparticles,” is a mouthful and might elicit a few head-scratches, she says that the project is simple in concept. 

“I had a really good relationship with the project director and I learned a lot about the techniques and the procedure, how they did stuff,” says Meng. “And then one day I was like, ‘Wait, I think we could do better than this. I think we could take this a step further,’ because they were really limited in the drug loading, which means how much drug the particle contains. And I read up on previous literature and asked around the different researchers, and [the research says that] basically adding this substance called triethylamine is able to allow for the [microparticles] to be bigger and contain more of the drug inside.”

Additionally, she considered how homogenization speed in the preparation of the microparticles may affect the size and drug loading of the microparticles. 

Meng collected data on how adjustments in homogenization speed and the addition of TEA may affect the Acriflavine microparticles in her time at the lab. Months later in her St. Andrew’s dorm, she analyzed the data, wrote her research paper, and constructed her trifold poster for the science fair. 

“MP size is found to increase with TEA amount increase,” writes Meng in her research paper. “[However,] MP size and drug loading decreases with an increase in homogenization speed.”

At the New Castle County Science Fair, she says the judges were curious about her project and asked her questions that challenged her. She remembers a particular conversation with one of the judges that touched on a niche interest in science she wishes to pursue. 

“[The judge] majored in chemistry and philosophy, and we had a great conversation about how those different disciplines interact,” Meng says. “That’s what I’m looking to study—biology, philosophy, and chemistry.”

At this fair, she won second place in the Biochemistry Category, and at the following Delaware Valley Science Fair, she received an Honorable Mention in the Biochemistry Category and the Sino-American Pharmaceutical Professionals Association - Greater Philadelphia Song Li Award.

Aside from the research team she worked with over the summer, Meng extends huge thanks to her St. Andrew’s community and, particularly, biology teacher Adam Toltin-Bitzer, for the hours they spent together in the Mein Common Room and Dining Hall discussing the project. 

“The mountain of love and effort that he gives this community is awesome,” says Meng. 

Ever since her III Form year, Meng has been eager to dive head-first into research. The Curiosity Quest, an ecology project she remembers from that year, ignited her desire for hands-on experimentation. 

“You could pick your own field of study or a question to pursue that has any interest in the environment,” she says. “How do animals interact with the environment? How do plants interact with the environment? I did my study on plants, leaves, and how the cells duplicate … That really got me excited about doing research. I love problem solving.”

Meng says a genuine love of learning, a love that is not just confined to the science laboratories but to all the different disciplines she studies at St. Andrew’s and beyond, motivates her to get her hands dirty with research and learning outside of the classroom. 

“I really, really enjoy the process of getting to learn about something new, getting to just dive into an area I know nothing about and try to piece things together myself,” says Meng. “I’ve had very long conversations with a lot of teachers about how education is not only an end, but it’s also a means to an end. You’re not just learning for the grade, you’re learning for the content. You’re learning for your curiosity. And that’s something that has brought so much meaning to the work I do.”

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Faculty Voices

Love = Attention
Harvey Johnson, Dean of Math & Science

On the first day of math class, I write an equation on the board:

love = attention

Each school year, I work to create a classroom culture that helps the students in the room feel safe and loved. I tell the students that I love them, and I ask that they love one another. We set the ground rules of listening to each other. We are polite. We ask questions. We work together. And, I remind them, whenever our attention is divided—whenever we are distracted—we miss an opportunity to love.

I believe our work as humans is to wake up to our lives. As we practice waking up together, we cultivate the ability to focus our attention and, therefore, our love. By writing this equation on the board, I call on students to sow the seeds of mindfulness and love for each other. When we become aware of the intrinsic relationship between attention and love, it is an opportunity—as Sharon Salzberg says—to do something different with our lives.

Though my SAS nametag states I am a teacher, I am a student, too. As students, we are seekers. As seekers, we wonder about the nature of ourselves, our world, and our lives. I have many teachers, including Dipa Ma, a Buddhist adept, who was once asked whether she recommends mindfulness meditation or loving-kindness meditation to students. Her response was that for her, there is no difference between the two: “Meditation is love. Enlightenment is great love.” So Dipa Ma is also the first mathematician that the students meet in my class; she is the author of the equation above.

Another of my teachers was Dave DeSalvo, legendary SAS math teacher and chaplain. In his last year of teaching, I overheard Dave end some of his classes with the goodbye, “I love you; God loves you.” As a secular Buddhist, I usually think “universe” when I hear “God.” By virtue of the very fact of our existence, the universe, itself, quite literally, is “aware” of us. You could say that we are being loved into existence in each moment. I think Dipa Ma and Dave are sharing two perspectives on the same truth. It is this truth that I want my students to glimpse. I believe The Beatles were right when they harmonized: “All you need is love.” Our lives consist of waking up, over and over, to the truth that love is all there is. 

Does this mean that there is no hate, sorrow, war, or division in the world? Of course not. I would argue that these rise in proportion to our collective mindlessness. In Buddhism, there is the concept of bodhicitta, the aspiration “to wake up with wisdom and compassion for the benefit of all sentient beings.” In our age of distraction, I have found this to be both a skillful and timely prayer. Thich Nhat Hanh’s advice about meditation puts this idea another way:

“Happiness is available. Please help yourself to it.”

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"To Work in Community, and Be Changed by Community"
Danica Tisdale Fisher

The work of inclusion and belonging at St. Andrew’s is to lift up the voices of our students, faculty, and staff; to appreciate the diversity of our community; and to fully recognize each other’s humanity. Our classrooms, our residential spaces, and our playing fields offer countless opportunities for us to embrace inclusive practices, celebrate differences, and consider our collective responsibility to create the just and equitable world in which we want to live. 

To share a bit about myself, I am a native Delawarean who also calls South Carolina “home.” I am a fourth-generation educator who follows a long maternal line of Black women who’ve served both within the classroom and in school administration. My great-grandmothers were teachers and principals in segregated high schools in Montgomery, Alabama. My grandmother and mother, both English teachers, were outstanding influences in my life—and are the reasons I chose English as a major in college. My late mother, Alice Carson Tisdale, was selected as District Teacher of the Year in Smyrna, Delaware, in 1986. As one of a handful of Black teachers in the district at that time, this distinction was one in which she, and our entire family, took great pride. My mother retired in 2019 after 21 years in secondary education, and a subsequent 25 years of service as a college administrator.

Standing on the shoulders of these women, I see education as a calling and feel grateful to work at a school where my talents can be put to good use. I am a very proud graduate of Spelman College, a private, historically black, women's liberal arts college in Atlanta, Georgia. I completed an M.A. at Temple University and a doctorate at Emory University. My career has taken me all over the country, and I have had the great fortune of working in both higher and secondary education settings. To share what I’ve learned as a student, as an educator, and as a servant leader with this community is an incredible privilege.

My decision to join St. Andrew’s as a dean of inclusion and belonging was not made lightly. In my first conversation with Head of School Joy McGrath ’92, however, I began to understand just how special this school is and how committed our students, faculty, and staff are to the practice of inclusion and belonging. When I visited the school last spring, I met with students who were enthusiastic about rolling up their sleeves and working diligently to ensure that St. Andrew’s is a place where all students can thrive. I was also deeply inspired by the faculty and staff whose unwavering commitment to students is unmatched. I knew, after that visit, that St. Andrew’s was not only a place where I could be impactful, but a place where every day would offer me—and my family—opportunities, as American author and social activist bell hooks writes, “to work in community, and to be changed by community.” 

I am honored to be entrusted with the awesome responsibility of building upon the foundation laid by those committed to this important work at St. Andrew’s before me: Treava Milton ’83, Stacey Duprey ’85 P’04,’10, Giselle Furlonge ’03, and Devin Duprey ’10. I lift these names up to acknowledge the considerable contributions of alumnae of color whose dedication to advancing diversity and inclusion at St. Andrew’s, both past and present, cannot be overstated. My goals for this year extend from their work and include developing a formal infrastructure for the office of inclusion and belonging; offering effective and meaningful diversity education programming for students, faculty, and staff; and providing robust educational opportunities for affinity group faculty leaders and affinity group members.

I look forward to working in collaboration with colleagues, students, parents, and alumni to meet these broad goals and to reconnect. I welcome your ideas, your curiosity, and your honest feedback on our work together. I am deeply grateful for your generous support and am excited about all that is to come!

In community,
Danica Tisdale Fisher
Dean of Inclusion and Belonging

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Learn About Our Campus

Get to know some some of our beautiful buildings and outstanding facilities—and come see them in person (or on Zoom) with a campus tour!

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