Meridian is doing the kind of work with students that college professors look for.
- Deborah Wright, Director of Admission, Connecticut College

Meridian's seniors are our first students to apply to college and their applications have been met with a resounding "Yes!" This response was a yes to the complex, intellectual projects that our students carry out, to the sophisticated literature that they read, to clear and engaging writing in myriad forms, to problems posed, and to problems solved. The yes has been to their creative efforts in studio and performing arts and to original research in all disciplines. The yes was for learners who know how to take initiative, to self-assess and improve their efforts, to work collaboratively, and to work with persistence. Most importantly, our seniors were welcomed by the colleges because of their pioneering spirit and leadership, their commitment to community, and the genuine passion that they bring to their learning.

True to the type of education that they value, Meridian's seniors have sought out colleges known for strong student-professor interactions. Here are their choices:

• Janasha Goffigan-Holmes - College of the Atlantic. Janasha is heading to the Maine coast to study Marine Biology, Psychology, and Feminism.
• William Gurner - Bard College. Willie will be exploring Environmental Science, Art, Literature, and Biology.
• Matthew Haber - Boston University, School of Theatre. Matthew was named a University Scholar and will be studying Theatre Design and Production.
• Sadie Jacobson - Connecticut College. Sadie is looking forward to studying English and Theatre.
• Jesse Nicholas - Boston College. Jesse is going to investigate mathematics and history.
• Sydney Steeves - The Massachusetts College of Art and Design. Sydney plans to focus on painting and creative writing.

Since Meridian's founding, I have been asked how our graduates would get into colleges without a traditionally graded transcript. Likewise, I have heard from people who thought that our interdisciplinary and project-based curriculum was great, but would make college admissions difficult. What our seniors have shown is that in the absence of grades, colleges will take the time to read about a student's academic achievements and come away with a more vivid and detailed appreciation for the work that Meridian students do. The seniors' essays, research abstracts, and the school's descriptions were far more persuasive evidence of preparation for college than a grade point average. It has been truly gratifying to hear how much colleges value the engagement, the skills, and the ability to make connections that are the hallmark of Meridian learners.

Congratulations to this wonderful group of students who have blazed the way for us these past six years. We look forward to hearing of their further adventures.