SCHOLARS PROGRAM ’95 | BLAIR ACADEMY ’99 | SYRACUSE UNIVERSITY ’03, ’05 | RUTGERS UNIVERSITY ’18

Before SEEDS, I had only ever attended public school. I am a proud product (K-8) of the Irvington Public School system, where I participated in the Intellectually Gifted & Talented program beginning in 2nd grade. My teachers were invested in our education, and they were phenomenal. They provided us (often at their personal expense) with supplemental resources (books, field trips, connections to other community programming) that broadened our horizons and challenged us intellectually. SEEDS, however, offered the next level of engagement that prepared me for success at Blair, Syracuse, Rutgers—and as a diversity professional today.

I learned about SEEDS when Dwight Wilson, who was the Executive Director of SEEDS at the time, visited the middle schools in the major feeder areas (Greater Newark, Trenton & Camden) to speak with the Guidance Counselors and other educators about SEEDS programs. Ms. Colacurto was the Gifted & Talented teacher at Florence Avenue School and was present at the meeting; she brought the application to me and told me to apply immediately—which I did. The rest is history!

It was important for me, as well as my family, to apply to SEEDS because my mother was an educator in a local but more affluent school district, so she was well aware of the differences between the resources (financial, technological, human & social) in urban communities and their suburban or independent counterparts. Essentially, we wanted a limitless trajectory for my life, and SEEDS provided access to one of the most integral components. The team was so genuine and caring during the application process. We trusted their vision and their commitment to my development as a student—so applying to the program was a no-brainer.

Being a SEEDS student taught me that it truly does take a village to raise (educate) a child—and that there are no “small” roles in the process. The entire SEEDS staff (from the Executive Director to the Summer Interns) worked to make sure that we were successful. Many of those relationships are strong, nearly 30 years later. I also learned how to work collectively to achieve a goal. As students, we studied and tutored each other—just to make sure that we were prepared for each class session. Our parents/guardians worked together to make sure that we were picked up from our Phase III drop-off points—or that we visited our prospective schools on the same days. It is a lesson that will remain with me forever.

Going through SEEDS, I knew I wanted to attend an independent school because I knew that having a college-preparatory education would provide greater opportunities for higher education. My goal was to attend a “day school”; however, Todd Smith, from Blair’s Admissions Team encouraged me to visit. Once I saw the campus, I knew that I wanted to be there. Being at Blair molded me academically, socially, and artistically; it was everything that I wanted in an independent school experience.

As a student who had experienced both the public school system and then a private school education, there were some similarities but a lot of differences, too. In both experiences, I was surrounded by caring, thoughtful educators who work diligently to prepare us for college—and, ultimately, for life. At Blair, however, I was able to learn and live with students from across the world—literally. My worldview was both, challenged and broadened, because of my high school experience. I was pushed to try new things and to discover goals and interests that may not have surfaced until years later if I didn’t have the opportunity to attend boarding school.

Through SEEDS, I learned my first real lessons on independence, resilience, charting my own path, navigating through unchartered territories, and persisting through it all. I also learned that being prepared for independent school required a holistic approach; it is both, academic and sociocultural. My passion for diversity, equity, and inclusion work was birthed from those lessons (conversations, Independent School Life courses, school visits, etc.) during Phases I & III and my time at Blair. Without my SEEDS experience, I would not have developed my lifelong commitment to advocacy, education, and social justice.

Now, being on the other side of SEEDS, I want the students who follow in my footsteps to know that SEEDS has a broad network of alumni who are ready and willing to help them at any part of their journey—whether they are in YSP or if they are working, well-established professionals. Being a part of an access program is a unique experience; sharing it binds us together. Please lean on the thousands of alumni who understand your experiences. We are here to help each other; that’s a significant benefit of being a SEEDS alumnus.