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The Hudson School was founded in the fall of 1978 as an alternative to the available educational institutions in the local area. Since our inception, we have been committed to a need-blind admission policy. Located in Hoboken, NJ, The Hudson School accepts students from diverse economic and ethnic backgrounds based on their academic promise and intellectual curiosity, rather than their financial ability. We began with 18 middle school students in 1978 (of whom 12 received scholarships through the generosity of the Geraldine Dodge Foundation) and now include 180 students in grades 5 – 12. We continue to admit every qualified student for whom we have room and do whatever we can to help that child’s family meet the costs of sending their child to our school. From the beginning, The Hudson School has steadfastly held to its mission of encouraging “courage, compassion, and commitment” in its students, providing a rigorous academic program to a diverse population of inner-city and suburban youth. We offer a broad and demanding college-preparatory program, including courses in art, music and drama, community service opportunities and strong personal guidance, setting the pattern for personal and academic achievement by providing special encouragement, age-appropriate learning opportunities and consistent support through high school. We maintain a low student-teacher ratio of 8:1 and deliver a curriculum that reflects high expectations for each learner. The Hudson School curriculum encompasses over one hundred fifty courses, including advanced placement courses. Overall, The Hudson School is a place where students find themselves among others who are excited about learning and supportive of intellectual risk-taking, and who value the importance of independent thinking, curiosity, and community service. The Hudson School recognizes that the human mind has a natural affinity for thought, and given that children learn naturally, and given that children learn far more than they are taught, and given that they are living on an increasingly interdependent planet, the school accepts the responsibility of recognizing diverse learning styles and encouraging alternative approaches to learning. We seek out this responsibility in order to promote the development in our students of those skills and capabilities necessary for them to participate intellectually and creatively as responsive adults. The school embraces the view that a creative and imaginative mind, a feeling of self-confidence and self-respect, and the ability to get along with others in one’s community may well be the best preparation for the future. To accomplish these goals, students must be firmly grounded in the discipline appropriate to their endeavors, they must develop the ability to express their ideas effectively, and they must know how to place those ideas within their social, cultural, or scientific contexts. The Hudson School is a learning community where individual talents can be shared and celebrated in a relaxed, non-competitive environment. The school’s small size and lack of hierarchy provide opportunities for teachers to be creative, to collaborate and to experiment with curriculum design. There is a spirit of intellectual risk-taking for teachers and students as well as a continuous process of self-evaluation. Opportunities for improving methodology or expanding pedagogical skills are encouraged. The school is unique in this respect it opens new windows on the world for its students as well as for its teachers. It constantly seeks to challenge ethnocentric views. It encourages scholarly pursuits and artistic expression while balancing western and non-western traditions, gender and minority studies and providing an open forum for dialogue and debate. Because so much input is permitted on the part of the faculty, the school is not just governed by a specific written curriculum but also by local, national and international concerns and by the biases or interests of the instructors. Yet, in spite of the shifts in emphasis and attempts to address issues through different pieces of literature or the arts, for example, basic inherent values have remained in place since the school’s founding: high ethical standards, respect for individual differences, concern for the environment and support for what is special in each student and in each teacher. There is a milieu that nurtures the growth and potential not only of the student but also of the faculty, the parents and the community. Each person is given support and room to grow. The Hudson School provides intellectually inquisitive students in grades 5-12 with a rigorous and relevant college-preparatory education that inspires independent thinking and intellectual risk-taking. Our goal is to develop compassionate, responsible, principled citizens who are socially conscious and committed to lifelong learning and service. The school fosters an eclectic and supportive environment that challenges students and faculty to develop their passions and talents through a stimulating, balanced and creative interdisciplinary curriculum. View full school