College Preparatory School for Girls Grades 3-12

Our 2019-2020
Report on Giving


Image of the words "self, community, world"


Little did we know that our reaffirmed commitment to Self, Community, World would become more relevant and meaningful during the last year. We are living through a once-in-a-century pandemic and an acute reckoning with our country’s painful, racialized reality. Throughout it all, Holton has had to find a way, or make one. Our students, faculty, and alumnae, all in their own ways, have risen to the challenge to be a positive force during unprecedented world-wide turmoil. Thanks to generous gifts—of time, talent, and treasure—from Trustees, parents and grandparents, alumnae, faculty and staff, students, and friends, Holton women will make a difference in this complex and changing world.

Susanna A. Jones
Head of School

Join with me in celebrating the donors recognized in the 2019-2020 Report on Giving. Enjoy inspiring examples of how gifts and volunteerism directly impact the entire Holton community. On behalf of all members of the Board of Trustees, I thank you for your commitment and generosity to Holton. Your continued support of and belief in the School ensures that the future belongs to Holton girls.


Claudia Mispireta Hinsch '85, P '12, '23
Outgoing Chair of the Board of Trustees



Gifts to the School ensure that at Holton, each of our students comes to truly know her SELF so that she can best contribute to her COMMUNITY and make a vital impact on the WORLD as an alumna.

Read more about the impact your gifts make!

Our exceptional teachers and staff help each student discover who she is, what she values and believes, and how to reach beyond her full potential. With a school-wide emphasis on innovation, inquiry, and artistic expression, girls develop as complete thinkers and creative problem-solvers.

Social and emotional learning (SEL) is woven throughout Holton’s curriculum, helping students learn more about their emotions, strengths and challenges, responsible decision-making, and healthy relationships. SEL is a key component of the School’s Seminar classes in particular, and was an integral part of Holton’s Distance Learning program this spring, helping students contextualize and cope with all that they were experiencing.

Our students become skilled communicators, able to articulate and share their unique perspectives and ideas in any format, from research paper to podcast to artistic contributions to Scroll + Scrolling, our award-winning literary magazine.


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Our students join a strong, supportive community, building relationships with people from a wide range of backgrounds, cultures, beliefs, and points of view. They learn the value of diversity, collaboration, empathy, and perspective-taking, while also gaining friends who will cheer them on throughout their lives.

We empower Holton girls to share ideas on how to make the School even better and to collaborate to bring these to fruition—which they do frequently. For example, the Lower School launched its very own Student Council, an idea that came from a group from the Class of 2026 who wanted to ensure that peers had their own school government representation.

While this spring’s PUNCH fashion show was cancelled because of the pandemic, Josephine Stark ’21 rallied and trained a community of fellow PUNCH members, alumnae, and faculty and staff to sew masks for health care workers at local hospitals. By working together (apart), the group produced more than 200 masks.


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At Holton, all learning connects to larger, global issues. Students understand the why behind what they are learning, and are prepared to make an impact in the world.

In the School’s new Social Innovators Program—a partnership with University of Pennsylvania’s School of Social Policy and Practice and Schoolyard Ventures—students gain entrepreneurship and problem-solving skills while launching their own initiative to positively impact society. For her project, Josephina Wang ’23 launched Girls Speak Up, an effort to empower female swimmers to prevent harassment and abuse.

When the pandemic forced medical schools to move classes online and shut down direct-patient interactions, Georgetown University med student Lawren Wooten ’08 got creative, teaming up with peers from other area schools to form DC COVID Sitters. The organization allowed health care workers to sign up for free childcare, grocery delivery, and other services and matched them with an undergraduate or graduate student who could assist.