Our California Campus
Our families share a commitment to raising children who will contribute meaningfully to their local and global communities.
Chadwick School is the only K-12 independent coeducational day school in the greater South Bay Area. Our 45-acre campus sits atop a hill on the scenic Palos Verdes Peninsula - a tranquil setting conducive to serious study, opportunities for self-discovery and companionship among friends. With a commitment to economic, social and ethnic diversity, Chadwick draws students from approximately 45 different zip codes. The school community remains true to founder Margaret Chadwick’s guiding principles, blending them with the innovations of the ensuing years. Chadwick School emphasizes academic excellence, personal growth opportunities, and development of character, as represented by our five core values: Respect, Responsibility, Honesty, Fairness and Compassion.
- Year Founded: 1935
- Headmaster: Frederick T. "Ted" Hill, installed in 1998
- Student Population: 830 students from approximately 45 communities
- Village School (K-6): 310 students
- Middle School (7-8): 160 students
- Upper School (9-12): 360 students
- Students of color: 41 percent
Collaboration between two campuses
Chadwick International students benefit from interactions and relationships with their peers from across the Pacific. Some classes meet through the Telepresence video conferencing system for discussions related to their common coursework. Others work together in person through student exchanges between the campuses. Still others travel together to joint conferences around the world and represent Chadwick together. Chadwick International students currently have the opportunity to go on exchange to Chadwick School, and Chadwick families can also host incoming students from US.
For instance, students in grades 7-9 swapped places twice in Winter and Spring 2014 to share in the school's nascent outdoor education program. In Spring of 2015, the entire Senior class of 2016 traveled to Chadwick School participating in service learning, outdoor education and academic courses for three weeks on “Wickabout Trip.”
In addition, new courses for both campuses have been developed for the Upper School curriculum, while a number of lessons throughout the Village and Middle Schools are the result of joint planning. Throughout this process and subsequent dialogue, ongoing articulation between the faculties on both campuses has added a rich perspective to these conversations.