Ethical Culture Fieldston School

To ensure that all children have access to quality education, ECFS embraces ethical learning, academic excellence, and progressive education.

Get to Know this Liberatory School

ECFS seeks to prepare students to make change within and beyond their communities. Their curriculum examines power structures; their operations include reporting systems for data transparency and the identification of discrimination and bias; and their culture includes open conversations, healing, and training.

Location: Two locations in New York, NY

Size: 300-499

Demographics:

  • 39% BIPOC

Grade Band: Elementary, Middle, High

Governance Structure: Independent

Website: https://www.ecfs.org/

Design Principles

Ethical

We nurture our students’ capacity for morality and empathy, helping to provide the framework and knowledge necessary to live an ethical life.

Challenging

At every age, in developmentally appropriate ways, our educational program not only serves our students’ growth as citizens, but strengthens their skills as scholars.

Relevant

Our curriculum is never stagnant; our teachers are constantly updating their courses to reflect the most pressing issues of the day.

Playful

Play and movement are vital to our work at all ages – for us, rigor and laughter go hand-in-hand.

Inclusive

We seek out new voices, identify hidden assumptions, and reshape our norms accordingly – in order to create a school that tuly belongs to all of us.

Responsive

We design courses around the changing needs of students, their reactions to world events, or even surprising new passions they ight bright to light.

Empowering

We celebrate the process more than the product – the practices and procedures students master so they can repeat their achievements again and again.

Experiential

Our entire curriculum is built from the ground up to utilize hands-on, project-based approaches to education. We want our students not only to see, hear, and think, but also to make, do, and feel.

Healthy

The health of our students is essential, and we work diligently to ensure a safe physical environment, robust opportunities for movement, and abundant support for social and emotional health.

Interdependent

We live in community, and we recognize the responsibility each of us has to the greater whole. Our academic program is infused with an insistence that we care for and engage our neighbors, both in and around our campuses.

Featured Student Experiences

Ethics + Service Learning

At Ethical Culture Fieldston School, Ethics is a core academic subject. We require all our students to complete coursework that identifies moral and social intersections, draws on the School’s ethical humanist traditions, and expands their understanding of the larger field of ethics. A key component of our Ethics curriculum is our Community Service Learning (CSL) program, which directly responds to the issues our students experience and witness in the world. Our Ethics and CSL programs represent a diverse array of student leaders, community partners, and faculty and staff committed to the advancement of social justice in our city and beyond. In applying their learning to the world around them, our students live out the mission of ECFS.

Global Learning

To prepare students to navigate both the opportunities and challenges characteristic of our increasingly interconnected world, ECFS extends the boundaries of the traditional classroom with a variety of global learning experiences for students in Fieldston Middle and Fieldston Upper, mostly in the form of spring break trips and summer programs. ECFS believes that global education and travel should not be mere tourism; they must entail service in action. By combining service learning with cultural immersion, our students come away from their adventures with a better understanding of another culture through firsthand experience.

City Semester

City Semester is a selective, interdisciplinary, experiential program offered to students in the spring semester of 11th Grade. The program integrates all disciplines (English, History, Languages, Science, Math, Ethics, Arts, and Physical Education) into a dynamic, cohesive whole with New York City — and the Bronx in particular — as its focus. Students spend at least two days a week outside of school researching, exploring neighborhoods, interviewing residents, working with community organizations, collecting data, presenting in the field, and speaking to policymakers. The academic work is rigorous and challenging, with veteran teachers instructing in their own disciplines and collaborating across disciplines. City Semester brings students out into the world to both construct their own learning experiences and address urban policy challenges.

Student-to-Student (STS)

In the STS program, Middle School mentees are paired with Upper School mentors, who coach them twice a week on ethical issues.The program builds a positive social framework for everyone: younger students have peers to look up to as role models, and older students take on the responsibility of student teachers.

Fieldston Outdoors

FIeldston Outdoors is a six-week summer day camp that allows lower school students to engage with nature. A day might include a hike through the Palisades or a canoe ride down the Piermont Marsh.

CARe (Conversations about Race and Empathy)

CARe creates a space for lower school students to engage in conversations about race and support positive racial identity development. Children participate in the CARe program in one of two ways: they can either choose a General Discussion Group or an Affinity Group. A General Discussion Group is open to students of all racial backgrounds, while an Affinity Group gathers children around a shared racial/ethnic identity. Each group is led by two trained co-facilitators and follows a similar age-appropriate curriculum.

Alternative Learning Program (ALP)

Every two years, Upper School students, faculty, staff, and administrators choose niche subjects to probe in a two-day experiential learning experience called ALP, or Alternative Learning Program. Workshops are often student-generated and student-led or co-taught with a faculty member; past topics have included Bollywood and Indian dances, designing Rube Goldberg machines, and the art of roasting and cupping coffee.


Fieldston Awareness Days

During Fieldston Awareness Days, our community attends special classes, seminars, and activities revolving around a specific theme or topic for an entire school day.

Key School-Wide Practices

Curriculum, Instruction & Assessment

ECFS' academic program is built around ten core tenets of progressive education. Developed by their own faculty and staff, these tenets guide all grades and areas of their curriculum. Ethics is central to all that ECFS does. They consider multiple perspectives, practice radical empathy, nurture care and compassion, and tackle difficult questions about issues and problems that are seen and unseen throughout the curriculum and community. By approaching a single subject from different angles, students are able to view their education as holistic and interconnected. To enable students to grapple with current issues and address problems, they provide the resources and tools required for them to be well-informed and capable of making change. For this reason, the curriculum is never stagnant; teachers are constantly updating their courses to reflect the most pressing issues of the day. They also provide opportunities outside the classroom for students to be active participants in the dialogue and work taking place around the world. Wherever possible, faculty aim to transform learning into lived experience. The entire curriculum is built from the ground up to utilize hands-on, project-based approaches to education so students not only to see, hear, and think, but also to make, do, and feel.

Community & Culture

ECFS' program is infused with the ideals of collaboration and care for others, rooted in mutual understanding and the promise of genuine relationships. ECFS strives to prioritize self-care and attentiveness to others. Faculty and staff take on the role of caring mentors who support students’ physical, social, and emotional well-being. To ensure that students are learning, they first ensure that they are healthy. Research consistently demonstrates that children who are happy and who feel included in their community learn more effectively, so they introduce a foundation of social-emotional learning at an early age. Across both lower divisions, teachers facilitate open sessions in which students anonymously share their anxieties with the class and their peers respond, empathizing and offering solutions.

Family & Community Partnerships

ECFS is committed to being good neighbors. They regularly participate in service projects for local organizations and offer space rentals to people and organizations from throughout the city. Students even help tend the trees on 64th Street, next to the Manhattan campus.

Space &
Facilities

Students across all grades have many opportunities to take their learning outside of the classroom. From day trips to nearby neighborhoods, parks, and landmarks to semester-long curricular programming to global learning opportunities to simply enjoying class outdoors on the expansive Fieldston campus, students at ECFS engage in a rigorous education while also experiencing the world around them.

See It. Hear It. Feel It.