Apply to the Leadership Track
— Leadership & Community Service

Civic agency is a skill. We teach it.

Students don't observe community problems — they analyze them, design a documented response, and deliver a public outcome. Leadership is defined by what you can read, decide, and build.

Three stages. One real outcome.

/ How it works

1 — Written Brief

Read the situation. Identify the rule. Act.

Students document the problem, its scope, and a proposed intervention. The brief is reviewed by peers and revised — not submitted once and forgotten.

2 — Public Presentation

Each cohort presents findings to a panel that includes community stakeholders. Argument, evidence, and accountability — not slides read to a classroom.

Civic agency isn't a personality trait — it's an analytical habit. Students learn to read a community situation the way you read a statute: who is affected, what governs it, what action is available.

3 — Documented Outcome

The project record — what was proposed, what happened, what changed — becomes part of the program archive and each student's portfolio.

Close-up detail shot of a student's annotated community-service planning document on a wooden desk, handwritten notes in the margins, a printed neighborhood map with highlighted zones, natural window light from the left, shallow depth of field
Close-up detail shot of a student's annotated community-service planning document on a wooden desk, handwritten notes in the margins, a printed neighborhood map with highlighted zones, natural window light from the left, shallow depth of field
Medium shot of two elementary-age students standing at a whiteboard covered in handwritten notes and constitutional clause references, one student pointing to a circled phrase, natural classroom light, documentary framing
Medium shot of two elementary-age students standing at a whiteboard covered in handwritten notes and constitutional clause references, one student pointing to a circled phrase, natural classroom light, documentary framing
• Student projects

Real problems. Documented work.

Neighborhood food-access brief

A junior cohort mapped food-desert boundaries in their district, identified the zoning rules that limited retail access, and drafted a brief for the local planning board. The document was submitted — not shelved.

Students presented findings to two community stakeholders. The outcome and the revision notes are part of the program archive.

Youth civic-code review project

An elementary cohort reviewed their school district's student-conduct code, identified three clauses they found ambiguous, and drafted plain-language rewrites with constitutional citations as support.

The finished brief was reviewed by a district administrator. Students fielded questions and defended their reasoning — clause by clause.

Inquire about enrollment

Limited cohort. Serious work.

The leadership track accepts a small group each summer. Students leave with a documented project, a public presentation on record, and a concrete understanding of civic agency — not a certificate.