Waldorf Results



12th Grade Class Photo'12eAfter graduating from a Waldorf high school, 94% of our students attend college. As many of our graduates major in sciences/math as they do arts/humanities. Our graduates value life-long learning; they are self-reliant and self-confident. They strongly value interpersonal relationships; they are highly tolerant of the viewpoints of others, and at work care most about ethical principles and value helping others.

Impressive, isn’t it? Here are more statistics on the Results of Waldorf Education.

AWSNA Graduate Survey

The Association of Waldorf Schools of North America surveyed 526 graduates from 27 different Waldorf schools and compiled the information they received into this Waldorf Graduate Survey.

The study found Waldorf graduates are creative problem solvers and cross-disciplinary learners who “think outside the box.” Graduates have a global consciousness, a strong basis for moral navigation, compassion for environmental stewardship, and high levels of social and emotional intelligence. Perhaps more importantly, Waldorf graduates report more job satisfaction with their careers than their peers.

Denver Waldorf High School College Acceptances

Allegheny College
Meadville, PA
American University of Paris
Paris, France
Antioch College
Yellow Springs, OH
Austin College
Sherman, TX
Bard College
Annandale-on-Hudson, NY
Beloit College
Beloit, WI
Bennington College
Bennington, VT
Bradley University
Peoria, IL
Brigham Young University
Provo, UT
California Polytechnic State College
San Luis Obispo, CA
Case Western Reserve University
Cleveland, OH
Centenary College
Hackettstown, NJ
Central Methodist College
Fayette, MI
Charleston Southern University
Charleston, SC
Champlain College
Burlington, VT
Coe College
Cedar Rapids, IA
Colorado College
Colorado Springs, CO
Colorado School of Mines
Golden, CO
Colorado State University
Fort Collins, CO
Cornell College
Mount Vernon, IA
Davidson College
Davidson, NC
Denison University
Granville, OH
Drew University
Madison, NJ
Drexel University
Philadelphia, PA
Earlham College
Richmond, IN
Eckerd College
St. Petersburg, FL
Evergreen State College
Olympia, WA
Fort Lewis College
Durango, CO
Franklin & Marshall College
Lancaster, PA
Franklin College
Lugano, Switzerland
Franklin Pierce College
Rindge, NH
Georgia Technological Institute
Atlanta, GA
Gonzaga University
Spokane, WA
Grinnell College
Grinnell, IA
Hamline University
Saint Paul, MN
Hampshire College
Amherst, MA
Hastings College
Hastings, NE
Hendrix College
Conway, AR
Hobart and William Smith
Geneva, NY
Iowa State University
Ames, IA
Juniata College
Huntington, PA
Kalamazoo College
Kalamazoo, MI
Kenyon College
Gambier, OH
Knox College
Galesburg, IL
Lawrence University
Appleton, WI
Lewis & Clark College
Portland, OR
Linfield College
McMinnville, OR
Long Island University
China Center, Hangzhou, China
Macalaster
Saint Paul, MN
Marlboro College
Marlboro, VT
Marquette University
Marquette, MI
Maryville College
Maryville, TN
Metropolitan State University of Denver
Denver, CO
Middlebury College
Middlebury, VT
Milwaukee School Of Engineering
Milwaukee, WI
Montana State University
Bozeman, MT
Mt. Holyoke
Amherst, MA
New York University
New York, NY
Niagara University
Niagara University, NY
Occidental College
Los Angeles, CA
Ohio Wesleyan University
Delaware, OH
Pacific University
Forest Grove, OR
Penn State University
State College, PA
Quest College
Squamish, British Columbia
Regis University
Denver, CO
Rensselaer Polytechnic Institute
Troy, NY
Rocky Mountain College of Art and Design
Denver, CO
Rollins College
Winter Park, FL
Rose-Hulman Institute of Technology
Terre Haute, IN
Rudolf Steiner College
Fair Oaks, CA
Sarah Lawrence
Bronxville, NY
Savannah College of Art and Design
Savannah, GA
Seattle University
Seattle, WA
Smith College
Northampton, MA
St. Olaf College
Northfield, MN
Southern New Hampshire University
Manchester, NH
St. John’s College
Santa Fe, NM
St. Louis University
St. Louis, MO
The College of Wooster
Wooster, OH
Tuskegee University
Tuskegee, AL
Union College
Schenectady, NY
University at Buffalo
Buffalo, NY
University College Dublin
Dublin, Ireland
University of Colorado at Denver
Denver, CO
University of Colorado at Boulder
Boulder, CO
University of Dallas
Dallas, TX
University of Dayton
Dayton, OH
University of Denver
Denver, CO
University of Iowa
Iowa City, IA
University of Maryland
College Park, MD
University of Montana
Missoula, MT
University of Nebraska at Lincoln
Lincoln, NE
University of New Haven
West Haven, CT
University of New Mexico
Albuquerque, NM
University of Northern Colorado
Greeley, CO
University of Puget Sound
Tacoma, WA
University of San Francisco
San Francisco, CA
University of South Carolina
Columbia, SC
University of Vermont
Burlington, VT
University of Washington
Tacoma, WA
Valparaiso University
Valparaiso, IN
Wake Forest University
Winston-Salem, NC
Washington State University
Spokane, WA
Wesleyan University
Middletown, CT
Westminster College
Salt Lake City, UT
Western State College
Gunnison, CO
Wheaton College
Wheaton, MA
Whittier College
Whittier, CA
Wichita State College
Wichita, KS
Willamette University
Portland, OR
William and Mary
Williamsburg, VA

Testimonials

“The importance of storytelling, of the natural rhythms of daily life, of the evolutionary changes in the child, of art as the necessary underpinning of learning, and of the aesthetic environment as a whole–all basic to Waldorf education for the past 70 years–are being ‘discovered’ and verified by researchers unconnected to the Waldorf movement.” –Paul Bayers, Professor Columbia Teachers’ College

“If you’ve had the experience of binding a book, knitting a sock, playing a recorder, then you feel that you can build a rocket ship-or learn a software program you’ve never touched. It’s not bravado, just a quiet confidence. There is nothing you can’t do. Why couldn’t you? Why couldn’t anybody?”
Peter Nitze, Waldorf and Harvard graduate, and Director of an aerospace company

“Waldorf students are encouraged to live with self-assurance, a reverence for life and a sense of service.” — Ernest Boyer, President, Carnegie Institute for the Advancement of Teaching, Former U.S. Commissioner of Education

“Waldorf education draws out the best of qualities in young people. While this is not an instant process, the values they learn provide a lifelong platform from which to grow.” –Gilbert Grosvenor, President Emeritus of the National Geographic Society

“Waldorf education addresses the child as no other education does. Learning, whether in chemistry, mathematics, history or geography, is imbued with life and so with joy, which is the only true basis for later study. The textures and colors of nature, the accomplishments and struggles of humankind fill the Waldorf students’ imaginations and the pages of their beautiful books. Education grows into a union with life that serves them for decades.By the time they reach us at the college and university level, these students are grounded broadly and deeply and have a remarkable enthusiasm for learning. Such students possess the eye of the discoverer, and the compassionate heart of the reformer which, when joined to a task, can change the planet.” – Arthur Zajonc, Ph.D., Associate Professor of Physics, Amherst College

“I think that it is not exaggerated to say that no other educational system in the world gives such a central role to the arts as the Waldorf School Movement. There is not a subject taught that does not have an artistic aspect. Even mathematics is presented in an artistic fashion and related via dance, movement or drawing to the child as a whole. Steiner’s system of education is built on the premise that art is an integral part of human endeavors. He gives it back its true role. Anything that can be done to further his revolutionary educational ideals will be of the greatest importance.” –Konrad Oberhuber, Curator of Drawings, Fogg Art Museum, Professor of Fine Arts, Harvard Unversity

“American schools are having a crisis in values. Half the children fail according to standard measures and the other half wonder why they are learning what they do. As is appropriate to life in a democracy, there are a handful of alternatives. Among the alternatives, the Waldorf school represents a chance for every child to grow and learn according to the most natural rhythms of life. For the early school child, this means a non-competitive, non-combative environment in which the wonders of science and literature fill the day without causing anxiety and confusion. For the older child, it offers a curriculum that addresses the question of why they are learning. I have sent two of my children to Waldorf schools and they have been wonderfully well served.” –Raymond McDermott, Ph.D., Professor of Education and Anthropology, Stanford University

“Many teachers have discovered that music can also be a powerful means of integrating other aspects of the curriculum. By tapping into the experiential and expressive aspects of music, teachers can add a distinctive dimension to instruction in other subjects. This insight has been used to develop interesting and productive pedagogical models like the Waldorf schools in Europe and the United States. In the Waldorf schools, for example, the goal is the education of the whole human being by paying attention to the needs of the human spirit. The arts particularly are used as part of a theory of human development that helps children find nonverbal modes of expression and understanding.” –From Growing Up Complete: The Imperative for Music Education, The Report of the National Commission on Music Education, March 1991

“Ideal for the child and society in the best of times, Rudolf Steiner’s brilliant process of education is critically needed and profoundly relevant now at this time of childhood crisis and educational breakdown. Waldorf education nurtures the intellectual, psychological and spiritual unfolding of the child. The concerned parent and teacher will find a multitude of problems clearly addressed in this practical, artistic approach.” –Joseph Chilton Pearce, Author, Magical Child

“I believe that Waldorf education possesses unique educational features that have considerable potential for improving public education in America. Waldorf schools provide a program that not only fosters conventional forms of academic achievement, but also puts a premium on the development of imagination and the refinement of the sensibilities.” – Elliot Eisner, Ph.D., Professor of Education and Art, Stanford University; Past President, American Educational Research Association;
Author, Curriculum and Cognition: Educating Artistic Vision

“I first heard of Waldorf education about five years ago, after having carried out extensive study of the neurological aspects of cognition, movement, and maturation. I was delighted to discover such a neurologically sound curriculum. I heartily support efforts to spread the awareness of Waldorf education and hope that it will spawn not only an increase in Waldorf Schools but an infusion of at least some of the ideas into the mainstream where they are so sorely needed. In Colorado I am working with several districts to incorporate various Waldorf strategies into the teaching of reading and mathematics. The ideas are very well received and very much needed.” –Dee Jay Coulter, EdD, Instructor, University of Northern Colorado, Outreach, Educational Consultant

“My parents…felt that the Waldorf school would be a far more open environment for African Americans….I think the end result of Waldorf education is to raise our consciousness …It has taught me how to think for myself, to be responsible for my decisions. Second, it made me a good listener, sensitive to the needs of others. And third, it helped (me) establish meaningful beliefs.”--Kenneth Chenault, President and CEO, American Express Corporation

“For the first time in his life, at Waldorf, Josh has found a home for his special gifts. He has had significant roles for the first two plays in which he has ever performed, has found out about teamwork and loyalty by playing a full season in his first team sport, has learned that he can compose a readable expository piece, and has made friends with a group of artistic and versatile teenagers whom he really cares about – who care about him.” –Denver Waldorf High School Parent