Waldorf Results

Senior Class Photo After 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.

College Acceptances by Graduates of The Denver Waldorf High School

Allegheny College the American University of Paris
Antioch College Austin College
Bard College Beloit College
Bennington College Berklee College of Music
Boston University Bradley University
Brigham Young University – Provo Brigham Young University – Idaho
Brandeis Univeristy California Polytechnic State College
Case Western Reserve University Centenary College
Central Methodist College Charleston Southern University
Champlain College Coe College
College of Wooster Colorado College
Colorado Mesa University Colorado School of Mines
Colorado State University Cornell College
Cornell University Davidson College
Denison University Drew University
Drexel University Earlham College
Eckerd College Emory University
Evergreen State College Fort Lewis College
Franklin & Marshall College Franklin College
Franklin Pierce College Georgia Technological Institute
Gonzaga University Grinnell College
Hamline University Hampshire College
Hastings College Hendrix College
Hobart & William Smith Colleges Iowa State University
Juniata College Kalamazoo College
Kenyon College Knox College
Lawrence University Lewis & Clark College
Linfield College Long Island University
Macalester College Marlboro College
Marquette University Maryville College
Metropolitan State University of Denver Middlebury College
Milwaukee School of Engineering Montana State University
Mount Holyoke College New York University
Niagara University Oberlin College
Occidental College Ohio Wesleyan University
Pacific University Pennsylvania State University
Quest College Regis University
Rensselaer Polytechnic Institute Rocky Mountain College of Art & Design
Rollins College Rose-Hulman Institute of Technology
Rudolf Steiner College Sarah Lawrence College
Savannah College of Art & Design Seattle University
Smith College St. Olaf College
SUNY Binghamton College Southern New Hampshire University
St. John’s College St. Louis University
Tuskegee University Union College
University of Buffalo University College Dublin
University of Colorado at Boulder University of Colorado at Denver
University of Dallas University of Dayton
University of Denver University of Iowa
University of Maryland University of Montana
University of Nebraska at Lincoln University of New Haven
University of New Mexico University of Northern Colorado
University of the Pacific University of Puget Sound
University of San Francisco University of South Carolina
University of Vermont University of Washington
Valparaiso University Wake Forest University
Washington State University Wesleyan University
Westminster College Western State College
Wheaton College Whittier College
Wichita State College Willamette University
the College of William & Mary Whitman College
Yeshiva University


“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