By Kassy Fritz, Director of College Counseling, Hackley School
“Character is higher than intellect” — these words, etched into the foundation of Hackley’s philosophy, remind us that the journey toward college is about far more than academic achievement alone. They speak to the heart of what we believe makes education truly transformative.
As families embark on the college process, it is natural to feel overwhelmed by the complexity of applications, the pressure of decisions, and the weight of what can feel like life-altering choices. We see this every day, and we want families to know those feelings are understandable and deeply human. Perhaps the most important reframe we can offer is this: the college process is not merely a destination to reach, but an opportunity for growth, self-discovery and character development that will serve students well beyond high school.
Hackley is a school that cares deeply, thinks thoughtfully and believes in all aspects of students’ growth. One of the clearest reminders of this comes each year at Convocation, when seniors process in holding the hands of kindergarten students to the tune of “You’ve Got a Friend in Me.” In that moment, the values of the Hilltop and the arc of a student’s experience here come into focus. Whether students are “Lifers” or joined the community more recently, they become part of this remarkable place. They work hard, play hard, listen, learn, laugh, struggle, grow and eventually arrive at senior year shaped not only by accomplishments, but by the relationships and experiences that define their time at Hackley.
While this reflection is grounded in the college process, it is ultimately about something larger and relevant to every family at Hackley: the long arc of a child’s growth. Whether students are in kindergarten, middle school or preparing to graduate, the work of helping young people develop character, curiosity, resilience, empathy and purpose remains the same. The college process simply becomes one chapter in that broader story.
The college admissions landscape continues to evolve rapidly. Changing testing policies, increasing application numbers, affordability concerns and the growing role of AI are reshaping how families think about higher education. Rather than viewing these shifts as obstacles, we encourage families to use them as opportunities to engage more thoughtfully with what truly matters in education.
At its core, the college process should reinforce the idea that the high school years have intrinsic value. They are not simply a strategic stepping stone toward college admission. When students focus on “doing high school well,” they naturally prepare themselves for meaningful post-secondary experiences. Intellectual curiosity, artistic expression, athletic participation, leadership, service and community engagement matter not because they “look good” on applications, but because they foster genuine growth and joy in learning.
My perspective on college counseling is shaped by my experiences as a teacher, coach and parent. I know how quickly time flies, and I have felt many of the same emotions families experience during this process: excitement, uncertainty, pride, worry and hope. Those experiences have taught me that the most meaningful support comes from meeting each student and family where they are, with patience, understanding and genuine investment in their journey.
Some of the moments that stay with me most are often the quiet ones: watching students gain confidence over time, recover from disappointment, ask sharper questions, take intellectual risks or discover passions they did not know they had. Those moments rarely appear on a transcript, yet they are often the clearest markers of growth.
Our approach to college counseling mirrors the teaching families know at Hackley: knowing students deeply, understanding the landscape thoroughly, and building relationships rooted in trust and open communication. Teachers, advisors, coaches, mentors and counselors have spent years encouraging and supporting students. The College Counseling Office is simply one part of this larger network of care and guidance.
We are also committed to helping families feel informed and empowered, particularly around such topics as financial aid and college financing. Identity serves as a powerful bridge in this process. Students who understand their values, interests, strengths and aspirations are better equipped to identify the environments where they will thrive.
While we are proud of where our students ultimately matriculate, our measures of success extend far beyond college lists alone. More meaningful to us are the life skills students develop: critical thinking, self-advocacy, decision-making and resilience. These capabilities, cultivated through thoughtful engagement with the college process, will serve students throughout their lives.
For families navigating this journey, please remember that you are not alone. So often this process can feel overwhelming, as if the earth is moving underneath you, and you cannot find solid footing. Our hope is that families remember that the Hilltop is that footing. We are here as steady ground when everything else feels uncertain, helping families process choices thoughtfully and navigate this experience with perspective and care.
Perhaps that is why moments like Convocation and Commencement resonate so deeply within this community. At Convocation, we see young children looking up at seniors with admiration and possibility. At Commencement, we see those same students prepared to step forward with greater independence and self-understanding. The years in between are filled with far more than academic milestones. They are filled with the steady work of becoming.
About the author:
Katherine “Kassy” Fritz serves as Director of College Counseling at Hackley School. She brings more than 30 years of experience in education, with work across teaching, advising, residential life and college counseling at institutions including Phillips Academy, St. Andrew’s School, Westminster School, Groton School and Taft School. In addition to her work in college counseling, she has served as a class dean, teacher and coach. She believes strongly in the relationships at the heart of schools and in supporting students as they grow in confidence and purpose. She and her husband, Tom, a history teacher and class dean at Hackley, will return to residential life as leaders of the School’s Boarding program. They have two adult children, John and Caroline, who live and work in Boston and a one-year-old puppy, Gus.
