40 Forest Avenue, Mississauga, Ontario, L5G 1L1, Canada
13415 Dufferin Street, King, Ontario, L7B 1K5, Canada
40 Forest Avenue, Mississauga, Ontario, L5G 1L1, Canada
13415 Dufferin Street, King, Ontario, L7B 1K5, Canada
5,697.7 km
5,698.4 km
1982
1972
1500
830
JK to 12
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
16 to 19
18
In-class adaptations
$19,740 to $28,310
$37,150
No
Yes
0%
0%
None
7 to 12
$0
$0
100
55
0%
0%
100%
0%
information not available
information not available
information not available
information not available
Rolling
Nov 03, 2026
Not available
Not available
Yes
Yes: grades JK - 12
No
No
information not available
“In the 50 years since its founding, The Country Day School has managed to retain its small-school, community feel while growing to offer students rich academic, artistic, outdoor, and athletic programs on a modern campus.”
“Nurturing academic excellence and challenging students are key priorities, but not at the expense of the whole child’s development.”
“Everyone wants to be successful, and our teachers push us to get to the next level, but all in a supportive atmosphere where the goal is to get us ready to be independent, motivated learners.”
Read The Our Kids Review of The Country Day School
Mentor College and TEAM School are closely associated, something that brings unique strengths to both. They are overseen by a single administrative body, and they share some facilities, services, and extracurricular programs. The benefits are in a shared infrastructure and organizational efficiency. The facilities are modern and robust, as are student services and transportation. There is a robust, rich program of extra-curricular activity, something that, again, is a benefit of not only the school's size, but also the intra-school associations and programs. That said, the division of the campuses gives each—high school, intermediate, and primary—its own sense of propriety and identity. It's a unique model, one that gains both the benefits of a large student population, as well as those of smaller communities of students. In numbers, this is one of the largest schools in Canada, though the lived experience of the families that attend doesn't bear that out. Frequent and casual communication between parents and teachers, as well, underscores a personal, student and family-centered approach.
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The Country Day School (CDS) began, literally, over a dinner one evening in 1971. The region was in the process of amalgamating schools, which meant that students who had been attending local schools would be bussed to larger, more suburban ones. That didn’t sit well, in part because of the bussing involved, but also because of the sense of community that students had and, presumably, would lose by going to schools further afield. Seven families decided to do something about it, to take things into their own hands, and to build a school that would continue what had been developed in the rural, country schools that their children had been attending. (The name refers to that, as well as to the country day school movement that had been developing in the US since the late 19th century, with a period of renewed growth in the 1960s and 70s.) They didn’t have any experience building a school, but they turned to those who did, including Dick Howard, then head of Upper Canada College. “You’ve got to get a feel for the community,” was Howard’s advice, “who’s in it and how they perceive education.” And, for the next two years, that’s exactly what they did, speaking with families, and building a conceptual outline for what the school could be.
When CDS opened its doors in 1972, it was, in every way, an expression of the community that created it. The school has grown since then—enrollment has grown from 49 in that first year to over 700 today—and the community it sits within has grown and changed, too. Nevertheless, the school remains very much an expression of the families that turn to it. The size of the school allows for a very rich, robust extra-curricular program, and students are gently required to experience all aspects of it. The physical plant of the school has been significantly augmented through a recent and very sizable capital campaign. The core program continues to be underwritten by the values that the founding families intended to express, namely a sense of belonging, empathy, inclusion, and respect. The ideal student is one able to thrive in a vibrant, diverse, student-centred environment.
"Students at Mentor are held to very high academic standards, often higher than those at other schools, in my experience."
Kibo Nagasaki - Alumnus (Jun 04, 2025)
During my time at Mentor College from 2021 to 2025, I came to realize that while the school has a re... View full review
Building experience and leadership
Liz Diaz - Parent (Feb 03, 2018)
Balanced education which means his receives great education and many options to participate in other... View full review
"Parents are involved in the life of the school on many levels."
Jennifer Sanderson - Parent (Nov 02, 2021)
Both of our children went to The Country Day School from Kindergarten through to graduation. They ar... View full review
"The teaching staff at The Country Day School are top-notch!"
Jane Cathers - Parent (Nov 02, 2021)
My daughter started grade 9 at CDS last year and right from day one she was very impressed with CDS,... View full review
"Mentor College provides a strong academic program for its students. A caring environment rich in personal attention has been established, and this positive atmosphere both allows and encourages students to think and reason for themselves. The school places emphasis on communication between the teacher, parent, and student. The homework book, monthly teacher phone call, and regular assessment ensure that this communication is clear and current. Located in Port Credit, Mississauga, the High School (Grades 9 to 12) and Intermediate (Grades 5 to 8) levels are housed at the Main Campus. An adjacent Primary Campus is home to the JK to Grade 4 students. The facilities include an indoor pool, artificial turf field, seasonal dome, multiple age and grade-appropriate gyms, science labs, and music rooms. Co-curricular trips to the school's Outdoor Education Centre in Muskoka enhance in-class learning in the upper grades. Extracurricular activities abound, and include learning opportunities in sports, music, drama and special-interest clubs."
"Situated on a 100-acre campus just north of Toronto among the rolling hills of King Township, The Country Day School is a leading JK-12 co-ed independent school. Since 1972, the dynamic and friendly CDS community has been nurturing student talent and fulfilling promise. Our innovative approach to learning integrates leading-edge technology, sophisticated facilities and exceptional teaching. We offer a superior educational experience that is sensitive to each student's individual needs, enables learning and equips them for life. Emphasizing education with balance, CDS provides diverse opportunities in academics, athletics, and visual and performing arts. Plus, students of all ages also love to explore our sprawling campus for outdoor education activities. This is a place of possibilities where students unearth their passions and everyone feels known, supported and inspired. CDS is a school where each graduate can answer the biggest question of all: Who will you be? Learn more at www.cds.on.ca."
"Mentor College offers a consistently high quality of education from JK through to university entrance. Students benefit from this continuity as they progress through the grades and transition from the Primary to Intermediate to High School Divisions."
"At CDS, we help students realize their brightest future, and equip them with the knowledge, abilities and perspectives they need to navigate their journey with empathy, fortitude and confidence. We do this by offering an education with balance that includes outstanding academics and arts programs, excellent extra-curricular clubs and leadership opportunities (including a world-recognized Debating program), and expansive athletic offerings that offer something for every level of athlete, all supported by our highly dedicated teachers and coaches."
Information not available
"Over the years, we’ve found that students who actively engage in school life tend to be happier and more fulfilled in every aspect of their experience. While participation in sports and extracurriculars isn’t mandatory, we strongly encourage it—because those who take part often find their time here more rewarding, enriching, and unforgettable."
Information not available
"The opening of our Senior School in 1986 marked a transformative moment for CDS, propelling us from a “small school in the country” to, nearly 40 years later, one of Canada’s leading co-ed JK-12 day schools. The launch of a state-of-the-art Performing Arts Centre in 2002 further underscored our commitment to the Arts in education.
More recently, the addition of a long-awaited Dining Hall in 2015 has reinforced our dedication to wellness, providing a space where our community gathers daily to connect, share ideas, and foster meaningful collaborations."
Information not available
"At CDS, we celebrate each student's individuality—their unique interests, talents, and learning styles. Rather than a “one-size-fits-all” approach, we look to attract students willing to explore what excites them, embrace new experiences, and step outside their comfort zones. We seek students who are eager to get involved, take risks, and actively shape their journey toward discovering who they are meant to be."
Information not available
"If a student requires more academic support than we can effectively provide or if their character isn’t the right fit for our community, we encourage families to explore other options. Likewise, if a family prefers a school where their child isn’t encouraged or expected to participate in after-school extracurricular activities—such as sports, drama, music, and visual arts—we may not be the best fit. At CDS, the connections, growth, and unforgettable moments often happen while engaging in non-academic pursuits outside the classroom."
"At Mentor, we pride ourselves on providing clear and consistent communication. The regularly-scheduled phone call by the child's homeroom teacher (beginning with an introductory call in early September) provides parents with steady, clear, two-way communication. The homework book is another key component that begins in JK and continues to Grade 12. Evaluations take place throughout the entire school year and every student receives a detailed, formal progress report three times per year."
"Prospective parents either hear about CDS’s warm and friendly teachers via word of mouth or get a sense of its caring community firsthand hand while touring and find themselves imagining their students here.
As well, they consistently comment on how impressed they are by our confident and kind student ambassadors when visiting our school and want their children to be part of it. We actively work at creating an environment where kids can feel comfortable and happy in their learning and it shows."
Information not available
"As a well-rounded co-ed day school serving students from JK to Grade 12, we offer a supportive and inspiring environment where every student is truly known. Since celebrating our 50-year milestone in 2022, CDS has solidified its reputation in the York Region community as a place where students build lifelong friendships, benefit from a top-tier education, and thrive through a well-rounded approach to learning. We provide countless opportunities for students to explore their passions, along with comprehensive guidance and support for their post-secondary journey."
"We believe that the Mentor extracurricular program offers a club or team for just about every interest. There are clubs, teams, and special events at Mentor that have been running for decades. Many of these groups were initiated by a student or staff member's passion and knowledge in a specific area. Most clubs, teams, and events are grade/division-specific and schoolwide events like the Culture Show and the charity Fashion Show bring together students of all ages."
"While we provide a balanced, nurturing, and supportive academic environment, we are also a university preparatory school with rigorous programs designed to challenge students both in the classroom and beyond. Our strong academic foundation pushes even the most ambitious learners, offering a diverse curriculum and dedicated teachers who inspire students to reach new heights."
"Families are pleased when they discover how long Mentor College has been in existence. For over 40 years, Mentor has had a steady presence in Mississauga - preparing generations of students for success in university and in life. Parents are also reassured by the fact that all of the members of our leadership team - from director Mr. Panchal to the principals - were at one time teachers in a Mentor classroom."
"There are probably lots of answers to this question, but the main one is how deeply rooted the sense of community and belonging is at CDS, starting with how well the teachers get to know each student. The expression ‘support, know and inspire’ is taken very seriously by every faculty member. Likewise, the more effort our students (and parents) make to become involved, the more rewarding their CDS journey will be. Our amazing lunches in our Dining Hall, incredible facilities and a 100-acre campus also top the list!"
Information not available
"In 2023, we opened our expanded and rejuvenated Junior School, including a brand new Primary Wing and entranceway that encloses our 1883 Eversley Schoolhouse. As well, we have planted a Sugar Maple Grove in our back property that will soon become a welcome addition to our outdoor education program and will further inspire our young learners. A recent community partnership with King Township’s new community centre in January 2025, includes naming rights to a CDS Arena just 800 metres up the road."
Information not available
"Later this year, we will break ground on a new multi-purpose fieldhouse and athletic centre on our campus. The new athletic centre will be built in two phases. The first phase will include a fieldhouse, signature double gym, spectator lounge, outdoor terrace, and infrastructure, such as washrooms and change rooms. The second phase will include a new fitness centre and several multi-purpose studio rooms for yoga, dance, small gym classes, and many other activities, along with a new home for our General Store. Pending all approvals and permits, we hope to break ground in early 2026. In our commitment to continuous improvement, we are excited to enhance and expand upon our athletic and science facilities in the near future."
Hello and thank you for taking the time to visit the Mentor College page at the Our Kids website. I am sure you will like what you see when you read about our school. Mentor College has been offering excellence in education since the school's founding in 1982. With our high standard of academics, extensive extracurricular programme, and superb teaching staff, we are able to prepare students for success in post-secondary education and beyond! If you would like to know more about the school, I kindly invite you to our next open house. Please click on the "Events" link for the next open house date. If you cannot make it on that day, one of our principals will be more than happy to meet with you and your child on a more convenient date.
What do I love most about The Country Day School? That’s a good question. It is the overwhelming sense of community I discovered the first time I visited.
Community still remains at the core of all that we do here at CDS. In 1971 a group of committed parents first conceived of the idea to start a co-ed private school in King and worked tirelessly to open our doors to 49 students just a year later. CDS has since grown to 830 students with offerings in JK-12 and beautifully situated in the original 100-acre country setting.
This is a place where your children can come be themselves and feel encouraged and supported in everything they do. Our tagline – Education with Balance – speaks to our balanced offerings of a wide range of individualized academics, athletics, arts and extra-curriculars that will cultivate a passion in every student and help them achieve a healthy balance. I encourage you to experience some wonderful examples of this by watching our Portrait of a Graduate videos.
Are you just starting your search for an independent school? Or are you well on your way to making a decision?
Whatever stage you are at in this important process, I invite you to explore our website and social media presence, and then attend an Open House or request a personal visit. Once you step onto our campus for a face-to-face visit, you will witness firsthand the feeling of community I talked about earlier.
Thank you for your interest, and we look forward to meeting you soon.
John Liggett,
Head of School
Progressive
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
At CDS, we recognize that as students approach the final stages of their educational journey, they are faced with some of life’s most significant decisions, including the choice of post-secondary pathways. To support them in this process, we offer both the Ontario Secondary School curriculum and a robust selection of Advanced Placement courses. As students progress through the Senior School, the breadth of optional course offerings expands to reflect increasing independence, curiosity, and personal choice. By their final year, students may select from more than 20 elective courses tailored to a wide range of interests and aspirations. Guided by a commitment to academic excellence and innovation, our Senior School faculty engages in an annual curriculum renewal process, carefully evaluating and introducing new courses that empower students to pursue their passions while developing the knowledge and skills essential for future success.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our Mathematics Programme is designed to provide students with a thorough understanding of applied mathematics, with each grade level building progressively on the skills and concepts developed in previous courses. Students are assessed through a variety of traditional methods, including tests and quizzes, as well as projects, observations, conversations, and our Mastery Programme, which encourages deeper understanding and skill development. Our goal is to support students in achieving their highest potential and preparing them for the rigours of university-level study. In addition, we offer Advanced Placement courses in AP Calculus (AB and BC) and AP Statistics. Students are also introduced to relevant technologies that enhance mathematical learning and problem-solving, while emphasizing the importance of strong foundational skills and independent thinking rather than reliance on technology alone.
Information not available
Information not available
Scientific calculators are introduced in high school and are required for most mathematics courses, except MPM1D. Approved models for Mentor College courses include CASIO fx-991MS Plus and SHARP EL-520XBWH. Programmable or advanced-feature calculators will not be permitted on evaluations. Graphing calculators are provided by the school during specific units.
Information not available
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
In the Primary Division, we introduce phonics to students Junior Kindergarten with Jolly Phonics - a kinesthetic, movement-based program that associates a sound with an action.
Information not available
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Not applicable
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Information not available
Communicative
The audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Mentor College uses more of a Grammar-Translation Method for teaching French. This approach focuses on students' ability to read and interpret passages in the target language, as well as their ability to translate from one language into the other. Memorization of grammatical rules and native-language equivalents of the target language vocabulary are highly emphasized through highly structured class work that often involves worksheets, quizzes, and tests, which primarily focus on reading and writing skills.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
In the Primary Division, Visual Arts is taught by homeroom teachers, while a specialist Music teacher works with students from Junior Kindergarten to Grade 4. The year culminates in a whole school production that integrates theatre, music, and visual arts. In the Intermediate Division, the Grade 5 and 6 Guitar Music Program develops musical literacy, performance skills, and creativity. Students learn notation, rhythm, melody, and foundational guitar techniques while building confidence through individual and group performance. The program supports Ontario Arts curriculum expectations in creating, responding, and exploring cultural contexts. In High School, the Creative Arts Department offers a dynamic program in Music, Visual Arts, and Media Arts, including graphic design, photography, and film. Students further engage through theatre productions, concerts, exhibitions, and festivals, showcasing their talents and creative growth.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers and technology play an important role in our curriculum, particularly in communication, research, presentations, collaboration, and data analysis. Students regularly use digital platforms, productivity software, online resources, and learning management systems to complete assignments and communicate with teachers. In business, economics, and accounting courses, technology is also used for spreadsheets, financial analysis, presentations, and research activities that reflect real-world applications.
Information not available
Web design
Robotics
Computer science
The goal of the Physical and Health Education program at CDS is to help students develop healthy habits that will improve their quality of life. An abundance of evidence proves that students who are physically active are more likely to perform better academically, feel more confident, and lead a healthier lifestyle.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
A successful kindergarten program encourages curiosity and imagination. Our full-day developmental program provides our students with a balance between academically appropriate activities covering math, language, science and social studies, and fosters a sense of mutual respect, responsibility and a positive attitude toward learning.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
We really work at making sure that students meet their potential and go on to thrive from there. In the Senior School, we require students have a 70% average to promote them, but also take into account if they've had struggles in their home lives or whether there are other relevant factors. Our teachers and courses do provide academic rigour because we are a university preparatory school, but we are not a pressure-cooker school. We want students to be successful, but we also want them to be well and happy in that success.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
CDS provides an intellectually challenging, diversified and balanced academic program that is learner-centered. At the heart of The Country Day School’s academic vision is the belief that all students can achieve success and meet their learning goals. A one-size-fits-all approach to learning does not serve the best interests of most students who approach their studies from various learning styles and preferences and at differing stages of skill development. To this end, we diversify our instructional strategies, the content of our curricula and our assessment methods to create an overall approach that focuses on how students are learning and ensures success.
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Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
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0%
$0
$0
100%
0%
Rolling
Nov 03, 2026
Not available
Not available
Yes
Yes: grades JK - 12
No
No
No
No
Yes
Yes: grades 7 - 9
No
No
No
No
The Country Day School recruits students who have the desire and potential to engage in their studies and embrace all facets of school life. A balanced education includes academics, athletics, the arts, service and opportunities to learn otuside of the classroom. The admission process identifies students who will thrive in the CDS environment so that we will continue to meet our objective of developing students who are confident, independent, intellectually curious, morally responsible, appreciative of the arts, physically fit and globally aware.
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