15800 Yonge Street, Aurora, Ontario, L4G 3H7, Canada
217 Brookbanks Drive, Toronto, Ontario, M3A 2T7, Canada
358.0 km
339.1 km
1899
2001
831
540
5 to 12
7 to 12
Boys, Girls
Coed
Boarding, Day
Day
English
English
Academic
Academic
Traditional
Traditional
17
Varies
Learning
Learning, Developmental
Dedicated class; in-class adaptations
$41,440
$29,500 to $31,000
$69,595 to $77,070
Yes
Yes
26%
5%
5 to 12
7 to 12
$11,000
$10,000
104
90
31%
0%
62%
30%
5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Feb 08, 2021
Rolling
Not available
Yes: grades 5 - 11
Yes: grades 7 - 12
Yes: grades 9 - 11
No
information not available
“One thing that characterizes the student population, in our experience, is that the students all have clear ambitions—they all want to go places.”
“Faculty describe the school as happy and supportive, something that the parents we spoke with all seconded.”
Read The Our Kids Review of Crestwood Preparatory College
The program at St. Andrew’s has long been distinguished by a high rate of success, with the list of notable alums providing an abbreviated who’s who of Canadian arts, leaders, politics, and entrepreneurship. While Dr. Bruce Macdonald left the headmastership in 1935, the culture of the school, even today, remains very much an expression of his vision. This is in part due to the fact that, in a lot of ways, he was well ahead of his time. For example, he was the first boys-school headmaster in Canada to hire a female instructor, something he did in 1905. Macdonald wanted the school to develop “the complete man, the well-rounded citizen”—athletics and arts, in addition to academics, were vigorously promoted. What’s interesting is that, even with those sorts of progressive ideals, Macdonald was also keen on tradition, which gave students a sense of being part of something bigger than themselves. While there are a few schools that retain their cadet corps, St. Andrew’s is the one that has retained it entirely intact, with military ranks, pipes and drums, kilts, and sporrans all firmly still in place. St. Andrew's completed a substantial capital campaign in 2015 that included the creation of athletics facilities as well as the Wirth Theatre. All of that, as well as all the development over the century of the school’s life, has created a school that is strikingly modern while retaining a sense of participation in tradition. It’s a nice mix. The ideal student is one given to making the most of the varied programs on offer.
View full reportThere is a rich program of extra-curriculars, though the focus is on academics, including the development of sound study and test-taking skills. The Maximizing Academic Performance Program (MAPP) begins in the lower school, and augments a traditional approach to education, one that is didactic and where assessment is objective. The ideal students are those who have their sights set clearly on success within a university career, are motivated toward that goal, and are seeking to augment or improve their academic prospects.
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"The school community at Crestwood is like no other."
ella newton - Student (Aug 05, 2022)
Starting high school at a brand new school, not knowing many people, and being one of the younger on...
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"The school and teachers do a great job communicating with the parents."
Sandra Currie - Parent (Aug 05, 2022)
I have two daughters at Crestwood Preparatory College, one who just graduated and they both have had...
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"The school leadership and administration are awesome."
Megan Van Volsen - Parent (Aug 05, 2022)
My son attended Crestwood from grade 7-grade 10. My daughter started this year in grade 8. Both kid...
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"SAC offers a rigorous curriculum in an activity-based environment. SAC’s mission to ‘develop the complete man, the well-rounded citizen,’ is complemented by a range of co-curriculars. Boys participate in extensive athletics (72 teams across 22 sports), and in its internationally acclaimed arts, drama, robotics, and music programs. Graduates gain entry to top Canadian, U.S., and international universities, and are known for their strong values, dedication to community, lasting achievements, and lifelong friendships."
"Crestwood Preparatory College is a non-denominational, non-semestered university preparatory school. Students are encouraged to achieve their highest potential by balancing academic, co-curricular and social pursuits within a structured, disciplined and nurturing environment. Crestwood offers a full range of courses at the academic and university preparatory levels. The staff and administration are committed to academic excellence, while fostering integrity, creativity and responsibility to self and community. Organizational and study skills, good work habits and consistent effort are emphasized in all courses. Our program, however, does not end in the classroom. The gym, field, music/art/drama rooms, computer labs and yearbook office, to name a few, are the co-curricular classrooms of young minds eager to take on new challenges and celebrate fresh prospects. Students are consistently provided with many opportunities to create and consolidate. All these factors and the positive personal relationships developed at the school all serve to make high school at Crestwood the memorable and productive experience it was meant to be."
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"Crestwood prides itself on both an exceptional academic and co-curricular program. Our co-curricular program includes several areas of interest ranging from high level sports teams to unique clubs that any student can join during their school year. Our co-curricular Elite Basketball and Hockey programs are widely known throughout the GTA and beyond, but Crestwood does not stop there. We have over 45 sports teams and over 55 clubs which are open to all ages and abilities."
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"Crestwood prides itself on our dedicated teachers with advanced degrees who love what they do and appreciate their students.
“I am a grade-ten student that just switched to Crestwood this year. From the minute I started, I have never met such great staff and students that are so welcoming. This year has been amazing already, and I love to come to school each day. Thank you for making learning so much fun! —S. Mincer”"
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"Crestwood offers a family feel. We are a community who believes strongly in the old saying that it takes a village to raise a child. Each and every teacher, administrator, cafeteria staff and fellow students proudly take a hand in helping to make Crestwood feel like a close knit community."
Information not available
"Crestwood offers an abundance of extra curricular opportunities for all. If we don't have what your son or daughter is looking for, then we will create it. We believe that the inclusion of all is absolute necessary in order for everyone to enjoy their time while at Crestwood. Teachers continue to volunteer their time outside of the classroom in order to ensure that everyone is happy."
Information not available
"Founded in 2001
We have a 100% university acceptance rate with our graduates attending some of the finest schools in Canada and the USA. Some of these include Boston College in the US and Queens University.
Class Sizes: Ranges from 15-17 per class"
Parents and students have the luxury of choice in selecting an independent school. As you investigate the options for your son, we believe you will come to view St. Andrew’s College as a truly unique place. With a tradition dating back to 1899, we remain the single largest all-boys boarding school in Canada. The many defining features of SAC provide a comprehensive and fulfilling educational experience.
We offer a broad range of academic courses to satisfy the most curious minds. In an all-boys’ academic setting, teaching and learning styles are geared specifically toward how young men learn best. From our Middle School (grades 5-8) through Upper School (grades 9-12), our curriculum challenges each boy to reach his potential. We are proud of our 100% university placement from each graduating class. With more than 6,000 active alumni spanning the globe, SAC graduates benefit from worldwide connections.
Our athletic, art, and co-curricular programs are among the most varied and comprehensive of any independent school in Canada and inspire our students to discover their passion by tackling new challenges. With a school population of approximately 651 students, comprised of 393 day and 258 boarding students, our boys learn to live in a multi-cultural setting, gaining a global perspective on world issues and viewpoints.
Our 126-acre campus provides an ideal setting for learning and growth. While our facilities are exceptional, St. Andrew's primary strength is its people. Faculty, staff, and students combine to make SAC a wonderful place to spend one’s formative years preparing for university.
To learn more about how your son can gain admission to SAC and better understand why our school mission statement is The development of the complete man, the well-rounded citizen, please contact us today. We look forward to hearing from you.
“Crestwood’s most important mandate is to provide an environment where students can walk into school every morning and know that they will be respected for who they are and what they bring to the school as individuals. With this mindset, success on all fronts is virtually limitless. The entire Crestwood community is proud to be part of this philosophy. We constantly strive to uphold this promise and give our students the best possible education. ”
Dave Hecock,
Head of School,
Crestwood Preparatory College
Traditional
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.
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.
Not applicable
Over 100 years of experience teaching boys has shown us that our students benefit when teachers prioritize organization, support active engagement with the topic at hand, and empower boys to work toward authenticity. Teachers at St. Andrew's design their courses to reflect both the Ministry of Education's curriculum and our beliefs that all students need to work in a collaborative environment where critical thinking is expected and a growth mindset is fostered. Our overarching mission statement suggests that being well-rounded is at the heart of the St. Andrew’s classroom experience, and boys are encouraged to seek breadth in their course selection. Advanced Placement courses are offered for those boys who seek to accelerate their learning in a particular field of study. Most importantly, we know that how a boy feels about his teacher has a direct impact on his capacity to learn; the positive rapport between students and teachers is tangible in the hallways, classrooms, and on the playing fields at SAC.
Our curriculum approach essentially involves two important attributes, enrichment and preparation. Students are regularly provided in class and out-of-class opportunities to participate in activities and subjects that will only add to their life's experience in a positive manner. Many of these pursuits will become the basis and raw material for more specific or sophisticated skill development or awareness.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Not applicable
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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.
Not applicable
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.
The Science department strives to develop lifelong learners who are interested in understanding the world around them, are capable of generating their own questions, and have the skill set to find their own answers. Our courses are geared toward utilization and application of knowledge vs. acquisition of knowledge. To achieve this we include numerous inquiry-based labs (approximately 350 experiments across nine course offerings and 30 class sections), collaborative problem solving activities, critical thinking exercises, and student driven learning. All of our courses make an effort to contextualize the curriculum to make it relevant and meaningful to the students. We do this purposefully; we want to encourage our students to develop a natural curiosity in the sciences so they themselves strive for greater knowledge rather than having them feel that they just have to meet the basic curricular objectives of the course.
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
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Not applicable
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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
Audio-Lingual
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
Information not available
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
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
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Web design
Robotics
Computer science
Information not available
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Not applicable
Not applicable
Information not available
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.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Crestwood has developed program accommodations that address varied learning needs. We understand the importance of providing students with a foundation in basic skills through a structured environment and with a process-based approach to learning. Academic and life skills success does not solely rely on mastering content; it is critical that students begin to acquire skills such as time management, self-advocacy, study habits and communication skills with the end goal of independently accomplishing them.
Information not available
Crestwood feels it imperative that the learning style of each student is understood and encouraged in order to inspire success. Our Student Services Department meet with students on an ongoing basis and these meetings allow us to communicate directly with students about their academic experience, and then liaise with teachers and parents regarding each student’s strengths and needs. During these sessions, we have the opportunity to discuss strategies and tools that students can apply to experience future success.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
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
5 - 12
7 - 12
26%
5%
$11,000
$10,000
62%
30%
5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Feb 08, 2021
Rolling
Not available
Yes: grades 5 - 11
Yes: grades 7 - 12
Yes: grades 9 - 11
No
Yes: grades 9 - 11
No
Yes: grades 5 - 11
Yes: grades 7 - 9
No
Yes: grades 7 - 12
No
No
We look for well-rounded students with solid academics, character, participation in athletics and co-curricular activities, and leadership qualities.
A future Crestwood student is one that is willing to join the school community both academiclly and socially.
- Complete Online Application ($175 fee, payable online)
- Register for an SSAT or CAT (Upper School vs. Middle School)
- Submit Candidate Statement
- Submit applicable Certificates and Awards
- Submit applicable English Proficiency Exams (if necessary)
- Submit two years of school reports (including most recent)
- Have teacher submit the Confidential School Recommendation Form
- Book Interview with Admission Officer
Entrance Procedures for Crestwood Preparatory College: