Diversity at Key

From its inception, Key School distinguished itself as a School that promoted individuality and encouraged openness to differing ideas and perspectives. The School was equally dedicated, from the outset, to the principle that diversity in the cultural, ethnic, racial, religious, and economic backgrounds of its students was vital to the School’s ability to achieve the highest standards of learning both inside and outside the classroom.

Highlighting this acknowledgement, the School’s early literature declared, “Key is a community institution that caters, not to the gifted or privileged few, but to all young people who are capable of profiting from its programs…. Although an independent school, Key does not think of itself as ‘private’ in any sense—we want to open our doors to all children.”

The Key School is committed to the principle that learning is maximized when students of differing abilities and backgrounds work together and develop an understanding of one another. This commitment to facilitate high standards in its day-to-day endeavors as a learning community is equaled by Key School’s dedication to the belief that a diverse educational environment is vital to the School’s fulfillment of its stated responsibility to prepare its students for the future—in terms of the challenges they will face, the responsibilities they will assume, and the impact they will have within an increasingly complex and pluralistic world community.

Key School's minority student percentage for the 2015-2016 school year is 34%.

Report on Diversity

Report on Diversity 2002: Confirming Founding Principles - Shaping the Future

Diversity Initiatives:

  • Making Schools Safe Conference


    A delegation of Upper School students and several faculty members from Key’s Middle and Upper Schools spent a Saturday in Baltimore attending this year’s AIMS Making Schools Safe Conference, titled “Brave Conversations about Sexuality and Gender.”

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  • Middle School African American Read-In

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    Middle Schoolers had a wonderful time during this year’s National African American Read-In as part of Key’s celebration of Black History Month. Students engaged in various interactive stations, representing African American art, poetry, music, historical fiction and non-fiction, and contemporary realistic fiction and essays, and had the opportunity to create works of their own based on their studies. Students also selected lines of writing they encountered that “spoke” to them and added them to a collective response wall. A heartfelt thank you to all parents who attended Key’s second annual African American Read-In, to parent Christine Platt Patrick who spoke at the beginning of the event, and to Wendy Braithwaite and Key’s Librarians who carefully gathered an incredible array of books and materials for all to peruse. Planning for next year is already underway. Click here for photos.

  • Diversity Leadership Conference

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    This year’s AIMS Diversity Leadership Conference – Believe Me: The Real Stories of Independent School Students – brought forth authentic stories of school and home life from diverse identities through a day of student-led workshops. Twelve Upper School students, accompanied by faculty members Ellene Jones and Tatiana Klein, attended the Saturday conference at Park School in early November. The goal of the annual Conference is to develop empathy and foster understanding among students of differing backgrounds.

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  • Students Attend Diversity Leadership Conference

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    Twelve Upper School students accompanied by faculty members Ellene Jones and Tatiana Klein attended the AIMS Student Diversity Leadership Conference in early November. This year’s conference – Believe Me: The Real Stories of Independent School Students – brought forth authentic stories of school and home life from diverse identities through a day of student-led workshops.

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  • Making Schools Safe

    A contingent from Key’s Upper School traveled to Baltimore in February to attend the Making Schools Safe Conference hosted by the Association of Independent Maryland Schools. Titled Great Expectations: How Subtle Cultural Messages Affect Student Safety and Success in Our Schools, the conference comprised peer-led workshops during which students from Key and other area independent schools discussed societal expectations for men and women based upon perceived gender, and grappled with how media, schools, teachers, and students may reinforce conforming to certain appearances, behaviors and interests.

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