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JOHN CARROLL SCHOOL – CHINA


The John Carroll School of Bel Air, Maryland has been a KL School since 2015. Its campus in Chongqing, China opened in fall 2016 and serves high school students.

The John Carroll School is guided by the spirit of America’s first Catholic archbishop and early patriot, and cultivates in each student a love of learning, a respect for self, and a sensitivity to others. Instilling values through a challenging college preparatory program, we educate the whole person: spiritually, intellectually, physically, and socially. The secondary school community develops young men and women of moral integrity, and prepares them to serve responsibly in shaping a more just and compassionate global society.

QUICK FACTS

Program Type: Dual-Diploma Program
Campuses: 1 in China
Grade Levels: 9-12
Student to Teacher Ratio: 16:1
Average Class Size: 18
Average number of years of teaching: 16
Contact
  • John Carroll School of Chongqing

    at Chongqing Bashu Ivy School

    Established in September 2016 in partnership with the renown Chongqing Bashu Secondary School, the John Carroll School of Chongqing currently employs over 10 faculty serving 86 students enrolled in grades 10 and 11. Students attend American high school courses, ESL, Chinese, STEM, PE, Living Skills, Art, Electives, and enjoy a wide array of extracurricular activities including animation, board game, cooking, debate, economics, environment, model design, Model UN, music, photography, and Chinese costume clubs.

    Address:Chongqing China
    Contact:[email protected]
  • KL Educator & Academic Dean David Langenmayer

    DAVID LANGENMAYER

    David Langenmayer joined us in 2016 as the Academic Dean for the freshly opened John Carroll Bashu Ivy Program in Chongqing. After David’s first months at the school he shared the following:

    “As I struggle to make sense of a new school, community, and culture, I find that much of the communication I am involved in is not what it seems. At a restaurant, I order the chicken, and after much cognitive stress, I believe that I have communicated my order to the waiter proficiently. Unfortunately, I end up eating the bullfrog that is delivered to my table. These types of encounters are repeated throughout my day when involved in meetings, classes, or even just joking with my new colleagues. I spend a lot of time lost in translation. It allows me an informed perspective into the academic lives of our English language immersion students. Our academic team is working to give our students the most effective support we can do in the area of ESL to lessen their daily struggle.”



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