A Global Footprint: Keystone Class of 2026 receives nearly 600 admission offers worldwide

Keystone Academy marks its twelfth anniversary with a celebration of the achievements of its ninth graduating class, with members securing exceptional university admissions worldwide.

As of May 13, 2026, the 105 members of the Keystone Class of 2026 have received nearly 600 admission offers spanning institutions in nine countries and territories.

Supported by faculty and the Keystone Office of College Counseling, this year’s cohort saw a growing number of acceptances to highly selective colleges and universities worldwide, including Ivy League institutions. Of the 105 graduates, 101 have received university offers; three students have elected to take a gap year, and one will initiate the application process at a later date due to individual plans and regional timelines.

Global Admission Highlights

The Keystone Class of 2026 received offers from a diverse range of research universities, liberal arts colleges, and specialized institutions:

• United States: Princeton University, University of Chicago, Duke University, Johns Hopkins University, Emory University (4), Carnegie Mellon University, University of Southern California (12), Washington University in St. Louis (2), Tufts University (2), New York University (10), University of California, Berkeley (7), University of California, Los Angeles (2), University of California, San Diego (14), University of California, Irvine (26), University of California, Davis (26), College of William & Mary, Wake Forest University (2), University of Illinois at Urbana-Champaign (15), University of Michigan, Ann Arbor (3), University of North Carolina at Chapel Hill (6), University of Virginia, Brandeis University (5), Case Western Reserve University (4), Rutgers University–New Brunswick (16), and University of Washington (8).

• United Kingdom: University of Oxford, University of Cambridge, Imperial College London, and University College London (7).

• Canada & Asia-Pacific: University of Toronto (12), University of Melbourne (2), University of Sydney, Australian National University, and the University of Hong Kong (4).

• Europe: ECE Business School (France) and IE University (Spain).

Keystone students received offers from the following:

• Liberal Arts & Arts Colleges: Wellesley College (2), Swarthmore College, Claremont McKenna College (2), Wesleyan University (3), Grinnell College, Oberlin College, Colorado College, Smith College, Rhode Island School of Design (2), School of Visual Arts (5), and Emerson College (4).

• Engineering & Business Specializations: Babson College, Colorado School of Mines, and Olin College of Engineering.

(Note: Numbers in parentheses indicate the total number of offers received per institution. The complete matriculation and admissions list for the Class of 2026 will be published as updates are finalized.)

Sustained Success at Highly Selective Institutions

Keystone graduates maintain a strong track record of admission to the world’s most selective universities. Notably, the Keystone Class of 2026 secured two offers from Wellesley College—including one athletic recruitment spot—marking the fifth consecutive year a Keystone student has been admitted to the institution.

A broad range of premier global universities continue to regularly admit Keystone applicants, including:

• United States: Princeton University, University of Chicago, Duke University, Johns Hopkins University, Carnegie Mellon University, Washington University in St. Louis, University of California, Berkeley, University of California, Los Angeles, and the University of Southern California.

• United Kingdom: University of Oxford, University of Cambridge, London School of Economics and Political Science (LSE), and Imperial College London.

• Canada & Australia: University of Toronto, University of Melbourne, University of Sydney, and Australian National University.

Merit Scholarships

Financial awards and merit scholarships remain a strong indicator of the cohort’s competitiveness. As of May 13, 2026, more than one-third of the graduating class received individual university scholarship offers ranging from USD 20,000 to USD 30,000.

Institutional Firsts

The Keystone Class of 2026 also secured the Academy’s first-ever admissions to several highly competitive programs and institutions, including:

• Claremont McKenna College

• New York University (NYU) Stern School of Business

• Swarthmore College

• Colorado School of Mines

• Olin College of Engineering

• The University of Hong Kong (HKU) Bachelor of Medicine program

US Early Application Data

Early Decision (ED) pathways remained a primary strategy for the cohort. Of the 105 students in the graduating class, 77 participated in binding ED1 or ED2 application cycles to US institutions, representing 73% of the total applicant pool. Among these early applicants, 22 secured binding offers, yielding a binding early admission success rate of approximately 29%.

Diversification of Study Abroad Destinations

While multi-country applications are common, geographic preferences show distinct trends. US universities remain the primary choice, with 96% of the cohort submitting applications to American institutions. Meanwhile, 21% applied to the United Kingdom, and 26% targeted institutions in Hong Kong, representing a significant year-on-year increase for the region.

Percentage of students

• Focusing exclusively on one country or territory (blue)

• Splitting applications across two regions (red)

• Diversifying across three or more countries (green)

Academic Scope and Major Selection

The Class of 2026 demonstrates a remarkably broad intellectual scope, with intended majors spanning traditional fields, the creative arts, and pre-professional tracks:

• STEM & Medicine: Mathematics, Sciences, Engineering, and Medicine.

• Social Sciences & Humanities: Sociology, Psychology, History, Literature, Political Science, and Environmental Studies.

• Business & Creative Arts: Business, Design, Creative Writing, Art, Film, and Theater.

Behind the Admissions Data
The Story of Keystone’s Founding Students

Among the Keystone Class of 2026, 21 graduates share a unique history. Twelve years ago, they walked onto campus as Keystone’s very first Primary School (PS) students. Having spent their entire primary, middle, and high school years here, they are the first cohort to complete their full academic journey from childhood through adolescence entirely at Keystone.

Entering a brand-new world school in 2014, these 21 students grew up alongside the institution itself. Today, they hold offers from some of the world’s premier universities, including Carnegie Mellon, NYU, UC Berkeley, Imperial College London, the University of Edinburgh, King’s College London, the University of Hong Kong, and the University of Toronto.

Four of these founding students reflect on their twelve-year journey, sharing messages with their younger selves and the quiet, everyday moments that defined their time at Keystone.

Editor’s note: The reflections, written in Chinese, were translated into English and edited for brevity and style.

The Graduates

Dorothy Zhu
Attending: Smith College
Intended Major: Cultural Health Sciences & Music Performance

Annie Ren
Attending: Carnegie Mellon University
Intended Major: Interdisciplinary BSA Program (Natural Sciences & Arts)

Craig Zeng
Attending: New York University
Intended Major: Drama

Lucy Liu
Attending: University of California, Berkeley
Intended Major: Art History

Letters to a One-Year-Old Self

You just need to know that you are cooler than you think. Be brave, do what you want to do, and don’t be afraid of making mistakes.

— Craig Zeng

Some experiences happen naturally, but the most exciting ones require you to actively create them. Ask the questions that intrigue you, write down your fleeting thoughts, and strike up conversations with people you don’t know yet. Be bold.

P.S. Pay attention in Chinese class.

— Lucy Liu

Maintain the status quo and always be yourself. Because I grew up alongside Keystone, I never felt the need to change who I was to fit into the school; twelve years here have made the campus a part of me. It is only now, as graduation approaches and everyone is lamenting our departure, that I realize I’ve truly shared my youth with this place. I am incredibly grateful to my younger self for stepping onto this campus for the first time—whether it was the warmth of Class 1N, Teacher Lei’s humor, or the occasional ice cream lunch, I am glad I chose a second home that fit me so well— Annie Ren

The Vignettes: A Thousand Small Things

The Practice Room

I have had many favorite corners at Keystone—the pool, the corridor sofas, the dorms. But the most special was always the music practice room. When I was small, sneaking into the high school practice rooms felt like an adventure. Once I started boarding, the practice room became my daily routine. Day after day, I learned the specific temperament of each piano. In first grade, I entered Keystone with music; now, I hope to take that music out into a wider world.— Dorothy Zhu

The Frame on the Wall

At the entrance of the corridor connecting the Primary and Secondary School buildings hangs a massive picture frame. During stressful school days, I always found time to linger there. It was a gift from the fifth-grade parents to our founding Head of School, Mr. Malcolm McKenzie, filled with photos of the students from that year. At 5 PM, the Primary School building would grow quiet, carrying a faint scent of wood and school lunch. Looking at those fading, yellowed photos, I realized that because I have been here so long, this frame is the only place where I can visually trace who has left and who has arrived. It became a brief escape from academic pressure, reminding me to cherish the days I have left before graduation.— Annie Ren

Thursday Rituals

When I think of Keystone’s food, the first thing that comes to mind is the salmon rice at the salad bar every Thursday at noon: simple, loosely steamed rice with a hint of white vinegar, mixed with salmon and perilla leaves. Ironically, the imagined taste of it when I missed a week was always better than the meal itself. I didn’t even go every week, but I loved the predictability of knowing it would be there. I think what I will miss most after leaving are these quiet, familiar routines.— Lucy Liu

The Scent of the Theater

The Keystone Performing Arts Center has an indescribable ‘PAC smell’—a distinct blend of the velvet curtains, the pine wood walls, the sunlight filtering through the glass, and the smell of late-night pizza served in the basement before a performance. As someone who harbored early dreams of directing, the PAC embraced me. From primary school wushu performances to middle school musicals, that specific scent was the background to my creative life. It represents a space where creators can express themselves wholeheartedly, and audiences can truly absorb the work. It allowed me to communicate silently through art—a feeling that will be incredibly hard to replicate in the future.— Annie Ren

School Blues

If I had to describe Keystone using a single color, it would be blue. When I first stepped onto the campus in 2014, the sharp contrast of the clear blue sky against the red brick buildings etched itself into my memory. Later, blue became the backdrop of our daily routines: studying in the blue chairs of the High School Library or competing in blue jerseys and blue swim caps on the athletic fields.

— Dorothy Zhu

The Dorm Desk

I loved my desk in the dorms. I was lucky enough to be assigned a sunlit room three times during my four years of residential life. In the afternoons, natural light filled the space so completely that we didn’t need to turn on the overhead lights until dinner time. That specific light was perfect for reading and writing; it made my mind feel entirely relaxed during the hours I spent working alone.

— Lucy Liu

Imperfect Rehearsals

I am easily moved by small, unpolished moments. More than the massive milestones like final exams or graduation day, I hold onto the memory of everyone lining up to try on graduation gowns outside the High School Office, suddenly hit by the reality of parting. Another memory is the night we rehearsed our graduation choir. Still exhausted from exams, we stood in the lecture hall wearing ordinary T-shirts and slippers, bidding farewell to our youth with slightly off-key singing through a harsh sound system. It was unpolished, ordinary, and made me feel completely at home.

— Annie Ren

Looking Forward

What I want least is to settle for a life of compromise. To be specific: I refuse to work a job I hate, live in an unattractive city, or spend time with uninspiring people.

My ideal, uncompromising day would look like this: A sunny early autumn morning spent in a performance rehearsal, singing on stage, or playing instruments in a practice room. An afternoon playing sports with an energetic group of friends, followed by reading somewhere quiet and beautiful. An evening sharing dinner and jokes with someone genuinely interesting.

Just an ordinary, fulfilling day.

Zeng Lingrui, go to bed early.

— Craig Zeng

Finding an Authentic Path
Diverse Growth at Keystone

At Keystone Academy, growth is entirely individualized. Every graduate is encouraged to become a distinct individual, deeply exploring the fields they truly love. Whether in biology, literature, mathematics, drama, computer science, athletics, or music, our students represent a variety of outstanding achievements.

Keystone does not subscribe to a singular definition of success. We believe that true education is not about creating a standardized model of excellence, but about supporting every student as they ask questions, take risks, learn from setbacks, and discover who they want to become.

The Graduates

Asa Ma
Joined Grade 7
Attending: Emory University
Intended Major: Geography

Jack Liu
Joined Grade 1
Attending: Emerson College
Intended Major: Sports Communication

Oscar Chen
Joined Grade 6
Attending: Wesleyan University
Intended Major: Literature, History, & Philosophy (Interdisciplinary Studies)

Vignettes: The Value of Slowing Down

The Geography of Curiosity

I stumbled upon a digital map game called GeoGuessr, which challenges you to drop into a random Google Street View location and guess where you are on a world map. As you master it, you learn to identify continents by soil color and terrain, narrow down countries by road stakes and license plate styles, pinpoint specific provinces by utility poles, and find the exact road using local signage.

To an outsider, it might look like a trivial pastime. But for me, this niche passion quickly crystallized my academic focus around geography, driving the clubs and projects I pursued later at Keystone.

— Asa Ma

Beyond the Court

I have always been deeply involved in sports. I tried almost everything, but nothing stuck until I found volleyball. Choosing to commit to the sport taught me how to grow through a singular focus. I faced the initial frustration of not being as physically imposing as other players, but the process of relentless, daily training made me appreciate my own perseverance and my refusal to settle for mediocrity.

— Jack Liu

Learning from Unfinished Ideas

‘The November Program’ was the first major initiative I launched at Keystone. Initially, I just wanted to do something unconventional in November. Then I wanted to build a digital platform for creators to share their work, and eventually, I hoped to turn it into a full arts festival.

Because of my overambition, the project fell through. I had made many promises, and looking back, I still feel a deep sense of failure for letting down teachers and peers. Yet, nobody blamed me. Instead, my classmates and teachers offered immense support. Annie Ren comforted me, noting that many creators’ early projects are messy because they try to fit too much into them, losing the core focus. My teacher, Zaiqi, told me to keep believing in myself. Classmates like Zhang Wenxin still occasionally ask if I plan to revive the concept, and on the day I announced the end of the project, Ava Guo told me, ‘Just do good work, and do not worry about the outcome.’ I felt entirely unworthy of those words, but I wrote them on the first page of my notebook as a quiet promise to myself.

— Oscar Chen

Leaving a Legacy

My most persistent project was building the GeoGuessr Club. When I first proposed it as a Keystone Activities Program (KAP), the office rejected it. I spent a month following up and advocating for the idea until the coordinators agreed to give the club a trial run. It was designed to bring students together to build regional geographic knowledge. Once open, registration numbers immediately exceeded the program’s standard capacity. Now that I am graduating, the club will be led by younger students. I am incredibly grateful that a project born out of pure personal persistence has become a lasting fixture on campus.

— Asa Ma

The Rain in Beijing

At Keystone, there are moments where you are allowed to slow down. Last night, I returned to campus in a steady drizzle. Today was my final high school exam, and my eyes were completely exhausted from staring at past papers on a screen. But looking away from the monitor and out into the rain, the entire world felt clear again.

Rain feels like the atmosphere giving eye drops to the earth. My hometown of Xiamen is humid and rainy; by comparison, Beijing often feels incredibly dry. I love rainy days—the moisture, the cool air, the rhythmic sound of water hitting the pavement. I walked along the brick paths of the campus over and over, just watching everything slow down.

Near the cafeteria, a group of staff members was wheeling large bins out toward the waste area, hurrying through the drizzle. They hit the switch for the rolling shutter door, and it rose with a slow, mechanical buzz. Everything moved at an agonizingly slow pace. I stood there under my umbrella, watching the door rise and fall. My umbrella was small, barely enough to keep us dry, but in that slow moment, I felt a deep appreciation for the quiet routines of this place.

— Oscar Chen

Beyond Rankings: Keystone’s Counseling Culture

At Keystone, college admissions are approached not as a competitive ranking exercise, but as an intentional journey of self-discovery. Students are guided to identify and apply to institutions that align with their personal values and intellectual goals, rather than making choices dictated solely by prestige.

It is this principled yet nurturing counseling culture that ensures students have enough room for both academic and personal growth, while at the same time helping each of them find the university that is the right fit.

Over the past few years, the average IB score for Keystone graduates has consistently remained around 36. In the last two years, 90% of Keystone students have earned the bilingual diploma. And when it comes to college admissions, each graduating class has achieved a diverse, rich, and personalized range of outcomes.

Keystone’s college counseling culture is fundamentally student-centered and does not view university applications as an exercise in packaging students into a standardized, ‘ideal’ applicant model just to secure a specific ranking. Instead, it is a framework for students to better understand themselves, comprehend global contexts, and take ownership of their choices.

Good counseling does not dictate a student’s direction; it clarifies their existing interests, capabilities, and values. Ultimately, this fosters a healthier, more mature view of success. Our graduates learn not to define themselves by external labels alone, meaning that once they arrive on a university campus, they possess a stronger sense of intrinsic motivation and are far better equipped to navigate complex environments.

A Second Home for Holistic Growth

From its inception, Keystone has defined itself as more than a place of academic instruction. It is a residential community where students live, grow, and thrive—a true second home.

Through expansive co-curricular resources, an inclusive community culture, and the daily rhythms of boarding school life, Keystone provides an authentic environment for holistic development. We cultivate far more than academic capability. We value a student’s ability to articulate their own ideas while listening patiently to others, to understand diverse perspectives, to lead with courage, and to navigate complexity and uncertainty with resilience.

Ultimately, we hope our graduates learn from the world and for the world, stepping forward as purposeful, responsible, and compassionate global citizens.

The Graduates

David Zhang
Joined Grade 1
Attending: Wake Forest University
Intended Major: Sports Science

Angel Hua
Joined Grade 7
Attending: University of California, Berkeley
Intended Major: Film

Mia Cheng
Joined Grade 10
Attending: University of Michigan, Ann Arbor
Intended Major: Sociology

Phoebe Xing
Joined Grade 6
Attending: University of California, Berkeley
Intended Major: Music

Vignettes: Bold Choices and Deep Roots

The Calculated Risk

The most daring thing I did at Keystone happened right before my first complete IB Diploma Programme (DP) Chinese Paper 2 exam. It was a Wednesday evening, with the test scheduled from 7:30 PM to 9:15 PM. As a dedicated member of the varsity swim team, keeping up with my training routine is incredibly important to me.

That afternoon, I was supposed to be strictly studying in my dorm, but I couldn’t shake the urge to get in the water. I made a snap decision: at 2:50 PM, right after classes ended, I headed straight to the pool for a swim practice, followed by strength training. By the time I got back to my room, it was nearly 5 PM. I had just over an hour left to cram. Fortunately, my gamble paid off—the questions aligned perfectly with what I reviewed, and the results were highly satisfactory.

— David Zhang

Beyond the HL Subjects

During my first year of the DP, I poured 450 hours into directing an original Chinese play, Smash the Wall. Our schedule was relentless: rehearsals all afternoon, followed by production meetings late into the evening. By the time I finally sat down to tackle my actual schoolwork, it was already 10 PM, and I was completely exhausted.

People frequently asked me, ‘Why are you investing so much energy into theatre instead of focusing on your Higher Level (HL) subjects?’ My answer was always firm: ‘Because I am the director, and I have a cast and crew of over sixty people relying on me.’ That immense sense of accountability is what shaped me. It taught me that the person you become through your commitments matters far more than a grade on a transcript. When the curtain went down on a successful run, I knew every hour had been worth it.

— Angel Hua

Finding “The Human Touch” in Chengdu

I attended multiple schools across both China and the United States, but Keystone was the only place that gave me the structural space to pause and reflect. When I returned from the US to study here, Keystone’s deep focus on Chinese culture inspired me to re-examine my hometown of Chengdu.

To explore my own heritage, I launched a Grade 10 Personal Project where I embedded myself in ten traditional Chengdu teahouses, mapping their unique social ecosystem and sharing my findings with the school community. This eventually grew into my senior Capstone thesis, where I compared Chinese teahouses as public spheres with Western café culture. I wasn’t just doing desk research; I sat with locals, drank the tea, and listened.

Through this fieldwork, the teahouse transformed from a clinical research topic into a personal sanctuary—a vibrant community space that I felt deeply connected to. I eventually compiled my observations and encounters into a published book, Sit and Sip: My Reflections on Chengdu Teahouse Culture. At Keystone, I stopped treating education as a race to a destination. I learned to look up, observe the real world around me, and reconnect with my roots.

— Mia Cheng

Perspectives: Defining Adulthood

No Regrets

I have never wanted to be anyone else. I firmly believe that you reap exactly what you sow, and that behind every achievement lies unvarnished hard work.

My ultimate goal is to become someone who operates entirely without regret. Just like training in the pool—where ten minutes of focused effort yields ten minutes of physical return—I believe daily consistency pays off. I want to ensure that every major decision I make is thoughtful and deliberate. Once I commit to a path, I give it everything I have.

— David Zhang

The Connector

For me, exploration is divided into the concrete and the abstract. On a concrete level, I want to pursue interdisciplinary paths in higher education that merge music with cognitive science and psychology. I want to use art to help people navigate their emotions and support mental well-being.

On an abstract level, I am chasing a childhood ideal: to leave the world a bit better than I found it. I want to build bridges and bring people together across divisions. Much like the anthem “We Are the World” used music as a vehicle for global good, I want to explore how I can use my creative work to serve as a consistent giver, sharer, and contributor to society.

— Phoebe Xing

Living in What You Love

I want to be someone who makes others feel valued. In my senior year, I directed a short film titled Just the Way You Are, which centers on the idea that you are inherently enough just by being yourself. I wanted to share that message because it feels like so many people are deeply unhappy, constantly straining to become someone else and forgetting their own intrinsic worth.

This isn’t an argument against trying hard; it’s a hope that people can truly live out their authentic passions. External markers of success and fame can feel entirely empty once achieved. What actually gives life substance is your internal clarity. In the future, I hope to continue directing films that bring that sense of empathy and warmth to a broader audience.

— Angel Hua

A Graduation Message to the Keystone Class of 2026

Keystone Executive Head of School Dr. Emily McCarren offers her reflections and blessings to the Class of 2026 and to all graduates embarking on new journeys:

Now, as they begin to move on from this home they have known—whether for two years or twelve—in each one of them is the soil and the seed for a brighter future on our fragile planet.

Class of 2026, the world does not need more people who fit a single mold. It needs what only you can bring: your particular curiosity, your particular kindness, your particular way of seeing, solving, and serving.

We cannot wait to see what grows from the seeds you have planted here.

Congratulations, Class of 2026. Now, go. Bloom. Make us proud—not because you have to, but because that is who you are.

Bonus Content
Unheard Voices and Shared Memories

Behind every university admission offer is a vibrant face and a deeply personal story of growth. While space constraints limit what can fit in the main text, these precious reflections deserve to be shared. Below is a compiled collection of candid, vivid insights from the Keystone Class of 2026, detailing their favorite campus corners, creative risks, and visions for the future.

Your “Most Keystone” Space

Regardless of who designed it, I have always believed that the High School Library is a work of genius. I remember that every pillar had a photograph of a historic university library or a classical Chinese Taoist painting hanging on it. The bookshelves are filled with unexpected discoveries, like Come viaggiare con un salmone (How to Travel with a Salmon). The deep red aesthetic mirrors Keystone’s signature color, creating a dignified atmosphere that always inspires me to immerse myself in my work. Anyone visiting campus for the first time will fall in love with it. Beyond the architecture, my favorite memory is watching the spectacular sunsets from the expansive windows when my classmate Sabrina Guo and I stayed up late studying.

— Annie Ren

A Sanctuary for Practice

Although I’m no virtuoso, I genuinely love the music practice rooms. I usually head there for piano or vocal practice on days when I feel unproductive and want to ground myself. It’s a side pursuit that injects a sense of certainty into an otherwise unpredictable schedule. Seeing myself slowly master a piece I love provides much better positive reinforcement than standard test prep. Even on my most exhausted days, I will gladly sacrifice half my lunch break to practice. It restores my confidence and reminds me that life holds meaning far beyond academic metrics.

— Craig Zeng

The Colors of Campus

The color of red soil perfectly captures my feelings about Keystone. It represents a grounded, dignified presence—a color rooted in the earth that silently nurtures new growth. Here, I find both vibrant vitality and a deep humanistic care. It is reflected in our red running tracks, our brick facades, and our warm, brown accent walls. Red is a grand color capable of encompassing and nourishing all things, making it the perfect visual metaphor for Keystone and for education itself.

— Annie Ren

The Creative Mindset

I never want to become an adult who has lost the capacity for creativity. I want to always love the process of creation, retain the ability to innovate, and remain entirely unafraid to take artistic risks. At the same time, I refuse to place rigid limits on my future—whether regarding my profession, my job description, or where I live. I want to maintain an open mind and let the future be delightfully unpredictable. I might become a designer or a director, or I might suddenly pivot into environmental research or urban planning. Whatever lifestyle I build, I hope to always operate as a creator, leaving behind tangible evidence of my cultural background and intellectual values.

— Annie Ren

Moments of Impact Outside the Classroom

For me, the defining, formative moments occurred in the gym and on the field. Leading a team to victory and constantly pushing my physical limits during high-stakes training sessions and competitions made me realize something vital: personal growth doesn’t always require years to manifest. Sometimes, it happens in a single, high-pressure instant.

— Jack Liu

Constructive Comedy

One night in tenth grade, my roommate Sabrina Guo and I were watching a stand-up comedy special in our dorm when a sudden inspiration struck: what if we could launch a stand-up comedy routine at Keystone, lightheartedly roasting the everyday quirks of boarding school life? At the time, it felt completely unrealistic.

By eleventh grade, we used the framework of the school’s CAS (Creativity, Activity, Service) program to take the idea seriously. We drafted and revised a comprehensive, two-thousand-word proposal, presented our concept to the Head of High School, Mr. Nick Daniel, and pitched the idea at the student Board of Leaders meetings.

Against the odds, we pulled it off. In June 2025, Unfiltered—our inaugural stand-up comedy show—premiered on the main stage of the Performing Arts Center. Students and faculty from across divisions shared humorous anecdotes about dorm life, academics, and social routines, bringing shared laughter to the entire community. Today, the show has become an annual campus tradition passed down to younger cohorts. Looking back, what stood out most was that our teachers never dismissed our ideas; they listened respectfully and gave us the logistical advice needed to make them a reality. At Keystone, we learned how to take unconventional ideas seriously.

— Mia Cheng

Shaping a Global Perspective

From a young age, my parents encouraged me to explore and think independently. My primary school was deeply rooted in ancient Chinese culture, after which I transitioned to a Christian school, and finally arrived at Keystone to complete the IB Diploma Programme. This journey forced me to see the world through a truly international lens, learning what it means to be an engaged global citizen.

Although the schools I attended possessed vastly different cultures, I recognized that they all championed the exact same core values: individual responsibility and kindness. I constantly ask myself: What can I do for others?

In eleventh grade, I initiated a campus-wide ‘Kindness Week’ to raise awareness of covert bullying, share bystander intervention strategies, and reduce the stigma around victims seeking support. The project was so successful that elementary school counselors replicated the framework for younger students. Moving forward, I want to keep absorbing diverse perspectives. My Chinese Language teacher once noted, ‘Before each class, I’m always curious to see what questions Phoebe will ask.’ Inside and outside the classroom, I want to remain an active explorer, using targeted questions to stimulate intellectual exchange and prompt deeper reflections on the world."

— Phoebe Xing

Paving the Way

The most profound impact Keystone had on me was teaching me that nothing is inherently impossible. A willingness to venture into the unknown is a defining trait for many students here. If you bravely pursue a project, the community will help pave the way.

For example, in tenth grade, I wanted to direct a documentary centered on the concept of 'effort.' I wanted to film inside the cafeteria kitchens, follow the daily routines of our principals, and interview the groundskeeping staff. I didn't have any initial connections, but I simply sent an email asking for access. Everyone happily agreed. My time here taught me that if you throw your whole heart into a project, you can succeed—and even if the initial idea morphs, the process of trying yields an even more unexpected and beautiful result.

— Angel Hua

Breaking Identity Constraints

Right now, I am searching for ways to transcend the constraints of a singular identity, allowing me to fully grasp common insights from differing perspectives. As a student leader of the school’s literary theatre group, I work to lead community members into different historical eras and the inner worlds of ordinary people by analyzing text and organizing storytelling events. From Anton Chekhov to Toni Morrison, we experience these narrative spaces in our own unique ways. Combined with my coursework in history and philosophy, this has consistently challenged my ways of thinking. Studying sociology at university will simply be the natural next step in this lifelong exploration.

— Mia Cheng