Three New Endowed Funds Supporting Redefining Excellence


Hackley School is proud and grateful to announce the creation of three new endowed funds that will support the ambitious priorities of Redefining Excellence: Learning Beyond Boundaries, Hackley’s strategic plan.

The Russ Hogg Endowment for Creative Expression

As part of the strategic plan, Hackley seeks to promote the Hilltop as a learning hub. By increasing opportunities beyond the boundaries of disciplines, classroom, and campus, Hackley will enrich the educational experience of current students as we push the boundaries of existing programs, while also serving as an educational leader more broadly.

With this vision in mind, Trustee Jason Hogg ’89 P ’19, ’22 and Alexandra Hogg are establishing the Russ Hogg Endowment for Creative Expression to foster a spirit and culture of creativity and innovation in students. Inspired by the life work of parent of alumnus and Hackley Trustee Russ Hogg, the endowed fund will provide the school with resources supporting student creativity in all its forms in perpetuity. The funding provided by Jason and Alexandra Hogg in establishing this endowment is joined by additional gifts from friends and family made in memory and in honor of Russ.

The Russ Hogg Endowment for Creative Expression will provide funding for application-based grants available to Hackley Middle and Upper School students to further their creative expression. Recipients will be chosen by a committee that includes Upper and Middle School administrators and faculty members, as well as two members of each year’s senior class, with the first applications due in early 2020. Decisions will be announced in Spring 2020 to support projects that will develop for completion by June 2021.

The Philip Havens ’49 Endowed Faculty Professional Development Grant

The strategic plan also prioritizes building for the future as we affirm Hackley as a national leader in teaching excellence. In support of this important goal, the Edward E. Ford Foundation established the Philip Havens ’49 Endowed Faculty Professional Development Grant.

This grant honors the life and legacy of Phil Havens, former Executive Director and Board member of The Edward E. Ford Foundation, Hackley alumnus, and former Assistant Head and Trustee of Hackley School, whom Hackley historian Walter Schneller credited as “an advocate of thoughtful reform and change” during his 25 year tenure as a teacher, coach, and administrator on the Hilltop.

This endowment will help strengthen the culture of professional development at Hackley, promoting lifelong learning, and support the development of networks and relationships beyond Hackley to enrich faculty professional growth. These grants will be open by application to faculty with more than 10 years of experience teaching in Hackley’s Upper School.

The Hudson Scholars Endowment

The strategic plan also charges us to “develop a school-wide Service Learning program and create a sustainable model for Hudson Scholars.” The prominence within the strategic plan of Hudson Scholars, Hackley’s enrichment program for academically promising local public school students who qualify for free or reduced lunch, speaks to Hackley’s commitment to strengthen the school’s connection with the local community and reinforce the centrality of service to others in a life of accomplishment. As Hudson Scholars looks toward its fourth year, Hackley endeavors to both scale this initiative and secure its standing in perpetuity.

We are pleased to announce that the Edward E. Ford Foundation has approved a matching grant of $100,000 that challenges Hackley to raise an additional $100,000. Together, these funds will make it possible for Hackley to add a fourth cohort of students in 2020 and commit to each cohort for four summers (pre-6th, 7th, 8th, and 9th grades) and three academic years (6th, 7th, and 8th grades), ensuring the continuity to allow students to consistently build upon previous learning.

A true community partnership, Hudson Scholars builds a bridge between Hackley and the surrounding neighborhoods, enriching the Hackley experience with the increased diversity of people and ideas on campus. As mentors to the Scholars, Hackley students learn leadership skills and the value of service, and gain a deep appreciation for the transformative power of education as they work with younger students. Teachers benefit as well from a new energy as they test the boundaries of their teaching.

Waits May