Our program is designed with the particular needs of girls of color in mind; as a result, it will positively impact all girls. The combination of rigorous academics – with focuses in

engineering and business – and supportive community are critical to outcomes for girls. Research suggests that all-girls education positively impacts students’ transitions to college and enhances self-esteem. Girls’ school graduates are also three times more likely to consider engineering careers and six times more likely to consider majoring in math, science and technology than peers from coed schools.

Why all girls?

At GGA, girls will use their voices to become leaders on issues that matter most to them. They will build the academic and interpersonal skills needed for success, contentment and a positive impact on the world now and in the future.

Research surveying high school girls in both girls schools and coed schools found that girls attending all-girls schools report better learning experiences than their counterparts attending co-ed institutions. In particular, they report:

  • having higher aspirations and motivation
  • being challenged to achieve more
  • being more engaged in the learning process
  • being more likely to engage in activities that prepare them for real-world rigors
  • more often experiencing safe and welcoming learning environments
  • gaining more facility with skills such as writing, speaking, critical thinking, and independent learning, and
  • experiencing more support from classmates, teachers, and other school staff


Note: When Girls Global Academy uses the terms “girls” or “young women,” we are referring to how our students may choose to identify themselves. We welcome non-binary students who believe the supportive community we provide along with our rigorous academic program is optimal for their high school experience. GGA is designed to be an inclusive, safe, and dynamic learning environment for any girl in the District.

Do you provide Special Education Services?

We are committed to accommodating the needs of all students. We will help our ELs and SWD students.  We will explicitly teach literacy skills, and scaffold and support when needed, using tools such as graphic organizers, word banks, small group instruction and providing accommodations and modifications according to IEPs and 504s.  GGA believes that all learners bring unique perspectives, talents, and abilities to school that can be leveraged for both academic and experiential learning. All students, including those who are appreciably below grade level or have diverse learning needs, will be afforded opportunities to participate in rigorous upper-level courses.  The IB has explicit guidance for managing diverse learning needs with the intention of providing rigor for all learners through intentionally inclusive practices. Specifically, the IB describes inclusion as a practice that serves to: “increase access and engagement in learning for all students by identifying and removing barriers”. In the following section, we will explain how GGA aims to both “increase access and engagement” and “identify and remove barriers” through its approach to teaching, learning, instructional supports, interventions, and strategies to promote inclusion.

What does the culture of the school feel like?

GGA Aspirational Culture: The GGA founding team uniquely understands the importance of a highly visible and tangible college- and career-going culture, having served in high schools for several years.  A college- and career-going culture is a school community effort that involves all stakeholders. While the leadership team and teachers will play integral roles, the College and Career Readiness Counselor will facilitate activities with support from staff, leadership, parents, and community members.  College and Career readiness starts in the 9th grade at GGA with the development of Personal Learning Plans for each student (with families) and a commitment to being an active participant in the GGA college and career going culture. The founding team will vet software tools such as Overgrad to provide personalized support, monitoring, and communication with students and families.  Ashley and her family will have several contacts with her counselor about her PLP, her trajectory for the next 4 – 5 years, and how the school will support her in getting there. The planning year will be utilized to firm up a concrete action plan and we will rely on and expand on our previous experiences. 

Am I welcome?

Our commitment to diversity and inclusion

Commitment to Diversity & Inclusion:  At GGA, unique learning profiles, learning differences, and diversity are respected and valued as assets.  Our inclusion policy focuses on what students can do and establishes norms for the development of students’ authentic interests and talents, meaningful and equitable access to our curriculum, and reasonable accommodations to support learning.  In addition, GGA policies and plans across the board intentionally support diversity and inclusion:


  • Admissions: Our admissions policy will not discriminate based on economic factors.  Our admissions process is transparent. Materials about our program are in multiple languages.
  •  Safety:  In our planning year, the GGA founding team will develop a robust plan for physical and emotional safety.  GGA will include specific structures to ensure that our girls’ well being is accounted for through inclusiveness, social-emotional learning, and trauma-informed training for staff.  Making GGA a safe haven will give our girls the freedom to be who they are.
  •  Language:  Our language policy recognizes that language is essential to learning, cultivates students’ preferred languages, and ensures that practices are inclusive for students who are learning in a language other than their primary language. We will have a full-inclusion school model for English Language Learners. 
  • Gender Identity: For students who identify as LGBTQ+, GGA is a safe and secure space free from bullying, harassment, and other negative behaviors based on confirmed gender identity, gender expression, gender questioning, and transgender identity. 
  • Citizenship Status: Our citizenship policy includes educational access and accompanying resources for support to undocumented students. 
  •  Students with Disabilities:  GGA believes that all girls can succeed at high levels with the appropriate supports.  All students will have access to the same rich, rigorous, inquiry-based global curriculum and standards.  Students with disabilities will be held to the same standards as all of our other girls while receiving appropriate services, modifications, and accommodations as outlined in their IEPs and 504 plans .
  • English Language Learners:  We will have a full-inclusion school model for ELLs.  All students will have equal access to all programs and services including instructional services (e.g., tutoring), support services, art programs, technology programs, and athletics.  English language learners will receive tiered supports based on their English proficiency.