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University School is an independent, co-educational, non-sectarian school that offers a challenging and individualized curriculum.
It fosters high academic achievement and emphasizes balanced growth - intellectually, physically, emotionally, ethically, and socially - for every student.
Within a highly supportive community, University School is committed to maintaining a caring and creative environment that encourages children to love learning, take intellectual risks, self-advocate, treat others with respect and empathy, and aspire to make a positive difference in the greater community and world.
The costs of Learning Outside the Classroom experiences are included in tuition, and the historical data for tuition and fees can be found on our website.
University School is for students who strive to be
high-achieving, and we value most the student who is kind,
hardworking, empathetic and intellectually curious. The student
body ranges from students with grit and determination who are
working hard to reach their full potential academically to
well-rounded students who are dynamic leaders and mentors to
academic prodigies who refine their gifts while advancing their
social and emotional skills. The result is a unique and varied
collection of students who benefit from an array of learning
experiences, on and off campus, that open their hearts and minds.
The result is an individual who can thrive in a wide array of
settings and can excel in working with all types of people.
Grades 3-12.
USL students come from across the tri-county area: Charleston,
Daniel Island, Folly Beach, Isle of Palms, Mount Pleasant, North
Charleston, Sullivan's Island, James Island, Summerville, Awendaw,
and West Ashley.
University School has been awarded Darkness to Light's
Partner in Prevention distinction every year since 2011.
We were part of the inaugural class for this, and it honors
our commitment to the prevention of child sexual abuse and to
helping children grow up healthy and whole. USL faculty is
trained in Darkness to Light's Stewards of Children program every
August, and all parent volunteers for overnight trips take the same
program and have their backgrounds checked.
Our prudent financial model has enabled us to minimize tuition
increases and provide an incredible value in relation to our peer
national-caliber independent schools. University School carries no
debt and has never run a deficit in its history. Although financial
measurements will never be a true indicator of the School`s
success, some are very important for the long-term health and
viability of the school. One of these is how much of every
dollar the School spends that goes to supporting its mission. In
the case of University School for 2014-2015 (according to our
annual independent accounting audit), $0.82 of every dollar spent
went back to supporting the mission of the School. For our peer
schools, the average is $.70. Approximately 25% of the student
population receives financial assistance.
USL is a laptop school. Each teacher and student is provided a
wireless notebook computer for use at University School (1 to 1
ratio).
USL features small class sizes and caring teachers.
Students mentor and receive mentoring.
Service and experiential learning foster empathy and commitment
to improving the community. Students in all grades contribute 30-50
hours of service to the community each year.
The student culture emphasizes civility
and gratitude,
The world is our classroom, and students explore and experience
it first-hand through over 30 field trips per year through our
hallmark Learning Outside the Classroom program (LOTC).
All students participate in our job shadowing
program to explore careers of interest.
Each student in grades 3-8 learns Mandarin, Latin and Spanish.
USL is the only school in the state that has students receiving
high-level instruction in three languages at the same time.
Students in grades 9-12 make their own decision about the
global language(s) they would like to study.
Head of School Jason Kreutner received SCISA's Dr. Charles
S. Aimar Educational Leadership Award (Headmaster of the Year) for
2013-2014, which is presented annually to the most outstanding
leader among the association`s 100+ schools.
State Middle School Math Meet Champions (2013-2014, 2015-2016,
2016-2017) and Runners-up (2014-2015).
State High School Math Meet Runners-up (2015-2016).
State Middle School Quiz Bowl Runners-up (2014-2015).
High School Quiz Bowl Region Champions (2015-2016).
For 2015-2016, four USL students were named
Scholastic Art and Writing national award winners, and
University School won 4 of the 50 national awards for writing that
students in South Carolina received! We had 17 regional Gold Key
winners, and they proceeded to the national competition.
National medalists represent the top 1% of submissions to the
2016 Scholastic Awards. This competition is for
7-12th graders, and this year our 7th-11th graders entered 120
works of fiction, nonfiction, personal memoir, and poetry and
received an amazing 94 awards at the regional level! 84%
of our students were honored, and over 90% of our 8th graders
garnered an award for writing in 7th or 8th grade. Typically
the number of submissions in the region numbers in the tens of
thousands and for the country is 300,000+.
Since the 2007-2008 school year, USL students have taken the
Stanford Achievement Test and performed exceptionally well. These
results were linked to each student's performance on the OLSAT
ability test. This allowed for achievement test comparisons of USL
students with other students of equivalent ability. Most USL
students score 3-4 levels higher than their grade and outperform
their ability peer group.
7th grade state-level recognition, scoring better than 50% of
juniors & seniors, on Duke TIP SAT every year (over 40% of our
participants since our founding). Seven of our 7th grade students
qualified for State Recognition in 2014-2015. This number is the
same or more than any school, public or private, in South Carolina.
This is the 2nd time in our school's eight year's of operation that
we have had seven students receive State Recognition in one class.
Four students received State Recognition and one received
Grand Recognition (top 4% of all participants) in 2015-2016.
High-achieving students need a specialized learning
environment. High-achieving students (with their own distinct
combination of curiosity, ability and work ethic) are eager to move
quickly to advanced levels of understanding and to apply what they
learn to real problems and situations. To be effective, educational
programs should engage students in a flexible combination of
acceleration, enrichment, and the application of higher level
thinking skills.
Intermediate School (grades 3-5) should tap a child's joy for
learning.The Intermediate School is is the entry point to the
University School experience. Students learn their responsibilities
and begin developing the roles that will serve them in both USL and
the greater community. Personal accountability and working as a
team are integral parts of our learning. Students in the
Intermediate School begin their day an all-school Morning Meeting,
a Leadership and Life Skills class, and PE. Throughout the
day, our students have Math, Reading/Writing, Science, Humanities,
Latin and Greek roots, Mandarin, and Spanish. They also have a
weekly art class and a field trip (LOTC, or Learning Outside the
Classroom) on most Wednesdays. They are mentored by the Middle and
Upper School students, who also provide inspiring and varied role
models for them. Our small class sizes and unique LOTC
opportunities encourage our Intermediate School students to delve
deeper into their own learning, explore new and intriguing topics,
all while developing a greater sense of their place in our school
family and the world around us.
Middle School (grades 6-8) should be designed especially for
young adolescents' needs. Programs and activities at the
intermediate/middle school level must be active, interesting, and
challenging in order to keep students engaged. Intermediate/middle
school students need to be actively involved in their community and
develop responsibility for their own education. Although
adolescence can be a turbulent time of life, it should also be a
time for exposure to many new pursuits, active learning,
experimentation in a safe environment, and personal growth.
Curiosity, reflection, inquiry, and problem solving are crucial to
fostering interest in education at this time in a student's life
when so many other things are happening physically, socially, and
emotionally.
Upper School (grades 9-12) should be a safe and challenging
space that prepares students emotionally, socially, and
academically for life in college and beyond. Keeping young
adults constrained on a high school campus, even one with many
electives and opportunities to explore their interests and keep
them engaged, for 35+ hours a week does them a disservice. This is
insufficient preparation for a self-directed and successful path
through college and beyond. High school is not preparation for
life, but it is life. University School Upper School students
aren't like your typical high school students. Academically, they
are comparable to high-achieving students across America. What
distinguishes them is their civility and direct experience with
life beyond a school. In contrast to their peers at traditional
high schools, USL seniors apply to colleges and universities having
experienced 100+ field trips. They have talked to religious leaders
at 15 or more houses of worship, met representatives of the 4 major
political parties, traveled all over America, heard from a wide
range of speakers of all ages and occupations, and had multiple job
shadow experiences to learn more about potential career interests.
They have visited 10+ college campuses across America and both sat
in on classes and completed classes at a college with all of the
different ages, regions, and viewpoints that one could expect. They
have seen and experienced the world and all of its diversity and
possibilities in a way that is not possible at a traditional high
school. When half of South Carolina students are losing their S.C.
Lottery scholarships in their first year of college because of
inadequate academic and/or social and emotional preparation, we
have forged a better way.
A small school and a personal setting work best.Small class
sizes and personal attention are vital to learning. Students need
guidance from adults who know them well, in an environment where
they are recognized individually. This individual attention and
sense of belonging is more feasible in a small school with a low
student-teacher ratio. In this setting, faculty and mentors can
realistically give our students guidance in the social, emotional,
and intellectual aspects of their lives.Creating and maintaining a
positive overarching culture is a cornerstone belief of USL.
Students will see and regularly interact with people who believe in
and exhibit the values and characteristics expected from each
student. These individuals (high school students, college students,
young adults, and adults) will serve as real-life models for USL
students as they look to what the future can hold and what type of
person they would like to be. In turn, our students serve as
mentors for their younger classmates and for kindergarteners from
Hibben Preschool.Collaboration among teachers, students, and
parents is imperative. Parents who are aware of what their children
are learning at school can model learning and reinforce these ideas
at home. Close and continuous communication among home, school, and
student is essential at University School.
Learning by Doing - Faith Exploration - In order to
prepare to be better informed citizens of the community and the
world, University School students learn first hand about faiths by
going to 3-4 houses of worship to explore and talk to adherents of
that religion.
Learning by Doing - Citizenship and Government - In order
to prepare to be better informed citizens of the community and the
world, University School students conduct exit polls across the
Lowcountry and then make informed predictions based on their
results. We explore elections and the democratic process, and this
means hearing from different candidates, learning about different
parties, and exploring issues of governance and civics. Exit
polling is an annual endeavor at University School of
the Lowcountry. This enables students to see firsthand
the ebb and flow of turnout rates for the different types of
elections because of the pattern of Congressional (and occasionally
statewide and more) races in even-numbered years and municipal
elections in odd-numbered years.
Learning by Doing - Arts - Arts classes are designed
for immersion in the multiple media and forms of expression, and
they allow for each student to develop and gain confidence in
his/her artistic ability. Classes are year-round on Friday
afternoons. Students also learn and create art projects related to
their studies in their classes, especially Global Languages and
Humanities. USL also engages in collaborative opportunities in the
arts with community partners like Redux Contemporary Art Studio,
ArtBuzz Kids, The Artists' Loft, and other arts organizations.
University School also regularly (4-5x per year) hosts cultural
performance groups and shares these events with the greater
community. For 2015-2016 we are hosting classical pianists Vladimir
Pleshakov and Elena Winther for a concert, YALLFest author Brendan
Reichs for a joint presentation with Meeting Street Academy, the
Fabulous Chinese Acrobats for a show, and the Russian dance troupe
Baryna for a performance. Several of our Learning Outside the
Classroom experiences (field trips) are also arts-focused. For
2015-2016, this includes trips to Frank Lloyd Wright's Fallingwater
in Pennsylvania and Auldbrass Plantation in Yemassee, South
Carolina. Students will also attend a production of Hamlet at the
Gaillard Center, "A Seat for Justice" about civil rights efforts in
South Carolina in the 1950s at the Dock Street Theatre, and a
retrospective of African American music ("Songs from the Soul") at
the Gaillard Center.
Learning by Doing - College and University Preparation -
Our rich and individualized academic program and our hallmark
Learning Outside the Classroom program help foster critical
thinking, develop one's ability to flourish in a wide array of
situations, and stoke creativity and seeing connections among
disparate topics as one explores the world first-hand. Although
students begin taking part in programs and explorations at the
College of Charleston in 3rd Grade, we regularly expose our
students to a wide range of colleges and universities, professors,
disciplines, so they can make informed decisions based upon real
world examination. For example, USL students have explored an array
of activities at the following colleges and universities through
field trips, courses, weeklong divisional trips, etc.: College of
Charleston, The Citadel, Charleston Southern University, Trident
Technical College, University of South Carolina Honors College,
Georgia Tech, Tulane University, Emory University, Rice University,
George Washington University, University of South Florida, Western
Carolina University, The University of Texas-Austin, Savannah
College of Art and Design, and The University of Virginia. Our
Upper School students are guided by two counselors, each with a
unique perspective. Roger Smith, our Director of College Counselor,
has a long history as an independent school college counselor, and
he meets with Upper School students regularly beginning in the 9th
grade. Don Burkard, recently retired from the College of Charleston
after a 30-year career as Dean of Students and Vice President of
Enrollment Management. He helps guide our 11th/12th graders, and
his insider perspective is key in helping our students to determine
the best fits for the next step on their journey through life.
Learning by Doing - Topics related to the Military -
Although the topic is the military, it really could be about any
subject area that we explore at University School through our field
trips. On our Middle School trip to Georgia in January 2015, we
visited Fort Gordon near Augusta. It primarily houses Signal
units -- dedicated to communication, military intelligence, and
information management for the military. As is the case with
all of the topics we explore, our Learning Outside the Classroom
program allows our students to see and experience for themselves
activities related to our military. Instead of just reading
books or sending cards and packages to soldiers, we believe
visiting 1-2 military installations / museums / National Park sites
a year allows our service members to know that our school and
students are interested in them and want to know more about what
they do. Then our students can make up their own minds, with
first-hand evidence, about subjects related to the experiences they
have had -- science, military, historical, religious, political,
etc. -- through our LOTC program. At Fort Gordon, students toured
the base and the Signal Museum, learning the roots of the Signal
Corps in the Civil War. What began with flag semaphore
(communicating with flags) has now evolved to include cyber warfare
(protecting America and fighting America's enemies
electronically). We also met with the Installation Support
Detachment's honor/color guard, and they taught each student how to
fold the flag and how the colors are presented. It was a
meaningful and rich experience! Since 2007, University School
students have had the following experiences: US Army Fort Jackson
graduation, Graduation at Marine Corp's Depot Parris Island (x2),
D-Day Museum in New Orleans, SPAWAR and Joint Base Charleston, Fort
James Jackson (Savannah), Marine Corps Air Station Beaufort,
Castillo de San Marcos (St. Augustine), McEntire Joint S.C.
National Guard Base (Eastover), Mighty Eighth Museum (Savannah),
Patriots Point (x3), Fort Moultrie, S.C. Military Museum
(Columbia), Fort Sumter (x3), Charleston Air Force Base (x3),
Commemorative activities for the 150th anniversary of the start of
the Civil War, Army's Pre-positioned Stocks Afloat (keeping
equipment on ships across the world in case it is needed),
Arlington National Cemetery, Tour of the USS Truxtun (DDG-103), The
Tomb of the Unknown Soldier and all the major war memorials in
D.C., National Park Service field expedition to Morris Island for a
study of the Civil War battles raging around Fort Wagner, George
Patton Waters - grandson of George Patton presentation, Maj. Gen.
James Livingston, USMC, Medal of Honor recipient presentation, Alan
Moskin - US WWII vet and concentration camp liberator presentation,
Colonel Mac Radcliffe, USMC, (retired) presentation, Col. Scott
Kindsvater, USAF, Commandant, U.S. Air Force Weapons School, Nellis
AFB presentation, Lt. Col. Drew Schnyder, USAF, Flight Surgeon
presentation.
How much does University School Of The Lowcountry cost?
University School Of The Lowcountry's tuition is approximately $11,550 for private students.
What is the acceptance rate of University School Of The Lowcountry?
The acceptance rate of University School Of The Lowcountry is 60%, which is lower than the national average of 90%. University School Of The Lowcountry's acceptance rate is ranked among the top private schools in South Carolina with low acceptance rates.
What is University School Of The Lowcountry's ranking?
University School Of The Lowcountry ranks among the top 20% of private schools in South Carolina for: Lowest average acceptance rates.
When is the application deadline for University School Of The Lowcountry?
The application deadline for University School Of The Lowcountry is Jan. 31 / rolling (applications are due on Jan. 31 but additional applications are reviewed year-round as space permits ).
Grades: K-12 | 195 students167.8 miles 8160 Regent Parkway Fort Mill, SC 29715 (803) 547-3223
167.8
K-12
195
School Reviews
5.00 out of 5(2 reviews)
55/12/2023
My son has almost completed his first year at USL. It has exceeded our expectations. The leadership and faculty are exceptional. They balance high academic expectations, kindness, giving, and thought-provoking community experiences. Mentorship between students within their own community is a wonderful aspect of the school. The teachers differentiate learning to meet the needs of every student. They offer engaging activities outside of school for social interaction and a wide range of after-school activities. The entire school atmosphere is supportive, patient, and positive for all students.
- Posted by Parent - SSellars
53/24/2023
I live in Norway. This school reminds me of when I first ate an orange, It kept on coming back. This school means everything to me. I want to go to this school so I can meet my best friend.
- Posted by Student/Alumni - Turks Valsgrd
Endorse University School Of The Lowcountry. Endorsements should be a few sentences in length. Please include any comments on:
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