In May 2013, David received a PhD at Ivy League Penn (University of Pennsylvania) two months ahead of his goal of PhD by 30.
But his long range, laser focused goal achievement didn’t start there.
During the course of his high school, undergraduate and graduate school experiences, David expressed specific long-range goals and then laser focused on goal achievement.
High School Graduation goal set freshman year
At the end of his first high school semester, the school published a preliminary “Top 25” list of students in each class. Of course, I was proud and offering praise. With over 500 in his class, he surprised me and I (probably) brushed aside a comment he shared as we discussed that list:
“I will graduate #1 in this class.”
The result: At graduation, over three years later, David was ranked #1 as one of three with a perfect pre-weighted grade point.
- Always did the extra credit anyway.
- Considered his academic efforts and time applying for scholarships his “part-time job” that would pay off when time to go to college.
Top-tier college goal set early
David only applied to one college – Duke University. I had never paid attention to terms like “top-tier” related to college until I started asking about his choice and reasons for it. Duke claims to admit students from the top 1% nationally. When I asked, “Why Duke?”, he answered:
“I’m tired of being the geek. I’m tired of ruining the curve. I’m tired of everybody being angry at me for doing all the extra credit anyway. I want to go where I can be ‘normal’, where it is okay to be an achiever.”
At least part of his reasoning was that his extremely high SAT score was just slightly above “average” there. Duke asked him to sign a binding “Early Decision” contract in September of his high school senior year.
When I balked at the price, they said,
“If we decide we want him, we will get him here.”
They didn’t make it easy, but they made it possible.
Our 4-yr expense was about what it would have cost to send him to an in-state state school.
College career goal set freshman year
In the introductory meeting for the parents of the 1500 freshmen, 500 of whom were high school valedictorians, the official warned,
Most of you have students who were at the top of their classes in high school. We want to prepare you for the fact that half of them will be average here.
The confident response when we shared that with David was,
“I will not be average.”
The result: David graduated in the top 1% ( one A- in 4yrs) of his class and gave one of two commencement addresses at the English Department’s ceremony. He was employed prior to graduation and was college debt free shortly thereafter from one of the most expensive schools in the country.
- When possible, re-did any work that wasn’t an “A” until it was.
- Expected and asked for feedback on anything graded less than perfect.
- Always signed up for and visited more classes than he could end up taking and then picked the best classes with the best professors.
PhD goal set at undergraduate graduation
After introducing me to one of his English professors at the reception following his departmental graduation ceremony, commenting on the distinguished cap that the professor wore, David pronounced his next goal:
“I will have my doctorate before I’m 30.”
- Scheduled times for reading/writing dissertation – treated it like a job
- Persevered when requested support and feedback was lacking
The result: got his PhD in May and turned 30 in July.
After teaching at the University of Pennsylvania, Rosemont College and City College of Philadelphia, David became a teacher at Phillips Academy in Andover, Massachusetts, one of the nation’s top boarding schools. Started during the Revolutionary War, Paul Revere designed the school’s seal, John Hancock signed the Articles of Incorporation and George Washington gave a speech on campus. Both presidents Bush went to school there.
He has been promoted to “Cluster Dean”, which puts him as an overseer to five dorm houses, about 100 students and those responsible for the individual dorms.
For summer school 2017, David served as “Academic Dean”.
Dr. David’s story should be an encouragement to all students from families of modest means, demonstrating that “Good Grades Do Pay” and that, even though families of privilege have an unfair advantage, determination and perseverance can break through a lot of barriers.