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Department

Mathematics

The mathematics department strives to enhance comprehension and skill acquisition, encourage participation, strengthen critical thinking and problem-solving skills, stimulate interest, and build confidence in handling mathematical topics.

The department structures courses and classes so that students attain graphical, numerical, algebraic, and verbal understanding. We cultivate the ability to write mathematical models, make conjectures, and give reasoned arguments in support of assertions.

The school’s minimum requirement ensures that a student will have attained proficiency in Algebra 1, Euclidean Geometry, and Algebra 2 in order to graduate. In reality, it is an expectation that every student will take four years of mathematics, advancing to the highest level possible. In addition to Algebra 1, Geometry (and Honors), Algebra 2 (and Honors), and Pre-Calculus (and Honors), we offer AP Calculus AB and BC, AP Statistics, and AP Computer Science. Students can elect to take Financial Algebra, Introductory Calculus, and Introductory Statistics. In addition, we offer Multivariable Calculus, Linear Algebra, and/or Differential Equations for students who complete AP Calculus and AP Statistics.

Students will leave Westminster School well prepared for the study of mathematics in college. We also aim to inspire an appreciation for and comfort with math, so that regardless of whether they make it a part of their college experience, our graduates are prepared to use math throughout their lives.

Algebra 1

This first-year course introduces the fundamental concepts of algebra. Its aims include mastering basic algebraic skills and developing competence with the graphing calculator. Students are introduced to variables, order of operations, algebraic expressions, functions, and equations. Properties of signed numbers and other axioms lay the foundation for solving first-degree equations and systems of equations. Students study linear and quadratic functions, their solutions and graphs, and investigate word problems modeling these functions. The year concludes with a study of polynomials, inequalities, and the properties of exponents.
Geometry

This course consists of the study of shapes in two- and three-dimensional space using the formal language of definitions, postulates, and theorems. Students develop inductive and deductive reasoning skills and learn to construct two column proofs. The properties of parallel lines, congruent and similar shapes, ratio and proportion, the Pythagorean Theorem and right triangle trigonometry, special quadrilaterals, circles, geometric probability, and areas and volumes of plane and solid figures are the primary topics in the course. Alongside this agenda, there is also an ongoing review and enhancement of algebra skills. Specifically, we focus on solving linear and quadratic equations and systems of equations, manipulating and operating on fractions and radical expressions.

Prerequisite: Algebra 1
Geometry Honors

This course is a fairly traditional study of shapes in two- and three-dimensional space, reasoning from the definitions and postulates that form the foundation of geometric language. Students develop both inductive and deductive reasoning skills, and learn to use formal, informal, and paragraph proofs. The properties of parallel lines, congruent and similar shapes, ratio and proportion, transformations, right triangles and the Pythagorean Theorem, right triangle trigonometry, geometric probability, Platonic solids, areas and volumes of plane and solid figures, and an introduction to trigonometry are the broad topics considered. Algebra and graphing are incorporated into almost every aspect of the course, with algebra skills practiced all year as part of weekly review assignments. The honors course moves at a faster pace and delves more deeply into each of the core concepts of geometry than the regular sections. Students are regularly challenged to solve non routine problems and to extend their knowledge by making new discoveries.

Prerequisites: Algebra 1 and permission of the department
Algebra 2

This course reviews the basic skills of Algebra 1 while building on the notion of a function. Problem-solving and graphing the following types of functions are emphasized: linear, quadratic, polynomial, exponential, logarithmic, radical, and rational. Topics first introduced in Geometry and Algebra 1 are further developed. The graphing calculator is used regularly to enhance and support comprehension.

Prerequisites: Algebra 1 and Geometry
Algebra 2 Honors

This course builds upon the student’s knowledge of linear and quadratic functions developed in Algebra 1 and then explores polynomial, exponential, logarithmic, radical, and rational functions. The course also includes the study of graphs produced by the intersection of cones and planes. This course is designed to challenge the more advanced mathematical student by developing skills to analyze different techniques, exploring real-world applications, and by using technology appropriately to examine data and develop solutions. There is an emphasis on being efficient when solving problems. The students will graph many different types of functions, analyze data, and apply their algebra knowledge to new scenarios.

Prerequisites: Algebra 1, Geometry Honors, and permission of the department
Pre-Calculus

This course reviews the functions studied in Algebra 2, deepening student comprehension of these functions and their applications. The course thoroughly investigates polynomial and rational functions, trigonometric, logarithmic and exponential functions, as well as power models, with a focus on transformations and graphing.

The graphing calculator is used extensively throughout.

Prerequisites: Algebra 2
Pre-Calculus Honors

This course continues the study of functions begun in Algebra 2, building in greater abstraction and generalization. The course thoroughly investigates polynomial, rational, power, logarithmic, exponential, and trigonometric functions. Students also work with limits and difference quotients. Transformations and graphing are emphasized, and the graphing calculator is used extensively. Additional topics include probability, the binomial theorem, series and sequences, and a variety of trig applications. Most students in this course will go on to AP Calculus AB in the following year.

Prerequisites: Algebra 2 and permission of the department
Pre-Calculus/Calculus Honors

This course, designed for the very strongest math students, is intended to prepare students to go straight to AP Calculus BC. In addition to the topics covered in Pre-Calculus Honors, the course also covers parametric equations and conic sections, and does a more thorough treatment of trigonometric applications, including vectors, DeMoivre’s Theorem and polar coordinates. In the spring, there is a thorough treatment of limits, the definition of the derivative and some derivative rules, and derivatives are applied to curve-sketching and optimization.

Prerequisites: Algebra 2 Honors and permission of the department
Financial Algebra

This course is algebra-based, applications-oriented, and technology-dependent. The course addresses college preparatory mathematics topics from Algebra 2, Statistics, Probability, Precalculus, and Calculus under eight financial umbrellas: Discretionary Expenses, Banking, Investing, Credit, Employment and Income Taxes, Automobile Ownership, Independent Living, and Retirement Planning and Household Budgeting. The course allows students to experience the interrelatedness of mathematical topics, find patterns, make conjectures, and extrapolate from known situations to unknown situations. The mathematics topics contained in this course are introduced, developed, and applied in an as-needed format in the financial settings covered. Students are encouraged to use a variety of problem-solving skills and strategies in real-world contexts, and to question outcomes using mathematical analysis and data to support their findings. The course offers students multiple opportunities to use, construct, question, model, and interpret financial situations through symbolic algebraic representations, graphical representations, geometric representations, and verbal representations.

Prerequisite: Algebra 2
Statistics

This course is designed for Sixth Formers who have completed Algebra 2 or Pre-Calculus and who wish to pursue mathematics outside of the calculus track. Students make extensive use of graphing calculators in this course as they study combinatorics, probability, normal distributions, and basic inferential statistics. Topics are typically presented in the context of real-world examples from athletics, psychology, sociology, and business.

Prerequisite: Algebra 2
Introduction to Computer Science

The introduction to computer science course is a software development course. The course covers the planning, design, accessibility, creation, and deployment of websites. The course will allow students the opportunity to delve deeper into the field of Computer Science, of which Web Development is a subsection. Web Development will encourage students to take advantage of their own creativity while also implementing basic to advanced concepts in Computer Science during the process of creating web pages. This will be a project based course. The course will cover HTML, CSS, and JavaScript. Students will learn how these three languages intersect with each other in order to create a modern webpage. JavaScript, an object-oriented programming language, will be a main focus of this course. The concepts introduced through JavaScript will carry over to other object-oriented languages such as Java, C++, and Python. If time permits within the course, students will be able to create their own webpages and deploy them for others to view via hyperlinks.

Prerequisite: Algebra 2
Calculus

This course covers topics studied in the first semester of a typical college-level calculus course, from limits to volumes of revolution. Techniques of differentiation and integration, and the application of these concepts are handled in-depth. A review of Pre-Calculus topics, including trigonometric and exponential functions, is incorporated throughout the year.

Prerequisites: Pre-Calculus and permission of the department
AP® Calculus AB

This is a college-level course that follows the syllabus determined by the College Board. Students study limits, continuity, differentiation, related rates, applications of the derivative to graphing, curve sketching, maximum and minimum problems, motion of a particle, area between curves, volumes of revolution, and first order differential equations in-depth.

Prerequisites: Pre-Calculus Honors Students seeking enrollment in an Advanced Placement course need departmental approval. The department will discuss each AP candidate on an individual basis, taking into consideration previous academic achievement, work ethic, study skills, and the ability to learn independently.
AP® Calculus BC

This is an introductory undergraduate-level differential and integral course that follows the syllabus determined by the College Board. Students study all the AB Calculus topics as well as vector functions, parametric and polar equations, velocity and acceleration vectors for motion on a plane curve, methods of integration, length of a path, and infinite sequences and series, including Taylor Polynomials.

Prerequisites: AP Calculus AB or Pre-Calculus Honors. Students seeking enrollment in an Advanced Placement course need departmental approval. The department will discuss each AP candidate on an individual basis, taking into consideration previous academic achievement, work ethic, study skills, and the ability to learn independently.
AP® Computer Science

This is a college-level course that follows the syllabus determined by the College Board. The course is taught primarily using the Java programming language to illustrate object-oriented development, top-down development, encapsulation, and procedural abstraction. The fundamental concepts of programming are studied in-depth, including programming style and expression, modularization, arrays, records, loops, files, implementations, sorting and searching data, and testing and maintenance of software.

Prerequisites: Pre-Calculus. Students seeking enrollment in an Advanced Placement course need departmental approval. The department will discuss each AP candidate on an individual basis, taking into consideration previous academic achievement, work ethic, study skills, and the ability to learn independently.
AP® Statistics

This is a college-level course that follows the syllabus determined by the College Board. This course examines probability theory, data collection and analysis, distributions, statistical inference, hypothesis testing, regression, and modeling. A graphing calculator with statistics features is used throughout the course.

Prerequisites: Pre-Calculus. Students seeking enrollment in an Advanced Placement course need departmental approval. The department will discuss each AP candidate on an individual basis, taking into consideration previous academic achievement, work ethic, study skills, and the ability to learn independently.
Multivariable Calculus

(Not offered 2025-2026)
The Multivariable Calculus course will extend the concepts of the calculus of one variable, applying them primarily to three-space. Analysis of motion in three dimensions and exploration of surfaces are among the major topics explored along with applications in Physics and elsewhere.

Prerequisite: AP Calculus BC. Students seeking enrollment in the Multivariable Calculus course need departmental approval. The department will discuss each candidate on an individual basis, taking into consideration previous academic achievement, work ethic, study skills, and the ability to learn independently.
Linear Algebra

This course introduces linear algebra, emphasizing both theoretical foundations and practical applications. Students will develop an understanding of vector spaces, linear transformations, and matrix operations, with a focus on problem-solving and mathematical reasoning. The course will incorporate real-world applications in fields such as computer science, engineering, physics, and data science. Students will have developed a strong foundation in the fundamental concepts, theories, and applications of linear algebra. The course balances theoretical understanding with computational skills and real-world applications. By the end of the course, students will be equipped with the skills to analyze and apply linear algebra concepts in various mathematical and scientific contexts.

Prerequisite: AP Calculus BC. Students seeking enrollment in the Linear Algebra course need departmental approval. The department will discuss each candidate on an individual basis, taking into consideration previous academic achievement, work ethic, study skills, and the ability to learn independently.

Faculty

Mike MacDonald

Head of the Mathematics Department

(860) 408-3732

Cross Country
Track and Field
Northeastern University - B.S.

mmacdonald@westminster-school.org
Bio
Mike is an experienced educator who recently relocated to Connecticut after spending the past 20 years in Massachusetts and Florida. With a strong academic background, he earned his bachelor’s degree in mathematics from Northeastern University. For over a decade, he has been dedicated to the field of education, honing his teaching skills and providing private tutoring services. During his teaching career, he served as a coach for multiple math competition teams, fostering a love for mathematics and helping students excel in their studies. Additionally, he contributed as a cross country and track coach, guiding and motivating athletes to achieve their athletic goals.

Currently residing in Farmington, Mike appreciates an active lifestyle and spends his free time engaging in various outdoor activities. He has a deep enthusiasm for hiking and cycling, along with a strong passion for baseball, basketball and skiing. Running holds a special place in Mike’s heart, and he has completed over 100 races, ranging from 1-mile to ultra-marathons. Recognizing his expertise and dedication, he served as a coach for the esteemed RunVie racing and triathlon teams, sharing his knowledge and empowering athletes to reach their full potential.

Through his diverse experiences, Mike combines his passion for mathematics, teaching and athletics to create an engaging and dynamic learning environment.
Daniel Aber

String Ensemble Director

(860) 408-3728

Computer Science
Swayze Award 1992
Cornell University - B.A.
Wesleyan University - M.A.L.S.

daber@westminster-school.org
Bio
After graduating from Cornell, Dan worked for IBM for two years as a programmer in the nascent years of the personal computer. He left to begin phase one of his career at Westminster, teaching math and computer science, coaching soccer and directing the jazz ensemble. After a four-year stint at Kingswood Oxford School, where he was head of the Math Department, he returned to Westminster. In addition to teaching math and AP® Computer Science, he directs the string ensemble, and coaches squash. He spent three summers at the University of Iowa’s Writers Institute, taking courses in fiction, poetry and comedy writing and, more recently, has immersed himself in MasterClass courses ranging from jazz to the art of magic. Two year ago, he initiated the Westminster Arts Collective, whereby members of the faculty meet monthly to share their creative and artistic endeavors in poetry, prose, music, art and architecture.

Dan was on sabbatical for the 2020-2021 academic year, during which time he furthered his interests in music, writing and mathematics. He performs regularly on saxophone with Firetown Road, an Americana and indie folk band. He lives on campus in McCullough House and has three children, Leo ’16, a recent graduate of Dickinson College; Simon ’18, a recent graduate of Northeastern University; and Annabelle ’20, a junior at Skidmore College.
Peter Doucette

(860) 408-3729

Squash
Tennis
Williams College - B.A.

pdoucette@westminster-school.org
Bio
Growing up at St. Paul’s School, Peter has deep roots in the independent boarding school tradition. Following graduation, he attended a gymnasium in Augsburg, Germany, and then enrolled at Williams College, where he continued his study of German and took courses in mathematics and computer science. At Williams, he played four years on the squash team, which was ranked No. 3 in the U.S. during his junior year. After graduation, Peter returned to Germany, where he taught English, played international squash and traveled around Europe. Returning to the U.S., he joined the faculty at the Woodhall School in Connecticut. In 1992, Peter moved to Greens Farms Academy in Westport, Conn., to teach and coach, and then to Westminster in 2000.

Peter is a lover of all sports, especially all things Red Sox, and also enjoys singing and hiking. The Doucettes live in a nearby faculty home with their sons, Carl ’16 and Andrew ’18, and their dog, Sirius.
Anthony Griffith

(860) 408-3730

Soccer
Basketball
Lacrosse
Ultimate Frisbee
Swayze Award 2006
O'Brien Award 2020
Wake Forest University - B.S.
Wesleyan University - M.A.L.S.

tgriffith@westminster-school.org
Bio
Tony brings to Westminster an extensive background in mathematics from his college and graduate studies and his participation in professional organizations. His love of teaching, however, runs into his coaching, too. As a coach, he believes that people learn when they are active and practicing — whether it’s on the court or in the classroom. He has more than 30 years of experience teaching in independent schools. He grades AP® Calculus exams each summer for the College Board and works with the AP® Test Development Committee. Tony has also presented papers and led workshops at National Council of Teachers of Mathematics conferences and at the Northeast Section of the Mathematical Association of America.

Tony was raised in Neenah, Wis., where he learned to love snow, bratwurst, the Green Bay Packers and the Chicago Cubs. He lives in a campus home with his wife, Dr. Jessica Kulynych. They have three children, Jesse ’19, Willa and Cedar. From his school days in North Carolina, Tony fell in love with the Outer Banks and loves to spend time there. He also likes running, cycling and competing in triathlons.
Maya Leete

Learning Specialist

(860) 408-3004

Field Hockey
Lacrosse
University of Tennessee at Knoxville - B.S.

mleete@westminster-school.org
Bio
Maya comes to Westminster from Pingree School in South Hamilton, Mass., where she taught math. While at Pingree, she coached volleyball, basketball and lacrosse — her interest in math and sports culminated in her designing a Stats in Sports elective, Moneyball. Maya has been involved in diversity, equity and inclusion efforts at Pingree, as well as tutoring through the school’s Quant Center.

At the University of Tennessee, she majored in psychology and Hispanic studies. In college, she was the captain of the equestrian team and judo club. She enjoys coaching volleyball, basketball, field hockey and lacrosse. She is fluent in Spanish and enjoys advising students.

At Westminster, Maya is a Learning Specialist and teaches math. Maya is the head coach for both Thirds Field Hockey and Thirds Girls’ Lacrosse. She is the dorm head of Alumni House, where she lives with her partner, Luke McKenna and their cats Mo(ana) and Vino. Her interests include puzzling, working out and traveling whenever possible.
Luke McKenna

Soccer
Track and Field
Siena College - B.A.

lmckenna@westminster-school.org
Bio
Luke comes to Westminster after working in the software engineering field. He graduated from Siena College in Loudonville, N.Y., where he earned a B.A. in software engineering. In college, Luke was a teacher’s assistant and tutor for computer science. He also worked at Pingree School in South Hamilton, Mass., as a junior varsity tennis coach and pod monitor. At Westminster, Luke is a math teacher and coaches’ soccer and track and field. He lives with his partner, Maya Leete, in Alumni House with their two cats Mo(ana) and Vino. His interests include weightlifting, learning new things and traveling whenever possible. His favorite places to explore have been Budapest, Hungary and Thessaloniki, Greece.
Ethan Na

(860) 408-3024

Wheaton College MA
Squash
Tennis
Wheaton College - B.S.

ena@westminster-school.org
Bio
After graduating from Westminster in 2019, Ethan graduated from Wheaton College (Mass.) in May 2023. While at Wheaton, he graduated magna cum laude with a double major in mathematics and secondary education. During his senior year, he student taught at Norton High School in Norton, Mass. He was also a four-year member of the Wheaton men’s tennis team, and served as a Wheaton athletic mentor during his senior year. For three summers, he served as a coach of the quick start junior tennis program at Van Der Meer Tennis Academy in Hilton Head Island, S.C.

Outside of Westminster, Ethan enjoys playing tennis (both socially and competitively), biking, running and cooking.
Patrick Owens

Executive Director, Horizons at Westminster & Hartford Partnerships

(860) 408-3006

Basketball
Georgetown University - B.S.
University of Pennsylvania’s Graduate School of Education - M.S.Ed.

powens@westminster-school.org
Bio
After growing up in and around the Hartford area, Patrick attended Georgetown University where he earned his bachelor’s degree in mathematics and psychology. While serving as a teaching assistant in the math department, he developed a passion for education and, upon graduating, secured a position as a teaching fellow through the University of Pennsylvania’s Graduate School of Education. Following his fellowship, Patrick spent nine years working as a math teacher, basketball and tennis coach, and dorm head at Milton Academy. He also served 10 years as the co-director of the SPHERE Summer Program, an academic enrichment program for Hartford students.

At Westminster, Patrick serves as the Executive Director of Horizons & Hartford Partnerships, teaches math, coaches basketball, and lives in Squibb House with his Swiss Mountain Dog, Hank.
Tricia Sisk

(860) 408-3734

The College of the Holy Cross - B.A.

tsisk@westminster-school.org
Bio
Prior to her appointment to the faculty, Patricia served as an independent math tutor at Westminster for nine years in the subjects of AP® Calculus, Calculus, Pre-calculus Honors, Pre-calculus, Algebra 2 Honors, Algebra 2, Geometry Honors and Geometry. She developed individualized tutoring plans and customized teaching strategy to meet student needs. She has also served as a long-term substitute teacher at Northwest Catholic High School and as an independent math tutor for students at Loomis Chaffee School and Simsbury High School. Earlier in her career, she was a senior property and marine underwriter for the Chubb Group of Insurance Companies.

Patricia lives in West Hartford and has three children, Tyler, Meghan and Caroline. She enjoys hiking with her dog, reading and skiing.
Peter Ulrich

Director of Work Program

(860) 408-3733

Soccer
Squash
Work Program
Middlebury College - B.A.
Wesleyan University - M.A.L.S.

pulrich@westminster-school.org
Bio
As a student at Middlebury College, Peter majored in economics and earned varsity letters in soccer and lacrosse. Following graduation, he began his teaching career at Dublin School in Dublin, N.H. While there, he chaired the Mathematics Department, taught physics, coached boys’ varsity soccer and lacrosse, and in 1986, attended the Klingenstein Summer Institute at Columbia University. In 1987, he joined the faculty at Stevenson School in Pebble Beach, Calif., where he taught mathematics, chaired the judiciary committee and the faculty senate, and coached golf and varsity soccer, for which he was named the league’s coach of the year in 1992.

Peter came to Westminster with his family in 1996 to teach math and take over the Varsity Boys’ Soccer program. He has taught across the math curriculum, including AP® Statistics since it was introduced in 1999, and he served as head of the Mathematics Department from 2006-2010. After coaching lacrosse in the 1990s, he has coached squash at Westminster since 2000, first working with the Junior Varsity Boys’ team and then assuming the role of Varsity Girls’ coach in 2009. Since ending his 15-year run as Varsity Boys’ Soccer coach after the 2011 season, he has coached a variety of lower teams in addition to Varsity Girls’ Squash; currently he coaches Junior Varsity Girls’ Soccer. His daughters both attended Westminster, graduating in '09 (Annie) and '10 (Clare).

In his free time, he regularly plays golf and squash, and increasingly finds time to bike and swim. In the past, he has participated in both the masters and supermasters divisions of the Vail Lacrosse Shoot Out as part of the Middlebury College alumni team. Peter and his wife, Siobhan, who is an administrative assistant in the Admissions Office, live in Wyckoff House.
Bryan Vargas

Spanish
Volleyball
Basketball
Bowdoin College - B.A.
University of Pennsylvania - M.A.

bvargas@westminster-school.org
Bio
Bryan earned a bachelor’s degree in mathematics and Asian studies from Bowdoin College and his master’s degree in education from the University of Pennsylvania. He found a passion for math in his youth through experience tutoring in high school and being a math assistant in college. Moreover, he developed an interest in languages after four years of Japanese. Bryan created his own Japanese language classes for people interested in his hometown of New Haven. His language repertoire currently includes Spanish, Japanese, and Russian; he is still seeking to further his linguistic knowledge. While pushing the limits of his academic understanding at Bowdoin and UPenn, he was a founding member and co-captain of Bowdoin’s K-Pop dance club, Reaction, as well as an event coordinator for the Japanese department and affinity group leader at UPenn. Bryan comes to Westminster from The Taft School, where he taught Accelerated Algebra 2 and Pre-calculus. However, he made it a personal goal to substitute for a class in each subject area available. Bryan has focused on a teaching career since his time in middle school due to his desire to help others and the need to encourage the next generation of leaders.
Kelly Wosleger

Sixth Form Dean, Program Director, Horizons at Westminster & Hartford Partnerships

(860) 408-3731

Program Director, Hartford Partnerships & Horizons at Westminster
Soccer
Swayze Award 2020
O’Brien Award 2024
Fairfield University - B.A.
Fairfield University - MBA

kwosleger@westminster-school.org
Bio
After earning a bachelor’s degree in finance and an MBA at Fairfield University, Kelly coached Division I collegiate soccer. Most recently, she served two years as an assistant coach for Princeton University’s women’s soccer, where she was responsible for recruiting, managing summer camps and program operations. For three years prior to that, she was an assistant coach for Fairfield University women’s soccer.

Before beginning her coaching career, Kelly was a four-year starting goalkeeper and two-time captain at Fairfield University, where she holds the program records in shutouts, saves and goals against average. She was a 2023 inductee into the Fairfield Athletics Hall of Fame. Before Fairfield, she attended Farmington High School, where she lettered in soccer and basketball. Kelly has also coached for the Olympic Development Programs in New Jersey and Connecticut, and currently coaches for Connecticut Football Club. She holds a USSF D License and an NSCAA National Diploma.

Kelly serves as a Westminster math teacher, Varsity Girls’ Soccer coach (2021 CT Prep School Coach of the Year,
2023 New England Class A Champions, 2023 New England Soccer Journal Coach of the Year), Sixth Form Dean, program director of Horizons at Westminster and faculty advisor to the Westminster Entrepreneurship Club. She lives in Kelter House, where she is dorm head, with her husband Tyler, their daughter Remi, and their two labs, Yogi and Tug. Tyler serves as associate director of communications in the Marketing and Communications Office at Westminster. Kelly’s interests include reading, hiking and working out.

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Simsbury, Connecticut 06070

P. (860) 408-3000
F. (860) 408 3001

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In keeping with our support for a diverse community, Westminster abides by all applicable federal and state laws and does not discriminate on the basis of any protected characteristic, including race, color, religious creed, sex, sexual orientation, gender identity or expression, national and ethnic origin, ancestry and/or disability in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs. Westminster admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the School.

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