Introduction
Harvard-Westlake School is one of the best-known independent college-preparatory schools in Los Angeles, California. Its modern identity is the result of the joining of two historic institutions: Harvard School, founded in 1900 for boys, and Westlake School for Girls, founded in 1904. Although the present-day Harvard-Westlake School dates from the merger of the two schools, its history reaches back more than a century and includes several important chapters in the educational development of Los Angeles.
The story of Harvard-Westlake is therefore not simply the history of one school. It is the combined story of two institutions that developed separately, served different student populations, moved through different campuses and educational philosophies, and eventually came together to create a coeducational school.
Harvard School began in 1900 as a military boarding school for boys. It was established by Grenville C. Emery with an initial enrollment of 42 students in Los Angeles. The school was allowed to use the Harvard name with permission from Charles W. Eliot, then president of Harvard University. Over the following decades, Harvard School gradually changed from a military boarding school into a college-preparatory day school.
Westlake School for Girls began four years later. Founded by Jessica Smith Vance and Frederica de Laguna in 1904, it was created as an institution for girls and developed its own educational culture. Westlake emphasized intellectual curiosity, personal development, independence, and the lifelong pursuit of knowledge.
During much of the twentieth century, Harvard and Westlake developed independently. Both schools became important institutions in Los Angeles and produced generations of graduates who went on to universities, professional careers, public service, science, entertainment, business, and many other fields.
The major turning point came in the late 1980s. In October 1989, the Boards of Trustees of Harvard and Westlake agreed to merge the institutions. The merger created Harvard-Westlake School, with Tom Hudnut becoming its first headmaster. Full coeducation began in September 1991.
Today, Harvard-Westlake serves students in grades 7 through 12 and operates on two campuses. The Middle School serves grades 7–9 at the former Westlake campus on North Faring Road, while the Upper School serves grades 10–12 at the former Harvard campus on Coldwater Canyon. The school’s history continues to influence its traditions, educational philosophy, community identity, and institutional culture.
The Beginning of Harvard School in 1900
The first half of the Harvard-Westlake story begins at the start of the twentieth century.
In 1900, Grenville C. Emery established Harvard School in Los Angeles. The original school was very different from the institution that exists today. It was a military boarding school designed for boys, and only 42 students were enrolled when it opened.
At the time, Los Angeles was growing rapidly. The city was becoming an increasingly important center of commerce, culture, transportation, and population in Southern California. Educational institutions were also expanding as families looked for schools capable of preparing young people for higher education and professional life.
Emery’s school was established in a barley field at what is now the intersection of Western Avenue and Venice Boulevard. The location reflected the developing nature of Los Angeles during this period.
The school’s use of the name “Harvard” was not accidental. Emery received permission from Charles W. Eliot, the president of Harvard University, to use the Harvard name. This gave the young institution an association with the academic ideals represented by the famous university in Cambridge, Massachusetts.
The early Harvard School curriculum and culture reflected the educational thinking of its era. Military discipline was an important part of student life. The boarding-school model also meant that students spent much of their time within the school community.
Over time, however, Harvard School evolved.
As Los Angeles grew and the school became more established, its enrollment increased. Its original campus eventually became too small for the institution’s ambitions and expanding student population.
This need for additional space would eventually lead to one of the most important moves in the school’s history.
Harvard School’s Move to Coldwater Canyon
By the middle of the 1920s, Harvard School had outgrown its original campus.
The school needed a larger and more suitable location. Under the leadership and vision of Bishop Robert Gooden, who served twice as headmaster, Harvard began planning for a major transition.
One of the important figures in this period was aviation pioneer Donald Douglas. Harvard School borrowed $25,000 from Douglas to help finance the move.
In 1937, Harvard School relocated to the former Hollywood Country Club property on Coldwater Canyon.
This move was historically significant because the Coldwater Canyon campus would eventually become the Upper School campus of modern Harvard-Westlake.
The relocation gave Harvard a larger physical environment in which to develop. It also established a geographical connection that remains part of the school’s identity today.
The school’s transformation continued throughout the twentieth century.
Harvard gradually moved away from its original military boarding-school model. By the time Thomas Hudnut became headmaster in 1987, the school had already abandoned its military program and had become a day school.
Enrollment had also grown dramatically. Harvard had more than 800 students by this period, a remarkable development compared with the 42 boys who attended when the institution opened in 1900.
The Founding of Westlake School for Girls in 1904
The second major institution in the Harvard-Westlake story began in 1904.
Westlake School for Girls was founded by Jessica Smith Vance and Frederica de Laguna.
The founders opened the school’s doors on Sixth Street and Alvarado Street in Los Angeles. The school was named Westlake because of its location near Westlake Park, an area now known as MacArthur Park.
Westlake represented an important educational opportunity for girls in Los Angeles.
At the beginning of the twentieth century, educational opportunities for women and girls were expanding, but access to advanced academic education was still shaped by the social expectations of the period.
Vance and de Laguna developed a school that placed importance on intellectual growth and independent thinking.
The school’s educational philosophy became one of the most enduring aspects of its identity.
Rather than viewing education simply as the memorization of information, Westlake emphasized the development of a lifelong spirit of learning. The school’s archival materials describe the founders’ approach as focusing on curiosity, knowledge, experiential learning, dialogue, debate, and continuous personal improvement.
This philosophy would become an important part of Westlake’s legacy.
Westlake’s First Graduating Class
Westlake quickly developed into a significant educational institution.
Its first graduating class came in 1906, only two years after the school was founded. This demonstrated that the institution was already developing a structured academic program for its students.
During its early years, Westlake experienced several changes in location.
In 1917, the school moved to 333 South Westmoreland Avenue in Westmoreland Hills.
The move reflected the continuing growth of the school and the changing geography of Los Angeles.
Westlake continued to develop its academic and extracurricular traditions while maintaining a strong sense of community.
The school’s history eventually became closely associated with its North Faring Road campus.
Westlake Moves to North Faring Road
One of the most important chapters in Westlake’s history occurred in the 1920s.
In 1927, Jessica Smith Vance and Frederica de Laguna acquired land on North Faring Road in Holmby Hills from Harold Janss.
Westlake subsequently moved to the North Faring Road location. The school archive identifies 1928 as an important year in this transition.
The North Faring Road campus became deeply connected with Westlake’s identity.
Decades later, this same location would become the Middle School campus of Harvard-Westlake.
Thus, the physical landscape of modern Harvard-Westlake contains a direct connection to the history of Westlake School for Girls.
The Educational Philosophy of Westlake
Westlake’s educational philosophy was one of its greatest contributions to the eventual Harvard-Westlake tradition.
The school’s founders believed education should encourage students to develop their abilities rather than simply collect facts.
The concept of a “spirit of learning” became central to Westlake’s educational culture.
Students were encouraged to explore subjects, participate in discussion, develop individual interests, and learn through experience.
This philosophy had a lasting influence.
Independent study, intellectual curiosity, and dialogue became important components of the school’s educational approach.
Westlake’s archive explains that the curriculum was designed to encourage students to pursue knowledge throughout their lives and to continually improve themselves.
This tradition helped create an environment in which academic achievement was connected to broader personal development.
Westlake in the 1930s
The 1930s brought further institutional development.
Carol Mills, a former English teacher, became Westlake’s vice principal in 1933.
The school’s leadership structure continued to evolve while its academic and community traditions remained strong.
Like many educational institutions, Westlake was influenced by the social and economic circumstances of the period.
The Great Depression affected families and communities throughout the United States, including Los Angeles. Schools had to balance educational ambitions with changing economic realities.
Despite these challenges, Westlake maintained its educational mission.
The school’s reputation continued to grow.
Westlake, Shirley Temple and Hollywood Connections
One particularly memorable chapter in Westlake’s history is connected to actress Shirley Temple.
In 1945, Mr. and Mrs. Sydney Temple purchased the school from the founder’s estate. Shirley Temple later graduated from Westlake.
Her connection with Westlake reflects the close relationship between Los Angeles education and the entertainment industry.
The city had become the center of American film production, and many students at Los Angeles schools grew up in an environment strongly influenced by Hollywood.
Shirley Temple’s time at Westlake became part of the institution’s alumni history.
The school’s archives preserve photographs and records documenting her connection with Westlake, including images from school traditions and events.
Her story also illustrates how Westlake served students who would later become prominent public figures.
Westlake’s Golden Era
The 1950s are remembered in the Westlake archive as a particularly important period.
The school described the decade as a “golden era” in its history.
During this period, Westlake continued to strengthen its academic programs, traditions, extracurricular activities, and community identity.
The post-World War II era brought major demographic and economic changes to Southern California.
Los Angeles expanded rapidly, and families increasingly sought high-quality educational institutions for their children.
Westlake benefited from this broader growth while maintaining its distinctive identity as a school for girls.
Westlake Becomes a Nonprofit Corporation
A major organizational change occurred in 1966.
Westlake became a nonprofit corporation governed by a Board of Trustees. Nathan O. Reynolds became the school’s new headmaster.
Reynolds was notable because he was the first male headmaster since Westlake’s founding in 1904.
His leadership marked a period of modernization.
The school updated its curriculum and organizational structure and began changing traditions that were considered outdated.
The student body also became more diverse.
According to the Westlake archive, the first African American student enrolled in 1967.
This was part of a larger transformation in American education during the civil rights era.
Schools across the country were confronting questions about inclusion, access, representation, and institutional tradition.
Westlake’s changes reflected some of those broader developments.
Changes to Westlake Traditions
The transformation under Nathan O. Reynolds affected many aspects of school life.
Several older traditions were phased out.
Boarding was eventually discontinued. The lower school was also phased out, and the final students to attend Westlake from kindergarten through grade 12 graduated in 1980.
These changes represented the modernization of Westlake’s educational structure.
The school increasingly focused on its core secondary-school mission.
At the same time, Westlake preserved many traditions that contributed to its distinctive culture.
This balance between modernization and tradition later became important when Westlake merged with Harvard.
Sally Ride and Westlake’s Scientific Legacy
One of Westlake’s most famous alumnae was Sally K. Ride.
Ride graduated from Westlake in 1968 and later became the first American woman in space.
In 1983, she took a Westlake banner with her on her historic space mission.
Her achievement became one of the most celebrated examples of Westlake’s influence.
Sally Ride’s career demonstrated the importance of education in encouraging young women to pursue science, mathematics, engineering, and other fields that had historically been dominated by men.
Her legacy also became an important part of Westlake’s institutional story.
For generations of students, Ride represented the possibility of combining academic excellence with exploration and public service.
Harvard School During the Same Era
While Westlake was developing its own identity, Harvard School was also changing significantly.
The military character of the original institution gradually disappeared.
Harvard became a day school and concentrated increasingly on academic preparation.
The Coldwater Canyon campus became an important center of the school’s activities.
By the 1980s, Harvard had become a large college-preparatory school serving more than 800 students.
The appointment of Thomas Hudnut as headmaster in 1987 would become especially important because Hudnut soon became a central figure in the creation of Harvard-Westlake.
The Road Toward the Merger
By the late 1980s, both Harvard and Westlake had long histories.
Each institution had developed strong academic programs, traditions, alumni communities, and reputations.
But the educational environment was changing.
The leadership of the two institutions began exploring a new model.
In October 1989, the Boards of Trustees of Harvard and Westlake agreed to merge the schools.
This decision was one of the most important moments in the entire history of both institutions.
The merger was not simply a financial or administrative combination.
It represented the creation of a new educational institution while preserving the histories of the two schools.
Thomas Hudnut became Harvard-Westlake’s first headmaster.
The Creation of Harvard-Westlake School
The merger became fully operational in 1991.
Full coeducation began in September 1991.
The new Harvard-Westlake School initially enrolled nearly 1,600 students.
The grade structure was organized across the two existing campuses:
- Grades 7–9 were based at the former Westlake campus on North Faring Road.
- Grades 10–12 were based at the former Harvard campus in Coldwater Canyon.
This arrangement created a unique educational structure.
Students entered the school in middle school and later transitioned to the Upper School.
The physical campuses therefore preserved the geographic legacy of the two predecessor schools while operating under one institutional identity.
Why the 1991 Merger Was Historically Important
The merger was significant for several reasons.
First, it brought together two institutions with almost a century of combined educational experience.
Second, it created a coeducational college-preparatory school.
Third, it preserved the physical and cultural heritage of both schools.
Fourth, it created a new community whose traditions could develop independently.
The school did not simply erase the identities of Harvard and Westlake.
Instead, Harvard-Westlake gradually developed ways to honor both traditions.
Creating a New Identity After 1991
The early years after the merger involved more than combining administrative structures.
Students, teachers, families, alumni, and administrators had to develop a shared identity.
By 2000, Harvard-Westlake had begun to establish its own distinctive traditions.
The school’s archive notes that the new institution developed traditions that preserved elements of both predecessor schools.
For example, Wolverine Weekend built on Harvard’s homecoming barbecue and games traditions, while the Senior Ceremony preserved Westlake’s Ring Ceremony.
This approach was important.
Instead of choosing between Harvard and Westlake, the new school created a culture that could incorporate elements of both.
The result was a school with a history extending back to 1900 and 1904 but with its own institutional identity dating from 1991.
The Two-Campus Structure
One of Harvard-Westlake’s distinctive features is its two-campus organization.
The Middle School is located at 700 North Faring Road in Los Angeles, the historic Westlake campus.
The Upper School is located at 3700 Coldwater Canyon Avenue in Studio City, the historic Harvard campus.
The school’s current profile describes Harvard-Westlake as an independent college-preparatory day school for grades 7 through 12.
This structure is directly connected to the school’s history.
Rather than building a completely new campus after the merger, Harvard-Westlake developed its modern educational program around the physical locations inherited from Harvard and Westlake.
As a result, students walk through spaces with more than a century of educational history.
Harvard-Westlake’s Academic Mission
The modern school combines rigorous college preparation with a broad educational program.
Its history helps explain why academic curiosity has remained an important part of the institution.
Harvard contributed a long tradition of college preparation and academic development.
Westlake contributed a tradition emphasizing curiosity, independent thought, and intellectual exploration.
The modern school brings these traditions together.
The school profile identifies Harvard-Westlake as an independent college-preparatory day school serving grades 7–12.
The school also uses a counseling system in which Upper School students receive individual guidance throughout their high school years.
This includes academic advising and college counseling.
Growth of the Student Body
The growth of Harvard-Westlake from its predecessor schools is substantial.
Harvard School began with only 42 boys in 1900.
By the late twentieth century, Harvard had grown to more than 800 students.
The merged school opened as a coeducational institution with enrollment approaching 1,600.
The current school profile lists a total enrollment of 1,616 students, including 877 Upper School students and 739 Middle School students in the 2024–25 profile.
This growth demonstrates how dramatically the institution has changed over more than a century.
From a small military boarding school in a Los Angeles barley field, it developed into a large independent college-preparatory institution.
Faculty and Academic Development
Harvard-Westlake’s modern academic program depends heavily on its faculty.
The 2024–25 school profile lists 190 full-time teaching faculty members, with 151 holding advanced degrees.
The school operates a block schedule, with most classes meeting every other day for extended periods within a six-day cycle.
This structure provides opportunities for deeper classroom engagement and varied teaching approaches.
The academic philosophy also extends beyond traditional classroom subjects.
Students have opportunities to participate in athletics, arts, extracurricular activities, leadership programs, clubs, community activities, and other forms of learning.
This broad approach reflects the school’s historical emphasis on educating the whole student.
Athletics and Harvard-Westlake History
Athletics became an important part of Harvard-Westlake’s identity after the merger.
The school’s teams compete under the Wolverine name.
Since 1991, Harvard-Westlake athletic teams have won championships at league, regional, and state levels.
Boys basketball has been particularly successful.
The school’s official championship history lists state championships in 1996, 1997, 2016, 2023, and 2024.
Girls basketball has also won state championships, while volleyball, baseball, cross country, golf, soccer, swimming, and track and field have produced championship-level achievements and individual accomplishments.
Athletics therefore became one of the ways in which the new Harvard-Westlake identity developed.
The Wolverine Tradition
The Wolverine became a central symbol of Harvard-Westlake.
A school mascot can play an important role in creating unity, especially after an institutional merger.
Students who came from Harvard and students who came from Westlake needed a shared identity.
The Wolverine provided that common identity.
Over time, the name became associated with athletic teams, school spirit, alumni events, and broader community activities.
This is an example of how a new institution can develop traditions that belong to the merged school rather than to either predecessor alone.
Fine Arts and Student Life
Harvard-Westlake’s history is not limited to academics and athletics.
The school’s student experience also includes fine arts and extracurricular activities.
The predecessor schools had their own traditions in music, theater, arts, clubs, ceremonies, and community events.
These traditions helped establish a broader educational environment.
The philosophy inherited from Westlake especially emphasized discussion, independent interests, and intellectual curiosity.
At Harvard-Westlake, these principles became part of a larger coeducational educational experience.
Students can therefore pursue academic interests alongside artistic, athletic, cultural, and community activities.
Alumni Legacy
The alumni communities of Harvard and Westlake are an important part of Harvard-Westlake’s historical identity.
Because the predecessor schools existed for decades before the merger, thousands of former students became part of the extended institutional family.
The school therefore has several generations of alumni.
Some alumni became prominent in science, entertainment, business, athletics, education, public service, and other professions.
The alumni community also helps preserve historical memory.
Stories, photographs, school publications, ceremonies, archives, and reunions connect current students with earlier generations.
Preserving Harvard’s Heritage
After the merger, the school faced an important question:
How could it preserve the history of Harvard School while creating a new institution?
One answer was to preserve the physical Harvard campus and traditions associated with the school.
The Coldwater Canyon location remained the Upper School campus.
Harvard’s homecoming traditions also influenced later Harvard-Westlake events.
The school continues to recognize Harvard’s founding date of 1900 as a foundational part of its history.
Preserving Westlake’s Heritage
Westlake’s heritage was preserved in similar ways.
The North Faring Road campus became the Middle School campus.
Westlake traditions also influenced Harvard-Westlake ceremonies and community events.
The school’s archives preserve extensive material from Westlake’s history, including photographs, documents, alumni information, and records of school activities.
The preservation of Westlake history is particularly important because it documents the educational experiences of generations of women in Los Angeles.
The Westlake Archives
The Westlake Archives are an important resource for understanding the institution’s history.
The digital archive records events across decades, from the early twentieth century through the merger period.
It includes information about the first graduating class, campus moves, administrators, educational developments, notable alumni, and the 1991 merger.
The archive also contains photographs and historical material covering academics, alumnae, athletics, fine arts, teachers, history, and other subjects.
The creation of such an archive demonstrates the school’s commitment to preserving institutional memory.
Harvard-Westlake’s Historical Book
The school also published Harvard-Westlake, A History in 2017.
According to Harvard-Westlake’s alumni resources, the book was published to honor the 25th anniversary of the coeducational school and to document the legacy of the two single-sex institutions, Harvard and Westlake.
Historical books such as this are important because institutional history can easily become fragmented.
A school that has existed for more than a century has thousands of stories.
Recording those stories allows current students and future generations to understand where the institution came from.
The Importance of the 25th Anniversary
The year 2016–17 marked approximately 25 years since Harvard-Westlake became a merged coeducational institution.
This milestone provided an opportunity to reflect on the first quarter-century of the new school.
It also highlighted an interesting historical fact.
Harvard-Westlake was young as a merged institution but very old in terms of its institutional roots.
The school could simultaneously celebrate its own modern identity and the much older histories of Harvard and Westlake.
Tradition and Modernization
One of the most interesting themes in Harvard-Westlake history is the relationship between tradition and modernization.
Both predecessor schools changed dramatically over time.
Harvard moved from military boarding education to a modern day school.
Westlake moved from its early twentieth-century structure through several stages of modernization.
The 1960s brought major changes at Westlake, including curriculum modernization, governance changes, and greater diversity.
The 1991 merger represented another major transformation.
The school’s history therefore shows that institutional tradition does not necessarily mean refusing to change.
Instead, Harvard-Westlake’s history demonstrates how traditions can evolve while maintaining connections to the past.
Diversity and Changing American Education
The history of Harvard-Westlake and its predecessor schools also reflects broader changes in American society.
Westlake’s enrollment of its first African American student in 1967 occurred during a period of significant social change in the United States.
The move toward a coeducational school in 1991 represented another important change.
Modern Harvard-Westlake draws students from communities throughout Los Angeles County, according to its school profile.
This is a very different institutional environment from the original Harvard School of 1900 or Westlake School for Girls of 1904.
The Role of Los Angeles
Harvard-Westlake’s history cannot be separated from the history of Los Angeles.
The city changed enormously between 1900 and the present.
When Harvard School opened, Los Angeles was still developing into the major metropolitan area it would eventually become.
By the 1920s and 1930s, the city was expanding rapidly.
By the postwar period, Los Angeles had become one of the most influential cities in the United States.
The schools grew alongside the city.
Their campuses moved and expanded as neighborhoods developed.
Their student populations changed as Los Angeles became increasingly diverse.
Their programs evolved as the educational expectations of families changed.
Thus, Harvard-Westlake’s history is also a small reflection of the broader development of Southern California.
Coldwater Canyon and Institutional Memory
The Coldwater Canyon campus has special significance.
It was acquired as Harvard’s new home in the 1930s after the school outgrew its original location.
Today it serves as Harvard-Westlake’s Upper School campus.
The fact that a modern high school continues to operate on a site connected with Harvard’s 1937 move gives the school a strong sense of continuity.
Students at the Upper School therefore study in a place with a history extending across many generations.
North Faring Road and Institutional Memory
The North Faring Road campus has an equally important history.
Westlake moved to the area in the late 1920s.
For generations of Westlake students, the campus became the center of their educational experience.
After the 1991 merger, the site became the Middle School campus of Harvard-Westlake.
Today, students in grades 7–9 continue their education in a location with deep Westlake roots.
The campus therefore represents a physical bridge between the school’s past and present.
Harvard-Westlake and College Preparation
College preparation has always been central to the school’s mission.
Harvard School evolved into a college-preparatory day school before the merger.
Westlake also developed an academically ambitious curriculum.
The modern Harvard-Westlake School continues this tradition.
Students receive academic advising and college counseling as they progress through Upper School.
The 2024–25 profile describes a system in which students are assigned Upper School deans who provide academic guidance and support through the college application process.
This emphasis demonstrates the continuity between the school’s historical mission and its modern role.
The Evolution of School Leadership
Leadership has played an important role throughout Harvard-Westlake history.
Grenville C. Emery founded Harvard School.
Bishop Robert Gooden provided important leadership during Harvard’s transition and campus relocation.
Thomas Hudnut became Harvard’s headmaster in 1987 and later became the first headmaster of Harvard-Westlake.
Westlake also experienced influential leadership, including founders Jessica Smith Vance and Frederica de Laguna and later headmaster Nathan O. Reynolds.
Each generation of leadership faced different challenges.
The founders had to establish schools from scratch.
Later leaders had to modernize institutions.
The leaders of the late 1980s had to manage a historic merger.
Modern administrators continue to balance academic excellence, student needs, institutional tradition, and the changing educational environment.
Thomas Hudnut and the Merger Era
Thomas Hudnut occupies a particularly important position in Harvard-Westlake history.
He became headmaster of Harvard School in 1987.
Just two years later, the boards of Harvard and Westlake agreed to merge.
Hudnut then became the first headmaster of the newly created Harvard-Westlake School.
His leadership therefore connected two important eras.
He led Harvard during the final years before the merger and then guided the newly combined school during its early development.
The merger required more than administrative coordination.
It required the creation of shared traditions, shared expectations, and a common institutional identity.
The 1991 Coeducational Transition
September 1991 marked a major turning point.
Full coeducation began.
For the first time, the Harvard and Westlake communities became part of one coeducational institution.
This was historically significant because the two predecessor schools had spent most of their histories serving students of one gender.
The new institution created a different educational model.
Boys and girls would now study within the same school community while maintaining the two-campus grade structure.
This change also affected school culture, athletics, student organizations, traditions, and alumni identity.
Building Community After the Merger
Creating community after a merger takes time.
Harvard and Westlake had separate histories, traditions, symbols, alumni networks, and cultures.
The new school needed common traditions.
Events such as Wolverine Weekend helped create that shared identity.
The school also preserved older traditions where they could be adapted to the new institution.
This process is an important part of Harvard-Westlake history because it shows that institutional identity is not created overnight.
It develops through the experiences of students, teachers, families, alumni, and administrators.
The Meaning of “Harvard-Westlake”
The name Harvard-Westlake itself communicates the institution’s history.
Rather than replacing one school with another, the name joins the two.
“Harvard” represents the institution founded in 1900.
“Westlake” represents the school founded in 1904.
Together, the names symbolize the merger that created the modern school.
The name therefore functions as a historical statement.
It tells students and alumni that the new institution has two major roots.
Harvard-Westlake in the Twenty-First Century
By the beginning of the twenty-first century, Harvard-Westlake had developed its own identity.
The school continued to build new traditions while maintaining connections to its predecessor institutions.
The 2000 milestone is particularly interesting because the school archive specifically notes that Harvard-Westlake began taking on a unique identity during this period.
This suggests that the first decade after the merger was a period of transition.
By 2000, the school was no longer simply a newly merged institution.
It was becoming a distinct school with its own traditions.
Academic and Extracurricular Expansion
During the modern period, Harvard-Westlake continued to expand its educational offerings.
Students could participate in advanced academic courses, athletics, fine arts, clubs, leadership opportunities, and other programs.
The goal was not simply to prepare students for college admission.
A strong college-preparatory education also requires students to develop communication skills, critical thinking, collaboration, creativity, discipline, and intellectual independence.
These goals connect closely with the educational philosophies inherited from both Harvard and Westlake.
Harvard-Westlake’s Current Structure
According to the school’s 2024–25 profile, Harvard-Westlake is an independent college-preparatory day school serving grades 7–12.
The Middle School serves grades 7 through 9.
The Upper School serves grades 10 through 12.
The two campuses are:
Middle School:
700 North Faring Road
Los Angeles, California
Upper School:
3700 Coldwater Canyon Avenue
Studio City, California
The two locations correspond closely to the historical campuses of Westlake and Harvard.
Student Enrollment in the Modern Era
The scale of the modern school is dramatically larger than that of either predecessor institution at its founding.
The 2024–25 profile lists 1,616 students.
Of these, 739 are in the Middle School and 877 are in the Upper School.
The senior class listed in that profile contains 283 students.
These figures demonstrate the transformation from small early schools into a major independent school serving a large student community.
Harvard-Westlake’s Faculty
A major part of the school’s modern strength is its faculty.
The 2024–25 profile lists 190 full-time teachers, including 151 who hold advanced degrees.
Highly qualified teachers allow the school to offer rigorous academic programs while maintaining individual attention.
The teacher-student relationship is particularly important in independent schools because students often participate in discussion-based classes, research projects, laboratories, artistic activities, and advanced coursework.
Financial Aid and Access
Another important part of the modern Harvard-Westlake story is financial aid.
As an independent school, Harvard-Westlake relies on tuition and other sources of institutional support.
Financial aid allows students from families with different financial circumstances to participate in the school community.
The school’s historical development toward a more diverse student body makes access an important part of its continuing institutional story.
A modern school with a century-long history must continually consider how its educational opportunities can be made available to talented students from different backgrounds.
Harvard-Westlake Athletics in the Modern Era
Athletics have become one of the school’s strongest public traditions.
Harvard-Westlake teams have achieved success in league, regional, and state competition.
The official championship records include state titles in boys basketball, girls basketball, girls cross country, girls volleyball, and other sports, along with numerous league championships.
The school has also produced successful individual athletes.
These achievements contribute to school spirit and create traditions shared by students and alumni.
Athletics therefore serves both a competitive and community-building purpose.
The Legacy of Harvard School
The Harvard side of the institution contributes several major themes to modern Harvard-Westlake.
These include:
- A tradition dating to 1900
- College-preparatory education
- The Coldwater Canyon campus
- A history of institutional growth
- Alumni traditions
- Athletic traditions
- The transition from military boarding school to day school
- A long association with Los Angeles education
Harvard’s transformation demonstrates how an educational institution can change dramatically while retaining its historical name and identity.
The Legacy of Westlake School
Westlake contributes an equally important set of traditions.
These include:
- A founding date of 1904
- A historic tradition of educating girls
- The North Faring Road campus
- Strong emphasis on intellectual curiosity
- Independent learning
- Fine arts and community traditions
- A distinguished alumnae network
- The legacy of figures such as Sally Ride and Shirley Temple
- A history of educational modernization
Westlake’s history is especially important because it demonstrates the changing role of women’s education in twentieth-century America.
The Importance of Sally Ride’s Legacy
Sally Ride’s connection to Westlake deserves special recognition.
She was part of a generation of women entering scientific and technical fields at a time when opportunities were expanding but significant barriers remained.
Her achievement as the first American woman in space became an international symbol of scientific accomplishment.
The fact that she carried a Westlake banner into space created an extraordinary connection between the school and the history of American space exploration.
Her story continues to inspire students interested in science, technology, engineering, mathematics, and exploration.
The Importance of Shirley Temple’s Legacy
Shirley Temple represents another side of Westlake’s history.
Her fame began in Hollywood, where she became one of the most recognizable child stars of her generation.
Her graduation from Westlake demonstrates the school’s connection to Los Angeles’ entertainment culture.
The Westlake archives preserve photographs and records associated with her school years and alumni history.
Together, Shirley Temple and Sally Ride represent two very different but equally notable paths taken by Westlake alumnae.
One became an international entertainment icon and later a public servant.
The other became a pioneering astronaut and science educator.
A Century of Educational Change
Looking at Harvard-Westlake’s history from 1900 to the present reveals enormous changes in education.
In 1900, Harvard was a military boarding school for boys.
In 1904, Westlake was established as a school for girls.
Decades later, both institutions became more academically focused and modern.
In 1991, they merged into a coeducational school.
Today, Harvard-Westlake is a sophisticated independent college-preparatory institution serving students in grades 7–12.
This progression demonstrates that educational institutions survive by adapting.
Harvard-Westlake and the Future
A school with more than a century of history faces a unique responsibility.
It must preserve its past while preparing students for a future that may look very different from the world of 1900, 1904, or even 1991.
Technology, science, communication, artificial intelligence, globalization, and social change continue to influence education.
Harvard-Westlake’s historical experience suggests that adaptation is already part of its institutional DNA.
Harvard changed from military boarding school to day school.
Westlake modernized its curriculum and governance.
The two schools eventually merged.
The modern school continues to evolve.
Why Harvard-Westlake’s History Matters
The history of Harvard-Westlake matters for several reasons.
First, it provides insight into the educational history of Los Angeles.
Second, it shows how independent schools can evolve over long periods.
Third, it documents the changing role of gender in education.
Fourth, it demonstrates the importance of institutional mergers.
Fifth, it preserves the stories of generations of students and teachers.
Finally, it shows how tradition and innovation can coexist.
Harvard-Westlake is not simply a school with old buildings and historical names.
It is an institution whose current identity has been shaped by more than a century of educational change.
Harvard-Westlake School Timeline
1900
Grenville C. Emery establishes Harvard School as a military boarding school for boys with 42 students.
1904
Jessica Smith Vance and Frederica de Laguna establish Westlake School for Girls in Los Angeles.
1906
Westlake has its first graduating class.
1917
Westlake moves to 333 South Westmoreland Avenue.
1927–1928
Westlake acquires and moves to its North Faring Road campus.
1937
Harvard School moves to the former Hollywood Country Club property on Coldwater Canyon.
1945
Mr. and Mrs. Sydney Temple purchase Westlake, and Shirley Temple later graduates from the school.
1966
Westlake becomes a nonprofit corporation governed by a Board of Trustees, with Nathan O. Reynolds becoming headmaster.
1967
Westlake enrolls its first African American student.
1968
Sally K. Ride graduates from Westlake.
1983
Sally Ride becomes the first American woman in space and carries a Westlake banner with her.
1987
Thomas Hudnut becomes headmaster of Harvard School.
1989
The Boards of Trustees of Harvard and Westlake agree to merge.
1991
Harvard-Westlake opens as a merged coeducational institution. Full coeducation begins in September.
2000
Harvard-Westlake begins developing its own distinctive institutional identity and traditions.
2017
The school publishes Harvard-Westlake, A History in connection with the 25th anniversary of the coeducational school.
Today
Harvard-Westlake operates as an independent college-preparatory day school for grades 7–12 on two campuses in Los Angeles and Studio City.
Frequently Asked Questions About Harvard-Westlake School
When was Harvard-Westlake School founded?
The modern Harvard-Westlake School was created through the merger of Harvard School and Westlake School for Girls, with full coeducation beginning in September 1991. Harvard School was founded in 1900, while Westlake School for Girls was founded in 1904.
Who founded Harvard School?
Harvard School was founded by Grenville C. Emery in 1900.
Who founded Westlake School for Girls?
Westlake School for Girls was founded by Jessica Smith Vance and Frederica de Laguna in 1904.
Why is the school called Harvard-Westlake?
The name combines the names of the two historic institutions that merged to form the modern school.
When did Harvard and Westlake merge?
The Boards of Trustees agreed to the merger in October 1989, and the merged coeducational school began operating in 1991.
Who was the first headmaster of Harvard-Westlake?
Thomas Hudnut became the first headmaster of Harvard-Westlake after previously serving as headmaster of Harvard School.
Is Harvard-Westlake coeducational?
Yes. Full coeducation began in September 1991.
What grades does Harvard-Westlake serve?
Harvard-Westlake serves grades 7 through 12.
Where is Harvard-Westlake located?
The school operates on two campuses. The Middle School is at 700 North Faring Road in Los Angeles, while the Upper School is at 3700 Coldwater Canyon Avenue in Studio City.
What happened to the original Harvard School campus?
Harvard School’s original campus was at Western Avenue and Venice Boulevard. The school later moved to the former Hollywood Country Club property on Coldwater Canyon in 1937.
What happened to Westlake’s campus?
Westlake’s North Faring Road campus became the Middle School campus of Harvard-Westlake after the 1991 merger.
Who are some famous people connected with Westlake?
Notable figures include Shirley Temple and Sally K. Ride. Sally Ride graduated from Westlake in 1968 and later became the first American woman in space.
What sports is Harvard-Westlake known for?
Harvard-Westlake has achieved notable success in basketball, volleyball, baseball, cross country, golf, soccer, swimming, track and field, and other sports.
How many students attend Harvard-Westlake?
The school’s 2024–25 profile lists 1,616 students: 739 in the Middle School and 877 in the Upper School.
Conclusion
Harvard-Westlake School has a remarkable history because its story is actually the story of three institutions: Harvard School, Westlake School for Girls, and the modern Harvard-Westlake School.
Harvard began in 1900 with only 42 boys in a military boarding school in Los Angeles. Over the decades, it moved to Coldwater Canyon, abandoned its military identity, became a day school, and developed into a respected college-preparatory institution.
Westlake began in 1904 under the leadership of Jessica Smith Vance and Frederica de Laguna. It developed a distinctive philosophy centered on intellectual curiosity and the lifelong pursuit of knowledge. It moved to North Faring Road, modernized its curriculum and governance, expanded the diversity of its student body, and educated generations of young women.
Both schools produced distinguished alumni and developed traditions that became important parts of Los Angeles educational history.
The historic decision in 1989 to merge the two schools changed everything. In 1991, Harvard-Westlake became a coeducational institution, bringing together the traditions of two schools while beginning a new chapter.
Today, the school remains closely connected to its past. The Middle School operates on the historic Westlake campus, while the Upper School occupies the historic Harvard campus. Traditions from both schools continue to influence the modern institution.
The history of Harvard-Westlake is ultimately a story of evolution. It demonstrates how schools can preserve meaningful traditions while adapting to new educational needs. From military boarding education to modern college preparation, from separate boys’ and girls’ institutions to a coeducational community, the school has repeatedly changed while maintaining a connection to its origins.
More than a century after Harvard School opened its doors and more than 120 years after Westlake was founded, Harvard-Westlake continues to represent a significant chapter in the educational history of Los Angeles. Its legacy is preserved not only in buildings, archives, ceremonies, athletic achievements, and alumni stories, but also in the continuing educational experiences of each new generation of students.
