Ashbury College University Placement

Ashbury’s university counselling was solid. I felt guided rather than pushed. They helped me map out timelines, edit essays, and understand financial aid options across borders, which was especially helpful as someone heading to the U.S. If anything, I would’ve liked earlier exposure to options beyond Canada. But once I had a goal in mind, the support was there. I went into applications confident and well-prepared. I do think the process could’ve started slightly earlier, especially for students looking at schools with specialized requirements. But once you’re in the process, the support is consistent and personal. I felt ready when decision time came, and that peace of mind is worth a lot. One thing I appreciated was how personal it felt; they knew my goals and helped me shape a plan that worked.

I have yet to know a single classmate who was dissatisfied with their final university choice, and I have spoken with a few after graduation. It is extremely helpful that the University Counselling Department organizes, during orientation week, a mandatory University Trip for Grade 12 students to several schools in Ontario and Quebec. In the year I was a twelfth-grader, there were trips covering schools far and wide, from the Greater Toronto Area and Montreal to Kingston, Kitchener, and London. Additionally, workshops, regular presentations, and check-ins ensure that, however busy a student is with studying, they stay on track and complete a minimum of five applications in OUAC (the Ontario Universities’ Application Centre). Each year, a few students from Ashbury go on to the most prestigious universities globally, and I suspect even more receive offers of admission. Among students, it is customary to announce big-name acceptances only once the offer is firmly accepted.

Ashbury’s university counselling was one of the most reassuring parts of my senior year. I never felt like I had to navigate it alone. From Grade 11, my advisor sat down with me regularly, not just to talk about applications, but to figure out what I actually wanted. I remember being overwhelmed at first, especially deciding between schools in Canada and abroad, but they helped break it down into manageable steps. We went over drafts, discussed timelines, and even talked about backup plans. What made the biggest difference was how personal it all felt cos they knew me, not just my transcript. I do think more exposure to career paths outside of university could help. Still, I felt guided, seen, and ready when it came time to hit “submit”.

The university counselling team played a huge role in helping me balance athletic recruitment and academic applications. Hands down, they should probably be one of the best in the country. They understood the timelines for sports recruitment and helped coordinate with coaches and universities. Ms. Donaldson was always available for essay feedback, and she guided me through scholarship applications as well. I would have appreciated even earlier conversations about U.S. university options, but once the process began, it was very hands-on and worked out pretty well for me. The support went beyond paperwork; they helped me think through which environment would be best for me as both a student and an athlete. I feel I did end up making the right choice for myself and the future, part of which I am now living.

Ashbury’s university counselling program was a big help in my transition to post-secondary life. The counsellors knew our strengths and ambitions and worked with us to find the right fit. They helped with everything from application timelines to recommendation letters, and they were always willing to review essays. For me, applying to universities in both Canada and abroad, their guidance was invaluable. They encouraged me to think about the bigger picture and not just the next four years, but where I wanted to go after that. If I could suggest anything, it would be to introduce university prep earlier in Grade 11 so students can start exploring options sooner. Still, by the time I graduated, I felt fully prepared to make my next move.

While ultimate responsibility for researching and applying to universities rests with the parents and students themselves, Ashbury provides thoughtful guidance about national and international universities, academic programs, admission standards, scholarships, careers, logistics, etc., more than a year in advance, allowing everyone lots of time to carefully consider their upcoming decisions. As applications begin, students are individually monitored to ensure that their decisions are in fact being made and that applications are being submitted, sometimes with secondary documentation, in accordance with particular university requirements. In our experience, by virtue of Ashbury's university counselling program and the supervision of parents, students make well-informed and wise decisions regarding their futures. Our children were offered admission to their first-choice post-secondary program and are well-prepared and very excited about this next stage in their education.

Ashbury is unique in having a strong international orientation where academics are at the center of everything we do. We have a strong academic program that leads to post-secondary studies at universities in Canada, the United States, Europe, and beyond. In addition, the broader school experience includes co-curricular and extracurricular programs that are embedded into school life. About a third of our high school students live on campus, and the day-to-day life of the school extends well beyond 3:30 p.m. Both day and boarding students benefit from that fuller school experience.

We have invested in outstanding arts facilities and built a center for science and innovation, ensuring a balanced program supported by the IB curriculum. Students do not specialize early, and when they graduate, many go on to science and innovation programs, with between 40 and 50 percent of graduates choosing those paths. We want our students to be future ready, able to adapt to changing job markets, and to rely on the skill of adaptability as the surest foundation for success.

Ashbury was a place where I felt both pushed and supported in equal measure. What stands out most is the balance between structure and independence, something that made a big difference in preparing me for Cornell. I was someone who always had a strong interest in engineering and tech, and Ashbury gave me the space and resources to explore that without boxing me in. I could be the robotics guy and run student council events, all in the same week. The thing I liked best was probably how accessible the teachers were. I had mentors who’d sit with me during lunch to go over project ideas or help me find competitions to enter. They treated my curiosity seriously. If I could change anything, maybe more space for hands-on STEM experimentation would’ve helped. Labs were great, but as someone who likes to tinker, I wanted more unsupervised design time. Ashbury definitely prepared me for the next step, especially in how to manage workload and advocate for myself. Prospective students should expect to be held to high expectations but not left to figure it all out alone. That mix of rigour and relationship is rare.

Ashbury’s teaching was one of its strongest features. Teachers had clear expertise but weren’t rigid as they adapted to how students learned best. I remember Mr. McKelvie turning calculus into something close to a strategy game, which honestly helped me get it in a way I never expected. And Ms. Chaudhry’s enthusiasm for science made even routine labs feel important. The dynamic between teachers and students was respectful, often collaborative. You could challenge ideas, suggest projects, and they’d engage with that. Feedback wasn’t just grades; it came with thoughtful suggestions, encouragement, and sometimes real excitement. I didn’t just learn content; I learned how to learn, and that’s been a massive help in university. Teachers helped me push beyond the surface and encouraged exploration. I felt genuinely supported, especially in IB subjects. Their mentorship shaped how I approach learning today.

The academic culture at Ashbury is serious, but not cutthroat. Students are driven, but collaboration is encouraged over competition. There were times when the IB workload felt intense, but teachers provided the scaffolding to handle it from check-ins, manageable deadlines, and a genuine understanding that students have lives beyond the textbook. Ashbury’s strength is how well-rounded the academic experience is. You’re encouraged to pursue your interests deeply, but also to try courses outside your comfort zone. I took Economics and Computer Science in the same term, and those cross-disciplinary experiences shaped how I think now as an engineering student. I left Ashbury with the confidence to handle high-pressure academic environments and the mindset to approach problems creatively. The mix of courses let me explore STEM deeply while still trying things like economics and politics. That interdisciplinary blend helped prepare me for engineering at Cornell.

As a student progresses through their studies, they gain increasing freedom in the choice of courses, so by grades 11 and 12, each student can tailor their learning to fit their envisioned post-secondary education. [...] A student who completes an IB Diploma graduates with both OSSD and IB qualifications, which significantly improves the odds of admission to international and domestic universities. I graduated from Ashbury with an IB Diploma and can confidently say that this program was the best preparation for university I could have received. One of the great things about Ashbury is that a student can choose their unique pathway and find it very rewarding. From arts—which are unparalleled, both in Theatre, Music, and Visual Arts—to Social Sciences, Ashbury excels in academic achievement. Ashbury’s science department is particularly stellar.

Ashbury’s academic program was centred around the IB Diploma and Ontario standards, with rich course variety. Strengths included small class sizes, individualized guidance, and interdisciplinary options like Change & Business Leadership and Environmental Systems. The culture leaned toward collaboration over competition, and students helped each other study and shared resources. There was a strong focus on critical thinking, global awareness, and real-world problem solving. I was academically challenged, well supported, and encouraged to tie learning to real-world impact through CAS projects. Teachers taught with depth, not just for tests. The emphasis on time management and accountability helped when I later competed in golf at Laurier and managed both sport and studies effectively. One area for growth might be adding even more diverse electives for creative fields, but overall, the academics were excellent.

Ashbury's emphasis on academic excellence is pervasive. While students are, of course, not equally talented, Ashbury teachers and staff, among whom are a remarkable number of PhDs, go to great lengths to guide and motivate each student to fulfill their particular potential. As a result, not only do Ashbury students learn far more than do most young people during their high school years, but they also develop sound work and study skills, intellectual self-confidence, argumentative and critical skills, high expectations of themselves, and other traits of mature adults and professionals. Our children are far better prepared for university and for adulthood than we were at the same age, largely due to Ashbury's academic environment. Furthermore, we suspect that, having become used to a heavy course-load and rigorous academic expectations, most students graduating from Ashbury will find the first year or two of university surprisingly easy.

Guidance counsellors are far more available than at public schools, which makes a noticeable difference when it comes to course selection and university applications. Students receive the time, support, and expertise they need to make the right decisions for their future. It’s also clear why teachers enjoy teaching at Ashbury. Class sizes are reasonable, behavioural issues are minimal, and students are expected to come prepared to learn. This allows teachers to truly understand each student’s strengths and areas for growth, something that is simply not possible in settings where teachers are stretched across hundreds of students.

Ashbury is very much a university-preparatory school. It is designed for students who plan to pursue post-secondary studies, which suits our family well, but it may not be the best fit for those seeking a pathway into trades or other avenues. The education has always emphasized supporting students in preparing strong university applications, and there are many intellectually able and gifted students at Ashbury. Course offerings have been sufficient for my daughter; she’s always been able to take what she wants. With a smaller student body than large public schools, there are inevitably some electives that aren’t offered, but the options are still strong. The International Baccalaureate (IB) program provides additional academic challenge, with an emphasis on effort, growth, and improvement, not just high marks. I am confident my daughter will have the strongest possible university applications next year. What stands out at Ashbury is the culture of celebrating academic success. In contrast to some public schools, where excelling students may feel they need to hide their abilities, Ashbury fosters pride in achievement. My daughter has learned valuable time management skills, procrastinates less, and gets more done. She has noticeably more homework than her friends in public school and even said she “learned more in the first two weeks at Ashbury than in her entire last year of public school.” Ultimately, Ashbury requires students to commit to working hard, but in return, they receive an education that challenges them, supports their growth, and prepares them exceptionally well for university and beyond.