New Niche Ranking Lists Groton, Andover, then Exeter. Did We Lose?
By JAYDEN OH ‘28
Recent renewal of the Niche ranking, where Exeter placed third, raised questions among our community. How did we “lose?” What are the standards of the ranking? Does this really show which school is better than another?
As a new prep coming from a junior boarding school, I sat down to discuss this with our secondary school director Kristofor Langetieg, the secondary school counseling director at Cardigan Mountain School. Also, I gathered previous Cardigan student’s opinions on their high school decisions.
The answer is that there are no wins and losses. The Niche ranking is “based on the reviews you post on the website,” stated Langetieg. So, it is “inaccurate and misleading” to decide which school is better by the ranking. Further, he notes, since what every school can give to students are different, students shouldn’t decide on rankings but focus on their individual subjective decision of their “right fit.”
“The right fit” is different among everyone. Regarding boarding schools, the ideal environment goes beyond academics and athletics. So, how do we know, as Exonians, that we made the best decision regardless of the ranking?
The criteria for choosing which boarding school are generic and flexible. Rather, the countless factors that differ between individuals add up and become the “right fit,” noted Langetieg. Unlike a checklist, the ideal school blends academics, athletics, location, and its unique community where students can be “happy.” If we find belonging and happiness by what Exeter can give us, we are in the best school we can possibly be in. Langetieg cites past students who opted for schools like Avon Old Farms over seemingly “more prestigious” schools like Andover or St. Paul’s. While such high-achieving students might excel anywhere, true success lies in finding a school that allows students to “be happy by how the school best allows them to meet their desires and hopes.”
This sentiment resonates with the students themselves. Benjamin Clary, who chose Deerfield over other top contenders, including Andover, admitted that Andover has a strong recognition in America. He found the student body at Andover distant—”just doing their own thing.” Conversely, lower Maksym Gerbut described his excitement about the “cool stuff” Exeter offers. Despite similar academic and athletic capacity, Gerbut stated that his passion for physics aligns better with Exeter’s program, while Clary believed he will thrive in the close-knit community at Deerfield.
Thus, smaller schools such as Groton, might be a “better fit” compared to bigger schools like Exeter. Davis, who had a choice between Groton and Exeter, explains that “large schools often prefer students with a specific talent while smaller schools like Groton have students doing multiple things.” By enrolling at Groton, he added that “the balance between academics and athletics is the most important factor, and at Exeter I think I will get lost in the community.” This connects back to Langetieg’s advice that “you need to find your own people and need to find stuff to give up at Exeter.”
Langetieg and my peers’ interviews showed that a school that has “a balance between academics and athletics and good communication between coaches or other directors” is the most appealing to top students at Cardigan. Langetieg noted that there are significantly fewer number of Exeter-applicants at Cardigan than in other junior boarding schools. Students answer that it is just a matter of individual needs when the school’s reputation is not heavily empathized. Ben replied that he wants a school where he is provided with “a lot of athletic support.” Also, Davis added that he is going to Groton because he had a “good conversation with the coaches and teachers.”
Also, many Asian students stated their concerns about academic rigor and a cutthroat environment, including the emphasis on school ranking within their communities. Langetieg acknowledged this “obsession with the ranking” as a problem, highlighting the complex dynamic where “it is still a family decision.” This pressure is evident in the experiences of lower Michael Yoon, who admitted that Exeter’s reputation in the Korean community influenced his decision, despite having “other preferences.”
Similarly, prep Leo Kim, described an internal conflict between his own perception of Exeter as “too challenging” and his parents’ desire for him to benefit from the school’s “alumni connection and high name value.” Brad Kim’s perspective further emphasized the external influence, describing Exeter as a prestigious institution with “deep roots and wealth,” a perception likely fueled by the school’s ranking. These experiences showcased the pressure some Asian students face to attend Exeter, a pressure that goes beyond the typical concerns of incoming students.
Yet, reputation undoubtedly plays a role in selective school admissions. Each school fosters a distinct environment, as Langetieg acknowledged: “Exeter prioritizes something different” compared to other institutions. This focus on unique strengths attracts students like Gerbut, who was drawn to Exeter’s depth and resources in his particular field of study. Exeter’s large student body also fosters a sense of community within smaller subgroups, as Langetieg highlighted in “circles of community,” where students who have strong passion and desires meet each other at Exeter. Therefore, beyond the allure of prestige, students at Exeter are driven by a desire to engage with their specific interest in a subject, or a strong desire to undertake different opportunities.
So, as long as Exeter allows us to make the most out of the school and become the best versions of ourselves, we have not fallen behind the ranking. Exeter is too big for its stereotypes to generalize all students. Students all have different personalities, interests, yet constantly reveal opportunities and challenges. I believe a school that makes this possible—“a school that makes you nervous,” as admission officer Bill Leahy stated—makes a school the best school for a student.
