Is Stamford American a school only for students originally from the United States?

Not at all. Despite the name of our school, Stamford American hosts a diverse community of students from 79 nationalities, making it a truly global international school Singapore’s expatriate families trust.

What are Stamford American International School’s accreditations?

Stamford American has earned a number of educational accreditations including WASC, IB, CIS, and Edutrust.

Are there opportunities for parent involvement at Stamford American?

Yes. Stamford American has a Community Engagement Team and a Parent Teacher Association (PTA). It also has Parent Cafés for open discussion.

How diverse is the student body at our Stamford American?

Stamford American has students from 79 nationalities, fostering a multicultural and inclusive educational environment.

Are there opportunities for students to engage in international field trips?

Yes. Through its Field Studies program, students from Grade 5–12 travel across South and Southeast Asia for experiential learning and service.

What are Stamford American's policies regarding technology and devices?

Stamford American has a 1:1 device program and teaches responsible use of technology. KG2–Grade 5 get iPads, Grades 6–12 get MacBooks.

Does Stamford American have a strong emphasis on arts and creativity?

Yes. The school offers Music, Visual Arts, and Performing Arts from Kindergarten to Grade 12 and BTEC courses in arts-related subjects.

Is there a school uniform at Stamford American?

Yes. Uniforms are required from Nursery through High School and are available at Lim Meng Keng Department Store.

Does Stamford American offer other curricula, like Advanced Placement (AP) and BTEC programs?

Yes. Students can choose the IB Diploma or an individualized path including AP, IB, BTEC, and Stamford courses.

What other schools is Stamford American connected to?

Stamford American is part of Cognita, a global group with over 90 schools in 13 countries, including campuses in Hong Kong and New York.

Class of 2020

Congratulations Stamford American International School’s Class of 2020

We are pleased to announce that in this year with unprecedented challenges, Stamford students continued to achieve strongly in International Baccalaureate (IB) Diploma Program (DP) and Advanced Placement (AP) exams. Despite facing cancellation of planned exams, and changes in assessment methods, our IB results exceeded many of last year’s results.

Our Class of 2020 graduates completed the IB course with a 94% pass rate. This is well above the Global rate of 78% and is also our highest ever pass rate.

Of the students who completed IB course, 5 Students achieved results over 40, out of a total of 45, which is a tremendous result. Our highest achieving student was Rafaella (Ella) Zanatti who will be attending Duke University, USA.

Our AP results were also strong with 74% of our scores were a 3 or above, and a higher percentage of students scored 5s than any year before this. Our students also scored above global averages in almost all subjects. This is especially impressive considering that the modified online exam required our students to sit these exams between midnight and 4 a.m.

The continuing development of our language program was demonstrated by 27% of our students receiving the IB Bilingual Diploma. Growth in the area of language is not surprising given the diverse make-up of the Class of 2020 which represents 38 nationalities, within our wider community of 75 nationalities. To date, 95% have accepted to their first or second choice university. Students from the class of 2020 will be attending universities and colleges in 19 different countries, across 4 different continents.

Class of 2020 Achievements

At Stamford we are a non-selective and inclusive school. We are proud of the unique pathways we offer to suit students and their interests. We pride ourselves as a school of diverse pathways and subject choices for students as this ultimately equips students for university and beyond. Each student graduates with a US High School Diploma as well as the opportunity to pursue the International Baccalaureate (IB), or Advanced Placement (AP) Diploma, or a blend of subjects from the three programs — the only school in Singapore to offer these unique and individualised pathways.

Our High School Principal, Ocki Fernandes, said, “I am so pleased by the results of our fifth graduating class. I attribute the success of all of our students to hard work, commitment, effort and the strong and positive relationship between our students and teachers. The transparency of our new assessment and reporting system led to 98 % of our students’ final scores being within 1 point of their predicted grades. Colleges and universities value schools which accurately and consistently predict grades and academic achievement.”

Hear from Our Graduates

The college counseling support was just unreal. Mr. Fuller was so supportive throughout the whole process and especially because my plans were pretty fluid and I was unsure at the start, but he was always there for me. He quickly adapted to the different ideas I had, the different routes I had in mind. He’d sit down with me, helped me go through requirements; even just at the level of understanding – I was occasionally really overwhelmed with meeting grade requirements, and he’d give me a pep talk. And if I’m in tears, he’d just sit me down in his office and tell me “You can do this”. We’d plan for all the different essays and interviews I’d have to do. I couldn’t have done it without any of the support and help he gave me throughout these two years.

Stamford does quite well with cultural diversity. There’s lots of conversations going around and I’ve had conversations with friends, especially when you see what’s happening around the world, politically, socially with all these different race issues coming up. At the basic level of things such as festivals, celebrations, traditions, that’s well-implemented and very well-integrated at our school. And it’s integrated into a lot of our syllabus as well. We talked about it in my history class – what racial groups, for example, had privilege in English. A lot of our books are written by minorities, and that raises a lot of questions about race as well

Trisha Bhaya

One of the highlights at Stamford were the field trips; they were magical. My absolute favorite one was the one in Chiang Mai when we went in Grade 9 and that was just an incredible, unmatched experience, not only due to the amazing, astounding scenery that they kept us in, but also because we really got to know each other. We got to really push ourselves out of our comfort zone while taking in the natural beauty around us. We got to bond together as friends, classmates and as a grade. I’m seeing people out of their comfort zone and being there to encourage them. Whether it be the fear of heights, the fear of the insects around us in the forest, the fear of being lost, just helping each other through that. It was an atmosphere of collaboration and trust within each other and by the end of it, at every night during our debrief, we got to share our experiences.

I had the pleasure of being somebody’s buddy for about three years. Showing them around the school explaining to them what the school had to offer, leading them to the class, giving them a tour of all the room, explaining how A and B days worked, etc. In my experience we do try quite hard as a student body to make people who are new feel welcomed. I want every new student to feel as included as I have felt because it’s been amazing for me to be surrounded by this incredible community of diverse people who are willing to support me and to be my friends. Stamford does a good job of that because I feel that I have a lot of friends who share my sentiment.

Rohan Patil

When Stamford had a tree planting activity and an expert from the Botanic Gardens came, I was able to talk to him and ask him about why the Singapore River doesn’t have any aquatic plants and he told me that one of the reasons was how cleaning chemicals would get into the water through showering, and how damaging and destructive they were. This inspired me to write my Extended Essay in Biology on the effect of surfactants on the chlorophyll content of Egeria densa, an aquatic plant. I had to do my experiment during the circuit breaker and so I was bringing a lot of beakers, plants, materials, everything home in huge boxes but then since I had so much free time during circuit breaker, I really invested myself in my experiment. Mr. Macintosh was my advisor on this and he helped me a lot shaping my research question, and giving me harsh comments on my first draft and really holding me accountable on my deadlines.

There’s a lot of support poured into students having a deep sense of belonging at Stamford. My social emotional advisor was Mr. Lambert, and we became very close. He didn’t speak to me like he was a teacher, and I was a student; it was more as a friend, and he was there to help me. He knows a lot more than me and he could give me advice that helped me through a lot of situations, and he was someone I felt I could talk to about everything

Philippa Stevenson

I’d say for teachers, the most common characteristic between them would be the fact that they are all caring, whether it’s your advisors or your subject teachers, or even like the service coordinator or the class coordinator. All of them aim to establish bonds between the students to understand their work ethic and how they can do better, and to encourage students to strive for the best that they possibly can.

The teachers all come from such international cultures so they’re able to work with a diverse group of students and help us understand all our needs and how we understand our purpose and how the skills we learned in school can contribute towards making the world a better place. I think that’s something that students are quite aware of, and they’re striving towards this, and it gives students in Stamford a strong sense of purpose.