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畢業(yè)生 · 2026
楊一森（Ethan Yang）和王康睿（Kerry Wang）是2026屆畢業(yè)班里一對(duì)有趣的存在：
他們都是歷史迷，會(huì)為捍衛(wèi)自己的觀點(diǎn)爭(zhēng)論不休；
拍攝學(xué)校宣傳片，他們是柔道的搭檔；
今年大學(xué)申請(qǐng)季，兩人雙雙拿到藤校哥倫比亞大學(xué)聯(lián)合項(xiàng)目的Offer！
也就是說(shuō)，他們這校友要從啟明星一路做到哥大去呢！
“聯(lián)合項(xiàng)目的申請(qǐng)，比單純申請(qǐng)哥大更難。
因?yàn)閷W(xué)生必須同時(shí)滿(mǎn)足哥大和另一所學(xué)校的要求。”
——Melissa Warehall
啟明星學(xué)校大學(xué)升學(xué)指導(dǎo)總監(jiān)
作為從啟明星走出的藤校學(xué)生，Ethan和Kerry身上有著共同的特質(zhì)：
目標(biāo)明確，為達(dá)到目標(biāo)全力付出
絕不內(nèi)耗，擁有面對(duì)挑戰(zhàn)的智慧
善于從環(huán)境和資源中汲取營(yíng)養(yǎng)
近10年同窗，他們擁有很多共同的記憶
左右滑動(dòng)，瀏覽更多圖片
一矢中的 · Ethan
楊一森 Ethan Yang
? 小學(xué)4年級(jí)入讀啟明星
? 獲得哥倫比亞大學(xué)和猶太神學(xué)院聯(lián)合項(xiàng)目錄取
? 攻讀政治學(xué)和猶太歷史專(zhuān)業(yè)
早申階段，Ethan一矢中的，拿下哥大Offer。
雙語(yǔ)加持+自由空間
Ethan來(lái)自雙語(yǔ)家庭，媽媽是美籍猶太人，爸爸是中國(guó)人。父母把他送來(lái)啟明星，是看中了這里雙語(yǔ)雙文化的教育，期待雙語(yǔ)背景化為他成長(zhǎng)道路上的加持。
Ethan父母發(fā)現(xiàn)這里還有個(gè)意外之喜，那就是在啟明星，Ethan擁有非常自由的成長(zhǎng)空間。
Ethan媽媽說(shuō)：“學(xué)校教學(xué)有整體的框架，但孩子在學(xué)習(xí)方式、研究對(duì)象等方面仍有很大的自由。”
在這樣的環(huán)境里，Ethan接收到的不是一個(gè)個(gè)“標(biāo)準(zhǔn)答案”，而是不斷被啟發(fā)：“你自己想要做什么？”
雙語(yǔ)探索的便利和寬松自由的環(huán)境，讓Ethan很早就確定自己非常喜歡歷史，而這份熱愛(ài)也得到家庭和學(xué)校全方位的支持。
10年級(jí)準(zhǔn)備個(gè)人項(xiàng)目，這份對(duì)歷史的熱愛(ài)和對(duì)自己雙語(yǔ)雙文化背景的珍視讓他找到一個(gè)對(duì)個(gè)人成長(zhǎng)和大學(xué)升學(xué)都至關(guān)重要的項(xiàng)目。
一部紀(jì)錄片，敲開(kāi)新世界
二戰(zhàn)期間，大約2萬(wàn)名猶太人為了躲避迫害逃亡到上海。他們被這座城市接納，得以幸存，并最終前往世界各地重新開(kāi)始生活。
了解到這段歷史，Ethan仿佛瞬間被擊中：
“這是一段特別的歷史切片，能夠把我的猶太背景和中國(guó)背景完美地結(jié)合起來(lái)。我決定拍攝一部紀(jì)錄片，把這段歷史記錄下來(lái)，展示形式也更直觀。”
確定之后，Ethan堪稱(chēng)不計(jì)投入：
他獨(dú)自前往上海，在猶太難民紀(jì)念館做志愿者，查閱資料、收集歷史信息；
前往美國(guó)舊金山，采訪(fǎng)當(dāng)年的猶太幸存者。
媽媽說(shuō)：“他太投入了，有時(shí)候我都不得不提醒他，其他的功課，你做了嗎？”
歷時(shí)一年，Ethan整合了300多張圖片、50多段影像資料，完成了紀(jì)錄片《Stranded in Shanghai》。這個(gè)項(xiàng)目很成功，影響迅速“溢出”：
他帶著影片走上清華大學(xué)通識(shí)課程《猶太文明》的講臺(tái)（下圖）；
作品獲得費(fèi)城猶太電影節(jié)提名；
直到今天，仍然有人因?yàn)檫@部影片聯(lián)系他——包括當(dāng)年中國(guó)駐維也納前總領(lǐng)事何鳳山的女兒，向他講述父親頂住各方壓力為猶太人簽發(fā)簽證的故事。
紀(jì)錄片和由此引發(fā)的一系列經(jīng)歷與思考，成為Ethan大學(xué)申請(qǐng)文書(shū)中展示個(gè)人特色和專(zhuān)業(yè)熱愛(ài)的非常有力的證據(jù)。
紀(jì)錄片截圖
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回顧成功的過(guò)程，Ethan說(shuō)：“我很幸運(yùn)擁有切入問(wèn)題角度的自由；還有指導(dǎo)老師的貼身輔導(dǎo)，能給到我很細(xì)節(jié)的建議。
“我的個(gè)人項(xiàng)目指導(dǎo)老師Mr. Ledoux也是我的英文歷史老師。在平時(shí)的歷史課學(xué)習(xí)里，因?yàn)槲覀儼嗉?jí)很小，我也能得到他很細(xì)節(jié)的輔導(dǎo)。有時(shí)候，他可以用一整節(jié)課輔導(dǎo)我，再用一整節(jié)課輔導(dǎo)別的同學(xué)。”
這樣細(xì)節(jié)而針對(duì)性的指導(dǎo)，是啟明星教學(xué)的一大特色。
這比錄取結(jié)果更重要
寬松的環(huán)境讓Ethan放膽反思——什么是“學(xué)習(xí)”的真正意義：“學(xué)習(xí)的意義，是圍繞喜歡的話(huà)題做深入研究，這比分?jǐn)?shù)、甚至錄取結(jié)果更重要——否則你的知識(shí)和技能不會(huì)真正提高。”
想明白這件事的他絕不內(nèi)耗：
不感興趣的、不擅長(zhǎng)的，可以坦然放下；
真正喜歡的，就走出舒適區(qū)，不斷深挖；
比如在經(jīng)濟(jì)學(xué)課堂上，他偏不選擇熱門(mén)、資料豐富的國(guó)家來(lái)研究，而選擇了冷門(mén)的安道爾。
也是因?yàn)橄朊靼琢藢W(xué)習(xí)的意義，在大學(xué)申請(qǐng)這樣學(xué)習(xí)與申請(qǐng)雙重高壓的階段，Ethan并沒(méi)有陷入常見(jiàn)的焦慮與糾結(jié)。
指導(dǎo)老師、經(jīng)濟(jì)學(xué)老師Darcy Au-Yeung這樣評(píng)價(jià)他：“他當(dāng)然有壓力，但他從不抱怨。因?yàn)樵谒磥?lái)，學(xué)習(xí)是認(rèn)識(shí)世界的一種方式。”
“少為人知的地方，才有故事”
現(xiàn)在，一路追尋“熱愛(ài)”的Ethan，已經(jīng)準(zhǔn)備好進(jìn)入下一個(gè)階段，去看更大的世界——尤其是那些不那么“主流”的地方，比如阿富汗、黎巴嫩、敘利亞……
“這些地方或許不夠國(guó)際化，卻保留著更真實(shí)、更傳統(tǒng)的文化。少為人知的地方，才有故事。”Ethan說(shuō)。
串珠成線(xiàn) · Kerry
王康睿 Kerry Wang
? CASA（幼兒園）入讀啟明星
? 哥倫比亞大學(xué)和巴黎政治學(xué)院聯(lián)合項(xiàng)目錄取
? 攻讀歷史學(xué)和政治學(xué)
他也收到了加州大學(xué)洛杉磯分校、明德學(xué)院、多倫多大學(xué)、倫敦大學(xué)學(xué)院、北卡羅來(lái)納大學(xué)教堂山分校、弗吉尼亞大學(xué)等一眾一流高校的錄取。
“別人家的孩子”
從小到大，Kerry都是“別人家的孩子”：
連續(xù)多年獲得啟明星學(xué)校最高等級(jí)獎(jiǎng)學(xué)金“學(xué)者獎(jiǎng)”；
國(guó)際學(xué)校“縱橫杯”中文辯論賽全程最佳辯手、單場(chǎng)最佳辯手；
NHSDLC美式辯論聯(lián)賽北京城市賽最佳辯手（第一名）；
作為最年輕的中國(guó)大陸學(xué)生之一，參加在英國(guó)舉行的GCI峰會(huì)；
英國(guó)數(shù)學(xué)測(cè)評(píng)金獎(jiǎng)、學(xué)校最佳榮譽(yù)獎(jiǎng)；
托福考試120分滿(mǎn)分！
老師們?cè)u(píng)價(jià)他：
“文理科都好，全面。”
“特別有領(lǐng)導(dǎo)力，可以說(shuō)在同學(xué)中一呼百應(yīng)。”
“我希望每年都能教他。”
不辜負(fù)每一分每一秒
就是這樣的Kerry，在早申階段，卻收到了拒信——“那一刻，心是沉的”。
不過(guò)他只讓心“沉下去2分鐘”。這驗(yàn)證了老師對(duì)他的另一句評(píng)價(jià)：“有韌性，能接受自己的不足，很快去改正，而不是去找捷徑。”
Kerry開(kāi)始復(fù)盤(pán)：哪里做得好，哪里做得不好。“我發(fā)現(xiàn)我的早申文書(shū)寫(xiě)得其實(shí)比較一般。所以從早申被拒到常規(guī)錄取申請(qǐng)之間，我努力地去改這些文書(shū)，讓它們更能體現(xiàn)我個(gè)人的特點(diǎn)。”
他按部就班地學(xué)習(xí)，參加活動(dòng)，認(rèn)真準(zhǔn)備每一份申請(qǐng)，臉上一如既往地掛著快樂(lè)和放松：
kerry之所以能坦然接受結(jié)果并且迅速調(diào)整，源于他一直以來(lái)的做事原則：
“我沒(méi)有辜負(fù)在這個(gè)世界上的每一分每一秒。我為我感興趣的事情而努力，為我看重的事業(yè)而奮斗——每一天都過(guò)得很寶貴。”
美德教育，啟明星的獨(dú)特力量
Kerry媽媽說(shuō)：“我覺(jué)得Kerry成長(zhǎng)背后很重要的一個(gè)原因是自律，這得益于學(xué)校的美德教育。”
美德教育，聽(tīng)起來(lái)寬泛而難以把握，確是啟明星獨(dú)特而可以把握的教育力量——
美德不是空泛的概念，而是豐富而具體的要求，比如寬容、自律、平衡、追求卓越……都屬于美德的范疇；
不只學(xué)生，學(xué)校也組織家長(zhǎng)參加美德主題的工作坊，家校配合教育學(xué)生。
Kerry自律的習(xí)慣就是爸爸媽媽按照老師的建議，從1年級(jí)開(kāi)始就陪伴他、最終在4年級(jí)的時(shí)候支持他完全養(yǎng)成的。
再舉一個(gè)例子，有一次，大約10年級(jí)的時(shí)候，Kerry 要做英文口頭考試，需要自己錄像并網(wǎng)上提交。他總是講不順，急得發(fā)脾氣，一直弄到凌晨1點(diǎn)多。可即便如此，他也從沒(méi)想過(guò)在鏡頭后面掛張紙給自己提詞——因?yàn)樗^不接受任何形式的學(xué)術(shù)不端。
開(kāi)心上學(xué)，放膽探索
每一天Kerry都很開(kāi)心地去上學(xué)。開(kāi)心、放松，孩子才能以最好的姿態(tài)成長(zhǎng)，Kerry媽媽說(shuō)。
“他經(jīng)常回來(lái)跟我們講，他跟老師去問(wèn)問(wèn)題的時(shí)候，無(wú)論問(wèn)什么樣的問(wèn)題，在任何時(shí)刻去問(wèn)，啟明星的老師，無(wú)論是哪一科，都給予他詳細(xì)又及時(shí)的反饋。王康睿在學(xué)校是特別愉快的。”
尊重、快樂(lè)的環(huán)境，讓Kerry放膽探索熱愛(ài)，漸漸明確學(xué)習(xí)歷史是自己的路，也能抓得住學(xué)校提供的機(jī)會(huì)。
10年級(jí)暑假，他在啟明星社會(huì)創(chuàng)新項(xiàng)目提供的實(shí)習(xí)機(jī)會(huì)招聘會(huì)上，接下一個(gè)非常有意義的項(xiàng)目——為皇家亞洲學(xué)會(huì)等機(jī)構(gòu)策劃開(kāi)發(fā)的旅游行程完成可行性調(diào)研。
那是“杜立特行動(dòng)”線(xiàn)路的考察。沿著這條線(xiàn)路旅行，人們可以重拾1940年代中美合作對(duì)抗法西斯的歷史。
Kerry獨(dú)自啟程，從北京開(kāi)始，經(jīng)過(guò)浙江，最后終止于中國(guó)西南，收集資料，進(jìn)行實(shí)地考察，訪(fǎng)問(wèn)博物館，完成了項(xiàng)目可行性的調(diào)研和路書(shū)草稿。
后來(lái)，這條線(xiàn)路還真的投入運(yùn)營(yíng)了！
他對(duì)歷史的熱愛(ài)也體現(xiàn)在收藏紀(jì)念章和書(shū)籍當(dāng)中
多校錄取，超越錄取
和升學(xué)老師一起，Kerry耐心整合資料，終于在常規(guī)錄取階段讓一流大學(xué)看到了真實(shí)的自己：
他在收獲哥大和巴黎政治學(xué)院Offer的同時(shí)，也收到了加州大學(xué)洛杉磯分校、頂級(jí)文理學(xué)院明德學(xué)院、多倫多大學(xué)、倫敦大學(xué)學(xué)院、北卡羅來(lái)納大學(xué)教堂山分校、弗吉尼亞大學(xué)等多所一流高校的錄取。
Kerry踏進(jìn)夢(mèng)校的過(guò)程，并不是一次逆轉(zhuǎn)，而是建立在過(guò)往每一步之上的自然延伸——一步步串珠成線(xiàn)。
Kerry媽媽說(shuō)：“啟明星的教育讓Kerry的成長(zhǎng)是持續(xù)的，從A-到A，再到A+，穩(wěn)穩(wěn)的，讓我們特別放心。”
談?wù)摮煽?jī)，Kerry同樣提出了超越當(dāng)下的觀點(diǎn)：“在哪里上大學(xué)和衡量一個(gè)人的價(jià)值沒(méi)有什么關(guān)系。決定一個(gè)人的，是他的能力、修養(yǎng)和人品。對(duì)我們來(lái)說(shuō)，最寶貴的是我們自己，而不是那些外在的物質(zhì)或條件。我自己是誰(shuí)，那就是誰(shuí)。我們?cè)摓樽约候湴粒?/strong>”
Graduates · 2026
Ethan Yang and Kerry Wang, both from the Class of 2026, are a memorable duo:
Both are history enthusiasts, always ready to debate and defend their views;
They partnered up for a judo scene in the school film;
And in this year’s application season, they both received offers from joint programs at Columbia University—an Ivy League institution.
In other words, these two classmates are taking their journey from Daystar all the way to Columbia.
“Joint programs are even more competitive than applying to Columbia alone, as students must meet the requirements of both institutions.”
— Melissa Warehall, Director of College Counseling, Daystar Academy
As Ivy-bound graduates from Daystar, Ethan and Kerry share several key traits:
Clear goals—and the determination to pursue them fully;
No internal friction—the wisdom to face challenges head-on;
The ability to draw deeply from their environment and available resources.
Classmates for nearly a decade, they share countless memories together.
Swipe left or right to view more photos.
A Direct Hit · Ethan
楊一森 Ethan Yang
? Joined Daystar in Grade 4
? Admitted Early Decision to the Columbia University–Jewish Theological Seminary Joint Program
? Majoring in Political Science and Jewish History
Ethan secured his Columbia offer in the early round—a direct hit.
Bilingual Advantage + Freedom to Grow
Ethan grew up in a bilingual family—his mother is Jewish American, and his father is Chinese. His parents chose Daystar for its bilingual, bicultural education, hoping it would become a lifelong advantage.
Just as importantly, Daystar gave Ethan room to grow.
“As a school, there is structure,” his mother shared, “but students still have great freedom in how they learn and what they explore.”
Instead of standard answers, Ethan was constantly prompted with a deeper question: What do you want to do?
The ease of bilingual exploration and a relaxed, open environment helped Ethan discover his deep passion for history at an early age—one that has been fully supported by both his family and the school.
When preparing for his personal project in Grade 10, this passion for history, combined with his appreciation of his bilingual and bicultural background, led him to develop a project that proved crucial to both his personal growth and his university applications.
Documentary, A New World
During World War II, around 20,000 Jewish refugees fled to Shanghai. The city sheltered them, allowing them to survive and rebuild their lives.
When Ethan learned this story, something clicked.
It was not only a powerful historical moment—it was also a perfect intersection of his Chinese and Jewish identities.
He decided to create a documentary about how Chinese people protected Jewish refugees.
Once he found what he truly cared about, effort was no longer a concern:
He traveled alone to Shanghai, volunteering at the Jewish Refugees Museum, conducting research and gathering materials;
He went to San Francisco to interview Holocaust survivors.
His mother recalled having to remind him: “Are you keeping up with your other schoolwork?”
After a year of work—over 300 images and 50 video clips— he completed Stranded in Shanghai.
The impact went far beyond the project itself:
He presented his work at Tsinghua University’s course Jewish Civilization;
The film was nominated at the Philadelphia Jewish Film Festival;
Even today, people continue to reach out—including the daughter of Ho Feng-Shan, who shared her father’s story of issuing visas to save Jewish lives.
This project—and everything it led to—becamepowerful evidence of Ethan’s intellectual depth and passion in his college applications.
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Reflecting on his journey, Ethan emphasized:
“I was lucky to have the freedom to pursue what I truly wanted—and close mentorship.My advisor could give very detailed feedback. With small classes, we often received that level of attention in regular lessons too.”
Providing targeted instruction in small class settings is one of Daystar’s key educational strengths.
Understanding What Learning Really Means
For Ethan, what matters more than grades—or even admissions—is this realization:
“Learning means going deep into what you love, not just chasing scores.”
With that clarity:
* He lets go of what doesn’t interest him;
* He dives deeply into what does—even stepping outside his comfort zone.
In economics, for example, he chose to study Andorra—a less common choice—rather than popular, well-documented countries.
It was precisely because he had come to understand the meaning of learning that, even during the highly demanding period of university applications—when both academic work and applications placed intense pressure on students—Ethan did not fall into the common cycle of anxiety and indecision.
His advisor and economics teacher, Darcy Au-Yeung, described him this way: “Of course he feels pressure, but he never complains. To him, learning is a way of understanding the world.”
“Stories Live in the Unfamiliar”
Now, Ethan is ready for the next stage—exploring the wider world, especially places less traveled: Afghanistan. Lebanon. Syria.
“Places that are less known often hold the richest stories.”
Stringing the Beads Together · Kerry
王康睿 Kerry Wang
? Joined Daystar in CASA (kindergarten)
? Admitted to the Columbia University–Sciences Po Joint Program
? Majoring in History and Political Science
He was also admitted to the University of California, Los Angeles, Middlebury College, the University of Toronto, University College London, the University of North Carolina at Chapel Hill, the University of Virginia, and several other leading institutions.
The “Model Student”
Throughout his school years, Kerry has been “the student everyone talks about”:
Recipient of Daystar’s highest honor, the Daystar Scholar Award, for multiple years;
Best Speaker (overall and single round) at the Inter-School Chinese Debate Tournament;
Champion Best Speaker at NHSDLC Beijing;
One of the youngest mainland Chinese students to be selected to participate the GCI Summit in the UK;
Gold Award in UK Mathematics Assessment;
A perfect TOEFL score: 120.
Teachers describe him as:
“Well-rounded—strong in both humanities and sciences.”
“A natural leader—someone others rally behind.”
“The kind of student every teacher hopes to have.”
Not Wasting a Single Moment
Yet Kerry faced rejection in the early round. “It felt heavy,” he admitted.
But his response proved another teacher comment true: Resilient. Reflective. Willing to improve.
Kerry began a process of reflection: what he did well, and what he could have done better. “I realized my early decision essays were actually quite average. So between the early decision rejection and the regular decision round, I worked hard to revise them, making them better reflect my own personality,” Kerry said.
As he entered the regular decision phase, Kerry followed a steady routine—studying for exams and carefully preparing each application—while still maintaining his usual sense of joy and ease.
Kerry’s ability to accept outcomes calmly and adjust quickly comes from the way he has always approached things:
“I have not wasted a single moment of my time in this world. I work hard for things I care about and strive for the causes I value—every day has been meaningful and precious.”
The Power of Virtue
Kerry’s mother said, “I think one of the most important reasons behind Kerry’s growth is his self-discipline, which comes from the school’s virtue education.”
Virtue education may sound broad and abstract, but it is a distinctive strength of Daystar education.
At Daystar, virtues are not vague concepts but concrete expectations. Values such as tolerance, self-discipline, balance, and the pursuit of excellence all fall within the framework of virtue education.
Not only students, but parents are also invited to participate in virtue-themed workshops, creating a strong home-school partnership in education.
Kerry’s habit of self-discipline was gradually formed through his parents’ consistent companionship in his learning process, following teachers’ guidance from Grade 1, and was fully established by Grade 4.
There was also an incident in Grade 10 when Kerry had to complete an English oral exam by recording and submitting it online. He struggled repeatedly, unable to speak smoothly, and became frustrated—working on it until after 1 a.m. However, even then, he never considered placing notes behind the camera as a prompt. He refused to accept any form of academic dishonesty.
Joyful Learning, Fearless Exploration
Kerry’s mother also reflected that Kerry goes to school happily every day. It is precisely this sense of joy and relaxation that allows a child to grow in the best possible way:
“He often comes home and tells us that whenever he goes to ask teachers questions—no matter what kind of questions they are, even if he follows them at any time—Daystar teachers, across all subjects, always give him very timely feedback. Kerry is truly very happy at school.”
In an environment of respect and happiness, Kerry was able to explore boldly, develop his passions, and build the confidence to seize opportunities when they came.
During the summer of Grade 10, he took part in a social innovation internship offered by the school and completed a highly meaningful project—conducting a feasibility study for a travel itinerary developed for institutions such as the Royal Asiatic Society.
It was a study of the “Doolittle Raid” route. Traveling along this route allows people to revisit the history of China–U.S. cooperation in the 1940s against fascism.
Kerry set out on his own journey, starting in Beijing, passing through Zhejiang, and finally reaching Southwest China. Along the way, he gathered materials, conducted field research, visited museums, and completed both the feasibility study and a draft itinerary.
Later, this route was actually put into operation.
He is also a collector of medals and books
Beyond Admissions
Working patiently with his college counselor, Kerry carefully prepared his applications and, in the regular decision round, finally allowed top universities to see his authentic self.
Along with offers from Columbia University and Sciences Po Paris, he was also admitted to the University of California, Los Angeles, Middlebury College, the University of Toronto, University College London, the University of North Carolina at Chapel Hill, the University of Virginia, and several other leading institutions.
Kerry’s journey into his dream school was not a sudden turnaround, but a natural extension of everything he had built along the way—step by step, like beads gradually forming a strand.
Kerry’s mother said, “Daystar’s education has allowed Kerry’s growth to move from A- to A, and then to A+, steadily and consistently, which makes us feel especially reassured.”
When reflecting on these results, Kerry also offered a perspective that goes beyond outcomes:
“Where you go to college has little to do with your worth as a person. What defines you are your abilities, your character, and your integrity. For us, the most valuable thing is who we are ourselves, not external material things or conditions. I am who I am—that is enough. We should be proud of ourselves!”
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