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毕业生 · 2026
杨一森（Ethan Yang）和王康睿（Kerry Wang）是2026届毕业班里一对有趣的存在：
他们都是历史迷，会为捍卫自己的观点争论不休；
拍摄学校宣传片，他们是柔道的搭档；
今年大学申请季，两人双双拿到藤校哥伦比亚大学联合项目的Offer！
也就是说，他们这校友要从启明星一路做到哥大去呢！
“联合项目的申请，比单纯申请哥大更难。
因为学生必须同时满足哥大和另一所学校的要求。”
——Melissa Warehall
启明星学校大学升学指导总监
作为从启明星走出的藤校学生，Ethan和Kerry身上有着共同的特质：
目标明确，为达到目标全力付出
绝不内耗，拥有面对挑战的智慧
善于从环境和资源中汲取营养
近10年同窗，他们拥有很多共同的记忆
左右滑动，浏览更多图片
一矢中的 · Ethan
杨一森 Ethan Yang
▸ 小学4年级入读启明星
▸ 获得哥伦比亚大学和犹太神学院联合项目录取
▸ 攻读政治学和犹太历史专业
早申阶段，Ethan一矢中的，拿下哥大Offer。
双语加持+自由空间
Ethan来自双语家庭，妈妈是美籍犹太人，爸爸是中国人。父母把他送来启明星，是看中了这里双语双文化的教育，期待双语背景化为他成长道路上的加持。
Ethan父母发现这里还有个意外之喜，那就是在启明星，Ethan拥有非常自由的成长空间。
Ethan妈妈说：“学校教学有整体的框架，但孩子在学习方式、研究对象等方面仍有很大的自由。”
在这样的环境里，Ethan接收到的不是一个个“标准答案”，而是不断被启发：“你自己想要做什么？”
双语探索的便利和宽松自由的环境，让Ethan很早就确定自己非常喜欢历史，而这份热爱也得到家庭和学校全方位的支持。
10年级准备个人项目，这份对历史的热爱和对自己双语双文化背景的珍视让他找到一个对个人成长和大学升学都至关重要的项目。
一部纪录片，敲开新世界
二战期间，大约2万名犹太人为了躲避迫害逃亡到上海。他们被这座城市接纳，得以幸存，并最终前往世界各地重新开始生活。
了解到这段历史，Ethan仿佛瞬间被击中：
“这是一段特别的历史切片，能够把我的犹太背景和中国背景完美地结合起来。我决定拍摄一部纪录片，把这段历史记录下来，展示形式也更直观。”
确定之后，Ethan堪称不计投入：
他独自前往上海，在犹太难民纪念馆做志愿者，查阅资料、收集历史信息；
前往美国旧金山，采访当年的犹太幸存者。
妈妈说：“他太投入了，有时候我都不得不提醒他，其他的功课，你做了吗？”
历时一年，Ethan整合了300多张图片、50多段影像资料，完成了纪录片《Stranded in Shanghai》。这个项目很成功，影响迅速“溢出”：
他带着影片走上清华大学通识课程《犹太文明》的讲台（下图）；
作品获得费城犹太电影节提名；
直到今天，仍然有人因为这部影片联系他——包括当年中国驻维也纳前总领事何凤山的女儿，向他讲述父亲顶住各方压力为犹太人签发签证的故事。
纪录片和由此引发的一系列经历与思考，成为Ethan大学申请文书中展示个人特色和专业热爱的非常有力的证据。
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回顾成功的过程，Ethan说：“我很幸运拥有切入问题角度的自由；还有指导老师的贴身辅导，能给到我很细节的建议。
“我的个人项目指导老师Mr. Ledoux也是我的英文历史老师。在平时的历史课学习里，因为我们班级很小，我也能得到他很细节的辅导。有时候，他可以用一整节课辅导我，再用一整节课辅导别的同学。”
这样细节而针对性的指导，是启明星教学的一大特色。
这比录取结果更重要
宽松的环境让Ethan放胆反思——什么是“学习”的真正意义：“学习的意义，是围绕喜欢的话题做深入研究，这比分数、甚至录取结果更重要——否则你的知识和技能不会真正提高。”
想明白这件事的他绝不内耗：
不感兴趣的、不擅长的，可以坦然放下；
真正喜欢的，就走出舒适区，不断深挖；
比如在经济学课堂上，他偏不选择热门、资料丰富的国家来研究，而选择了冷门的安道尔。
也是因为想明白了学习的意义，在大学申请这样学习与申请双重高压的阶段，Ethan并没有陷入常见的焦虑与纠结。
指导老师、经济学老师Darcy Au-Yeung这样评价他：“他当然有压力，但他从不抱怨。因为在他看来，学习是认识世界的一种方式。”
“少为人知的地方，才有故事”
现在，一路追寻“热爱”的Ethan，已经准备好进入下一个阶段，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、叙利亚……
“这些地方或许不够国际化，却保留着更真实、更传统的文化。少为人知的地方，才有故事。”Ethan说。
串珠成线 · Kerry
王康睿 Kerry Wang
▸ CASA（幼儿园）入读启明星
▸ 哥伦比亚大学和巴黎政治学院联合项目录取
▸ 攻读历史学和政治学
他也收到了加州大学洛杉矶分校、明德学院、多伦多大学、伦敦大学学院、北卡罗来纳大学教堂山分校、弗吉尼亚大学等一众一流高校的录取。
“别人家的孩子”
从小到大，Kerry都是“别人家的孩子”：
连续多年获得启明星学校最高等级奖学金“学者奖”；
国际学校“纵横杯”中文辩论赛全程最佳辩手、单场最佳辩手；
NHSDLC美式辩论联赛北京城市赛最佳辩手（第一名）；
作为最年轻的中国大陆学生之一，参加在英国举行的GCI峰会；
英国数学测评金奖、学校最佳荣誉奖；
托福考试120分满分！
老师们评价他：
“文理科都好，全面。”
“特别有领导力，可以说在同学中一呼百应。”
“我希望每年都能教他。”
不辜负每一分每一秒
就是这样的Kerry，在早申阶段，却收到了拒信——“那一刻，心是沉的”。
不过他只让心“沉下去2分钟”。这验证了老师对他的另一句评价：“有韧性，能接受自己的不足，很快去改正，而不是去找捷径。”
Kerry开始复盘：哪里做得好，哪里做得不好。“我发现我的早申文书写得其实比较一般。所以从早申被拒到常规录取申请之间，我努力地去改这些文书，让它们更能体现我个人的特点。”
他按部就班地学习，参加活动，认真准备每一份申请，脸上一如既往地挂着快乐和放松：
kerry之所以能坦然接受结果并且迅速调整，源于他一直以来的做事原则：
“我没有辜负在这个世界上的每一分每一秒。我为我感兴趣的事情而努力，为我看重的事业而奋斗——每一天都过得很宝贵。”
美德教育，启明星的独特力量
Kerry妈妈说：“我觉得Kerry成长背后很重要的一个原因是自律，这得益于学校的美德教育。”
美德教育，听起来宽泛而难以把握，确是启明星独特而可以把握的教育力量——
美德不是空泛的概念，而是丰富而具体的要求，比如宽容、自律、平衡、追求卓越……都属于美德的范畴；
不只学生，学校也组织家长参加美德主题的工作坊，家校配合教育学生。
Kerry自律的习惯就是爸爸妈妈按照老师的建议，从1年级开始就陪伴他、最终在4年级的时候支持他完全养成的。
再举一个例子，有一次，大约10年级的时候，Kerry 要做英文口头考试，需要自己录像并网上提交。他总是讲不顺，急得发脾气，一直弄到凌晨1点多。可即便如此，他也从没想过在镜头后面挂张纸给自己提词——因为他绝不接受任何形式的学术不端。
开心上学，放胆探索
每一天Kerry都很开心地去上学。开心、放松，孩子才能以最好的姿态成长，Kerry妈妈说。
“他经常回来跟我们讲，他跟老师去问问题的时候，无论问什么样的问题，在任何时刻去问，启明星的老师，无论是哪一科，都给予他详细又及时的反馈。王康睿在学校是特别愉快的。”
尊重、快乐的环境，让Kerry放胆探索热爱，渐渐明确学习历史是自己的路，也能抓得住学校提供的机会。
10年级暑假，他在启明星社会创新项目提供的实习机会招聘会上，接下一个非常有意义的项目——为皇家亚洲学会等机构策划开发的旅游行程完成可行性调研。
那是“杜立特行动”线路的考察。沿着这条线路旅行，人们可以重拾1940年代中美合作对抗法西斯的历史。
Kerry独自启程，从北京开始，经过浙江，最后终止于中国西南，收集资料，进行实地考察，访问博物馆，完成了项目可行性的调研和路书草稿。
后来，这条线路还真的投入运营了！
他对历史的热爱也体现在收藏纪念章和书籍当中
多校录取，超越录取
和升学老师一起，Kerry耐心整合资料，终于在常规录取阶段让一流大学看到了真实的自己：
他在收获哥大和巴黎政治学院Offer的同时，也收到了加州大学洛杉矶分校、顶级文理学院明德学院、多伦多大学、伦敦大学学院、北卡罗来纳大学教堂山分校、弗吉尼亚大学等多所一流高校的录取。
Kerry踏进梦校的过程，并不是一次逆转，而是建立在过往每一步之上的自然延伸——一步步串珠成线。
Kerry妈妈说：“启明星的教育让Kerry的成长是持续的，从A-到A，再到A+，稳稳的，让我们特别放心。”
谈论成绩，Kerry同样提出了超越当下的观点：“在哪里上大学和衡量一个人的价值没有什么关系。决定一个人的，是他的能力、修养和人品。对我们来说，最宝贵的是我们自己，而不是那些外在的物质或条件。我自己是谁，那就是谁。我们该为自己骄傲！”
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.
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A Direct Hit · Ethan
杨一森 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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