How Pembroke College Prep Is Different
| Pembroke College Prep | Large College Consulting Companies |
|---|---|
| True 1:1 advising with the same consultant throughout | High turnover among employees |
| Low student load to ensure depth and responsiveness | High student volume with standardized systems |
| One-stop support for passion projects, research, and applications | Research, projects, and advising often split across external vendors (meaning more fees) |
| Integrated long-term narrative building (academics, activities, essays) | Focused heavily on applications in isolation |
| Highly personalized strategy—no templates or formulaic pathways | Pre-designed frameworks and repeatable “winning” formulas |
| Direct guidance from an Ivy League graduate with extensive experience | Junior advisors or contractors may handle much of the work |
| Depth over quantity in extracurricular and research guidance | Emphasis on resume stacking and surface-level activities |
| Flexible, student-centered pacing | Rigid timelines and preset milestones |
| Limited availability by design | Open enrollment to maximize scale; sales-driven, marketing-heavy acquisition model |
About Gabriella
An educator, researcher, and advisor helping students build meaningful educational trajectories.
I’m Gabriella P. Reyes, an educator, researcher, and independent educational consultant.
I hold a BA from Brown University, where I triple-majored in Medieval Studies, Economics, and Classics, and an MA from University College London. I am currently completing a PhD in Education at UCL’s Institute of Education, where my research examines knowledge, education, and information practices in international educational contexts. I also hold U.S. teaching licenses covering grades 5-12.
My professional experience spans international education, academic research, educational consulting, and student advising. I have worked with students and educators in the United States and internationally, including in international school settings in Asia and the Middle East, as well as in U.S. independent and prep school environments. My experience includes academic advising, research mentorship, writing, curriculum and instructional work, and college preparation.
I have also received professional training in college admissions from former Ivy League admissions officers and have worked within established educational consulting companies. These experiences gave me a close understanding of the college preparation process—from long-term academic planning and extracurricular development to application strategy and essay development.
But Pembroke was created around a different premise: College preparation should be part of a student’s education, not separate from it.
The best time to think about a student’s college trajectory is when the student begins making decisions about what to study, what questions to pursue, how to spend their summers, what projects to undertake, and what kind of learner they want to become. That is why my work with students extends beyond admissions.
I help students develop intellectual interests, research skills, writing abilities, academic confidence, and purposeful educational plans—and then help them communicate that development effectively when it is time to apply to university.
My Approach
I do not believe there is a single formula for building a successful student profile. Students have different interests, circumstances, strengths, goals, and definitions of success. A meaningful educational plan should account for those differences.
My approach is therefore:
Student-centered.
We begin with the student’s interests, goals, and circumstances rather than imposing a predetermined profile.
Intellectually grounded.
I encourage students to go deeper into subjects they genuinely care about rather than accumulating activities for appearance’s sake. We prioritize intellectual curiosity, integrity, and meaningful growth over resume padding or performative achievement.
Research-informed.
My work as an educator and researcher informs how I approach learning, information, writing, and educational decision-making.
Long-term.
Whenever possible, I work with students over multiple years so that academic choices, extracurricular experiences, research, writing, and college applications develop as parts of a coherent trajectory.
Authentic.
The goal is not to manufacture a compelling persona for admissions. It is to help students understand and communicate the experiences and ideas that genuinely matter to them.
Why Pembroke?
I founded Pembroke College Prep to create the kind of educational advising practice I believe students benefit from most: small by design, rigorous in substance, and deeply personal in practice.
I work with a limited number of students each year so that I can provide continuity and direct attention rather than relying on a high-volume advising model.
My goal is not simply to help a student reach a particular university. It is to help them develop the skills, intellectual interests, confidence, and self-understanding that will serve them throughout their education—and to help them find university opportunities where those qualities can continue to grow.
Pembroke College Prep is a division of Pembroke Education, LLC.
