Advanced Learning Frameworks: Programs that Shape Global Thinkers

The purpose of this article is not to cast blame. Instead, I want to highlight the disturbing trend that many of us have heard and read about: enrollment in American Catholic schools has declined severely over the past 50 years.

The following is quoted directly from the National Catholic Education Association's Annual Statistical Report on Schools, Enrollment, and Staffing.

"U. S. Catholic school enrollment reached its peak during the early 1960s when there were more than 5.2 million students in almost thirteen thousand schools across the nation. The 1970s and 1980s saw a steep decline in both the number of schools and students. By 1990, there were approximately 2.5 million students in 8,719 schools. From the mid 1990s though 2000, there was a steady enrollment increase (1.3%) despite continued closings of schools. Between the 2000 and the 2011 school years, 1,755 schools were reported closed or consolidated (21.5%). The number of students declined by 587,166 (22.1 %). The most seriously impacted have been elementary schools."

This short video gives us an overview of the issue.

Personally, it saddens me to see any private school in decline. It is even worse to discover that schools have closed. But the sheer magnitude of these numbers is just plain scary. Let's examine some of the reasons why Catholic education finds itself in this state.

The Economy

The economy has been a major factor in the decline

"How do they teach?" is a question that you need to ask as you evaluate schools on your shortlist. This question has been on your mind ever since you began considering sending your child to private school. While it certainly is relevant at almost any stage of the school selection process, it becomes critically important now that you are circling around those final few schools on your list. Be sure to have the question answered. You can do this by asking the admissions staff how the teaching is done at their school. They are accustomed to answering the question and will provide a detailed explanation for you. Furthermore, I do recommend that you ask the identical question at each school you visit. Then you will be able to compare apples to apples, having asked the same question at each school.

Whether you are looking at your options for preschool, primary school, middle school or high school, how the teachers teach is just as important as what they teach. As you review each school's curriculum, familiarize yourself with how that curriculum is taught. Make sure that everything matches your requirements and expectations.

Laying the Groundwork for an Education

Let's look at three areas of concern that we as parents have faced outside the classroom as we raised our children. From infancy, we have had control of what we are taught. We have shaped our child's thinking up to the point where she went off to preschool and kindergarten. In

I can just hear you thinking "He's got to be kidding. After spending inordinate amounts of my valuable time and resources getting my child into private school, the school can decide it doesn't want her back next year?"

Yes, the school can do that. Sad. But true. Read the contract which you signed with the school when your daughter was first accepted. It very clearly spells out the rights each party to the contract has. One of those clauses states that the school does not have to renew its contract with you automatically. Most contracts have finite terms which are normally for one academic year.

How do you avoid the school sending a non-renewal notice? You make sure that the following are in order:

1. Acceptable academic progress

While it would be nice if your child could be first in every subject she takes, that is asking a bit too much. But you definitely want to keep her in the top third. If the school recommends extra help or even tutoring, don't fight that recommendation. Calculus may have been a breeze for you. But if she is struggling with it, be ahead of the curve. Accept the help offered.

This video offers a look at Academy Hill School in Springfield, Massachusetts.

All they really want is to see are her best efforts and maximum cooperation in achieving good results. There's a larger lesson that

If you are new to the school where your child has just been accepted, you may think that the school functions like a well-oiled machine with little help from outside. Nothing could be further from the truth. Your help and support as a parent are essential and, indeed, expected. Let's look at some ways in which we parents can contribute time, talent and treasure to our children's schools.

1. Support your school financially.

Depending on where you live and what your schedule is like, supporting the school financially may be all that you can do. If you have the means to make a significant gift, then contact the development office to see how best to use your munificence. Leadership gifts are critical to any school's fund-raising success. In any case, give what you can. Gifts from parents are an important source of funding for most private schools.

2. Be a class parent.

Primary schools, in particular, will appreciate help with all sorts of things. You will be worth your weight in gold if you are the kind of parent who simply does what she is asked to do faithfully and without interfering with the teacher or children. Communicating with the other parents and getting them organized to do whatever the class needs to be done is part of the role of the ideal class parent. Chaperoning field trips and walks might also be part of your volunteer work. Class parents are especially important these days because so many

Joseph Gauld is a distinguished educator who founded Hyde Schools in 1966. He very kindly agreed to answer some questions about Hyde Schools and his educational philosophy. The Editor.

1. Tell us a bit about the crisis of conscience that you had back in 1966. This is how the concept of Hyde Schools was shaped, correct?

As a director of admissions who taught calculus and coached football in 1962, I had a crisis of conscience when I realized I was part of a competitive educational system valuing certain abilities that blocked the full development of the unique potential of students.

On the other side of the spectrum, there was another student in the same class who was the classic “plugger.” Although he had considerable difficulty with the material, he embodied all of the qualities and virtues I hoped that schools would espouse: curiosity, strong work ethic, concern for others, honesty, etc. I praised his effort, yet ultimately—and reluctantly—gave him the lowest grade in the class.

This example represented what was wrong with our educational system, which values achievement, ability, and talent (so much so that it simply rewards and stops challenging students who have it) over attitude, effort, and character. I could not serve either of these students in the system I served with a traditional grading system, so I founded Hyde School in 1966, where I knew I could guide