Vital Stats on 100+ Schools, K–12
PLUS: Finding the Perfect Fit p. 30 Students Speak Their Minds p. 22
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CONTENTS page
6
Philosophy 101
page
16
Club Life
These inspired after-school activities go beyond sports and debate team.
A look at St. Louis grade schools’ various academic approaches page page
12
Play Works
After years of cramming information and directing activity, educators are realizing that “free, unstructured play” makes kids smarter and more mature.
What Kids Think
Local students weigh in on the world around them.
page
page
14
Meeting Unmet Needs
A look at two schools serving students with disabilities
page
20
Personality Strengths
How educators cater to students’ individual needs
22
28
The Perfect Score
How some St. Louis students mastered standardized tests
page
30
Pop Quiz
25 questions families should ask before choosing a private high school
page
34
A Refined Résumé
You don’t have to be valedictorian or class president to shine on your admissions résumé.
page
36
Anxiety, Cubed
Girls aren’t scared of math because they’re bad at it. They’re not bad at it. They’re just scared.
page
38
A Parent’s Guide to Financial Aid Cut costs with some monetary assistance.
page
62
SLM ’s Private School Charts
Vital stats on 100-plus schools, kindergarten through grade 12
page
72
Cut From a Different Cloth
A look at back-to-school fashion back then
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F RO M T H E E D I TO R
charting the course
T A I
O
ur newborn daughter is still in diapers, so we have a few years before the school search begins…or so we’d like to think. Last fall, when my wife was only two months pregnant, we began visiting daycares and found some that even offer preschool. Turned out we should’ve started sooner. The wait stretched more than a year at some places, meaning that we should’ve registered our daughter even before she was conceived. If that wasn’t enough, the costs varied dramatically from one provider to the next, with monthly fees surpassing our mortgage. But how can you put a price tag on our child’s well-being, we’d say, quickly rationalizing the expense. Finally, after much searching, we walked into a center with a creative atmosphere, enriching programs, and caring teachers—one of whom even sings in Spanish to the babies. Both children and adults seemed happy to be there. And we could afford it and keep our house. We signed up right away. Searching for the perfect private school goes much the same way. It’s important to start early, budget reasonably, and stay flexible. In visiting schools, you quickly notice a vast difference in approaches (p. 6), with classes structured around certain educational principles. Some schools value play (p. 12); others put a premium on structure. Some tailor their methods to students’ individual needs (p. 20), and others take a one-size-fits-all approach. And that’s just grade school. The process grows even more complicated—and competitive—when a child is making the transition to high school. So we compiled a list of 25 questions any family should ask when starting the search (p. 30). You’ll also want to consider financial aid (p. 38), extracurriculars (p. 16), and standardized tests (p. 28). And you’ll need to stay in touch with what your child is thinking. That’s why we asked local students to weigh in on the world around them (p. 22): politics, screen time, dating… But those are topics my wife and I won’t need to start thinking about for quite a few years…or so we’d like to think.
OV
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Jarrett Medlin jmedlin@stlmag.com
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Philosophy 101 A look at St. Louis grade schools’ various academic approaches By C ha r l e n e O l d h am
F
or anyone who doesn’t hold a doctorate in education, deciphering
schools’ educational philosophies can be a challenge. But choosing a school need not be as difficult as drafting a dissertation. At the end of the day, it’s really about finding a good fit for your child. ¶ “You’re trying to match a school to your kid,” says Carole Basile, former dean of the College of Education at the University of Missouri–St. Louis. “Some schools are very back to basics, while others are much more hands-on and experimental.” ¶ Some students might thrive in a structured setting, but others will flourish with more freedom. Basile suggests examining a typical day: “What does the school day look like? How much structure do you want your child to have? And it’s not just the schedule; it’s really asking what they do during that time.” ¶ There’s no substitute for visiting a school and observing a class in action. First, though, it’s helpful to have a basic understanding of various academic approaches. Here’s just a sampling.
Reggio Emilia Named for the northern Italian city where it was created, the Reggio Emilia approach is driven by the belief that children have an innate sense of curiosity that drives their desire to understand the world around them. Both students and teachers are shaped by that world, influencing the curriculum and student growth. The model views students as protagonists in their own learning, with peers, caregivers, and teachers playing supporting roles. The St. Michael School of Clayton, for example, teaches a schoolwide topic through multidisciplinary research projects. The approach fosters “greater connections,” says head of school Beth Mosher, “and a sense of community is reinforced throughout the student body, along with deeper, more genuine learning.” Each project begins with a question that is followed by investigation, reflection, and communication. “Genuine understanding is addressed periodically through teachers’ reflections and documentation,” she says, “and through students’ research compositions,” such as writ-
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ing, multimedia, oral presentations, and performing arts. Children also participate in phys ed, Spanish, and recess every day and work in small groups to develop skills in English, history, reading, social studies, math, and science.
Waldorf Austrian philosopher Rudolf Steiner helped open the first Waldorf school, in Stuttgart, Germany, in 1919. The approach aligns curriculum with children’s stages of development—though that’s just one part of a Waldorf education, says Daniela Sales, a teacher at The Waldorf School of St. Louis. “Another is the integration of the arts throughout the curriculum so that we teach to every child’s strengths and challenges by weaving in the classical arts, fine arts, and applied arts,” Sales says. “One of the most common misconceptions is that we are an art school where every student engages in all the arts classes that we teach, but arts are often a means to teach another subject, like math or science.” For example, kindergarten-age students learn to read and write through
Photography by Ann White
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Handwork class with Ms. Theresa at the waldorf school of st. louis
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storytelling, verses, and lessons that build literacy skills. Classes are small at The Waldorf School of St. Louis, and goals are tailored to each student. The curriculum is taught in three-week blocks, during which a class might focus every morning on a specific subject, such as units of measure. Those blocks are revisited throughout the year. “There is a lot of freedom for each teacher to make adjustments to meet children’s needs,” says Sales. “The goal is for every class to be a community where strengths are recognized, and a common goal is to help everyone work on things they may not be as comfortable with developing themselves.”
M u lt i p l e I n t e l l i g e n c e s Created by psychologist and Harvard professor Howard Gardner in his 1983 book Frames of Mind, the theory of multiple intelligences outlines eight intelligences: 1. verbal-linguistic, 2. logical–mathematical, 3. musical-rhythmic, 4. bodily-kinesthetic, 5. interpersonal, 6. intrapersonal, 7. visual-spatial, and 8. naturalistic. Since the 1990s, New City School has integrated those intelligences into its lesson plans, engaging students in the content. For example, a teacher might play a piece of popular music from the Civil War era or use a piece of fine art to explain the patronage system and aesthetic values of a specific time and place in history. One student might write an essay about the Civil War while another creates a detailed map of a battleground. “We’re giving kids different avenues to show us their knowledge,” says Patricia Nuernberger, interim head of school. “Kids who are very spatial or artistic get a chance to shine just as much as kids who are linguistic who would shine in traditional setting.” And because both interpersonal and intrapersonal intelligences are valued, students often work in groups while cultivating their own strengths. “We want kids to really know who they are as learners and become an advocate for themselves as they go through school and long after they leave here,”
8
THE
8
INTELLIGENCES
1. verbal-linguistic
2. logical-mathematical
3. musical-rhythmic
4. bodily-kinesthetic
5. interpersonal
Nuernberger says. “We want them to know what they need to be the best they can be.”
Montessori Montessori education is “a brainbased developmental method that allows children to make creative choices in discovering people, places, and knowledge of the world,” according to pediatric neuropsychologist Steve Hughes. “It is hands-on learning, selfexpression, and collaborative play in a beautifully crafted environment of respect, peace, and joy.” At Chesterfield Montessori School, that definition translates into an environment in which teachers deliver lessons to individuals and mixed-age groups. Children are given extended periods each day during which to explore topics and projects that pique their interest. For example, a student interested in geography might first learn all the names of the continents and, with a teacher’s encouragement, use that as a jumping-off point to investigate the continents’ plant and animal life. “The child can go as wide and as deep as they choose,” says Lisa Trout, the school’s next head of school. “Montessori is based on choice. Children make choices about what they want to learn and what work they do. And because it’s something they’re interested in, they take more from their school experience, because it’s meaningful work for them.”
Blended Models 6. intrapersonal
7. visual-spatial
8. naturalistic
Rather than subscribe to any one philosophy, some St. Louis schools use a mix of approaches. Fourth-graders at the Forsyth School, for example, learn about the Civil War by creating an exhibit and performing as historical characters in addition to writing a report complete with citations. “Inside the same activity, they’ve been given multiple ways to demonstrate their understanding,” says head of school Mike Vachow, “but the written piece is critical. Reading and writing are truly at the center of what we do.”
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When they aren’t reading, writing, or researching, students might be mapping the world from memory or practicing balance on a high-ropes course. Through such activities, the school aims to create a culture of challenge and risk-taking. “We’re not all going to succeed the first time and probably not even the first two times,” says Vachow, “but it’s OK, because that’s how learning takes place.” At Rohan Woods School, educators often emphasize team-building and project-based learning. “Small class sizes, with 8:1 teacher/student ratios, give our faculty the opportunity to provide personalized instruction,” says admissions associate Katina Truman. Fifth- and sixthgraders might take a weeklong science excursion to the Huntsman Marine Science Centre in New Brunswick, Canada, or to Colorado’s Crow
Canyon Archaeological Center. Technology plays a key role at Rossman School, which is celebrating its centennial this year. “Our goal is to balance traditional education with innovation,” says head of school Patricia Shipley. The school’s curriculum also features a robust character education component, which includes such initiatives as the Rossman School Family Program. School families, led by teachers and administrators and comprising students from each grade level, meet monthly for group activities and discussions. “Character education is a part of the fabric of the school,” says Shipley, “and, as such, is an essential part of the curriculum.” The Wilson School uses a mix of traditional instructional strategies (e.g., Socratic discussions) and more modern methods (e.g, technological
tools and project-based learning). Students might write computer code by creating an animated illustration of the meaning of a specific idiom, for example, or study the periodic table and research the properties of a chemical element. But rather than write a traditional report, the students might deliver a presentation in which they’ve created a superhero with powers that illustrate and embody their assigned chemical element’s characteristics. “So they had to take the classic aspects of understanding and put it in the context of something very creative,” says head of school Thad Falkner, “to convey a message to others in an innovative way.” And at the end of the day, that’s the idea with all of these schools’ academic approaches: helping students comprehend subjects and develop lifelong skills in a thorough, meaningful way.
SPACE Architecture + Design asked MAP St. Louis students to help design the layout of their new school.
Montessori, Multiplied Grand Center is quickly becoming a magnet for Montessori schools. In 2014, The Montessori Lab School at Grand Center (mtclabschool. org) opened, welcoming children ages 2 ½ through 6 years. Then, this August, the Montessori Adolescent Program St. Louis (mapstlouis.org) opened its doors. Administrators hoped to enroll at least 10 seventh-graders and expand by one grade level each year to eventually include seventh- through ninth-graders. Head of school Sara Krenski says the location affords quick access to universities, cultural institutions, and business innovation hubs, facilitating meaningful work that “allows students to develop as individuals and encourages commitment to the wellbeing of the community.” —C.O.
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Photography courtesy of Montessori Adolescent Program
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play works
After years of cramming information and directing activity, educators are realizing that “free, unstructured play� makes kids smarter and more mature. By J e an n e t t e C o o p e rm an
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PR IVATE SC HOO L H ANDB OOK
In 1885, educators
fretted about kids’ racing out to recess “bareheaded, thinly wrapped, with feet clad in paper-soled shoes.” They might catch diphtheria or be maimed for life by rowdy play. ¶ By the 1950s, though, rowdy play was a given. Kids gulped their lunches and exploded onto the asphalt playground. (Asphalt! Whoever thought that was a good idea?) Small bodies regularly plummeted from metal jungle gyms
or crashed into each other in sadomasochistic Red Rover games while bored teachers waited, arms folded, for a fight to break out. During the No Child Left Behind era, however, studies showed that as many as 40 percent of U.S. school districts shortened recess or eliminated it altogether. “We are intent on improving academic performance,” the Atlanta Public Schools’ superintendent told The New York Times. “You don’t do that by having kids hanging on the monkey bars.” Actually, you might. Today’s research shows children performing better on literacy tests after recess; raising their hands more willingly; concentrating harder. “Free, unstructured play” is important for development, says the American Academy of Pediatrics. Raintree School is the ShangriLa of recess. Missouri’s only “forest school,” it’s modeled on the European Waldkindergarten, in which children spend much of their day outdoors. “We are able to open our classroom doors and walk straight into the wild land,” says head of school Brandi Cartwright. “We’re in the woods rain, wind, or shine. We also have a natural playscape—no swings, rubber mulch, or monkey bars but natural items that give similar challenges: Enormous boulders that are taller than the children. Giant hills that need to be scaled.” Yikes. Isn’t that dangerous? “Most research shows that the more wild and natural a play space is, the less risky,” she says. “A 5-year-old boy might swing and slide and find it very exciting—but when he’s 6, he’s bigger and stronger, and his thinking is more complex, so he wants more challenge. He might try hanging
upside down on the swings or going down the slide backward.” Nature, on the other hand, changes constantly, so there’s no need to invent danger, because there’s always something new to explore. Recess is also prized at The Wilson School. The youngest students “have multiple recesses during the day,” says head of school Thad Falkner. “Their classroom opens up to our lower playground.” Older kids typically have two recesses a day. Some might organize a soccer game on the athletic field, learning sportsmanship by working through any conflicts so the game can continue. Others goof off on slides, climbers, and swings, giving their brains a break. Or they play time-honored games such as foursquare, or collaborate to build a fort from lightweight “imagination blocks.” Imaginary play never changes, Falkner remarks, only which superhero is in favor. Teachers observe these civilized play periods eagerly, because recess is rich with clues to their students’ temperament and ability to negotiate and solve problems. Of course, there’s still an occasional playground squabble—even in Shangri-La. “But being outdoors is a lot less stressful for kids, and there’s a lot more space,” Cartwright says. “It’s quieter, it sounds different, and it makes you conduct yourself differently.” Kids need teamwork to climb a muddy hill, and those outstretched hands build trust. Plus, because they have so much time outside, they don’t feel rushed, so they don’t fight over things. They’ll get their chance to scale that boulder. And it’ll teach them more than they realize.
Cursive's comeback? With the rise of technology signaling a move toward a paperless society, penmanship’s been pushed to the side at some schools. Yet research indicates that cursive can benefit students’ development. Because the physical task is more demanding than keyboarding, cursive writing helps improve motor dexterity and concentration. It can even make students better readers. Brain imaging studies show that cursive activates the same areas of the brain that are activated during reading—but not during keyboarding.
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Meeting unmet needs
taking the lead
A look at two schools serving students with disabilities By Ti m Wo o d c o c k
For years, Miriam School administrators thought about extending the facility’s mission to include high school–age students. Miriam had added a middle school in 2002, after five decades of serving younger students with learning disabilities, but it “never felt like it was the right time” to expand, recalls executive director Andrew Thorp. Until now, that is. This fall, the new Miriam Academy will enroll its inaugural class of ninth-graders. Thorp calls it a natural evolution. “We’ve always tried to meet unmet needs,” he says. Sue Jackson, the founding head of school and former principal of Affton High School, says she’s thrilled to “create a school from the ground up.” The school has renovated classroom space at Parkway United Church of Christ in which it will hold classes for the next few years. The school will build capacity before its first high school class graduates and students leave with 24-credit diplomas. During its first year, the school will have four full-time staffers (including Chris Holmes, who was named state teacher of the year in 2015 for his work teaching English and journalism at Hazelwood West High School). Students will also have access to speech therapists and occupational ther-
apists on Miriam’s staff. The new high school’s schedule will consist of 90-minute blocks, one devoted to working on individualized learning strategies each day. Churchill Center & School, another institution serving students with learning disabilities, takes a slightly different approach: It strives to help students in grades 1 through 10 improve areas of weakness so they can transition back into a traditional school setting. Deficits are often related to language, in many cases involving dyslexia. Many students who tried learning to read before starting at Churchill developed their own erratic systems—for instance, saying the first letter of a word and guessing the rest, explains director Sandra Gilligan. Instead, the school emphasizes the Wilson Reading System, in which students learn to recognize patterns embedded in written English. As with many St. Louis schools, computers also play an important role. In the past, a struggling writer limited to paper might “erase the paper to death,” leading to a spiral of frustration, says Gilligan. Today, advancements in technology have made writing far more pleasurable for students, because it’s easier to get it right—a fitting metaphor for both schools’ missions.
Regina mooney St. joseph’s academy’s new president
Q What’s your
education philosophy?
A School is an opportunity to work hard and stretch, to grow one’s brain. The teacher’s responsibility is to open up possibilities.
Q What’s your
favorite high school memory?
A We had one day
when we turned into the teachers. Not everybody had to do it, but I signed up, and I think that’s when I knew I was going to be an educator of some sort.
Q What school supply could you not live without?
A A paperclip. Hold-
ing things together is a metaphor for how I’m challenged to stay orderly and connect things.
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Photography by Sean Gilligan Photography, courtesy of St. Joseph's Academy
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club life
These inspired after-school activities go beyond sports and debate team. By Mary Tomlinson
16
Swing Thing
Extra Mileage
Years ago, history teacher Don Burrus taught a lesson on 1950s cultural dance trends, including the jitterbug and the Lindy hop. The students were so engaged in the lesson, he decided to move it to the dance floor. More than three decades later, Bishop DuBourg High School’s Swing Dancers club puts on a show worthy of American Bandstand. Coaches instruct the swing-dancing students in more than 40 dance moves, including aerials, a forearm stand on the shoulders of the male partner, and the “death drop,” in which the female dancer plunges nearly to the ground. The group performs almost 60 shows per year. “It makes you a little nervous in the beginning, because you don’t want to mess up in front of everyone,” says club member Wilma Faulkner, “but then you learn to loosen up and just have fun.” Performances are given at such venues as the Missouri Botanical Garden and outside The Sheldon Concert Hall and The Muny, as well as at various senior centers. The dancers include both current students and alumni who participated in the club while in high school. In addition to learning complex dance moves, the students enjoy the camaraderie. “It’s a social thing as much as it is a dance thing,” Burrus says. “They dance with their partners, but they’ll end up dancing with the senior citizens at the senior home— and end it with the Hokey Pokey.”
The Super Mileage Vehicle Challenge Club at John Burroughs School takes the engineering element of the traditional robotics club and turns up the dial—producing a fully functioning car. The club, which was started nine years ago under club sponsor Dan Barton, enters a go-kart–esque car in competitions to see which vehicle gets the best gas mileage. The students are involved in every step of the process, from designing the car to welding the frame to wiring the electrical system. “To see the whole process—going from nothing to something someone can actually drive—gives them an appreciation for the car,” says Barton. For the past eight years, the team has participated in the Missouri SuperMileage Challenge and even helped start the biodiesel category. This year, it earned entry into the Shell Ecomarathon, a high school and collegiate vehicle efficiency competition involv-
ing 100 schools from the Americas. At the competition, the Burroughs Super Mileage Vehicle Club improved on its personal best, going from 150 to 218 miles per gallon. “Once they finished doing all the calculations, they told us,” recalls club member Matthew Williams. “Our whole team was there. We were so excited—that was one of the greatest moments of the whole trip.” Williams hopes to improve the team record to 400 miles per gallon next year, but beyond records, he sees a future in engineering. “I joined thinking, ‘Oh, that’d be cool,’” he says, “but now I’ve totally opened my eyes to the world of engineering.” The Meat of the Matter At DeSmet Jesuit High School community events, you won’t find hired chefs or catering-company workers behind the grills. Instead, you’ll see members of the Barbecue Society, a new organization that teaches the ways of grillmasters. Club advisor Trevor Bonat, who grew up around barbecue at his family’s restaurant, wanted to share his love of barbecue with students. In just the first year, the society has grown to 17 students. In addition to teaching cooking techniques—how to trim ribs, spicing techniques, how to tend a wood- or charcoal-fired barbecue— Bonat shares some history.
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P RIVATE SC HOOL H ANDB OOK
Photography by Danielle Pipitone, courtesy of Shell Eco-marathon Americas
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P RIVATE SC HOOL H ANDB OOK
taking the lead
The new McDonnell Hall and Brauer Hall at MICDS
Alexis Wright New City School’s new head of school
Q When did you
decide to become an educator?
A I originally thought I
wanted to be a marine ecologist, but I started working at a daycamp in New York, and those first few summers got me thinking about education.
Q What are you
most looking forward to about St. Louis?
A We have two
daughters, 7 and 3, and we’re looking forward to a change of pace from New York.
Q How do you
spend your free time?
A I have an extensive Lego collection. I tend to buy lots of different sets, but I’ll put all the pieces together and free-build as things come to mind.
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“There’s an incredible amount of history wrapped up in barbecue,” he says. “We want to help kids learn American history through barbecue.” The organization has visited Sugarfire Smoke House and plans to travel to Memphis and the World Series of Barbecue, in Kansas City. The group also hopes to field a competitive barbecue team that can partner with local nonprofits to cook for the underserved. “Cooking for other people brings joy,” Bonat says. “When you’re cooking for others, it brings joy to both the cook and those eating the food.” Holding a Note Look out, Anna Kendrick: A cappella is catching on at some St. Louis schools, thanks in part to the popularity of such TV shows as The Sing-Off and Glee. At Christian Brothers College High School, instructor Charlie Mueller recently shifted the upper-level choir Brothers in Harmony’s focus from traditional choral music to a cappella–style music. “It gives them the possibility to perform the music they hear on the radio but in a complex way
that’s musically challenging,” he says. “The thing that gets kids most excited about doing music is having their opinions heard in what kind of music they like and want to perform. That’s so important for keeping an interest in the arts.” In this first year, the group has started small, performing at CBC open houses and hosting its inaugural “A Cappella–Fest,” featuring performances by Brothers in Harmony and a cappella groups from the Grand Center Arts Academy, Rosati-Kain and St. Louis University high schools, and COCA. Next year, the CBC group hopes to participate in the International Championship of High School A Cappella, the high school version of the competition seen in the movie Pitch Perfect. Besides increasing its presence on the a cappella scene, Brothers in Harmony encourages growth in musical skill. “Being in Brothers in Harmony developed my range,” says group member Matthew Murray. “Freshman year, I could not sing as high as I can now. The different styles of music we’ve done have helped me develop different types of singing, like belting and falsetto. Being able to do both styles introduced me to a wider range of music.”
Photography courtesy of New City School; photography by Alan Seder
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Personality Strengths How educators cater to students’ individual needs By C J L ot z
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P R IVATE S C HOOL H A NDB OOK
ny golf enthusiast will tell
you that the game carries weight beyond the course. It’s a sport that appeals to all personality types but requires focus and quiet. It’s a sport that Tom Eichwald says can reveal important personality characteristics about the students he coaches at Christian Brothers College High School. “Golf coaching is more about managing the person than the technique and strategy,” says Eichwald, who tries to tailor his coaching method to each golfer. “I’m learning what you say to a kid when he hits a bad shot: With some, I pretend I didn’t see it; others want to be reassured, and some need decompression, so I joke with them.” For him, the priority is getting to know each student so that when an issue arises, the instructor and student can handle it together—whether on the course or in the classroom. “Sometimes there is a kid whose grades are dropping and we aren’t sure why, but we can reach out to another teacher or an advisor,” he says. “At CBC, there is somebody who knows every student.” But addressing students’ needs goes beyond a general philosophy. Eichwald coordinates the Northwest Evaluation Association program, which serves as an assessment tool for a student’s entire career. The class of 2016 was the school’s first group with a complete dataset. Educators can see not only where groups of students excel but also where individual students improve and worsen over time. “We can look at how entire classes do, or we can break it down by particular courses,” Eichwald says. “I can look at individual student scores and get a breakdown of any test he takes and what skills he still needs to acquire.” The next step is turning that data into actionable steps. Part of the equation is finding the right teaching method: Not every student can silently memorize data; some crave interaction, some learn by doing, and others learn
by talking through an idea. Another important aspect is building relationships. CBC is broken into 10 communities, each with four class advisors—similar to a group of small towns within a larger region. The students are able to help each other in different ways, because they interact on a more personal level. A freshman mentoring program pairs new students with upperclassmen who can show them the ropes. “Some of the extroverted kids come in bouncing off the walls, ready to get involved in their interests,” Eichwald says, “but there are plenty of kids who aren’t sure yet where they fit in. It’s the job of the upperclassmen to invite them into things to make sure the opportunities are available. Some kids have to know someone else to get involved.” The combination of data and a
personal touch often helps students thrive. “The most important thing we do is take the time and effort to get to know our students,” says Eichwald. The same could be said of Villa Duchesne’s middle school, where educators tout the benefits of a peer advisory system. Students meet with the same teacher once every two weeks to check on coursework and goals. In the seventh and eighth grades, students are assigned through a house system to groups for activities such as scavenger hunts and field days. It’s not all fun and games, though. “There is a more spiritual and religious component as well,” says Celeste Chappuis, Villa Duchesne’s director of counseling. “The students develop a real community.” Through those communities, students can let their individual personalities shine. “Teachers have to connect,” Chappuis says. “You have to find some common ground and build a level of trust that students can share with you.” She suggests that educators cater to their students’ personality types. A public speaking assignment, for instance, might call for the educator to encourage the student by saying, “Hey, I know that addressing a large room full of kids is difficult for most folks. I really want you to have the opportunity to prepare and have the time and the space by yourself. I’m here for you if you need it.” “All students have the same capacity for success,” says Chappuis. “You just have to give them the time, the space, and the privacy to build that speech or presentation. Let them have ample time to rehearse it, and then boom—let them impress you.”
Part of the equation is finding the right teaching method: Not every student can silently memorize data; some crave interaction, some learn by doing, and others learn by talking through an idea.
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lily crandall whitfield school
Hopes to be a vet; interested in how both people and animals communicate.
what kids think Local students weigh in on the world around them. By J e an n e t t e C o o p e rm an
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Photography by Ann White
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PR IVATE SC HOO L H ANDB OOK
Curious what Gen Z is making of the world these days, we interviewed five bright students from Whitfield School, Mary Institute and Country Day School, Cor Jesu, John Burroughs School, and St. Louis University High School. They had very different frames of reference and future ambitions, but they were uniformly impatient with U.S. party politics; appalled by inequality in all forms; not thinking much about the environment but keenly aware that they ought to be; and well used to a life permeated by technology, terrorism, and uncertainty. Screen Time
themselves than to family or community. They get angry and strike back when someone gets in the way of their little world.”
Jake “There’s a culture that’s growing: If you are not dying, why are you calling someone?” lily “A lot of teenagers are very scared Compared to Their Parents… to call people. Texting is so much easier—you don’t have to see their face.” lily “My mom will, like, buy the handryan “I’ve had conversations with peobook and go through it, and I’ll say, ple over text, and then you see them in ‘Well, that symbol looks right,’ and just person and they just don’t talk—and click. [Adults] are a lot—I wouldn’t say then the minute you’re gone, they’re slower to come to a problem, but they texting you.” lily “We never really stop communicating. When you come back to school, you already know what happened the night before.” ryan “There’s this shell you put yourself in. People will be at a concert videotaping it so they can relive this moment that they are not really experiencing.” rachel “Sometimes teenagers are so wrapped up in the concept that they can be better and greater and always feel they have to look at other people’s profiles and compare St. Louis themselves. We get into that University mindset without knowing it. High School When you compare yourself Intends to with others, you are secretly become a trying to change yourself, famous film and that can destroy you director and worries daily internally.” that he ought ryan “Social media is how to shoot for you share things, especially something in the arts. A musician gets more sensible. his music out through Twitter and Facebook. It’s not as much legwork; it’s more connection. If you have 1,000 followers on Twitter, all you have to do is Tweet something out. The downside is that you begin to lack social skills.” rachel “I think people get angry more than they used to—too many distractions. With cellphones and social media, people are more geared to
think it through more. My friends and I, the second anything comes up, we rush to find the solution.” ryan “My first way of asking somebody a question is to text them, or if it’s a teacher, I will email them. My parents’ first line of communication is to call somebody. They find more security in hearing something from a voice rather than on the internet.” JULIA “Almost all the information I get is through my peer group or whatever social media I’m on. That’s definitely different than how my parents would get news. I think it’s definitely biased. But I guess a lot of media is already biased anyway.” JULIA “Facebook is seen as more of a thing our parents use. Instagram is a little bit less complicated. If you want to publicly show yourself as a person,
Ryan Hopkins
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is, you have to be one or the other, and I think that’s really dividing us as a nation, because most people are probably in the middle. Our system says you have to choose one package or the other, and we label one another and start judging one another. We can’t have our own beliefs on sevCor jesu eral issues; we have to choose one package. We are being Loves art and biology and forced to divide ourselves.” wants to find a JULIA “If you ask any person way to combine about the American politithem. cal system, they will find it something to laugh at—something serious, but also laughable—which is really not what you would want for your political system.”
rachel james
The Environment
as your best person, you put it on Instagram. Snapchat is what I use just to talk to my friends.” ryan “My dad may check his text messages three times a week. They can function normally without smartphones. I know I probably couldn’t.” Politics
Jake “Get rid of the Democratic and Republican parties. It makes these politicians play to the extremes. If we didn’t have these parties, you would have individuals running for what they
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believe and want to accomplish and not what their party believes in. And check the money spent on campaigns: Someone who is more popular should not have an easier path than someone less well known.” ryan “I feel like if I took every candidate and took away the title of Democrat or Republican and listened to their points, my opinion might be different.” JULIA “I think it’s unfair that people who are in positions of power can use tragic events and the fear they cause for their own benefit.” lily “It seems like politics in general
ryan “I want to say it’s something I worry about a lot, but honestly the only time I think about the environment is when I recycle at home—unless there’s a big oil spill or you hear about the water in Flint, Michigan.” julia “It’s really hard to figure out alternatives. It’s hard to decide whether you want to go without your own selfish desires or take action and sacrifice certain comforts. You might have to go out of your way to crush a can.” rachel “The issue I’m thinking the most about is with the meat industry. There’s always this discussion of what pollutes the environment more, cars or cows, and actually it’s cows.” lily “Before, it was just people saying [climate change]. Now you can feel it. I don’t go much into research about it, but I’m trying to be more conscientious.” Jake “The environment’s not something I will spend my time focusing on, but at the same time I think it’s something that needs to be focused on. If we don’t treat this world the right way, we won’t be living in this world.” dating
ryan “Usually you will start texting that person, and then maybe you will be at the same party and start hanging out. I don’t think it’s as common for someone to ask somebody to be their girl-
Photography by Ann White
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PR IVATE S C HOOL H ANDB OOK
friend anymore. A lot of times it just happens. It’s like an understood thing.” Jake “The culture nowadays is for having fun; I’ll get married later. It’s this short-term thing. Most people are, like, ‘Why date? We are barely going to be together, and then we will go off to different colleges.’” lily “People are just like, ‘Let’s go to movies and have fun. Don’t put a label on it.’ Some want to be boyfriend and girlfriend, and some want to be friends with benefits…. There are so
many words I don’t even know what they mean. There are no certain rules of what people do. The whole wishywashy stuff, I don’t really understand it. It’s a different scene. But for the most part, everyone is respected.” rachel “Personally I know some friends that, sadly, use Tinder. I feel like they are too young to do that. A lot of people are using online dating because there are more possibilities. It might be harder today to find compatibility the old-fashioned way. My parents would
know some mutual friends, and they would hang out together as a group, rather than looking through the whole world.” Is Chivalry Dead? (Should It Be?)
Jake “Not for me, ’cause my mom made sure of that one! I was running out the door to go to prom—I couldn’t figure out the buttons on my jacket—and she was calling after me, ‘Make sure you open the car door, pull out her chair, are always by her side.’ Chivalry today is kindness. Making sure someone knows that you are there for them is huge. Personally, I think it makes you a more likable person.” ryan “There’s a joke in my family that my great-grandmother never knew what a door handle felt like. I’ve had people take me opening the door for them as meaning I don’t think they are capable. But if we throw those types of traditions out the door, that will close off a whole avenue micds for teaching someone how to show respect.” Will probably JULIA “[Checks her phone.] invent breakthrough softI’m actually looking up what ware someday. ‘chivalry’ means! I would say Fully capable it’s not necessarily dead, but of invoking either a trig evolving. A lot of girls like a function or an guy who will hold the door, ancient Greek drive, take the initiative. But literary refernowadays it’s a lot more comence to make his points. mon to not necessarily have binary relationships. Sometimes it’s two girls, or people who don’t identify as either. The literal definition has changed, because there’s not necessarily a male figure.”
jake flom
Inequality
Jake “Being born a man will give you advantages, and that’s completely unfair. Another thing is being born to wealth or not being born to wealth. I have no idea how to fix that.” ryan “What’s crazy is that in 2016 we are still having to ask if you should get paid the same because of your gender.” lily “Guys aren’t allowed to be their own person and like what they want because there’s such a stiff social con-
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tract for what they are supposed to be. them? We try to go in and fix it, and There are definitely a lot of inequalities someone new jumps in and it’s just for women, but we are allowed to have more violence, and I don’t know how a lot more emotional freedom. If you we can possibly fix this!” are constantly suppressing your emoryan “There’s all this racial tension a tions, you are not allowing yourself to lot of people like to say isn’t there anymore, but it’s still as present as ever. be truly happy.” ryan “My opinion, and the opinion of If I tell one of my white classmates most—if not all—of my friends is that of a racial issue I’m having that they people should just be happy. If somehave never had to experience, their body is trying to say a gay person first response may be to deny that it isn’t offered the right to get married, occurred. People are so comfortable it’s the same as a black person who’s in this bubble they are in that if somenot afforded the right to drink from a body tries to poke a hole in it, they are going to try to protect it, and the only drinking fountain.” way to protect it is by moving away.” Jake “Our generation has been raised to form their own beliefs—take in as much information as possible and then step back and look at it. A lot of that comes from the technology, being able to get so much information at one time. Also, we are exposed to the range of sexuality and to gender and race inequality more than any john generation before.” burroughs ryan “If there’s an underschool standing between two people Would love a and it’s not hurting anyone, career in music then it’s no problem for or TV—“Those me. My best friend in grade things really affect peoschool later came out as ple”—but isn’t gay, but that didn’t change ruling out my viewpoint on him. Why medical school should I go out and say that as the more reasonable my best friend can’t get maroption. ried to another man because it makes me uncomfortable?” julia “It’s really hard for people to be united, even though that’s what they talk about as the American dream. It’s not necessarily true that all kinds of people can make it. There are all different kinds of privilege.”
lily “Whenever you think about our laws, they are supposed to be very secular, but at the same time they were created when secular meant it was OK if you were Protestant or Catholic. Now there are so many people who have so many different beliefs. Yes, secular laws, but they should reflect what the people think—and it gets to be a big, sticky mess.” rachel “People are always trying to argue which religion is the best, and we don’t know. We don’t have all these plain truths laid out in front of us.” JULIA “If people could just stop killing each other, it’d be really great.”
Julia Riew
What Divides Us
lily “When you are studying history, it seems so clear cut and easy: There are these guys in blue coats and these guys in red coats, and they stand in a line and fight. With terrorism, you have no idea who is on what side or why, and you try to come in and fight them and then you anger more people and they are not following any of the traditional laws of warfare, so how can you fight
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Photography by Ann White
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P RIVATE SC HOOL H ANDB OOK
3.
Retake the Test.
Students who took the ACT multiple times had an average composite score 2.9 points higher than that of counterparts who took the test only once. Among last year’s graduates who did retest, 57 percent increased their scores, according to an ACT report. The numbers speak for themselves: Taking the exam more than once is likely to yield a higher score on subsequent attempts. Both Hurford and Lucas Kammerer took the ACT three times before earning perfect scores. Allow enough time for multiple testings by initially taking the exam during your junior year.
the perfect score How some St. Louis students mastered standardized tests By Mary Tomlinson
Standardized college entrance exams can seem daunting—without the right preparation. Meet three St. Louis University High School students who each earned a perfect score on the ACT, a coveted 36. We asked their advice for turning three hours of bubble-filling into a high point on college applications.
1.
Use Your Resources.
Good test-takers are often only as good as the tools at their disposal. In the weeks before taking the test, familiarize yourself with the multitude of available testtaking resources. “I prepped for the ACT on Khan Academy and reviewed the things I knew I’d forgotten,” says Edward Gartner. “It’s online and gives you small practice tests over a specific combination of five topics.” Or go straight to the source by reviewing questions from the ACT website, as SLUH student Ian Hurford did, which will allow you to practice with the same types of questions you’ll see on the test.
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2.
study Weak areas.
Even the strongest students have weak academic areas. Identifying these potential problem areas early can help you decide what to study. Hurford knew that science was his weakest section, so he gave that subject additional study. “If you know you have a weak point, practice a lot of questions and look up tips and little hacks to see if you can do better,” he says. “There’s one strategy I didn’t follow to a T but I did somewhat use: If I was looking at a question and it was a weird experiment they had and I didn’t really get it, I would go straight to the question and look back and try to find the information there.”
4.
manage your time
Time is of the essence, with the ACT clocking in at two hours and 55 minutes and the SAT at three hours and 50 minutes. Instead of letting the ticking clock get into your head, pace yourself. Kammerer brought a watch to test sessions. “I would find out how much time I had on a section and figure out how much time I should need per question, on average,” he says. “If I got hung up on a question, I would guess and come back to it later.”
5.
coach yourself
No matter how much preparation you’ve done, if your mindset isn’t focused and calm during the test, you can hinder your ability to perform well. When he felt overwhelmed, Gartner used positive self-talk to sharpen his focus: “There were moments where I just sort of had to stop and breathe and say, ‘OK, I know you can get through this. You feel really nervous right now. You can do it even if you don’t know this question right now.’ It helped me get back into the moment.” This positive attitude can carry over to the wait for test results, which can produce just as much anxiety as the exam itself. Gartner suggests temporarily putting it out of mind, a strategy he’s learned while waiting for scores at music competitions. As he says, “Nothing good has come from me worrying about it.”
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pop quiz
25 questions families should ask before choosing a private high school By ro sal i n d e arly
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P RIVATE SC HOOL H ANDB OOK
There’s a lot to con-
sider in the search for a private high school. With 20-plus private secondary schools in the metro area, it can be overwhelming. At the same time, “St. Louis is rich in private independent education, so there’s really no bad answer,” says Barat Academy president Debby Watson. Area experts shared their advice on finding the perfect match.
Before you start looking One to three years before enrollment 1. What does high school success look like? Parents and children need to discuss this question together, because it will determine a lot, says Eddie Krenson, vice president of non-public school services for school-accrediting organization AdvancED. “What are your long-term goals? What kind of experience do you want to have academically, artistically, athletically?” he asks. “Get some of those larger life ambitions on the table, and then look at the curriculum and offerings.” 2. What have been some of the student’s most positive experiences so far? Students should try to identify what they’ve enjoyed in school so far so they know what kind of environment, curriculum, and extracurricular programs they want
or need. “If you have a child who really would like a smaller, nurturing, closeknit community, then you’re going to be looking for something different than if you have a child who wants to have a competitive large playing field,” says Myra McGovern, vice president of media for the National Association of Independent Schools. Parents should also think about what they’ve liked, including before- and after-school programs, bus pickup, and their level of involvement with the school. 3. What’s currently missing the mark? There are probably a few things that your family would change about your current schools. Jot those desires down, too, whether it’s more one-on-one tutelage or practical issues such as a later start time.
Beginning the Search One to three years before enrollment You may start searching as early as sixth grade, but don’t rely solely on digital research. Visit prospective schools’ sporting events, plays, and summer camps, and talk to other parents. “This is where you’re going to be able to experience a school, get to know the kind of people that are there, and get to know some of the people interested in attending a school like this,” says Krenson. 4. What is the school’s mission? A mission statement offers key insight into how a school defines success. Does it dovetail with how your family defines it? “I would say that’s probably the most important thing,” says Jamie Driver, executive director of the Independent Schools of St. Louis. “Does the school’s value statement and mission and philosophy align with ours as a family and what we’re looking for in education for our kids?”
and I’d go to the school and ask, ‘How can I make this happen?’”
Visiting Schools One year before enrollment At the beginning of eighth grade, students typically start visiting high schools. Most schools invite prospective students to shadow another student. Parents should meet with administrators, tour campus, and talk to teachers and counselors. Students often ask about extracurricular activities, homework, and teachers, but there are other important questions. 7. Why did you choose this school? Ask your student ambassador why he or she decided to attend the school. “It might give the prospective a sense of whether or not this student has similar needs or goals,” says McGovern. Other questions for current students: What do you like about the school? What would you change? 8. Where do your friends live? “Logistically, it can be a challenge that sometimes your friends may come from 25 minutes from where you live,” says Andy Gilla, coordinator of accreditation services for the Independent Schools Association of the Central States. 9. What is the social life and community like? Because you’re going to be new, you need to know whether the school is welcoming. Ask other students: Did you know anyone here before you came? Are there cliques? Did you have trouble making friends?
5. Does the school have all of your musts? Eliminate any school that doesn’t have what your child wants to focus on.
10. What surprised you? Though you might have a good sense of the school, there are often surprises along the way. Perhaps current students weren’t aware of the community service requirements or didn’t realize that they wouldn’t be able to take part in as many extracurricular activities as they’d like because of schoolwork. Find out ahead of time.
6. Don’t ask how much it will cost—yet. Experts agree that you shouldn’t start eliminating schools on the basis of tuition costs this early in the search. “That’s the last place I’d look, is price point,” says Watson. “I’d find what works for my kid,
11. Is the sports program competitive? Some schools have compulsory athletic programs (everyone must play some sport). Other schools have participatory programs (anyone who likes may play). Still others have competitive programs
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(students may try to play but may not make the team). Which do you prefer, and how important is it? 12. Why are you checking out this school? This is a question for other prospective students on the tour. “Students shouldn’t just dismiss other prospective students,” says Krenson. “These could be classmates. Get to know them. Ask why they’re interested and other schools they’re looking at.”
Questions for parents 13. How does the school ensure my kid’s safety? “Safety is huge,” says Watson. She suggests considering not just campus safety but also technological safeguards. Ask what role technology plays and how the school keeps students safe from inappropriate online conversations or social media. 14. What’s your school improvement plan? “The school that your child enters is going to be different when they leave it,” says Gilla. “Buildings are being built. There are new programs. There may be diversity initiatives. That’s something parents don’t think about that they maybe should.” 15. How do you help struggling students? Find out how educators assist children in need of help. When are parents contacted, and what happens if the workload proves too much? 16. What does the faculty do for professional development? “It’s usually a sign of a healthy school when it makes the investment to allow faculty and staff to pursue excellence in their profession,” Gilla says. “A happy, fulfilled faculty and staff usually help establish a climate that is going to be a positive place for students.” 17. How does the school approach the partnership with the family? Though your child is the focus, the entire family becomes part of the school’s community. “Will the family feel really welcomed here?” asks Driver. “Is there a close partnership?”
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18. How does the school handle discipline problems? “Because private schools have selective admission and wellestablished policies about academic and behavioral expectations, there’s a low tolerance for bad behavior,” says McGovern. Find out how kids who break the rules are disciplined. Is the school strict? When do students risk suspension or expulsion? Even if you believe that your child would never cause any issues, it’s helpful to know how the school deals with other students who might give your child trouble. You can also ask how the school ensures that kids aren’t bullied or whether it offers character education programs. 19. How do you maintain a nurturing, competitive, academically rigorous environment? Try to figure out how the school’s mission manifests itself in the school experience. In other words, “How does the school live what it says it lives?” says Gilla. Consider phrasing your questions with key words in the school’s philosophy such as “caring,” “individual achievement–oriented,” and “diverse.” 20. May I speak with current students’ parents? “It’s really important to talk to somebody who has their child at the same school,” says Driver. Questions to ask: Why did you send your child here? What interested you? What do you like or dislike? Are there carpool programs? The school should be able to provide you with contacts or—better yet—allow you to visit with other parents at school events. 21. Is this a place where my family can be happy and truly successful? Ultimately, this is the question that parents and students should try to answer before applying. If you’re still not sure, talk to more people. “To get a good fit is pretty subjective,” says Gilla. “There’s an art and science to you. You see the outputs and data, and yet there’s just an overall feeling between the parents and students about which school would offer the student the best chance for success.”
Financial Matters Less than one year from enrollment In late fall or early spring, kids narrow their choices and start applying. Now is the time to start considering costs. 22. Have I accounted for extra costs? Keep in mind what tuition includes and what it doesn’t. “Does the school require that you buy a uniform? That’s an additional cost,” says Watson. “Do you pay a book fee? Do you buy your own books? Does the school have an inclusive lunch program? It’s the responsibility of the incoming family to learn that information.” 23. What scholarships are available? Most schools offer financial aid in the form of reduced tuition (not loans, as is common in higher education). But some schools also offer merit-based or work-study scholarships. Some faith-based schools even have third-party scholarships through a parish or archdiocese. 24. What’s the likelihood that the amount of financial aid will decrease in the future? Depending on what financial aid the student receives, it’s worth asking whether there are additional resources. Either way, families must reapply for financial aid every year. “It’s not 100 percent guaranteed that you’ll get the same award all four years,” says Driver. Though schools often can’t predict how aid will change, try to figure out as much as you can about impending fluctuations before signing on the dotted line.
Reflection One or two semesters after enrollment 25. Did we make the right decision for our family? With any luck, your family has found the perfect school. But even though your student is enrolled, you can still reevaluate. Are those goals that you noted at the very beginning being met? Is your child happy? Are you happy? “Schools should be helping students find their innate talents and helping them spend time in those talents,” says Krenson. “That’s where children are going to achieve not only success but also long-term happiness.”
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Where Did They Go to High School? Match these famous St. Louis alumni with their alma maters. A. Lutheran High School North
B. Bishop DuBourg High School
1. kevin kline
C. Saint Louis Priory School
2. ellie kemper
D. Nerinx Hall High School
E. Visitation Academy of St. Louis
3. Mike Peters F. Mary Institute and St. Louis Country Day School An sw er Key: 1. C 2 .H 3.J 4 .F 5. D 6.I 7. A 8 .B 9. E 10. G
5. jenna fischer
4. T.S. Eliot
6. bob cassilly
G. Chaminade College Preparatory School
7. kimora lee simmons
H. John Burroughs School
8. jack dorsey
J. Christian Brothers College High School
I. St. John Vianney High School
9. mary engelbreit
10. brad beal
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P R IVATE S C HO OL H A NDB O OK
1
Start with a brainstorm. Colleges will look at your high school transcript to answer some basic questions about your schoolwork. When preparing your résumé, start by making a list of things you do that won’t show up on a transcript. Here are some questions to get you started.
Are you a member of any clubs? Have you helped classmates in a challenging class? Do you take care of siblings or a grandparent after school? Have you ever had a job? Do you play a sport? Do you speak another language? How do you spend your summers? Weekends?
a refined résumé You don’t have to be valedictorian or class president to shine on your admissions résumé. By lindsay toler
How did you spend your time during high school, and what does it reveal about the type of person you are? Those are the questions college admissions officials are trying to answer when they look at your résumé. College application resumes are different than the resumes you’ll write to apply for work. Say you’re applying for a summer job at the mall. Your future boss will want to know whether you have the experience and skills required for the position: Can you follow directions? Can you keep the cash register balanced? A store manager may scan your résumé for proof of your efficiency and math competency. But a college education is so much more than a job—it’s an opportunity to grow into the kind of person you want to be. College admission officers are looking for students who share their school’s approach to learning, who demonstrate values that match the institution’s, and who can succeed in an academically rigorous environment. So a college application essay isn’t just a laundry list of things you’ve done; it’s a CliffsNotes version of who you are, in the classroom and outside it. But a quick Google search of sample college application résumés can be daunting. Most include room to list awards, leadership positions, and honors. What if you don’t have any? Never fear. You can still craft a résumé that will impress colleges and universities. The trick is to use your résumé to communicate your personality and character.
Finding a Niche St. Louis boasts eight of the state’s top 10 private high schools, according to recent rankings by Niche, a website devoted to reviewing schools and neighborhoods. The rankings are based on such key factors as matriculation rates and quality of colleges, parent and student surveys, test scores, studentteacher ratios, and diversity. Among the top schools:
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Forget the stereotypes. Don’t let anyone tell you that playing video games can’t go on a résumé. It’s unorthodox, granted, but the stereotype of the lazy teen stuck in a Cheeto-orange haze in the basement is loosening its grip. Last year, Maryville University’s eSports Club team ended its undefeated inaugural season by winning a video game championship at one of the biggest tournaments in North America. The same goes for social media. Facebook, Twitter, YouTube, Instagram, and Snapchat have emerged as vital components of today’s media landscape, and schools want to know whether you’ve used these tools beyond just keeping up with friends. Do you have a blog? Can you shoot and edit video for online? Do you create GIFs or memes that go viral? Have your photography skills earned you a large following? Put it on the list.
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Make it count. A great résumé makes connections between a person’s activities and his or her character. Look at the list you’ve made of the things you’ve done during your high school career and ask yourself: Which of these best showcases my determination, leadership potential, passion, or problem-solving skills? Give those activities a prime spot on your résumé, and include a short explanation if the connection isn’t immediately clear.
1. Thomas Jefferson School 2. Mary Institute and St. Louis Country Day School 3. John Burroughs School 4. Saint Louis Priory School
6. St. Louis University High School 7. Whitfield School 8. Visitation Academy of St. Louis 9. Cor Jesu Academy
* Thomas Jefferson ranked No. 78 among the top 100 private high schools nationally.
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each day brings a world of opportunity
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Open House • Saturday, October 22 • 9 – 10:30 am 400 DeMun Ave. • Clayton, MO • 314.725.4999 • wilsonschool.com
Rohan Woods School
Where Leadership & Academics Meet
8:1 Student/Teacher Ratio 1515 Bennett Ave., St. Louis, MO 63122 (NE of Manchester & Woodlawn) 314-821-6270 | rohanwoods.org GRADES: Age 2-Grade 6, co-ed ENROLLMENT: 94 CONTACT: Katina Truman, ktruman@rohanwoods.org Facebook.com/RohanWoodsSchool
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anxiety, cubed Girls aren’t scared of math because they’re bad at it. They’re not bad at it. They’re just scared. By jeannette cooperm an
STEM Stats Science, technology, engineering, and math are making great strides in St. Louis.
12.4 Expected percentage increase in STEM jobs in St. Louis between 2012 and 2022
Nancy Mueller, a math teacher at Rosati-Kain Catholic High School, cringes when parents tell their daughters, “Oh, I wasn’t good in math.” But according to David Geary, Curators’ Professor in psychological sciences at the University of Missouri–Columbia, even having a mother in a STEM profession doesn’t alleviate the math anxiety that plagues so many girls. Geary and his team analyzed math anxiety and performance in 15-year-olds around the world. In developing countries, boys and girls alike were terrified of math. In developed countries, an odd asymmetry emerged. Girls in the U.S., for example, performed almost as well as boys—but had three times as much anxiety. Geary thinks that a fundamental difference is playing out. If you look at sex differences in occupations, he says, women gravitate toward careers involved with people and men toward careers involving things. Math is abstract, and it’s often taught as a closed, formal world of its own—without enough human interest to liven all that drill. Mary Jude Schmitz, chair of the math department at Nerinx Hall High School, blames more than boredom: “Girls tend to be perfectionists, good at following rules, eager to please. They want to do well because they’re supposed to, and that causes them to want to take fewer
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risks. So when math gets harder”— anxiety kicks in. “I have to really work to change that idea that if you don’t get it right away, that means you’re not smart in math.” What Mueller fights is a tendency in her students “to take the back seat, to be passive learners. I want them to lean in.” As she’s speaking, a young woman comes into her office for a little extra math help. Since the sixth grade, the student says, she’s been terrified: “I like it when I figure out the problem and know what I’m doing, but I get nervous, and I mess up a lot.” Her grade school teacher just gave her the answers, she grumbles, and never explained anything. That’s a big part of the problem: Math isn’t unpacked or given real-world significance. “A lot of times it’s taught as a system of steps to take, rules to memorize,” says Schmitz, “instead of a lot of different things fitting together.” How, then, in a world focused on STEM, should girls be taught? Emphasize math’s role in human interactions, suggests Geary. Reassure them that math isn’t meant to be grasped instantly and that it’s OK to make mistakes. Let them glimpse the big picture behind all the rules. In the end, only practice can ease anxiety. And anxiety is why many girls avoid the practice.
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Missouri schools participating in Project Lead the Way, a nonprofit providing STEM experiences for teachers and students
Awards received by Mary Institute and St. Louis Country Day School’s new STEM building, which opened in 2014
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Educational & Unique Items Personalized Service Complimentary Gift Wrap
314.993.6288 | 9737 Clayton Rd - Ladue
Mon-Sat 10 am to 5:30 pm • Sun 12 to 4 pm stlmag.com
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a parent’s guide to financial aid Cut costs with some monetary assistance. By Rosalind E arly
Private high schools offer millions in tuition reduction every year, but navigating the process can be confusing. Jana Allen, an admissions officer at Chaminade College Preparatory School, is something of an expert. She not only serves as a liaison between the admissions and business offices for parents seeking financial aid but also has two children attending private schools. “Financial assistance has changed a lot over the years,” she says. “It can help a lot of different families, and that’s really the goal—to help as many families as possible.” Though the timeframe and selection process vary, schools generally use one of two systems: the FACTS Grant & Aid Assessment or the School and Student Service for Financial Aid (SSS). “They’re very similar,” says Allen, noting that both systems request information about income, savings, property, and extra expenses.
The Cost of Education As school budgets grow, so too do tuition costs.
Both also consider such expenses as daycare, tuition for additional children, and eldercare costs. There’s also a space to explain other costs or income not reflected in the application and a “report to pay” field, in which the parent estimates how much he or she can pay in tuition costs. After the form is completed and the necessary documents are uploaded— a process that generally takes an hour to 90 minutes—the system sometimes gives parents a number: the amount of tuition they can reasonably afford. This is not the amount they will be asked to pay; that comes later, in a letter from the school. But parents of new students should know the school first awards financial aid to current students, who must reapply for aid each year.
NATIONAL AVERAGE
St. Louis average
$15,195
$10,127
$19,075
$15,513
$22,301
$18,227
private school tuition in 2005-2006
private school tuition in 2010 -2011
private school tuition in 2015-2016
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Parents who feel that an award is too small may contact the business or finance office. “They can resubmit some items and we can re-review them, and sometimes it works out to the family’s benefit,” says Katie Mallette, director of admissions for Notre Dame High School. But the school is limited in how much it can give by its own endowment and finances. Families can (and should) look into other options such as work-study, merit-based scholarships, and thirdparty scholarships. The most important thing is keeping the lines of communication between parents and schools open. “We’ll help you through as much as we can,” says Allen, “but be upfront and get started early.”
private school tuition in 2005-2006
private school tuition in 2010 -2011
private school tuition in 2015-2016
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SCHOOL
Special Advertising Section
PROFILES
SCHOOL
PROFILES
For many parents, the appeal of a private education lies in the ability to give children an experience rooted in specific philosophies or ideals. The following pages contain information on more than 40 local private schools, providing insight into their differing approaches to academics, religion, athletics, and more. For important admissions dates for these schools, see p. 60.
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P R I VATE SCHO O L HAN DB O O K
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Special Advertising Section
PROFILES
St. Louis University High School 4970 Oakland Avenue, St. Louis, Mo. 63110 | 314-531-0330 | sluh.org | aschmelter@sluh.org
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ducating “Men for Others” since 1818: For nearly 200 years, St. Louis University High School has provided a premier education to young men from all walks of life. SLUH inspires its students to accept extraordinary challenges, while preparing them to be “men for others” and leaders in their communities. Infused with the five-centuries-old tradition and philosophy established by St. Ignatius of Loyola, the founder of the Society of Jesus, SLUH’s focus in all of its endeavors reflects the Jesuit motto A.M.D.G., or Ad Majorem Dei Gloriam, a Latin term meaning “For the greater glory of God.” SLUH’s dedicated faculty—95 percent of whom have advanced degrees—seeks to develop critical thinking and thoughtful expression among their students. Its curriculum is impressive by any standard, offering more than 100 electives and Advanced Placement courses in more than 20 disciplines. By engaging nearly every interest through a storied athletic program and more than 75 clubs and
organizations, SLUH further encourages students to build community through participation. SLUH’s student body is composed of 1,050 young men from nearly 95 ZIP codes in the metropolitan area. A financial aid program of $3.6 million ensures that all academically qualified young men are admitted on the basis of their ability to succeed, rather than their economic circumstances. The 259 members of SLUH’s Class of 2016 were accepted at 187 different colleges and universities throughout the United States. One hundred and fifty eight students (61 percent of the class) accepted scholarships valued at approximately $2.6 million. Ultimately, SLUH is about raising the bar for its students through a challenging curriculum, rich diversity and tradition, caring teachers, and a self-motivated student population that pushes every individual to excel.
Bragging Rights
93
ZIP codes represented by SLUH students
4 in 10
Students who receive financial aid
Fun FacT Jean Baptiste Charbonneau, son of Sacagawea and Toussaint Charbonneau, of The Corps of Discovery/Lewis and Clark Expedition, is an alumnus, pictured as an infant on the U.S. one dollar coin.
90%
Students who letter in a sport
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Special Advertising Section
PROFILES
Whitfield School 175 S. Mason Road, St. Louis, Mo. 63141 | 314-434-5141 whitfieldschool.org | emily.chrysler@whitfieldschool.org
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hitfield School cultivates ethical, confident, successful students in a community of innovation, collaboration, and trust. The school’s challenging, student-centered education prepares children in grades 6–12 to be innovative thinkers and 21st-century problem-solvers. A rigorous curriculum taught by dedicated professionals provides students with a strong liberal arts education; varied electives allow students to pursue interests in science, language, social sciences, and the arts. AP courses in math, science, history, and languages are available. Whitfield’s Habits of Mind and Heart curriculum provides a common language for character education for students and faculty. This curriculum encourages critical reflection for academic and personal growth. Students develop creative and critical thinking skills, as well as social and emotional intelligence, as they practice good habits of character. The school’s commitment to technology serves as a powerful catalyst to learning. Students and teachers use Microsoft Surface Pro laptops to individualize instruction,
design innovative learning experiences, and interact with material from a variety of perspectives. In the hands of excellent teachers and enthusiastic learners, Whitfield’s technology resources facilitate exploration, collaboration, and creativity. The Whitfield experience is about great teachers and great teaching. Creative and dynamic professionals, Whitfield teachers are experts in their disciplines and know how to challenge, support, motivate, and engage. The Whitfield experience also is about community. Parents are confident that at Whitfield their child will be known and challenged. Students enjoy 24 clubs and activities; 20 high school sports; 11 middle school sports; and thriving music, theater, and visual arts programs. Whitfield graduates attend the world’s finest colleges and universities and are prepared to negotiate a new global reality in science and technology; in business and economics; and in relationships, both interpersonal and international.
Fun FacT Whitfield’s Class of 2016 included students from Brazil, Colombia, and Russia. Current international students are from Bolivia, China, Iran, Jamaica, and Vietnam.
Bragging Rights
9,500+
Community service hours logged by Whitfield students in one academic year
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$2,200,484
Annual honorary scholarships earned by the Class of 2016
162
Colleges/universities that admitted Class of 2016 students
P R I VATE SCHO O L HAN DB O O K
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Special Advertising Section
PROFILES
Mary Institute and Saint Louis Country Day School (MICDS) 101 N. Warson Road, St. Louis, Mo. 63124 | 314-995-7367 | micds.org | info@micds.org
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ICDS, a college-prep, independent school, offers a dynamic learning environment for intellectually curious and ambitious students from junior kindergarten (age 4) through the 12th grade. MICDS is one school, comprised of three divisions, each addressing the academic and social needs of students at every point in their development. MICDS’s unmatched education in math, science, and the humanities provides strong academic skills and a lifelong love of learning. The school’s mission is to help students discover their unique talents, preparing them for higher education and a life of purpose and service as compassionate, engaged citizens of a global community. MICDS teachers are skilled educators and experts in their fields, who serve as mentors, instructors, and coaches. The curriculum provides students with deep conceptual understanding across disciplines and grade levels. Students enjoy small class sizes that promote
vibrant intellectual exchange and a strong spirit of community. Learning is optimized thanks to unparalleled facilities, which reflect the school’s ongoing investment in its students’ futures. MICDS’s one-to-one laptop program, which begins in the fifth grade, facilitates an engaging curriculum and individualized instruction. The school’s state-of-the-art STEM facility is the most advanced secondary education building in the region and provides access to laboratories for research, plant sciences, and robotics. Construction is underway on the Steward Family Aquatic Center and O’Hara Field. These new athletic facilities will enhance a strong athletic program and reflect the school’s commitment to excellence. At MICDS, “Changing Lives, Changing the World” is not a catchphrase, but a powerful testament to the remarkable potential the school has to transform the lives of those in its care.
Bragging Rights
65
ZIP codes represented by the MICDS student body
$4.5 million
Financial aid granted annually to 23% of students
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State championships in 10 different sports over the last 10 years
Fun FacT McDonnell Hall and Brauer Hall, the MICDS STEM building and the most advanced of its kind in the region, earned LEED v3.0 Platinum certification for its design and construction. Platinum is the highest level of certification possible from LEED, attained by just a small percentage of all LEED-certified projects.
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SCHOOL
Special Advertising Section
PROFILES
Thomas Jefferson School 4100 S. Lindbergh Boulevard, St. Louis, Mo. 63127 | 314-843-4151 tjs.org | admissions@tjs.org
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ome experience Thomas Jefferson School (TJ), an internationally respected, coed day and boarding school for grades 7–12. TJ is located on a beautiful 20-acre campus in Sunset Hills, where students come from two dozen St. Louis ZIP codes, eight states, and 11 countries to connect with others who share the same passion for learning. No matter their background, TJ students share energy, independence, intellectual curiosity, and a commitment to preparing for college. Since 1946, TJ has been a greenhouse for true intellectual growth. The classical liberal arts curriculum emphasizes depth in a collegepreparatory core, and as a result, students’ SAT scores consistently position TJ among the
world’s top boarding schools. TJ’s program emphasizes responsibility for oneself and for the community, and holds students to high expectations in every area of school life. College preparation is TJ’s specialty. Students receive an unparalleled academic foundation— by senior year, all subjects are studied at the AP level—and a daily schedule encourages the development of personal independence. All graduates move on to four-year colleges and universities across the nation and abroad, where they settle in with confidence and ease. TJ welcomes the St. Louis community to its annual Fall Festival and Open House on Sunday, October 23, from 1 to 4 p.m.
Bragging Rights
2%
Top SATs among U.S. day and boarding schools
6:1
Student/teacher ratio, ensuring generous individual attention
11
Countries represented by TJ’s close-knit international community
The College School 7825 Big Bend Boulevard, Webster Groves, Mo. 63119 | 314-962-9355 thecollegeschool.org | admissions@thecollegeschool.org
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he College School engages children, ages 3 to 13, in curriculum that is adventurous and experiential. At TCS, experiential learning is not separate from a rigorous academic program; they are one and the same. Learning through experience is how students master academic and personal skills. Since 1963, The College School has been a community of learners—one that proudly boasts that half of its faculty and staff have been teaching there for more than 10 years. Parents are partners in the TCS academic journey and share that they love seeing their children discover how powerful their minds, ideas, and words can be. And with three buses, two vans, and odometers clicking more than 10,000 miles a year, TCS goes
where the action is. They believe learning happens everywhere. From a day hiking in the woods to collecting more than 3,000 canned goods for a local food pantry to coding robots and analyzing ecosystems, TCS students do more than learn in a traditional classroom setting; they become collaborators, risk-takers, and active citizens in their communities. Schedule a personal tour today to hear about The College School’s newest updates and offerings, including a digital recording studio; renovated play spaces; and a stateof-the-art learning center on the school’s second, 28-acre property.
Bragging Rights
41
ZIP codes represented by The College School’s 260 students
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67%
Faculty with advanced degrees
95%+
Students accepted into their first-choice high schools
P R I VATE SCHO O L HAN DB O O K
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Special Advertising Section
PROFILES
Lutheran High School North 5401 Lucas and Hunt Road, St. Louis, Mo. 63121 | 314-389-3100 lhsnstl.org | admissions@lhsnonline.org
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t Lutheran High School North, students can Achieve, Believe, and Belong in an inclusive Christian community focused on nurturing students academically, spiritually, and holistically. Lutheran North is a coeducational, private, Christian high school serving 300 students in grades 9–12. Lutheran North teaches students to defend their faith in a secular world, providing opportunities for leadership in service. Lutheran North builds relationships and excels in personalized attention, challenging each student in preparation for college and future success.
With the 21st Century Education model, Lutheran North ignites curiosity and critical thinking, encouraging students to reach and try new things. Students are challenged with a college prep curriculum in a 1-to-1 iPad environment. Lutheran North is large enough to offer a full range of co-curricular activities, yet small enough for students to be actively involved in multiple areas. Many students are successful two- and three-sport athletes and involved in fine arts, clubs, and service. Visit Lutheran North, where your child can Achieve, Believe, and Belong!
Bragging Rights
98%
Graduates who continue their education in college
$4.3 million+
Scholarships offered to the Class of 2016
90%
Students involved in extra-curricular activities
Lutheran High School South 9515 Tesson Ferry Road, St. Louis, Mo. 63123 | 314-631-1400 lhsssstl.org | admissions@lhssonline.org
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utheran High School South believes that investing in the lives of young people— academically, spiritually, individually—will prepare them to impact people’s lives in Jesus’ name. Lutheran South is a coeducational, private, Christian high school serving about 500 students in grades 9–12. The focus is on the success of each student in three areas: academic excellence, Christian community, and leadership in service. Lutheran South teaches students to defend their faith in a secular world, providing opportunities for leadership in service. Lutheran South builds relationships and excels in personalized attention, challenging each student in preparation for college and future success.
Lutheran South is committed to helping each student transition from a middle school learning model to a collegiate learning model with the FlexMod schedule. Within the 21st Century Education model and 1-to-1 iPad environment, Lutheran South ignites curiosity and critical thinking, encouraging students to reach and try new things. Lutheran South is large enough to offer a full-range of co-curricular activities, yet small enough for students to be actively involved in multiple areas. Many students are successful two- or three-sport athletes and also are involved in fine arts, clubs, and service. Visit Lutheran South to see the Lancer family in action!
Bragging Rights
98%
Graduates who continue their education in college
$4.8 million+
Scholarships offered to the Class of 2016
90%
Students involved in extra-curricular activities
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SCHOOL
Special Advertising Section
PROFILES
Miriam: The Learning Disability Experts 501 Bacon Avenue, St. Louis, Mo. 63119 | 314-968-3893 miriamstl.org | mgibson@miriamstl.org
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s the region’s oldest and most comprehensive resource for children with complex learning disabilities, Miriam: The Learning Disability Experts serves more than 1,000 children annually through its three programs: Miriam School, Miriam Learning Center, and the new Miriam Academy. Miriam is the only “A-to-Z” resource in the region for children with learning disabilities and helps students struggling in school to succeed. For nearly 60 years, Miriam School has offered an independent special education school designed for bright children in pre-K through the eighth grade with learning challenges. Miriam’s small and nurturing environment welcomes 96 students who have learning differences in the areas of speech, language, motor, sensory, attention, academics, and social communication. Miriam School students thrive in a 10-to1 ratio within a classroom specifically chosen
based on their academic and social needs. In 2007, Miriam Learning Center was established to support children ages 3–18 who can remain in their current educational environment, but can access Miriam’s range of services, including evaluations, tutoring, occupational and speech/language therapies, as well as social skills training and other in-school supports. Opening this fall, Miriam Academy is a high school for students with learning challenges. Miriam Academy supports the education, development, and college/career needs of students through a personalized learning experience. No matter where families are in their journey, Miriam’s goal is to identify needs and provide solutions that help students who are struggling in school to unlock their potential.
Bragging Rights
$1 million
Financial assistance
1,000
Students served
25
Charter, public, and private school partners
Rossman School 12660 Conway Road, St. Louis, Mo. 63141 | 314-434-5877 rossmanschool.org | admission@rossmanschool.org
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elebrating its 100th year, Rossman School is an independent preparatory school dedicated to nurturing academic excellence, character development, and leadership skills in children age 4 through grade 6. Nestled on a 20-acre campus in Creve Coeur and equipped with state-of-the-art technology, Rossman implements a stimulating curriculum that inspires a love for learning while providing a solid foundation in language arts, mathematics, and specialty subjects such as art, music, physical education, science, Spanish, and social studies. The school’s thoughtfully designed program teaches children how to learn and equips them with the problemsolving, critical-thinking, organization, timemanagement, and collaboration skills that future leaders need. Rossman’s team teaching model allows for different perspectives and approaches to each child’s learning. Two full-time teachers
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work together to plan, deliver, and assess instruction. This also gives students two teachers to connect with and two teachers to support them when needed. Teachers’ personal relationships with each child and the strong partnership between the school and parents lead to graduates who are academically well-prepared, thoughtful, motivated, and self-confident. Opportunities for growth and development outside of the traditional classroom abound at Rossman and include membership in a Rossman School Family, a group of students from all grade levels who meet monthly to study character development and community building while forming meaningful, supportive relationships.
Bragging Rights
100
Years of extraordinary elementary education
2
Full-time teachers per class
50%
Teachers with advanced degrees
P R I VATE SCHO O L HAN DB O O K
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Special Advertising Section
PROFILES
Chesterfield Montessori School 14000 Ladue Road, Chesterfield, Mo. 63017 | 314-469-7150 chesterfieldmontessori.org | info@chesterfieldmontessori.org
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ounded in 1981, Chesterfield Montessori School offers authentic AMI (Association Montessori International) Montessori programs for children ages 16 months through 15 years. Montessori education stimulates a passion for learning, for exploration, and for discovery. CMS’s beautiful sunlit facility features classrooms that are open, inviting, well-organized, and equipped with the full spectrum of materials scientifically developed by Dr. Maria Montessori. Nurturing teachers are highly trained and enjoy working with the culturally diverse student body. The campus includes playgrounds, tennis courts, a swimming pool, and a children’s garden. Recognized as one of the finest Montessori schools in the U.S., CMS empowers students
to carry with them a solid record of academic achievement, a belief in the dignity of work, and a sense of responsibility for their own development. The partnership of parents, children, and teachers makes the school a place where children and families flourish. As one current parent states, “This school is a hidden gem in St. Louis! The teachers are amazing, the curriculum is challenging, and the kids’ love for each other and for learning and exploration is truly unique.” One alumni parent, whose daughter now works at the British Embassy, says, “She is strong and confident and talented, and I attribute much of that to her Montessori education at CMS.” CMS welcomes you for a tour to discover the difference!
Bragging Rights
100%
Students engaged in individualized, hands-on learning daily
100%
Classroom teachers with advanced Montessori diplomas
100%
Students who feel positive about their educational experience
Community School 900 Lay Road, St. Louis, Mo. 63124 | 314-991-0005 communityschool.com | admissions@communityschool.com
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arents recognize in their children the gift of something great. For more than a century, Community School has been a place to let those gifts flourish in an environment of active, experiential learning. Seasoned faculty engage students with a challenging curriculum integrating academics, the arts, physical education, and the interpersonal skills needed for talented young people to grow in confidence and experience. Community students are responsible, caring, and vibrant people who learn how to work with and lead others. Community believes the world is to be explored, examined, and enjoyed—both the physical world and the world of ideas. The expansive campus—with its woods, trails, pond,
fields, and light-filled classrooms—provides a perfect, safe environment for this early exploration. Students learn to dig deep into subjects and examine them in detail. Parents value the security the secluded campus provides and the nurturing environment the teachers create. The school’s approach is deeply personal, sensitive to the individual child. The childfocused classrooms and challenging curriculum reach children, whatever their level of readiness, in innovative ways that stretch their abilities and cultivate continued development. This builds a lifelong love of learning that prepares students for success at the very best secondary schools ... and in life.
Bragging Rights
16
Wooded acres (one of the largest elementary campuses in St. Louis)
30%
Students of color
2
Full-time teachers per classroom
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Special Advertising Section
PROFILES
Visitation Academy 3020 N. Ballas Road, St. Louis, Mo. 63131 | 314-625-9103 visitationacademy.org | scoulter@visitationacademy.org
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isitation Academy is an independent, Catholic school with a long-standing reputation for academic excellence. In a welcoming and supportive environment, students experience the Academy’s rich history and tradition, and learn to “Live Jesus” in their everyday lives. The Lower School offers a coeducational, Montessori-based early childhood program (toddler–kindergarten), while providing the area’s only all-girls program in grades 1 through 5. Lower School classrooms are spacious and filled with resources to stimulate learning. New technologies and enrichment activities are continuously integrated into the curriculum. Project-based learning, including robotics, leads to greater understanding and builds confidence and self-esteem. The Middle School builds a bridge from
childhood to young adulthood. The curriculum is centered on the developmental readiness and interests of girls in grades 6–8. Middle School classrooms are active, handson centers of learning. A new STEM initiative opened last fall: a Makerspace where Middle School students prototype inventions using design thinking. The Upper School college-preparatory program challenges young women in grades 9–12 to stretch themselves intellectually. STEM education includes courses such as Introduction to Engineering and Independent Studies in Robotics. A new Entrepreneurial Leadership Program includes courses such as Graphic Design, Persuasive Writing, and Gaming and Web Design.
Bragging Rights
$21.5 million
Scholarships awarded to the Class of 2016
12,400+
Hours of service donated by the Class of 2016
29
Average ACT score
New City School 5209 Waterman Boulevard, St. Louis, Mo. 63108 | 314-361-6411 newcityschool.org | mharmon@newcityschool.org
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t New City School, students learn more than the contents of a textbook. They are taught to become confident, caring, thoughtful individuals who value the varied perspectives of their peers. A New City education is grounded in rigorous academics, achieved through lively, experiential learning. Students are empathetic and appreciative of diversity, and they cultivate a deep awareness of themselves. This insight encourages students to develop leadership skills that push them to succeed beyond school walls. New City graduates are accepted into the top secondary schools in the area, where they not only excel academically, but become exemplary citizens, advocates, and leaders of their communities.
New City is the leading multiple intelligences school in the country. Teachers build on each student’s strengths to create genuine learning experiences that are both meaningful and relevant. Located in the Central West End, and serving preschool through the sixth grade, New City offers everything your child deserves: academic excellence, diversity beyond the numbers, joyful learning, and development of the personal intelligences. New City School is truly a unique place that you must experience. See for yourself! Schedule a tour today online, or call 314-361-6411. New City School … where joyful learning empowers each student to explore the world and discover their passions!
Bragging Rights
96th percentile
Sixth-grade math standardized test scores
48
44%
Students of color
$1.2 million
Financial aid awarded
P R I VATE SCHO O L HAN DB O O K
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SCHOOL
Special Advertising Section
PROFILES
St. Joseph’s Academy 2307 S. Lindbergh Boulevard, St. Louis, Mo. 63131 | 314-394-4321 sja1840.org | mwade@sja1840.org
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t. Joseph’s Academy, a college preparatory high school sponsored by the Sisters of St. Joseph of Carondelet, has been a leader in private education for over 175 years. The curriculum is rigorous by design and focuses on developing women leaders. More than 140 courses are offered, including 41 honors and AP or Advanced College Credit courses. SJA seeks a balanced approached and invites its young women to pursue their many interests. Whether it’s in Mandarin Chinese, forensic science, yoga, Honors Art Portfolio, robotics, journalism, performing arts, or athletics, SJA prepares young women to make a profound impact in the world. SJA fosters the desire to serve. Each student earns a minimum of 160 hours of com-
munity engagement during her four years. The capstone project is a three-week immersion experience in a community agency at the end of senior year. The entrepreneurial educational experience at SJA will activate this year with a student-run coffee shop—called “Cup of Joe”—providing girls the knowledge to run a business through innovative leadership. Holding students to high standards is the key to SJA’s success. The school has been experts in educating young women in an environment that challenges them to grow in faith, knowledge, and respect for self and others. For more information, visit sja1840.org.
Bragging Rights
30
Average ACT for top 20% of students
100%
SJA’s athletic teams that receive academic achievement awards
$201,000
Prize money SJA students have won at eCYBERMISSION competitions
Saint Louis Priory School 500 S. Mason Road, St. Louis, Mo. 63141 | 314-434-3690 priory.org | admission@priory.org
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aint Louis Priory School is a Benedictine, Catholic, academically rigorous all-boys school serving grades 7–12. Priory students come from 102 different elementary schools and live in 54 different ZIP codes. The school’s 150-acre campus is conveniently located at I-64 and Mason Road. Priory offers a challenging, traditional liberal arts education, with required coursework in English, Classical and Modern Languages, Math, Natural Sciences, History, Theology, Computer Science, and Fine Art. Eighty-eight percent of the faculty at Priory has advanced degrees. Students have the chance to learn medieval arts, including stained glass and calligraphy, through the only medieval arts program at this level in the country. Priory has more than 35
student organizations, including Drone Club, Competitive Robotics, Mock Trial, and Chess, allowing students to pursue their talents and leadership opportunities while preparing for success in college. Athletics are part of the curriculum and foster friendship, teamwork, and school spirit. Every student participates in competitive sports teams at the high school level. The student body gathers for weekly prayer and mass, and the advisory system and Tutoria program encourage relationships between students in different grades. An experienced college counseling office provides support and guidance to students and families throughout their time at Priory, ensuring students are prepared for success in college and beyond.
Bragging Rights
30
Average ACT score
80
2016 graduates who received scholarships of almost $3 million per year of college
$1.7 million Need-based tuition assistance available
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SCHOOL
Special Advertising Section
PROFILES
Andrews Academy–Creve Coeur 888 N. Mason Road, St. Louis, Mo. 63141 | 314-878-1883 andrewsacademy.com | jpatterson@andrewsacademy.com
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ndrews Academy is a private, independent school for children in junior kindergarten through grade 6. Andrews Academy encourages students to maximize their intellectual, physical, social, and emotional growth by offering an advanced curriculum in a traditional setting. The faculty and staff are dedicated to creating a learning environment where imagination and creativity are inspired and academic challenges are met. Special classes include art, music, computers, STEM, library, physical education, Spanish, and public speaking. Private piano, strings, band, and Chinese lessons also are offered.
Set on a beautiful wooded campus, the education complex includes a state-of-theart computer lab, a swimming pool, a performing arts stage, athletic facilities, and a nature trail. Much of the campus is retained in its natural state to preserve area wildlife and to provide students with nearby resources for environmental study. The average class size is 12 to 15. In an atmosphere of respect and compassion, an internationally diverse student body has the opportunity to reach unlimited goals.
Bragging Rights
1:1
Each student in grades 3–6 receives an iPad.
10,000+
books fill Andrews Academy’s library.
99%
of graduates go to prominent St. Louis secondary schools.
De Smet Jesuit High School 233 N. New Ballas Road, St. Louis, Mo. 63141 | 314-567-3500 desmet.org | tsullivan@desmet.org
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hose at De Smet Jesuit High School understand that your son’s high school education is about more than the diploma. These are four important years in a young man’s personal growth—intellectually, physically, emotionally, and spiritually. De Smet’s mission is to inspire and prepare men for and with others to transform the world, Ad Majorem Dei Gloriam (all for the greater glory of God). To achieve this mission, they focus on three principles: • Embrace: Welcome and love a variety of students who can find their passion and pursue their interests. • Innovate: Implement new or significantly improved approaches to learning that stoke a student’s creativity, imagination,
and critical thinking. • Empower: Provide students with voice and choice to do great things at De Smet Jesuit, and to prepare for the mission beyond. De Smet Jesuit is an all-male, collegepreparatory Catholic high school featuring a top-tier academic program and a balanced emphasis on coursework, faith, service, and co-curricular activities, so graduates are best prepared for college and a “men-for-andwith-others” life beyond school. Contact De Smet today for information on personal guided tours, Spartan-for-a-Day shadow visits, and other opportunities to visit the centrally located campus.
Bragging Rights
79%
Class of 2016 students awarded college scholarships, with a total of $21 million
50
26
Average ACT score (Honor students average a score of 31.)
15%
De Smet graduates, over the past seven years, who have completed college early
P R I VATE SCHO O L HAN DB O O K
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Special Advertising Section
PROFILES
The Fulton School 123 Schoolhouse Road, St. Albans, Mo. 63073 | 636-458-6688 tfssa.org | info@tfssa.org
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coed, independent, Montessori school for students age 18 months through the 12th grade, The Fulton School is small by design. There are no ceilings to what students can learn—and no hiding places for them to resist growth. The teaching styles are refreshing, and the students are engaged, accepted, and passionate about learning. Whether it’s a determined first-grader reading at a thirdgrade level or an enthusiastic 10th-grader enamored with gardening, each child is as unique as his or her passion. The teachers are experts at bringing the students’ passions to life in their studies. The Lower School provides an environ-
ment where each child’s whole personality is celebrated and nurtured. Teachers focus on a child’s innate desire for independence, so classrooms allow each child to explore handson, meaningful work that both reaches the child at his/her current stage and also encourages the child to stretch him/herself. Curiosity, kindness, and integrity are paramount. The Upper School program offers a strong college-prep curriculum rooted in the Montessori philosophy. Critical thinking skills, written and oral communication skills, and learning what one might do with what he/ she learns are the highest priorities. Preparing students for college—and for life—are the end goals.
Bragging Rights
13
Acreage of the campus, which includes a creek and forest
80%
Teachers with advanced degrees
1.24
Miles of filament used by students in the 3-D printer
Chaminade College Preparatory School 425 S. Lindbergh Boulevard, St. Louis, Mo. 63131 | 314-993-4400 chaminade-stl.org | admissions@chaminade-stl.org
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haminade College Preparatory School educates young men, grades 6–12, in the Catholic Marianist tradition. Chaminade’s intention is to ensure that every young man that passes through the school’s doors is able to achieve the balance between school life and play. The school motto is Esto Vir, or “Be a Man,” and it is a true journey from boyhood to manhood that includes spiritual, educational, and social development. As a school for boys, Chaminade is created from the perspective of how young men learn, build relationships, and interact with the world. The school’s mission is to cultivate a student’s inherent skills, gifts, and talents while realizing their potential as men. This is accomplished through academics, formation of character, and athletics & activities.
Chaminade provides a modern, academically challenging curriculum using personalized instruction. Classrooms, averaging 17 students, are student-centered and address multiple learning styles. The alternating block schedule allows for longer classroom experiences for debates, labs, and deeper academic engagement. The house system provides the natural framework by which leadership and family spirit come alive every day. Young men learn and grow by doing, and Chaminade’s many activities provide an outlet for every student. From Improv Club, to Marianist Life Community, drama productions and everything in between, there is truly a home at Chaminade for everyone.
Bragging Rights
25,000
Hours of service completed by students each year
12+
Languages spoken in Chaminade’s Resident Hall
2
Full-time Academic Learning Consultants
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SCHOOL
Special Advertising Section
PROFILES
Missouri Military Academy 204 N. Grand Street, Mexico, Mo. 65265 | 573-581-1776 missourimilitaryacademy.org | info@missourimilitaryacademy.org
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issouri Military Academy is an all-boys preparatory boarding school with a military tradition. MMA’s comprehensive 360° Education empowers boys and young men to unlock their full potential through a structured program of academic excellence, character development, and leadership training. Missouri Military Academy understands and embraces how boys and young men learn, and what inspires and challenges them. MMA educates the whole student, producing a graduate who possesses the life skills a young man will need to achieve his full potential and success in life. Teachers cultivate meaningful relationships with students, often by coach-
ing and mentoring outside of the classroom. Missouri Military Academy has a 127-year tradition of developing young men from the United States and around the world with a sense of character and strong leadership traits, valued in all walks of life and professions. Graduates consistently achieve 100 percent college acceptance and earn an impressive number of scholarships, including to the U.S. service academies. Missouri Military Academy’s 248-acre campus is just 90 minutes from St. Louis and provides a safe, pleasing setting for learning and growth.
Bragging Rights
15
Countries represented by the student body
Academy of the Sacred Heart 619 N. Second Street, St. Charles, Mo. 63301 | 636-946-6127 ash1818.org | ltebbe@ash1818.org
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he Academy of the Sacred Heart is a Catholic, independent, private elementary school founded in 1818 by St. Philippine Duchesne and the Society of the Sacred Heart. The school aims to educate and inspire the heart and mind of each child to become a courageous and confident leader who knows and loves God, and who reveals that love by serving others. A loving and nurturing environment, challenging academics, and small class sizes are enhanced by character formation and leadership development. The Academy is unique in its class structure, with boys and girls learning together in pre-K through fifth-grade classes, and in singlegender classes for the sixth through eighth grades. Tuition assistance is available for qualifying families.
Bragging Rights
1818
Founded as the first school west of the Mississippi River
52
$3.64 million College scholarships in 2016
19-3-0
2015 season record of MMA’s championship soccer team
Christ Community Lutheran School Kirkwood: 314-822-7774 | Glendale: 314-966-3220 | Crestwood: 314-842-2372 | Webster Groves: 314-961-6595 | ccls-stlouis.org
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hrist Community Lutheran School exists to nurture each child through the Gospel to live the faith and share the Good News of Jesus Christ, in an innovative environment of academic excellence. CCLS is recognized nationally, as a high-achieving Blue Ribbon school by the U.S. Department of Education and an Exemplary School by the National Lutheran School Accreditation commission. The school continues to be a leader in fostering a Christ-centered community, uniquely focused on academic excellence, spiritual impact, character development, technology integration, and comprehensive co-curricular programming. CCLS welcomes families with six-week-olds through eighth-graders to share in a paramount mission with an eternal impact. For information about CCLS or to schedule a personal visit, contact Leanna Butterfield, Director of Enrollment, at 314-740-5417, or visit ccls-stlouis.org.
Bragging Rights
58%
Seventh-graders who qualified for Duke University T.I.P.
94%
CCLS students involved in co-curricular activities
19
Student birth countries represented since 2011
P R I VATE SCHO O L HAN DB O O K
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PROFILES
Central Christian School
Brehm Preparatory School
700 S. Hanley Road, St. Louis, Mo. 63105 | 314-727-4535 centralschoolstl.org | admissions@centralschoolstl.org
950 S. Brehm Lane, Carbondale, Ill. 62901 | 618-457-0371 brehm.org | admissionsinfo@brehm.org
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entral Christian School partners with families to instill a passion for God, a love of truth, and a zeal to serve. Academically rigorous, unapologetically Christian, and richly diverse (academically, racially, and socio-economically), Central seeks to lay in students a foundation for our city and nation’s future civic-engagers, thought-leaders, and changeagents. Central believes that research-based best practices; a comprehensive, integrated curriculum; and daily exposure to varied perspectives equip students to love learning, think critically, apply knowledge, and engage with a changing world, for Christ. Educators teach students to understand themselves and their uniqueness while simultaneously valuing and serving the “other” in their classroom, neighborhood, city, and world. Attend Open House on November 11, or call to schedule a private tour.
B
rehm Preparatory School is a family-style boarding school for boys and girls, grades 6–12, with learning difficulties/disabilities. Brehm offers a unique holistic program that individually addresses each student’s academic, emotional, and social needs. The Brehm experience includes: a fully accredited high school, individualized academic curriculum, 4-to-1 student-to-teacher ratio, team recreational programs and interscholastic sports, supervised dorm living, medical support, speech language pathologists, and more. The Brehm Arrowsmith Program is founded on neuroscience research and over 30 years of experience demonstrating that it is possible for students to strengthen the weak cognitive capacities underlying their learning dysfunctions through a program of specific cognitive exercises.
Bragging Rights
94
The percentile of Central’s median ERB math score
Bragging Rights
45
90
ZIP codes, with 65 churches, represented at Central
Brehm’s student body limit, providing for individualized attention
1-8
The range of Brehm’s small class sizes
Villa Duchesne and Oak Hill School
Forsyth School
801 S. Spoede Road, St. Louis, Mo. 63131 | 314-432-2021 vdoh.org | admissions@vdoh.org
6235 Wydown Boulevard, St. Louis, Mo. 63105 | 314-726-4542 forsythonline.com | admission@forsythonline.com
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Y
illa Duchesne and Oak Hill School is an independent, Catholic school educating boys and girls age 3 through grade 6, and young women in grades 7 through 12. Faculty members are experienced in identifying a student’s gifts, building confidence and character in the classroom. Beyond the classroom, students are encouraged to pursue their gifts through further studies and competition. All graduates attend four-year colleges and universities, with three out of four choosing colleges outside of Missouri. As a member of the International Network of Sacred Heart Schools, students also can participate in cultural exchanges with schools in more than 30 countries around the world. Financial aid and scholarship opportunities are available.
Bragging Rights
1 in 4
Students who score 30 or higher on the ACT
ou know Forsyth, a one-of-a-kind campus with classrooms in six repurposed, historic houses for children age 3 to grade 6. Forest Park is the school’s backyard. Washington University is its next-door neighbor. The city’s cultural institutions are walk-to resources. Forsyth is all about challenge—always with support from great teachers and classmates—and independence. It’s a place where personal best counts—on the field, on the stage, in the classroom, and on the high ropes course in the Forsyth Adventure Center. It’s a place to stretch beyond your comfort zone— memory mapping, Shakespeare plays, Challenge Days. Forsyth teachers value active learning and authentic challenges. Here, children develop critical-thinking skills; they learn that if they work hard, they can accomplish difficult and complex challenges. Forsyth. There’s nothing like it.
Bragging Rights
52
ZIP codes represented by the student body
40
Awards won, out of 38 entries, at the 2016 Greater St. Louis Science Fair
18%
Forsyth students who speak a second language at home
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Special Advertising Section
PROFILES
City Academy
Rosati-Kain High School
4175 N. Kingshighway Boulevard, St. Louis, Mo. 63115 | 314-382-0085 cityacademyschool.org | info@cityacademyschool.org
4389 Lindell Boulevard, St. Louis, Mo. 63108 | 314-533-8513 rosati-kain.org | lschulte@rosati-kain.org
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ocated in north St. Louis, City Academy transforms children, families, and the community through exceptional education and bold expectations that empower children to overcome barriers. City Academy was founded upon the belief that every child should have access to quality education. City Academy is the only private, independent elementary school in St. Louis providing scholarships to 100 percent of admitted families. Community support makes it possible for the school to provide $2.7 million in scholarships annually. City Academy believes in instilling a love of learning, a sense of leadership, and a sense of responsibility in students from a young age. Scholars develop a sense of poise and dignity as they discover how to be active members of the community.
R
osati-Kain is the only Catholic, all-girls, college preparatory high school located in the city of St. Louis. Nestled in the heart of the Central West End, with the magnificent Cathedral Basilica of St. Louis as its neighbor, R-K offers a rigorous and competitive academic program for girls who want to be challenged in their learning and supported in their faith. Rosati-Kain graduates are world-ready and prepared for highly competitive colleges. Their achievements in academics, arts, and athletics are regularly celebrated and recognized. A 12,000-square-foot addition completed in 2015 enables a larger learning environment for science, robotics, and a new learning commons. Enrollment is 300, with an 85 percent acceptance rate. Tuition is $10,900–$11,650.
Bragging Rights
$1.5 million
Scholarships awarded to college-bound alumni in 2016
Bragging Rights
360
20%
Students and alumni served annually through CA programs
35%+
Students who score 30 or higher on the ACT
Ethnic diversity in the student body
Notre Dame High School
Green Park Lutheran School
320 E. Ripa Avenue, St. Louis, Mo. 63125 | 314-544-1015 x1104 ndhs.net | mallk@ndhs.net
4248 Green Park Road, St. Louis, Mo. 63125 | 314-544-4248 greenparklutheranschool.org katy.schmitt@greenparklutheranschool.org
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otre Dame High School, a Catholic college-prep school, is sponsored by the School Sisters of Notre Dame. Today, 100 percent of Notre Dame’s students pursue higher education and 75 percent receive merit-based scholarships. A variety of AP and ACC courses challenge students to achieve college credits in a supportive high school environment. Students receive personal attention and 1-to-1 academic conferencing with a faculty advisor each week. Classroom teaching is enhanced with the integration of technology via iPads.
Bragging Rights
25%
Increase in freshman enrollment
54
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ou want the best for your child. So does Green Park. Green Park is designed to offer academic rigor while caring for your child’s spirit. Green Park students benefit from small-school attention. The individualized instruction begins with Balanced Literacy, backed by a designated Reading & Math Specialist, to fully departmentalize middle school and full-time special education. With the opening of a brand new Junior Kindergarten in fall 2016, and the rollout of a new writing curriculum, there’s plenty to celebrate. Each day, families from 23 ZIP codes drive to the best private elementary school in south St. Louis County. Be part of a school where you and your child are known.
Bragging Rights
1:1
Individual weekly appointments with faculty
1:1
iPads for each student in K–Grade 2
1st
Fall 2016 begins the first Junior Kindergarten class.
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Special Advertising Section
John Burroughs School
Kirk Day School 12928 Ladue Road, St. Louis, Mo. 63141 | 314-434-4349 kirkdayschool.org | contact@kirkdayschool.org
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irk Day School, an independent Christian school nestled in the heart of St. Louis County, serves 285 students, age 3 through the sixth grade. Established in 1992, KDS is distinguished by the strength of its proven academic program grounded in a Christian worldview. Graduates excel academically, participate actively, and engage the world with a strong spiritual foundation. The curriculum meets the educational goals of each student, including the academically gifted, who are further challenged through individualized instruction and dynamic learning programs. KDS students experience the benefits of small classes; foreign language; and a wide variety of extracurricular activities, including athletics, technology, and the arts, in the context of a warm and diverse community in which each child is respected and valued.
755 S. Price Road, St. Louis, Mo. 63124 | 314-993-4040 jburroughs.org | clavigne@jburroughs.org
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urroughs is a coeducational school (grades 7–12) recognized as one of the nation’s premier college preparatory institutions. For the past decade, Burroughs has claimed the state’s highest number and/or percentage of National Merit semifinalists. Burroughs provides a liberal arts education that balances academics, arts, athletics, and activities. A world-class faculty teaches a challenging curriculum in small classes. They encourage students to think critically and to explore their interests in a respectful and supportive environment. Teams compete at a high level in a range of sports, and students participate in more than four dozen clubs, including Model U.N., film club, and a super-mileage vehicle club. A mix of informality; community service; a diverse student body; and traditions, such as morning assembly and family-style lunch, distinguishes the Burroughs experience.
Bragging Rights
Bragging Rights
73%
Alumni who graduate high school with academic honors
PROFILES
249
5
National Merit semifinalists (2006 through 2016)
Alumni named 2015 National Merit Semifinalists
44
State athletic championships (2006 through 2016)
The Wilson School
Chesterfield Day School
400 DeMun Avenue, Clayton, Mo. 63105 | 314-725-4999 wilsonschool.com | mbaisch@wilsonschool.com
1100 White Road, Chesterfield, Mo. 63017 | 314-469-6622 chesterfielddayschool.org | admissions@chesterfielddayschool.org
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C
Wilson education gives children age 3 through the sixth grade a strong academic foundation in the caring environment they need to succeed. At Wilson, students are known, nurtured, and challenged, each and every day. Teachers are empowered to develop a customized curriculum that connects foundational learning with innovative, projectbased experiences which engage and inspire. An intentional class size with two full-time, professional educators per classroom, plus subject area specialists, creates an environment where students can take risks, develop leadership skills, and strive to reach their personal best. With a high-tech facility that feels like a home away from home, students who graduate from The Wilson School are well-balanced, caring, and curious young adults, ready for life and learning in the 21st century.
Bragging Rights
2x
the national average is spent on professional development.
DS offers premier preparation for students age 18 months through the sixth grade. CDS’s early childhood program is rooted in the Montessori philosophy, a holistic approach that values all dimensions of a child. The classroom includes multi-age groupings that foster peer learning, uninterrupted blocks of work time, and guided choice of work, which inspire learning and independence. The second through sixth grades blend Montessori with additional personalized methodologies—including Singapore Math, Project Based Learning, and a state-of-the-art MakerSpace—that challenge students as they mature academically and socially. CDS’s robust start-to-finish education produces exceptional students of remarkable character who attend their choice secondary schools and lead meaningful adult lives in communities all over the world.
Bragging Rights
21%
of students have one or both parents born outside the U.S.
8:1
Student/teacher ratio in preschool through the sixth grade
36%
Students of ethnic and religious diversity
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Special Advertising Section
PROFILES
Cor Jesu Academy
Crossroads College Preparatory School
10230 Gravois Road, St. Louis, Mo. 63123 | 314-842-1546 corjesu.org | ebuechter@corjesu.org
500 DeBaliviere Avenue, St. Louis, Mo. 63112 | 314-367-8085 crossroadscollegeprep.org | info@crossroadscollegeprep.org
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What Makes Crossroads Different? Smart and Good: Intelligence is a tool. It is not enough to be smart; Crossroads expects students to be smart and good. Students are prepared to be successful in college and actively engaged in their communities. Everyone Has a Voice: At Crossroads, everyone has a place, a voice, and something to contribute. Small Is an Asset: Crossroads’ size and culture foster authentic relationships. Flexibility Provides Balance: Crossroads combines challenging academics with athletics, the arts, and other activities including outside interests students choose to pursue. The City is Our Campus: Located in the City of St. Louis, Crossroads’ campus extends well beyond the walls of its building. Be Yourself: When students know and understand themselves, they can tap into their full potential.
or Jesu Academy, a ministry of the Apostles of the Sacred Heart of Jesus, offers an academically challenging program for the total education of young women. Students grow intellectually, spiritually, morally, and emotionally, taking ownership of their learning and success. Through Cor Jesu’s innovative Corporate Partners Initiative, students are exposed to myriad experiential activities and interactions with professionals in a vast array of careers, in ways that redefine college preparation. In 2016, the lacrosse team clinched the state title, and the soccer team advanced to the Final Four. This past summer, Cor Jesu broke ground on its new performance gymnasium and student commons, which will provide numerous campus enhancements and state-of-the-art academic programs. It is slated to be completed in the fall of 2017.
Bragging Rights
$29,942,129
Reported four-year scholarships for the Class of 2016
Bragging Rights
57
$6.02 million
Total of different colleges 2016 graduates will attend
50%+
Merit-based scholarship total awarded to Class of 2016 students
Students receiving financial assistance
Immanuel Lutheran School
Covenant Christian School
115 S. Sixth Street, St. Charles, Mo. 63301 | 636-946-0051 immanuelstcharles.org | dmeers@immanuelstcharles.org
2145 N. Ballas Road, Town & Country, Mo. 63131 | 314-787-1036 ccsstl.org | admissions@ccsstl.org
I
mmanuel Lutheran School in St. Charles (est. 1848) is an outstanding Christian school for children, emphasizing high academic standards in a caring, Christ-centered environment. Students in preschool for 2-yearolds through grade 8 are nurtured in the Christian faith, equipped with an excellent education, and prepared for a life of Christian responsibility and service. Visit Immanuel Lutheran School in St. Charles during open house on Tuesdays, or schedule an appointment online. Your child is going to love it here!
Bragging Rights
2
Recently opened STEM labs
15%
The tier in which Immanuel ranks nationwide for standardized testing* *Stanford Achievement Test
56
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ovenant Christian School is a PK3-through-sixth grade elementary school committed to educating “the whole child” in a Christ-centered, grace-filled atmosphere. Covenant features purposefully small class sizes in a caring, close-knit community, where cross-grade relationships are carefully nurtured. Located on 11 beautiful acres in St. Louis County, Covenant houses a unique standalone science building in the midst of its extensive outdoor classroom, including several gardens, a windmill, and a prairie. Students find academic success through an integral, experiential curriculum that includes Latin, Art, Drawing, Music, and PE. Covenant encourages children to be children, meeting their individual needs while assisting them as they explore their gifts and all of God’s creation in meaningful and creative ways.
Bragging Rights
16
Enriching elements in Covenant’s outdoor classroom
4
Activities and programs with a Korean partner school
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Special Advertising Section
PROFILES
Saul Mirowitz Jewish Community School
St. Dominic High School
348 S. Mason Road, St. Louis, Mo. 63141 | 314-576-6177 mirowitz.org | pbloom@mirowitz.org
31 St. Dominic Drive, O’Fallon, Mo. 63366 | 636-240-8303 stdominichs.org | bpeters@stdominichs.org
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amilies choose Mirowitz because they want it all: a hands-on, academically rigorous curriculum; lessons in social responsibility; and meaningful Jewish learning. In the classroom, on the prairie, and in offices of elected officials, Mirowitz students find joy in the pursuit of knowledge and know from experience that they can make a difference. The learning at Mirowitz stretches far beyond its academically rich curriculum. Mirowitz provides students with tools for a lifetime of leadership, opportunities to connect with their heritage, skills to build consensus and collaborate, and a moral compass that will guide them throughout their lives. Mirowitz’s pluralistic community represents the diversity of the Jewish community. Mirowitz is ISACS-accredited.
S
t. Dominic is a Catholic, college-preparatory high school offering young men and women an education rooted in the gospel of Jesus Christ. Living the Dominican tradition of prayer, study, community, and service, St. Dominic encourages lifelong growth in faith and knowledge, as well as leadership and involvement in the global community. As they learn to think critically, solve problems, and present learning in a variety of ways, all St. Dominic students use a personally owned iPad in each of their classes. St. Dominic’s 44-acre campus features outstanding educational facilities, including a 45,000-square-foot performing arts and athletics center that opened just six years ago. Visit St. Dominic’s Open House on Sunday, October 30, or schedule your shadow visit and personal tour today!
Bragging Rights
9
Outdoor learning labs for authentic discovery
Bragging Rights
John F. Kennedy Catholic High School
J
ohn F. Kennedy Catholic High School is a coeducational Catholic high school, operating within the Catholic Education system of the Archdiocese, located in West County. Kennedy Catholic offers a comprehensive curriculum featuring core subjects, as well as electives in diverse areas, providing opportunities for students to learn and grow. The Catholic faith is at the center of all that is done at Kennedy Catholic, and with a student-to-faculty ratio of 8-to-1, Kennedy Catholic can truly give students the attention they need and deserve in order to prepare them for college and beyond.
Bragging Rights
97.5%
Hours of service performed by the Class of 2016
$8.5 million+
Total scholarships awarded to the Class of 2016
Westminster Christian Academy
500 Woods Mill Road, Manchester, Mo. 63011 | 636-227-5900 kennedycatholic.net | cmolloy@kennedycatholic.net pvogel@kennedycatholic.net
Students involved in extracurricular activities
21,723
17,444
Miles each student travels for field trips (over nine years)
800 Maryville Centre Drive, Town & Country, Mo. 63017 314-997-2900 | wcastl.org | admissions@wcastl.org
T
hrough a comprehensive six-year college-preparatory program, Westminster provides students opportunities to excel in writing, experiential learning, visual and performing arts, and a nationally renowned athletics program—all of which help to ensure that a seventh-grade student is well-prepared for high school. With a faculty committed to helping students grow academically, socially, and spiritually, the school continues to enhance opportunities for students to discover and develop their intellectual, academic, and creative gifts through unique initiatives, such as a dynamic robotics club within the STEM program and a wide range of honors and AP courses. Beginning in the seventh grade, teachers work together to determine what students must learn to prepare them to reach their highest potential by senior year and into college.
Bragging Rights
4.5/5
Average AP Calculus score on National Advanced Placement Test
40
Celebrating 40 years of excellent education
1st
Robotics students won the 2016 FIRST regional competition
stlmag.com
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SCHOOL
Special Advertising Section
PROFILES
Villa di Maria Montessori School Strengthening
St. Frances Cabrini Academy
1280 Simmons Avenue, Kirkwood, Mo. 63122 | 314-822-2601 villadimaria.org | info@villadimaria.org
3022 Oregon Avenue, St. Louis, Mo. 63118 | 314-776-0883 cabriniacademy.org | admissions@cabriniacademy.org
O
S
Mind and Heart
n 6 quiet, wooded acres tucked into residential Kirkwood, Villa di Catholic Faith Community, Maria Montessori School offers carefully designed, lively spaces Grades PreK-3 through in which children develop their intellect, spirit, and body. The school Grade 8, Co-Ed Environment, cultivates an enthusiasm for learning in each child. Enrichment Program, Promoting thoughtful, responsible behavior, Villa di Maria fosters Spanish, Comprehensive Arts respect for the world and for others who share that world. Encouraged and Sciences Curriculum to tackle challenging tasks, children develop greater competence, selfesteem, and independence. With a strong academic program, Villa di of the Pillar School Maria Montessori emphasizes life skills, suchOur as Lady problem-solving, teamwork, self-direction, and self-expression. comprises three Please call to schedule an appointment tointerconnected visit campus.divisions:
t. Frances Cabrini Academy is a Catholic grade school named after Mother Cabrini, known for her excellent work in cultivating an inclusive atmosphere for foreign-born individuals through education. The school serves eight parishes in a very diverse area of south St. Louis City. Diversity is part of the everyday world at Cabrini; African, African American, Asian, Caucasian, and Hispanic students learn together and, in turn, they learn to live together. These students bring many different cultures, languages, and faith traditions to their fellow classmates and faculty. St. Frances Cabrini Academy prepares students for the world with a spiritually rich, academically focused, and culturally diverse education. A world of opportunity awaits you at Cabrini!
the Early Childhood Program, the Elementary Grades,
Bragging Rights
7,000
Square footage of new classroom building under construction
Bragging Rights
and the Middle School.
Our school165 is united through our
16+
Total enrollment,
nationalities make up the student body of Cabrini.
mission, our integrated curriculum, up 14% over 2015 and our strong school community.
90%
of all graduates attend top-performing private high schools in St. Louis.
We are focused on helping each individual student reach his or her full potential—academically, spiritually, and morally.
403 S Lindbergh Blvd St. Louis, MO 63131 314.993.3353 olpillar.com/school
Our Lady of the Pillar School
Nerinx Hall
403 S. Lindbergh Boulevard, St. Louis, Mo. 63131 | 314-993-3353 olpillar.com/school | hfanning@olpillar.com
530 E. Lockwood Avenue, Webster Groves, Mo. 63119 | 314-968-1505 nerinxhall.org | msullivan@nerinxhs.org
O
A
ur Lady of the Pillar School provides an enriching environment for students from preschool (age 3) through the eighth grade. Inspiring teachers foster the joy of discovery and the excitement of personal growth in each student. Individualized learning needs are addressed in classroom differentiation, in Pillar’s specialized Learning Center, and by the school’s learning consultant. The strong academic curriculum is enhanced by art, music, technology, physical education, and Spanish classes. By committing to educating the whole person—mind, body, and spirit—Pillar is strengthening the mind and heart of each student. To find out more about what a Pillar education can do for your child, call 314-993-3353 or visit olpillar.com/school.
Bragging Rights
67%
Graduates who tested into advanced high school math courses
58
s a Catholic high school founded by the Sisters of Loretto, Nerinx Hall educates young women to think critically, act deliberately, and make a difference in the world. Inspired by the Gospels’ call to action and service, Nerinx women build community, work for justice, and respect the dignity of each person. Named a 2015 National Blue Ribbon School by the U.S. Department of Education, Nerinx offers a dynamic educational environment for students of all interests. Intriguing electives such as Forensics, Eastern Cultures, Astronomy, and more provide girls with diverse learning experiences. Whether acting, designing sets, playing in the orchestra, or sculpting, creativity flourishes in Nerinx’s rich arts program. Wide-ranging extracurriculars let girls explore their interests. Nerinx student-athletes compete on 30 different teams across 13 sports.
Bragging Rights
100%
Graduates attending their first choice high school
260+
Elected leadership positions in student organizations
16,500
Hours given in service to the community in 2015–2016
P R I VATE SCHO O L HAN DB O O K
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SCHOOL
Special Advertising Section
PROFILES
COMING SOON…
The Fall/Winter Issue
Featuring Big Parenting Talk: • Modern family dynamics • Use of smart technology with children • How to succeed at modern parenting • Road trip ideas • Holiday survival guide: where to go and what to wear ON NEWSSTANDS BEGINNING LATE SEPTEMBER.
stlmag.com
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SCHOOL
Special Advertising Section
PROFILES
Admissions Planner The admissions process can be stressful. Here, you'll find the most important dates for several local academies. For more detailed information on a particular school, use the contact information listed in the school's profile. Academy of the Sacred Heart Open House November 17, 2016 Application Deadline January 27, 2017 Acceptance Notification March 17, 2017
The College School Open House November 12, 2016 January 7, 2017 Application Deadline January 27, 2017 Acceptance Notification March 17, 2017
Immanuel Lutheran School Open House January 22, 2017 Application Deadline Rolling admissions Acceptance Notification Rolling admissions
Miriam: The Learning Disability Experts Open House Call to schedule a tour Application Deadline Rolling admissions Acceptance Notification Rolling admissions
Andrews Academy– Creve Coeur Open House January 29, 2017 Application Deadline Rolling admissions Acceptance Notification Rolling admissions
Community School Open House November 5, 2016 Application Deadline January 27, 2017 Acceptance Notification March 17, 2017
John Burroughs School Open House October 22, 2016 Application Deadline December 16, 2016 (ninth grade) January 17, 2017 (seventh grade) Acceptance Notification February 3, 2017 (ninth grade) March 17, 2017 (seventh grade)
Missouri Military Academy Open House December 3, 2016 Application Deadline Rolling admissions Acceptance Notification Rolling admissions
Central Christian School Open House November 11, 2016 Application Deadline January 27, 2017 Acceptance Notification March 17, 2017 Chaminade College Preparatory School Open House November 6, 2016 Application Deadline December 16, 2016 (high school) January 27, 2017 (middle school) Acceptance Notification February 10, 2017 (high school) March 17, 2017 (middle school) Chesterfield Day School Open House October 13, 2016 Application Deadline Rolling admissions Acceptance Notification Rolling admissions Chesterfield Montessori School Open House Call to schedule a tour Application Deadline Rolling admissions Acceptance Notification Rolling admissions
Cor Jesu Academy Open House November 6, 2016 Application Deadline November 29, 2016 Acceptance Notification February 3, 2017 Covenant Christian School Open House Call to schedule a tour Application Deadline Rolling admissions Acceptance Notification Rolling admissions Crossroads College Preparatory School Open House October 23, 2016 Application Deadline December 16, 2016 (ninth grade) January 17, 2017 (all other grades) Acceptance Notification February 3, 2017 (ninth grade) March 17, 2017 (all other grades) De Smet Jesuit High School Open House November 6, 2016 Application Deadline November 16, 2016 Acceptance Notification February 3, 2017
Christ Community Lutheran School Open House Call to schedule a tour Application Deadline Rolling admissions Acceptance Notification Rolling admissions
Forsyth School Open House October 16, 2016 (regular admissions) January 7, 2017 (early childhood) Application Deadline January 27, 2017 Acceptance Notification March 17, 2017
City Academy Open House November 5, 2016 Application Deadline January 27, 2017 Acceptance Notification March 17, 2017
The Fulton School Open House October 11, 2016 Application Deadline Rolling admissions Acceptance Notification Rolling admissions Green Park Lutheran School Open House January 22, 2017 Application Deadline February 3, 2017 Acceptance Notification February 28, 2017
60
John F. Kennedy Catholic High School Open House November 6, 2016 Application Deadline November 29, 2016 Acceptance Notification First week of February Kirk Day School Open House November 18, 2016 January 20, 2017 Application Deadline Rolling admissions Acceptance Notification Rolling admissions Lutheran High School North Open House October 16, 2016 Application Deadline Rolling admissions (beginning October 1, 2016) Acceptance Notification Rolling admissions Lutheran High School South Open House October 20, 2016 Application Deadline Rolling admissions (beginning October 1, 2016) Acceptance Notification Rolling admissions Mary Institute and Saint Louis Country Day School (MICDS) Open House October 29, 2016 Application Deadline December 16, 2016 (ninth grade) January 17, 2017 (fifth–eighth grades/ 10th–12th grades) January 27, 2017 (JK–fourth grade) Acceptance Notification February 3, 2017 (ninth grade) March 17, 2017 (all other grades)
Nerinx Hall Open House November 6, 2016 Application Deadline November 16, 2016 Acceptance Notification February 3, 2017 New City School Open House November 12, 2016 (Fall Open House) January 12, 2017 (Diversity Open House) Application Deadline February 1, 2017 Acceptance Notification March 17, 2017 Notre Dame High School Open House November 6, 2016 Application Deadline November 16, 2016 Acceptance Notification February 4, 2017 Our Lady of the Pillar School Open House November 13, 2016 January 29, 2017 Application Deadline Rolling admissions Acceptance Notification Rolling admissions Rosati-Kain High School Open House November 6, 2016 Application Deadline November 16, 2016 Acceptance Notification February 3, 2017 Rossman School Open House 2016: October 6, 13, 20, and 27 2017: January 19 Application Deadline January 27, 2017 Acceptance Notification March 17, 2017 Saint Louis Priory School Open House November 13, 2016 Application Deadline January 17, 2017 Acceptance Notification March 17, 2017
Saul Mirowitz Jewish Community School Open House November 15, 2016 Application Deadline January 31, 2017 Acceptance Notification March 17, 2017 St. Dominic High School Open House October 30, 2016 Application Deadline November 16, 2016 Acceptance Notification February 3, 2017 St. Frances Cabrini Academy Open House January 29, 2017 Application Deadline June 23, 2017 Acceptance Notification Within one week of assessment St. Joseph’s Academy Open House November 6, 2016 Application Deadline November 16, 2016 Acceptance Notification February 3, 2017 St. Louis University High School Open House October 20, 2016 (SLUH Night) November 6, 2016 Application Deadline November 18, 2016 Acceptance Notification February 3, 2017 Thomas Jefferson School Open House October 23, 2016 Application Deadline December 9, 2016 (early decision) December 16, 2016 (ninth grade, regular decision) January 17, 2017 (all other grades, regular decision) Acceptance Notification December 27, 2016 (early decision) February 3, 2017 (ninth grade, regular decision) March 17, 2017 (all other grades, regular decision) Villa di Maria Montessori School Open House Call to schedule a tour Application Deadline March 15, 2017 Acceptance Notification Early April
Villa Duchesne and Oak Hill School Open House November 6, 2016 Application Deadline November 16, 2016 (ninth grade) January 17, 2017 (all other grades) Acceptance Notification February 3, 2017 (ninth grade) March 17, 2017 (all other grades) Visitation Academy Open House November 6, 2016 (sixth–12th grades) October 19, 2016, and December 7, 2016 (toddler–fifth grade) Application Deadline November 16, 2016 (ninth grade) January 17, 2017 (all other grades) Acceptance Notification February 3, 2017 (ninth grade) March 17, 2017 (all other grades) Westminster Christian Academy Open House October 24, 2016 Application Deadline December 16, 2016 (ninth grade) January 17, 2017 (seventh grade) Acceptance Notification February 3, 2017 (ninth grade) March 17, 2017 (seventh grade) Whitfield School Open House October 16, 2016 Application Deadline December 16, 2016 (ninth grade) January 17, 2017 (all other grades) Acceptance Notification February 3, 2017 (ninth grade) February 14, 2017 (all other grades, early decision) March 17, 2017 (all other grades, regular decision) The Wilson School Open House October 22, 2016 November 8, 2016 January 10, 2017 Application Deadline January 27, 2017 Acceptance Notification March 17, 2017
P R I VATE SCHO O L HAN DB O O K
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ASA Christian Academy 314-524-4272, asachristianacademy.org
Atonement Lutheran School 314-837-1252, school.alcs-web.com
Brehm Preparatory School 618-457-0371, brehm.org
Campbell Montessori School 636-477-8200, campbellmontessori.org
Central Christian School 314-727-4535, ccsstl.com
Chaminade College Preparatory School 314-993-4400, chaminade-stl.org
Chesterfield Day School 314-469-6622, chesterfielddayschool.org
Chesterfield Montessori School 314-469-7150, chesterfieldmontessori.org
Christ Community Lutheran School 314-822-7774, ccls-stlouis.org
Churchill Center & School 314-997-4343, churchillstl.org
62
% Receiving Financial Aid
636-561-7709, andrewsacademy.com
Annual or Annualized Tuition
Andrews Academy–Lake Saint Louis
STUDENT / TEACHER RATIO
314-878-1883, andrewsacademy.com
FULL-TIME FACULTY
Andrews Academy–Creve Coeur
SCHOOL OF THOUGHT OR AFFILIATION
636-946-6127, ash1818.org
% MINORITY STUDENTS
Academy of the Sacred Heart
UNIFORMS
314-892-4408, aslsonline.org
ENROLLMENT
Abiding Savior Lutheran School
GRADE LEVELS
Private Grade Schools
FOUNDED
For SLM’s Private School Handbook, we compiled a comprehensive list of the region’s schools, providing vital stats to consider when making decisions for your family. In creating these charts, we strove to be as inclusive as possible, inviting grade schools and high schools in St. Louis; Jefferson, St. Charles, and St. Louis counties; and Madison, St. Clair, and Monroe counties in Illinois to respond to an informational survey. Excluded schools either did not respond or preferred not to participate. All information is self-reported. The information in these charts should be regarded as a starting point only. Please email szak@stlmag.com with questions.
AREA
the private school charts
South County
1985
Age 2Grade 8
279
Yes
6%
Lutheran Church– Missouri Synod
15
17:1
$850– $5,600
20%
St. Charles
1818
Pre-K– Grade 8
325
Yes
15
Catholic–Network of Sacred Heart Schools
30
11:1
$5,525– $11,275
16%
Creve Coeur
1979
Pre-K– Grade 6
124
Yes
75%
Independent
29
8:1
$17,500– $18,440
14%
Lake Saint Louis
2008
K–Grade 6
125
No
23%
Independent
21
8:1
$12,765
0%
Hazelwood
1999
Infant– Grade 6
85
Yes
99%
Christian
10
17:1
$4,800
15%
North County
1956
Pre-K– Grade 8
220
No
42%
Evangelical Lutheran Church in America
12
17:1
$5,700
30%
Carbondale, Ill.
1982
Grades 6–9
90
No
10%
DND
50
4:1
$73,100
0%
St. Charles
1989
Toddler– Grade 6
72
Yes
25%
Montessori
6
12:1
$6,210– $8,856
42%
Clayton
1957
Age 3– Grade 6
296
No
34%
Christian
38
9:1
$8,780
20%
Creve Coeur
1910
Grades 6–12
275
Yes
19%
Catholic–Marianist
95
9:1
$18,267
45%
Chesterfield
1962
Toddler– Grade 6
150
No
36%
Independent
35
8:1
$6,285– $18,100
DND
West County
1981
16 Months– 15 Years
165
No
40%
Montessori
21
9:1
$10,600– $16,400
23%
St. Louis County
1973
Infant– Grade 8
625
Yes
11%
Lutheran Church– Missouri Synod
30
17:1
$2,120– $13,410
20%
Town & Country
1978
Grades 1–10
151
No
13%
Independent
60
3:1
$32,800
13%
P R I VATE SCHO O L HAN DB O O K
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314-787-1036, ccsstl.org
Crosspoint Christian School 636-742-5380, crosspointchristianschool.org
Crossroads College Preparatory School 314-367-8085, crossroadscollegeprep.org
First Baptist Academy O'Fallon 618-726-6040, fbaofallon.org
First Baptist Christian Academy–O'Fallon 636-272-3220, fbcacademy.org
Forsyth School 314-726-4542, forsythonline.com
The Fulton School 636-458-6688, tfssa.org
The Governor French Academy 618-233-7542, governorfrench.com
Grace Chapel Lutheran 314-867-6564, gracechapelstl.org
Great Circle School 314-919-4700, greatcircle.org
Green Park Lutheran School 314-544-4248, greenparklutheranschool.org
H.F. Epstein Hebrew Academy 314-994-7856, eha.org
Heritage Classical Christian Academy 636-394-8063, heritageclassical.org
North St. Louis
1999
Age 4– Grade 6
180
Yes
94%
Independent
35
8:1
$3,500
100%
Webster Groves
1963
Pre-K– Grade 8
258
Yes
23%
Experiential education, Reggio Emilia
30
11:1
$8,200– $16,995
25%
Ladue
1914
Age 3– Grade 6
340
No
30%
Independent
50
7:1
$17,330– $18,970
20%
South County
1998
K–Grade 8
71
No
11%
Nondenominational Christian
9
9:1
$4,100
3%
West County
2003
Pre-K– Grade 6
150
Yes
5%
Integral, experiential curriculum with a biblical worldview
8
9:1
$2,080– $7,590
25%
Franklin County
1990
Pre-K– Grade 12
151
No
7%
Association of Christian Schools International
12
11:1
$5,250
7%
Central West End
1964
Grades 7–12
60
No
40%
Independent
27
8:1
$22,550
50%
O’Fallon, Ill.
2002
K–Grade 12
182
No
19%
Baptist
23
12:1
$4,200
2%
St. Charles County
1964
K–Grade 6
114
Yes
10%
Baptist
16
11:1
$5,200
0%
City of St. Louis
1961
Age 3– Grade 6
380
No
33%
Independent
48
8:1
$19,479
21%
Far West County
1994
Toddler– Grade 12
93
No
9%
Montessori
10
8:1
$4,850– $16,800
DND
Belleville, Ill.
1983
K–Grade 8
115
Yes
53%
College preparatory
9
13:1
$5,940
0%
Bellefontaine Neighbors
1955
Pre-K– Grade 8
206
Yes
70%
Lutheran Church– Missouri Synod
12
18:1
$4,600
70%
Webster Groves
1834
K–Grade 8
130
No
45%
Nondenominational
60
4:1
$24,500
10%
South County
1961
Pre-K– Grade 8
184
Yes
8%
Lutheran Church– Missouri Synod
13
15:1
$6,542
35%
Olivette
1942
Age 2– Grade 8
140
No
1%
Jewish day school
20
7:1
$10,500– $14,500
40%
Fenton
1999
Grades 6–12
87
No
14%
Christian
6
8:1
$9,500
18%
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% Receiving Financial Aid
Annual or Annualized Tuition
covenant christian school
STUDENT / TEACHER RATIO
314-845-8788, cornerstoneacademy.com
FULL-TIME FACULTY
Cornerstone Academy
SCHOOL OF THOUGHT OR AFFILIATION
314-991-0005, communityschool.com
% MINORITY STUDENTS
Community School
UNIFORMS
314-962-9355, thecollegeschool.org
ENROLLMENT
The College School
GRADE LEVELS
314-382-0085, cityacademyschool.org
FOUNDED
City Academy
AREA
Private Grade Schools
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Kirk Day School 314-434-4349, kirkdayschool.org
Kirkwood Children’s House Montessori School 314-966-2030, kirkwoodchildrenshouse.com
Living Water Academy 636-821-2308, livingwateracademy.com
Living Word Christian School 636-970-2398, lwcs.us
Loyola Academy of St. Louis 314-531-9091, loyolaacademy.org
Marian Middle School 314-771-7674, marianmiddleschool.org
Mary Institute and Saint Louis Country Day School 314-995-7367, micds.org
Messiah Lutheran School 636-329-1096, messiahnetwork.org
Metro East Montessori School 618-931-2508, metroeastmontessori.com
Miriam School 314-968-5225, miriamstl.org
Mississippi Valley Christian School 618-462-1071, mvcs-il.org
New City School 314-361-6411, newcityschool.org
64
% Receiving Financial Aid
314-993-4040, jburroughs.org
Annual or Annualized Tuition
John Burroughs School
STUDENT / TEACHER RATIO
314-874-0715, internationalschoolhouse.com
FULL-TIME FACULTY
International Schoolhouse
SCHOOL OF THOUGHT OR AFFILIATION
636-946-0051, immanuelstcharles.org
% MINORITY STUDENTS
Immanuel Lutheran School
UNIFORMS
314-993-5004, immanueldayschool.org
ENROLLMENT
Immanuel Lutheran Day School
GRADE LEVELS
618-344-3145, holycross-collinsville.org
FOUNDED
Holy Cross Lutheran
AREA
Private Grade Schools
Collinsville, Ill.
1848
Pre-K– Grade 8
164
No
5%
Lutheran Church– Missouri Synod
13
11:1
$2,980– $3,400
9%
Olivette
1844
Age 2– Grade 8
175
Yes
56%
Lutheran Church– Missouri Synod
13
14:1
$5,300
20%
St. Charles
1848
Age 2– Grade 8
480
Yes
1%
Lutheran Church– Missouri Synod
55
18:1
$5,676
12%
Richmond Heights
2009
Age 2– Grade 2
110
Yes
25%
Spanish immersion
10
8:1
$6,000– $12,000
0%
St. Louis County
1923
Grades 7–12
600
No
35%
Independent
83
7:1
$26,600
22%
Town & Country
1992
Age 3– Grade 6
277
Yes
17%
Christian
30
9:1
$2,600– $7,800
15%
Kirkwood
1985
Toddler–K
53
No
16%
Montessori
8
8:1
$8,533– $16,272
15%
West County
2005
Pre-K– Grade 8
173
Yes
12%
Christian
9
15:1
$6,250
9%
St. Charles County
1980
Pre-K– Grade 8
387
No
13%
Interdenominational Evangelical Christian
26
18:1
$6,175– $7,465
24%
Midtown
1999
Grades 6–8
60
Yes
98%
Catholic–Jesuit
15
9:1
Sliding scale
100%
South City
1999
Grades 5–8
70
Yes
94%
Catholic– Nativity Miguel
6
11:1
$12,000
100%
Ladue
1859
Junior K– Grade 8
600
No
33%
Independent
86
7:1
$19,500– $26,500
33%
St. Charles County
1999
Age 3– Grade 8
250
Yes
4%
Lutheran
17
15:1
$5,551
15%
Metro East
1970
Pre-K– Grade 9
95
No
20%
Montessori
7
14:1
$7,050
15%
Webster Groves
1956
K–Grade 8
96
No
12%
Independent/ special education
28
10:1
$27,900
53%
Alton, Ill.
1974
K–Grade 12
100
No
5%
Christian
14
10:1
$3,324
0%
Central West End
1969
Pre-K– Grade 6
324
No
41%
Multiple intelligences
40
8:1
$13,000– $18,350
42%
P R I VATE SCHO O L HAN DB O O K
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Rohan Woods School 314-821-6270, rohanwoods.org
Rossman School 314-434-5877, rossmanschool.org
Saint Louis Priory School 314-434-3690, priory.org
Salem Lutheran School 314-353-9242, slcas.org
Saul Mirowitz Jewish Community School 314-576-6177, mirowitz.org
The Soulard School 314-865-2799, soulardschool.org
South City Community School 314-667-4311, sccommunityschool.org
The St. Austin School 314-580-2802, saintaustinschool.org
St. John School 636-779-2325, stjls.org
St. John's Lutheran School 636-464-7303, sjlsarnold.org
St. Louis Christian Academy 314-664-3299, slcacougars.org
St. Mark’s Lutheran School 636-938-4432, stmarkseureka.org
% Receiving Financial Aid
314-858-1033, undertheraintree.org
Annual or Annualized Tuition
Raintree School
STUDENT / TEACHER RATIO
314-842-6846, providencestl.org
FULL-TIME FACULTY
Providence Classical Christian Academy
SCHOOL OF THOUGHT OR AFFILIATION
314-434-2100, principiaschool.edu
% MINORITY STUDENTS
Principia School
UNIFORMS
314-427-3444, ourredeemerstl.org/school
ENROLLMENT
Our Redeemer Lutheran School
GRADE LEVELS
314-972-6227, nccsedu.org
FOUNDED
North County Christian School
AREA
Private Grade Schools
Florissant
1962
Pre-K– Grade 8
218
No
64%
Christian
16
15:1
$6,800
20%
Overland
1904
Age 3– Grade 8
97
No
5%
Lutheran Church– Missouri Synod
8
20:1
$6,000
60%
West County
1898
Pre-K– Grade 12
413
Yes
9%
Christian Science
53
8:1
$9,380– $15,680
94%
South County
1994
K–Grade 12
138
Yes
11%
Classical Christian
17
12:1
$6,900– $8,700
25%
Town & Country
2006
Age 2–K
64
Yes
30%
Reggio Emilia–inspired, forest school
9
8:1
$15,330
10%
St. Louis County
1934
Age 2– Grade 6
95
No
7%
Leadership, STEAM, and ProjectBased Learning
15
7:1
$4014– $17,650
32%
Creve Coeur
1917
Pre-K– Grade 6
219
No
43%
Independent
27
8:1
$19,100
15%
West County
1955
Grades 7–12
149
No
14%
Catholic– Benedictine
69
7:1
$21,500
33%
South County
1901
Pre-K– Grade 8
213
Yes
1%
Lutheran Church– Missouri Synod
12
15:1
$3,695– $5,460
45%
Creve Coeur
2012
K–Grade 8
180
No
7%
Jewish
31
8:1
$14,450
40%
Soulard
2005
Pre-K– Grade 5
107
No
21%
DND
14
9:1
$9,225
66%
South City
2010
Pre-K– Grade 8
147
No
22%
Charlotte Mason philosophy, experiential
20
10:1
$3,960– $5,875
55%
West County
2011
K–Grade 8
70
Yes
DND
Independent, faith-centered, and traditional
7
9:1
$6,190
30%
West County
1851
Pre-K– Grade 8
344
Yes
5%
DND
24
12:1
$6,590
25%
Jefferson County
1847
Pre-K– Grade 8
243
Yes
2%
Lutheran Church– Missouri Synod
13
15:1
$5,864
40%
South City
1952
K–Grade 12
110
Yes
60%
Nondenominational Christian
12
10:1
$4,500
55%
Eureka
1982
Infant– Grade 8
162
Yes
2%
Lutheran Church– Missouri Synod
10
16:1
$3,690– $4,960
20%
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Villa di Maria Montessori School 314-822-2601, villadimaria.org
Villa Duchesne and Oak Hill School 314-432-2021, vdoh.org
Visitation Academy 314-625-9100, visitationacademy.org
The Waldorf School of St. Louis 314-962-2129, waldorfstl.org
Westminster Christian Academy 314-997-2900, wcastl.org
Whitfield School 314-434-5141, whitfieldschool.org
The Wilson School 314-725-4999, wilsonschool.com
Word of Life Lutheran School 314-832-1244, wordoflifeschool.net
Zion Lutheran School 636-441-7424, zionharvester.org/school
Zion Lutheran School 618-234-0275, zionschoolbelleville.org
% Receiving Financial Aid
314-638-6700, vcacademy.org
Annual or Annualized Tuition
Victory Christian Academy
STUDENT / TEACHER RATIO
636-861-1901, twinoakschristianschool.org
FULL-TIME FACULTY
Twin Oaks Christian School
SCHOOL OF THOUGHT OR AFFILIATION
314-776-6473, tgcs.net
% MINORITY STUDENTS
Tower Grove Christian Academy
UNIFORMS
314-822-2771, school.stpaulsdesperes.org
ENROLLMENT
St. Paul’s Lutheran School–Des Peres
GRADE LEVELS
314-721-4422, stmichaelschool.org
FOUNDED
The St. Michael School of Clayton
AREA
Private Grade Schools
Clayton
1968
Pre-K– Grade 8
140
No
15%
Reggio Emilia
28
7:1
$15,500– $16,000
15%
West County
1849
Infant– Grade 8
285
Yes
11%
Lutheran Church– Missouri Synod
25
17:1
$3,635– $6,445
10%
St. Louis
1978
Age 1– Grade 12
351
Yes
60%
Christian
40
13:1
$6,500
45%
West County
1972
Pre-K– Grade 8
220
No
15%
Christian
11
14:1
$2,160– $7,150
10%
South County
1974
K–Grade 8
72
No
2%
Christian discipleship
15
8:1
$4,100
15%
Kirkwood
1967
Age 2½– Grade 12
165
No
10%
Montessori
18
14:1
$6,000– $9,000
10%
West County
1929
Age 3– Grade 12
284
Yes
9%
Catholic–Network of Sacred Heart Schools
44
8:1
$10,429– $17,381
23%
West County
1833
Pre-K– Grade 8
246
Yes
17%
Catholic
38
6:1
$3,985– $18,200
18%
Webster Groves
1992
Pre-K– Grade 8
80
Yes
20%
DND
7
10:1
$11,000
20%
Town & Country
1976
Grades 7–12
1,010
Yes
18%
Christian
95
11:1
$15,900
20%
West County
1952
Grades 6–12
120
No
29
Independent, nonsectarian
26
7:1
$25,250
29
Clayton
1913
Age 3– Grade 6
190
No
28%
Independent
25
8:1
$12,440– $18,650
30%
St. Louis Hills
1974
Pre-K– Grade 8
182
Yes
25%
Lutheran Church– Missouri Synod
13
15:1
$5,850
70%
St. Charles County
1851
Toddler– Grade 8
523
Yes
3%
Lutheran
25
18:1
$3,680
2%
Belleville, Ill.
1861
Pre-K– Grade 8
252
No
15%
Lutheran Church– Missouri Synod
17
15:1
$3,400– $4,800
13%
T H E FINE P R I N T
“N/A” means “not applicable”; “DND” means “did not disclose”; “int’l” is an abbreviation for “international.” Pri vate Gr ade S cho ol s: 1. This chart includes private schools that had at least 50 students enrolled in preschool through grade 8. 2. Some schools also have high schools, but for the purposes of this chart, we asked that administrators only include information that pertains up to grade 8. 3. Some schools list only grades 6 through 8. In most cases, these are schools that incorporate middle school grades into their high schools. We included their middle school students on this chart and their high school students on the next chart. Parish G r ade S cho ol s: Because of space constraints, SLM was unable to include elementary schools in the Archdiocese of St. Louis or Metro East. Visit archstl.org for more information. Pri vate H igh S cho ol s: 1. The chart includes schools with more than 40 students in grades 9 through 12 this year. 2. Some schools also include middle and elementary grades.
66
P R I VATE SCHO O L HAN DB O O K
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314-842-1546, corjesu.org
Crosspoint Christian School 636-742-5380, crosspointchristianschool.org
Crossroads College Preparatory School 314-367-8085, crossroadscollegeprep.org
De Smet Jesuit High School 314-567-3500, desmet.org
Duchesne High School 636-946-6767, duchesne-hs.org
Father McGivney Catholic High School 618-855-9010, mcgivneygriffins.com
First Baptist Academy 618-558-7042, fbaofallon.org
The Fulton School 636-458-6688, tfssa.org
Gibault Catholic High School 618-939-3883, gibaultonline.com
Governor French Academy 618-233-7542, governorfrench.com
Great Circle School 314-919-4700, greatcircle.org
AVERAGE SPENDING PER STUDENT
Cor Jesu Academy
% RECEIVING FINANCIAL AID
314-985-6100, cbchs.org
ANNUAL OR ANNUALIZED TUITION
Christian Brothers College High School
STUDENT/TEACHER RATIO
314-993-4400, chaminade-stl.org
FULL-TIME FACULTY
Chaminade College Preparatory School
% OF TEACHERS WITH ADVANCED DEGRESS
618-457-0371, brehm.org
SCHOOL OF THOUGHT OR AFFILIATION
Brehm Preparatory School
% CONTINUED TO POSTSECONDARY EDUCATION
314-832-3030, bishopdubourg.org
AVERAGE ACT SCORE
Bishop DuBourg High School
% MINORITY STUDENTS
636-300-5500, baratacademy.org
ACCEPTANCE RATE
Barat Academy
ENROLLMENT
618-235-1100, althoff.net
FOUNDED
Althoff Catholic High School
AREA
Private High Schools
Belleville, Ill.
1964
370
99%
22%
23
98%
Catholic
62%
27
14:1
$6,875
23%
$8,800
Chesterfield
2007
120
DND
15%
29
100%
Catholic
89%
32
8:1
$14,900
58%
$24,000
St. Louis Hills
1950
345
97%
23%
22
99%
Catholic– Diocesan
72%
30
12:1
$9,900
35%
$12,545
Carbondale, Ill.
1982
90
80%
10%
22
88%
DND
90%
30
4:1
$71,300
10%
$71,300
Creve Coeur
1910
825
85%
19%
27
99%
Catholic–Marianist
79%
95
9:1
$18,267
45%
$21,000
West County
1850
925
95%
19%
25
99%
Catholic– Lasallian
90%
87
11:1
$14,100
38%
$17,900
Affton
1956
610
DND
6%
29
100%
Catholic
89%
53
12:1
$13,950
25%
$14,925
Franklin County
1990
151
95%
7%
24
99%
Association of Christian Schools International
18%
7
15:1
$5,375
7%
$5,500
Central West End
1974
165
75%
40%
27
100%
Independent
78%
27
9:1
$23,300
50%
DND
Creve Coeur
1967
760
88%
9%
26
100%
Catholic–Jesuit
75%
69
10:1
$15,230
27%
$18,000
St. Charles
1924
326
99%
8%
24
100%
Catholic
70%
36
10:1
$9,500
56%
$11,500
Glen Carbon, Ill.
2012
122
100%
21%
24
99%
Catholic
33%
11
7:1
$6,500
41%
$10,000
O'Fallon, Ill.
2002
51
DND
19%
24
97%
Baptist
21%
23
12:1
$4,600
0%
$4,600
Far West County
1994
36
DND
30%
25
100%
Montessori
70%
7
12:1
$20,225
DND
DND
Waterloo, Ill.
1966
240
99
11%
25
99%
Catholic
36%
23
10:1
$7,870
55%
$10,286
Belleville, Ill.
1983
50
80
47%
25
96%
College preparatory
63%
8
7:1
$5,940
0%
$6,089
Webster Groves
1834
110
N/A
45%
N/A
N/A
Nontraditional
42%
50
4:1
$24,500
10%
$29,100
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314-997-7002, logosschool.org
Lutheran High School North 314-389-3100, lhsnstl.org
Lutheran High School South 314-631-1400, lhssstl.org
Lutheran High School of St. Charles County 636-928-5100, lutheranhighstcharles.com
Marquette Catholic High School 618-463-0580, marquettecatholic.org
Mary Institute and St. Louis Country Day School 314-993-5100, micds.org
Mississippi Valley Christian School 618-462-1071, mvcs-il.org
Nerinx Hall 314-968-1505, nerinxhs.org
North County Christian School 314-972-6227, nccsedu.org
Notre Dame High School 314-544-1015, ndhs.net
Rosati-Kain High School 314-533-8513, rosati-kain.org
68
AVERAGE SPENDING PER STUDENT
Logos School
% RECEIVING FINANCIAL AID
636-978-1680, lwcs.us
ANNUAL OR ANNUALIZED TUITION
Living Word Christian School
STUDENT/TEACHER RATIO
636-227-5900, kennedycatholic.net
FULL-TIME FACULTY
John F. Kennedy Catholic High School
% OF TEACHERS WITH ADVANCED DEGRESS
314-993-4040, jburroughs.org
SCHOOL OF THOUGHT OR AFFILIATION
John Burroughs School
% CONTINUED TO POSTSECONDARY EDUCATION
314-725-5850, iwacademy.org
AVERAGE ACT SCORE
Incarnate Word Academy
% MINORITY STUDENTS
636-394-8063, heritageclassical.org
ACCEPTANCE RATE
Heritage Classical Christian Academy
ENROLLMENT
314-432-7534, greenwaysacademy.com
FOUNDED
Greenways Academy
AREA
Private High Schools
Creve Coeur
1996
64
DND
15%
27
95%
Alternative
90%
5
1:1
$17,000
0%
$8,000
Fenton
1999
87
98%
14%
26
100%
Christian
75%
6
8:1
$8,320
18%
$9,500
St. Louis County
1932
351
88%
28%
24
100%
Catholic
65%
34
12:1
$12,995
42%
$14,360
St. Louis County
1923
400
35%
35%
32
100%
Independent
82%
83
7:1
$26,600
22%
$33,766
West County
1968
210
96%
8%
24
99%
Catholic– Diocesan
72%
31
9:1
$12,575
35%
$15,200
O’Fallon, Mo.
1980
340
88%
12%
25
99%
Interdenominational evangelical Christian
36%
33
10:1
$8,695
24%
DND
Olivette
1970
97
85%
23%
23
90%
College preparatory
55%
49
6:1
$27,800
50%
$36,000
North County
1965
300
97%
65%
28
98%
Lutheran
75%
19
10:1
$12,500
65%
$13,600
South County
1957
500
97%
15%
28
98%
Lutheran
77%
35
14:1
$12,500
40%
$13,600
St. Peters
1982
328
DND
10%
26
97%
Lutheran
83%
27
15:1
$9,451
DND
$9,602
Alton, Ill.
1927
431
95%
20%
26
98%
Catholic
60%
40
12:1
$6,400
50%
$8,900
Ladue
1859
640
DND
33%
29
100%
Independent
73%
77
8:1
$26,500
33%
$27,000
Alton, Ill.
1974
100
DND
5%
21
100%
Christian
20%
14
10:1
$3,324
0%
$3,980
Webster Groves
1924
600
90%
15%
27
100%
Catholic
90%
56
9:1
$13,600
28%
DND
Florissant
1962
93
98%
64%
23
98%
Christian
33%
7
15:1
$8,060
20%
$8,400
South County
1934
230
DND
19%
23
100%
Catholic
70%
27
11:1
$11,500
30%
$13,200
Central West End
1911
280
85%
32%
25
99%
Catholic
70%
26
11:1
$11,650
47%
$13,200
P R I VATE SCHO O L HAN DB O O K
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314-481-8400, stmaryshs.com
St. Pius X High School 636-931-7487, stpius.com
Thomas Jefferson School 314-843-4151, tjs.org
Trinity Catholic High School 314-741-1333, trinitycatholichigh.org
Ursuline Academy–St. Louis 314-984-2800, ursulinestl.org
Villa Duchesne and Oak Hill School 314-432-2021, vdoh.org
Visitation Academy 314-625-9100, visitationacademy.org
Westminster Christian Academy 314-997-2900, wcastl.org
Whitfield School 314-434-5141, whitfieldschool.org
AVERAGE SPENDING PER STUDENT
St. Mary’s High School
% RECEIVING FINANCIAL AID
314-531-0330, sluh.org
ANNUAL OR ANNUALIZED TUITION
St. Louis University High School
STUDENT/TEACHER RATIO
314-664-3299, slcacougars.org
FULL-TIME FACULTY
St. Louis Christian Academy
% OF TEACHERS WITH ADVANCED DEGRESS
314-965-7205, stjosephacademy.org
SCHOOL OF THOUGHT OR AFFILIATION
St. Joseph’s Academy
% CONTINUED TO POSTSECONDARY EDUCATION
314-965-4853, vianney.com
AVERAGE ACT SCORE
St. John Vianney High School
% MINORITY STUDENTS
636-240-8303, stdominichs.org
ACCEPTANCE RATE
St. Dominic High School
ENROLLMENT
314-434-3690, priory.org
FOUNDED
Saint Louis Priory School
AREA
Private High Schools
West County
1955
283
DND
14%
30
100%
Catholic– Benedictine
88%
63
7:1
$21,500
33%
$25,500
O'Fallon, Mo.
1962
713
96%
4%
24
99%
Catholic
58%
48
15:1
$8,950
34%
DND
Kirkwood
1960
600
DND
5%
24
99%
Catholic
82%
54
11:1
$13,800
35%
$14,700
West County
1840
505
DND
13%
26
100%
Catholic
70%
50
11:1
$13,635
20%
$15,265
Midtown
1952
100
75%
60%
26
95%
Nondenominational Christian
50%
15
10:1
$5,000
50%
DND
St. Louis
1818
1,050
80%
14%
30
99%
Catholic–Jesuit
95%
100
11:1
$16,500
40%
$18,600
South City
1931
342
95%
33%
22
92%
Catholic– Marianist
75%
26
13:1
$9,800
65%
$12,900
Festus
1959
295
99%
10%
24
98%
Catholic & nonCatholic
50%
28
12:1
$9,121
60%
$10,970
Sunset Hills
1946
80
60%
16%
32
100%
Independent
95%
13
7:1
$26,500
40%
$28,000
St. Louis County
2003
310
98%
49%
24
98%
Catholic
68%
40
10:1
$8,500
50%
$12,050
Oakland
1848
493
94%
DND
24
100%
Catholic
83%
38
9:1
$13,050
24%
$15,500
West County
1929
300
DND
9%
28
100%
Catholic-Network of Sacred Heart Schools
80%
45
8:1
$20,655– $21,060
23%
$23,560
West County
1833
306
88%
12%
29
100%
Catholic
79%
33
6:1
$19,400
18%
NA
Town & Country
1976
750
65%
18%
26
99%
Christian
66%
95
11:1
$15,900
20%
$17,500
West County
1952
298
75%
28%
27
100%
Independent, nonsectarian
60%
40
7:1
$25,250
29%
$25,000
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P R IVATE S C HO OL H A NDB O OK
Learning resources A guide to local education-related organizations Association Montessori Internationale ami-global.org The association supports children around the globe through educational programs and funding. catholic education office– Archdiocese of St. Louis archstl.org/education The office is dedicated to providing leadership in Catholic education. Christian Schools Association of St. Louis csasl.org This association’s work is focused on Christian education in the area. City Catholic Collaborative citycatholiccollaborative. wordpress.com This network of Catholic grade schools and parishes aims to sustain strong Catholic education. EducationPlus edplus.org The organization encourages student success with programs at schools all across the state.
70
Federation of Catholic Schools in the Northeast Deanery federationofcatholicschools.org These 11 parishes collaborate to support the mission of Catholic education in North County. Independent Schools Association of the Central States isacs.org The organization comprises more than 230 schools in 13 states. Independent Schools of st. louis independentschools.org The association includes nearly 50 independently governed schools across the region. Jewish Federation of St. Louis Community Development cajestl.org The organization enriches the Jewish education of children and adults.
Lutheran Elementary School Association of St. Louis lesastl.org LESA is made up of approximately 40 Lutheran schools across the metro area. Lutheran High School Association of St. Louis lhsastl.org Lutheran High School North and Lutheran High School South work together to facilitate college-preparatory Christian education and leadership. STL City Schools stlcityschools.org Started by concerned parents, this online school guide shares helpful stats and tips, including what to ask when searching for the right school for your child.
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P R IVATE SCHO OL HA NDB O OK
F l ash bac k / 1 9 6 0 s
Cut From a Different Cloth
Today, a back-to-school fashion parade would seem quaint—and odd. When are we not buying clothes? We make a Target run, tossing laundry detergent into the cart with our future laundry, a big plastic pack of white tube socks or another cheap, trendy shirt. But in the early 1960s, the buying of clothes was a seasonal thing; it felt like a holiday. Planning a back-toschool wardrobe, whether you were a second-grader or a high school senior, was a real ritual that called for a full-on parade (including that snazzy brass band you can see in the left-hand corner of the photo). You and your mom went to a department store in late August, when you could still feel rivulets of sweat running down your back in the heat. You looked at tartan skirts or wool trousers, clothes you’d rather die than wear right then. Everything was wrapped in tissue paper, boxed, and tucked away on a high shelf till the first day of school. Those boxes signaled the need to start coping with the fact that summer was almost over, but their inaccessibility also somehow charged up those new outfits with a kind of specialness. Boyd’s, Woolworth’s, and Famous-Barr posed kid models on truck beds and sparkling floats, giving families their first look at the clothes heading for the racks; it was just good commerce to imbue them with a sense of fantasy. But it was not an inaccurate reflection of how those clothes got worn in the real world, especially on the first day of school. New clothes could say, this is how I want you to see me. They could say, last year you mistook me for a wallflower. But I am entering the building on the first day of class in a bright-yellow dress, and all bets are off. This year, this is who I am. —Stefene Russell 72
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Photography courtesy of the Historical Society of Missouri
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