Improving Math Performance in Catholic Elementary Schools

Typically Catholic school students outperform the national averages on normed testing, but our math scores usually lag behind our reading scores.

My theory on that is most of our elementary teachers have more aptitude and interest in ELA than Math. They do their due diligence teaching Math, but their passion and creativity are poured into what they are best at. When was the last time you saw a math problem or project hanging in our hallways?

So as the new head of Pope John Paul II in Nashville in 2008, when I reviewed incoming placement test scores from tiny Sumner Academy in Gallatin, TN and saw their extraordinary math scores, I originally figured it was a statistical quirk. But when they scored just as high the next year, I was really curious, and asked Dr. Bill Hovenden, its head of school, if I could visit.

He was gracious and welcomed me. This is my memory of our conversation:

“What are you doing here in Math?” I asked. “Your scores are incredible.”

He was pleased I had noticed. “Well, I’ve done something here for 20 years most of my colleagues consider heresy. I departmentalize teachers, all the way down to kindergarten. I group our school into three units: K-2, 3-5 and 6-8. For each group I hire three teachers: a math/science teacher, an ELA teacher and a third teacher for everything else, depending on the age. Each teacher works with our kids for three years.”

“You mean you ring a bell and have kids change classes, like we do in high school? I asked.

“Not quite,” he said. “Teachers change classrooms. Kids stay put in K-5. They change rooms in 6-8.”

“Why does it work?”

“Because most people with good minds in math are terrified to teach English and vice-versa. If I offer teacher candidates the chance to teach only math and science, they jump at the chance! So in my school, I have three really bright math and science people who bring a lot of energy and knowledge to those classes. What you see as they enter your high school is the 9-year impact of that.”

“Four other good things about the model,” he wanted me to know.

“Because a teacher is with the same students for three years, he or she really knows their academic strengths and weaknesses to begin the year. That saves a lot of time.”

“Second, the bonds here become very strong, between teachers and students, and between teachers and parents, most of the time.”

“Third, vertical integration of the curriculum is better. We only have to coordinate 3 people for each discipline.”

“Finally, there is good collaboration among the teachers in each unit. I make sure they have the same free period. They teach the same kids, after all, so they can talk about what works for each one. And when one teacher gets sick or goes on maternity leave, it’s much easier to induct the substitute into the school. I ask the other two teachers to look after him or her.”

It works. Sumner Academy does good work with its kids.

Recruiting Catholic Elementary Students Into Our High Schools

How can we persuade our elementary school families to enroll their children in our high schools? 

Most high schools, especially if there are multiple Catholic high schools in the area, have some form of an “8th grade visitation day,” inviting the entire 8th grade from each Catholic elementary school to visit for a day. Our 8th graders at Prince of Peace visit four Dallas Catholic high schools, typically in October.  It’s a kind of a “kick-off” for recruitment. Placement tests, applications and interviews come next. 

As a high school principal for three decades, I did it this way, too. 

But now, as an elementary school president, my perspective has changed. 

If you ask 8th graders in September (I do this), where they hope to attend high school next year, most have a definite first choice. Yes, the visits to follow might persuade a few to change their minds, but more often than not, the visits only confirm a choice they’ve already made, and there’s a selection bias coming in: they are predisposed to find reasons to like the school they already want to attend. 

The point is, by 8th grade, the “battle lines” have been mostly drawn. For this reason, I now think it would be prudent for high schools to invite 7th graders for the general visit, not 8th graders, and then develop a comprehensive 2-year campaign to pull these students (and their parents!) into the life of the high school. 

During that 7th grade visitation, I suggest developing profiles: What are their interests? Do they play a sport? Are they involved with band, choir, cheerleading, dancing, scouts? What parish do they belong to? What are their hobbies? Where did their parents attend school?where do their older siblings attend? If 5 were a definite “yes” and 1 a definite “no” with 3 as “neutral at this point,” on a scale of 1-5, could they see themselves attending here? Also, if they “had to guess”, how might their parents answer that question? 

Each admissions person might then be given a “portfolio” of possible applicants it was his or her job to enroll. They would do so through both general outreach and specific, targeted appeals.

The general outreach could be through hosting regional social events (like “learn how to line dance” events or Halloween celebrations, or Christmas parties), academic enrichment opportunities (such as “preparing for the high school placement test” or a workshop for parents, like “What you need to know about competitive college admissions and how to begin preparing now”). Can the high school offer Saturday morning “Preparing for high school” or “study skills”  classes, with parents invited to “hang out” with free coffee and WiFi in the high school library?

The targeted appeals would match student interests with specific programs in the high school. For example, admissions could coordinate meetings between middle school  football players (and parents) with the weight training coaches, for a “workout session.” The coach could tell them “what they can be doing now” to get ready for high school athletics, including nutrition information. Could the high school coaches occasionally visit middle school practices and run a few drills? Could they invite elementary teams to have an occasional practice “under the lights” of the stadium, or in the high school gyms? Could the high school dance team invite kids to a clinic?  Could talented musicians be invited to play or sing for some  high school functions? At minimum, could they and their parents be personally invited to the plays and musical events hosted by the high school? 

Yes, this is a lot of work! But enrollment drives EVERYTHING: budgets, salaries, advancement dollars,  and the general perception of how the school is doing. As school leaders, we must be sure we’ve equipped our school with the RIGHT staff, and ENOUGH staff, to do it well!