The Kindest Place
“When I cleaned out my child’s back pack, I found a note from a student who had temporarily attended St. Mark after being displaced by Hurricane Katrina, last year. The note said, ‘Thank you for being my friend. St. Mark is the kindest place I’ve ever been.” A parent shared this message in a reaccredidation site visit at St. Mark School on March 8. The Kentucky Non Public School Commission’s visit concluded the self-review process that occurs every five years. Some of the strengths and advantages recognized at St. Mark may be expressions of the unique character of the St. Mark parish or even of the community of Richmond. They may also be predictable benefits that have been found in other small schools. A growing base of literature demonstrates that small schools provide some noteworthy benefits. A national study by Bank Street College of Education, released in 2000, found that small schools in the Chicago Public Schools have higher attendance, fewer dropouts, fewer course failures, fewer incidents of discipline and violence and higher teacher, student and parent and community member satisfaction than large schools. (Wasley, P.A.; Fine, M.; King, S.P.; Powell, L.C.; Holland, N.E.; Gladden, R.M.; and Mosak, E. Small Schools: Great Strides. A Study of New Small Schools in Chicago. New York: The Bank Street College of Education, 2000.
The St. Mark accreditation process underscored that the small school advantages facilitate a high quality-learning environment. One of the really strong points that was reiterated by multiple constituencies in the review process at St. Mark, was the sense of respect and high regard perceived throughout the school. On multiple survey items related to students feeling a sense of belonging, faculty and student respect for one another, and a positive regard for interpersonal communication respondents provided 100% agreement. Students wrote comments about an environment in which they feel safe and encouraged and in which civilized behavior is expected of all persons, at all times. There was a perception that no student could be bullied or excluded without immediately being held accountable. Responses consistently represented a nurturing environment with high expectations of personal conduct and academic achievement.
The mission of St Mark School, which was founded in 1966, emphasizes academic excellence within a Christian atmosphere. That purpose statement held the accreditation review to a high level of accountability. The data collected showed small class sizes and teacher ratios averaging at 1 teacher per 12 students with 70% of the teachers having earned their Master’s degrees or higher. The rigorous academic program supported students in meeting and exceeding Diocesan and National standardized test scores.
Another element of the school that the review highlighted was the significance of the faith component. All constituency groups rated the importance of the Catholic identity and the value added by the inclusion of faith in learning with high priorities. There were comments about the value of viewing students holistically and about the students feeling safe to discuss issues, behaviors, hopes, and fears with the inclusion of their belief systems. Discussions affirmed an appreciation for the freedom to include the role of faith in history, social reform, and contemporary culture.
The accreditation process provided the St. Mark educational community an opportunity to recognize the synergy produced by people working together and caring about each other. At the end of the process, all of the many individuals who contributed to the data gathering, committee work, report writing, and dialogue groups can stand proudly beneath the seal that reads respect, responsibility, and relationship because in addition to being a great school, “St. Mark is the kindest place.”