HA's Lower School - A Value Proposition

Every year, as a part of my introduction to our Lower School Holiday Concert, I make a statement about the value of the education provided at Houston Academy. In particular, I have pointed out that, while many schools across the country have cut their arts funding, Houston Academy has actually increased our commitment to the arts. One thoughtful parent, who cared enough to email me, questioned my statement, particularly in response to the value proposition of spending money on a Houston Academy lower school education.  

Before I go into the value proposition of HA, let me make one crucial point: I am a fervent supporter of our public school system. The future of the nation and the future prosperity of Dothan depends largely on the success of our public schools. Moreover, my wife and I are both products of the public school system. In fact, my wife has spent most of her career in Title I schools, including a stint in inner city Memphis, Tennessee. I have a great deal of respect for what our public school teachers and administrators do on a daily basis, especially given how they have been handicapped by inadequate funding, misguided “reform” efforts, and needless bureaucracy and paperwork -- all of which have been imposed upon them by people who are not educators. So, in enumerating the benefits of a Houston Academy education, I, in no way, mean to be critical of the public schools and the people who work in them.

In my 26 years working in independent schools, I have come to understand that independent schools must provide our students and families with some sort of “value added.” That is, we need to offer our families some benefit or advantage that they are unable to get in the public schools or elsewhere. At the core of our value proposition is our mission:

Houston Academy is an independent college preparatory institution. Our mission is to prepare all our students for responsible participation in a global society by providing an excellent learning environment and opportunities to achieve their highest academic, social, and creative potential.

These two sentences capture what makes a Houston Academy lower school education worth the tuition.  We offer a mission that is very different. The goal of the public schools is to graduate kids from high school; the goal of the local Christian schools is to provide a Christian education; the goal of Houston Academy is to graduate kids from college.

In fact, we are the ONLY school in the Wiregrass whose mission is explicitly college preparatory. This means that, in everything we do, from 3P to 12^th grade, we are working towards the goal of giving students the knowledge and skills to be a successful college graduate. Houston Academy also wants to produce global citizens and to push students to achieve their highest creative and social potential. HA has a different mission from other area schools- not better, necessarily -- just different. 

In practical terms, more than anything else, what we offer is rigor. As I have told parents and students who are worried about grades, “We will not apologize for our rigor.” We hold our students and teachers accountable to an unwaveringly high standard of excellence. At the same time, we provide a loving and nurturing environment in which our students receive the support they need to be successful. Still, no one should pay tuition for his children’s school to be easy. College will be hard; life will be hard; and we want our children to have the tools to be successful in both college and life. My own three children work hard at HA, every single day, and to them this is “normal.” They don’t get particularly stressed, they just do their job, because they are used to learning, and they are used to doing what they need to do to be successful.

Holding our teachers to a higher standard is another aspect of that rigor. No, we do not have “high stakes” testing, and our teachers do not have to fill out reams of paperwork; we prefer they spend their time teaching. As I have said in my blog, we have not adopted Common Core because we are teaching children, not standards. Our teachers are evaluated by the degree to which they pursue and achieve goals that they, themselves identify in conjunction with their Head of School.

Houston Academy also hires teachers with strong credentials who are compulsively driven to succeed.  Unlike most other schools in the Wiregrass, every single one of our 3P-6^th grade teachers has a four-year degree and is certified in her field. To me, taking your child to a preschool where teachers are neither qualified nor certified is a little like taking your child to a dentist who has never been to dental school.  Despite some people’s perception, preschool is not free play. Lessons should be planned by certified teachers to meet the developmental needs of the individual students in the class. It’s a purposeful exercise that requires a teacher to have education, training, and practice. It’s as much a science as it is an art.

Nevertheless, having outstanding teachers is not enough to ensure student success. The literature has consistently supported the notion that students thrive in a smaller classroom environment. We believe education is an intimate exercise. Fundamentally, your tuition dollars ensure that your child has a small student to teacher ratio. We have teacher assistants in every classroom through 1^st grade. Moreover, while the student to teacher ratio in the Dothan City elementary schools is 18:1 (20:1 in the magnet schools), the Houston Academy Lower School student to teacher ratio is 8:1.

Make no mistake: class size matters. The research has consistently shown wide-ranging and lasting benefits from smaller class sizes.  Smaller class sizes have a positive and significant relationship to higher standardized test scores, higher “cognitive and non-cognitive skills”[1] (e.g., effort, motivation, and self-esteem), higher academic achievement, higher salaries as an adult, higher college graduation and attendance rates, and lower incidence of poverty.[2] In fact, there have been quantitative studies that have shown that student-teacher ratio is the single most powerful predictor of student improvement in reading and math.[3] The reasons for these positive outcomes are obvious. In smaller classes, teachers are better able to meet the individual educational needs of the students, there are fewer distractions, fewer behavioral problems, and the engagement of students is increased.[4] Plus, with a decreased teaching load, teachers have more time to plan innovative lessons.

In addition to the intimate environment in the regular classroom, we have full-time enrichment teachers in every conceivable area (library, computer, foreign language, art, music, character education, and PE). Other schools may claim that they offer these enrichments, but they don’t have full-time, certified teachers dedicated to these pursuits, and the students do not take part in these disciplines with any consistency. To this end, our financial commitment, in terms of faculty development and faculty resources, is unmatched. We have a:

• Full-time teacher with a Master of Fine Arts teaching 5-6 grade chorus (pursuing a doctorate)
• Full-time band director with a music degree (pursuing a master's degree)
• Full-time lower school music teacher with a bachelor's degree
• Full-time lower school art teacher with a master's degree
• Lower school art assistant, with a bachelor's degree 
• Full-time Spanish teacher, with a bachelor's degree
• Full-time PE teacher, with a master's degree
• Two, full-time PE assistants, with a bachelor's degree
• Full-time computer teacher, with a bachelor's degree
• Full-time library and media specialist, with two master's degrees
• Full-time library assistant, with a bachelor's degree

We also offer:

• Smart boards in every classroom
• A yearly, lower school musical
• Instruments and band instruction to every student in 5^th and 6^th grade
• iPads in every lower school classroom
• 1:1 MacBook Pros in grades 5-12

Perhaps the most meaningful aspect of our “value added” is the support we provide to help our students be successful in our highly rigorous environment. HA now has three, full-time learning specialists who work with students who are struggling or who have special needs. Two of these teachers are trained in the Orton-Gillingham method for dyslexic students, one is a speech therapist, and the third has a special education degree and a master’s degree.

Finally, in my short time in Dothan, I have found that most people will concede that HA offers the finest, college preparatory education in the region, but many people feel that HA is unaffordable. For preschool, we are nowhere near the most expensive option in Dothan. For lower and upper schools, when you compare “apples to apples,” and include fees that other schools charge, our cost is quite competitive. Moreover, we offer substantial financial assistance to those who qualify, making the cost of an HA education well within the reach of most middle-class families.

In short, when you are looking at the value of paying tuition, it’s important to look long-term. In the history of Houston Academy, 100% of our graduates have been admitted to a college of his or her choice. Over the past two years, our senior classes of approximately 50 students have earned $6.4 million in college scholarships. That is remarkable, even if one controls for the educational level of our parent body. We offer smaller classes, more opportunities, more rigor, and more support than any other school in the Wiregrass. The evidence shows that a Houston Academy education gives your child a better chance to be successful in college and in life; this all begins in lower school.

Further Reading

Angrist, J. D., & Pischke, J. S. (2010). The credibility revolution in empirical economics: How better research design is taking the con out of econometrics. The Journal of Economic Perspectives, 24(2), 3-30.

Angrist, J.D., & Lavy, V. (1999). Using Maimonides’ rule to estimate the effect of class size on scholastic achievement. Quarterly Journal of Economics, 114(2), 533-575.

Bain, H., Lintz, N., & Word, E. (1989). A study of fifty effective teachers whose class average gain scores ranked in the top 15% of each of four school types in Project STAR. ERIC Clearinghouse; paper presented at the American Educational Research Association 1989 meeting, San Francisco, CA.

Browning, M., & Heinesen, E. (2007). Class size, teacher hours and educational attainment. The Scandinavian Journal of Economics, 109(2), 415-438.

Chetty, R., Friedman, J.N., Hilger, N., Saez, E., Schanzenbach, D.W., & Yagan D. (2011). How does your kindergarten classroom affect your earnings? Evidence from Project STAR. Quarterly Journal of Economics, 126(4), 1593-1660.

Chetty, R., Friedman, J.N., & Rockoff J. (2013). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood (Working Paper No. 19424). Cambridge, MA: National Bureau of Economic Research.

Dynarski, S., Hyman, J., & Schanzenbach, D.W. (2013). Experimental evidence on the effect of childhood investments on postsecondary attainment and degree completion. Journal of Policy Analysis and Management, 32(4), 692-717.

Finn, J., Gerber, S., & Boyd-Zaharias, J. (2005). Small classes in the early grades, academic achievement, and graduating from high school. Journal of Educational Psychology, 97(2), 214-223.

Fredriksson, P., Öckert, B., & Oosterbeek, H. (2013). Long-term effects of class size. The Quarterly Journal of Economics, 128(1), 249-285.

Hanushek, E.A. (1997). Assessing the effects of school resources on student performance: An Update. Educational Evaluation and Policy Analysis, 19(2), 141-64.

Hanushek, E.A. (1986, September). The economics of schooling: Production and efficiency in public schools. Journal of Economic Literature, 24, 1141-77.

Hoxby, C. M. (2000). The effects of class size on student achievement: New evidence from population variation. The Quarterly Journal of Economics, 115(4), 1239-1285.

Jepsen, C., & Rivkin, S. (2009). Class size reduction and student achievement: The potential tradeoff between teacher quality and class size. Journal of Human Resources, 44(1), 223-250.

Krueger, A.B. (1999). Experimental estimates of education production functions. Quarterly Journal of Economics, 115(2), 497-532.

Krueger, A.B. (2003). Economic considerations and class size. Economic Journal, 113(485), F34-F63.

Krueger, A.B., & Whitmore, D. (2001). The effect of attending a small class in the early grades on college testtaking and middle school test results: Evidence from Project STAR. Economic Journal, 111, 1-28.

Krueger, A.B., & Whitmore, D. (2002). Would smaller classes help close the black-white achievement gap? In J. Chubb & T. Loveless (Eds.), Bridging the Achievement Gap (11-46). Washington, DC: Brookings Institution Press.

Molnar, A., Smith, P., Zahorik, J., Palmer, A., Halbach, A., & Ehrle, K. (1999). Evaluating the SAGE program: A pilot program in targeted pupil-teacher reduction in Wisconsin. Educational Evaluation and Policy Analysis, 21(2), 165-77.

Mosteller, Frederick (1995). The Tennessee study of class size in the early school grades. The Future of Children. 5(2), 113-127.

Unlu, F. (2005). California class size reduction reform: New findings from the NAEP. Princeton, NJ: Department of Economics, Princeton University.

Urquiola, M. (2006). Identifying class size effects in developing countries: Evidence from rural Bolivia. Review of Economics and Statistics, 88(1), 171-177.

Word, E., Johnston, J., Bain, H.P., et al. (1990). Student/Teacher Achievement Ratio (STAR): Tennessee’s K-3 class size study. Final summary report 1985-1990. Nashville: Tennessee State Department of Education.

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[1] Schanzenbach, D. (2014, February 1). Does Class Size Matter? Retrieved January 7, 2016, from http://nepc.colorado.edu/publication/does-class-size-matter

[2] Reducing Class Size: What Do We Know? (2010). Canadian Education Association, 1-22. Retrieved January 5, 2016, from http://www.cea-ace.ca/classsizereport

Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1.

Mosteller, F. (2008). The Tennessee Study of Class Size in the Early School Grades. The Future of Children, 113-113. Retrieved January 7, 2016, from https://www.princeton.edu/futureofchildren/publications/docs/05_02_08.pdf

[3] Vasquez Hellig, J., Williams, A., & Jez, S. (2010). Inputs and Student Achievement: An Analysis of Latina/o-Serving Urban Elementary Schools. Association of Mexican American Educators, 48-58. Retrieved January 5, 2016, from http://www.classsizematters.org/wp-content/uploads/2012/11/Inputs_Student_Achievement.pdf

[4] Blatchford, P., Goldstein, H., Martin, C., & Browne, W. (2002). A study of class size effects in English school

reception year classes. British Educational Research Journal, 28(2), 169-185.

Graue, E., Hatch, K., Rao, K., & Oen, D. (2007). The wisdom of class size reduction. American Educational

Research Journal, 44(3), 670-700.

J.D. (1997). Class Size: What does research tell Us? Spotlight on Student Success #20.

Veterans Day

Tomorrow is Veterans Day. Each year, on this day, I think about my grandfather, Joseph Howard Siemens, who passed away at the age of 90 back in October of 2009.  He was a member of  what Tom Brokaw termed “the Greatest Generation.” He waded his way through the Great Depression, and he was the first man in his family to attend college for any period of time. However, he was only able to afford it because he had earned a football scholarship. Unfortunately, his college career was cut short when the Japanese bombed Pearl Harbor. Like most of the rest of the men in college at the time, my grandfather left school to fight for his country.

Photo of Robert Siemens, killed by
a German guided bomb,
September 11, 1943

Sadly, while making his way through basic training, my grandfathers’ brother, Robert, was killed by a German guided bomb in Solerno, Italy.  The army wasn't going to give my grandfather leave to go to his brother's funeral, but a rabbi intervened on behalf of my protestant grandfather, and he was able to attend.  As an aside, my brother is named after Uncle Bob, and so is one of my sons.

After returning from laying my Uncle Bob to rest, my grandfather fought in many of the major battles of the Pacific Theater, including Tarawa, the Philippines, Luzon, and Okinawa. He was fortunate enough to witness the Japanese surrender on the USS Missouri on September 2, 1945. Then, after taking part in the occupation of Japan, Grandpa returned to Toledo, Ohio to live a quiet life with a wife and a daughter whom he had never seen.

What we didn't know was that my grandfather earned three bronze stars for bravery. We, likewise, never knew that his best friend died right next to him during the heat of battle. My grandfather never mentioned to us that he was a war hero. Nor did he ever mention that he had post-traumatic stress. Men didn’t talk about such things in those days. Looking at today’s social media culture, it’s particularly funny that he never told us a thing about his wartime experiences. Today, we tweet out even the smallest life event for the whole world to see!

In any case, my grandfather went on with his life, spending 40 years working for the phone company. He never did go back to school. After all, he had a family to take care of, and he had to get to work. But like many other men of his generation, he was the bedrock of our family’s moral ethos, the center of our work ethic, and the primary architect of our future success. Every member of our family did what he had never done: We all earned a college degree.

In The Greatest Generation, Tom Brokaw argued that this was the greatest generation of people that the world has ever produced. They worked and fought, not for fame or personal aggrandizement, but because it was the "right thing to do." Just like Joseph Siemens, millions of Americans returned to their daily, mundane lives after World War II, asking for nothing in return.

Most of the members of the Greatest Generation are gone, now. Approximately 550 World War II veterans pass away each day. That leaves us with only 1.2 million veterans out of the 16 million who served in World War II.[1] I hope that their stories will not be lost on our children today.

To that point,  we have school on Tuesday at Houston Academy precisely because we want to remember and honor our veterans.  Sure, our students could have gone to the beach or had a cookout tomorrow, but what we are asking is for our students to spend Veterans Day learning about our veterans and the sacrifices they made so that we would be afforded the opportunity to vote, prosper, and live a life of freedom.

We will begin tomorrow with a school-wide ceremony at the flagpole in front of the school where we will recognize our alumni and current faculty who have served in the military. Then, we have asked our teachers to do something in class that will help our students understand what Veterans Day is all about.

On behalf of Houston Academy, I wish to formally thank everyone in our community who has served our country.  Please feel free to share your own stories (below) of the heroes who have served America. 

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[1] "Frequently Asked Questions." The National World War II Museum. N.p., n.d. Web. 9 Nov. 2014. <http://www.nationalww2museum.org>.

"Don't Hate on our Excellence!"

In the last two years, we have been talking to our students about embracing their “excellence.” One of the things I discovered after my first few weeks at HA was that when our students were outside of Houston Academy, they weren’t always eager to let others know they were HA students. I wouldn’t go so far as to say they were ashamed, but they were definitely uncomfortable with people in the greater-Dothan school labeling them as “snobby rich kids.”

The funny thing is, everyone I’ve talked to in Dothan knows that Houston Academy is the best and most rigorous school in the Wiregrass. In fact, this year, we have record enrollment in the Upper School.  The only factor that seems to keep people from coming to HA is the perception that we are unaffordable.

First of all, having been here for over a year, I can tell you that I’ve never been around a more well-mannered and assiduous group of young people than the kids at Houston Academy. Secondly, I think folks out there in the general public would be shocked to know how many of our families make tremendous sacrifices to allow their children to attend Houston Academy. Most notably, we have scores of faculty children attending HA, and as I’m sure you are aware, teachers around here are NOT typically found vacationing in the Hamptons!  Moreover, we work very hard with families here to make HA affordable. Our Board is firmly committed to offering financial aid to those who qualify, and our entire community is committed to providing a diverse environment for our students. In any case, in our capitalist republic having wealth is a sign of hard work, dedication, and entrepreneurship – not something of which to be ashamed (but perhaps that’s too political of a statement).  As I’ve told our students, there is nothing wrong with being born into a privileged environment.  The important part of being a person of privilege is to ACKNOWLEDGE that you are privileged, and act according through service to others.

To return to the notion of embracing our excellence, we have already established that HA is the most rigorous and finest education in the Wiregrass. Why should our students be ashamed of that? They should be PROUD of that! What our students go through on a daily basis is far more than the vast majority of students in this country experience. Most students would neither want to do what HA kids do, nor would they be capable of doing it.

Furthermore, our students do thousands of hours of community service every year.  They outwork their opponents in practice and on the athletic field every single day. Last year, we won two state championships in athletics and had a winning record in every single sport.  Our band and chorus won national awards. Our artists won regional competitions. Our ACT scores were the highest I’ve seen. We had 52 students take 92 Advanced Placement exams in 12 different subject areas. Our seniors earned $4.2 million in college scholarships.

What I want is for every one of our students, parents, faculty and alumni to go out into the community and let everyone know that they are a part of the HA family. I’d like us to proudly display our HA stickers on our cars.  I’d like us to wear our HA hats to Westgate, and wear our HA shirts to the movies. I believe that when folks actually see who we are and what we do, they can’t help but see what a wonderful community we have.  And if they don’t see that, that’s their problem.  Or, as one of our students wrote in shoe polish on his car last year, “Don’t hate on our excellence!”

The HA Family

At the beginning of the school year, I scheduled appointments with every teacher and staff member in the school in order to get to know everyone a little better. I wanted to get a sense of everyone's family, why they work at HA, what they like about HA, where they think we need to improve, and (of course) what I can do for them.

The information I obtained was invaluable.  What I already felt to be true was confirmed: We have an extremely dedicated, talented, and caring group of faculty and staff who love our children and our school community. Every single member of our faculty and staff could be making more money (sometimes MUCH more money) working in a public school or in the business world, but they choose to stay at Houston Academy because they love it.

To this end, as I mentioned above, I asked the faculty and staff the question, "What do you like about HA?" Here is a sampling of the answers I received:

"I enjoy coming to work every day. I love the kids, and the people are great."
"I love working at a place where the kids love coming to school."
"I feel like I've died and gone to teacher heaven... I feel like we are making an investment in our kids."
"The school is challenging; children believe they can achieve their dreams; DREAMS LIVE HERE."
"There is strong parent and administrative support."
"My kids came here from [private school in Dothan]. I was shocked to see how far they were behind the other HA kids, but the great thing is, the teachers were so supportive, and my children caught up.I feel so happy now, knowing how well prepared my kids are for college."
"Everyone is so kind."
"HA is full of happy, positive people."
"I like that we are independent and can make our own rules and curriculum."

However, the most prevalent theme came down to one simple word: family. 

We all know that HA offers the only true, rigorous college preparatory curriculum in the Wiregrass. However, I was a little surprised to find out that our rigor and educational quality was not what people on the faculty felt was the best aspect of the school. Instead, they thought it was our family environment:

"HA looked out for my family. When we had problems, the people here were there for us."
"It's a family atmosphere where my children feel safe - both emotionally and physically."
"It's like a little family. People take care of each other, and the teachers treat the children like their own."
"It's a family. Everyone is genuine."
"I like that I really get to know the kids. I know them almost as well as I know my own. It's a family" 

Of the almost 90 meetings I had with faculty and staff, the word "family" came up over 70 times. As a parent who chose to put my three children in school at HA, I have to admit, I got a little choked up, and was extraordinarily touched, listening to the teacher stories about how the HA family had positively impacted their life and the lives of the children in our care. It's great to know that my three kids will receive an unbelievable college preparatory education at HA; it's even better to know they will be loved.

The Teachers Who Inspire Us

Houston Academy is an institution that prides itself on its fine teaching, and certainly this pride is well deserved.  As I told the teachers at our opening faculty meeting, I believe that teaching is the most noble of professions.  For relatively little pay, they work every day to make this world a better place. Moreover,  for every CEO, star athlete, congressman, musician, doctor, or lawyer out there, there were one or more great teachers who were instrumental in making them who they are.

The older I get and the more experience in education I have, the more I appreciate the fine education I received at Miami University in Oxford, Ohio and in my graduate studies. A great number of educators influenced me profoundly. My high school football and wrestling coach, Bob Cloy, taught me tenacity, resiliency, AND that a great coach SHOULD also be a great classroom teacher. My high school French teacher, Susan Kokoszka, taught me to revel in a culture that was not my own and that uncompromisingly high standards yield incredible results. In my undergraduate and graduate education, I was exposed to some incredible minds: Dan Franklin, Mynra Gantner, Art Casciato, Steven Bauer, Jack Kirby, and Ryan Barilleaux, to name a few.  However, if I had to pick one teacher to honor as having the most profound influence on my life, it would have to be my undergraduate history and American studies professor, Elliot Gorn. 

As a teacher and a student, I have observed that effective educators can take a variety of forms.  I have learned a great deal from teachers with disparate methods and demeanors.  “Elliot,” as he instructed us to call him, had a rare combination of intellectualism and informality that enabled him to impart a great deal, while creating one of the most comfortable learning environments I have ever encountered.  As I got to know him, I was awestruck by his scholarship.   Yet, Elliot never pretended to know all the answers.  Instead, he always found the questions that forced me to think conceptually.   In Elliot’s class, I learned how to make abstract connections relative to complex social phenomenon.  Importantly, though, Elliot never let us forget that society and history deal with real people with real lives, who face real issues. 

I won’t go so far as to say that Elliot taught me how to be a scholar, because I did not really learn that until graduate school, but what he did teach me was how to think like a scholar.   In Elliot’s class learning, for me, became both a pleasure and an obligation.  I genuinely enjoyed the readings, the class discussions, etc.  However, he engendered the kind of personal loyalty that made me determined not to disappoint him in any writing or work I did.  Elliot took my work and my thinking seriously.  This gave me confidence.  Consequently, I pushed myself to intellectual limits I had not previously discovered.  I came to recognize that education is not a product; education is a struggle.  I do not mean this in a pejorative sense, but in the sense that education is a process of disclosure that is not and should not be easy.  I learned that there is much greater satisfaction in unearthing something difficult than in repeating something tired.  I look back on some of my early work in his class, and I think it would have been very easy to mock my clichés, but somehow he taught me to reject them without making me feel like an idiot. 

Nonetheless, my struggle in his classes and my success in his classes helped me decide that I loved learning and loved teaching enough to make learning and teaching my career. As a teacher, I have incessantly worked to give my students the sense of excitement at intellectual development that I found in Elliot Gorn’s class.

The excitement and enthusiasm of a new school year always causes me to reflect on what teachers like Elliot Gorn gave to me and countless other students in his care.  Noting that no one has been inclined to respond to my blog, I would invite the HA community and readers of this blog to share their story of a teacher/coach who inspired them and shaped them.  Please comment below!