Welcome Our New Faculty for the 2021-22 School Year!

This year, my communications focus has been on practical matters, such as opening the school during a pandemic AND during a major campus renovation.  I did not want you to forget, however, that we have a number of talented new teachers who have joined the Houston Academy family this year. I can truly say that we certainly have never had a more talented group of faculty joining our team. I’d like to take the opportunity now to introduce them to you. 

Ellen Bridges

Mrs. Bridges will be teaching 3rd Grade. She has an undergraduate degree in Early Childhood Education from Auburn University and a Master’s Degree in Early Childhood Education from Troy University-Dothan. Previously, she taught in Dothan City Schools for 25 years.

Mrs. Bridges is married to her high school sweetheart, Tony. They have two children. Hudson is 19 and Mary Lisenby is 16. For relaxation, she enjoys spending time at the lake with her family and dog, Hallie. 

When asked why she came to HA, she said, “After retiring from Dothan City Schools after 25 years, I knew that I wanted to continue teaching. I have a few friends who teach at Houston Academy and love it. After interviewing and viewing the campus I knew that Houston Academy was a great fit for me. I felt so comfortable and at home.” On why she became a teacher, Ellen articulated “I have always loved children. As a teen I loved to babysit and work with children. When I would babysit I enjoyed turning my time babysitting into a learning lesson or adventure.” 

Jenna Brown

Mrs. Brown will be a 5K Teaching Assistant. She received a Bachelor's from Troy University and previously taught preschool at Way to Grow Child Development Center.

Her husband is Andrew Brown, and they have a son, Sawyer Brown. She loves spending time with her family and especially enjoys staking trips to the beach. Additionally, she enjoys baking and reading a good book. 

Mrs. Brown says she came to HA because she was drawn to the family environment. Mrs. Brown became a teacher because she “…love[s] helping children learn and thrive as they grow.” 

Brittany Curry 

Mrs. Curry is joining Houston Academy as a 4th grade teacher. She has a Bachelor of Arts from Auburn University and a Master’s of Education in Elementary Education from the University of South Alabama. Mrs. Curry has taught kindergarten in Madison, MS and 4th and 5th grades in Fairhope, AL. In Dothan, she has taught 2nd, 4th, and 5th grades at Montana Magnet School and Highlands Elementary School. She is also the Director of the Dothan Chapter of the National League of Junior Cotillions. 

Mrs. Curry is married to her husband of 15 years, Matthew Curry. Matthew is originally from Dothan, which is what brought her family from Fairhope to Dothan five years ago. They have two children that will be joining the Houston Academy family this year, as well. Their daughter, Monroe, will be a 5th grader, and their son, Ladner, will be a 1st grader. They are very excited to have their family together at Houston Academy.

Of teaching, Mrs. Curry states, “I love children and always have. I am a life-long learner and delight in sharing that passion with my students, as well. Ultimately, the teachers that inspired me to go into education were the ones that I respected, was able to bond with, and trust. It was apparent that those teachers genuinely had all of their students’ best interests at heart. In addition to encouraging, challenging, and educating students, my sincere desire is to make a positive, lasting impact on their lives.” 

Even before coming here to teach, the Currys had decided that they were sending their children to Houston Academy. Mrs. Curry affirms, “…after speaking with other parents and Houston Academy alumni, we felt that the level of preparedness they'd have upon graduating from HA would be exemplary. Therefore, whenever I found out that there were openings to teach at Houston Academy this year, I was eager to apply. Naturally, I wanted to teach at the same school where our children would be attending. We feel that God has truly blessed all of us in this transition. We have been welcomed with open arms, and are overjoyed about joining the HA family!”

Sara David

Mrs. David will be teaching Middle School English. She earned a bachelor’s degree from Auburn University. Before earning her teaching certification, Sara had a career in sales in Atlanta. Prior to HA, she taught in Florida where she earned a Highly Effective Teacher rating. 

Her husband is Upper School English teacher and co-Department Chair, Brian David. She and Brian have two boys. Caleb is 4 years old and is in 4P at HA, and Christopher is 2 and will be at HA next year. 

Sara enjoys Reading, yoga, travel, and spending time with her boys. She says she became a teacher, in part, because of the influence of her husband. She said, “When I met my husband, who taught 7th grade English at the time, I realized I was not as passionate about my career as he was about his. I started substituting at his school and fell in love with the kids, so I earned my teaching certificate and changed careers.” She is coming to HA because, as she said, “I missed teaching and wanted to be part of the HA family, where my husband works and my son had an amazing first year!”

Sheryl Diel

Mrs. Diel will be working as a 5K assistant. Formerly, she has assisted teachers in kindergarten and 1st grade and taught 3P. 

Sheryl is a proud mother to two children.  Her daughter and her husband have three sons, ages 10, 7 and 3.  Her son and his wife have two daughters, ages 10 and 2.  

In her leisure time she loves to hike, travel, play cards and games, and work puzzles. However. she most enjoys spending time with her grandkids.

Mrs. Diel became an assistant to teachers because she “…loves helping children learn new things. They have a unique way of looking at the world around them and that brings me joy.” She also stated, “My friend Vanessa Howell spoke so highly about HA; she refers to it as her dream job!  She shared how close the staff is and how it’s like a family.  I knew that this was someplace I wanted to be a part of, so when she told me that HA was looking for someone to assist Kindergarten, I applied immediately!”  

Brian Gates 

Mr. Gates joins HA to teach to Middle School and Upper School art. He holds a Bachelor of Arts in Art Education with a minor in Art History from Florida State University. He taught for 10 years at Northside Elementary in Panama City, FL, and he also had a full career in the business world. Mr. Gates been married for 24 years to Debbie Gates, with whom he has a 17-year-old daughter named Faith.

In regard to teaching Art, Mr. Gates avers, “I love Art and create pet portraits for families in my spare time. I love to be outdoors and live for football season! My life is a testament to God and what he continues to do in my career and personal life.” 

Mr. Gates maintains that he became an art teacher because “My high school art teacher inspired me to follow his path. I enjoy creating a safe and fun environment for my students to not only create but learn.” About Houston Academy, he attests, “I absolutely love the colleagues here. Everyone is not only professional but passionate about education.”

Swayze Gholson

Mrs. Gholson will be teaching 2nd grade. She holds Bachelor of Science Degree in Elementary Education with endorsements in English, Social Studies, Health and Wellness, and Special Education from the University of Mississippi. She previously taught 2nd grade at Hillcrest Elementary in Enterprise. Originally from Columbus, Mississippi, she moved to Dothan when she married Andrew Gholson, who graduated from HA in 2015. they have two dogs, Colonel and Nola. 

In her spare time, she loves to be with her family, cook, read, travel, and cheer on the Ole Miss Rebels, Auburn Tigers, and New Orleans Saints. If she weren’t a teacher, she says would probably be an Interior Designer...you can always find her shopping at Home Goods or Target! 

Swayze grew up in a private school very similar to HA that even had the same mascot (her husband reminds her that we are the “better Raiders”)! She attests that she loves the family environment a school like HA provides. “The reputation of academic excellence far proceeds Houston Academy. I knew I wanted to work here immediately upon moving to Dothan. After my interview, I was drawn even more to HA because of the supportive administration, caring faculty, and top-notch facilities and technology. It is evident that Houston Academy's mission is to foster student-centered learning, as well as to prepare students for success well beyond their school years. I am thrilled to be a part of the HA family!” 

Kaylin Whitworth Grant

Mrs. Grant will be a lead 4P teacher. She holds a Bachelor’s of Science Degree from Troy University. Previously, she has taught 3P, 4P, was an English as a Second Language Teacher, a Special Education Aide, and a Reading Summer Camp Instructor. 

For fun, Mrs. Grant enjoys reading, fishing, and cooking. She is married to Edwin "Win" Grant, and has a daughter, Frances Grant. She decided to join the Houston Academy faculty because she wanted to be part of a school with a strong educational influence, and she became a teacher because she wanted to be able to serve the community in a positive way.

Samantha Krietemeyer

Mrs. Krietemeyer is our new Dean of College Advising and US Guidance Counselor.

She holds a BS in English from Troy University, an M.S. from Troy University in Teaching English to Students of Other Languages, and an M.S. in School Counseling. Samantha taught English at Daleville HS and Dale County HS and also taught adjunct at Troy-Dothan. 

Mrs. Krietemeyer has been married for five years to Stephen, and she has a newborn (born June 7, 2021), Cal. She enjoys photography, traveling, reading, and “lake time.”

She said she came to HA because, “My position offers the opportunity to be a college advisor and to be a counselor for students. Being able to perform either role is a privilege, so this experience is a dream.” She loves helping teenagers express themselves and says, “It is a joy to watch them discover their passions and find avenues to pursue their dreams.”

Sara Purvis

Sara will be teaching 3rd Grade and serving as the Blue Zone Sponsor. The Blue Zone is our school spirit club which Sara founded while a student at Houston Academy! Sara is a member of the HA class of 2015. Sara holds a bachelor’s of education from Auburn University and formerly taught Holly Hill Elementary School. 

Sara’s connections to HA run deep, as she is the Granddaughter of the late Lydianne Merritt and the
Daughter of Segrid White, who is a veteran 2nd grade teacher. 

Sara enjoys doing DIY projects, calligraphy, shopping, spending time with her Goldendoodle (Millie), and taking part in “lake days.” 

When asked why she was returning to HA, Sara said, “After graduation from Houston Academy, I always knew my legacy wasn’t finished. I have always called HA my home away from home, and I am blessed with the opportunity to make an impact on the next generation of students, just as my previous teachers did upon me.” Sara also said she “became a teacher to instill confidence in young adults, so that they are equipped with a strong foundation for today’s society.” 

Lisa Rahn

Mrs. Rahn will be serving as a 4P Assistant. After graduating from Houston Academy in 1999, Lisa earned a Bachelor of Arts in English from Mercer University and a Master of Arts in Journalism and Mass Communication from University of Georgia. She spent 15 years in the field of journalism as a senior technical writer, newspaper reporter, and magazine editor. She also worked as a standardized patient at Alabama College of Osteopathic Medicine. 

Mrs. Rahn attended Houston Academy from kindergarten through senior year, and her twin boys are current H.A. students.

Mrs. Rahn says, “Much of my life has been spent in connection with Houston Academy, first as a student, and now as a parent. Working here is like returning home, and I am excited about this new role in my community. I sought the position of teacher assistant to be a part of the atmosphere of growth Houston Academy exemplifies. I look forward to supporting the amazing teachers who enrich the lives of our children.” 

Again, we are absolutely thrilled with our new additions to the family. Please take the time to reach out and welcome this fantastic group of educators! 

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.

---

[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.

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.

Working on the "6 C's of 21st Century Learning": Character

“Never underestimate the power of a small group of committed people to change the world. In fact, it is the only thing that ever has.” ~ Margaret Mead

This year, the Honor Council at Houston Academy decided to update the Honor Code. While we have a well-established honor code and honor system, the Council felt that we needed to do something tangible to make honor a more visible and vibrant concept in our community.

For the first time, students at HA are taking part in a special ceremony to help reinforce the concept of honor in our community.  To quote from the revised Honor Code:

At the beginning of the school year, during a special honor ceremony, faculty and students declare their honorable intentions and publicly acknowledge their support of the Honor System by signing the following pledge to uphold the Honor Code: “On my honor, I will not violate the Honor Code, and I solemnly pledge to act honorably in all my endeavors as a representative of Houston Academy. My signature affirms my honor.”

To this end, Mrs. Emblom, the Honor Council sponsor, has acquired a leather-bound book that each student will sign, every year at the beginning of the year. Thereby, we will record for posterity our communal pledge of honor.  Two hundred years from now, the children of Houston Academy will be able to look back and view the signatures of the current students who have collectively pledged to make Houston Academy (and the world) a better place. In addition, every time a student in the Upper School at HA complete an assignment, he or she will write or type on his or

her paper, "My signature affirms my honor."

I could not be more proud of what the students on our Honor Council have accomplished, and I am equally proud of our students who have voluntarily made their commitment to uphold high standards of excellence for our community.

Students Sign the Honor Book During the Honor Code Ceremony

Like most of you, I firmly believe that we are obliged to provide students with a firm foundation in moral and ethical character. As a parent, what I hope most for my children is not that they attain academic or athletic prowess, but rather that they be decent, kind, and that they seek to serve others. More precisely, I believe we must teach our students to be honorable. Unfortunately, in many schools, any emphasis on the concept of honor is starkly absent. This is to the detriment of our society.

One need not look any further than the news media to see how a lack of morality and ethics has negatively affected our country. In sports, where many of our children find role models, Lance Armstrong has been stripped of his Tour de France victories because he “doped”; Ryan Braun, the 2011 NL MVP, was suspended for the rest of the 2013 season in July for violating the league’s substance abuse policy; and Philadelphia Eagles quarterback Michael Vick did jail time for gambling and illegal dog fighting. Of course, the Enron, BernieMadoff Ponzi Scheme, and WorldCom scandals in the corporate world have grabbed headlines, and more significantly, have robbed people of their life savings.

In academia, numerous studies have, likewise, shown disturbing trends. According to one prominent study, 70% of students in the United States admit to cheating in one form or another (Gulli, Kohler, & Patriquin). Moreover, it appears to be getting worse. Donald McCabe (1994) of Rutgers University has done research comparing the frequency of cheating in the 1960s to the frequency of cheating in the 1990s. To cite just a few examples from his work, McCabe tells us that the number of college students who admitted to copying someone else’s work has risen from 26% in 1963 to 52% in 1993, and the number of students who admitted to using a “cheat sheet” during a test has risen from 16% to 26% during the same time period.

Of course, the proliferation of technology has made cheating in our schools almost too convenient.  McCabe (2006) tells us that students are using technology to cheat in larger numbers than ever before: In 1999, 10% of students surveyed admitted to copying wholesale off the Internet; by 2005, 40% admitted to doing so. I could cite many more studies that illustrate similar trends.

Fortunately, independent schools like HA have taken the strong step of establishing an Honor System to stem the tide of dishonorable behavior. Consistently, the literature has shown that creating an Honor Code and an Honor System significantly decreases academic dishonesty (Bowers, 1964; Campbell, 1935; Canning, 1956; McCabe & Trevino, 1993; Sierles, 1988; et al.). Perhaps more importantly, however, a well-functioning Honor System helps students to adhere to honorable behavior later in life – well beyond their educational career (Bowers, 1964; Campbell, 1935; Canning, 1956; New England Journal of Medicine, 2005; Sierles, 1988; et al.).

.

Moreover, research on effective schools and organizations tells us that giving people a stronger sense of efficacy increases the strength of any organization (Collins, 2001, 2005; Covey, 1992; Fullan, 2001, 2003; Heifetz & Linsky, 2002; Patterson, 2003; Whitaker, 2003; et al.). Furthermore, the research on Honor Codes tells us that the most successful systems centrally involve students in the decision-making process and persistently involve the full participation of the school community in shaping the system. Indeed, with the full support of everyone in the HA community, I believe we are about to embark on a cultural shift that will make an indelible impact on our students and, by extension, the world around us.

If you get a chance, congratulate Sean Christiansen, Claire Duerson, Jacob Beauchamp, Rachel Beverly, and Bailey Spivey. Please take the time to thank our “small group” of Honor Council members for what they have done “to change the world.”

Scott D. Phillipps, Ed.D.