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Focus on Learning

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U G U S TI N E

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C A D E M Y

CHAPTER 1
STUDENT COMMUNITY PROFILE

A Preface
St. Augustine Academy has, at its core, the unique nature of a very small school. As such it follows a natural, organic sociological model based upon the sociological Rule of 150. This type of small organization has a maximum size of about 150 people/families/ employees before splitting off into a new group. Such organizations are based on personal relationships because they are small enough for relationship and anecdotal knowledge to be pervasive and effective. Prime examples of organizations operating according to this Rule of 150 model are the one room school house, Eastern Catholic parishes, religious houses, small entrepreneurial enterprises and even Gore Industries (of the famed GorTex brand.) By virtue of their size, larger institutions and organizations require relatively complex structures in order to provide for effective communication, feedback and oversight. At small institutions like St. Augustine Academy, however, such structures are largely unnecessary. Nor does the nature of the school give itself naturally to division into separate task forces or formal committee groups.
We realize that St. Augustine Academys unusually small population, its minimalistic administrative structures, and its informal and deliberately unstructured means of conducting almost all academic business, make it unusual in the American school landscape. Indeed one might say that St. Augustine Academy runs as a committee of the whole, but this term is a little misleading since the school community is not, as such, a committee. Given these realities, we understand why visiting WASC teams have at times seemed somewhat mystified by our ultra-simple model until they actually see it manifested by the community in action. What visitors do tend to observe is that faculty, administration, parents, and staff are in nearly constant communication about almost all facets of the school. St. Augustines Focus on Learning is reflected by our WCEA/WASC documentation and by the many files and exhibits available on our campus. But we believe that the key to understanding the schools high degree of effectiveness will be largely determined by the visiting teams exposure to the life of our school community. During our initial full-accreditation visit and again during our three year visit we consulted R. Scott Turicchi, a business leader in the community who runs a quarter-billion dollar a year high tech firm in Los Angeles. The question we posed to him was, Is our institutional model valid in the modern world? Both times he emphatically confirmed the model. According to Mr. Turicchi, it is a model which more and more corporations are using as a means to evaluate themselves more honestly and completely. By means of this preface we hope to help the team better understand our methodology as we strive to fulfill our school's mission.
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General Profile
St. Augustine Academy is a small private school offering a classical Catholic liberal arts education for students in the Kindergarten through 12th grades. It is co-ed and not affiliated with a Catholic parish. Tuition rates are kept low and scholarships and financial aid are available. It is open to all students without regard to race, color, sex, or national and ethnic origin whose families desire the unique academic and cultural environment offered here. St. Augustine Academy is faithful to the Magisterium, which is the teaching office of the Catholic Church. Faith and the true teachings of the Church are incorporated into each class. The school realizes that students learn at different paces, and, because of the schools small size and intimate familial nature, it can be fairly flexible with student movement between different course offerings. Academic rigor is never compromised but the school is able to tailor its curriculum to the needs and ability of the individual student. In addition to providing a challenging classical liberal arts education, St. Augustine Academy also nurtures the traditional, spiritual and moral formation that Catholic parents strive to instill at home. St. Augustine Academy recognizes the parents as the primary educators of their children. The mission of St. Augustine Academy is to assist parents in their duty of fostering within their children growth in the theological, intellectual and moral virtues. The school handbook sums up this commitment by stating, The Academy is essentially Catholic and thoroughly academic. St. Augustine Academy was founded in 1994 by a small group of parents that recognized the value of creating a school that would provide a comprehensive educational program for their children, would support and sustain the teachings of the Church, and would reinforce the teachings of the parents. It has grown from 24 students to the current enrollment of 140 students. Class sizes are kept small with no more than 18 students per grade. We have determined that the ideal size for a family focused school is no more than 150 students total. To meet this need, St. Augustine Academy intends to keep the student population under this number. As can be seen in the chart below, the addition of kindergarten - 3rd Grade in the 2009-2010 academic year brought us to a functionally full position. Future accelerated growth is not desired.

St. Augustine Academy offers a comprehensive curriculum that is implemented throughout grades K -12. Elective courses are also offered. The core high school curriculum consists of English, History, Latin, Mathematics, Music, Physical Education, Science, and Theology. Elective courses and activities include, Art, Drama, Science Club, Debate, various foreign language, and sports activities. The impact of home school students and students entering in the later grades of high school is an important aspect of curriculum development.

Distinctive Approach
St. Augustine Academy recognizes the parents as the primary educators of their children and respects their role in determining what is right for their child. St. Augustine Academy embraces traditional Christian values, and appropriate behavior is expected from students, staff, and parents. St. Augustine Academy students excel in this positive learning environment free from the stresses of popular culture. St. Augustine Academy has a deliberately small student body, which enables the staff and faculty to become familiar with the learning style and personality of each student who walks through the doors. The low student/teacher ratio gives each student the ability to reach his or her potential in all areas of learning. St. Augustine Academy has a culture of respect for life, for one another, for ones family and for ones country. Students are secure in the knowledge that every life is a respected life. Visitors to the school have commented that the faces of our students shine. There is something distinctive about St. Augustine Academy, and we believe it is in the heartfelt eagerness of our students to learn because they are still innocent and full of wonder. This is how the students come to us. Our schools overall aim is to guide our students to grow in their love and knowledge of God. We also believe that learning to love others as Christ taught us to be is best taught through constant practice of the virtues such as temperance, justice, fortitude, patience and humility. These virtues and aspirations are modeled every day and everywhere on campus by all the faculty, staff, parents and volunteers who visit our campus as well as off-campus on field trips and excursions. During a recent day-long field trip to Nature Bridge our students were complimented not only on their excellent behavior but also on their level of preparation for the visit. After every game, win or lose, our students are taught to gracefully congratulate the opponents. Again, our students are admired around the league because of their constant cheerfulness win or lose. Parents and the headmaster are there to insure that this happens. Older
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children are taught by their parents to monitor the behavior of their younger siblings and are especially protective of their charges when driving them to school. The little ones are accustomed to respecting the authority of their elders. Siblings relay messages and assignments to other siblings and to their parents. They enter into the network of communication at St. Augustine Academy at a very young age. The parents release their children to us while school is in session, but when school is recessing, we encourage family interaction. There is no summer reading list for AP English, and there is little or no homework for students during the holidays because the parents want time to spend with their families. The parents have established this familial approach to the school which the faculty strongly supports. Communication between all the stakeholders at St. Augustine Academy could best be described as organic. Communication of school and student concerns is rapid and discreet. Teachers confer numerous times each day, with two to three other teachers; perhaps, the headmaster will enter into the discussion. Decisions are made by consensus after having touched all bases with those faculty, parents and students involved. This occurs in classrooms, in the office, in the faculty lounge and while standing on the curb as parents pick their children up from school. Confidentiality is preserved while the motors are running. When teachers want a conference with parents they can use the phone, email or they can step out onto the curb and greet the parents. Because these meetings are less formal, more spontaneous and often require less paperwork, they are more enjoyable and more immediately efficacious. Teachers enjoy talking to parents especially when they have been friends with them for years or go to the same church. In the academic arena a most distinctive element in our curriculum it could be termed the Queen of the Curriculum -- hearkens back to the culminating final examination in the classical, liberal arts schools for hundreds of years: Defend a position in writing and orally. The Thesis Project has become the culminating work of four years of high school study at St. Augustine Academy in the humanities. It meets the liberal arts goals in the classical model of Grammar, Logic and Rhetoric. The Thesis Project for our juniors and seniors is a two year curriculum in which students generate their own topic, develop their own thesis and
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integrate speech skills into a 20-minute oral defense of their thesis. All seniors at St. Augustine Academy defend their theses before a panel of teachers, administrators and other qualified adult volunteers from the community including Thomas Aquinas College professors with their classmates in the audience. Additionally, instructional materials have been developed to help students analyze the basic elements of a clear thesis and generate a persuasive argument from a chosen topic. Each year has identified new challenges including developing effective research topics, organizing topics, learning new library technologies, developing a detailed bibliography and following the proper format. Because the Thesis Project involves a defense component, guidelines for evaluating the defense were also developed.

Students at St. Augustine Academy

The school pulls students from the greater Ventura County area and from all social and economic categories. The student body is diverse but is united in a desire to uphold the teachings of the Catholic Church. Many of the students have been previously home-schooled and St. Augustine Academy represents their first experience with an institutional school environment. St. Augustine Academy honors the trust that home school families place in the school by maintaining a highly personalized educational experience. The influx of home-school students into St. Augustine Academy creates a unique demographic not found in most other schools. Simply assessing each students initial needs is challenged by the fact that most have had no standardized testing. Academically they run the gamut from well-prepared to struggling. St. Augustine Academy is dedicated to meeting the needs of the parent and assisting them in their duty to educate their children. This means that we must accept the child where they are and gently encourage them to reach their greatest potential. We do not turn students away because they are ill-prepared for their age-appropriate grade level; rather, we individualize our program to meet their unique needs. The students are exceptionally poised and confident yet deferential to adults and authority figures. Because of the small class sizes, there is little problem with cliques forming or students being ostracized for being a little different. Every student is valued by the staff, faculty and fellow students. Scholastically, 4th through 12th graders have historically scored in the top 20th percentile on national standardized tests administered annually. The average SAT score for our graduates, historically, is 1862. During the last few years, graduates of St. Augustine Academy have chosen to continue their post-secondary school education by attending a variety of schools and colleges including Ventura College, Thomas Aquinas College in Santa Paula, CSU Channel Islands, University of Dallas, Franciscan University of Steubenville, Ohio, Loyola and Marymount College in Los Angeles, Ave Maria in Florida, Wyoming Catholic College, Christendom College in Virginia, and the United States Military Academy at West Point.

The Parents of St. Augustine Academy

At St. Augustine Academy, we believe that parents and educators should be of one mind for the most effective education to take place. Communication is an important element in achieving such unity of thought. Parents are provided with a weekly communiqu from the school headmaster that details school events, concerns and student body achievements. They are encouraged to speak to faculty members immediately regarding any concerns, and the headmaster is always ready to meet with them. Typically, parents do not volunteer in the classroom while it is in session. The classes are small and the teaching is focused and intense. The volunteer services of the parents are better utilized on our field trips, athletic activities, and school events. However, St. Augustine Academy has employed several qualified parents to serve as paid teachers with great success. All parents are considered primary educators for the students and their opinions are solicited and respected, particularly when a curriculum change is being considered. St. Augustine Academy parents are also offered many opportunities to participate in the schools Faith enriching programs such as weekly school mass and periodic days of recollection, lectures and retreats. Aside from involvement in the schools educational process, St. Augustine Academy relies on the help of parents in actual school operations. Each family is asked to give 25 hours of volunteering help each year. Families help with the cleaning, painting and general school maintenance. They work on school social events, fund raising campaigns, sporting, music, theater and school dance events. Parents also are involved in offering special elective classes such as sewing, cartooning, and Spanish. By providing such direct assistance, St. Augustine Academy can keep tuition costs in check.

Faculty and Staff at St. Augustine Academy

All faculty members of St. Augustine Academy have earned a bachelor of arts/science degree and five of our teachers have earned Masters degrees, with one teacher possessing two Bachelor degrees and another possessing two masters. Our 11/12 Moral Theology teacher is a tutor at Thomas Aquinas College and has earned his doctor of philosophy in the field of moral theology. One teacher studied extensively in Europe and taught two years in Japan while another served as a principal of a Catholic elementary school in Maryland for ten years. Years of employment at St. Augustine Academy range from sixteen years to our new hire for an average of over 7 years at the Academy (7.3) The total years of educational experience among our faculty averages over 27 years of experience across the faculty, ranging from over 40 years to one brand new teacher. In addition to academic preparation and training, several members of the faculty have experienced life in religious communities. One teacher is a professed religious in the order of Sisters of Mary, Mother of the Church, two are former seminarians, one is a formerly professed religious of the Third Order of the Franciscans who taught in various settings including a school for Arapaho and Shoshone Native American children in Wyoming, another spent a year as a volunteer associate of the Congregation of the Holy Cross in Matamoros, Tamaulipas, Mexico, one is involved in the creation of literacy programs in East Africa, and another spent time working with Mother Teresas Sisters of Charity in New York. These experiences bring a special enrichment in the faith to the classroom. Our headmaster has been the guiding force of St. Augustine Academy for eleven years and the school has prospered and grown in size and stature under his direction. He supervises the faculty and staff of the Academy and reports directly to the Board of Directors. He provides at least two State of the School addresses to the parents each school year in addition to the weekly Blue Letter communiqus. He also teaches two classes at the middle school level and so is better able to know student abilities, understand teacher concerns, and is better able to keep his finger on the pulse of the school. For the last five years our school has been placed on the National Catholic High School Honor Roll, sponsored by the Acton Institute, as one of the top fifty Catholic high schools in the nation. This honor is based on three criterion; academics, catholicity and civic education.
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Collaboration between faculty members is frequent and on-going. From the summer of 2009 to the present, our English faculty have been working together to revamp our literature list and develop a Poetry Anthology for use in our middle and high schools. Moral Theology for grades 11/12 is team taught. The teachers of grades 4/5 are in constant communication regarding progress of individual students, since they share the same room and have every noon-hour to conference. Various teachers serve as references for others in their areas of expertise. Peer observation has proven to be a fruitful experience for those involved. Our Special Education Coordinator often provides much helpful advice to teachers in regards to methods of addressing the special needs of our students. The musically talented have joined forces to produce a choir that sings for every Mass and has taken their beautiful music as a special gift out into the community The faculty, as a whole and in the various subject areas, discusses the results of standardized tests with a view to improvement of the curriculum and the needs of the students. Classes have united for joint field trips and to welcome speakers on topics of common interest. In addition to their teaching duties in academic subjects, members of our faculty serve as department heads, choir director, testing coordinators, AP director, PE teachers, basketball coach for middle school boys, director of religious activities and social justice, director of high school student maintenance duties, deans of discipline, director of the Junior Classical League, and as a resource for graphic design skills. Many pitch in and donate hours of time in support of our fund raising efforts (Gala Auction/Dinner, Golf-a-thon, Student Jog-a-thon) which help to maintain St. Augustine Academy. Our faculty possesses a large array of talents employed in their respective parishes and in the community at large: cantor, choir member, trumpet player, lector, Eucharistic minister at Mass; teachers in parish religious education programs; St. Vincent de Paul Society; Knights of Columbus; parish outreach to homeless; parish rest home ministry; parish drivers to Mass program; Eucharistic Adoration; Board of Regents Member of Thomas Aquinas College; Boy Scouts; steering committee member of Catholics @ Work, arranging breakfast and speakers on topics of interest related to our faith for Catholics in the workforce; tutoring in various subjects; pro life events; Board Member of Holy Cross School; Dairy Goat Advisory Board for California Dairy Herd Improvement Association; Health Fair for Uninsured, national consultants with the Institute for Catholic Liberal
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Education, publisher and contributors to the Catholic Schools Textbook Projects History Textbook Series used throughout the nation. One teacher published an historical novel thorough Paulist Press, about 14th Century England. This wealth of extracurricular faculty involvement lends itself to greater expertise in the classroom and testifies to the level of excellence found in our faculty as role models of faith and citizenship for our students. St. Augustine Academy employs a full time secretary to assist the headmaster in clerical tasks and bookkeeping, to maintain the book inventory and student files, and to accomplish the full spectrum of duties that commonly fall to a school secretary. Our secretary supports and aids headmaster, faculty, parents, and students with efficiency, dispatch, and grace. An important advancement in our efforts on Action Plan #1 has been the development of standards for the English and Mathematics departments. Teachers were given specific learning standards and asked to correlate them to what was or should be covered in any given year. This was then checked throughout the next year for accuracy. This is an ongoing Action Plan item. Besides continuing to refine English and Mathematics standards we are now moving on to complete History curriculum standards. Gardeners are employed to tend to the maintenance of the grounds, a service is employed to clean the restroom facilities once a week, and, for the last eleven years, janitorial services for the campus have been provided by a school family on financial aid. Additionally, the faculty contribute generously to everyday maintenance. For example, carpentry skills are used to install bulletin boards in the hallway or to make minor repairs to the campus when needed. All teachers are alert to enlist the help of students in taking care of school property, in returning play equipment or borrowed items to their proper place, in classroom management, and in keeping the campus clean and tidy. Four high school students are assigned duties each week in this regard; this too requires teacher supervision beyond normal classroom responsibilities. Respect for school property and habits of cleanliness are, indeed, components of responsible behavior and Christian charity that the faculty strives to inculcate in our students. St. Augustine Academy encourages both experienced and inexperienced teachers to apply to the school. The school believes that bringing in new blood and new teaching perspectives keep the school fresh while the older
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experienced teacher keeps the school on track. The admission process for new teachers involves completing an application that includes a narrative. Teachers are asked a series of questions including discussing important works the applicant has recently read involving teaching, or regarding life as a Catholic in todays world. The interview is conducted by the headmaster as an opportunity to get to know the applicant on a friendly basis; the interview may last one or two hours.
TEACHER Miss Borchard Miss Dillon Mrs. Dillon DEGREES B.A. Education B.A. Classics B.S. Nursing M.S. Science of Nursing B.A. French B. A. Liberal Arts + 30, Education B.A. English B.A. Liberal Arts B.A. English J.D. Whittier Law School B.A. Liberal Arts M.A. English B.M. Performance Voice M.S. Curriculum and Instruction B. A. in Elementary Education B.S. Applied Mathematics M.Ed. Math Education B.A. French M.A. French CREDENTIAL Elementary and Secondary Colorado California Community Colleges Lifetime Instructor Credential Clear: Multi-subject California Lifetime: Multiple Subject California

Mr. Faulk Sr. Francis Mary Mrs. Rose Grimm Holland Hunter Mrs. Krestyn Mrs. Lyon

Lifetime: Multiple Subject California Lifetime: Provisional Elementary Kansas Clear: Single Subject CLAD Mathematics California Life: Single Subject French/English Lifetime Elementary California

Mrs. Nieto

Mrs. Paroski

Miss Roberts

Dr. Seeley

B.A. Liberal Arts M.A. Theology Ph.D. Theology

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Miss Stawiecki Mr. Stebbins

Mrs. Thomas Mr. Van Hecke

Mr. Zepeda Mrs. Van Hecke

B.A. Westmont M.Ed Antioch University B. A. Liberal Arts M.A. Economics M.B.A. Business Administration B.A. History + 30, Education, English B. A. Liberal Arts M.Ed. Education Administration B.A. Liberal Arts B.A. Philosophy B. A. Liberal Arts AMI Montessori Certified (Masters Equiv)

California Clear Multiple Subject Pre-School to 12

AMI Montessori Certified Teacher

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Community Profile
St. Augustine Academy is located at the very edge of the Ventura city limits, in a mixed-use area combining commercial, residential, and agricultural purposes within one square block. The school property is bordered by orchards, fields, a medical clinic, a trailer park for older residents, and a water reservoir. Ventura County has a large agricultural industry and a significant amount of business in the biotechnology sector, general service, and the semiconductor industry. The Pt. Mugu/Port Hueneme military installation is the countys largest employer. Ventura County has one community college district, a state college, and two private colleges: Thomas Aquinas College and Cal Lutheran University. It also has extension campuses to Pepperdine University, University of LaVerne, and UC Santa Barbara. The St. Augustine Academy parent population represents all socio-economic levels with the highest concentration in the middle class. The school pulls students from all corners of the county. Many families travel between 10 to 30 miles each way due to the uniqueness of the St. Augustine Academy program. The school has a written school policy of student nondiscrimination and, therefore, does not track nor publish any ethnic make-up of the student body. Most families are, and have been, active members of the Catholic Church. Historically a small percentage (fewer than 10%) of students and families are not Catholic, but most of these are of some Christian sect. Currently there is one non-Catholic family attending the school.

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Curriculum
St. Augustine Academy was founded to provide a classical education in the modern educational landscape. Classical education is based on teaching the Liberal Arts, specifically, the first three which are Grammar, Logic and Rhetoric. Teaching children the Grammar of each subject provides them with the raw materials with which and about which they can think. Developing Logic is necessary for the mind to function in the way it was created: to think from premises to conclusions. And practicing the art of Rhetoric, properly understood, allows the students to discourse elegantly, carefully and persuasively, as well as to understand the same. The sum package of this intellectual training makes for a free human intellect hence, Liberal Arts. Classical education is defined by practices which fundamentally require a community of learners, comprised of students and teachers, who share mutual respect, interact and communicate with one another, and share ideas. This is in direct agreement with the latest determinations of modern educational practices. Our attention to studies and conferences which denote all the latest research indicates that St. Augustine Academys commitment to the liberal arts is cutting edge, though age-old. The Effective Schools Research over the last twenty years has gone from effective schools, to effective teaching, to effective learning. Effective learning makes use of Blooms Taxonomy and other psychological and physiological theories which more and more point to the importance of teaching children material, guiding them through the formation of their thinking processes and giving them the ability to express themselves cogently and clearly. Saint Augustine Academy is in the process of developing a set of standards for our school which is based on the outcome which we see our students achieving. Because the liberal arts require a body of grammar, we will first define the content outcomes of each course. Secondly, given our focus on logic, we will be defining outcomes which clearly indicate an understanding of logic while allowing for the differing intellectual abilities, ages, and character of our students. Lastly, all students will practice, often, writing and speaking exercises which will be critiqued, so they learn how to turn a phrase, or, speak/write more eloquently. These are the skills that will result in life-long learning. Students, upon graduation, should be able to take a
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subject, study its grammar, apply logical thinking to understand and reach conclusions, and communicate ideas about the subject clearly and effectively. The crowning exercise of this art is the Senior Thesis, in which all students are required to write an extended argument on a subject of their choice, related to something they studied in the program, and defend it orally before a board of examiners and in front of their peers. Along with academic skills the curriculum standards created for St. Augustine Academy emphasize the interweaving of moral and theological principals. All subjects contain codified moral and theological components. In this manner students learn to integrate morality and faith into their everyday lives, not as separate subjects but as an organic whole. Basic Skills St. Augustine designed its basic skill instruction to help students continue learning throughout life. The program enables students to: Listen attentively Read perceptively and critically Write effectively Speak clearly, confidently and publicly Defend the faith vigorously and communicate it intelligently Elementary Education Students are guided toward effective communication of oral and written thought through phonics, spelling, handwriting and the reading of great literature. Language skills are integrated into all subjects. Correct grammar is taught in speaking and writing. The basic teachings of the Catholic Faith are taught with the structure of the catechism and the story of Jesus and His saints. A classic curriculum is built on: ordered basic knowledge fundamental skills the habitual vision of greatness Secondary Education Emphasis on development of analytical abilities in mathematics in all grade levels.

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Euclidian geometry is taught, following Algebra, using Euclids original text to give students an unparalleled foundation in logical reasoning. The goal of science instruction is to: Stimulate a sense of awe and wonder at Gods creation. Stimulate the students natural curiosity and imagination Develop the ability to observe, record data and formulate hypotheses Develop the ability to reason inductively History is taught to lead students to discover mans relation to God, his neighbor, and his own nature. Literature utilizes the great works of the Western world which are the material for composition and discussion the elements of rhetoric and the universality of moral truth. Theology courses aim to foster in each student a greater love and understanding of God and His will for us, an intellectual grasp of Catholic Truth appropriate to each age level, and a better formed and informed Catholic conscience from which can spring forth a free and mature response in the practice of our Catholic culture. Latin is taught as the basis of vocabulary structure of all the Romance languages. Students actively participate in fine arts, including drama, music, art and dance. Physical education/sports teams develop knowledge and habits requisite for the care of the body and throughout life. The daily interactions between children of various ages is a unique and attractive feature for a high school.

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St. Augustine Academy Governing Board

St. Augustine Academy is a California private, non-profit corporation. Its legal owner is its Board of Governors which is ultimately charged with all of the schools operation, policies, debts, etc. There are currently six members on the board. Our board members serve life terms unless they resign or are dismissed. Their responsibilities include: Conducting, managing and controlling the affairs of the corporation Controlling, managing and maintaining the property of the corporation Appointing the Academys headmaster to fulfill the Academys mission and vision as expressed by the board Supervision of the administration to assure the Academys mission and vision are being maintained Appointing the Chairman of the Board Fostering the well being and continued development of the Academy Every Board member pledges to offer his Wisdom, Work, and Wealth to advance and secure the mission of Saint Augustine Academy.

Board of Governors
President Secretary Treasurer Members Louise Warnert Robert R. Orellana, Esq. Michael C. Collins Thomas Ellis Abel Montiel Michael F. McLean, Ph.D. Jeffery Schuberg

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WASC Data Interpretation

Preface: Given the small size of our school and its year-to-year fluctuations in class sizes, statistical models typical for larger institutions do not accurately apply to our data. In fact, the testing companies do not provide grouping data to us due to our sample size being too small. It is worthwhile, nevertheless, to examine the data vis--vis the individual student, but not to make systemic changes in response to a single years testing records. It is also notable that a large swing in testing data can be attributed to a high percentage or a low percentage of exceptionally bright students. This is not indicative of the curricular outcomes, but rather of the simple chemistry of a given class. Nonetheless, ongoing evaluation is always occurring in order to determine whether any curricular issues might be present. As regards the whole, though, and the incompatibility of statistical models, it remains that at St. Augustine Academy, a personalized attention is given to every student in every case. It is also clear that St. Augustine Academy, in her faculty, students and families indeed, by her very structure is focused on learning! Following are charts and graphs of much of the data of the school, from financial data to school population to test scores. Brief narrative interpretations follow each graph or set of graphs.

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Tuition High School

Tuition Grade School

Tuition has increased for all levels over each of the last three years. Gross and Net tuition have both increased as well (see graph on next page). This allows for greater financial stability and higher salaries for our staff. 20

Gross v. Net Tuition

Salaries and Benefits

Salaries and benefits have risen nearly 10% in the last three years in our effort to achieve a more just wage/compensation package for our professional employees. This is important to the academys long-term goals of maintaining a stable and professional faculty and a quality education for our students.

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Total Population Mix

While attentive to filling our classrooms with the right candidates, we do not make any use of population mix or data. Our primary goal of enrollment for the school is to maintain an enrollment in the area of 130-150 students in order to ensure a degree of financial stability. We have met this goal three years running.

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Population by Grade

The SAT historical data indicate a strong verbal and writing preparation in the Academy. Math, though nearing the 600 range, still lags behind the other two sections. While our performance averages are still much higher than national percentiles, we feel this is an area to give greater attention to. It is notable that 2009-2011 scores are below our schools historical average of 1862. This is due to the greater number of lowerperforming students admitted, which is part of the inclusive admissions approach we are committed to.

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The PSAT Chart indicates a relatively steady level of performance over the past three years. The data disaggregation shows that the dip seen in the 2010-11 scores is due in part to two students who have both been on IEPs, one of whom has left the school, which explains the

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spike in these same group of students performing higher on the SAT, so far for 2011-12. Over all, the school has seen percentile averages in the 70s, except for one year.

CTBS Scores Comparables by Grade

The general trend of all the data points to improved performance and scores the longer the students are at the academy. Our examination of the data determined that most significant anomalies are caused by a change in the population change in small classes, one or two students can cause a marked swing in one year.

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The academys long-term goal for tuition percentage-to-expenses has been 60%. With tuition covering 55% of our expenses. We hope fill a few more seats filled with fullpaying students and plan to continue to levy moderate tuition increases. so we can get this percentage closer to 60%.

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An evaluation of expenses shows that the vast majority of expenditures is for instructors. Operations at 5% and interest and fees as 3% of our annual budget indicate a very lean operation. This lean operational activity allows for funds to be redirected to faculty needs, especially salaries more closely approaching a living wage.

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