Perhaps no institution defines a community more than its school system. Schools not only educate our children, but also reflect and shape the population that supports them. The following report examines various educational options in and around Memphis, Tennessee. It stems from the belief that only with a better understanding of an overall picture can we make informed decisions and judgments about educational options.
Both in the city of Memphis and surrounding areas, residents lack a clear understanding of the various options for educating their children. In the absence of clear and objective information, parents limit themselves to traditional means for choosing schools, such as neighborhoods, test scores, racial and ethnic makeup, and rumor. The objective of this report is to present an introduction to each of the major educational options in Greater Memphis, from elementary through high schools. It presents the history and challenges of many types of schools. It explores Memphis City Schools, Shelby County schools, various charter and optional programs, the public school system in nearby DeSoto County, Mississippi, and a range of private school options.
This report does not advocate any particular type of school. It is the Community Action Project of five participants in the 2007 Fellows Program of the Memphis Leadership Academy, a non-partisan organization dedicated to strengthening community leadership.The authors strive for objectivity, and intend this report to help create an overall understanding of the educational options in and around Memphis.
Numerous websites provide valuable quantitative data about various schools. There are also important websites for school systems, for which links are provided in the corresponding sections, and websites for many individual schools. The websites below can represent a starting point for understanding the range of educational options. For information on particular schools, please see the following websites:
From 1826, the year the Memphis school system was chartered, until 1848, all Memphis schools were privately offered by well-to-do citizens. The first recorded school in Memphis was taught by a man named Underwood from Alabama in 1826. Other schools followed, taught by businessmen and clergymen in their businesses, churches, and homes. Education was scarce for lower- to middle-class white children and non-existent for black children. That changed, however, with the opening of the first free school in 1848, named Third and Overton for its location. At this time, the city was divided into four educational wards, and each ward had one teacher in one rented schoolroom. There was a fee of $2 per student, although little effort was made to enforce this tuition.
In 1848, Memphis began assigning city treasury funds to schools, with a first-year budget of $20,000. The first superintendent was not paid. Then, in 1852, when there were 13 schools, the treasury imposed a city school tax rate, followed by a county school tax rate in 1854. The creation of these tax rates allowed children who formerly could not afford school tuition to receive a public education, but it would still be another 20 years before public education was extended to black citizens.
In 1868, the City of Memphis began supporting public schools for black students, and in 1891, the first class graduated from a black public high school. The first recorded black public school was Clay Street School. Founded in 1873, it closed its doors in 1950. The oldest school still in use by the Memphis City Schools system is Cummings Elementary, which was erected in 1902 for white students at 1037 Cummings and still operates in that same location. The oldest school still in use that was originally for the education of black students is Klondike Elementary School, which was built in 1902 at 1250 Vollintine.
Prior to January 24, 1973, segregation was practiced in most Memphis City Schools. However, in that year, court-ordered busing was instituted to help integrate the schools. The order caused a great deal of controversy, and many white parents withdrew their children from the Memphis City Schools system in favor of private schools. In January alone, 7,532 students withdrew from the public district.
An activist group, Citizens Against Busing, even opened five temporary private schools to accommodate the white students on waiting lists for acceptance to private Memphis schools.
Memphis City Schools is the 21st largest school system in the nation and the second largest employer in the City of Memphis. Memphis City Schools operates on a $773.6 million budget for 191 schools, 16,000 employees and 119,000 students in grades K-12. Approximately 90 percent of the district’s students are black, and more than 70 percent come from low-income families.
Memphis City Schools offers optional programs at 31 elementary, middle, junior, and senior high schools throughout the city, giving parents a number of educational choices for their child. Optional elementary programs focus on different approaches to education. These programs enrich, supplement and broaden the standard school curriculum. Optional programs at the middle school and high school levels are designed to prepare students for college and careers. Current programs at these levels include: College Preparatory; International Studies; Creative and Performing Arts; Aviation/Travel and Tourism; Technology and Careers; Arts and Academics; Health Sciences; Business and Finance; and Engineering.
Students in these programs receive additional instructional opportunities that range from “shadowing” area professionals in their workplace to earning possible college credit through advanced placement courses.
Optional schools are tuition-free to city residents and accessible to all parts of the city. Residents from outside Memphis may apply, but first priority is given to children who live in the city. Non-city residents are required to pay tuition, which varies from year to year.
Memphis City Schools also provide English-as-a-Second-Language (ESL) programs that operate in 45 elementary schools, 11 middle schools and six high schools. There are early childhood education programs in 54 schools. The Memphis Inter-Collegiate Athletic Association (MIAA) provides sanctioned sports, including 13 on the high school level and seven on the middle school level.
Memphis City Schools measure student achievement as required by the state of Tennessee. Grades K-8 students take the TCAP achievement tests in Math, Reading and Language Arts. In grades 5, 8 and 11, they also take a writing assessment test. High school students take the Gateway exams in Algebra I, Biology and English. The State of Tennessee publishes an annual report card for each school system, and each school, which can be found at http://www.k-12.state.tn.us/rptcrd06/system.asp.
Memphis City Schools is funded by various sources, including the State of Tennessee (44.7 percent of total or $346 million), Shelby County (29.8 percent or $230.8 million), a portion of county sales taxes (12.6 percent or $97.3 million), the City of Memphis (11.5 percent or $88.9 million) from a personal property tax for “school purposes” done annually since 1905, federal funds (1.1 percent or $8.3 million), and use of MCS fund balance reserves (about 1 percent or $5.1 million).
All MCS students are required to wear school uniforms. Students may wear oxford shirts, polo shirts, turtlenecks, and blouses with "Peter Pan" collars. All shirts must be white. Sweatshirts must be white, black, navy blue, tan or any other colors approved by the individual campus. Trousers, shorts, skirts, and jumpers must be black, tan, or navy blue. Denim clothing is not allowed.
Schools across the district are rated as among the best in the state and nation, including White Station High (ranked in top 20 in U.S. by Forbes magazine), Keystone Elementary (one of only 6 schools in the state named as Blue Ribbon School by U.S. Dept. of Education), and John P. Freeman Optional School (one of only 12 schools in the U.S. honored by American Board of Teacher Excellence).
Even though Memphis City Schools have received countless accolades and awards at the state and national levels, the school system does not always garner a positive image. The Memphis media tends to focus on the negative aspects of the school system. News outlets in Memphis and the surrounding areas are saturated with stories on school violence, racial issues, underperforming schools, and corrupt administrators. Although these stories are substantiated, in most cases, it is important to recognize that they represent rare cases among a minority of students. Memphis City Schools, moreover, differ remarkably between schools.
Shelby County has its seat in Memphis, but the Shelby County School District is separate from the Memphis City Schools system. It encompasses almost all areas within Shelby County, with the exception of the city of Memphis. Shelby County has its own system of government and mayor. The school system includes schools located in Arlington, Bartlett, Collierville, Germantown, Lakeland, and Millington. It is the fourth largest school system in Tennessee, with over 45,000 students.
The mission of Shelby County Schools is to produce citizens of high moral character who are enlightened, informed, caring, and committed to justice, who are prepared with competencies, attitudes, and the emotional health to be productive members in an ever increasingly technological society, and who are skilled in the abilities to communicate, to reason, to solve problems, and to continue their learning.
It offers a comprehensive instructional program for students enrolled in grades K-12. All elementary schools provide curriculums that emphasize the development of basic skills and make provisions for development beyond the basics through appropriate classroom and enrichment activities. Creative thinking and problem-solving strategies are interwoven across the curriculum. Full-day kindergarten programs and special services for remedial and academically gifted students are available.
Each high school provides students with academic and vocational course offerings designed to prepare them for post-secondary education and/or employment. Although heavy emphasis is placed upon providing an education built upon the core curriculum in English, math, science, foreign languages, and fine arts, numerous alternative academics and vocational elective courses are offered.
A community school concept is followed as closely as possible in the assignment of students to schools. However, rapid growth in Shelby County, annexation by the city, and federal court orders have a definite influence on the location of schools. Growth rates in Shelby County are currently the highest in the state, creating an increase in student population averaging 1,000 students each year. Grade structure may vary due to growth in certain school areas and construction of new facilities; however, the primary design is elementary, middle and high school. High schools have grades nine through 12. The parent may contact the school or assistant superintendent of instruction to request a listing of available services or to determine their child's eligibility for services in specific programs. All facilities are inspected periodically by personnel from the Shelby County Health Department, the Shelby County Occupational Safety and Health Department, the Shelby County Building Department, and representatives from the State Fire Marshall's office.
Shelby County Schools meet or exceed the standards set by the Tennessee State Department of Education and the Southern Association of Colleges and Schools. Twenty-nine years ago Shelby County Schools (SCS) was the first Tennessee school system accredited in its entirety by the Southern Association of Colleges and Schools (SACS). This pioneering accreditation spirit continues today with the recent acceptance of SCS by SACS as one of the first systems to begin the SACS CASI District Accreditation process. This new accreditation format is only available to systems with a history of demonstrating successful implementation of the SACS process, which includes a commitment to standards, support for school improvement, providing direction, meeting standards, and engaging in continuous improvement and demonstrating quality assurance. In order to maintain accreditation the school system hosts regular visits by professional peers representing SACS to assure system-wide quality. An integral component of the SACS and state requirements are comprehensive self-evaluative school improvement plans which are in place for each school and are updated regularly.
The Shelby County School System proudly celebrate the numerous awards and accomplishments of its students and staff, who are recognized each year for excellence in academic, athletic, and service endeavors on local, state, and national levels. Money Magazine has recognized Shelby County Schools as one of the "Top 100 Schools Systems" in the United States. For nine consecutive years the school system has been honored by School Match Inc. with the "What Parents Want Award." The Shelby County Schools PTA has the largest membership in Tennessee.
DeSoto County is the most northwestern of counties in Mississippi, a short distance from Memphis. Its seat is Hernando, and it includes such communities as Olive Branch and Southaven. It is one of the fastest growing counties and school systems in the country, with many of its new residents migrating from Memphis. As of 2000, the population was 107,199. By 2006, it was 144,706.
This past academic year, seven new schools were opened to accommodate DeSoto County’s growing enrollment. Ten schools have opened in the last three years. It should be no surprise that DeSoto County Schools is the fastest growing school district in Mississippi, with more than ten families a day moving to the area. This year, the DeSoto County School District had 1,800 new students enroll, a pattern that is expected to continue.
The DeSoto County Public School District has approximately 3,000 teachers, counselors, administrators, and employees who work hard to meet tough academic goals, train educators on best practices, and provide special programs for students who need them. The DeSoto County School District has approximately 29,000 students.
The school system is governed by the County Superintendent of Education, Milton Kuykendall, who is elected by qualified voters. It is located at 5 East South Street, Hernando, Mississippi 38632. The DeSoto County Board of Education is comprised of Susan V. Johnson, District One; Stephen Dodd, District Two; President Ann Jolley, District Three; Patricia Hurt, District Four; Janet Osborne, District Five. Keith Treadway serves as the Board Attorney.
The DeSoto County School District is dedicated to ensuring academic excellence through quality leadership and instructional efforts within a conducive learning environment. The DeSoto County School District provides competent instructional leaders at all levels with ongoing evaluations of performance. All certified staff have received their undergraduate degrees in the field of education or related areas. Over 25% of all certified staff have advanced degrees encompassing masters, specialists, and/or doctoral degrees.
The DeSoto County School District promotes the belief that all children can learn. As a result, the district provides a defined instructional plan with objectives and grade/subject level reinforcement activities. It provides leadership to promote a school climate that is safe and conducive to learning.
Interestingly, the DeSoto County School District places the highest priority on safety, according to Superintendent Kuykendall. The District has a Crisis Management Plan to deal with pressing problems and preventative measures for their students. Superintendent Kuykendall states that academics is the second priority, and extra-curricular activities is third.
In the spring of 2004, Superintendent Kuykendall created the PERKS program as a means of developing an incentive program to recruit the best educators in the region and to retain the existing educators. Local businesses offer DeSoto County School employees perks not offered to the general public. The PERKS program allows the district the opportunity to offer programs, products and services to District employees, as well as potential employees as a means of recruiting and retaining the best educators in the region.
The mission of the DeSoto County School District states that it is dedicated to ensuring the presence of academic excellence within each of its schools. In this quest for excellence the District recognizes its responsibilities to provide quality leadership and successful instructional efforts within a total school environment that is conducive to learning. The mission of the District is to provide all students with the opportunity to develop academically, physically, socially, and emotionally to their greatest potential in order to become self-sufficient, productive members of society.
In light of its responsibilities and purpose, the DeSoto County School District has the following as its major goals.
The District will provide competent instructional leaders at all levels. Leadership training and evaluation of performance will be on-going to allow for maximum growth toward excellence.,/p>
The District promotes the belief that all children can learn; therefore, the District provides a clearly defined instructional plan, which will include well-defined instructional objectives for each subject area and grade level, activities designed both to ensure mastery of essential skills and to promote enrichment experiences that promote understanding, and a systematic evaluation procedure for measuring achievement of predetermined objectives. In addition, the District will provide training, supervision, and evaluation for all instructional personnel to assist in the further development of successful classroom practices and procedures.
The District will provide the leadership necessary to promote and maintain a school climate that is optimum for learning. In addition, the environment within the schools will for the nurturing of self-esteem in both students and staff.
The District will seek the active involvement of the community in regard to decision-making at all levels. Parents, civic organizations, business leaders, and other community groups are encouraged to participate in all phases of the District’s mission. More effective communication will be fostered to promote an understanding of the School District and its role in the community.
The DeSoto County School District affirms its responsibilities to both students and the community to provide educational experienced that are of the highest caliber. It is with this responsibility in mind that the District has set forth goals which will promote the mission of the District and its effort to provide no less than excellence for all students.
The charter school movement has roots in a number of other education reform ideas, including alternative schools, site-based management, magnet schools, public school choice, privatization and community parental empowerment. The term "charter" may have originated in the 1970s when New England educator Ray Budde suggested that small groups of teachers be given contracts or "charters" by their local school boards to explore new approaches. Albert Shanker, former president of the American Federation of Teachers, then publicized the idea, suggesting that local boards could charter an entire school with union and teacher approval. In the late 1980s, Philadelphia started a number of schools-within-schools and called them "charters." Some of them were schools of choice. The idea was further refined in Minnesota, where the concept of charter schools was expanded to include three basic values: opportunity, choice and responsibility for results. In 1991, Minnesota passed the first state charter school law, with California following suit in 1992. By 1995, 19 states had enacted laws allowing for the creation of charter schools, and by 2003 that number increased to 40 states plus Puerto Rico and the District of Columbia. (This information is taken from the U.S. Department of Education website, http://www.uscharterschools.org)
Charter schools start after the passage of laws by individual state legislatures that specifically permit their existence as part of the public school system in that state. There is wide variability among the states in how charter schools are defined. One common feature of all charter school laws is that a charter school must be authorized by a specific entity or entities designated in the law. In most states, charter school law stipulates that a charter school must be authorized by an entity such as a local or county school board, state board of education, college or university, municipal body, special-purpose board, or (in two states in 2003) a nonprofit organization meeting certain criteria. The charter school is approved for a set period—most often three to five years—and the authorizer typically has oversight responsibility that is tied to a charter school's renewal of its charter for operation.
Charter schools are independent, accountable public schools of choice. They control their own curriculum, staffing, organization and budget. In exchange for this freedom, they must maximize student potential and meet and exceed Tennessee’s academic standards. The stated purpose of the Tennessee Public Charter Schools Act of 2002 is to: (i) improve learning for all students and close the achievement gap between high and low students; provide options for parents to meet the educational needs of students in low performing schools; (ii) encourage the use of different and innovative teaching methods, and provide greater decision making authority to schools and teachers in exchange for greater responsibility for student performance; (iii) measure performance of pupils and faculty, and ensure that children have the opportunity to reach proficiency on state academic assessments; (iv) create new professional opportunities for teachers; and (v) afford parents substantial meaningful opportunities to participate in the education of their children.
There are two ways to create a public charter school in Tennessee. A public charter school sponsor may apply to the local board of education to create a new charter school. A public charter school sponsor may apply to the local board of education to convert an existing public school to a public charter school if sixty percent of the school’s teachers, or parents of sixty percent of the school’s children sign a petition seeking conversion.
There is no limit to the number of charter schools that can be created through the conversion of existing traditional public schools into charter schools; however, there is a limit imposed on the creation of new schools. The Tennessee Public Charter Schools Act of 2002 provides that newly created public charter schools failing to make adequate yearly progress, as defined by the state's accountability system, shall not exceed, statewide, the number of schools failing to make adequate yearly progress, as defined by the state's accountability system.
Charter schools receive 100% of the per pupil educational funds (both state and local) of the local educational agency in which the charter is located. The per pupil funding is based on the average daily membership of the LEA. Charter schools are also funded by state, federal, and private grant funds, as well as private donations.
Enrollment in a public charter school is based on parental or guardian choice. A public charter school shall enroll an eligible pupil who submits a timely application, unless the number of applications exceeds the capacity of a program, class, grade level or building. If applications exceed the planned capacity, enrollment shall be based on the procedures outlined in the Public Charter Schools Act.
City University School of Liberal Arts (City University), a division of The Influence1 Foundation, meets the need of public education as well as the demand for an alternative institution committed to post-secondary preparation. Created as a college preparatory high school with a liberal arts core and operated as a Center of Excellence for Student Development, City University serves to benefit Memphis and its community of students. This effort is enhanced by the school's work with The College Board to build a curricular foundation to better prepare its scholars for transition into post secondary education.
City University School of Liberal Arts has an academically rigorous learning environment that is supportive of all scholars and their pursuits of post-secondary education. Through this approach, scholars are provided opportunities to access learning resources and academic benefits that they may have been previously denied. City University's college preparatory program provides student scholars full access to a diverse offering of Advanced Placement courses, coupled with a curriculum that enables and empowers them with the abilities to achieve success in an academically rigorous environment.
City University School of Liberal Arts began by welcoming 140 ninth graders for the 2004-2005 academic year, and has grown by one grade level each year since—until it reaches its maximum capacity at all grade levels. The student population will be capped at 550 students in grades 9 through 12. This incremental growth in the student population is key to the implementation of a curriculum that works to improve students' intellectual and social development—individually and collectively.
The Memphis Academy of Health Sciences Middle School is one of the first charter schools to open its doors in the state of Tennessee. It will equip students with the necessary skills to be competitive in the 21st Century. Its students demonstrate the ability to read, write, speak and calculate with clarity and precision. Successful transition to high school is a primary goal for all.
The Memphis Academy of Science and Engineering (MASE), Tennessee’s first charter school, was founded in 2003. Its goal is to be the best math and science preparatory school in Tennessee. MASE targets students who attend schools that are failing to make adequate yearly progress as determined by the state’s accountability standards. MASE also targets students who are in “at-risk” situations as defined by the Tennessee Charter School Act of 2002. MASE hopes to take students from these nonproductive environments and give them the tools and opportunities they need to become part of the 21st century workforce. In this century, where technology, math, science and engineering are cornerstones of success in many careers, the demands on education have changed. Students who want these careers must be exposed to technology in ways not available in existing secondary school settings. While not all students will choose science-oriented occupations, the workers must function comfortably within a technology-based environment.
MASE opened its doors to 148 seventh graders in 2003. Within three years, it will evolve into a school of about 900 students in grades six through 12. Currently, there are 550 students enrolled in the 6th through 10th grades.
The mission of MASE is to produce lifelong learners, critical thinkers, effective communicators, and productive members of the global community. MASE will accomplish this mission by focusing on state and national standards, strong industrial partnerships, numerous research opportunities, continuous technological improvements, and a staff committed to social awareness, excellence, and personal responsibility.
MASE has two campus locations. The middle school campus at 20 South Dudley houses the sixth through eighth grade. It is a former doctor's office building located in the heart of the Memphis Medical Center. The high school campus opened in August 2006 and is located at 1254 Jefferson Ave. MASE is leasing this vacated school campus from Mississippi Boulevard Christian Church to house ninth and tenth graders. The high school will grow to accommodate the eleventh grade in the fall of 2007 and the twelfth grade in the fall of 2008.
The focus of Star Academy is literacy and mathematical competency. It is a college preparatory school that has "gone back to the basics" of education. It offers a rigorous curriculum that is developmentally appropriate for its students. In addition its content-based subjects of reading, language arts, mathematics, social studies and science, it offers a variety of co-curricular courses including music, art, foreign language, drama, physical education, technology, and the visual arts.
Star Academy strives to create a learning community for its students that permeates this community and city-at-large.
The Soulsville Charter School strives to produce students who will be able to read, communicate effectively, and possess high-order thinking skills through the interconnectedness of academics and music. Influenced by its heritage, its community legacy, and the organization’s existing culture of innovation, creativity, and success, it seeks to engage its students in unique and creative enrichment activities and projects that reinforce core academic areas.
Ideally, students will leave The Soulsville Charter School knowing that they can be successful through self-discipline, goal setting, commitment and hard work.
As other charter schools are being established, the above does not represent a comprehensive list. See also:
Unlike public schools, private schools (also known as independent schools) charge tuition and are not required to admit every student. They can be more flexible in terms of curriculum and teacher certification, and they generally have smaller class sizes.
Are private schools “better” than public schools? By the traditional measure of test scores, the answer is absolutely yes: students at private schools outperform students at public schools.
But some education specialists challenge a simple understanding of that data. A 2006 study by the National Center for Education Statistics found that private school students in grades 4 and 8 achieved at higher levels than public school students. But after accounting for differences in students’ backgrounds – such as economic status, race/ethnicity, gender, disability, school location, and English proficiency – that achievement gap disappeared. A Harvard University study disputed the study’s methods and argued that private schools did, in fact, help students achieve better. So this question remains debated among experts in the field.
This section of the report illustrates the range of private school options and exploring potential reasons why private schools might suit the needs of certain parents and children.
Why choose a private school? Most parents who send their children to independent schools cite the smaller teacher-student ratios, the attention to the particular needs of individual students, the quality of the teachers and support staff, and the first-rate facilities.
One excellent resource for researching private schools in Memphis is the website of the Tennessee Association of Independent Schools. TAIS describes its mission as providing professional development opportunities, a forum for the exchange of ideas, and public policy advocacy in areas affecting independent education. It lists 60 members, including 22 campuses in Greater Memphis. The area schools include Briarcrest Christian School, Christ Methodist Day School, Christian Brothers High School, Evangelical Christian School, Grace-St. Luke’s Episcopal School, Hutchison School, Lamplighter Montessori School, Lausanne Collegiate School, Memphis University School, Presbyterian Day School, Southern Baptist Educational Center, St. Agnes Academy, St. George’s, St. Mary’s Episcopal School, and Woodland Presbyterian School.
A glimpse at these schools’ websites will reveal some of the excellent opportunities available at private schools. One school has a 7:1 teacher-student ratio, and 10 of its 60-member graduating class in 2006 were National Merit Finalists. Another boasts a campus “bordered by scenic woods and Blue Heron Lake, where we often gather to read poetry or discuss our studies.” Various elementary schools display that their students end up at excellent high schools, and high schools point to high graduation and college placement rates.
TAIS advocates a general two-step process for selecting a private school. First, before visiting schools, consider what type of school is ideal. Should it be small or large, co-educational or single-sex, traditional or progressive? Is religious affiliation or ethnic diversity important? Does your child have special needs or interests?
Second, upon starting to research specific schools, ask the important questions that will shape your child’s academic experience. Is the school accredited by a trusted organization? What is its educational focus, and how rigorous is its academic program? Is the location convenient? Is the cost feasible? In terms of academics, extracurricular activities, and social life, what is the school’s culture?
Memphis holds an enormous range of private school options. The website www.greatschools.net lists 89 private schools in the city of Memphis. Fifteen of those schools cater exclusively to preschool and/or kindergarten age students. Approximately 25 others start in preschool and carry through the sixth grade or eighth grade. Thirteen schools start in either preschool or kindergarten and continue through the twelfth grade. A variety of other schools cater to some other specific grade range.
For a general overview and data on Memphis private schools, see these websites:
Most of the private schools in Memphis have a religious affiliation, though the spiritual dimensions of the educational experience differ among the various schools.
A number of schools are steeped in the evangelical tradition, infusing the Bible into every aspect of their educational environment. For example, the Southern Baptist Evangelical Center in Southaven, Mississippi, says that it “is dedicated to equipping the next generation by assisting the home and church in pursuit of a Christ-centered world and life view, achieved through the highest quality, Biblically-based academic and co-academic instruction.” One point in the school’s philosophy states, “We believe that God is the source of all Truth, and true education must be based on His revealed Word.” This philosophy may differ from that of a school such as Evangelical Christian School, which proclaims a mission of “Christian liberal arts education,” fusing knowledge and critical thinking with the teachings of the Scriptures.
Memphis possesses a significant diversity of Christian schools. To give just a few examples, the Frederick Douglass Wesson Christian School is an elementary school affiliated with the Church of God in Christ, a historically African American church based in Memphis. Grey Road Christian Academy is a small Pentecostal school that has a handful of students in each grade from PK-12. Harding Academy has six campuses affiliated with the Church of Christ.
Though some schools may serve only families of a particular denomination, others welcome students of every faith. Memphis University School, for instance, describes itself as non-denominational and non-sectarian. The school’s philosophy includes that “MUS seeks to foster an appreciation of the spiritual nature of man, and honors the sincere expression of widely differing faiths. MUS shares through prayer, the study of the Bible, and Chapel programs the richness of its Judeo-Christian heritage, but makes no attempt to convert any student from his faith. Emphasis is given to the creation of an atmosphere where students of differing races and faiths can grow in mutual understanding and respect. Religious, racial, and ethnic derision is not tolerated.”
Catholic schools often serve students outside their religion. Christian Brothers High School, for instance, includes in its mission statement to “welcome, encourage, and support religious, ethnic, and economic diversity.” Christian Brothers is not affiliated with the Catholic Diocese of Memphis.
The Catholic Diocese of Memphis oversees over 8700 students in 24 schools from pre-kindergarten through high school (as well as two schools for special education). According to the Diocese, 36 percent of its students are non-Catholic and 40 percent are from minority populations. Although these schools often serve disadvantaged populations, they boast high rates of graduation and college matriculation.
There are a few schools with Jewish affiliations. Temple Israel and the Jewish Community Center offer preschool and kindergarten programs. The Bornblum Solomon Schechter School, which covers from grades 1-8, considers a blend of secular and Jewish education as central to its philosophy. The Margolin Hebrew Academy is an Orthodox Jewish school for students from pre-kindergarten through high school.
There is also one, very small school with an Islamic affiliation: the Senior Clara Muhammad School, which has students from preschool through the fourth grade.
Only a few schools, including Hutchison School and Lausanne Collegiate School, seem to have no explicit connection to a religious faith.
Most private schools in Memphis are co-educational, a trend consistent with educational systems throughout the country. Most schools have embraced teaching boys and girls together since at least the mid-twentieth century, given the rising importance placed on gender equality and democratic education. Co-educational schools also may promote the development of healthy relationships between the opposite genders.
Yet a few Memphis private schools are single-sex, including such institutions as Presbyterian Day School, St. Mary’s Episcopal School, Hutchison School, Christian Brothers High School, and Memphis University School. These schools tend to embrace single-sex education as a core component of their philosophies.
The St. Mary’s website explains why it only admits girls: “In a co-educational setting, boys tend to dominate. Studies have shown that in co-ed schools, girls speak three times less often in class than boys. In a single sex setting, girls are more spontaneous, gain greater self-confidence, and explore a growing sense of self-awareness. At St. Mary's, the girls are the captains, the leaders, and have all the starring roles. They are free to be smart, and they are free to be themselves. At St. Mary's, our experience speaks for itself; our students matriculate to some of the finest colleges and universities in the country.”
The all-boys Presbyterian Day School maintains that historically, women created elementary educational systems. The school bases its approach on the idea that boys have different needs. Boys, PDS insists, should be hands-on learners, have freedom to move around, engage in structured competition, find safe ways to show vulnerability, be exposed to male role models, and understand modern definitions of manhood.
There are four Montessori schools in the Memphis area: Cendrillon Montessori School, the Maria Montessori School, the 1st Class Montessori School, and Olivia’s Montessori Preschool. Most of these schools focus on preschool and kindergarten age students, though some continue into middle school.
The Montessori Method focuses on the individuality of each child, encouraging independence and freedom. This approach assumes that children learn differently than adults: they learn through discovery, and they are capable of self-directed learning. The Montessori Method discourages grades and tests, instead emphasizing the satisfaction and joy that result from a child feeling like a full participant in daily activities. Proponents of this liberal learning philosophy point to data that Montessori students perform well not only in traditional subjects such as reading and math, but also possess strong social skills. Montessori schools traditionally are in middle and upper-class neighborhoods, but more recently have spread into many urban, working-class environments.
The independent schools of Memphis have diverse individual histories. Some date back to the early twentieth century, and others have existed for less than a decade. Yet one should be aware that many private schools were founded, and others have expanded, since the 1950s, in the aftermath of the Brown v. Board of Education decision that racially integrated American public schools. (One prestigious school rather disingenuously explains its re-opening based on the “economic boom” of the 1950s).
Of course, most private schools today do not practice racial segregation. Many have established significant scholarship programs to more actively recruit minority students. Religious affiliation and economic class, rather than any explicit racial exclusion, explain the predominantly white student body at many private schools. Yet the success of Memphis private schools is connected to the challenges faced by the Memphis public school system.
Prospective students for independent schools must typically undergo an application process that includes filling out application forms, providing past transcripts and standardized test results, and teacher recommendations. Many schools have students interview and take an admissions test.
For most families considering private school, the main barrier is the cost. Private schools charge tuition, and depending on the school and one’s financial situation, these rates can be extremely expensive.
Many schools publish tuitions on their websites. Christian Brothers High School charges $7100 a year. Grace St. Luke’s Episcopal School, a coeducational Episcopal Day school, charges between $10,000-$11,000 a year, depending on one’s payment schedule (preschool and kindergarten rates are less). At the all-girls Hutchison School, tuition ranges from $10,450 for senior kindergarten to $13,900.for high school students. Tuition at the Memphis University School is $14,350. Bishop Byrne charges $3430 for middle school and $4490 for high school, though those tuitions rise to $4070 and $5390, respectively, if the student is not Catholic.
Prospective parents may be overwhelmed by these figures. But they should be aware that private school tuitions span a larger range than the examples cited here. Schools may also offer various options tailored to a family’s financial plan.
Some schools, in efforts to promote social and economic diversity among their student body, may award grants based upon a family’s financial need. (Some may also offer merit scholarships or discounts for siblings). These grants directly offset tuition costs. Schools have different endowments, different tuitions, and different ideas about how much of their budget to devote to financial aid, so the extent and amount of these grants varies by school. Consult schools’ financial aid officers for more information, and investigate the possibility of these grants with different schools.