Academic Excellence

University School provides a unique learning experience for its pre-kindergarten through twelfth grade students. The school is committed to its philosophical beliefs as it prepares students for college and effective citizenship beyond the college years.

University School accepts the premise that each child is unique in ability, talent and learning style. The school recognizes its responsibility in creating an appropriate and caring learning environment for each student - one that is marked by high expectation - where students master skills and knowledge, improve their ability to think critically, and develop a sense of civic responsibility.

Through an ongoing process of evaluation and planning including important stakeholders, University School implements select changes and modifications that foster its continuing levels of effectiveness, with the goal of providing a rigorous and relevant educational experience to all learners. The notion of academic excellence is linked to instructional effectiveness. Instructional effectiveness is characterized by quality learning, which occurs when standards, curriculum, instruction and assessment interrelate and reinforce each other. When students are actively engaged in and enthusiastic about their learning process, real achievement takes place, and students’ chances to excel at what they do increase. University School academics seek to prepare students for life, not just the next test or exam, or for “more school”.

Most of us have been in schools we “know” were good. What are the research-based attributes that made them “good”?  In her article, “What Makes a Good School?”, published in Phi Delta Kappan (2006), author Joan West identifies “…sense of purpose that drives every facet of practice and decision making…” as the cornerstone of schools recognized for their academic excellence. University School’s belief structure – its vision, mission and philosophy about what constitutes good learning – reflects these criteria:

1. Excellent schools challenge students to use their minds well – basic and fundamental to the University School curriculum, across subject areas and within all grade levels, are sophisticated critical thinking objectives;
2. Schools of excellence are developmentally responsive – they are sensitive to the unique differences in students and respectful of their varied interests and learning styles – University School, according to its accrediting agencies and members of peer evaluation teams, continues to be a leader in practicing personalized and individualized instruction throughout the grades;
3. Excellent schools provide every student with high-quality leadership and instruction – the credentials of University School administration and faculty compare to no other.

University School curriculum provides a clear and distinct picture of what students should be able to know and do. Teachers use instructional strategies that include a variety of activities related to the concepts and skills being taught, holding high expectations for all of their students. Students know when they are doing a good job and benefit through opportunities to pursue areas of interest and solve real problems. An examination of the linkage between curriculum, instruction, assessment and standards, shows that University School passes the test:

1. Do I see a zest for learning among both the teachers and the students?
2. Are students expected to work hard and meet rigorous standards?
3. Can students explain what they are doing in their classes?
4. Do students know why it is important that they learn the material being taught?
5. What school constituents are responsible for designing the curriculum?
6. Does assessment align with instructional purpose?

High-performing schools – schools of academic excellence - are places where students and teachers live, grow and learn well. University School is driven by a strong sense of purpose about students’ intellectual, ethical/moral, social and physical development. We know the intellectual ante is high – but a can-do spirit permeates the halls in all three divisions. The relationships between students and their teachers are relaxed - demanding and caring. The corridors are bustling; the cafeteria noisy, but peaceable – the adults are energetic and enthusiastic; students attentive and expressive. That’s the POWER of a positive and productive learning environment – EXCELLENCE.