Private Education in the United States

A

2

Other Religious Schools

Non-Catholic, religiously oriented schools enroll 34 percent of all private school students in the United States. Most of these schools are supported by various Protestant organizations (see Protestantism). The majority of Protestant schools are affiliated with so-called conservative Christian associations. Many are operated by individual churches, much as Catholic parochial schools are associated with local parishes. Since the 1960s the number of conservative Christian schools and their enrollments has grown more rapidly than any other type of private school. In addition to these schools, many other national Protestant denominations support private schools, especially Adventists, Baptists, Lutherans, Episcopalians, and Quakers (see Society of Friends). The majority of Protestant and Catholic students, however, attend public schools.

Non-Christian religious organizations also have established many private schools, particularly during the second half of the 20th century. Among the most common are Jewish schools, sometimes called Hebrew day schools (see Judaism).

B

Nonsectarian Schools

Nonsectarian, or secular, private schools are usually not affiliated with any religion or church. Some nonsectarian schools originated as religious institutions but now welcome all students. These schools generally emphasize the development of moral character more than the study of organized religion. Other independent schools may have highly specialized educational programs that focus on particular subjects, such as science, math, and the performing arts.

Independent college preparatory schools (prep schools) are generally the wealthiest, best known, and most expensive of all private schools. Some of the most prestigious preparatory boarding schools—such as Phillips Academy in Andover, Massachusetts, and Phillips Exeter Academy in Exeter, New Hampshire—draw students from across the nation and, increasingly, from around the world. Some of the most prestigious preparatory day schools include the The Dalton School and The Brearley School in New York City; Roxbury Latin School in Boston, Massachusetts; Francis W. Parker School in Chicago, Illinois; and Lakeside School in Seattle, Washington. In 1995 the average annual tuition for high school students at independent day schools exceeded $10,000.

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III

Characteristics of Private Schools

Unlike public schools—which are controlled by state and local governments—private schools in the United States are relatively free from governmental regulation. Consequently, private schools vary considerably in their philosophy, mission, and educational method. Nevertheless, private schools typically share certain characteristics that distinguish them from public schools. These include (1) a decentralized system of governance, (2) high academic expectations, (3) small enrollment and class size, and (4) shared values.

A

Decentralized Governance

Most private religious schools are governed by some larger entity, such as a local church or a Catholic diocese. Private secular schools are generally governed by their own boards of directors or trustees. Private schools generally seek periodic review, or accreditation, by an independent agency to maintain their reputation and to qualify for certain forms of governmental assistance.

Regardless of their organizational structure, private schools are largely free to manage their own affairs. They can choose their students, their faculty, and their curriculum, and make their own internal rules. But they are not wholly free from governmental regulation. State constitutions permit states to regulate all schools—both public and private—to a reasonable degree. For example, a state might require all schools to teach a particular subject, such as the state’s history. Most states require private schools to obtain a state charter that recognizes their status as a private, nonprofit corporation. Such incorporation enables a school to seek exemption from paying taxes and increases tax incentives for individuals to make charitable gifts to a school. Private schools are also subject to numerous state and federal regulations concerning the health and safety of students and staff members. Nonprofit private schools must also abide by federal laws protecting against discrimination.

The internal governance of most private schools differs from that of most public schools in several respects. In private schools, authority is concentrated in the individual schools rather than in the administrative offices of school systems. In addition, private school principals often have considerably more authority than their counterparts in public schools. This is usually true even for Catholic diocesan schools. Teachers in private schools also tend to have more authority over curriculum decisions than do public school teachers. In schools run by boards of trustees, parents of current and former students often constitute a board majority.

B

High Academic Expectations

Most private schools have relatively high expectations for academic achievement. For example, unlike all but a few public schools, more than 20 percent of all private elementary schools and more than 30 percent of private secondary schools require applicants to pass some kind of academic test before being granted admittance. On most measures of academic expectations, such as the amount and difficulty of homework assigned, private schools generally demand more of their students than do public schools. Private schools are also more likely than public schools to focus on preparing students for college. Unlike most public high schools, few private high schools offer vocational, technical, commercial, or other programs targeted to students who will not pursue a college education. As a result, private school students are much more likely to apply to college than are public school students. In 1994, 88 percent of senior-year students in private high schools applied to colleges, compared to 58 percent of seniors in public high schools.

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