Philadelphia Mennonite High School
Barbara Green Moses retired from the School District of Philadelphia in June 1998 after 30 years of service. She then served as the founding principal of Philadelphia Mennonite High School, which opened in September 1998. She was also the founding president of the Philadelphia Association of Christian Schools.
The mission and educational philosophy of Philadelphia Mennonite High School (PMHS) drive all the decisions that are made there. “We are a Christian high school that attracts culturally diverse students, develops them to scholastic and spiritual excellence, and prepares them for their life’s mission in the world.”
Our educational philosophy expresses our understanding of the challenges faced by students in general, and urban students specifically. There are rules in society that influence institutional structures and, therefore, student outcomes. Numerous issues have an impact on the structure of traditional academic programs, such as students and the many experiences they are coming from involving their various faith traditions (within Christianity); cultural and ethnic communities; family structures; economic situations; previous educational settings, ranging from home, charter, parochial, private, and public; and standards for behavior, curriculum, grading systems, and expectation levels.
Regardless of these factors, our commitment to God and to each family is to maintain high expectations as we teach each student to the glory of God. We tell parents that students may enter PMHS and be behind in their subjects but that students will not leave PMHS and still be behind. The entire administration, board, and faculty have made this commitment. Teachers stay after school daily to be available for any student who needs help.
In order to fulfill this commitment, structures had to be put in place that would accommodate the academic and time factors. When excellence is the standard, time becomes the variable. We believe that students can learn at high levels, even though some may take longer than others, but they can all achieve if they are given the appropriate opportunities and support.
Upon the enrollment of students, their standardized test scores and their year-end report cards are assessed. Every student is given an Individual Reading Inventory and a Math Assessment. The reading, vocabulary, and math sections of the SAT-9 test are also administered. These data give us a baseline for where each student is when entering PMHS.
These data help us monitor student progress and areas of growth during each student’s four-year high school experience. Title I money is also utilized to provide after-school tutoring and additional support personnel.
English and mathematics are crucial to student success in high school and college; therefore, every 9th grader receives a double period of each of these subjects from September to June. The English program focuses on grammar, reading, writing, and vocabulary development, using various literary genres. Additional support is provided to students assigned to the Youth Education for Tomorrow (YET) afterschool program. Students traditionally reach their appropriate reading level within one to two years in this program.
We are always looking for opportunities to enhance classroom instruction. This summer our teacher for grade 9 was trained in the Foundations and Frameworks program. The strategies and skills included in this program will add to the resources currently being used to enhance student learning.
Students in grade 10 also receive double-period English classes from September to June with an emphasis on writing and with reinforcement of grammar, reading, and vocabulary development. We have provided our entire faculty with professional development in “writing across the curriculum.” And once students have a strong foundation, we look for opportunities for them to take college-level courses during their senior year.
Mathematics classes are handled in a similar way. All students in grade 9 receive a double period of math each day throughout the school year. They are given a pretest to evaluate areas that need improvement. Then for class and review sessions, the math teacher pairs stronger students with those needing additional support. The importance of mathematics is reinforced by hands-on experiences in the classroom and on the field such as at the boat factory where students have to apply what they have learned in a real-life setting.
After the full year of double-period mathematics, which includes a review of basic math principles, Pre-Algebra, and Algebra One, students are ready for upper-level math. A double period of math is given each semester through AP Calculus, which is required of all students who have successfully moved to that level.
Assimilating students successfully into our program takes creativity, commitment, and time. The joy comes in watching the results. Everyone is not a straight-A student, but everyone is given the opportunity and the support needed to succeed. Students are often heard saying, “If you fail at PMHS, you choose to fail, because everyone here wants to help you succeed.” We agree!
The Meantime Volume 6 Number 1