Class Acts: The $212,000,000 School

Led by Episcopal Academy and its new 120-acre campus, Philly’s elite private schools are in the midst of a billion-dollar building binge. Is it the rich getting richer, or the shape of education to come?

Those who run private schools know the competition is only going to get worse. Indeed, the past decade and a half has been something of a golden age for private schools, which have benefited from an explosion in the ranks of the upper middle class and the large number of baby-boomer offspring. (The “echo boom,” as it’s known, produced the largest crop of graduating high-school seniors in American history in 2008.) But the pool of grade-school-age kids is shrinking, and in such a world, you don’t want to be the private school that seems to have walked straight out of 1954.

Still, even with all the negatives taken into account, you can’t help looking at the way the world — and education — is changing and coming to the conclusion that this is not only smart, but necessary.

“The days of a teacher standing in front of a classroom and imparting wisdom to students are over,” the Haverford School’s Joe Cox says as we wind our way through the new lower-school building. The focus these days, he tells me, is on collaboration, hands-on learning and interdisciplinary stuff — all of which means classrooms need to be more flexible. (I keep my Better Map Theory of Education to myself.)

The classroom setup is just the beginning. One reason the Haverford School is emphasizing science is because that’s what colleges, businesses and society at large are saying is important as we move into the future. New labs will not only let average kids do more hands-on science; they’ll also allow exceptional students to run complex experiments over long periods of time.

Similarly, Cox and company have made a huge commitment to art studios in the new school — not so much to produce future Picassos as to fire up student creativity in every field. “You’re looking at right-brain future creativity,” he says. “The book we read last year as a faculty was Daniel Pink’s A Whole New Mind — a celebration of the right brain. Our art facilities are going to be top-notch. Those creative powers the kids need, the innovative powers, are going to be fueled there, and on the sciences floors.”

The final piece of the new educational puzzle is an embrace of all things global. In the past couple of years, schools like Haverford and Episcopal have offered Mandarin to kids as young as middle school, and Cox envisions a day when technology will bring the world to Lancaster Avenue even more than it already has. He notes, for example, that the school has begun to invest in sophisticated teleconferencing that may one day seem as crucial to a good education as Elmer’s Glue and poster paints were to generations of kindergartners. “I think in terms of, if you’re going to hire a Chinese teacher, you can hire a Chinese teacher in China,” he says. “Technology can help us down the road. The idea of distance learning, the idea of a real worldwide classroom, the idea of a Chinese class here sitting in front of a screen, talking to a literature class in Shanghai, and talking about Macbeth … that’s the kind of teaching for the future and global education that we want.”

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  • geoff

    The good news is that Bill Gate's revolution is well under way at a pubic school near you. I think you underestimate the public schools in around the world. There is nothing unique about what Episcopal or Haverford have done. There are public school districts in this country building out their own fiber optic networks. Everyday I participate in collaborative learning environments with children from all over the world over using 56k modems. They are building their own search engines and doing it in two and three languages. These are the children that will never leave their homes and be taking the jobs at Duane Morris or Glaxo Smith Kline that our kids where hoping to get. And what about the teacher? Not one mention of an equivalent investment in professional development. None of these fancy technologies are worth anything if the teachers don't know how to integrate them into the curriculum.

    This is a matter of just trying to keep up.

    And my wife and I have children at both these s

  • Lily

    When I first saw the new campus at my school, Episcopal Academy, I was astonished as anybody at how nice it was. I think everyone is aware of the singular opportunity we have with these facilities, and is extremely grateful for the opportunities we now have in athletics, technology, and physical space. I and many others have come to terms with going to such a nice school by treating it like an amazing gift, and I know that we should also increase our awareness of the conditions students have just 30 minutes away in Chester. At our old campus I have participated in many community service projects focusing on education, like tutoring. Students have run collection drives for school supplies in the past, and last year we raised money to build a bathroom in a school in Mika, Tanzania, in order for it to be able to stay open. There are students here committed to improving the educational environments of others, and this year I am going to try to increase the efforts, given the amazing improv

  • Christopher M.

    The anonymous Episcopal Academy student who observed the difference between her new campus and conditions of schools in nearby Chester, is astute. As someone who is working to improve one private school in southwest Philadelphia for 230 students, I am caught between feelings of inspiration, and sorrow. I'm inspired to continue motivating our support base to give towards our capital improvements campaign, which is 2.5% of the cost of Episcopal's. I'm also sorrowful at the prospect that the difference we make is tiny compared to the need in the city of Philadelphia. As I heard the mayor's Chief of Staff say just this morning, the quality of our young children's education will continue to determine the economic and social future of our city. Funds will not solve all our educational ills for the hundreds of thousands of school children in Philadelphia; however, it will provide a foundation upon which we can develop leaders across the region, and not only in the affluent outer rings of