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Education Matters Supplement to Jewish News, December 24, 2012


Education matters

I

n publication after publication, the U.S. Department of Education spells out its hierarchy of teachers: “As a parent, you are your child’s first and most important lifelong teacher.” While that may be true, have you ever tried to teach your child advanced molecular biology or the literature of ancient Japan, in Japanese? And for Jewish parents, with educational achievement and continued learning so strongly emphasized and ingrained in the religion, those words cry out to be followed with a “but,” and an argument that their child requires more—more teachers, more books, more schools, more years of study.

In this special Education issue, we explore the idea of more, and the idea of less. Research shows student success rates are linked to a parent or other adult’s involvement at the child’s school. We offer ways to volunteer at schools when children are younger and opportunities abound, as well as when they’re older and there seem to be fewer ways to show up without being deemed a “nudge” or a “helicopter parent.” At the Hebrew Academy of Tidewater, teachers recently learned how they could get more complex answers from their students. According to new research

they were introduced to at a conference, young brains work harder merely by reframing questions and assignments. In Norfolk, at Old Dominion University’s Institute of Jewish Studies and Interfaith Understanding, expanded course offerings and greater interest from students and the community have created more scholarship opportunities and attention from donors. We also introduce a novel idea of less, as in lessening Jewish parents’ expectations of brilliance and scholarly excellence in their children. Will admitting a child is just average, and placing an emphasis on strength of character

over strength of grades, translate into a person who is any less successful? Read our author’s take on being just an average Jewish student herself. In Tidewater, we are extremely fortunate to have so many exceptional teachers, schools and institutes of higher learning. Parents can choose from facilities that offer a rigorous academic curriculum, to those that nurture creativity and the arts, and everything in between. Turn the pages in this section, and learn more. —Jewish News Staff

Institute of Jewish Studies and Interfaith Understanding at ODU: Teaching thousands by Betsy Karotkin, IJIU board member

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he Institute of Jewish Studies and Interfaith Understanding was founded at Old Dominion University through the efforts of generous benefactors such as Charles Cooper and Larry Goldrich, among many others. The original organizers understood the importance of a Jewish presence on ODU’s campus where 25,000 young impressionable students are accruing knowledge that will shape their thinking and their perspective on world issues. Israel and the Middle East are certainly among those issues that must be presented accurately and from an historical perspective. If there are not thousands of Jewish students at ODU, one might wonder, “Why do we need an Institute of Jewish Studies?” The answer is simple: for the thousands of non-Jews. It is they who will fill the halls of congress; it is they who will be decision makers; and it is they who must have an understanding based on facts. To that end, the Institute of Jewish Studies and Interfaith Understanding is an interdisciplinary academic program at ODU

that promotes knowledge of Jewish history, thought, cultures, and languages by means of education, scholarship, and community outreach. IJIU offers courses in Jewish religion and literature, the Hebrew language, the history of modern Israel and its role in shaping global Jewish identity, the cultures of the Jewish diaspora throughout the ages, and the ethical and philosophical role of Judaism vis-à-vis other world religions and civilizations. Last month, when the Community Relations Council of United Jewish Federation of Tidewater brought Amos Guiora, Professor of Law at the University of Utah, to town, he spoke at IJIU. Guiora, an expert in issues related to national security, religion and terrorism, the limits of power, is also an Israeli who has spent much of his life teaching young soldiers in the IDF how to remain moral in combat, a quality he feels that distinguishes Israeli soldiers from their enemies. Guiora also addressed the graduate students in International Studies at ODU, and received the same positive response from them as he did from the Jewish community. In return, IJIU shared the expertise of

30 | Jewish News | December 24, 2012 | Education | jewishnewsva.org

the Israeli scholar, Dr. Sariel Birnbaum with the Jewish community, who gave a lecture on “The Image of Jew in Arab Cinema” at the Simon Family JCC and a following talk on “Arab Spring” at ODU. As the Institute of Jewish Studies has expanded its course offerings, as well as student interest, members of the Jewish community have Randy Parrish, Tidewater Jewish Foundation, with scholarship winners come forward to reward stu- Emma Needham, Allison Gunn, and Estelle Katz. dents who take courses in the Institute of Jewish Studies. In 2007, the Estelle Katz: Schwetz Scholarship. Schwetz family established a Scholarship Sophomore, Nursing, a member of Fund for an outstanding student within a Hillel Minor in Jewish Studies and/or participatEmma Needham: Schwetz Scholarship. ing in Hillel at ODU. Francis Birshtein Sophomore, Interdisciplinary studies, also created a scholarship fund. Both the member of Hillel. Birshteins and the Schwetzes are encouragThe IJIU Community Advisory Board, ing excellence while promoting education under the new leadership of Farideh Goldin, in Jewish studies. Three students shared the professor of English, is preparing to raise awards this year: the funds needed to receive $1.5-million Allison Gunn: Birshtein Family from a matching grant donated by Frank Scholarship; Schwetz Scholarship Batten Jr. These funds would be designated Fund. Senior, Major: History; Minor: to establish a Chair in Jewish Studies. Jewish Studies


Student success increases when adults get involved in a child’s education by Laine M. Rutherford

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hether preparing to sign a young one up for preschool, looking at choices for middle and high schools, or sending an older teen off to college, research shows that when a parent or adult is involved at the child’s school, student success rates increase. Grades go up, attendance soars, graduation rates are higher, students have better self-esteem, and less violent behavior is exhibited when there is active parental presence. Taking the time and effort to be there communicates to the student, the teachers and the administration that the parent cares and is an active participant in a child’s education. Most classroom teachers and schools actively seek volunteers or have a

Parent Teacher Association or Organization that lists opportunities for parent, grandparent, or guardian involvement. When a child is young, the options available to have a presence at the school generally are abundant. Parents can volunteer as a classroom reader or teacher’s aide. Parents can visit the school during holiday periods to read a favorite book and describe the way your family celebrates Chanukah or another Jewish festival that may be different than the way other children celebrate. Having lunch with your child once a month or once a quarter is a quick way to let the school and other students know you are involved in your child’s life. Volunteering to help or sponsor an afterschool club—whether it’s studying insects or learning about etiquette—can help your student and many others as well. Working parents, or parents unable to come to school during the day, can make their presence known in other ways. Most

schools have family fundraisers throughout the year. Volunteer to help before the event, by serving on one of the committees required to make the event a success, or during the event by signing up to run a booth or selling raffle tickets. As children enter middle and high school, opportunities for volunteering in the classroom decrease. But that doesn’t mean parents can’t be involved. Offer to share your expertise with one of the school’s clubs or teams, attend sporting events as a booster, tutor and volunteer at events. While your child may cringe outwardly at the thought of you chaperoning a dance, they may not mind you bringing in baked goods, helping to retie neckties or checking names at the door. When your child goes to college, try to refrain from being a “helicopter parent,” checking on their homework and their studying habits, but do join the school’s Parent Association. Most colleges have one, and it’s a good way to connect with other

parents and find out about special weekends or events that welcome your presence at the school. The organizations also provide contact information and resources specific to that school that can prove useful. Finding the balance between being involved and overly involved can be tricky, and the dynamics of the willingness for you to be at school changes as students get older. While you can take cues from your child, the teacher, the school and contemporary research as to how much of a presence you should have, you can also turn to one of the oldest tools at your disposal—your own intuition. Among the many online sites that offer advice on school involvement, these three offer specific resources—from statistical information, to grade specific ways to help, to issues you may encounter—and are a good place to start: The National Coalition for Parent Involvement in Education, Parent Involvement Matters. Org and GreatSchools.Com.

Give us an hour. We’ll give you the future. Kindergarten Preview Days January 10, 9:00 a.m. February 6, 9:00 a.m. Lower School Open House & Art Show January 26, 11:00 a.m. Lower School Preview Day January 30, 9:00 a.m.

Middle & Upper School Open House January 12, 10:00 a.m. Middle & Upper School Preview Day January 16, 9:00 a.m. Speaker Katie Koester on “Cyber Smarts” Grades K-5 January 23, 7:00 p.m. Grades 6-8 January 24, 8:30-9:15 a.m. Grades 9-12 January 24, 9:30-10:15 a.m.

For more information and to pre-register call (757) 480-1495 or visit NorfolkCollegiate.org/Admissions Lower school campus • 5429 Tidewater Drive • Middle & Upper school campus • 7336 Granby Street jewishnewsva.org | Education | December 24, 2012 | Jewish News | 31


Why brain science matters to educators

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by Dee Dee Becker

he faculty and administration of Hebrew Academy and the Strelitz Early Childhood Center preschool joined hundreds of other educators last month in Richmond at the 2012 Annual Conference of the Virginia Association of Independent Schools. “It is through this type of collaborative learning opportunity,” says Rabbi Wecker, head of school, “that our faculty members are constantly fine-tuning their teaching practices and the effectiveness of the classroom lessons. We are committed to incorporating best practices in all of our classes and to support our students in their academic, religious, ethical and emotional growth.” Of special note at this year’s VAIS conference was the keynote address given by Dr. David Eagleman on Why Brain Science

Matters to Educators. Eagleman, a neurologist, leads Baylor’s Laboratory for Perception and Action and is a New York Times bestselling author, including his latest and most notable book, Incognito: The Secret Lives of the Brain. Eagleman is also the scientific advisor for TNT’s television drama Perception, and has been profiled on the Colbert Report, NOVA Science Now, the New Yorker, CNN’s Next List, and numerous other programs. “In Dr. Eagleman’s discussion,” says Wecker, “he explained the importance of aligning the way we teach to brain science, which is especially important in today’s constantly shifting digital age—an age in which our younger students have been born and raised, thus their brains have become wired much differently from their teachers’ brains. Eagleman offered several examples of how educators can reframe the way they ask questions and give assignments of their students in order to get the brain to work harder rather than giving the

Meredith Carnazza, second grade general studies and art teacher; Rachel Smith, third grade general studies teacher; Deborah White, first grade general studies and resource teacher, Marcia Neubeck, PE teacher, Lynette Rodriguez, kindergarten general studies assistant teacher; and Jennifer Hollingsworth, science teacher.

Veronica Samonte, Strelitz preschool co-teacher; Jody Laibstain, Strelitz preschool co-teacher; Athena Field, Strelitz preschool teacher’s assistant; Janet Jenkins, Kindergarten General Studies teacher; and Lisa Rosenbach, Strelitz preschool teacher.

most simplistic answers.” Faculty also attended a number of different sessions throughout the day covering four educational tracks: Leadership, The 21st Century Classroom, Technology, and Collaboration and Global Outreach. “The lunch break offered everyone a wonderful opportunity to network with peers in other independent schools throughout the state,” says Wecker. “Teachers came

away with a great sense of accomplishment, having gained new and different perspectives on teaching. It will be especially interesting to hear more about Dr. Eagleman’s ongoing research in technology and how it influences brains of all ages. My favorite quote of the lecture: ‘In one square centimeter of the human brain, there are as many synapses (connections) as there are stars in the Milky Way galaxy.’”

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5000 Corporate Woods Drive , Virginia Beach, VA 23462 ٠ www.hebrewacademy.net The Strelitz Early Childhood Center is an educational partnership of Hebrew Academy of Tidewater and the Simon Family Jewish Community Center. HAT and the Strelitz preschool are accredited by VAIS. 32 | Jewish News | December 24, 2012 | Education | jewishnewsva.org


Worry about your kids’ character, not their grades, says author Madeline Levine by Lisa Keys

NEW YORK (JTA)—Not long ago, psychologist Madeline Levine gave a lecture at a Jewish day school near her home in Marin County, Calif. The topic: “Your Average Child.” Nobody showed up. “I guess there wasn’t a single average kid at the school,” Levine quips. “By definition, the vast majority of our children are average,” she clarifies. It’s a notion that is difficult for parents to accept, especially as many of us grew up hearing that we were anything but average—we were special. If our kids are average, does that mean that ultimately we are (gasp!) average, too? In an effort to keep such thoughts at bay, we enforce the typical trajectory: have the kids load up on classes and activities. Make sure they get good grades and garner trophies. This will land them at a top-tier college where, the story goes, they will graduate and embark upon a well-paid career. But Levine, author of the new book Teach Your Children Well: Parenting for Authentic Success (HarperCollins Publishers), says that despite today’s high-stakes environment, which combines an uncertain economic future with increasingly fierce competition for spots at top schools, parents are paying attention to the wrong things. “If you spend all this time going over their homework, correcting it, bringing in a tutor, you’ve lost all this time to build other things: character, persistence, generosity— all the things that people now are saying are going to be mandatory” for future jobs, she tells JTA. In the book, Levine writes: “Every measure of child and adolescent mental health has deteriorated since we’ve decided that children are best served by being relentlessly pushed, overloaded, and tested. Our current version of success is a failure.” It’s a trap in which much of the Jewish community finds itself ensnared, Levine says, given the historical emphasis of Jews on the value of education. “There’s always this sense that education is the way to go; it always has been,” she says. “If your 15-year-old says I don’t want to clear the dishes today, I have my AP chemistry test [to study for], most [Jewish] parents say don’t worry about it, go study.” “That’s a big mistake. There’s more to be learned about the issue of sharing responsibility and community that goes along with

three minutes of clearing the table.” While many Jewish schools emphasize community and values, she says, parents too often worry about a botched test. “We know everything about their grades and not enough about where they go and what they do,” she writes. “We monitor their performance, but not their character.” Levine reminds parents of their ultimate goal: “We want to turn out good people who find good partners, find work they like, and contribute to their communities.” Teach Your Children Well is, in part, a response to Levine’s previous book, the 2006 surprise best-seller The Price of Privilege: How Parental Pressure and Material Advantage Are Creating a Generation of Disconnected and Unhappy Kids. (“Nobody expected it to end up on The New York Times best-sellers list,” she says. “It did.”) The Price of Privilege touched a nerve. Although its scope was limited to upperclass families, it identified problems also prevalent among the middle- and uppermiddle class. Her current book, Levine says, provides a broader perspective along with some solutions. (One example: “Question aggressively a system that seems to sanction excessive homework, competition over collaboration, sleep deprivation, and choosing activities based solely on their resumeenhancing potential.”) As for her own background, Levine, 62, embodies the notion that “average” can turn exemplary. She grew up in New York City, in the Flushing section of Queens; her father was a police officer who died young, her mother was a social worker. “We had no money, no insurance, nothing,” Levine recalls. A scholarship enabled Levine to study at the State University of New York, Buffalo. “I had the best parents,” Levine says. “I was just fine the way I was, whether that was excelling in English or floundering at math. They were more interested in the kind of person I was.” Levine began her career as a teacher in the South Bronx, a downtrodden, violenceplagued section of New York, in the 1970s. (“I was a terrible teacher,” she says. “I was so bad in the classroom, so good at the one on one.”) Levine moved to California to pursue a doctorate in psychology and has remained there. She has a private clinical practice—on the back burner at the moment, she says—and is a founder of

Challenge Success, a Stanford Universitybased organization that works with schools and families to promote better balanced, more fulfilled lives for children. She and her husband, Lee Schwartz, have three sons, aged 32, 27 and 21. Having adult children, she says, gives her the opportunity to look back and consider what she would do differently. One thing Levine says she’d change: She would have participated more in her children’s Jewish education. Busy with her family and career, “I remember all the times I dropped them off at Hebrew school, went home and went to bed,” she says. “It’s one thing to say, ‘You have to go to Mitzvah Day.’ Well, if mom’s not going… actions speak louder than words.” Levine’s youngest son, Jeremy, helped guide her career toward combating the pressure-cooker environment that so many kids encounter at school. While her older sons, good students, “were served by the system,” her youngest (“a perfectly average student,” as she describes him in her book)

was falling between the cracks. “There was very little to feel good about, starting in about sixth grade,” she says. “Nobody was interested in the parts of him that were super good.” “Every kid has a super power,” she says. “For one kid, it may be calculus. For another it’s an incredible sensitivity toward people.” A parent’s task, Levine says, is valuing these strengths equally. “Life hands people all kinds of losses, disappointments, tragedies,” she says. “Why do we want to have kids night after night sobbing over their homework at 2 am because they can’t get it done? It’s something we created that has become an enormous stressor.” “I feel like adults have a secret: There are a bunch of things you’re good at, a bunch of things you’re average at, a bunch of things you really suck at,” Levine says. “This idea of straight-A students is a perfect mythology to me. Most of us are pretty average in most ways.”

Education is not received; it is achieved. The team at Wall, Einhorn & Chernitzer, P.C. salutes our local educators and their students.

Serving the Hampton Roads community since 1989, Wall, Einhorn & Chernitzer, P.C., provides tax, accounting and business advisory services to help our clients resolve challenges & maximize opportunities to reach their professional and personal goals. Wall, Einhorn & Chernitzer, P.C. l CPAs & Advisors 555 East Main Street l Norfolk, Virginia l 23510 l 757.625.4700 l www.wec-cpa.com

jewishnewsva.org | Education | December 24, 2012 | Jewish News | 33


The school financial aid process: daunting, invasive and necessary by Debra Rubin

WASHINGTON (JTA)—Courtney Talmoud was “tired of begging.” It’s a major reason her daughter no longer attends a Jewish day school and is now at a public school.   “You have to say what you have, what you don’t have, if you have extra income,” says Talmoud, of Silver Spring, Md. “What business is it of theirs what kind of car I drive?” Yet she and other parents say they understand that Jewish day schools, with tuitions that often rival those of some colleges, need as much information as possible to determine whether a family is entitled to financial assistance or, as day schools typically call it, “scholarship aid.” Their struggles come as the number of Jewish children attending day schools has been steadily increasing. A 2008–09 study by Marvin Schick and the Avi Chai Foundation found that

more than 228,000 children, including preschoolers, are attending day schools and yeshivas—an increase of 11 percent from just five years earlier and nearly 25 percent from the previous decade. But due to the costs, an unknown number of families don’t even bother with the day school option. For those who do, applying for financial help can be a daunting process of gathering information, filling out forms and attending meetings. An 11-page financial request application from the Ramaz School in New York demonstrates just how invasive the process can be.  The school’s tuition, depending on the grade, ranges from $25,575 to $34,500. In addition to details on parents’ income, business concerns and bank accounts, the form asks the costs of summer camp and family trips in the past year, the previous year and plans for the upcoming year. There are lines for purchases made in excess of $10,000 and whether the family rents or leases a

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34 | Jewish News | December 24, 2012 | Education | jewishnewsva.org

car—including the make, model, year and and 1090s, and looks at income and family monthly expenses for the vehicle. size. Those unhappy with the committee’s The application seeks not only how decision may request to meet with one or much the family has in bank and invest- two members. ment accounts, but how many dollars have “There’s a human being behind those been deposited into retirement and 529 numbers,” says Rabbi Eli Dessler, the plans for the previous and current years, school’s financial director, who notes the the monthly rent or mortgage, and whether numbers are sometimes deceiving due to the family held or is planning a extenuating circumstances. wedding or bar/bat mitzvah celThe policy, he says, “is never ebration—including the costs to turn anyone away for lack of Families of the simchas. finances.” But he also says that facing college As with many day parents must be willing to schools, Ramaz strives to make adjustments. tuitions face a keep the information pri“If someone puts vate. The school sends $8,000 in IRA but says different daunting the form to a third-party, they only have $1,000 or challenge: weeding in this case FACTS, a $2,000 for tuition, that tuition management is something the comthrough a multitude company with a website mittee will question,” that says its services are of financial assistance Dessler says. “Our school used by 5,500 schools is committed to provide options from merit a year. an affordable day school “We run an objective education, but the school and narrowly defined doesn’t formula across the board have to fund your among all the applicants,” retirement.” scholarships to says Dan Curran, a FACTS What parents tend to loans, grants and forget, says Arnold Zarteam leader. Kenneth Rochlin, Ramaz’s Kessler, the head of school direct aid. director of institutional at the Solomon Schechter Day advancement, says the approach School of Greater Boston, is that “is not to embarrass anyone.” He adds the financial aid process is the same that “There is no lay involvement” and at non-Jewish private schools. teachers don’t know which students receive “We provide outstanding education financial aid. and have to figure out how to pay for it,” FACTS uses a formula that relates a fam- Zar-Kessler says. “Tuition does not cover ily’s finances to Bureau of Labor Statistics our costs.” information and other factors before recLikewise, Jewish schools have the addiommending how much of a scholarship tional burden of providing both a strong should be given. The company takes into secular and Jewish education, he says, and consideration caps placed on such expens- “We need highly specialized educators.” es as housing. His school has come up with the iCap “We put a cap on those expenses so tuition program for families with incomes that we’re not rewarding an ostentatious less than $400,000 and assets below lifestyle,” Curran says.  $350,000. It caps total tuition at 15 perThe caps vary among communities, cent of the family’s adjusted gross income, with schools given the option in the FACTS regardless of the number of the family’s formula to adjust them. For example, children in the school. Curran says, a school in New York would Families also have the option of going allow a much higher housing expense than through the traditional application process. a school in the Midwest. Meanwhile, families facing college Some schools, however, keep the entire tuitions face a different daunting challenge: decision-making process internal. weeding through a multitude of financial The Hebrew Academy of Cleveland, assistance options from merit and narrowly where tuition ranges from $8,000 to defined scholarships to loans, grants and $11,000 annually, has a six- to eight-mem- direct aid. ber tuition lay committee. It requires W-2s Yeshiva University, for example, recently


ran an advertising campaign designed to show how it strives to be affordable to families at various income levels. Unlike most colleges YU, where 79 percent of students receive institutional assistance, looks not only at how many children a family has in college but also how many are attending Jewish day schools. “We do understand that 90-plus percent of our families do have younger children in day school,” says Robert Friedman, the university’s director of student finance. “They have been paying private school tuition hand over fist for years.” In Los Angeles, nearly every student at the non-denominational American Jewish University receives some kind of merit- or need-based assistance. The school also takes into account extenuating circumstances and will adjust tuition costs mid-semester if needed, says Zofi Yalovsky, its vice president for finance, administration and technology. In Boston and elsewhere, a constant dilemma is providing for families truly in need. “When we launched our iCap program, we said flat out that there are going to be some families that game the system,” says Andria Weil, the president at Solomon Schechter of Greater Boston. The detailed financial information that schools require helps minimize cheating, but also leads parents to feel a loss of privacy and dignity. “You feel like everyone is counting your money and counting how you spend it,” says Judith of Bergen County, N.J., who asked that her last name be withheld because of a confidentiality agreement with her children’s school. She worries that when it comes time for her children’s b’nai mitzvah celebrations, “If I have more than a tiny, tiny kiddush, people will say why can’t you pay your yeshiva bill?” Andy Muchin of Oakland, Calif., has been on both sides of the table—as a member of the day school board and as a parent receiving assistance. He sent four children to day school in Milwaukee. “It’s a little bit demeaning to ask for aid,” he says. “I felt like I was in a different socioeconomic class. I always felt like the one guy there who wasn’t wealthy.” Muchin finally “grew up and realized that I depended on the generosity of these people.” He adds that when he was on the board, “I realized, too, that you want people to pay their fair share.” In Tidewater, most private schools— Jewish and secular—offer scholarships, financial assistance, and access to loans. Specific information can be found by visiting a school’s website or by contacting the admissions or business office.

jewishnewsva.org | Education | December 24, 2012 | Jewish News | 35


Think all schools are equal? 100%

NORFOLK ACADEMY graduates continue on to 4-year colleges.

of

% { } 79 33 { } 1271 { } U.S. Public Colleges & Universities accepted

%

of our students who applied.

The Ivy League accepted

The national average score for the SAT test is 1010 out of 1600.*

The average SAT score for our students is:

The cost of a public in-state college education is roughly half that of a private college.*

of our students who applied.

Last year the mean Ivy acceptance rate was 7.4%*

* The College Board, 2011-2012 average estimated budgets for 4-year full-time students.

* The College Board, 2012 Report for College-Bound Seniors

* CNNMoney, March 30, 2012

Reported data for Academy students are based on a 5-year average for the Classes of 2008-2012.

3

%

of U.S. high school seniors who take the PSAT are recognized by the National Merit Scholars Program for earning the highest test scores each year.

5

Academy seniors were named National Merit Semi-Finalists. {The highest number for VA independent schools!}

17

%

of Academy seniors were recognized by the National Merit Scholars Program this year.

89

%

of our AP exam takers scored a 3 or higher. {That’s a WHOLE LOT of college credit!}

48

%

of the Norfolk Academy Class of 2012 were awarded college scholarships.

10

%

of our operating budget is dedicated to financial aid. {Almost 3 million dollars.}

{And those are just numbers.} Discover the difference an Academy education can make for your child. Open House for Grades 1-12: Saturday, January 5 at 2:00 p.m.

Learn more at norfolkacademy.org or call the admissions team at 757.455.5582 36 | Jewish News | December 24, 2012 | Education | jewishnewsva.org

24 89 %

of Norfolk Academy students are students of color.

%

of financial aid requests were granted last year. {Decisions are based on need.}

42 76

%

%

of Academy seniors earned a 700+ on at least one section of the SAT this fall. {13 had perfect 800’s.}

of our faculty hold advanced degrees. {And on average they’ve taught here for 12 years!}

100

%

of our 2012 National Merit Semi-Finalists started here as first graders.

Education Matters  

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