Everest Collegiate High School & Academy students benefit from single-gender focus on a co-ed campus.
At Everest, we believe each child is uniquely created by God, and some of that uniqueness can be drawn along gender-specific lines. Based upon medical science, we know that a greater part of the cerebral cortex responsible for memory, attention, thought, and language is dedicated to verbal functioning in girls and dedicated to spatial and mechanical functioning in boys. Just because their brains are different, however, doesn’t mean there is a difference between what boys and girls can learn. We know the only difference is in how they learn best.
Beginning in upper elementary, the students at Everest learn in a single gender focus classroom setting until the completion of high school. This emphasis on gender specific education allows teachers to focus their teaching methods in ways that allow both genders to excel and reach their full potential. Having boys and girls on the same campus also allows opportunities for socialization and participation in many co-ed special classes and activities.
Everest Collegiate High School & Academy students benefit from small class sizes.
At Everest, the student to teacher ratio is 10:1. For Everest’s students, that ratio equates to benefits that are exponential. Research shows that small class sizes increase the potential for academic success and higher levels of motivation and self-esteem.
In a 2000 study commissioned by the U.S. Department of Education, class size was the only factor positively correlated with higher student test scores, and the increased student achievement in those smaller classes was even greater during the higher grade years as compared to the lower grade years.(1)
In a 2011 national study of eighth graders, students in small classes were more likely to experience positive psychological engagement with school which meant having more interest and motivation, feeling a greater sense of belonging, believing subjects are useful, and being more confident to ask questions in the classroom.(2)
None of these acknowledgments come as a surprise at Everest. According to Susan Ender, Principal of Everest Academy,
“The benefits of small class size are magnified tremendously when coupled with a single-gender learning environment. Our teachers don’t have to spend time trying to connect students who have dissimilar interests. They can discuss relevant topics in a way that is interesting to a specific group of girls or boys. As such, they have more time to take learning to a higher level and to give individual attention to their students.”
Everest’s single-gender and small class size learning model provides a solid foundation for students to develop and utilize their strengths, enabling them to fulfill the unique plan God has for each of them.
Apply by May 1st and all application fees will be waived.
(1) McLaughlin Donald, Gili Drori and Michael Ross. 2000., “School-Level Correlates of Academic Achievement Student Assesment Scores in SASS Public Schools.” US Department of Education’s National Center for Education Statistics. Washington DC; see also Classsizematters.org.
(2) Dee, Thomas S., and Martin R. West. 2011. “The Non-Cognitive Returns to Class Size,“Education Evaluation and Policy Analysis 33(1): 23-46; see also Classsizematters.org