So much of the learning that takes place during the high school years takes place outside the classroom. Experiential learning contributes significantly to the holistic education that Magnificat provides its students.
Magnificat offers more than 60 co-curricular student clubs, organizations, teams, and activities that provide students with multiple opportunities to pursue their individual areas of interest, while developing their gifts and talents as they move through their teenage years. Everything from athletics to speech and debate, animal outreach to sustainability, these co-curriculars provide important venues for students to learn and grow, meet and make friends, and develop their leadership skills.
The Campus Ministry programs are another vital area of the growth and learning that takes place outside the traditional classrooms at Magnificat. Students involved in Campus Ministry play key roles in becoming leaders in liturgical ministries, the retreat and service programs, and the peace and justice initiatives. The Campus Ministry programs complement the Theology Department curriculum in encouraging students to grow spiritually and holistically.
All of the co-curricular activities are designed to help each individual student identify her unique gifts and talents, to develop friendships and to find her niche, and to grow in her understanding of God present in her life, and the call to learn, lead and serve in the spirit of Mary’s Magnificat.
- The Benefits Of Single-gender Education
- Data from the National Foundation for Educational Research Says…
- The Goodman Research Group, Inc. Reports…
The Magnificat High School single-gender environment has strong advantages for our students. Research demonstrates that young women achieve a higher level of academic success in an all-girl educational setting. Graduates of single-gender schools generally also have an easier time with the transition to college. The ability to establish their optimal individual style of learning, in conjunction with excellent academic preparation, provide them with a strong foundation for post-secondary education.
- All-girls learning environments champion the educational needs of girls as a group currently underrepresented in STEM majors and careers.
Girls’ school grads are 6 times more likely to considering majoring in math, science, and technology compared to girls who attend coed schools.
—Goodman Research Group, The Girls’ School Experience: A Survey of Young Alumnae of Single-Sex SchoolsCompared to coed peers, girls’ school grads are 3 times more likely to consider engineering careers.
—Dr. Linda Sax, UCLA, Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and the Transition to College
All-girls learning environments capitalize on girls’ unique learning styles.
“More positive academic and behavioral interactions [were observed] between teachers and students in the single-sex schools than in the comparison to coed schools.”
—U.S. Department of Education, Early Implementation of Public Single-Sex Schools: Perceptions and CharacteristicsTo be successful, students need more than just a feeling of support. That support must translate into actions geared toward student success. Nearly 96% of girls’ school students report receiving more frequent feedback on their assignments and other course work than girls at coed at schools.
—Dr. Richard A. Holmgren, Allegheny College, Steeped in Learning: The Student Experience at All-Girls SchoolsAll-girls learning environments engage students in activities that prepare them for life beyond the classroom.Nearly half – 45% – of all women graduating from single-sex schools rate their public speaking ability as high compared to 39% of women graduates from coed schools. A similar differential exists for writing abilities: 64% of girls’ school graduates assess their writing as high, compared to 59% of women graduates of coed schools.
—Dr. Linda Sax, UCLA, Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and the Transition to CollegeStudents in all-girls learning environments strive for greatness.“Girls at all levels of achievement in the single-sex schools receive a…benefit from the single-sex school environment in terms of heightened career aspirations—an effect unprecedented in any other portion of our study.”
—Dr. Cary M. Watson, Stanford University, Sex Roles: A Journal of Research
- - 71% of girls’ school alumnae felt more prepared to transition to college than their counterparts from coeducational high schools.
- - 90% would probably or definitely attend a girls’ school if they had to do it all over again.
- Nearly all the respondents (93%) either somewhat or strongly agreed that girls’ schools provide greater leadership opportunities than coeducational schools.
The combination of the community, the culture and the climate that an all-girls’ Catholic high school, offers young women makes for a powerful and transformative experience. As our alumnae report, “Magnificat changed my life!”
“When girls go to single-sex schools, they stop being the audience and become the players."
– Myra and David Sadker, education researchers and authors of “Failing at Fairness: How America’s Schools Cheat Girls”