As we were starting to design this issue, I attended a gathering of diversity practitioners in Philadelphia for a day of conversation on the state of diversity efforts in independent schools. Some of the participants have been involved in this work since the 1970s and 1980s, while others were (relatively) early in their careers in independent school leadership. Some were retired or sidling up to that fence; some working toward their PhDs or considering headship, gearing up.
There was something about this intergenerational conversation that moved me. It may sound obvious, but there is great value in holding intergenerational conversations on what is clearly an intergenerational problem. What I also noticed was that, despite clear frustrations about growing inequities in the nation and slow progress in creating inclusive schools, both hope and commitment ran high.
The Philadelphia meeting gave me another reason to be glad about this issue of Independent School — our small contribution to the collective, multigenerational conversation on who gets access to independent schools and how schools support a socioeconomic and culturally diverse group of students and families.
Over the years, the question of who is admitted and how they are supported has been central. But the stakes are higher today. As we witness the increasing inequities in this nation, on the one hand, and the way independent school tuitions (on average) have steadily outpaced inflation and income growth, on the other, this question only becomes more important. It encourages us to think about where our public purpose begins and ends, about the sort of institutions we aspire to be.
As one who struggles with personal finance, I know the institutional money part is not easy. It’s a complicated formula of excellence, inclusion, and sustainability. But I hope the voices in this issue help schools align the key pieces — mission and purpose with policies and program.
In our conversations in Philadelphia, the question arose about what the ideal independent school looks like. Isn’t there a school we can all turn to and say, “That’s it! That’s exactly what we need to do”? Such a school does not exist, of course. But I see admirable qualities in every school — qualities worth sharing and examining widely. Which is why these conversations matter. To paraphrase Gertrude Stein: There is no single “there” there. But independent schools are not that different from each other, either. I feel the same way about the generations currently walking this Earth. We have our quirks, our preferences, but we all share an unquestionable desire to improve our collective lot.
What keeps me going: Knowing we hold the right goals at heart and have the creative talent to find our way.