We are writing this review as parents who ultimately made the difficult decision to withdraw our…read morechild from the school for the 2026-2027 school year. We did not make this decision lightly. We raised concerns, communicated with teachers and administration, and genuinely tried to work with the school because we wanted things to improve--not only for our child, but for the students and families in the school community.
Unfortunately, over time, we became increasingly concerned about the school's leadership, academics, discipline, communication, and overall environment.
Leadership and Support:
Our biggest concern was the lack of effective leadership and support from Principal Doyle. We repeatedly brought forward concerns and attempted to have constructive conversations about changes that we believed would benefit students and the school. We also reached out to the priest for support. Instead of feeling supported or seeing meaningful follow-through, we ultimately felt that our concerns were dismissed and that we were left on our own. As parents, we expected school leadership to listen, communicate, and work collaboratively with families when legitimate concerns were raised.
Academics:
We were also disappointed with the academic rigor. The work did not consistently feel challenging or sufficiently rigorous for our child. Homework was often not assigned and, in our experience, sometimes had to be specifically requested. We raised these concerns with both teachers and the principal, but we did not see meaningful or sustained changes. We also felt that the school placed a disproportionate emphasis on Spanish while other important academic areas did not receive the same level of attention or rigor. We wanted a well-rounded education that challenged our child across all core subjects.
Student Discipline and Classroom Environment:
Another serious concern was the consistency and fairness of student discipline. From our perspective, rules and consequences did not always appear to be applied equally to all students. We observed what we perceived as greater leniency toward students who had multiple siblings enrolled at the school, while students who were the only child from their family sometimes appeared to receive stricter discipline. Whether intentional or not, this created a perception of unequal treatment that we found deeply concerning.
We also felt that a lack of academic challenge and classroom engagement contributed to students becoming disengaged and, at times, acting out. When we asked for additional resources, strategies, or administrative support, we did not feel that those requests were adequately addressed.
Teacher Turnover:
The level of teacher turnover was another concern. Frequent teacher changes create instability for students and can affect relationships, classroom consistency, and the overall educational experience. We were concerned that this did not appear to be treated with the level of urgency we believe such an issue deserves.
Communication:
Communication was another recurring problem. We often felt that concerns were heard but not meaningfully addressed. We communicated directly with teachers and administration about academics, discipline, classroom concerns, and support. Unfortunately, conversations did not consistently result in follow-through or noticeable changes. Effective communication is more than simply listening--it requires responding, taking concerns seriously, and following through.
Overall Environment:
Ultimately, we reached a point where we no longer felt that the school environment was the right one for our child. We wanted our child to be in a supportive, stable, academically challenging environment with consistent expectations, strong leadership, and adults who genuinely listen to and support students and families.
What makes this particularly disappointing is that we did not leave without first trying to encourage positive change. We reached out because we cared about the school and believed improvements could benefit the entire community. Unfortunately, we felt that when we needed support, both the principal and priest turned their backs on our family rather than working with us toward solutions.
We sincerely hope the school takes feedback from departing families seriously. In our view, meaningful improvement would require stronger leadership, greater accountability, consistent academic expectations, fair and consistent discipline, better communication, and a serious examination of teacher turnover.
We are sharing this review because prospective families deserve to understand our experience before making such an important decision for their children.
