C ALIFORNIA A SSOCIATION OF I NDEPENDENT S CHOOLS

60th Anniversary

1941 - 2001

“Standards Without Standardization” 1 9 4 1 . . . . F OUNDING~ MEMBERS The Bishop’s School Black-Foxe Military Institute Katharine Branson School Miss Burke’s School California Preparatory School for Boys Castilleja School Catalina Island School for Boys Chadwick Seaside School Cumnock School Flintridge Preparatory School for Boys Flintridge School for Girls Sarah Dix Hamlin School The Anna Head School Marlborough School for Girls Menlo School Midland School

Santa Barbara School (Cate School) Thacher School Webb School of California Westlake School for Girls Westridge School for Girls ~ CALIFORNIA ASSOCIATION OF INDEPENDENT SCHOOLS

S TANDARDS WITHOUT S TANDARDIZATION ~ CAIS Mission~ Statement T he California Association of Independent Schools (CAIS) is a non-profit organization of elementary, middle and secondary schools in California. The Association serves and strengthens its schools by setting standards of academic quality and ethical conduct, by providing for the professional growth of faculty, administrators, and trustees, and by promoting ethnic and socio-economic diversity.

To reach its goals, CAIS engages in a number of important activities. It monitors each school’s compliance with membership standards through a professionally-recognized system of evaluation and accreditation. It provides a variety of programs, workshops, and services for teachers, administrators, and trustees to foster professional growth and shared knowledge among schools. The Association also represents the viewpoints and commitments of independent education to the broader community, providing informa- tion and leadership on educational issues. It encourages cooperative relationships between and among schools, both public and private, for the ultimate benefit of California’s students.

RESEARCHED AND WRITTEN BY: Sandee Mirell, Director of Professional Development

DESIGN, LAYOUT AND EDITORIAL ASSISTANCE: Molly Bogad, Director of Member Services Executive Directors

HOWARD PATTEE ~ 1943 - 1963 SARAH RUGG 1963 - 1979 SUE BADGER 1979 - 1987 MIMI BAER 1987 - PRESENT Presidents~ of the Board CURTIS CATE, Santa Barbara School for Boys (1941-43) THOMPSON WEBB, The Webb School of California (1943-45) ANSON THACHER, The Thacher School (1945-47) GEORGIA CASWELL OVERTON, Marlborough School, (1947-48) MAJOR HARRY H. GAVER, Black-Foxe Military Institute (1948-50) WILLIAM KRATT, Menlo School (1950-52) COMMANDER J.H. CHADWICK, Chadwick School (1952-54) NEWTON CHASE, The Thacher School (1954-56) HELEN P. MITCHELL, Marlborough School (1956-58) BENEDICT RICH, Midland School (1958-60) WALLACE BURR, Ojai Valley School (1960-62) FRANCIS PARKMAN, JR., Cate School (1962-64) ELIZABETH EDMUNDSON, Westridge School (1964-66) ROBERT U. RICKLEFS, Robert Louis Stevenson School (1966-68) WILLIS STORK, Polytechnic School (1968-70) DAVID PRATT, Town School for Boys (1970-72) CARL MUNGER, Midland School (1972-74) HOWELL WEBB, Foothill Country Day School (1974-76) JOHN MARDER, Harbor Day School (1976-78) ROBERT BALDWIN, The College Preparatory School (1978-80) DONALD L. LEAVENWORTH, Chadwick School (1980-81) DOROTHY WILLIAMS, The Bishop’s School (1981-83) MICHAEL GRELLA, St. Matthew’s Parish Day School/Cathedral School for Boys (1983-85) MIMI S. BAER, St. Augustine-By-The-Sea (1985-87) THOMAS HUDNUT, Harvard School (1987-89) REVETA BOWERS, Center for Early Education (1989-91) ARLENE HOGAN, The Hamlin School (1991-93) RICHARD FITZGERALD, The Branson School (1993-95) DAMON KERBY, Saint Mark’s School (1995-97) FRAN SCOBLE, Westridge School (1997-99) JAMES TELANDER, San Francisco Day School (1999-2001) The 1940’s Setting the Standard, Making Alliances 1 9 4 0 - ‘4 2 ~ A t the spring meeting of the Associa- Pattee, Director of Admissions at ment of “cooperative measures” it was tion of Independent Schools of Los An- Pomona College and a man whose work hoped that sub-standard schools “might geles County in April 1939, Professor would figure prominently in what turned be encouraged and aided toward im- Hiram W. Edwards of UCLA spoke on out to be the results of the evening’s provement.” the topic of “Articulation of the Private program, protested the use of the word In late 1940, thirty-seven secondary Schools with the Higher Institutions in “controversy” in speaking of public vs. schools applied for membership and by California.” The purpose of this meeting private institutions. He insisted they the time of the first formal meeting of the was to bring the private schools of Los worked to a common goal. All the speak- newly formed California Association of Angeles County into closer contact with ers, in response to questions, preferred Independent Secondary Schools (CAISS) the colleges and universities. Dr. Edwards “definite records of achievement” over on Wednesday, March 26, 1941 held, was one of three speakers invited to “scholastic aptitude tests.” again, at Marlborough School, twenty- address the assembled group among Out of this meeting came the idea one schools had been approved by the whose members were: Miss Ada Blake of the establishment of an organization Board of Standards. In addition to fur- of Marlborough School, Mr. Thompson of superior private schools with the pur- nishing information on faculties, curricu- Webb of the school of the same name, pose of raising and maintaining stan- lar offerings, grading standards and fa- Miss Anne Fitzhugh Parker from dards in private school education. At- cilities, schools needed to show that the Westridge, Mrs. Cathryn Dye of the tendees contacted friends from schools collegiate records of their graduates in- Brentwood Town and Country School, in other parts of the state, and several dicated that at least two-thirds of them Margaret Chadwick from the Chadwick formal and informal exploratory meet- made a “C” average during their fresh- Seaside School and Mr. Lowery and ings were held. On Saturday, October man year in college. Mrs. Rankin from the Flintridge Schools 5, 1940, Miss Ada Blake of Marlborough, for Boys and Girls, respectively. chairwoman of the Organization Com- The original twenty-one schools were: Since the early 1880’s (and until the mittee, invited a group of people to her early 1960’s) the University of California school to formally discuss the creation The Bishop’s School, La Jolla was the sole accrediting agency for the of such an organization. Black-Foxe Military Institute, Los Angeles state. Dr. Edwards, since 1936, had been Present at this initial exploratory Katharine Branson School, Ross the director of the Office of School meeting were: Miss Blake of Miss Burke’s School, San Francisco Relations. Under his direction a new Marlborough, Mr. Vosburgh of the California Preparatory School for Boys, Covina accrediting process had been adopted, Catalina Island School for Boys, Mr. Castilleja School, Palo Alto based upon the scholastic success of Squibb of Midland Ranch School, Mr. Catalina Island School for Boys, Avalon graduates in the University. Statistical Barnes of Harvard School, and Mr. M. P. Chadwick Seaside School, Rolling Hills studies and analyses thereof were made Brush of California Preparatory School. Cumnock School, Los Angeles of the performance of freshman stu- Additionally, since among the general Flintridge Preparatory School for Boys, Pasadena dents at UCLA. Dr. Edwards told the provisions of the new organization was Flintridge School for Girls, Pasadena assembled gathering, that private school to be the creation of a Board of Stan- Sarah Dix Hamlin School, San Francisco students, as a group, performed signifi- dards, (the members of which were to The Anna Head School, Berkeley cantly worse than public school stu- be “bona fide faculty members of Cali- Marlborough School for Girls, Los Angeles dents did. He admitted, however, that fornia colleges and universities”). Also Menlo School, Menlo Park there seemed to be two distinct groups in attendance were: Dr. Hiram Edwards Midland School, Los Olivos of private school students and one of of UCLA, Professor J. P. Mitchell, Regis- Santa Barbara School, Carpinteria (Cate School) them did better than the average public trar of Stanford University and Dean Thacher School , Ojai school student. William R. Nicholl of Pomona College. Webb School of California, Claremont A second speaker, Miss Florence The organization was to be unique Westlake Schools for Girls, Los Angeles Brady of Occidental College, empha- in that the selection of its members was Westridge Schools for Girls, Pasadena sized the need for high standards and of to rest with this Board of Standards teaching students, “how to give a day’s rather than with the association itself. A slate of officers was elected at the work for a day’s pay.” Further, she said Members would be limited to “those meeting, and a proposed constitution she would “reckon achievement by its schools whose actual performance met presented. Mr. Curtis Cate of the Santa relation to the student’s ability to do standards higher than those required for Barbara School was elected the first work, not simply by the results obtained.” accreditation by the University of Cali- president of the association. Miss Burke, The final speaker, Mr. Howard fornia. ” However, through the employ- of the school of the same name, was

3 The 1940’s continued..... 1940 - ‘42 (cont.) elected vice-president and the follow- that a member of the State Department There followed “a long exchange of ing members of an Executive Commit- of Education “be attached to the Asso- views” as to whether newspaper or tee were named: Mr. Thompson Webb ciation in some manner,” at the third magazine advertising was more effec- of The Webb School of California, Miss annual meeting, it was reported that the tive and to what extent this kind of Blake from Marlborough School, Mr. Attorney General had “recalled his publicity should be continued. It was Vosburgh from the Catalina Island stand” that private school teachers decided that the association would con- School for Boys, Mr. Squibb from Mid- should be required to obtain creden- tinue to advertise itself for one more land School in Ojai and Miss Branson, tials. Dr. Douglas, of the State Board of year, this time including the names of from the school of the same name, in Education, still tended to think creden- member schools and to be paid for by Ross. tials should be required. Yet, he ex- assessing each school the sum of $75. The meeting ended with Dr. pressed concern that “such a require- Finally, Mr. Howard from Menlo Edwards offering a compliment to the ment would centralize teaching in the School, presented a proposal which twenty-one schools, saying that he had hands of the teacher training colleges had been made to him to place one just returned from a visit to “the best and would take away from the schools hundred students from South and Cen- Eastern schools” and he had found “the the freedom of experimentation with tral America, potentially financed in part better California schools no whit be- new methods.” Association members by the Rockefeller Foundation. His ques- hind them.” agreed that the subject “should not be tion about how many schools would be In November, 1941, after opening lost sight of” and be “brought up every willing to accept up to five percent of prayers, the second meeting of the new year.” their enrollment with these students association was convened by the presi- was met with a favorable response and dent of the Executive Board, Mr. Cate, Mr. Howard was “empowered to pro- of the Santa Barbara School for Boys, in ceed with the negotiations.” The meet- Carpinteria at his school site. Attending “Out of this meet- ing was adjourned at 4:30 “to take a cup were the original twenty-one members, ing came the idea of tea with the President,” Mr. Cate. plus a new member, Harvard School of In addition to the subject of teacher Los Angeles. Also in attendance were of the establish- credentialing, the third “Annual Meet- the three members of the Board of ment of an organi- ing” of the association held a year later, Standards and their Executive Secre- in November, 1942, again at Mr. Cate’s tary, Mrs. K.L. Wright. zation of superior school, the formation of two new orga- The first issue of new business at nizations and CAISS affiliation with each this meeting was the subject of teacher private schools with was discussed. Mr. Webb read a letter credentialing. Dr. Thompson Webb re- the purpose of rais- from Professor Herbert Smith which ported on a meeting he’d had with Dr. told of the organization of a National Douglas of the State Department of ing and maintaining Council of Independent Schools (NCIS). Education who quoted an opinion by standards in private Having modeled its constitution on that the Attorney General interpreting the of CAISS, it asked if the California asso- term “properly qualified” in state law as school education.” ciation of schools would be interested saying that private school teachers in joining. needed to be “possessors of the regular The general feeling was positive, secondary teacher’s certificate.” Also noted in the minutes of the first and two items with respect to it were Dr. Edwards was of the opinion, meeting is the concern of Mrs. moved and passed. Mr. Webb would based on his own interview with the Stanwood’s, that teachers be required send a summary of Mr. Smith’s letter to State Department of Education, that all to have examinations for tuberculosis CAISS members asking for comments, secondary school teachers “be urged to and venereal disease. The matter was and the association went on record as provide themselves” with the “regular given to Miss Branson to look into. endorsing the idea of a national associa- secondary teacher’s certificate” as soon After a lunch during which the “As- tion so long as the national organization as possible “before any question of sociation was generously entertained in admitted to membership only those legal enforcement comes up.” Mrs. the handsome dining room” of the schools which were members of state Stanwood from The Sarah Dix Hamlin school, the committee took up consid- or regional associations. School suggested that each member eration of advertising. A pamphlet ad- Mr. Webb, clearly fulfilled his mis- school send in to the committee its vertising the association had been “dis- sion for in a letter dated September 1, views on the subject, a proposal that tributed in many directions,” according 1947, Mr. Anson Thacher indicates to was adopted. to the Executive Secretary of the Board Mr. Webb that he would not be sending While all parties indicated a willing- of Standards, Mrs. Wright, who also more than $50 to NCIS. As he noted ness to cooperate with the state on this reported that she had received about he’d said directly to Mr. Herbert Smith, matter and there was even a suggestion ninety inquiries about the association. he would have doubled his contribu- 4 The 1940’s continued.....

1940 - ‘42 (cont.) tion if Mr. Smith had moved his head- quarters to Chicago. This, Mr. Thacher “ There was conversation about the advisability thought, was the logical place for it. He ends by saying that it looked to him “as of admitting boys to college after completion of if California had really started some- their junior year. It was noted that a draftee in thing” and he trusted that “it isn’t the last thing California would start.” He was college had a greater choice in service options worried about balancing his budget in and might find it easier to be admitted to college 1947, but asserted that he didn’t “regret one penny of his CAISS dues.” after military service had been completed...” Another associative relationship that would develop and evolve over the came a two day affair. Both in 1943 and of the association. He was given advice years was with certain private elemen- 1944, it was held at a hotel: the Biltmore as to which of his activities he might tary schools. Mr. Lowery from the in Los Angeles in 1943 and the Sir emphasize. Among them were: Flintridge School for Boys early saw the Francis Drake in San Francisco in 1944. • relations with public schools and need of an organization, similar to CAISS. Issues of expanding affiliations contin- the State Office of Education There was general consensus that this ued to be a subject of discussion both • teacher placement was a good idea and a committee was years. In December of 1942, at the • state legislation affecting schools formed to study the issue. meeting at which the Board of Stan- • relations with trust officers in banks The country was now at war and a dards gathered to make decisions about and educational information agencies substantial part of the rest of the meet- including new schools into the associa- • printing and distributing an association ing was given over to the subject of tion, the question of whether or not bulletin and listing available college schools in wartime. Government pro- broader participation among the state’s scholarships posals such as the Victory Plan, the colleges and universities should be en- The committee on the formation of request to step up physical fitness pro- couraged had been raised. A proposal an elementary schools association re- grams and special emphasis placed on was formulated that increased the three- ported the following suggestions from math, physics and English were felt to be man board to five and to lengthen the their studies of 1943-44. Schools to be already answered by the “regular work” term of office from three years to five. placed on an approved list in the asso- association schools did. The boarding The proposal included the provision ciation booklet should have twenty chil- schools, in particular, were noted as that the University of California and dren enrolled for a period of five years being “pre-induction centers in the train- Stanford would always be represented. and go through the sixth grade. A mem- ing we give our boys.” There was con- This was presented to the association at ber of the association would make an versation about the advisability of ad- the Annual Meeting of 1943 and was inspection of a prospective school and mitting boys to college after completion ratified. then sponsor the school should it be of the junior year. It was noted that a At the end of the 1943 meeting, a eligible for inclusion. draftee in college had a greater choice in group of schools met to establish what The list would be reviewed twice service options and might find it easier they called the “School Circle Fund.” yearly and submitted at the Annual to be admitted to college after military Each of the twelve voluntarily contrib- Meeting. Two unfavorable votes would service had been completed. The feel- uted a sum of money above, beyond, prevent a school from being included. ing was expressed that association and separate from the $50 annual dues, Finally, the principal of the school would schools should “help a boy to get as far to employ the services of Mr. Howard be required to submit evidence that its along as possible with his education H. Pattee who was to serve in a public pupils had “done satisfactory work” in before it was interrupted by his military relations capacity to further the inter- at least two CAIS schools or at equiva- service.” ests of the association. In 1944, Mr. lent schools in the East. There ensued a Special note was made in the min- Pattee’s services were renewed and he lively discussion, the result of which was utes of the “scholarly and philosophic was designated the General Secretary that the investigative work of the com- introduction” Mr. Cate had given at the of the Association. mittee was continued with the request opening of the gathering and of his Mr. Pattee’s report on his activities that another report be made the follow- gracious hospitality through his term of was received with general approbation. ing year. service as president. Mr. Thompson There was lively conversation about the The war was a continuing topic in Webb succeeded him as president of format of a new booklet to be prepared 1944. There was a sharing of general CAISS. to advertise the activities of the associa- concern about the “unrest” of the stu- tion and he was asked to have a “suit- dents with regard to the war. Miss 1943 - ‘45 able emblem” drawn up and to include Branson said that her girls were exhibit- In 1943, the Annual Meeting be- in the booklet the aims and objectives ing a new, more serious attitude and 5 The 1940’s continued.....

1943 - ‘45 (cont.) were helping “materially” in the opera- the profession did so with a missionary One final issue of note in 1945 was tion of the school. There was also a zeal – a spirit which tends to drop, a proposed amendment to the constitu- much greater than usual interest in sci- noted Professor Spindt, in times of pros- tion raising the annual dues to $100. ence, math and current history. Mr. perity. Voting on the amendment was to take Lowery from Flintridge Preparatory Further, the public schools tended place the following year. School for Boys noted that the automo- to attract more teachers than private For the first time, the Annual Meet- bile is “still far more dangerous to life schools because of the greater security ing of 1946 included speakers. Dr. Wil- and limb than the war has been so far.” to be found in them – in particular, liam Ernest Hocking, professor of phi- Father von der Ahe from Loyola High tenure and retirement considerations. losophy at Harvard University answered School, a new member of the associa- The freedom from duties outside of the question, “Is This Nation a Democ- tion, reported that the boys who were class hours was also seen as a plus, racy?” and Dr. Rudolph D. Lindquist, working part time in the war effort “put giving public school teachers increased Superintendent of Santa Barbara City their work ahead of their studies” with a opportunity for professional contacts Schools offered thoughts on “Some consequent ill effect on the latter. through membership in many associa- Needed Emphases in Teaching Citizen- The program to admit young men tions. ship.” directly into college after their third year, Many members noted an addi- The meeting was held in Ojai at proposed at the 1942 Annual Meeting, tional problem. There was a widespread The Thacher School where the presi- was reported upon by Professor Mitchell misperception among the public that dent of the association, Mr. Anson from Stanford (and a founding member only students unfit for public schools Thacher, was head of school. Commit- of the Board of Standards) and was were sent to private schools. Also it was tee reports were also on the agenda. deemed to be highly successful. Report- felt that damage was done to CAISS One notable item can be found in the ing for Stanford and thirty other colleges schools as a whole by those private recommendations of the Policies Com- and universities, he noted that the stu- schools which did not pay decent sala- mittee. The motion was made and car- dents had been “thrown into regular ries or failed to pay them in full. ried that a statement appearing in the freshman courses and all had been able The discussion concluded with the catalog of Westridge School on the to carry them.” agreement that public school princi- subject of fraternities and sororities be- pals and college placement agencies come a policy of the association. In it, 1945- ‘49 did not know enough about private parents were asked to agree that their A major issue in 1945 at the meet- schools and should be kept better in- daughters would not become members ing held in June at Marlborough School formed. This was further seen as “one of any club that was “exclusive in its was relations between public and pri- more argument in favor” of the work of membership.” vate schools. The report of the Board of Mr. Pattee, whose services as General The continuing subject of elemen- Standards, based on the performance of Secretary were to be continued. tary schools occupied a day and a half students in college, indicated that pri- The committee which had been of discussion. A newly formed Elemen- vate school ratings had generally in- named to study the feasibility of adding tary Schools Association sent represen- creased and those of association schools an elementary section to the associa- tatives to the meeting with constitution remained slightly higher than those of tion listed nine elementary schools as in hand. Their purpose was to ask for public schools. prospective members. The schools affiliation with CAISS. A Board of Stan- Professor Spindt, representing the were: dards for the elementary association University of California on the Board of was announced. There were four mem- Standards reported upon a related is- Crane Country Day School bers among whom were Mr. Thompson sue, teacher supply. During this time the Desert Sun School Webb and Mr. Anson S. Thacher. Ap- state’s population had increased by mil- Francis Parker School of San Diego proval on principle was given to the lions and was in transition from a prima- Ojai Valley School request for affiliation and a temporary rily agricultural to an industrial economy. Polytechnic Elementary committee formed to work out the de- It was estimated, based on registered Town School of San Francisco tails. Some of the issues to be worked births in Los Angeles, for instance, that Brentwood Town and Country through had to do with fees, “freedom there would be a forty-seven percent California Military Academy of participation” and the status of non- increase in first grade enrollment by Howard School diocesan Catholic parochial schools. 1950. 1947 saw the inclusion of eight A general shortage of elementary There was much debate about the representatives from the new Elemen- school teachers was thus expected, ac- requirements for admission to any such tary and Junior High School Association counted for also, by the return of pros- elementary section and for the organi- at the Annual Meeting. It was held in perity. Since the social status and sala- zation of it, so it was voted that the San Francisco in June at the Sir Francis ries of teachers, particularly elementary matter be referred to a new committee Drake Hotel. Gender issues seem to be teachers, was low many who entered given the power to act. a prevailing theme in the remarks of

6 The 1940’s continued.....

1945 - ‘49 (cont.) guest speakers such as Dr. Nevitt in 1948 and 1949. In 1948, Mrs. Geor- and elementary, in the ensuing days. Sanford, Professor of Adolescent Psy- gia Overton, head of Marlborough Reflecting the new unity, the associa- chology at the University of California, School, reported at the meeting held at tion dropped “secondary” in its name who gave a speech entitled, “Mascu- Occidental College that progress had and became the California Association linity and Momism.” Given in response been made toward the unification of of Independent Schools (CAIS). to Phillip Wylie’s writing, Dr. Sanford the elementary and secondary associa- In the whole group session, attend- allowed as how the spoiled, self-indul- tions. Further progress between inde- ees heard panel discussions of such gent and unhappy Mom who takes out pendent schools and public schools was issues as how elementary and second- her numerous resentments in belittling noted, as well, with CAISS being asked ary schools feel about each other and her son causing him to become effemi- for the first time to “participate in the what sort of curricular relationship nate might actually exist, but not to the formulation of legislation affecting pri- should exist between them. extent nor the numbers that Wylie vate education.” She asserted that there The secondary section meeting asserted. was clearly still need for “constant study talked about driving training (recom- Dr. Sanford saw the American heri- and alertness regarding restrictions.” mended text was Sportsmanlike Driv- tage of the independent and strong An issue first raised in 1946 reap- ing put out by AAA) and listened to Dr. woman to be one of our best assets. peared in the remarks of Miss Florence Walker, director of the Educational Test- Close association with women does Brady, the registrar of Occidental and a ing Service. He extended an invitation not necessarily make a man effemi- member of the Board of Standards who for the association to become a mem- nate, he said, rather not having a “right made several suggestions to improve ber of the College Board; a group made association” with the father was as the two associations. Public attitudes up of about one hundred colleges and much a possible culprit. Neurosis and toward private schools were based on some twenty educational associations. “cracking up in the service” was most misunderstanding of “the purpose and He also provided information about a likely to be the result of “pseudo-mas- functions of the private school.” Also one-day test that tested aptitude in the culinity” and Dr. Sanford saw as a good widespread in 1948, (as it was in 1945) morning and achievement in the after- thing that boys had to be “worked up she noted, “is a very general opinion noon. to fight a war.” He saw that conflicts that private schools are for Mrs. Luther Gilbert from the Uni- within women in regard to their roles incorrigibles...for children from abnor- versity of California and member of the were bound to continue and that schools should think to educate them mal home situations...filled with chil- Board of Standards outlined the ten to be “citizens of the world” as well as dren who could not hold their own in a most common problems faced by stu- “mothers, home-makers, and charm- public school.” Further, “the charge of dents at the university: ers.” Likewise, boys’ education should snobbishness is always made against be focussed on “reconciling them to a private schools.” Unfortunately, the • how to learn to concentrate world in which women play such an many private schools that exist which • how to read more rapidly and efficiently important part.” Their curriculum do not live up to the standards of the • how to study a textbook assignment should include more about cultural associations and reinforce these “unde- • how to study a foreign language topics and subjects that would “bring sirable opinions.” • how to budget one’s time about more understanding of women.” Miss Brady suggested that there • how to take notes on a lecture Other issues at the 1947 meeting were several schools that should be • how to use the library were dues assessment and the affilia- added to the associations and that there • how to write a term paper tion between the secondary and el- were others which “with a little help and • how to prepare for examinations ementary sections of the association. encouragement, meet our standards.” • how to take examinations. The Constitution was amended to as- Two suggestions were to hold open sess dues based on the gross earned meetings to which non-members could She, further, made some recommenda- income of a school from tuition, board, be invited and the expansion of the tions to address these. Making notes and room. Dues assessed on this basis Directory to include a longer statement and an outline was recommended, as were to be no less than $100 and no of purpose and more information about was oral recitation. more than $1000. Miss Grace Henley individual schools. The elementary section discussed of Polytechnic School and Father Von In 1949, a three-day meeting was plans and programs for a Regional Meet- der Ahe of Loyola High School were held at Mills College in Oakland. After a ing, parent-school relations and testing. noted as forming a joint committee of keynote address from Dr. Lynn White, Every school present “indicated its will- two to write a constitution for the Jr., President, Mills College answering ingness to send the Chairman a com- Elementary and High School Associa- the question, “Why Should We Try to plete report of each pupil’s score, from tions combined. Maintain an Independent Education?”, each grade, for the school year 1948- Relationships and affiliations be- the association met both as an entirety 49 on both the Stanford Achievement tween groups continued to be themes and as separate sections: secondary and Kuhlmann-Anderson tests.”

7 The 1950’s Getting~ to Know Us 1950 - ‘52 I n response to many requests that and Miss Temple of Westlake outlined that there had been a substantial in- members be given more time “to be- in some detail their program of audio- crease in “the number and variety of come acquainted with each other and visual education. One hour a week was office calls” since his last report. This was the work and activities of our own set aside for films (in grades three through aided, perhaps, by the fact that after five schools,” an innovation of the 1950 seven) which needed to be requested in years of effort a single party phone had Annual Meeting was the addition of a June for the following year. She noted been secured for the office (which was session of five-minute reports from each that “teachers must organize their year’s located in Claremont). Over 4,000 cop- member school. It was noted that the work in advance for it is difficult to get ies of the Directory, over and above association “now includes the entire films unless advance orders are made.” those sent to member schools, had been education range from Nursery School United World Films were generally con- distributed and numerous requests for to College” and that “there are many sidered to be the best, though expen- “all of the information necessary to op- interesting and valuable developments sive. Encyclopedia Britannica films were erate my own school” had been re- now going on in our schools that we “trustworthy” and a synopsis of their ceived. wish to know about.” Suggested topics content accurately given. The program The report also mentioned that there included how faculty meetings might at Westlake was administered on a bud- had been a decrease in the number of lead to teacher growth, faculty and get of $60.00 per year. positions open for teachers at member student health exam requirements, how Though not on the suggested list of schools and that approximately 200 best to use audio-visual aids, student topics, a number of schools shared aca- applications were currently on file with government, and whether or not there demic practices. Mr. Howell Webb re- approximately twelve positions open. A was a parent organization. Accordingly, ported “gratifying” results in the pro- need was expressed for “a better under- two hours were given on the second gram creating common goals for the standing of the California situation on day of the meeting, which was held at “correlation of work throughout each of the part of Eastern teacher placement that year at Cal Tech, to twenty-four the major departments.” Mr. Burr of the officers.” Mr. Pattee noted that there reports from schools. No one men- Ojai Valley School was similarly pleased were still several agencies that seemed tioned faculty meetings. with the results of a program of “concen- to feel that “there are no schools in Mr. Lowery of Flintridge reported trated study.” Two subjects were carried California that are entitled to their better that annual medical exams were re- for four-week periods with two double applicants.” quired of both staff and students, in- periods broken by a forty-five minute Finally, a recommendation with re- cluding an annual “analysis of listless- athletic period. Miss Espinosa of Castilleja spect to self-evaluation was made. It ness often the result of undernourish- School spoke about “after school con- was felt that while the Evaluative Criteria ment.” Miss Lee of Polytechnic ex- ference periods” held four days a week developed by the Cooperative Study of plained that the “particular need of and “the Saturday morning study pe- Secondary School Standards were Polytechnic” for health exams for teach- riod” which all college bound girls with planned mostly for public schools, se- ers “resulted from the fact that they a weekly average of less than B and all lected units of the criteria might well be have no limitation on sick leave, some non-college preparatory girls with a used by CAIS secondary schools for self- teachers having been absent for as long weekly average of less than C were appraisal and a visiting committee named as six months with no deduction from required to attend. to check the results. their salary.” Several schools reported Mr. Chase from Thacher also re- The practice of member schools having “Mother’s Clubs” most of which ported on a topic that was not sug- giving five-minute reports on their did not involve “administrative mat- gested, that of “promotional activity” schools was continued for several years, ters” but which were primarily service targeted at alumni. An association of though by 1956 the reports were cut to clubs. One club developed a code of one thousand members had been three minutes in length. In 1951, a num- ethics in which strict non-interference formed, with dinners being held annu- ber of schools shared successful special in academic and administrative matters ally in San Francisco, Seattle, Portland, projects such as the Business Education was outlined. Miss Mereen of Hamlin and Los Angeles. He noted that the Day at The Katherine Delmar Burke offered to send copies to any interested alums had been “most helpful,” contrib- School. Classes were suspended for one members. uting such things as funds for a memorial day while the Chamber of Commerce Other schools shared their student chapel and scholarships. assisted students in visiting various busi- government programs and structures Mr. Pattee’s annual report noted nesses in San Francisco. There was an-

8 The 1950’s continued.....

1950 - ‘52 (cont.) other day on which business executives gum and bare feet. She described plans erages, and students were reminded returned the visit. to “work more closely with parents in that they represented the school wher- Mr. Rich from the Town School this regard.” Parents had proven helpful ever they went. “Behavior in cafes, mov- described the school’s annual Christ- to Ojai Valley School where they helped ies and other public places is noticed by mas play and noted that there had been to eliminate the problems not only of unexpected observers,” the pamphlet much interest in the sale of record al- chewing gum but of comic books as explains, and it “either builds up the bums from the play. Mr. Burr reported well. Dr. Hinton from Menlo School and reputation of the school or tears it down.” from Ojai Valley that a Farm Project in College (site of the meeting) was sympa- Let Us Agree continued to be published which, among other things, the boys thetic but “did not feel that boys of by the association until 1960 when it and girls raised and sold animals and today were such a bad lot after all.” was voted to suspend publication with vegetables, gave participants valuable the note that each member school was economic training. The raising of veg- “Mrs. Chadwick re- advised to “rewrite their own codes of etables proved “profitable,” but the chick- social procedure.” However, the min- ens “barely broke even.” ported ‘a valiant but utes of the Executive Committee in June The “Magazine[s] for Friendship” losing battle’ with 1963 note that Mrs. Rugg, who suc- plan was described by Mr. Lowery from ceeded Mr. Pattee, submitted a revised Flintridge in which magazines were col- regard to lipstick, version of Let Us Agree which was ac- lected and sent to “countries not behind cepted by the committee “with enthusi- the Iron Curtain.” He reported that “so chewing gum and asm and wit.” A printing of 10,000 cop- much progress” had been made that the bare feet.” ies was authorized. program was soon going to have to hire Several successful experiments were the services of a paid secretary. Mr. noted in the school reports of these By 1955, a Committee on Social Howell Webb told about the experi- years. Thacher allowed the boys “greater Standards had been formed and devel- ment in Bible instruction as a means to study freedom,” Brentwood invited par- oped a report that was presented to the improve a school without depending ents to a faculty meeting, Katherine Annual Meeting in an evening session. entirely upon the chapel program. One Delmar Burke addressed the social stan- The report was accepted and referred to class a week was assigned to each mem- dards issues through panel discussions a Publication Committee to be appointed ber of the English staff for this purpose. with mothers from each grade and be- by the President. All CAIS members Miss Mills from Westlake described gan holding parent-teacher conferences. were “urged to send in their sugges- a program intended to offer senior girls The teaching of spelling at Francis Parker tions.” At the Executive Committee “more than formal preparation for col- changed in that lists were no longer meeting the following September it was lege.” Alumnae were invited back to the being used and one period a day of suggested that the publication be titled, school to share their experiences in creative writing was being included. Let Us Agree. A pamphlet with this title family relationship, budgeting, house- Efforts by faculty and students to was published in 1956 and “collected a keeping, legal affairs and international improve things were noted by two set of guiding principles which may be relations. Two other girls’ schools re- schools. Miss Chestnut from the Town used at home, at church, and at school.” ported on their experiences with the use School for Boys described the success- Four categories were named covering of the Evaluative Criteria from the Coop- ful efforts of a faculty committee to raise social activities, family cooperation, driv- erative Study of Secondary School Stan- the salary scale to “conform roughly” to ing cars and drinking alcoholic bever- dards. Mrs. Mitchell from Marlborough that of the San Francisco public schools. ages. described “how improvements could Mrs.Mitchell (Marlborough) reported The section on social activities noted be gained in a tactful way” and said that the Student Council had developed that “lights out” had no place at a “well- “teachers were often surprised when an Honor Code that was signed by each ordered party,” a girl should be a high they discovered their own weaknesses.” girl in a formal ceremony. school junior before going anywhere Miss Peterson from Westridge said that Mr. Pattee’s reports during this pe- with an escort unchaperoned, slumber the standards could be applied to ad- riod noted a continuing increase in the parties were a “questionable form of ministrators as well as teachers “for it is number of calls made to the CAIS of- entertainment” and young people who a method of surveying our philosophy fice. Approximately one-half of the in- wanted to get something to eat after an of education.” She cautioned, however, quiries concerned students who would event should take no longer than thirty that “in order to receive full value from not be eligible for member schools. minutes doing so. “Going steady” was its study much care and considerable Thus, it was noted that a constant effort discouraged as “a handicap to social time must be taken.” was continuing to be made “to clarify in development.” A frequently mentioned issue in the minds of Public School Officials and Parental responsibilities were out- 1952 was social standards. Mrs. the public in general the fact that our lined clearly, particularly in the areas of Chadwick reported “a valiant but losing Association is not made up of schools driving cars and drinking alcoholic bev- battle” with regard to lipstick, chewing for problem children.” As part of the 9 The 1950’s continued.....

1950 - ‘52 (cont.) work in this regard, Mr. Pattee wrote an went on record as opposing certifica- Walker of the Educational Testing Ser- article titled “Standards Without Stan- tion and any kind of curriculum supervi- vice reviewed the results of four con- dardization,” published in the April, 1951 sion. secutive years of collecting data from issue of the Secondary Education Board Also in 1956, CAIS approved a state- CAIS schools for the purpose of setting Bulletin. He would also be offering a ment of policy that rejected the receipt up norms for independent schools. Over summer school course in the School of of any state or federal tax money. The 5,000 students were tested in twenty- Education at Stanford on “The Organi- statement expressed the belief that “the five association and nine non-member zation and Administration of Indepen- particular contribution of the indepen- schools. There was discussion about the dent Schools.” The latter was described dent school would be lost if any part of value of continuing the program. Points as “an experiment on the part of Stanford its educational program were financed mentioned in favor were: University to see what interest, if any, directly through public taxation.” exists ...to investigate the place of Inde- Under investigation in these years • provides a unifying factor for evaluating pendent Education in the general Ameri- was the possibility of future incorpora- the work of the schools can scene.” tion of CAIS on a non-profit status. A • provides a common denominator for legal opinion was sought and it advised pupil transfer 1953 - ‘59 that the association “have a larger pro- • provides a basis for development of Notable issues in these years in- portion of non-profit members before Western independent school norms. cluded the establishment of a Code of incorporating.” By 1956, the Executive Ethics for member schools, relationships Committee and the Executive Secretary Additionally, an interest in partici- with state agencies, testing, and teacher were directed to meet with the law firm pation in “Advanced Standing” tests was associations. of O’Melveny and Myers for the pur- noted in 1955 and the sum of $100 was Mr. Pattee reported in 1953 that the pose of “discussing the matter of incor- appropriated so that CAIS could be Board of Health had requested an opin- poration.” It was an issue that would not represented at the Advanced Standing ion from the Attorney General with re- be resolved until the next decade. Conference held at Exeter. In 1956, a spect to the role of the State proposal was made to send a Board of Health in oversee- questionnaire to member ing infirmaries in private “...the particular contribution of schools concerning their use schools. He recommended of them. Mr. Pattee in his that CAIS “work closely with the independent school would be 1957 Annual Report noted the State Board of Health...so lost if any part of its educational that “of the eighteen Asso- that no legislation or control ciation schools that give the might develop which might program were financed directly high school diploma, nine be detrimental to member offered Advanced Placement schools.” CAIS objected to through public taxation.” courses in eight subjects with imposing the same licensing an enrollment of fifty-two pu- requirements on infirmaries pils.” as for a general hospitals and eventually With respect to the Code of Ethics, Mr. Pattee also noted that year that “was able to recommend a new defini- the report of the committee responsible three years earlier, in 1954, on the rec- tion of school infirmary as applied to for formulating it and the Code itself was ommendation of the Elementary Board independent schools.” approved with one change. Number of Standards, CAIS began to require Another worry came in the form of three was to read, “A school will not elementary schools to participate in the talk about the possibility of legislation knowingly seek to enroll any pupil who CAIS Testing Program. Yet, only half of being presented at the 1955 session of is enrolled in another school.” It was the schools were doing so. He expressed the legislature that would establish a voted that all active heads of schools the opinion that the requirement should State Commission for the Accreditation would be required to sign the Code, that either be enforced or dropped. In addi- of Private Schools. In 1956, came a copies be kept with the Executive Secre- tion to the points mentioned above as to variation on the original idea. It would tary, and that it was the Secretary’s the value of the Testing Program, Mr. create a new state agency called The responsibility to call this to the attention Pattee pointed out the continuing fact Intermediate Unit that would not certify of schools where there had been an that “the only source of public informa- private schools but work closely with administrative change. tion about the academic rating of pri- public school boards and schools. The Also on agendas during these years vate schools consistently shows them as Unit would have the power to supervise were discussions and reports about test- the lowest of all types of schools.” Fur- curriculum in private schools to see that ing. At the 1955 Annual Meeting held at ther, CAIS was the “only group of inde- it “conformed to the State pattern.” CAIS Occidental College, Dr. Glenwood pendent schools in California that can

10 The 1950’s continued.....

1953 - ‘59 (cont.) present continuous evidence of aca- rience” and a comment in the Executive demic achievement” and “the leading “...our teachers don’t Committee minutes was further re- independent school group in the coun- corded that “our teachers don’t know try” in its “attempt to establish regional know each other and each other and it would be well if they norms.” did.” The possible addition of student it would be well if Late in the decade, a need for clari- test scores to college grades as a means fication of the word “independent” was of evaluation of school performance for they did.” discussed. The suggestion was made accrediting purposes was discussed in that CAIS membership be limited to 1958. However, the Board of Standards formed to investigate credential require- “those schools that are not dependent was generally of the opinion that “high ment revisions. Mr. Pattee felt it wise to on larger organizations for their deci- school and collegiate records provided “make a further study” status of CAIS sions and activities.” A motion in 1959 a good, uniform yardstick...one that is teachers with respect to credentials and to require that each member school consistent, fair and objective.” There- degrees and keep current information submit a statement of its educational fore, while testing was recommended on file. The Executive Committee agreed. philosophy and its process of self-evalu- for the purposes of a school’s self-evalu- Teachers were also on the agenda ation did not pass. It was another issue ation, it was not considered a necessary in a couple of other areas. A discussion that would not be resolved in the 50’s. addition for secondary schools. Part of of whether or not teachers should be In 1957, Mr. Pattee, in his Annual Mr. Pattee’s concern about the low rate given the full responsibility of Regional Report, took stock of CAIS from what he of participation of the elementary schools Meetings ensued. An additional meet- saw as a “Fifteen Year Plateau.” He in the Testing Program was that there ing had been set up in 1957 - one held noted that he had discovered a few was no similar yardstick for elementary in the north and one in the south. After “secrets” about CAIS schools. “One se- schools. He said that if the requirement the first year, the practice was to appoint cret is to be able to work twenty-four to include elementary schools was re- a special chairman to plan them, often hours a day, another is to be willing to moved then it would be “important some the head of the school that hosted the hold against all the forces that press means be set up to evaluate a school on meeting. Teachers were always involved toward mediocrity. Perhaps the most other than subjective enumeration of in the planning, but it would be twenty- subtle of all is learning how to live with self-rated items.” Accordingly, in 1959, a three years before the planning was a deficit, and not only that, but to make Committee on Elementary Standards was it work for you!” He concluded that formed to even with the study the issue. success CAIS The ques- was enjoying tion of teacher “...he had discovered a few ‘secrets’ about CAIS as the first in- credentialing dependent came up again schools. ‘One secret is to be able to work twenty-four school group in 1953 when “to see the the Executive hours a day, another is to be willing to hold against all need for coop- Committee erative activ- voted, “in view the forces that press toward mediocrity. Perhaps the ity” in under- of the pending standing inde- legislation per- most subtle of all is learning how to live with a deficit, pendent edu- taining to the cation, there certification of and not only that, but to make it work for you!’” was still “no teachers,” that room for com- it be the policy placency.” He of CAIS schools “to require of all teacher done entirely by teacher committees. said, “The increasing numbers and pro- applicants their particular situation with A meeting of teachers organized by portion of independent school pupils regard to the California credential, and teachers for teachers took place in Pasa- demands a greater effort on the part of to ask them to give full reasons therefor dena in 1956 and great interest had each of us to interpret our policies and in case of revocation of any such cre- been shown in organizing a teacher activities in a way that will strengthen dential.” In 1956, in response to a re- association within CAIS. Several heads the continuing position of the indepen- quest from a state committee (noted in of school saw this as a sign of strength. dent school as an integral part of the parenthesis as being the first time CAIS The aim of the Pasadena meeting was American system.” had ever been asked), a committee was “to do a better job through shared expe-

11 The 1960’s These Times of Changing~ Moral Standards 1 9 60 - ‘62

I ncorporation remained an issue proposed constitution of the Western should be given to the owner or trustees under discussion during these years – Association of Schools and Colleges of a new school. Since about half of the but with no resolution. The main objec- and further recommended that all CAIS requests had come to him as referrals tives for incorporation were to permit secondary schools participate in the from CAIS member schools, he declared tax deductible gifts and to exempt CAIS accreditation program. Mr. Pattee was it “a problem we all face.” from taxation. The law firm of O’Melveny to continue as the official representative 1962 was the last Annual Meeting and Myers recommended and the Ex- of CAIS and was directed to keep all attended by Mr. Howard Pattee who, ecutive Committee agreed that CAIS members informed of developments. along with his wife, served CAIS for should incorporate as a “trade associa- A committee formed to make an twenty-two years. He retired in 1963. tion” and also as a foundation in order to analysis of the job of the Executive Sec- Mr. Daniel Dewey (Anna Head) offered accept tax-free gifts and disburse them retary in 1960 reported back that a a resolution of appreciation and good to the nonprofit members of CAIS. prime factor in the success of the total wishes, basing it among other things on As the issue involved a change to work of CAIS was the continuity pro- his “choice of wife who has turned out the Constitution, a unanimous vote of vided by the position. Any sharing of this to be a paragon in the collection of the members was required. Although work among the various officers of the funds.” He also praised the “patience, only three schools voted against the association was deemed to be entirely understanding and genuine concern for measure, an additional eleven abstained impractical not only because the entire the welfare of what may have seemed at and the measure lost. It was then voted work load could not be handled this times to be an anarchic situation.” Mr. that the recommendation be presented way, but because of the “many and Pattee, in responding to the standing to the membership by mail ballot. varied claims upon the time of the school ovation, compared the growth of CAIS The Constitution was amended to administrator.” Thus no “economies” to the growth of a human being. He said create an Executive Committee which could be found and, in fact, any alter- that “as a child grows he begins to think would consist of eleven members, in- ation would result in increased expense. about persons other than himself and cluding the five elected officers of the Not only did the committee recom- about issues other than his own,” so association (plus the immediate past mend that the present organization CAIS, “by seeing itself in the larger and president) and additionally, five mem- should continue but that “careful con- extended field of independent educa- bers elected at-large. sideration [be] given to provision for tion can move into a more effective and Mr. Wallace Burr from Ojai Valley additional funds for office help in the valuable period of institutional matu- School, who was the president of the work of the Association which is con- rity.” association in 1961, reported on his stantly expanding.” It was noted, for The controversial subject of testing attendance as the official CAIS repre- instance, that “the Board of Elementary in elementary schools was often on the sentative at the NCIS meeting. He noted Standards required clerical work beyond agenda. Mr. Pattee’s Annual Report in two trends developing: that there would any earlier experience for purposes of 1960 notes that a total of 4,195 students be more money becoming available for evaluation alone.” Mr. Pattee’s 1961 in twenty-two out of forty-two member the development of independent schools Annual Report noted that there had schools had been tested over the full and that there would be closer coopera- been over 1,110 requests, by mail and range of grades from kindergarten tion with public schools and the Federal telephone, for information about CAIS through grade twelve. By 1961, he noted government. He expressed caution, schools. This was in contrast to the that 6,525 pupils had participated and however, saying we should be “con- “fewer than 300 requests” noted in 1957. that the average CAIS student was per- stantly aware of the dangers involved There also had been over sixty requests forming at the 80th percentile of the and the constant possibility of losing our for information from non-CAIS schools national norms with the lowest mean identity and independence.” and from people wanting to open their score being at the level of the 62nd A change in the accrediting organi- own schools. “A few,” Mr. Pattee noted percentile. zation for California secondary schools “have wanted to join before finding a A report was made in 1962 on a was proposed during this period. site...” Most of those hoping to start their special study that had been done com- Howard Pattee served as CAIS repre- own schools were parents “who are not paring CAIS norms with ERB norms. Mr. sentative on the organization commit- satisfied with their local public schools.” Paul Squibb, emeritus head of Midland tee. At the Annual Meeting in 1961, Mr. Pattee saw it as a “constant prob- School, Chairman of the Board of El- CAIS went on record as approving the lem” to ascertain how much of his time ementary Standards, emphasized the

12 The 1960’s continued.....

1960 - ‘62 (cont.) importance of the program. He saw it as “ The discussion was closed with the obser- making it possible to compare schools that “in many respects were unlike as far vation that ‘alternatives to WASC might as equipment, daily programs, and class- prove very unpleasant for independent room procedure are concerned.” By the end of the decade, participation in test- schools.’” ing through one of the approved pro- grams at least every two years became crediting agency, Mrs. Walker would require “a score of at least 500” on the mandatory in CAIS elementary and jun- continue to submit annual reports on SAT for students coming from non- ior high schools. the performance of CAIS graduates dur- WASC schools and that he felt this policy ing their freshman year to the Annual should be supported. A motion to do so 1 9 6 3 - ‘6 9 Meeting. passed. Mrs. Sara Lewis Rugg from Santa Bar- Mr. Hedge declared that there was There were still complaints that the bara succeeded Mr. Howard Pattee as a need for more independent school questions on the WASC forms were not Executive Secretary of CAIS in 1963. people to serve on accrediting commit- relevant enough to independent schools, Mr. Pattee continued as Secretary Emeri- tees, “especially as such people cannot and some new ones about the expense. tus until his death in 1967. be sent far because of travel expenses.” There was also a feeling that more teach- He asked that CAIS members willing to ers should be included on visiting com- CAIS and WASC serve contact him in July and August mittees and that there should be a ma- In 1963, Mr. L. W. Hedge, head of when teams were formed. When Mrs. jority of independent school personnel the accrediting commission for second- Rugg asked if some of the questions in on evaluation teams that visited inde- ary schools for WASC, gave a brief the evaluation could be “altered to be pendent schools. The latter feeling was history of the organization and noted more suitable for independent schools,” not universally held, however, as several that it included 690 schools. Mr. Hedge Mr. Hedge said that was possible. He expressed the thought that having pub- said that “a school should be evaluated was further asked when a new school lic school personnel was useful in that “it on the basis of its own philosophy and might apply for accreditation and the led to the education of public school how well it achieves it.” He explained reply was that it could be done “as soon personnel!” The discussion was closed the various instruments used by WASC as there were a sufficient number of with the observation that “alternatives in evaluating schools and affirmed that graduates of the school to determine to WASC might prove very unpleasant they were used “to help a school live up success in college.” for independent schools.” to its potential.” By 1966, Mr. Hedge reported that In 1969, the Executive Director of Although Mr. Pattee was not present 999 secondary schools had been ac- WASC, Wesley Berry, attended the An- at the Annual Meeting in 1964, his re- credited by WASC. He estimated that nual Meeting to report on WASC activi- port was circulated and gave rise to a about 97.5% of all public high schools ties in Hawaii, Wake Island and Guam, discussion of accreditation procedures. and most of the Catholic schools were in as well as in California. He also “gave a After it, the Executive Committee was that number. He stressed the great ben- thorough discussion” on the “proposed asked to investigate the possibility of efit he saw to schools in doing a self- amalgamation” of the Northwest Asso- CAIS becoming the accrediting agent evaluation by all its constituents and ciation and WASC. However, because for its own schools. Ray Ede from Army further stressed “the need for school of “political, structural and effectual” and Navy Academy was appointed the policy to be in writing, and for long reasons this move was “being regarded new WASC representative and a com- range planning and continuity.” with extreme caution by all.” After Mr. mittee of three was appointed to evalu- In 1968, Mr. Ede (Army and Navy Ede, gave his report, there was discus- ate the WASC Evaluation Criteria. Academy) reported that all but three sion about the possibility of WASC evalu- Mr. Hedge again addressed CAIS CAIS secondary schools were WASC- ating elementary schools. It was reported members at the 1965 Annual Meeting. accredited. He named two benefits to that one sixth through eighth grade He characterized WASC as a “service” accreditation. The first was a reiteration school had already requested and re- organization rather than a “police” ef- of Mr. Hedge’s point that the process of ceived WASC accreditation. fort. He stated that it was “vital” that self-evaluation involved for a school was teachers in schools be “personally and valuable and instructive, and the second CAIS and NAIS deeply involved” in the accreditation was the recognition accorded a school Concern was expressed in 1964 process and that student participation when its graduates applied to out-of- about another organization of which was also important. It was also noted state colleges and universities. He fur- CAIS was a part. NCIS was now called that year that even though the Univer- ther noted that the University of Califor- the National Association of Indepen- sity of California was no longer an ac- nia had announced that it was going to dent Schools and the concern expressed

13 The 1960’s continued.....

1963 - ‘69 (cont.) by Mr. Robert Ricklefts of the Robert distinction in that it was the only state CAIS might help to remedy this. One Louis Stevenson School (the CAIS repre- that had a female Executive Director. suggestion was that “able Negro stu- sentative to NAIS) was about a per- dents at the junior high school level” ceived lack of communication between CAIS and Its Teachers might be identified and money for schol- regional associations and NAIS and also Increasingly, teachers were being arship purposes might be obtained from between themselves. In 1965, it was represented at the Regional Meetings. foundations. Schools could let the Ex- reported that Mr. Willis Stork from Poly- Special mention was made of the 200+ ecutive Secretary know if they would be technic School would meet with NAIS teachers who had attended the North- willing to “accept culturally deprived to discuss ways it could support regional ern Regional Meeting, many of whom children.” The American Indian Founda- associations. His report in 1966 noted had demonstrated special programs, tion was noted as one such organization that NAIS had sponsored a sex educa- such as methods of teaching French and that provided support for such schools. tion seminar at Princeton “on which a particular music program at Marin By 1965 reports were being given there is an eight hundred page report” Country Day School. It was urged that about summer programs held for “dis- and that there were plans to offer other “every consideration be given to recom- advantaged students” which involved seminars on important topics. Further, a mendations made by teachers” for pro- “regular students.” Programs at Thacher, promise had been made to hold the gram items. In 1967, President Ricklefs La Jolla Country Day and Midland annual conference outside of New York (Robert Louis Stevenson) announced the Schools were mentioned. In 1967, Mr. every third year. members planning committee, made Twichell, headmaster of Thacher, made CAIS representation at the NAIS up of a combination of school heads a “comprehensive report” on a program annual conference increased in 1967 and teachers. and pointed out that “the called “Open Future” which added the and there was even some discussion of Executive Committee was resolved” to Claremont Colleges and the Los Ange- whether or not “the money spent for the make these meetings “a vital force in the les and Compton school boards to the Regional Meetings could not be better Association.” aforementioned schools in a joint effort spent in sending delegates from mem- In 1966, CAIS began sponsoring, in which resulted in summer sessions held ber schools to NAIS meetings.” The addition to the two annual Regional at Westridge, Webb, Midland and question was referred to the Executive Meetings, three-day seminars for teach- Thacher Schools. Four foundations and Committee. Since so many were going, ers on special topics. The subject of the CAIS were thanked for their underwrit- it was suggested that Mrs. Rugg investi- first seminar was English. Mrs. Rugg ing of the project. Mr. Twichell noted gate the possibility of chartering a plane reported at the 1967 Annual Meeting that students and teachers at Thacher to the meeting – which, true to the that eight-five people from eighteen had found “work with the disadvan- earlier promise, was being held outside schools had attended a history seminar taged to be a magnificent experience.” of New York, in Houston. held that year. There was some discus- At the Executive Committee meet- Mrs. Rugg reported on her atten- sion as to why attendance wasn’t higher ing in April, 1968, Mr. Bert Hammond, dance at the Executive Secretary’s meet- and the consensus was that “as much Executive Director of what had become ing held at the same time. The discus- publicity as possible should be given to Project Open Future (POF), reported sion centered largely on the “problems future seminars,” and that heads of that 180 students were participating in of independent education and co-exist- schools should “act on faith” and “push” what was planned to be a five year ence with public education.” A number their teachers to attend seminars. The program and that sixty-five additional of states reported both “unfavorable seminar for the next school year was to students were to be added in 1968-69. legislation” and difficulties with their be on foreign languages. A planning Sixty percent of the students were iden- State Departments of Education. Mrs. committee of school heads and teach- tified as “Negro” and thirty-eight per- Rugg felt that the CAIS yearly review of ers was announced. Additionally, indi- cent as “Mexican” with thirty percent secondary schools by the Board of Sec- vidual schools offered day-long subject living “below the poverty level” and ondary Standards, and the testing pro- matter meetings in 1967, such as the sixty percent “on the fringe.” gram “had impressed many in the State mathematics meeting at Flintridge and Participants, at a ninety-five percent Department” and probably accounted the science meeting at Marlborough. rate of attendance, had been involved in for our easier time of it. five weeks of summer sessions at CAIS Her perception was that CAIS was CAIS and “Disadvantaged Students” schools and in eighteen Saturday ses- “the most active association in the coun- A general discussion of the future sions held at the Claremont Colleges try and one that other associations took aims and goals of CAIS in 1964 pointed (“for continuation of the work and assis- as a model.” She mentioned as an ex- out “that independent schools in gen- tance begun in the summer session”). ample how some of the other associa- eral are not interested in the socially Mr. Hammond reported that “the goal tions had made use of CAIS evaluation deprived and their problems” and there of the program in the strictly educa- materials. She noted another California was some discussion as to what ways tional sense is to place hundreds of

14 The 1960’s continued.....

1963 - ‘69 (cont.) ing strong teachers and then holding consensus – and hope –that CAIS could disadvantaged Negro and Mexican onto them...” “obtain special consideration by virtue youths in first class colleges with the She described an Illinois booklet of its own sound educational policies abilities to succeed. Wider goals of un- describing how private and parochial and ethics” and that CAIS was “well derstanding and integration are of course schools in that state worked together thought of by the State Department of obvious.” “for better recognition” and mentioned Education.” He further noted that the Claremont that she had contacted the Association Colleges were “enthusiastically” assum- of Private Colleges and Universities for CAIS is Incorporated ing more and more of the financial and information. She also emphasized that Also in 1965, Mr. Dunn, of the administrative burden. POF became part the testing program which established school of the same name, reported on of the Colleges’ Center for Educational the standards of CAIS schools was “of the proposed incorporation of CAIS. He Opportunity in 1969 and encountered utmost importance.” Mr. Burr (Ojai Val- gave the reasons for incorporation as financial challenges when the support ley) reported that the testing and execu- being of two foundations was not renewed. tive committees concurred recommend- • individuals as officers and member CAIS continued its support and seven ing that a minimum testing program be schools are protected from legal liabili- CAIS schools were actively involved adopted in grades one through ten, to ties (Westridge, Westlake, Cate, Thacher, be conducted by the Educational • greater tax flexibility Webb, Midland and Dunn) in the pro- Records Bureau, and administered not • proprietary as well as non-profits could gram at the end of the decade. less than every other year. be members Teacher credentialing issues came • CAIS could be engaged in lobbying CAIS and Sacramento up in Mr. Rothermel’s (Marin Country Mrs. Rugg’s 1965 He stated that incor- Annual Report “’...student involvement in their schools, in poration papers were stressed that CAIS ready to be filed with must “obtain an orga- school and educational policy, is a vital and the Secretary of State nized means of know- and his motion to do ing what was going on growing movement.’” so was passed unani- legislatively in Sacra- mously. mento.” It reflected, among other things, a discussion held Day) report that same year on the hear- CAIS and “These Times of Changing by the Executive Committee in which ing for bill #776 in the state legislature. Moral Standards” several noteworthy points were made. The bill would require “state registration Two associations of note are men- •The value of the Board of Standards of all non-public schools.” As it turned tioned in the minutes of the 1967 An- and documentation of the profes- out it did not meet with committee nual Meeting. Mr. Munger, associate sional activities of CAIS. approval. However, the issue of teacher head at Midland School, reported on • The concern that should registration credentialing had come up in the discus- the Council for Religion in Independent of private schools be required, it be- sion. Mr. Rothermel was of the opinion Schools (CRIS) and said that the organi- come a function of the Board of Edu- that “CAIS should take the initiative for zation had offered to send staff west for cation as opposed to some other some credentialing program for its own three months to help organize student branch. teachers before the state does it for us.” conferences on religion. A discussion •There should be clear and constant Accordingly, it was suggested that the about how student interest might be awareness that California independent Executive Committee work on setting encouraged ensued. Three possible top- schools have “never enjoyed the un- standards for teaching credentials “along ics mentioned were derstanding of the general public in a the model of the State of Illinois Associa- degree commensurate with our con- tion.” • Why religion? temporaries in other geographic ar- Another, bill #405, regarding teacher • Eastern and Western religions com- eas of the country” and that there are certification came up, as predicted, the pared private schools in California “operat- following year. It required that any • Possible religious implications in ing on premises which would elimi- teacher teaching in a public or private the “hippie” movement nate them from membership in CAIS.” school in California must possess a BA •Full information regarding this legisl- degree. The bill was killed, but the issue There was a general feeling ex- ative situation should be made known was still alive. Another bill would have pressed that heads of schools should try to the trustees of member schools, required that private schools report any to develop “meaningful religious dia- including “the facts of life as they criminal arrests of teachers to the state logue” in their own schools prior to pertain in our competition for secur- Board of Education. There was general having discussions with others about it.

15 The 1960’s continued.....

1963 - ‘69 (cont.)

Mr. Munger was asked to con- And Finally... were to be on the agenda, such as tinue to serve as liaison with CRIS In 1963, Mrs. Rugg suggested “Whither, Why, and How for In- and to form a committee to con- that CAIS gather information from dependent Schools.” At the Ex- sider the “problem of religion in our schools comparable to the ecutive Committee meeting in independent schools.” Interest re- NAIS report on faculty salaries January, 1969, it was generally mained strong in 1968, with the and benefits, student scholarships agreed that the meeting, also held observations being made that CRIS and tuition and so one. The idea at the Santa Barbara Biltmore, had was “a strong influence in New was very favorably received and been very successful and that “per- England schools” and that “in these she was authorized to send out a haps one should be held every times of changing moral standards, confidential questionnaire with a two years.” school people certainly need and cover letter urging compliance. It can use such help as CRIS tries to was noted in the minutes of the The minutes of the last Executive provide.” October 1964 Executive Commit- Committee meeting of the decade Also mentioned was a confer- tee that no significant conclusion noted a number of developing ence of CAIS students that had could be drawn from the survey concerns: been held at Robert Louis because fewer than 50% of Stevenson School a few months schools had responded. The state- •the need to review and possi- prior. One hundred three del- ment was made that all schools bly revise the evaluation crite- egates representing twenty-one should participate to the best of ria for elementary schools schools were present. They formed their ability because “research is •possible Code of Ethics violat- an association, wrote a constitu- important and is initiated in the ions with respect to disclosure tion and by-laws, elected a slate of best interests of member institu- of information about a trans- officers and planned “five or six tions.” ferring student – particularly in regional forums to meet through- At the February 1968 Execu- the matter of drug abuse out the state next year.” Mr. tive Committee meeting, it was •the twelve to fifteen thousand Ricklefs, head of Robert Louis announced that many trustees of dollars debt of POF and the Stevenson, was very supportive, CAIS schools wanted to have a feeling it “had grown too far urging his colleagues to cooper- Trustee Meeting. The committee away from the schools” ate with the group and saying that agreed with Mrs. Rugg that it •the fact that a dozen Hawaii “student involvement in their should be a meeting separate independent schools belonging schools, in school and educational from the Annual Meeting. There- to NAIS had no regional asso- policy, is a vital and growing move- fore, when the association met at ciation and perhaps should be ment.” the Biltmore in Santa Barbara the invited to join CAIS Mrs. Rugg’s 1968 Annual Re- following June, plans were made •Kay Walker, secretary to the port emphasized that “amidst the for a meeting to be held in No- Secondary Board of Standards, present stresses and turmoil school vember and a committee ap- reported that twenty important heads must remember the good pointed to plan it. No more than colleges were refusing to send being done at their schools, and three trustees from each school student records upon which ac- must continue to strive for the were to attend and “topics of creditation of CAIS schools was best development of each indi- general interest and concern” based. vidual.” Some of the stress she may have been referencing turns up the following year in a note that Mr. William Webb of Dunn “...Mrs. Rugg’s 1968 Annual Report empha- School reported that 18% of the students at Midland had been ex- sized that ‘amidst the present stresses and pelled that year (1968-69). After a turmoil school heads must remember the lengthy discussion, he was ap- pointed head of a “three man com- good being done at their schools, and must mittee” to plan meetings on the subject of drug abuse to be held at continue to strive for the best development of Marlborough in the South and each individual.’” Marin Country Day School in the North.

16 The 1970’s The Times They~ Are a-Changin’ 1 9 7 0 - ‘7 1

I n presenting her report at the 1970 hope, as little by little we know each “can hopefully have this release used for Annual Meeting, Mrs. Rugg noted that other better, we share more openly and publicity in local papers.” As Mr. Pratt “the school year had been a difficult one we are more aware that we are a special (Town School for Boys) assumed the for many heads of schools” and she group performing a special service to a presidency of the Executive Committee, commended them all for “strength un- special community of students.” he said he felt that a primary task of CAIS der trying circumstances.” She expressed Mrs. Rugg’s 1970 report noted “the was “we must make ourselves better the feeling that CAIS schools “were relationship between schools and school known.” moving into a new era and one that standards on the one hand and parent This sentiment was given further would certainly present many problems.” agreement and cooperation with schools credence, as indicated in the minutes of She was roundly applauded, and named on the other.” The consensus of the the Executive Committee meeting in by President Stork (Polytechnic School) discussion that took place at the Execu- October 1971. It was reported that Dr. as “one of the greatest assets of the tive Committee meeting in June, was Wilson Riles, the State Superintendent Association.” In 1972, she remarked that CAIS schools “in addition to their of Public Schools, had been quoted in that she sometimes “yearned for the historical interest in academic standards the San Francisco Chronicle saying that good old days when chewing gum in are now actively involved in providing a “no private elementary schools had ac- school seemed a major problem.” stable environment socially for youth, creditation by any recognized group One of the emerging “trying issues” and in giving youth guidance in this and therefore many of them were oper- was head-trustee relations. One CAIS difficult era of drugs, permissiveness, ating without standards of education headmaster resigned in 1970 over an etc.” expected of public institutions.” Mr. Pratt, admissions policy and it was noted in Although there was general agree- in response, had written a letter which the minutes of the June Ex- “expressed concern” that ecutive Committee meeting the superintendent was un- that there had been three “...Mrs. Rugg noted that...she some- aware “of the elaborate “rather abrupt dismissals of evaluation criteria organized three heads in schools in the times ‘yearned for the good old days by the California association West” that year. Conse- for all elementary schools, quently, Mrs. Rugg was di- when chewing gum in school for new... and continuing rected to set up an “Ethical seemed a major problem.’” members.” Mrs. Rugg re- Practices” committee to be ported that her interview made up of three trustees and with the Associated Press two heads of schools with the on the matter had been canceled. She purpose to “advise, arbitrate and, hope- ment that all these were long term mat- and Mr. Pratt requested a personal inter- fully, head off severe trouble between ters that would have to be solved prima- view with Dr. Riles. heads and trustees – such trouble often rily by each individual school, there was This interview occurred prior to the damaging to the reputation of CAIS.” some thought given to two suggestions. January 1972 Executive Committee Trustees and school heads had be- First, that there be more meetings of meeting, and the report given by Mr. gun meeting in 1968 with an agenda school heads, divided by elementary Pratt and Mrs. Rugg was that Dr. Riles about the general direction of indepen- and secondary levels, so that “heads had “clarified” that he had been refer- dent school education. It was thought could share with one another ideas that ring to the “free schools” and “had not that meetings such as this might take might be of mutual benefit.” A second intended to reflect on CAIS schools.” He place every other year. A Trustee Work- idea was that CAIS might employ “a further agreed that mutual cooperation shop was held in March 1971 and NAIS public relations man” whose task it would between his office and CAIS would be consultant, David Mallery, engaged to be to prepare “position papers” that welcomed and that “he would be glad lead a meeting on the more specific would publicize what CAIS schools stand to meet several times a year” with repre- issue of “communication between trust- for not only to the public, but to trustees sentatives from CAIS. He expressed the ees, administrators, teachers, and stu- and parents. In a general session at the opinion that any state dollar aid to non- dents.” Mrs. Rugg noted in her Annual Annual Meeting, Mrs. Rugg offered to public schools would “necessitate some Report that year that the meetings had write a news release about the Annual government control.” Later in 1972, it “performed no miracles...but we can Meeting and send it to schools which was announced that Mr. Newton Chase 17 The 1970’s continued..... 1970 - ‘71 (cont.) had been appointed as liaison between The report of the Legislative Com- 1 9 7 2 - ‘7 9 independent schools and the State De- mittee at the Annual Meeting in 1971 CAIS, State & Federal Governments, & partment of Education. noted that state aid to non-public schools CAPSO With regard to public relations more was probably “inevitable” and even felt In 1972, Mrs. Rugg made a trip to generally, it was reported that James to be desirable by the Catholic parochial Washington in connection with a bill Durham of Cate School would be spend- schools. Although bill #150 calling for being considered by Congress to give ing two or three hours a week on it, his vouchers was not expected to pass, it an income tax credit to parents sending time having been “generously donated was an indication of just the sort of children to independent schools. She by Headmaster, Frederick Clark.” Mr. threat CAIS historically anticipated be- reiterated the widely held opinion that Durham felt that one of the first services cause as it was constructed it involved such aid would lead to some form of he could offer was to send each mem- “various restrictive controls of the state government control and wondered ber school a list of the education editors over schools.” It was finally moved and whether “schools would find the morale of various state and local magazines and carried that “although CAIS is con- boost to parents worth the burden of newspapers. stantly being pressured to back one these controls.” In early 1973, she re- Another issue in these early years of form or other of state aid,” CAIS was ported on California legislation allowing the decade was the bankruptcy of Project “opposed to legislation which will tend state tax credit to parents. That legisla- Open Future. Hope for saving the pro- to endanger the independence of non- tion was then being challenged in court gram was still alive in January, but by public schools.” Mrs. Rugg was asked to on the basis of the separation of church April it was considered impossible to send the motion to the schools and their and state. continue due to lack of funding. The trustees. Mrs. Rugg was “pleased” to say in Claremont Colleges were taking the In another matter involving the state, her 1973 Annual Report that “the non- position that “it was the moral obliga- Mrs. Rugg reported that “some mem- public schools were having more com- tion” of the schools that had partici- bers of the State Board of Education munication with one another.” Credit pated in the summer sessions “to as- were concerned” that CAIS schools were for this was due to the establishment of sume some of the deficit incurred by the not fulfilling the Education Code require- the California Executive Council of Non- Claremont Colleges on behalf of POF.” ments with regard to typing, driver train- Public Schools of which she was the Mr. Munger, now head of Midland ing and 175 school days. On the other vice-president. The Council was closely School, promised to look into the mat- hand, in October, though there was no tracking legislative efforts to aid non- ter. Much concern was expressed over new report of legislative activity at the public schools, noting particularly the the effect on the students who had been Executive Committee meeting, it was possible effects of a pending U.S. Su- enrolled in the program, but it was agreed noted that “requirements did slip into preme Court decision on the subject. In that further activities “would have to be the Health Code.” Now mandated were her Annual Report of 1974, she noted conducted on a local basis by individual “nutrition breaks” for students and hear- that with respect to the Department of schools each arranging for its own fi- ings tests for grades 1, 3, 6, and 9. Education, “recognition of non-public nancing.” Also at the October 1971 Executive schools is slow but more concern is More and more colleges and uni- Committee meeting, Mrs. Rugg reported being given to the needs of 8% of young versities at this time were becoming on the formation of a new national people who are enrolled in our schools.” “reluctant and uncooperative” about re- organization called the Council for This, of course, could be seen as a leasing freshman grades. It was noted at American Private Education (CAPE) double-edged sword. There were bills the 1970 Annual Meeting that CAIS was whose purpose was to “explore ways in introduced in the legislature in 1976 the only association that tracked its which the various groups of private that would have established a California graduates’ grades. At the 1971 meeting, schools might cooperate.” She felt that Accreditation Commission that would there was “considerable discussion” CAIS might take the lead in initiating a have supplanted WASC. Appointments about the issue with the result being that similar group for the state of California to the proposed Commission would have the matter was referred to the Executive and she and Mr. Pratt were given leave been made by the Governor, the Speaker Committee. There was a suggestion of- to do so. Mrs. Rugg announced in April, of the Assembly, and the Senate Rules fered that all seniors be required to sign 1972 that she was now a member of the Committee and would have meant, ac- a release before graduation. Accord- California Executive Council of Non- cording to Mrs. Rugg, that accreditation ingly, after the October Executive Com- Public Schools, and that the Council and evaluation “would certainly fall mittee meeting, Mrs. Rugg and Mrs. would be meeting with Dr. Riles of the within the public domain.” Immediate Walker were asked to draft and send to State Board of Education within the next response on the part of the private school schools a statement which could be two weeks. Mr. O’Leary (Anna Head community forestalled passage. In used to obtain releases from graduating School) said, “now was the time” for June1978, Mrs. Rugg, noted once again seniors. In 1972, the first year of the CAIS to move beyond a concern “with “that an increasing number of attempts program, twelve out of thirty-nine schools its own internal affairs” and “to make are being made by local, state, and returned the transcript release forms of common cause with other groups of federal agencies to influence or gain their seniors to Mrs. Walker. schools and colleges.” control of non-public schools.” She said 18 The 1970’s continued..... 1972 - ‘79 (cont.) that the Council of Non-Public Schools CAIS and the Episcopal Diocese notes that the Committee on Standards was “vigilantly monitoring these at- The Department of Schools of the would be submitting revised standards tempts” and would keep CAIS schools Episcopal Diocese of Los Angeles sent a of membership to CAIS member schools apprised. letter inquiring about some kind of group at the Annual Meeting. The practice of The name of the Council was membership for their schools in CAIS. having the Secondary Board of Stan- changed in 1978 to California Associa- There was much discussion about this at dards review the freshman college tion of Private School Organizations the Executive Committee meeting in records of CAIS graduates and standing (CAPSO). In the late ‘70s, the issue of January 1974. Among the comments, apart from CAIS “to give unbiased and school vouchers again appeared on the “It was pointed out that the purpose of unprejudiced evaluation” of what CAIS horizon. Mrs. Rugg reported on the CAIS was to improve standards among schools were doing in preparing stu- good work CAPSO was doing in Janu- schools in California” and certainly the dents for college were “all a part of ary of 1979 on the matter of the Coons committee “wished to be of aid.” How- history now.” Rather, “the Association Voucher Initiative. She expressed the ever, it was further recognized that “CAIS has chosen to monitor its own schools, opinion that the voucher movement as had evolved a method whereby schools to establish standards which will give a spelled out in the book Education by could examine themselves and be given more complete picture of a students’ Choice by John Coons was “the wave of criteria for self-improvement” and that secondary experience, but it will still rely the future.” As private schools would be “this method hinged upon each particu- heavily on grades, test scores, and col- greatly affected by this initiative, she lar school being a full member and go- lege acceptances.” She termed this step urged everyone to read the book. Mr. ing through the evaluation process ev- “courageous” and noted the dangers as Coons was invited to be the speaker at ery five years.” Thus, the request was “inherent and obvious as friends may the 1979 Annual Meeting. denied. However, Mrs. Rugg was em- find themselves in the unenviable posi- powered to send a full year’s mailings, tion of critical judgment of friends.” The CAIS and “Ethical Practices” use of CAIS evaluation materials and revised standards were submitted to the The Ethical Practices Committee cir- invitation to attend all CAIS seminars general membership at the 1979 An- culated a letter in 1971 that was to be and meetings at no charge. nual Meeting and approved. sent to all schools on the subject of Meanwhile meetings between the “ethical practices” in relationships be- CAIS, WASC, and Changing the Stan- CAIS representative to WASC and its tween trustees and heads. In April 1972, dards for Membership Executive Director, Mr. Lyle Siverson, the opinion was expressed that a state- The name of the Board of Standards were taking place regarding a possible ment on the functions of the committee for Secondary Schools was changed to elementary school evaluation and ac- and on ethical practices should be sent College Performance Review Board in creditation program sponsored jointly out again and, indeed, annually, to all 1977. Issues began to arise around by WASC and CAIS. It was noted that boards of trustees and heads of schools schools being dropped from CAIS mem- “Mr. Siverson had acknowledged that each September. Mr. Munger (Midland bership because the performance of WASC needs additional training and School) reminded Executive Committee their graduates in college was not “up to experience in working with elementary members of this at the October meeting CAIS standards.” It had been noted at schools,” but great hope was expressed and noted that this “letter of concern” the January 1977 board meeting that on the part of the WASC “that a joint should discuss problems that frequently there was “increasing difficulty in estab- program can be established similar to arise with the dismissal of head of school lishing clearly the mission and responsi- the one used at the secondary level.” and suggest proper procedures in such bility of CAIS and its Board relative to its cases. In June, he wondered facetiously, membership criteria which sets stan- CAIS and the NAIS “if this letter had had any part in the fact dards for college enrollment and under- In 1972, CAIS began work on co- that since then no head of a CAIS school graduate academic performance.” Ac- sponsoring and planning the NAIS an- had been fired.” A year later, Mrs. Rugg cordingly, it was agreed that a commit- nual conference, held in 1974 in San noted some continuing complaints of tee be formed to “consider the entire Francisco. A planning committee of unethical practices, but none regarding background of this problem” and to twelve members was set up including, in the dismissal of heads. However, in 1974, “provide recommendations to resolve addition to CAIS representatives, people it was clear there was continuing need related questions that have persisted for from other regional associations such as for the committee. Mrs. Rugg, after hav- some time and have lately become in- the Pacific Northwest, Arizona and the ing attended the NAIS meeting of asso- creasingly difficult to reconcile.” After fledgling Hawaii association. Part of the ciation directors, reported in October the Annual Meeting in June 1978, and in planning involved investigation of the 1976 that issues between trustees and response to a “general feeling” that the possibility of chartering a plane for at- heads “continued to be one of the prime old criteria for membership should be tendees from eastern schools. Mr. concerns of all.” discarded, a Criteria Task Force was O’Leary (head of the newly conjoined created. Anna Head and Royce Schools – for- Mrs. Rugg’s 1979 Annual Report merly head of the Anna Head School),

19 The 1970’s continued.....

“...She cited examples of the lack of qualified replacing them in 1972 with a series of subject matter meetings to be held in female candidates in filling a number of posi- each region of the state on a Saturday in tions that required ‘administrative responsibili- November or December. CAIS schools were to host these meetings and each ties and leadership’ and this ‘prompted great school to be paid $100 to help defray concern’ at the June Executive Committee expenses. A fee was charged to schools sending teachers to these meetings. The Meeting...” subject areas to be covered were: En- glish, history, math, fine arts, science, 1972 - ‘79 (cont.) languages, plus a meeting for “teachers ering” that was underway under NAIS chair of the committee, was hoping that in self-contained classrooms, pre-kinder- auspices. “If all goes well,” she said, “we a round-trip fare of $150 could be ar- garten- grade six.” should have enrollment, salary, and tu- ranged. It was. Subject matter seminars featuring a ition information available this summer The meeting was to have, in addi- different subject each year had been for our organization.” She also noted tion to keynote speakers like Dr. Wilson held in addition to the Regional Meetings the Annual Report of NAIS president, Riles, gatherings of three types: general since 1966. With the new format being Cary Potter at the San Francisco meet- meetings of interest to all levels of edu- suggested, no seminar was held in 1972, ing. In citing the growth of NAIS, he said, cation, workshops for specific grade and the program was not reinstated. “ten years ago, only one state, Califor- levels and/or topics, and meetings in Reviews of the substitution of multiple nia, had gone so far as to maintain a state which schools might present interest- subject matter meetings for the Regional association office, with an executive sec- ing new programs or methods. At the meetings were decidedly mixed, so in retary. Today 11 associations maintain Executive Committee meeting held af- 1973, there was a return to having a full or part-time offices of that kind. NAIS ter the conference, it was generally general meeting held annually in each draws on these groups for information, agreed that it had been a “successful region. Mrs. Rugg reported in June 1973 ideas, and practices; they, in turn, draw and worthwhile” effort. Over 2600 that there had been particularly good on NAIS.” people had attended over 100 work- attendance at the Northern Regional An example of this occurred in 1978 shops and Mrs. Rugg noted with great Meeting and said she believed this was when the minutes of the Executive Com- pride the number of California “faculty, due to its having been held on a week mittee in October 1978 report a pro- school heads, trustees and administra- day. The Executive Committee then posed IRS ruling which threatened to tors” whose “talents” had contributed agreed that both Regional Meetings impose a quota system of minority en- to the success of the meeting. should be held on weekdays thereafter. rollment in non-public schools. Mrs. Rugg In spite of the success of this col- In June 1974, Mrs. Rugg expressed noted that reactions in CAIS had tended laboration, in October of 1974, she concern that generally only one or two to be either “hysteria or complacency.” commented that “something needs to schools were planning the Regional She further noted that NAIS had drafted be done in the West. They never seem Meeting and she wondered if participa- a statement which explained that it is to go farther than Texas or Chicago.” tion could be broadened and if, in par- comprised of “non-profit, non-discrimi- This, in spite of the fact that nearly one ticular, more teachers could be involved natory schools with a record for affirma- quarter of NAIS schools were located in the planning of it. There was noted in tive action in the enrollment of minori- west of the Rockies. An exception to response a request from a teacher to ties” and added that CAIS had similar this took place in 1977 when Mrs. Rugg hold a special session at the Regional non-discrimination requirements in our reported on the NAIS-sponsored meet- solely for teachers with the purpose of membership standards and a history of ing on “Women in Education” which outlining a code of ethics for teachers in affirmative action. It was moved and took place in Pasadena and “explored “setting out rules for relationships be- passed that CAIS support the NAIS po- ways in which women could be pre- tween teachers, heads, trustees, etc.” To sition and send a written statement of vailed upon to become involved and some Executive Committee members this support immediately. Part of the motion take leadership positions in indepen- “smacked of a teacher’s union.” A mo- was a statement of opinion that while dent education.” She cited examples of tion was made and carried that this con- CAIS supported the IRS goals, it did not the lack of qualified female candidates cern be brought up at the next trustee support its methods. By January 1979, in filling a number of positions that meeting under the heading of “Relation- the IRS “seemed to be backing off.” required “administrative responsibilities ship of Trustees to Teachers.” and leadership” and this “prompted Not much had changed in1975 and CAIS and Its Meetings great concern” at the June Executive 1976 with respect to the “style and cov- The Regional Committee Meeting. erage” of the individual Regional meet- Discontent with the format of the Mrs. Rugg noted in her Annual ings being determined by the host Regional Meetings led to the plan of Report of 1974 a “new statistical gath- schools. There continued to be agree- 20 The 1970’s continued.....

1972 - ‘79 (cont.) ment that “the most important aspect” Plans were made in April, 1974 for because the review of the 1977 meeting of the meetings was their “catering to another Trustee Meeting to be held in at the Executive Committee meeting in the needs of the classroom teachers.” In November of that year at the Biltmore January 1978 included the note that 1979, the format of the meetings was with the suggested theme, by Mr. Howell trustees wished “more time for informal questioned again and again, the idea Webb (Foothill Country Day School) of interchange.” Accordingly, Mr. Manson, that “a series of meetings in specialized “Personnel Problems and Good Com- (Marin Country Day School), who was fields might attract faculty” was pro- munications Between Heads and chair of the planning committee for the moted. Mrs. Rugg responded by saying Boards.” The consensus of the Execu- fall 1978 meeting, agreed to “make a that such a format had been tried in the tive Committee was that this “might be special effort to seek participation on past, but that “the membership always a satisfactory theme.” The following April, the part of trustees” in planning the came back to the original design in the plan was for the meeting to be held meeting. This was in response “to a order to reinforce the corporate sense again in November at the Biltmore. It strong request by some trustees.” of CAIS.” The model of having a chair for was to include business managers and By the end of the decade, the meet- each meeting from the host school con- the suggested topics were “budgeting, ing had been established as an annual tinued with the note that “it was gener- dollar planning and long range financial one to be held for trustees and school ally agreed that the chairman should tap planning.” heads in the fall at the Santa Barbara local university and college expertise Ideas for the 1976 meeting agenda Biltmore. The theme for the 1979 meet- rather than heavily lean on one’s own were more prolific. Jack Adams (Laguna ing was “understanding the adolescent” school.” Blanca) was chair of the planning com- and Tim Burns (Mayfield) was chair of mittee and the primary emphasis was to the planning committee. Trustee - School Head Meeting be on “educating Boards to know their The first meeting conducted prima- schools better and to seek good com- Annual Meeting rily for trustees was held in 1971, and a promises.” Mr. Adams expressed the A letter sent to the Executive Committee discussion about its success was held at intention of soliciting ideas from mem- in 1972 on the subject of changing the the April 1971 Executive Committee ber schools and added his own thought format of the Annual Meeting in the meeting. There was general consensus that also included might be issues such direction of shortening the business that another such meeting be held in the as “better public relations, long-range meeting and substituting “workshops future. A review of the March meeting planning, college admission discussions, on broad educational problems” was produced several suggestions. Among personnel management, moral educa- held to have merit. Accordingly, two them were: that trustees have an oppor- tion...” The Executive Board also sug- speakers were invited to the 1973 An- tunity to meet without school heads; gested “a session on teacher organiza- nual Meeting and a panel discussion that the “case studies” exercise should tions.” planned on the subject of values con- be retained as it was “most beneficial for Mr. Adams and Mrs. Rugg revealed flicts. In particular, the impact on schools the trustees ‘to play’ with such hypo- at the October1976 Executive Commit- of different values of parents, alumni, thetical problems;” and that a future tee meeting that an announcement for students, faculty and trustees would be meeting be planned which would in- the December 10-11th meeting would considered. Effort was to be made to clude “business managers, treasurers, be sent to school heads in early Novem- “have very divergent views represented school heads and school trustees; and ber. It would include “a listing of the with, for example, supportive and non- that it be a two-day meeting.” various topics and names of invited supportive parents represented.” It was Accordingly, a committee was guests who will participate...” The com- also mentioned that “hopefully, new formed to plan such a meeting for early mittee decided that rather than trying to information would ensue on current February 1972. Mr. Clark offered the reach individual trustees with this an- feelings and thinking of young people, facilities of his school (Cate) for the nouncement “school heads would be minorities, etc.” meeting, but the current president of responsible for getting the word of the It was made clear, however, that the the board, Mr. Pratt (Town School for conference out to their respective trust- Annual Meeting was definitely “a closed Boys) moved that the Santa Barbara ees.” The consensus in January 1977 meeting” held solely for heads of schools, Biltmore be the location. The motion was that the 1976 meeting had been assistant heads, and their wives.” Out- passed. Planning involved the sugges- successful. It was noted, however, that siders representing business organiza- tions that the newly-formed Hawaii As- at any future “similar meetings” there be tions, reading clinics, etc., were not in- sociation of Independent Schools be an effort “to schedule ‘mixing’ activities vited and not welcome.” Mrs. Rugg was invited and that business managers for the trustees early in the conference, instructed to turn away tactfully, but “might have opportunity to meet to- and more often through the program to firmly any such ‘crashers.’” gether in January for an exchange of overcome the common instinct of del- The timing of the meeting was peri- information” before what was now be- egates from the same school to stick odically an issue and a straw vote of ing called Trustee - School Head - Busi- together.” members of the Executive Committee in ness Manager Meeting. Evidently, the effort was successful June of 1977 “showed that there was a 21 The 1970’s continued..... 1972 - ‘79 (cont.) clear majority in support of trying the process of long-range planning similar to sist on standards required by Associations the process widely used in businesses meeting in the fall to avoid the perennial to which the schools belong.” CAIS conflicts found with a June meeting.” It and one used at his school. In this exercise drafted a policy letter emphasizing the was decided that a balloting of the entire as he described it, “problems are stated, importance of CAIS schools in upholding facts marshaled, priorities set, alternatives membership should be made. In Octo- the law relative to busing and in doing so listed, etc.” He then distributed forms and ber, the results were reported as follows. explained in some detail how the process “Sixty-one responses were received [out worked. In the end, it was decided that a of a possible sixty-nine] with twenty-nine “...She said that in voting for the fourth week in June; twenty- general questionnaire be sent to all school spite of numerous two voting for a late fall one-day meeting heads, and then a committee formed to study the results. Mr. Munger (Midland in connection with the Trustee-School conversations she School) was named chair of that commit- Head Conference; nine votes for a week- tee. Some of the “questions and con- end in September.” Accordingly, it was had conducted with cerns” that came out of the process were: moved and carried that, at least for the representatives of 1978 Annual Meeting, the date would be • Executive Committee smacks of Senate the last week in June. Further established Seniority Committee – get working com- KNBC, the Wall mittees with newer members on it by the motion was the location. The Santa • Need to update reasons for existence of Barbara Biltmore was to be the perma- Street Journal and the CAIS nent site of the meeting. The verdict was • Should we take stands on educational Los Angeles Times, unanimous. policy? ‘not one referred to CAIS and Its Constituencies • Should we be a teacher agency? (is teacher placement worth all the work?) An extensive discussion was held at the evaluative pro- • Need for more “nuts and bolts” for the June 1974 Executive Committee meet- heads cesses and accredi- ing on the subject of the “purposes, needs • Regional meetings and trustee meet- and goals of CAIS.” A letter from a repre- tation procedures sentative of a group of northern CAIS ings are interesting but not valuable business managers questioning what CAIS • Lobbying and watching in Sacramento which insist on stan- and Washington is very valuable did for member schools and whether it • Take stronger stand with trustees who dards required by As- was worth the cost was read. The initial fire a head for what seem to be wrong reaction of the committee was that “CAIS sociations to which is an organization of heads of schools and reasons need not be ‘at the beck and call of the schools belong.’” Additionally, the following year, after business managers.’” It was pointed out conducting meetings throughout the state, that the author of the letter might best be refraining from providing the means for Mr. Marder reported that schools had directed to her head of school for answers parents and students to oppose or avert reported a list of twenty-one areas of to the questions. Upon more reflection, any court order relative to integration.” the question was raised as to whether or concerns with which they felt CAIS might This statement was used by the California not the Executive Committee “knows be of help. Mrs. Rugg, whose title was Executive Council for Non-Public Schools now “Executive Director,” was asked to what heads and schools want” and the and appeared in major newspapers in the work with Mr. Marder in responding. observation was made that “we need state indicating the private school sector’s In her 1977 Annual Report, Mrs. each other less now.” support of school integration. Rugg noted that private schools had been Mrs. Rugg enumerated CAIS services as being testing, evaluations, insurance, the focus of the media because of the Changing Leadership answering questions from the public on busing situation. There had been a four- Sue Badger became the Executive part segment on the Los Angeles televi- matters like accreditation, having a CAIS Director of the Association in 1979. She sion station KNBC which had “brought representative on WASC, etc. She noted asked for direction from the Executive films of our own institutions and leaders that a formal statement of these services Committee with respect to her priorities into the living rooms of millions of view- would soon be sent to all trustees. With as she assumed the job. In the ensuing respect to teachers, it was asked if dupli- ers.” As always, she laments “it is often discussion, it “surfaced” that there was a cate copies of all CAIS communications what is not included in the information “need to re-examine the purpose and gathering that would have made a signifi- to schools might not be sent to a faculty function of CAIS and the ways to best cant contribution to a better understand- representative at each school. It was felt implement these goals.” Accordingly, as ing...” She said that in spite of numerous that perhaps, “in this way teachers might the decade of the ‘70’s came to a close, it conversations she had conducted with feel more a part of CAIS instead of feeling was decided that the January board meet- ‘left out’, as many do now.” representatives of KNBC, the Wall Street ing be extended into a “retreat” for the Mr. Marder (Harbor Day School) sug- Journal and the Los Angeles Times, “not purpose of “reflection on these basic one referred to the evaluative processes gested that there could be instituted a issues.” and accreditation procedures which in-

22 The 1980’s Increasing In Numbers,~ Coming of Age 1 9 8 0 - ‘8 1

The Annual Report submitted by Sue CAIS grew from thirty-seven schools to CAIS staff had been more directly in- Badger in 1980 painted a picture of the eighty-six schools (ten of these being volved both in the planning of both the new CAIS office, at her home in Upland, now called “provisional” members) – an programs and the logistics of the Re- (the Articles of Incorporation had to be increase of 132%. When Mrs. Badger gional Meetings and saw this trend con- revised to enable the office to be moved left the Executive Directorship in June tinuing “in order to reduce the burden outside of Santa Barbara County where 1987, she noted that membership stood on the host school.” Another virtue of Mrs. Rugg resided). It had a specific at one hundred sixteen schools, seven- these changes was noted as being the room set aside, with separate telephone teen of which were provisional – an- ability to provide continuity and struc- service registered under the name of other 35% increase. Additionally, CAIS ture from year to year, and to coordi- CAIS, and answered by a full-time ad- continued to receive applications at an nate the involvement of more associa- ministrative assistant/secretary. She average of eight to ten per year. tion members. noted that “the purchase of additional The January 1980 Executive Com- Mrs. Badger also reported “over- office furnishings, an IBM Selectric type- mittee meeting was held at the Valley whelming” expression of interest at a writer, and a telephone answering ma- Lodge in Carmel Valley, but the minutes session on women in independent chine, complete the picture.” In Janu- are silent on the subject of “retreat” and schools offered at the Northern Regional ary1982, she reported that CAIS was “reflection.” However, in June 1980 the Meeting which had led to a follow-up paying a monthly sum of $300 to Executive Committee minutes note that meeting which, in turn, was expected to Chadwick for office space, including “the general direction of the Association lead to a full-day workshop later in the utilities. She also reported that she was was discussed and affirmed.” There was year. One of the “dominant themes” she “very pleased” with the new two-line concern voiced for the “general turmoil saw emerging from the school visits phone system “even though it was more going on in the public sector” and there she’d made in her first year of service expensive than the old one.” By 1985, was the sentiment expressed that “CAIS was “real need to develop significant, in- she was reporting that the office had had a responsibility to open up channels depth professional programs and op- “become computerized,” and by the of communication with public school portunities for independent school time she resigned in 1987, CAIS was people in order to help alleviate some of people on the West Coast.” To that end, ensconced in its present office and had their problems, if possible.” she reported that plans were already hired an addi- being made for a tional person. beginning teacher Mrs. Bad- “From 1960 to 1980, CAIS grew from thirty- institute, a workshop ger identified on sex education, four “loosely or- seven schools to eighty-six schools ... an and something for ganized cat- boarding school resi- egories” of ac- increase of 132%.” dential faculty. tivities of CAIS: True to Mrs. membership Rugg’s prediction and evaluation; professional programs With respect to professional pro- that vouchers would be “the wave of the and services; professional affiliations and grams and services, Mrs. Badger reported future,” the higher media profile of CAIS representation; and information re- in June1980 that the Northern and South- continued because of it in the early 80’s. source. With respect to membership ern Regional Meetings had enjoyed a Mrs. Badger reported that “after much and evaluation, the treasurer’s report, record attendance. She felt that a very debate and a number of drafts” the CAIS given to the Executive Committee in significant development in this area was Executive Committee had adopted a January 1980, is revealing. A surplus of the creation of two “Academic Services statement on the Coos-Sugarman Initia- $10,000 was reported. The credit for its Committees.” They were comprised tive for Family Choice in Education. This existence was given largely to “increased solely of CAIS teachers who had the “first foray into the world of public posi- membership.” In the first twenty years of responsibility of “making contact directly tion” strove to be “neutral and informa- the association, CAIS had grown from with their colleagues at schools in their tive in tone” and became the basis of a an original twenty-one schools in 1940 region, and providing a framework in number of telephone interviews with to thirty-seven schools in 1960 - an which professional needs can be identi- the press. In spite of the efforts to be increase of 43%. From 1960 to 1980, fied and served.” She also noted that the neutral and informative, Mrs. Badger felt 23 The 1980’s continued.....

next meeting. The letter he presented in These revised procedures were “One of the ‘domi- April 1982 was endorsed with “great unanimously approved and became part nant themes’...was enthusiasm.” It was to be sent to the of the standards of membership. One of schools in question and then to all the board members that year was Mimi ‘real need to develop member schools. Baer, director of St.-Augustine-by-the Sea significant, in-depth Mrs. Badger reported in October School, and current Executive Director 1982 that while CAIS involvement with of CAIS. professional pro- CAPSO was very important, it was be- The first order of business at the coming increasingly difficult for her. Secondary Board of Standards in April grams and opportu- The organization “had taken strong af- 1982, was to discuss “the usefulness of nities for indepen- firmative positions ...on the voucher the survey of graduates of CAIS schools.” initiative” and she noted that “they are No longer did secondary schools qualify dent school people eager for our support.” She felt com- for membership in the association based on the West Coast.’” pelled “to do her part” as a member of on the performance of their graduates, the CAPSO board and yet did not want but through WASC accreditation, there- to “make any commitments that would 1980 - ‘81 (cont.) fore the value of the information gath- run contrary to the wishes of CAIS.” The ered was questionable. Additionally, a that most “seemed to find it a frustrating Executive Committee supported her as number of schools were noted as being statement to deal with,” and she pre- having “maintained the proper degree “tardy” in providing CAIS with their dicted “we shall almost surely have an- of neutrality” urging her “to continue to school profiles. Nonetheless, it was felt other round to do with the issue.” She do all she could to show the CAPSO that the requirement of the gathering of closed her report on “Information Re- organization that we were sympathetic that information had merit as a means of sources” with the note that there were to their concerns and would, when self-study even though it was no longer many daily requests coming to the of- possible, actively support the positions effective or useful as a means of evalua- fice for specific information on a “myriad they took.” tion by CAIS or an outside agency. of topics” and that while CAIS could not 1 9 8 2 - ‘8 7 Accordingly, the Executive Committee always oblige, at least an attempt was decided that CAIS secondary schools Membership and Evaluation made to point the inquirer in the right would continue to be required to report Besides a budget surplus, another direction. She felt that this was perhaps SAT scores, as well as college admis- effect of the increase in applicant schools the least understood and most under- sions records for each graduating se- was noted in October 1982 by Mr. utilized service of CAIS. nior. The ERB test continued to be re- Grella (St. Matthews’ Parish), chairman The issue of proprietary schools oc- quired for elementary schools. of the Elementary Board of Standards. cupied the attention of the Executive In January 1983 Mr. Wyman He said that the numbers not only made Committee in the early ‘80s. Sue Badger (Thacher) of the Secondary Board of it difficult to keep up with the paper- was authorized in October of 1980 to Standards called the Executive work, but “even more difficult to insure seek a legal opinion “concerning the Committee’s attention to a letter the the quality of those schools admitted to legalities of excluding proprietary schools Board of Standards had received from probationary status.” Provisional schools from association membership.” In Mrs. Badger after her meeting with Lyle are noted for the first time in the 1979- April1981, it was decided that a propri- Siverson of WASC and representatives 80 directory when five out of a total etary school would be deemed a “new from several member schools. Under CAIS membership of eighty-three are school” when it was sold and thus would consideration at the time was the adop- listed. There had been nine more added be dropped from the Association, and a tion of the New England Manual for by 1982. Accordingly, the Elementary motion to bring this before the entire secondary school accreditation pur- Board of Standards recommended revi- membership at the Annual meeting in poses. She raised the question as to sions of procedure. Among them were: June was passed. whether or not CAIS wished “to make In January 1982, Nat Reynolds the accreditation process, under cur- (Westlake) led a further discussion on • no school would be eligible for provi- rent or yet to be determined standards, the subject and the Committee once sional membership earlier than its third synonymous with membership” or again voted to “support the 1979 policy” year of existence rather, did it “wish to reserve to itself re: the dropping of a school when it was • if a school is accepted as a provisional additional standards over and above sold. A “grandfather clause” was sug- member it must pay one half a year’s those measured by accreditation?” gested to affect those proprietary schools dues at the lowest rate The resulting recommendation was (six in number) currently in the associa- • every provisional school must undergo that “membership in CAIS should in- tion. It was noted that Mr. Reynolds a full self study under whatever form is volve accreditation by WASC using ei- would “draft some thoughts” about “non- then in effect in its second or third full ther the current instrument or the New profit status” and present them at the year of provisional membership. England Manual AND the completion

24 The 1980’s continued..... 1982 - ‘87 (cont.) of a specifically prepared supplement fee be raised if CAIS was meeting its and standards (except for program) al- which would be approved by the Sec- budget and why should secondary most the exact replica of the CAIS ondary Board of Standards and approved schools underwrite the cost of elemen- Manual for Elementary School Stan- by the Executive Committee.” tary evaluations through dues? Ms. Baer dards.” K-12 schools were given the In 1984, Mr. Reynolds (Westlake) suggested an increase in the fee to choice of using either the elementary or reported on his assignment to write a $50.00 though “she also expressed con- secondary standards “with the program supplement to the WASC accreditation cern that CAIS require evaluation for portion appropriate to the school level.” document to be used in CAIS schools. membership yet not include its cost in In her 1985 Annual Report, Mrs. He concluded in the process that the the dues payment.” It was left that schools Badger expressed the opinion that one Secondary Board should “develop a being evaluated would pay an evalua- of the advantages the new manuals document similar to that of the Elemen- tion fee “of an amount to be determined brought to CAIS membership delibera- tary Board.” A new elementary school by the Elementary Board of Standards tions was “the articulation of ‘standards manual had been adopted in 1983. The on a yearly basis.” to be applied’ in each of the sections.” question of how WASC would receive The first day of the two-day January As they were separate from specific this was answered by Mrs. Badger who 1985 Executive Committee meeting, the membership requirements, both the said she expected “approval and even minutes record that meetings had been candidate schools and visiting teams assistance” in the production of such a held with ERB at which the proposal to were possessed of “a far broader gauge document. Accordingly, Mr. Reynolds offer workshops to help schools inter- on which to measure whether a school and his committee drafted a new ac- pret and use ERB results was made. does, indeed, qualify for candidacy. ” At creditation instrument for secondary Meanwhile the intention of the Second- the same time “reasonable assurance” schools and Mrs. Badger presented it to ary Board was to have a document was given that undertaking the task of WASC Executive Director, Mr. Siverson. ready to be approved at the April Execu- self-study and evaluation would result in The new secondary document did, tive Committee meeting in time for pre- full membership. Mrs. Badger felt that as she expected, meet with general sentation to the general membership at another plateau had been reached “in WASC approval and, indeed, Mr. the Annual Meeting in June. the on-going process of definition of our Siverson suggested that it be reviewed Mr. Astman at this point questioned membership standards which may al- and edited, “in order to achieve consis- the existence of two separate standards low us to turn our energies and attention tency with other WASC instruments,” documents. President Grella noted that elsewhere (at least until the next incar- by a WASC staff member “thoroughly once the Secondary Standards were nation of the Great Standards Debate!)” familiar with official language and pro- finalized, “The Board in those latter days cedures.” Mr. Collins (San Francisco will be moved to marry them.” The Professional Programs and Services University High) recommended that the minutes record that Mr. Astman was For Trustees and School Heads document be presented to CAIS mem- “not taken in by the promise of mar- Mrs. Badger reported in 1982 that bers in its “broad brush meaning” with- riage” and further questioned “the curi- the Trustee-School Head and Regional out “further editorial involvement.” There ous attitude about elementary and sec- Meetings continued to “achieve record followed a discussion of whether or not ondary education which may indicate a attendance” and, additionally, had been CAIS “should become an officially rec- covert [overt with ERB] double stan- completely planned “by committees ognized accrediting organization.” The dard.” There was no answer “to this composed of the constituencies most Executive Committee minutes for Octo- phenomenological question forthcom- directly concerned.” Likewise, in her ber 1984 report that “the fourth draft” ing,” so the minutes note that the meet- final report as Executive Director in 1987, was now ready for “WASC editorial ing was adjourned “to an exceptional she noted that the trustee program had scrutiny.” meal...with separate but equal portions “flourished.” She reported that the con- Also in 1984, a testing committee for elementary school heads.” ference, attended by upwards of three was formed to, among other things, On the second day, as part of a hundred people representing sixty-five review and perhaps revise, the CAIS discussion on long-range planning, it to seventy schools was “by far the larg- elementary testing program. Jim Astman was agreed that “elementary and sec- est state-wide gathering of its kind in the (Oakwood) was appointed chair. A dis- ondary standards need melding” requir- NAIS membership.” Part of the reason cussion was also begun on the subject ing an “on-going investigation of the for the “flourishing,” she felt, was the of charging a larger fee for elementary possibility of two varieties of CAIS ‘citi- “increasing complexity of the responsi- school evaluations. A fee of $25 had zenship’ resulting from the differences bility of trusteeship,” and also because been instituted the year before and Mrs. in standards between the two levels of “the CAIS board views problems of gov- Badger reported that it had cost $700- schooling.” Mrs. Badger noted in June ernance as the strongest threat to the 800 in printing and postage costs to 1987, however, that the new secondary stability of schools seeking CAIS mem- evaluate ten to twelve schools. A num- standards (which were approved, as bership and accreditation.” ber of questions and recommendations planned, in April, 1985, to go into effect With respect to the Annual Meet- were made, including why should the in the fall of 1985) were “in approach ing, in January of 1982, the Executive 25 The 1980’s continued.....

1982 - ‘87 (cont.) Committee minutes record an assertion last that would be able to be held at a the need for some kind of extended that the Annual Meeting should “be of CAIS school “because there are too opportunity to become better ac- high quality and intellectually demand- many people who wish to attend the quainted and to address some common ing.” One of the issues for discussion the Regional Meetings.” Mrs. Badger re- issues of major importance.” The first following year, in October 1983, was ported that forty-seven classrooms had workshop was considered sufficiently addressing the fact that attendance at been used at Pomona and approximately successful to offer a second one the the June, 1983 meeting “was down for 1700 people had attended. She pointed following year in Northern California. the first time in both numbers and per- out “the vital role of the Academic Ser- Though it was well attended, there did cent.” Only sixty out of a hundred schools vices Committee in helping to plan, not seem to be a compelling consensus had attended. In the ensuing specula- organize and execute” the meetings. that such a workshop should become tion as to the reasons for that, Mr. Dav- In accordance with the new plan to an annual event. enport (Athenian) “urged more forth- have one Regional Meeting per year In 1986, the first issue of the Faculty right admission of the need for a pro- with “Discipline Days” being planned Newsletter was produced. Originally, a gram that allows for relaxation and rec- by the Academic Services Committee in project of the Academic Services Com- reation.” CAIS membership was duly the region where the Regional was not mittee and made possible by revenue polled and Mr. Reynolds reported at the occurring, the Northern region planned from the Regional Meeting held at January 1984 committee meeting that a series in 1985-86. Mrs. Badger re- Pomona College that year, the Newslet- the response “was a triumph for hedo- ported in June1986 that some had to be ter was very well-received and Mrs. Bad- nism.” Members clearly favored having canceled for lack of enrollment while ger expressed hopes that two issues the opportunity “for leisurely talk with others were very well-attended. An “un- could be published in 1986-87. In 1986, other school heads” as opposed to hav- even” record of success was reported schools had been asked to appoint “fac- ing a busy program, but did express over-all for the program in her last An- ulty representatives” to serve as liaison interest in also having a “stimulating” nual Report. with CAIS. With this and the newsletter speaker. Beginning Teacher Institutes were Mrs. Badger hoped that “at the very offered for the first time in 1980. Twenty- least” if the quality and quantity of par- For Teachers and Administrators eight new teachers participated in the ticipation by teachers in CAIS were not After the NAIS convention was held Beginning Teacher Institute held in the improved, “the complaint ‘I never heard in Anaheim in 1983, Mrs. Badger raised fall of 1980. The 1981 BTI “broke even” about it’ would be eliminated.” In her the question of whether or not the Ex- and the Executive Committee endorsed last report in 1987, Mrs. Badger said “in ecutive Committee wanted to return to the continuance of the program “but regard to association programs, the great- the practice of holding two large re- decreed that it must be self-supporting.” est growth has been in the area of gional meetings annually. The Academic It was “fully subscribed” in 1983, and services to teachers.” Services Committees had expressed from 1985 until she left the position in concern for “losing momentum” in the 1987 announcing the addition of a sec- Professional Affiliations & Representation canceling of the Regional Meetings that ond Beginning Teacher Institute, Mrs. CAIS once again, as in 1974, had year, and accordingly, a series of eleven Badger reported the annual event to be been very involved in preparations for “Discipline Days” were planned in the “over-subscribed.” In her last Annual the 1983 NAIS Conference in Anaheim. north and twelve in the south. Atten- Report, she noted that over three hun- No Regional Meetings were held that dance was good and many liked “the dred new teachers had participated in year, as one day of the convention had ability of these smaller meetings to en- the program. been set aside for teacher workshops. courage more informal contacts and Added in 1984, was an Experienced The CAIS Academic Services Commit- exchange among member schools.” Teachers Institute, co-sponsored with tees assisted in the planning. Mrs. Bad- Executive Committee member Mimi the Pacific Northwest Association - which ger served on the planning committee Baer (St. Augustine-by-the-Sea) reported had pioneered the program. Although it and the Executive Committee voted to that the large meetings were popular was not full subscribed in its first year, it have a Hospitality Suite which individual with her faculty “because of the sense of was “so well-received by the partici- members took turns staffing. Addition- larger community teachers gained.” pants” that another was planned for the ally, CAIS hosted a reception for execu- Others on the board agreed and it was following year. That retreat was “over- tive directors and presidents of other decided to alternate one annual Re- subscribed,” and continued to be so associations. Again the collaboration gional Meeting and Discipline Days in annually. Mrs. Badger estimated that the was pronounced a great success. each region annually. program had rejuvenated three hun- Mrs. Badger continued to be very The 1986 Regional Meeting was dred “old pros” when she left in 1987. active in CAPSO. She reported in Janu- held at Pomona College, and for the first New in 1985 was a middle manag- ary 1983 that the organization was ab- time showed a profit. It was noted that ers workshop. It was held in Santa Bar- sorbing a good bit of her time and effort the following year’s meeting to be held bara and planned by Southern Califor- due to the attempt to “negotiate the at The Head-Royce School would be the nia administrators “who had long felt proper balance between the advantages

26 The 1980’s continued.....

1982 - ‘87 (cont.) of collective action and the necessity to schools. Information requests from mem- October 1983 that Tim Corcoran (Wind- preserve the individual identities and bers covered the gamut from statistics, ward) be asked to undertake leadership points of view of the disparate groups to counsel on matters of policy to, in in building a Southern schools coalition represented.” In particular, she noted, 1986, a “whole new volume of calls on and submit a plan to the Executive Com- the Executive Director of CAPSO was so one topic – insurance!” In her final re- mittee in January 1984. The question of upset at the “lack of support from non- port in 1987, she noted that while it was the definition of “minority” was raised, Catholic schools on political issues [that] hard to measure there was “no question but not answered. Accordingly, Mr. he intimated that the Catholic schools that on a day-to-day basis the demand Corcoran proposed that CAIS poll the might consider withdrawing entirely from on office time in this regard has grown Southern schools’ interest in building CAPSO.” The CAIS board considered exponentially in eight years.” and funding a consortium, an idea which this “an idle threat,” but re-affirmed that won supported from the committee. A “our relationship with the Catholic CAIS and “Minority Affairs” year later, in October 1984, it was re- schools was important since they pro- Mrs. Badger noted to the Executive ported that twenty-one Southern schools vided political power against possible Committee in 1981, that one of the had given $19,000 each to support an State incursion into the management of areas in which CAIS did not seem to be initial program and employ a coordina- independent schools.” doing as much as other associations was tor. A concern and a question were In 1984, Mrs. Badger reported that in the area of the recruitment of minority voiced. It was pointed out that retention CAPSO members had to “rely more and students. Accordingly, a Minority Affairs of minority students and staff “must more on their own contacts and re- Committee was formed in 1982 , with involve in-school counseling and sup- sources in such areas as legislative sur- the suggestion that this committee have port program services,” and most criti- veillance” and that CAIS had “taken on elementary school representation as well cal to the Southern Minority Affairs a good measure of this burden.” The as secondary. Group was “the aegis” under which California Catholic Council did, in fact, In January 1983, Mr. Fleishacker they would operate. For instance, “who pull out of CAPSO in 1986. The implica- (Katherine Delmar Burke) reported to is to pay the coordinator and to whom tions were noted as “dramatic.” Among the Executive Committee that two meet- will she report?” them was that CAIS would now be the ings concerning minority affairs had been The Northern coalition model was largest organization remaining in held in the Bay Area. A coalition of recommended in answer. It was felt that CAPSO, that the state, having lost one schools, including two non-CAIS schools it was valuable to organize in such a way organization to deal with would prob- had been formed primarily “to recruit as to be able to include non-CAIS schools ably choose another Advisory Board blacks for schools in the San Francisco.” and “increase the diversity of schools creating uncertainty about potential A part-time person had been hired for which minority children might attend.” CAIS influence in the process. In fact, this purpose. A concern arose with re- Additionally, it was decided that the the state did create the California Pri- spect to the role of CAIS and the coali- Executive Committee would “look into vate School Advisory Board and Mrs. tion, and among the guidelines estab- minority issues becoming part of CAIS Badger was active in it as well as CAPSO. lished were the following. membership standards.” Mrs. Badger reported in 1985 that “following the sudden flurry of activity • The CAIS Minority Affairs Committee CAIS & the Technological Revolution over the fingerprinting legislation” there would function strictly as an advisory In 1983, Mrs. Badger reported that was felt to be a clear need for legislative body to the coalition. Since it had been the Apple Corporation was willing to monitoring that exceeded the capability formed to “stimulate action in the area make a contribution of one Apple pack- of CAPSO. Accordingly, CAIS joined a of minority recruitment” and since the age per private school in California. As consortium of other CAPSO schools in coalition had been formed, that pur- things stood at that moment with employing Jonathan Brown as “our man pose had been served and the commit- CAPSO, only non-profit schools with an in Sacramento.” Mr. Brown was the tee had “no mandate for direct action.” enrollment of 100 or more in grades K- Associate Director of the Association of If the coalition ceased to function, the 12 would qualify. The Executive Com- Independent California Colleges and committee would “try to stimulate new mittee was unanimous in its recommen- Universities and “fortuitously” was also activity.” dation that Mrs. Badger communicate a member of the Board of Trustees of • Funds raised to support the coalition to the Executive Director of CAPSO that Sacramento Country Day School. should be raised through individual all CAIS schools regardless of size should school members of the coalition. Dona- qualify so long as they were incorpo- Information Resource tions could be given as restricted annual rated not for profit. Mrs. Badger noted in 1986’s An- gifts and thus be tax deductible to the In June of 1984, it was reported that nual Report that the CAIS office contin- donor. computer teachers had formed them- ued to field many requests for informa- selves into an association and were ask- tion from the general public as well as Little activity had occurred up to ing for affiliation. The minutes report from different constituencies in its that point in the south. It was decided that “there were no objections to Mrs. 27 The 1980’s continued.....

1982 - ‘87 (cont.) Badger’s request that the Executive Committee recognize the independent “...both elementary and secondary accredita- school computer teachers’ association and offer certain services.” In June tion manuals had been revised to ‘include 1986, the Association of Computer questions on multicultural and gender issues.’” Teachers approached CAIS about the electronic networking of schools. A letter from the Executive Director was 1987 - ‘89 requested “to help pave the way” to with the additional request that an “alert ask AT&T about “access to secure Membership and Evaluation sheet” be prepared for K-12 schools “fo- modems for a pilot project.” Permis- When Mimi Baer began her tenure cusing on the issues of overlap and dis- sion was given for the name of CAIS to as president of the Executive Commit- continuity.” be invoked. tee in 1985, she opened the October By April, Mr. Chapman reported “with meeting with the remark, “you can’t some elation” that the Board in Search of And finally.... know where you’re going if you don’t a Purpose seemed to have found one, In 1986, Mrs. Badger announced know where you’ve been.” Along those having experienced its longest meeting in her resignation. A search committee same lines, at the first meeting of her history on the previous day. “A diversity was appointed to find her replace- tenure as Executive Director in October of issues,” had arisen involving such things ment. Mrs. Badger noted that it was 1987, a bit of a review of the history and as a fairly straightforward petition to post- “terribly difficult to leave an enterprise purposes of the Elementary and Sec- pone evaluation due to the arrival of a that was so successful,” and pledged ondary Boards of Standards occurred. new head of school, and another request, that in her remaining time she would Mrs. Pierce, chair of the Elementary more complicated, to use an alternate work very hard to see that CAIS would Board of Standards, (East Bay French- self-study form due to the religious affilia- “not lose the momentum we’ve built American School) “delivered a brief his- tion of the school. Mr. Chapman also together.” In her last Annual Report in tory of the CAIS Board of Standards, noted that the Board had reviewed and 1987 she noted that it had been “an citing the group’s role of upholding stan- discussed the changes in the manual rec- exciting time in which to head what I dards in an effort to avoid government ommended by Mr. McLeod, who it was sincerely believe to be the strongest interference.” noted, “was not in attendance because association of independent schools in Mr. Astman (Oakwood), who had he had allegedly mistook May for April.” the country.” She said that that she, been serving as chair of the Testing Most of his recommended changes were and indeed all of CAIS constituents, Committee, “offered a few remarks on retained, however, and he and Mr. had been “stretched by the growing the subject of ERB testing,” specifically Chapman were congratulated for their acceptance of private schools as a conceding that he would “for one last efforts. significant part of the American educa- time” offer his “Curriculum and Testing Another Secondary Board issue was tional experience, the birth of the cur- Workshops” in 1987-88. As usual, two the re-visitation of the practice of collect- rent educational reform movement would be scheduled: one in the north ing SAT and college admissions data for begun with A Nation at Risk, and the and one in the south. The necessity for each graduating senior. The Board de- challenges of the ‘cutting-edge’ dynam- these workshops was attested to by cided that it served “no useful purpose” ics of the state of California.” many on the board due to the “continu- and it was abandoned. Instead, as part of After a national search, Mrs. ing difficulties surrounding the misinter- the annual report each school was re- Badger’s successor was found close to pretation of ERB results by parents, teach- quired to file with CAIS, information on home. CAIS Executive Committee Presi- ers, and the general public.” the number of graduates, the numbers dent, Mimi Baer, assumed the duties in Since the Secondary Board of Stan- going on to two-year and four-year col- the fall of 1987. At the Executive Com- dards had “no statutory authority for leges, and the number admitted by defer- mittee meeting held in conjunction accrediting schools,” Mr. Chapman ring attendance would be included. with the 1987 Annual Meeting in June, (Head-Royce) dubbed his board as “the Ms. Baer reported at the 1989 An- Ms. Baer reported that at the October committee in search of a purpose.” One nual Meeting that in line with the CAIS meeting the board would “reassess of those purposes might be at least commitment to provide services, infor- CAIS services, meetings, workshops, implied, however, in the note following mation and resources to members, both etc.” Additionally, she noted a number that Mr. McLeod (Cate) reported on the elementary and secondary accreditation of goals she envisioned for the associa- process of the review and revision of the manuals had been revised to “include tion, such as to “establish closer ties manual “which he was put in charge of questions on multicultural and gender with universities, to take a more visible at the June meeting in his absence.” issues.” She noted in 1990 that “schools posture in the State and work more There was general agreement that not reported the inclusion of questions relat- with the public sector and share our too much actually needed major revi- ing to multicultural and gender issues vision.” sion. Some minor points were noted strengthened the evaluative process.”

28 The 1980’s continued.....

1982 - ‘87 (cont.) Professional Programs and Services continued, but one would be devoted to the that although the workshop was filled to For Trustees and School Heads interests of the elementary teacher who was capacity and then some, a few “shortcom- Potential speakers for the 1988 Annual in the first three years of service. This practice ings” of NAIS in the planning were identified, Meeting were discussed at the October, and the practice of offering annual retreats among them that a workshop designed for 1987 board meeting. The theme of “humor for experienced teachers continued as it heads of schools and administrative teams in education” was suggested. The minutes does still. might well have included a head of school on record that “potential speakers ranged from In 1988-89, CAIS sponsored two the faculty. the Director of the Midnight Mission to a multicultural workshops which introduced Ms. Baer reported in 1988, that CAPSO Greek attorney in Chicago (as well as one in the national World of Difference program. continued to exist “but is generating little to Los Angeles whose ethnicity remained a This program provided attendees with cur- be excited about.” Jonathan Brown contin- secret).” There was also “a growing convic- ricular materials and was well-attended at ued to monitor legislation and “happily” there tion” that “the likes of Messers. Astman both its northern and southern locations. were no major legislative developments to (Oakwood), McManus (Mayfield Senior), The Northern Regional Meeting was report through the end of the decade. Reynolds (Westlake), Baumhoff (Buckley), held at Sacred Heart Schools in 1989. Ms. Shaw (Marin Academy), Marder (Harbor Baer was “pleased” to note a “perfect set- University Relations Day), and Ms. Hogan (Hamlin) might offer ting,” and that CAIS had been invited back. Following through on one of the goals one or more panels on the tragi-comic realm A rising issue at the end of Mrs. Badger’s she’d envisioned for the association, Ms. Baer of neighbors and other perils.” In January, tenure had been the difficulty of finding a reported in 1988 that she’d spoken about Mr. Chapman, whose task it was to work on school campus large enough to host the independent schools to groups of student the theme and program, “confessed the Regional Meetings. The Southern Meetings teachers at several colleges, and that both state of elusiveness” which remained with were being held at Pomona College, but Occidental and UCSB would be sending respect to it. After much discussion, “a Mrs. Baer noted “abundant logistical snags” student teachers to interested CAIS schools. consensus emerged which left the following after the 1988 Southern Meeting. The chal- Also, CAIS entered into partnership with as most likely to please” – among them, Bill lenge to find a suitable location for the Center for Research on the Context of Sec- Cosby, an unnamed British video about an Southern Regional Meeting remained. ondary Teaching at Stanford University for embarrassed school head, Garry Trudeau, Discipline Days were now being called the purpose of doing “an in-depth analysis of and a evening of dancing. By April, humor Professional Days and the practice of offer- teachers and teaching in both public and had been relegated to the after-dinner time ing them in the region where the Regional independent schools.” Three schools were slot on Sunday when “the film Clockwise will Meeting was not occurring continued to be noted in 1989 as being involved with the attempt to provide everybody with an op- mostly successful. research project: Francis Parker, Mid-Penin- portunity to laugh and consume popcorn.” sula High School, and Castilleja. The threat of dancing was abolished. Professional Affiliations & Representation The Loma Prieta Earthquake in Octo- In October 1987, a review of relations CAIS and “Minority Affairs” ber, 1989 fortunately had little effect on with NAIS was made by Mr. Astman In the fall of 1987, Mr. Babcock (Poly- CAIS and its schools except to make the (Oakwood), who served on the NAIS Board technic) and Mr. Chapman (Head-Royce) annual fall Trustee–School Heads meeting of Directors. Reporting on the “salient issues reported respectively on the Multicultural impossible. It was re-scheduled for January, from 42 pages of minutes” from the June Alliance and the Minority Affairs Coalition. 1990. meeting, the point was made that aside from Suggestions were made to the Alliance that publications and congressional lobbying sessions focusing on topics such as parent For Teachers and Administrators efforts, “it is difficult to identify valuable support groups, curriculum and finance in Ms. Baer’s 1998 Annual Report af- services provided by NAIS for schools in the connection with minority students might be firmed that two Beginning Teacher Institutes West.” offered at the Southern Regional Meeting, had, in fact, been offered in 1987-88, but Significantly, none of the fourteen and that associate memberships might be noted a concern that the programs were not schools new to NAIS membership that year created for schools which “do not need adequately meeting “the needs of elemen- was in the West. The Executive Committee Alliance services but remain supportive of its tary teachers.” Since few new elementary went on record as having a number of goals.” Mr. Chapman noted that it had by teachers in CAIS schools are actually first “concerns and desires.” Among them were then been eighteen months since the coali- year teachers and the program was de- that NAIS sponsor more West Coast work- tion had lost the services of a paid executive signed specifically for the first year teacher, shops, send their “in-house” experts on the director and that while it could continue the very definition of it excluded elementary road more often, furnish “more provocative operating with volunteer help there were teachers. Therefore, it was not surprising that examples” of how its data might be useful, many continuing uncertainties, funding be- most attendees were secondary teachers and “in general work more diligently to ing one of them. By the end of the decade, the and that the bulk of the program “focused combat its tendency toward provincialism...” Alliance was investigating the possibility of on matters of interest to secondary teach- Ms. Baer noted that to the end, “one of the receiving funding from the Irvine Foundation, ers.” Thus, after discussions with teachers, more attractive NAIS workshops, Working the Coalition was attempting to restore itself, school heads, other associations and the with Faculty, was going to be offered with and both groups were intending to see if Executive Board, it was decided that the CAIS co-sponsorship at Lake Arrowhead in NAIS and Randy Carter might be interested in practice of offering two institutes would be April 1988.” It was subsequently reported co-sponsoring a recruitment fair.

29 The 1990’s Back to the Future - Redefining Community

1 9 9 0 - ‘9 2 ~ I t may be that CAIS was the only A second new conference, co-spon- less the emphasis in school accredita- organization to have benefited from the sored with Campbell Hall, on the topic tion visits moved from “reviewing policy San Francisco earthquake of October of inclusive curriculum also took place statements to seeing results.” A discus- 1989,” Ms. Baer stated in her Annual that year. Featured sessions on gender- sion on whether or not CAIS should do Report of 1990. There was a record fair curriculum, the S.E.E.D. project, its own secondary school accreditation attendance of 500 at the re-scheduled heterosexism and homophobia, and the as it did for elementary schools was January Trustee-School Heads meeting. world and sensibility of the American raised with no conclusions reached. A follow-up questionnaire revealed that Indian were included. Another issue of the era was men- the majority of attendees preferred Two legislative matters were re- tioned by Executive Committee Presi- meeting in January “when schools are ported in 1990. The first involved work- dent Mrs. Bowers, (Center for Early Edu- not so busy and can take time to look ing with NAIS to create support to re- cation) who reminded her colleagues outside of day-to-day matters to broader store pre-1986 federal legislation which that federal and state regulatory agen- issues.” Although contractual obligations would allow full tax-deductibility of ap- cies were closely watching nonprofit decreed that the 1980-81 meeting be preciated assets. In California, support organizations such as schools in order held in October, from thereafter the was being garnered to enable indepen- to ascertain if laws regarding price fixing meeting would be held in January or dent, non-denominational, K-12 schools were being violated. A caution against early February. to borrow municipal bond money at discussion between heads, trustees, and/ In spite of the fear that attendance low rates to build, remodel, or repair or business managers that could be at Regional Meetings had outgrown the their physical plants. misconstrued was offered. capacity of CAIS schools to host them, In 1992, CAPSO was involved in In 1992, CAIS became one of seven the Southern Regional Meeting was held creating a vehicle with which private school entities participating in a newly at Polytechnic School in 1990. It had an school information could be dissemi- formed Southern California organiza- attendance of 1800 teachers and ad- nated. The private school office at the tion called the Greater Los Angeles Pub- ministrators, attending one hundred and State Department of Education was abol- lic and Non-Public Education Collabora- forty workshops. It was noted, however, ished in 1990 leaving no place for people tive. Modeled after a program in New that finding a Southern site would re- to call who had an interest in private York, the first event was a conference on main a challenge since few of our schools school education. the subject of Values in Education: Chal- had campus auditoriums which could A very successful NAIS convention lenge and Vision and brought together seat 1800 people. In 1991, the prefer- was held in 1992 in San Francisco and at educators from both communities ence of many attendees for the elimina- it, among other things, the addition of “around issues of common concern.” tion of a keynote speaker was expressed. one more area representative for schools There was great hope that further activi- This removed the need to seat 1800 in California, Hawaii and the Pacific ties of the sort would occur. people at once and the meetings con- Northwest was approved, bringing the Regarding the ever-recurring issue tinue to be held at CAIS schools. number to two. With the agreement of of vouchers, the Executive Committee Two new events were added to the HAIS and PNAIS, one of the two would approved a Statement on Choice in Edu- CAIS professional development calen- be assigned to represent California alone. cation which affirmed its support of dar in 1990-91 – events “designed to Two CAIS heads then sat as general “those choice initiatives that provide help schools in areas of need,” accord- directors on the NAIS board and nine of education options for all families, but ing to the Executive Director. The re- twelve NAIS committees had represen- which do not take away funds from cruitment fair proposed the year before tation from CAIS, so there was some public schools.” It further supported did, in fact, take place, co-sponsored by improvement in the representation of those which “guarantee the continued the Multicultural Alliance. Two hundred western schools in NAIS noted. independence of member schools.” people attended a day held in February A report by Mr. Reynolds (Westlake) Member schools were encouraged to 1991 at San Francisco State. In addition as representative to the WASC commis- “explore choice proposals as they arise to the fair, which featured thirty-seven sion indicated that “a shift” was taking in their areas and examine them with member schools, an introduction to in- place at WASC. The State Department respect to their own individual situa- dependent schools and workshops on of Education was threatening to “back tions.” interviewing and resume writing were out of its relationship” with WASC un- Finally, the Executive Committee included.

30 The 1990’s continued.....

1990 - ‘92 (cont.) began work in 1991-92 on preparing a non-traditional backgrounds or to inter- dents and to share the benefits and long-range plan for CAIS. A special com- act with public and parochial schools.” resources of independent education mittee met with association directors Thus, the mission statement of CAIS was with the larger society from other areas and • To provide NAIS staff, in addition to information and re- CAIS colleagues. Peter “...it was acknowledged that ‘at best’ sources on legal, regu- Relic, president of NAIS there had been in the past ‘a limited latory, and legislative was invited to share his issues to member thoughts at the March desire to serve students from non-tradi- schools. 1992 meeting held at tional backgrounds or to interact with Hamlin and he included One of the the observation that public and parochial schools.’” characteristics of the “most long-range and stra- growth of CAIS was tegic planning is not work- the increasing diver- ing.” He advised that in order to “get revised to reflect “a newly evolved role, sity not only of student bodies, faculty, into long-range planning mode it is nec- highlighted by a more democratic com- and administration, but of schools as essary to go back to the initial mission of mitment to motivated students of talent well. At mid-century, less than half of the organization.” recognizing the educational richness that CAIS schools were coeducational (48%). Ms. Baer opened her Annual Re- comes with racial and socio-economic An additional 31% were boys’ schools port in 1992 by noting that it had been diversity.” and 21% were girls’ schools. The major- a “difficult year for Californians and one As part of the Strategic Plan, the ity of schools were day schools at 51%, in which we understood, more fully than CAIS Executive Committee was re- with 19% boarding only, and 30% a before the degree to which our schools named Board of Directors and commit- mixture of day and boarding. There were are part of communities, affected by ment was made to select members “from no formally religiously affiliated schools events in them and responsible to them.” the broad range of CAIS schools through at mid-century, although some schools She was referring to the Oakland fire a formal, clearly publicized process.” had chapel programs and Bible study as and the Los Angeles riots, in particular. Ms. Baer noted in 1998 that the part of the curriculum. CAIS schools provided counseling and Five-Year Strategic Plan approved in A chart prepared in 1996-97 would help to families who had lost homes and 1994, already seemed out of date given seem to belie the increasing diversity. It businesses. By the end of the decade, the growth and expansion of the asso- indicates that at that time 88% of CAIS there was a way in which it could be said ciation. By the end of the decade, there schools were coeducational, with an that “community” had acquired an even were one hundred and seventy mem- only an additional 3% of schools being broader definition. bers of CAIS, an increase of twenty boys’ schools, and 8% girls only. The additional schools. She reported that percentage of day schools had increased, 1994 - ’99 work was already underway to create a with 88% of membership being day new plan which subsequently was pre- schools and 12% boarding. Strategically Planning sented and approved at the 1999 An- However, in 1998, another set of The Strategic Plan of 1994-1999, nual Meeting. The Board of Directors charts was prepared which show that approved at the 1994 Annual Meeting, listed “prioritized new goals” in drafting 35% of CAIS schools were religiously spelled out the challenges inherent in the plan that would take CAIS into the affiliated while 65% were secular. Al- the growth CAIS had experienced in the new millennium. Among them were: though this was approximately the same 80’s and 90s. “In the eleven years be- ratio as in 1988, (64% secular and 36% tween 1983 and 1994, the California • To maintain and articulate standards for religious) a breakdown and comparison Association of Independent Schools member schools and ensure the integ- of this 35% reveals the increasing diver- experienced a dramatic 52 percent rate rity and effectiveness of the accredita- sity. By 1998, Catholic schools had de- of growth, with the number of member tion process clined in representation from 37% to schools moving from 99 to 150.” This • To provide programs of education 23%, Jewish schools had increased from total made California the largest state and support for heads, trustees, and 13% to 30%, Episcopalian schools had association in the nation. The general school communities to develop and declined from 45% to 39%, Christian mission of CAIS, that of creating and maintain healthy schools Science schools had declined from 5% maintaining standards in independent • To increase accessibility and to encour- to 2%, and 2% of the religiously affili- schools devoted to a college prepara- age and support a climate of equity, ated schools were Islamic schools. There tory curriculum, remained unchanged. inclusion, and social/emotional safety in were no CAIS Islamic schools in 1988. However, it was acknowledged that “at California independent schools best” there had been in the past “a • To enhance the education of the great- limited desire to serve students from est possible number of California’s stu-

31 The 1990’s continued.....

1994 - ‘99 (cont.) sibility to pursue and explore negotia- Clarifying Membership & Accreditation tions with appropriate agencies about • Exam days Although the clear mission of CAIS CAIS becoming an accrediting agency • Professional days from the beginning was to establish and for Secondary Schools.” • Outdoor education days maintain standards for its schools, it was It was further decided that Ms. Baer • Student orientation days also a hope of the founders that “through discuss this intention with Dan White • Commencements/Closing Ceremonies. the employment of ‘cooperative mea- (Sacramento Country Day School) who sures’” sub-standard schools “might be had succeeded Mr. Reynolds as CAIS It was concluded that Arlene Hogan encouraged and aided toward improve- representative to WASC. Acknowledged (Hamlin) and Dick Drew (Crystal Springs ment.” The Strategic Plan of 1994-99, was the truth that “regardless of the Uplands) would gather information and recognized that “the status of education outcome of this initiative” the manual ideas from member elementary and sec- in California [was] projected to remain needed to be re-written. Ms. Baer was ondary school heads and draft a “white in flux in the 1990s” and that desire for asked to provide the manuals of PNAIS, paper” on the subject to be called Doing inclusion in CAIS membership was likely NYSAIS, and “New England documents” Time: What Is It? to remain strong. Therefore, it declared to be used “as guidelines.” Thus in 1994, In February 1995 Dan White re- that “rather than establishing what would work was begun to “revise and ported the Executive Committee that he of necessity be arbitrary limits on the strengthen” both the elementary and “was feeling far more comfortable” in maximum number of schools...it will be secondary manuals of accreditation. on-going discussions with WASC. He the practice of CAIS to admit schools to One particular shibboleth to be ad- reported that “it’s hard to be unnerved membership if they meet appropriate dressed was the 175-day School Year by what they’re doing” given that the standards.” It further recognized that it Standard. Each board presented its outcomes they were developing seemed was therefore, “imperative that CAIS thoughts about what constituted a broad enough to include CAIS schools. develop membership criteria which are “school day.” The Elementary Board It was agreed that the secondary manual thoughtful and clearly written, applica- stated that each of the following might currently undergoing revision “should tion procedures which are systematic qualify: be presented to WASC to see if it meets and well understood, and accreditation their needs and therefore could be used processes which are increasingly tai- • Shortened schools days with a mini- in place of the new WASC manual.” lored to independent school realities mum of three and one-half hours Finally, at that meeting it was moved and and philosophically consistent across • Parent conference day (full faculty passed that the representative to WASC the K-12 spectrum.” In her 1996 Annual present) become an ex officio member of the Report, Ms. Baer noted that as part of • Faculty in-service days (required, full- Executive Board. accomplishing those ends, a “clear, re- faculty present) A “blended manual” in which WASC formatted document package for appli- • Faculty work days when full faculty had incorporated CAIS standards with cant schools,” had been prepared. With are present WASC “indicators” was presented to respect to “philosophically consistent” • Full staff development days, on or off the Executive Committee in late 1995 and “tailored to independent school” campus with the charge that it be reviewed “to accreditation procedures, the response ensure that it is logically coherent and was no less timely; however, the pro- The Secondary Board declared that the that there are no philosophical con- cess was more complicated and took following might be counted as instruc- flicts.” Mr. White asked committee mem- time to evolve. tional days: bers to “annotate their manuals” and

Accreditation In response to the “shift” at WASC which Mr. Reynolds (Westlake) had “...rather than establishing what would of noted in 1992, an accreditation docu- ment called “Focus on Learning” was necessity be arbitrary limits on the maxi- developed. In April 1994 Dick Drew (Crystal Springs Uplands) reported to the mum number of schools...it will be the Executive Committee that he and Les Frost (St. Matthew’s Parish) had found practice of CAIS to admit schools to mem- the “development of this manual” was “clearly too far along for CAIS to have bership if they meet appropriate stan- any impact on it” and further that it was “too far away from CAIS philosophy and dards.” protocols to be largely endorsed.” Thus, Ms. Baer was “charged with the respon-

32 The 1990’s continued.....

1994 - ‘99 (cont.) “send comments in advance of the independent schools. Additional con- Programs February meeting to Fran Scoble cern was voiced that the changes might Because the word “institute” con- (Westridge)” who was chair of the Sec- endanger “the independence of CAIS noted a more “formal and less user- ondary Board of Standards. schools.” The importance of the CAIS/ friendly program than we offer,” the At that meeting, Mr. White pro- WASC relationship was affirmed and names of the Beginning and Experienced vided the information that WASC an agreement made that CAIS would Teacher Institutes were changed in 1993 would, in fact, be mandating “Focus on need to provide opportunities for dis- to “retreats.” All the programs contin- Learning” criteria and indicators for all cussion and training to its constituen- ued to be very popular and over-sub- schools. He reported that WASC would cies given the impending changes. scribed. In April 1998, a planning com- be “happy to allow” CAIS manual for- Workshops were held in the fall of mittee of six experienced middle school mat and language “provided WASC 1996 to introduce the new manual. teachers and administrators met to cre- criteria and indicators” were incorpo- Through an agreement with WASC, ate a third beginning teacher program, rated. Ms. Scoble commented that CAIS began training teams and self- one for middle school teachers. It was WASC indicators were “more value- study coordinators in the fall of 1997. offered for the first time in the fall of laden” and that this “had to do with the In 1998, CAIS wrote training manuals 1999 and added permanently to the national concern about educational for the teams and self-study coordina- annual schedule of programs for teach- excellence and accountability.” She tors, and developed evaluation forms ers. The venue of the Retreat for Experi- argued that CAIS should “try to de- for the accreditation report, and team enced Teachers was moved to Palm velop a single K-12 manual.” This would chairs and members. Finally, “to bring Springs in 1994 where it continues to be involve integrating the existing elemen- additional perspective to the accredit- held. The move seemed to make it a tary and secondary manuals, along with ing teams,” three team chairs were more popular program than ever. the WASC criteria and indicators. The exchanged between the Hawaii Asso- In 1995, Ms. Baer reported that virtues of this were seen as leading to ciation of Independent Schools and planning was well underway for the first “a harmonious working relationship CAIS. ever and first of its kind, Pacific Basin with WASC for the next decade.” Fol- It was noted with concern in Feb- Conference to be held during the sum- lowing the Annual Meeting in 1996, ruary, 1998 that the US Department mer of 1996. A joint venture of CAIS, and eleven years after Mr. Grella pre- of Education had directed WASC to HAIS and PNAIS (with additional sup- dicted it, the Board of Directors met to include two members on its commis- port from NAIS), the planning brought finally “marry” (in Mr. Grella’s term) sion who were not associated with together teachers from all three regions the elementary and secondary accredi- education. to create the schedule and develop work- tation documents into a single K-12 With respect to CAIS collabora- shops. Fifty-two CAIS schools partici- manual. tion with other accrediting agencies, pated in the original conference. Ms. In October 1996, Marilyn George Ms. Baer’s 1995 Annual Report an- Baer’s 1997 Annual Report called the of WASC met with the Executive Com- nounced a pilot program of coopera- resulting conference “independent mittee and a long discussion about the tion with the Bureau of Jewish Educa- school innovation at its best” and noted new K-12 manual ensued. Some spe- tion in Los Angeles to “combine in one that it “fulfilled a strategic plan priority” cific changes in wording were at issue visit the accreditation of both the gen- and “involved teachers in every aspect and Ms. George “urged” that the ques- eral studies and Judaica curricula.” To of planning.” A second conference was tions be framed less descriptively and that end, another member was added held in 1998 and an ongoing consor- “more as evaluations.” She empha- to the visiting evaluation teams of tium of supporting schools was formed. sized that the self-study “should be Jewish day schools. Ms. Baer noted Eleven years after the last middle growth-focused, not simply descrip- that the model could be used “by a managers conference had been held tive of current practice.” Predominant variety of religiously affiliated schools another was offered in 1995. David factors should be analysis and evalua- to combine accreditation of all seg- Mallery and Douglas Heath led the pro- tion. Ms. Scoble is noted as endorsing ments of their programs.” Ms. Baer gram which involved individual and this view “since analysis often pro- met in 1999 with representatives from group projects. There was a suggestion motes changes whereas description the Western Catholic Educational As- at the subsequent Executive Committee can be static and self-congratulatory.” sociation in connection with the pub- meeting that such a meeting be held After Ms. George left the meeting lication of their new accreditation alternatively with the Retreat for Experi- the committee discussed at some length document, Focus on Learning for Catho- enced Teachers, but the latter proved to the “paradigm shift” in WASC and lic High Schools. A joint accreditation be so popular and some of the logistic “reviewed the importance of the CAIS/ of CAIS Catholic schools with WCEA and programmatic issues of the former WASC relationship.” There was con- and WASC was arranged. sufficiently challenging that the sugges- cern that CAIS “be swept up in the tion was not implemented. ‘school improvement’ movement, which isn’t about or appropriate to

33 The 1990’s continued.....

1994 - ‘99 (cont.) The Regional Meetings continued the formation of a Technology Commit- on the NAIS conference schedule on a to grow in size and offerings through tee of coordinators from CAIS schools five year rotation. In addition, CAIS co- the decade with for the purposes of review and approval. sponsored with NAIS, a conference on San Domenico The Member Moral Life in Schools in 1995-96 and and Sacred Heart Directory con- the Working with Faculties workshop Schools gener- tinued to be in 1997-98. ously playing host “Neither rain, nor produced in In May 1996, Tom Clarke who, on in the North and hard copy and behalf of NAIS, had surveyed CAIS Chadwick School traffic, nor horren- was still sent membership (with a 35% response) in the South. Nei- free of charge with respect to their “key concerns,” ther rain, nor traf- dous parking prob- to member reported to the Board of Directors that fic, nor horren- schools, organi- there were three major ones. dous parking prob- lems curtailed the zations and families re- lems curtailed the • Maintaining financial equilibrium: questing it. The continuing growth continuing growth keeping our schools affordable, re- effect of the and popularity of taining middle income families, and the meeting. More and popularity of the website was finding alternative sources of rev- than one hundred noted in the re- enue fifty workshops (Regional) meeting.” duction of hard • Issues of diversity: attracting a were offered to copies ordered diverse student and faculty group crowds never from a decade and building an inclusive school numbering less high of six thou- community than 1500 and maxing out at 1900. An sand to a steadily decreasing five thou- • Technology: growing our use of addition during the 90’s was the pres- sand and downward. technology organically from within, ence of exhibitors whose fees helped using people already on our facul- underwrite the rising costs of the meet- Professional Affiliations & Representation ties rather than importing experts ings. Ms. Baer continued to represent from the outside. Other programs which CAIS con- CAIS on the boards of CAPSO and the ducted or co-sponsored through the Private School Advisory Board through- Legislation & Government Relations decade included state-wide business out the decade. In addition, she served In 1993, the Ohio legislature man- manager meetings, the first ever (and on the Independent Educational Ser- dated proficiency testing for all public on-going) development director’s con- vices Board. Bitsie Root (head emeritus, and private schools. The Ohio Associa- ference in March 1999, a Crisis Man- Phillips Brooks) succeeded Dan White tion of Independent Schools challenged agement workshop in 1993-94, and as WASC representative in 1998. Tom this legislation through the courts. In workshops on sexual harassment and Clarke (Campbell Hall) served as the June, 1996 the Board voted unani- teasing and bullying in 1997-98. Addi- California area representative to NAIS mously to contribute $1000 toward tionally, ERB workshops were con- through the end of the decade. Dick the Ohio association’s legal fees and ducted during testing years and ac- Drew (Crystal Springs Uplands) and to submit a “friends of the court” legal creditation workshops annually. Reveta Bowers (Center for Early Educa- brief. The Ohio law was upheld. tion) served terms on the NAIS board Services through most of the 90’s. A CAIS listserv was established in Mr. Drew reported to the Board of 1995, and by 1998, a website was up Directors meeting in December 1994 and running which included the mem- that the NAIS conference site in 1997 ber directory and a calendar of CAIS would be San Francisco and that an events. As the decade ended, more agreement had been tentatively reached and more CAIS services were avail- whereby it would return to that city (and able electronically and email had be- the West!) every fourth or fifth year. Ms. come the preferred method of con- Baer reported, in 1997, that attendance tact. The establishment of a special in San Francisco had been greater than federal “e-rate” for schools requiring in Washington, D.C. the year before and the creation of technology plans by that San Francisco was now permanently schools requesting it, brought about

34 2000 - Present Into the New~ Millennium 2000-01

A s part of the June 1999 Annual ties of independent schools.” goal was: “Deepen the impact and voice Meeting, small groups of CAIS heads Accordingly, Ms. Baer’s first two of independent education in the state met to give their input into the creation Annual Reports of the new millennium through partnerships and collaborations of the Strategic Plan that would lead the reported some substantive changes in with other public and private entities.” Association into the new millennium. accreditation procedures. In 2000, she The implementation steps note familiar With respect to maintaining and articu- noted that the WASC Commission themes like the on-going teacher short- lating standards and CAIS’ on-going re- approved changes which increasingly age and the desire to extend the influ- lationship with WASC, the membership allowed final reports to more accu- ence of independent education, and was somewhat divided along section rately reflect independent school reali- communicate with the public about its lines. Generally, the elementary schools ties. In 2001, as a result of many years strength “within the larger society.” valued the WASC association because of work credited to the efforts of “the With respect to NAIS, Ms. Baer it had “credibility” as a known accredit- CAIS board, past and present, Bitsie reported in 2000 that “as a result of the ing entity and helped CAIS elementary Root (CAIS WASC representative), implementation of the NAIS strategic schools “compare favorably” with pub- Robert Witt (HAIS Executive Director), plan, an expansion of professional de- lic elementary schools. The secondary and Nancy White (HAIS WASC repre- velopment opportunities for indepen- and K-12 schools felt generally that sentative),” Ms. Baer noted the follow- dent schools is emerging.” In particular, WASC accreditation was “cumber- ing points of agreement with WASC: she noted, the plan “calls for NAIS to some.” In support of continued asso- concentrate on programs which are na- ciation with WASC was the fact that it is • CAIS will appoint visiting team tional in scope and support its core “an example of our stated goal for pub- chairs and members, with one mission, while state and regional asso- lic/private initiative and cooperation.” member appointed by WASC ciations present other programs.” Cali- The concerns arising from the affili- • CAIS will conduct team, chair and fornia developed two such programs ation with WASC, and what the eventu- school training, with a member of during this time. Each addressed a fun- ally published Strategic Plan noted as the WASC administrative team damental strategic goal. the “steady growth in the number of present As Ms. Baer’s 2001 Annual Report applicant schools for CAIS member- • The CAIS Elementary and Second- indicated, “the teacher shortage can be ship” which occurred in the 90’s, made ary Boards of Standards will assign addressed two ways: one is to find new it clear that there continued to be “need terms of accreditation, which will people to teach in our schools, and the for the articulation of standards and be sent to the WASC Commission other it to keep the good people we expectations for both prospective and for approval. A member of the have.” A belief in the effectiveness of member schools.” A two-fold purpose WASC administration will attend mentoring programs in the latter (statis- was declared: that Association schools these meetings. tically validated) underlay the offering of be held accountable, and that they be two workshops on developing mentoring programs in schools in April assisted in improving their performance. Another section of the Strategic 2001. A pledge was made that the accredita- Plan for the new millennium spoke to The intent that the “Association must tion process would be reviewed regu- another issue dear to the hearts of the continue to help schools to engage con- larly “so that it will keep pace with the founders of the Association: partner- structively with diversity in all its impor- evolving challenges in the world of edu- ships and collaborations. The stated cation and remain oriented to the reali- tant dimensions...and to foster an inclu- sive climate,” lay behind the develop- ment of a program, Developing and “...the WASC Commission approved Mentoring Leaders of Color, to be of- fered in October 2001. Eight CAIS heads changes which increasingly allowed final and administrators were to be joined by reports to more accurately reflect inde- NAIS Director of Professional Develop- ment, Gene Batiste, and consultant, pendent school realities.” Vince Cordova in staffing this work- shop.

35 2000 - present continued.....

“...the teacher • CAPSO conducted the second of the early issues and concerns have annual legislative day for CAPSO continued to be central to the shortage can be board members to visit key organization’s sense of purpose and legislators. Following this event definition. addressed two we hosted the first private school Chief among them have been the reception for state legislators. establishment and maintenance of ways: one is to • The first resolution honoring pri- member standards, and the protec- vate school leadership was tion of its members’ relative indepen- find new people adopted by the Senate Rules dence from state and federal regula- Committee. tion - the two issues being not unre- to teach in our • The inclusion of private school lated. Yet, the mission and the com- credentialed teachers in the munity in which it is practiced have schools, and the governor’s tax credit for teach- broadened and diversified over the ers. Originally written for creden- years. The current emphasis on stan- other is to keep tialed public school teachers only, dards in the public system and a reser- we successfully lobbied to ex- vation about the use of testing to the good people pand the credit to private school achieve them have been from the teachers. beginning, and remains, core concerns we have.” of the California Association of Inde- pendent Schools. At the same time, its So finally – early mission of forming alliances and 2000 - ‘01 (cont.) In 1939, speakers at an Associa- offering programs and services to those As the unsuccessful attempt in Ohio tion of Independent Schools of Los requesting them in the private school to have private schools be exempted Angeles County meeting agreed that community has expanded in scope to from state-wide mandated testing evi- “definite records of achievement” include helping an ever-widening vari- denced, the Strategic Plan reinforced were to be preferred over “scholastic ety of schools to assist a body of the reality that “all member schools aptitude tests” in evaluating students increasingly diverse students achieve are subject to ever more complex and the school which prepared them these standards. Thus, as the new legal and regulatory requirements and for college. In the early ‘90s, the millennium unfolds, does CAIS move the impact of powerful societal and Western Association of Schools and “back to the future.” educational trends.” Thus, another on- Colleges shifted its evaluative focus in going core concern of CAIS through- response to a State Department of out its history, that of closely monitor- Education mandate that more “re- ing legislation, remained central to its sults” be documented in school re- mission in the new millennium. ports. CAPSO regained strength as an orga- Mr. Howard Pattee, at the same nization and prepared a paper for 1939 meeting, resisted the notion presentation to the Department of that relations between public and pri- Education which enumerated reasons vate schools needed to be “contro- why it believed that an Office of Pri- versial;” insisting, rather, that they vate Education should be re-estab- worked toward common goals. A lished. Thus, Ms. Baer was able to meeting held fifty-three years later, in report in 2001 what she considered the same city, brought educators from to be very “significant successes in local public and private schools to- Sacramento.” gether to discuss their issues of com- mon concern. Likewise, in recounting • The appointment of a staff the history of CAIS, “everything old member in the California Depart- becomes new again.” Though it no ment of Education to provide in- longer needs to advertise itself, nor formation and act as a liaison to correct the impression that its schools private schools. The appointed are only for problems students from staff member, Jeff Zettel, was our dysfunctional families who can’t fit choice for this position. into the public school system, many

36 . . . . 2 0 0 1 C URRENT MEMBER SCHOOLS

Abraham Joshua Heschel Day School Harkham Hillel~ Hebrew Academy PS#1 Elementary School Adat Ari El Day School Harvard-Westlake School Redwood Day School All Saints' Episcopal School The Head-Royce School Rolling Hills Preparatory School Alverno High School High Point Academy Sacramento Country Day School Army and Navy Academy Hillbrook School Sacred Heart Schools The Athenian School Hillcrest Academy Saint Andrew's School Barnhart School Idyllwild Arts Academy St. James' School, Wilshire Bentley School Immaculate Heart High School St. John's Episcopal School Berkeley Hall School International School of the Peninsula St. Margaret's Episcopal School The Bishop's School The Jewish Day School of the North Peninsula St. Mark's Episcopal School Brandeis Hillel Day School Keys School Saint Mark's School The Branson School Georgiana Bruce Kirby Preparatory School St. Mark's School Brentwood School La Jolla Country Day School St. Matthew's Episcopal School The Buckley School Laguna Blanca School St. Matthew's Parish School The Katherine Delmar Burke School Laurelcrest School St. Michael's Episcopal Day School Calmont School Laurence 2000 St. Paul's Episcopal Day School Calvary Christian School Lick-Wilmerding High School St. Paul's Parish Day School Campbell Hall Live Oak School St. Peter's Episcopal Day School Carden Arbor View School Los Encinos School St. Timothy's Episcopal School The Carey School Lycée Français La Pérouse Saklan Valley School Carlthorp School Maimonides Academy San Diego Jewish Academy Castilleja School Marin Academy San Domenico School Cate School Marin Country Day School San Francisco Day School Cathedral School for Boys Marin Horizon School The San Francisco School Center for Early Education Marin Primary and Middle School San Francisco University High School Chadwick School Marlborough School Santa Barbara Middle School The Chandler School Marymount High School Santa Catalina School Chatsworth Hills Academy Marymount of Santa Barbara Schools of the Sacred Heart The Children's School Marywood Country Day School Seven Hills School Chinese American International School Mayfield Junior School Shalom School Clairbourn School Mayfield Senior School Sinai Akiba Academy The College Preparatory School Menlo School Soille San Diego Hebrew Day School Congregation Emanu El Clare Cherry School Mid-Peninsula High School Sonoma Country Day School Cornelia Connelly School of the Holy Child Mid-Peninsula Jewish Community Day School South Peninsula Hebrew Day School The Country School Midland School Stevenson School Crane School Milken Community High School Tehiyah Day School Crestview Preparatory School The Mirman School The Thacher School Crossroads School Morasha Day School Town School for Boys Crystal Springs Uplands School Mount Tamalpais School Trinity School Curtis School New Horizon School Turningpoint School Drew College Preparatory School New Horizon School - Los Angeles The Urban School of San Francisco Dunn School New Horizon School - West Los Angeles Valley Beth Shalom Day School The John Thomas Dye School The Nueva School Valley Preparatory School East Bay French American School The Oak Grove School Viewpoint School Echo Horizon School The Oaks School Village School The Family School The Oakwood School Walden School First Lutheran School of Los Angeles Ojai Valley School The Webb Schools Flintridge Preparatory School Pacific Hills School The Wesley School Flintridge Sacred Heart Academy The Palm Valley School Westchester Neighborhood School Foothill Country Day School Francis Parker School Westland School French-American International School The Pegasus School Westridge School Gateway School The Peninsula Heritage School Wildwood School The Gooden School The Phillips Brooks School The Willows Community Day School The Hamlin School Pilgrim School Windrush School Happy Valley School Polytechnic School Windward School Harbor Day School Presidio Hill School Woodside Priory School The Harker School Prospect Sierra School Yavneh Day School ~ York School C ALIFORNIA ASSOCIATION OF INDEPENDENT SCHOOLS 1351 Third Street, Suite 303 Santa Monica, CA 90401 Phone 310.393.5161 Fax 310.394.6561 www.caisca.org