In Search of Catholic School Excellence

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Welcome back, folks, to another episode.

This week I'm joined by Theresa Flynn Houghton from DeMarillac Academy here in San Francisco. Thanks for coming on, Theresa. I appreciate you taking the time. Yes. I'm very excited. I'm looking forward to it. So for those folks who don't know anything about DeMarillac, can you tell us a little bit about the unique mission?

Absolutely. So this is our 25th, uh, school year, so this year we've been celebrating our 25th anniversary, uh, which is a really exciting accomplishment for our community. Um, DeMarillac Academy was founded in 2- 2001, and it was, um, st- basically established to be the first middle school in the Tenderloin neighborhood of San Francisco.

Um, we are currently a fourth through eighth grade academy. Um, and we have a pretty unique model in a couple ways. Um, we're a Lasallian-Vincentian Catholic school. Um, but we're, we're all scholarship or tuition free. So, um, our families will pay a small participation fee, but, um, all of the tuition, all the costs to educate each student is covered by the school.

So that's uniforms, that's lunch, that's, um, tuition, that's activities, all of those things, counseling, et cetera. Um, what also makes us unique is that, um, we are a San Miguel Model school, so we have a 15-year promise that we make to our students and families. So as they're here for five years, um, we transition and walk with them to high school and then to their post-secondary.

So for a majority of them, that's going to a two or four-year school. Okay. Uh, but some of our s- uh, graduates will head right into the workforce or into the trades. Um, third, what makes us unique is that we're essentially an 11-month school. We have an extended school day. Um, and we have a very holistic approach to education.

So we have an academic resource program. Uh, we have a counseling program. We have a enrichment program, um, that is integrated into, uh, our Catholic education. Wow. And that's, you know, walking with a family for 15 years is a pretty big, pretty big commitment. Um, but you know, so nice that they get that support.

So it's not only that they're having wonderful education at your spot, but they're getting that support in high school and then beyond too. How do you decide on those, uh, families? How does that... Obviously, they're coming from the Tenderloin, but if you're, you know, gonna put a, an investment into 15 years with somebody, um, that's like a, that's a real rough job interview.

Yes, yes. It's pretty, it's a pretty extensive process. Well, I like to say it's a privilege to be able to walk with our students for that long and the families. So I'm, um, I'm wrapping up my 10th year here at DeMarillac. Wow. Uh, and some of our, um, eighth graders are folks, are kids that I met when they were, like, three years old, you know?

And it's, um, because they were the younger sibling- Of a, um, you know, somebody that we were interviewing or a, a grad that I met, you know? So it is a privilege to know, um, these kids for such a long time. Um, and so our interview process, our, um, you know, our target demographic is, um, families who live in the Tenderloin or SoMa areas.

Mm-hmm. The Tenderloin is one of the most densely populated, um, neighborhoods in the city. It also has the highest concentration of school-age, uh, children. The number they say is somewhere around 3 to 35, 3,000 or 3,500. Um, so there's a lot of, um, families that we have here, uh, to serve. Um, and then I would say the SoMa is also equally as, um, densely populated with, uh, families.

Uh, so about 68% of our families come from the Tenderloin or SoMa, and essentially are within walking distance. Um, but when we are also looking at, um, prioritizing or, or serving the Catholic families in these neighborhoods, um, we look to make sure that the s- the families can qualify for the scholarship.

Um, so we, we do have some, um, financial aid requirements. Um, we also ... So we do wanna serve a diverse, uh, group of students in that, um, you know, we want students to be at grade level, but also, uh, we have students who are one to two grade levels, uh, be- behind. Mm-hmm. Um, so, and you know, we have a program that's designed to, uh, you know, put in a lot of interventions to help catch kids up.

Um, and we do also have a resource program. So we look at, um, seeing what the needs are, the, the learning needs are of each applicant. There are unfortunately some learning needs that we are not able to provide, um, those services, so we have to make some tough decisions there. Um, and then finally we do, um, that partnership with families is really important.

So, uh, you know, through the application process, we're getting to know families, we're getting to understand how they approach, um, the needs of their student and their, uh, the educational needs of the student. Um, and then finally, we do a site visit. So we have a, a home interview, um, where we talk to the parents and the students, um, to get to know them and, and, um, you know, it's really such a privilege to be able to be invited into folks' homes and- Yeah

you know, again, like I said, um, the students whom I've had the privilege of going to their homes and, and meeting with their parents there, it's, those relationships are always, um, the first to, to start to build because of that trust and that, um, that experience. Yeah, that's pretty remarkable. I mean, I, I can't imagine, uh, obviously you're not a, a typical parish school, but I can't imagine a parish school, you know, conducting all of that background work on folks, you know, before they could fill the class.

But it's, um, it makes a lot of sense. You know, get to know the families and, and know, like, you know, we're in this together. It's a partnership. We're gonna, we're gonna spend the next, you know, 15 years together. And in some cases, I imagine that you've got, over 25 years, you have families who have come through a couple times, right?

So there's like- Yes ... legacy families that maybe have younger siblings that are coming through, cousins, et cetera. And so, you know, it's a, in some cases it's a 15-year commitment, but in other cases it's a, you know, 30 or however you wanna look at that, you know, over. Do you have any stats on how many return families you have?

Uh, I don't have any of that s- right at the tip of my hand. Uh, but I would say that probably about half of our class every year are s- younger siblings of, um, you know, the siblings. So the, at least half. Um, but I'd say probably more like 65% or have more than one f- um, family connection. That's great, especially if you have a, you know, family's got two or three kids and they're able to, you know, walk through this and have that support for all three of their kids, whatever it might be.

That's pretty impressive. But then also being at 25 years, you have the joy of being able to welcome back alums- Mm-hmm ... as faculty and staff. Yes. Right? That's pretty cool. Yes. Yes. So, um, currently, uh, we have about 25% of our, uh, faculty staff that are alumni. Um, and it is such a privilege, um, to be able to have them bring all of their experience, um, back into the classroom or into the, um, into the school, the life of the school.

Mm-hmm. Um, we always say they have so much institutional knowledge and experience and just, uh, know how to approach things, so it is a blessing to have them. Yeah. And I think that's, uh, I think you feel that right away when you come in. Uh, one, you have a sense of, there's obviously a sense of community that, that is unique.

Um, you know, coming down through the Tenderloin you have this like, you know, spot of, of sunshine coming through. Mm-hmm. And then you have, you know, these faces that in many cases, you know, me as a, as a, having our own family, you know, relationship to the school, we've seen these same faces over the years and, you know, growing through and it's, it's nice to have that familial, uh...

Like, truly it's family, right? Yes. And, uh, especially if the older ones, they know the folks in the neighborhood. It's, uh, even more so a, a neighborhood school, which is very cool. Not a commuter school, right? Yeah. Very, very much a neighborhood school. Uh, that's very cool and, you know, when you get a chance to come to the school, and I've...

Anybody who's out there who's not been to De Marillac who has the ability to come for a tour, you really should. Um, you can see the kids in action, see the school in action. And, uh, I remember my first time, you know, being blown away by the student who walked me around, who gave me the tour, um, and everybody who greeted me in the, in the, as I came to the classrooms, right?

Yes. Such a big deal. Aside ju-just the makeup of your, of the school and have it being a, you know, a different, um, maybe handling of the students as they, as they progress- Mm-hmm ... how else do you find De Marillac to, to have a different approach in the classroom, uh, that maybe, you know, schools who would not necessarily be in the same position, but they might be able to learn from?

What are some of the things that you all employ? Um, I would say that our Lasallian-Vincentian Catholic identity is, is very much, uh, what sets us apart. Mm-hmm. Um, you know, from, uh, those are two different charisms, the, uh, the Daughters of Charity and the De La Salle Christian Brothers. Um, but they, they, they really complement each other and, um, they have a long relationship together since the merger of Sacred Heart and Cathedral to Sacred Heart Cathedral.

Um, and I would say that the approach to education, um, is, is very much evident in the classroom and how we, um, interact with families and, and whatnot. So a couple things is, um, uh, faith in the holy presence of God. So you really do, whether it's, um, a joyous moment or a, a stressful moment, you really, uh, I think we all practice, uh, a recognition that we are in the presence of God, whether that's, um, you know, the students in front of us, our colleagues, even ourselves.

Um, and then I would also say the Vincentian approach to, um, you know, being very person-oriented and really understanding, um, that, like, each individual student has, um, a, a, a unique purpose and a unique set of needs and u-unique set of talents, um, and really grounding, um, our approach to the person. Um, and, and I think there, there is such a, a blessing in that 'cause as we think of each other as, um, the holy presence of God, uh, and we are person-oriented, like you really blend, um, blend the two.

So I would say that's one, one way that we approach things differently in the classroom. And I'd imagine with, uh, with the very deliberate selection of students and, uh, the longer school day, the longer school year, you're ... There's gonna be a lot of individualization for what those kids may need, and therefore you're able to meet those because you have, uh, the time, the talent, the resources, uh, partnerships that, with your school that allow for those things to, to thrive.

I'll piggyback on your last comment and I'll say, um, one of the things that we, that kind of illustrates that approach.

So, um, for our eighth graders, we create, um, transition plans. Uh, and we connect directly to our partner high schools so that we can help, um, you know, give a little bit more information and context to whether it's their, um, program heads or their counselors or et cetera, um, so that it's not just a kid showing up on day one.

Um, we wanna make sure that those schools are prepped a little bit so that that transition to high school is as seamless as possible. Um, and also when we are, um, you know, going through that, uh, high school, uh, admissions process, there is a lot that goes into the selection of the right fit school. So we can already have a lot of that data, um, kind of informed.

Um, so I just, I think that's, like, a great example of sort of that different approach and the fact that we take the time to connect with those high schools so that, first of all, there's an ad- there's an adult on that campus that knows our kids- Mm-hmm ... um, knows a little bit about them, a little bit about their personality, some of their strengths, some of their, um, you know, how resilient they are in other ways.

So, um, and then going to partnerships, um, you know, I think one of the greatest, uh, things about- De Mariac is our place in the Tenderloin. Um, for folks, uh, who don't know, you know, the Tenderloin is a, a, a very complex neighborhood in that it's, you know, like I said, highly, um, densely populated. Um, it's an under-resourced neighborhood.

A lot of our, um, residents here are on very fixed low incomes. Um, we have a lot of unhoused neighbors also in the neighborhood. So there's a lot of, um, you know, challenges and successes. Like I always say, like, you know, the Tenderloin is where you see humanity on display. There's great gifts of, um, human sh- the sharing of human resources amongst neighbors, and there's also some other challenges that folks face.

So, um, what w- what we benefit from is that there are a lot of, um, nonprofits or organizations that, um, there's a very community-oriented approach in the Tenderloin. So, uh, nonprofits are very eager to help each other to, um, kind of expand programming in partnership with other organizations. Um, so we've always had a tradition of having enrichment hours where, um, folks will come in, whether it's volunteers or, uh, organizations and, um, pro bono provide programming for our, our kids.

Um, and right now we have a lot of great partnerships with, um, various organizations. For example, right across the street, we have 826 Valencia, so that's a, a tutoring and writing, uh, center. And so they are able to work with, um, over the course of the year, our sixth, seventh and eighth graders, and, um, every year they publish a anthology of poetry.

Um, it's a collaboration between our two organizations. Um, uh, in addition to that, we have a partnership with Glide. So, um, our motto is, "Enter to learn, leave to serve." Mm-hmm. Um, integrated into our program, we wanna make sure our students see themselves as agents of change and service to others. Uh, and so we wanna make sure that w- they have that skill.

So we partner with Glide, and our kids will go and do a morning of service at Glide, um, twice a year. Um, and so there's a whole bunch of, um, St. Anthony's is right next to us, St. Anthony's Foundation, so they have a medical clinic. Um, you know, free clothing, free food, et cetera. So we partner with them, um, to benefit some of the needs of our students and families as well.

But I could go on and on and on. Of course. Yeah, we actu- we actually have another episode where we talk about doing just that. Like, you know, who are the people in your neighborhood, you know? And, uh, are you connected with them? And, you know- Mm-hmm ... having, um, you know, the various nonprofits around to make connections with and build your program, I think is a, is a wonderful way a- and a great example for the other schools, you know, thinking about the same thing You know, that's how you can expand your program, you can enrich your program that you wouldn't necessarily be able to hire for.

Yes. Um, you're able to, to offer something. And, you know, not only that, does it show the kids that, hey, this is something that's in your neighborhood that's pretty cool, and, or something that you, you need as you get older to go and help support, right? Mm-hmm. Like, you should be working at St. Anthony's volunteering just like everybody else, right?

'Cause obviously- Yeah ... that's an important piece of, of their neighborhood. So it's, uh, it's, it's a great symbiotic, uh, relationship that you have with these folks. Yes. Yeah. So good. So then they go off to high school, and- You mentioned like you have folks there who know who the kids are, and they've got a little bit of history on them.

But they're, you know, they're part of that normal high school world. Uh, but then they also are able to come back, right? You're still supporting them. So you have a whole graduate support program- Yeah ... which I know would be foreign to most schools. Because typically, you know, the kids go off to high school, and it's kind of like, "Well, in 10 years we're gonna ask you for some money at your 10-year reunion," right?

Mm-hmm. That's, and that's not necessarily the, what we're doing here. We're, like you're still with those kids. So tell me a little bit about that graduate support. Um, yes. So, um, one other thing about our model, I, I, I mentioned that we're tuition-free. We're all scholarships, so that means we're philanthropically funded.

And I will say that we actually ask our students to participate in the f- uh, fundraising very early on. Um, our young artists, we have a wonderful art program, they donate their pieces of art that then gets auctioned off and raises money for the school. So I just wanna shout out our, our, our early fundraisers.

Yeah. Um, but anyway, so our graduate support program, it's a youth development program essentially, and it starts in seventh grade. We have a GSP, um, class for our seventh graders and then for our eighth graders. So it's an hour a week. Um, in seventh grade it's really, um, kind of prepping them for that high school admissions process that, um, is gonna take place in eighth grade year.

So they're, the whole year the curriculum is spent on getting to know themselves. Um, identifying, you know, what their interests are, their likes are, knowing that these things will develop and change over time. Um, but just really giving our students, um, the, uh, the skills that they need to feel empowered about making choices, um, you know, especially as they start to, uh, learn more about high schools and, you know, discern that process.

So, um, so that GSP class, um, starts in seventh grade, and then eighth grade obviously is more of the transition and, and studying for the, uh, high school placement test. Um, but as our students graduate, they are, you know, becoming alumni, and they are members of our graduate support program. Um, and so what that looks like is, um, you know, that transition to high school.

So it is that partnership with the high schools, making sure that, um, you know, if something comes up or, um, if there's something to celebrate, that we're clued into those opportunities. Sometimes we have the stronger relationship with families, um- Mm-hmm ... because that time in high school is pretty short, and, um, it's just not the same day-to-day interaction as it is in elementary and middle school.

Right. Um, so sometimes we're that point of contact for the families. Um, sometimes we may even have to provide translation, um, to some of the, the partner schools. So that's one way that our families, um, we, we, you know, really partner with our families to make sure that they are informed and, and sort of, um, can advocate for their students.

Um- We, uh, also we check the grades of our s- graduates. So again, if somebody is falling behind, we wanna make sure that we are working with the high schoolers and with that student- Mm-hmm ... to figure out what that student needs to, to get back on track or thrive. Um, we, uh, you know, we have a program where if students need any additional support, um, or the families do, they can fill out a form and request that.

So through that, we've, um, provided, um, like travel grants, books, gra- grants for books, um, grants for medical devices like hearing aids, glasses. Um, if there's specific tutoring or, um, you know, when the students are applying to college, like they might need, they might have, um, uh, application fees, so we help with that.

Um, we also provide, um, this past, uh, school year, uh, we organized a trip for our juniors and seniors to go visit St. Mary's, um, college campus. So, um, you know, we, we try to provide opportunities with them for that. Um, also we want our high schoolers to feel empowered to work, and so we have partnerships with like Enterprise f- um, for Youth where we encourage our students to apply, get some summer work, and then, um, over time they're able to build those early jobs into internships, um, so they can identify what they might be interested in in college, et cetera.

Um, and essentially, you know, we have a grad space on campus, so, uh, we have drop-in, um, hours after school. So if somebody wants to just come and hang out and do their homework, um, we have that space for them. That's so cool. I mean, obviously, once again, the model is so different, but- You know, the idea that you're still there for your students even after they've, quote-unquote, "graduated," uh, that can be, you know, anybody can steal that idea, right?

Mm-hmm. And that keep, keep in connection. And, uh, we often talk about this and too when we talk about, you know, donors, et cetera, it's, you know, it's wonderful to include folks all along the way, but it's also nice to be there for them when you're not asking for something, right? Yes. You know? And so just being a part of it, like you're always still part of our community, you can always come back, um, you can come back and get help, you know.

That, I think that's a, that's a key takeaway that I think any school can employ. Um, but that's, you know, another, you know, bonus to what you guys are doing. It, it's just continue that work. And then even so in college, I imagine they probably come back a little less, um, but they, they know that they have that space, right?

Yeah. So we try to go visit them. We have a lot of students who go to University of San Francisco or St. Mary's College. So we, we do try to get out there and visit them and, um, you know, it's just a great time to celebrate all their hard work and, and who they are as people. Um, but we have, um, you know, every year we have our, uh, annual scholarship benefits, so we invite grads to come and speak and, um, you know, grads are so gracious about being keynote speakers and giving up that time to prepare and to, to share their story.

So- Um, we ha- Yes. And we have, um, one of, uh, a graduate from our first graduating class, um, he's on our board, so he's serving, um, DMA in that capacity. Wow. Um, so we're continuing to, um, seek out opportunities for our grads to c- you know, infuse, um, their talents into the mission in a different way. Yeah, and it's a wonderful event that gets put on, and we, we, we go every year.

And, uh, the kids singing is always a big, is a big, uh, highlight- Mm-hmm ... of the show, of course. Um, but you get to see, uh, you get to meet the kids, you get to see the work that they're doing, you get to talk with them, you get to hear the stories. I mean, it's just a great way, um, another, another lesson can be learned is, you know, come, come to the event, you know, buy a, buy a ticket or a table and, and see how, how a good event is run.

Um, because DMA has always done a great job of that. Thank you. Thank you. Yeah, we always say we, like, bring DeMeritt to the hotel. Um- Yeah ... and so we have about, like, 80% of our kids are, are there that night. And, uh, you know, there, there's a, an hour before the dinner where our gra- our stu- our students are able to mix and mingle with our guests and, um, celebrate, you know, what they're doing at, at DMA.

Yeah. So with, uh, 25 years down, and you've got- Mm-hmm ... 10, 10 into it already, um, what's, what's next for DeMeritt? So for DeMeritt, um, you know, we are gonna... I think sustainability is always something that I have in, kind of in my head, in my bailiwick. So- Mm-hmm ... um, you know, continuing to find, um, partners to, uh, ensure sustainability is a big thing.

But for the academy itself, I think it's continuing to meet the needs of the students we wanna serve in our neighborhood. Um, and I, um, over the next year, we'll go through a strategic planning process to identify, um, what are some of the core priorities for us in the next three to five years. Um, we found that the students applying, more and more of them have, um, academic and learning needs beyond what we can provide in a sort of a standard classroom.

So how do we make sure that we, um, continuing, you know, continue to, um, understand who our applicant pool could be and, and how to, um, how we may need to think about addressing those needs in, in future years. Um, we wanna continue to get our alumni involved, so we are blessed to have alumni on staff, and we wanna con- continue to, um, have a alumni program that is, um, you know, engaging our alumni and, and meets their needs as well.

Um, and I would say too, in the future, you know, we've done so much in the last five years to, um, kind of regroup after COVID. Um, but we wanna continue to, um, not just think about intervention and getting our kids up, but also think about, um, ways to challenge our students and, um, you know, implement, uh, new academic programs to meet the needs of all of our students.

Yeah. Wow. A lot to do always, right? Yeah, for sure. It's no, no small task either, you know, having to, uh, raise your entire budget every year, and to keep- Yes ... all those, those partnerships going and the connections going. It's, it's quite a task. But, uh, th- that little village seems to, to do it every year. Yeah.

We, we really do pull it together. Um, when I first started working here, my predecessor was like, "You know, providence will... You know, rely on providence." And as sort of a type A person, I was like, "What? How can we do this?" But, um, you know, I know that, uh, my team here is, you know, really talented, and we all put in a really, uh...

You know, we put in a lot of effort. Um, and so then I know that, uh, we can just rely on God and, and you know, we, we figure it out every year. Yeah Well, what would be, uh, I guess you can take this either direction, whichever way you wanna go. What would be a final thought or what is, what's something you're most excited for as far as, uh, the De Marillac world goes going forward?

Um, well, we will have a transition in our principalship next year, and so, um, uh, we have a, a, a woman coming in, um, who is, has many years of in- uh, being a principal at a Vincentian school. So, um, I think, you know, it's exciting to have, uh, just new leadership and new energy and new colleagues. Right. So I'm excited about that.

Um, and then, you know, I think what brings me a lot of joy is really getting to know our students. Um, I wanna make sure that our students, um, really just feel so, um, proud of who they are and know that they do have, uh, a purpose, and I hope they use that purpose to, um, continue to make it a better world for, for them, for their families, their communities, and for others.

What I always say here is, the mission of De Marillac is touched, changed, um, evolves with every person who comes into our orbit, and every person who comes into our orbit is changed, grown, evolved because of the mission of De Marillac.

That's great. And so, um, you know, I, um, my hope is that as our eighth graders go into their high schools, they're, um, you know, infusing their high schools with the, the Lasallian Vincentian Catholic, um, energy that, that they've, that has been bestowed upon them here, and, uh, the same for, um, all of us as we go into the world as well.

Yeah. So cool. Well, uh, thanks, thanks for sharing that story. We want folks to go check out demarillac.org. Is there anything else they should look at if they're trying to find out more about the school? Um, I think come by and visit. You know, the Tenderloin is a, um, has a lot of great restaurants, all different sorts of cuisine, so come make a day of it.

Come stop by for a tour with our student ambassadors, and then go grab, um, a great bite to eat somewhere in the neighborhood. Yeah. I, I really encourage everyone to do that. You, you, as, as you just said, your life will be changed. Yes. Yes. All right. Well, thank you, Theresa. I really appreciate you, you spending the time with us today and, uh, for sharing the story of De Marillac.

Sure. Thank you so much, Thomas. I really appreciate it.