L. Mickey Fenzel, Ph.D., a professor and chair of teacher education at Loyola College in Maryland, spent his 2003-04 sabbatical visiting 12 Nativity middle schools in seven cities to uncover their distinguishing characteristics and to take a close look at their controversial use of volunteer teachers. His research resulted in his new book, Improving Urban Middle Schools: Lessons from the Nativity Schools (SUNY Press). Fenzel will discuss the book and the research behind it at a colloquium beginning at 5 p.m. on Tuesday, March 31, in the 4th Floor Program Room in Loyola’s Andrew White Student Center.

Fenzel’s research reveals that students’ gains in Nativity model schools, as measured through standardized test scores, significantly exceed those of children in urban parochial and public schools.

Nativity schools (now part of a larger network of 64 NativityMiguel schools), the first of which opened in New York City in 1971, offer year-round, extended-day programs focused on educating students from low-income, at-risk backgrounds. The schools’ class sizes and overall school enrollments are markedly smaller than those of typical public middle schools. Usually operated by religious orders, the Nativity programs focus on attracting teachers with a commitment to social justice, and all hire at least a small number of volunteer or intern teachers. Community volunteers also play roles as tutors and recreation leaders.

“In an environment that screams for models of effective urban education, the Nativity schools shine light on the factors that make a difference,” said Fenzel. “The Nativity schools’ extended day, small class sizes and rich summer programs are essential components of a model that, if implemented in more schools, could lead to impressive academic and social gains for many more children. But structures and high expectations alone will not bring about substantial change without the involvement of committed, competent and caring educators. One of the greatest failures facing the education enterprise today is its failure to attract these people into high-poverty schools.”

Fenzel chairs the teacher education department at Loyola College in Maryland’s School of Education, the only school in Maryland with a dedicated focus on the advancement of achievement and development of city children and youth that is based on an analytical framework of identity, race and culture. The School’s mission is rooted in the belief that the enhancement of urban education will lead to an improved quality of life for all who live and work in America’s cities.