Our Lady Of Grace Catholic School

I have taken time to reflect before writing this because it is important to clearly and thoughtfully document our experience at Our Lady of Grace.
While there are individual teachers and families within the school community who genuinely care about children, the overall pattern we experienced was one of instability, poor leadership, inconsistent communication, and a culture that often felt more controlling than supportive.
One of the most concerning issues has been the constant turnover among faculty and staff. In just three years, we experienced significant instability. My younger child had multiple teachers and teaching assistants in a single school year during kindergarten. My middle schooler lost approximately 100 of the middle school core teachers since 6th grade (in 3 years). That level of turnover is astounding for a school this size and creates a lack of continuity that directly impacts students academically, emotionally, and socially.
The classroom environment itself raised concerns. There appeared to be ongoing struggles with classroom management and student supervision. Recess — an essential part of child development and emotional regulation — was frequently limited or used as punishment. This reflects a concerning misunderstanding of basic childhood needs and development. Some staff members would benefit from stronger training in child development and age-appropriate behavioral expectations.
The broader culture of the school often felt rigid and overly controlling. Students were frequently expected to comply without question, and even respectful disagreement or communication could be interpreted as disrespect. At times, the tone used toward students felt inappropriate and demeaning rather than supportive and nurturing. This did not reflect the compassionate, Christ-centered environment we expected from a Catholic school.
Academically, several programs lacked consistency and clear direction. STREAM, Spanish, and art programs often felt underdeveloped, inconsistent, or dependent on whichever staff member happened to be available that year. There appeared to be little long-term structure or continuity. It was also concerning to learn that some teachers were instructing subjects outside their expertise and that teaching licensure requirements were not expected. For a school that promotes academic excellence, this raises important questions about educational standards and priorities.
The most significant issue, however, has been leadership and communication.
Communication from administration was often delayed, dismissive, or nonexistent. When legitimate concerns were raised, responses could take weeks — if they came at all. Opportunities for meaningful dialogue were limited, and there was little indication that parent concerns were genuinely heard or investigated thoroughly.

These communication concerns extend beyond the school itself. The principal, the priest, the superintendent, and even diocesan leadership have repeatedly chosen avoidance over transparency. Concerns are ignored, emails and phone calls go unanswered, and legitimate issues are pushed back onto the school community without a genuine effort to understand.
What is most frustrating is the consistent pattern of silence and deflection. Families deserve communication, accountability, and leadership willing to address difficult situations directly — not leadership that puts their head in the sand and minimizes concerns in hopes they simply disappear.
Unfortunately, this type of institutional protection over honest engagement is part of what has damaged trust in the Catholic Church for many families over the years. When leaders refuse to listen, respond, or investigate openly, it only deepens that distrust.
The broader school culture also reflects many of these leadership issues. There is a strong perception within the community that influence, recognition, and treatment are often tied to financial contributions or social standing. Rather than functioning independently as a voice for families, the PTA (PFA) is run by the principal.

STEER CLEAR of this school.... it is controlling, manipulative, click-ish and the academics are taught by teachers who don't know what they are doing.