Alumnae News

List of 5 news stories.

  • College Connections

    The Student Alumnae Association sponsored a new event, College Connections, in conjunction with the “Home for the Holidays reunion.” Alumnae had the opportunity to represent their college/university at a table in the Shanahan Commons. Current Angels were able to visit the tables and ask specific questions about choosing a school, different majors and life after high school graduation.
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  • Home for the Holidays

    On January 10, the Classes of 2015, 2016, 2017 and 2018 were excited to be back on campus for the annual “Home for the Holidays” college reunion. The Angels filled the halls with laughter, joy and hugs as they caught up with their former classmates, teachers and administration. The alumnae enjoyed a delicious lunch and had the opportunity to see the recent updates to campus, including the brand-new College Advising and Resource Center!
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  • Girls’ School Graduates Have a Clear Edge Over Coeducated Peers, New Research Reveals

    FOR IMMEDIATE RELEASE

    St. Joseph’s Academy Media Contact: Kara Kieffer | 314.394.4349 | kakieffer@sja1840.org
    NCGS Media Contact: Olivia Haas | 703.216.8773 | ohaas@ncgs.org
     
    Girls’ School Graduates Have a Clear Edge Over Coeducated Peers, New Research Reveals
     
    [FRONTENAC, MO] — Graduates of all-girls schools have a definitive edge over their coeducated peers. Last week, the Higher Education Research Institute (HERI) at the University of California-Los Angeles (UCLA) released the results of a study that shows statistically significant advantages for girls’ school graduates as they enter university. Commissioned by the National Coalition of Girls’ Schools (NCGS), Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University was prepared by principal investigator Dr. Tiffani Riggers-Piehl, Assistant Professor of Higher Education at the University of Missouri-Kansas City (UMKC), in collaboration with HERI. This new data analysis is an update of a 2009 report, also published by HERI, that was originally conducted by Dr. Linda Sax of UCLA in association with Dr. Riggers-Piehl.
     
    These two major peer-reviewed studies spanning Generations Y and Z compare the self-confidence, academic achievement, political engagement, and aspirations of girls’ school graduates to their coeducated peers. Drawing data from the well-known Freshman Survey conducted by HERI, both studies used the same sophisticated multilevel modeling to separate the effect of an all-girls education from other influences including socioeconomic differences, race/ethnicity, parent education, and the characteristics of the high schools attended. Dr. Riggers-Piehl and her colleagues note the data reveals “a consistent portrait of girls’ school graduates who are more engaged academically and socially than their coeducated peers, findings which align with the profile outlined in the aforementioned report in 2009.”
     
    The study identified several key areas in which all-girls schools are better preparing their students for success in university and beyond. Based on the reported data, the researchers concluded that when compared to their female peers at coed schools, girls’ school graduates:
    • Have stronger academic skills
    • Are more academically engaged
    • Demonstrate higher science self-confidence
    • Display higher levels of cultural competency
    • Express stronger community involvement
    • Exhibit increased political engagement
    Specifically, the research report identifies over 80 statistically significant differences that favor graduates of all-girls schools when compared to female graduates of coed schools, such as the following:
    • Girls’ school alumnae are 5% more likely than their coeducated peers to say they frequently seek alternative solutions to a problem and more frequently explore topics on their own, even when not required. More than 2/3 of girls’ school graduates report frequently supporting their arguments with logic, whereas coed school female graduates are 7% less likely to report this academic skill.
    • Graduates of girls’ school are 7% more likely to frequently tutor other students and 6% more likely to frequently study with others.
    • Girls’ school graduates, compared to students from coed schools, are 4% more likely to report they are “very confident” or “absolutely confident” in their understanding of scientific concepts and ability to explain the results of a study and use technical science skills such as tools, instruments, and techniques.
    • When asked about their ability to work and live in a diverse society, alumnae from all-girls schools are nearly 10% more likely to have the goal of helping promote racial understanding, and 75% value improving their understanding of other countries and cultures, compared to 70% of their coeducated peers. Half (50%) of girls’ school graduates, compared to 45% of female students from coed schools, count their tolerance of others with different beliefs as a strength. Girls’ school alumnae are 6% more likely to note their ability to work cooperatively with diverse people as a strength.
    • Girls’ school graduates are 8% more likely to have a goal of participating in community action programs and are 5% more likely to think it is "very important" or "essential" to become involved in environmentally minded programs. Alumnae of all-girls schools more frequently participate in volunteer work compared to their coeducated peers—52% versus 47%.
    • Women who attended all-girls schools are 5% more likely than coeducated graduates to plan to vote in elections and to publicly communicate their opinion about a cause. Considering their political engagement, graduates from all-girls schools are 7% more likely to think it is “very important” to have the goal of keeping up-to-date with political affairs.
    As the data shows, girls’ school graduates rate themselves as more successful and engaged in areas where men have historically seen greater representation: science and politics. Reflecting on the totality of the findings, the researchers noted, “these statistically significant results demonstrate differences in areas of critical importance in the twenty-first century for women as they enter university and beyond, thus emphasizing the contribution of all-girls schooling for women’s success.”
     
    ABOUT ST. JOSEPH’S ACADEMY
    St. Joseph’s Academy is a college preparatory high school in Frontenac, Missouri, sponsored by the Sisters of St. Joseph of Carondelet with student enrollment of 500 and 80 faculty and staff. Founded in 1840, the mission of the Academy is to provide quality Catholic education for young women in an environment that challenges them to grow in faith, knowledge, and respect for self and others. Our community expects these young women to make a profound impact in the world. St. Joseph’s Academy is committed to developing young women to be “Values-Driven Leaders” and uphold the school’s motto, “Not I, But We.”
     
    ABOUT NCGS
    The National Coalition of Girls’ Schools (NCGS) is the leading advocate for girls’ schools, connecting and collaborating globally with individuals, schools, and organizations dedicated to educating and empowering girls. NCGS acts at the forefront of educational thought providing its member schools research on girls’ education and performance outcomes; professional development for educators to share best practices for teaching girls; networking opportunities to unite and build a community of thought leaders; and advocacy about the unique benefits of all-girls education.
     
    Founded in 1991, NCGS serves over 250 national and international PK-12 grade girls’ schools (independent, public, charter, and religiously-affiliated), 15,000 educators, 100,000 students, and nearly one-million alumnae.
     
    NCGS Contact Information
    P.O. Box 5729 | Charlottesville, VA 22905 | 434.205.4496 | www.ncgs.org
     
    ABOUT HERI
    The Higher Education Research Institute (HERI) serves as an interdisciplinary center for research, evaluation, data, policy studies, and research training in post-secondary education. HERI is housed in the UCLA Graduate School of Education and Information Studies (GSE&IS). HERI is home to six national surveys of college students, faculty, and staff, including the Cooperative Institutional Research Program (CIRP), also known as The Freshman Survey, which is the largest and longest-running study of higher education in the U.S. The Institute's research program covers a variety of topics including the college student outcomes, leadership development, institutional transformation, faculty performance, educational equity, and issues surrounding campus climate.
     
    HERI Contact Information
    3005 Moore Hall, Box 951521 | Los Angeles, CA 90095 | 310.825.1925| www.heri.ucla.edu
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  • A Record-Breaking #GivingTuesday

    #GivingTuesday, an international day of giving, was on Tuesday, November 27. Thanks to the generosity of over 350 alumnae, parents, students, faculty, grandparents, family and friends, we finished 134% to goal and broke the school record for this one day of giving. These gifts will benefit the areas of greatest need, scholarships, STEM, Heart of an Angel Fund, fine arts and athletics.

    Because of you, we can continue our mission of “providing a quality Catholic education for young women in an environment that challenges them to grow in faith, knowledge, and respect for self and others.” Thank you for your continued support! 
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  • Engineering Lunch and Learn

    On Thursday, November 8, four alumnae came to St. Joe to share their pathways to careers in engineering with the current students. Over 65 students and teachers attended the event.
     
    The alumnae shared what motivated them to pursue a career in engineering, how they maintain work-life balance along with the training and projects in which they have been involved.
     
    Maggie Bowman ‘08 graduated from Missouri S&T with a degree in Civil Engineering. After college, she moved to Seattle, Washington to work for the Boeing Company. While working in Seattle, she completed her Master’s degree in Engineering Management online through Missouri S&T in May 2017. Since moving back to St. Louis, she now works as a Liaison Engineer for the Boeing Company, supporting the defense side of the company.
     
    Laura (Marxkors) Brames ’08 has been working as an engineer in the healthcare field since 2012. Upon graduation from St. Joe in 2008, Laura attended Saint Louis University and graduated with a degree in Electrical Engineering and a minor in Biomedical Engineering. Using her education and experiences from summer internships, Laura joined the Edison Engineering Development Program with GE Healthcare in 2012 in Milwaukee, Wisconsin. The Edison program is a two year rotational program, in which Laura held four different engineering roles. These included software, systems and operations engineering. Laura currently works at Cardinal Health as a Research and Development Engineer in the electromechanical group. In her current role, Laura uses her engineering skills on developing the next generation enteral feeding pump.
     
    Sofia Chkautovich ’11 attended SIU-Edwardsville and received her undergraduate degree in Civil Engineering. While completing her degree, she interned for a St. Louis-based engineering firm, who then hired her full-time after graduation. She spent two years there working in site design and ADA data collection. Now, she is a Systems Engineer and Data Manager at the Boeing Company, where she supports military aircrafts. 
     
    Kourtney Kostecki ‘13 attended Iowa State University, where she earned a Bachelor’s of Science degree in Chemical Engineering and Genetics. During her time at Iowa State, she had several internships with Pfizer, a pharmaceutical company in St. Louis, in their Cell Line Development group. She is now working for Confluence Discovery Technologies, a drug discovery company that targets inflammatory diseases, doing cell and molecular biology. 
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St. Joseph’s Academy is a private, Catholic high school for girls in St. Louis, Missouri, sponsored by the Sisters of St. Joseph of Carondelet. Our mission is to provide quality Catholic education for young women in an environment that challenges them to grow in faith, knowledge, and respect for self and others. Our community expects these young women to make a profound impact in the world.

St. Joseph's Academy

2307 South Lindbergh Boulevard
St. Louis, MO 63131
Phone: 314-394-4300
Fax: 314-965-9114
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