Marshall School is the Twin Ports flagship independent school and has served the Duluth area for more than a century. Founded in 1904 as Cathedral Senior High School, Marshall has adapted with Duluth as the educational needs of the community changed. The foundation of providing the highest-quality, college-preparatory educational experience to students in the area has always remained a part of the school's history.
The mission of Marshall School is to educate students to become global citizens who demonstrate strong academic habits, respect, compassion, integrity, self-discipline, and intellectual curiosity. Global citizens think critically, creatively, and compassionately about complex local and global issues. They understand what it means to be a member of an interconnected and rapidly-changing global community. They lead when necessary, adapt when appropriate, and employ a broad range of technological and communication skills to seek understanding and find solutions to real problems.
Marshall students emerge as global citizens with an ethic of service nurtured by their academic study of history, literature, arts, religion, languages, science, and the environment meaningful relationships with peers and faculty from around the world, and rich extracurricular experiences, which foster humility, teamwork, and leadership. Marshall students leave with the knowledge, skills, experiences, and independence to meet the challenges of the 21st century, wherever life takes them.
Marshall is dedicated to teaching academic habits which will sustain lifelong learning in students. Learning how to learn -- whether it be taking notes, studying, or writing -- prepares students for success in college and life. Our teachers nurture confident and critical thinkers who have mastered academic skills and competencies across a variety of disciplines.
Marshall offers a safe and inclusive school community where individuals are expected to respect themselves, each other, and their environment. Through personal relationships with diverse groups and individuals, students learn to understand themselves and others and work effectively as part of a team. Marshall believes that the development of compassion –- and the desire to make a positive difference in the lives of others -- is essential to being a productive member of a community. Through the study of multiple viewpoints and the act of service, students develop empathy for those around them.
Marshall encourages all members of its community to hold themselves to the highest code of conduct. Led by a commitment to the common good, we strive to do what is right -- even when nobody is looking. Hard work and self-discipline are essential components for success. Marshall challenges students to develop a strong work ethic and the internal motivation to persevere through times of challenge.
Marshall encourages students’ natural inquisitiveness and wonders about the world. Asking questions and taking risks is as important as searching for the right answer. With the desire and courage to move confidently into the future, students can adapt to an ever-changing future in pursuit of their dreams.
This notion of gain is something independent school families understand and embrace. It is why independent schools offer so many activities and commit to keeping class sizes small.
More than 70% of high school students attend a school with an enrollment greater than 1000. Typically, at those schools, students have to choose between arts and athletics. A decade ago, 73% of public school students quit sports by the start of high school. For these students, doors shut on the opportunity, robbing students of the gain. By contrast, many independent school students try new sports and new activities after the start of high school.
This summer, fifty Marshall students demonstrated language skills they had gained while traveling abroad in Germany, France, and Colombia. Studies show that independent schools students start language study earlier, stay with language study longer and graduate with significantly higher rates of proficiency than their public school peers.
Independent school students also start the Algebra sequence earlier and, therefore, are more likely to complete Pre-Calculus. On average, students at independent schools write papers more frequently, do presentations more frequently, collaborate more frequently, and hold leadership positions at a higher rate—and each of these is an opportunity to demonstrate understanding.
Simply put, opportunities to demonstrate new understandings abound at Marshall. And with each new opportunity, students derive more confidence. From the sixth grade play to Genius Hour, from Menogyn to Senior Projects, our students are asked to gain a full complement of skills and understandings. This expectation to participate is a norm in our student community, which is important because adolescents emulate what they see.
So if you are asked about the value of independent education, think of the concert anecdote. Families who invest in independent education have greater assurance that their children will experience “high gain.” It is nearly impossible to attend a school like Marshall without branching out and trying new things. Participation and engagement are the life habits we inculcate.
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