In 2000 Campion High School, a Catholic, Jesuit, single-sex secondary school created and adopted the Grad-at-Grad statement as the school‘s expected school-wide learning results (ESLRs) and has articulated a need for a comprehensive, reliable assessment of these graduation outcomes. This case study used interviews, a survey, and participant observation to understand how the school has implemented and assessed the ESLRs since their inception. The study also thematically compared Jesuit educational philosophy to current theories of educative assessment and outcomes-centered curriculum development. Findings reveal that the school relies on a random, individual approach to curricular incorporation and has not incorporated the outcomes at the departmental level. Teachers at the school provide good role models for the Grad-at-Grad outcomes, and the Campus Ministry and Community Service programs provide meaningful learning experiences in relation to the outcomes. The school uses a variety of traditional assessment measures to assess students‘ growth toward the graduation outcomes. The study concluded that the school is in the middle of the implementation process and should utilize more professional development and the current theories of educative assessment and outcomes-centered curriculum design as it continues to implement and assess the ESLRs.

The purpose of this study was to assess how graduating students at St. Paul’s High School are fulfilling the characteristics of the Jesuit Secondary Education Association’s Profile of the Graduate at Graduation. These characteristics include being open to growth, intellectually competent, religious, loving, and committed to doing justice. While these five characteristics are identified as desired traits for graduates of St. Paul’s, there has not yet been an evaluation process undertaken in order to gauge student attainment of these characteristics. The methodology involved a document analysis, a collection of data from the sixty-two JSEA schools’ websites, and four interviews with St. Paul’s graduates from 2014. The three-fold approach allowed for a deep understanding of the context and experience of the Profile. This allowed for a reflection that showed there is a successful outline for creating a culture where the Graduate at Graduation is central to the mission of JSEA schools, which in turn makes the characteristics attainable.