fall 2011 mennonite education annual report

Mennonite Education

Annual Reports

Fall 2011

“…be transformed by the renewing of your minds …” – Romans 12:2

Introduction to Mennonite Education Annual Reports Fall 2011 ~ i ~

INTRODUCTION Mennonite Education Annual Reports Fall 2011 Mennonite Education Annual Reports Fall 2011 contains narrative annual reports and enrollment statistical reports. This resource provides valuable information to our educational institutions, church leaders and other interested persons. It illustrates the important role of Mennonite education in supporting the mission of the church. Our schools, colleges/universities, seminaries and educational programs are actively helping to develop leaders who are committed to the call to be agents of “healing and hope.” This resource also illustrates the collaborative spirit among our educational institutions. We thank them for providing annual reports and sharing enrollment information with us. Their stories are indeed worth sharing! This is the fifth year that MEA has compiled this information together into one booklet and then made it available online (www.MennoniteEducation.org/ANNUAL2011) and on CD or in printed form by request (e-mail [email protected]). You can find earlier reports (Fall 2007 through Fall 2010) on the MEA website under the Educational Resources tab. I encourage you to read Mennonite Education Annual Reports Fall 2011 carefully. If you have questions, I invite you to engage us in conversation via e-mail or by phone (866-866-2872). Visit our website, www.MennoniteEducation.org, to learn more about the work of MEA and about Mennonite educational institutions at all levels. If you go to www.MennoniteEducation.org/Subscribe, you can read descriptions of free MEA publications and subscribe online. This is an effective way to keep informed about what is happening in the area of Mennonite education. I have also included MEA’s mission, vision, purposes, outcomes, and strategic vision following this introduction. MEA supports Mennonite education by:

• Advocating for the vision and mission of Anabaptist/Mennonite education in church and school

• Developing and maintaining the vision for and the long-term interests of Anabaptist/Mennonite education

• Discerning the educational needs of the church, and developing schools and programs that best meet these needs

• Dismantling racism in MEA and the schools

• Encouraging and enabling schools to collaborate in ways that ensure that the common good of Mennonite education and the church will take precedence over specific institutional self-interests

• Facilitating cooperation, collaboration and coordination among Mennonite Church USA educational institutions and between these institutions and other church programs

• Providing services in support of the missions of the educational institutions

• Providing for the establishment and maintenance of accountability and support relationships between the schools and the church

Introduction to Mennonite Education Annual Reports Fall 2011 ~ ii ~

Section 1: Annual reports from Mennonite educational institutions and programs One of the purposes of MEA is “facilitating cooperation, collaboration and coordination among Mennonite Church USA educational institutions and between these institutions and other church programs.” One of the ways MEA accomplishes this purpose is by sharing what is currently happening in Mennonite education through annual reports submitted by Mennonite educational schools, colleges/universities, seminaries and programs. While not every educational institution and program has submitted a report, the reports highlight what is happening in the Mennonite educational system and the ways they are interacting with congregations and area communities. While we strongly encourage you to read Section 1 in its entirety, a compilation of these reports is at the beginning of the section. The compilation attempts to categorize the responses and note recurring themes. The story of Mennonite education continues to transform and grow as institutions and programs faithfully follow God’s leading. Section 2: Fall 2011 Mennonite education enrollment statistics Enrollment at Mennonite educational institutions is one benchmark of their relationship with the supporting constituency. MEA and its predecessor, Mennonite Board of Education, have been collecting enrollment data for over 45 years in order to report on interesting statistics about and trends of Mennonite education. Currently, MEA gathers data from the following types of education:

• PreK-12 education (preschool, elementary, middle and secondary programs)

• undergraduate programs

• adult degree-completion programs

• graduate programs

• seminary education

• other degree programs

• non-degree programs Under each level, current year statistics, basic enrollment trends, Mennonite/non-Mennonite enrollment data and Racial/Ethnic enrollment data are provided. Youth Census information is provided at the end of Section 2. MEA requests this information from congregations on an ongoing basis for the benefit of Mennonite Church USA as a whole. This information is a way to facilitate connections between church and education. We hope that the number of congregations that complete the Youth Census forms will continue to grow and help the Youth Census statistics to better represent Mennonite Church USA. I encourage you to ask your congregation if it is participating in the Youth Census. If it is, thank them! If it isn’t, encourage them to get involved. They can e-mail [email protected]. Also use this e-mail if you represent a Mennonite organization that is interested in acquiring Youth Census data. I sincerely appreciate your interest in Mennonite Education Annual Reports Fall 2011, and I hope you will share it with others. Mennonite education, at all levels, deserves our support and commitment—whether through prayer, advocacy or financial contributions. Mennonite education is a gift for everyone!

Carlos Romero MEA Executive Director

Introduction to Mennonite Education Annual Reports Fall 2011 ~ iii ~

MISSION, VISION, PURPOSES, OUTCOMES,1 AND STRATEGIC VISION

Mission

The mission of Mennonite Education Agency is to strengthen the life, witness and identity of Mennonite Church USA through education.

Vision

“Do not be conformed to this world, but be transformed by the renewing of your minds, so that you may discern the will of God—what is good and acceptable and perfect.” - Romans 12:2

Purposes

Advocating for the vision and mission of Anabaptist-Mennonite education in church and school. Developing and maintaining the vision for and the long-term interests of Anabaptist-Mennonite education. Discerning the educational needs of the church and developing schools and programs that best meet these needs. Dismantling racism in MEA and the schools. Encouraging and enabling schools to collaborate in ways that ensure that the common good of Mennonite education and the church will take precedence over specific institutional self-interest. Facilitating cooperation, collaboration and coordination among Mennonite Church USA educational institutions and between these institutions and other church programs. Providing services in support of the missions of the educational institutions. Providing for the establishment and maintenance of accountability and support relationships between the schools and the church.

Outcomes2

People touched by MEA-affiliated schools, institutions and programs grow intellectually, spiritually and strengthen the life, witness and identity of Mennonite Church USA.

1 The Mission, Vision, Purposes and Outcomes document was adopted by the MEA Board of Directors, October 5, 2003.

2 The Outcomes were revised by the MEA Board of Directors, March 18, 2006.

Introduction to Mennonite Education Annual Reports Fall 2011 ~ iv ~

1. Church Relations. MEA, its institutions and the wider church support one another in discerning educational needs. Mennonite Church USA area conferences, congregations, and members support the institutions by sending students and providing resources; the institutions provide intellectual and spiritual training for individuals to serve the church and its mission at home and in the world. MEA maintains accountability for strong relationships between church and school, promoting the long-term interests of Anabaptist-Mennonite education—interests that transcend specific institutional goals.

2. Transformational Leadership. MEA and its institutions develop the vision of Christ-centered, servant leadership in those who attend, support and serve Mennonite Church USA schools. Mindful of Mennonite commitments to an “upside down” kingdom, MEA advocates a transformational approach to dismantling racism, restorative justice, peace building, and community empowerment. MEA and its institutions support programs, scholarship, and recruitment practices that address these visionary endeavors.

3. Support Services. MEA provides services in support of the missions of its schools. Working with the schools and their statements of arrangements with the agency, MEA provides assistance in the form of consultation, counseling, staffing, research, sponsorships, appointments, etc. in helping schools achieve their missions.

4. Viable Access. Students seeking Christ-centered Anabaptist-Mennonite education have viable access to Mennonite Church USA schools. Working with the schools on issues related to location, delivery system, cost, transfer and outreach to the under-served, MEA envisions and supports programs and initiatives that facilitate ready accessibility.

Strategic Vision3 Drive the growth of Mennonite Church USA by equipping our educational systems, with innovative tools and vibrant connections. Equipping Innovations Connections

• Delivering functional tools

• Initiating networking tools

• Facilitating personnel tools

• Generating creative ideas

• Developing new initiatives and tools

• Reapplying best practice education ideas

• Spanning geographies, and church entities (schools, conferences, congregations and individuals)

• Connecting those who can mutually benefit

• Linking networks across Mennonite USA organizations and individuals

3 The Strategic Vision was adopted by the MEA Board of Directors, June 21, 2008, for a five-year period (2007-2012).

Mennonite Education Annual Reports Fall 2011

Section 1, Page 1

INDEX Section 1: Annual narrative reports from educational institutions

and programs

Page 1-3 Compilation of annual reports

Member schools of Mennonite Schools Council (MSC)

Page 1-9 Bethany Christian Schools

Page 1-11 Christopher Dock Mennonite High School

Page 1-13 Diamond Street Early Childhood Center

Page 1-15 Freeman Academy

Page 1-17 Hopi Mission School

Page 1-18 Iowa Mennonite School

Page 1-20 Juniata Christian School

Page 1-21 Lake Center Christian School

Page 1-23 Lancaster Mennonite School

Page 1-25 Lititz Area Mennonite School

Page 1-26 Manheim Christian Day School

Page 1-27 Penn View Christian School

Page 1-29 Quakertown Christian School

Page 1-31 Sarasota Christian School

Page 1-34 The Peace & Justice Academy

Page 1-36 United Mennonite Educational Institute

Page 1-37 Warwick River Christian School


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Colleges, universities and seminaries

Page 1-39 Associated Mennonite Biblical Seminary

Page 1-41 Bethel College

Page 1-43 Bluffton University

Page 1-45 Eastern Mennonite University

Page 1-48 Goshen College

Page 1-51 Hesston College

Education-related programs

Page 1-53 Hispanic Pastoral Leadership Education (HPLE)

Page 1-55 Mennonite Early Childhood Network (MECN)

Page 1-57 Mennonite Schools Council (MSC)


Section 1, Page 3

COMPILATION Annual reports from educational institutions and programs

1. Please share a story about your Mennonite educational institution/program that you would like to share with the wider church.

Mennonite Schools Council

Examples of unique learning opportunities at MSC schools were shared. Bethany Christian School’s fourth-fifth grade class helped raise fresh vegetables to learn about biology and the value of stewardship while also providing food for the cafeteria. Lancaster Mennonite School provided a special “Introduction to the Bible” class for first-year international students—most are learning about the Bible for the first time. Some schools described learning opportunities outside of the classroom. Each week during Iowa Mennonite School’s chapel, an aspect of God or faith was explored as it relates to an Un word, e.g., unstoppable. During Diamond Street Early Childhood Center’s new summer program for school-age children, various walking field trips helped the children get acquainted with the Akron community. Children at Warwick River Christian School earned/gave money for Japanese Tsunami victims and for food for children in Third World countries. The influence of Mennonite education on the choices students make was also a recurring theme. One example was a middle schooler at The Peace & Justice Academy who asked his father not to buy him any more violent video games because he realized how playing them could desensitize him to violence and was disrespectful to people who suffered from real violence.

Mennonite higher education institutions

AMBS alum Nathan Ramer reflected on his seminary experience. Bethel College described significant chapel services—one focused on the tenth anniversary of 9/11 and one based on Whitacre’s “When David heard” (based on II Samuel 18:33). Bluffton University’s Lion and Lamb Peace Arts Center is celebrating its 25th anniversary. At the center, children and others learn about peace and justice by interacting with literature and the arts. EMU shared about recent award recipients—2011 Alumna of the Year Leymah Gbowee who was also awarded the 2011 Nobel Peace Prize, and 2011 Distinguished Service award winner Glen Lapp for his work in Afghanistan. Goshen College shared about its new general education curriculum, the Goshen Core, and the changes taking place after the Campus Cultural Audit process. Hesston College received the maximum ten-year renewal from the Higher Learning Commission, and aviation was the main focus during Hesston College’s Homecoming.

Mennonite programs

Hispanic Pastoral and Leadership Education (HPLE) shared about Celita Pacheco, a Seminario Bíblico Anabautista Hispano (SeBAH) student, who is also very active in her church. Mennonite Early Childhood Network (MECN) Council connected with persons interested in early childhood education during Pittsburgh 2011. Academia Menonita and Western Mennonite School hosted regional Mennonite Schools Council (MSC) choir festivals for the first time in 2011.


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2. What are some of the ways you’ve connected with congregations and the community this past year?


MSC schools connected with congregations through performances of music and drama student groups, in addition to faculty and staff who speak or preach at churches. Students also connected with both congregations and the community through school-sponsored service projects and invitations to school events. Pastors are invited to speak at chapels, to participate in pastor visit days, or to attend special meals and meetings. Many schools made an extra effort to connect with congregations who provide financial assistance and students. Some school boards include members who represent a conference or a congregation. MSC students, faculty and staff helped with the programming of the recent Mennonite Church USA Convention. The MSC initiative to distribute John D. Roth’s book, Teaching That Transforms: Why Anabaptist-Mennonite Education Matters, was also mentioned.


All Mennonite higher education institutions provide resource persons, speakers, choirs and drama groups for congregations, churchwide conventions and conference events. Institutions connected with area congregations and the wider community by inviting them to special events and seminars on campus. A number of institutions also provided webinars and online courses, making wider participation possible. Several colleges/universities are working with MSC schools to offer dual-credit classes. In addition, faculty and staff represented the institution through participation in community-sponsored events and by serving on congregational and community boards.

A number of specific programs and events were named: � Anabaptist Vision and Discipleship Conference (Hesston) � Church Leadership Center (AMBS) � Common Threads (Hesston) � !Explore (AMBS) � Journey (AMBS) � “Life Enrichment” programs for senior citizens (Bethel) � Ministry Inquiry Programs for Camping, Service and Ministry (Goshen) � Ohio Conference Youth Pastor Peer Group (Bluffton) � Pastoral Studies Distance Education (AMBS)

Mennonite programs

HPLE directly connected with the Hispanic congregations through the congregationally based Instituto Bíblico Anabautista (IBA) program, through SeBAH students and through the monthly e-zine, Meno Acontecer. MECN connected through E-Alerts and website resources for its members. With the publication of Teaching that Transforms, MSC achieved a long-envisioned goal in providing a readable, compelling case for Anabaptist/Mennonite education. MSC also connected with congregations through its students.

3. What changes did your Mennonite educational institution/program make this past year?


The most common changes made by MSC schools were changes/additions to curriculum, additional support services for students and teachers, and changes in faculty and staff. A number of schools increased the age-range of the students they serve. Lititz Area Mennonite School and Sarasota Christian


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School (SCS) each added a prekindergarten program. Bethany Christian School had its first fourth-fifth grade class. The Peace & Justice Academy had its first tenth grade class as it works toward a complete middle and high school. Diamond Street Early Childhood Center (DSECC) now includes programs for school-age children year-round. A number of special courses are now offered, including dual-credit courses with Mennonite Church USA colleges/universities. Lancaster Mennonite School (LMS) began a Spanish immersion program at its Locust Grove Campus and hired a teacher (born in China) to teach Mandarin Chinese and other courses at the Lancaster and New Danville campuses. SCS purchased a portable school iPad lab and also expanded its learning support program to its high school students. Special services for students/families included adding or expanding bus service. Freeman Academy started a Wednesday morning prayer time at the school. Penn View Christian School (PVCS) expanded resources available for scholarships and financial aid. PVCS, Christopher Dock Mennonite High and Quakertown Christian schools organized a Mennonite Education Plan forum for participating churches. LMS increased efforts to welcome international students, and Juniata Mennonite School worked at strengthening connections with churches and the community. Special services for faculty/staff included Warwick Christian School that offered several professional development opportunities. Freeman Academy staff members attended a number of special gatherings which related to the school’s faith indicators. DSECC began the exploration of working with other local childcare centers to share some back office functions, provide professional development and develop a substitute teacher pool.


The changes mentioned by higher education institutions fit mostly into three categories: changes/additions to curriculum, changes/additions to the campus, and changes in faculty and staff. Mennonite higher education institutions are providing new programs and/or are expanding current programs. AMBS has a new partnership with Garrett-Evangelical Theological Seminary and will begin revising the Master of Divinity and Master of Arts: Peace Studies programs. Bethel College held its first Worship and the Arts symposium. Bluffton University began a pilot program of integrating restorative justice options within its discipline system for students. EMU launched a Master in Nursing program and gained approval from the Pennsylvania Department of Education to offer a full Master of Divinity degree through the Lancaster Center. EMU Lancaster now offers pastoral training and Adult Degree Completion cohorts in nursing and management/organizational development. Goshen College launched three academic institutes, expanded its adult learning programs, and initiated the process for online, stand-alone and collaborative courses with other Mennonite colleges/universities. Goshen College is also collaborating with area community colleges for dual enrollment programs. Hesston College revised its General Education Outcomes, the foundation for the general education curriculum and the basis of assessment for all Hesston College graduates.

Various campus projects are in different stages of completion. Ground was broken for Bluffton University’s newest building, a health and fitness education center; the restoration and expansion of AMBS’ Chapel of the Sermon on the Mount is in process; and Hesston College’s Erb Hall is almost completed. Several new administrators and faculty were mentioned such as Sara Wenger Shenk, AMBS president; Safwat Marzouk and Allan Rudy-Froese, AMBS faculty; and Luke Hartman, EMU vice president for enrollment.


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Mennonite programs

Due to MEA budget constraints, travel was restricted for all staff, including HPLE staff. Mavis Olesen was added to the MECN Council, and an MECN trifold display made its debut at Pittsburgh 2011. Dick Thomas, who had served as MSC Executive Committee chair for 15 years, stepped from this role into denominational leadership. MSC also created a new “international affiliate” category.

4. What would you like MEA to focus on in the next year that would benefit your Mennonite educational institution/program?


One common request from MSC schools related to the provision of professional development resources and training for board and staff members. Freeman Academy requested onsite training for board and staff by MEA staff. Sarasota Christian School mentioned webinars, and Manheim Christian School wondered about MEA providing budgeting resources. Bethany Christian School mentioned appreciation for MEA’s part in its reaccreditation process. The other common request was for MEA to communicate the value of education from an Anabaptist/Mennonite perspective and to encourage support from the church. Lancaster Mennonite School suggested that MEA share more Mennonite education stories with the Mennonite press. Several schools asked MEA to encourage congregations to discuss themes from Teaching that Transforms.


Bethel College and Hesston College mentioned the importance of MEA promoting Mennonite higher education institutions as partners with Mennonite Church USA. Bluffton University wanted MEA to continue to facilitate connections among presidents and other staff/ faculty groupings for collaboration and mutual support. Bluffton University and EMU both mentioned the value of MEA’s Youth Census. There were also several specific requests. AMBS would like MEA to provide a list of names and congregational affiliation of Mennonite students studying in any seminary in the U.S. so that AMBS can offer supplemental studies on Anabaptism. Goshen College wanted MEA to review the current format of the narrative report and investigate if something else would better meet the needs of constituents.

Mennonite programs

HPLE is thankful to MEA for the vision and support of the HPLE office and its programs. MECN is interested in the education summit being planned for the next Mennonite World Conference and the development of online Anabaptist Learning Institute courses. MSC is grateful for MEA’s support in staging MSC’s major conference events, and MEA’s leadership of Anabaptist Learning Institute and school accreditation.

5. What were three significant issues for your Mennonite educational institution/program this past year?


Enrollment was by far the most common issue for MSC schools. While most mentioned declining enrollment, three schools mentioned increased enrollment. Another common issue was new faculty/staff and the turnover of employees. Hopi Mission School not only faced dropping enrollment, but also a lack


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of staff that delayed the opening of the school year. Two additional issues have been impacted by the current economy—financial support for the school and the need to provide financial aid for an increasing number of families. Several MSC schools are also looking at their future sustainability. A large number of issues could be put under the umbrella of maintaining or strengthening relationships—with students, families, congregations, conferences or the area community.


Except for enrollment the significant issues for higher education institutions were quite specific to their situations; the following are just a few of the items mentioned. AMBS engaged a community-wide conversation about a possible name change. Bethel College is seeking a more productive and effective relationship with the Associated Colleges of Central Kansas. Bluffton University completed a self-study and received a full seven-year continuing accreditation of its teacher training programs through NCATE. EMU continues to be challenged with keeping education affordable and is concerned about the debt load of university and seminary graduates. Hesston College is considering ways to respond to students who are not fully prepared for college level academic work.

Mennonite programs

HPLE’s main issues were shrinking budgets, the work load of current staff and the lack of an appropriate database. A MECN instrument to collect data from early childhood programs was developed and piloted. Due to MECN’s desire to contribute its fair share, it worked with MEA staff to apply for a grant. MSC is engaged in a comprehensive strategic planning process to establish new directions for the organization.

6. What were some of the notable events or milestones (not already mentioned) for your Mennonite educational institution/program this past year?


Two MSC schools are celebrating significant anniversaries: Lake Center Christian School, 65 years; and Quakertown Christian School, 60 years. United Mennonite Educational Institute shared about its new Faith in Action Club. Sarasota Christian School shared about its new English for Speakers of Other Languages (ESOL) program. Many schools mentioned specific examples of academic and athletic successes. Some schools celebrated balanced budgets and/or increased enrollment. The increased percentage of Racial/Ethnic students was mentioned by both Bethany Christian and Penn View Christian schools.


Many accomplishments were shared—of the institution itself, faculty, students and alumni. AMBS’ Walter Sawatsky was honored by the Council on Anabaptist Association of Missiologists. Bethel College organized a hymn sing in response to Westboro Baptist Church’s picketing its stage production of The Laramie Project: Ten Years Later. Bluffton University’s Dr. J. Alexander Sider and his daughter, Elizabeth Raid, published books—his about John Howard Yoder’s ecclesiology and hers a biography of Howard Raid. President Loren Swartzendruber was reappointed to a third four-year term. Goshen College’s radio station was named the number one in the nation, and its telecommunications department was named the number one college television production program in Indiana. Hesston College hired Rachel Swartzendruber Miller as vice president of admissions and financial aid services. The college also went live with a new enterprise resource program (IT system).


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Mennonite programs

HPLE had a special fundraiser at its Annual IBA Student Retreat and held a continuing education event for Iglesia Menonita Hispana pastors. Three student cohorts completed the first SeBAH course, and Meno Acontecer now has over 900 subscribers. Over 65 people attended the MECN-sponsored seminar, “Nurturing Spirituality in Young Children,” at Pittsburgh 2011. MSC has a new agreement with Mennonite colleges/universities to offer dual-credit courses. Both the 2011 Education Leaders Gathering and the MSC administrators meeting that was held in conjunction with the National Catholic Education Association’s convention provided significant opportunities for collaboration and learning. MSC is currently involved in the planning for a second Education Summit to be held in conjunction with Mennonite World Conference 2015.


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Bethany Christian Schools—Goshen, Ind., www.bethanycs.net Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Allan Dueck, principal 1. Please share a story about your school that you would like to share with the wider church.

Experiential education, literally hands-on learning, took place in the fall as Bethany’s fourth-fifth grade class collaborated with food services director, Joy Yoder, to raise fresh vegetables in the school’s garden just across from the cafeteria. The menu this fall featured hamburgers topped with fresh heirloom tomatoes from the garden and other seasonal treats such as zucchini chowder, grilled veggie sandwiches, and fresh applesauce. For the students, it’s been a treat to munch purple carrots and sample basil and green beans. Science teacher Linda Hostetler is using the garden to engage the students in learning about root systems, the cellular structure of plants, and photosynthesis. Helping students to value stewardship of the earth is equipping them for 21st century discipleship.


� At Mennonite Church USA’s convention in Pittsburgh this summer, Bethany’s musical theater group, Emmaus, danced during two worship services, helped lead workshops on dance and improvisation, and performed at a coffeehouse. Participating in convention allowed Emmaus to practice performance and leadership skills that they had been developing all year. Placing such leadership opportunities into the context of worship equips students for congregational life and, as such, benefits the church.

� Even as Bethany reaches out to new congregations, both Mennonite and other, we continue to cultivate close ties with our 13 Partnership Plan congregations—churches that financially support their youth who choose to attend Bethany. The support allows students an authentic choice as to which school to attend and affirms those who seek a school experience that integrates faith development with academic excellence.

� One of the least mentioned but perhaps most important connections with the church is the involvement of our faculty and staff in congregations. As at most church schools, Bethany’s employees often teach Sunday school, serve as deacons or elders, serve on Christian Nurture Commissions, sing in the choir, lead singing, and preach. Their modeling encourages students to participate actively in church life now and in the future.

3. What changes did your school make this past year?

� At parents’ request, Bethany added a combined fourth-fifth grade class on a two-year pilot basis. Having set minimum enrollment at eight, we were delighted to have 19 enroll.

� With many younger students now at Bethany, we added daily bus service from Elkhart. Since many households have two parents working outside the home, families often find it difficult to transport their children every day. Vans have been running at near-capacity.


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� Bethany significantly increased advanced placement (AP) and dual-credit course offerings. Four AP courses and seven dual-credit courses, offered in collaboration with Bluffton University and Goshen College, strengthen students’ preparation for college. Upon graduation, 80 percent of our students immediately enter a four-year college or university while another ten percent enroll in a two-year college.

4. What would you like MEA to focus on in the next year that would benefit your school?

� With Bethany’s reaccreditation process ready to gear up in 2012-2013, we value MEA’s participation. We will seek to renew our accreditations with Indiana’s Department of Education, AdvancED (North Central Association), and MEA. MEA brings authenticity to our discussion of faith-based dimensions of church schooling.

� John Roth’s Teaching That Transforms provides an important tool for engaging congregations in conversation about the value of church schooling from early childhood through seminary. We invite MEA to encourage this conversation throughout the denomination.

� Building bridges across the levels of Mennonite education is a key role for MEA. While Mennonite colleges are eager to have Mennonite high school graduates enroll, Bethany and other MSC schools would welcome similar eagerness from higher education institutions in giving their education students opportunities to develop thoughtful understanding of Anabaptist/Mennonite pedagogy and encouraging them to teach in MSC schools.

5. What were three significant issues for your school this past year?

� Accessibility has been one. Through Bethany’s tuition-assistance program, partnership with congregations and Indiana’s new Choice Scholarship (voucher) program, Bethany has significantly increased accessibility for students from families with modest or low incomes. Busing has opened doors wide for students whose parents’ schedules make it difficult to transport their children to and from school every day.

� Sustainability is another focus. A school-community task force is examining possibilities for reducing energy consumption and strengthening creation-care education, leveraging technology for learning and equipping students for 21st century living, and an endowment for tuition assistance. One goal is to determine the feasibility and scope of a possible capital campaign for sustainability.

6. What were some of the notable events or milestones (not already mentioned) for your school this past year?

� Enrollment edged up to 255. Especially notable is continuing growth of Racial/Ethnic diversity with about 25 percent of students now coming from non-Caucasian, Racial/Ethnic backgrounds.

� At our fall board retreat, we celebrated the near-completion of our current school-improvement plan. Notable achievements have been the addition of exciting new programs such as J-Term and mentoring, teacher collaboration to improve instruction, and board work refocused to encompass strategic and generative emphases along with fiduciary oversight.

� Indiana’s Choice Scholarship (voucher) program brought a new level of choice in education for low and middle-income families which can now choose to have some tax dollars follow them to accredited church schools such as Bethany. This fall 25 Bethany students from nine different districts qualified for vouchers. The program restricts eligibility to new students so the number of students who access these funds is expected to grow each year. This funding is helping Bethany do an even better job of guaranteeing equal access to students no matter what their family income.


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Christopher Dock Mennonite High School—Lansdale, Pa., www.dockhs.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Dr. Conrad Swartzentruber, principal 1. Please share a story about your school that you would like to share with the wider church.

“I met God in the form of a math teacher who saw beyond a ‘C’ student and pushed for an ‘A.’ I met God in a physics teacher who cared more about the young lady I was becoming than the answer to [test questions].” This reflection from a Dock senior summarizes the unique elements that make Christopher Dock Mennonite High School a special place. Academic, lifestyle and spiritual areas receive focused attention as we prepare students for responsible stewardship of life as members of God’s people in a global society.


Christopher Dock continues to value its relationship with local institutions and churches. Multiple meetings and a forum were held to strengthen our relationship with Mennonite churches that continue to be the foundation for Dock. Relationships with the Franconia Mennonite Conference and the Eastern District Conference continue to be strengthened as we collaborate and provide mutual support to one another. The most recent example of this is the hiring of a youth minister for the two conferences who will also be Dock’s campus pastor.


Increasing ethnic diversity at Dock is a growing reality as we try to fulfill our mission of preparing students for a global society. We took steps locally and abroad this year to pursue that mission. Conrad Swartzentruber and Martin Wiens traveled to China and met with leaders from three schools, parent groups and educational advisors with the goal of inviting mission-appropriate students from China to study at Dock. Dock was once again represented at the 20th Annual Spring International Festival in Lansdale, an event attended by thousands of international residents in our community. Dock students give energy to the school’s newly adopted tagline: “Igniting passion for learning, faith, and life.”


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Resource our schools as we determine how to be missional in our communities, sharing the values of Anabaptist theology. Continue to provide links to our Mennonite colleges.


� This year was marked by a focus on creating a place of respect for all in our school community. Two incidents of graffiti gave opportunity for the community to come together in support of each student. A follow-up conversation with community leaders and members focused on how we learn from experiences that shake our school and emerge a stronger community.

� Our official enrollment on October 1 was 381, and we completed the year with 380. The economic reality of the recession necessitated the highest level of financial aid Dock has ever granted to families, a 29 percent increase over the past two years.

� The Board of Directors, Administrative Team, Ad Council and members of the Advancement Department met for a board retreat on April 12 to consider questions posed by our 2010 Market Survey. Participants read John Roth’s book, Teaching that Transforms: Why Anabaptist-Mennonite Education Matters, the school’s foundational documents, and the market survey executive summary in preparation for the discussion. The group wrestled with questions regarding their vision for the future as Dock strives to be faithful to its mission. The board affirmed the importance of our Mennonite foundation while considering how we can be missional in our approach, offering the Dock experience to those beyond our Mennonite churches. Finding mission-appropriate students is key to maintaining the foundation while shaping a welcoming community.


� All 94 members of the 56th graduating class crossed the stage at Christopher Dock on June 11, 2011, demonstrating the school’s mission at maturity. Martin Wiens, returning from his sabbatical in South Africa, gave the commencement address entitled, “Why Wouldn’t You?” The Class of 2011 articulated academic, spiritual and lifestyle growth through their senior presentations.

� Science Fair awards were given to ninth grade students, Lauren Anderson and Kayla Alderfer, at the 2011 Montgomery County Research Competition. Kayla also placed first at Pennsylvania’s Junior Academy of Science.

� Dock Robotics hosted a Vex Robotics National Championship Qualifying Tournament on January 22, 2011. Our robotics team qualified for the Vex Robotics National Championship competition in Orlando, Fla. The team has made dramatic progress in just three years under the able direction of Faculty Advisor Gail Anderson.

� Senior speeches were once again a remarkable sign of the significance of the Dock experience for our students and school community. The impact of reflecting on one’s experience is formative for both students and listeners.

� The curriculum coordinator and principal conducted evaluations of faculty members and were reminded again of the value of our faculty, Dock’s “living curriculum.”

� “Prayer with the Principal” was a time set aside in the morning for anyone to spend time with the principal and to pray for God’s wisdom and blessing on the sacred work that takes place at Christopher Dock each day.

� Mennonite Church USA’s Glen Guyton and Rachel Swartzendruber Miller were resource persons during last fall’s Spiritual Life Emphasis Week.


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Diamond Street Early Childhood Center—Akron, Pa., www.diamondstreet.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: June Hershberger, executive director 1. Please share a story about your school that you would like to share with the wider church.

We opened a new site just for school-age children this summer. Children were with us all day in the summer and now in the fall, attend our before-school and after-school program as well as our kindergarten class. Teacher Sandi Richard planned lots of walking field trips in the summer. Children got acquainted with the Akron community by visiting the local grocery store, post office, pretzel factory, fire station, police office, Ten Thousand Villages store, etc. All the walking met our goal of keeping children active. They also went to the Akron Park several times a week and walked to the local swimming pool twice each week. Children were active, engaged and happy in our program without any “screen time.” Ms. Sandi had a worship and sharing time each morning with the children that built trusting relationships among the group.


Congregation – We are a mission of Akron Mennonite Church (AMC) and are located in their building. � DSECC board members are mostly from AMC. � We give regular reports in the monthly church newsletter. � I meet weekly with the pastoral and administrative staff at AMC. � DSECC does a Moment in Mission report on a Sunday morning each November. � Each teacher is assigned a church member to “care for” them, pray and offer personal support.

It’s an ongoing challenge to keep the congregation connected to the early childhood center. Community (see #1 as well) � We invite families to a spring concert at AMC where each class of children—age one through

school-age—performs several songs. The children are so cute that it doesn’t really matter what or how they sing. ☺

� We also have a summer picnic for all DSECC families that is well attended. 3. What changes did your school make this past year?

� We opened a second “campus” in another church building since we outgrew the space at AMC. This has allowed us to expand our connections in the local community while remaining a mission of AMC. DSECC on 11th serves school-age children while DSECC main campus serves infants through prekindergarten.

� DSECC received a grant to lead the exploration of working with other local childcare centers to share some back office functions, provide professional development and develop a substitute teacher pool. The goal is to strengthen our small businesses while increasing quality and accessibility of early childhood education.


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I would like to see Mennonite Early Childhood Network and Mennonite Schools Council make more connections.


� We lost state funding for the TEACH program that basically paid for teachers to get higher level education and gave them paid release time to do it. This was an excellent program that helped educate at least six of our current teachers. Without that, it will be difficult to have a state-wide pool of trained teachers for early childhood programs.

� We experienced record high enrollment levels—above 93 percent capacity filled all year long which is rare for early childhood programs.

� (See #1 and #3.)


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Freeman Academy—Freeman, S.D., www.freemanacademy.org

Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Pam Tieszen, superintendent/principal 1. Please share a story about your school that you would like to share with the wider church.

Last spring, Freeman Academy graduated four international students out of sixteen seniors. Most of these students returned to Freeman after an initial one-year exchange study at our school. Of those four seniors, two chose to go on to Mennonite universities. Neither comes from a Mennonite background originally; however, the school’s environment fit with what these students were looking for. This is not a new phenomenon for us but a reoccurring one. Sometimes we wonder at the impact of our schools, but the fact that many students return and chose Mennonite institutions is a testament to what happens on our campuses academically and spiritually.


Our concert choir, auditioned chamber choir, and instrumental groups perform at local congregations throughout the year. Our students also have two opportunities for service in the fall. Students and staff take a day to rake leaves for elderly in the community. We also go in groups to help can meat when the MCC meat canner comes to Freeman in November each year.


We have been a North Central Association (NCA) accredited school since 2008. We have a continuous process of school improvement through this organization. One of our school improvement efforts decided on last spring was to work on faith indicators. So far, that has resulted in an all-school retreat and more intentional efforts by teachers to talk to their classes about the spiritual emphasis in their subject areas.


Freeman Academy has extended a request to the MEA representatives for a visit. Board and staff training through MEA has been minimal in the past, and after our last Education Leaders Gathering, our board expressed an interest in hearing more. This could include development of the faith indicators discussed by our NCA staff group.


Declining numbers of Mennonite students, lack of growth in churches and the economy present challenging issues for young families who often don’t return home to our agricultural community and school. We continue to bring students of various ethnic, social and religious backgrounds to our school, and it is beginning to change the fabric of our culture. Student needs are greater than ever, and we do not


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maintain a special education program. This allows us to be witnesses in a changing world but does present us with new challenges.


Freeman Junior College and Academy chartered this school in 1900 and opened its doors in 1903. God is faithful in supporting the changed lives of students in our classrooms over the past 108 years. It requires tenacity and creativity to continue to operate successfully in the classroom and fiscally for that many years. Almost all students go on to four years of continued education. Alumni are spread all over the world in successful occupations. Students in the senior class this past year averaged ACT scores of 27. Girls’ athletics had one of the most successful years we’ve seen. Lillie Koerner won the state cross country meet in our division. The girls’ basketball team went on to district finals where they were beat by a state tournament team. The girls’ track team finished third at the state track meet.


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Hopi Mission School

Hopi Mission School—Kykotsmovi, Arizona, www.hopimissionfoundation.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Ronald (Ron) J. Wyse, administrator 1. Please share a story about your school that you would like to share with the wider church.

In 2011, we are celebrating our 61st year of existence. 2. What are some of the ways you’ve connected with congregations and the community this past year?

� Newsletters three times during the school year. � Informing local churches of all activities.


We now have an administrator and a principal. 4. What would you like MEA to focus on in the next year that would benefit your school?

Emphasize HMS as a mission field in need of faculty and staff who are dedicated to being a servant of our Holy Father, His Son, the Creator and inspired by the Holy Spirit to carry out respective duties with the strength provided by Him.


� There was a major turnover of the entire faculty, staff and administration. � Enrollment dropped. � School this fall was delayed for lack of enough staff and almost closed.


Not able to answer since I’ve only been here two months.

Hopi Mission School Foundation 500 N Main #150 Newton, KS 67114 Phone: 316-283-1000 Fax: 316-283-6082


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Iowa Mennonite School - Kalona, Iowa, www.iowamennonite.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Tony Miller, principal 1. Please share a story about your school that you would like to share with the wider church.

Chapel at IMS is held daily and planned by a committee of students and faculty headed up by Pam Gerig Unruh. One day a week students meet in small groups during chapel time. Graduates and speakers comment on the privilege students have to come together every day for a time of worship. The chapel theme for the year is “Un”—as in undignified, unique, unaware, unplugged, unstoppable, unbelievable, unafraid, and unpredictable, etc. Each week an aspect of God or our faith is explored as it relates to an Un word. For unpredictable we had two speakers talk about how their Christian walks were not as they had planned for themselves. The class of 1961 had a reunion that week and shared how their lives took unpredictable turns. Students went across the road to Lower Deer Creek Mennonite Church for an unexpected hymn sing on another day. The lunch period was also unpredictable. Student and faculty seating was mixed up all week. One day everyone sat according to the color of their clothes, another day according to a number pulled from a bucket. On Friday the faculty treated the students to an unexpected rendition of “Joy to the World.”


� The junior class puts on a pork supper and the senior class does a chili supper. These are fundraisers for each class but also serve as events to bring the community together.

� IMS Touring Choir sings at four to five area churches each spring—providing either the Sunday morning or evening worship program. A select audition group, the Chamber Singers, also provides programs in the winter and spring, singing at local community venues such as Rotary programs. The orchestra and chorale visit local nursing homes and the elementary school to give programs.

� I attend the local Mennonite pastors’ cluster meetings held once a month. This serves as a way to stay in touch with what is happening in the congregations and to let pastors know what is happening at our school.


� IMS contracted with Maguire Associates to help develop a long-term enrollment plan. Consultants from Maguire came to the school in November 2010 and conducted a number of focus group interviews. They also conducted phone interviews of area non-Mennonite pastors and parents to get an understanding of their perceptions of the school. In July we hired a new part-time director of enrollment whose role will be to direct the implementation of the plan.

� We have also started a Wednesday morning prayer time at the school for anyone interested in coming together for a time of prayer for the school, students and community.


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� Continue to provide leadership and board development opportunities. � John Roth’s book, Teaching that Transforms, has been a good resource for reflection on what it means

to be an Anabaptist/Mennonite school. 5. What were three significant issues for your school this past year?

� Enrollment – As mentioned already, we are addressing a decline in the number of potential students coming from Mennonite churches. We want to continue to attract a significant percentage of students from Mennonite families but also want to reach out to students and families from other denominations.

� Finances – With declining enrollment we are receiving less in tuition income. We receive a significant portion of our operating budget from eight supporting Mennonite congregations through the Congregational Support Plan (CSP) which was implemented in 1995. We are in the process of reviewing the funding structure of the school and CSP in particular as a result of concerns expressed by supporting congregations about their levels of financial support.

� Theological differences among area Mennonite families and churches – A task force was formed at the beginning of the second semester of 2011 to come up with a plan for addressing concerns about the teaching of creation and evolution in biology class. While there is common agreement that “God created the heavens and the earth,” there are differing beliefs and views on how the specifics happened. The task force will present how the differing views will be addressed in the spring semester of biology.


� Students continue to do well academically. Senior Taylor Fulton was a National Merit Finalist. ACT scores were well above the state and national averages. IMS was an Iowa Advanced Placement Index Top 25 School. This is determined by the percentage of students in a school taking AP exams.

� In art, three students had pieces selected for a juried art show in an Iowa City gallery. Student Ida Short had a piece selected as Best of Show at our conference art show.

� In the area of athletics, the boys’ cross-country team qualified for the state meet for the third consecutive year. Bill Spencer repeated as the Class 1A champion. The team finished sixth after being champions in 2009 and runner-ups in 2008. The boys’ basketball team qualified for the state tournament for the 11th time in the history of the program.


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Juniata Mennonite School—McAlisterville, Pa., www.jmsonline.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Thomas Getz, administrator 2. What are some of the ways you’ve connected with congregations and the community this past year?

The administrator has personally visited churches and plans to attend all supporting churches. 3. What changes did your school make this past year?

� New administrator � Administration software � New teacher devotion format � New chapel format � New focus on families � Stronger connection with churches and community


� Enrollment � Finances � Unity of home and school


� Patron participation increased in association meetings � Balanced budget


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Lake Center Christian School - Hartville, Ohio, www.lakecenterchristian.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Matt McMullen, superintendent 1. Please share a story about your school that you would like to share with the wider church.

The theme at Lake Center Christian School for the 2011-2012 school year centers on Matthew 22:37-39: “Love the Lord your God with all your heart and with all your soul and with all your mind. This is the first and greatest commandment. And the second is like it: Love your neighbor as yourself.” It is always a blessing to see how love is given and received in a Christian community with the age range from preschool through 12th grade. Upon learning that our secondary principal had been re-diagnosed with Acute Leukemia and was admitted to the hospital again, a sixth grader penned the following poem to the principal, complete with illustrations:

You are always the shining star, No matter in what place you are. Your warm smile makes all of us grin, And every word you say makes us happy within. When you became sick, every one mourned, And we all felt as if we were being warned. Maybe we’re taking her for granted everyone said, And with that said, we all bowed our heads. “God bless Kym Calco” we said full of heart, “God bless this woman, this piece of art.” Please destroy her cancer, that terrible disease, Make your constantly working servant’s sickness seize. And with that we all raised our heads, But we didn’t forget the way we earnestly pled. And now today, our hearts still a’mist, We think of the woman we very much miss. All of us at L.C.C.S. miss you bunches, Sincerely, Isabel Miller, 6th grade

This is simply one of many illustrations showing how the love of God manifests itself in the everyday life of our schools—schools that are much more than academic training grounds.


Distribution of Teaching That Transforms by John D. Roth to all of the local Mennonite pastors was a significant connection with congregations during the past year. Lake Center is currently working intentionally at strengthening relationships with our sponsoring churches. In the local community, many of our classes at different grades levels have outreaches such as book distributions at a local public elementary school; collections for the local food pantry; ministry at the “Haven of Rest” in Akron, Ohio; service with “Hammers and Nails” in Canton, Ohio; a mini-term trip to serve the disadvantaged in a Kentucky town; and our annual service/mission trip for juniors to the Dominican Republic (seeing our community in a global realm, not just local).


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We are pleased to welcome our first class of preschool students to the building this year. We now offer preschool through 12th grade. In addition to increasing our K-12 enrollment, we have added 21 students with this new program which is flourishing under the direction of a seasoned early childhood educator.


Whatever MEA can do to help the wider church body be informed of, celebrate and participate in the option of Mennonite education is appreciated.


� Adding a preschool program as already mentioned � A positive enrollment turn-around after two years of declining enrollment � Supporting a colleague with life-threatening health issues


� Celebrating our 65th continuous year in existence! � A successful mission trip to the Dominican Republic during the summer with most of our upcoming

seniors � Experiencing the energy associated with adding an early education focus to the school program � Our first girls’ athletic team reaching the district finals (and hopefully going further!)


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Lancaster Mennonite School—Lancaster, Pa., www.lancastermennonite.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Fern Clemmer, Communications Coordinator 1. Please share a story about your school that you would like to share with the wider church. New this year is an “Introduction to the Bible” class taught to first-year international students by Xiaodong Fan who was born in China and later attended Goshen College. Students in his class are learning about the Bible for the first time. Mr. Fan has been hearing comments like “Two weeks ago I did not know what the Bible was. Now I know that the Bible is God’s words,” and “This is the first time for me to have any contact with the Bible. In China I never believed in any religion. … I think I need to learn more from the Bible.” 2. What are some of the ways you’ve connected with congregations and the community this past year?

� Multiple Pastors’ Breakfasts provided a format where pastors learn more about the school and offer insight on how we can serve our students and families even better.

� More and more, the global community has taken notice of our exceptional and reasonably-priced academic program.

� Having elementary students visit retirement communities provides mutual benefits as persons reach across generations to learn more about and enjoy the other.

� The High School Campus Chorale continues to minister to congregations through beautiful sacred music directed by Marcy Hostetler.


� Xiaodong Fan, who was born in China, joined the faculty to teach Mandarin Chinese at the Lancaster and New Danville campuses (elementary as well as high school), a Chinese cuisine class at the high school, and a new Bible class for new international students, also at the high school. Mr. Fan also works with our growing Chinese population and guides the school in better serving persons of other cultures.

� Efforts increased to welcome international students which included transportation from the airport, a welcome dinner several days before school for the students and their families, an ongoing orientation program for new international students, and college visits.

� A bus route was added for Chester County families. � A Spanish Immersion Program began, serving 24 first graders at the Locust Grove Campus. � Over the summer, 385 new solar panels were added to the Kraybill Campus. The solar panels will

provide about 65 percent of Kraybill’s electricity needs, reducing the school’s carbon footprint and lowering energy costs for future years.


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� Share success stories with the Mennonite press—stories that reflect the life changes that are the result of Mennonite education at all grade levels.

� Encourage the Mennonite Weekly Review to include PreK-12 in their annual education issue. 5. What were three significant issues for your school this past year?

� Sharp increase in social networking as a way to communicate with our community � Plans to update our vision statement and ascertain/communicate the most outstanding value of an

LMS education in preparation for reaccreditation and meeting the needs of our community � Increased need for financial aid for families due to the economy


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Lititz Area Mennonite School—Lititz, Pa., www.lams.info Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Keith A. Garner, administrator 2. What are some of the ways you’ve connected with congregations and the community this past year?

We found we were not intentional last year; however, our plans this year include getting into at least one of our sending churches with our choirs and orchestra.


We have had the opportunity to add a prekindergarten program to our school this year. After years of studying the concept and careful planning, the program was offered. The Lord blessed us, allowing us to add a second prekindergarten session and then actually filling the program for the year!


� Getting ready for the transition involving a new administrator � Getting ready to lead the faculty through reaccreditation and MEA accreditation � The continuing effort of trying to help patron families afford the cost of Mennonite Christian

education 6. What were some of the notable events or milestones (not already mentioned) for your school this past year?

For the first time in our 33-year history, we have had a significant amount of staff and faculty transition. We have a new administrator (Keith Garner is new to the position but has been a part of the faculty/leadership for 21 prior years), a new office manager/financial secretary (replacing a 25-year veteran), and eight new teachers! The Lord has given very appropriate verses to guide us this fall: Isaiah 43:18-19. He truly has started a “new thing” here while still building on our same core values.


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Manheim Christian Day School—Manheim, Pa., www.manheimchristian.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Jennifer Knecht, principal 1. Please share a story about your school that you would like to share with the wider church.

We are excited about how the Lord is working within our school. We were blessed again this year with an increase in our enrollment—12 percent.


With the addition of a director of development, he has been able to meet individually with some local pastors. Furthermore, we will have a Pastors’ Luncheon later in the school year.


We had an administrative restructuring. We now have a director of development and a principal with an academic focus.


Possibly on Earned Income Tax Credit (EITC) funds and how to build a budget that does not rely so heavily on these funds. Since I am new, I am not real sure at this point.


� Restructuring of administration � 12 percent growth � Building upgrades


No additional ones that I know of, but I am new this year.


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Penn View Christian School - Souderton, Pa., www.pennview.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Robert D. Rutt, executive director 1. Please share a story about your school that you would like to share with the wider church.

Two middle school students shared candidly about their experiences at Penn View with 55 pastors who attended our annual Pastors’ Day event. Here are a few quotes from what they shared: “I feel very blessed to have such a great education at Penn View that I could not otherwise received by attending public school. The teachers have been amazing, and they’ve taught me to be the best I can be.” “My spiritual life has been enhanced while attending Penn View. At Outdoor Classroom last year, I felt a new spiritual bond that I had never experienced before. The atmosphere was wonderful for worship, and I absolutely loved it! I love chapel and the time to praise God while in school. Bible class has really shaped my relationship with Christ.” “When I graduate, I will never forget all the lessons and help the teachers gave me.” “The teachers are a big part of the great academics program. They are kind and always willing to help, and they are great at teaching. They are all Christians, and they do a great job of showing it.” “Penn View has helped me to become much stronger in my faith, and I think that is a great foundation for the rest of my life.”


Penn View, Christopher Dock Mennonite High School and Quakertown Christian schools, along with Franconia Mennonite and Eastern District conferences, developed a five-year strategic plan. A vision was developed: “Boldly opening doors to Christ-centered Mennonite education.” Our collective work is focused in several areas: connections, accessibility, educational excellence and impact. Over the past four years, our board chairs and school administrators have met with church boards of 12 local Mennonite congregations for the purpose of building relationships, exploring partnerships, and listening. We anticipate additional meetings this year and in the future.


� Penn View expanded resources available for scholarships and financial aid. � Expanded educational opportunities for students who excel in mathematics. � In collaboration with Christopher Dock Mennonite high and Quakertown Christian schools, we

organized a Mennonite Education Plan forum for leaders from churches who participate in the program.

� A new website was created.


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Reinforce the value of Christian education from an Anabaptist/Mennonite perspective and communicate this value widely through our denomination.


� Building and maintaining relationships with churches and conferences � Accessibility and affordability � Collaboration with Christopher Dock and Quakertown schools


� Welcomed 552 students to our campus for the 2010-2011 school year. � In the midst of a struggling economy, our school has remained fiscally strong. � The percentage of ethnically diverse students has reached 15 percent of our school population.


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Quakertown Christian School–Quakertown, Pa., www.quakertownchristian.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Sheryl Duerksen, principal 1. Please share a story about your school that you would like to share with the wider church.

Last year our school sponsored two IVEPers (MCC’s International Volunteer Exchange Program) from Serbia and Indonesia. This year at Mission Fest, a Russian missionary greeted our fourth grade class in a Russian dialect, and the students immediately responded in the same dialect. He was pleasantly surprised and declared it a day he would never forget. The students had learned the dialect from our IVEPer from Serbia.


We invite local pastors to speak in our weekly chapel services. Pastors’ Day and Grandparents’ Day are yearly, school-wide events that connect Quakertown Christian School with local congregations and the local community. Race for Education (see photos below) is another event that reaches extended family members and the community.


� Electronic communication with parents � A security system was installed in our

building


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Encourage our local Mennonite churches to support Anabaptist/Mennonite education. 5. What were three significant issues for your school this past year?

� Sponsoring two IVEP young adults from Serbia and Indonesia � Transition of administration � Enrollment


This is our 60th anniversary year at Quakertown Christian School. We are excited about this milestone in our school history.


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Sarasota Christian School–Sarasota, Florida, www.sarasotachristian.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Brenna Steury Graber, administrative assistant to the superintendent, on behalf of the administrative team 1. Please share a story about your school that you would like to share with the wider church.

The following is a testimony from parents Debra and Peter L’Heureux (September 8, 2011): This is my third grader’s first year at Sarasota Christian School. My husband and I wanted her to attend a school where there is a seamless transition between living in the world but not being of the world. After only three weeks of attending SCS, we have already seen the fruits of our decision to have her attend a Christian school. My husband and I are new property managers for an apartment complex in Sarasota. One of our tenants came up to our apartment last Friday night and told us she had an excruciating painful migraine headache and asked us if we had any aspirin. My daughter looked into her eyes and said, “Mommy can give you medicine, but I want to pray for you!” She then promptly laid her little hand square on the tenant’s forehead and prayed the most amazing prayer and ended it with, “You are healed in the name of Jesus.” The tenant started crying and said that she had never felt the love of Jesus so strong as in those brief moments my daughter prayed for her. We received confirmation from the Holy Spirit that night that no matter what sacrifices that we would need to make to send her to SCS, it was worth it. In three short weeks my child had learned to pray for another and at the same time be bold in her faith. Raising a child to be part of the kingdom has far-reaching benefits. Saturating her with the Word, a Godly school environment and a third grade teacher who models God’s love in and out of the classroom is priceless. Thank you, Sarasota Christian School!


� The superintendent meets with the pastors of our four founding Mennonite churches as well as the executive director of our local Mennonite senior citizen housing and health care center, Sunnyside Village, on a monthly basis.

� Sarasota Christian School hosted its annual Pastors’ Day in which middle and high school students are encouraged to invite their pastor(s) to school for a few hours on a scheduled morning so they can spend time in classes and experience a special chapel service with the students.

� SCS hosted its annual “Prayer-fest” on the National Day of Prayer. Students, employees, families and community members visited the assembly room for a day of prayer and worship that was led by a variety of persons in a variety of ways.

� John D. Roth came to our school in mid-October and gave a seminar that was open to the public about his latest book, Teaching that Transforms. He was also the special guest speaker at our first professional day of the semester.


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� Sarasota Christian School purchased a portable school iPad lab last spring, in addition to purchasing iPads for nearly all school employees. The iPads have been an excellent teaching tool so far. SCS teachers are learning how to best utilize the iPads, and students are very engaged in iPad-based instruction.

� A learning support program was developed last year for elementary- and middle school-age children, and was added to the high school this fall. Two teachers have been hired to work with students individually and in small-group settings to cohesively connect the classroom teacher and learning support teacher in order to support students’ individual needs in organizational skills, modified testing and curriculum adaptation.

� The school gym, music and art rooms were renovated over the summer. � Several classes were added to the high school course list. � Sarasota Christian School worked with a local architecture firm to develop a campus master plan in

preparation for the future of the school. 4. What would you like MEA to focus on in the next year that would benefit your school?

� We would like MEA to provide more professional development opportunities for faculty and staff, especially things like webinars so that travel and expenses are not a hindrance.

� We would like to see MEA promote Mennonite education more broadly. � We would be interested in a portal on the MEA website for sharing documents, e.g., a place for MSC

administrators to compare employee benefits packages, school policies, etc. � We appreciate any way MEA can continue to develop modes of comparison among the MSC schools

such as benchmarking statistics. 5. What were three significant issues for your school this past year?

� Sarasota Christian School has made a strong push for professional development, and this is changing school culture and employee performance.

� The school has sought to learn how to best serve the large influx of international students attending SCS this year, especially in situations where English is limited.

� Enrollment, particularly in the elementary school, can be a challenge in a community with so many private and charter school options.


� Sarasota Christian School’s international student population has grown significantly, and as a result the school is implementing an English for Speakers of Other Languages (ESOL) program. This will be a tutoring-style program led during the school day by a part-time teacher qualified in the field.

� The school has been developing its advancement department and now has two full-time employees working in communications, fundraising and alumni relations.

� Dawn Graber, former student life and chapel coordinator, has moved into a position as director of faculty and curriculum this fall. The position is new this year and is an illustration of SCS’s commitment to encouraging professional development, supporting school employees, and continuing to improve curriculum and the teaching of that curriculum.


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� Last December, over 400 Sarasota Christian School students ages four to 18 worked together with faculty, staff, parents and Sunnyside Village residents to package over 60,000 meals for the hungry in conjunction with Kids Against Hunger. The meals were distributed to families in Sarasota and another local community.

� SCS will be hosting its first ever Fall Festival and Homecoming this November. This is a great step for the school in building relationships with alumni.

� SCS went through a reaccreditation process this past spring with four accrediting organizations. It was successfully reaccredited by all four organizations, including a new accreditation with MEA.


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The Peace & Justice Academy– Pasadena, California, www.thepeaceacademy.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Randy Christopher, director 1. Please share a story about your school that you would like to share with the wider church.

We are a pacifist school, yet we find ourselves in an endless battle with war-based video games such as Call of Duty, Halo, Battlefield, etc. Last Christmas, a middle school boy announced that he asked his father not to buy him any more violent video games. He was going to try to stick with racing games and building games like Roller Coaster Tycoon. He recognized that “playing war” in army-themed video games desensitized players to the horrors of war and was disrespectful to people around the world who suffered its atrocities. And for our pacifist school, it was one tiny step towards victory.


This year we made a concerted effort to connect with our landlord, the Pasadena Church of the Brethren. The Peace & Justice Academy directors attended a Brethren Sunday service and presented a series of PowerPoint “School Updates” throughout the year during their Coffee Time. We have encouraged the Brethren congregation to enroll in our school’s mission and to see us as part of their mission. And we have developed much more than a landlord-tenant relationship. Without the Church of the Brethren’s generosity and support, it is hard to know how we could have launched this Mennonite school.


We have expanded our faculty roster with a number of highly qualified and talented educators. With limited resources, we engage teachers who have other means of support and are able to teach one or two classes with us for limited compensation. In other words, we have been blessed with professionals who love the idea of a peace and justice school in Pasadena and are willing to make some sacrifices to see it happen. Our starting enrollment increased from ten students in our first year to 15 students in our second year. We begin our third year, 2011-2012, with 25 students. This includes our first tenth grade class as we work our way towards a complete middle and high school.


Typically insurance rates become cheaper when a larger group makes a purchase. How grand if MEA could find a way to engage a provider of Liability and Workers Comp Insurance (perhaps with Everence as an advisor) on behalf of all schools.


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� How do we handle a student who does not want to join the community? � How do we work with a faculty member who doesn’t understand our vision? � How do we adjust when students become so comfortable (emotionally safe) that they treat school

informally—as if it were home? 6. What were some of the notable events or milestones (not already mentioned) for your school this past year?

Our second year is under our belt. We continue to see growth in enrollment. We applied for accreditation from our regional overseer, the Western Association of Schools and Colleges (WASC).


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United Mennonite Educational Institute – Leamington, Ontario, www.umei.on.ca Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Sonya Bedal, principal 1. Please share a story about your school that you would like to share with the wider church.

Through very generous donations of school supporters, UMEI was able to remodel our outdated science lab. Everything was redone—from ceiling to floor. What a fantastic donation!


We have created a PowerPoint presentation to take to our supporting congregations. The presentation goes over the benefits of Christian education at a small, community-based school.


Two new staff members were added to the UMEI community. We also have someone new who has taken over our volleyball program.


� Declining enrollment � Reconnecting with our supporting churches


The Faith in Action Club was created and awarded the MSCU grant of $10,000. The club’s main focus is poverty, particularly homelessness in our local community. Club members volunteer at various events and organizations. The club has used some of the money to help start an After School Club at one of our supporting churches for neighborhood children.


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Warwick River Christian School—Newport News, Virginia, www.warwickriver.org Annual Report to Mennonite Education Agency, Fall 2011 Submitted by Mabel Nelson, principal 1. Please share a story about your school that you would like to share with the wider church.

� We had an impromptu lemonade sale at car line for Mennonite Disaster Relief for Japanese Tsunami victims. Donations totaled $400+ in about one-half hour. It was sponsored by a fifth and third grade family.

� Using Son Fish Banks (program through IDES), the school participated in a service project in May/June sponsored by fifth grade. The fifth grade students communicated world hunger needs to all classes. All students gave loose change toward feeding children in Third World countries. They collected approximately $250.


We have had very positive relationships with congregations and the community in various ways: � Participated in service projects, which in turn greatly impacted the heart of our students to serve

others � Music programs for various events including elementary who performed Daniel, Arius and

DeLion � Middle school drama performed through their clown ministry � Human Video worship services � Displays and activities in public events � Auction � “Fall Fling” school picnic for the community and the local churches � Breakfast for pastors and church Christian education leaders � Grandparents Day � Craft fair � Local pastors presenting chapel worship and meditation for both elementary and middle school

services 3. What changes did your school make this past year?

� Due to the economy, our staff was reduced significantly; the administrator’s position, four teachers and several supporting staff positions were removed.

� A professor from Eastern Mennonite University gave two very productive and excellent professional development seminars on “curriculum mapping” which we have implemented as suggested in our accreditation recommendations.


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� Staff development on “grief counseling” to assist staff in giving support and understanding to students whose parents have recently passed and for the many other times we encounter people who are experiencing grief

� Implemented a “Bring a Friend Day”

� Began a very successful elementary “Riptide Readers Book Club” 4. What would you like MEA to focus on in the next year that would benefit your school?

Provide funding or resources for professional development.


� Enrollment � Teacher’s salaries

� Bullying


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Associated Mennonite Biblical Seminary—Elkhart, Indiana, www.ambs.edu Annual Report to Mennonite Education Agency, Fall 2011 Submitted by Sara Wenger Shenk, president; Randall Jacobs, board chair; and Mary Klassen, director of communications

1. Please share a story about your seminary that you would like to share with the wider church.

Nathan Ramer came to AMBS because of “the interwoven threads of my life,” he said. Study at Hesston College, Mennonite Voluntary Service, completing undergraduate studies at Goshen College, and the Ministry Inquiry Program all played a part. “These experiences helped me discern that attending seminary was the right course for me. Although I felt like I had this passion and calling within me, I didn’t know what to do with it and didn’t have the skills to express it.” Nathan remembered being surprised that when he left for seminary, his father didn’t tell him to work hard or make the most of an opportunity that many Christians don’t have. Instead, his father told him “to seek God’s transcendence.” The formation that happened for him in three years at AMBS has given him glimpses of what that means, he said in a May chapel presentation. Nathan completed a Master of Divinity degree in spring 2011, and he and his wife Erin moved to Wellman, Iowa. He is now pastor of Wellman Mennonite Church. Nathan said, “I am grateful that God led me to AMBS. Although I had never thought I had anything to offer in ministry, I see now God is producing fruit in my life and can use me as a blessing to others. God has been faithful and walked with me to this place where I have grown and experienced so much.”


� Sara Wenger Shenk visited at least 50 congregations and communities during her first year as president.

� The AMBS Church Leadership Center offered nine webinars, which involved 136 participants in four provinces and 19 states.

� The Church Leadership Center engaged 642 participants in a variety of leadership development, non-degree programs including Pastoral Studies Distance Education (PSDE), Journey, webinars and workshops.

� The AMBS Chapel of the Sermon on the Mount renovation project received $10,000 from Elkhart Community Foundation, signifying AMBS’s service to the community and community support for AMBS.

� In addition to AMBS use, the library had 130 community borrowers from Indiana and adjoining states.

� !Explore involved seven youth doing internships in their own congregations as well as spending time at AMBS.


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� Fifty-five volunteers contributed their time and expertise during the year. These volunteers range from nearby high school students who come for an afternoon, to local church members who contribute on a regular schedule or as needed, to SOOP (Service Program for Older Persons) volunteers who come to campus for several weeks each year.

3. What changes did your seminary make this past year?

� Sara Wenger Shenk began serving as AMBS president on October 1, 2010, and was inaugurated on October 24, 2010.

� The seminary began the overdue restoration and expansion of the Chapel of the Sermon on the Mount.

� Two new faculty members were appointed: Safwat Marzouk and Allan Rudy-Froese. Scott Janzen is the new registrar.

� A new partnership has been established with Garrett-Evangelical Theological Seminary, with AMBS providing an online Peace Studies certificate and G-ETS providing a certificate in United Methodist studies.

� Curriculum revision for the Master of Divinity and Master of Arts: Peace Studies programs were approved by faculty.

4. What would you like MEA to focus on in the next year that would benefit your seminary?

We would appreciate it if MEA could provide a list of names and congregational affiliation of Mennonite students studying in any seminary in the U.S. For the many students electing to study in non-Mennonite seminaries, AMBS could be helpful by offering Anabaptist studies to complement their non-denominationally specific theological education. Also, MEA data on Mennonite students in doctorate programs who could be cultivated for AMBS faculty positions would be very helpful.

5. What were three significant issues for your seminary this past year?

� In order to enhance out-of-the-box, innovative thinking, the president formed a Design Team which brought three promising ideas to the community for further research and development of more concrete proposals.

� Enrollment and retention continue front and center as a concern—and opportunity to re-envision community life and pedagogy, among other things.

� We engaged a community-wide conversation about a possible name change. 6. What were some of the notable events or milestones (not already mentioned) for your seminary this past year?

� The Institute of Mennonite Studies (IMS) at AMBS hosted two major conferences: Peace Among the Peoples (July 2010), and My Soul Rejoices in God, My Savior: Mary in Anabaptist Dress (March 2011).

� Walter Sawatsky, professor of church history and mission, was honored by the Council on Anabaptist Association of Missiologists with a festschrift, History and Mission in Europe: Continuing the Conversation.

� Five books and two issues of Vision: A Journal for Church and Theology were published by IMS. (All are published in cooperation with other organizations.)

� A Pastors Week filled to capacity featured Cleophus LaRue on preaching with imagination.

� Twenty-eight students graduated; 15 are continuing or beginning pastoral ministry assignments or are seeking pastoral ministry assignments.


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Bethel College—North Newton, Kansas, www.bethelks.edu Annual Report to Mennonite Education Agency, Fall 2011 Submitted by Dale Schrag, director of church relations 1. Please share a story about your college that you would like to share with the wider church.

Attendance at chapel services this year has been outstanding. On September 7, we had a chapel focusing on the tenth anniversary of 9/11 entitled, “How Shall We Remember?” The room was completely full, standing room only, with some 250 people present. The service featured a reflection by Ruth Tumblin, a 2011 Bethel nursing graduate who was in the World Trade Center complex on 9/11. Two local television stations were present on that occasion. When they interviewed Ruth after the worship service, one of the reporters challenged the service’s focus on forgiveness and reconciliation. Ruth did not budge an inch. She insisted that retaliation will only extend the pain and suffering; it will not bring any of the 9/11 casualties back to life. Another chapel service worthy of special mention took place on October 26. One of the numbers in the concert choir’s repertoire this year is Eric Whitacre’s “When David heard.” Based on II Samuel 18:33, it seeks to express David’s grief upon hearing of the death of Absalom. The piece is very difficult and very long—expected running time is 15 minutes—but it is an incredibly powerful and moving piece of music. At Dr. William Eash’s suggestion, we structured an entire worship service around this musical number. We titled it, “Blessed Are Those Who Mourn.” The service began with Woven, a women’s ensemble, singing “Jesus walked this lonesome valley.” Then Naomi Graber, one of our student chaplains spoke briefly on “The Blessedness of Mourning.” This was followed by the reading of portions of two Psalms of lament and one modern psalm of lament. After each reading, we sang “Kyrie Eleison.” I then offered a very brief explanation of the context for the death of Absalom. And then the choir sang. At the choir’s request, we had arranged the 60 voices in three concentric circles surrounding Dr. Eash. This meant that they could not only hear each other; they could also see each other. And the effect was absolutely stunning! It was as powerful a musical experience as I have ever witnessed. I’m sure that Seth Dunn’s tragic death had some impact on at least some choir members, but all were moved—many to tears. (Dunn was a very popular, well-known student who died in a skateboarding accident on August 1.) One choir member said afterward, “I was surprised we were able to maintain the vocal line, given how many singers were openly weeping as they sang.” Another said, “I’m not sure exactly what happened there, but it was something much more than just our singing.” It most certainly was! The service closed with a time of silence, and the reading of Psalm 42:11. A meaningful service of worship indeed! There would be many other chapel services this semester worthy of mention. A number of folks have commented that chapels have been unusually effective this semester. I had a community member stop by my office a few weeks ago to tell me that she had basically left the church at age 12. And now she found herself never missing our chapel services, which were functioning for her as a way back into the church! God be praised!


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� Bethel sponsors weekly “Life Enrichment” programs for senior citizens each Wednesday while school is in session. Average attendance is over 150 persons. This past year, 19 of the programs featured Bethel College faculty or student presenters.

� Bethel music groups make frequent appearances in area churches to contribute to worship. More than a half-dozen Bethel music majors are serving as church choir conductors in area churches.

� Bethel faculty and administrators make frequent presentations in Sunday schools or preach in worship services.

3. What changes did your college make this past year?

� There has been a major—and very successful—push toward campus beautification, spearheaded by Dalene White and a devoted corps of volunteers.

� We inaugurated the first—and also very successful—Worship and the Arts symposium on November 19.

4. What would you like MEA to focus on in the next year that would benefit your college?

Active promotion of the colleges and universities as effective partners in shaping church and world in the 21st century.

5. What were three significant issues for your college this past year?

� Dealing with the “growing pains” that have resulted from a 20-percent increase in student numbers in a two-year period

� Addressing deferred maintenance issues while keeping expenses in check � Seeking a more productive and effective relationship with the consortium of the Associated Colleges

of Central Kansas 6. What were some of the notable events or milestones (not already mentioned) for your college this past year?

� The president’s cabinet completed and the board has approved perhaps the most comprehensive strategic plan in recent memory.

� The community’s response to the death of Seth Dunn (see #1), much of it organized by students, showed Bethel College at its absolute best.

� The Celebrating God’s Love hymn sing, organized as a response to Westboro Baptist Church’s picketing of our stage production of The Laramie Project: Ten Years Later, was a moving and meaningful event involving not only the campus but many from the broader community.


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Bluffton University - Bluffton, Ohio, www.bluffton.edu Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Dr. James M. Harder, president 1. Please share a story about your university that you would like to share with the wider church.

This fall, Bluffton University’s Lion and Lamb Peace Arts Center is beginning the celebration of its 25th year of operation. Professor of Education Dr. Elizabeth Hostetler founded the center in 1987 with a vision of children learning about peace, justice, cultural understanding and nonviolent responses to conflict by interacting with literature and the arts. The center is currently directed by Louise Matthews and has grown to house one of the country’s largest collections of children’s books devoted to peace-related themes, in addition to teacher resources, movies, book illustrations, fine art, sculptures and children’s artwork focused on peace and justice. Last year, the Lion and Lamb Peace Arts Center held 86 special programs for 1,788 children and functioned as a learning/teacher training resource for hundreds more Bluffton University students and adults from churches and the wider community. An electronic book cataloguing project of the Lion and Lamb’s holdings was recently completed to integrate the collection into the university’s fully-searchable library database.


� Bluffton is currently partnering with four Mennonite high schools in offering courses on the high schools’ campuses that allow students to earn college credit through Bluffton University while also fulfilling some of their high school requirements. The curriculum is designed and supervised by cooperating Bluffton faculty but is taught by high school teachers who possess the special discipline-specific qualifications needed to teach the courses. The partner schools are Bethany Christian in Goshen, Ind.; Central Christian in Kidron, Ohio; Lake Center Christian in Hartville, Ohio; and Shalom Christian in Chambersburg, Pa.

� Two emerging leaders from Mennonite church conferences in Indonesia and Tanzania are currently residing in Bluffton while completing the master’s in business administration (MBA) leadership program.

� In November 2010, Bluffton hosted the Ohio Conference Youth Pastor Peer Group. The Rev. Dr. Randy Keeler, associate professor of religion, provided resourcing for the day, which was intended to foster professional development and mutual support among members of the group. Planning is also underway for an upcoming spiritual development retreat on campus for Ohio Conference youth (late June/early July 2012).


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3. What changes did your university make this past year?

� This fall, Bluffton began a pilot program of integrating restorative justice options within its student campus discipline system. The program utilizes expertise from several academic departments and draws upon Bluffton’s experience in mediation training. Early results to date are promising with a good response among participants and from the residential life program staff.

� On July 12, 2011, ground was broken for Bluffton’s newest building, a $14 million health and fitness education center. When completed sometime during the fall of 2012, it will ease critical space shortages on campus by doubling Bluffton’s existing indoor court space (to four courts); will provide fitness training facilities for all Bluffton students and student-athletes; will house a number of faculty and coaching offices and a sports medicine facility; and will become the new academic program home for Bluffton’s health, fitness and sport science departments.

� Bluffton’s curriculum changes during the past year included the launch of the newest undergraduate major in public health, final design work on a new dietetics internship program (to facilitate certification of registered dieticians), and doubling the size of our evening social work program for working adults.

4. What would you like MEA to focus on in the next year that would benefit your university?

� Bluffton is fully engaged in collaborations with other Mennonite colleges and universities that are developing additional programs through the Mennonite Learning Network initiative. We look forward to continuing this work which has great potential to reach and better serve new audiences.

� We continue to value the connections that MEA facilitates for Mennonite college/university presidents and other staff and faculty groupings within our organizations to get together for collaboration and mutual support on a regular basis. MEA’s work in identifying potential students from Mennonite Church USA via the Youth Census is absolutely essential to our Mennonite student recruitment and admissions efforts.

5. What were three significant issues for your university this past year?

� Completing the self-study and receiving a full seven-year continuing accreditation of our teacher training programs through NCATE

� Successfully increasing enrollment in the fall of 2011 following a down year in 2010 � Better meeting student needs through expanded staffing in campus counseling and a new

arrangement with the Bluffton Hospital to staff our campus health center 6. What were some of the notable events or milestones (not already mentioned) for your university this past year?

Two recently-published books are To See History Doxologically: History and Holiness in John Howard Yoder’s Ecclesiology, by Assistant Professor of Religion Dr. J. Alexander Sider, and the biography, Howard Raid: Man of Faith and Vision, by his daughter Elizabeth Raid. Dr. Raid inspired many Bluffton business and economic studies graduates between 1947-1979 to lead entrepreneurial lives that blended Christian principles, community and church engagement/commitment with positive and productive activities. Thanks to the generosity and commitment of many Bluffton University alumni, friends and supportive congregations, Bluffton University is achieving the $30 million goal of the “Extending Our Reach” comprehensive campaign. The campaign runs through June 30, 2012, and provides annual fund support, along with endowment growth for student scholarships and faculty research. The campaign’s capital component is a much-needed health and fitness education center that will augment our current 1951 facility and support today’s much-expanded student population and expansion of women’s athletics.


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Eastern Mennonite University—Harrisonburg, Virginia, www.emu.edu Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Loren Swartzendruber, president; Andy Dula, board chair 1. Please share a story about your university that you would like to share with the wider church.

Last spring we named Leymah Gbowee as our 2011 Alumna of the Year. Early in the summer we learned that she was one of 241 individuals nominated to receive this year’s Nobel Peace prize. On Friday, October 7, the announcement was made in Oslo that Ms. Gbowee was one of three recipients of this prestigious prize. With just one week to make final preparations for Homecoming 2011 and with the fact that Ms. Gbowee honored her prior commitment to be on campus, we moved quickly to incorporate these new realities into our celebrations for the weekend. Our 2011 Distinguished Service award was given to another EMU alumnus, Glen Lapp (posthumously), who was one of ten humanitarian aid workers killed in an ambush in a remote community of Afghanistan in August 2010. In many ways, honoring these two peacebuilders on the same weekend was a bittersweet experience. One gave his life in service of peacebuilding, and the other is now given an international platform from which to continue her efforts to bring justice and peace to places of conflict.


The president continues a regular schedule of preaching appointments in congregations, primarily of Mennonite Church USA. Several members of the President’s Cabinet and faculty also accept a number of congregational speaking appointments each year. Additional contacts are made throughout a given year. For example, the president and several other members of the President’s Cabinet invested a number of hours in conversation with district conference leaders in Lancaster, Pa., and Virginia to engage in dialogue about issues of mutual interest. Each year various music and theater groups visit congregations, and EMU was well represented by students, faculty and staff at the churchwide assembly in Pittsburgh in July 2011. The president serves on the Harrisonburg Downtown Renaissance Advisory Committee which provides input into community and economic development plans for the Harrisonburg-Rockingham County community. The president and other campus representatives have been involved in numerous discussions regarding the vision to connect the Park View community (where EMU is located on the northwest side of Harrisonburg) to the downtown area via a bike/walking path. Several staff members regularly attend weekly meetings of several service clubs, and many faculty members are involved in congregational and community boards or committees. A major development on our campus in the past year, which included collaboration with community leaders, was the installation of what is currently Virginia’s largest commercial solar project. With 334 solar


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panels on the roof of the Sadie Hartzler Library, this array is producing two percent of the campus’ electric consumption. The output reached its projected annual expectation six weeks ahead of schedule. Staff of Washington & Lee University and the University of Virginia have visited our campus for the purpose of learning from our experience with the solar project. W&L is currently in the process of installing a solar array which will ultimately surpass ours in total size, but EMU paved the way!

3. What changes did your university make this past year?

EMU launched a Master in Nursing program in fall 2010, and the first class will graduate in spring 2011. We have significantly expanded our presence in the Lancaster Center where programs are now offered in pastoral training (college and seminary level), and Adult Degree Completion cohorts in nursing and management/organizational development. We anticipate expanding our physical footprint by locating classrooms and offices in space close to Lancaster Mennonite High School. Concurrently we are studying the feasibility of offering general education classes and/or dual-credit classes for high school students in the Lancaster area. Eastern Mennonite Seminary gained approval from the Pennsylvania Department of Education to offer a full M.Div. degree at the Lancaster Center. With this addition, we can now provide pastoral training options for those who do not have college degrees and for those who wish to pursue the doctorate. EMU has recently submitted a “substantive change” prospectus to the Southern Association of Colleges and Schools toward the plan to begin offering a Master in Biomedicine. The new program, when approved, will be marketed to college graduates who wish to pursue a professional degree in the health sciences but did not complete enough undergraduate courses in the natural sciences. A recent addition to the President’s Cabinet occurred with the hiring of Luke Hartman as vice president for enrollment. A former faculty member (at Hesston College and EMU), basketball coach (Hesston), associate director of admissions (Hesston), and public school administrator, Luke is completing his Ph.D. at Virginia Tech. He is supervising our undergraduate director of admissions and the director of financial assistance, and is coordinating our student retention efforts.

4. What would you like MEA to focus on in the next year that would benefit your university?

A most important activity of MEA is the collection of census data of youth in Mennonite Church USA. Access to the names (with accurate contact information) of high school students is critically important to our ability to communicate with prospective undergraduate university students.

5. What were three significant issues for your university this past year?

EMU continues to thrive in a very challenging economic environment, but we face some difficult fiscal realities. Keeping the university affordable, particularly for traditional undergraduate students, is a perennial challenge. We are concerned about the debt load of graduating students though their average debt is close to that of the national average. We are also concerned about the level of debt that many of our seminary students bring with them and/or accumulate during their seminary studies. Maintaining our coveted approval from the United Methodist Church as a seminary to provide ordination preparation for their pastors has required an unusual level of attention on the part of Dean Michael King and Associate Dean Lonnie Yoder. We are pleased with the high quality relationship the seminary enjoys with UMC and the leaders of the Virginia Conference of UMC. It is to our benefit that many seminary graduates are serving UMC congregations around the Commonwealth.


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6. What were some of the notable events or milestones (not already mentioned) for your university this past year?

With the good assistance of MEA staff, the EMU Board conducted a thorough evaluation of the president and took action to reappoint President Swartzendruber to a third four-year term beginning July 1, 2011. Bridging the second and third terms, the president was granted a three-month sabbatical during which Provost Fred Kniss served as acting president.


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Goshen College—Goshen, Indiana, www.goshen.edu Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: James E. Brenneman, president; Rick Stiffney, board chair 1. Please share a story about your college that you would like to share with the wider church.

Goshen College continues to align all of its policies, practices and programs around its vision of becoming a leader in liberal arts education focusing on international, intercultural, interdisciplinary, integrative teaching and learning. An exciting new general education curriculum, called the Goshen Core, was completed and approved by over 90 percent of the faculty. The Goshen Core provides a wonderful intercultural and interdisciplinary coherence to our four-year program of studies that includes an intercultural colloquium in the first year experience, followed by interdisciplinary and complex problem-solving perspective courses and an international or domestic study-service-term in the second and third years, topped off in a student’s senior year with a global issues seminar that retrospectively integrates a student’s college experience as a whole with his or her own major. All across campus our human resources policies, personnel hiring, orientation and training programs, policies on tenure and hiring of faculty, recruitment and retention efforts, direct academic and student services, and campus facility changes, campus aesthetics and naming are being transformed by recommendations from our Campus Cultural Audit process. Goshen College now has bilingual/ bicultural recruiters and financial aid personnel, bilingual support staff, leadership programs for all cohorts of minority cultured students, family support services in parents’ native language and other changes that begin to address long-standing dreams of truly becoming a global house of learning. Goshen College has a dream of becoming at least as diverse as our own Mennonite world communion, if not our own local community. Evidence of our progress beyond these changes is a growing awareness by others of Goshen’s unique educational opportunities. Goshen College is the only Indiana school of higher education that is a member of the Hispanic Association of Colleges and Universities (HACU) as an emerging “Hispanic Serving Institution.” Recent national publications, comparing Goshen College to other national liberal arts colleges and universities, have named the college as among the best campuses for ethnic diversity (25 percent of our student body are international/intercultural), in the top 100 for economic diversity, and 38th in the nation for its international studies program. Goshen College continues to maintain its high educational entrance standards and academic rigor as indicated by our first year cohort entering college this fall with an overall grade point average of 3.5.


College representatives (President Brenneman, faculty, administrators, and student music groups) made at least 88 church-related contacts during FYE 2011. Goshen College had robust representation at the Mennonite Church USA assembly in Pittsburgh—providing music, activities, seminar leaders, Menno Tea and volunteer support, and helping to fund several young adult delegates. Parables, Goshen College’s traveling worship team of seven students, led 27 worship services, including a fall break tour through Illinois and Iowa, October 16-20, 2010, and a weekend mini-tour to central Indiana, January 22-23, 2011. The Women’s World Music Choir presented eight worship services entitled “Magnificat” during and


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surrounding spring break in Mennonite churches and schools in Illinois, Indiana and Ohio, to an estimated 3,400 people. The church relations office submitted annual reports to area conference delegate sessions as requested. In addition, the student life division oversees the administration of the Camping Inquiry, Service Inquiry, and Ministry Inquiry programs. This year we had a total of 25 students participating.


Goshen College undertook six new initiatives as part of its ongoing strategic focus: � Launched three academic institutes: The Institute for Ecological Regeneration (part of the 1,000 acre

Merry Lea Environmental Learning Center); The Institute for the Study of Global Anabaptism (led by John D. Roth, newly named member of the Faith & Life Commission of Mennonite World Conference); and the Institute for Latino Educational Achievement (Research arm of the Center for the Intercultural Teaching and Learning)

� Expanded our successful adult learning programs and initiated the process for online, stand-alone and collaborative courses with other Mennonite colleges

� Enhanced town-grown relationships by expanding our award winning Music Together program that offers music and rhythm classes for preschoolers, especially for unwed mothers, in some ten area high schools and other community centers

� Began enrollment and marketing efforts that include collaborating with our area community colleges for dual enrollment programs; redesigning our financial aid Goshen College grants for specifically tailored academic and co-curricular programs (besides athletics)

� Began to more fully integrate the staff and programs of the Center for Intercultural Teaching and Learning into the operational budget of Goshen College as the $12.5 million grant from Lilly Endowment comes to a close in two years

� Developed our entrepreneurial capacity by launching a new media production company named Five Core Media with a new general manager that will be an experiential learning “classroom” run as a “real-life” company comparable to our successful radio station and on-campus, student-run coffee shop (Java Junction)


We have wondered from year to year whether submitting these annual reports is the best use of institutional time considering their use and readership. We are grateful for the streamlined version that MEA has recently created but still wonder if conference leaders and other constituency groups actually take time to read these reports. We also wonder if another format might be better that could very well be compiled by MEA staff (reviewed by each school) that would simply list the colleges/universities/ schools and some of their vital stats with a short description of each school in narrative form (taken from their websites) with websites listed for more information. [Examples of such an association report abound in various statewide private college associations or for a different version, see the annual CIC reports.] Additionally, a “making the case” page or two with pie charts or graphs might highlight the value-added nature of private Christian Mennonite colleges when comparing graduation dates, discount rates, net price comparisons (most parents only look at sticker price) and/or some other brief article about core values or the work of MEA. We would be most grateful for a review of this annual expectation as currently practiced that would seem to better meet the needs of constituents and our own sense of what would better serve our school.


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6. What were some of the notable events or milestones (not already mentioned) for your college this past year?

Goshen College current students, faculty and alumni work and serve in Mennonite churches and organizations and in the larger society where their values, scholarship and Christian commitments inform their work and their relationships. A few examples include: � WGCS, 91.1, the Globe, the Goshen College’s radio station was named the number one college radio

station in the nation for 2011-2012. � Our telecommunications department was named the number one college television production

program in the state of Indiana. � Art faculty exhibited their work at the Iowa Mennonite School Exhibit in Kalona, Iowa, September-

November 2010. � John Blosser, professor of art, served as the storyteller for Mennonite High School Winter Camp at

Camp Friedenswald in Cassopolis, Mich., in January 2011. � Keith Graber Miller, professor of Bible, religion and philosophy, published Prophetic Peacemaking:

Selected Writings of J.R. Burkholder. � Jo-Ann Brant, professor of Bible, religion and philosophy, participated in the fifth Mennonite

Christian-Iranian Muslim theological dialogue at Canadian Mennonite University in Winnipeg, Manitoba. This dialogue’s topic was theological anthropology. Jo-Ann presented a paper, “The Way of Perfection in the Christian Tradition.”

� Bob Yoder, campus minister, co-edited a book with Andy Brubacher entitled, Youth Ministry at the Crossroads: Tending to the Faith Formation of Mennonite Youth.

� Regina Shands Stoltzfus, assistant professor of Bible, religion and philosophy, is a regular writer for The Mennonite’s “Real Families Ministry” and a devotional writer for Rejoice.

� Michelle Horning, professor of accounting, attended the annual MEDA conference in Calgary, Alberta, and coordinated MEDA’s annual college student case competition. She is also a member of the MEDA Board and Audit Committee, and a member of MEDA Trade Company Board.

� After a year serving with Mennonite Central Committee (MCC) in Burkina Faso, 2010 Bible and religion graduate Arienne Johnson is headed to Harvard University for master’s studies in religion.

� Students in the education department’s “Math Methods” course conducted a Math Night at Chandler Elementary School in Goshen for the Family Literacy Committee.

� The Spanish department continues to participate in MCC’s International Visitor Exchange Program by hosting a young adult from Latin America to facilitate communication skills of all Spanish 101 and 102 students. This past year’s IVEPer, Gisselle Gaitan from Nicaragua, met regularly with students to encourage communication skills.

� The music department developed a new “Goshen College Music Alumni and Friends” Facebook group which is on its way to 200 members. Staying better connected with music alumni is a key recruitment goal for the department.

� Nursing department students helped to provide blood pressure screening and first aid at the First Aid Booth at the fall 2010 MCC Relief Sale in Goshen, Ind. Nursing students and faculty participated in the Latino/Hispanic Health Fair of Elkhart County.

� The physical education department hosted the Mennonite Schools High School Physical Education Conference with Bethany Christian High School. Seven physical education teachers attended from the following high schools: Bethany, Lancaster Mennonite School, Western Mennonite School, Eastern Mennonite School and Academia Menonita.

� John R. Buschert, professor of physics, has developed a very promising new research area in the creation of live interactive computer music. His students have created a system that allows complete novices the fun of making music on special instruments connected to a computer that adjusts all their notes to fit the music. A variety of audiences on and off campus have already enjoyed making music with it.


Section 1, Page 51

Hesston College—Hesston, Kansas, www.hesston.edu Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Howard Keim, president, and Norm Yoder, board chair 1. Please share a story about your college that you would like to share with the wider church.

In March of 2011, we hosted the four consultant evaluators from the Higher Learning Commission. This followed a two-year internal self-study and written report. At the conclusion of the three-day visit, the team informed the Administrative Council that they would be recommending the maximum ten-year renewal with no focused visits required. Two progress reports focusing on strategic planning and assessment will be due in 2014. This is a very positive outcome, a tribute to all faculty and staff, and an affirmation of the strength of the college. In September, the Hesston College Homecoming focused on aviation, a program begun in 1969. Over 30 alumni, who are now pilots or in aviation-related businesses, attended a symposium. A highlight was a review of the history of the program with former President Laban Peachey along with Dave Forrer and Jake Friesen, the first directors of the program.


In October, Hesston College hosted the annual Anabaptist Vision and Discipleship Conference, featuring Hal Schrader, Joanna Shenk, and Anton Flores-Maisonet on the theme, “Getting Beyond Them and Us – To We.” Plenary sessions and break out groups focused on these questions: “How do we maintain identity and avoid syncretism without becoming exclusive for the wrong reasons?” and “How can we be in the world … but not of it?” John Sharp, history instructor; Tony Brown, sociology instructor and Artist-in-Residence; and Ken Rodgers, music instructor, presented the program, “Common Threads” in locations around the U.S. This program combines narrative, music and images to connect the experiences of the Anabaptist and African American communities. Speakers from the college, including Bible faculty and the president, spoke in numerous churches and conferences. Our development and admissions teams visit congregations to tell the Hesston story and hear about the work in the church. The feedback we hear from churches and individuals is helpful as we improve our work and develop new programs.


Section 1, Page 52


� During the summer and fall, the General Education Committee led the faculty in revising the General Education Outcomes for Hesston College. The revised outcomes are the foundation for the general education curriculum and the basis of assessment for all Hesston College graduates. The revised outcomes were affirmed by the Hesston College Board and approved unanimously by the faculty.

� The Erb Hall Renovation Project is nearly complete. We are completing the fundraising for an elevator that will make all four floors completely accessible.


MEA can serve a valuable service of facilitating conversations around ways that the colleges can collaborate and serve the church in more helpful ways.

5. What were three significant issues for your college this past year?

� We continue to welcome and work with a more diverse student body. � We are considering ways to respond to more students entering college who are not fully prepared for

college level academic work. � We were reaccredited by the Higher Learning Commission for the maximum renewal of ten years.

6. What were some of the notable events or milestones (not already mentioned) for your college this past year?

� We went live with a new enterprise resource program (IT system) in July. Work continues to fully implement the system.

� Enrollment increased by 20 in the fall of 2011, to 468. � We welcomed Rachel Swartzendruber Miller as vice president of admissions and financial aid

services. Rachel previously served as the convention planner for Mennonite Church USA.


Section 1, Page 53

Hispanic Pastoral and Leadership Education, www.MennoniteEducation.org/HPLE Annual Report to Mennonite Education Agency Fall 2011 Submitted by: Rafael Barahona, MEA director for HPLE 1. Please share a story about your program that you would like to share with the wider church.

Celita Pacheco is one of the associate pastors, recently ordained, in the Arca de Salvación Mennonite Church in Fort Myers, Fla. She retired from her nursing job last year and dedicated her time to serve her congregation more fully in the area of education—work she’s been doing for many years. Celita and her husband have been a vital and dependable support for the church almost from the beginning of the congregation. As she teaches and takes care of administrative aspects within the church, she has found time to also enroll in the Seminario Bíblico Anabautista Hispano (SeBAH) program and be a very successful student—setting an example for the Instituto Bíblico Anabautista (IBA) and SeBAH students in her congregation.


HPLE is directly connected with the Hispanic congregations through the IBA centers established in their midst and the workshops offered to churches each year. In addition, we are connecting through the SeBAH students in their geographical areas. Meno Acontecer, our monthly e-zine, is a broader connection. People read this publication and send us news and comments about the activities and events happening in their midst. I should note that this publication also connects and serves our educational institutions and agencies, carrying their news and promoting their work every month.

3. What changes did your program make this past year?

� Restricted traveling

4. What would you like MEA to focus on in the next year that would benefit your program?

HPLE appreciates and thanks MEA’s executive, staff and board for the vision and support of the work of the HPLE office and its programs. MEA’s work with Mennonite Church USA Leadership Development to continue providing alternative, decentralized, accessible, flexible and affordable Mennonite ministerial, theological education—not only for Hispanics but also for the entire Mennonite


Section 1, Page 54

Church USA—will be very important for HPLE as it continues to work with IBA and SeBAH. Thus, it will help to fill the void in circumstances where institutions are not able or cannot serve.

5. What were three significant issues for your program this past year?

HPLE continues to do as much as it can to work with the growth we are experiencing. Perhaps the two main issues are shrinking budgets (which slow more growth) and overload of the current staff of two who are experiencing a mounting backlog. A related issue is the lack of an appropriate database. After the disappearance of the MennoData and fruitless attempts to use a free program, we have a major stoppage in these regards.

6. What were some of the notable events or milestones (not already mentioned) for your program this past year?

Annual IBA Student Retreat. Although this is an annual event, this year was noteworthy because of the interest and appreciation that students have for the program. Despite the bad economy and tougher immigration laws in Alabama where the retreat took place, we had 90 students attend. These students came up with a special fundraiser that added over $1,600 in contributions from the participants and their centers. It should be mentioned too that the students come to this yearly event paying their own way and lodging. Continuing Education event for Iglesia Menonita Hispana pastors. This event was again successful. This time, it was held in collaboration with the AMBS Church Leadership Center that provided substantial support and the resource person. SeBAH program. Three cohorts with the total of 26 students have completed the first course and are now taking the second course. At this time the program has more students from the Church of the Brethren thanks to a working agreement with Bethany Theological Seminary Leadership Academy. They have established the SeBAH program as their official program for the training of their Hispanic leadership. After three years of processing and negotiations, SeBAH signed an agreement with Goshen College to have all the SeBAH courses recognized and eligible for undergraduate credits to be lodged at the institution for further studies. Meno Acontecer. A milestone for Meno Acontecer is reaching a readership of more than 900 subscriptions. The e-zine has a printable version offered in each issue; this means some churches and individuals are printing the e-zine for those who have no e-mail, thus multiplying the number of readers beyond 900.


Section 1, Page 55

Mennonite Early Childhood Network (MECN), www.MennoniteEducation.org/MECN Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Kathryn Aschliman, coordinator 1. Please share a story about your organization that you would like to share with the wider church.

The MECN Council values personal contacts with those in our network. Dinner with council members at a restaurant during the Mennonite Church USA Convention/Pittsburgh 2011 was offered to the first three persons in the network who accepted the invitation. Since Columbus 2009, we’ve been in contact with Erin Sacksteder, a high school senior who held the winning ticket at the Bethel College booth and received the prize of $1,000. She hopes to use it to build a preschool in Africa. Marcy High, affiliated with MECN since its inception at Charlotte 2005, is a kindergarten teacher at the Locust Grove Campus of Lancaster Mennonite School. We discussed the possibility of addressing some of her classroom challenges in a webinar—especially since they are universal and applicable to other centers. Karen Howard, an early childhood educator who completed a master’s degree since she retired, is a Pittsburgh resident. We invited her to become a council member. These intergenerational contacts with persons involved in the education of young children give face, voice and direction to the work of MECN.


MECN is comprised of through-the-week programs for children, birth through kindergarten, and individuals interested in young children. E-Alerts are sent monthly to 142 individuals and programs working directly with young children plus 152 other interested persons. Each E-Alert briefly describes a resource or an issue concerning children and sometimes an announcement. It closes with a Prayer for Faith and Learning. Increasingly, there are responses from individuals asking questions, requesting more information, reporting that information was forwarded to parents, and most recently, an affirming comment from a Baptist minister in western Canada. There are reports of the prayers (initially distributed by MEA) being used in worship services. We are grateful for participation of the wider church in our concerns for young children. MECN welcomes additions to the network and appreciates help in identifying additional through-the-week programs.

3. What changes did your organization make this past year?

� Mavis Olesen was added to the MECN Council in February. She holds a doctorate in early childhood education and has just retired from leadership of the MCC Global Family Project. With her experience of worldwide onsite contacts including early childhood programs, Mavis is the coordinator of Kinder Link, the MECN program pairing our U.S. early childhood programs with Mennonite-related centers around the world.


Section 1, Page 56

� An MECN trifold display made its debut in the MEA booth at Pittsburgh 2011. Pictures of children from various MECN centers illustrated the MECN mission statement.

� Adriel Santiago, a website consultant hired by MEA, updated the MECN website. 4. What would you like MEA to focus on in the next year that would benefit your organization?

� Planning for an education summit at the next Mennonite World Conference is of particular interest to MECN since we are attempting to create Kinder Link to make international early childhood connections.

� MEA should develop and expand the Anabaptist Learning Institute to make it possible to offer online instruction and webinars. MECN is interested in offering this opportunity to those in the U.S. and abroad.

5. What were three significant issues for your organization this past year?

� Understanding and determining how to make MECN’s fair share contribution to MEA become a reality has been unsettling. Our fair share would be $5,000 a year with two days of staff time per month. Council members volunteer a minimum of 30 hours a month. Fortunately, MEA staff crafted a Schowalter grant request, added MECN as a recipient of gifts in the MEA Christmas Giving Project, and created a restricted MECN cash account to receive contributions.

� A MECN instrument to collect data from our early childhood programs was developed and piloted to distribute with the annual data collection by MEA to be included in the Mennonite Education Annual Reports Fall 2011. A drawing for a $30 gift card was offered to those who submitted the report. From the 23 respondents, the name of Christina Lynch, director of The Children’s Center at Dock Woods in Salford, Pa., was selected, making her eligible to choose professional development resources from the National Association for the Education of Young Children (NAEYC). Elaine Moyer, MEA senior director, inaugurated this process with our network.

� Having received an inquiry about through-the-week, Bible curriculum to use for three- and four-year olds, we are in the process of pulling together a rubric to evaluate existing curricula.

6. What were some of the notable events or milestones (not already mentioned) for your organization this past year?

� Over 65 people attended the “Nurturing Spirituality in Young Children” seminar offered by Tami Keim, Linda Martin and Kathryn Aschliman at Pittsburgh 2011. The PowerPoint used in the presentation is posted on the MECN website. Twenty new people were added to the contact list and three new centers were identified.

� The presence and awareness of young children at Pittsburgh 2011 was acknowledged. There were 120 prekindergarten children registered, 55 infants/toddlers and 64 preschoolers. Strollers in the hallways were evident. Four girls from the Children’s Gathering walked around the convention center asking for donations for the Blough Mennonite Church Day Care Center in Holsopple, Pa. For more than two decades, this center has provided childcare services for the church family and the broader community.


Section 1, Page 57

Mennonite Schools Council (MSC) www.mennoniteschools.org or www.MennoniteEducation.org/MSC Annual Report to Mennonite Education Agency, Fall 2011 Submitted by: Allan Dueck, chair of MSC Executive Committee 1. Please share a story about your organization that you would like to share with the wider church.

Mennonite Schools Council (MSC) is an association of Anabaptist/Mennonite schools with the following mission: “In partnership with the church, MSC advances Christ-centered PreK-12 education by networking schools and equipping them to implement the vision of Anabaptist/Mennonite education.” As such, MSC works largely behind the scenes. However, it provides a generous array of programs and services in three important areas:

� Professional development activities and meetings (such as Mennonite Educators Conference and Education Leaders Gathering)

� Student programs and activities (such as music and fine arts festivals) � Collaborative programs (such as accreditation and curriculum development)

Through creativity and hard work, member schools strengthen Mennonite education on behalf of the church. In April 2011 MSC celebrated a major achievement as more than 400 singers in the choirs of 13 MSC high schools traveled to two distant destinations for the first-ever choral festivals there. Academia Menonita in San Juan, Puerto Rico, hosted six schools while Western Mennonite Schools in Salem, Ore., hosted five. For many festivals in the past, these two schools had traveled to populous Mennonite centers. This time, at long last, they welcomed MSC schools to their communities and into their homes and congregations. For both host schools and visiting choristers, the event provided new awareness of the broader Mennonite church family and launched new friendships. MSC schools’ cultivation of sacred music and the rich heritage of choral festivals over the years have ultimately benefitted the church when students bring these skills with them as they move into adult congregational life.


With publication of John D. Roth’s Teaching that Transforms: Why Anabaptist Mennonite Education Matters (Herald Press, 2011), MSC, in a joint initiative with MEA, achieved a long-envisioned goal in providing a readable, compelling case for Anabaptist/Mennonite education. While the book is useful for those in Mennonite schools, one of its purposes is to stimulate thoughtful conversation in congregations


Section 1, Page 58

about the importance of Christian education in schools. MSC commissioned two study guides that are available on both the MEA and Mennonite Publishing Network websites at no cost and are suitable for Sunday school classes or small groups. Furthermore, with generous support of a grant from the Fund for Peoplehood Education and a generous offering at the Education Leaders Gathering, MSC provided a complimentary copy of Teaching that Transforms for each Mennonite Church USA congregation, each member of the Constituency Leaders Council, and every area conference minister. During the MEA Board meeting in Florida last March, the MSC Executive Committee met members of the host congregation, Iglesia Menonita Arca de Salvación, and interacted with leaders from the Mennonite Church USA colleges, universities and seminaries; and members of the MEA Board and the MEA Board’s Committee on Elementary and Secondary Education.

This past year a number of MSC curriculum initiatives supported congregational life. A substantial revision of the elementary Bible curriculum, Journeys with God, was completed as were a gathering of high school Bible curriculum resources

(both available on the MEA website), a new edition of Through Fire and Water by Steve Nolt, and a collection of Anabaptist dramas by Alan and Eleanor Kreider.

Obviously the biggest way MSC connected with congregational life was through students at member schools. Students participated in their local congregations, read scriptures, sang, participated in youth groups, and led worship.

3. What changes did your organization make this past year?

� Dick Thomas, who had served as MSC Executive Committee chair for 15 years, stepped from this role into denominational leadership. As an organization, MSC benefitted greatly from Dick’s creative, hard-working, gifted and dedicated leadership!

� Several schools discontinued membership in the past year. On the other hand, MSC created a new “international affiliate” category of membership and welcomed one school in this membership category, Lezha Academic Center in Albania.

� MSC assessed its success in implementing the “five-year goals” that the new organization had set for itself in 2006 after its inception through the merger of the former Mennonite Elementary Education Council (MEEC) and the former Mennonite Secondary Education Council (MSEC). Administrators celebrated MSC’s successes in areas such as curriculum development, leadership development for administrators, and advocacy for Anabaptist/Mennonite education.


Section 1, Page 59

4. What would you like MEA to focus on in the next year that would benefit your organization?

� The partnership between MSC and MEA has been a fruitful one, and we look for that to continue. � We are grateful for MEA’s support in staging MSC’s major conference events, Mennonite Educators

Conference (for educators) and Education Leaders Gathering (for board members and administrators). After leading a dynamic training session on best practices for boards at the February 2011 ELG, both Carlos Romero, MEA executive director, and Elaine Moyer, MEA senior director, followed up with intensive work with several individual boards. Such service is invaluable for member schools.

� Given the number of MSC schools with new administrators, a key point of support will be for Elaine Moyer, as liaison for PreK-12 schools, to visit and otherwise encourage and support these individuals.

� MEA’s leadership of both the Anabaptist Learning Institute and school accreditation is important for our schools, and we welcome its continuation.

� Many member schools continue to face challenges in finding well-trained teachers with adequate grounding in Anabaptist/Mennonite pedagogy. Schools wish Mennonite colleges and universities would prepare teachers in their teacher-education programs for our schools. Perhaps MEA could facilitate dialogue between MSC and college leaders to explore possibilities.

5. What were three significant issues for your organization this past year?

MSC is engaging in a comprehensive strategic planning process to establish new directions for the organization as it continues to support Mennonite church schooling at the local level. In September, consultant Curt Bechler led MSC administrators in a productive session—identifying programs that may have run their course and looking ahead to new directions and possibilities. One area that will almost certainly receive attention is leveraging technology to expand our effectiveness as schools, build linkages with Mennonite schools and colleges here and abroad, increase the reach of professional development initiatives, and equip students for productive church participation and global citizenship in the 21st century. As the product of a merger between elementary and secondary education councils, MSC is now poised to explore the next level of integration by finding ways to deliberately support the different levels of education in our schools: early childhood, elementary, middle school, and high school. Each level is vitally important and deserves cultivation and support.

6. What were some of the notable events or milestones (not already mentioned) for your organization this past year?

� The most recent Education Leaders Gathering, held at the National Conference Center in Lansdowne, Va., February 4-6, 2011, generated stimulating dialogue around the value of Anabaptist/Mennonite education. John D. Roth delivered engaging lectures based on the themes of his book, and boards and administrators wrestled with a gamut of questions from the practical to the philosophical.

� In following up the new agreement between Mennonite colleges/universities and MSC schools, a number of schools introduced new dual-credit offerings. We are grateful for this area of positive collaboration.

� Associated Mennonite Schools and Camps Benefits Plan celebrated a highly successful year by giving member schools a healthy rebate and offering them the incentive of a $700 per-member refund to set


Section 1, Page 60

up a local wellness plan. For member schools, owning their own health plan has been a considerable benefit.

� Every three or four years, as part of MSC’s commitment to professional development of lead administrators, MSC holds its winter or spring meetings in conjunction with a national conference. In April 2011, administrators participated in the National Catholic Education Association’s convention in New Orleans, La. As often happens, worshipping and networking with sisters and brothers from Christian schools of another denomination enriched our own conversation.

� Following its active planning and hosting role for the inaugural Education Summit at the Mennonite World Conference in Asuncion, Paraguay, several years ago, MSC has made the commitment to join in exploring a second Education Summit in conjunction with Mennonite World Conference in Harrisburg, Pa., in July 2015. Pam Tieszen, MSC Executive Committee member, will represent MSC at the planning session in Switzerland in May 2012.


Section 2, Page 1

INDEX Section 2: Fall 2011 Mennonite education enrollment statistics

Page 2-3 Overview of enrollment reports

Page 2-5 Total system highlights

Page 2-11 Preschool programs: Mennonite Early Childhood Network (MECN)

Page 2-14 PreK-12 education: Mennonite Schools Council

Page 2-18 Higher education: Undergraduate programs

Page 2-30 Higher education: Adult degree-completion programs

Page 2-33 Higher education: Graduate programs (not seminary)

Page 2-36 Higher education: Seminary

Page 2-40 Tables

Page 2-66 Other degree programs: Anabaptist Learning Institute (ALI)

Page 2-67 Other degree programs: Seminario Bíblico Anabautista Hispano

(SeBAH)

Page 2-68 Non-degree programs: Higher education institutions

Page 2-70 Non-degree programs: Instituto Bíblico Anabautista (IBA)

Page 2-77 Youth Census


Section 2, Page 2


Section 2, Page 3

OVERVIEW OF ENROLLMENT REPORTS

Enrollment numbers are one of many ways to look at our Mennonite educational institutions and programs. They are one benchmark of their relationship with the supporting constituency and also a benchmark on how Mennonite educational institutions serve their communities and beyond. Section 2 includes different types of programming, and in several cases, additional documentation provides more details. It is the intent of this section to offer a glimpse into Mennonite education by focusing on one area: enrollment. For those who are interested in more in-depth analysis or more information on a specific area, please contact the MEA office at [email protected]. MEA has gathered enrollment statistics from the various education levels and educational programs for many years. Enrollment statistics at the PreK-12 level include only the member schools of Mennonite Schools Council (MSC). Other Mennonite PreK-12 schools and early childhood education centers scattered across the country that are not MSC members are not included in these reports. Preschool enrollment data was collected from Mennonite Early Childhood Network (MECN) members for the first time this year. We are trying to provide a more complete picture of Mennonite education and the ways it is impacting our denomination ... and beyond! The enrollment data is presented using the following levels and/or categories:

Preschool programs of Mennonite Early Childhood Network (MECN)

Prekindergarten, elementary, middle and secondary programs of Mennonite Schools Council (MSC) schools Undergraduate programs of Bethel College, Bluffton University, Eastern Mennonite University (EMU), Goshen College and Hesston College Adult degree-completion programs of Bluffton University, EMU and Goshen College Graduate programs of Bluffton University, EMU and Goshen College Seminary programs of Associated Mennonite Biblical Seminary and Eastern Mennonite Seminary Other degree programs of Anabaptist Learning Institute (ALI) and Seminario Bíblico Anabautista Hispano (SeBAH) Non-degree programs of AMBS, Eastern Mennonite Seminary, EMU and Instituto Bíblico Anabautista (IBA)

mailto:[email protected]


Section 2, Page 4

Under each level are current year statistics and basic enrollment trend charts or tables. We have chosen to further break down the enrollment data by focusing on Mennonite enrollment data (both Mennonite Church USA and other Mennonite groups) and Racial/Ethnic enrollment data (including both U.S. Racial/Ethnic and international students). As you look at the numbers and reach your own conclusions, here are some helpful definitions:

Full-time – students taking the number of credit hours required by the institution to receive full-time status

Part-time – students taking fewer credit hours than the minimum needed for full-time status

FTE – full-time equivalent (adding the credit hours of both full-time and part-time students to determine the possible number of full-time students)

Head count – total number of students regardless of their part-time or full-time status

Racial/Ethnic – refers to students from under-represented Racial/Ethnic groups from the United States and Canada

International - international students are from countries other than the United States and Canada

A significant effort was made to ensure that our enrollment reports have integrity and that the findings accurately reflect the numbers. The enrollment numbers of an entire educational system can bury implications deep below the obvious surface interpretations. Care needs to be taken that assumptions are not made by using only one small part of the data without putting such data elements in the context of the larger system. In an educational system as small as MEA’s, a few unique circumstances can skew the findings of an entire segment of the report. These unique situations have been identified as much as possible throughout the report and have been taken into consideration in our analysis of the information. Tension between systemwide trends and local realities is an acknowledged fact. It is also important to note that these numbers are a picture of what enrollment looks like on a particular day at a particular institution. The transformation that birthed MEA and merged multiple educational systems also disrupted the long-standing data collection procedures. The most reliable and consistent data enables six- to twelve-year trend reports. Enrollment numbers from one year provide a very short insight into enrollment patterns, but they are not very helpful for long-range planning. Whenever possible, longer trends are provided. Great care has gone into the accuracy of the numbers reported. The interpretation of the numbers can be viewed from several perspectives—usually shaped by the question or the person reading the data. For the purpose of this report, the focus was determined by the MEA outcome statement focused on “ready and viable access” as stated below:

Viable Access. Students seeking Christ-centered Anabaptist-Mennonite education have viable access to Mennonite Church USA schools. Working with the schools on issues related to location, delivery system, cost, transfer and outreach to the under-served, MEA envisions and supports programs and initiatives that facilitate ready accessibility.


Section 2, Page 5

TOTAL SYSTEM HIGHLIGHTS

Current Year Systemwide Enrollment Mennonite educational institutions are touching the lives of 13,468 students (based on headcount) in fall 2011, a decrease of 406 (-2.9%) students from the 2010 total of 13,874. In higher education the total headcount increased by 97 students (undergraduate 137 and graduate 4, with decreases of 21 in adult degree completion and 23 in seminary) while elementary and secondary education levels showed a decline of 503 (-5.5%). All higher education institutions reported their enrollment numbers. For the academic year 2011-2012, there are 32 MSC member schools, and MEA received data from all of them. For the previous academic year, data was received from 34 MSC member schools. It should be noted that the decrease in the number of MSC schools affects the total number of students reported. It is understood that the decline in MSC numbers is influenced by the fact that two less schools reported this year. Current Year Systemwide Mennonite Enrollment “Mennonite Church USA” students include only those that report attending a Mennonite Church USA congregation. All other Mennonites are included in the “All Mennonite” category. Note that the number of Mennonite Church USA students in higher education in fall 2011 (1,264) decreased from the 2010 total (1,316) for a combined decrease of 52 while PreK-12 decreased 87 for a total net decrease of 139 in fall 2011. One-Year Mennonite Church USA Full-time Enrollment Changes from 2010-11 to 2011-12

Fall Fall 1-yr Pct Mennonite Church USA students 2011 2010 Change Change

Undergraduate 1,186 1,245 -59 -4.7%

Adult degree-completion 12 6 6 100.0%

Graduate 15 14 1 7.1%

Seminary 51 51 0 0.0%

PreK-12 2,138 2,225 -87 -3.9%

Total Mennonite Church USA enrollment 3,402 3,541 -139 -3.9%


Section 2, Page 6

Fall

2002 -

Total

13,865

Fall

2003 -

Total

14,213

Fall

2004 -

Total

14,281

Fall

2005 -

Total

14,366

Fall

2006 -

Total

14,422

Fall

2007 -

Total

14,240

Fall

2008 -

Total

13,881

Fall

2009 -

Total

13,383

Fall

2010 -

Total

13,080

Fall

2011 -

Total

12,619

Seminary 119 139 140 127 112 110 125 121 108 95

Graduates 97 100 135 177 188 161 162 187 187 200

Adult Degree-Completion 302 313 325 292 298 295 261 277 269 255

Undergraduates 3,488 3,310 3,443 3,445 3,475 3,397 3,328 3,323 3,302 3,358

Mennonite Schools Council 9,859 10,351 10,238 10,325 10,349 10,277 10,005 9,475 9,214 8,711

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

Full-Time Enrollment by Educational Level

Systemwide Enrollment Trends, PreK through Seminary


Section 2, Page 7

Fall

2003 -

Total

6,344

Fall

2004 -

Total

6,463

Fall

2005 -

Total

6,494

Fall

2006 -

Total

5,964

Fall

2007 -

Total

5,484

Fall

2008 -

Total

5,784

Fall

2009 -

Total

5,427

Fall

2010 -

Total

4,884

Fall

2011

Total -

4,306

Seminary 85 101 85 69 73 76 75 67 58

Graduates 15 20 24 17 17 20 18 19 27

Adult Degree-Completion 14 17 22 16 18 18 21 18 20

Undergraduates 1,488 1,476 1,469 1,512 1,529 1,504 1,455 1,381 1,291

Mennonite Schools Council 4,742 4,849 4,894 4,350 3,847 4,166 3,858 3,399 2,910

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

Full-time Mennonite Enrollment by Educational Level

Systemwide Mennonite Enrollment Trends, PreK through Seminary


Section 2, Page 8

Multi-year Mennonite Full-time Students as Percentage of Total Enrollment, 2006-2011 In 2011, Mennonite Church USA students comprise 27.0% of the total full-time enrollment in all levels, and full-time all Mennonites account for 35.7% of the total full-time enrollment. Full-time enrollment data from fall 2006 to 2011 are included for comparative purposes. The Mennonite student population for the total enrollment breaks out as follows:

Mennonite Church USA __Fall 2006___ __Fall 2007___ __Fall 2008___ __Fall 2009__ _ Fall 2010__ __Fall 2011__ Undergraduate 1,398 40.2% 1,383 40.7% 1,382 41.5% 1,319 39.7% 1,245 37.7% 1,186 35.3% Adult degree-completion 12 4.0% 5 1.7% 10 3.8% 13 4.7% 6 2.2% 12 4.7% Graduate 14 7.4% 13 8.1% 8 4.9% 12 6.4% 14 7.5% 15 7.5% Seminary 58 51.8% 54 49.1% 54 43.2% 62 51.2% 51 47.2% 51 53.7% PreK-12 3,138 30.3% 2,789 27.1% 2,766 29.1% 2,694 28.6% 2,225 24.2% 2,138 24.5% Summary total 4,620 32.0% 4,244 29.8% 4,220 30.4% 4,100 30.8% 3,541 27.1% 3,402 27.0%

All Mennonites __Fall 2006___ __Fall 2007___ __Fall 2008___ __Fall 2009___ __Fall 2010__ __Fall 2011___ Undergraduate 1,512 43.5% 1,529 45.0% 1,504 45.2% 1,455 43.8% 1,381 41.8% 1,291 38.5% Adult degree-completion 16 5.4% 18 6.1% 18 6.9% 21 7.6% 18 6.7% 20 7.8% Graduate 17 9.0% 17 10.6% 20 12.3% 18 9.6% 19 10.2% 27 13.5% Seminary 69 61.6% 73 66.4% 76 60.8% 75 62.0% 67 62.0% 58 61.1% PreK-12 4,350 42.0% 3,847 37.4% 4,166 41.6% 3,858 40.7% 3,399 36.9% 2,865 33.4% Summary total 5,964 41.4% 5,484 38.5% 5,784 41.7% 5,427 40.6% 4,884 37.3% 4,261 35.7%

An interesting observation may be made by carefully examining the MSC PreK-12 data on these tables. Under the Mennonite Church USA table, the decline in Mennonite students may be partly addressed through the realignments that took place as congregations changed denominational affiliations between fall 2005 and fall 2011. In addition, MSC schools are developing a reputation in their communities of providing a strong academic education in an Anabaptist Christian setting that is attracting more non-Mennonites. While some MSC schools were originally created to be a missional outreach to non-Mennonites, all MSC schools are committed to being “missional centers” in support of the denominational missional calling. The numbers are also affected by several MSC schools that have served primarily non-Mennonites since their creation. You may note that the total number of all Mennonites attending higher education institutions decreased (from 1,614 to 1,396—14%) from 2006 to 2011. However, two areas of higher education experienced an increase (adult degree completion from 16 to 20—25% and graduate from 17 to 27—59%) while decreases occurred in the other two areas (undergraduate from 1,512 to 1,291—16% and seminary from 69 to 58—16%) during the same time period. Although realignment seems to have minimized the last few years, it is still taking place in various geographic regions.


Section 2, Page 9


Section 2, Page 10

6,344 6,463 6,494

5,964 5,484

5,784 5,427

4,884 4,306

7,869 7,818 7,872

8,458 8,756

8,097 7,956 8,196

8,313

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

10,000

Fall 2003 -

Total 14,213

Fall 2004 -

Total 14,281

Fall 2005 -

Total 14,366

Fall 2006 -

Total 14,422

Fall 2007 -

Total 14,240

Fall 2008 -

Total 13,881

Fall 2009 -

Total 13,383

Fall 2010 -

Total 13,080

Fall 2011 -

Total 12,437

Systemwide Total Full-time

Mennonites and Non-Mennonites by Headcount

Mennonites Non-Mennonites

44.6% 45.3% 45.2%41.4%

38.5%41.7% 40.6%

37.3% 34.1%

55.4% 54.7% 54.8%58.6%

61.5%58.3% 59.4%

62.7%65.9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011

Systemwide Total Full-time

Mennonites and Non-Mennonites by Percentage



Section 2, Page 11

PRESCHOOL PROGRAMS:

Mennonite Early Childhood Network The Mennonite Early Childhood Network (MECN) was established in 2005 to address the care and education of children, birth through kindergarten, in through-the-week programs. The mission of MECN, adopted August 8, 2006, is to provide information and support for parents and early educators of all children, birth through kindergarten. The network’s goal is to assist in developing the whole child spiritually, physically, emotionally, socially and cognitively within a framework that reflects an Anabaptist interpretation of the Christian faith. MECN maintains an interactive website (www.MennoniteEducation.org/MECN), sends E-Alerts that highlight available resources and relevant news items, encourages networking opportunities among its members, and represents Mennonite early childhood education at Mennonite conferences. Kathryn Aschliman is the primary coordinator for the program, and MEA currently provides staff time, website development, and financial support. MECN members, as of May 2011, were as follows: 121 individuals

47 mothers’ groups with child care

24 child care programs

2 family child care homes

1 First Steps program

3 Head Start programs

22 preschool/nursery schools

35 schools*

*24 schools are members of Mennonite Schools Council (MSC) and provide kindergarten, 17 MSC schools provide PreK programs, and two MSC schools provide infant/toddler programs. MECN Survey Results - December 2011 Twenty early childhood programs responded to the first Mennonite Early Childhood Survey—13 of those also responded to the Mennonite Schools Council Data Instrument. Most families who access the 20 programs have some church affiliation. Seven sites operate in Mennonite facilities where the program is operated by Mennonites.

http://www.MennoniteEducation.org/MECN


Section 2, Page 12

The programs represented were:

• preschool as part of a school program

• preschool (separate from a school program)

• Laboratory School

• child care

• intergenerational setting

• parent setting Various options for enrollment were noted: half day, two day, three day, etc. The hours of available care and type of education also varied. The following graph illustrates the start dates of the 20 programs:

� � � � � � � � � � � � �

� � � � � � � 1940s 1950s 1960s 1970s 1980s 1990s 2000s

� = start date of one early childhood program Sixteen programs are led by a board of directors, one by Eastern Mennonite University, one by a parents’ council, one by board of church members, and one by an Early Learning Coalition. Eighteen reported having a state license, plus regional accreditation or participation in a quality rating system. Three programs have achieved Keystone STAR 4 rating, and one is rated by the Florida Look for the Stars program. Two programs are accredited by the National Association for the Education of Young Children (NAEYC). Twelve programs reported special needs students ranging from autism, speech, behavioral issues, Down syndrome, albinism, cerebral palsy, learning support needs, Asperger’s, eating, hearing, English as a Second Language (ESL) and premature birth. These special needs represented about 4.2% of the total reported enrollment (64 students in a population of 1,506). Administrators were excited about the ways that they serve and minister to children and families in environmentally healthy and educationally stimulating settings. They were joyful about increased interest in the programs, and God’s provision in attracting leaders, teachers, staff and students. Other highlights mentioned were offering a fully biblically based curriculum, using the Seven Habits of Happy Kids by Sean Covey, upgrading facilities, adding programs, increasing enrollment and achieving STAR 4a status. The challenges mentioned were: enrollment, retention, increased health care costs, professional development needs, paying qualified staff and meeting regulations. Other challenges mentioned were offering quality Christian education and educating parents about age-appropriate activities for their children.


Section 2, Page 13

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Section 2, Page 14

PreK-12 EDUCATION: Mennonite Schools Council

PreK-12 Current Year Enrollment Total PreK-12 enrollments decreased 503 students (5.5%) from 9,214 in fall 2010 to 8,711 in fall 2011. MSC school enrollment has been impacted by the economic downturn. Historically, enrollment in private elementary and secondary schools tends to decrease during times of economic hardship. For the academic year 2011-2012, there are 32 MSC member schools, and MEA received data from all of them. For the previous academic year, data was received from 34 MSC member schools. As a side note, if you take into consideration three schools reporting in 2010 which did not report this year and a new school that reported in 2011, the net decrease in students is 61 (0.6%). PreK-12 Enrollment Trends


Section 2, Page 15

Nine-year PreK-12 Education Enrollment Trends by Institution, Based on Headcount Thirteen schools had enrollment increases over the past nine years and 17 schools had decreases. Nine-year trend reporting gives a more accurate enrollment trend, but the one-year picture is included which reflects the most recent changes. (Note: Several schools have not participated in MEA enrollment reporting long enough to show a nine-year change, but they are included with the number of years change indicated in parentheses.) One new school, Lezha Academic Center, an international affiliate (Lezhe, Albania), joined MSC in 2011.

9-Year Change 1-Year Change Enrollment Increase - 5.0% or greater

• The Peace & Justice Academy (2-yr) 109.1% 53.3%

• Lake Center Christian 49.8% 6.3%

• Manheim Christian 34.2% 11.1%

• Western Mennonite 23.5% -7.2%

• Eastern Mennonite 13.5% -2.3%

• Shalom Christian 12.8% 1.2%

• Juniata Mennonite 11.0% 0.0%

• Ephrata Mennonite 8.9% 11.8%

Enrollment Increase - 0.1 to 4.9%

• Penn View Christian 3.7% 1.3%

• Hinkletown Mennonite 2.6% 5.9%

• Freeman Academy 1.5% -1.4%

• Philadelphia Mennonite 1.1% -9.9%

• Lititz Area Mennonite 0.7% 6.7%

Enrollment - No Change or Not Applicable

• Academia Menonita Betania N/A 6.5%

• Lezha Academic Center N/A N/A

Enrollment Decrease - 0.1 to 4.9%

• Quakertown Christian -1.7% -7.7%

Enrollment Decrease - 5.0% or greater

• Diamond Street Early Childhood (6-yr) -11.1% -6.3%

• Christopher Dock Mennonite -15.8% -4.7%

• Lancaster Mennonite * -19.9% -2.7%

• Bethany Christian -21.3% 2.8%

• New Covenant Christian -24.3% 5.0%

• Academia Menonita-San Juan (8-yr) -24.3% -5.2%

• Hopi Mission -27.5% -7.5%

• Belleville Mennonite -29.5% 7.3%

• Sarasota Christian -32.1% -1.0%

• Iowa Mennonite -33.7% -16.3%

• Rockway Mennonite -34.8% 4.6%

• West Fallowfield Christian -35.4% -17.1%

• Warwick River Christian -36.3% -10.9%

• Central Christian -37.4% 0.4%

• United Mennonite -41.9% -5.7%

• New Holland Early Learning (4 yr) -52.2% -11.3%

* The nine-year change percentage for Lancaster includes enrollment from Kraybill and Locust Grove, formerly independent schools now a part of Lancaster Mennonite School.


Section 2, Page 16

MSC Mennonite and Non-Mennonite Enrollment Trends Fall Fall Fall Fall Fall Fall Fall Fall 2004 2005 2006 2007 2008 2009 2010 2011 Mennonite Church USA and Mennonite Church Canada 2,870 3,293 3,138 2,789 2,766 2,694 2,225 2,138 Other Mennonite/Anabaptist 1,228 1,601 1,212 1,058 1,400 1,164 1,174 772 Other than Mennonite/Anabaptist 3,840 5,341 5,065 5,152 5,342 5,557 5,262 3,970 Church Affiliation Not Reported 2,300 90 934 1,278 497 60 553 1,831 Total students reported 10,238 10,325 10,349 10,277 10,005 9,475 9,214 8,711 Number of schools reporting 33 35 34 37 35 35 34 32


Section 2, Page 17

Racial/Ethnic Enrollment Changes, Fall 2004 through Fall 2011, PreK-12 Schools Racial/Ethnic enrollment information for MSC schools was calculated from enrollment information reported as part of an annual data instrument. Racial/Ethnic enrollment counts include all students from under-represented Racial/Ethnic groups, not just Mennonite Church USA. Only schools reporting this information are included in this table. The changes in the Racial/Ethnic student percentage of enrollment reflect variations in the schools that reported from year to year. An enrollment reporting form introduced in 2008 resulted in an increase in the number of schools reporting (from 16 schools in fall 2007 to 30 in fall 2011). This explains part of the significant growth in total number of Racial/Ethnic students from 572 in fall 2007 to 2,098 in fall 2011. Another way to look at the data would be that in fall 2010, the average number of Racial/Ethnic students in each of the 33 reporting institutions was 63, and in 2011 the average number of Racial/Ethnic students in each of the 30 reporting institutions was 70.

Fall Fall Fall Fall Fall Fall Fall Fall 2004 2005 2006 2007 2008 2009 2010 2011 Number of schools reporting 19 19 24 16 34 35 33 30 Total student enrollment reported 6,215 6,362 8,121 5,715 9,931 9,415 9,015 8,311 Total Racial/Ethnic student enrollment 484 673 705 572 1,811 1,847 2,092 2,098 Racial/Ethnic student percentage of total enrollment 7.8% 10.6% 8.7% 10.0% 18.2% 19.6% 23.2% 25.2%


Section 2, Page 18

HIGHER EDUCATION: Undergraduate Programs Current Year

• The undergraduate headcount increased 137 students from 3,573 in fall 2010 to 3,710 in fall 2011, an increase of 3.8%. This is the highest increase since 2000.

• The undergraduate full-time equivalent (FTE) enrollment increased by 99 FTE students (2.9%), from 3,417 in fall 2010 to 3,516 in fall 2011, compared with a decrease of 31 FTE students (0.9%) from 3,448 in fall 2009 to 3,417 in fall 2010.

• The undergraduate full-time enrollment increased by 56 students, from 3,302 in fall 2010 to 3,358 in fall 2011, an increase of 1.7%.

• The undergraduate part-time enrollment increased by 81 students, from 271 in fall 2010 to 352 in fall 2011, an increase of 29.9%. This is the highest increase since 2003.

Current Year Undergraduate Mennonite Enrollment

• The undergraduate full-time Mennonite (Mennonite Church USA and other Mennonite groups) student enrollment decreased by 90 students (6.5%) from 1,381 in 2010 to 1,291 in 2011. This is the lowest number of Mennonite undergraduate students since 2001.

Current Year Undergraduate Racial/Ethnic Enrollment

• The total Racial/Ethnic undergraduate student population increased 88 students (14.5%) from 520 (14.6% of total enrollment) in 2010 to 608 (17.0% of total enrollment) in 2011. Increases in undergraduate Racial/Ethnic enrollments were experienced at three higher education institutions while two held even from fall 2010 to fall 2011: Bethel (32), Bluffton (32), EMU (24), Goshen (0), and Hesston (0).

• Of the total 608 Racial/Ethnic undergraduate population enrolled in fall 2011, 103 students (16.9%) were Mennonite, and 505 students (83.1%) were non-Mennonite. This compares to 2010 in which the total Racial/Ethnic undergraduate population was 520—97 students (18.7%) were Mennonite, and 423 students (81.3%) were non-Mennonite. The number of non-Mennonite Racial/Ethnic increased at a higher rate than the number of Mennonite Racial/Ethnic.

• The total number of Mennonite undergraduate Racial/Ethnic students increased by 6 students to 103 (2.9% of the total enrollment) from 2010 to 2011. The total number of

non-Mennonite Racial/Ethnic students increased 82 students from 423 (11.8% of total enrollment) in 2010 to 505 (14.1% of total enrollment) in 2011.


Section 2, Page 19

3,400

3,500

3,600

3,700

3,800

Fall

2000

Fall

2001

Fall

2002

Fall

2003

Fall

2004

Fall

2005

Fall

2006

Fall

2007

Fall

2008

Fall

2009

Fall

2010

Fall

2011

3,743 3,736

3,689

3,613

3,7393,726 3,714

3,664

3,6013,588

3,573

3,710

Undergraduate Total Enrollment by Headcount

Bethel Bluffton EMU Goshen Hesston

Fall 2000 506 831 999 973 434

Fall 2001 525 874 981 911 445

Fall 2002 471 941 971 871 435

Fall 2003 470 949 917 840 437

Fall 2004 509 999 933 836 462

Fall 2005 514 967 897 875 473

Fall 2006 539 890 915 908 462

Fall 2007 541 886 896 909 432

Fall 2008 500 906 884 886 425

Fall 2009 437 896 898 920 437

Fall 2010 476 898 878 873 448

Fall 2011 523 1,001 877 841 468

0

200

400

600

800

1000

1200

Headcount Undergraduate Enrollment by Institution

Undergraduate Enrollment Trends

Undergraduate enrollment in Fall 2011 was the largest increase since 2000 (137 students or 3.8%). It was also the highest number in the last five years.

From 2000 to 2011, the percent change by institutions was:

Bluffton 20.5%

Hesston 7.8%

Bethel 0.2%

EMU -12.2%

Goshen -13.6%


Section 2, Page 20

0

200

400

600

800

1,000

1,200

1,400

1,600

1,800

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

1,600 1,523 1,488 1,476 1,517 1,512 1,529 1,504 1,455 1,381

1,291

Undergraduate Full-time Mennonite

Enrollment

Bethel Bluffton Eastern Goshen Hesston

2001 226 149 523 450 252

2002 203 162 514 402 242

2003 195 166 495 388 244

2004 184 170 459 431 232

2005 171 171 484 452 239

2006 181 162 452 484 233

2007 182 150 459 516 222

2008 183 139 456 503 223

2009 192 112 449 510 192

2010 198 103 427 471 182

2011 186 97 405 422 181

0

100

200

300

400

500

600

Undergraduate Full-time Mennonite Enrollment by Institution

Undergraduate Mennonite Enrollment Trends

2011 experienced the lowest undergraduate Mennonite enrollment since 2001. Since 2001 the number of Mennonite undergraduate students declined by 309.

Since 2001, the percent of decrease by institution was:

Goshen 6.2%

Bethel 17.7%

EMU 22.6%

Hesston 28.2%

Bluffton 34.9%


Section 2, Page 21

46.1% 44.8% 45.2% 43.1% 44.0% 43.5% 44.8% 44.6% 43.8% 41.8% 38.4%

53.9% 55.2% 54.8% 56.9% 56.0% 56.5% 55.2% 55.4% 56.2% 58.2% 61.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Total Undergraduate Full-time Mennonite and

Non-Mennonite Enrollments by Percentage


1,600 1,523 1,488 1,476 1,517 1,512 1,529 1,504 1,455 1,381 1,291

1,868 1,879 1,807 1,946 1,928 1,963 1,884 1,869 1,868 1,921 2,067

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

3,468

Total -

2001

3,402

Total -

2002

3,295

Total -

2003

3,422

Total -

2004

3,445

Total -

2005

3,475

Total -

2006

3,397

Total -

2007

3,328

Total -

2008

3,323

Total -

2009

3,302

Total -

2010

3,358

Total -

2011

Total Undergraduate Full-time Mennonite and

Non-Mennonite Enrollments by Headcount



Section 2, Page 22

0.0%

3.0%

6.0%

9.0%

12.0%

15.0%

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

1.8% 1.6% 1.4% 1.5% 1.7%2.4% 2.5% 2.6% 2.5% 2.4%

2.7% 2.9%

6.9% 6.5%7.0%

6.0%6.7%

8.1%8.7%

9.1%8.8%

9.4%

11.8%

14.1%

Mennonite and Non-Mennonite Undergraduate Racial/Ethnic

Students as a Percentage of Total Enrollment

Mennonite NonMennonite

0

100

200

300

400

500

600

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

66 59 53 56 6488 94 95 89 85 97 103

257 244 258

216251

303323 334

316338

423

505

Number of Mennonite and Non-Mennonite Undergraduate

Racial/Ethnic Students by Headcount


Undergraduate Racial/Ethnic Enrollment Trends

2011 had the highest number of Racial/Ethnic students. Since 2000, the number of non-Mennonite Racial/Ethnic students increased by 248 or 96.5%, and the number of Mennonite Racial/Ethnic students increased by 37 or 56%.


Section 2, Page 23

327 331 347

272315

391417 429 405 423

520

608

0

100

200

300

400

500

600

700

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Total Undergraduate

Racial/Ethnic Enrollment


2000 69 91 86 60 21

2001 86 44 84 88 29

2002 77 56 87 104 23

2003 65 56 72 67 12

2004 66 58 101 71 19

2005 67 65 129 79 51

2006 60 70 141 93 53

2007 68 70 133 114 44

2008 66 58 127 110 44

2009 66 77 109 124 47

2010 71 100 145 130 74

2011 103 132 169 130 74

0

20

40

60

80

100

120

140

160

180

200

Undergraduate Racial/Ethnic Enrollment by Institution

The percent change of increase by institution since 2000 was:

Hesston 252%

Goshen 117%

Eastern 97%

Bethel 49%

Bluffton 45%


Section 2, Page 24

8.6%8.1% 8.4%

7.5%8.4%

10.5%11.2%

11.7%11.2%

11.8%

14.6%

16.4%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Undergraduate Racial/Ethnic Students

as a Percentage of Total Enrollment


2000 13.6% 11.0% 8.6% 6.2% 4.8%

2001 16.4% 5.0% 8.6% 9.7% 6.5%

2002 16.3% 6.0% 9.0% 11.9% 5.3%

2003 13.8% 5.9% 7.9% 8.0% 2.7%

2004 13.0% 5.8% 10.8% 8.5% 4.1%

2005 13.0% 6.7% 14.4% 9.0% 10.8%

2006 11.1% 7.9% 15.4% 10.2% 11.5%

2007 12.6% 7.9% 14.8% 12.5% 10.2%

2008 13.2% 6.4% 14.4% 12.4% 10.4%

2009 15.1% 8.6% 12.1% 13.5% 10.8%

2010 14.9% 11.1% 16.5% 14.9% 16.5%

2011 19.7% 13.2% 19.3% 15.5% 15.8%

0.0%2.0%4.0%6.0%8.0%

10.0%12.0%14.0%16.0%18.0%20.0%

Undergraduate Racial/Ethnic Students as a Percentage of

Total Enrollment by Institution

2011 had the highest percentage of Racial/Ethnic students (16.4%) of total enrollment since 2000. The percentage has doubled in ten years.


Section 2, Page 25

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

NonMennonite 155 128 157 120 138 160 166 159 150 171 196 206

Mennonite 17 16 17 14 19 25 26 24 23 24 22 19

0

25

50

75

100

125

150

175

200

225

Number of Mennonite and Non-Mennonite

Undergraduate African American Students

(US/CA)

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

NonMennonite 4.1% 3.4% 4.3% 3.3% 3.7% 4.3% 4.5% 4.3% 4.2% 4.8% 5.5% 5.8%

Mennonite 0.5% 0.4% 0.5% 0.4% 0.5% 0.7% 0.7% 0.7% 0.6% 0.7% 0.6% 0.5%

0.0%0.5%1.0%1.5%2.0%2.5%3.0%3.5%4.0%4.5%5.0%5.5%6.0%6.5%7.0%

Mennonite and Non-Mennonite Undergraduate

African American Enrollments as a

Percentage of Total Enrollment

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

NonMennonite 27 32 24 29 34 34 35 36 28 24 19 34

Mennonite 16 18 12 14 17 14 14 17 22 25 16 17

0

20

40

60

80

100

120


Undergraduate Asian/Pacific Islander

Students (US/CA)

2000 2001 2002 2003 2004 2004 2005 2006 2007 2008 2009 2010 2011

NonMennonite 0.7% 0.9% 0.7% 0.8% 0.9% 0.9% 0.9% 0.9% 1.0% 0.8% 0.7% 0.5% 1.0%

Mennonite 0.4% 0.5% 0.3% 0.4% 0.5% 0.5% 0.4% 0.4% 0.5% 0.6% 0.7% 0.4% 0.5%

0.0%0.5%1.0%1.5%2.0%2.5%3.0%3.5%4.0%4.5%5.0%5.5%6.0%


Asian/Pacific Islander Enrollments


2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

NonMennonite 67 77 71 62 74 88 91 108 106 119 152 168

Mennonite 27 21 23 28 28 38 45 42 35 28 35 37

0

25

50

75

100

125

150

175

200

225


Undergraduate Hispanic Students (US/CA)

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

NonMennonite 1.8% 2.1% 1.9% 1.7% 2.0% 2.4% 2.5% 2.9% 2.9% 3.3% 4.3% 4.7%

Mennonite 0.7% 0.6% 0.6% 0.8% 0.7% 1.0% 1.2% 1.1% 1.0% 0.8% 1.0% 1.0%

0.0%0.5%1.0%1.5%2.0%2.5%3.0%3.5%4.0%4.5%5.0%5.5%6.0%


Hispanic Enrollments as a



Section 2, Page 26

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

NonMennonite 8 7 6 5 5 9 11 13 16 17 15 9

Mennonite 6 4 1 0 0 7 1 3 3 2 6 2

0

20

40

60

80

100

120


Undergraduate Native American Students

(US/CA)

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

NonMennonite 0.2% 0.2% 0.2% 0.1% 0.1% 0.2% 0.3% 0.4% 0.4% 0.5% 0.4% 0.3%

Mennonite 0.2% 0.1% 0.0% 0.0% 0.0% 0.2% 0.0% 0.1% 0.1% 0.1% 0.2% 0.1%

0.0%0.5%1.0%1.5%2.0%2.5%3.0%3.5%4.0%4.5%5.0%5.5%6.0%


Native American Enrollments as a Percentage of

Total Enrollment

2005 2006 2007 2008 2009 2010 2011

NonMennonite 0.3% 0.5% 0.5% 0.4% 0.2% 1.1% 2.5%

Mennonite 0.1% 0.2% 0.2% 0.2% 0.2% 0.5% 0.8%

0.0%0.5%1.0%1.5%2.0%2.5%3.0%3.5%4.0%4.5%5.0%5.5%6.0%


Other Racial/Ethnic Enrollments Enrollments


2005 2006 2007 2008 2009 2010 2011

NonMennonite 12 20 18 16 7 41 88

Mennonite 4 8 9 6 6 18 28

0

20

40

60

80

100

120


Undergraduate Other Racial/Ethnic Students

(US/CA)


Section 2, Page 27

The following statements reflect the total system enrollment, and the percentages in parentheses are of the total enrollment headcount.

• The 12-year total undergraduate Racial/Ethnic headcount increased 86%—from 327 (8.6%) students in fall 2000 to 608 (16.4%) students in fall 2011, an increase of 281 students.

• The 12-year total undergraduate African-American headcount increased 31%—from 172 (4.6%) students in fall 2000 to 225 (6.3%) students in fall 2011, an increase of 53 students.

• The 12-year total undergraduate Asian/Pacific Islander headcount increased 19%—from 43 (1.1%) students in fall 2000 to 51 (1.5%) students in fall 2011, an increase of 8 students.

• The 12-year total undergraduate Hispanic headcount increased 118%—from 94 (2.5%) students in fall 2000 to 205 (5.7%) students in fall 2011, an increase of 111 students.

• The 12-year total undergraduate Native American headcount decreased 21%—from 14 (0.4%) students in fall 2000 to 11 (0.4%) students in fall 2011, a decrease of 3 students. This is the only Racial/Ethnic group which has experienced a decline in numbers.

• The seven-year total undergraduate Other Racial/Ethnic headcount increased 625%—from 16 (0.4%) students in fall 2005 to 116 (3.3%) students in fall 2011, an increase of 100 students.

Mennonite Racial/Ethnic Enrollment Changes The following statements reflect the Mennonite Racial/Ethnic headcount enrollment, and the percentages in parentheses are of the total system enrollment headcount.

• The 12-year total undergraduate Mennonite Racial/Ethnic headcount increased 56%—from 66 (1.8%) students in fall 2000 to 103 (2.9%) students in fall 2011, an increase of 37 students.

• The 12-year total undergraduate Mennonite African-American student headcount increased 12%—from 17 (0.5%) students in fall 2000 to 19 (0.5%) students in fall 2011, an increase of 2 students.

• The 12-year total undergraduate Mennonite Asian/Pacific Islander student headcount increased 6.3%—from 16 (0.4%) students in fall 2000 to 17 (0.5%) students in fall 2011, an increase of 1 student.

• The 12-year total undergraduate Mennonite Hispanic student headcount increased 37%—from 27 (0.7%) students in fall 2000 to 37 (1.0%) students in fall 2011, an increase of 10 students.

• The 12-year total undergraduate Mennonite Native American student headcount decreased 67%—from 6 (0.2%) students in fall 2000 to 2 (0.1%) students in fall 2011, a decrease of 4 students.

• The seven-year total undergraduate Mennonite Other Racial/Ethnic student headcount increased 600%—from 4 (0.1%) students in fall 2005 to 28 (0.8%) students in fall 2011, an increase of 24 students. This is a fact that should be celebrated!


Section 2, Page 28

Seven-year Total Undergraduate Racial/Ethnic Student Enrollment, Fall 2005 through Fall 2011 2005 2006 2007 2008 2009 2010 2011 Total Racial/Ethnic population 391 10.0% 389 10.4% 402 10.8% 405 11.2% 423 11.8% 520 14.5% 608 17.0% Mennonite Racial/Ethnic students 88 2.2% 86 2.3% 86 2.3% 89 2.5% 85 2.4% 97 2.7% 103 2.9% Non-Mennonite Racial/Ethnic students 303 7.8% 303 8.1% 316 8.5% 316 8.8% 338 9.4% 423 11.8% 505 14.1%

Seven-year African-American Undergraduate Enrollment, Fall 2005 through Fall 2011 2005 2006 2007 2008 2009 2010 2011 Total African-American population 185 5.0% 192 5.1% 183 4.9% 173 4.8% 195 5.4% 218 6.1% 225 6.3% Mennonite African-American students 25 0.7% 26 0.7% 24 0.6% 23 0.6% 24 0.7% 22 0.6% 19 0.5% Non-Mennonite African-Americans 160 4.3% 166 4.4% 159 4.6% 150 4.2% 171 4.8% 196 5.5% 206 5.8%

Seven-year Asian/Pacific Islander Undergraduate Enrollment, Fall 2005 through Fall 2011 2005 2006 2007 2008 2009 2010 2011 Total Asian/Pacific Islander population 48 1.3% 49 1.3% 53 1.5% 50 1.4% 49 1.4% 35 0.9% 51 1.5% Mennonite Asian/Pacific Islanders 14 0.4% 14 0.4% 17 0.5% 22 0.6% 25 0.7% 16 0.4% 17 0.5% Non-Mennonite Asian/Pacific Islanders 34 0.9% 35 0.9% 36 1.0% 28 0.8% 24 0.7% 19 0.5% 34 1.0%

Seven-year Hispanic Undergraduate Enrollment, Fall 2005 through Fall 2011 2005 2006 2007 2008 2009 2010 2011 Total Hispanic population 126 3.4% 136 3.6% 150 4.0% 141 3.9% 147 4.1% 187 5.2% 205 5.7% Mennonite Hispanic students 38 1.0% 45 1.2% 42 1.1% 35 1.0% 28 0.8% 35 1.0% 37 1.0% Non-Mennonite Hispanic students 88 2.4% 91 2.4% 108 2.9% 106 2.9% 119 3.3% 152 4.2% 168 4.7%

Seven-year Native American Undergraduate Enrollment, Fall 2005 through Fall 2011 2005 2006 2007 2008 2009 2010 2011 Total Native American population 16 0.4% 12 0.3% 16 0.4% 19 0.5% 19 0.5% 21 0.6% 11 0.4% Mennonite Native American students 7 0.2% 1 0.0% 3 0.1% 3 0.1% 2 0.1% 6 0.2% 2 0.1% Non-Mennonite Native American students 9 0.2% 11 0.3% 13 0.3% 16 0.4% 17 0.5% 15 0.4% 9 0.3%

Seven-year Racial/Ethnic Other Ethnicity Undergraduate Enrollment, Fall 2005 through Fall 2011 2005 2006 2007 2008 2009 2010 2011 Total other ethnicity population 16 0.4% 28 0.8% 27 0.7% 22 0.6% 13 0.4% 59 1.6% 116 3.3% Mennonite other ethnicity students 4 0.1% 8 0.2% 9 0.2% 6 0.2% 6 0.2% 18 0.5% 28 0.8% Non-Mennonite other ethnicity students 12 0.3% 20 0.5% 18 0.5% 16 0.4% 7 0.2% 41 1.1% 88 2.5%


Section 2, Page 29

0

25

50

75

100

125

150

175

200

225

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

4538

58

31 38 3928 31 26

1321 25

192 204

166175 169

156

184168

157

120 121 128


International Students


0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

1.2%1.0%

1.6%

0.9%1.0% 1.0%

0.8% 0.8% 0.7%0.4% 0.6%

0.7%

5.1%5.5%

4.5%

4.8%

4.5%4.2%

5.0%

4.6% 4.4%

3.3% 3.4% 3.6%

Mennonite and Non-Mennonite International



Undergraduate Cross-cultural Impact

The following table provides seven-year trend data for the enrollment of undergraduate international students at Mennonite colleges and universities. The percentages provided are of the total system undergraduate headcount enrollment. 2005 2006 2007 2008 2009 2010 2011 Total international student population 195 5.2% 212 5.7% 199 5.4% 183 5.1% 133 3.7% 142 4.0% 153 4.3% Mennonite international students 39 1.0% 28 0.8% 31 0.8% 26 0.7% 13 0.4% 21 0.6% 25 0.7% Non-Mennonite international students 156 4.2% 184 5.0% 168 4.6% 157 4.4% 120 3.3% 121 3.4% 128 3.6%

• In 2011, international students (153) made up 4.3% of undergraduate enrollment. Twenty-five students (0.7% of the total headcount population) were Mennonite, and 128 students (3.6% of the total headcount population) were non-Mennonite.

• The undergraduate international student population decreased (21.5%) from 195 students in 2005 to 153 students in 2011, that is, from providing 5.2% of the total student population in 2005 to 4.3% of the population in 2011.

• The cross-cultural impact on the undergraduate programs of the Mennonite colleges and universities can be calculated by adding the total (headcount) Racial/Ethnic and international student populations together. Thus, 608 Racial/Ethnic students and 153 international students, create a cross-cultural impact on the total undergraduate programs of 761 students (21.3% based on headcount) in 2011. This compares to a total of 520 Racial/Ethnic students and 142 international students in 2010 for a cross-cultural impact of 662 students (18.6% based on headcount) representing an increase of 99 students (15.0%) from 2010 to 2011.


Section 2, Page 30

302 313 325

292 298 302 279

355

326 305

0

50

100

150

200

250

300

350

400

Fall

2002

Fall

2003

Fall

2004

Fall

2005

Fall

2006

Fall

2007

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Total Adult Degree-Completion Program

Enrollment by Headcount

HIGHER EDUCATION: Adult Degree-Completion Programs

Current Year

• The adult degree-completion enrollment decreased by 21 students (6.4%), from 326 students in fall 2010 to 305 students in fall 2011. The decrease in students is affected by the timing of the cohorts.

Current Year Mennonite Church Enrollment

• Mennonite student participation in adult degree-completion programs increased from 18 students in 2010 to 23 students in 2011. In 2010, Mennonite students comprised 5.5% of the total adult degree-completion program headcount, and in 2011, 7.5%.

Current Year Adult Degree-Completion Racial/Ethnic Enrollment

• Bluffton, EMU and Goshen offer adult degree-completion programs, and 10.2% (31 students) of the combined enrollment in fall 2011 were students from Racial/Ethnic origin (based on head-count). In fall 2010 Racial/Ethnic students accounted for 9.5% (31 students) of total enrollment.

Adult Degree-Completion Enrollment Trends


Section 2, Page 31

0

25

50

75

100

125

150

175

200

Bluffton Eastern Goshen

Fall 2002 120 112 70

Fall 2003 107 126 80

Fall 2004 112 141 72

Fall 2005 114 132 46

Fall 2006 108 147 43

Fall 2007 114 142 46

Fall 2008 126 109 44

Fall 2009 126 175 54

Fall 2010 111 169 46

Fall 2011 113 140 52

Adult Degree-Completion Program

Enrollment by Institution

0

5

10

15

20

25

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

11

14

17

22

14

18 19

24

18

23

Adult Degree-Completion Full-time

Mennonite Enrollments

Adult Degree-Completion Mennonite Trends


Section 2, Page 32


2002 0 7 4

2003 3 9 2

2004 7 9 1

2005 5 13 4

2006 2 10 2

2007 2 15 1

2008 2 14 3

2009 2 16 6

2010 1 16 1

2011 2 17 4

02468

1012141618

Mennonite Adult Degree-Completion Program

Enrollments by Institution

0

5

10

15

20

25

30

35

40

2004 -

Total

19

2005 -

Total

15

2006 -

Total

14

2007 -

Total

22

2008 -

Total

19

2009 -

Total

18

2010 -

Total

31

2011 -

Total

31

1 2 1 1 1 2 1 2

18

13 13

21 18

16

30 29


Adult Degree-Completion Program

Racial/Ethnic Students by Headcount


0.0%

3.0%

6.0%

9.0%

12.0%

2004 -

Total

5.8%

2005 -

Total

5.1%

2006 -

Total

4.7%

2007 -

Total

7.3%

2008 -

Total

6.8%

2009 -

Total

5.1%

2010 -

Total

9.5%

2011 -

Total

10.2%

0.3%0.7% 0.3% 0.3% 0.4% 0.6% 0.3% 0.7%

5.5%

4.4% 4.4%

7.0%6.5%

4.5%

9.2% 9.5%

Mennonite and Non-Mennonite

Adult Degree-Completion Program Racial/Ethnic



Adult Degree-Completion Racial/Ethnic Enrollment Trends


Section 2, Page 33

306 293 324

546

349

286

430

491 480 484

0

100

200

300

400

500

600

Fall

2002

Fall

2003

Fall

2004

Fall

2005

Fall

2006

Fall

2007

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Total Graduate Enrollment by Headcount

HIGHER EDUCATION: Graduate Programs (not seminary)

Current Year

• Bluffton, EMU and Goshen offer graduate level programs. The combined graduate enrollment headcount increased 0.8% from 480 students in fall 2010 to 484 students in fall 2011. Enrollments may fluctuate significantly from year to year due to the nature of courses and programs offered for professional development. In fall 2011 one institution reported an increase in graduate program enrollments while two reported reductions: Goshen increased 26.8% (11 students) from 41 in 2010 to 52 students in 2011; EMU decreased 0.3% (1 student) from 319 in 2010 to 318 students in 2011. Bluffton decreased 5.0% (6 students) from 120 in 2010 to 114 students in 2011.

Current Year Mennonite Enrollment

• Mennonite participation in graduate programs increased from 71 students in fall 2010 to 82 students in fall 2011. In 2010, Mennonite students made up 14.8% of the total graduate program enrollment, and in 2011, 16.9%. Note that Mennonite enrollment in 2011 is the highest number in the ten-year period.

Current Year Graduate Racial/Ethnic Enrollment

• In fall 2011 the Racial/Ethnic graduate population is 8.6% (42 students) of the combined enrollment (based on headcount), compared to 2.9% (14 students) in 2010.

Graduate Education Trends


Section 2, Page 34

0

50

100

150

200

250

300

350

400

450


Fall 2002 57 249 0

Fall 2003 65 228 0

Fall 2004 88 236 0

Fall 2005 132 414 0

Fall 2006 125 224 0

Fall 2007 117 169 0

Fall 2008 117 285 28

Fall 2009 122 326 43

Fall 2010 120 319 41

Fall 2011 114 318 52

Total Graduate Enrollments by Institution

15 15

20

28

51

33

61

69 71

82

0

10

20

30

40

50

60

70

80

90

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Mennonite Graduate Enrollment

Graduate Mennonite Enrollment Trends

Since 2002, the number of Mennonites enrolled in graduate programs has increased by 67.


Section 2, Page 35

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

7.0%

8.0%

9.0%

2004 -

Total

5.2%

2005 -

Total

3.8%

2006 -

Total

7.5%

2007 -

Total

8.0%

2008 -

Total

4.4%

2009 -

Total

3.3%

2010 -

Total

2.9%

2011 -

Total

8.6%

0.6% 0.5%

2.3%

0.0% 0.2% 0.0%0.6%

1.0%

4.6%

3.3%

5.2%

8.0%

4.2%

3.3%

2.3%

7.6%

Mennonite and Non-Mennonite Graduate

Racial/Ethnic Students as a



0

5

10

15

20

25

30

35

40

2004 -

Total

17

2005 -

Total

21

2006 -

Total

26

2007 -

Total

23

2008 -

Total

19

2009 -

Total

16

2010 -

Total

14

2011 -

Total

42

2 3

8

0 1 0

3 5

15

18 18

23

18 16

11

37


Graduate Racial/Ethnic Students by Headcount


0

10

20

30

40

50

60

70

80


2002 3 12 0

2003 4 11 0

2004 6 14 0

2005 12 16 0

2006 8 43 0

2007 8 25 0

2008 9 50 2

2009 2 61 6

2010 3 63 5

2011 5 72 5

Mennonite Graduate Enrollments by Institution Graduate Racial/Ethnic Enrollment Trends


Section 2, Page 36

HIGHER EDUCATION: Seminary

Current Year

• The seminary enrollment headcount for Associated Mennonite Biblical Seminary (AMBS) and Eastern Mennonite Seminary (EMS) decreased 8.2%, from 281 in fall 2010 to 258 in fall 2011, a decrease of 23 students.

• The seminary full-time enrollment for AMBS and EMS decreased 12%, from 108 in fall 2010 to 95 in fall 2011, a decrease of 13 full-time students.

• The seminary part-time enrollment for AMBS and EMS decreased 5.8%, from 173 in fall 2010 to 163 in fall 2011, a decrease of 10 part-time students.

• The seminary full-time equivalent enrollment for AMBS and EMS decreased 11.9%, from 156.7 FTE in fall 2010 to 138 FTE in fall 2011, a decrease of 18.7 FTE students.

Current Year Mennonite Enrollment The reporting format coordinates the data collection from the seminaries with reports already completed for Association of Theological Schools (ATS). This format does not separate part-time Mennonite Church USA students from other Mennonite students which impacts certain church headcount reports.

• When all Mennonites enrolled at the seminaries are accounted for, 177 full-time and part-time students made up 68.6% of the total enrollment headcount in 2011, as compared with 187 Mennonite students for 66.5% of the total headcount in 2010. The number of full-time Mennonite students attending seminary in 2011 was 58 (22.4% of the total enrollment headcount), compared to 67 (23.8%) in 2010.

Current Year Seminary Racial/Ethnic Enrollment

• Racial/Ethnic students made up 12% (31 students) and international students 3.5% (9 students) for a combined 15.5% (40 students) of the total seminary enrollment based on headcount for fall 2011. Racial/Ethnic students accounted for 8.2% (23 students) and international students 8.9% (25 students) for a combined 17.1% (48 students) of total seminary enrollment in fall 2010.


Section 2, Page 37

0

50

100

150

200

AMBS EMS

Fall 2000 172 118

Fall 2001 183 112

Fall 2002 180 111

Fall 2003 190 124

Fall 2004 191 132

Fall 2005 184 133

Fall 2006 192 114

Fall 2007 169 127

Fall 2008 146 112

Fall 2009 156 126

Fall 2010 141 140

Fall 2011 115 143

Seminary Enrollments by Institution

290 295 291 314

323 317 306 296

258

282 281258

0

50

100

150

200

250

300

350

400

Fall

2000

Fall

2001

Fall

2002

Fall

2003

Fall

2004

Fall

2005

Fall

2006

Fall

2007

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Total Seminary Enrollment by Headcount

Seminary Education Trends

Since 2000, seminary enrollment (headcount) has decreased by 32 (11%).


Section 2, Page 38

0

10

20

30

40

50

60

AMBS EMS

2000 Mennonite 52 40












Mennonite Seminary Full-time Enrollments by Institution

92

76 76

85

80

85

69 73

76 75

67

58

0

10

20

30

40

50

60

70

80

90

100

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Mennonite Seminary Full-time Enrollment

Seminary Mennonite Education Trends


Section 2, Page 39

0

10

20

30

40

50

60

2000

Total

39

2001

Total

37

2002

Total

46

2003

Total

38

2004

Total

26

2005

Total

55

2006

Total

34

2007

Total

50

2008

Total

48

2009

Total

49

2010

Total

48

2011

Total

40

7 8 69 12

1723

17 19 21 23

31

32 2940

29

14

38

11

33 2928 25 9

Number of Racial/Ethnic and International

Seminary Students by Headcount

Racial/Ethnic Students International Students

0%

5%

10%

15%

20%

2000

Total

13.5%

2001

Total

12.5%

2002

Total

15.8%

2003

Total

12.1%

2004

Total

8.0%

2005

Total

17.4%

2006

Total

11.1%

2007

Total

16.9%

2008

Total

18.6%

2009

Total

17.4%

2010

Total

17.1%

2011

Total

15.5%

2.4% 2.7% 2.1%2.9% 3.7%

5.4%7.5%

5.7%7.4% 7.5% 8.2%

12.0%

11.1%

9.8%

13.7%

9.2%

4.3%

12.0%

3.6%

11.1%

11.2%9.9% 8.9%

3.5%

Racial/Ethnic and International Seminary Students


Racial/Ethnic Students International Students

Seminary Full-time Enrollment Eight-year Trend, Composite and by Institution (Percentages are of total enrollment)

AMBS 2004 _ 2005 _ 2006 _2007 _2008_ __2009_ _2010__ _2011__ Total Full-time Enrollment 66 64 58 64 76 76 61 49 Mennonite Church USA 32 49% 27 42% 28 48% 33 52% 37 49% 45 59% 40 66% 29 59% Other Mennonite 18 27% 14 22% 8 14% 11 17% 15 19% 5 7% 3 5% 4 8% Total Mennonite 50 76% 41 64% 36 62% 44 69% 52 68% 50 66% 43 71% 33 67%

EMS Total Full-time Enrollment 74 63 54 46 49 45 47 46 Mennonite Church USA 48 65% 38 60% 30 56% 21 46% 17 35% 22 49% 17 36% 22 48% Other Mennonite 3 4% 6 10% 3 5% 8 17% 7 14% 3 7% 7 15% 3 6% Total Mennonite 51 69% 44 70% 33 61% 29 63% 24 49% 25 56% 24 51% 25 54%

COMPOSITE TOTALS Total Full-time Enrollment 140 127 112 110 125 121 108 95 Mennonite Church USA 80 57% 65 51% 58 52% 54 49% 54 43% 67 55% 57 53% 51 54% Other Mennonite 21 15% 20 16% 11 10% 19 17% 22 18% 8 7% 10 9% 7 7% Total Mennonite 101 72% 85 67% 69 62% 73 66% 76 61% 75 62% 67 62% 58 61%

Seminary Racial/Ethnic and International Enrollment Trends


Section 2, Page 40

TABLES

Table 1 Page Undergraduate Full-time Enrollments at Mennonite Colleges/Universities, by Church Membership, Fall 2011-12 42 Table 2 First-year Undergraduate Full-time Enrollments at Mennonite Colleges/ Universities, by Church Membership, Fall 2011-12 43 Table 3 Men and Women Total Regular Undergraduate Full-time Enrollments at Mennonite Colleges/Universities, by Church Membership, Fall 2011-12 44 Table 4 Men and Women First-year Full-time Enrollments at Mennonite Colleges/ Universities, by Church Membership, Fall 2011-12 45 Table 5 High Schools of Origin for First-year Students at Mennonite Colleges/ Universities, Fall 2011-12 46 Table 5a 2011 Mennonite Schools Council Graduates Enrolled in Mennonite College/ University Undergraduate Programs in the Fall following High School Graduation, by School, Fall 2011-12 47 Table 5b Mennonite Schools Council First-year Freshmen (Mennonite and others) Enrolled at Mennonite Colleges/Universities in the Fall following High School Graduation, by School, Fall 2011-12 47 Table 6 Adult Degree-Completion Program Enrollments at Mennonite Colleges/ Universities, by Gender and Church Membership, Fall 2011-12 48 Table 7 Graduate Enrollments at Mennonite Colleges/Universities, by Gender and Church Membership, Fall 2011-12 49


Section 2, Page 41

Page

Table 8 Seminary Full-time Enrollments, by Gender and Church Membership, Fall 2011-12 50 Table 8a Tracking Previous Year Seminary Graduates, 2010-2011 Graduates 51 Table 9 a-d Higher Education Enrollments at Mennonite Institutions, by Gender and Racial/Ethnic Group, Fall 2011-12 52 Table 10 Higher Education Full-time Equivalent (FTE) Enrollments, Fall 2011-12 55 Table 11 Enrollments at Mennonite Higher Education Institutions, Summary Analysis, Fall 2011-12 56 Table 12 Mennonite Elementary and Secondary School Enrollments, by Grade Level, Fall 2011-12 61 Table 13 Mennonite Elementary and Secondary School Enrollments, by Church Membership, Fall 2011-12 63 Table 14 Enrollment Headcount at Mennonite Elementary, Secondary and Higher Education Institutions, Fall 2011-12 65 Table 15 Youth Census Returns Summary by Area Conference, Data from the 2010-11 Youth Census 81 Table 16 Mennonite Student Enrollment at Mennonite Colleges and Universities, Per the Youth Census and the Institutions, Fall 2010 82


Section 2, Page 42

Table 1. Undergraduate Full-time Enrollments at Mennonite Colleges/Universities

by Church Membership, Fall 2011-12

Mennonite Education Agency

Bethel Bluf fton Eastern Goshen Hesston Total

Mennonite Church USA

East

Atlantic Coast 0 0 28 16 1 45

Eastern District 0 0 3 0 0 3

Eastern District & Atlantic Coast 0 0 0 0 0 0

Franconia 0 1 33 26 3 63

Franklin 0 0 5 3 0 8

Gulf States 1 0 1 0 1 3

Lancaster 0 2 48 16 11 77

New York 0 1 3 0 0 4

Southeast 0 0 7 2 2 11

Virginia 0 0 118 11 3 132

Total East 1 4 246 74 21 346

Middle

Allegheny 0 0 6 7 4 17

Central District 3 22 8 34 6 73

Central District & Illinois 0 1 0 6 0 7

Central District & IN-MI 0 0 1 7 0 8

Central District & Ohio 0 0 0 0 0 0

Illinois 1 6 2 21 7 37

Indiana-Michigan 3 11 22 128 27 191

Ohio 0 31 49 44 22 146

Total Middle 7 71 88 247 66 479

West

Central Plains 20 4 19 25 16 84

Mountain States 1 0 0 11 2 14

North Central 0 1 0 0 2 3

Pacific Northw est 5 0 2 9 4 20

Pacific Southw est 2 0 2 4 8 16

South Central 18 1 4 8 26 57

Western District 124 5 6 13 18 166

Western District & South Central 0 0 0 0 0 0

Total West 170 11 33 70 76 360

Total Mennonite Church USA 178 86 367 391 163 1,185

Sister Denominations

Mennonite Church Canada

Alberta 0 0 0 1 0 1

British Columbia 0 0 0 0 0 0

Eastern Canada 0 0 2 1 0 3

Manitoba 0 0 0 1 0 1

Northw est 0 0 0 1 0 1

Saskatchew an 0 0 0 0 0 0

Total Mennonite Church Canada 0 0 2 4 0 6

Other Sister Denominations

Brethren In Christ General Conf 0 0 6 1 3 10

Church of the Brethren 0 0 10 9 0 19

Conservative Mennonite Conf 1 6 8 3 3 21

Mennonite Brethren, US Conf 1 0 1 2 3 7

Total Other Sister Denominations 2 6 25 15 9 57

Total Sister Denominations 2 6 27 19 9 63

Other Related Mennonite bodies

Beachy Amish 1 0 0 0 0 1

Evangelical Mennonite 0 1 0 2 0 3

Good New s Fellow ship 0 0 0 0 0 0

Independent 3 3 0 0 3 9

Overseas Mennonite 0 1 3 0 4 8

Puerto Rico 0 0 0 0 0 0

Unidentif ied 2 0 1 0 1 4

Other Mennonite 0 0 7 10 1 18

Total other/related Mennonite bodies 6 5 11 12 9 43

Summary

Total Mennonite 186 97 405 422 181 1,291

Other than Mennonite 205 454 374 229 149 1,411

No church or unknown 106 267 89 119 75 656

Total enrollment 497 818 868 770 405 3,358


Section 2, Page 43

Table 2. First-year Undergraduate Full-time Enrollments at Mennonite

Colleges/Universities, by Church Membership, Fall 2011-12


Bethel Bluf fton Eastern Goshen Hesston Total


East

Atlantic Coast 0 0 7 5 1 13

Eastern District 0 0 2 0 0 2

Eastern District & Atlantic Coast 0 0 0 0 0 0

Franconia 0 1 8 3 2 14

Franklin 0 0 0 1 0 1

Gulf States 0 0 0 0 0 0

Lancaster 0 0 14 4 7 25

New York 0 0 0 0 0 0

Southeast 0 0 1 0 1 2

Virginia 0 0 32 2 1 35

Total East 0 1 64 15 12 92

Middle

Allegheny 0 0 1 2 2 5

Central District 0 7 2 9 3 21

Central District & Illinois 0 0 0 1 0 1

Central District & IN-MI 0 0 0 1 0 1

Central District & Ohio 0 0 0 0 0 0

Illinois 1 1 0 6 3 11

Indiana-Michigan 0 1 10 23 14 48

Ohio 0 3 12 9 7 31

Total Middle 1 12 25 51 29 118

West

Central Plains 4 2 2 6 6 20

Mountain States 0 0 0 1 2 3

North Central 0 0 0 0 1 1

Pacif ic Northw est 1 0 0 2 2 5

Pacif ic Southw est 0 0 1 2 2 5

South Central 5 0 0 3 17 25

Western District 24 1 0 2 9 36

Western District & South Central 0 0 0 0 0 0

Total West 34 3 3 16 39 95

Total Mennonite Church USA 35 16 92 82 80 305



Alberta 0 0 0 0 0 0

British Columbia 0 0 0 0 0 0

Eastern Canada 0 0 0 0 0 0

Manitoba 0 0 0 0 0 0

Northw est 0 0 0 0 0 0

Saskatchew an 0 0 0 0 0 0

Total Mennonite Church Canada 0 0 0 0 0 0


Brethren In Christ General Conf 0 0 1 0 1 2

Church of the Brethren 0 0 4 2 0 6

Conservative Mennonite Conf 0 1 1 0 1 3

Mennonite Brethren, US Conf 0 0 0 1 2 3

Total Other Sister Denominations 0 1 6 3 4 14

Total Sister Denominations 0 1 6 3 4 14


Beachy Amish 0 0 0 0 0 0

Evangelical Mennonite 0 0 0 1 0 1

Good New s Fellow ship 0 0 0 0 0 0

Independent 0 1 0 0 0 1

Overseas Mennonite 0 1 0 0 2 3

Puerto Rico 0 0 0 0 0 0

Unidentif ied 1 0 0 0 1 2

Other Mennonite 0 0 2 0 1 3

Total other/related Mennonite bodies 1 2 2 1 4 10

Summary

Total Mennonite 36 19 100 86 88 329

Other than Mennonite 55 100 104 50 68 377

No church or unknown 35 131 30 30 39 265

Total enrollment 126 250 234 166 195 971


Section 2, Page 44

Table 3. Men and Women Total Regular Undergraduate Full-time Enrollments at Mennonite



M W M W M W M W M W M W


East

Atlantic Coast 0 0 0 0 11 17 4 12 1 0 16 29

Eastern District 0 0 0 0 2 1 0 0 0 0 2 1

Eastern District & Atlantic Coast 0 0 0 0 0 0 0 0 0 0 0 0

Franconia 0 0 0 1 16 17 9 17 2 1 27 36

Franklin 0 0 0 0 3 2 1 2 0 0 4 4

Gulf States 1 0 0 0 0 1 0 0 0 1 1 2

Lancaster 0 0 1 1 19 29 5 11 4 7 29 48

New York 0 0 0 1 2 1 0 0 0 0 2 2

Southeast 0 0 0 0 2 5 1 1 1 1 4 7

Virginia 0 0 0 0 53 65 4 7 2 1 59 73

Total East 1 0 1 3 108 138 24 50 10 11 144 202

Middle

Allegheny 0 0 0 0 1 5 4 3 2 2 7 10

Central District 1 2 11 11 2 6 19 15 1 5 34 39

Central District & Illinois 0 0 0 1 0 0 2 4 0 0 2 5

Central District & IN-MI 0 0 0 0 0 1 4 3 0 0 4 4

Central District & Ohio 0 0 0 0 0 0 0 0 0 0 0 0

Illinois 1 0 4 2 1 1 10 11 3 4 19 18

Indiana-Michigan 0 3 5 6 10 12 61 67 13 14 89 102

Ohio 0 0 14 17 17 32 20 24 11 11 62 84

Total Middle 2 5 34 37 31 57 120 127 30 36 217 262

West

Central Plains 9 11 2 2 9 10 12 13 9 7 41 43

Mountain States 1 0 0 0 0 0 4 7 1 1 6 8

North Central 0 0 0 1 0 0 0 0 1 1 1 2

Pacif ic Northw est 2 3 0 0 1 1 6 3 4 0 13 7

Pacif ic Southw est 0 2 0 0 1 1 2 2 6 2 9 7

South Central 5 13 1 0 2 2 6 2 11 15 25 32

Western District 64 60 2 3 4 2 5 8 10 8 85 81

Western District & South Central 0 0 0 0 0 0 0 0 0 0 0 0

Total West 81 89 5 6 17 16 35 35 42 34 180 180

Total Mennonite Church USA 84 94 40 46 156 211 179 212 82 81 541 644



Alberta 0 0 0 0 0 0 0 1 0 0 0 1

British Columbia 0 0 0 0 0 0 0 0 0 0 0 0

Eastern Canada 0 0 0 0 1 1 0 1 0 0 1 2

Manitoba 0 0 0 0 0 0 0 1 0 0 0 1

Northw est 0 0 0 0 0 0 0 1 0 0 0 1

Saskatchew an 0 0 0 0 0 0 0 0 0 0 0 0

Total Mennonite Church Canada 0 0 0 0 1 1 0 4 0 0 1 5


Brethren In Christ General Conf 0 0 0 0 2 4 1 0 2 1 5 5

Church of the Brethren 0 0 0 0 4 6 4 5 0 0 8 11

Conservative Mennonite Conf 0 1 5 1 2 6 1 2 1 2 9 12

Mennonite Brethren, US Conf 1 0 0 0 0 1 1 1 2 1 4 3

Total Other Sister Denominations 1 1 5 1 8 17 7 8 5 4 26 31

Total Sister Denominations 1 1 5 1 9 18 7 12 5 4 27 36


Beachy Amish 1 0 0 0 0 0 0 0 0 0 1 0

Evangelical Mennonite 0 0 0 1 0 0 1 1 0 0 1 2

Good New s Fellow ship 0 0 0 0 0 0 0 0 0 0 0 0

Independent 1 2 2 1 0 0 0 0 1 2 4 5

Overseas Mennonite 0 0 0 1 2 1 0 0 0 4 2 6

Puerto Rico 0 0 0 0 0 0 0 0 0 0 0 0

Unidentif ied 1 1 0 0 0 1 0 0 1 0 2 2

Other Mennonite 0 0 0 0 1 6 7 3 0 1 8 10

Total other/related Mennonite bodies 3 3 2 3 3 8 8 4 2 7 18 25

Summary

Total Mennonite 88 98 47 50 168 237 194 228 89 92 586 705

Other than Mennonite 87 118 200 254 135 239 85 144 59 90 566 845

No church or unknown 68 38 157 110 37 52 59 60 37 38 358 298

Total enrollment 243 254 404 414 340 528 338 432 185 220 1,510 1,848

BlufftonBethel TotalHesstonGoshenEastern


Section 2, Page 45

Table 4. Men and Women First-year Full-time Enrollments at Mennonite



M W M W M W M W M W M W


East

Atlantic Coast 0 0 0 0 3 4 1 4 1 0 5 8

Eastern District 0 0 0 0 1 1 0 0 0 0 1 1

Eastern District & Atlantic Coast 0 0 0 0 0 0 0 0 0 0 0 0

Franconia 0 0 0 1 3 5 2 1 2 0 7 7

Franklin 0 0 0 0 0 0 0 1 0 0 0 1

Gulf States 0 0 0 0 0 0 0 0 0 0 0 0

Lancaster 0 0 0 0 4 10 0 4 3 4 7 18

New York 0 0 0 0 0 0 0 0 0 0 0 0

Southeast 0 0 0 0 0 1 0 0 1 0 1 1

Virginia 0 0 0 0 13 19 1 1 1 0 15 20

Total East 0 0 0 1 24 40 4 11 8 4 36 56

Middle

Allegheny 0 0 0 0 0 1 2 0 1 1 3 2

Central District 0 0 4 3 1 1 5 4 0 3 10 11

Central District & Illinois 0 0 0 0 0 0 1 0 0 0 1 0

Central District & IN-MI 0 0 0 0 0 0 1 0 0 0 1 0

Central District & Ohio 0 0 0 0 0 0 0 0 0 0 0 0

Illinois 1 0 0 1 0 0 3 3 2 1 6 5

Indiana-Michigan 0 0 0 1 5 5 13 10 8 6 26 22

Ohio 0 0 0 3 4 8 4 5 4 3 12 19

Total Middle 1 0 4 8 10 15 29 22 15 14 59 59

West

Central Plains 2 2 1 1 0 2 4 2 4 2 11 9

Mountain States 0 0 0 0 0 0 1 0 1 1 2 1

North Central 0 0 0 0 0 0 0 0 1 0 1 0

Pacific Northw est 0 1 0 0 0 0 0 2 2 0 2 3

Pacific Southw est 0 0 0 0 1 0 1 1 2 0 4 1

South Central 2 3 0 0 0 0 3 0 9 8 14 11

Western District 15 9 1 0 0 0 0 2 5 4 21 15

Western District & South Central 0 0 0 0 0 0 0 0 0 0 0 0

Total West 19 15 2 1 1 2 9 7 24 15 55 40

Total Mennonite Church USA 20 15 6 10 35 57 42 40 47 33 150 155



Alberta 0 0 0 0 0 0 0 0 0 0 0 0

British Columbia 0 0 0 0 0 0 0 0 0 0 0 0

Eastern Canada 0 0 0 0 0 0 0 0 0 0 0 0

Manitoba 0 0 0 0 0 0 0 0 0 0 0 0

Northw est 0 0 0 0 0 0 0 0 0 0 0 0

Saskatchew an 0 0 0 0 0 0 0 0 0 0 0 0

Total Mennonite Church Canada 0 0 0 0 0 0 0 0 0 0 0 0


Brethren In Christ General Conf 0 0 0 0 1 0 0 0 1 0 2 0

Church of the Brethren 0 0 0 0 2 2 2 0 0 0 4 2

Conservative Mennonite Conf 0 0 1 0 1 0 0 0 0 1 2 1

Mennonite Brethren, US Conf 0 0 0 0 0 0 1 0 1 1 2 1

Total Other Sister Denominations 0 0 1 0 4 2 3 0 2 2 10 4

Total Sister Denominations 0 0 1 0 4 2 3 0 2 2 10 4


Beachy Amish 0 0 0 0 0 0 0 0 0 0 0 0

Evangelical Mennonite 0 0 0 0 0 0 0 1 0 0 0 1

Good New s Fellow ship 0 0 0 0 0 0 0 0 0 0 0 0

Independent 0 0 1 0 0 0 0 0 0 0 1 0

Overseas Mennonite 0 0 0 1 0 0 0 0 0 2 0 3

Puerto Rico 0 0 0 0 0 0 0 0 0 0 0 0

Unidentif ied 1 0 0 0 0 0 0 0 1 0 2 0

Other Mennonite 0 0 0 0 0 2 0 0 0 1 0 3

Total other/related Mennonite bodies 1 0 1 1 0 2 0 1 1 3 3 7

Summary

Total Mennonite 21 15 8 11 39 61 45 41 50 38 163 166



Total enrollment 64 62 136 114 93 141 75 91 105 90 473 498

Bluff tonBethel TotalHesstonGoshenEastern


Section 2, Page 46

Table 5. High Schools of Origin for First-year Students

at Mennonite Colleges/Universities, Fall 2011-12


School of origin Bethel Bluffton Eastern Goshen Hesston Total

Mennonite Secondary Education Council schools

Academia Menonita 0 0 0 0 0 0

Belleville Mennonite High School 0 0 1 0 0 1

Bethany Christian High School 0 0 7 13 10 30

Central Christian High School 1 0 2 7 6 16

Christopher Dock Mennonite High School 0 1 8 1 2 12

Conestoga Christian School 0 0 0 0 0 0

Eastern Mennonite High School 0 0 23 2 1 26

Freeman Academy 4 0 0 1 0 5

Iowa Mennonite School 1 1 2 5 5 14

Juniata Mennonite School 0 0 0 0 0 0

Lake Center Christian School 0 0 0 0 0 0

Lancaster Mennonite High School 0 1 13 2 4 20

Mount Clare Christian School 0 0 0 0 0 0

New Covenant Christian School 0 0 0 0 0 0

Philadelphia Mennonite High School 0 0 0 0 0 0

Rockway Mennonite Collegiate 0 0 0 0 0 0

Sarasota Christian School 0 0 1 0 1 2

Shalom Christian Academy 0 0 0 0 0 0

United Mennonite Educational Institute 0 0 0 0 0 0

Western Mennonite School 1 0 0 0 2 3

Other Mennonite high schools

Calvary Christian Academy 0 0 1 0 0 1

Hartville Christian High School 0 0 0 0 0 0

Johnstown Christian School 0 0 0 0 0 0

Maranatha Christian School 0 0 0 0 0 0

Mennonite Collegiate Institute 0 0 0 1 0 1

Mennonite Educational Institute 0 0 0 0 0 0

Mountain View Christian School 0 0 0 0 0 0

Rosthern Junior College 0 0 0 0 0 0

Terre Hill Mennonite High School 0 0 0 0 0 0

Westgate Mennonite Collegiate 0 0 0 0 0 0

Other Mennonite Schools 0 0 0 0 0 0

Total Mennonite high schools 7 3 58 32 31 131

Other private schools 0 13 19 1 9 42

Public high schools

In home county of college 24 15 25 26 24 114

In home state, but not home county, of college 51 162 78 36 64 391

Out of state of college 44 54 47 60 46 251

International schools 0 1 5 9 15 30

Total public high schools 119 232 155 131 149 786

Total home school or admitted by test 0 2 2 2 6 12

Grand total 126 250 234 166 195 971


Section 2, Page 47

Table 5a.


School of origin11 HS

GradsBethel Bluffton Eastern Goshen Hesston Total

% to

Menno

College

Mennonite Schools Council high schools

Academia Menonita-San Juan 26 - - - - - - 0.0%

Belleville Mennonite High School 14 - - 1 - - 1 7.1%

Bethany Christian High School 41 - - 7 13 10 30 73.2%

Central Christian High School 45 1 - 2 7 6 16 35.6%

Christopher Dock Mennonite High School 94 - 1 8 1 2 12 12.8%

Conestoga Christian School 21 - - - - - - 0.0%

Eastern Mennonite High School 48 - - 23 2 1 26 54.2%

Ephrata Mennonite School 4 - - - - - - 0.0%

Freeman Academy 17 4 - - 1 - 5 29.4%

Greenwood Mennonite School 11 - - - - - - 0.0%

Iowa Mennonite School 43 1 1 2 5 5 14 32.6%

Juniata Mennonite School 8 - - - - - - 0.0%

Lake Center Christian School 38 - - - - - - 0.0%

Lancaster Mennonite High School 180 - 1 13 2 4 20 11.1%

Mount Clare Christian School 7 - - - - - - 0.0%

New Covenant Christian School 15 - - - - - - 0.0%

Philadelphia Mennonite High School 20 - - - - - - 0.0%

Quakertown Christian School 5 - - - - - - 0.0%

Rockway Mennonite Collegiate 64 - - - - - - 0.0%

Sarasota Christian School 46 - - 1 - 1 2 4.3%

Shalom Christian Academy 23 - - - - - - 0.0%

United Mennonite Educational Institute 11 - - - - - - 0.0%

Western Mennonite School 38 1 - - - 2 3 7.9%

Total MSC high schools 819 7 3 57 31 31 129 15.8%

2011 Mennonite Schools Council Graduates Enrolled in Mennonite College/University

Undergraduate Programs in the Fall following High School Graduation, by School, Fall 2011-12

Table 5b.


School of origin Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011

Mennonite Schools Council high schools

Academia Menonita-San Juan - - - - - - - 1 -

Belleville Mennonite High School 6 7 3 - 2 2 2 2 1

Bethany Christian High School 29 27 33 32 27 32 27 34 30

Central Christian High School 22 19 19 17 7 12 12 8 16

Christopher Dock Mennonite High School 20 10 29 16 26 24 17 12 12

Conestoga Christian School - - - - - - - 1 -

Eastern Mennonite High School 19 24 35 21 18 16 15 20 26

Ephrata Mennonite School - - -

Freeman Academy 1 6 1 2 3 1 7 5 5

Greenwood Mennonite School - - - - - - 1 - -

Iowa Mennonite School 16 7 23 23 11 7 18 15 14

Juniata Mennonite School - - - - - - - - -

Lake Center Christian School - - - - - 1 1 1 -

Lancaster Mennonite High School 15 22 21 21 20 14 21 19 20

Mount Clare Christian School - - -

New Covenant Christian School - 1 - - - - - - -

Philadelphia Mennonite High School 2 1 3 1 - - - - -

Quakertown Christian School -

Rockway Mennonite Collegiate 1 1 1 - - - 1 - -

Sarasota Christian School 2 4 1 2 4 3 4 6 2

Shalom Christian Academy - 1 4 - 1 2 2 3 -

United Mennonite Educational Institute - - - - - - - - -

Western Mennonite School 9 3 6 13 6 4 3 6 3

MSC first-year freshmen enrolled at Mennonite colleges 142 133 179 148 125 118 131 133 129

Mennonite Schools Council First-year Freshmen (Mennonite and others)

Enrolled at Mennonite Colleges/Universities in the Fall following High

School Graduation, by School, Fall 2011-12


Section 2, Page 48

Table 6. Adult Degree-Completion Program Enrollments at Mennonite Colleges/Universities,

by Gender and Church Membership, Fall 2011-12


M W TOTAL M W TOTAL M W TOTAL M W TOTAL


East

Atlantic Coast - - - - - - - - - - - -

Eastern District - - - - - - - - - - - -

Eastern District & Atlantic Coast - - - - - - - - - - - -

Franconia - - - - - - - - - - - -

Franklin - - - - - - - - - - - -

Gulf States - - - - - - - - - - - -

Lancaster - - - - 1 1 - - - - 1 1

New York - - - - - - - - - - - -

Southeast - - - - - - - - - - - -

Virginia - - - 1 - 1 - - - 1 - 1

Total East - - - 1 1 2 - - - 1 1 2

Middle

Allegheny - - - - - - - - - - - -

Central District 1 - 1 - - - - - - 1 - 1

Central District & Illinois - - - - - - - - - - - -

Central District & IN-MI - - - - - - - - - - - -

Central District & Ohio - - - - - - - - - - - -

Illinois - - - - - - - - - - - -

Indiana-Michigan - - - - - - 2 - 2 2 - 2

Ohio - 1 1 - - - - - - - 1 1

Total Middle 1 1 2 - - - 2 - 2 3 1 4

West

Central Plains - - - - - - - - - - - -

Mountain States - - - - - - - - - - - -

North Central - - - - - - - - - - - -

Pacif ic Northw est - - - - - - - - - - - -

Pacif ic Southw est - - - - - - - - - - - -

South Central - - - - - - - - - - - -

Western District - - - - - - - - - - - -

Western District & South Central - - - - - - - - - - - -

Total West - - - - - - - - - - - -

Total Mennonite Church USA 1 1 2 1 1 2 2 - 2 4 2 6



Alberta - - - - - - - - - - - -

British Columbia - - - - - - - - - - - -

Eastern Canada - - - - - - - - - - - -

Manitoba - - - - - - - - - - - -

Northw est - - - - - - - - - - - -

Saskatchew an - - - - - - - - - - - -

Total Mennonite Church Canada - - - - - - - - - - - -


Brethren In Christ General Conf - - - - 3 3 - 1 1 - 4 4

Church of the Brethren - - - - 3 3 - 1 1 - 4 4

Conservative Mennonite Conf - - - - - - - - - - - -

Mennonite Brethren, US Conf - - - - - - - - - - - -

Total Other Sister Denominations - - - - 6 6 - 2 2 - 8 8

Total Sister Denominations - - - - 6 6 - 2 2 - 8 8


Beachy Amish - - - - - - - - - - - -

Evangelical Mennonite - - - - - - - - - - - -

Good New s Fellow ship - - - - - - - - - - - -

Independent - - - - - - - - - - - -

Overseas Mennonite - - - - - - - - - - - -

Puerto Rico - - - - - - - - - - - -

Unidentif ied - - - 1 7 8 - - - 1 7 8

Other Mennonite - - - - 1 1 - - - - 1 1

Total other/related Mennonite bodies - - - 1 8 9 - - - 1 8 9

Summary

Total Mennonite 1 1 2 2 15 17 2 2 4 5 18 23




Bluffton Eastern Goshen Total


Section 2, Page 49

Table 7. Graduate Enrollments at Mennonite Colleges/Universities,



M W TOTAL M W TOTAL M W TOTAL M W TOTAL


East

Atlantic Coast - - - 3 1 4 - - - 3 1 4

Eastern District - - - - - - - - - - - -

Eastern District & Atlantic Coast - - - - - - - - - - - -

Franconia - - - 1 2 3 - - - 1 2 3

Franklin - - - - - - - - - - - -

Gulf States - - - - - - - - - - - -

Lancaster - - - 4 9 13 - - - 4 9 13

New York - - - - 1 1 - - - - 1 1

Southeast - - - - 1 1 - - - - 1 1

Virginia - - - 4 20 24 - - - 4 20 24

Total East - - - 12 34 46 - - - 12 34 46

Middle

Allegheny - - - 1 1 2 - - - 1 1 2

Central District - - - - - - - - - - - -

Central District & Illinois - - - - - - - - - - - -

Central District & IN-MI - - - - - - - - - - - -

Central District & Ohio - - - - - - - - - - - -

Illinois - - - - - - - - - - - -

Indiana-Michigan - - - - - - 1 3 4 1 3 4

Ohio - - - - 1 1 - - - - 1 1

Total Middle - - - 1 2 3 1 3 4 2 5 7

West

Central Plains - - - - - - - - - - - -

Mountain States - - - - - - - - - - - -

North Central - - - - - - - - - - - -

Pacif ic Northw est - - - - 2 2 - - - - 2 2

Pacif ic Southw est - - - - - - - - - - - -

South Central - - - 1 - 1 - 1 1 1 1 2

Western District - - - 1 - 1 - - - 1 - 1

Western District & South Central - - - - - - - - - - - -

Total West - - - 2 2 4 - 1 1 2 3 5

Total Mennonite Church USA - - - 15 38 53 1 4 5 16 42 58



Alberta - - - - - - - - - - - -

British Columbia - - - - - - - - - - - -

Eastern Canada - - - - - - - - - - - -

Manitoba - - - - - - - - - - - -

Northw est - - - - - - - - - - - -

Saskatchew an - - - - - - - - - - - -

Total Mennonite Church Canada - - - - - - - - - - - -


Brethren In Christ General Conf - - - 1 1 2 - - - 1 1 2

Church of the Brethren - - - 2 5 7 - - - 2 5 7

Conservative Mennonite Conf - - - - - - - - - - - -

Mennonite Brethren, US Conf - - - - - - - - - - -

Total Other Sister Denominations - - - 3 6 9 - - - 3 6 9

Total Sister Denominations - - - 3 6 9 - - - 3 6 9


Beachy Amish - - - - - - - - - - - -

Evangelical Mennonite - - - - - - - - - - - -

Good New s Fellow ship - - - - - - - - - - - -

Independent - - - - - - - - - - - -

Overseas Mennonite 1 1 2 - 1 1 - - - - 1 1

Puerto Rico - - - - - - - - - - - -

Unidentif ied - - - 4 5 9 - - - 4 5 9

Other Mennonite - 3 3 - - - - - - - 3 3

Total other/related Mennonite bodies 1 4 5 4 6 10 - - - 4 9 13

Summary

Total Mennonite 1 4 5 22 50 72 1 4 5 24 58 82




Bluffton Eastern Goshen Total


Section 2, Page 50

Table 8.

M W M W M W M W M W M W M W M W M W


East

Atlantic Coast - - - - - - - - - - - - - - - - - - -

Eastern District - - - - - - - - - - - - - - - - - - -

Eastern District & Atlantic Coast - - - - - - - - - - - - - - - - - - -

Franconia 1 - - - - - - 1 - - - - 1 - - - 2 1 3

Franklin - 1 - - - - - - - - 1 - - - - - 1 1 2

Gulf States - - - - - - - - - - - - - - - - - - -

Lancaster 1 - - - - - 1 - - - - - - - - - 2 - 2

New York - - - - - - - - - - - - - - - - - - -

Southeast 1 - - - - - - - - - - - - - - - 1 - 1

Virginia 6 3 - - - - - 1 - - 1 1 1 - - - 8 5 13

Total East 9 4 - - - - 1 2 - - 2 1 2 - - - 14 7 21

Middle

Allegheny - 1 - - - - - - - - - - - - - - - 1 1

Central District - 2 - - - - - - 1 - - - - - - - 1 2 3

Central District & Illinois - 1 - - - - - - - - - - - - - - - 1 1

Central District & IN-MI - - - - - - - - - - - - - - - - - - -

Central District & Ohio - - - - - - - - - - - - - - - - - - -

Illinois 2 1 - - - - - - - - - - - - - - 2 1 3

Indiana-Michigan 4 4 - - - - - 1 - - 1 - - - - - 5 5 10

Ohio 2 2 - - - - - - - - - - 1 - - - 3 2 5

Total Middle 8 11 - - - - - 1 1 - 1 - 1 - - - 11 12 23

West

Central Plains 3 - - - - - - - - - - - - - - - 3 - 3

Mountain States - - - - - - - - - - - - 1 - - - 1 - 1

North Central - - - - - - - - - - - - - - - - - - -

Pacific Northwest - 1 - - - - - - - - - - - - - - - 1 1

Pacific Southwest 1 - - - - - - - - - - - - - - - 1 - 1

South Central - - - - - - - - - - - - - - - - - - -

Western District - 1 - - - - - - - - - - - - - - - 1 1

Western District & South Central - - - - - - - - - - - - - - - - - - -

Total West 4 2 - - - - - - - - - - 1 - - - 5 2 7

Total Mennonite Church USA 21 17 - - - - 1 3 1 - 3 1 4 - - - 30 21 51



Alberta 1 - - - - - - - - - - - - - - - 1 - 1

British Columbia - - - - - - - - - - - - - - - - - - -

Eastern Canada - 1 - - - - - - - - - - - - - - - 1 1

Manitoba - - - - - - - - - - - - - - - - - - -

Northwest - - - - - - - - - - - - - - - - - - -

Saskatchewan - - - - - - - - - - - - - - - - - - -

Total Mennonite Church Canada 1 1 - - - - - - - - - - - - - - 1 1 2


Brethren in Christ General Conf - - - - - - - - - - - - - - - - - - -

Church of the Brethren 2 - - - - - - - - - - - - - - - 2 - 2

Conservative Mennonite Conf 1 - - - - - - - - - - - - - - - 1 - 1

Mennonite Brethren, US Conf - - - - - - - - - - - - - - - - - - -

Total Other Sister Denominations 3 - - - - - - - - - - - - - - - 3 - 3

Total Sister Denominations 4 1 - - - - - - - - - - - - - - 4 1 5

Other Related Mennonite Bodies

Beachy Amish - - - - - - - - - - - - - - - - - - -

Evangelical Mennonite - - - - - - - - - - - - - - - - - - -

Good News Fellowship - - - - - - - - - - - - - - - - - - -

Independent - - - - - - - - - - - - - - - - - - -

Overseas Mennonite - - - - - - - - - - 1 - - - - - 1 - 1

Puerto Rico - - - - - - - - - - - - - - - - - - -

Other Mennonite - - - - - - - - - - - 1 - - - - - 1 1

Total other/related Mennonite bodies - - - - - - - - - - 1 1 - - - - 1 1 2

Summary

Total Mennonite 25 18 - - - - 1 3 1 - 4 2 4 - - - 35 23 58

Total Other-Than-Mennonite 15 11 - - - - 1 2 2 1 4 1 - - - - 22 15 37

No church or unknown - - - - - - - - - - - - - - - - - - -

Total enrollment 40 29 - - - - 2 5 3 1 8 3 4 - - - 57 38 95

Seminary Full-time Enrollments



M .C.M ./M .S.M . M .A. in C.F./M .E.

CERTIFICATE

& DIPLOMA

PROGRAMS

SPECIAL /

UNCLASS-

IFIED

To

tal

Stu

de

ntsTOTAL

HEAD

COUNTM .P.S./M .A.P.S.M .A. / M .A.R.

M .T.S / M .A.T.S.

BASIC PROGRAMS ORIENTED TOWARD MINISTERIAL LEADERSHIPGENERAL

THEO STUDIES

M .Div.M .R.E./M .C.E./

M .A. in R.E./C.E.


Section 2, Page 51

Table 8a. Tracking Previous Year Seminary Graduates

2010-2011 Graduates


COMBINED

Men Women Total Men Women Total Men Women Total

Mennonites 2 2 4 Mennonites 1 1 Mennonites 1 1

Others 0 Others 0 Others 0

Mennonites 0 Mennonites 0 Mennonites 0




Mennonites 0 Mennonites 0 0 Mennonites 0

Others 0 0 Others 0 Others 0

Mennonites 0 0 0 Mennonites 0 0 0 Mennonites 0


Mennonites 18 8 26 Mennonites 9 3 12 Mennonites 4 3 7

Others 11 5 16 Others 9 4 13 Others 0



Total Head Count 31 15 46 Total Head Count 19 7 26 Total Head Count 5 3 8

A M B S

Men Women Total Men Women Total Men Women Total

Mennonites 1 1 2 Mennonites 1 1 2 Mennonites 0


Mennonites 1 1 Mennonites 0 Mennonites 1 1








Mennonites 12 6 18 Mennonites 4 3 7 Mennonites 4 3 7

Others 3 2 5 Others 2 1 3 Others 0




Men Women Men Women Total Men Women Total

Mennonites 1 1 2 Mennonites 0 Mennonites 1 1 2



Others 1 2 3 Others 1 1 Others 1 1







Mennonites 6 2 8 Mennonites 5 5 Mennonites 0

Others 8 3 11 Others 7 3 10 Others 1 1 2




White Non-Hispanic

(US or Canada)

White Non-Hispanic

(US or Canada)

Asian or Pacific Islander

(US or Canada)


(US or Canada)


(US or Canada)

Race Unknown or

Unavailable

Race Unknown or

Unavailable

Race Unknown or

Unavailable

Hispanic

(US or Canada

Hispanic

(US or Canada

Hispanic

(US or Canada

White Non-Hispanic

(US or Canada)


Eastern Mennonite

Seminary

Amer. Indian, Alask. Native

(US or Canada)


(US or Canada)


(US or Canada)

Black Non-Hispanic

(US or Canada)

Black Non-Hispanic

(US or Canada)

Black Non-Hispanic

(US or Canada)

Race Unknown or

Unavailable

Race Unknown or

Unavailable

Race Unknown or

Unavailable

Total 2010-11

Graduates

Number that Entered

Pastoral Ministry

International Students International Students

Entered any other type

of Church Ministry

Hispanic (US or Canada) Hispanic (US or Canada) Hispanic (US or Canada)

White Non-Hispanic

(US or Canada)

White Non-Hispanic

(US or Canada)

White Non-Hispanic

(US or Canada)


(US or Canada)


(US or Canada)


(US or Canada)


(US or Canada)


(US or Canada)


(US or Canada)

Black Non-Hispanic

(US or Canada)

Black Non-Hispanic

(US or Canada)

Black Non-Hispanic

(US or Canada)

Race Unknown or

Unavailable

Race Unknown or

Unavailable


of Church Ministry

International Students International Students International Students


(US or Canada)

Hispanic (US or Canada)

Total 2010-11

Graduates

Number that Entered

Pastoral Ministry


White Non-Hispanic

(US or Canada)

Race Unknown or

Unavailable

Number that Entered

Pastoral Ministry


(US or Canada)

Black Non-Hispanic

(US or Canada)


of Church Ministry


Black Non-Hispanic

(US or Canada)


(US or Canada)

White Non-Hispanic

(US or Canada)

White Non-Hispanic

(US or Canada)

Total 2010-11

Graduates



(US or Canada)


Black Non-Hispanic

(US or Canada)


(US or Canada)



(US or Canada)


Section 2, Page 52

Table 9a. Higher Education Enrollments at Mennonite Institutions, by Gender and Racial/Ethnic Group,

Fall 2011-12


Undergraduate Students

M W M W M W M W M W M W M W M W M W M W M W M W

African Americans, U.S. or Canada

Mennonites 2 1 1 1 2 2 3 1 4 1 1 9 8 1 1

Other 37 8 53 10 1 5 24 29 1 1 10 5 14 7 1 138 59 2 7

Asian/Pacific Islanders, U.S. or Canada

Mennonites 3 1 1 1 1 3 3 1 2 1 7 8 1 1

Other 1 1 2 7 4 1 8 2 4 1 1 2 7 14 8 5

Hispanics, U.S. or Canada

Mennonites 2 1 2 2 2 5 8 2 8 1 2 2 13 21 0 3

Other 19 16 10 8 1 17 25 21 37 1 2 5 3 1 2 72 89 2 5

Native Americans, U.S. or Canada

Mennonites 1 1 1 1 0 0

Other 2 1 1 1 1 1 1 1 3 5 0 1

Other Ethnicity, U.S. or Canada

Mennonites 2 2 1 1 1 4 3 1 1 3 2 10 8 2 1

Other 5 1 1 5 8 2 3 3 6 9 11 5 1 2 25 30 2 5


Mennonites 1 3 5 3 7 1 1 4 8 16 1 0

Other 3 7 1 2 10 9 7 1 33 24 1 2 17 9 2 64 57 3 4

TOTALS 66 45 2 1 77 42 10 16 65 93 2 1 87 101 5 8 62 35 3 7 357 316 22 33

Table 9b. Higher Education Enrollments at Mennonite Institutions, by Gender and Racial/Ethnic Group,

Fall 2011-12


Adult Degree-Completion Students



Mennonites 0 0 0 0

Other 1 1 2 2 1 1 2 2 5 2 1


Mennonites 0 0 0 0

Other 2 1 1 2 0 0



Other 2 1 1 2 1 1 2 2 6 1 1


Mennonites 0 0 0 0

Other 0 0 0 0


Mennonites 0 0 0 0

Other 1 1 4 2 4 0 0


Mennonites 0 0 0 0

Other 2 0 2 0 0

TOTALS 0 0 0 0 2 4 2 1 2 13 1 1 3 4 0 0 0 0 0 0 7 21 3 2

Part-timeFull-time Part-time Full-time Part-time Full-time Part-time Full-time Part-time Full-time

TOTAL STUDENTS

Full-time Part-time Full-time Part-time

EASTERN GOSHEN HESSTON

Full-time Part-timeFull-time Part-time

BETHEL BLUFFTON

Part-time Full-time

BLUFFTONBETHEL TOTAL UNDERGRADSHESSTONGOSHENEASTERN



Section 2, Page 53

Table 9c. Higher Education Enrollments at Mennonite Institutions, by Gender and Racial/Ethnic Group,

Fall 2011-12


Graduate Students



Mennonites 0 0 0 0

Other 5 2 1 3 5 2 1 3



Other 1 3 0 1 0 3


Mennonites 1 0 1 0 0

Other 3 3 1 3 3 1 0


Mennonites 0 0 0 0

Other 0 0 0 0


Mennonites 2 0 0 0 2

Other 4 3 7 1 1 4 3 7


Mennonites 1 1 2 1 2 3 2 0 2

Other 12 4 2 3 1 12 4 2 4

TOTALS 0 0 0 0 9 3 0 0 15 14 8 20 1 0 0 1 0 0 0 0 25 17 8 21

Full-time Part-time Full-time Part-time Full-time Part-time Full-time Part-time

GOSHENEASTERNBLUFFTONBETHEL


TOTAL STUDENTSHESSTON


Section 2, Page 54

Table 9d. Higher Education Enrollments at Mennonite Institutions, by Gender and Racial/Ethnic Group,

Fall 2011-12


M en Women M en Women M en Women M en Women M en Women M en Women M en Women M en Women M en Women

Mennonites 1 - - - - - - 1 - - 1 - - - - - 2 1

Others - - - - - - - - - 1 - - - - - - - 1

Mennonites 1 - - - - - - - - - - - - - - - 1 -

Others - 3 - - - - - 2 - - - - - - - - - 5

Mennonites - - - - - - - - - - - - - - - - - -

Others - - - - - - - - - - - - - - - - - -

Mennonites - 1 - - - - - - - - - - - - - - - 1

Others - - - - - - - - - - - - - - - - - -

Mennonites 3 1 - - - - - - - - - - 1 - - - 4 1

Others - - - - - - - - - - - - - - - - - -

Mennonites 20 16 - - - - 1 2 1 - 3 2 3 - - - 28 20

Others 15 8 - - - - 1 - 2 - 4 1 - - - - 22 9

Mennonites - - - - - - - - - - - - - - - - - -

Others - - - - - - - - - - - - - - - - - -

Total Head Count Full-time 40 29 - - - - 2 5 3 1 8 3 4 - - - 57 38

M en Women M en Women M en Women M en Women M en Women M en Women M en Women M en Women M en Women

Mennonites 3 - - - - - - - - - - - 1 - 1 - 5 -

Others - - - - - - - - - - - - - - - - - -

Mennonites - 1 - - - - - - - - - - - - - - - 1

Others - 1 - - - - - - - - - - - - 1 - 1 1

Mennonites - - - - - - - - - - - - - - - - - -

Others - - - - - - - - - - - - - - - - - -

Mennonites - - - - - - - - - - - - - - - - - -

Others - - - - - - - - - - - - - - - 1 - 1

Mennonites - - - - - - - - - - - - 2 - - - 2 -

Others - - - - - - - - - - - - - - - - - -

Mennonites 22 21 - - - - 4 5 - - 3 3 3 9 15 15 47 53

Others 7 13 - - - - 3 1 1 - 1 2 - 1 4 6 16 23

Mennonites - - - - - - - - - - - - - - 6 5 6 5

Others - - - - - - - - - - - - - - 2 - 2 -

Total Head Count Part-time 32 36 - - - - 7 6 1 - 4 5 6 10 29 27 79 84

11

M en & Women

FTE To tal

White Non-Hispanic

(US or Canada)

FTE DATA

M en & Women FTE

Total

4

Race Unknow n or

Unavailable

069

Full-time Seminary Students


African American Non-


Hispanic

(US or Canada)

Amer. Indian, Alask.

Native (US or Canada)

Asian or Pacif ic Islander

(US or Canada)

GENERAL

THEOLOGICAL

STUDIES CERTIFICATE &

DIPLOMA

PROGRAM

SPECIAL /

UNCLASSIFIED

M .Div.M .R.E./M .C.E./

M .A. in R.E./C.E.M .C.M ./M .S.M .

M .A. in __

(Spec.)M .P.S./M .A.P.S.

M .A./M .A.R./

M .T.S./M .A.T.S.

BASIC PROGRAMS ORIENTED TOWARD MINISTERIAL LEADERSHIP

M en & Women

FTE To tal

M en & Women

FTE Total

M en & Women

FTE Total

TOTAL HEAD

COUNT

Full Time

TOTAL HEAD

COUNT

Part Time

M en & Women

FTE To tal

M en & Women

FTE Total

M en & Women

FTE Total

M en & Women

FTE Total

0 70 4 95

M .C.M ./M .S.M .M .A. in __

(Spec.)M .P.S./M .A.P.S.

M .A./M .A.R./

M .T.S./M .A.T.S.

SPECIAL /

UNCLASSIFIEDPart-time Seminary Students

BASIC PROGRAMS ORIENTED TOWARD MINISTERIAL LEADERSHIP

GENERAL

THEOLOGICAL

STUDIES CERTIFICATE &

DIPLOMA

PROGRAMM .Div.

Race Unknow n or

Unavailable

FTE DATA

M en & Women FTE

Total

Hispanic

(US or Canada)

White Non-Hispanic

(US or Canada)

Amer. Indian, Alask.

Native (US or Canada)

Asian or Pacif ic Islander

(US or Canada)


African American Non-


22.25

M en & Women

FTE Total

M en & Women

FTE Total

M en & Women

FTE To tal

M en & Women

FTE Total

47.41

M en & Women

FTE Total

M .R.E./M .C.E./

M .A. in R.E./C.E.

M en & Women

FTE To tal

42.85 13.21

M en & Women

FTE Total

M en & Women

FTE To tal

0 0 4.6 0.5


Section 2, Page 55

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Section 2, Page 56

Tabl

e 11

.En

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at M

enno

nite

Hig

her

Educ

atio

n In

stitu

tions

,

Sum

mar

y A

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Fal

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1-12

Men

noni

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Age

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Page

1 o

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2011

2010

Chg

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2011

2010

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1120

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2011

2010

Chg

%

Full-

time

All

Stu

dent

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358

3,30

256

1.7%

255

269

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018

713

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2.0%

3,90

83,

866

421.

1%

M

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nite

Chu

rch

US

A1,

186

1,24

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Section 2, Page 57

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Section 2, Page 58

Tabl

e 11

.En

rollm

ents

at M

enno

nite

Hig

her

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n In

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,

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l 201

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f 5

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Section 2, Page 59

Tabl

e 11

.En

rollm

ents

at M

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nite

Hig

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n In

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Section 2, Page 60

Ta

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Section 2, Page 61

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Section 2, Page 62

Ta

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Section 2, Page 63

Table 13. Mennonite Elementary and Secondary School Enrollments,



Page 1 of 2

Mennonite Church USA and Other Menn/ Other than

SCHOOL Mennonite Church Canada Anabaptist Menn/Anab Total


Academia Menonita 0 12 479 491

Caparra Heights, Puerto Rico

Academia Menonita Betania 0 0 198 198

Aibonito, Puerto Rico

Belleville Mennonite School N/R* N/R N/R 0

Belleville, Pennsylvania

Bethany Christian High School 177 1 77 255

Goshen, Indiana

Central Christian School 139 24 101 264

Kidron, Ohio

Christopher Dock Mennonite High School 187 0 176 363

Lansdale, Pennsylvania

Diamond Street Early Childhood Center 11 8 101 120

Akron, Pennsylvania

Eastern Mennonite School 213 6 159 378

Harrisonburg, Virginia

Ephrata Mennonite School 75 122 11 208

Ephrata, Pennsylvania

Freeman Academy 36 0 32 68

Freeman, South Dakota

Hinkletown Mennonite School 40 80 76 196

Ephrata, Pennsylvania

Hopi Mission School 0 0 37 37

Kykotsmovi, Arizona

Iowa Mennonite School 69 8 31 108

Kalona, Iowa

Juniata Mennonite School 0 45 137 182

McAlisterville, Pennsylvania

Lake Center Christian School 34 50 536 620

Hartville, Ohio

Lancaster Mennonite High School 454 59 951 1,464

Lancaster, Pennsylvania

Lezha Academic Center N/R* N/R N/R 0

Lehze, Albania

* N/R = Not Reported


Section 2, Page 64

Table 13. Mennonite Elementary and Secondary School Enrollments,



Page 2 of 2

Mennonite Church USA and Other Menn./ Other than

SCHOOL Mennonite Church Canada Anabaptist Menn/Anab Total


Lititz Area Mennonite School 49 103 135 287

Lititz, Pennsylvania

Manheim Christian Day School N/R* N/R N/R 0

Manheim, Pennsylvania

New Covenant Christian School N/R* N/R N/R 0

Lebanon, Pennsylvania

New Holland Early Learning Center 3 0 52 55

New Holland, Pennsylvania

Penn View Christian School 272 3 282 557

Souderton, Pennsylvania

Philadelphia Mennonite High School 5 0 86 91

Philadelphia, Pennsylvania

Quakertown Christian School 55 30 213 298

Quakertown, Pennsylvania

Rockway Mennonite Collegiate 94 20 184 298

Kitchener, Ontario

Sarasota Christian School 51 59 294 404

Sarasota, Florida

Shalom Christian Academy 79 120 304 503

Chambersburg, Pennsylvania

The Peace and Justice Academy 4 0 19 23

Pasadena, California

United Mennonite Educational Institute 30 7 13 50

Leamington, Ontario

Warwick River Christian School 15 1 188 204

Newport News, Virginia

West Fallowfield Christian School 16 10 100 126

Atglen, Pennsylvania

Western Mennonite School 30 4 197 231

Salem, Oregon

Total MSC schools 2,138 772 5,169 8,079

N/R = Not Reported


Section 2, Page 65

Table 14. Enrollment Headcount at Mennonite Elementary, Secondary

and Higher Education Institutions, Fall 2011-12


AMBS Bethel Bluffton Eastern Goshen Hesston

Total

2011

Total

2010

%

Change

Undergraduate

Full-time 497 818 868 770 405 3,358 3,302 1.7%

Part-time 26 183 9 71 63 352 271 29.9%

Adult Degree-Completion

Full-time 77 134 44 255 269 -5.2%

Part-time 36 6 8 50 57 -12.3%

Graduate

Full-time 105 71 24 200 187 7.0%

Part-time 9 247 28 284 293 -3.1%

Seminary

Full-time 49 46 95 108 -12.0%

Part-time 66 97 163 173 -5.8%

115 523 1,228 1,478 945 468 4,757 4,660 2.1%

Total Mennonite Schools Council Students 8,711 9,214 -5.5%

Grand Total, All Students Enrolled 13,468 13,874 -2.9%

Total Higher

Education

Enrollment


Section 2, Page 66

OTHER DEGREE

PROGRAMS The Anabaptist Learning Institute (ALI) is a program of the Mennonite Schools Council (MSC) and is designed to provide an intentional Christ-centered orientation and professional education program for teachers, pastors and other leaders. ALI seeks to unify the Anabaptist community under a common set of educational experiences that encourage dialogue about faith and values. Participants refine and implement their philosophy of teaching and learning. Teachers who complete all four of the graduate-level courses, earn the MEA seal as an Anabaptist Educator. ALI provides opportunities to earn graduate credit provided by the Mennonite higher education institution offering the course—Associated Mennonite Biblical Seminary, Bluffton University or Eastern Mennonite University. Course titles are: Learning the Language of Community (1 graduate semester hour) Understanding the Roots of Community (3 graduate semester hours) Building Caring Communities (3 graduate semester hours) Shaping a Community of Learners (3 graduate semester hours) The following table shows attendance data for ALI courses. Total enrollment to date is 232 students. Course 511/512 Course 521/523 Course 531 Course 541 Faculty Learning Language Understanding Building Caring Shaping Community Date Location In-Service of Community Roots of Community Communities of Learners

09/2005 Chevy Chase, MD 48 06/2006 Lancaster, PA 18 06/2007 Lancaster, PA 12 01/2008 Pittsburgh, PA 14 02/2008 Kitchener, ON 35 06/2008 Lancaster, PA 9 08/2008 Quakertown, PA 19 06/2009 Lancaster, PA 7 06/2009 Lansdale, PA 13 02/2010 Pittsburgh, PA 11 06/2010 Lansdale, PA 8 06/2010 Lancaster, PA 9 06/2011 Lancaster, PA 17 06/2011 Lansdale, PA 15

TOTAL 35 92 46 29 33


Section 2, Page 67

OTHER DEGREE

PROGRAMS

In response to ongoing requests from Hispanic Mennonite groups for more biblical-theological education for their leaders, the Hispanic Pastoral and Leadership Education (HPLE) office of MEA developed Seminario Bíblico Anabautista Hispano (SeBAH) in collaboration with Mennonite higher education institutions. MEA will continue to work with Associated Mennonite Biblical Seminary, Eastern Mennonite Seminary, and Mennonite colleges/universities and area conferences in finding ways to partner in this endeavor. SeBAH offers a biblical/theological, ministerial education in Spanish at the university level. The studies are designed mostly for active leaders in U.S. Hispanic Anabaptist/Mennonite congregations. SeBAH provides an open, formal, and alternative education that is accessible and affordable to Hispanic Mennonite leaders—regardless of their geographical location. SeBAH combines face-to-face and distance education using instructors remotely (via e-mail) and local mentors with the involvement of the regional conference ministers. SeBAH’s curriculum consists of eight courses, two workshops and a final pastoral project, totaling 28 credit hours. SeBAH offers a “Certificate in Pastoral Ministry” with recognition from the chosen Mennonite educational institution.

MEA has signed a two-year renewable partnership covenant agreement with the Church of the Brethren to provide pastoral training in Spanish through SeBAH. Through this agreement, SeBAH has been adopted as the official program for the training of their Hispanic leaders. The Brethren Academy for Ministerial Leadership is providing administrative oversight, resources and faculty for additional components specific to the Church of the Brethren denomination. Graduates of SeBAH-Church of the Brethren track will receive the same “Certificate in Pastoral Ministry” as Mennonite students. Conversations are presently taking place about offering SeBAH internationally. Students The program opened for registration in July 2009. The first group of ten SeBAH students from different Hispanic Mennonite congregations participated in orientation and an academic writing skills workshop in May 2010. Then, they took the first course, “Comprendiendo la Biblia” (Understanding the Bible). Several were not able to continue, but three persons finished successfully and are taking the second course, “Teoría y Práctica del Liderazgo Pastoral” (Theory and Practice of Pastoral Leadership).

Twenty-two persons from the East Coast—the first Church of the Brethren cohort of students—went through the orientation, and 20 enrolled in the first course. Seventeen successfully completed it and are now taking the second course.

A third cohort of seven students on the West Coast, also from the Church of the Brethren, went through orientation, and six of them successfully completed the first course. This group recently started with the second course as well.

A program of the Hispanic Pastoral and

Leadership Education (HPLE) office


Section 2, Page 68

AMBS Total

789

EMS Total

295

EMU Total

66

Non-Degree

Total 1,153

Faculty/Staff 27 4 - 31

Pastor/Instructors 27 - - 27

Pastor/Mentors 29 6 - 35

Pastors - 2 - 2

Students/Participants 706 283 69 1,058

-

200

400

600

800

1,000

1,200

Non-Degree Program Participants, 2010-11

NON-DEGREE PROGRAMS: Higher Education Institutions Mennonite seminaries, colleges and universities contribute significantly to the ongoing professional development and training of pastoral and congregational leaders each year. These institutions offer formal classes on campus and at off-campus sites, but they also impact a broad portion of our church leadership through non-degree programs offered each year. These tables show the impact of AMBS, EMS and EMU over the past year.


Section 2, Page 69

Associated Mennonite Biblical Seminary Non-Degree Programs, 2010-11

Students/ Pastor/ Pastor/ Faculty/

Participants Pastors Mentors Instructors Staff

!Explore 7 9 5 4

Engaging Pastors 49 5

Journey Program 11 8 4 2

Multi-day Continuing Education Event 203 8

One-day Continuing Education Event 180 5 3

Pastoral Studies Distance Education 12 12 5

Spiritual Guidance Seminar 7 2 1

Values-Based Leadership Program 34 2

Webinars 136 4 4

Volunteer Programs 67

TOTAL 706 29 27 27

Eastern Mennonite Seminary Non-Degree Programs, 2010-11

Students/ Pastor/ Pastor/ Faculty/

Participants Pastors Mentors Instructors Staff

Congregational Resource Center

- Bible School materials orientation 20 2 2

- Virginia Conference youth pastors 2 3

review of materials

Gateway courses, Lancaster, non-credit 16 3

Preaching Institute, non-credit 5 1

Instituto Bíblico Anabautista 15 1

School for Leadership Training 225

TOTAL 283 2 6 0 4

Eastern Mennonite University Non-Credit Programs, 2010-11

Student/

Participants

Intensive English Program 69

69


Section 2, Page 70

NON-DEGREE PROGRAMS

The mission of Instituto Bíblico Anabautista (IBA) is to provide educational resources that promote biblical-theological training of Spanish-speaking leaders who will serve Mennonite Church USA in various ministries. IBA functions under MEA in partnership with Mennonite

Mission Network and Iglesia Menonita Hispana. IBA is a biblical and theological education program for ministerial preparation. It was founded in 1988 to fulfill the vision of the Reference Council of the Hispanic Ministries Department of the former General Conference Mennonite Church. The institute functions through study centers in local congregations with a tutor assigned to each center. It has two study levels: certificate and diploma. The majority of the students take an active part in the leadership of their congregations, such as serving as Sunday school teachers or deacons, while others have been chosen as pastors and/or church planters. Plans are progressing for the translation of the IBA materials into English—hopefully completed and available by fall 2012. For the year 2011, IBA had:

• A total of 304 students in 45 centers

• 38 centers in 11 states, five in Puerto Rico and two in Canada

• An average of 7.1 students per center

• Four new centers established—two in Oregon and one each in Florida and Nebraska

• A total of 51 volunteer tutors, including nine coordinators

• 14 different courses taught

• 95 participants (including 13 children/youth) attended the Annual Students Retreat in Talladega, Ala.

• 22 participants attended the Annual Tutors Retreat

A program of the Hispanic Pastoral and

Leadership Education (HPLE) office


Section 2, Page 71


Section 2, Page 72

165

188

236

263

224

203

260

291304

0

50

100

150

200

250

300

350

2003 2004 2005 2006 2007 2008 2009 2010 2011

Total IBA Students

LIST OF COURSES—shows the number of students enrolled in each course in 2011

Bible Studies CB – 111 Introduction to Bible Study 23 CB – 112 Introduction to the New Testament 35 CB – 113 Acts of the Apostles (Intensive Course) 13

History CH – 211 Anabaptist History and Theology 37

Pastoral Theology CTP -- 311 Life of Christ I 62 CTP – 312 Life of Christ II 89 CTP – 313 Life of Christ III 79

Ministry CM – 411 Christian Education 62

Biblical Studies DB – 114 Introduction to the Old Testament 1 4 DB – 115 Introduction to the Old Testament 2 4 DB – 116 Romans 7

History DH – 314 Church History 8

Theology DET – 314 Introduction to Anabaptist Theology (Intensive Course) 12

Ministry DMDM – 414 Preaching (Intensive Course) 24


Section 2, Page 73

26

23

26

24

2827

33

40

45

0

5

10

15

20

25

30

35

40

45

2003 2004 2005 2006 2007 2008 2009 2010 2011

Number of IBA Centers

2003 -

Total

11

2004 -

Total

18

2005 -

Total

11

2006 -

Total

15

2007 -

Total

2

2008 -

Total

0

2009 -

Total

11

2010 -

Total

0

2011 -

Total

12

Diplomas 9 9 0 4 2 0 6 0 5

Certificates 2 9 11 11 0 0 5 0 7

0

2

4

6

8

10

12

14

16

18

20

Number of IBA Graduates


Section 2, Page 74

28

21

31

34 34 34

37

48

51

0

10

20

30

40

50

60

2003 2004 2005 2006 2007 2008 2009 2010 2011

Number of Coordinators/Tutors

6.3

8.2

9.1

11.0

8.0 7.5

7.9

7.3

6.8

0.0

2.0

4.0

6.0

8.0

10.0

12.0

2003 2004 2005 2006 2007 2008 2009 2010 2011

Average Number of Students per Center


Section 2, Page 75

Enrollment Summary, 2003-2011

Study Center 2003 2004 2005 2006 2007 2008 2009 2010 2011

UNITED STATES

Hanford, CA 7 7

La Puente, CA 4

Reedley, CA 2 2 3

Riverside, CA 25 31 27 20 22 11 10 6 6

Apopka, FL 11 6 4

Fort Lauderdale, FL 12 11 16 16 16 22 18

Fort Myers, FL 11 18

Miami, FL 31 35 23 20 13 8 11 7 4

Sarasota, FL 10 17 12

Iowa City, IA 5 5

Muscatine, IA 6

Aurora, IL 10 10

Cicero, IL 7 7

Moline, IL 10 10 8

Goshen, IN 5 5

Newton, KS 4

Philadelphia, MS 20 17

Omaha, NE 10 20 18 33 15 13 20 25 26

Camden, NJ 25 25 15

Bronx, NY 16 14 34

Brooklyn, NY 1 1 6 6

Manhattan, NY 12 10 6

Archbold, OH 4 4

New Carlisle, OH 15

Aurora, OR 22 10 17 19 19 6 19 31

Keizer, OR 2

McMinnville 2

Woodburn, OR 9 3 14

Brownsville, TX 17 16 3 1 4 1

Dallas, TX 29 35 44 45 32 40 40 30 13

Houston, TX 2

Mathis, TX 7 7 6 5 5

Pasadena, TX 13 11 8 4 11 9 10

San Antonio, TX 1 1

San Juan, TX 5 3

Harrisonburg, VA 36 64 24 19 10 13 23

Warden, WA 1 8 3 2

Aibonito 35 7 7 6

Coamo 23 22 22

La Plata 12 12 7

Calgary, Alberta 2 2 6 6 6 6 6 6 6

Lethbridge, Alberta 8 6 6 6 6

Vancouver, British Columbia 3

Total Students 165 188 236 263 224 203 260 291 304

Total Graduates 11 18 11 15 2 0 11 0 4

Total Study Centers 26 23 26 24 28 27 33 40 45

Total Coordinators/Tutors 28 21 31 34 34 34 37 48 51

Average # Students/Center 6.3 8.2 9.1 11.0 8.0 7.5 7.9 7.3 6.8

Instituto Biblico Anabautista (IBA) - Anabaptist Biblical Institute

PUERTO RICO

CANADA


Section 2, Page 76


Instituto Bíblico Anabautista (IBA) - Anabaptist Biblical Institute

Study Center

# of

Centers

in State* Name of Church Tutors/Regional Coordinators

# of

Tutors

# of

Students

in Center

# of

Students

in State

CALIFORNIA 3 3 13

Hanford La Gran Comision de Jesucristo Juan Montes 7

Riverside Iglesia Agua Viva (Hermanos en Cristo) *Luis Arias, Tutor/Regional Coordinator 4

María Arias 2

FLORIDA 8 11 56

Apopka Ebenezer Christian Church Dr. Eliseo Nuñez 4

Fort Lauderdale Evangelical Garifuna Church Idalmy Domínguez 18

Mario Dominguez

Fort Myers Arca de Salvacion Marcelina Pachecho 11

Osvin de Leon 7

Miami Iglesia Menonita Encuentro de Renovación Maria Teresa Perez-Soto 4

Andres Mendoza

Tirsa Mendoza

Sarasota Iglesia Nueva Vida Alma Ovalle, Reginal Coordinator

Gilberto Perez 7

Iglesia Seguidores de Cristo Juan Jose Rivera 5

ILLINOIS 1 1 8

Moline Templo Alabanza Menonita Ramiro Hernandez 8

INDIANA 1 1 5

Goshen Iglesia El Buen Pastor Juan Vega 5

IOWA 1 1 5

Iowa City Iglesia Torre Fuerte Martha Hernandez 5

NEBRASKA 4 5 26

Omaha Iglesia Agua Viva (Hermanos Menonitas) *Imelda Sánchez, Tutor/Regional Coordinator 9

Jose Sanchez 7

Maria de Gallegos Barajas 5

Iglesia Manantial de Agua Viva Jose Guerra 5

Yanira Lopez-Guerra

NEW JERSEY 3 3 15

Camden Iglesia Evangelica Menonita Mannantial de Vida *Hugo Garcia, Tutor/Coordinador 15

Ivania Garcia

Efrain Zayas

NEW YORK 3 Lilian Flores, Tutor/Reginal Coordinator 4 40

Bronx Iglesia Evangelica Garifuna del Bronx Aida Garcia 20

Teresa David 14

Manhattan Iglesia Evangelica Garifuna de Manhattan Mario Bermudez 6

OREGON 7 5 49

Aurora EBAFOM *Samuel Moran, Tutor/Regional Coordinator 6

Iglesia Cristiana Roca de Salvacion Jesus Muñoz 25

Keizer Comunidad Cristiana Vida Nueva Samuel Moran 2

McMinville Centro Cristiano Pentecostes Gloria Baez 2

Woodburn Iglesia Menonita Pentecostes Victor Fuentes 14

TEXAS 5 7 23

Dallas Sandra Martinez, Regional Coordinator 4

Iglesia Menonita Comunidad de Esperanza Damian Rodríguez 9

Igleisa Menonita Luz del Evangelio Leonel Solíz

Iglesia Menonita Mi Redentor Jorge Rugama

Pasadena Iglesia Menonita Casa del Alfarero Alberto Parchmont 6

Aurora Parchmont

Jose Luis Arjona 4

VIRGINIA 2 *Hilda Pellecer, Regional Coordinator 3 23

Harrisonburg EMS Marvin Lorenzana 8

Iglesia Discipular Anabautista Byron Pellecer 15

PUERTO RICO 5 5 35

Aibonito Iglesia Menonita de Aibonito *José Enrique Jiménez, Tutor/Regional Coordinator 6

Coamo Iglesia Evangelica Menonita de Coamo Angel F Rivera 9

Vanessa Rodriguez 9

Iglesia Menonita Betania Enrique Ortiz 4

La Plata Iglesia Menonita de La Plata Samuel Lassus 7

CANADA 2 2 6

Calgary Alberta Iglesia Cristiana Palabra de Vida Marcial Miranda 4

**Jaime Cazares 2

TOTAL 45 51 304 304

*A center equals a group; therefore, there may be more than one center in a said congregation.

**Some tutors serve in several centers while others serve at a distance.

Statistics & Enrollment 2011


Section 2, Page 77

81

.8%

80

.1%

79

.9%

79

.4%

80

.1%

80

.7%

81

.0%

80

.4%

40

.4%

44

.6%

45

.7%

44

.8%

41

.3%

45

.5%

48

.4%

38

.8%

59

.6%

55

.4%

54

.3%

55

.2%

58

.7%

54

.5%

51

.6% 6

1.2

%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11

Congregations Participating in Youth Census as a

Percentage of Total Mennonite Church USA Congregations

Congregations with active names in the database

Congregations that updated records in the year noted

Congregations that did not update records in year noted

YOUTH CENSUS

Data included in this report was gathered from the school years 2003-04 through 2010-11. While not enough to document long-term trends or to extract full-blown census projections for the denomination, these statistics lay a foundation for understanding the parameters of the Mennonite Church USA Youth Census. The data from the past eight school years were selected for analysis because they represent the cleanest Youth Census data available. Prior to 2003, Youth Census data did not include the General Conference Mennonite Church denomination, only names from the Mennonite Church denomination. Composition of MEA Youth Census Database


Section 2, Page 78

90.0

%

91.4

%

89.8

%

89.0

%

89.2

%

89.2

%

90.2

%

90.0

%

54.0

%

59.1

%

61.0

%

60.3

%

51.3

% 61.5

%

63.7

%

49.8

%

46.0

%

40.9

%

39.0

%

39.7

% 48.7

%

38.5

%

36.3

%

50.2

%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11

Membership of Participating Congregations as a

Percentage of Total Mennonite Church USA Membership

Membership of participating congregations

Membership of congregations that updated records

Membership of congregations that did not update records

__2006-07__ __2007-08__ _2008-09__ __2009-10__ ___2010-11___ Congregational participation Congs Percent Congs Percent Congs Percent Congs Percent Congs Percent Total Mennonite Church USA congregations in database 936 920 905 914 907 Congregations with active names in the database 743 79.4% 737 80.1% 730 80.7% 740 81.0% 729 80.0% Congregations that updated records in the year noted 419 44.8% 380 41.3% 412 45.5% 442 48.4% 352 38.8% Congregations that did not update records in the year noted 517 55.2% 540 58.7% 493 54.5% 472 51.6% 555 61.2%

Membership participation Total Mennonite Church USA membership in database 109,580 108,241 106,582 107,925 107,669 Membership of participating congregations 97,511 89.0% 96,516 89.2% 96,286 89.2% 97,310 90.2% 96,907 90.0% Membership of updated congregations 66,031 60.3% 55,500 51.3% 66,391 61.5% 68,717 63.7% 53,603 49.8% Membership of congregations not updated 43,549 39.7% 52,741 48.7% 41,601 38.5% 39,208 36.3% 54,066 50.2%


Section 2, Page 79

Youth Census Issues

• A goal for the Youth Census is to increase the number of congregational participants. A 1% decrease in participating congregations resulted in a 0.2% decrease in membership participation in the Youth Census for 2010-11 compared with 2009-10.

• Efforts to strengthen the quality of the database by MEA staff included calls and e-mails to congregational representatives to verify the accuracy of information submitted for inclusion in the database.

• Several times a year, the database is “cleansed” by a process designed to complete incomplete addresses, correct zip codes, change addresses for persons that moved and other details that increase the accuracy of the addresses.

Mennonite Church USA Response to Requests for Youth Census Information

• The movement of congregations in and out of Mennonite Church USA membership makes detailed trend comparisons difficult. Each year will be considered on its own merits until an adequate history has been created to see long-range trends.

• The total Youth Census database, as of 2010-11, contains 26,057 active names. Active Count by Graduation Year The Youth Census table reflects the database according to high school graduation year. These counts represent the actual number of Youth Census names available for each graduation year, not the total number of high school graduates for the entire church. Grade Level 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 12 1,851 1,917 1,764 1,721 1,625 1,488 1,538 11 1,944 1,859 1,767 1,695 1,570 1,519 1,357 10 1,897 1,807 1,709 1,589 1,579 1,348 1,425 9 1,816 1,669 1,622 1,614 1,363 1,415 1,271 8 1,655 1,688 1,632 1,397 1,435 1,252 1,275 7 1,689 1,457 1,401 1,458 1,267 1,242 1,167 6 1,437 1,494 1,468 1,265 1,225 1,163 1,115 5 1,458 1,251 1,247 1,250 1,151 1,086 1,139 4 1,166 1.263 1,261 1,140 1,078 1,132 993 3 1,204 1,139 1,129 1,087 1,068 944 894 2 1,056 1,004 1,058 1,055 856 842 859 1 868 908 1,012 921 763 796 804 Age 5 426 293 726 575 530 448 667 Age 4 198 299 328 458 426 373 494 Age 3 231 232 286 331 334 361 428 Age 2 164 184 217 275 282 259 354 Age 1 108 132 187 241 253 223 318 Younger than age 1 11 16 171 260 147 30 172 Special needs (no age/grade) 15 29 47 47 50 49 16

Total, birth through Grade 12 19,194 18,641 19,032 18,379 17,002 15,970 16,283 Current college-age count 8,155 8,123 6,622 6,641 6,897 6,125 6,367 (prior five graduation years) Total active count 27,349 26,764 25,654 25,020 23,899 22,095 22,650


Section 2, Page 80

Returns by Area Conference and by Region A breakdown of the Youth Census returns by area conference may be found in Table 15. Three regions were created to provide a geographical perspective of the congregations that participated in the census. Forty-nine percent of the congregations in the middle region reported 52% of the region’s membership. In the west, 37% of the congregations reported 57% of the region’s membership. In the east, 37% of the congregations reported 57% of the region’s membership. Comparison of Mennonite College/University Attendance Reporting with Youth Census Reporting of Higher Education Enrollment by Congregations College/university attendance information is requested on the Youth Census data collection form. Some persons submitting census information have good data available to them and some do not, so the consistency of this information varies. However, a comparison of the reports regarding Mennonite college/university attendance was included in Table 16 even though the long-term value of this report may be in question. This model is flawed because it assumes that the college/university students included in a specific enrollment year all came directly from high school to higher education. The reality is that college/university students often take time out for service, work or travel rather than follow a four-year lock-step sequence to enrollment in a college/university. However, the model begins to lay the foundation for tightening the collection of data around this question.


Section 2, Page 81

Table 15. Youth Census Returns Summary by Area Conference,

Data from the 2010-11 Youth Census


The Youth Census Count includes students that graduated in 2008, 2009, 2010 and 2011.

SUMMARY BY AREA CONFERENCE YOUTH

CENSUS

Region Area conference name # congs # mbrshp # congs # mbrshp # congs # mbrshp COUNT

East Atlantic Coast 14 1,069 16 2,865 30 3,934 284

East Eastern District 13 1,331 1 527 14 1,858 37

East Eastern Dist & Atlantic Coast 1 49 1 49 -

East Franconia 20 3,332 20 3,118 40 6,450 484

East Franklin 10 670 3 456 13 1,126 72

East Gulf States 12 660 2 99 14 759 70

East Lancaster 115 10,023 52 6,273 167 16,296 1,022

East New York 9 332 7 897 16 1,229 80

East Southeast 25 2,443 5 242 30 2,685 110

East Virginia 41 4,459 23 3,908 64 8,367 527

Middle Allegheny 13 1,006 16 1,858 29 2,864 100

Middle Central District 13 1,233 16 2,285 29 3,518 146

Middle Central District & Illinois 6 351 2 428 8 779 45

Middle Central District & Ind-Mich 3 71 3 279 6 350 26

Middle Central District & Ohio 1 68 3 472 4 540 27

Middle Illinois 24 4,355 11 1,644 35 5,999 157

Middle Indiana-Michigan 35 4,660 38 5,295 73 9,955 609

Middle Ohio 35 5,293 37 5,951 72 11,244 696

West Central Plains 20 1,630 33 6,219 53 7,849 378

West Mountain States 7 592 14 1,129 21 1,721 78

West North Central 13 426 - - 13 426 23

West Pacific Northwest 28 2,028 11 1,123 39 3,151 138

West Pacific Southwest 40 2,884 6 607 46 3,491 99

West South Central 20 1,165 5 1,570 25 2,735 170

West Western District 37 3,936 26 6,250 63 10,186 450

West Western Dist & South Central - - 2 108 2 108 -

Grand Total 555 54,066 352 53,603 907 107,669 5,828

Average Congregation Size 97 152 119

NUMERICAL SUMMARY BY REGION

# congs # mbrshp # congs # mbrshp # congs # mbrshp

East 260 24,368 129 18,385 389 42,753

Middle 130 17,037 126 18,212 256 35,249

West 165 12,661 97 17,006 262 29,667

Totals 555 54,066 352 53,603 907 107,669

PERCENTAGE RETURNED BY REGION

congs mbrshp

East 33% 43%

Middle 49% 52%

West 37% 57%

NOT RETURNED RETURNED TOTALS

NOT RETURNED RETURNED TOTALS


Section 2, Page 82

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Bethel College

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United Mennonite Educa�onal Ins�tute

Central Chris�an Lake Center

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Ephrata Mennonite

New Covenant Chris�an

Juniata Mennonite

Shalom Chris�an Academy

Manheim Chris�an Day

Li�tz Area Mennonite

Diamond Street Early Childhood Center New Holland Early Learning Center

Ontario

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Pennsylvania

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Penn View Chris�an

West Fallowfield Chris�an

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Academia Menonita Betania

Academia Menonita

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Higher Education Institutions of Mennonite Church USA and Members of Mennonite Schools Council

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The Mennonite Early Childhood Network The preK-12 member schools of Mennonite Schools Council (MSC) Academia Menonita Academia Menonita Betania Belleville Mennonite School Bethany Christian Schools Central Christian School Christopher Dock Mennonite High School Diamond Street Early Childhood Center Eastern Mennonite School Ephrata Mennonite School Freeman Academy Hinkletown Mennonite School Hopi Mission School Iowa Mennonite School Juniata Mennonite School Lake Center Christian School Lancaster Mennonite School Lititz Area Mennonite School Lezha Academic Center (International Affiliate) Manheim Christian Day School New Covenant Christian School New Holland Early Learning Center Penn View Christian School Philadelphia Mennonite High School Quakertown Christian School Rockway Mennonite Collegiate Sarasota Christian School Shalom Christian Academy The Peace and Justice Academy United Mennonite Educational Institute Warwick River Christian School West Fallowfield Christian School Western Mennonite School

The higher education institutions of Mennonite Church USA Associated Mennonite Biblical Seminary Bethel College Bluffton University Eastern Mennonite University and Seminary Goshen College Hesston College The Racial/Ethnic Leadership Education (RELE) programs of Mennonite Church USA Hispanic Pastoral Leadership Education (HPLE) Lark Scholarship Native Education and Training The Racial/Ethnic constituency groups of Mennonite Church USA African-American Mennonite Association Iglesia Menonita Hispana Native Mennonite Ministries

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