Dear Editor,

There has been much debate on the matter since Education Minister Dr Dana Morris Dixon’s utterances last week on church-led schools outperforming others. However, the discussion is incomplete without a fundamental understanding of the history and implications of church ownership and leadership of schools and what properly constitutes student success.

Jamaica’s education system is deeply intertwined with the legacy of the Church. From the missionary-led schooling of the colonial era to the present dominance of denominational high schools, religious institutions have played an undeniable role in shaping how education is delivered. The historical influence of the Church in education is complex — one that cannot be reduced to a simple cause-and-effect relationship when analysing student success.

Historically, missionary schools were among the first formal institutions to provide education to the enslaved and later to the free Black population. However, this access came with an ideological framework steeped in Eurocentric and moralistic teachings that prioritised religious instruction over critical engagement. After Emancipation, the Church remained the primary provider of education as the colonial government largely neglected the schooling needs of the newly freed population. The result was a dual legacy: on the one hand, church-run schools created pathways for literacy and social mobility; on the other, they reinforced hierarchical structures that shaped educational access and outcomes along class lines.

Today, many of the country’s most prestigious high schools — often affiliated with Christian denominations — boast high academic performance, leading to the perception that church ownership is a determining factor in student success. While these schools do maintain traditions of discipline, structured learning environments, and strong alumni networks, it would be misleading to suggest that their religious affiliation is the principal reason for their students’ achievements.

A more critical examination reveals that factors such as resource allocation, parental involvement, teacher quality, student cognitive ability, and student socio-economic background are far more predictive of academic outcomes. Schools with well-equipped libraries, science labs, and extracurricular offerings provide students with a richer educational experience, setting them up for success regardless of religious affiliation. Additionally, preparatory school attendance and family support — both of which disproportionately benefit middle- and upper-class students — significantly influence placement in high-performing institutions, reinforcing social stratification.

Furthermore, the notion of student success must also account for the value-added impact of schools. This aspect of school and student success came to the fore in a 2021 policy brief from the Professor Orlando Patterson-led Jamaica Education Transformation Commission but has seemingly been deprioritised, at least in the majority of public discussions, since its publication.

Many of the traditional, church-owned high schools receive students who are already performing at or above the expected level for their age and simply maintain that trajectory. In contrast, non-traditional schools often receive students who are underperforming — sometimes reading and writing well below grade level, often with undiagnosed learning challenges. Despite operating with fewer resources, these schools frequently make remarkable strides in improving students’ academic acumen, even if the final performance outcomes do not match those of their more prestigious counterparts. This contribution to educational equity is largely overlooked in discussions that centre only on raw academic results.

Moreover, student success is not solely measured by academic performance. While church-run schools often emphasise discipline and moral guidance, these attributes alone do not guarantee holistic development or career achievement. Many non-denominational schools, despite receiving fewer resources and less public prestige, produce high-achieving students through dedicated teachers, innovative programmes, and strong community support.

To frame church ownership as the key determinant of student success is to ignore the broader systemic inequalities at play. Quality education requires investment in infrastructure, teacher training, student well-being, and curriculum reform — factors that extend far beyond religious affiliation.

Rather than focusing on whether a school is church-run, we must interrogate the real drivers of educational inequity and ensure that every Jamaican child, regardless of where they attend school, has access to the tools he or she needs to succeed.

Stephen Francis

stephenlrfrancis@gmail.com