Mission: Loyola High School is an independent high school for young men who face the challenges of an urban environment and who are serious about their future. Our school is a partnership of students, staff, parents, the community, the Archdiocese of Detroit, and the Jesuits of the Detroit Province.

Loyola prepares each student for the next stage of his formal education beyond high school and equips him with the skills and values needed to live responsibly and productively. Although a Catholic high school, Loyola welcomes students of all faiths who understand its philosophy and who are willing to be guided by and contribute to it. Rooted in the Jesuit philosophy of education that aims to shape and develop the entire person, Loyola fosters self-discipline, reflection, and service to others.

Jesuit Philosophy: Loyola High School is one of 47 Jesuit secondary schools in the United States. Every Jesuit school, in collaboration with parents and guardians, challenges its students to go beyond academic excellence, to be reflective, to be committed to the service of faith and the promotion of justice: to be "men for others." All students are given the opportunity to experience Jesus Christ in an atmosphere that respects religious differences and promotes interreligious dialogue.

The goal of Loyola High School is to graduate young men who are marked by the following characteristics:

• Open to Growth
The Jesuit high school student at the time of graduation has matured as a person—emotionally, intellectually, physically, socially, religiously—to a level that reflects some intentional responsibility for one’s own growth (as opposed to a passive, drifting, laissez-faire attitude about growth). The graduate is at least beginning to reach out in his or her development, seeking opportunities to stretch one’s mind, imagination, feelings, and religious consciousness.

• Intellectually Competent
By graduation the Jesuit high school student will exhibit a mastery of those academic requirements for advanced forms of education. While requirements are broken down into departmental subject matter areas, the student will have developed many intellectual skills and understandings that cut across and go beyond academic requirements for college entrance. The student moreover is beginning his or her personal quest for religious truth and his or her response to issues of social justice.

• Religious
By graduation, the Jesuit high school student will have a basic knowledge of the major doctrines and practices of the Catholic Church. The graduate will also have examined his or her own religious feelings and beliefs with a view to choosing a fundamental orientation toward God and establishing a relationship with a religious tradition and/or community. What is said here, respectful of the conscience and religious background of the individual, also applies to the non-Catholic graduate of a Jesuit high school. The level of theological understanding of the Jesuit high school graduate will naturally be limited by the student’s level of religious and human development.

• Loving
By the time of graduation, the Jesuit high school student is well on the way to establishing his or her own identity. The graduate is also on the threshold of being able to move beyond self-interest or self-centeredness in relationships with significant others. In other words, he or she is beginning to be able to risk some deeper levels of relationship in which one can disclose self and accept the mystery of another person and cherish that person. Nonetheless, the graduate’s attempt at loving, while clearly beyond childhood, may not yet reflect the confidence and freedom of a mature person.

• Committed to Doing Justice
The Jesuit high school student at graduation has achieved considerable knowledge of the many needs of local and wider communities and is preparing for the day when he or she will take a place in these communities as a competent, concerned, and responsible member. The graduate has begun to acquire the skills and motivation necessary to live as a person for others. Although this attribute will come to fruition in a mature adulthood, some predisposition’s will have begun to manifest themselves earlier.

Conclusion
In presenting this profile, it must also be recognized that the influence of the school on a student’s growth is limited. Other influences, frequently out of the control of the school, such as family, friends, and youth culture and general social environment in which one lives, will hinder or foster the student’s growth. But insofar as the school can intentionally bring its resources to bear on fostering the student’s growth in the direction of the profile, it should do so.

Loyola High School is guided in its mission by its Board of Directors.

For more information about Jesuit schools, please go to www.jsea.org.