Why Choose SJB?


St. John’s Catholic School has provided the Jordan community with excellence in Catholic Education since 1868. Students at St. John’s are promoted to leadership through quality instruction in a personalized educational environment. St. John’s offers small class sizes, STEM and Spanish instruction, integrated technology, before and after school care, kindergarten readiness programing, a supportive school (family based) community, and value-based education with a strong Christian tradition.

More reasons to choose St. Johns…

  • St. John’s Alumni have represented 10 JHS Valedictorians since the year 2000
  • Accredited by the Minnesota Nonpublic School Accrediting Association (MNSAA)
  • Talented, dedicated, friendly faculty and staff
  • Licensed, knowledgeable classroom teachers
  • Strong academic curriculum
  • 1:1 technology in many grade levels
  • Traveling Volleyball and Basketball Athletic Programs
  • Family atmosphere and strong parent support
  • Full-day kindergarten & preschool
  • Many multi-age experiences
  • Supportive Pastor and Parish
  • Long history of tradition in the community
  • Service learning opportunities

What we do…

  • Academic Excellence
  • Develop caring individuals who strive to work for the common good
  • Create Leaders
  • Build strong community/connect
  • Serve/sacrifice
  • Support/Give Meaning

Why Catholic Education…

  • 99% of students who attend Catholic high school graduate. Of those, 86% attend 4-year colleges.
  • Catholic school students are more likely pray daily, attend church more often, retain a Catholic
    identify as an adult, and donate more to the Church. (Sander, 2001, p. 9)
  • Students in Catholic schools demonstrate higher academic achievement than their public school
    peers from similar socioeconomic backgrounds. (Coleman & Hoffer, 1987; Greeley, 1982; Sander,
    1996, p. 544)
  • In Catholic schools, the student achievement gap is smaller than in public schools.
  • Graduates of Catholic schools are likely to earn higher wages than public school graduates
    (Hoxby, 1994; Neal, 1997).

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