Published on and written by Cyril Jarnias
The Marshall Islands are often associated with their turquoise lagoons and remote atolls. Yet behind this Pacific postcard lies a dense education system, structured on the American model, and shaped by linguistic, cultural, and… international challenges. For an expatriate family, a Marshallese couple who studied abroad, or parents aiming for the best universities for their children, one question keeps coming up: where, in the Marshall Islands or nearby, can you find schools capable of offering a truly international education, strong in English, yet respectful of the local context?
The educational landscape does not match the classic ‘international schools’ model. Instead, there is a small core of private schools offering an English-speaking environment, high pedagogical standards, and a college attendance rate well above the national average. Regional solutions in Micronesia supplement this local school offering.
This article provides a detailed overview of these options, based on the actual functioning of the Marshall Islands education system, public policies, and available data on schools and their outcomes.
A Marshallese System Very Much Tilted Toward International… Without Saying So
Before zooming in on the best international schools in the Marshall Islands, it helps to understand the big picture. The country has over a hundred schools, public and private, spread across 29 atolls and several isolated islands. The system is modeled on the American system: elementary (K–8), high school (9–12), and post-secondary (colleges and universities).
At first glance, everything is very local: Marshallese language, customs, culture, and history courses are mandatory from kindergarten through high school, a national “Marshallese Studies” exam is required to earn the high school diploma, and the law mandates protecting and promoting the kajin Aelōñ Kein (Marshallese) language. But beneath this local grounding, the system’s architecture is surprisingly integrated into the Anglo-Saxon educational space.
Several factors show this.
Since 2015, the education system has followed a structured bilingual model. From kindergarten through grade 6, instruction is in Marshallese, with English as a separate subject. In secondary school (grades 7 to 12), mathematics and science are mostly taught in English, while social studies, physical education, arts, and health remain in Marshallese. The goal is to produce perfectly bilingual students, functional in both languages.
On the other hand, the entire system—from elementary to post-secondary—is tied to quality standards and American or regional certification. The Western Association of Schools and Colleges (WASC) accredits both public and private schools, as well as the two tertiary institutions in the country: the College of the Marshall Islands (CMI) and the Marshallese campus of the University of the South Pacific (USP). The national MISAT tests, taken in grades 3, 6, 8, 10, and 12, follow a standardized assessment logic close to that used in the United States.
This dual anchor—Marshallese language and culture on one side, alignment with international standards on the other—creates fertile ground for schools that serve as bridges to higher education abroad. Within this framework, a few institutions stand out as the best international options in practice for families living in the Marshall Islands.
A Limited but Decisive Private Offering
The numbers speak for themselves. Nationwide, about three-quarters of children attend public school, in both elementary and secondary. Private schools enroll only about a quarter of students, but they are proportionally more numerous at the secondary level: in 2020, 61% of high schools were private. And it is precisely these schools that, for the most part, offer instruction in English, smaller class sizes, and a pedagogy explicitly geared toward college preparation.
In the Marshallese educational landscape, it is therefore within the private sector, often run by religious organizations or parent cooperatives, that the options closest to the “international school” model are found.
Majuro Cooperative School: The Country’s Academic Benchmark
Among private schools, one name comes up consistently when discussing the best international schools in the Marshall Islands: Majuro Cooperative School, often simply called “Co‑op.” The school is cited in national reports as one of the best in the country academically, and it checks many of the boxes typical of an international school.
An International School Profile… in Marshallese Style
Majuro Cooperative School is a private, secular, coeducational school serving students from pre‑kindergarten through grade 12. Located on the southeastern corner of Majuro, it was founded in 1975 by a group of parents, starting as a single classroom with one teacher. Since then, it has grown without losing its community spirit: today, it enrolls just over 300 students from very diverse cultural and social backgrounds, with a strong majority of Marshallese.
Although Marshallese is predominantly spoken at home, the school system has established English as the main language of instruction. The educational goal is to develop deep proficiency in English, both oral and written, while preserving the Marshallese language and the students’ cultural identity.
This positioning is also reflected in the teaching materials: Majuro Cooperative School follows an American curriculum, chooses imported textbooks to align with U.S. standards, and combines this with national requirements (mandatory Marshallese Studies courses, participation in MISAT tests, etc.). Most library books and classroom resources are in English, unlike public elementary schools where Marshallese dominates in the early years.
WASC Accreditation and Above-Average Results
From the standpoint of international standards, Majuro Cooperative School is an exception in the Marshallese landscape. The school has been fully accredited by WASC since 1994, with regular renewals. It received a six‑year accreditation in 2016, the maximum possible, confirmed by a mid‑cycle visit in 2019 that praised the quality of its teaching and governance.
Total number of schools, all levels combined, that hold external accreditation recognized in the country
Academic performance confirms this “best in class” image. National reports note that Co‑op students consistently rank among the best in the country in English, reading, and mathematics. In a context where, nationally, less than a third of high school students reach the expected proficiency levels in English and less than a fifth in mathematics by the end of secondary school, this gap is far from insignificant.
We can summarize this positioning in the following table.
| Feature | Majuro Cooperative School |
|---|---|
| Status | Private, secular, K–12 |
| Main language of instruction | English (Marshallese taught and valued) |
| Curriculum | Based on U.S. curriculum + RMI requirements |
| Accreditation | WASC, 6-year accreditation |
| Enrollment | About 320 students |
| Student profile | Majority Marshallese, socio-cultural diversity |
| National reputation | Very strong in English, reading, mathematics |
| Class size | About 25 students maximum per class |
| Facilities | Well-stocked library, computer lab, small class sizes |
Resources Above the Public Average
The other major difference between Majuro Cooperative School and most Marshallese schools lies in the resources available. The school has a policy of limited class sizes (about 25 students per class), which contrasts with some urban public schools that easily exceed 30 students per teacher. Co‑op has a computer lab with about twenty computers, a large library, and paraprofessionals in the classroom to assist teachers.
Unlike the public system, where many teachers only have a high school diploma, all Co‑op teachers hold at least a college degree. Furthermore, while a national study reveals that only a quarter of educators are deemed proficient in English, the training required and the English-speaking school environment at Co‑op offer a far more favorable setting for a high-level English education.
Funding comes from a combination of tuition fees—about $220 per month, with a discount for the fourth child from the same family—and public and private grants. Fees cover most recurring operating costs, while about a third comes from fundraising and grants, which are used to finance development projects: building upgrades, support programs, ongoing teacher training, computer lab equipment, etc.
This hybrid model, very close to that of an American “community school,” allows the school to invest in educational quality without becoming totally unaffordable for Marshallese families, in a country where the average annual salary is around $6,500.
Seventh-day Adventist Schools: English Immersion and an International Dimension
If Majuro Cooperative School represents the iconic secular option, the network of Seventh-day Adventist schools also plays a central role in the high-level English-language education offering in the Marshall Islands. Two schools in particular can be seen as de facto “international” choices, both for Marshallese families and for the foreign volunteers who teach there.
Delap Seventh-day Adventist School: A Highly Sought-After Campus
On Majuro Atoll, Delap Seventh-day Adventist School enrolls more than 400 students, from pre‑kindergarten through grade 12. The school is clearly religious—it openly states its mission to provide a quality Christian education—but pedagogically, it closely resembles a regional international school.
Instruction is entirely in English, making it a strong language immersion environment for students whose mother tongue remains, in most cases, Marshallese. The curriculum follows an American framework, while incorporating national requirements (Marshallese Studies courses, participation in MISAT, etc.).
The school operates with a system of international volunteers, typically young adults who have completed at least one year of college. They commit to a full school year to teach or assist teachers. Before arriving in Majuro, they undergo preparatory training in Hawaii. Once there, they live in shared apartments on campus and receive a modest monthly allowance, between $250 and $300.
This setup has several consequences:
– It brings a mix of cultures and English accents into the school (mainland U.S., Hawaii, other Pacific islands), giving students direct exposure to a very internationalized English.
– It helps keep costs relatively low for families, as the model relies less on full salaries and more on supervised volunteerism.
– It reinforces the “international” profile of the campus, which sees a new cohort of foreign volunteers arrive each year.
For Marshallese parents, Delap SDA School represents an educational option where English is the primary language of instruction. It offers a structured, values‑based Christian environment while maintaining a constant outward and international orientation.
Laura SDA School: Small Scale, Same Philosophy
On the other side of the atoll, Laura Seventh-day Adventist School embodies the rural, more intimate counterpart to Delap SDA. Located about a 45‑minute drive away, this small school enrolls around sixty students, from pre‑kindergarten through grade 8. Here too, instruction is in English, and the presence of international volunteers is central.
Classes are multi‑grade—for example, one teacher may combine several grades in the same room—which is very common in the outer islands and small schools in the Marshall Islands. But the combination of small size, English immersion, and the presence of foreign volunteers offers an interesting context for families seeking a more family‑like atmosphere than downtown, without sacrificing international exposure.
The following table provides a quick comparison of these two Adventist schools, often cited among the best English‑medium private choices in the country.
| Feature | Delap SDA School | Laura SDA School |
|---|---|---|
| Location | Delap area, Majuro | Laura area, Majuro |
| Grade range | Pre‑K to 12 | Pre‑K to 8 |
| Number of students | > 400 | ≈ 60 |
| Language of instruction | English | English |
| Teacher profile | Local teachers + foreign volunteers | Local teachers + foreign volunteers |
| Setting | Urban campus near the ocean | More rural setting, near the beach |
| International dimension | Strong (annual volunteer flow) | Strong, but on a small scale |
Other Notable Private Schools: Ajeltake Christian Academy and the Denominational Network
Beyond Majuro Cooperative School and the Adventist institutions, several other private schools offer largely English‑medium instruction with foreign curricular references, even if their international fame is more modest.
Ajeltake Christian Academy illustrates the adoption of international Christian school curricula in the Marshall Islands. This small school, rooted in the local religious community, uses the PACE curriculum, a structured program ordered online. Its textbooks are in English and aligned with the standards of this international educational network. Thus, while respecting national education requirements, it participates in the movement to offer Marshallese students a rigorous, English‑medium school environment.
Other Baptist or Christian schools in Majuro and Ebeye operate on the same model: run by churches, tuition fees, mostly English‑medium materials, smaller classes than in the public system, and a strong emphasis on reading and math skills.
The Special Role of U.S. System Schools on Kwajalein
A special case, often mentioned by expatriate families, is that of the schools located on the U.S. base on Kwajalein: George Seitz Elementary School and Kwajalein Junior/Senior High School. These schools, part of the U.S. system, are not openly accessible to all Marshallese families, but only to certain groups associated with the base. However, they offer a fully American education in English, with material resources generally above the national average.
For an eligible Marshallese child, these schools offer a school environment almost identical to that of a U.S. school district, which is a significant advantage for preparation for higher education in the United States. However, this option remains very restricted and tied to a special status, not reflecting the reality of the majority of Marshallese families.
When “International” Starts After High School: CMI and USP
In the Marshall Islands, the internationalization of education does not end with high school. For many students, it is actually at the point of entering post‑secondary education that exposure to the world truly increases. Two public institutions play a pivotal role: the College of the Marshall Islands (CMI) and the Marshall Islands campus of the University of the South Pacific (USP).
CMI: A Community College at the Crossroads of Influences
The College of the Marshall Islands is the country’s main post‑secondary institution, established by a specific law (the College of the Marshall Islands Act). It is a community college accredited by WASC, offering associate degrees (Associate of Arts, Associate of Science) in various fields: business, liberal arts, elementary education, nursing, as well as a host of short certificates in languages, marine science, public health, technical trades, etc.
The majority of courses at the College of the Marshall Islands (CMI) are taught in English. The institution also offers a Marshallese Studies department with about ten courses on local language, history, and culture. Thanks to its English‑medium instruction, regional accreditation, and partnerships with universities such as Brigham Young University‑Hawaii and Park University, CMI serves as a bridge to other English‑speaking higher education systems. Many students first earn an associate degree before transferring credits to a university abroad.
The institution also runs programs explicitly geared toward college preparation, especially for high school students. The Upward Bound Program, funded by a grant from the U.S. Department of Education, targets underrepresented students who have academic potential but lack financial resources or family support. The program provides academic support (tutoring, extra classes), social support, and even financial assistance (covering tests like the SAT or TOEFL), with an explicit goal: that at least 55% of participants earn a college degree within six years of completing high school.
This program, inspired by U.S. college prep initiatives, usefully supplements the education provided by the best international or English‑medium secondary schools.
USP and the RMI–USP Program: A Pacific College Prep
In parallel, the University of the South Pacific campus in Majuro offers another type of international pathway, through the joint RMI–USP program, often presented as a “College Prep Program.” Located on Long Island (Majuro), the Marshall Islands campus hosts a structured pre‑university program with two levels: the Preliminary Bridging Program, followed by the Foundation Program.
These programs, offered by USP Pacific TAFE, are designed to bridge the gap between the end of high school in the Marshall Islands and university entrance requirements, whether at USP or other English‑speaking universities. Students choose a track—science, arts, or business—and take courses in biology, chemistry, physics, mathematics, geography, economics, history, sociology, computer science, etc.
Here again, the international dimension is strong for several reasons.
English is the language of instruction, with content designed at the headquarters in Suva (Fiji) and standardized across all campuses. Final exams are identical for all students. The Foundation Program certificate is recognized for university entrance and benefits from credit transfer agreements with several American universities, especially in Hawaii.
Concretely, this means that a Marshallese student who completes this program in Majuro may have certain Foundation courses recognized at the 100 level at a U.S. university, thereby reducing the duration and cost of their studies abroad.
The table below summarizes the key features of this pre‑university program, which extends the work of the country’s best international or English‑medium schools.
| Feature | RMI–USP Preliminary & Foundation Programs |
|---|---|
| Host institution | University of the South Pacific (Marshall Islands campus) |
| Levels | Preliminary Bridging Program, Foundation Program |
| Tracks | Science, Arts, Business |
| Typical subjects | Biology, chemistry, physics, math, geography, economics, sociology, computer science |
| Language of instruction | English |
| Academic year structure | 2 semesters of 18 weeks (February–June, July–November) |
| Full‑time | Classes Monday to Friday, 8:30 a.m.–4:00 p.m. |
| Assessment | Continuous assessment and final exam (40–60% each) |
| Admission | High school diploma or equivalent |
| Student funding | Government scholarships for Marshallese students |
| Recognition | Foundation certificate recognized for university entrance, with possible cross‑credits in the U.S. |
For a family thinking long‑term, a combination like: schooling at a good English‑medium school in Majuro (Co‑op, Delap SDA, etc.) followed by the Foundation Program at USP constitutes a truly international trajectory without leaving the archipelago during the early years of study.
National Reality and the Challenge of Schools of Excellence
Discussing the best international schools in the Marshall Islands without mentioning the contrast with the average situation would be misleading. National data show a system that struggles to guarantee all students the academic level needed to succeed in university.
More than 80% of new students at the College of the Marshall Islands must take remedial courses in math and English.
Gaps between urban areas (Majuro, Ebeye) and the outer islands are significant, due to multi‑grade classes, limited access to teacher training, and lack of electricity or internet on many atolls. Secondary education physically exists on only a few islands, forcing families to send teenagers to boarding school or to live with relatives, at a substantial financial and social cost.
In this context, the few schools capable of offering a rich English‑medium environment, close supervision, and sufficient resources take on disproportionate importance. They are, in a sense, the system’s “locomotives,” showing that it is possible, within the Marshallese framework, to achieve academic standards comparable to those of some developed countries.
Synoptic Comparison of the Main “International” Options in the Marshall Islands
For a family trying to see clearly, it is helpful to broadly compare the schools and programs that appear most international in the Marshallese landscape.
| Option / Institution | Level | Type of school / program | Main language | Accreditation / Recognition | International orientation |
|---|---|---|---|---|---|
| Majuro Cooperative School | K–12 | Private, secular, day school | English | WASC (6 years) | U.S. curriculum, strong academic reputation |
| Delap SDA School | Pre‑K–12 | Private, denominational (Adventist) | English | SDA system, MOE charter | Foreign volunteers, English immersion |
| Laura SDA School | Pre‑K–8 | Private, denominational (Adventist) | English | SDA system, MOE charter | Small school, immersion, missionary outreach |
| Ajeltake Christian Academy | Elementary | Private, denominational | English | MOE charter | PACE curriculum (international Christian network) |
| George Seitz Elem. / Kwaj. Jr/Sr HS | K–12 | U.S. schools on military base | English | U.S. school system | Nearly U.S. environment, limited access |
| College of the Marshall Islands | Post‑sec. | Public community college | Mostly English | WASC | Recognized degrees, bridges to U.S. universities |
| USP – RMI Foundation Program | Post‑sec. | Regional college prep program | English | Recognized by USP, agreements with U.S. universities | Structured university preparation in the Pacific |
This synopsis clearly shows that, while the number of clearly “international” schools is small, there truly exists in the Marshall Islands a small ecosystem of school and post‑secondary structures capable of supporting global educational trajectories.
How to Actually Choose an International School in the Marshall Islands
For a family settling in Majuro or already living there, the choice rarely involves dozens of institutions. Transportation constraints between atolls, the cost of private tuition, and admission requirements narrow the field of possibilities. But a few key criteria stand out from available data and public policies.
To ensure excellent English proficiency, prioritize a school where English is the main medium of instruction from elementary school onward, such as Majuro Cooperative School or the Adventist schools. However, it is essential that the family simultaneously ensures the practice of Marshallese at home, so the child maintains fluency in their native language and culture.
Next, accreditation and standards. Choosing a school accredited by a recognized body (e.g., WASC) or structuring its curriculum around a coherent international program (such as PACE or a full U.S. curriculum) eases recognition of the academic path in case of future mobility, whether to the United States, Australia, or other Pacific countries.
In the public school system, the competitive advantage rests on often scarce infrastructure: computer labs, stable internet access, and varied teaching resources in English and Marshallese, where computer labs and libraries are typically modest or absent.
Finally, look beyond high school: what bridges does the school offer to college preparation programs (Upward Bound, math transition courses, RMI–USP Foundation, etc.)? What proportion of graduates pursue higher education, and at which institutions? The limited data available show, for example, that more than 350 students have completed the USP Foundation Program in Majuro since its inception, and a significant share of them now work in the public service, agencies, or the Marshallese private sector.
Internationalization Under Constraints, but Very Real
The Marshall Islands are not a global educational hub, nor do they claim to be. But the combination of a school system aligned with the American model, an ambitious bilingual language policy, a few private schools deeply committed to English‑medium instruction, and two accredited post‑secondary institutions has created a surprisingly open environment for a small country scattered across the Pacific Ocean.
The best international schools in the Marshall Islands, such as Majuro Cooperative School, the Adventist schools of Delap and Laura, and some English‑medium Christian academies, serve as showcases and springboards. They demonstrate that it is possible to combine Marshallese cultural roots with international academic requirements. Furthermore, they prepare students to enter transition programs to universities in the Pacific and beyond.
For families who enroll their children there, the challenge is twofold: fully benefit from what these schools offer in terms of quality and openness, while ensuring that the kajin Aelōñ Kein language, history, and customs of the country remain alive on a daily basis. For the Marshallese state, the challenge is significant: to ensure that the experience accumulated in these schools of excellence gradually permeates the entire system, so that the internationalization of education is not the privilege of a minority but an opportunity broadened to as many as possible.
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Cyril Jarnias is an independent expert in international wealth management with over 20 years of experience. As an expatriate himself, he is dedicated to helping individuals and business leaders build, protect, and pass on their wealth with complete peace of mind.
On his website, cyriljarnias.com, he shares his expertise on international real estate, offshore company formation, and expatriation.
Thanks to his expertise, he offers sound advice to optimize his clients' wealth management. Cyril Jarnias is also recognized for his appearances in many prestigious media outlets such as BFM Business, les Français de l’étranger, Le Figaro, Les Echos, and Mieux vivre votre argent, where he shares his knowledge and know-how in wealth management.
