College Guidance Philosophy
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The success of the program depends on the students ability to define his or herself, and in so doing be able to determine, with our help, a list of schools where there seems to be a good match. Therefore, we spend a good deal of time assisting students in an exploration of their academic, personal, and social interests. Often students pick a college, or a major, because they believe the degree will help them vocationally. This can be true, however, it should not be the primary reason for going to college. College should be used first to provide a foundation of higher learning and also prepare a student for a vocational pursuit. We encourage students to seek an education, not just look for a fast track to high salaries and material success. A well-rounded, well-educated individual makes a more useful citizen, parent and church member.
High Standards but not Elitism: Students at the Academy are well prepared, both academically and socially, for a useful life in this world and the next. Whether their interests be academic or vocational, our students are provided a solid foundation on which to build their college and career experiences. Students are given the chance to complete advanced studies in all core areas and many are taking full advantage of the opportunities we provide. The large majority of our students are going into and excelling in higher education. More importantly, however, they are becoming useful and productive individuals and members of society.
Many preparatory schools use selective admissions and are quite expensive. We operate very differently. We basically have an open admissions policy, and accommodate our academic programs to the student, encouraging all students to take the S.A.T.
While at the Academy our students score quite well on national tests. They can take a very rigorous course of study, and have amassed an impressive list of admittances. What happens to the student once he/she leaves the Academy? Over the last five years nearly 97 per cent of our graduates have continued into higher education with the intent of earning at least a two-year or a four-year degree. Nationally, about 60 per cent of high school graduates enter higher education (Source: Tinto’s Leaving College and the College Board’s College-Bound Seniors: National Report 1999).
Curricular Difficulty: The secondary schools offer a broad curriculum: students can take honors level and/or accelerated courses in all five core areas (history, English, science, math, and foreign language). Currently, students can graduate with 4 years of one foreign language, 5 years of science, 4 years of history, 4 years of math (ending with Calculus), and 4 years of English. We have had students graduate with 5 or more years of a language and one student graduated with 4 years each of 2 languages. Thus, the curricular offerings and its associated schedule structure affords all students the opportunity to meet the academic preparation requirements of the most prestigious colleges and universities.