Nampa Classical Academy
Frequently Asked Questions

What is Classical Liberal Arts Education

The educational system called "classical education" was developed over two millennia with the goal of developing young minds to be wise.  The foundation of today's classical education is the Trivium and the Quadrivium (referred to as Trivium Based Education [TBE]), both developed in the Middle Ages.  The Trivium's three phases of learning are adapted to three phases of development in students-grammar, logic, and rhetoric and the Quadrivium which represents four kinds of learning made up of the study of mathematics, music, astronomy, and geometry (Veith & Kern, 2001, pp. 12-15).

The Trivium

Grammar: Children (grades K-6) are uniquely adapted to memorize.  They learn chants, songs, and rhythmic verse well and can be taught an enormous amount of information, much of which is retained for a lifetime.  By exercising this ability, students remain practiced in the art of memorizing.  Progressive educators often overlook memorizing once the student learns to read and write well in about the third grade.  As with any skill, if you do not develop memory at this phase, you will lose it.  Students so enjoy memorizing that they will make up playground songs or chants of their own (Veith & Kern, 2001, pp. 12-13).

Logic: Early adolescent children (grades 6-8) become argumentative.  Their ability to draw conclusions from a series of facts begins to develop.  This is called the dialectic or logic phase.  Most progressive educators overlook this phase, except with regard to higher math.  Classical schools teach formal logic, logical fallacies, and reasoning skills through tools like the Socratic Method and Aristotelian logic.  These subjects are foreign to most unless it was learned in college.  They practice students in the science of accurate thinking.  In this phase, the subject matter is not as important as what conclusions the students may draw from knowledge (Veith & Kern, 2001, pp. 12-14).

Rhetoric: In high school, students begin to develop a sense of how others perceive them.  They become self-conscious about fashion, vocabulary, mannerisms and various other forms of expression.  Classicists call this the rhetoric phase.  Students in this phase learn to speak and write well.  They learn to relate to their audience with clarity and persuasion.  Without the ability to communicate, the best ideas go unheard and are impotent (Veith & Kern, 2001, pp. 12-15).

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Quadrivum (represents four kinds of learning) (Veith & Kern, 2001, pp. 14-15)

• Mathematics: abstract thought and absolute thought.
• Music: aesthetic perception (the ancients classified poetry under music).
• Astronomy: observation and study of the stars.
• Geometry: apprehends the relationships in objects in space.

1.      Classical education treats classical languages and mathematics as the organizing principles of education. These subjects can only be mastered by orderly, systematic study over a period of many years. They provide the best training for "learning how to learn" and the most solid foundation for further study in literature, history, and science.

2.      Classical education recognizes that memory, analysis, and expression are important facets of learning at all levels. It therefore treats the medieval Trivium subjects--Latin grammar, logic, and rhetoric--as disciplines in their own right. It suggests that to place undo emphasis on "ages and stages" can lead to rigidity in the curriculum and an unnatural emphasis on technique in teaching.

3.      Classical education is holistic: it trains not only the mind, but also the emotions, the will, and the aesthetic sense. It fosters love for the Good, the True, and the Beautiful wherever they may be found. Its goal is to produce men and women both knowledgeable and virtuous: good persons speaking well.

4.      Classical education is traditional and conservative in the sense that it seeks to hand on to each new generation "the best that has been thought and said in the world."  It stands for the Permanent Things. It mitigates against chronological snobbery by setting our current concerns against the backdrop of history and requiring us to take long views. It lays upon us the responsibility of doing our part to preserve and transmit the accumulated wisdom of the human race.

5.      Classical education rests on the principle of multum non multa: quality, not quantity. It does not let the good crowd out the best. Rather than rushing students from book to book, from author to author, classical education invites students to contemplate the representative masterpieces of each historical period. It gives entree into the Great Conversation by allowing students to speak at length with the master teachers of the last three millennia.

6.      Classical education unites the great spiritual and intellectual streams of the West, rising from Jerusalem, Athens, and Rome. As such, it represents the common cultural patrimony of both Christians and non-Christians.

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Inspired to Learn

Beyond the foundation of the Trivium, the classical method inspires learning.  Because classical education cuts with the grain through the developmental phases of the Trivium and the Quadrivium, it naturally appeals to students.  Rather than "spouting words into the ears" of students, classical education engages their minds.  As part of classical education, students are expected to be responsible for their own education.  Classical teachers inspire students to investigate, contemplate, debate, and pursue knowledge.  By encouraging students to love learning, a lifelong gift is communicated.

Integration

Finally, integration between subjects presented with a larger worldview ties the world together.  Math, science, philosophy, and history are interwoven in a way that relates all subjects to a whole.

Great minds begin by reading great books.  Progressive educators often see the great minds of history as stair steps toward our present enlightened society.  As such, they are behind us and irrelevant.  Classical educators view history as a valuable learning tool.

Literature brings the great ideas of history alive.  Students who read great literature write better because they have history's best teachers.  Great books lets students think and feel the brilliance of history's most influential people.

Philosophy asks the age-old foundational questions about man, higher powers, and nature.  Classical education sets students on a firm foundation for understanding and integrating all of life.

Art: People's beliefs about the world are reflected in their art.  By studying music, theater, and the fine arts in their historical context, we come to know the views of the people who produced them.

Science & Math:  From Archimedes to Newton, from Galileo to Pascal, the golden area of science belongs to classicists.  One distinction between classical education and a liberal arts education is our emphasis on science and math.  Most students in classical schools perform well in advance science and math.

Logic and rhetoric are not only methods; they are also subjects.  Aristotle systematized logic and rhetoric.  We study these to learn the science of thinking and the art of verbal and written communication.

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The Dilemma Facing Modern Educators

 Manufacturing jobs are going overseas.  The American workforce must now be prepared for 'knowledge worker' jobs.  But there's a catch.  Knowledge worker jobs will go overseas just as quickly unless Americans can excel in education.

 As modern education (the actual term is progressive education) trims "nonproductive" subjects like the humanities in rush to put more emphasis on practical subjects like math and sciences, it undermines the foundation of education and students' application of the math and science skills they do have.  In the process, the progressive approach creates technicians who cannot think, do not have common sense, and do no write or speak well.

 If a student wants to be a doctor, some would provide him or her with hands-on medical experience and teach him human anatomy and mathematics.  Why?  Because it is obviously beneficial to specialize your education, right?  Sometimes, the obvious answers are wrong.  We learn to think and relate to others through the process of education.  By focusing on vocational training, we fail to make great doctors, great engineers, or great thinkers and citizens.

This is where C.S. Lewis said progressive educators make their mistake.  They presume that classical education is an unnecessary luxury.  Why read Plato or Aquinas or Burke?  Why learn Latin or Greek?  In the example above, what relevance could it possibly have to medicine?  The answer is simple, but not obvious.  We are not machines to be programmed-but works to be made.  Classical Education requires parents to look deeper into the foundation of education.  Moreover, for years, progressive educators have been changing education.  By almost every standard, academic performance has declined.  The dilemma will continue until we take a fresh look at what works and why.

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 The Legacy of Our Founding Fathers

When our form of classical education was refined in 18th century America, it produced some of the greatest thinkers, scientists, and leaders who ever lived.  What changed?

 In 19^th century America, educators adapted education to meet the needs of the immigrants.  Later, the technological push of the 1950's put yet another face on education-training technologist.  The irony?

 Classical education accomplishes all of these goals better than what replaced it.  It prepares students for life.  Many of the world's best schools still use classical methods.  Why?  Because they know what works.  From SAT scores to career success, from character wisdom, it happens that the classical method prepares students better than any other form of education.

America's K-12 Education-then & now
	Leadership Education	Immigrant Education	Technology Education
Education's Focus	Citizens who could govern & think well, with integrity	"Americanizing" new emigrants & literacy (3R's)	Train for good jobs & equality
	Pre-1860 (Founding Fathers)	c. 1860-1940	1945-Present
	Classical education accomplishes all three goals

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The Lost Method: How does it work?

 Classical, medieval, and colonial education look very different from our modern education ideal. Where were all the classes in science, arithmetic, history (or should I say, social studies), literature, art, and ...? We learned from The Public School Nightmare that the Prussians instituted the system of schooling where many subjects taught in isolation were crammed into each school day, necessitating that each one receive a small block of time--an hour or less--ending with a bell. They didn't do this so that students could become masters of science, arithmetic, history, and so on, but so that they would learn to accept what they were told without question, (since they didn't have time to study much of anything in depth) and become conditioned to going where they were told at the sound of a bell. It was a system designed to rob them of the power of their mind--and it worked. World War I and II are the results of the Prussian model of schooling.

Before the Prussian model, students were given large chunks of time to study a single subject: Greek and Latin grammar. This was the foundation for further study in logic and rhetoric as taught by the classics written in Greek and Latin. Students learned history and literature by way of Greek and Latin grammar, as they read for practice things like Caesar's De Bello Gallico (Concerning the Gallic War) and Homer's Iliad and Odyssey, and other works. They learned English grammar incidentally as a result of learning Greek and Latin. Historically, science was not a part of a child's education, and sometimes only the rudiments of arithmetic were learned. Thomas Jefferson learned his arithmetic, not from his grammar school, but from a private instructor hired by his father.

This immersion solely in the tools of learninggrammar, logic, and rhetoricproduced the men of colonial America who were then able to educate themselves further about any subject they desired to pursue (as Benjamin Franklin did with science). But more importantly, it produced free men, able to think for themselves, as is the aim of a liberal education (liber means "free" in Latin). It fit them for the task of forming the first free government on the earth in modern times. When faced with their own tyrant, in the form of George III, they did not mindlessly do what they were told. Their education enabled them to evaluate what they were told to do, and decide whether it was in fact the right thing to do. Having decided that it was not, their education equipped them to search history and make applications to their present situation, so that they might discover the right course of action. And all their work of the mind was guided by the Biblical worldview into which they had been immersed.

Is it any wonder that modern education, sponsored by the government, with attendance there made compulsory by law, shuns large blocks of time devoted to the Bible, Greek, Latin, Logic, and Rhetoric? That would produce free men, thinkers; and, as Richard Mitchell points out, "the free are quirky"hard to control. Why do you think our modern system of schooling is modeled after Prussia and not after colonial America?

But, as parents and enlightened educators, we have a unique window of opportunity to rectify matters in education. As we apply the Trivium to education today, there are at least two schools of thought that have arisen. One is inspired by Dorothy Sayers, from her famous speech The Lost Tools of Learning. She points out the major deficiencies with modern educationism, and advocates a return to the classical model of education. In it, she suggests that each subject in the curriculum be divided into its grammar, dialectic, and rhetoric stages; and it is true, since the Trivium describes the laws of learning, that each subject has a grammar, dialectic, and rhetoric aspect.  The other school of thought advocates limiting the subjects in the curriculum and returning to the single subject school: Greek and Latin grammar in the elementary grades, logic in the middle grades, and rhetoric in the high school grades, as was the case with traditional classical education.

A blending of the two approaches to the Trivium will give us the desired result, which remains, after all, young adults devoted to "the pursuit of knowledge and the exercise of the mind in the cause of judgment;" men and women made free by their education--i.e. able to think, reason, and apply accurately and for themselves.

We must remember that the central subject of the grammar stage remains Greek and Latin grammar; the central subject of the dialectic stage remains logic, and the central subject of the rhetoric stage remains rhetoric. We provide the maximum time in the school day for their study. In this way, the tools of learning--grammar, logic, and rhetoric--become the servants to the other subjects we undertake. Grammar gives us precision and proficiency in language, which enables us to read with comprehension history, literature, science, philosophy, and anything else. Logic gives us the ability to think rightly and arrive at valid conclusions, which develops our reason used in mathematics, science, and in evaluating what we read in history, literature, etc. Rhetoric teaches us to communicate, and so becomes the handmaiden to writing, oratory, and in contributing to the ideas fostered by history, literature, science, etc.

We are not trying to perpetuate the schooling atrocity instituted by the Prussians, so let us not becomes slaves to the subjects. Rather, let them serve us in inculcating the tools of learning in our children.

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The Three Laws of Learning

The word "Trivium" comes from the Latin prefix "tri" meaning "three," and the Latin root "via" meaning "way," or "road." The word literally means "the three-fold way or road." The Trivium refers to the three stages, or ways, of learning that coincide with a child's cognitive development as he matures. We should begin an in-depth look at the Triviumthe three stages of learningby  reminding ourselves that the Trivium is not some arbitrary theory of teaching methodology or new fad of learning philosophy. Rather, the Trivium was developed by long trial and error, through the observation of the ancients in the way children learn during the whole course of their instruction from young child to young adult. They realized that time after time, they followed three stages in the learning process. They simply pointed out what was obviously there by design: there are three stages, which they named Grammar, Logic, and Rhetoric; and they progress in that order. Think of Sir Isaac Newton. He did not invent the three laws of motion (this law was at work in the universe), but after careful observation, he defined them by stating what was already there. So it is with the Trivium. We might even call the Trivium the three laws of learning.

How We Learn & the Trivium

There are two ways to look at the Trivium. The first has to do with the affinity that children have for thinking about things, for seeing things in one light or another depending on their stage of brain development. It is a well-known fact that when a baby is born, his nervous system is not fully developed yet. There is a process of myelinization of the nervous system that must occur, and this process takes years. First he is able to hold his head up, then roll over, crawl, walk, run, jump, and finally do things like ballet or basketball or synchronized swimming with style and grace. Just as a child?s physical coordination and motor skills develop and become more refined over time, following a definable progression; his cognitive coordination and thinking skills also develop and become more refined over time, following a definable progression.

Therefore a child will first embark on the stage of brain development that classicists term the grammar stage. In this stage he has a natural affinity for storing up a tremendous amount of information on any number of things, from nursery rhymes to math facts, and recalling that information at will. He will then progress to the stage termed the dialectic, where his abilities to reason are honed and sharpened, and everything is turned into an exercise in argumentation. And lastly he will advance to the rhetoric stage, where self-discovery and expression are the paramount concerns, and where cognitive abilities come into their full flower of maturity.

The second way to look at the Trivium is just this: that anyone learning something new goes through these three stages as well. A baby learning his native language starts with vocabulary first (the grammar stage), advancing on to stringing that vocabulary together in meaningful ways (the dialectic stage), and ending with finally becoming proficient in completely expressing his thought in the common standard of language usage (the rhetoric stage.) A teenager learning to drive or an adult learning to operate a personal computer does the same thing: commit the vocabulary, the rules, the basics of the subject to memory (grammar), string the isolated parts together to make a meaningful whole (dialectic), then become proficient in the operation of the car or the computer or whatever the subject happens to be (rhetoric.)

The Grammar Stage

With that under our belt, let us look at the grammar stage more completely. Simply defined, it is the learning of the body of knowledge of a subject, and most classicists would agree that this is best done by memorization. Most of us have been trained to have an aversion to rote memorization, but it is not harmful, and neither does it have to be dull. I would venture to say that no baby had to be forced to learn to talk, but rather he enjoyed the process immensely. In reality, a child begins learning the grammar of things when he is born and continues from there, but in formal education the grammar stage coincides with the elementary years. In terms of cognitive ability, children at this age automatically zero in on the concrete facts. Therefore it is fine at this stage to concentrate on the concrete and leave the analytical and the abstract out of it.

There is a big push in modern educational theory to introduce abstract concepts to elementary children, and while there is some overlap of the stages with individual children maturing in their thinking individually, for the most part they are not developmentally able to grasp abstracts at this age. Resist the pressure to have young children wrestling with underlying abstract mathematical concepts; feel free to be the only one in miles that does not emphasize self-expression to the detriment of all else in writing class. Ideally, an understanding of anything is not the goal at this age, but rather: have they memorized their math facts and demonstrated that by being able to do computations; have they memorized their phonics and spelling rules and demonstrated that by being able to read and spell correctly; and so on. The problem with attempting to teach abstracts at this age is that children do not yet have the ability to connect relationships between factors, nor do they have the ability to question and reason out the validity of what they have been told, but they have the ability to believe that what they have been told is the truth. That is the beauty of the grammar stage.

The Logic Stage

The dialectic stage is defined as learning to reason, and the body of knowledge learned in the grammar stage is the stuff learning to reason is practiced on. In the grammar stage children learned facts; in the logic stage children try to understand the facts they have learned, and begin to relate those facts to one another in a significant way. This stage coincides with middle or junior high school, although it may actually begin for individual children earlier than that, in 5th or 6th grade. It is in the logic that the emphasis in cognitive skills shifts from the concrete to the analytical. This is where children are naturally inclined to ask the question "Why?" This is where they question what they have learned in the grammar stage to see if it is in fact true. Truth holds up very well under examination, and only proves its nature by this process. While not advocating children question the things they were taught, if what they were taught is true, we need have no fear of it being questioned, even if that questioning runs to things such as the existence of God. Therefore teaching the science of Logic is critical at this stage. It gives children the tools they need to question accurately and arrive at valid conclusions. We might be conditioned to react with shock or discipline, even, when children at this age question, argue, or want to know why. If we can understand that going through this process is the necessary step to arrive at the next one and therefore on to maturity, perhaps we can temper our response and help children learn to question and reason while maintaining an attitude of honor and respect.

The Rhetoric Stage

The last stage is the rhetoric stage, which focuses on learning the science (knowledge acquired through experience) of communication and the art of expression. In the grammar stage children learned facts; in the dialectic stage children began to understand those facts, and in the rhetoric stage children learn to express what they now understand in the most compelling manner possible. This stage roughly coincides with high school. Cognitively speaking, this stage is where abstract thought reaches its zenith. In this stage, the unknown can be explored because the known is understood; the hypothetical can be introduced and grasped with the mind. The mental jump can be made from the natural to the spiritual, from the practical to the theoretical. Self-expression finally comes into its own in the language arts; "hard" sciences and advanced mathematics are more easily mastered; history can be applied to economics and political science.

The Stages & the Subjects

From this explanation of the stages of the Trivium, we can see that each instructional stage corresponds to a related stage in cognitive development: the grammar stage to concrete thinking, the logic stage to analytical thinking, and the rhetoric stage to abstract thinking. The stages themselves also bear the name of individual subjects which are at the heart of that stage. The subject of grammar, which is the science of correct language usage, is best learned in the grammar stage; the subject of logic, which is the science of right thinking, is best learned in the logic stage; and the subject of rhetoric, which is the science of expression, is best learned in the rhetoric stage. Each of these subjects give our children valuable tools of learning which enables them to grasp, understand, and act on any other subject, area of study, or problem encountered in college and in adult life.

Some confusion in understanding the Trivium has resulted from the names of the stages themselves sharing the names of these individual subjects. We must remember that each stage represents a distinct way of teaching and learning and thinking about each subject in the curriculum, while at the same time zeroing in on a particular field of study uniquely relevant to that stage. In discussing the Trivium it is helpful to distinguish between the stages of grammar, logic, and rhetoric; and the subjects of grammar, logic, and rhetoric.

The Trivium in Summary

The Trivium is most easily understood first by realizing that it is not some fly-by-night modern educational theory, but tried and true laws of learning. It can be looked at in two ways: as instructional stages that correspond to cognitive development, and as a natural process that is followed anytime any person of any age learns something new. As instructional stages, the Trivium follows this progression: the grammar stage, emphasizing memorization of concrete facts and corresponding to the elementary grades; the dialectic stage, emphasizing understanding and analytical thinking and corresponding to the junior high grades; and the rhetoric stage, emphasizing expression and abstract thinking and corresponding to the high school grades. The stages of instruction should not be confused with the specific core subjects of grammar, logic, and rhetoric; which are best taught during their corresponding stage and provide the tools of learning which are the goal of the Trivium. Comprehending these basics about the Trivium will go far in helping to unravel the mystery of how the Trivium ought to be applied to each subject in each stage.

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The Stages of the Trivium

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Classicalism vs. Progressivism

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Why Latin?

According to those who administer the SAT, students who take two years of Latin score an average of 152 points higher on their SAT'sa score of 666 (Robinson, 2007). Why is Latin such a valuable academic tool?

1. Latin is a powerful vocabulary builder.  Over 50% of English and 80% of Spanish words come from Latin.  The power comes because a single Latin word may represent the roots of five to ten English words.  By learning Latin prefixes and suffixes, as well as Latin roots, students are capable of comprehending many English words that they have never heard.
2. English is an amalgamation of several different languages and therefore has many exceptions.  Its structure can be hard to follow.  Because of this, English speakers may never learn the structure of the language.  Latin's syntax and grammar are an excellent "ideal" language from which to learn.  A student of Latin is better equipped to write well in English.
3. Training in Latin not only gives the student a better understanding of the roots of English vocabulary, it also lays the foundation for learning other Latin-based languages like French and Spanish among many others.  Nearly 80% of each of these languages derives their vocabulary from Latin.
4. For professional careers like law and medicine, Latin provides yet another bonus.  Because these fields require precision in language, Latin is typically their base for technical terms and names.  Students of Latin are readily prepared for these professions.
5. The power to persuade is one of the strongest powers a human can exert.  The precision of Latin and Greek provides their students with an English linguistic tool that cannot be achieved in any other way.  Using the right word, at the right times, in the right context is empowered by the study of classical languages.

 

Benefits of Latin

 

?span style="font:7.0pt "Times New Roman"">      Improves problem-solving skills;

?span style="font:7.0pt "Times New Roman"">      Improves vocabulary;

?span style="font:7.0pt "Times New Roman"">      Improves college entrance exam scores;

?span style="font:7.0pt "Times New Roman"">      Develops a persons English;

?span style="font:7.0pt "Times New Roman"">      Provides a solid foundation for the acquisition of other languages;

?span style="font:7.0pt "Times New Roman"">      The civilization of Rome link us with cultures of 57 nations on four continents;

?span style="font:7.0pt "Times New Roman"">      The Greco-Roman tradition provides cultural roots and a sense of identity;

?span style="font:7.0pt "Times New Roman"">      Acquaintance with ancient cultures promotes tolerance and understanding of other nations and ways of life.

 

 

*1998-2005 Taken from Table 6 in College Bound SeniorsA Profile of SAT Program Test Takers.  2006 data taken from 2006 College Bound SeniorsTotal Group Profiles Report.  (See the National Committee for Latin and Greek (http://www.promotelatin.org/latin.htm) for additional benefits of Latin instruction in middle and high schools). For additional reasons to study Latin read Christine Miller essay.

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Myths: Three common misperceptions

Critics of classical education most often agree classical education was good during the 18^th and early 19^th century, but say we need "modern" education in a modern world.  Classical education teaches students facts, provides them with logical tools to use those facts, and perfects the student's ability to relate those facts to others.  This fundamental skill-set is more valuable today than it has ever been.  The process of teaching students to think extends far beyond filling their heads with knowledge.  Progressive education, to varying degrees, has succeeded in teaching some facts and skills.  Classical education helps students draw original, creative, and accurate conclusions into logical and persuasive arguments.

Modern subjects such as science and technology are taught through classical methods.  Parents who are exposed to classical education recognize that its "back to the basics" approach contrast with the distractions of modern education.  Is the classical method applicable in a modern technological age?  The technology we have today was invented in large part, by the classically educated.  Man inhabited the earth for thousands of years without developing technology, as we know it, until the last two centuries.  It is no coincidence that the groundwork for these achievements was laid within the last 400 years when classical education was at its height.  Classical education teaches students the timeless skills of thinking, reasoning, logic, and expression.  The subject matter is as up-to-date as that found in other schools.  We simply add depth and dimension through this time-tested method.  Some critics also exclaim that classical education is too extreme but, classical education teaches students "with the grain"--complementing their developmental phase with the appropriate teaching method.  The classical method is different from today's progressive education.

Today's progressive education has taken an experimental approach to educating our students over the past five decades.  Many different methods have been tried and latter scrapped when they failed.  This constant state of change in education creates an environment where anything really "traditional" seems extreme.  Classical education provides a basic structure upon which we can build effective, successful students.  We are not advocating an experiment.  Rather, we are returning to a system proven for over 1,000 years.

Those who think classical education is too extreme also believe classical education is unnecessarily difficult but, students enjoy learning.  They are wired for it.  Assuming that a student will not be able to succeed in a challenging environment is tempting, but simply untrue.  A common assumption is that a demanding curriculum results in unhappy students.  As adults, learning new things can be uncomfortable.  However, most students are fascinated by what they learn.  The excitement of students learning Latin grows as they become able to describe the world in a language that most adults do not understand.  The rich and complex texture of classical literature is strongly amplified by youth.  Science and the history of Western Civilization come alive for those who hunger to know about their world.

Classical schools maintain order in the classroom.  This does not translate into stoic classes where interaction is limited to an occasional, downcast "yes sir."  Students are not allowed to be disruptive, but they are constantly encouraged to offer observations, ask questions, interact, and make comments.  The classical method encourages a stimulating and enjoyable learning environment for students.

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What is a charter school?

A charter school is a school of choice.  An Idaho charter school is a public school authorized by Title 33 of the Idaho Code.  It is a nonprofit, publicly funded and nonsectarian entity.  It operates independently of the existing public school system, governed by the conditions of its charter and all federal laws and Idaho Code.  In a charter school, each student, parent, and teacher chooses to be a part of the school.

How much does it cost to attend NCA?

NCA is a public school.  There is no tuition.

Is there an entrance exam?

No.  Charter is a public school of choice, and we do not require an entrance exam. NCA does, however, require placement assessments for math and language arts for all students.

Can parents participate in NCA?

We encourage all parents to participate in the operation of NCA.  There is a Parent Faculty Association that coordinates these activities.

Is NCA a good place for my child if he/she has had discipline problems at another school?

NCA is not a reform school.  NCA supports rigorous academic excellence and expects self-disciplined students.  We do not tolerate misbehavior.

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What is the expectation of students who have been struggling academically elsewhere and are interested in attending NCA?

NCA expects a high work ethic from a student who is motivated to learn and to do the work required.  If a student currently has academic challenges, parents need to consider whether their child?s motivation has changed.  Generally, parents shouldn't expect a child's motivation to change based solely on a change of scenery.

How much homework can my child expect each night?

On average, students can expect one to three hours of homework each night depending on grade level.

Who can apply?

All students entering grades 1^st -9^th in the Fall 2009 (additional grades will be added each year), currently residing in the state of Idaho, will be given the opportunity to apply for enrollment regardless of race, color, national or ethnic origin, religion, gender, social or economic status, or special needs. NCA does not discriminate on the basis of disability in the admission policy, or in providing access to programs or activities to students who, with or without special education or related aids and services, are able to meet the essential standards of NCA.

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How do I apply?

All new students wishing to attend NCA must fill out an application and submit it to NCA before the predetermined deadline to be eligible for the lottery. All students who apply after the deadline will have their names placed on the waiting list based on the date and time the application is received, regardless of the student's area of residence.

I have a "straight A" student, does he/she have a better chance of getting in than those with lower grades?

No. We are a public school, open to any students who reside in Idaho. We do not give priority to students based on grades.

How does the lottery work?

A lottery is conducted when the number of applicants exceeds the number of openings for a particular grade. Full-time enrollment to NCA is granted in the following priority order:

1. Returning students
2. Siblings of enrolled students
3. Students residing within Nampa and Vallivue School District
4. Students residing outside NSD & VSD but within Canyon County
5. All other residents of the state of Idaho
6. Those applicants in the lottery who are not immediately accepted will be placed on a waiting list in the order their names are drawn.

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Academic Rigor
We flatly reject the practice of grading based on perceived effort, instead focusing on real accomplishment and demonstrated mastery of subject matter measured against a high, objective standard. Students can expect challenging coursework and a demanding workload focusing on both core knowledge and higher-order reasoning skills. These demands will require an exceptional work ethic on the part of the student. The student who perseveres will realize true self-esteem and succeed in the difficulties sure to occur in adult life.

Accountability
Students at the NCA are required to perform work of the highest caliber.  The teaching staff is likewise required to do their work at the highest professional level.  Anything less than full effort and outstanding performance on the part of the students will lead to lack of success, and anything less on the part of the teaching staff will require improvement or replacement.

Discipline and Respect
Faculty and administration provide a safe, secure, positive environment where students can flourish. We care enough about students to communicate frankly with parents, require attendance, and hold students accountable.  NCA will be a school that does not allow misbehavior.  NCA students will respect peers and adults, and will exercise self-discipline.  Students who refuse to follow basic NCA rules will receive penalties to discourage noncompliance and to place focus back on education. Character development is a part of every class at NCA.  In turn, teachers respect students and their parents enough to provide clear expectations and useful feedback on student performance.

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Non-Discrimination: Prospective students will be given the opportunity to enroll regardless of race, color, national or ethnic origin, religion, sex, social or economic status, or special needs as required by federal state and local laws.

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