Academic Expectations

Academic Expectations

Though the curriculum is rigorous and expectations of students high, we are not an exclusive school for the best and the brightest. Our mission is to provide an environment that allows every student who wants to learn the opportunity to achieve academically. A student’s desire to learn, in short, his or her curiosity, is the key to success and fulfillment at VPA. While the school understands that some students are more talented than other students in certain subjects, every student who has passed the appropriate prerequisites, is genuinely curious, and applies him or herself diligently on a daily basis will succeed at VPA. Success is measured as a student’s growth in maturity, accomplishment, and understanding over the course of his or her six years at the Academy and will finally be demonstrated in his or her character as a typical VPA senior and graduate, a truly impressive young man or woman.

As a key philosophical assumption, VPA holds that every student can learn. As human beings, we are equal in that we all have the capacity to learn and grow. But this equality in capacity cannot be confused with equality of capacity, and certainly not with equality of academic results. Just as individuals differ in their physical gifts and characteristics, we all have different gifts and challenges in the subjects of learning. VPA is committed to helping each student achieve as much as he or she can. True excellence across the curriculum is a rare and worthy achievement, to be admired by all, but not to be unreasonably expected of all.

Since VPA requires a rigorous course of study, we strongly recommend that students do not work at an outside job during the school year.

VPA will offer two study-skills workshops during school hours in the first quarter of the academic year and one workshop, on a Saturday, which is designed for parent-student “teams.” This Saturday workshop has proven to be extremely helpful to new students (it is especially recommended for all 7^th graders), as well as older students who wish to improve their skills in this regard. For the workshops during school hours, there is no fee to attend and no need to pre-register, as these workshops will be part of the school day. There will be a fee for the Saturday workshop, for which families must pre-register. Pre-registration forms will be available after the start of the school year at the front desk.

Study Materials

In order to do well at school, the student must be prepared with the proper tools. Backpacks or book bags may be used to carry books to and from school, and will be stored in the students lockers during the school day. Each student should be prepared with several pencils and blue ink ballpoint pens, as well as other materials specified on the supply list mailed home during the summer (which is also posted on our website). Spiral bound notebooks are acceptable for note taking, but assignments written on spiral tear-out paper will not be accepted. "Magic Markers" and other permanent marking pens are prohibited on campus.

Textbooks will be issued to each student for use during the academic year, and will remain the property of the school. A book deposit is required, and if a student loses a book, he or she will be charged for the full replacement cost of the book, which is significantly more than the per-book deposit amount. (Students may also be charged a $5 return fee by the reception desk to return assigned textbooks found by staff on the campus.). An extra “at-home” set of textbooks may be purchased online through the greatheartsbooks.com website, but this is in no way necessary or required by the school. Once the textbook is returned in good condition at the end of the year, the deposit will be refunded to the family, or “rolled-over” to the following year’s deposits per parental request.

A series of paperback texts, also known as consumables, is also required and may be obtained through the greatheartsbooks.com website or through other sources as preferred by the parents (ISBN#’s are provided to the families in a grade-specific book list distributed over the summer). VPA, as a great books school, has always encouraged its students to keep the literature paperbacks which they cover in the curriculum. We encourage students to make notes in these texts as they read and discuss them in class and at home, truly making them their own. Likewise, we want our students to develop a library of the classics over the course of their six years of study. VPA thus considers paperbacks to be “consumables”, and asks families to make a donation to the Academy for the cost of them. If the cost of the paperbacks is a hardship for a family, and they would like the Academy (as a public school) to provide the consumable books at no cost, they may contact the respective school office (CPA, MPA, or VPA) by August 4th. As noted earlier in the handbook, financial assistance to each academy via book donations is a necessity. Only 80 percent of the school's budget income actually comes from the state, and your donations are absolutely vital to the health of each school. VPA asks that families budget to spend an average of $300 per year per student for the combined expense of the mandatory textbook deposit (which is refunded at the end of the year, or “rolled over” to the next year’s deposits if requested, assuming all the textbooks are returned in good condition) and the donation for the great books paperbacks/consumables (which is not refunded since the student will keep these books).

Homework

Students should expect to do meaningful homework each night. Homework is an essential part of preparatory studies because it reserves class time for instruction, discussion, dialogue, and the collective pursuit of truth. In turn, homework is a time of quiet concentration in which the student truly makes the subject his or her own.

Study habits vary, so it is difficult to estimate the amount of homework time for any one student. Often success with homework is a condition of the student’s self-regulation. Skillful self-regulators have an arsenal of strategies that enable them to achieve efficiently and effectively: help-seeking, planning, goal-setting, time-management, self-monitoring, reducing distractions, questioning, comprehension monitoring, and using feedback. Students who struggle often do not systematically employ these strategies, even though they may, in fact, spend a significant amount of time working/studying. We think that junior high and high school are appropriate places for young people to develop and strengthen their work skills; in essence, students learn how to learn through the rigors of school.

As a general guideline, however, students should be prepared for two to three hours of homework a night. Junior high students should expect up to twenty-five minutes of homework per class each night. High school students should expect up to one hour of homework for Humane Letters each night and one-half hour each night for other subjects. Teachers work carefully in measuring out a proper amount of work for their class and will coordinate with other teachers of a section of students in scheduling their major tests and projects. Thus, students will rarely have two major exams and/or projects/essays due on the same day, and will never have more than two such exams/projects due on the same day.

It is the responsibility of the student to make up missed homework after any absence, planned or due to illness, in a timely manner. If a student is unable to attend school and seeks his or her assignments, he or she should contact a classmate for that information, not the school office. It is wise to coordinate with a friend (perhaps one who lives close by) early on in the year so that homework handouts might also be collected for the absent student.

An absence on the due date of a major assignment (essay, lab report, project, etc.) or exam may not extend the due date of that assignment. The student should expect to submit the work and/or make-up the exam on the day of his/her return. Likewise, absences during the preparation time of a major assignment may not extend the due date. Please see the faculty course syllabi for specific guidelines regarding make-up work following absences.

The Official School Calendar lists a number of “R and R” weekends. These are designated as school-wide “no homework” weekends. Teachers will not assign homework over these weekends and tests and quizzes will not be administered on the Mondays following. It may be the case that a long-term or multi-day project is given well before and due a few days after an “R and R” weekend; students will need to stick to a disciplined work schedule so as to enjoy the well-deserved time off.

Evaluations

Evaluations

At the end of each quarter, each student’s academic progress will be thoroughly evaluated, and a report will be mailed home. Twice a year, a longer narrative semester evaluation for each course will be sent home. At mid-year, the evaluation will also be done in conferences with the teachers and parents. Students in 7^th through 9^th grades do not attend these conferences. 10th graders are encouraged to attend primarily as observers. 11^th and 12^th graders will be required to attend the conferences and engage in substantial self-assessment. A liberal arts education requires a special kind of written evaluation – one that offers a prose discussion of the student’s sense of wonder, depth of inquiry, specific areas of mastery and needs for improvement, and attitudes toward learning and towards others. This semester evaluation narrative is much more meaningful than the assignment of a single letter grade or a percentage (please see the following pages for an example of this form). End-of-semester transcripts will include a letter grade and statement of the specific content and skills covered for each subject for transfer to another high school or to college. Students will also be assessed according to state requirements using standardized achievement tests such as the AIMS, Terra Nova, and AIMS-DPA. Testing for students in grades 10 and above takes place in both the Fall and Spring; testing for all other students is a Spring-only event.

Student Promotion

Promotion

Students must pass all of their courses to be admitted to the next grade level. VPA does not assign year grades, but semester grades. The grades for second semester will thus be used to determine promotion. In the case of a student failing eighth or twelfth grade, VPA does not permit that student to participate in the commencement ceremony, even if there is a course of study established for the summer designed to get him or her sufficiently ready for the next grade. Students must pass the summer school/study plan established by the Headmaster and teacher to be promoted to the next grade. Please see the Headmaster for specific guidelines regarding transcript/credit recording for such retakes. At the Headmaster’s discretion, if a student fails one or two classes in a semester (Humane Letters in the high school counting as two classes), they may not be eligible for summer study/school, and may have to repeat the entire year. However, if a student fails more than two classes a semester (Humane Letters in the high school counting as two classes), then he or she is not eligible for summer study/school and must repeat the entire year.

VPA requires 24.5 credits of high school study for graduation from the high school. This exceeds the minimum state requirement, which is 20 credits. Please see the sheet which follows for an outline of the official graduation requirements, grade by grade. Please also see the information on the senior thesis and community service, as they are also graduation requirements.

A high school student who fails any course at any point, regardless of whether that student is eligible for year-to-year promotion at VPA, earns zero credit for the course, and must make up that credit, through means approved by the Headmaster, for VPA graduation. “Missing” credits can also impact college applications; in general, then, students should complete such credit make-ups before their senior year.

Students who transfer into the high school must still meet all VPA requirements (24 credits) to graduate. The VPA Headmaster will determine which courses from other schools attended prior to VPA will receive VPA credit.

Official Graduation Requirements for Veritas Preparatory Academy

The governing board may prescribe the course of study and competency requirements for the graduation of pupils from high school which are in addition to or higher than the course of study and competency requirements which the state board prescribes.

According to Title 7 of the Arizona Administrative Code, the State Board of Education prescribes 20 credits as the minimum required for high school graduation. At Veritas Preparatory Academy, 24 and ½ credits, which include a senior thesis and community service, are required for graduation.

The State Board further clarifies that students shall obtain credits within required subject areas based on successful completion of subject area course and competency requirements. The table below clarifies all of the required Veritas Preparatory Academy high school subjects and how all of the specific State Board requirements are met (R7-2-302.04).

A Word on Grades and Applying for College

At VPA, we are committed to helping our students pursue a college or university career, and we support this goal through the education we offer our students, as well as through the direct services of the College Counselor.

There are over 3,000 colleges and universities in America, as well as a large number of two-year junior colleges. There are public and private schools, secular and religious institutions, with a wide range in the rigor of both instruction and of admissions.

It is probably true that virtually any high school graduate in America can attend a college or university. The VPA curriculum offers all the courses necessary for admission to college. So the first thing for parents and prospective college students to understand is that, if they do approach their VPA education earnestly and seriously, graduates should have no trouble getting into some college or university. Not every student will—or should—attend Harvard, Pomona, Chicago, or Stanford, but there is undoubtedly a college or university out there that is suited for each VPA graduate. Our sister school, Tempe Preparatory Academy, has a very good track record on college admissions, from first-tier, nationally recognized universities to smaller, selective liberal arts colleges to state universities.

In saying this, VPA is not recommending a focus on the grade point averages or on SAT scores. Rather, our interest is that the students achieve a solid foundation in the basics that will serve them in their college and university years and beyond.

The student’s grade-point average in combination with the SAT/ACT scores and letters of recommendation from the faculty will determine the range of schools to which a particular student ought to apply. Parents and students might be tempted to concentrate primarily on the grade-point average, and families might wonder, “If we were at an easier school, wouldn’t the grades be better? Wouldn’t we have more admissions and scholarship options open to us.”

It is of the utmost importance that parents and students accurately understand the role of the grade point average. Admissions offices at colleges and universities try to determine with some accuracy just what kind of student an application presents. They want an honest and accurate reading of the student’s strengths and weaknesses. They are also smart enough to recognize a “soft” GPA, i.e. one that is the result of easier course work. Thus, a high or inflated grade-point average which does not accurately reflect a challenging course of study is not very meaningful.

As a parent or student, then, the concern should be not how high the grade-point average is, but how accurate it is. In the long run, the four-year high-school program or the entire six years of VPA give the faculty a sufficient amount of time to assess the student’s abilities. That assessment is usually accurately reflected (although incompletely) in the grade-point average. The SAT scores or ACT scores are also indicators that often, but not always, reinforce the grade-point average over the student’s entire career at VPA.

It is also worth knowing that colleges and universities are aware that different schools possess widely varying degrees of difficulty in their curriculum and in their grading system. (With every transcript for college admissions we enclose a “School Profile” that explains the curriculum at VPA and the content of every high school course.) Admissions officers, especially at more selective institutions, are abreast of the differences in grading styles within a particular town or city, even among the public schools. Great Hearts Academies have already achieved an excellent reputation in many circles as tough-minded schools that do not inflate grades. Increasingly, the reputation that these schools have earned in the Valley is known among those professionals who work in the field of academic standards around the nation. When admissions directors receive our transcripts and see our students’ grade-point averages, they understand the background.

Finally, the rigorous college-preparatory curriculum, along with a wealth of extracurricular opportunities gives all VPA graduates the background necessary to thrive in college. Many students enter colleges across the country unprepared for the diligence required of their studies, and struggle considerably to balance the competing demands of outside activities, having not been prepared in this regard by their high school experience. Thus, the lessons students learn at VPA from having to stretch themselves to achieve their goals is excellent preparation for the academic demands of college. The writing skills the students hone in their lit/comp. and humane letters courses give them the foundation to write strong application essays; the focus on Socratic discussion helps the students to become eloquent speakers, which proves a valuable asset for college interviews; and the philosophy/practice of inclusive participation in extracurricular activities provides students with the chance to develop their interests and talents, which is also considered in college admissions decisions.

Our college counseling goal is to provide the same type of admissions counseling that students in private preparatory schools receive. Unlike most public school counselors, Great Hearts Academies/VPA college counselors focus solely on college admissions, with the emphasis on finding the most appropriate potential colleges for each individual student. Our college counselors spend significant time in communication with colleges in order to assure the colleges are aware of our curriculum, and to make sure the counselors stay up-to-date on current college admissions issues. Our low student-to-counselor ratio allows each student to get individual attention to help them successfully navigate the college admissions process.

Please see the Headmaster if you have questions about the admission process or need assistance. VPA recommends that families begin to investigate potential colleges or universities that may be suited to the student in the summer between the student’s sophomore and junior year. For 10th-grade students, the school distributes a calendar that outlines all the steps that families should take as they look forward to placing the graduate at a higher institution.

Project Week

Project week typically takes place in the week just before the start of the second semester, the same week in which the parents and teachers meet for evaluation conferences. Students will be given directions for a research project before they leave for winter break. The project assignments vary from grade to grade, spanning over the six years of instruction the core elements of the liberal arts. Students are to work on their projects only during project week since winter break is for rest and family time. Each student will be given a work schedule to use over the course of the five days. Students can expect to invest 20 to 30 hours on their projects, which are due on the first day they return for the second semester. Projects usually involve some form of library/internet research and/or hands-on problem-solving, and/or preparation of an oral presentation. All faculty participate in the grading and evaluation of projects. This assessment is factored into the second semester “projects” category for the course that corresponds to the project subject area. Overall, project week proves to be a fascinating time for the students since it allows them to explore a topic (often of their choosing) in greater depth, using resources that are not readily available to them in the classroom. We want students to learn how to study a topic in-depth on their own, to exhibit an intrinsic love of learning, and participate in true intellectual “leisure”. They will share their findings with the rest of the community of learners upon their return from project week.

8th Grade Composition Exam

Because grammar and writing is such a demanding, essential aspect of the high school curriculum, Veritas Preparatory Academy does require that all 8th graders pass a comprehensive composition exam at the end of the 8th grade year in order to be promoted to the high school. This requirement is above and beyond the passing grade required from the 8th grade Literature and Composition course. Students will receive two chances to pass the exam prior to the end of the year. Students who do not pass the exam will be required to take a summer “Comp Camp” before being admitted to the high school.

Foreign Language Selection

High school students are asked to submit (and rate) their individual preferences for foreign language study for the high school. Typically, there will be three Modern European language options: French, Spanish, and German (one or more of these may not be offered if not logistically feasible). Students may also select a Classical language track and continue their study of Latin in the high school. All students in the classical language track will take two years of Greek in their junior and senior years (though the first Classical language group of a school will have a slightly altered track). All of the foreign and Classical languages are appropriate for preparatory studies and high-level college admissions.

VPA does not guarantee that all students will receive their first language choice. In some years there will be more interest in one or two of the languages than in the others. The foreign language class size is limited to 17 students in order to facilitate even more discussion and participation between students and the teacher. If a student does not receive his or her first choice, then the administration will assign him or her to their second choice.

Students may transfer between languages during the summer only if the following criteria have been met: 1) there is an available opening in the desired language course; 2) the student holds a B or higher in both semesters in the language he or she is leaving; and 3) he or she passes an approved summer study course in the levels of the language he or she has missed at VPA.

Senior Thesis

The culminating project for the VPA student is the senior thesis. Over the course of the year, the senior explores, as a philosopher, a topic of great interest to him or her, reading from the great books and writing an original analysis.

Under the guidance of a faculty member designated as the “Thesis Director”, each senior selects a field of inquiry from the curriculum. The student should be inspired to pursue the meaning of what the field has contributed to mankind over the course of the Western tradition. Each student will also have a faculty advisor, a teacher who will work closely with the student to develop the thesis after he/she has chosen a general topic. The first semester involves the selection of readings, directed study, note-taking, and conversations with the faculty advisor. The student hones his or her understanding and brings the topic into focus. The second semester (including project week) involves the writing of the (minimum 15 page) thesis in sections, with the advisor offering feedback and guidance at each successive stage. The thesis culminates with a public oral defense in front of a committee of three faculty members and an audience. All members of the school community are welcome to attend each student’s senior defense. The oral defense and dialogue is the crowning accomplishment in a senior’s career at VPA. It demonstrates that the senior is now on par with the faculty in his or her understanding of some aspect of the liberal arts and in his or her ability to share that understanding with others.

A senior thesis and successful defense is required for graduation from VPA. The title of the thesis is listed on the high school transcript as soon as it is submitted by the student (another way that VPA students and transcripts may be differentiated from those of other schools), and the assessment of the thesis by the defense committee (high pass, pass, or low pass) will be listed on the final transcript as well.

Valedictorian

The senior valedictorian is the recipient of the highest honor that VPA can confer upon a student. The valedictorian is selected at the beginning of May by the assembled faculty. The two criteria outlined for selection are: 1) the senior must be one of the top two or three students in his or her class in terms of academic achievement, and 2) he or she must be a solid moral example to the community in terms of behavior and participation in the school culture and activities. The faculty reserves the right to not award the top academic student if the faculty determines that another high-level academic student stands as a considerably better character example to the community. In the case of a tie in the faculty valedictory vote, the Headmaster will make the final decision.