By Roman Fernando, Executive Director – American Academy of Strategic Education
In recent times, there has been a paradigm shift with regard to how education is viewed. No longer are classrooms in brick-and-mortar buildings with desks in rows. Educating children is fluid and has changed drastically in less than a year for students and teachers. There are those who have been able to thrive with this drastic change. Families who have been homeschooling their children have had little disturbance in their child’s education. The flexible model of homeschooling provides children wonderful opportunities for them to learn and meet state standards in an environment that promotes higher-level thinking.
Educational standards for core subjects such as Math, English Language Arts, Science, and Social Studies are determined by each state. In addition, there are some states which have adopted national standards for Math and English. The reason for many states adopting these standards is to help unify learning outcomes for students across the country.
The state’s educational board assures that these learning standards are concise, with written descriptions of what students are expected to know at their specific stage of education. There is a learning progression that is purposeful for learning across multiple developmental areas, stages, age, and grade-levels. The basic idea is to ensure that students are learning age-appropriate material and that educators are sequencing materials as they teach their students.
Highly proficient schools use curriculum mapping to help their teachers deliver instruction. Teachers work collaboratively on unit plans, lessons, cross curricular activities, and real world applications to help students meet the standards. Teachers incorporate as many modalities of learning such as sight, sound, feel, taste, and smell into their lessons to help students with different learning styles and help with retention of content.
Homeschooling and flexible schooling are adaptive educational options that give parents a greater role in the educational direction of their child. Children’s educational progress is tracked by parents or in the case of students who attend a learning center such as American Academy, student’s learning is tracked by the student’s teachers just like in a traditional school setting. American Academy of Strategic Education understands the importance of meeting the standards to help students become successful. Our project-based classes and personalized curriculum options assures our students not only fulfill state requirements but in most cases, surpass these requirements.
American Academy teachers and administrators develop relevant and real-world units that promote student learning and intense student engagement. The academy’s project-based units reinforce the importance of curiosity and imagination, initiative, adaptability, critical thinking and problem solving, oral and written communication, collaboration, and assessing and analyzing information. These key indicators help the academy’s programs be successful in meeting each student at their learning level and deliver the standards for learning.
If families are new to homeschooling or flexible schooling, rest assured, there are plenty of opportunities to collect measurable achievements for children that are aligned to the standards. American Academy works closely with parents to provide meaningful feedback for students. We outline each educational unit ensuring they are aligned to the State Standards. In addition, having low student-to-teacher ratios help teachers assess students’ learning effectively. Furthermore, the academy’s flexible-tailored programs help students at their learning level which assists in bridging learning gaps created in previous academic years. Standards are surpassed at the academy through independent study where students are able to work at their pace of learning and higher-order thinking through discussion-based project-based lessons.
American Academy of Strategic Education takes great pride in helping students achieve measurable goals, supporting teachers with instruction, and using project-based lessons to showcase student achievement – all of which are aligned to the standards for each student at their learning level. Furthermore, the academy exceeded standards by helping provide consistency for student outcomes to give students the necessary tools for the twenty-first century workforce.
By Nelly Aguilar, Academy Director of Newport Mesa
Ask yourself. Amidst this pandemic, where has COVID left you…physically, emotionally, mindfully? Not only has COVID incited devastating tragedy, but it has also played with the minds and emotions of many…especially our youth. It is difficult enough dealing with the pangs and challenges of growing pains but now COVID has added a mask-ridden anxiety lifestyle to our children’s repertoire. Our youth now exist in a different world where their character development may be stymied due to the hiatus in society and nature of “regular life” as we know it.
How can we keep our children motivated and engaged when they are being told to stay home and when they have limited avenues of connection and social interaction? We can ask them to look within and use this time as introspection. The other day, out of the lips of a child, I heard, “2020 is the worst year ever…” While this year has been a challenge for many, especially those who have been personally affected by COVID, many are still fairing life as normal as possible with the exception of a few social changes. As adults we know that in times of trial and adversity, characters are often refined and defined. This is the ideal time to call on the attention of our youth and ask them to focus on their character.
In this day and age, we must ultimately understand that the character of our children is perhaps the most important, most urgent quality a parent must instill. Parents often worry about academic progress, homework, test performances, etc… As these are essential success factors for our children, we must also be concerned about the type of person that our children are becoming. Who are they? Who do they consider themselves to be? When no one is looking, does your child do the right thing? Is your child reflective about the way they treat others? What do they stand for or do they fall for anything? Sometimes, at our children’s whim, we give them everything they want, and why shouldn’t we? The world is a cold and unforgiving place and we want our time with them to be as loving and as nurturing as possible. But we also want to ensure we find a balance and we teach them about the different ways their character affects the world around them. The world is not only about them, no matter how precious they are to us. As a parent, it is our moral obligation to help our children develop their character.
Character is all about roles and how those roles are performed. Have each child analyze themselves. What different roles do they play? Have them consider the different aspects of their lives and the significant roles they play: son or daughter, sibling, friend, student, athlete, teammate, performer, artist, church member, neighbor, etc…
Now have them make an evaluation of the roles they play to honestly assess how well they are meeting the expectations of each. Is each role barely meeting their expectation? Is there a role that needs more attention and energy? By doing a self-evaluation and by emphasizing the roles they play and how that affects the world around them–COVID or not, our children can honestly hold themselves accountable as they continue to develop their character of excellence.
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* Hybrid K-12 Flexible Programs –choose the days and hours that work for your family!
* Hands-on Project-based engaging classes that meet the State Standards
* Technology based curriculum that also meet the State Standards
* Discussion-based core subject classes
* Spanish and Mandarin immersion programs
* Private tutoring
* Student-lead academic and social clubs such as Cooking, Music, Digital Design, Drawing, Chess, Crafting, RPG, Mad Scientist, History Club, and more!
* Accredited, adaptive, honors, AP, A-G, K-12 curriculum
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Over the last few years, I’ve seen the mass exodus of children from traditional education settings. I know where they are headed and why they are leaving…
By Angela Hansen, President & Founder
American Academy of Strategic Education (AASE)
More parents are choosing a non-traditional path for their student’s primary education. A few years ago 1.5 million students were schooling through non-traditional means. Now that number is estimated to be more than 2 million.
Just ten years ago, homeschooling appeared to be cutting-edge or “alternative” but now is bordering on mainstream. It is the fastest growing form of education in the US. It is also rapidly growing all over the globe (ie. Australia, Canada, France, Hungary, Japan, Kenya, Russia, Mexico, South Korea, Thailand, and the United Kingdom).
Parents are taking this new route for a variety reasons such as more educational options, more real learning—less fluff, flexible schedules, more privacy from big government, more influence over their child’s curriculum, less influence from teachers with different values, complete control over how /when/where their child learns sex ed., more control over their child’s environment or friends, etc…
As the number of students leaving public school grows, so do the legislative threats. Government officials in California and local school districts would like nothing more than to take away school choice for children. Parents, state legislators and groups like the Homeschool Legal Defense Association need to remain vigilant and determined to keep our options open.
With public education not going in the direction most parents want, Texas Lt. Gov. Dan Patrick warned, “People will pull their kids out [of traditional public education], homeschooling will explode, and private schools will increase.” Looking back, Patrick was prophetic.
I created American Academy as a private academy to support parents in educating their child(ren) the way they best see fit. We go out of our way to provide tons of flexibility. We offer real learning opportunities in our Essential Discourses, our student-led clubs, and our adaptive and personalized online curriculum without wasted time on fluff and behavior management. We do not indoctrinate children with certain political or gender views; we do not teach Sex Ed—we leave that for families to address in a way that matches their parenting philosophies; and because we have a small teacher to student ratio, we get to know our students well. We foster good character development in your children and we are able to support what you are teaching at home.
Thanks for allowing us to partner with you in your child’s education.
By Angela Hansen
President and Founder
American Academy of Strategic Education
In today’s society, age segregation, where children are separated into age-specific groupings, has become increasingly prevalent. Although it is unnatural, and possibly unhealthy, children are regularly separated from adults in playgroups, daycares, and schools. These institutions further segregate children by birth year. Children live for 13 years in an age-segregated bubble. Their lives provide them very limited exposure to adults and children of other age groups. This artificial age-segregation is not found in nature and leads to a lack of understanding between ages.
Historically, age segregation has effectively diminished the understanding between people of different ages which occurred naturally. This lack of understanding of people of different ages has contributed to many of today’s social problems. Sheltered into their own age groups, children’s emotional and social growth is crippled. Children become incapable of fully understanding people older or younger than themselves because they lack familiarity with either.
Unfortunately, children and families feel the ill consequences of this age-segregated society. Children’s ability to spend time with younger or older siblings is further limited by school and activities such as organized sports and after school classes. Children are also cut off from the real daily work and concerns of their parents. Children’s lives become too busy to spend quality time with grandparents. Many of society’s problems arise from this clear-cut age-segregation. I believe much crime would decrease if children felt like they were more deeply connected to people of all ages in their community, especially crimes related to children rebelling, crimes against society, and those against elderly people.
It is my belief that young people who have experience with people of a variety of age-ranges and those who have had the opportunity to experience a gradual shift from childhood to independence have a more fulfilling experience growing up and truly do mature. John Taylor Gatto, iconic American teacher and authority on education, writes of today’s schoolchildren as living in constant childhood. “School,” he says, has done a “spectacular job of turning children into children” and ensuring that they “would grow older, but never really grow up.”
People of all ages and stages of life enjoy the company of others who share their interests. No amount of academic study, socializing, or media exposure can substitute this valuable life experience. Young adults need more opportunities to be with and learn from older youth and adults whom they respect. When given these opportunities, children learn to communicate openly and learn about growing up. Sometimes this means they will choose companions of a similar age, but not always.
We are privileged to learn from history of the beneﬁts of families and communities living and growing together. There are so many intangible beneﬁts of associating with people of all ages including emotional growth and stability and the opportunity of learning and teaching one another. Historically, young children were given more opportunities to take part in the lives of mature family and community members. We are missing this richness in our modern age-segregated lifestyles. There is a richness that cannot be replaced when we give and share our lives with people of all ages. Hopefully the one silver lining of the COVID quarantine and having our children home for a length of time, is that we see the benefits of children associating with people of a variety of ages even within their own family. I hope we will all continue to seek these types of opportunities to recapture that richness and incorporate it into our children’s academic and community lives to help them continue to grow and mature with a better understanding of those around them.
At American Academy, our curriculum is multi-layered. Students work individually on core subjects at their exact ability-level that meet the State Standards. This is accomplished in part through a textbook-based curriculum, detailed course syllabus with specific learning outcomes, or a technology-based program with the support of qualified teachers. The other elements that make up our student’s academic curriculum include our project-based and discussion-based core subject classes, which also meet the State Standards, and our Student Clubs.
Our project-based, discussion-based classes provide students of close age, but not exact age, to work together. Students are selected and balanced by age, ability, and gender. This grouping is deliberately made for the benefit of the students, leading to a true family of learners. A multi-age classroom is not the same as a multi-grade classroom. A multi-age classroom is where students are still taught as separate grade levels even though they are in the same room. Within a multi-age classroom, students are often regrouped according to interests, talents, multiple intelligences, and ability. Instruction is differentiated according to each child’s needs; teachers assess where students are starting from and help them progress. Rather than being taught at a certain age level, students are taught at their point of learning. A multi-age school is subject to the same accountabilities (state testing, MAP testing, report cards) as single-grade schools. However, students won’t be confined to a single grade level of learning.
When parents ask Roman Fernando of American Academy, “Are the children of different ages together in the same class?” He happily responds in the affirmative and adds “It is amazing how different ages can learn to work together.” At American Academy, students of similar ability, interest, and age–but not exact same age, are grouped together to form their Essential Discourse class. Mr. Fernando further explains that, “The older students take on leadership roles and help the younger students, and the younger students help the older students by giving them teaching opportunities.”
This approach to grouping students based on ability and interest helps to build strong relationships and teamwork between students and teachers. It allows for consistency in providing personalized learning and stronger relationships between students, teachers, and families. Multi-age classrooms promote social skill development and leadership skills as students interact with other age peers and learn from one another. A multi-age classroom is more reflective of real-world situations, such as workplaces, committee groups, extra-curricular activities, etc.
Teaching our students in ability-based groups with project-based and discussion-based learning helps our students become successful, articulate, and well-rounded contributors to society. Let us show you how!
By Angela Hansen
President and Founder
American Academy of Strategic Education
At American Academy of Strategic Education, everything we do, we do with the best interest of the child in mind. This is no different in the area of assessments.
Conducting a proper assessment can be tricky. For example, timed assessments and scripted instructions which must be read word for word, can provide valuable information but do not offer flexibility. It is counterproductive to the building of a child’s self-esteem to demand the child to accomplish a task that we know they may not be capable of doing. If you ask a child who you know cannot read to read during an assessment, it will affect their confidence and his/her excitement for learning; too much emphasis can be put on what the child CANNOT do.
I would suggest at the younger levels, we toss aside the formal assessments and instead take a “purposeful” assessment approach. Purposeful parent-teachers gather data that are needed to guide learning and help ensure their child grows and develops at his/her individual pace. Purposeful parent-teachers also use assessments to find a child’s strengths and to figure out which areas need to be targeted for early intervention. It is best to use a variety of methods of observation and assessment to find what young learners are able to do so that we can help them progress.
Parents doing their own flexible assessment enables them to collect information about their child that goes beyond the scripted and formal assessments. Observing your child and keeping a running record will allow you to look at your child holistically, rather than the sum of a diluted assessment. Your informal, purposeful assessment can include all aspects of a child’s development such as a child’s preferred approach to learning, language expansion and communication, intellectual development, emotional and social growth, and health and physical development.
It is most useful to observe children throughout the day in their natural learning environment. You can take photos and videos to quickly and easily document your child’s learning.
When assessing your children, look for additional queues about their progression. Are they familiar with holding a book, turning the pages, and knowing the difference between print and pictures? Do they look closely at the pictures on each page and use pictures to enhance the meaning of a story? Do they understand the difference between the front and back of a book, do they turn pages from left to right, and do they track left to right when looking at the text? Do they know that a period at the end of the sentence signifies a stop? These more “nuanced assessments” provided valuable information that enabled the parent to target each child’s unique needs.
Blocks of time when children are playing and making decisions are a great time to gather meaningful data about each child to observe their skills and strengths. What they choose to play with or watch will provide additional evidence, especially when children are not able to use oral language to fully demonstrate their learning.
As you are observing and interacting with your child, there are questions you can ask that will help to promote a child’s thinking and to deeper assess their learning such as, “What other ways can we do that?,” “How can we do this differently?,” “Tell me how you did that,” “Why do you think that?,” “Tell me how you figured that out,” and “You worked really hard on that. How did you come up with that idea?,” instead of something more general, like, “Nice work” or “Good job.” Asking deeper, more meaningful questions helps to focus on the process of learning—not just on your child’s finished products.
These informal, on-going, flexible, purposeful assessments, allow the parent to focus on their child’s strengths and dig deeper into their child’s individual needs.
Dear American Academy of Strategic Education Family,
Our “Safety from the Front Door Forward” is our renewed commitment to your safety and health. The academy’s faculty, staff, and administration have been collaborating with medical and operational experts to build a multi-tiered and multi-layered approach that encompasses a number of measures to deliver a safe learning experience for all. We will reopen consistent with applicable state and local orders.
American Academy of Strategic Education’s Safety From the Front Door Forward protections include:
· Daily health questionnaire is required
· Taking extra precautions to ensure staff members are healthy
· Ensuring clean air and sanitized surfaces
· Limiting academy entrance to current students only
· Offering flexible learning options
· Training all employees on health and safety protocols
Daily health questionnaire is required
We are requiring a health questionnaire to be filled out and turned in each morning. Parents are required to check their child’s temperature each morning and write the temp on the form.
Healthy staff members
For their safety and yours, we do not want our staff to come to work if they are unwell regardless of the illness. Not only do we have policies that require staff to take time off but we will be requiring staff to have their temperature checked prior to coming to work. American Academy teachers are also able to teach remotely if needed.
Ensuring clean air and surfaces
We will be utilizing hospital grade HEPA air filters. These filters take in fresh air and mix it with indoor air, the indoor air is then filtered through a HEPA filter that is very effective at capturing more than 99% of airborne microbes including the coronavirus. In addition, the indoor air is completely changed about every 4 minutes. We will also continue to sanitize surface areas on an hourly basis and deep clean the academy at the end of each school day. Will continue to promote healthy hygiene practices such as hand washing and hand sanitizing.
Limiting academy entrance to current students only
We will be limiting entrance into the academy to current students. Drop-off and pick-up procedure will entail students being walked to and from the cars once parents have arrived.
Flexible learning options
We will continue to offer remote learning options for students who need to continue or those who need to restart remote learning due to health or safety concerns.
We have trained our staff on health and safety guidelines and practices. American Academy believes that a combination of these precautions will contribute to an overall healthy and safe experience for all students.
American Academy’s Safety from the Front Door Forward policy will continue to evolve as our staff and students’ needs change to assure a comprehensive approach to learning at American Academy.
I’m sure you are hearing from your friends whose children are attending public school and the stress and the anxiety they are facing regarding public school’s safety guidelines and irregular scheduling. Please tell your friends about American Academy! We need your referrals. Click here for more info on American Academy’s Community Ambassador program.
We look forward to seeing you in the near future.
Founder & President
American Academy of Strategic Education
American Academy believes that a combination of these precautions will contribute to an overall healthy and safe experience for all students, however, we cannot disinfect all areas of our facility in a manner to eradicate the potential spread of COVID-19. American Academy assumes no responsibility for any injuries or exposure you may receive from the use of our facility.
I keep hearing from friends and family about how stressed they are about what next school year might hold for their children and grandchildren. I am writing to you to let you know there are some great options for children’s education next year, despite how you might be feeling about the upcoming school year.
I recently spoke to a friend who has been praying for the right educational opportunity for her elementary and middle school children. She has been concerned about the political agenda being pushed on her children, the never-ending bullying and finger-pointing her children have endured at the hands of students and staff, and the lack of flexibility the traditional school system has provided her family in addition to the pure chaos they have dealt with during the shelter-in-place due to the COVID19 lockdown. I felt so bad that I didn’t know she was seeking this type of learning opportunity and that she didn’t know that my academies were the perfect no-cost answer to her prayers. She fortunately found my academy’s contact information on one of the many virtual homeschool charter schools’ websites preferred vendor lists that we are on. However, I still feel bad that I wasn’t more vocal about the opportunity my academies offer to like-minded families.
I know so many of you are concerned about what next school year will look like. Some are saying their school district is going to have the children come back a couple days per week, or a few days a week but at alternating times of day, or on some kind of rotating basis, some say their school is going to be completely remote, some are saying that their district hasn’t given them any indication what they will be doing next year which has added to their anxiety.
I have talked with so many parents who say they did not have a good “baptism-by-fire” homeschool experience. Their children’s teachers were not prepared for remote teaching; children weren’t prepared for remote learning; parents weren’t prepared to be their child’s manager, secretary, teacher, and supervisor on top of being the breadwinner, parent, and playmate. Everything and everyone was disorganized, teachers have given up, students have fallen behind, IEPs have been ignored, children are depressed, an entire semester has already been lost–and now they are talking about doing it all over again in the Fall.
The students at my academies transitioned smoothly into our shelter-in-place remote learning. Our teachers were prepared, organized, and they care deeply about our students’ learning. Our students were prepared because they had already been experiencing part of their learning in an independent remote-type platform. Because we allow our students to work at the pace that is best for each student, many of our students have actually completed this current school year’s courses and have already begun on the next year’s curriculum.
Our parents were not overwhelmed because American Academy teachers continued to teach their children—our teachers didn’t resign and turn the teaching over to the parents. Our students met virtually weekly with their classmates and teachers for each core subject, plus they met virtually weekly with their core subject teachers for private tutoring, plus they met virtually twice weekly with their World Language teachers for private language tutoring, plus they had the option of meeting virtually with the Director as needed. Our students were also invited to participate in a variety of virtual weekly social and academic clubs to continue developing meaningful relationships with friends and classmates, attend virtual field trips with community businessmen and women, and participate in virtual art classes.
Our students will finish this school year ahead of their counterparts and feel proud of their accomplishments. Our parents will finish this school year feeling reassured and ready to enjoy summertime with their children and families. And our teachers will begin preparing to do it all over again next year. ☺
I started my academies several years ago to offer families a no-cost educational opportunity that offered flexibility and adaptability. I believe that parents need options and children need an educational plan that fits their learning style. One size does not fit all. We offer comprehensive curriculum opportunities for all ability levels, a wide variety of electives, field trips, clubs, etc, and we provide families a lot of scheduling options and flexibility. Our classes are directed at helping students obtain real-world experience; our older students enjoy project-based, discussion-based core subject classes while our younger students enjoy play-based project-based opportunities.
Our 2-day programs for students Tk-2 grade, include:
Our 2-day programs for students 2-12 grade include:
All of our 2-day programs also include or FREE Friday drop-in electives which include:
Our students return year after year. There is no pressure for parents to volunteer, contribute to fundraisers, or attend a bunch of unnecessary meetings. We make it easy to enjoy the educational experience for everyone. We do the hard work and you get to enjoy the fun opportunities. Our current families tell me they enjoy their flexible schedule. They love the more relaxed daily pace and the less stressful weekly schedule. The other added benefit—there is much less homework! Instead of missing your child’s life because they are either at school or have their head in homework around the clock, you actually get to enjoy them, and they get to be immersed in outside-of-school activities that are of interest to them such as music, sports, art, leisure, family activities, travel, etc…
Again, the cost of the 2-day programs are covered by your taxes through a public virtual charter schools. You pay nothing out of pocket.
If you think you might be interested in learning more about our hybrid homeschool options, please reach out to me. I’d be happy to help in any way I can. Please consider forwarding this letter to others who might also be interested in a unique learning opportunity for their children. Every child deserves a learning plan that meets their particular learning style and needs!
Founder & President, American Academy of Strategic Education
Fusion Flex is American Academy’s remote hybrid learning program. Our renowned core-subject, project-based Essential Discourses & Pathways programs are also available as live distance classes. Students have the flexibility to participate in these 2-Day programs 100% remotely Monday through Thursday, as well as attend our free Friday elective classes, clubs, and field trips for peer-to-peer interaction!
Contact our enrollment specialist for details.
By Angela Hansen
Founder & President, American Academy of Strategic Education
We need to ask ourselves this basic question: What is the purpose of education? The time is right to answer this question with a new perspective. The objective of education is to prepare young people for their future in a world that is rapidly changing.
Many people have said the world will never be the same after Coronavirus. In the realm of education, this is good thing. Fascinating articles like this (Education Has Resisted Society’s Trends For Decades. Will Coronavirus Turn It Around?) have been popping up since this pandemic begin, suggesting education will never the same. The old system—the one before the virus, failed to meet the most basic goal of education while it was simultaneously creating unnatural stress and anxiety.
With the mandatory self-quarantining, many have been compelled to experience a new reality of education. Here is what we have learned:
We must ask, “What are we doing to prepare children to thrive in this ever-changing world?”
Traditional school is overrated
Parents have recently learned that they have been buying a lie for many years. They have been intimidated into believing that sending their child to a traditional school is the “right” thing to do, that “responsible” parents should not question the archaic education system. This untruth has now been uncovered. Parents have learned firsthand that traditional schools are designed to teach the masses and not each child as an individual.
7-hour school day, Monday through Friday isn’t a necessity
Parents and students have had their eyes opened to new schedule possibilities. Parents have seen that children can learn a great deal more in less time through a flexible education program. An average child can learn three times more if he/she is taught through a flexible program at his/her own pace. Since Coronavirus compelled parents to homeschool, many have learned that once the “classroom behavioral management” element is removed, more time is spent learning.
Project-based education is difficult to implement in large classes, therefore it is not typically taught in traditional schools. Flexible education programs that have small class sizes, like American Academy of Strategic Education, are better equipped to teach these skills and adapt to meet the individual needs of each student.
Parents will no longer accept outdated curriculum based on rote memorization. Problem-solving, designing and inventing, creative thinking, digital skills, and collaboration are in greater need. These skills are inherently learned through real-world projects and home-based tasks.
In traditional schools, many of the subjects that are still being taught will no longer be essential in the 2030s. A student that starts in Kindergarten today will graduate from university in the mid-2030s and their career will last beyond 2060. While we don’t know the exact needs of tomorrow’s workforce, we do know the needs are changing with technological advancements.
In traditional schools, many subjects still being taught will no longer be essential in the 2030s. A student that starts in Kindergarten today will graduate from university in the mid-2030s and their career will last beyond 2060. While we don’t know the exact needs of tomorrow’s workforce, we do know the needs are changing with technological advancements.
We have got to stop the exam hamster wheel that burns children out. We must replace the toxic testing culture—which could possibly be responsible for a dramatic rise in mental health illness and suicide—with better, performance-based curriculum projects that include authentic whole-child assessments. Parents will now demand a new culture that reduces the importance of exams and provides a new testing system that does not continue to leave a third of students labeled as failures.
Flexible schooling is not frightening
Parents have recently learned that even without much preparation, they in fact are equipped to take on much of the responsibility previously given to the government to educate their children. Flexible hybrid programs offer parents more influence over their child’s curriculum, methods of delivery, and the family’s daily and weekly schedule. Hybrid academies that offer remote, as well as on-campus programs such as American Academy of Strategic Education, provide parent and student support so they don’t have to go it alone.
Flexible learning is humane, comfortable, and effective
Parents will require a new education system to treat children humanely. Families will have come to appreciate having a flexible schedule that meets their individual needs, comfortable study environments that are safe from enraged classmates, assignments that do not cause an exorbitant amount of anxiety, and assessments that do not cause an overwhelming feeling that they are just one test away from life-long failure.
The recent COVID-required homeschool situation has proven to parents that students do not need to spend all day every day at a physical school plus spend all evening and most weekends doing homework. Parents have also found that for some of their children’s core subjects, they do need newly designed classes with trained teachers. COVID isolation has reinforced to children that they appreciate the interactions they have with their peers. Many parents and children have come to realize that flexible education is most effective when partnering with programs that offer learning opportunities with knowledgeable and skilled teachers and positive interactions and discussions with peers such as American Academy of Strategic Education.
The out-going education system will soon be replaced by a 21st-century model of education that is far more energetic, engaging, and applicable than anything we have seen before COVID.