Frequently Asked Questions
IS THIS A CHRISTIAN PROGRAM?
Yes! We believe that studying well honors God and drives us to delight in Him. Though we are interdenominational, our teachers and families must agree to the Nicene and/or Apostles' Creed and be members of a local church with a clear Christian testimony. Our core classes are covenantal-- we partner with Christian families in the education and discipleship of their children. Our elective courses are missional-- open to community members. We believe God's people are to seek the welfare of the city in which He has placed them and bring truth, goodness, and beauty to their neighbors.
HOW DOES THIS PROGRAM WORK?
Our program is designed to assist families and churches in the education and discipleship of their children. Our core classes take place at the Rossview campus on Tuesdays and Thursdays with elective courses on Wednesdays. At Woodlawn, core classes are on Wednesdays with electives on Mondays. All core classes on campus are taught by teachers with professional experience. A 30-week syllabus or outline is given to parents at the beginning of each school year. Assignments, reading, and some project work is completed at home while assessments, labs, and group projects make up the bulk of class time. Our Grammar 1 class is for pre-readers. It is a non-academic Kindergarten program focusing on wonder and delight, pre-reading skills, great books, play-based and outdoor learning, and motor skill and social development. All students through middle school do the same scripture memory, hymns, science cycle and history cycle to make it easier for families to learn together at home! Our middle school students take at least 2 years of logic classes to prepare them for a classical trajectory in high school which culminates in a senior thesis defense. At the high school level, students work with an academic advisor to select coursework to help prepare them for college and career. We do not offer all classes our families might desire-- we focus on coursework that helps students think critically and express themselves confidently to the glory of God and the good of their neighbor.
HOW IS A HYBRID PROGRAM DIFFERENT FROM A CO-OP, COTTAGE SCHOOL, OR UNIVERSITY MODEL SCHOOL?
In a hybrid program, students do part of their work on campus under the supervision and instruction of professional teachers. Assignments and reading are done at home– the “satellite” campus. Though there are variations, cottage schools and University Model schools operate much the same way. (University Model schools are registered under the national or international association of University Model Schools and are expressly college preparatory.) Co-ops are groups of parents who share teaching responsibility and resources. They may or may not have relevant prior or professional experience.
HOW ARE YOU CLASSICAL?
1. We affirm the Trivium. The Classical stages of Grammar, Logic, and Rhetoric describe child development. In the early years, children are absorbing knowledge. They later become interested in learning to distinguish facts, truths, and viewpoints. In the rhetoric stage, they have learned to build on prior knowledge and apply their experience with logic to express personal knowledge and viewpoints. The trivium has further reach and application than many realize. Every lesson is a microcosm of this model. In every new area of study, we expect students to familiarize themselves with new grammar, decipher the facts, and find connections or make assertions based on their findings. The trivium, rightly applied and understood, is more than stages of development, it is a model of the way we gather and apply knowledge. 2. We believe in an integrated educational model. Classical education, the foundation for the Renaissance-inspired Liberal Arts model, (in contrast to the progressive model) views all subject matter as interrelated. While many of us studied subjects like history, art, math, and science in isolation from one another, we believe they are stronger when naturally related concepts are highlighted. At Montgomery Academy, our focus is on building strong ties between teachers across subject areas and planning curriculum in a way that helps students recognize the application of newly acquired knowledge across all areas of study. 3. We believe the Humanities are the core of all study, with Literature being central. The Classical model rests on the humanities as the foundation for all areas of study. What does this look like in practice? At Montgomery Academy, our unit of history corresponds to literature, art, music, science, and math. We believe that it is not only important to study the history and development of these areas, but to also consider current developments in discipline subjects. NOTE: If the term "classical" brings to mind dry, rigid, rote learning, be at ease. Our kids move a lot. We approach classical education in a gentle and humane way. We do not believe that intentional structure need squash the natural curiosity and need for movement that naturally occurs in children.
HOW ARE YOU A CHARLOTTE MASON PROGRAM?
We believe education is an atmosphere, a discipline, a life, and a science of relations. We believe that, as much as possible, the school atmosphere and environment should be pleasant and home-like. Education is not something that happens only in school--its reach and application extend to all areas of our daily lives. When we separate “learning environments” from “living environments,” we sever natural connections that might be made between study and application. We believe that people who enjoy learning make the best teachers. When we take time to delight in new skills or knowledge, we model joyful learning for our children. It is an integral part of our model to provide opportunities for our parents and teachers to learn and grow together so that we can provide for our children out of full hearts and minds. We also believe it is the function of a teacher to curate a feast of information and guide students to make their own discoveries and connections. Though lecture may have some place in the classrooms of older students, in a CM classroom, the well-prepared teacher presents a wealth of quality materials and ideas, then guides students through their studies by questioning and offering points of refinement. Emphasis is on discovery, listening, questioning, problem-solving; research. (As opposed to memorizing facts to be regurgitated for assessments.) This method can be a difficult transition for those who come from traditional educational backgrounds, but we believe it creates ownership on the part of the student. This method is our goal, and something our teachers will study and refine. For further reading, we suggest Charlotte Mason’s 20 Principles Ambleside Online’s Annotated Charlotte Mason Series We believe that people were created for physical activity, skill mastery, and close ties to nature. Our bodies and our minds share a connection, therefore we cannot neglect physical activity as part of our education. When we spend time in nature, in games, in learning skills like crafts, drawing, or music, we come closer to realizing our potential. There is nothing like the satisfaction from the observation of beauty, completion of a challenge, or movement to bring health and vitality to our lives. We also believe it is important to expose children to a range of activities. One student might discover a love of drawing, horticulture, or coding when they might not have had that opportunity at home. Sharing skills and resources is a strength of learning in community and we look forward to growing together. We believe that narration is vital for the assessment and retention of information. Narration is the process of retelling information that has been relayed. In the beginning stages, this means the teacher reads a quote or short passage, and the student retells that information. With time, students learn to listen closely, retain information, and assimilate it in a personal way. In a classroom setting, this may mean students learn to take notes from a primary source read aloud. Coupled with IEW’s writing program, our middle school students have exceptional ability to glean information from research or lecture. These skills have immediate as well as future application!
WHERE CAN I LEARN MORE ABOUT YOUR METHODS AND PHILOSOPHY?
We cannot recommend highly enough the book When Children Love to Learn, edited by Elaine Cooper. We hope it sparks in you a vision for the possibilities for the future of our educational system, as it has in us. Charlotte Mason's writings at AmblesideOnline Education Is... (Simply Charlotte Mason) Dr. Christopher Perrin's An Introduction to Classical Education and The Scholé Way Sarah Mackenzie's Teaching From Rest is a must read for any home educator Karen Glass’s Know and Tell outlines the usefulness of narration
HOW MUCH IS SCHOOL TUITION?
Please see our admissions page for tuition, fees, books, and schedules. Because socioeconomic diversity is important to us, we offer generous financial assistance and staff discounts. (Varies from 15%-45% depending on hours taught) Inquiries can be made when applications are released in January of each year. The assistance request process is listed on the application. We have never turned any family away due to inability to pay. We will not be participating the TN voucher program. If you are willing to commit to our program, we are happy to work with you to make this affordable.
WHAT WILL I NEED TO SUPPLEMENT?
Middle and high school students sit down with an academic advisor and choose a class schedule based on availability. The advisor will then help your family find resources for additional credits if needed. Our course catalog is under development to assist families in seeing the big picture of course rotation. A math curriculum will be necessary for your grammar level students. We have a parent resource page with recommendations from our families and we even have many of these books in our library! Our Grammar students read The Jesus Storybook Bible and use materials from Cross Formed Kids during Bible time in their regular classrooms. A Bible curriculum or family reading plan is recommended. We want to be very careful to not overstep church and parental authority, but we are glad to recommend Bible study resources to you that many of our families use at home. Additionally, we have many rich resources in our library and in the Spring Creek library available for you to use. Bible classes are available for middle and high school students when we are able to find a qualified teacher who meets qualifications for church leaders outlined in the book of Acts.
HOW DO YOU DIFFERENTIATE INSTRUCTION AND ASSIGNMENTS IN CLASSES WITH MULTIPLE AGES OR GRADE LEVELS?
As you may know, we place students according to skill, ability, and readiness– not necessarily age. We evaluate every incoming student and spend time talking with parents and children. We look through work samples and records to help find the best fit. The traditional model of placing students in the same class based on age hinders development for students who need remediation AND for students who are ready to excel. With consideration of social and emotional maturity, we do not typically place students with peers more than 2 years older or younger. We have found it extremely beneficial to have multiple ages in one class. (Within a certain range/ developmental level.) The fact is, that in a traditional classroom where students are grouped by age rather than topic or skill, there are varying levels of comprehension and ability. We select materials that are appropriate for a developmental stage and differentiate assignments. For example, one student may need remediation. We will work with parents to find suitable materials or offer additional help. Students who are ready for a challenge will love our library, reading lists, and challenge assignments.
ARE YOU ACCREDITED?
No. There are MANY reasons we are not pursuing accreditation. While planning our coursework and selecting curriculum, we consistently review state standards and we believe our courses exceed public schools in both rest and rigor. Our students perform well on standardized tests, which we offer as an option to our families each spring. We have an academic advising team in to assist with post-high school planning, scholarships, skills and personality assessments, and college applications.
HOW ARE GRADES GIVEN?
Classroom teachers issue grades and give feedback on assignments for students in Grammar 3 and above. (approximately 3rd or 4th grade and up) MA does not record or report grades, but there is a 70% completion/attempt requirement for students to continue in our program. Students who fall below this mark will meet with the administration to develop an improvement plan. Parents are responsible for reporting grades independently to the school system or with an umbrella school such as HomeLife Academy, Aaron Academy, etc.
IS MY CHILD GOING TO BE ABLE TO GET INTO COLLEGE IF WE DON’T GO THE TRADITIONAL ROUTE?
Home or hybrid education is a viable path to college admissions and career success. Parents in Tennessee can issue diplomas. They can also opt to register with an umbrella school. Our families like HomeLife Academy, or The Comenius School. MA also has an Academic Advising team to assist parents with credits, scholarships, college and job applications, and more! We graduated our first full class in 2025 with every student being accepted to a program of their choice. We look forward to tracking student outcomes over the coming years.