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Frequently Asked Questions (FAQ)

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Where is the school located?

Our K-8 school building is located in a residential neighborhood on the north side of Appleton at 3310 N. Durkee Street.

What are the school’s hours?

The 7th and 8th grade students have a nine period school day with classes beginning at 7:50am and ending at 3:00pm. The K-6 day begins at 8:00am and ends at 2:49pm.

How long has the school been in existence?

Classical School started in the fall of 1999. We were the second charter school in the Appleton Area School District and the first classical school in Wisconsin.

How big is the school and what grades do you serve?

Classical School serves about 490 students in grades K-8.

What about transportation to and from school?

Parents are responsible for arranging transportation to school. Bus transportation is not provided.

Which curriculum does Classical School use?

Classical School uses the Core Knowledge® Sequence developed by E.D. Hirsch for grades K through eight to deliver a classical curriculum that is grounded in the classical trivium. The sequence is a challenging and proven curriculum now being used with positive results in over one thousand schools across the country. We use Direct Instruction Horizons and Reading Mastery to teach students to read. Saxon Math is taught at every grade level. Students are skill-grouped in reading (K-3) and math (K-8) which allows them to begin coursework at their skill level and progress to the next level once mastery is obtained.

How much homework should be expected?

Classical School is proud to have a challenging curriculum. With such a rich and rigorous curriculum, the students need time to work at home. The success of the students and program at Classical depends on the completion of the curriculum each year. For grades K-6, this translates to daily assignments in the areas of math, reading/English, and spelling. The completion of these daily assignments allows students to progress within their assigned groups. When the daily assignments are not completed during class time or study hall, they must be completed at home. The curriculum in all subject areas is valuable and important and will vary from day to day. In grades 7 and 8, students typically will have daily assignments in most subject areas.

We are aware that many students are involved with other interests and activities outside of school. We also support the importance of family and leisure activities. The teachers will attempt to coordinate their schedules and calendars so the students are not inundated with work on the same day. At the same time, gaining experience with the ebb and flow of a typical workload helps students develop self-discipline and organizational skills. Teachers will help students learn how to use their time effectively to complete the required work at each grade level. Parents are expected to support their children in this endeavor. Parents should also consider their student’s level of extra-curricular involvement, putting schoolwork first.

What co-curricular activities does Classical School offer?

Our students participate in a variety of co-curricular activities such as Chess Club, Ski Club, and Forensics. Students in grades 7 and 8 participate in athletics with the Einstein Middle School which is just behind our school.

What music lessons are offered?

Students in grades K-6 study general music twice a week. Strings lessons are offered beginning in grade 4 and beginning in grade 5 for band. Students in grades 7 and 8 choose among orchestra, band, and chorus instruction.

Does Classical School offer Talented and Gifted (TAG) programming?

The founding Classical School CCSA Board members decided not to offer TAG instruction or pullout at Classical School because it was their belief that our curriculum meets the educational needs of all students through its rich, expansive and rigorous nature. Our current charter states the following regarding Talented and Gifted (TAG) programming: Classical School students will not participate in TAG instruction or pullout with the exception of special events that will be attended at the discretion of the parent. TAG identifications for elementary grades will be the responsibility of the administrator or other assigned Classical School staff.

Where do students go to high school?

Which high school the students attend is at the discretion of the parents. Many Classical School students attend their neighborhood high school. Classical School students may select among North, East, and West High Schools during the fall of their eighth grade.

What is a charter school?

Charter schools are public, nonsectarian schools created through a contract or “charter” between the operators and sponsoring school board. The Wisconsin charter school law gives charter schools freedom from most state rules and regulations in exchange for greater accountability for results. The charter defines the mission and methods of a charter school; the chartering authority (school board) holds the school accountable to its charter. As public schools, they are open to all children, do not charge tuition, and do not have special entrance requirements.

Charter schools must demonstrate performance in the areas of academic achievement and organizational stability. A charter school has specific performance goals built into its contract with the authorizer. At Classical School we take student performance seriously – so much so that we believe that one of the benefits of a charter school is that it could be closed if it did not meet its performance goals.

It is important to note that not all charter schools are the same and can vary significantly in their philosophy, overall design, and overall results.

Are parent volunteers encouraged?

Absolutely! In fact, our school was founded by a group of like-minded parents. Parent volunteers are essential to the success of both the children and the school as a whole. Each family at Classical School is asked to volunteer a minimum of 20 hours per year. We have many opportunities to parents to help the school throughout the school year.

How are students admitted to the school and how do I apply?

Applications are selected based on a lottery system. The enrollment period begins December 1st of each fall for the following school year. Applications received by the third Friday in February are included in the lottery. Parents are notified in writing in March of their child’s enrollment or waiting list status for the following school year. Applications received after the third Friday in February are processed in the order in which they are received.

Does the waiting list carry over from year to year?

No. The waiting list does not carry over from year to year.

Does the school have any priorities in enrollment?

Yes. Certain priorities are allowed by state law. Please see the Application Procedure page on our website for more details.

How do I obtain more information about Classical School?

Please contact our Enrollment Support Specialist, Sara Schroeder, by email at, for more information about enrollment at Classical School. 

How does the Core Knowledge® curriculum differ from the Common Core State Standards?

To understand the difference between Core Knowledge® and the Common Core State Standards, it is first important to note that the terms “standards” and “curriculum” are not synonymous. Standards define what children should know and be able to do at the end of each grade. A curriculum, like Core Knowledge®, describes the content children need to learn to meet those standards.

As an Appleton public school, Classical School supports many of the initiatives and programs the district sets forth. As a charter school, however, Classical School has the latitude, based on the charter agreement with the district, to create a unique learning environment. A significant part of what makes Classical School unique is the utilization of the Core Knowledge® curriculum. The following are some distinctions between the Core Knowledge® curriculum and the Common Core State Standards:

• The Core Knowledge® curriculum is comprised of specific grade level knowledge that is aligned with many local, state and federal educational goals and benchmarks, including the Common Core State Standards.
• The Common Core State Standards align with Core Knowledge®, but Core Knowledge® was not altered to affect that alignment.
• Core Knowledge® existed before the Common Core State Standards. The Core Knowledge® Foundation was founded in 1986. Wisconsin adopted the Common Core State Standards in mathematics and English language arts in 2010.

The Core Knowledge® curriculum used by Classical School and well over 1000 other schools nationally is a solid curricular choice to meet and exceed the standards put in place by the Common Core State Standards initiative.

How does the Core Knowledge® curriculum fit with your school’s educational framework?

Our school attempts to emulate a classical model of education. Core Knowledge®, as we see it, fits well into the grammar stage of classical education when children have a high capacity and motivation to soak up a lot of information, but do not yet have the developmental machinery for critical analysis or expression. E.D. Hirsch’s book, The Schools We Need and Why We Don’t Have Them, speaks to developmental issues in what we call the Grammar Stage. Students then progress to the logic stage of their studies in about grades five through eight.

How do you develop students’ individuality, their ability to make some of their own choices (perhaps in literature or political perspective or personal philosophies)? 

We want to prepare children to be informed, thoughtful participants in society by giving them a solid educational foundation. “Individuality” and “choice” are loaded terms these days, and they are admittedly not part of our rhetoric. On occasion, we are asked if our school produces “drones” that know how to spit back information but cannot “think for themselves.” It would be fair to say that our educational philosophy assumes that competent choosing requires a foundation of knowledge (“grammar”) as well as training in the reasoning process (“logic”). Furthermore, our educational philosophy assumes that individuality is best expressed through exposure to the best historical examples in literature and art, as well as instruction and practice of the forms and art of expression (classical rhetoric). Consequently, a classical education will not, by comparison to progressive approaches, be emphasizing individuality or self-chosen courses of study at a young age. Instead, we believe that our slower approach will in fact produce people who are ultimately better prepared to think for themselves, and persuasively and artfully express themselves.

How do you prepare students to live in a highly technological world?

Our classical trivium is intended to provide a foundation for further, more specialized, subject study. In an age of increasing technological specialization, it is even more important to provide a strong base of common knowledge (see E.D. Hirsch’s Cultural Literacy) as well as the tools of learning so that citizens have some capacity to think across these divisions. Ironically to some then, we believe that knowing about the Pilgrims, Aesop, and Robinson Crusoe is excellent preparation for a highly technological world — we give up more than we gain by specializing too soon. Often discussion of “preparing for a technological world” comes down to introducing expensive and quickly outdated technological devices, into schools. We tend to assume that technology has not altered human nature in any fundamental way: children learn mostly from teachers, who at times will use some technological tool to help them teach.

How do you make room for exploration of some of the 5,000 new young-adult fiction books that come out every year, with contemporary issues, perspectives, etc.?

While our teachers are certainly open to good new materials that come to their attention, we have a decided bias toward the tried and true which, in addition to literary merit, also contribute to “cultural literacy.” Our curricular choices also reflect a philosophy of the universality of human experience: that while times and faces change; we can learn from and deeply resonate with experiences of those of the past. If we do our job well, our students will have a lifetime to explore the ancient as well as the very contemporary. For now, part of our job of picking the best things for the curriculum involves availing ourselves of that cumulative judgment of merit.

Why was Spanish chosen for the school’s foreign language program, and how does Spanish fit, along with Latin, into a classical education?

Spanish is the most functional spoken language in our society today. Unlike English, Spanish is a direct descendent of Latin. Greek and Latin roots are taught at Classical School beginning in fourth grade. While the benefits of learning Greek and Latin are many, including improved aptitude for all language learning, increased logical thinking and higher test score, Classical School strongly supports the early learning of a spoken language, such as Spanish. The combination of Greek and Latin roots and Spanish language learning fits well with the structure of a classical education.

Spanish has become essential to many students and professionals who find it a necessary tool in the fields of business, economics, politics, literature, and culture. In fact, our students’ professional future may depend upon their ability to use Spanish as an effective means of communication since Spanish is one of the most spoken languages in the world.

There are many reasons to study a second language at the K-8 level. The primary reason, of course, is that it is generally believed that the younger one is, the easier natural language acquisition will be. Other important benefits of learning Spanish in the grammar and logic stages include:

  • The study of a Romance language such as Spanish contributes to the literacy of students and helps them with vocabulary development in their own language. Early study of a second language results in better pronunciation and heightened proficiency if students have sufficient exposure to the language.
  • Analyzing skills and creativity improve when students study a foreign language.
  • Studying a foreign language creates attitudes that are more positive and less prejudiced toward people who are culturally different.
  • English vocabulary skill increases.
  • Memory is enhanced through foreign language study.
  • Quality of English writing among students improves with foreign language study.
  • Reading skill in English improves when students study a foreign language.
  • Various verbal and even non-verbal tests of intelligence have shown bilinguals to outperform monolinguals.
  • Children who have studied a foreign language in elementary school achieve expected gains and have even higher scores on standardized tests in reading, English language arts, science, mathematics, social studies and geography (Armstrong & Rogers, 1997; Genesee, 1979; Genesee, Holobow, Lambert & Chartrand, 1989; Kennedy, 1998; McCaig, 1988; Rafferty, 1986; Swain, 19.)

What is the philosophy behind the Classical School Spanish program?

Because students at Classical study Hispanic geography, culture, art, etc. throughout their classical studies, Spanish instructional time focuses on teaching the language directly.

Since most children under the age of fourteen are still able to acquire a second language, it is important to expose them to as much Spanish as possible. For this reason, our Spanish classes are taught almost exclusively in Spanish with very small amounts of English.

Early language learning at Classical School begins by listening and understanding vocabulary meaning, followed by speaking. Consequently, oral and aural proficiency and fluency is the emphasis of instruction in the lower grades. Lessons are organized to promote natural language acquisition through constant exposure to and repetition of the vocabulary and basic grammar of everyday situations. As the students progress in Spanish, the curriculum aims to support the acquisition of a more sophisticated and specialized grammar and vocabulary while focusing more on conversational skills of speaking the language.

No doubt, your students probably test well, but what if the skills that make good test takers do not translate into the skills that make good citizens?

It is important to point out that skill is only part of what we test for, and for us assessment is simply a tool for teachers to help students reach mastery. Much of our testing is designed to measure skill (in computation or grammatical analysis, for example), but much of it is also designed to measure knowledge. For a citizen inclined to do the right thing, both knowledge and skill can help one in making a good decision. It can be argued that our students will have a wealth of knowledge and historical precedent to draw on. If we do a good job in teaching logic, they will also have the tools they need to reason well. In these ways, they may be better prepared to be better citizens than children without this classical foundation.

The classical model does not simply assume that people are naturally good; it assumes character can and should be shaped. Another interesting, and very helpful, thing about a classical approach is the idea of moral inspiration. Mary Beth Klee mentions this in her book, Core Virtues. The idea is that character formation is a lifelong pursuit, much of it happening long after schooling in the trivium. The examples that students are exposed to now in good literature will give them something to draw on for many years to come.

Another factor in our school that should not be minimized is the participation of parents. Certainly much of character is formed in the home. The CK sequence is published and available to parents, so it is easy for parents to know exactly what is being taught in school and work together with teachers to reinforce moral lessons.

What does Cultural Literacy mean?

Cultural Literacy is a term coined by E. D. Hirsch (founder of the Core Knowledge® Foundation). The term refers to commonly held knowledge and educational justice. Hirsch argues that in order to overcome unfairness in schooling, it is necessary to impart a universally shared core of knowledge. Educational justice means equality of educational opportunity. It is the background knowledge that is needed to understand public discourse. For example, a writer who pens “don’t put all your eggs in one basket” doesn’t diverge to tell you he isn’t really giving advice to chicken farmers. He is assuming that his audience shares certain knowledge. Cultural Literacy helps to provide all children, regardless of background, the shared knowledge they need to be included in our national literate culture.

How does Cultural Literacy transfer to the Core Knowledge® Sequence and how does it fit a traditional, classical education?

If you look at the Core Knowledge® Sequence or pick up a book such as, What Your Third Grader Needs to Know, you will certainly see lists of facts that are to be taught. It also does look somewhat “traditional.” The intent of Cultural Literacy however, is not to enforce an ideologically canonized body of knowledge, but aims rather at describing what literate Americans generally know. There is a certain amount of subjectivity involved in the Core Knowledge® Sequence, no doubt, but the Core Knowledge® Sequence is distinguished by its specificity. By clearly specifying important knowledge in language arts, history and geography, math, science, and the fine arts, the Core Knowledge® Sequence presents a practical answer to the question, “What do our children need to know?” E.D. Hirsch describes it as, “An idea. . . that for the sake of academic excellence, greater fairness, and higher literacy, elementary and middle schools need a solid, specific, shared core curriculum in order to help children establish strong foundations of knowledge, grade by grade.”

Classical School seems to give a lot of information very early. Does this trivialize and oversimplify knowledge at the expense of true understanding?

Hirsch argues that children are cognitively “wired” to pick up facts long before they realize the full significance or interconnectedness of those facts. What fourth grader will read The Narrative of the life of Frederick Douglass, an American Slave and appreciate the full depth of slavery in this country? She will, however, have some acquaintance with important facts of American history which can provide a foundation for further learning – as well, we hope, as a growing empathy that might lead to compassionate decisions. From a Classical learning point of view, we must remember our long-term goals. The Rhetoric stage builds upon the Logic stage which builds upon the Grammar stage. It is too bad when someone never moves beyond a simplistic level of understanding. Most people, for example, have only a childlike, sentimentalized understanding of the story of Gulliver’s Travels. An older person can revisit it to grapple with some profound dilemmas of the human condition. Nevertheless, you have to start somewhere.

Does Cultural Literacy demand a certain theory of learning?

Cultural literacy does imply some principles of learning. For one, knowledge builds upon knowledge (you can learn more when you know more). So, Core Knowledge® is very carefully sequenced so that each year builds upon the previous years. Hirsch also argues that higher order thinking skills are domain specific. In other words, being an expert in one field does not necessarily translate into being an expert in other fields. Therefore, it is important that students be equipped with a certain breadth of learning. As Hirsch explains, “Only a school system that clearly defines the knowledge and skills required to participate in each successive grade can be excellent and fair for all students. For this reason, the Core Knowledge® Sequence provides a clear outline of content to be learned grade by grade. This sequential building of knowledge not only helps ensure that children enter each new grade ready to learn, but also helps prevent the many repetitions and gaps that characterize much current schooling (repeated units, for example, on pioneer days or the rain forest, but little or no attention to the Bill of Rights, or to adding fractions with unlike denominators).”

What are the benefits of Cultural Literacy and the Core Knowledge® Sequence for parents?

Nothing can be more frustrating for parents than to not have a clear understanding of what their children are learning in school. Many of our parents have shared with us how much they appreciate the Core Knowledge® Sequence because it allows them to know exactly what their child will be learning each year. Because of this, many parents are encouraged to participate in their children’s education. Our teachers do a wonderful job each month at letting parents know exactly what their children are learning so they can reinforce these subjects with discussion at home, more in-depth reading, et cetera.

What about a diversity of cultures in America, much more in the world?

Hirsch succinctly addresses this topic in his article “Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School”:

In order to be accepted, the Core Knowledge® Sequence had to be ratified by persons of good will from many ethnic groups. Because people of good will from many ethnic groups participated in its formation, the curriculum is a consensus document that is multicultural in flavor. As any centrist curriculum must, it exhibits the following characteristics: 1) It encourages knowledge of and sympathy towards the diverse cultures of the world. 2) It fosters respect for every child’s home culture as well as for the cosmopolitan school- based culture. 3) It gives all children competence in the current system of language and allusion that is dominant in the nation’s economic and intellectual discourse.

This third requirement raises a question about including a strong element of the so- called “dominant” culture. Common sense and experience both dictate caution in trying to revolutionize American culture through the school curriculum by neglecting or even rejecting the currently dominant culture. That would simply harm children who are in most need of help. In order to get a good job, a young person must be able to communicate in speech and writing in the standard language and allusion- system of the marketplace. Since this system of intellectual currency is in broad use by millions of adults, it is a highly stable system that is slow to change. Hence, in order not to penalize students, schools must include as part of the curriculum the system of language and allusion that is currently in place.

This means that a cosmopolitan, centrist curriculum will initiate evolutionary rather than revolutionary change in American culture. Nonetheless, wherever there is an opportunity for fostering greater cosmopolitanism, it should be encouraged as insistently as is feasible without injuring any child’s practical chances in life.

As earnestly as we welcome this movement towards a multicultural redefinition of American culture, we must quickly add that the issue of multicultural redefinition must not distract us from the issue of educational excellence and fairness in areas beyond the history and literature curriculum. For even after our curricula have included many more elements of African, African-American, Native American, Asian, and Latino culture, we still face the task of giving all children a good education.

It will do African-American children little good, for example, to learn a lot about their African and African- American past if they still cannot read and write effectively, do not understand natural science, and cannot solve basic mathematical problems. In the information age, such educational defects simply prolong victimization by keeping people in menial jobs, if there happen to be enough menial jobs to go around. The only kind of multiculturalism that can overcome this victimization is the kind that invites all children to become active, effective members of the larger cosmopolis. Every child should be able to read a serious book or training manual. Every child should be able to communicate with strangers in the larger society, give a talk to unknown fellow citizens, and to understand what is being said in such communications.

Cosmopolitanism is a true friend of diversity. It is the only valid multiculturalism for the modern era. Only a cosmopolitan, centrist core curriculum can enable all children to be well educated. The great ethnic diversity of America is not going to disappear just because we adults decide to empower children with a core of commonly shared knowledge — a common school-based culture in addition to their home culture. If we Americans are to choose between the narrow ideal of ethnic loyalty and the broad ideal of social fairness, let us without hesitation choose fairness.

Doesn’t any list essentially amount to cultural imperialism, where the privileged majority imposes its cultural identity on minorities (even if they give a token nod to “diversity”)?

It is important to distinguish cultural literacy from cultural identity. It is not the goal of our school to engineer a cultural identity in our students, much less to undermine the cultural identity of any family. Having said that, it must be acknowledged that this is a difficult issue. It is easy for the “majority” to be unaware or dismissive of the struggles of minorities, and it is easy for minorities to feel that what goes on in a school marginalizes or runs roughshod over them (sometimes in ways that have to do with the curriculum). These days “diversity” is much talked about, but our focus is on “commonality.” Most of us would probably acknowledge that there are some human universals, and that people living together in the U.S. or interacting in the common public sphere, do have shared knowledge that ought to be taught to our children. Core Knowledge® emphasizes that its material must be supplemented with things that are important regionally or in the community.

Would an emphasis on Cultural Literacy help reform schools in America?

Hirsch thinks so and obviously so do we. This was a primary consideration for selecting the Core Knowledge® Sequence as our curriculum. We agree with Hirsch that careful attention to content in education is an answer to declining test scores, to ideologically driven, faddish and unsuccessful teaching methodologies, to many of the problems facing economically and socially disadvantaged students, and to a revival of the kind of robust public square required in a healthy democracy. Hirsch emphasizes the need for Core Knowledge® in his book, The Schools We Need and Why We Don’t Have Them (a broad-ranging case citing research and international comparisons extensively). We assume that, as a choice school, parents look into our program enough to like and understand what they are signing their children up for. We hope they agree that the Core Knowledge® Sequence exhibits solid good sense and is a rich fare for our children. It is also important to note that we are a Classical school and Core Knowledge® fits the content-rich requirements of a classical structure and approach to education very well.

In a nutshell, what are ways that I can help foster classical education in our home?

First, as parents you have an important role, not only in reinforcing a classical education at home – helping children with homework is one way, but supplementing the curriculum where needed. This could be in the way of visiting the library for further reading on topics of study; reading the classic literature along with your children for family discussion; listening to additional pieces of music composed by the musicians they have studied in music class; and educating your children in the traditions that make up their cultural identity. The list really is endless. Secondly, it needs to be pointed out again and again that classical education is a very demanding curriculum for our teachers. They have done, and continue to do, a remarkable job. We need to support and encourage them in as many ways as we can think of. Finally, we should recognize that we are educationally “privileged.” The educational opportunity that Classical education affords our students and families implies some responsibility to the broader community. One way to act on this responsibility is to help make sure that everyone who comes to us (especially those who are educationally “at-risk”) succeeds at our school. You might consider helping with after-school tutoring, for example.

What type of grading scale does Classical School utilize?

Classical School uses a 10-point grading scale. Grades will be based on percentages or total points. Students begin receiving letter grades in the 1st grade. The grading scale is as follows: 

A+  100
A    93-99
A-   90 – 92
B+  87 – 89
B    83 – 86
B-   80 – 82
C+  77 – 79
C    73 – 76
C-   70 – 72
D+  67 – 69
D    63 – 66
D-   60 – 62
F    Below 60 

Elementary Art/Music/PE Report Cards and Personal Skills are graded as either M: Mastery of grade-level expectations; P: Progressing towards grade-level expectations; or N: Needs improvement. Grades of S for Satisfactory or N for Needs Improvement are given in kindergarten and in a few subjects beyond kindergarten, depending upon the student’s grade level. See the Classical School Family Handbook for more specific grading information.

Which standardized tests are required at Classical School?

The charter that Classical School holds with the Appleton Area School District states that Classical School will participate in state and federally mandated tests to measure student progress. These tests are designed to assess if students are making adequate yearly progress in relation to Wisconsin’s educational standards set by the Department of Public Instruction. In addition to any state and federally mandated standardized tests, Classical School may choose to administer other standardized examinations deemed beneficial to evaluating student progress.

How does Classical School’s curriculum prepare our students for these tests?

In a content-based classical curriculum such as ours, instruction focuses on areas that help students perform well on standardized tests, without having to teach to the test or narrow our curriculum. Our curriculum focuses on solid, shared content from a variety of cultures. Students are able to use this information to draw connections and comparisons. Each content area is a strand in a fabric that is woven into our curriculum. Add to that skilled, dedicated, and caring teachers and you have a winning combination.

How do Classical School students perform on standardized exams?

As part of the new state accountability system, reflected in Wisconsin’s approved ESEA Flexibility Request, the Department of Public Instruction has produced report cards for every district and school in Wisconsin. These Report Cards provide data on multiple indicators for four Priority Areas:

  • Student Achievement – performance on mandated standardized tests in reading and mathematics
  • Student Growth – improvement over time on mandated standardized tests in reading and mathematics
  • Closing Gaps – progress of student subgroups in closing gaps in reading and mathematics performance and/or graduation rates
  • On-track and Postsecondary Readiness – performance on key indicators of readiness for graduation and postsecondary pursuits, whether college or career

Performance on three Student Engagement Indicators is also reported. These three indicators affect student success and school effectiveness.

  • Test Participation Rate, with a goal of 95 percent test participation for all students and each subgroup.
  • Absenteeism Rate, with a goal of 13 percent or less.
  • Dropout Rate, with a goal of six percent or less.

A district’s or school’s Overall Accountability Score places the district or school into one of five Overall Accountability Ratings:

  • Significantly Exceeds Expectations
  • Exceeds Expectations
  • Meets Expectations
  • Meets Few Expectations
  • Fails to Meet Expectations

View Classical School’s most recent DPI Report Card for more information.