Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research - Page 78

76 not meant for a privileged few but for the good of the polis , or the city, it is here posited that a classical school, whether private or public, that fulfills its own ideals, will be characterized by the qualities of access, richness, and connections. Initial suggestions for how these qualities can be promoted are listed in Table 2. If a school sees itself as primarily a place of vocational training or test preparation, then it has little need of attending to the foregoing. However, if the school believes itself to be a place wherein students are to be educated for a whole human life, then it will take seriously the multi- dimensional nature of human relationships and its role in properly cultivating these relationships. The current study worked to illumine the merit of classical education, particularly as manifested in four remarkable schools, and to thereby consolidate recommendations for other schools seeking to operate within a holistic educational framework. References Adler, M. J. (1982). The Paideia proposal: An educational manifesto . New York, NY: Macmillan. Association of Classical Christian Schools. (n.d.). ACCS report of outcomes . Retrieved from https:// classicalchristian.org/measure-it/. CLT. (n.d.). Classic learning test: The new standard . Retrieved from https://www.cltexam.com/home. Collins, M., & Tamarkin, C. (1990). Marva Collins’ way: Returning to excellence in education , 2nd ed. Los Angeles, CA: Jeremy P. Tarcher, Inc. Cook, E. (2017). “Dear SCL members” in The Journal: A conversation on education in the classical tradition . Vol. X. Denby, D. (1996). Great books: My adventures with Homer, Rousseau, Woolf, and other indestructible writers of the western world . New York, NY: Touchstone. Great Hearts. (2017). Great Hearts Academies 2016-17 annual report . Retrieved from http://www.greatheartsamerica . org/annualreport/. Hicks, D. (1999). Norms and nobility: A treatise on education . Lanham, MD: University Press of America. Joseph, P. B. (2011). Cultures of curriculum . New York, NY: Routledge. Kern, A. (2015). Examining classical education: Who is classical education for? [Web log post]. Retrieved from https:// www.circeinstitute.org/blog/examining-classical- education. Magan, C. (2018, September 3). Deep dive into MN student test scores shows progress not shared by all . Retrieved from https://www.twincities.com/2018/09/03/minnesota- comprehensive-assessments-mca-student-test-scores- achievement-gap-math-reading/. McCoy, D. (2016, July 7). At The Oaks Academy, diversity works . Retrieved from https://www.indystar.com/story/ news/education/2016/07/07/oaks-academy-diversity- works/86752046/. Texas Education Agency. (2019). Texas Academic Performance Report for 2017-18, Arlington Classics Academy . Retrieved from https://www.acaedu.net/cms/lib3/TX01001550/ Centricity/Domain/177/1%20Final%20TAPR%20 Report%202017_18%201_17_19%20CIPs.pdf. Turley, S. (2014). Awakening wonder: A classical guide to truth, goodness, and beauty . Camp Hill, PA: Classical Academic Press. About the Author Dr. Joylynn Blake serves as Director of Curriculum and Instruction for Kingdom Collegiate Academies, a ministry of Oak Cliff Bible Fellowship in Dallas, Texas. She holds a B.A. in Philosophy from Dallas Baptist University, an M.A. in Theology from Regent College, Vancouver, BC, and a Doctor of Education in Educational Leadership K-12 from Dallas Baptist University. She can be reached at jblake@kcacademies.org .