CSL Field-Testing
College-Simulated Learning for K-12 (CSL) has been successfully field-tested in private schools for over 30 years. However, the important End Point has always been the public school system. That is where millions of boys and girls can be helped and without cost to their parents. But However, in the early 1990s, the public school system was headed in a different direction, and CSL would require a level of innovative freedom that was only possible in a private school setting.
During the early 1990s, public school reform was being led by twelve heavily funded projects that were expected to transform education for the 21st century. Eleven of the projects were carefully selected as part of the New American Schools Development Corporation (NASDC, later called NAS), which was formed in 1991. It was part of President Bush’s America 2000 strategy to create and deploy a series of “break-the-mold” schools intended to stimulate a redesign of the public school system for the next century.
Since much attention was being given to the failing state of education, another major project was also launched in 1991. It was the Edison Project, a for-profit venture for public schools created by Chris Whittle, the founder of Channel One. It opened with much fanfare and was also expected to transform public school education for the next century.
In contrast, quietly launched the following year (1992) to zero fanfare was the little-known GPA Project. It would take a significantly different path toward school reform. Over 30 years later, and with America’s public school system still failing, this field-tested project is now poised to have the largest impact on public school education for the 21st century.
The GPA Project was an acronym for Grade Point Average and for the project’s test school, Grace Preparatory Academy (please link to www.graceprep.org). This was the private school effort designed to field-test what is now called College-Simulated Learning for K-12.
For its launch in 1992, An Introduction to Parent-Based Education and the GPA Project was printed and distributed to explain the project, its public school purpose, and the unique hybrid design of its test school. To eventually impact the public school system, lead founders knew that an incredible effort would be needed to ensure the test school was academically solid. They also knew the difficult task required that the test school achieve better results in less time and with less money – a laughable goal to many at that time. Nonetheless, the pilot test school was officially incorporated on December 18, 1992, and opened for its first day of classes on August 16, 1993, serving 185 students.
Grace Prep quickly surpassed original expectations. Not long after its launch, universities began to recognize the test school’s unique ability to prepare students for success in their classrooms. College scholarships naturally increased, as did the number of students named as National Merit Scholars. The test school eventually grew to 700 students (grades 1-12) and achieved national accreditation with the Southern Association of Colleges and Schools (SACS, later known as AdvanceEd).
Due to its success, word of this new hybrid test school spread to other cities and states. However, without a private school regulatory association, different hybrid versions also appeared. Unfortunately, many gave less attention to their academic credibility.
As a result, all descriptions and terminology used to describe the CSL test school were refocused on its college-simulated nature. The CSL private schools that accurately represented the test school then joined together to form the National Association of University-Model Schools (NAUMS). To be part of NAUMS (please link to www.naumsinc.org), member CSL schools had to be accredited by a reputable source or be in the process of accreditation.
Although this name-trademarked association, NAUMS, was officially formed in 2002 under the same organizational umbrella as the test school, NAUMS was later incorporated as its own entity on April 8, 2005. Member schools now stretch across the country. However, since new member schools later opened in other countries, NAUMS is now known as University-Model Schools International (UMSI).
Today, UMSI member schools represent only a portion of private schools in America that are field-testing College-Simulated Learning (CSL) on a daily basis. There are also hundreds of non-member CSL private schools (please link to the Q&A, ‘What are Some Examples of Private Schools . . .”) around the country that follow the same collegiate format as the original test school and that are also nationally accredited.
As a result, the private school landscape has changed dramatically. If this same change can also occur within the public school system, especially since 30% of parents (please link to “K12 Hybrid Learning is the New Parent Preference” – under “What Others are Saying”) currently prefer a hybrid 2-day/3-day approach, then CSL is indeed poised to have a tremendous impact on public education in America.