Frequently Asked Questions
Q.
My wife and I both work full-time outside our home. Would UMS work for us?
Answer: One of
the most important ingredients in the success of the University Model School is
an available parent who can properly work with the student. For a family in which both parents work
outside the home on a full-time basis, a more traditional school is the better
choice.
Q.
Is it possible for my student to take classes at differing grade levels
in a UMS?
Answer: At the secondary level, LCA allows a student to advance by course mastery, not age or grade
level alone. Seventh through 12th grade students may advance one grade level in
math or science and 8th-12th grade students may be behind one grade level in math
or science. Elementary students may not
take classes at differing grade levels due to the block scheduling of classes.
Q. I have children in several
different grade levels. How much time will each need to spend doing school
work on their days at home?
Answer: In general, for every hour spent in class, the
student will need to spend an additional hour to an hour and a half on that
subject in the “satellite classroom” at home.
Honors courses will require additional time.
Q. Since parents are team teaching with the
teachers at school, how does communication take place between the two?
Answer: Communication
between teachers and parents plays a vital role at LCA. First, each course is described, along with its
prerequisite and parent role, in the catalog.
The parent role is defined for each course so that parents understand
the required level of assistance for their children. Secondly, on the first day of class each semester, instructors provide
course documents describing how grades are determined, supplies needed, the
course objectives, and a course
syllabus. Also, vitally important are
the required weekly assignment sheets that are prepared by the teacher to be
taken home and reviewed by the parent with the student. Instructions to parents are included as part
of these assignment sheets as are long-term study projects that are
forthcoming, such as research papers.
Parents are also encouraged to communicate any of their questions to the
teacher as needed. Teachers also tell
their parents how best to communicate with them (email or phone) at the
beginning of the semester.
Q. How does
the cost differ between full-time traditional private schools and University
Model schools?
Answer: Present tracking of existing models indicates
that University Model private schools should be 25 to 50 percent less in cost
than the average traditional private school.
Answer: Despite admission policies aimed at average
students, the University Model students score higher on college entrance tests
than the average scores nationwide. LCA
2006 graduates had an average SAT composite score of 1177. The national SAT average composite score was
1021 and the Texas average was 997. (LCA
has had one national merit scholar finalist and two national merit commended students.)
Q. What do the graduates from University Model
schools say about how well high school prepared them
for college?
Answer: Graduates from University
Model schools report overwhelmingly that they were extremely well prepared for their
freshman college classes. The schedule,
work ethic, and necessary study skills were dynamics to which they were already
accustomed. Secondly, they were
prepared academically as the UMS course content was consistently more than
adequate to prepare them for college.
It also has not been uncommon for many UMS graduates to begin college
with several college credits already on their transcript, having placed out of
certain courses by virtue of their high school preparation.
Q. Are colleges accepting students from
University Model schools? What makes
them attractive to colleges over other students?
Answer: Students from
University Model schools have had no difficulty gaining entrance to colleges and
universities nationwide. Academic staff
stay informed of the current and projected entrance requirements of the major
four year universities, allowing school officials to be sure that the
University Model school course offerings are meeting or exceeding college
entrance standards. In addition,
University Model school students are attractive to colleges because of their
strong work ethic, successful study habits, leadership skills, and character as
demonstrated through various student activities – academic, athletic, artistic,
and governmental.
LCA graduates have been
accepted into the following universities: Abilene Christian University, Austin
College, Baylor University, Cedarville University, Columbia Bible College, Cornell
University, Criswell Bible College, Dallas Baptist University, East Texas
Baptist University, Howard Payne, John Brown University, North Carolina State
University, Oklahoma Baptist University, Oklahoma Christian University, Oral Roberts
University, Ouachita Baptist University, Southern Nazarene University, Texas
A&M, Texas A&M Commerce, Texas Christian University, Texas Tech
University, University of Colorado at Boulder, University of North Texas, University
of Oklahoma, University of Texas at Dallas, and Vanderbilt University.
Additionally, LCA has one
graduate who transferred to Georgetown University in Washington, D.C. and
another student who is currently attending the Naval Academy Preparatory School
in Newport, Rhode Island.
Q. Are University Model students receiving scholarships
from colleges?
Answer: The majority of UMS graduates have been
awarded scholarships for academic achievement, student leadership, and athletic
or artistic ability. Several LCA
graduates have received full four year scholarships and even more have received
partial scholarships based on their PSAT (national merit qualifying test) or
SAT and ACT scores.