FAQs

UMS and homeschool co-ops should not be equated. Homeschool co-ops are a good way for homeschooling families to pool their resources and expertise for specific and usually short-term study projects. One parent, for instance, may be especially proficient in math or science and teach a group of students that subject for a period of time. Generally speaking, homeschool co-ops are age-integrated, specialized, parent-run, and do not simulate a college structure. In some cases, co-ops also take over the primary responsibility of teaching certain courses instead of integrating the teacher and parent effectively for each course as is done in the University-Model®. UMS is also different by virtue of having specific grade levels, consistent accountability from semester to semester, a full spectrum of courses complete with prerequisites and diploma plans, and a professional administration and faculty responsible for curriculum and instruction, partnering with parents to deliver some instruction in the lower schools.

Yes, the University-Model® demonstrates significant benefits when compared to the non-UM school.

According to a 2011 Harvard study titled “Pathways to Prosperity,” just 56 percent of students who embark on a bachelor’s degree program finish within six years. According to the Organization for Economic Cooperation and Development, just 46 percent of Americans complete college once they start, worst among the 18 countries it tracks.

Although various factors are cited for the college drop-out problem, educators, parents, and graduates who have been involved in the University-Model® believe the following about the UM alternative model of education:

• The university schedule eliminates the adjustment to a college schedule
• Parents in the satellite classroom who partner with the UM school not only reinforce the direct teaching provided by the professional educator in the central classroom but they also teach their children study skills and organizational skills which have been shown through research to be highly correlated with good grades in college
• The emphasis on character development and family ministry in the UM results in a strong discipleship approach, thus students are much more likely to enter college as Christian students who will not fall away from their faith
• The direct involvement required of parents in the University-Model® results in a strong relationship between parents and their children

Many people in the University-Model® believe other factors also contribute to students dropping out of college. Factors such as a lack of challenging courses in high school, the failure of schools to teach basic virtues (personal responsibility, ordering time, developing initiative, prioritizing tasks, and striving for excellence rather than perfection), and the removal of parents from the educational process.

Love for learning and a strong work ethic are essentials that parents can teach and University-Model® schools can reinforce. Graduates of University-Model® schools report that they have been well prepared for the challenges of college because they have been trained in the university system from the beginning.

Other practical benefits of the University-Model® include:

• University-Model® schools cost one-half to two-thirds less than private Christian schools. Both parents do not have to work in order to send their children to a University-Model® school. The school is designed to keep costs low so that a single income family can participate, leaving mom or dad home on the days that the students are in the satellite classroom at home.
• The student teacher ratio is small: 16 to 1 in elementary, 18 to 1 in junior high, and 20 to 1 in high school (recommended).
• Many qualified teachers prefer to teach in the UM school due to the positive school climate and parental support. Some teachers and even college professors prefer the part-time schedule of the University-Model®. Thus, teacher retention is often high. Teachers have the freedom to pursue their love of teaching without the distractions and problems often observed in the traditional school. Students come to class prepared because parents are required to supervise their children. Discipline problems are managed quickly by involving parents early in the process.
• Parents find they have many teachable moments one-on-one with their children, without having to carry a full load of responsibility.
• Because of the university schedule, the peer pressure in most traditional schools is not a major factor. Students spend similar amounts of time under the influence of their parents as they do their friends.
• Some of the programs adopted from traditional schools are academic competitions, student council, yearbook, competitive sports, drama, band, choir, senior trips for educational purposes, and others. UM students do not miss out on extra-curricular activities.
• With more time available on satellite days, older students in University-Model® schools can pursue other interests that further their God-given purpose. Dancing, playing an instrument, participating in select sports, and even part-time jobs for some students are examples.

Yes, our academic standards meet or exceed the requirements for grade levels in the public schools in Texas as published by the Texas Education Agency

Communication between teachers and parents plays a large role in a UMS, and there are several ways that clear communication can take place. First, each course is described, along with its prerequisite and parent role, in the school handbook. The parent role is defined for each course so that parents understand the required level of assistance for their children. Vitally important are the weekly lesson plans and assignment sheets that are prepared by the classroom teacher and made available to parents and students online. Instructions to parents are included as part of these assignment sheets, as are long-term study projects that are forthcoming. Parents are also invited to communicate any of their questions back to the teacher as needed.

Unfortunately, probably not. One of the most important ingredients in the success of the university model is an available parent who can assist and properly work with the student. For a family in which both parents work outside the home on a full-time, or almost full-time, basis, a more traditional 35-40 hours/week school is probably a better choice.

A rule of thumb at university-model schools is that for every hour spent in the classroom, an additional hour to hour-and-a-half on each core subject (Math, Language Arts, Science, and History) is required in the “satellite classroom” at home. This rule, of course, varies according to the need and increases a bit as students progress to higher grades. If a student is academically strong in a particular area, perhaps less time will be needed. If a student is weak in a subject or the subject is particularly challenging, then more time will be needed. Parents need to be alert to each of their children’s individual needs and lead them accordingly in the structuring of their time.

Parents need not have teaching experience. Providence Academy takes the lead in the area of academics. New concepts are introduced and taught at school by paid professional faculty while the application of the concept often takes place at home, much like that of college studies. Providence Academy teachers provide detailed course overviews and online assignment sheets each week while maintaining open lines of communication. Parents act as co-instructors under the guidance and direction of the classroom teacher. In addition, the academy offers training to parents in various areas including academics and character development. Finally, bear in mind that as a child progresses to higher grade levels, the academic role of the parent gradually migrates from that of co-instructor to proctor/mentor, so that by the time a student graduates he is prepared (trained and experienced) to assume the individual responsibility required for success at the collegiate level.

Yes, please see the details for the uniform policy here!

Yes, Providence Academy is a 501(c)(3) non-profit corporation formed in Texas and governed by an independent school board.

Tuition details can be found here!