A philosophy is simply a set of answers to questions. In reality, all schools follow a philosophy, even if it is an unconscious or eclectic one. Most schools use a behaviorist approach that attempts to influence children into learning through rewards or fear.
RMCA follows a philosophy that begins with a consistently Biblical understanding of the child and the goals and practices of his or her education. It has been extensively applied in real life with thousands of children and has proved to be both practical and profound. We know of no other philosophy of education that is so consistent with a Christ-centered worldview and lifestyle and that fosters both excellence and humility in child and adult alike.
In the use of great books, exposure to enduring thinkers and doers, and cultivation of foundational skills for learning, RMCA is similar to many other academically-minded schools. Our view, however, of the person of the child, how he or she learns best, and the goals of that learning is quite distinctive from other schools.
This begins with considering the child not as a vessel to be filled or clay to be shaped according to one’s arbitrary will but as a spiritual creature with an innate, natural appetite for relationship and knowledge. We emphasize ideas, not information, and integrate many aspects of learning into every grade level. In addition, we choose to not limit a child’s opportunities or potential by labels but instead seek to walk alongside them and their parents in the work of growing from weakness to strength in habits, skills, and perspective.
Over a century ago, Charlotte Mason defined education as “an Atmosphere, a Discipline, a Life, a Science of Relations.” At RMCA, we have discovered that this is a universal truth, and to the extent that a person understands—even unconsciously—this truth, he or she will be effective in bringing up children who are ready for a mature adulthood.
The bracing atmosphere of truth and sincerity should be perceived in every school; and here again the common pursuit of knowledge by teacher and class comes to our aid and creates a current of fresh air perceptible even to the chance visitor, who sees the glow of intellectual life and the moral health on the faces of teachers and children alike. - Charlotte Mason
Atmosphere is the spirit of the culture in which the student is immersed. Our classrooms encourage students’ encounters with truth, goodness, and beauty. As an extension of the curricula, they help form students’ awareness of purpose and desire. Walls display old masters’ works, wise sayings, and maps of faraway places. Students’ works of art sit next to objects from nature, inviting consideration and reflection. Natural light filters into the classroom. The panorama of the Front Range beckons. Children enjoy playgrounds and recess spaces adjacent to open fields.
Within that backdrop, RMCA teachers cultivate an atmosphere focused on learning through relationships. Students encounter the past and present, the awe of science and mathematics, the frailty and nobility of humans, and the relationship between authority and obedience. Free from the burden of competing for ranks, grades, or prizes, they learn for the joy of learning.
Students experience the guiding hand of a teacher who is both loving and firm. Teachers allow students to experience the natural consequences of their actions, and students experience the delight and the struggle of everyday life. In cultivating an intentional atmosphere, RMCA desires to nurture the following ways of being and doing within each child and adult in our community:
By this formula we mean the discipline of habits formed definitely and thoughtfully whether habits of mind or of body. Physiologists tell us of the adaptation of brain structure to habitual lines of thought, i.e., to our habits. - Charlotte Mason
Rocky Mountain Christian Academy’s approach to education is a radical departure from what has become known as ‘traditional’ educational practice in the U.S. around a century ago. We recognize that each student is responsible for her own education and is able to make choices and develop habits that lead to life-changing disciplines. Our teachers avoid cajoling, entreating, bribing, and otherwise convincing students that they ought or have to learn. Instead, they strive to present education as a desired exploration and discovery of great works of literature, music, art and science--something that each child gets to do.
As this journey progresses, RMCA teachers go beyond merely measuring academic performance, focusing on the kind of person a student is becoming. This includes being curious about each student’s growth, considering questions like the following:
Does he give focused attention to the task at hand?
Does she put forth consistent effort?
Is he thorough?
Through a variety of habits and disciplines, the teacher daily demonstrates what it means to learn for life. Long before imaging technology and psychology’s confirmation, Charlotte Mason recognized that the physical brain is shaped by its experiences. Mason knew life could be “duly eased” for children “by those whose business it was to lay down lines of habit upon which behavior might run easily.”
Key to discipline is the intentional cultivation of habit. Students spend many hours each year helping students begin and master habits that lead to character. Habits are those elements of our behavior that through repeated practice become ingrained in our character. We believe that where good habits are absent, bad habits will surely take hold. Good habits ease our way and are like the rails on which the train of life runs. This emphasis on being and becoming is at the heart of our discipline and discipleship philosophy with students, and teachers and parents cultivate those habits within students until they become second nature.
For the mind is capable of dealing with only one kind of food; it lives, grows and is nourished upon ideas only; mere information is to it as a meal of sawdust to the body; there are no organs for the assimilation of the one more than of the other. - Charlotte Mason
A century ago, Mason wryly observed, “there is but one sphere in which the word idea never occurs, in which the conception of an idea is curiously absent, and that sphere is education!” Today much that passes as education is actually data and technique, assessed by quizzes and tests.
We agree with Charlotte Mason that Education is a Life. In her words it is a “life… sustained on ideas.” Ideas are of spiritual origin, and God has made us so that we get them chiefly as we convey them to one another, whether by word of mouth, written page, music, the arts, or other expression. We believe that much of education concerns a feeding and sustaining of a child's inner life with ideas, similar to how we sustain his body with food.
Living ideas, while occasionally original, are most often received from someone else. The job of the teacher, then, is to not be the sole conduit through which all of a student's information must pass. Who could possibly be up to that task? Rather, the teacher should serve as philosopher, guide, and friend. A teacher need not master every idea a child could need; she need only have the ability to find them. And we find them in living books. We call them ‘living’ because they were written by an author who desired that his work be read and enjoyed, and because they open life to us and draw us in. Transformative ideas are also encountered in reading books, working through math, enjoying nature, and experiencing the arts.
Meaningful learning happens when students engage novelists, poets, philosophers, scientists, mathematicians, artists, musicians, historians, and explorers. Enduring learning best occurs when students wonder, ask why, and see how. RMCA teachers foster this engagement using carefully chosen curriculum and following a model that emphasizes these living ideas.
....We have relations with what there is in the present and with what there has been in the past, with what is above us, and about us; and that fullness of living and serviceableness depend for each of us upon how far we apprehend these relationships and how many of them we lay hold of. We take the child as we find him, a person with many healthy affinities and embryonic attachments, and we try to give him a chance to make the largest possible number of these attachments valid. -Charlotte Mason
Parents and educators often put a child on the path of a single interest (sports, music, or science, for example), based on the child’s environment or on cultural trends. We believe that an authentic, well-rounded education allows children to encounter and develop vital relationships with varied people, ideas, and things outside a child’s initial interests.
When a child forms such relationships, he develops wide and vital interests and joy in living. His life will be dutiful and serviceable when he understands the laws that govern each relationship. He learns, for example, the laws of work and the joys of work when he grasps that no relation with a person or a thing can be maintained without effort.
We agree with Charlotte Mason that the object of education is to give children the use of as much of the world as may be. True education, then, lets children make the world their study rather than only career preparation or cultivation of natural ability.
Charlotte Mason was a British educator, author, and thinker who lived from 1842 - 1923. She was a pioneer of a social and intellectual movement that provoked profound social and cultural change. Read more here.
The founding of Ambleside Schools International (ASI) was the result of a couple of decades of revived interest in the thought and work of early 20th century British educator Charlotte Mason. Sparked by Susan Schaeffer Macaulay’s publication of For the Children’s Sake, a study of Mason’s work was further stoked by a 6-volume reprint of Charlotte Mason’s writing.
At RMCA, when we look at a child, we see a whole person, a boy or girl born with an innate desire to know and a curiosity that drives learning for a lifetime. We see a mind hungry for ideas and hearts thirsting to care. It is our vision and privilege to cultivate an atmosphere best suited for children to thrive in all ways.
While our teachers are passionate and more than capable of instructing a child, they have a comprehensive method which guides their approach. It is in the strength of this that we strive to maintain consistency across the variety of personalities and backgrounds leading in the classrooms. It is also the steadying force in your child’s growth as he or she moves upward through the grades. Subjects and certain elements of the approach shift to meet growing maturity, but the core remains consistent.
As a teaching environment for educators, we believe there is none more well-suited than a school like RMCA. Teachers love their pupils and get to share with them in a growing enthusiasm for learning. The relationship between each subject and the substance within them provide just as much food for the mind of the teacher (and parent) as each child. The ideas are engaging at any age. As teachers and fellow learners, it’s an invigorating place to be.
We have a partner relationship with Ambleside Schools International (ASI) from whom we derive our curriculum. The curriculum has been carefully selected by experts in the application of Charlotte Mason’s philosophy of education and is evaluated, supplemented, and improved each year through a collaborative effort of all member schools. The following information comes directly from Ambleside Schools International.
The Ambleside curricula is comprised of skill-based (disciplinary) and content-based (inspirational) instruction. These are not mutually exclusive forms of instruction—each discipline is infused with inspiration; each inspiration requires its discipline. Disciplinary and inspirational instruction work in tandem, enlivening students’ rigorous engagement with ideas and natural growth in knowledge.
Curricula consist primarily of living books, narratives. These nourish the mind, allowing it to assimilate information and gain knowledge. Some are classics that stand the test of time; others feature beautiful language, universal themes, rich characters, or intricate plots. Still others offer disciplinary information in an inspirational, accessible format.
The Ambleside curricula provides:
– a wide and varied course of study
– an alternating weekly plan for skill development and content mastery
– exposure to knowledge that is vital, fruitful, interesting, and idea-rich
– books characterized as representing “the best thought of the best writers”
– materials that aid in understanding and exploring, without diluting, the discipline
– grade level sequences for core subjects, among them mathematics, grammar, composition, and phonics
– grade level sequences for inspirational subjects, among them citizenship and science
– science observations and experiments correlated with science texts
– handwork projects and picture study reproductions
– abbreviated versions of Shakespeare’s plays
– Gouin series for Spanish instruction
RMCA offers 20+ subjects a week for our K-8 students because our philosophy is to spread a rich feast, offer many avenues for learning, and allow the mind of the child to appropriate knowledge. Subjects are taught in short lessons so that the habit of attention can be developed. Poetry, literature, phonics, read aloud, dictation, composition, and grammar might, in another school, be grouped under Language Arts. In the same way, world and American history, citizenship, and geography might all be grouped under Social Studies. We teach these subjects separately because we are committed to having short lessons (to cultivate the habit of attention) and frequent change (a change is as good as a rest).
Narration, in simplest terms, is “telling back” whatever a student has read, seen, or heard. A student who narrates is asked to use the author’s own language, sequence, and detail in their retelling in a way that makes the material their own. Narration is used in all subjects, including the disciplinary ones. Narration is a simple but powerful tool for the development of the mind and person. As a result, children learn to:
We narrate or tell-back in some way in most lessons at RMCA. While frequently oral, narration may also mean using manipulatives to illustrate equivalent fractions, diagramming the parts of a dissected mushroom, acting out the story of Joseph, painting a picture of a scene from a reading, writing a thoughtful essay, or providing examples of “prevarication” in a class on ethics.
Twice a year, each student receives a multi-page “report of growth” that gives anecdotal comments on each of his or her subjects from all of his or her teachers. In addition, it also gives details on how the child has grown in discipline and character and where those opportunities lie in the future. These reports are based on the relationship that teachers have with our students as well as the engagement that students demonstrate each day.
Our students regularly complete weekly assessments in math, grammar, and other disciplinary subjects. These assessments may be assessed by a percentage (0-100%) or criteria such as “Strong,” “Progressing Satisfactorily,” or “Needs Improvement.” Such an assessment would also include specific habits and skills that a student needs to work on as well as strategies shared and supported by the teacher and parents.
In addition, our 1st-8th grade students complete week-long exams that provide additional evaluation of students’ growth. The reports of progress and the exams are further supplemented by formal and ongoing parent-teacher conferences where the parents and teachers discuss strong and weak areas and strategize on ways to partner and improve the whole student. Our goal is for students to be engaged learners, more interested in gaining knowledge than in getting a grade or besting a classmate. We have found that greater understanding and learning happens when our students search their papers for teachers’ comments rather than glance at a grade and feel self-satisfied or discouraged. We would rather put before our students the challenge of doing their best work, than the contentment of just getting the grade they wanted. In our classrooms students rarely ask, “Do we need to know this?” They simply apply themselves to learning.
Students at RMCA do the scholar’s work of a first-hand reading of or listening to living books. These are enduring sources of truth, beauty, and wisdom from contemporary or historical sources. These texts give the student the opportunity to experience for herself a living education, the thrill of encountering life-changing ideas. Avoiding textbooks of dry, predigested facts, our curricula is designed to nourish the child’s whole person of mind, soul, and body. This exposure also includes direct contact and observation of real objects from nature (plants, minerals, animals, the elements), art, music, as well as other human disciplines (maps, instruments, etc.).
As Charlotte Mason believed, we stress that living ideas – not mere information – should form the foundation of our educational efforts. We are not building an instrument that will be able to learn or think when we are finished with it. Rather, we are feeding the living mind of a person which will grow and flourish according to the nourishment it receives.
All students are required to complete 30 minutes of reading every day. In addition, students in earlier grades may have up to 30 minutes of other work (math, phonics, grammar, written narration). In middle school, on average, students can expect up to an hour of homework daily in addition to the reading. The homework will not be busy-work or work given simply to fill the time.
Our curriculum would challenge most adults, so a gifted child has no difficulty finding material to stimulate the mind. We do not define our students by their gifted areas because our focus is to educate the whole person - we value character as much as intellect. Students who have been bored in other schools find RMCA’s educational offering interesting and challenging as they engage with multiple ideas and subjects each day.
RMCA is founded on the belief that all children have the ability to take something from the rich feast of ideas offered by our curriculum; if the food for the mind is both nourishing and abundant, all minds and persons will be well fed, taking what they need and are ready for.
We utilize technology in a manner that supports our students being prepared for all of life. Middle school students are supplied with laptops that they use in writing, researching, and creating a variety of documents each year. In preparation for this, students also begin to learn keyboarding at home.
Besides this, we always prioritize face to face relational interactions during the school day. The emphasis in our classrooms is on the education our students will likely not receive elsewhere — great books, writing, neat calculations, deep discussions, frequent contact with nature, art, music, handwork, and relationships to persons and ideas from throughout history. We believe that occurs most deeply and effectively through real conversations about 3-dimensional objects and resources in front of a student.
RMCA administers the Pearson Stanford 10 to its 3rd-8th grade students each spring. While these tests are not effective in measuring the full educational value of our program, they do offer a means for us to compare our students’ progress in reading, math, and language skills with national norms of other private schools. Student test scores tend to improve with their tenure at RMCA and our grade averages are always above the norm in critical areas such as reading, language, and math.
We agree with Charlotte Mason, who wrote the following wise words about each child’s potential over a century ago:
“We attempt to define a person, the most commonplace person we know, but he will not submit to bounds; some unexpected beauty of nature breaks out; we find he is not what we thought, and begin to suspect that every person exceeds our power of measurement.”
RMCA is not limited to the Common Core. Our students receive a broad, classical curriculum which uses whole literature and fosters deep, critical thinking skills. Our goal is not to educate just for a job but for life as whole, as Dr. Daniel Coupland of Hillsdale College expresses clearly and simply:
“Yes, man is made for work, but he’s also made for so much more… Education should be about the highest things. We should study these things of the stars, plant cells, Mozart’s Requiem… not simply because they’ll get us into the right college or into the right line of work. Rather, we should study these noble things because they can tell us who we are, why we’re here… If education has become –as Common Core openly declares– preparation for work in a global economy, then this situation is far worse than Common Core critics ever anticipated. And the concerns about cost, and quality, and yes, even the constitutionality of Common Core, pale in comparison to the concerns for the hearts, minds, and souls of American children.”
At RMCA, we focus on growth in mastery of academic and interpersonal habits and skills, knowing that achievement follows that mastery. However, a singular focus on short-term achievement may not result in desirable character formation.
Rocky Mountain Christian Academy is preeminently a Christ-centered school. We acknowledge the sovereignty of God, the authority of the Word of God, the Lordship of Jesus Christ, and the power of the Holy Spirit in all of life. We do not divide life or education into spiritual and secular compartments, but rather acknowledge that all truth is God’s truth and all learning is an effort to relate to God, self, others, and the created world. We value each student as created by God, with gifts to be strengthened, weaknesses to be overcome, and responsibilities to be carried out.
We respect the authority that God has given to parents and teachers, calling them to partner in the training and nurturing of children. We recognize that God, likewise, calls students to submit to the loving mentors that God has provided and to prepare for service and adventure.
With this in mind, RMCA students and teachers (parents are also invited!) assemble each morning to worship God through prayer and praise. Students study the Bible daily, not merely as an academic discipline, but to experience how this holy mystery —God with man — is revealed in the Old and New Testaments. In addition, chapel, Lectio Divina, and the use of Scripture and Biblical principles inform all of our instruction and relationships.
RMCA complements the work of the family and the church, helping to establish the critical link between learning and faith. It prepares students for responsible, insightful, and creative participation in society.
We cultivate in our classrooms an idea that we are all children of God and fellow travelers on our journey of faith. In matters of faith, we seek to unite our students around the person of Jesus Christ, allowing many issues of doctrine to take second place. Teachers are asked to refer students to their parents to resolve controversial doctrinal issues. We seek unity in essential matters of faith and welcome diversity in the non-essentials. The overarching principles for any sensitive discussion are love, respect, and understanding.
We welcome all families who love their children and want a whole-person, growth-minded, and Christ-centered education for their children. While we do not require either parent to sign a confession of faith, we do require parents to sign a document that indicates that they will support the school’s efforts to prepare our children for a lifetime of service, truth, and love in their communities.
All staff, administration, and board members affirm the Apostles’ Creed and RMCA’s Statement of Faith. Our staff represents a number of Christian churches across the area and are expected to live a lifestyle that meets a historic biblical understanding of discipleship.
We are thankful for our 20+ year partnership with RMCC. RMCA was founded by members of RMCC in 1998. In 2013 the school board and the church worked together to launch RMCA as a nonprofit/independent school with its own governing board. The church hosts the school at its Niwot campus and we are thankful for our partnership in ministry. RMCC is one of more than 30 churches that our students call their church home. We invite you to learn more about the vibrant ministry of Rocky Mountain Christian Church at rocky.church.
We believe children are God’s workmanship (Ephesians 2:10), entitled to love, dignity, and respect. Each child is born as a person, “fearfully and wonderfully made” in God’s image. Each child also possesses a capacity and inclination to sin and a relational brokenness from God, people, and creation and is in need of God’s grace, salvation, and adoption as His son and daughter and be restored to a right and glorious relationship with Him (Romans 5-8). We actively cultivate and model for our students a life centered on relationship with Christ and how that living connection transforms all other relationships and goals.
Our purpose of discipline is discipleship, not punishment (Hebrews 12:1-3). At its heart, discipline is proactive and is based on a relationship with a more mature person. At RMCA, we avoid using punishment as the basis of discipline and focus on discipline as a means to discipleship.
Teachers and staff proactively encourage students in practicing habits of virtue (Proverbs 22:6). They cultivate positive relational alliances with students. They assist them in recognizing weaknesses and mistakes through ideas and practices that cultivate rightly-ordered loves. Natural consequences are reinforced with the goal of restoration of a student’s relationships to his studies, peers, teachers, and God.
A critical part of this process is communication with parents. Teachers are directed to email or call to explain their perspective of the situation. The teacher will note any specific habits that the student needs to practice immediately at home and school and any restitution or reconciliation that needs to happen. Teachers will also keep the Administration in the loop.
We have a school-wide discipline policy that is published in our handbook. Students are expected to come to school ready to learn and respond to the authority of the teacher. Our desire is to train students in habits and to support their weakness in every way possible. Natural consequences are used as much as possible for inappropriate behavior (for example, undone homework may result in after school study time). Classroom interventions, a conversation in the hall, supporting the student in class, a visit to the lead teacher’s class, etc. are all strategies used in training our students. If a student is unresponsive, the child may be sent home. Consistent difficulties in discipline generate a broadened discussion to determine whether the school/parent partnership is strong enough to continue to educate the child.
As a support and extension of the family unit, RMCA considers the family to be of primary importance to a child. Our desire is to have each parent connected with the school for both their own child’s and our community’s sake. All parents are asked to stay in close communication with the homeroom teacher. Each family is expected to have at least one parent attend the August orientation and parent-teacher conferences. All parents are strongly recommended to plan to participate in as many community celebration, fellowship, and formation events throughout the year as possible.
Our parent volunteers are a critical aspect of our community. We desire to give parents an opportunity to partner in the education of their children and to give students the opportunity to interact with the broader school community. We have a broad range of opportunities to fit each family’s gifts and abilities. We ask each family to volunteer for 4 hours a year in some capacity. There are many ways for parents to contribute to the life of our community.
Yes. RMCA does not require students or parents to sign a statement of faith, as long as they have a clear understanding and full support of the school’s commitment to center on Jesus Christ. Teachers, staff and board members are all required to sign a statement of faith and code of personal conduct.
Teachers at RMCA must have a daily commitment to Jesus Christ, and must be creative, thoughtful, engaged learners with broad interests and educational knowledge. Teachers who thrive at RMCA enjoy ideas, read regularly, and are passionate about our philosophy and willing to adapt old ways of teaching to a challenging approach. We value experience with teaching children, and we require at least an undergraduate degree.
We make a significant investment in our teachers by requiring intensive training in the Ambleside method. Each incoming teacher attends a weeklong intensive Ambleside teacher training Institute in addition to the week of in-service before the beginning of school in August. In addition, we send our teachers to Internships at our sister schools to train and have the opportunity to observe their peers in action. Twice each year, they are trained by representatives from Ambleside Schools International in their own classrooms, in addition to being observed and mentored several times each month by our Principal. Also, several of our Friday afternoons are reserved for further teacher training and preparation. We offer classroom observations to parents — please come and see!
We intentionally keep our homeroom student-to-teacher ratios low to most effectively cultivate relationships and habit formation. Generally speaking, our homeroom student-to-teacher ratios are 9:1 for Early Education and 18:1 for elementary and middle school grades. For larger early education and elementary classes, we typically offer aides to help the students and teachers learn together. We also have a number of other specialist teachers and support staff who daily invest in the growth of each child.
Rocky Mountain Christian Academy began as a dream of offering a classical Christian education to area families in the 1990s. In 1998, the first kindergarten class opened with five students. In 1999, the school officially opened with 120 students in K-5th grade in the new 54,000 square foot education wing of Rocky Mountain Christian Church. The school grew dramatically over the next decade. Our middle school began in 2002, and the first 8th graders graduated from RMCA in 2006. In 2014, RMCA joined Ambleside Schools International and began transitioning toward a more comprehensive implementation of Charlotte Mason’s philosophy and practice in the lives of our families.
Today, we are an independent, nonprofit organization governed by a Board of Directors. We continue to share facilities with Rocky Mountain Christian Church and have one member of their Elder Board represented on RMCA’s board.
RMCA families and staff come from a variety of communities primarily within a 20-mile radius in the suburbs of North Denver, including Longmont, Niwot, Lafayette, Erie, Firestone, Frederick, Boulder, Louisville, Broomfield, Berthoud, and more. They represent over 30 local church communities.
As RMCA continues to mature in its offering of a purposeful, Christ-centered, whole-child education to the Front Range, we are excited to see what God has planned for our learning community.
RMCA is a member of Ambleside Schools International, the Association of Classical and Christian Schools, and is accredited through Accreditation International. This accreditation requires a Self Study, a Plan for Continuous School Improvement, On-site Evaluations by Peers, and Annual Reports with a Five-Year Cycle of Re-evaluations. Accreditation International accredits schools and accrediting associations including Montessori, Waldorf, Middle States Association, National Independent Private Schools Association, Christian Schools International, and many others. We are pleased to have met their high standards of quality.
RMCA is also a long-standing member of Association of Christian Schools International.
RMCA students have attended local public and private high schools and have transitioned well to both. They have done well in their studies and have been complimented by their instructors for their fresh insights and critical writing as well as their ability to have conversations and form solid relationships. In addition, our sister Ambleside schools across the nation and world have had a similar experience for over two decades, regularly sending 8th grade (and for some schools, 12th grade) graduates to be faithful and successful in academically-rigorous schools.
When queried about the benefits of an RMCA and/or Ambleside education, previous students credit ingrained academic habits with easing the stress of a heavy load, narration with training them to master books, dictation for teaching them to take notes, and “all those written narrations” for training them to write well.
Locally, RMCA graduate students have attended public schools such as Erie, Niwot, Twin Peaks Charter, Silver Creek, Mead, and many others in SVVSD and BVSD systems and private schools such as Holy Family and Faith Christian. RMCA prepares students especially well for higher-level thinking and discussion skills required in Honors, IB, and AP classes.
RMCA was founded with the vision of offering an excellent Early Education through 8th grade education. The founders had a desire to give students a strong foundation of Christ-centered thinking in the early years, and send them out into the mainstream in the high school years. While there is a possibility of starting a high school at RMCA at some point, our primary goal remains to prepare students in our current grades for a lifetime of growth-minded, whole-person, Christ-centered living and learning.
Our students regularly attend local state and private universities/colleges such as CU-Boulder, University of Northern Colorado, Colorado State University, Regis University, and Colorado Christian College. We also have had many of our students attend a wide number of state and private colleges and universities across the nation for over 20 years.
Yes, we begin that process each February for the following school year. Each applicant family completes an application process where need is assessed. Tuition assistance is reserved for students in K-8th grades.