Graduate Performance

In middle school and far beyond, Chance graduates stand out. Having completed the program through Grade 5, graduates are prepared and ready for their next schools. Chance graduates are the ones who love to learn and are eager to solve problems. They are independent, yet work well cooperatively. Many work above grade level in one or more areas. They take responsibility, work on a task until it is complete and put extra effort into their projects. They are thoughtful, resourceful and resilient as they adapt to new challenges. Mature beyond their years due to the full progression through Cance School's social and emotional framework within a progressive education approach, Chance graduates handle themselves with respect and poise and often assume leadership roles at their next schools and cary these formative skills throughout their life.

Our approach to education results in students who are:

proud of their accomplishments
eager to be active participants
confident in their abilities
disciplined to keep trying
excited about learning
respectful and responsible
thinkers and problem-solvers

What success looks like

What is success?

Because the demands of today’s world are far greater than ever before, a product-driven education is no longer sufficient. Focusing on filling in blanks on worksheets and memorizing for tests have short-term benefits; students often learn for tests and then forget the information.

Chance offers a process-driven education that develops the whole child. Our exceptionally capable students have the habits and behaviors that enable them to adapt, collaborate, achieve, contribute, lead, communicate and show respect for themselves and others. Such traits serve graduates well at their next schools, in relationships, and in careers as transformational leaders.

Transitioning to middle school

Chance students are motivated, self-directed learners who transition beautifully to middle school. Official transcripts from their next schools show that over 95 percent of our alumni earn As and Bs in middle school and attain a variety of achievements.

As graduates move forward, they adapt to demands of a new school, schedule and routine. And they handle the transition quite well. Typically, 75 percent of Chance graduates enter sixth grade at these private, independent schools: Louisville Collegiate School, Kentucky Country Day and St. Francis School. Approximately 25 percent attend sixth through eighth grades in public middle schools, which include Noe and Meyzeek Middle.

Virginia Chance School Graduate Performance

Our Graduates and How They Do After Chance

How do Virginia Chance School students do after graduation? Are students prepared once they leave Chance? How do they transition to other schools? How do they transition to getting grades? Do they make good grades? Are they successful? Do they get involved in other activities?

Have you ever pondered those questions? Wonder no more!

We have completed a three-year comprehensive search and survey of our graduates' Middle Schools to collect data – the empirical and the anecdotal – to track our graduates from the last three years. We have collected their grades, test scores, teacher comments, report cards, and information about their student activities and involvement. These results are from children who have attended other independent, public, and parochial schools.

The results are in and are no surprise to us! Over the years, we have gathered data from our graduates, and the results have been consistently outstanding. We are proud of our students – for their hard work, compassion, leadership, work ethic, involvement, positive attitudes, confidence, and success. Also, please know that we do not do admissions testing and screen for a particular aptitude or socio-economic level, so these are the results of a broad range of learners.

Below are the results of graduates for the past three years, and as you can see, they are well-prepared and reflect Virginia Chance School well:

Grades:

Virginia Chance graduates are successful and outstanding learners! The chart below reveals the grades of the Middle School 6th graders. Note that 80% of our students go on to be “A students,” 20% are B+ students (A+ 13%; A 40%; A- 27%; B+ 20%), and with these scores, 100% are on the honor rolls at their schools, and there are no graduates whose grades are below a B+ average. Pass/Fail classes were not added, as not to inflate scores because no Fails were recorded. Also, many of these grades are from advanced and accelerated classes.

Middle School Teacher Comments:

In addition to the grades, a sampling of teacher comments reveal their work ethic, creativity, and love of learning:

____ is off to a very good start in 6th grade Chinese. I find him to be a very kind and caring student who often thinks about others before himself. He is very helpful to me when he reaches out to assist peers in need.

____ is a hard-working, enthusiastic learner.

___ He approaches his work with quiet determination and a natural sense of curiosity about the world.

___ She brings great creativity and imagination to her work.

___ is almost always doing more than is required.

___ has a commitment to excellence and a clear sense of personal responsibility.

___ is extremely engaged and enthusiastic.

___ demonstrates a true commitment to excellence in each project he tackles, and his pride in his work shines through when he presents it to classmates.

___ From the first day of school, he has defined himself as a learner and enjoys pushing himself to try new things.

___ is always thinking on a higher level.

___ did a wonderful job representing our school in the district math competition.

___ has been a great addition to the sixth grade.

___ He is a wonderful student, and his work is amazing!

___ shined here!

___ shows true determination, curiosity, and eagerness in the classroom.

___ actively participates in class discussions.

___ She is a happy and eager learner and has really settled into this environment comfortably.

___ displays a proficient level of understanding through her work.

Student Leadership and Activities:

A sampling of student activities reveals our graduates are very involved in their middle schools, including other independent, public, and parochial middle schools! They take the initiative to join or even form clubs. These include joining in sports (boys and girls), becoming class officers, joining after- school clubs, starting environmental/green teams, engaging in academic teams and competitions. We also see a dedication to service organizations and projects, band, instrumental and vocal music, fine arts, foreign language clubs, drama, and student government. Our graduates’ skills as learners and leaders and their social and emotional skills have empowered them; our graduates are consistently engaged and involved in their middle school's leadership and student activities.

What were the Next Schools:

Where did our graduates go and transition so well? To offer even more clarity, here is the list of their next schools in alphabetical order, and you’ll see local private, public, and parochial schools chosen within the last 3-5 years: Kentucky Country Day, Louisville Collegiate School, St. Francis School, Meyzeek Middle, Noe Middle, and Walden.

Thank you and congratulations to the parents who invest in a Virginia Chance School education for their children all the way through the program! If you have not seen our elementary program recently, please set up a tour of our elementary program and see firsthand why and how these students soar.

Program Outcomes for Fifth Grade Graduates of Virginia Chance School

As a result of a Virginia Chance education, a graduate will demonstrate a/an:

Social Development

respect for space and boundaries for self and others
ability to resolve disagreements in an appropriate manner and with independence
ability to form healthy relationships with peers and adults
active participation in extracurricular activities and/or service
knowledge and respect of family traditions, cultures, beliefs of self and others
camaraderie with peers and the ability to select a peer group in new situations by using acquired, appropriate social skills
ability to adapt to different social situations and act accordingly

Emotional Development

ability to identify and express feelings appropriately, and in an articulate manner
self-reliance with attitudes, beliefs and interactions in various relationships
ability to name a problem and seek an effective solution
responsibility for own words, actions and behaviors
ability to choose activities that support one’s areas of interest
awareness of personal strengths and challenges; sets goals and strive to meet them
appropriate feelings to match specific situation
ability to regulate feelings appropriately

Self-Help Skills

ability to regulate voice and temperament in all settings
ability to regulate one’s body in all settings
ability to care for personal belongings and materials
ability to care for personal hygiene
ability to apply concepts of rules, fair play, and cooperation
ability for completion of tasks and responsibilities with ease, independence and in a timely manner

Moral Development

understanding of right and wrong regarding behaviors, actions and words
value system to operate by within one’s living and learning environment
well-developed conscience and be fair-minded
desire to participate as a person of compassion within a school environment, as well as demonstrate a willingness and desire to participate in in-house and outreach community service projects and events
empathy and sympathy for others; respect for the environment, people and animals

Cognitive Development

Reading

variety of strategies to develop meaning from a variety of texts

love of reading
appreciation and understanding of and exposure to a variety of literary forms, styles and authors
understanding of author style and the ability to critique, summarize and analyze a given text
understanding of an extended vocabulary
application of thinking (comprehension) strategies while deciphering texts
ability to effectively choose a favorite author, genre, theme for independent reading

Writing

ability to write with clarity for a variety of purposes and audiences; therefore, understanding and effectively using criteria related to specific genres of writing (persuasive, personal narrative, nonfiction/research, interviews, poetry, fiction, fantasy, functional, etc.)
ability to develop and organize ideas by using a variety of graphic organizers
ability to utilize the writing process (brainstorming, first draft, revision, editing, final draft, publishing)
ability to evaluate self-selected “best” work for personal portfolios
ability to write in cursive legibly

Listening

ability to listen to others with an open mind, with attention, and with grace
ability to follow multi-step directions successfully and independently
effective and critical listening skills during one-on-one, small group, and large group discussions with peers and adults
effective listening skills while working cooperatively and collaboratively with others

Speaking

ability to speak with confidence, clarity and fluency in a variety of situations
ability to speak in an articulate manner with appropriate vocabulary and expression
use of speaking mechanics to communicate with others effectively; the ability to use appropriate eye contact, volume and appropriate intonation
ability to articulate ideas, feelings and opinions appropriately, in a variety of settings
ability to respond effectively to a variety of recall and inferential questions

Math

appreciation of mathematical tools in real-life situations
use of discussion, reading, writing, listening and speaking and visual representation to express mathematical ideas and processes
ability to reach conclusions about math problems and justify solution processes
ability to use a variety of strategies in computational situations
an understanding of number and operational sense, basic algebra and geometry, measurement, probability and statistics, patterns and relationships and multiple problem solving strategies
accuracy on daily work, assessments and homework

Inquiry-based learning (Theme Study - science and social studies)

ability to differentiate between fact, fiction and opinion in relating historical events and their place in history with possible impact on future events
ability to rewrite research information into own words
ability to present research in a logical, creative format
use of maps, charts, graphs, and geography tools to identify and interpret data
ability to use a variety of tools to gain further information (charts, books, pictures, graphs, technology tools - Smart Board, computers, IPads, Chromebooks, etc.)
ability to work collaboratively and cooperatively while assessing, organizing, and interpreting information and data
ability to incorporate processes, skills and behaviors central to science or social studies/history
proficiency of the following skills: observing, measuring, experimenting, quantifying, analyzing and thinking critically through collaborative and cooperative group interactions
understanding of the scientific process/method (hypothesis, materials, predictions, observations and conclusions)
understanding of the relationship and integration of STEAM thinking (science, technology, engineering, art, and math) across all curricular areas
ability to utilize 21st century learning skills

Physical Development (gross motor and fine motor)

ability to participate in individual, dual and group sport activities
competence in movement concepts, motor skills and physical endurance and stamina
appropriate balance and coordination
ability to apply strategies in games and activities
competence with writing utensils, technology tools, manipulatives and other fine motor materials

Specialist Areas:

Art

ability to think creatively and express own ideas through artistic means
an understanding of the elements of art: line, shape, color and texture
an understanding of how to use various art tools for different art processes and experiences- drawing, painting, collage, clay sculpture, printmaking and fiber art, etc.
an awareness and appreciation of aesthetics
an awareness and respect for one’s visual expression and interests
an art vocabulary through oral critiques
recognition of styles and characteristics of various art forms and style
an appreciation and understanding of the historical and cultural evolvement of various art genres and influences for the future

Media (Library and Technology)

awareness of a variety of genres and is able to self-select favorite genres, series and authors independently
understanding of how to navigate a library effectively and with purpose for needed resources for research and/or pleasure reading and learning
understanding and ability to use appropriate keyboarding skills, word processing, database, PowerPoint and spreadsheets
ability to use a variety of technology tools to create, share, inform and organize research and presentations
ability to author, publish and conduct research successfully and independently across all curricular areas

Music

ability to express creative ideas using various instruments, musical tools, and technology
understanding of the discipline of musical instruction and participation
understanding of musical influence in cultures around the world
established musical vocabulary
appreciation and knowledge of various musical instruments, styles and genres both historically and culturally
ability to participate in individual, small group and large group performances
ability to read musical notation
ability to create and show rhythm

P.E. and Health/Nutrition (Physical Education)

ability of coordination, balance, endurance, strength and core stability
self-discipline and self responsibility for overall health and fitness
ability to work/play in cooperative and competitive games and activities
ability to develop strategies and be an effective team member
ability to offer encouragement to others and display appropriate team spirit
ability to display positive sportsmanship
ability to take risks and learn through trial and error
well-developed mind and body connection
ability to take care of personal hygiene, establish other personal healthy and nutritional habits and utilize mindfulness for overall well-being

Science

understanding and respect for the environment and animals and their habitats
understanding of and the ability to generate new ideas about nature, life science, physical science, and earth and space science
understanding of the relationship of science, math, social science, art, the environment and global issues
understanding of and can apply STEAM thinking effectively across all curricular areas
understanding of scientific principles, appropriate questioning, the ability to make reasonable predictions, and use scientific methodology to problem solve, test, perform simple statistics, in order to draw conclusions
pride and commitment to being an environmental steward for the community and planet
ability to transform information and knowledge into experiences and skills that encourage active learning and creative problem solving

Spanish

understanding and appreciation for the Spanish language and Hispanic culture
ability to converse in Spanish using short phrases and sentences
ability to comprehend Spanish from peers and teacher appropriate to the level of instruction
well-developed Spanish vocabulary and ability to conjugate verbs appropriate to the level of instruction
ability to write in Spanish using common, everyday vocabulary appropriate to the level of instruction
ability to read Spanish appropriate to the level of instruction