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Academics
Our results from a nationally-normed standardized test that measures thinking capacity against same-aged peers shows remarkable improvements in individual student’s scores compared to their previous year’s results. Iron Academy students have gained an average of 8.8 percentile points each year. From day one, it has been our contention that Iron Academy would deliver a superb education that resulted in measurable results; that we would make our students smarter in relation to their peers in all other schools. In other words, if a new student comes in at the 70th percentile, this “average” student after only two years at Iron Academy could go from a would-be 580 to a projected 670 on SAT Math and from 550 to 630 on SAT Verbal; improving a total SAT score of 1130 to 1300. This improvement in SAT scores can lead to students being eligible to be accepted at more selective colleges. How are these gains possible? Iron Academy’s proprietary Targeted Learning methodology builds mastery by teaching according to how the brain works, organically through the four levels of thinking, as shown in our chart below.
The importance of a well-defined educational philosophy cannot be overestimated. Without one, a school is academically rudderless. With the wrong philosophy, education is inconsistent and potentially destructive. It is not enough to be Christian. Hiring, evaluating, and developing a superior staff cannot happen without consistent expectations rooted in an educational philosophy that guides and defines the educational culture of the institution. Building veritable scholars is highly unlikely without an understanding of how to best develop higher-order critical thinking skills and how to take advantage of God-designed differences in young men and women.
Targeted Learning provides Iron Academy with an exceptional educational philosophy that staff, students, and families can embrace, understand, and evaluate.
TARGETED LEARNING PHILOSOPHY
Targeted Learning addresses the four most important questions:
1. How does the brain learn?
2. What is the best way to teach the higher-order critical thinking skills so highly esteemed by universities, businesses, churches, and the global market economy?
3. How should an academic environment address differences between young men and women?
4. What should academic content be?