Educational Philosophy
Cyprus breaks the mold of the traditional educational structure by placing children in small classes with peers of similar age, ability, and achievement levels.
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Cyprus Classical Academy’s mission is to provide a learning environment that is truly optimal for gifted learners, grounded in best practices in gifted education and a deep understanding of the social and emotional lives of gifted students. Each student follows a customized schedule, allowing them to learn alongside peers who share both their intellectual ability and their age. This structure reduces the need for continual differentiation within the class and allows teachers to teach at the appropriate level with depth and intention.
From the moment you enter Cyprus, the environment reflects how gifted students learn. Classrooms are designed to encourage exploration and curiosity, and the structure resembles that of a middle or high school, with seven class periods and individualized schedules. |
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During passing time, it is common to hear students using advanced vocabulary or engaging in thoughtful, animated discussions about what they are learning. We understand that giftedness is not only intellectual. As SENG (Supporting Emotional Needs of the Gifted) notes, gifted children are often more intense, sensitive, and deeply responsive to their experiences. These traits are recognized, understood, and supported here.
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Our small class sizes allow teachers to know each student well, both academically and personally. Our faculty are themselves gifted and specifically trained in how to teach and guide gifted learners. The curriculum is ability-based, appropriately challenging, and designed to foster curiosity, discussion, and independent thinking. Students are encouraged to engage deeply, ask meaningful questions, and take ownership of their learning.
We also understand that real growth is not always linear or polished. For gifted students, it can be complex, uneven, and at times messy. This is not something to correct, but something to support with care and expertise. Our role is to guide students through that process so they develop confidence, resilience, and a strong sense of self.
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In this environment, students thrive. They gain confidence in their abilities, pursue their interests with depth, and often extend their learning beyond the classroom. Many go on to excel in academic competitions, gain admission to selective programs, contribute original ideas, and take on leadership roles in their communities.
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When you enter a Cyprus classroom, you will not see a room of conventional “high achievers” in the traditional sense. You will see gifted students thinking, questioning, reflecting, and discovering.
Classes include a balance of structured instruction, thoughtful discussion, independent work, and collaborative learning. There are clear expectations, and students are supported where they are, with respect for their individual development. Our graduates reflect what is possible when gifted children are educated in an environment where they are fully understood, appropriately challenged, and consistently supported. They leave Cyprus not only with strong academic skills, but as capable, self-aware individuals who demonstrate kindness, respect, responsibility, inclusiveness, and a lasting love of learning. |
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All Children have the Right to Learn at School
Traditional schools are set up to offer the same things to all children of the same age, regardless of ability. Even schools that claim to be "magnets" for gifted students only allow a minimum variation between students. This system leaves the students who already know the curriculum or need to learn at a faster pace with very little to challenge them.
- Cyprus has ability-based classes with no upper limit.
- Children take classes with similarly aged peers. (When they are studying topics that are several years above grade level, they study with other children who are also doing the same.)
- Cyprus has a high-level, ability-based, enriching curriculum throughout the entire day. We do not have pull-out programs or programs that limit acceleration to one year above grade level. Our regular curriculum accommodates the academic abilities, pacing, and needs of our students in every subject.
- Cyprus offers small class sizes and Individual Learning Plans for each student.
Cyprus Classical Academy's Position on the Acceleration of Gifted Students
by Michelle Wallick, Founder & Director of Cyprus Schools
Cyprus Classical Academy holds the philosophy that acceleration of gifted students is the single most important educational intervention in determining the academic, emotional, and social success of intellectually gifted children. Acceleration is a practice that allows students to progress through academic material, grades, and/or subjects more rapidly than in a traditional school environment based on the ability and motivation of the student. It is the most effective way to match a child's ability with the curriculum. Much research has been done on acceleration, and the results are in. Acceleration works for gifted children socially, emotionally, and academically. Cyprus provides, and its structure is set up for, unlimited acceleration through academic subjects. Matching a child's ability level to the curriculum is the most essential factor of a child's success, enthusiasm about school, and continued motivation. This means teaching children material that is one to several years above grade level.
David Elkind, president emeritus of the National Association for the Education of Young Children, states in his article on acceleration, "Acceleration is really the wrong word here. If it were correct, we would have to say that a (gifted) child who was retained (kept at grade level) was 'decelerated." When an intellectually gifted child is promoted one or more grades, what has been accelerated? Surely not the child's level of intellectual development - that, after all, is the reason for his or her promotion! What has been accelerated is the child's progress through the school curriculum. But this can be looked at a different way, not so much as acceleration as tailoring. What promotion does for intellectually gifted children is to make a better fit between the child's level of intellectual development and the curriculum."
In the NAGC (National Association of Gifted Children) position statement on acceleration, it states, "Educational acceleration is one of the cornerstones of exemplary gifted education practices, with more research supporting this intervention than any other in the literature on gifted individuals." Students who are learning at a level and pace that is challenging to them retain the spark of interest and love of learning. Unchallenged students are typically frustrated and bored.
All the research on acceleration shows that it is effective, but its success is seen each day at Cyprus, an environment where every child is working at their ability level in each individual subject. Two students were asked the question," What is your favorite thing to do in math?" The first student attended a local private school and was visiting Cyprus for a day. She was an exceptionally gifted but unchallenged 1st grade-aged student enrolled in second grade, but was able to learn at the fourth-grade level. She commented, "Math is really boring. I already know everything. I can do really hard multiplication, but all of the other kids are still adding and subtracting, and it takes them forever! It is really boring." With a sigh, she said, " I just wait and wait and wait." The second child, a kindergarten-aged Cyprus student working on math at a 3rd-grade level commented, "My favorite thing to learn in math class right now is about adding feet and inches like 59' 10" + 1' 3" = 61' 1! I also really like really hard multiplication problems! In Language, my favorite thing is doing worksheets with prepositional phrases and compound objects of prepositions!" The excitement seems to radiate from the challenged 6-year-old; the spark for learning seems to be dimming, while frustration rises for the student left unchallenged.
The visiting student spent math class at Cyprus with intellectual peers and said she learned more in that day than she did all year at her school. She was very excited about the work we were doing, and asked for more after the class was finished. In fact, all of the students in that class asked for more work when the class was finished. Challenged students are content students. When placed appropriately, "the reduction of boredom and demotivation that was an almost inevitable result of being held to the pace and level of curricula designed for age peers of average ability leads to a reawakening of their early delight in learning" (Gross, 2005).
Gifted children, especially exceptionally and profoundly gifted students, often have a difficult time finding friends within their own age group because most children their age do not function at the same level, and therefore cannot relate to the gifted student. Because Cyprus enrolls so many highly gifted students, this issue is solved by placing students in subjects with both similar-aged and similar-ability children, providing them with many friendship opportunities with children their own age who can think at the same level: the perfect social solution.
Is Cyprus creating a false environment where children will be shocked by the "real world?" The answer is no; In fact, it is quite the opposite. In a traditional environment, gifted children tend to feel they are the "best" and do not need to work hard to rise to the top. Children who attend Cyprus have true intellectual peers, which motivates them to work hard to excel. They are placed in an environment that will reflect the rigor of the adult world if they choose to attend a difficult college or have an intellectually demanding career. Although these students will not easily find a comparable intellectually gifted child in a traditional public or private school, once they go to college and enter the workforce, they will likely find many highly intelligent people to work with and compete with when they are adults. Cyprus more accurately reflects "real life" for intelligent children and places them in a competitively strong position for their future.
At Cyprus Classical Academy, acceleration is the foundation upon which every student's education is built. By matching each student's instruction to their individual level of readiness in every subject, we preserve curiosity, foster resilience, encourage healthy peer relationships, and inspire a lifelong love of learning. When gifted students are appropriately challenged, they discover that learning is exciting, effort is rewarding, and growth has no ceiling. Rather than asking children to wait until they are older to learn, Cyprus meets them where they are today and helps them continue moving forward, one discovery at a time.
David Elkind, president emeritus of the National Association for the Education of Young Children, states in his article on acceleration, "Acceleration is really the wrong word here. If it were correct, we would have to say that a (gifted) child who was retained (kept at grade level) was 'decelerated." When an intellectually gifted child is promoted one or more grades, what has been accelerated? Surely not the child's level of intellectual development - that, after all, is the reason for his or her promotion! What has been accelerated is the child's progress through the school curriculum. But this can be looked at a different way, not so much as acceleration as tailoring. What promotion does for intellectually gifted children is to make a better fit between the child's level of intellectual development and the curriculum."
In the NAGC (National Association of Gifted Children) position statement on acceleration, it states, "Educational acceleration is one of the cornerstones of exemplary gifted education practices, with more research supporting this intervention than any other in the literature on gifted individuals." Students who are learning at a level and pace that is challenging to them retain the spark of interest and love of learning. Unchallenged students are typically frustrated and bored.
All the research on acceleration shows that it is effective, but its success is seen each day at Cyprus, an environment where every child is working at their ability level in each individual subject. Two students were asked the question," What is your favorite thing to do in math?" The first student attended a local private school and was visiting Cyprus for a day. She was an exceptionally gifted but unchallenged 1st grade-aged student enrolled in second grade, but was able to learn at the fourth-grade level. She commented, "Math is really boring. I already know everything. I can do really hard multiplication, but all of the other kids are still adding and subtracting, and it takes them forever! It is really boring." With a sigh, she said, " I just wait and wait and wait." The second child, a kindergarten-aged Cyprus student working on math at a 3rd-grade level commented, "My favorite thing to learn in math class right now is about adding feet and inches like 59' 10" + 1' 3" = 61' 1! I also really like really hard multiplication problems! In Language, my favorite thing is doing worksheets with prepositional phrases and compound objects of prepositions!" The excitement seems to radiate from the challenged 6-year-old; the spark for learning seems to be dimming, while frustration rises for the student left unchallenged.
The visiting student spent math class at Cyprus with intellectual peers and said she learned more in that day than she did all year at her school. She was very excited about the work we were doing, and asked for more after the class was finished. In fact, all of the students in that class asked for more work when the class was finished. Challenged students are content students. When placed appropriately, "the reduction of boredom and demotivation that was an almost inevitable result of being held to the pace and level of curricula designed for age peers of average ability leads to a reawakening of their early delight in learning" (Gross, 2005).
Gifted children, especially exceptionally and profoundly gifted students, often have a difficult time finding friends within their own age group because most children their age do not function at the same level, and therefore cannot relate to the gifted student. Because Cyprus enrolls so many highly gifted students, this issue is solved by placing students in subjects with both similar-aged and similar-ability children, providing them with many friendship opportunities with children their own age who can think at the same level: the perfect social solution.
Is Cyprus creating a false environment where children will be shocked by the "real world?" The answer is no; In fact, it is quite the opposite. In a traditional environment, gifted children tend to feel they are the "best" and do not need to work hard to rise to the top. Children who attend Cyprus have true intellectual peers, which motivates them to work hard to excel. They are placed in an environment that will reflect the rigor of the adult world if they choose to attend a difficult college or have an intellectually demanding career. Although these students will not easily find a comparable intellectually gifted child in a traditional public or private school, once they go to college and enter the workforce, they will likely find many highly intelligent people to work with and compete with when they are adults. Cyprus more accurately reflects "real life" for intelligent children and places them in a competitively strong position for their future.
At Cyprus Classical Academy, acceleration is the foundation upon which every student's education is built. By matching each student's instruction to their individual level of readiness in every subject, we preserve curiosity, foster resilience, encourage healthy peer relationships, and inspire a lifelong love of learning. When gifted students are appropriately challenged, they discover that learning is exciting, effort is rewarding, and growth has no ceiling. Rather than asking children to wait until they are older to learn, Cyprus meets them where they are today and helps them continue moving forward, one discovery at a time.
The following is a list of excellent articles and research findings on the practice of acceleration. A must read: From "the saddest sound" to the D Major chord: The gift of accelerated progression. by Miraca U.M. Gross, PhD http://www.hoagiesgifted.org/d_major_chord.htm
A Look Back at Educational Non-Acceleration: An International Tragedy by J.C. Stanleyhttp://www.davidsongifted.org/db/Articles_id_10195.aspx
A Nation Decieved: How schools hold back America's Brightest Studentshttp://www.accelerationinstitute.org/Nation_Deceived/ND_v1.pdf
The following article is a book chapter by Lynn Pollins. It discusses studies on acceleration as it relates to the student's social and emotional development. There has never been a study that showed a negative result of acceleration. By contrast, there may even be positive effects to the social and emotional development of accelerants:
The Effects of Acceleration on the Social and Emotional Development of Gifted Students by L. Pollinshttp://www.davidsongifted.org/db/Articles_id_10017.aspx
NAGC Position Statement: Acceleration http://www.nagc.org/index.aspx?id=383
Acceleration by Dr. David Elkind http://www.hoagiesgifted.org/elkind.htm
Gross, M. & Van Vliet, H. (Spring 2005). Radical acceleration and early entry to college: A review of the research. Gifted Child Quarterly, Vol. 49, No.2.
Elkind, David Phd. (May 1988). Acceleration. Young Children, volume 43 number 4.
A Look Back at Educational Non-Acceleration: An International Tragedy by J.C. Stanleyhttp://www.davidsongifted.org/db/Articles_id_10195.aspx
A Nation Decieved: How schools hold back America's Brightest Studentshttp://www.accelerationinstitute.org/Nation_Deceived/ND_v1.pdf
The following article is a book chapter by Lynn Pollins. It discusses studies on acceleration as it relates to the student's social and emotional development. There has never been a study that showed a negative result of acceleration. By contrast, there may even be positive effects to the social and emotional development of accelerants:
The Effects of Acceleration on the Social and Emotional Development of Gifted Students by L. Pollinshttp://www.davidsongifted.org/db/Articles_id_10017.aspx
NAGC Position Statement: Acceleration http://www.nagc.org/index.aspx?id=383
Acceleration by Dr. David Elkind http://www.hoagiesgifted.org/elkind.htm
Gross, M. & Van Vliet, H. (Spring 2005). Radical acceleration and early entry to college: A review of the research. Gifted Child Quarterly, Vol. 49, No.2.
Elkind, David Phd. (May 1988). Acceleration. Young Children, volume 43 number 4.