05/12/2026
We love this school so much ❤️
One thing I think gets misunderstood about Freedom Schoolhouse is our academics.
Because we share so much of the hands-on learning, outdoor projects, cooking, gardening, animal care, field trips, and electives… I think sometimes people assume that means academics take a backseat here.
They absolutely do not.
You need only to know me to know the importance I place on my children’s academics. Or to know Miss Sue to see her commitment and determination for teaching kids to read and write and enjoy doing it.
Protecting our morning academic block has become something deeply important to me. Our classroom learning space for reading, writing, and math is intentionally private because it needs to be a safe place for children to struggle, make mistakes, ask questions, grow in confidence, and learn without feeling like they are performing for the world.
But let me give you a glimpse into what has happened academically inside these walls this year.
Axle started school just weeks after turning 4 years old. He entered the year not yet consistently recognizing all uppercase and lowercase letters or their sounds. Counting beyond 10 was inconsistent.
He is leaving his K4 year having completed a Kindergarten math curriculum, knowing all of his letters and sounds, and beginning to decode words independently… at FOUR years old.
He will return for Kindergarten already working in 1st grade math and joining a true reading group.
Bennett is 6, and entered on a traditional Kindergarten track after completing two years of preschool. His end-of-year progress report has him now reading at a 4th grade reading level with 100% comprehension and accuracy. His reading group mates are more of the same and are just absolutely flourishing. He is completing 2nd grade math, and has mastered all of his times tables. His math group has blown us away with their progress zipping through nearly two grades of math in one academic year. Do you know what they ask when they get their lesson done - “Can we do another lesson today?” Seriously.
Another of our students entered our schoolhouse reading nearly three years below his age level after facing some learning struggles earlier in life. This child has worked unbelievably hard this year. He is leaving having gained nearly TWO YEARS in reading growth along with something even more important: Confidence. Joy. Belief in himself.
He reads for fun now.
Another girl entered the year with little confidence in her math abilities. Her recall of basic math facts at a second grade level was shaky, and she often doubted herself even when she was capable.
She has worked incredibly hard this year to build her foundation and has shown tremendous growth. She is leaving the year having completed and mastered her 2nd grade math curriculum and is now finishing her multiplication before continuing 3rd grade math.
One thing we have intentionally done for this math group is pause progression through the textbook when needed to ensure true mastery of multiplication facts before moving forward again. Building a strong foundation matters more to us than rushing through material simply to stay “on pace.”
These stories are not exceptions here.
People often ask how we accomplish strong academics while also prioritizing hands-on childhood experiences.
The answer is intentionality.
One of the biggest downfalls of traditional education is the amount of time lost to transitions, discipline issues, waiting, busy work, and trying to keep large groups of children occupied while others catch up.
We have worked incredibly hard to eliminate wasted time and structure our mornings intentionally. Our students are grouped closely by ability level, which allows instruction to move efficiently and appropriately for each child without constant waiting or frustration.
And perhaps most importantly… our students WANT to learn.
Their behavior does not derail instruction. They come eager, respectful, hardworking, and excited to be here. Are they perfect? Of course not. They’re children. But we value character deeply, and we praise effort, perseverance, kindness, and growth.
We also do not use standardized testing. Intentionally.
Our lead teacher has nearly 30 years of public school experience and a degree in elementary education. She continuously assesses students through direct instruction, observation, conversation, one-on-one work, and mastery checks.
A test score is not what tells us whether a child understands material.
Time does.
Individualized instruction does.
Close relationships do.
Small group teaching does.
Consistency does.
And the results speak for themselves.
So why don’t you see more videos and pictures of our academic block?
Truthfully… because I believe this space is sacred.
Sharing a child’s tremendous academic growth often also requires publicly revealing where they started. If a student gains two grade levels in reading, that means publicly admitting they were behind to begin with. That is not my story to tell to the world.
This classroom is their protected place to mispronounce words, struggle through math concepts, ask questions, gain confidence, and grow safely.
And they are growing. Exceptionally.
If you ever question whether strong academics happen here alongside the hands-on learning and childhood experiences… ask one of our current families how their child is doing.
This model works.
And no standardized test is needed to tell us that.
What looks like only games, projects and play on the outside….is not. There’s so much more to our day.
