Commonwealth Academy’s curriculum, teaching methods, and learning strategies have been developed for three groups of average to superior middle school and high school students: those with no diagnosed learning difference, who will better benefit from small classrooms and a more structured environment, those who have a learning difference who will benefit from various compensatory strategies, and those with ADHD who will benefit from additional organizational support. Our student body reflects a cross-section of these groups, with some students falling into more than one.

Commonwealth’s student body is indeed a diverse group of learners. They come from all corners of the DC metropolitan area, represent various cultures, backgrounds, and ethnic groups, and bring with them a wide range of interests, perspectives, strengths, and issues. Yet they all have three things in common when they walk through our doors. They’re bright. Their schoolwork typically doesn’t reflect their potential and often isn’t at grade level. And they have parents or guardians who know they can be successful, now and in post-secondary school, if they’re given the opportunity and support they need.

What are Learning Differences?
When referring to learning differences, Commonwealth Academy means specific difficulties in acquiring, processing, or using language and/or mathematic processes. These difficulties may have been formally diagnosed, or only observed as a result of the student’s inability to succeed. Formal diagnoses may include Specific Learning Disabilities (LD), Attention Deficit Disorder (ADD), or Attention Deficit/Hyperactivity Disorder (AD/HD). We do not use learning differences to apply to students whose primary disability is emotional disturbance or severe behavior disorders.

Contrary to many lay people’s belief, learning differences are not indicative of a student’s intelligence or how successful a student can be if provided the right support. In fact, our students rank between average and very superior on IQ tests. As a group, they perform as well as or better than other independent schools on standardized tests. At Commonwealth, we look at a learning difference as a difference between achievement and ability; a difference that requires specific accommodations to overcome processing issues.

Do Many Children Have Learning Differences?
If your child has a learning difference, you aren’t alone. The actual proportion of the population that has a meaningful learning difference is hard to determine because much of it is undiagnosed. Some estimate it as high as 15% to 20%. In 2001, the National Research Council reported that almost 2.9 million children attending public schools in the US were classified as having a specific learning disorder, representing 5% of the public school population. But, in addition to those children who haven’t been diagnosed, this statistic did not include children attending independent schools or those being home schooled. The Attention Deficit Disorder Association reports that approximately 4% to 6% of the US population has AD/HD and that 50% to 66% of children with AD/HD will continue to be significantly impacted as adults. Dr. Alan Zametkin of the National Institute of Mental Health has stated that there is about 30% overlap between LD and AD/HD children.

What Does the Future Hold for Children with Learning Differences?
Unless given appropriate support and teaching, students with mild to moderate learning differences are at serious risk for low self-esteem, depression, academic failure, acting out, dropping out of school, and legal involvement with the judicial system. The Essential Learning Institute suggests that 31% of adolescents with learning disabilities will be arrested 3 to 5 years out of high school. The National Longitudinal Transition Study (Wagner, 1991) reports that 35% of students identified with learning disabilities drop out of high school, twice the rate of their peers. And adolescents with AD/HD who do not receive treatment have more difficulty with job performance, personal relationships, motor vehicle accidents, as well as drug and alcohol abuse as adults.

Despite these statistics, budget pressures have forced public schools to tighten the guidelines for special education and mainstream more students. As a result, more and more students with mild to moderate LD or ADHD have been left to fend for themselves in large classrooms with little or no resource support.

How can Commonwealth Academy Help?
Research demonstrates that self-contained programs with educational approaches tailored to individual student’s learning patterns can be highly successful in helping students reach their full potential, continuing their education, and leading productive lives as adults. Commonwealth Academy graduates have just such a track record and are currently studying at colleges and universities such as James Madison, Catholic University, Radford, VCU, Texas A&M, and the University of Maryland. Several graduates have been accepted for honors programs or on an early decision basis.

At Commonwealth, students will learn to become self-advocates through the recognition of learning styles and strategies that work best for them. Together with students and parents, Commonwealth faculty design personal plans for each child that will take advantage of their particular strengths and address their weaknesses; students will learn to understand and appreciate both. Our comprehensive academic program, school environment, extra curricular activities, and support services have been designed around the specific needs of our students to help them reach individual goals and prepare them for future studies and other successes.