In recent decades, interest in classical education has grown rapidly. Many schools now describe themselves as classical academies or classical learning programs, and parents increasingly seek education rooted in the intellectual traditions of Western civilization. Yet the meaning of the term classical education is often unclear. Schools that identify as classical may offer very different programs. Some emphasize history and literature. Others introduce Latin or Greek. Some include courses in logic or rhetoric. Only a few attempt to restore the full structure of the classical liberal arts.
Because the term is used so broadly, it can be difficult to determine what a classical school actually is and how far a particular curriculum reflects the historic classical tradition.
The CLAA Classical Schools Improvement Program was developed by the Classical Liberal Arts Academy to address this problem. The program provides a structured method for evaluating a school’s classical curriculum and guiding its development. Rather than functioning as a bureaucratic accreditation system, the program serves as a practical improvement framework that helps schools understand their current position and identify the next step toward deeper classical education.
The program is based on the Classical School Spectrum, which describes the stages through which schools typically develop their classical curriculum.
The Purpose of the Classical School Spectrum
The Classical School Spectrum does not attempt to describe the historical order in which subjects were studied in medieval universities. Nor does it represent the precise order in which students should study subjects. Instead, the spectrum reflects something different and more practical: the order in which classical schools are most likely to implement these disciplines as they develop their curriculum.
Modern schools operate under constraints that did not exist in earlier centuries. Students must complete modern mathematics courses such as Algebra, Geometry, and Calculus. Teachers trained in classical disciplines are often difficult to find. Schools typically build their classical programs gradually as experience, resources, and faculty expertise increase.
The Classical School Spectrum therefore describes the natural path by which schools usually move from a conventional humanities curriculum toward the full structure of classical education. The spectrum begins with the simplest and most common elements of classical education and progresses toward the most demanding disciplines of the classical tradition.
The Stages of the Classical School Spectrum
At the beginning of the spectrum are courses in Classical History. Many schools first introduce classical education by adding historical studies focused on the civilizations of the ancient and medieval world. These courses provide students with a narrative understanding of the development of Western civilization.
Closely related to historical study is Classical Literature. Schools often begin incorporating classical texts into their curriculum by reading works from the ancient and medieval world. Students encounter epic poetry, drama, philosophical writings, and other literary works that shaped the classical tradition.
As schools deepen their programs, they frequently introduce Classical Languages, particularly Latin and sometimes Greek. Language study allows students to engage classical texts more directly and develops careful habits of grammatical analysis and translation.
After establishing language study, many schools introduce Logic. These courses are typically taught using modern textbooks that explain argument structure, syllogisms, and common logical fallacies. Such courses serve as an introduction to disciplined reasoning and help prepare students for more advanced intellectual study.
Beyond introductory logic, some schools begin offering Classical Philosophy. In these courses students study the works of philosophers such as Aristotle, often in English translation. Students explore questions about virtue, human action, knowledge, and the nature of the world.
As classical programs mature, schools begin to restore the formal intellectual arts that historically shaped classical education. Instruction in Classical Grammar strengthens students’ understanding of language structure. Classical Reasoning introduces students to the deeper study of reasoning through Aristotle’s logical works. Classical Rhetoric develops the disciplined art of persuasive communication through the traditions associated with Aristotle and Cicero.
Once the linguistic and intellectual arts are established, schools may begin restoring the mathematical sciences known historically as the quadrivium.
In practice, the quadrivium is rarely implemented all at once. Schools typically introduce these disciplines gradually.
Classical Geometry is often the first of these subjects to appear, usually through the study of Euclid’s Elements. Geometry fits naturally alongside modern mathematics courses and introduces students to demonstrative reasoning through formal proofs.
Classical Arithmetic, based on the tradition of Nicomachus, examines the philosophical properties of numbers rather than merely teaching computational techniques. This subject appears less frequently but represents an important stage in the restoration of classical mathematical study.
Classical Music, as presented in the work of Boethius, studies the mathematical relationships that govern harmony and musical proportion. Few modern schools teach music from this philosophical perspective, but it forms an important part of the classical curriculum.
Finally, the spectrum culminates in Classical Astronomy, traditionally associated with the cosmological studies of Aristotle and Ptolemy. Because of its mathematical demands and its apparent tension with modern astronomical models, this subject is rarely implemented except in the most developed classical programs.
Evaluation Through the Improvement Program
The CLAA Classical Schools Improvement Program applies the Classical School Spectrum through a structured process of evaluation.
Schools begin with a curriculum self-study using a four-level rubric.
- 1 — A score of 1 indicates that opportunity to study the subject is not evident in the curriculum.
The subject does not appear in the school’s curriculum or programs. - 2 — A score of 2 indicates that opportunity to study the subject is somewhat evident in the curriculum.
The subject appears occasionally or in limited form but is not systematically taught as a regular course of study. - 3 — A score of 3 indicates that opportunity to study the subject is evident in the curriculum.
The subject is clearly present as a regular part of the curriculum and is offered through organized courses or instruction. - 4 — A score of 4 indicates that opportunity to study the subject is very evident in the curriculum.
The subject is strongly developed and taught in a manner consistent with the classical tradition, often using primary classical sources.
Schools provide evidence supporting their evaluation, such as course syllabi, reading lists, curriculum guides, textbooks, lesson plans, and examples of student work.
Sequential Evaluation
A key principle of the program is sequential evaluation. The evaluation begins at the first stage of the spectrum and proceeds upward. If a stage receives a score below “Evident,” the evaluation stops and the school is placed at the previous level.
For example, if Classical History is not evident, the school cannot be considered part of the classical spectrum. If Classical History is evident but Classical Literature is not, the school is placed at the first stage of development. If literature is present but classical languages are not, the school remains at the literature stage.
This method ensures that schools do not skip foundational stages of development by offering isolated advanced courses. A school that offers Latin but lacks classical historical or literary study cannot be considered advanced on the spectrum. The result of the evaluation identifies the school’s position on the Classical School Spectrum. This placement reflects the highest stage that is systematically present in the curriculum. The placement provides schools with an honest assessment of their current stage of classical development.
The Improvement Process
The goal of this process is not judgment but school improvement. Once a school’s position on the spectrum has been identified, the improvement process focuses on the next stage of development. The program does not require schools to implement the entire classical curriculum at once. Instead, schools are encouraged to develop their programs one stage at a time.
A school that currently teaches classical history and literature may work toward implementing classical languages. A school that has established language instruction may introduce logic studies. A school that has developed the intellectual arts may begin restoring the mathematical sciences of the quadrivium.
This step-by-step process allows schools to strengthen their programs gradually while building faculty expertise and acquiring appropriate resources.
The Long-Term Vision
The CLAA Classical Schools Improvement Program offers a practical framework for restoring classical education in modern schools. By identifying the stages through which classical curricula develop and by providing a structured method for evaluation and improvement, the program helps schools move beyond vague claims of classical identity.
Instead of asking whether a school is “classical” or not, the program asks a more useful question: where is the school on the path toward the full classical curriculum, and what is the next step forward?
In this way the Classical School Spectrum becomes not merely a descriptive tool but a roadmap for the gradual restoration of the classical liberal arts.
God bless your studies,
Mr. William C. Michael, O.P.
Headmaster
Classical Liberal Arts Academy
