Parental Support
HCCS Recommended Reading List
Suggested Learning Materials for Parents
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The Lost Tools of Learning by Dorothy Sayers
Recovering the Lost Tools of Learning by Douglas Wilson
The Case for Classical Christian Education by Douglas Wilson
Introduction to Classical Christian Education by Joseph Perrin
On Classical Education Philosophy and the Liberal Arts
The Liberal Arts Tradition by Kevin Clark and Ravi Jain*
A Theory of Education in the United States by Albert Jay Nock
Wisdom and Eloquence by Robert Littlejohn and Charles Evans
The Abolition of Man by C.S. Lewis
On Christian Doctrine by Augustine*
Institutes of Oratory by Quintilian*
On Common Arts and Mechanical Arts Education
The Common Arts Tradition by Christopher Hall
Shop Class is Soulcraft by Matthew B. Crawford
Durable Trades by Rory Groves
The Didascalicon by Hugh of St. Victor*
Works Related to Cultural Reformation
King of Kings by James Baird
Leadership and Emotional Sabotage by Joseph Rigney
The Battle for the American Mind by Pete Hegseth and David Goodwin
Works on Parenting
Shepherding a Child’s Heart by Ted Tripp
Future Men by Douglas Wilson
Give Them Grace by Elyse Fitzpatrick
Works on Pedagogy (How we instruct your children in the classroom)
The Seven Laws of Teaching by John Milton Gregory
Classical Me, Classical Thee by Rebekah Merkle
Limited Moral Philosophy Reading List for Parents
These works are the “anchor works” of the moral philosophy department of Logic and Rhetoric School. Reading them will get you into your student’s world and create opportunities for many good conversations.
The Odyssey by Homer
The Iliad by Homer
The Aeneid by Virgil
The Divine Comedy by Dante
Paradise Lost by John Milton
The Lord of the Rings by J.R.R. Tolkien
Lex Rex by Samuel Rutherford
Works on the Hall Namesakes
The Rear Guard of the Revolution by James Gilmore
John Sevier: Commonwealth Builder by James Gilmore
A Narrative of the Life of David Crockett of Tennessee by David Crockett
The Life of Andrew Jackson by Robert Remini
Alvin York: A New Biography of the Hero of Argonne by Douglas Mastriano
(* denotes very advanced works)
Good Soil
A Comparative Study Of ACCS Alumni Life Outcomes
This is a synopsis of the Good Soil: A COMPARATIVE STUDY OF ACCS ALUMNI LIFE OUTCOMES done by Cardus Education Survey (non-ACCS comparative data) Association of Classical Christian Schools (Sponsorship)
The research highlights several key findings regarding the life outcomes of alumni from different school types, with a focus on the Association of Classical Christian Schools (ACCS). These findings are grouped into two categories: Spiritual and Life Outcomes and World-Impact Outcomes.
Key Findings:
Spiritual and Life Outcomes
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Life Outlook:
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ACCS alumni exhibit a positive life outlook, with higher levels of thankfulness, trust, and goal orientation.
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They are more likely to view suffering as part of God’s plan and have a sense of purpose and fulfillment in life.
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ACCS alumni report having more and closer friendships and are more trusting of others, including strangers and coworkers.
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Christian Practices:
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ACCS alumni are highly committed to their faith, with 90% attending church at least three times per month.
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They are 2.6 times more likely to pray alone and 6.7 times more likely to read religious literature compared to other groups.
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They are more likely to attend small group studies, volunteer at church, and give to their church.
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Christian Lifestyle:
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ACCS alumni live out their faith, with higher rates of family prayer, Bible reading, and discussions about God.
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They are less likely to divorce or cohabit before marriage and are more likely to hold traditional views on marriage and family.
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World-Impact Outcomes
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College and Career Preparation:
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ACCS alumni are among the most academically prepared, with higher SAT scores, college GPAs, and BA completion rates compared to other groups.
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They feel well-prepared for college and careers, similar to private preparatory school alumni.
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Conservative and Traditional Beliefs:
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ACCS alumni hold the most conservative views on sexual ethics, marriage, and the authority of the Bible.
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They are less likely to believe the Bible contains errors regarding science or history and more likely to believe in its inerrancy.
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Independent Thinking:
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ACCS alumni demonstrate strong independence of mind, scoring significantly higher than other groups.
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They are more likely to trust scientists and believe science and religion are compatible, while maintaining orthodox Christian beliefs.
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They are more likely to know LGBT individuals but are less likely to support gay marriage, indicating independence of thought.
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Influence:
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ACCS alumni are highly influential, with strong connections to influential people such as elected officials, CEOs, and community leaders.
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They are more likely to volunteer and lead organizations outside of their church, engage in public discourse, and take action against injustice.
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They prioritize jobs that align with their religious calling and are willing to accept lower pay to fulfill their sense of purpose.
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Other Findings
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ACCS alumni report receiving a high-quality education and express gratitude for the discipline and rigor of their schooling in hindsight.
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ACCS schools foster a unique environment where Christian paideia is integrated into all aspects of education, creating a distinct ethos that influences alumni’s beliefs, practices, and life outcomes.
Overall Conclusion
ACCS schools have a significant and measurable impact on their alumni, fostering a positive life outlook, strong Christian commitment, traditional values, independent thinking, and cultural influence. These outcomes are consistently higher for ACCS alumni compared to other school types, often by a wide margin. The research underscores the importance of school choice in shaping life outcomes and highlights the transformative potential of classical Christian education.