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The National Institute for Young Adults (NIYA), still in its formative stage, recognizes and respects the uniqueness of each student. NIYA’s primary mission is to foster a love of learning in each student, a key ingredient for life-long learning. Our curriculum skillfully weaves artistic and practical disciplines into everyday academics. Students learn to follow their curiosity, to think creatively, and to work both independently and cooperatively with others.

NIYA studentsNIYA takes a different approach to learning as opposed to the traditional methodology for teaching and learning in our public school system. First, we set higher expectations for our students and expect higher quality outcomes. Second, we instill a sense of self-confidence and engagement so that learning is meaningful. We also establish and maintain an environment conducive to learning which includes, discipline, rigorous content, a non-threatening structured classroom, and an openness to creative ideas.

We celebrate diversity and strive to instill integrity, compassion and confidence in each of our students. We give each young adult the attention, support and encouragement to become his or her own unique self.

Through our non-traditional learning program, NIYA students tackle academic curriculum in ways that are engaging, meaningful, and adaptable to a variety of learning styles and fun. We’re prepared to meet the educational needs of all NIYA students and the more important objective of ensuring our students are successful after graduation. To be specific, our students will graduate and be prepared for post secondary education (two or four year college), to join one of our uniformed armed services, or obtain gainful employment in the technical, administrative, or skilled labor markets.

To learn more, please visit our office or give us a call at 410-814-7574.

NIYA is good enough for any and all school superintendent's children!
(See Richard Sagor's story below.)

Alternative programs for at-risk students: Wolves in sheep’s clothing?
Richard Sagor

Henry Levin, Professor of Education at Stanford University and founder of the “Accelerated Schools” project had just completed a presentation at a public school district and was beginning to prepare to leave for the airport. The superintendent of schools stopped him, clearly disappointed, saying he had hoped that Levin would have time to visit the district’s exemplary alternative program. After spending a few minutes listening to the superintendent praise the school’s curriculum, its staff, and the innovative teaching at this facility, Levin told the superintendent that he could and would alter his schedule. In fact, he asserted, he was extremely interested in seeing the school which the “superintendent’s children attend.” The superintendent looked perplexed. He told Levin that somehow he must have misunderstood. The alternative school was not the place where his children were enrolled — rather it was where the at-risk kids went to school. It then became Levin’s turn to look perplexed. He turned to the superintendent and observed that if the alternative school’s programs were really that good, the superintendent would surely want them for his own kids.

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