Academics
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Dear Friends, CLS's Mission is... Proclaiming Jesus Christ through Excellence in Education. We trust that you will find both excellence and a Christian worldview education throughout our curriculum.
CLS Meets the UC A-G Entrance Requirements Crean Lutheran South meet or exceed the University of California “A-G” subject area requirements ensuring that CLS students can participate fully in the first-year programs at the university (specifically the UC system) and other elite institutions in a wide variety of fields of study. In order to meet or exceed this standard, CLS will ensure that the UC A-G Standard’s required 15 year-long high school courses will meet UC approval and be offered to all students. AP Courses Crean Lutheran South offers AP (Advanced Placement) courses in a broad spectrum of subject matters. Early College Course Program Crean Lutheran has a relationship with nearby Irvine Valley College in which college professors come on to CLS campus and teach courses for high school AND college credits. In our first year of offering this program, 23% of our student body took at least one college level course. Technology Crean Lutheran South integrates technology both into the curriculum and into the instructional methodology. Students learn how to use technology both in terms of being competent in the commonly used business and educational software programs, and of being immersed in on-line learning, communication, and hybrid (on-line and in-class) education. Lutheran Education Is Not Only Christian, But Also Academically Excellent  In a recently published study (Jan. 2006), Lutheran schools scored significantly higher academically than all other schools (public, Catholic, charter, and other Protestant). Data for this study was derived from “the 2003 National Assessment of Educational Progress (NAEP) mathematics exam. When compared with other subjects (like reading, for instance), math is more heavily influenced by school than home experiences, so studying math achievement provides clearer insights into the relative performance of different types of schools. The 2003 NAEP samples are over ten times larger than in any previous NAEP administration, providing achievement and student, teacher, and administrator survey data on over 190,000 4th graders (up from 13,855 in 2000) in 7,485 schools, and more than 153,000 8th graders (up from 15,930 in 2000) in 6,092 schools.” (Christopher Lubienski, “Charter, Private, Public Schools and Academic Achievement,” p. 3). |
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