National High School, Georgia:
National High School, which is accredited by The Commission on International Trans-Regional Accreditation (CITA) and the Southern Association of Colleges and Schools (SACS), offers a unique and flexible approach to earning high school credit using computer-based courses. The NHS program is based on the belief that all students have the right and the opportunity to earn a high school diploma, while recognizing that not all students are able to accomplish this in a traditional educational setting.
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National High School has over 100 course offerings. E-teachers and the Virtual School guidance counselor are available year round to help you pick the courses that are right for you and your post graduation goals. We also have a Course Suggestion List with recommended classes to begin with. Receive a well-rounded online high school education! Our curriculum is challenging, innovative, and aligned with national standards. At National High School, you will find the same classes that you find in traditional high schools. We provide a comprehensive set of high school classes online that cover core subjects, as well as additional areas of study.
Students awarded an accredited high school diploma must satisfactorily complete the minimum 24 credit requirements to graduate. English, Geometry, Algebra, World History, World
Geography United States History, Physical, Science, Biology, Chemistry, Foreign Language, Fine Arts, Physical Education and Health play an important role in the core curriculum. Students can choose core and elective subjects as suitable for their grade level.
Academic Environment and Student Achievement:
* The National High School provides solidly-grounded courses, each and every one of which includes extensive professional-level readings supplemental to the assigned text or texts, and requires the assimilation and measurable application of large blocks of knowledge.
* Challenging assignments have been designed to promote strong critical thinking, analytical, and communicative skills. Each course has been developed and reviewed by multiple field experts, and is subject to regular revision, as the faculty, administration and National Advisory Council deems appropriate.
* In tandem with course syllabi and programmatic development, faculties of the highest caliber (nationally-recruited) select and approve the text or texts and readings for each course.
* Each course (general education courses, core courses, specialized field-specific courses) requires several critical reading/writing assignments (with emphasis on both content analysis and communicative skills), three essay exams, and one or two major research projects, plus a comprehensive final examination, with an approved proctor in place. The final examinations are notably challenging, as they require thorough assimilation of ALL course materials.
* Qualified faculty and significant learning resources are in place to facilitate and foster student success: that is the High School’s ultimate objective. At the same time, it befalls the student to produce work worthy of the diploma for which he or she is a candidate and such standards of excellence.
Key Features of the Chat-Based Online Program:
Time and Place Independ
ent:
Most communications in the Virtual Campus are asynchronous rather than real-time. While this naturally imposes some limitations, it has been found that asynchronous communications result in increased access for students since they can control the time and place for their participation. They enjoy far greater flexibility since activities need not be simultaneous. Asynchronous communication also enables both students and faculty to synthesize material at their own pace and to provide well thought out responses free of the pressure of instantaneous feedback. Students who need assistance immediately are able to contact a member of the administration during normal posted business hours via telephone or online chat room communication.
The Virtual Campus is available 24 hours per day, 7 days per week, enabling working adult learners to choose the times when they believe they are best prepared to engage in particular learning activities and spend as long as they wish working on them. The result is that the online adult learner has increased control and has more options than in the classroom.
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