WASC Survey Data Analysis 2024–25 & 2025–26
1. WASC Survey Data Analysis
This report synthesizes findings from two complementary student surveys conducted at Calvary Preparatory Academy (CPA): a focused Grades 9–12 survey (91 responses) examining teacher meetings, community belonging, Bible/elective quality, spiritual support, and AI attitudes; and a broader end-of-year survey (approximately 274 responses across 2024–25 and 2025–26) covering overall school impact, teacher effectiveness, curriculum, and retention.
| Metric | Result |
| Focused survey responses (Grades 9–12 focus) | 91 |
| Broader end-of-year survey responses | ~274 (~141 in 2025 / ~133 in 2026) |
| Full-time enrollment (focused survey) | 95.6% |
| Weekly one-on-one teacher meetings | Near-universal positive ratings |
| Top AI concern — bypassing real learning | 66% |
| Second AI concern — academic integrity | 54% |
Focused Survey (Grades 9–12 focus): 91 responses. Grade distribution: 6th (3), 7th (6), 8th (14), 9th (16), 10th (19), 11th (18), 12th (15). 95.6% full-time.
Broader End-of-Year Survey: approximately 274 total responses (~141 in 2025 / ~133 in 2026). Grades 6–12 represented, with peaks in 9th–11th.
Retention Intent: Majority plan to return; smaller groups graduating or “Not Sure.”
This is CPA’s clearest strength. One-on-one weekly meetings receive near-universal positive ratings. Students repeatedly describe teachers as supportive, prayerful, flexible, and personally invested. Average scores for “teachers are interested in helping me learn” and “give timely feedback” are exceptionally high.
Students consistently list the Christ-centered culture, Bible courses, chapel, and ability to integrate faith into daily learning among their top reasons for valuing CPA. Many credit the school with deepening their relationship with Christ.
The online, self-paced model is highly appreciated for allowing students to manage time around family, sports, jobs, and other commitments while still maintaining accountability through weekly teacher meetings.
While many students feel connected, a substantial neutral group indicates that belonging is not yet universal. Students request more frequent game nights, better club advertising, regional meetups, time-zone accommodations (especially international students), group projects, and greater student voice in event planning.
Common themes across both surveys:
| • | Apex curriculum sometimes feels repetitive, dry, or insufficiently deep (especially English and some sciences). |
| • | Pacing issues in Bible surveys (rushed or overly heavy weekly load). |
| • | Desire for more interactive/devotional-style Bible work and additional electives. |
| • | Occasional worldview friction (e.g., evolution/Big Bang content) that students want addressed more intentionally from a Christian perspective. |
From the focused survey:
| • | Current usage is mostly low (never/rarely). |
| • | Opinion is divided: notable support with reservations, a large neutral group, and significant opposition. |
| • | Top concerns: bypassing real learning/critical thinking (66%), academic integrity/cheating (54%), privacy, and conflict with faith values. |
| • | Moderate interest in an optional AI Literacy elective covering how AI works, ethical use, Biblical stewardship, and career applications. |
• Continue to celebrate and support teachers; consider optional extended personal/spiritual check-ins based on student requests for more relational time.
• Keep Bible courses and faith integration central and high-visibility.
• Increase frequency and visibility of game nights, clubs, and regional meetups.
• Improve club advertising and support for lower-attendance groups.
• Schedule some events with time-zone flexibility; invite student input on activities.
• Review Apex supplementation with custom Christian content and worldview framing.
• Adjust pacing in Bible surveys; explore more reflective/devotional assignment styles.
• Consider deeper electives, test-out options for advanced students, and clearer partial-credit/quiz feedback.
• Develop clear, Christ-centered guidelines emphasizing stewardship, critical thinking, and integrity.
• Pilot an optional AI Literacy elective.
• Support teachers in modeling ethical AI use as a tool rather than a replacement for learning.
Students clearly value CPA for its teachers, flexibility, and Christ-centered foundation. These surveys provide a strong baseline of affirmation alongside specific, actionable opportunities. Addressing community connection and curriculum depth while remaining faithful to the school’s mission will further strengthen student experience and retention.
This report is intended for internal leadership, staff, and board review. Detailed response data and open-ended comments remain available for deeper follow-up analysis.