These days, not every school has bells, walls, or even a roof. From small campuses in leased storefronts to virtual classrooms in the cloud, the definition of “school” is expanding in real time. But no matter their format, these schools are united by a shared goal: delivering high-quality, student-centered learning, and earning the trust of families, funders, and communities along the way (Ohls et al.).
Today’s families are no longer passive participants in their child’s education. They are informed, empowered, and vocal. They ask different questions, challenge conventional norms, and seek school environments that align with their child’s individual needs, values, and learning styles. From flexible schedules and customized instruction to faith-based virtual options and small-group microschool settings, parents are increasingly choosing models that reflect their priorities, not just geography.
The Rise of Accountability in a Choice-Driven Landscape
While the delivery model across schools may be different, the need for quality, accountability, and continuous improvement remains the same. If anything, it is even more essential. In a space filled with rapid innovation and varying levels of oversight, families, funders, and policymakers need assurances that learning is happening with intention, rigor, and integrity. Parents are not only choosing, they are comparing. They want to know their school of choice is strong, stable, and committed to improvement.
That is why quality assurance is no longer just an internal goal; it is becoming a public expectation. Many schools seek accreditation or other evaluation measures to prepare for that expectation by aligning improvement efforts with evidence, outcomes, and mission-driven goals. Accreditation is not a checkbox; it is a process of becoming better, together.
Honoring Innovation Without Compromising Quality
As new models emerge, one thing is clear: schools still want structure, support, and recognition. And more than ever, parents and stakeholders are seeking assurance that these learning environments, no matter how unique, can deliver strong outcomes.
As new models emerge, one thing is clear: schools still want structure, support, and recognition.
Cognia serves approximately 8,000 non-public schools across the globe, making this one of the most significant segments of our global membership. With diverse governance structures, instructional models, and missions, we continue to tailor our services, tools, and professional learning to meet the unique needs of this broad and growing sector.
Quality is not limited to a single school format. Our Performance Standards are designed to be applied through each school’s own lens. Whether a program is digital, hybrid, community-connected, or grounded in religious tradition, leaders can benefit from self-assessment that allows them to reflect on what matters most to their mission and their learners. This approach provides the flexibility and credibility that non-traditional and emerging schools need to grow with confidence while maintaining their distinctive identity (Wang et al.).
Our work with non-traditional schools goes beyond evaluation. It is about partnership, support, and adaptability. We engage with emerging school models to understand their needs, provide coaching and feedback, and align continuous improvement efforts with the unique context in which they operate. We ensure that innovation is never at the expense of excellence.
Investing in Non-Public Leadership
There is a growing need for professional space, strategy, and support tailored to non-public leaders to support them in addressing their specific challenges. In response to this need, Cognia launched our first-ever Non-Public School Leadership Conference. The conference brought together educational leaders from across the country, heads of schools, superintendents, early childhood directors, and others for two days of curated sessions designed specifically for this audience.
Every element of the experience was intentional, from session topics to keynote speakers to networking opportunities. The overwhelming response confirmed what we believed all along: non-public and non-traditional school leaders want more than a seat at the table; they want spaces built with them in mind.
Building Strategic Partnerships for a Diverse Ecosystem
In addition to our direct work with schools, Cognia continues to invest in strategic partnerships that broaden our reach and deepen our relevance in today’s evolving educational ecosystem. Our newest partnerships with the Virtual Learning Leadership Alliance (VLLA) and KaiPod Learning speak to our intentional approach as non-traditional, non-brick-and-mortar school models continue to develop.
Our collaboration with the VLLA reflects our shared commitment to maintaining rigor in online learning environments. Our partnership with KaiPod Learning, a growing microschool and hybrid network, ensures that these innovative schools receive the tools, feedback, and support necessary for continuous growth and validation.
Through our Synchronized Accreditation Program, we also partner with more than 40 non-public accrediting bodies, including religious and independent associations, to streamline the accreditation experience while respecting each organization’s unique mission and identity. Together, we dually accredit more than 1,700 schools. This model reduces redundancy, strengthens credibility, and reflects a true commitment to collaboration across sectors.
A Commitment to What Comes Next
We understand that the pace of change in education will only accelerate. As new models continue to emerge and evolve, education leaders must respond with responsiveness and creativity. That includes reimagining how we support schools at every stage of their journey, regardless of size, format, or funding structure.
We continue to explore innovative ways to serve emerging school models, helping them meet high standards while maintaining the flexibility and mission-driven focus that make them distinct. The goal is not to make every school fit a mold; it is to elevate every school’s potential for excellence.
The goal is not to make every school fit a mold; it is to elevate every school’s potential for excellence.
In this era of choice and change, learners deserve a system that works for them. Families deserve the freedom to choose. And schools, no matter how they are built, deserve the support to grow.
References
Learner-Centered Collaborative. 3 Optimistic Predictions for the Future of Learner-Centered Education. 2023, https://learnercentered.org/blog/3-optimistic-predictions-for-the-future-of-learner-centered-education/
Ohls, Sarah, Lauren Covelli, and Jonathan Schweig. Microschools as an Emerging Education Model: Implications for Research and Evaluation. RAND Corporation, 20 Mar. 2025, https://www.rand.org/pubs/research_reports/RRA2882-1.html
Wang, X., et al. “Hybrid Teaching after COVID‑19: Advantages, Challenges, and Future Directions.” Pediatric Reports, vol. 16, no. 4, 2024, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11241882/
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