Skip To Main Content


Photo montage of students

When you get to know Quest Academy, you quickly realize that this is not your traditional curriculum.  Sure, the intact scope and sequence aligns with best practice for what a student should learn as they progress through their elementary and middle school years.  But it is the delivery methods, teaching expertise, and depth of enriched content that will truly ignite a love for learning in your bright student.  Furthermore, with the "no-ceiling" approach to learning, gifted children are encouraged to excel without being restricted to grade-level curriculum.  

In general, Quest Academy's curriculum is both enriched and advanced in comparison to standard courses of study. Students enjoy a curriculum that extends beyond traditional grade level expectations without restrictions of age or grade while thoughtfully and expertly combining liberal arts content with innovative and inspiring instructional methods. Teachers collaborate to create multi-disciplinary projects that elicit original thinking and creative problem solving.

Quest Academy enjoys a reputation for strong academics, along with a unique character education program, that extends beyond the norm and truly reflects the learning style of the gifted student.


Belief Statement

Together with the Quest Academy mission, these Belief Statements provide the foundation for all that we do at Quest Academy. Whether it is our academic programming, curriculum development, student life and services, or faculty recruitment and retention, our obligation is to fulfill the promise of the mission statement and make sure that we live our lives in alignment with our Belief Statements so that we create a truly exceptional learning community.

We believe this about Giftedness

  • Giftedness is exceptional intellectual, physical, creative, and/or affective capacity that can be transformed into extraordinary ability.
  • Giftedness is domain-specific – it may occur predominantly in one or more domains, such as mathematics, science, the arts, or language – but can be enhanced in all domains.
  • Giftedness is best identified and cultivated by means of thorough and multifaceted assessment.
  • Giftedness may involve asynchronous development and does not preclude exceptionalities.
  • Giftedness is best nurtured by an environment that provides continuous intellectual stimulation and creative engagement within a community of like-minded peers and supportive adults.

We believe this about Learning

  • Learning is a critical process to growth and development.
  • Learning is integral to a healthy and productive life.
  • Learning requires taking risks, challenging one's ideas and beliefs, and putting forth effort.
  • Learning is most effective when it involves the intellectual, social, physical, emotional, and creative domains.
  • Learning can be catalyzed by competition but must be measured relative to the self.

We believe this about Teaching Gifted Students

  • Curriculum that first emphasizes conceptual understandings and applications facilitates the subsequent successful retention of discrete knowledge and specific skills.
  • Assessment that is differentiated and involves ongoing and meaningful feedback facilitates the learning process.
  • Learning environments that provide interaction with other gifted students promote intellectual stimulation and healthy socialization.
  • Learning experiences that involve challenge, problem-solving, and reflection ensure greater student engagement and intellectual risk-taking.
  • The most effective teachers have expertise in gifted education and can differentiate curriculum, assessment, learning environments and learning experiences.