Lab School

In its first year, ACCESS Academy doubles applications and delivers strong academic results

ckearney — Thu, 26 Mar 2026 19:44:46 +0000

In its first year, ACCESS Academy doubles applications and delivers strong academic results ckearney Thu, 03/26/2026 - 15:44

In its first year, �鶹��Ƶ’s Accelerated College and Employability Skills (ACCESS) Academy is already demonstrating strong indicators of demand, academic rigor, and early student achievement. Interest in the program has grown rapidly. For the 2026-27 admissions cycle, ACCESS received 387 applications from ninth graders, nearly double the 193 applications submitted the previous year.

With only 30 seats available for the incoming ninth-grade cohort, the program has quickly become one of the most selective emerging innovation pathways in the region. Participation in the program allows advanced freshmen in high school to take college classes.

In December, ACCESS Academy students demonstrated projects and discussed their experiences with then-Virginia Secretary of Education Aimee Guidera in a robotics lab at Fuse at �鶹��Ƶ Square. Photo by Ron Aira/Office of University Branding

Early academic outcomes among the inaugural cohort also reflect the program’s rigor. The current ninth-grade ACCESS Academy class maintains an average GPA of 3.72, demonstrating strong performance across a curriculum that integrates advanced technical coursework with core high school instruction. These early indicators highlight the momentum behind the academy and the role of George �鶹��Ƶ and its College of Education and Human Development (CEHD) in developing research-informed, workforce-aligned learning models for secondary education.

One of the most significant milestones for the academy this year is the launch of its first dual enrollment course. Thirty-seven ACCESS Academy ninth-graders are currently enrolled in a Python programming course offered through Northern Virginia Community College. Introducing a college-level computing course at the ninth-grade level represents an acceleration point within the academy’s academic pathway, providing students with foundational programming skills relevant to software development, cybersecurity, artificial intelligence, and data science.

Potomac Falls High School teacher Matt Wax, one of the academy instructors, said launching a new academic model required both flexibility and innovation in instructional practice. “Because the program is brand new, there aren’t many existing resources to draw from,” Wax said. “We’ve had to adapt instruction in real time, creating opportunities for students to think outside the box while adjusting expectations and course design as the program evolves.”

Early implementation has also highlighted the collaborative learning environment developing among students. While some ninth-graders are adjusting to the rigor of college-level coursework, Wax noted that peer support has become an important element of the classroom culture. “It’s been encouraging to see students who are doing well step up to help classmates who are struggling,” he said. “That willingness to support one another is one of the most positive outcomes so far.”

In addition to rigorous coursework, ACCESS students are already engaging in technical and professional learning opportunities beyond the classroom. Last fall, 31 ACCESS Academy students attended the BSidesNoVA Cyber Security/Hacker Conference, where they participated in sessions focused on cybersecurity tools, ethical hacking, and emerging digital threats. Participation in professional cybersecurity conferences at the ninth-grade level represents a distinctive feature of the academy’s early exposure model.

In the summer of 2025, ACCESS Academy offered an AI Camp to 9th through 12th graders at Fuse at �鶹��Ƶ Square. Photo by Ron Aira/Office of University Branding

Thirty ACCESS students participated in Virginia CyberSlam 2026, an event sponsored by George �鶹��Ƶ’s Cyber Security Engineering Department and Loudoun County Public Schools. The event challenged students to apply cybersecurity concepts in simulated threat-response scenarios and collaborative problem-solving environments.

ACCESS students have also had opportunities to present their learning to state-level education leaders. During a recent visit to Fuse at �鶹��Ƶ Square, students demonstrated projects and discussed their experiences with former Virginia Secretary of Education Aimee Guidera, providing visibility for the academy’s instructional model and student work.

At the curricular level, ACCESS Academy is emerging as a leader within Virginia’s expanding lab school network through its use of problem-based learning as core instructional framework. Rather than relying on traditional lecture-based instruction, students engage with complex, real-world problems that require research, collaboration, and iterative design. This curriculum model, developed with support from CEHD faculty, is attracting statewide attention.

Faculty affiliated with the program will present the ACCESS Academy curriculum framework at the upcoming Innovation Summit hosted by Old Dominion University, highlighting how the academy integrates computing education, interdisciplinary learning, and research-based instructional design.

For instructors, one of the most notable aspects of the program has been the diversity of students who have chosen to participate. Wax observed that the inaugural cohort includes a wide range of ability levels, interests, and backgrounds, creating opportunities for varied perspectives within collaborative learning environments. The program’s rapid growth in applications reflects the special opportunities it provides, he added.

“ACCESS offers opportunities free of charge that many students might not otherwise have access to,” he said. “For students who are looking for something different from a traditional model of schooling, it offers an accelerated and more professionally oriented pathway.”

“What we’re seeing with ACCESS Academy is early evidence of what becomes possible when we design learning as a connected pathway rather than a series of disconnected experiences,” explained Ingrid Guerra-Lopez, dean of CEHD, who led the vision and design of ACCESS Academy. “ACCESS is giving us a living platform to study and continuously improve how teaching and learning can better prepare students for the complexity of the future. This model invites us to rethink readiness not as something that begins after high school, but as something we intentionally build across the entire educational ecosystem.”

This initiative supports the Advancing 21st-Century Education for All solution of George �鶹��Ƶ's Grand Challenge Initiative

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ACCESS Academy

Lab School

College of Education and Human Development

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GCI-Education

ACCESS Academy freshmen to become dual-enrolled college students this spring

Katarina Benson — Mon, 03 Nov 2025 17:52:45 +0000

ACCESS Academy freshmen to become dual-enrolled college students this spring Katarina Benson Mon, 11/03/2025 - 12:52

An open house at Fuse at �鶹��Ƶ Square offered an exciting glimpse into the future for �鶹��Ƶ’s Accelerated College and Employability Skills (ACCESS) Academy, complete with robotics demonstrations and hands-on technology experiences. Behind the buzz and energy was a deeper message: Through a collaborative partnership with Northern Virginia Community College (NOVA), ACCESS Academy freshmen will take their first college course this spring, an opportunity rarely available to ninth-grade students.

The inaugural cohort will enroll in an asynchronous Information Technology course through NOVA Online, making them officially dual-enrolled college students while still in their first year of high school. It’s a bold step that underscores the program’s mission to accelerate learning and expand access to higher education.

To prepare students for this milestone, NOVA staff and a dedicated online student success coach will guide them through registration and orientation, helping them understand what it means to take a college-level course in an online, asynchronous format. Students will learn about managing study time, accessing digital course materials, and communicating effectively with college faculty. Webinars and virtual office hours will also provide opportunities to connect with NOVA staff and ask questions as they adjust to this new academic experience.

Through dual enrollment, ACCESS Academy students can meet their Virginia high school graduation requirements while earning college credit in courses taught by NOVA instructors. Over time, students will be able to take dual enrollment classes in English, social studies, math, and science, earning up to 13 college credits before graduation.

“This partnership represents the best of what dual enrollment can offer: early access, equity, and opportunity,” said Kristen Carter, associate director of dual enrollment at Northern Virginia Community College. “By working together, we are opening college doors to students much earlier, providing a strong framework of support, and instilling the confidence to see themselves as future college graduates.”

The benefits of dual enrollment are well documented. Research shows that high school students who earn college credit before graduation are more likely to persist in college, earn higher GPAs, and complete degrees at higher rates. They also report greater confidence and a stronger understanding of what it takes to succeed in college.

“To be eligible to take a college-level Python programming course as ninth graders, students must maintain at least a 3.25 GPA. This standard reflects both their readiness and the rigor of this experience,” said Ingrid Guerra-López, dean of George �鶹��Ƶ’s College of Education and Human Development. “At the same time, ACCESS Academy is deeply committed to creating the conditions for every student to thrive. Our mission is to open doors to opportunities like this for all learners, preparing them to be future-ready across college, career, and life."

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College of Education and Human Development

Lab School

K-12 Partnerships

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GCI-Grand Challenge Initiative

GCI-Education

New lab school brings work-based learning to Shenandoah Valley students

ckearney — Thu, 04 Sep 2025 17:21:54 +0000

New lab school brings work-based learning to Shenandoah Valley students ckearney Thu, 09/04/2025 - 13:21

Commonwealth, public school and higher education leaders joined community members, parents and students Wednesday for the opening of the Shenandoah Valley Rural Regional College Partnership Laboratory School for Data Science, Computing, and Applications (DSCA Lab School).

Virginia Governor Glenn Youngkin and Lt. Governor Winsome Earle-Sears helped kick off the academic year for the new Shenandoah Valley Rural Regional College Partnership Laboratory School. Photo by Liz Roll Photography

Virginia Governor Glenn Youngkin, Virginia Secretary of Education Aimee Rogstad Guidera, Virginia Commissioner of Virginia Works Nicole Overley and Lieutenant Governor Winsome Earle-Sears joined George �鶹��Ƶ College of Science Dean Cody W. Edwards and school leadership at the Dowell J. Howard Center in Winchester, Virginia, to kick off the school year.

The DSCA Lab School is collaborative partnership between �鶹��Ƶ and Frederick County Public Schools, as well as six rural and rural-fringe school districts in the Shenandoah Valley including Clarke County, Fauquier County, Page County, Shenandoah County, Warren County, and Winchester Public Schools, along with Mountain Vista Governor’s School and Laurel Ridge Community College. The Governing Board of the DSCA Lab School is co-chaired by Edwards and George Hummer, superintendent of Frederick County Public Schools and includes College of Science Chief Business Officer Meghan St. George.

One of 16 Virginia lab schools created by Youngkin and the second for George �鶹��Ƶ, this DSCA Lab School will support 10th- through 12th-grade students through academic programming that fosters data literacy and showcases the latest innovations in science, technology, engineering, and mathematics (STEM). Academic pathways will focus on data science and computing through research opportunities, apprenticeships and internships, experiential and project-based learning, certifications and microcredentials in data analytics, offering opportunities to earn an associate’s degree and college credits, as well as work-based learning.

The George �鶹��Ƶ team with DSCA students. Photo by Liz Roll Photography

In the era of expanding demand for skilled data science professionals, Edwards explained in his remarks that the DSCA Lab School’s innovative data science curriculum offers a real-world, problem-based learning environment with focused educational experiences shaped directly by workforce needs and student interests.

Students will work on specific, student-led research projects with peers, faculty, and other researchers. Mentorship is offered to students throughout the program by Big Data business and industry partners through a choice of work-based experiences to equal a minimum of one high school credit per year. Global and multicultural experiences are integral to the program as well, and students will interact with peers from U.S. territories, including Puerto Rico, and developing countries.

The lab schools are part of George �鶹��Ƶ’s Grand Challenge Initiative, showcasing how the university is advancing 21st century education for all, as well as the university’s commitment to workforce readiness.

“With the launch of today’s lab school, even more Virginia high school students in the Shenandoah Valley will be able to seize and benefit from a great educational opportunity catered to their interests.” said Youngkin. “By creating personalized pathways where students can pursue their interests and chase their dreams, we are empowering the next generation with the data-literacy skills they need to succeed in an increasingly data-driven workforce.”

“Data science is the fastest-growing industry in Virginia, projected to grow 18.2% in the next five years,” said Secretary Guidera, noting that the lab school will provide critical “exposure, experience and expertise” to Virginia students.

“This school’s distinctive learning approach connecting learning to real-world challenges can drastically enhance students’ educational trajectories,“ Edwards said. “Instead of beginning with theories, students are using data to find answers.” For instance, to determine the safest places in the Shenandoah River for swimming, students could collect and test water samples, analyze the results and interpret their findings.

“In addition to developing students’ data literacy, this learning approach also strengthens competencies of communication, collaboration, critical thinking, and creativity, the very competencies future employees need to successfully lead,” he added.

DSCA Lab School lead Padhu Seshaiyer, a George �鶹��Ƶ professor of mathematical sciences, explained, “Students from rural and rural-fringe school divisions will gain the expertise needed to make informed decisions, contribute to their communities, and thrive in a data-driven world—empowering a data-literate next-generation workforce prepared for the demands of the modern economy and essential for workforce readiness.”

Learn about George �鶹��Ƶ's Grand Challenge Initiative

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GCI-Education

George �鶹��Ƶ’s College of Education and Human Development expands collaboration with Google on new lab school

ckearney — Mon, 19 Aug 2024 20:15:45 +0000

George �鶹��Ƶ’s College of Education and Human Development expands collaboration with Google on new lab school ckearney Mon, 08/19/2024 - 16:15

�鶹��Ƶ’s College of Education and Human Development (CEHD) has received additional support from Google to launch the Accelerated College and Employability Skills (ACCESS) Academy with Loudoun County Public Schools (LCPS).

Google provided seed funding last year to begin school planning and also submitted a letter of support to the Virginia Board of Education. Recently, Google doubled their initial commitment, totaling $400,000 investment in the school to date. This additional funding will support research design and evaluation, along with a summer bridge program for the school, scheduled to launch in the 2025-26 school year.

Approved by the Virginia Board of Education earlier this year, the ACCESS Academy lab school for students in grades 9-12 was created by George �鶹��Ƶ in partnership with Northern Virginia Community College (NOVA) and LCPS. ACCESS Academy will provide students with an alternative education pathway that emphasizes future-ready employability skills, innovative teaching and learning methods, and immersive experiences developed with industry partners, researchers, and instructional faculty.

“Google believed in our vision for ACCESS Academy from the very beginning, and we are now thrilled to collaborate with them to make that vision a reality,” said Dean Ingrid Guerra-López. “This collaboration is pivotal in our mission to equip the future workforce with essential skills and knowledge to excel in high-demand careers. We engaged Google early in the planning process to ensure that the ACCESS vision and plan was well-aligned to the rapidly changing job market, including artificial intelligence (AI).”

“We are proud to be a partner in the ACCESS Lab Academy to expand access to computer science education and tech career pathways,” said Shanika Hope, director of Google’s Education for Social Impact team. “The collaboration across George �鶹��Ƶ, NOVA, and LCPS will ensure students are not only equipped with core computing skills but will thrive in high-demand jobs of the future. Together we are working to close equity gaps in computing education and give all students the opportunities they deserve to succeed.”

“NOVA looks forward to partnering with �鶹��Ƶ and Google on the ACCESS Academy to help prepare students for rewarding careers in information technology,” said NOVA President Anne M. Kress.

“ACCESS Academy is an innovative program to help prepare students with workplace skills that will help set them on a pathway for career and educational success,” said Ashley Ellis, chief academic officer, LCPS. “We are grateful for partners like Google that support and reinforce this innovation in education.”

CEHD will also be incorporating AI learning into the ACCESS Academy program, including the self-paced online course Google AI Essentials and Generative AI for Educators training course created with MIT. Google will also be collaborating with CEHD to design hands-on, immersive field experiences for ACCESS Academy students.

Roberto Pamas, CEHD School of Education faculty, will serve as the director of ACCESS Academy. Pamas and the ACCESS Academy leadership team are working with Google and the other lab school partners to develop the curriculum and course offerings and assess staffing requirements and other resource needs.

ACCESS Academy is one of two lab schools launching at George �鶹��Ƶ. The Virginia Board of Education also approved funding for George �鶹��Ƶ to launch the Shenandoah Valley Rural Regional College Partnership Laboratory School for Data Science, Computing, and Applications (DSCA), a collaborative partnership between the university and Frederick County Public Schools, as well as six rural and rural-fringe school districts in the Shenandoah Valley including Clarke County, Fauquier County, Page County, Shenandoah County, Warren County, and Winchester Public Schools, along with Mountain Vista Governor’s School and Laurel Ridge Community College.

Read the initial announcement of the ACCESS Academy