General Information

How many schools does Valor currently operate and in which cities? Valor currently operates five schools — four in Austin, and one in San Antonio.

What is Valor’s current enrollment? Do you have a waitlist? We have nearly 5,000 students and thousands more on our waitlist.

What grade levels do you serve? Our schools serve students in kindergarten through 12^th grade, though not all of our schools have yet reached maturation. Valor South Austin, Valor North Austin, and Valor San Antonio have seniors, while Valor Kyle and Valor Leander have juniors and sophomores respectively.

How much does it cost to attend? There is no tuition at any of Valor’s classical charter schools. Because of the state funding gap between traditional public schools and charter schools, we do ask for families to donate to support our operation and growth — but this is not required. We want this education to be available to everyone.

Are you planning to expand? Yes, but at the moment we are working to solidify the culture and vision for our existing campuses to ensure that we have fidelity to our approach as we grow.

Interested in Enrolling Your Child at a Valor School? Click Here to Learn More.

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Origins

What inspired you to start Valor? What was the founding vision?

One of the best ways to understand the founding of Valor is through a passage from historian Christopher Dawson, who observed that every age faces its own crises, and that genuine responses to those crises require acts of spiritual creativity. When such responses are successful, they shape a new way of life.

Valor exists as such a response. For several centuries the human person and human community have been eroded by reductive ideologies—visions that flatten the human being into something less than a creature of reason, love, and moral imagination. In contemporary education, these reductive tendencies appear both in attempts to recreate past forms as if education were static, and in the opposite tendency to pursue a supposedly “neutral” or purely technical education. But every educational model carries an implied philosophical anthropology and an implied metaphysics.

Valor was founded to address this directly. We intentionally seek to recover and deepen an adequate philosophical anthropology—one that is rooted in the perennial tradition of Aristotle and Aquinas, but also informed by twentieth-century reflections on the dignity of the human person in light of that century’s atrocities. This commitment is not abstract. For example, our organization has conducted a weekly seminar for five years working through every question of Aquinas’s Summa Theologiae, Second Part, with perhaps a decade still ahead. In the Western tradition, no thinker offers a more comprehensive account of the virtues of the human person.

Education never stands apart from the community or the polis. All education is relational, communal, and—only in that way—truly personal. Every school carries some vision of the good life for a political community. Valor began with the conviction that education should be ordered toward justice, toward truth, and toward the flourishing of the human person in community. Our founding was, and remains, a deliberate attempt to form both persons and communities capable of living fully human lives.

Who were your founding leaders or patrons, and what was their vision?

The founding team for Valor was a group including Dave Williams, Becca Williams, Jesse Bates, Steve Gordon, and Joel VanDerworp. All of us had worked together in schools, including many wonderful years at Glendale Preparatory Academy in Arizona and founding two schools in San Antonio, Texas. In that time together — and even in the years before, for instance during Dave’s years as a public-school teacher in New Jersey — we began to see the influence of a vibrant school culture rooted in friendship and wisdom.

We saw the effect that great books and a focus on virtue had on the children we were teaching and the families we were serving. To that end, our vision was to create an organization that was steeped in a certain culture, from faculty, students, and school leaders to board members and executives. This vision is made concrete in myriad ways, including our five campuses in Austin and San Antonio as well as the Valor Institute, which is charged with cultivating a flourishing school culture and influencing a broader academic sphere.

Mission and Philosophy

How would you describe Valor’s mission and vision?

Valor’s purpose statement is simple: to educate the whole person in authentic communities for a full human life.

We pursue this mission through two closely linked initiatives: our charter schools and the Valor Institute for Studies in Person and Community. The Institute exists fundamentally for the sake of the schools, primarily by forming faculty and school leaders.

Valor also operates according to a foundational first principle: we affirm the goodness of the world and the intrinsic value of every human person.

In a culture that often treats the world as raw material and persons as instruments, we seek to stand before reality with wonder and gratitude. Wonder is not merely a childhood disposition; it is the fundamental posture of the human person toward the world. As Hans Urs von Balthasar wrote, we wish to be “guardians of metaphysical wonder.”

Likewise, following Jacques Maritain, we want every student to receive the affirmation: “It is good that you exist.” This affirmation should be communicated not only in words but in a hundred concrete ways throughout a school day, reflecting the deeper truth that reality itself is ordered by love.

Which authors, texts, or thinkers have most shaped Valor’s educational philosophy?

Valor’s intellectual tradition rests on a set of master authors at the heart of Western civilization: Homer, Plato, Aristotle, Augustine, Aquinas, Dante, Shakespeare, Dostoevsky, and Joseph Pieper.

Plato’s Republic provides a foundational vision of philosophical education. Socrates—one of our guiding figures—refused to merely confirm students’ opinions or prejudices. Instead, he led them toward deeper, broader realities. This stands in direct contrast to much contemporary discourse, especially the ideological echo chambers of social media.

Aristotle, too, is central, particularly his insight that “all men by nature desire to know” and that this desire is reflected in the delight we take in our senses. This truth grounds our emphasis on wonder: human beings are ordered toward knowing and toward loving what is known.

Aquinas is essential because no thinker offers a more comprehensive account of the virtues. His work shapes our understanding of moral formation, human flourishing, and the unity of intellectual and moral life.

Our philosophy is also shaped by modern and contemporary thinkers who recovered the dignity of the person after the disasters of the twentieth century—thinkers such as von Balthasar and Maritain.

Learn more about the Valor Institute’s academic retreats and seminars.

Faculty Formation

How do you mentor or form new teachers in the classical tradition?

We do not think of ourselves as merely forming teachers in “the classical tradition,” but rather in the whole human tradition—the full sweep of the Western intellectual and cultural inheritance, from Homer’s Iliad to twentieth-century authors such as Flannery O’Connor and William Faulkner. And this formation is not limited to new teachers; it encompasses all faculty, school leaders, executives, and staff.

At every campus, Valor conducts twice monthly seminars to discuss an annual course of reading and discussion. Recent texts have included The Odyssey and foundational American political documents such as the Declaration of Independence, the Constitution, and The Federalist Papers.

Faculty may also join our Faculty Fellows Program, which provides additional readings, dinners, and seminars. This year, our fellows are reading Maritain, Simon, Strauss, and Voegelin.

We begin each year with Convocation, featuring a major lecture—this year by Adam Seagrave on the Declaration of Independence. Twice a year, we host all-faculty Symposia, with recent speakers such as J. J. Sanford, D. C. Schindler, and Wilfred McClay.

Through the Valor Institute, we offer around fifteen academic retreats each year, led by professors from across the country. Retreats this year include:

• John Finley (Thomas Aquinas College) on Aristotle’s Ethics

• Raúl Rodríguez (Michigan State University) on Tocqueville’s Democracy in America

• Glenn Arbery (Wyoming Catholic College) on Faulkner’s Absalom, Absalom!

Underlying all of this is a conviction: there is no teaching of others without the formation of oneself. A contemplative life must undergird an active one.

How do you evaluate excellent teaching, and what does it look like in practice?

Valor understands teaching to be a genuine craft—one that requires the ongoing formation of the teacher as a person, not merely the transmission of techniques. For that reason, we invest deeply in a robust program of faculty development ordered toward the contemplative and active dimensions of a teacher’s life. We take as our model for teacher formation Robert Spaemann’s notion that to be a teacher you must already be someone — and so teacher formation is necessarily human and personal formation.

Our program includes vision-aligned orientation and training sessions; frequent classroom observations by experienced instructional coaches; individualized coaching meetings; structured opportunities to observe master teachers; and a Faculty Fellows program that provides additional readings, dinners, and seminars. Across the year, all faculty participate in shared readings and discussions on pedagogy and on the great works that shape our intellectual tradition.

At its heart, our approach reflects the conviction that there is no teaching of others without the formation of oneself. We seek to accompany teachers as they grow in judgment, clarity, and wonder—qualities essential to excellent teaching.

What is your approach to teacher compensation?

Valor approaches teacher compensation with the same seriousness that we bring to the craft of teaching itself. We work diligently to ensure that our faculty are supported not only financially but also professionally and intellectually.

On the financial side, we make full use of the state programs available to us—including the Teacher Incentive Allotment (TIA) and the Teacher Retention Allotment (TRA)—to increase teacher compensation beyond our base salary structure. These programs reward excellent teaching and long-term commitment, and we have invested significant effort in building evaluation, support, and certification systems that allow our teachers to benefit from them.

At the same time, we recognize that compensation is more than a paycheck. Valor offers a faculty culture oriented toward the contemplative and communal life: opportunities for deep formation, participation in academic retreats, yearlong reading groups, symposia, and a professional community shaped by shared intellectual work. Many teachers come to Valor because they want to grow—not only as practitioners of their craft but as human beings oriented toward truth, wonder, and the flourishing of their students.

Our goal is to ensure that every teacher is supported in a way that is both materially sustainable and consonant with the larger vocation of teaching at Valor.

Students and Curriculum

How does your curriculum express Valor’s mission day-to-day in the classroom?

Our curriculum is designed to express Valor’s mission—educating the whole person in authentic communities for a full human life—through the ordinary work of each school day. In every subject, we try to align content and pedagogy with our educational vision: wisdom through wonder, a deep respect for the dignity of the human person, and a serious engagement with reality as it is.

In mathematics, we use Singapore Math in the lower and middle grades, not only because of its rigor, but because it helps students see number as something intelligible and beautiful, rather than as a set of arbitrary procedures. The emphasis on concrete–pictorial–abstract thinking and problem solving invites students to delight in patterns, relationships, and the underlying order of the world—cultivating a genuine love of numbers and a sense that mathematics reveals something real about how the world is structured.

In language arts, programs such as Spalding phonics, classic literature, grammar, composition, and poetry underscore the importance of language and logos. We want students to experience language as something capable of naming reality truthfully, of shaping thought, and of building genuine community. Careful reading, clear writing, and memorization of poetry all train students to attend closely to words, to reason well, and to speak with precision and charity.

Our science sequence, including courses such as Discovery Science in the early grades, “Nature of Science” in middle school, and advanced science in the high school, is ordered toward inquiry into things as they are. Students learn not only scientific content but also what science itself is: a disciplined, humble way of asking questions about the natural world, experimenting, and revising one’s understanding in light of evidence. This helps them see that scientific knowledge is one important mode of engaging reality, alongside philosophy, history, and the arts.

In high school, the Integrated Humanities Program (IHP) is the keystone of our curriculum. It unifies English and history in a double-period course centered on the Great Books and an intellectual and cultural history of the Western tradition. Students read authors such as Homer, Plato, Augustine, Aquinas, Dante, Shakespeare, and Tocqueville, and engage them through daily seminar discussion. The aim is genuinely dialectical rather than eristic: students learn to listen carefully, use textual evidence, practice intellectual humility and receptivity, and seek the truth together rather than merely “win” arguments. Panel presentations and the annual IHP Symposium further train students to speak clearly, think synthetically, and join the conversation of civilization in a humane way.

Surrounding these core courses is a full program in art, music, drama, ancient language, and physical education from the earliest grades onward. Students draw, paint, sing, play instruments, act on stage, study Latin and other languages, and take part in health and fitness or athletics each year. These elements are not extras; they are essential to our vision of whole-person formation—cultivating the imagination, the body, the powers of attention, and a grateful engagement with the created world.

How does Valor cultivate wonder, moral imagination, and virtue in students?

Valor places wonder at the very center of intellectual and moral life. We teach that the world is good, a gift to be received with gratitude rather than manipulated as mere material. Wonder is not a preliminary stage of childhood but the permanent starting point of all learning.

We also emphasize the inherent dignity of every student. Following Maritain’s insight—“It is good that you exist”—we strive to ensure each student experiences this truth in countless concrete actions throughout the school day.

Through the great books, the visual arts, music, and Socratic inquiry, students are invited into a larger, richer understanding of the world and their place within it.

School Culture and Community

What traditions or rituals define an academic year at a Valor school?

At Valor, we speak intentionally of a School Program—a coherent whole in which academics, traditions, athletics, and student life work together to form both the person and the community. None of these elements stand apart from the educational mission; each expresses our vision of cultivating wonder, gratitude, friendship, and a shared pursuit of the good.

This begins in the earliest grades. Our youngest students participate in curricular celebrations that extend their encounter with literature into the life of the school. When they study Greek mythology or a chronicle from Narnia, the classroom experience culminates in a day shaped by the stories themselves, allowing students to dwell more fully within the imaginative world of the text. These celebrations reinforce the conviction that learning involves reverence, delight, and participation—that the great works of our tradition are invitations to be received, not merely assignments to be completed.

As students grow older, the School Program adds new elements. Freshmen and juniors undertake wilderness expeditions in Colorado and Utah, stepping away from the noise of modern life to encounter the created world with clarity and depth. In that setting, students learn to rely on one another, to cultivate courage and humility, and to recognize the natural world as something to be received with gratitude rather than used or mastered. Throughout the year, communal events such as art shows, Winter and Spring concerts, and our homecoming football game draw families, faculty, and students together in shared celebration. These moments remind students that the pursuit of truth and beauty is not limited to the classroom but is expressed across the life of the school.

Valor Games offers another vivid expression of our culture. For an entire day, students join one of four classical city-states—Athens, Sparta, Corinth, or Argos—and participate in contests that evoke both spirited competition and genuine belonging. The event highlights the virtues of teamwork, noble rivalry, and joyful discipline; it expresses the kind of community we aim to build.

Our faculty participate in an analogous formation that sustains the culture students experience. Each year begins with Convocation, which grounds our work in the enduring questions of human nature, justice, and the good life. Twice a year, the full faculty gathers for Symposia with scholars who help us deepen our intellectual life. In addition, faculty engage in twice-monthly seminars that maintain a contemplative rhythm amid the demands of teaching. These practices ensure that the adults who guide our students are themselves continually formed by the very tradition they teach.

Taken together, these elements reflect our conviction that a school is not merely place where information is transferred, but a community ordered toward a full human life. The School Program gives concrete shape to that vision, allowing students and teachers alike to experience learning as something living, communal, and rooted in wonder.

How do you handle discipline or character formation?

Valor understands the cultivation of virtue as the central aim of education. Every aspect of our pedagogy and School Program is intentionally ordered toward forming the whole person—shaping not only intellect but also habits of attention, judgment, and love. We want students to experience a school culture in which the good is honored, the true is pursued with seriousness, and the beautiful is encountered with gratitude and wonder. This means that character formation is not confined to explicit lessons or disciplinary moments; it arises from the total atmosphere of the school.

Because education is relational, the character of the teacher is essential. A Valor teacher models what it means to be a seeker of wisdom and a man or woman of virtue. Through their speech, presence, and manner of life, teachers offer students a living example of intellectual humility, courage, and charity. In this sense, formation occurs not only through instruction but through imitation and participation in a community ordered toward the good.

We also hold a high view of our students and therefore call them to elevated standards of speech and behavior. Discipline at Valor is always motivated by love and directed toward a twofold end: the growth of each student in virtue and the preservation of the common good of the classroom and school community. We want students to learn to take responsibility for their own actions, to understand their dignity and the dignity of others, and to cultivate the habits necessary for a full and meaningful human life.

What athletic or other extracurricular activities are part of Valor’s school culture?

In addition to the traditions and elements of the School Program described above, Valor also offers a wide range of athletics, clubs, field trips, and service opportunities that further shape the life of our schools. Athletics begin in middle school and continue through high school, giving students the opportunity to train both body and character. Through sports such as cross country, volleyball, soccer, basketball, track and field, baseball, softball, and football, students learn perseverance, teamwork, discipline, and the joy of representing their school community with honor.

Clubs and extracurricular activities extend classroom learning into areas of genuine interest and delight. Depending on the campus, students may participate in offerings such as art, choir, drama, robotics, chess, gardening, science clubs, and creative writing. These activities invite students to explore new pursuits, strengthen friendships, and experience the richness of a school community committed to the good, the true, and the beautiful.

Field trips are another important dimension of the School Program. Students visit places that deepen their understanding of the natural world, history, and the arts—sites such as botanical gardens, local missions, state parks, farms, underground caverns, the Texas State Capitol, and concerts or performances that connect directly with their studies. These trips make learning concrete, communal, and memorable, giving students a broader sense of the world they inhabit.

Finally, our Human Encounter program provides opportunities for students to spend meaningful time with neighbors in our wider community—visiting the elderly, serving alongside local organizations, spending time with individuals with disabilities, or assisting at farms and care facilities. These encounters help students grow in empathy, humility, and gratitude, and they reinforce our conviction that education involves learning how to recognize and honor the intrinsic dignity of every person.

Together, athletics, clubs, field trips, and Human Encounter express the same vision that shapes the rest of the School Program: that students flourish when the whole of school life calls them toward virtue, friendship, wonder, and responsibility within a genuine community.

Operations and Access

What is your approach to serving students with disabilities?

Valor is pleased to serve students of all backgrounds and abilities, including students with disabilities and diverse learning needs. Our approach begins with the conviction that every human person possesses intrinsic dignity and is capable of meaningful intellectual and moral formation. We draw in part on Alasdair MacIntyre’s insight in Dependent Rational Animals that human beings are characterized by “the virtues of acknowledged dependence”—that we all grow and flourish within networks of mutual care and responsibility. This perspective helps guide our work: dependence is not a deficit but a universal aspect of human life, and schools should be communities where each student is supported in ways that allow their abilities to unfold.

Guided by this vision, Valor offers a range of specialized programs to ensure all students can access the curriculum and participate fully in the School Program. We provide support for English Learners through ESL services that help students gain linguistic proficiency while engaging with the richness of our academic program. We offer dyslexia intervention delivered by trained staff who provide targeted instruction aligned with state requirements and best practices. In addition, we have academic intervention programs that support students who need assistance in reading, writing, and mathematics, helping them build foundational skills while maintaining high expectations for intellectual growth.

For students with disabilities, our Special Education team partners closely with families to develop and implement individualized education plans that uphold both accessibility and rigor. Our aim is for students to participate as fully as possible in the life of the classroom and of the school—learning alongside their peers, participating in traditions and activities, and contributing to the community with their unique gifts. We believe that inclusion strengthens the entire school, cultivating empathy, patience, and a deeper understanding of the dignity of each person.

We also serve students coming from many educational backgrounds—private schools, other public schools, and homeschool environments. We believe that the kind of education Valor offers, grounded in wonder, virtue, and rich intellectual tradition, is good for all students. Our responsibility is to help each child encounter this education in a way that is accessible, challenging, and personally meaningful.

Ultimately, our approach is animated by a commitment to uphold the dignity of every child and to support those who need additional assistance with seriousness and care. By providing structured services—ESL, dyslexia intervention, academic intervention, and Special Education supports—within a community that values each person, we strive to help every student pursue a full human life.

What is your approach to parent communication and involvement?

Valor views parents as essential partners in the education of their children. We believe that the formation of a young person is most effective when the school and the family are aligned in purpose, expectations, and habits of life. For that reason, we strive to maintain open, clear, and personal communication with parents, always with the shared aim of helping each child flourish within our schools.

Our communication practices are shaped by a belief that human encounters are most meaningful when they are embodied. Whenever possible, we prefer face-to-face conversations or phone calls rather than extended back-and-forth email exchanges. This allows concerns to be understood more fully, relationships to be strengthened, and misunderstandings to be addressed with clarity and goodwill. Email remains an important tool, but it is not our primary means of relational communication.

Parents receive weekly newsletters from their schools that provide consistent updates on classroom life, school events, academic expectations, and opportunities for parent involvement. Across our campuses, parents also volunteer in a variety of ways—from supporting classroom activities to assisting with student life events.

In addition to partnering with parents in the day-to-day life of the school, Valor understands its role as including a secondary work of forming and supporting parents. We are preparing to launch Fully Alive and Truly Free, an initiative inviting parents to think deeply with us about technology in the home and in the lives of children. This program aims to help families cultivate habits that prioritize attention, presence, and the protection of childhood in a digital age. It reflects our conviction that parents deserve formation and encouragement just as students and teachers do.

Across all these efforts, our goal remains the same: to walk alongside parents with mutual respect, to communicate in ways that are personal and meaningful, and to work collaboratively for the full flourishing of their children.

What additional support staff or administrative personnel are part of the school?

Each Valor campus is supported by a robust leadership and office team that works together to uphold the culture, academic excellence, and operational integrity of the school. Our leadership teams include individuals responsible for academics, student culture, operations, and student life, ensuring that every dimension of the School Program is intentionally guided and well supported.

In addition to campus leadership, we have a wide range of support staff who play essential roles in the daily life of the school. These include front office and reception staff who are often the first point of contact for families; Special Education and intervention personnel who partner with teachers to ensure students with diverse needs can access the curriculum; and college counseling staff who help guide older students and families as they discern their next steps beyond high school.

We also have teams dedicated to communications, development, events, and enrollment, all of whom contribute to maintaining strong relationships with families and the broader community. Their work supports the health and sustainability of the school so that teachers and students can focus on the core work of formation and learning.

Finally, Valor’s team provides overarching support to all campuses. This team promotes cultural unity, ensures fidelity to our mission and vision, and offers professional development, operational support, and academic guidance. Their work allows each campus to flourish in its local context while remaining anchored to the shared purpose that defines Valor as a whole.

Alumni and Outcomes

How would you describe an ideal Valor graduate?

Valor’s aim is to educate the whole person for a full human life, forming students in wisdom, virtue, and the habits that enable them to flourish. Because our program is a unified K–12 experience, we think of the portrait of a graduate as the culmination of a long path that begins in the earliest grades and deepens over time.

In the younger years, we look for the spark of joy and a readiness to wonder—a natural delight in learning rooted in the truth that “all men by nature desire to know.” Students show rapt attention, trust in their teachers, and an emerging identity as scholars. They take pleasure in the habits and routines that build self-discipline, and they begin to recognize their responsibilities within a community.

As students grow older, these early traits mature. Their love of questions becomes a sincere desire for truth; they begin to think across disciplines and to sustain a deeper, more reflective sense of wonder. Friendships develop around shared goods and meaningful pursuits. Students coach one another in virtuous habits of speech and behavior, and their spiritedness—seen in academics, athletics, and Valor Games—is directed toward noble ends.

By adolescence, we hope to see both a broad curiosity and a deepening interior life. Students integrate their academic, social, and personal spheres; they aspire to know and imitate their teachers; and they begin to take responsibility for the culture of the school. They show empathy toward others, especially those in need, and seek opportunities to lead and mentor younger students. They embody the ideal of the lady or gentleman, the scholar, and the athlete.

By graduation, the ideal Valor student possesses intellectual seriousness paired with humility—a capacity to attend to reality with clarity while remaining open and receptive. They have a grounded sense of who they are, yet maintain openness to new people, ideas, and experiences. Their wonder has deepened; their gratitude has grown; and virtue has begun to take root as stable character. They listen well, serve readily, and aspire to what is noble. In short, an ideal Valor graduate leaves with purpose, gratitude, and the desire to live a full and meaningful human life.

Where do your graduates go after graduation—college, trades, religious life, military, other vocations?

Because Valor is still a young system, we have only graduated a few classes at Valor South Austin and Valor North Austin. Thus far, all of our graduates have chosen to pursue four-year colleges and universities, both in Texas and across the country. As our schools grow and more classes graduate, we expect to see an increasingly diverse range of postsecondary paths—college, trades, military service, and other meaningful vocations.

While the early pattern of college attendance reflects our students’ academic preparation, we firmly support every path that aligns with a student’s gifts, aspirations, and sense of purpose. Our responsibility is not to steer students toward a single outcome but to help them discern what kind of life they are called to pursue.

In this work, we draw on an understanding of the human person articulated by thinkers such as Karol Wojtyła, who emphasized that a mature person is one capable of self-determination and self-gift—of freely choosing a meaningful direction for one’s life and dedicating oneself to the good of others. A Valor education seeks to prepare students for precisely that kind of adulthood: grounded, thoughtful, outward-looking, and able to make responsible decisions about their future.

Whether a student chooses a four-year university, a trade, the military, entrepreneurial work, or another path, our hope is the same—that they leave Valor with the intellectual formation, virtue, and sense of mission that allow them to live fully and generously in whatever vocation they pursue.

ClassicalEd Review has largely focused on books and ideas that illuminate the sources, methods, and aims of classical education. But these ideas ultimately live or die in the real institutions that instantiate the classical vision. To that end, we are introducing a new series devoted to profiles of excellent schools.

These pieces are not rankings or advertisements. Each takes the form of a structured interview, inviting schools to describe their mission, curriculum, faculty culture, and daily practices in their own words. The goal is not evaluation, but clarity: to show what classical education looks like when thoughtfully put into practice.

The series is intended both for families seeking strong schools and for teachers discerning where they might be formed, challenged, and sustained in their work. Over time, we hope these profiles will offer a clearer picture of the living landscape of classical education, a landscape somewhat variegated in form, but nonetheless united by a serious commitment to intellectual and moral formation.