Academy Update - March 4, 2026

We recently became aware that our school has been referenced in a lawsuit that includes allegations involving our former head of school. We take such matters seriously and, above all, remain committed to the safety, well-being, and care of all those connected to our school.

In response to the allegations brought to us this fall, the Board of Directors engaged an independent third party to conduct a thorough investigation, which is still ongoing. 

We are cooperating with the legal process and will provide additional information as appropriate.

Independent Third-Party Investigation Underway with GRACE

The Academy’s Board of Directors have authorized an independent, third-party investigation through GRACE (Godly Response to Abuse in the Christian Environment).

This decision follows the resignation of our founder and former head of school, Gregg Garner, after credible allegations of sexual misconduct involving adult women were reported to leadership. 

The choice to engage GRACE was made in consultation with legal counsel and trusted ministry advisors across the nation.

About GRACE

GRACE is highly regarded among Christian ministries for conducting independent investigations and providing recommendations related to abuse prevention, accountability, and organizational health. Their multidisciplinary team includes experts in law, mental health, theology, and ministry leadership. GRACE will provide an independent assessment of the allegations and provide the Institute with recommendations to ensure best practices for responding.   

Our Commitment

We believe that truth and accountability are essential to integrity in Christian education. Our leadership is committed to cooperating fully with GRACE throughout this process and to fostering a safe, transparent, and trustworthy environment for learning.

The investigation will take several months and will include opportunities for individuals connected to our ministry/school to share their experiences confidentially. We have provided parent contact information to GRACE for each of our currently enrolled students in order for you to receive an initial survey for participation. 

We ask for your prayers—for those who were hurt, for our school community, and for all involved—as we seek healing, clarity, and faithfulness to the mission entrusted to us.

With sincerity,
Stephen Carver,
Chairman of the Board

FAQs

What is GRACE?
GRACE (Godly Response to Abuse in the Christian Environment) is an independent organization that assists Christian institutions in understanding, addressing, and preventing abuse. Their team includes professionals in law, mental health, theology, and ministry. You can learn more about them at netgrace.org 

Who oversees the investigation?
The investigation is being conducted solely by GRACE. The boards and leadership of GOD International and The Institute for GOD will not facilitate the investigation itself but will cooperate fully with GRACE’s process and recommendations.

How can someone participate or share information?
Individuals who wish to participate will receive information directly from GRACE regarding how to share experiences confidentially. The process is managed entirely by GRACE to ensure independence and safety for all participants.

What do I do if I have more questions?
Because we are in an investigation period, it would be inappropriate to take questions beyond what we’ve already stated. If you would like to send inquiries or comments regarding participation, please contact our Principal Alex Castro @alex.castro@academyforgod.org. 

Why Students Need to Memorize Math Facts

And Why It’s Not “Rote”. It’s Foundational.

According to the NAEP (often called the Nationʼs Report Card), 61% of U.S. 4th graders scored below proficiency in mathematics in 2024. That number rises to 78% by 8th grade. As leaders, educators, and parents, we must be asking the question: What is causing this math crisis?

Over the past two decades there has been a prevalent misconception in many education circles, that memorizing math facts (those simple addition, subtraction, and multiplication facts that we want at our students’ fingertips) isn’t necessary. That students don’t need to know the multiplication table because they can always use other strategies… or just grab a calculator. 

Though the solution to the math crisis is not singular, one thing is clear: this philosophy has left our students wildly unprepared. Modern education research is showing us the real story –  that students who have memorized their math facts into their long-term memory learn math faster, understand it more deeply, and feel more confident doing it. Memorizing the facts isn’t frivolous busywork, it’s completely foundational to a student’s mathematical competence and long-term success.

The Power of Long-Term Memory

When students learn math (or anything for that matter), that learning starts in the working memory. This is the part of the brain that handles information that is coming from “outside” the learner and must be consciously thought about and processed. The working memory is extremely limited! Once we exceed the limits of 3-5 pieces of information, the cognitive load becomes too heavy and learning does not take place. 

In contrast, long-term memory is virtually limitless. It can hold an incredible amount of information, and the more a student has stored there, the easier it is for them to learn new things without being overwhelmed.  This is where we want the math facts stored! It becomes an incredible tool that the student can access instantaneously while problem solving. When math facts are stored in long-term memory and can be recalled automatically, they place no additional burden on working memory — the mental workspace where new learning and problem-solving occur — and actually free up cognitive resources, making that learning more effective. 

In short, these two memories (working and long-term) work together. The things stored in long-term memory help students think critically, creatively, and effectively about the information that has entered the working memory. When students know their multiplication facts “by heart”, they have more brainpower to attend to the problems in front of them.

Knowing Math Facts Frees Working Memory (and Calculators Don’t)

So, now we know that working memory is like a student’s mental whiteboard. It only has room for a few ideas at a time.

When a student knows that 7×8 = 56 instantly, that fact takes up zero space on the whiteboard because it’s already stored in long-term memory.

But if they have to stop and figure it out (“Let’s see… 7×7 is 49, so 7×8 is 49+7…”) they’ve already used limited brainpower before even tackling the actual problem in front of them. 

That’s why knowing these facts is so important. It reduces the cognitive load and frees the brain to focus on complex problem-solving and creative reasoning, the kind we want them doing in algebra, geometry, and beyond (Ding et al., 2019). Automatic recall isn’t about speed for speed’s sake; it’s about accessing higher-level thinking.

But Can’t We Just Give Kids Calculators?

A calculator can’t reduce the entire cognitive load for students. In fact, relying on one adds steps: Using the device, typing correctly, interpreting the result, and deciding whether it makes sense. Each of those eats up more working-memory space and creates new chances for error.

When facts are known, students can reason fluidly. When they’re not, even basic problems can feel like wading through mud. Take the following example: When students have to factor a number in algebra, such as 48, they need to quickly know that all of their options are 4x12, 6x8, 3x16, 2x24, and 1x48. A calculator can help a student find the factor pairs, but it will be much slower, use up a lot of working memory, and the student will not be confident that they have produced all the possible factors without first checking every single number on the calculator, which is extremely cumbersome. When students haven’t committed basic knowledge to long-term memory, their multi-step problem solving remains labored. 

Math Is Hierarchical – Facts Are the Bottom Rung for Later Success

Mathematics builds like a staircase. If the lower steps aren’t sturdy, students struggle to climb.

Weak multiplication fact recall hinders students in many topics moving forward:

• Fractions: finding least common denominators and simplifying fractions depend on fluent multiplication and division recall.

• Algebra: factoring trinomials, expanding binomials, and balancing equations all rely on multiplication fact recall. Like the example mentioned above, students factoring 48 need to quickly know that all of their options are 4x12, 6x8, 3x16, 2x24, and 1x48.

• Problem solving: estimating, checking reasonableness, and spotting errors are much harder when you don’t have access to the numbers in long term memory.

In short, multiplication facts are not the destination, they’re the bridge. Without them, higher level math becomes an uphill battle.

But Isn’t Rote Memorization Bad?

You may have heard that rote memorization is bad for learning. That is only true if “rote” means memorizing without meaning or understanding. When we talk about knowing math facts, we are talking about memorizing the facts after the students have gained understanding of what the operation is, and how it works. Once the student has that understanding, they are ready to get those facts stored in their long-term memory through consistent, repeated practice. This isn’t meaningless repetition, it is strengthening of the neural pathways and paving the way for mathematical fluency. It is similar to athletes who create muscle memory after lots of repeated practice with a physical skill.

Bringing it all together

Knowing math facts doesn’t hinder understanding, it enhances it. What used to bog the student down now lets them connect to math concepts confidently, and reason effectively. When it comes down to it, helping students memorize math facts isn’t about drilling them with mindless practice, it’s about giving them access to a powerful tool. A deep well of information they can pull from at a moment’s notice. When the facts are memorized and stored in that long-term memory, students gain the capacity to do robust, complex, mathematical problem-solving. 

Citations and resources for further exploration: 

Baker, A. T., & Cuevas, G. (2018). The importance of automaticity development in mathematics. Georgia Educational Researcher, 14(2). Retrieved from https://files.eric.ed.gov/fulltext/EJ1194585.pdf

Ding, Y., Li, H., Liu, M., & Zhang, Q. (2019). Effects of working memory, strategy use, and single-step mental addition skills on multi-step mental addition. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.00148

An introduction to cognitive load theory - THE EDUCATION HUB

Written by Janae Castro

Alpha Gal: School Nutrition Addresses an Endemic Health Concern

What is Alph-Gal Syndrome? 

Academy students enjoy a variety of fresh meals each week at school with menu items ranging from pork tostadas to chicken curry.

Alpha Gal syndrome is a tick bite induced allergy in which a person becomes allergic to red meat and even red meat by products such as dairy, gelatin or lard. Tennessee is considered a high prevalence area for Alpha-Gal among several other states in the souther region of the United States. Symptoms can vary from anaphylactic shock to rashes and stomach aches.

How has our program addressed this allergy? 

Though for Alpha-Gal syndrome has received more press in the recent years this is not a new allergy for our school nutrition program. Over the last 7 or so years our school nutrition program has addressed a high number of students in our population with the allergy and have tried a variety of ways to accommodate them. From serving seafood, to making our homemade locally sourced turkey burgers. 

For 2 years we eliminated red/mammalian animal meat from our menu completely in order to better ensure everyone had a safe meal time. During this time we were the only school in Tennessee to have created a menu specifically catering to those with Alpha-Gal. Some reports show that after some time (up to 3 years) a person with Alpha Gal can have a decreased sensitivity to the allergen. After the two year period was over, we noticed a decrease in those with the allergy and were happy to reintroduce red meat products. 

Because so many students and even staff had the allergy we had to learn the in’s and out’s of the allergy. We learned to carefully curate products, check for lard or meat fats and dairy in products, and even clarify with parents about what specific items and by products their students were allergic to. This process reflects our larger aim as a school—to remain aware, informed, and relevant in all that we do. Whether it’s in the classroom, through extra-curricular opportunities, or even around the table at meals, we strive to serve our families with diligence and discernment.

How do we continue to address Alpha-Gal? 

Still during the 2025-2026 school year we have some students and staff with the allergy and have chicken, and turkey options available to them. As we move into the future we continue to keep tabs on how many students have Alpha-Gal syndrome and are vigilant in terms of what products we purchase to ensure everyone experiences a safe and delicious lunch time.

Sources:

https://alphagalinformation.org/wp-content/uploads/2024/04/AGSFactSheetv6.pdf

https://www.cdc.gov/mmwr/volumes/72/wr/mm7230a2.htm#:~:text=The highest prevalences of suspected,distinct from this contiguous region

https://www.mayoclinic.org/diseases-conditions/alpha-gal-syndrome/symptoms-causes/

https://www.ccjm.org/content/92/5/311

Academy Faculty Professional Development in New York: Trip Review

Written by Craig Duffy, Director of Education

This spring, a team of 17 teachers and administrators from the Academy for GOD had the incredible opportunity to attend the ResearchEd conference in New York. This professional development experience was more than just an educational event; it was a moment of collective growth, reflection, and energizing focus for our instructional team.

Research Ed is internationally renowned, with a focus on bridging the gap between research and practice in the field of education. As their name implies, each session topic was based on carefully executed research, providing a strong body of evidence to support strategies for age-old teaching challenges like memory recall, distraction, cognitive overload, and more. ResearchEd was a great fit for our mission at the Academy, allowing us to dive into research-based practices that align with both academic rigor and the deeper calling we have as Christian educators.

Academy Headmaster Corey Foster, who spearheaded the whole trip, carefully organized the team to be partnered up and spread out amongst the most relevant sessions, to maximize the benefits of this rich opportunity. Teachers at Kindergarten and lower elementary levels dove into topics like learning through play, whole body learning, and how to empower students to refocus themselves when they become distracted. Jr. High and High teachers examined research related to blocking (teaching a new concept and focusing on one thing at a time) and incorporating that with memory retrieval practices to build a strong knowledge base. 

Surrounding the sessions, teachers and administrators met up for discussion on how to apply content to our Academy classrooms. Teachers shared ideas related to skill acquisition activities, while administrators discussed how our school evaluates and uses educational research. It was a wonderful and energizing moment to pause, reflect, learn and share ideas!

 One teacher shared, “I want to take a moment to sincerely thank you all for the opportunity to attend ResearchEd. It was an incredibly valuable experience, and I truly appreciate the investment in my professional growth.” Another added, “This PD weekend strengthened our staff as a team and energized us to give all we have to serve our students with intentionality.”

As we reflect on this trip, I am reminded of Colossians 3:23, which says, “Whatever you do, work at it with all your heart, as working for the Lord.” This experience reaffirmed that our work in education is not just about information—it’s about transformation. We left New York equipped, encouraged, and excited to bring that transformation back to our classrooms.

We’re grateful for what this trip has meant to us as a team and to the future of our Academy students. May this be just one of many steps in our continued journey toward excellence in Christ.