Darrington Academy was founded in 2004, by the headmaster, Richard Darrington. Mr. Darrington personally oversees the daily operations of the school and spends a significant amount of his day working with students in groups or individually. Mr. Darrington has a Master’s of Arts degree in Education Administration and has spent his entire professional life working in education, both public and private.

Darrington Academy provides a structured schedule and extensive supervision to a select group of students who while possessing great potential, have made choices which are limiting future successes. While we understand that each student must make the changes within themselves, we provide numerous opportunities for each student to identify and overcome individual problems. 

The academic needs of our students are met through the use of the latest computer assisted learning programs. This curriculum provides the same content and rigor found in a standard classroom, without many of the distractions, and may be modified to each student’s specific needs. Each student works at an individual pace: quickly in courses they are good at, slowly through those with which they may struggle. The program is also very well suited to the needs of students with attention deficit disorders, because it uses a variety of media sources to present new information. Because the computers do most of the grading and record keeping, our exceptional teachers and teaching assistants are able to spend the majority of their class time engaged in teaching individual students.

Darrington Academy uses a student’s success in the classroom as a spring board for developing the confidence and leadership skills necessary for success. Available workshops and seminars also provide students with the tools and accountability necessary to affect positive changes in their own lives and the lives of their families. 

These workshops assist the student in identifying the key areas of their personality that allow them to make decisions which are ultimately not in their own best interest. Once identified, the student then begins working to establish the behaviors necessary to counter these weaknesses. As the student practices the use of this new decision making process they come to understand the benefit of making decision based on long term goals rather than short term wants or perceived needs.

Students completing the program are able to clearly identify their own personal goals as well as a plan for attaining them that accounts for their personal strengths and weaknesses. Students will have the ability to clearly communicate with parents and others in order to gain an understanding of the expectations placed on them and consequences for failing to meet them. Graduates will also understand the importance of accountability as well as an understanding that privilege comes with responsibility.