In the 2026-2027 school year, we will welcome our first class of freshmen and possibly a sophomore class as well, and then add a class each year until we serve students in grades 9-12. Our young men and women will attend school together as part of the same supportive and nurturing community, but as enrollment and staffing permit we hope to offer separate classes for young men and women so they can reap the benefits of single sex education while in a coeducational school. Most Chesterton students are Catholic, but students of other faith traditions who desire the education and formation Chesterton schools offer are also welcome and valued in our community.

As we do not receive funding from a parish, Diocese, or the CSN, and we strive to keep tuition as affordable as possible for our families, Chesterton schools cut overhead costs by seeking out convenient but humble locations for our classrooms and sometimes move over time as we grow in enrollment and resources. Ongoing fundraising helps us close the gap between tuition revenue and our operating costs, and our families help with those efforts however they are able.

A Chesterton education is intentionally low technology, eschewing screens in favor of rich conversation and engagement with classmates, teachers, and texts. Our classical curriculum includes four years of math and science, four years of history and literature, four years of theology and philosophy, four years of art and music, and much more. All Chesterton students participate in choir, debate, and drama and in the fun and formative House System modeled after that of Oxford and Cambridge Universities. Our education extends beyond the walls of the classrooms, with opportunities to participate in sports and clubs as well as retreats and pilgrimages, including a capstone pilgrimage to Rome with other Chesterton school students. Learning, like life, is an adventure, and we hope you will consider joining us.

Top 10 Reasons Parents Are Choosing Chesterton

A school inspired by a supernatural vision

“Take away the supernatural,” says Chesterton, “and what remains is the unnatural.”

The mission of a school, and how it is lived out, should be inspired by the truths of the Catholic faith. High school students in particular have a predisposition to know the truth. A school climate should encourage students to ask life’s “big questions” so that students can “discover” the truths of the faith. A high school that points students on this trajectory in life is a great gift, for there is no higher vision than “the reality of God and of the world to become the measure and standard for one’s own desire and action” (Josef Pieper). A student who knows this can live with purpose and change the world.

An educational model that forms the whole person

“An emphasis on the inalienable dignity of the human person – above all on his or her spiritual dimension – is especially necessary today. Unfortunately, far too many … perceive education to be merely an instrument for the acquisition of information that will improve the chances of worldly success and a more comfortable standard of living. Such an impoverished vision of education is not Catholic.” As Archbishop J. Michael Miller writes, education must seek to form children “to fulfilling their destiny to become saints.”

A student’s direction and purpose flow from knowing what we were created for. An excellent school starts with the view of the student as Capex Dei, or being capable of receiving God. A school’s view of the human person is to reflect the needs of the student as both body (mind) and soul. With Christ as the true model, students may be led to develop their intellect and moral virtue to find true fulfillment and joy.

Christ helps us define our purpose and path in life – that is, what we are made for.

As Vatican II states, “…only in the mystery of the incarnate Word, does the mystery of man take on light.” Students need an environment to discover their unique talents and vocations to be at the service of Christ and his Church. An excellent school will educate and attend to both the temporal needs that one might fulfill one’s particular vocation and most importantly to provide preparation for one’s eternal end.

An authentic, Catholic community that fosters a personal relationship with Jesus Christ

A school living out its proper mission provides access to the sacraments for students – in particular, the Mass, as the Eucharist is the most effective means of growth in the spiritual life by way of its effects. It is the source; the real presence of our Lord, and it is the summit, the supreme way to holiness (CCC 1377). The school and community rely on the supernatural help from the sacraments in order to live out their mission. Teachers, parents, and staff, reflect the living out of the sacramental life. The sacramental life is joyfully embraced and lived out with daily Mass, prayer, Rosary, lives of the saints, and celebratory feasts. School is a part of a much greater lived experience that merely study. For as G.K. Chesterton said, “Education is not a subject … It is instead a transfer of a way of life.” When students see the faith as a way of life, and the joy of the ordered life, it becomes much more difficult to leave.

A community where students and families form friendships for life

Friends in high school are one of the most formative influences on a teenager – for good or ill. It is important that parents find a school community where they can trust the other students with whom their son or daughter will spend roughly 8 hours per day with – that’s over 5500 hours in the course of a high school career. As parents know, friends can lead children down a path of happiness or down a path of destruction. Thus parents should also seek a community where they can form meaningful relationships with other parents and families, and where their children can find lifelong friends who will challenge them to live virtuously and encourage them to follow the Lord.

A curriculum with a point of view, where faith and reason meet in every class

There is no such thing as a neutral school, every school imparts a worldview. As G.K. Chesterton writes, “every education teaches a philosophy; if not by dogma then by suggestion, by implication, by atmosphere.” The school must impart the worldview that there is truth, and truth can be known. There is coherence in the world and in learning. All truth is God’s truth and therefore cannot be found in just theology but in all subjects. Faith and reason should be intertwined in every course each student undertakes. It is imperative that students find truth in all subjects and that they do not give rise to contradiction. High school students are quick to recognize and discredit hypocrisy. In each subject, Catholic values and beliefs are passed on to the students. This integration and consistency give further witness to the truth.

As G.K. Chesterton writes, “The one thing that is never taught by any chance in the atmosphere of public schools is this: that there is a whole truth of things, and that in knowing it and speaking it we are happy.”

Faith-filled faculty who are witnesses to the Gospel

“Modern man listens more willingly to witnesses than to teachers, and if he does listen to teachers, it is because they are witnesses” (Pope Paul VI). The importance of teachers on a student’s life cannot be overstated. Research has demonstrated the necessity for children to have other adults in their lives that hold the same values and beliefs as parents. This grows in importance in high school as students seek independence apart from parents. If parents do not trust the teachers to be imitators of Jesus Christ, they cannot trust the school. Additionally, smaller schools provide greater opportunities for individual mentorship and healthy, impactful faculty-student relationships.

An environment that fosters a life-long love of learning and pursuit of wisdom

Students spend a lot of time in high school immersed in reading and study. The content should thus be worthy and valuable. A high school should supply parents with the main reading list for all the courses for all the high school years. The main course of study should not be teacher-dependent, standardized-test-dependent, or subject to fads, but rather should be the most beneficial for developing habits and fostering wisdom. Parents shouldn’t accept the low bar of what is “not harmful,” but should demand that students’ minds and hearts receive the best that has ever been thought and said. Parents want the best for their children. Students steeped in the great intellectual tradition become themselves great minds and problem solvers. Parents should seek a school that highlights time-tested and beautiful texts, which students will find both enjoyable and challenging.

A broad-based curriculum that develops well-rounded students prepared to lead and succeed

While the trend in education is specialization, a liberal arts curriculum will develop skill sets and appreciation for a wide range of coursework. It is difficult for students to think longer term and discern what is best for them. Students can miss out by not challenging themselves or by not discovering a talent in an area not previously considered. A generalist course of study provides the necessary competencies and avoids the pitfalls of early specialization. A minority of college graduates actually go into the field in their course of study, and in the workforce, employees often hold several different positions throughout their career. Many career fields are also rapidly changing, such that workers need to continually learn and adapt. A broad curriculum in high school leads to integrated, coherent knowledge that lends itself to future discernment in college and beyond.

An interdisciplinary education that encourages logical thinking and problem-solving skills

Twenty-first century academia has splintered itself into fragmented disciplines siloed off from each other. High schools that provide a cohesive education featuring integrated disciplines will give students the opportunity to synthesize information and develop problem solving skills. Interdisciplinary connections, via integrated learning or combined subject coursework, help students develop these creative and higher-level thinking skills. Development and innovation in the world often come from problem solving ability of synthesis of disciplines. Finally, it is a beneficial career skill to appreciate and work with people from different disciplines within an organization.

An environment that encourages conversation in the classroom

Seek schools that encourage conversation in the classroom. Interconnectedness with teachers not only increases a student’s sense of community, but it leads to greater engagement and school satisfaction. It’s no secret students learn more when engaged. Class engagement can happen from a variety of sources but usually it is often a result of teaching methodology. A critical pedagogy of historical significance is the Socratic method. Questions and class discussion naturally engage students. The Socratic method engages students, develops the ability to think on one’s feet, and provides practice to share and articulate one’s ideas. Students feel more connected and this yields greater student success. Classrooms that minimize ‘teacher talk time’ in favor of greater ‘student talk time’ increase student attention and engagement; a dialogue is always better than a monologue.

Education and formation for the whole family

Upon review of the overall formation and culture of the high school, parents should wish that this education had been made available to them. And if they do, they should make this opportunity available to their child and participate in the education their child receives, discovering the joy of learning together. Parents know best, and they should choose a high school that they think provides the best formation for their child, even if the child is unsure. In most cases, when parents stay with their decision after prayer and thoughtful analysis, their children end up being grateful to their parents for making the right decision for them.

Meet Our Board

Bethany Hamm

Bethany Hamm loved teaching high school American history and government for nearly a decade before getting married and starting a family. When the COVID pandemic hit, she became Principal of her family’s parish elementary school, Saint Rita Catholic School in the Classical tradition. Having served several years in that role, she is excited to pursue classical Catholic education at the high school level. Bethany is from Minnesota, and for many years her family has been friends with Mr. Dale Ahlquist, founder of the original Chesterton Academy in the Twin Cities. She has long admired these schools and is excited to start another one here in the D.C. metro area. Bethany holds a B.A. in History from The College of William and Mary, an M.A. in Security Studies from George Washington University, a J.D. from Georgetown University Law Center, and an M.A. in Education: Administration & Supervision from Marymount University. She and her husband and their four children live in Alexandria, VA.

Sarah Sabo

Sarah Sabo is a devout Catholic and homeschooling mother of five daughters. She is a graduate of Mount Saint Mary’s University with a B.A. in English and certification in Secondary Education, Alternative Education, and Special Education. She earned a M.Ed. in Special Education at Frostburg State University. Sarah believes that the Chesterton model of education teaches young people to put the Lord first and stay close to Him in the sacraments, as well as fostering an authentic love for learning and life. She is eager to see the fruits of Chesterton Academy of Christ the King!

Katie Collard

Prior to leaving the legal profession to focus on raising her four children, Katie Collard worked as an attorney advising corporate clients regarding regulatory and governance matters, and in policy advocacy for the banking industry.  As part of her pro bono practice, she also assisted with the formation and governance of nonprofit entities.  A product of Catholic education, Katie grew up in the Washington, D.C. area, where she attended Catholic grade school and high school before studying political science and economics at the University of Notre Dame and earning her J.D. from the Georgetown University Law Center.  Katie believes that the classical, authentically Catholic Chesterton Academy educational model will satisfy high school students’ craving for genuine, deep intellectual engagement while equipping them to encounter the ideas of the age with courage and confidence. 

Beth Kaczmarek

Beth Kaczmarek is a proud Board Member of Chesterton Academy of Christ the King. A graduate of The Catholic University of America, Beth has served in various roles in the U.S. House of Representatives since 2011. Beth, her husband Nate, and their four children are members of St. Rita Parish in Alexandria, VA. Beth is passionate about ensuring local Catholic schools provide a transformative education rooted in faith and excellence for future generations.

Nesti Gjeluci

Nesti Gjeluci was born in Albania to a Catholic family. He came to the United States for graduate studies at the University of Washington in Seattle. He has worked for many years in international development on programs supporting civil society, institutional development, and political engagement across Europe, Latin America, and Asia. He periodically writes articles for Albanian newspapers and media platforms, as well as translates and publishes pieces from First Things and National Review. He speaks Albanian and Italian. Nesti is deeply passionate about classical Catholic education and the mission of Chesterton Academy schools. He strongly believes in the power that the right education can have in integrating faith and reason, and inculcating the great intellectual and cultural traditions of Western civilization in the next generation. He and his wife have two children, and he enjoys playing guitar, reading, and gardening.

Christina Cameron

Christina Cameron is a high school science teacher and mother of three young children, soon to be four! Thrilled with the Catholic classical education her children are receiving at the elementary level, she is excited to be part of a project to extend that same type of education, and the strong community surrounding it, to the high school level.

Board Advisors

Rev. Christopher Christensen

Rev. Christensen serves as Pastor of Saint Rita Catholic Church and oversees Saint Rita Catholic School, a Diocesan elementary school in the Classical Tradition.  Raised in a Navy family that moved periodically before settling in Northern Virginia, he headed to the University of Notre Dame for college.  He majored in Philosophy and Japanese language, and upon graduation was commissioned as a Naval Officer through the NROTC Program.  He served on the USS Blue Ridge (LCC-19) in Yokosuka, Japan as a Surface Warfare Officer before entering the seminary for the Diocese of Arlington in 2008.  After six years at St. Charles Borromeo Seminary in Philadelphia, he was ordained a priest in June 2014.  He served as Parochial Vicar at St. John the Apostle, the Cathedral of St. Thomas More, and St. Leo the Great before his appointment as Pastor of Saint Rita in 2021.  Fr. Christensen believes that all the truths that are taught to children in school must be rooted in and reflect the One who is Himself the Truth, Jesus Christ. Likewise, the formation offered must show forth God’s Goodness and Beauty as well. Only with this foundation will young people be prepared to navigate the complexities of modern culture and avoid the pitfalls of despair and disillusionment that are the result of falsehood and sin and embark instead on an adventure to discover God’s plan for their lives with courage and joy.

Rev. John De Celles

Rev. De Celles serves as Pastor of Saint Raymond of Penafort Catholic Church in Springfield, VA.  Originally from Texas, Fr. De Celles, the youngest of five, was raised by devout Catholic parents, who sent him to Catholic grade and high schools.  He graduated from the University of Texas at San Antonio in 1981 with a business degree in Accounting.  After a decade working as a Certified Public Accountant for a large firm, he entered Mount Saint Mary’s Seminary in Emmitsburg, MD.  He earned a Master in Divinity and a Master in Arts (Moral Theology) in 1996 and was then ordained a priest for the Diocese of Arlington.  He served as Parochial Vicar at Blessed Sacrament, St. Andrew the Apostle, St. Michael’s, St. James, and St. Mary’s (Alexandria) before his appointment to St. Raymond’s in 2010.  In 2005, he earned a Sacred Theology Licentiate from the John Paul II Institute for Studies in Marriage and Family.  He currently serves as Chaplain to the Women’s Apostolate to Youth (WAY) and as Chaplain for Angelus Academy.  Father believes that as our culture loses its grounding in truth, reason, and faith, Classical Catholic schools are an important way forward.  The most important thing we can give our children is a genuine Catholic education—an education that embraces pursuing, understanding and living according to the truth revealed in nature and by Christ in His Holy Church.