The teaching at College Prep was bar none. I really can not emphasize enough the amazing experiences I had with my teachers here. Even in the subjects I wasn't good at (I always struggled more in the maths and sciences) the teachers were always available to me for help. Additionally, they reached out to me when they saw I wasn't doing well. I was always successful academically before I came to College Prep, but it was challenging at first. They expect a lot from you, but they also give a lot back. I hadn't had to work exceptionally hard before attending CPS, and so it really was a challenge. In my four years, however, I really learned how to study. More than anything, CPS taught me how to be an excellent student. In college, the biggest difference between my peers and I was my understanding of how to read efficiently, study efficiently, time manage, etcetera. It's rare that I have to pull "all-nighters" or feel stressed out to an overwhelming degree in college because I was prepared for an immense workload and challenging situations. The school has incredible teachers- I particularly loved the english department- but I rarely had a teacher that I didn't like. At least when I attended (I graduated three years ago), english and math were probably their best subjects. However, science, history, and language were also pretty consistently excellent. The only areas that were sub-par were art (fine arts, dance, drama) and athletics. It is slightly hard to be in college classes after the experiences I had at CPS, however. At CPS, classes were never more than 20 students (and that's a high number). Discussion was encouraged and expected, and always added to my learning experience. One thing I found incredible about classes there was that I learned so much from my fellow students. It's inspiring to be in a group of people who are excited to contribute and participate. I didn't feel as though people participated (say, in english classes, which were some of my favorite) because they had to for a grade, but because they genuinely found something in the text illuminating or curious and wanted to discuss it. Even the classes that had to be more lecture based in nature (like history) were frequently broken up with group activity and discussion. Math classes spent at least half the time working example problems, so it wasn't just conceptual. It made it possible to grasp concepts and gave time to ask questions right away if something was confusing. Similarly, we sat in groups of four, and would frequently work on harder problems with our table.