From Uncertain to Unstoppable: How Renaissance School is Changing Students’ Futures
When Courtney Klotz first found Renaissance School in 2016, it had only been open for five months and served just 26 students. Like many parents, she was searching for something better. She was searching for a place where her daughter, Mary-Camila, could truly learn and thrive.
At the time, the outlook was discouraging. In sixth grade, Mary-Camila scored a 75 on an IQ test, a result that pointed toward a future of limited academic opportunity, likely finishing high school with a certificate of completion instead of a diploma.
Fast-forward ten years, and that prediction couldn’t be more wrong.
Today, Mary-Camila is graduating from Flagler College a year early as a presidential scholarship recipient, and she’s headed to begin her career with Disney.
A Different Approach That Makes a Difference
Mary-Camila’s transformation didn’t happen by chance. It happened because she was given access to the right environment, one designed to meet her where she was.
That experience inspired Courtney to get more involved, eventually working at Renaissance herself—even stepping in without pay when finances were tight. The school’s approach is rooted in Universal Design for Learning, a proactive educational framework based on neuroscience that optimizes teaching for all students by minimizing barriers and maximizing flexibility. This learning model supports students with a wide range of learning differences.
And the impact is fast.
Courtney says that within just a few weeks, students begin to change. Anxiety decreases. Confidence grows. Students start to believe something many had never been told before: they are capable of learning.
Today, Renaissance School serves students through the Alabama CHOOSE Act and with tuition made possible through Alabama Opportunity Scholarship Fund. This support doesn’t just keep the doors open—it creates stability, even allowing the school to set aside emergency funds and build for the future.
But the real impact is found in the students themselves.
Stories of Growth, Confidence, and Belonging
Sydney, now in 9th grade, has been at Renaissance for just two years. And in that time, she’s advanced four grade levels. She recently earned a silver medal in a scholastic fiction writing contest, an opportunity she says she “never had the chance” to pursue before. She credits the school’s smaller classes and collaborative environment, where “teachers and friends help each other figure things out.”
Landon, also in 9th grade, describes a completely different experience from his previous school. Once struggling with mental health challenges in what he called a “chaotic and crazy” environment, he now says he’s in a “great spot.” His ADHD is more manageable, he’s proud of his ability to focus, and he’s found mentorship through his coach. Next fall, he plans to take dual enrollment classes—something that once felt out of reach.
For younger students, the shift is just as meaningful.
Sam, a 5th grader, appreciates something simple but powerful: “there are no bullies.” He enjoys school again, especially PE, alongside his twin sibling.
Samantha, in 3rd grade, shared openly about being bullied at her former school. At Renaissance, she says “people are always helping others,” and she feels safe trusting both classmates and teachers. Her dream? To become a zookeeper.
While each student’s story is unique, one thing remains constant; many came from environments that were overwhelming, unsupportive, or even harmful. At Renaissance School, they found something different: structure, encouragement, and a community that believes in them.
They’re not just catching up, they’re moving forward with confidence. And maybe most importantly, they’re hopeful.
Why It Matters
When families are given access to the right educational environment, outcomes can change dramatically. What once looked like a dead end can become a launching point—for college, careers, and a future filled with possibility.
Mary-Camila’s story started with uncertainty. Today, it’s a testament to what’s possible when students are seen, supported, and given the opportunity to succeed.
And there are more students just like her ready for their chance.
