Currey Ingram Academy in Brentwood, TN

An Exemplary K-12 Boarding and Day School for Students with Learning Differences

Currey Ingram Boarding and Day School

What Sets Us Apart

Currey Ingram Academy is an exemplary K-12 day and boarding school that empowers students with learning differences to reach their fullest potential. Since 2002, the school has been located on an 83-acre campus in Brentwood, Tennessee, just miles from Nashville and Franklin. Families from 33 states and eight countries cite the school as their primary reason for moving to Middle Tennessee.


“Everything we need for our child is under one roof. A place we trust for our child’s social, emotional, and academic learning. A boarding school where our child is thriving. The best decision we ever made.”- A Currey Ingram Parent


We differentiate instruction by identifying the performance levels of each student. As such, each class has 2 to 8 students, with an average of 4 students per class.

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Social-emotional development is critical to a student's success. The evidence-based RULER Approach was developed at Yale and is used across all grades and with all students.


The instruction we use has been supported by several high-quality research studies that have demonstrated effectiveness in achieving success with students.

ILP's provide faculty with a deeper understanding of each student's strengths and challenges so we can create a learning plan that takes those factors into consideration.


Executive Functioning (EF) is a core self-regulatory skill set for goal-directed problem-solving. Strong EF skills allow individuals to think flexibly, keep information in mind, and resist distractions.


Residential Life (boarding) at Currey Ingram Academy continues the mission of the day school program by supporting and empowering students with learning differences within an environment that fosters holistic student development.

Currey Ingram Boarding and Day School

What Sets Us Apart


Why Choose Us

The mission of Currey Ingram Academy is to provide an exemplary K-12 day and boarding school program that empowers students with learning differences to achieve their fullest potential.

The school delivers on this mission by providing:
Small classes
Evidence-based instruction
Individualized learning plans for every student
Strong arts, athletics, and extracurricular activities
Speech-language and academic occupational therapies
Character education and social coaching
Personalized college preparation and counseling
Parent, community and professional education opportunities

Currey Ingram Academy was founded as Westminster School of Nashville in 1968 and was housed in Westminster Presbyterian Church for 34 years.

Thanks to a lead gift from alumni parents Stephanie Currey Ingram and John Rivers Ingram, the school moved to its current 83-acre campus in 2002.

In recent years, students have enrolled from more than 33 states and eight foreign countries, their families citing Currey Ingram Academy as a major reason for their move to Middle Tennessee.

Carol and Bobby Henderson ask Westminster Presbyterian Church leaders to provide space for an innovative educational program for their son, Britt. A planning committee of church members, community professionals, and public school officials develop a model for the class.
Westminster School of Nashville is founded with an inaugural class of eight students.
Thanks, in part, to the efforts of parent Ann Riley Miller Wingard and her family, the school forges a relationship with Vanderbilt University's Peabody College of Education and Human Development for internships and research and hires Barbara D. Gregg as its new director (following its original director, Sue Hasham, who moved away from Nashville in late 1969).
An advisory board of local professionals, parents, and church members is formed and continues today as an independent Board of Trustees.
Computers are introduced as teaching aids.
The school is named a Blue Ribbon School of Excellence by the U.S. Department of Education.
Kathy Rayburn becomes Head of Westminster School.
On May 14th, the school holds an official groundbreaking ceremony on 83 acres in Brentwood, Tennessee, just south of Nashville.

Apple Computers designates Currey Ingram Academy as an Apple Showcase School.
Westminster School of Nashville officially becomes Currey Ingram Academy.

In August, Currey Ingram Academy opens its 2002-03 school year at its new campus.
A lower school building (John Rivers Ingram Hall) opens for grades K-4.
The school's first class of seniors begins classes in August; now, Currey Ingram Academy is a K-12 school.
The school graduates its first class of seniors, a group of nine students, in May. In September, Currey Ingram reaches a record K-12 enrollment.
The school breaks ground on Jim and Jan Carell Hall, Currey Ingram's new Upper School building (to be completed in Spring 2009).
The school opens Jim and Jan Carell Hall, Currey Ingram's first-ever Upper School building.
The athletic facility expands and is named The Jan Carell Field House. The facility includes a dining hall; The Frist Gymnasium, the previously existing performance gym; The Mustang Gymnasium, a new 7,400-square-foot practice gym; Jan and Randy Short Strength and Conditioning Center, a new weight and workout room; and Jeffrey Kuhn Field, the previously existing football/soccer field.

Five brand-new tennis courts between Jeffrey Kuhn Field and Crocker Field were added to the campus.
The school breaks ground on Jennifer & Billy Frist Hall, a new administrative and student center building that will house a dining hall for grades 5-12 and the school's first central library and media center, as well as all core administrative offices. Frist Hall is set to open in August 2013.
Effective June 30, Kathy Rayburn retires as Head of School after 18 years of service. Paul Wenninger is named Interim Head of School for one year while the Board of Trust conducts a national search for a permanent Head to begin on July 1, 2014.

The school opens Jennifer & Billy Frist Hall. This facility is the new student center that houses the school's first central library and media center, a dining hall for grades 5-12 and includes a new administrative wing.
Dr. Jeffrey Mitchell is named Head of School, effective July 1.
The school is the first independent school in the nation to receive the National Center for Learning Disabilities (NCLD) Rozelle Founders Award.

Currey Ingram Academy is accredited by the following organizations:
AdvancEd/Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI)
Southern Association of Independent Schools (SAIS)

- 1990: Selected by the United States Department of Education as a Blue Ribbon School of Excellence
- 1994 and 1999: Council for Learning Disabilities Tennessee Teacher of the Year
- 2001: Designated as an Apple Showcase and Lighthouse School by Apple Computers
- 2006: Faculty member is chosen as a Fulbright Cultural Scholar to Japan
- 2007: Currey Ingram was a featured school at the 30th Anniversary Benefit Dinner of the National Center of Learning Disabilities (NCLD)
- 2010: Faculty Member is chosen as 2010 Tennessee Titans Teacher of the Year
- 2012: USTA Tennessee's "Educational Merit Award of 2012"
- 2016: National Center for Learning Disabilities (NCLD) Rozelle Founders Award
- 2018: Faculty member awarded the TAIS Hubert Smothers Award for Excellence in Teaching


In 2016, Currey Ingram Academy received the National Center for Learning Disabilities (NCLD) Rozelle Founders Award. Created by NCLD's Board of Directors in 2000, the award, named for NCLD's founders, Pete and Carrie Rozelle, is presented to outstanding K-12 public and independent schools that provide effective instruction and support to all students and are successful in addressing the educational and social-emotional needs of students with learning and attention issues.

The Rozelle Founders Award is intended to highlight the importance of classroom and school-wide teaching approaches and learning activities that incorporate best evidence-based practices. "Currey Ingram Academy is an outstanding example of how schools can use evidence-based approaches to address students' learning and attention needs in positive ways," said James H. Wendorf, executive director of NCLD.

"We are so pleased by this recognition from NCLD," said Dr. Jeffrey L. Mitchell, head of school for Currey Ingram Academy. "We serve bright students who learn differently, and we could not be more proud of the evidence-based program we use every day. We educate the whole child at Currey Ingram. In addition to our truly individualized program, we offer a host of extracurricular and leadership opportunities to help our students reach their fullest potential. We are honored and humbled to be recognized for our work."



The National Association of Independent Schools (NAIS) is a nonprofit membership association that provides services to more than 1,800 schools and associations of schools in the United States and abroad, including more than 1,500 independent private K-12 schools in the U.S.

SAIS is a membership organization of over 375 independent K-12 schools, representing over 200,000 students. The mission of SAIS is to strengthen member schools by providing high-quality accreditation processes, comprehensive professional growth opportunities, and visionary leadership development programs.

TDF is a non-profit organization, established in 1989 to identify and assist children with dyslexia - to establish higher levels of learning through specialized programs promoting better reading.

One Schoolhouse is a supplemental educational organization that provides courses and programs for students and adult learners. Its mission is to empower learning and transform education by leading through innovation, inspiring learners, and partnering with schools and organizations.

The concept of diversity is at the core of the educational philosophy that drives Currey Ingram Academy. As a school for children with learning differences, Currey Ingram acts on the basic premise that individuals learn differently and that the role of the school is to help students understand their differences, and, with this understanding, reach their full potential as individuals and members of society. The Board of Trust, administration, and faculty appreciate the significance of such diversity as we advance the school's mission.

We see as a key goal for the educational process that all parents and students achieve an appreciation for the significance of learning differences and understand that the strength of our school rests in our ability to support one another in these differences. Currey Ingram Academy, based in such a profound way of understanding diversity in learning, has an appreciation of the broader range of diversity that exists in our society. Diversity exists in language, skin color, religion, cultural heritage, financial resources, educational background, and in many different ways. As with learning differences, we strive to have our students recognize, understand and respect the full range of both their own differences and those of their friends and schoolmates. The educational process aims to prepare students to function in the complex mix of our society with pride in self and appreciation for others.

Our students learn of the differences in our own society and the world through the school's curriculum, in regular classwork, and also through special events and guest lectures. Such learning is designed to occur in ways that are developmentally appropriate. Currey Ingram Academy seeks to graduate students who have not only a strong sense of their own identity but also an appreciation that the strength of our society is founded on the diversity of its members.

Currey Ingram Academy does not discriminate in hiring or employment practices on the basis of race, color, religion, gender, age, national or ethnic origin, sexual orientation, disability or any other characteristic protected under applicable state and federal law.

In addition to Currey Ingram Academy, an exemplary K-12 day school that empowers students with learning differences to achieve their fullest potential, our 83-acre campus in Brentwood, TN, also comprises:

Annette Eskind Institute of Learning
A learning center that provides free programs for parents and educators on child and adolescent development.
For information, visit

ADHD Summer Treatment Program
One of only 15 programs in the United States, the Summer Treatment Program is for students ages 8-12 that is designed like a summer camp with activities designed to help students better self-regulate, listen attentively, learn social and academic skills, and become more independent.
For information,

Beech Creek Summer Camp
A full-day summer camp experience that is open to the general public and serves any public, private, or homeschool student in grades rising K-6.
For information, visit

Child Development Center
A childcare and an early child development center open to the general public that serves all children ages 6 weeks through Pre-K.
For information, call (615) 507-3196.

Diagnostic Center at Currey Ingram
A center open to the general public that provides psychoeducational, speech/ language and occupational therapy evaluations for public/private school students.
For information, call (615) 507-3171.

Neuroscience and Education Symposium
Two-day summer symposium co-presented by Currey Ingram Academy and Vanderbilt Kennedy Center for educators and other professionals to hear about the latest brain research as it relates to education.
For more information, call (615) 507-3242.



Students Enrolled


College acceptance rate


Acres of campus


Students to a teacher
per class


Henderson houses


Million in financial
aid given


Of faculty have
advanced degrees


Outdoor learning


Recording studio


Received financial aid

Who We Serve

At Currey Ingram Academy, we serve students both at our residential life boarding school and our daily school. Ideal students will have learning differences that show variations in the way the brain processes information and thinking. These learning differences may affect reading, written language, math, attention, oral expression, listening comprehension, and/or organization and planning. They are often defined by a professional as having:

  • Processing speed deficits
  • Executive function deficits
  • Working memory deficits

Or other mild emotional concerns that are the result of a learning difference.

Students Our Mission Doesn't Serve

Although we serve a wide range of students with learning differences at both the day school and boarding school, there are student profiles that fall outside of our mission and scope of service. These include students who are diagnosed by a professional with the following:

  • An intellectual disability.
  • Moderate-to-severe Autism Spectrum Disorders
    • ASD that results in significant social communication impairments and behavioral impairments.
  • Moderate-to-severe emotional problems
  • A history of school-related behavioral or conduct challenges, including:
    • Oppositional Defiant Disorder
    • Conduct Disorder
    • Disruptive Mood Dysregulation Disorder

**Although a student may not have a diagnosed learning difference, on occasion, a student is accepted because there is a need for a smaller, more personalized learning environment. These students typically flourish in our environment, as well.

Family Testimonials

Family Testimonials

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You will not find any school that works so compassionately to help individual students achieve success.

Jason Maynard
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The atmosphere, the teachers, the respect for each student... My daughter has flourished here!

Kathy Joy Daugherty Durant
Facebook Review
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CIA has exceeded our expectations in every way. I did not comprehend the impact this school would have on our family.

Private School Reviews
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He was abundantly prepared by Currey Ingram, perhaps most importantly, in terms of his self-confidence & ability to advocate.

A Review
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Everything we need for our child is under one roof. A place we trust for our child's social, emotional, and academic learning. A place where our child is thriving. The best decision we ever made!

A written testimonial
A message from our Head of School

Jeffrey L. Mitchell

On the tide of 50-year anniversary, we'll settle for nothing less than giving our students with learning differences the education they truly deserve. By promoting strengths and supporting differences, we can ensure that every student is at the center of their own educational experience. Our team of educators has the credentials and the passion to deliver on the promise that is our mission. We look forward to serving you and your family. Please visit our campus to learn more information about both the day school and boarding school options we provide.

A message from our Head of School

Jeffrey L. Mitchell

On the tide of 50-year anniversary, we'll settle for nothing less than giving our students with learning differences the education they truly deserve. By promoting strengths and supporting differences, we can ensure that every student is at the center of their own educational experience. Our team of educators has the credentials and the passion to deliver on the promise that is our mission. We look forward to serving you and your family. Please visit our campus to learn more information about both the day school and boarding school options we provide.


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