Poor college readiness is a persistent challenge today in the United States that may be overcome in part with the help of a learning model from the past. The purpose and of this quantitative comparative study focused on determining if a statistically significant difference existed in the 2018 SAT Total, Mathematics and Evidenced-Based Reading and Writing (EBRW) scores among demographically similar Dallas-Fort Worth area students attending Classical and Non-Classical education secondary schools. A retrospective sample of 74 Classical and 74 Non-Classical education secondary school 2018 SAT values were used. Based on lack of homogeneity, a Welch's t-test was run to determine if there was a difference between the groups. Findings indicated no significant difference in the 2018 SAT Total scores for Classical (M=1276, SD=113.7) and Non-Classical education (M=1300, SD=175.7); t (125.0) = -0.1050, p =0.296 or for the EBRW scores for Classical (M=648.4, SD=53.61) and Non-Classical education (M=629.2, SD=83.20); t (124.7) = 1.668, p = 0.098. However, there was a significant difference in the 2018 SAT Math scores for Classical (M=625.8, SD=73.75) and Non-Classical education (M=670.5, SD=101.31); t (133.4) = -3.071, p = 0.003. It is recommended that educators examine Classical education to improve Non-Classical education in the United States. Second, placement of a Classical education track inside of Non-Classical education school district may be beneficial. Finally, educators should consider standardizing a comprehensive set of college and career readiness measurable indicators, even as early as eighth grade. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]