About Us
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Mission,
Philosophy, & Description
Mission:
The National Latin Exam (NLE) promotes, supports, and celebrates the teaching and learning of the Latin language, its literature and culture, and its lasting influence in the modern world.
Philosophy:
The National Latin Exam believes that Latin is for everyone. Through eight levels of exams, the NLE annually provides all Latin students with an opportunity to challenge themselves and measure their growth in the study of the Latin language and Greco-Roman culture. In addition, the exam recognizes students’ accomplishments and promotes Latin language learning. The NLE supports teachers and Latin programs with resources, grants, and scholarships. The NLE strives to be the leading organization for Latin students and teachers, providing growth and support for them and celebrating Latin programs around the country.
Description:
In 1977, Jane Hall proposed to the American Classical League (ACL) that she create a national exam for Latin students. The ACL agreed and gave her a $600 loan for the project. Jane asked fellow Virginia Latin teachers Sally Davis, Linda Montross, Maureen O’Donnell, and Christine Sleeper to join her in this endeavor. These women have been called affectionately the “Founding Mothers.” Since its inception in 1978 with 9,000 students taking the four levels of exams, the NLE has provided millions of Latin students with high quality exams to measure and celebrate their knowledge of the Latin language and Greco-Roman culture. In addition, the NLE has awarded more than two million dollars in scholarships and grants to students, teachers, and Title I schools. More than 100,000 students take the NLE annually in all 50 states and many foreign countries.
The NLE now offers eight exams for students at public, private, and charter schools as well as homeschools. Students can take the NLE in elementary school, middle school, high school, and even in college. The NLE offers the following exams: Introduction to Latin Exam, Beginning Latin Exam, Beginning Latin Reading Comprehension Exam, Intermediate Latin Exam, Intermediate Latin Reading Comprehension Exam, Advanced Latin Prose Exam, Advanced Latin Poetry Exam, and Advanced Latin Reading Comprehension Exam. All exams are offered both on paper and online, and they are designed to be completed within one 45-minute class period. Teachers may administer the exams to their own students, but all exams for one level must be taken at the same time.
The three reading comprehension exams, at the beginning, intermediate, and advanced levels, consist of 36 multiple choice questions primarily based upon Latin passages and a small number of contextual or extension questions. The remaining exams contain 40 multiple choice questions on the Latin language and related topics, including Roman culture and history, Greek and Roman mythology, ancient geography, and derivatives.
The NLE provides a syllabus for each exam. These syllabi are meant to be descriptive rather than prescriptive of Latin language instruction. The exams are not written for any particular textbook. Teachers using any textbook, or even no textbook at all, are encouraged to offer the exam to their students. The NLE is written by a Writing and Steering Committee (WSC) of experienced teachers, who come from a variety of backgrounds and pedagogical practices. The exams are created and reviewed carefully throughout the fall of each year by the WSC and a team of consultants. The WSC is receptive to feedback from teachers and students, and the committee has adjusted the content of exams and even created new exams in response to feedback. Through an outreach and resources committee, the NLE supports Latin teachers with robust content for exam preparation, by means of its website, social media channels, and online groups. After the exam, the NLE provides teachers with feedback on their school’s results, allowing them to reflect upon and improve their teacher practices. A newsletter published multiple times a year offers additional information about national exam results, advertises scholarship opportunities, and recognizes scholarship recipients.
The NLE recognizes students who score above the national average on each level with certificates and medals. Students who earn perfect papers on the exam receive special certificates, and students with outstanding performances over multiple years can earn special book awards. In addition, the NLE recognizes outstanding scholars through renewable college scholarships and supports future Latin teachers through scholarships, mentoring, and financial support to attend professional development conferences. The NLE also awards Latin teachers with funding for graduate work, professional learning, and travel opportunities. Through a recent grant initiative, the NLE strives to offer access to Title I schools and other schools in need. Through all these awards, grants, and scholarships, the NLE nurtures and celebrates Latin students, teachers, and programs.
Constitution and By-Laws
The National Latin Exam operates under a constitution and by-laws first approved by the organization October 13, 2020 and updated in 2023.
Statement on Diversity & Inclusion
The National Latin Exam promotes and supports the teaching and learning of the Latin language, its literature and culture, and its lasting influence in the modern world. As part of the American Classical League (“ACL”), the National Latin Exam affirms the same beliefs that the ACL shared with its membership. For those of you who did not receive ACL’s email, you will find our shared core values here:
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We welcome diverse ideas and perspectives and encourage broad participation in ACL-sponsored activities and endeavors.
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We embrace all people who have an interest in the ancient world from all levels of instruction, stages of life, and backgrounds.
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We believe the study of Classics should intentionally explore the diversity of ancient Greek and Roman societies and include voices that historically have been excluded or under-represented.
The NLE is committed to creating exams with inclusive, affirming questions and passages. The NLE will strive to provide questions and passages that affirm the worth and dignity of all students and teachers.
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In particular, the NLE will add several readers during the exam writing process who will specifically focus on diversity and inclusion to ensure that our exams reflect our shared values listed above. In addition, the NLE will explore ways to incorporate questions that help combat systems of oppression. The NLE will be meeting with The University of Mary Washington’s Office of Diversity and Inclusion to explore ways to provide more equity and inclusion on future exams. The NLE plans to review all old questions on its online app and to remove any that do not align with the NLE’s commitment to diversity and inclusion.
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In short, NLE writers plan to compose and assess questions with greater awareness moving forward. We are grateful for those who have raised concerns about diversity, inclusion, and equity, and we welcome future dialogue regarding ways the NLE can support these values. Please do not hesitate to contact Co-Chairs Mark Keith (mark.keith@nle.org) or Patty Lister (patty.lister@nle.org).
Respectfully, The National Latin Exam Committee
Committees
Writing & Steering Committee
It usually takes the committee twelve to fifteen sessions averaging three to four hours each to complete the work associated with the exams. In addition to the general working sessions, each committee member spends hours taking care of specific tasks such as answering correspondence, word processing, record keeping, publicizing the exam, and writing newsletter articles.
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​Ian Hochberg, Co-Chair, Yorktown HS, Arlington, VA
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Patty Lister, Co-Chair, Thomas Jefferson HS for Science and Technology, Alexandria, VA
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Joe Davenport, Norwell MS, Norwell, MA
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Deb Heaton, Treasurer, retired, Lexington, MA
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Jackie Hillman, Bexley HS, Columbus, OH
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Mark Keith, Spotsylvania County (VA) Public Schools (retired), Fredericksburg, VA
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William Lee, Tom C. Clark HS, San Antonio, TX
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Lauren Marquard, Mercy High School, Farmington Hills, MI
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Micheal Posey, Mountain Brook Junior High School, Mountain Brook, AL
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Zoe Tasse-Winter, St. Hilda's & St. Hugh's School, New York, NY
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Sally Davis, emerita, Arlington, VA
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Betty Merrill, emerita, Fredericksburg, VA
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Linda Montross, emerita, Heathsville, VA
Office Staff
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Janine Kuty, Office Manager, Fredericksburg, VA
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Ellen Smith, Administrative Assistant/Data Entry Specialist, Fredericksburg, VA
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Naomi Trout, Student Aide, University of Mary Washington, Fredericksburg, VA
Consultants
Every fall the Writing and Steering Committee sends drafts of the seven exams to the consultants who are current high school teachers, college professors, or former educators. These consultants are split into two groups, the first group receiving the exams around mid-September and the second group in mid-October. David Perry, our macron specialist, adds the macrons to all the Latin words on the exams. The consultants carefully critique every question on each of the exams, offer suggestions for improvement, and return their comments to the Writing/Steering Committee within a week’s time. Their ideas and contributions are invaluable in the process of preparing the exams for distribution to national and international Latin students.
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Elizabeth Baer, Lenox, MA
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Michael Bales, Toronto, Ontario, Canada
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David Bloch, Washington, DC
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Amy Elifrits, West Chester, OH
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Will Killmer, Richmond, VA
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Amy Leonard, Decatur, GA
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David Pellegrino, Webster, NY
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Wallace Ragan, Washington, DC
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Special Consultants
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Jillian Anthony, DEI Reader, Southborough, MA
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Sally Davis, Early Reader, Alrington, VA
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Liz Heimbach, Late Reader, Port Royal, VA
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UMW Liaison, Fredericksburg, VA
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Linda Montross, Late Reader, Heathsville, VA
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David Perry, Macrons, Rye, NY
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Matt Thomas, DEI Reader, Somerset, NJ
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Brian Zawiski, DEI Reader, New Windsor, NY
Scholarship Committees
Maureen O'Donnell Scholarship for Academic Excellence Committee
The NLE Scholarship committee is composed of seven readers: three college professors and three high school teachers plus the Chair. Only two professors and two high school teachers serve as readers each year. The applications are read several times prior to the selection of the twenty-one scholarship winners and five alternates. The first screening is done by the Chair. A second screening is then done to determine which applications will be sent to the readers. Approximately ninety applications are sent to the readers for a third reading. Each reader selects his top thirty-five applications and returns these selections to the chair. At this time, the committee members’ choices are collated, and the winners are chosen. The names of the Scholars are announced at The American Classical League Institute late in June.
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Lauren Rogers, Chair, Memphis, TN
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Sarah Bjorkman, Arlington, MA
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Randall Childree, Greenville, SC
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Temple Eller, Greensboro, NC
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Bob Simmons, Monmouth, IL
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Michael Sloan, Winston-Salem, NC
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Sandra Woodward, Salt Lake City, UT
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Linda Sharrard Montross New Latin Educators Scholarship Committee
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Sue Robertson, Chair, Midlothian, VA
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Kristen Bortner, Fairfax Station, VA
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Sherry Doerfler, Stafford, VA
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Mark Keith, ex officio, Fredericksburg, VA
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Rick LaFleur, Arnoldsville, GA
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Sarah Palumbo, Chandler, AZ
Outreach & Resources Committee
​The members of the new Outreach and Resources Committee work to promote the National Latin Exam at area, regional, and state conferences and to create and distribute materials of interest to Latin teachers for success on the NLE and for the study of Latin in general.
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Amy Bernard-Mason, Chair, Voorhees Township, NJ
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Brad Savage, Chicago, IL
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Amanda Klause, Philadelphia, PA
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Kristin Webster, Potomac, MD