Even in this "Age of Data," independent progressive schools have shown a remarkable persistence in offering an alternative educational model. As Traditional Public Schools (TPS) become even more committed to a testing model of achievement, there are schools that continue to operate on identified progressive educational principles. This paper uses observations and interviews at two upstate New York progressive schools to identify characteristics that define the resiliency of such institutions. The author's findings identify four characteristics common to a progressive educational culture: familial grouping, informality, play, and democracy. Four elements that are important to this progressive model of instruction tied to the culture at these schools are present: individualized child-centered instruction, curricular flexibility, and choice/space/time, the nature of and future for non-institutional schools is also considered here.