Posts by Nora Kern

 

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CSP Funding Profile: Baltimore Leadership School for Young Women

A Mission to Serve

The Baltimore Leadership School for Young Women (BLSYW) was founded on a simple goal: to give public school students the same quality education and opportunities as their peers in private schools. The school’s all-girls environment prepares the young women of Baltimore city for success in college and life through a strong school culture and innovative teaching practice.

BLSYW cultivates strong habits of mind and a sense of community by educating the whole young woman—emotionally, physically and academically. Its college preparatory model emphasizes science, technology, engineering, arts, and mathematics (STEAM); fields in which women are underrepresented. Other specialized programming at BLSYW includes small class sizes, leadership opportunities, Peer Group Connection mentoring to ease the transition from middle to high school, a week-long Bridge program in the summer to get new students acclimated to the culture at BLSYW, and annual college visits for every student.

From Vision to Reality: How CSP Funds Enabled BLSYW to Open

BLSYW was approved to open in 2008. Its plan was to start with a single 6th grade class comprised of 120 students, and there were over 200 applications for the inaugural class. The school received $550,000 in startup funds through the federal Charter Schools Program (CSP), which was used to supplement the funding for the first year of the school. The funds were used to pay teachers during the planning year of the school, to develop curriculum, purchase textbooks and technology, and recruit new students.

Even starting the school with just one grade, the startup funds were not enough to sustain a school. That said, Executive Director Maureen Colburn noted that without the CSP startup funds, the school would not have been able to open. The startup funds were used for basics as well as bringing the initial staff—six teachers and two administrators—together around BLSYW’s mission and develop the school culture. The school received a second $200,000 CSP grant in 2011 to help align mathematics and English language arts curriculum with Common Core State Standards.

Principal’s Office

All of the senior leadership at BLSYW—Maureen Colburn (Executive Director), Brenda Hamm (Principal), and Heather Skopak (Assistant Principal)—attended all-girls schools. So for them, the school mission is personal. Ms. Colburn helped found three all-girls public schools in New York City during her seven-year term as the Executive Director of the Young Women’s Leadership Network. On the all-girls learning environment, she notes that, “I believe so much that this is a choice that should be available to parents and families in the public school system,” and should not just be accessible to those who can afford private single-gender schools. “It’s been my career to make that possible for underserved, under-resourced kids.”

Principal Brenda Hamm came to BLSYW as a career educator and administer in all-girls private schools. She said that the ability to provide this quality of educational experience in the public school setting is, “…an opportunity that should be available to all kids. Why is it that we can’t somehow create that environment for every single for every single young man and young woman at least from the perspective of having great teachers, great courses, high expectations, great support system, bringing people together and saying ‘you can do this!’ and we will provide you with a wonderful environment.”

Heather Skopak, Assistant Principal, speaks to her connection to the school model: “I went to an all-girls school myself, and the environment and the academics provided me and with really everything that I have today. And I attribute it to that. So being able to provide our girls in Baltimore with the option of a single-gender school was really important for me.” Ms. Skopak further notes that the single gender model, “helps teachers target instruction to the ways girls learn best. Our teachers become very qualified in being able to identify the different strategies and techniques that they can use in the classroom just for girls. We’re also able to look at incentives for girls and what makes them work hard to get to college.”

Heard in the Halls: Teacher and Student Perspectives

  • “Here at BLSYW, they promote leadership and sisterhood. And in the classroom, teachers show us how to become leaders globally, and our sisters are there to influence each other and remind each other that we’re going to transform Baltimore one young woman at a time.”—Cyrena Lawrence, 10th grade
  • “I learn something every day from the students. I also teach something every day which is a reward itself to know that I have affected some students’ lives in some way.” —Atom Zerfas, Algebra I and Geometry Teacher
  • “2016 will be our first graduating class. It’s exciting and scary all at the same time…Being a new school, there’s a lot that has to happen with this senior class. They will actually put us on the map. So it’s exciting when talking to colleges; and colleges are excited because it’s a whole new crop of students.”—Paula Dofat, Director of College Counseling
  • “I like schools where people know me by my name. And I found that ever since [my daughter Cyrena] started, people know me as Mrs. Lawrence.”—Donnet Lawrence, parent
Nora Kern

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Students with disabilities transfer out of charter schools less frequently than district schools

The New York City Independent Budget Office (IBO) released a study last month, which looked at elementary students’ transfer rates out of charter and traditional public schools. This report is an update of the IBO’s report on the same topic, released last year. As we noted in an earlier blog post, this issue is very relevant because researchers have found that changing schools can affect student achievement, and it may be a contributor to the achievement gap for minority and disadvantaged students who change schools frequently.

For the most recent study, IBO monitored a cohort of students starting kindergarten in 2008—with about 3,000 enrolled in public charter schools and 7,200 traditional public school students—and followed these students through their fourth grade year. The study found that on average, students attending public charter schools stay enrolled in the same school at a higher rate (64 percent) than students at nearby traditional public schools (56 percent). Students in charter schools left the city’s public school system at the same rate as students in nearby traditional public schools.

Both the 2014 and 2015 reports included separate mobility analyses for students with disabilities. However, for the 2015 study, the IBO broadened its definition of special needs students to include any student identified as having a disability, while the 2014 report only included students in full-time special education programs. Of the students identified as eligible for special needs services in kindergarten, 53 percent who attended charter schools remained in the same school four years later, while 49 percent of traditional public school students with disabilities remained in the same school through fourth grade.

Fewer special needs students in the initial kindergarten cohort attended public charter schools (8.9 percent) than traditional public schools (12.7 percent). However, the distribution of students by disability type was similar among both types of public schools. The most common disability, speech impairment, was identified in 70.0 percent of charter students and 68.5 percent of traditional public school kindergarteners. Among the kindergarten students identified with speech, learning, and “all other disabilities,”(this category includes: autistic, emotionally disturbed, hard of hearing, intellectual disability, multiply handicapped, orthopedically impaired, preschool disability, and visually impaired), those who started kindergarten in charter schools remained at their schools at a higher rate.

Nora Kern is senior manager for research and analysis at the National Alliance for Public Charter Schools.

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CSP Funding Profile: Thurgood Marshall Academy

A Mission to Serve

Thurgood Marshall Academy (TMA) Public Charter was founded by law students and attorneys at Georgetown University Law Center’s DC Street Law clinic who wanted to offer underserved students more academic and social development opportunities. The school’s mission is to prepare students to succeed in college and to actively engage in our democratic society. Its challenging academic curriculum is infused with the theme of law and justice. The foundational legal skills—argumentation, negotiation, critical thinking, research, and advocacy—will prepare students for success in any career.

TMA offers specialized programming, including: a Summer Prep program to help transition 9th and 10th graders from other schools to its rigorous academic environment; an annual portfolio assessment process that requires students to examine their academic achievements and struggles and present their plans for the future to a panel of teachers, staff members, volunteers, and parents; and a year-long Senior Seminar with intensive coaching on the college application process.

From Vision to Reality: How CSP Funds Enabled Thurgood Marshall Academy to Open

It is important to remember that for public charter schools, funding from the local government does not kick in until students are enrolled in the school. As Dr. Alexandra Pardo, the school’s Executive Director, notes, “When we got our charter, what we had was a piece of paper. What we didn’t have was a building, furniture, textbooks, any resources for our students. And that’s when CSP funds became critical for TMA.”

Thurgood Marshall Academy received a $540,000 startup grant in 2001 through the federal Charter Schools Program (CSP). These funds were used for mission critical, yet basic, operations—like purchasing a curriculum and textbooks, hiring staff, partially funding facilities, and equipping the school with desks and whiteboards. Without CSP funds, the founders would not have been able to build a school from the ground up.

Thurgood Marshall Academy opened in the 2001-02 school year in the annex to the Congress Heights United Methodist Church. The school immediately knew that to operate a full high school program, it would need new facilities.

In 2005, TMA acquired and renovated the long-vacant Nichols Avenue School, a historic building in southeast D.C. The new facility opened in 2005, and over the years, TMA has raised an additional $13.5 million in grants and loans from the D.C. government, businesses, and foundations for full renovation.

Principal’s Office

Dr. Pardo was drawn to TMA due to its mission and its ability as a public charter school to have the flexibility to make choices for its students that have immediate impact. She notes that the most rewarding part of her job is, “Seeing our students every day in the hallway, seeing their struggles, seeing their success when they hold a Thurgood Marshall diploma. And most importantly when they hold a college degree four years after leaving us.”

Dr. Pardo believes that Congress plays an integral role in supporting public charter schools. First, this is done through its protection of charter school autonomy at a national level. The second piece is looking at equal funding for charter schools. On national average, charter schools receive 20 percent less funding than district schools. As more and more students enroll in charter schools throughout the country, Congress can ensure equity between charter and district school funding because they are all public school students.

Heard in the Halls: Teacher and Student Perspectives

“Our students come from challenging histories, but they are resilient and forward-thinking. It gives me hope for the future and these kids become our leaders in the states and globally. It makes me feel like the world is in good hands.” — Karen Lee, Social Studies Department Chair

“Thurgood Marshall Academy has proven that schools serving the students most at risk can be successful when we lift up all the excuses and barriers.” — Dr. Alexandra Pardo, Executive Director

“Receiving an education helps you answer all your questions. When it’s a great education…you can explore for yourself.” — Sydni Foshee, 12th grade

“We offer our students the opportunity to recognize that anything is possible with hard work. You don’t have to settle for the choices that might be given to you despite your circumstances.” — Sanjay Mitchell, Director of College and Alumni Programs

Nora Kern

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Parents’ Perspective on School Choice

This month, the Center for Reinventing Public Education (CRPE) released a report, How Parents Experience Public School Choice, which contains survey findings from 4,000 parents of K-12 students living in eight “high-choice” U.S. cities, defined as those with many non-neighborhood-based schools and with a range of oversight structures. The 500 parents from each location—Baltimore, Cleveland, Denver, Detroit, Indianapolis, New Orleans, Philadelphia, and Washington, D.C.—answered questions about their ability to access other school options, their impression of the trajectory of their school district, their priorities for selecting a school, and their ability to find a school that fits their student’s needs.

Some key findings include:

  • In districts that offer parents an alternative to their assigned school, parents are utilizing their ability to choose. On the high end, 87 percent of New Orleans parents choose an alternative to their neighborhood school, while 35 percent of Indianapolis parents choose public charter schools.
  • School choice experiences vary for parents in different cities. Sixty percent of Denver parents said they had another good public school option in addition to their child’s current school. Just 40 percent of Philadelphia parents reported another quality option.
  • Navigating school choice options is more challenging for parents with less education, minority parents, and those whose children have special needs.
  • There have been uneven investments in school choice supports—namely, centralized information, enrollment, and transportation systems—among the high-choice cities.

In these eight cities, CPRE found that at least half of the city’s parents were choosing a school other than their assigned district school. This corresponds with the data in our latest A Growing Movement: America’s Largest Charter School Communities report, in which Cleveland, Detroit, Indianapolis, New Orleans, Philadelphia, and Washington, D.C. rank among the top ten school districts in the nation for the highest charter school enrollment share, and Baltimore and Denver are both in the top 25.

It’s no surprise that parents in Denver, New Orleans, and Washington, D.C. reported more positive results. These cities have been actively investing in developing high-quality school options, closing low performers, developing transportation systems, creating accessible information on school features and performance, and implementing a common enrollment system. CRPE notes “more than half of the parents in these cities reported that their cities’ schools are getting better, compared to less than a third of parents in Baltimore, Cleveland, and Philadelphia.” Further, 80 percent of D.C. parents and 79 percent of those in New Orleans reported that academics are the most important factor in choosing a school—over safety and location. This is a testament that families in these cities have access to safe schools.

The report concludes that “all cities have work to do to ensure choice works for all families.” To improve access to high-quality schools, CRPE recommends expanding the supply of high-quality schools, providing for specialized student needs, providing free and safe transportation to schools, and investing in information systems to help parents make informed choices.

Nora Kern is senior manager of research at the National Alliance for Public Charter Schools.

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21 Public Charter Schools Recognized as 2014 National Blue Ribbon Schools

The National Blue Ribbon Schools Program, as described by the U.S. Department of Education, “recognizes public and private elementary, middle, and high schools based on their overall academic excellence or their progress in closing achievement gaps among student subgroups.” This year, the 21 charter schools were among the 287 public schools throughout the nation named 2014 National Blue Ribbon Schools by the U.S. Secretary of Education.

In order to be eligible for the National Blue Ribbon award, the school must have made Annual Measurable Objectives (AMOs) or Adequate Yearly Progress (AYP) for three consecutive years, including the year the school is nominated. Additionally, one-third of all the nominated schools in a state must serve at least 40 percent of students from disadvantaged backgrounds. This year there are nine more public charter schools that earned the National Blue Ribbon School—up from twelve charter school award winners in 2013. Congratulations to the 2014 National Blue Ribbon public charter schools for their outstanding educational programs and accomplishments!

Charter School State
Mesquite Elementary School Arizona
Reid Traditional Schools’ Valley Academy Arizona
Bullis Purissima Charter School California
KIPP Summit Academy California
Academy of Dover Charter School Delaware
Crossroad Academy Florida
Doral Performing Arts & Entertainment Academy Florida
Mater Gardens Academy Florida
Terrace Community Middle School Florida
Elite Scholars Academy Charter School Georgia
Lake Oconee Academy Georgia
Signature School Indiana
Pace Charter School of Hamilton New Jersey
Genesee Community Charter School New York
South Bronx Classical Charter School New York
Raleigh Charter High School North Carolina
Columbus Preparatory Academy Ohio
Franklin Towne Charter High School Pennsylvania
Houston Academy for International Studies Texas
KIPP Houston High School Texas
KIPP Sharp College Prep Texas

Nora Kern is senior manager of research at the National Alliance for Public Charter Schools.


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Public Charter Schools Top All Best High School Ranking Lists

U.S. News & World Report, the Washington Post, and Newsweek all have annual rankings of the best public high schools in the nation. Despite public charter schools making up only 6 percent of public high schools nationwide, they have been a continuous presence on national ranking lists

The table below presents the public charter schools that were ranked in the top 100 on at least one of the lists, as well as the public charter schools ranked in Newsweek’s top “25 Doing the Most with the Least” list. BASIS Tuscon North, Signature School, and Archmedean Upper Conservatory were listed in the top 100 on all three major lists. Fourteen public charter schools were among the top 100 on two national high school rankings.

The U.S. News & World Report’s Best High Schools list had 24 public charter schools in the top 100. The report also ranked three public charters in the top 10. The Washington Post’s Most Challenging High Schools ranked 31 public charter schools in their top 100—up from 28 charters in 2013—and comprised half of the top 10. In Newsweek’s Top High Schools list, there were 17 public charter schools in the top 100, four more charters than in 2013, with three reaching their top 10.

Newsweek also came out with their “25 Doing the Most with the Least” list, which takes students’ socioeconomic status into account. Ten public charter schools were on the list, making up 40 percent of the nation’s top high schools that are closing the achievement gap. 

Congratulations to these public charter schools that are providing their students with the best education in the nation.

School Name State U.S. News & World Report, Best High Schools Washington Post, High School Challenge Index Newsweek, America’s Best High Schools Newsweek, 25 Schools Doing the Most with the Least
Haas Hall Academy AR 25
Accelerated Elementary and Secondary AZ 24
BASIS Oro Valley AZ 7
BASIS Scottsdale AZ 2 2
BASIS Tuscon North AZ 5 10 29
Northland Preparatory Academy AZ 44
American Indian Public Charter CA 44 1
Animo Jackie Robinson Charter High School CA 9
Hawthorne Math and Science Academy CA 55
KIPP King Collegiate High CA 67
KIPP San Jose Collegiate CA 41
Lennox Mathematics, Science & Technology Academy CA 59
Northcoast Prep and Performing Arts Academy CA 21
Orange County School of the Arts CA 52
Oscar De La Hoya Animo Charter High School CA 25
Pacific Collegiate School CA 25 83
Stockton Collegiate International CA 44
The Preuss School UCSD CA 42 40 1
University High School CA 53 98
Peak to Peak Charter School CO 66 28
The Charter School of Wilmington DE 30
Archimedean Upper Conservatory FL 100 19 67
City of Hialeah Educational Academy FL 13
Doral Academy Performing Arts and Entertainment FL 86
International Studies Charter high School FL 24
Mater Academy Charter High FL 22
Gwinnett School of Math, Science & Tech GA 3 17
Coeur d’Alene Charter Academy ID 47 66
Noble Street College Prep IL 4
Signature School IN 21 6 5
Mystic Valley Regional Charter School MA 92
Sturgis Charter MA 88
Nova Classical MN 86
St. Croix Prep MN 80
Raleigh Charter High School NC 55 33
Albuquerque Institute for Mathematics and Science at UNM NM 64 48
Coral Academy of Science Las Vegas NV 73
Dove Science Academy Tulsa OK 8
Harding Charter Preparatory High School OK 89
Corbett Charter OR 3
Challenge Early College TX 97
Energized for STEM TX 32
Fort Worth Academy of Fine Arts TX 91
Harmony School of Innovation – Fort Worth TX 59
Harmony Science Academy – North Austin TX 25
Harmony Science Academy Brownsville TX 30
Harmony Science Academy Houston TX 51
Harmony Science Academy-Waco TX 42
IDEA Academy and Collegy Preparatory School TX 30
IDEA Frontier College Preparatory TX 85
KIPP Austin Col TX 63
NYOS Charter School TX 93
Uplift North Hills Preparatory TX 2 40
Uplift Peak Preparatory TX 2
Uplift Summit International Preparatory TX 16 99 19
Uplift Williams Prepatory TX 29 3
YES Prep East End Campus TX 81 74
YES Prep North Central TX 28 57
YES Prep Southeast TX 95

Nora Kern is senior manager of research at the National Alliance for Public Charter Schools.

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Public Charter Schools Once Again Top Newsweek Best High School Rankings

Last week, Newsweek/The Daily Beast released their rankings of the top U.S. high schools—with 17 public charter schools in the top 100. Like in last year’s Newsweek rankings, two BASIS schools were in the top 10, along with the Signature School as the other public charter school in the top 10.

In an accompanying The Daily Beast article titled “What Charter Schools Are Getting Right and Why They Top Our High School Rankings,” the authors point out that, “Even though charters educate just five percent of American students, they represent 30 percent of the top ten schools in this year’s rankings. What’s more—and this is really the kicker—they’re the only ones in the top ten that do not use selective admissions.” The article further looks at key charter autonomies that make a difference: their ability to hire (and fire) staff, set their own schedule, and choose curricula.

For the top 100 schools, charters held 17 spots. This number is up from 13 charter schools in the top 100 last year. 

The Newsweek/Daily Beast ranking methodology tweaked some components and their weighting compared to last year, but the overarching goal to identify the schools that best prepare their students for college remains the same. This year’s four ranking components are: four-year cohort graduation rate (30 percent weight); college acceptance rate (30 percent weight); rigor/college preparedness (30 percent weight)—measured by the student participation in AP, IB, or AICE courses and passage rates for those exams; and college entrance exams (10 percent weight)—meaning average SAT or ACT scores.

Another change was that the former “Transformative High Schools” list is now titled “25 Doing the Most with the Least.” However, the methodology is still the same; the best high schools list is additionally filtered for schools serving the highest number of free and reduced price eligible students—a key indicator of socioeconomic status. Ten of the 25 schools on the list are public charter schools, including those in the top 4 spots. 

Congratulations to these public charter schools that are seeing amazing results for their students and closing the achievement gap!

Nora Kern is Senior Manager of Research and Analysis at the National Alliance for Public Charter Schools 

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From Ghana to America to College: Matilda’s Story

matildaDuring a recent visit to the Chicago Math and Science Academy (CMSA), I had the opportunity to talk with 12th grade student Matilda Patterson. In the interview excerpt below, Matilda discusses her favorite opportunities she’s had at CMSA and her plans after graduation.   Q: What do you like about attending your school? I like the fact that the teachers here are so welcoming. That wasn’t necessarily the case in other schools I’ve attended. They know your name, your strengths and weaknesses, and how to work with you on things you need to improve. Q: What is your school culture like? The school culture is diverse. It’s very family-like. I’ve discovered so many cultures being here. I used to be in the Ivy League Mentoring Program (IMP)—a mentoring club that helped with extra ACT practice. We got partnered with a teacher, and after school and ACT practice, we would go with our mentor to reflect on stuff we learned in class. Even though participating in IMP meant giving up my Saturdays, I feel really lucky to be part of IMP. Q: How did your family find out about CMSA? My family is from Ghana, and we first came to America in Boston, and then we transferred to Chicago. My dad wanted me in any school because we had had a three month lag in our schooling during the move. Then we started hearing about charter schools. Family friends talked about CMSA. We were very lucky because CMSA had a mid-year spot open and we’ve been here ever since (Matilda has younger siblings who also attend CMSA). Q: Who is your favorite teacher and why? The band director; she is like a second mom to me…beyond just a teacher. To be honest, she knows me to the brink. She knows when to be strict like a teacher, and when to be there for her students. The band family is very strong. Q: What is the coolest thing you’ve learned this year? It has a lot to do with self-discovery: don’t care what others think and be yourself. Everything is easier said than done. When I came to America, from Ghana…my accent was hard to get over. My replies were slow and I had a hard time understanding other people. This made it hard for me to fit in…I participated in a ton of clubs to interact with people and learn American slang. I kept myself busy every day before I’d go home to do homework.  Junior year, I took college classes, and I took a speech class just to practice speaking…Senior year so much has happened that has affected me so much, looking back, I could have believed in myself more. Q: What are your plans after graduation? I will attend Wittenberg University (Springfield, Ohio) this fall, and I want to major in health science or engineering and minor in business.   This story is part of an ongoing series in the month of June highlighting the success of charter school graduates and schools across the country. Click here to view the latest from #30DaysOfGrad. Nora Kern is Senior Manager of Research and Analysis at the National Alliance for Public Charter Schools 
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A Home and a Family at School: Daniel’s Story

NYOSDaniel Langford, a 12th grade student at NYOS Charter School in Austin, Texas tells us what he enjoyed about his high school experience–especially the many teachers who have influenced him–and how he feels prepared to achieve his future goals. Q: What do you like about attending your school? There’s so much! It was a big contrast from my old school. I got bullied in 4th grade, so my mom put me on the waitlist for NYOS. I got in in 5th grade. One of the main things I’ve seen that is different at NYOS is because it is so small, you get to know your teachers better. Because of the small student teacher ratio, you can go to them whenever you need to—which really helps your academics. I would stay after school in physics and the teacher would work out problems with me. Q: What is your school culture like? I love the school…I almost don’t want to go to college and leave. This is my second home. No matter what your home situation is, [NYOS] is a home for you. NYOS is a family, and we all know each other. That is very powerful. I can walk through the high school building, and I can turn to any person and they are there for me. Whatever it is, everyone is there for each other…We all respect each other. We can all graduate as friends. Q: Who is your favorite teacher and why? My freshman year, Mr. Thompson started band class. His personality and discipline is great for band. Our second band concert had so much energy. You can see that he really enjoys what he does, and students can see that. It’s obvious if you don’t enjoy teaching, and that impacts student learning. Ms. Hill was one of the hardest English teachers I’ve ever had, but I learned so much. You aren’t babysat in college and she helped prepare me for that. Mr. Pfaff had a quote, “never stop trying and never quit.” He’s an avid runner and I am too, so we connected through that. He chose to make a difference through teaching here. Mr. Sinkar – I had him for physics, and I was so blessed to have him. We had great projects and he cares so much. I had Mr. Perrmann for 11-12 grade band. He enjoys what he does. He’s really young, but that is nice because he can connect with the students. There’s a good mix of teacher experience levels here. Q: What are your plans after graduation? I want to go to ACC (Austin Community College) and get the basics out of the way and figure out what I want to do…maybe music. High school is an important time in your life because the choices you make mold you for later in life. If you’re stressed or make bad choices, your life could be different. Being at NYOS has prepared me for life. I’ll walk across the stage to get my diploma. There have been bumps and bruises along the way, but I’m standing. Enjoy life! This story is part of an ongoing series in the month of June highlighting the success of charter school graduates and schools across the country. Click here to view the latest from #30DaysOfGrad.   Nora Kern is Senior Manager of Research and Analysis at the National Alliance for Public Charter Schools. 
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Charter School Presence on “Challenge Index” High School Rankings Continues to Grow

Recently, the Washington Post released the results of its annual Challenge Index rankings that looks at college-level tests given at a high school and the number of graduates that year.  This year, the number of charter schools ranked in the top 100 reached an all-time high. Thirty-one public charter schools are among the 2013-2014 Challenge Index top 100 schools. Charter schools also make up half of the top ten—including #1, American Indian Public Charter (Oakland, CA); #2, Uplift Education North Hills Preparatory (Irving, TX); #3, Corbett Charter (Corbett, OR); #6, Signature (Evansville, IN); and #10, BASIS Tucson North (Tucson, AZ). The Challenge Index is calculated by dividing the number of college-level tests given at a school in 2013, by the number of graduates that year (education columnist Jay Mathews answers Challenge Index FAQs here). The Index also notes the percentage of students who come from families that qualify for lunch subsidies and the percentage of graduates who passed at least one college-level test during their high school career. Public charter schools have consistently grown among the top 100 of the Challenge Index.  Over the past four years, charter schools have comprised:
  • 2013-2014: 31 of the top 100
  • 2012-2013: 28 of the top 100
  • 2011-2012: 25 of the top 100
  • 2010-2011: 17 of the top 100
Public charter schools are over-represented on this ranking list compared to the percentage of charter high schools within the U.S. public high school system (only about 6 percent of all public schools). Congratulations to these public charter schools being recognized for providing a rigorous academic experience for their students. Nora Kern is senior manager of research at the National Alliance for Public Charter Schools.