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Success Academy charter network sets sights on high school

Families lined up outside Brooklyn Technical High School in October to enter the city's annual high school fair. Concerned that there are not enough high-quality choices, many charter school networks are opening high schools of their own.

If all goes according to Success Academy Charter Schools’ plan, this year’s seventh-graders at the network’s first school won’t have to hunt for a high school.

The network is asking the state for permission to expand the school to ninth grade in 2014, the year that its first cohort will hit high school. SUNY’s Charter Schools Institute, which authorizes the school, is holding a hearing about the proposal on Tuesday and will decide whether to approve it as early as January.

The proposal does not represent a commitment to add high school grades to all of the network’s schools, according to a spokeswoman. But it does reflect the charter sector’s growing realization that ending after eighth grade would mean sending thousands of students a year into a high school admissions process that can be difficult to navigate and can result in assignment to a low-performing school.

In the past, many high-performing charter schools have sought to place their graduates in selective high schools or get them scholarships to private schools in the city and beyond. But with more students graduating from charter middle schools each year, there are not enough seats to go around, and the schools are creating their own.

The KIPP network added an elementary school in 2009 and a high school in 2010, while Democracy Prep has run a high school since its first students graduated from eighth grade and added an elementary school last year when it took over a struggling elementary school, Harlem Day Charter School. Since 2009, eighth-graders graduating from Uncommon Schools or Achievement First schools have been able to continue on in consolidated high schools operated by the networks.

If approved, Success would be the largest of the city’s charter school networks to craft an uninterrupted kindergarten-to-graduation pathway for their students. When the 14 schools currently in operation in the Success Network have fully scaled up, they could have more than 2,000 eighth-graders each year — and the network is still expanding, with six schools proposed to open in 2013.

About 80,000 students apply to city high schools each year, with about 10 percent getting shut out of all of the schools to which they apply.

“While we might be able to place our first two [smaller] classes in other high schools, our classes quickly become too big to ensure we can place every child in a high quality program,” said Kerri Lyon, a Success spokeswoman. “Our goal has always been college graduation and we think this will put our students on the right track towards fulfilling that mission.”

Some charter school networks are sticking to a smaller niche, despite having some of the same concerns. At a panel discussion last week about diverse schools, the CEO of the Explore Schools network, Morty Ballen, said he was committed to focusing on elementary and middle school grades. But he said a downside is that his students might have to leave their neighborhoods and their communities if they want to attend a high-quality high school.

“Our approach is K to 8 and we’re not going to tell kids, ‘Don’t go to Trinity [an elite private school], stay here and go to the high school around the corner,'” Ballen said. “Not when the high school is crappy — and there are a lot of crappy high schools.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.