The Knowledge is Power Program (KIPP) was founded as a pilot school in 1994 in Houston, Texas by Teach for America alumni David Levin and Michael Feinberg. In 1995, Levin moved to New York and founded KIPP Academy in the South Bronx. By the 1998-1999 school year, KIPP had grown to serve 200 fifth through eighth graders, and in 2000 KIPP became a New York City Department of Education Charter School serving fifth through eighth grades. KIPP currently enrolls 250 students in grades five through eight, and has expanded to include KIPP to College, an in-house program dedicated to helping KIPP alumni through the competitive worlds of high school and college. Over 300 KIPP graduates currently attend top-quality private and parochial high schools and colleges in New York City and around the country.
The Dallas Independent School District is the 12th largest school district in the nation, serving the education goals of K-12 students throughout the Dallas, Texas region. The district serves a 351-square-mile area and 11 municipalities. An extremely diverse district, the DISD recognizes about 58 different languages spoken in the homes of its 161,000 students.
Mercy High School strives to provide a Christian environment where the following values can be nurtured: love of God, self-esteem, intellectual integrity, independent thought, respect for human rights, compassion for others, dedication to teach, courage to act, and respect for the goods of the Earth.
http://www.heritageacademies.com
National Heritage Academies offers a well-structured, safe and child oriented educational experience with a unique, rigorous and challenging curriculum at 35 schools in the state of Michigan. The curriculum in all of our Michigan charter schools is similar to the structure of the state standard ensuring all education requirements are not only met, but exceeded. Take the first step and review the listings of our charter schools in Michigan, which are listed below.
Fairfax County Public Schools (FCPS) is the 12th largest school system in the United States. FCPS is characterized by diversity, both cultural and socio-economic, and dispersed over an area of 400 square miles with 239 schools and centers supporting over 165,000 K-12 learners, their families, and approximately 20,000 support staff. This profile dictates the application of innovative and comprehensive technology programs to create an efficient balance between fiscal investment and academic programs.
Just as Amistad Academy has developed the curriculum and systems necessary to start and run a great urban school and proved that dramatic, life-changing student achievement gains are possible at one school, Achievement First will develop all the systems necessary to run a great urban school district and prove that dramatic, life-changing student achievement gains are possible throughout an urban school system. We will develop these systems and knowledge by starting and running a school system of high-performing charter schools in Connecticut and New York. In doing this work, Achievement First is inspired by the insight of Joel Klein, New York City's dynamic, reform-minded chancellor. Klein is fond of saying, "We are not trying to create a great school system but rather a system of great schools." Klein recognizes that the fundamental unit of schooling is the school, and Achievement First's strategy reflects this. Our operational plan revolves around the school unit. We have developed a school-based model that militates against the variables that can cause failure and dramatically increases the likelihood of success at each school. Currently, school districts do not have such models, and by proving that Achievement First's model can consistently work time and again can set the stage for even more dramatic district-wide reform. Though the school-unit model is the key, Achievement First believes that a lean, efficient, and effective central office can provide the back office support (curriculum/assessment development, budgeting and finance, state reporting, fundraising, IT support, recruiting, professional development, facility, start-up, advocacy, and school evaluation) necessary to allow "mere mortals" to lead schools toward dramatic student achievement gains. When our schools in New York and Connecticut are at full capacity, over 5,500 students will attend Achievement First schools. At this point, Achievement First will have demonstrated that dramatic, life-changing student achievement gains can be produced at scale, and we will have scalable, replicable systems that have worked on a district-wide level. What does Achievement First believe can happen after it creates its own system of great schools? We believe our success could cause the following, positive changes in urban education: With this proven model working in Connecticut and New York, Achievement First will open more schools in Connecticut and New York, creating life-changing opportunities for more urban children. Achievement First will start or divisions in other urban cities, providing these divisions all of our knowledge and systems and seeding them with members of Achievement First's senior team. Achievement First leaders will become district-wide leaders. Achievement First will work to cultivate relationships with political leaders and train its leaders (through the Broad Foundation and others) to set them up for superintendencies and other district-wide leadership roles. As AF leaders become district leaders, they will be able to work with AF and similar organizations to make a dramatic impact across a large, urban district. Because we will have operated 5,500-plus-student urban school system ourselves, we will be in the position to offer specific, scalable central office systems and school-based models to our nation's lowest-performing, urban school districts. Achievement First will share (and receive) best practice with other schools, districts, and charter management organizations. Partnering with urban school systems, we will start new schools, convert low-performing schools, and provide some (teacher recruiting, curriculum/assessments) or all of our services to an entire district. Our end goal is to ensure that every student in urban America goes to a great school. We realize that the political ecosystem affecting urban schools - local school board attitudes; state, local, and federal legislation; teacher unions; business community support; and parent engagement - must be engaged in order for Achievement First to have maximum impact.
Established in 1962 as the nation's first independent high school dedicated to the arts, Interlochen Arts Academy is the nation's top fine arts boarding high school. Students come to study Music, Visual Arts, Dance, Creative Writing, Theatre Arts and college-preparatory academics, with an extraordinarily distinguished faculty and staff. Students also benefit from frequent visits from guest artists, many of whom are distinguished alumni of Interlochen's programs. The Academy is part of Interlochen Center for the Arts, whose 1,200-acre campus in northwest lower Michigan also is home to Interlochen Arts Camp, the nation's oldest and largest summer arts camp. More than 10 percent of the members of the nation's major orchestras attended Interlochen. Alumni include Jessye Norman, Josh Groban, Norah Jones, Jewel, Chris Brubeck, Chip Davis and Lorin Maazel, Music Director of the New York Philharmonic.
http://www.downtowncollegeprep.org
DCP prepares underachieving students who will be the first in their families to go to college to thrive at four-year universities. Downtown College Prep (DCP) is the first charter high school in Silicon Valley, and the only school that explicitly prepares underachieving students for college success. DCP is a small (400 students) academic school characterized by high standards, a demanding curriculum, a strict code of conduct, and a commitment to college success for all students. As a charter school, DCP has the ability to break away from the large, comprehensive urban school model to implement a rigorous college-prep program unlike any currently available to the students of downtown San Jose. DCP has a singular goal for every student: graduates of DCP are able to matriculate at four-year colleges and be successful there. Committed to outcomes, DCP benchmarks and measures specific objectives to ensure achievement of this goal. DCP performance outcomes are designed to promote academic resilience and independence among students and families. The performance metrics for students and parents include: , Completion of University of California entrance requirements , Parent participation in College Readiness classes , Matriculation at four-year colleges and universities DCP reflects the spirit of innovation and competition that drives Silicon Valley. DCP is a model for excellence in public education, affecting not only San Jose students but high schools throughout Silicon Valley and California. DCP has graduated 173 students since 2004--85% are on track to earn a four-year degree.
The HISD Foundation is a private, nonprofit 501(c)(3) organization that generates private support for districtwide or school-specific priority initiatives and programs, such as underwriting the PSAT for all HISD tenth-graders, scholarships for professional growth opportunities for classroom teachers, and other initiatives that enhance the learning environment.
High Tech High is a non-profit organization working with communities across California to develop public charter schools based on High Tech High design principles. The organization is dedicated to serving diverse groups of students in small, personalized, college-preparatory schools that feature integrated, project-based learning. High Tech High has received financial assistance from numerous foundations, including the Bill and Melinda Gates Foundation. That support is used to defray a portion of the costs associated with starting new HTH schools.
The Los Angeles Unified School District is the nation's second largest district, with a K-12 enrollment of more than 722,000. Geographically, it encompasses 704 square miles, an area that includes the City of Los Angeles and all or parts of 28 other cities, as well as some unincorporated areas of Los Angeles County.
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