achievement first annual report 2010
TRANSCRIPT
THE QuiET REvoluTion IS TAKING HoldAchievement First 2010 Annual Report
Dear Friends,
We believe that we are at the beginning of what some have called a “quiet revolution” in education reform. As a revolutionary prerequisite, there is a growing awareness of the magnitude and impact of the problems we face. According to a recent report by the College Board, the United States once led the world in the proportion of adults ages 25 to 34 with postsecondary credentials—today we rank 12th. In other words, we are now in danger of producing the first generation of adults in modern times to be less educated than their parents. As we allowed an achievement gap to grow between the rest of the world and us, we have also seen the rise of pernicious achievement gaps within our own country that leave low-income students, on average, four years behind their middle- and high-income peers by the end of high school. Behind all of these statistics are the faces of real kids and the lasting impact of an inadequate education on individuals, families, communities and our country.
Thankfully, the much-needed revolution in education policy and practice is starting to take hold. In many states, the unprecedented Race to the Top competition led to the passage of a number of state policy reforms that had historically been sidelined by status quo politics but were finally passed with the incentive of significant federal dollars. We are experiencing a critical shift from a focus purely on process or inputs to a more balanced focus on outcomes, in part inspired by the great results of gap-closing schools. We saw the adoption of globally competitive, “common” learning standards across states, requirements for performance-based teacher evaluations, and support for the expansion of high-performing charter schools. Across the country, more progress was made in state education policy in the past 18 months than we had experienced in the past 18 years.
Just because this revolution is quiet does not mean it should be underestimated—it is powerful and picking up steam. This momentum has been fueled by the powerful documentaries The Lottery, A Right Denied, and Waiting for “Superman,” all of which left millions of people with less patience to “wait” for more meaningful reforms. More people have realized that, especially in these tough economic times, nothing will do more to ensure our long-term, collective prosperity than creating outstanding public schools for all students. A great education can break the cycle of poverty and set all of our students up to compete in a global economy. It is this transformative power that compelled us to open the first Achievement First school more than 12
years ago and that drives us today in our work with 19 schools serving 5,400 students in Brooklyn, NY, and in Connecticut’s three biggest cities—New Haven, Bridgeport and Hartford. In Connecticut, our 2010 results again showed our fourth- and eighth-grade students (the oldest students in our elementary and middle schools) outperforming state-wide averages, proving that the achievement gap can be closed—and that it can be closed at scale. We are pleased to be ranked #1 in the state in African-American performance at both the elementary and middle school levels. Sadly, our schools are amongst only a handful of schools in the state where African-Americans and low-income students outperform the state averages. We also celebrated the graduation of our first high school class with 100 percent of its students admitted to four-year colleges or universities. The performance of these schools and other top-performing charter schools is setting the bar, defining what others see as possible and providing powerful pressure for more widespread reform.
While there is much to celebrate, 2010 was also a challenging year for Achievement First. In New York, the State Board of Regents raised the cut score for what was considered “proficient”—a bold and much-needed move to raise expectations for New York students to true college-prep levels. This change in standards resulted in a significant decline in student performance scores across the state and at Achievement First. We had to confront the brutal fact that, while our students still outperformed their local districts and even the state in some subjects, it was painfully obvious that we had focused on the wrong standard and were not preparing them well enough for the rigors of college.
Fortunately, the entire Achievement First team responded to these challenges not with excuses or frustration, but with a call to action to do whatever it takes to help our students meet the higher bar. Instead of taking it as grim news for Achievement First, the disappointing 2010 New York results have served as a wake-up call and catalyst. We are now more focused than ever on helping our students get the great, gap-closing education they need and deserve. We know that, just as with our students, we are limited only by the expectations we set for ourselves.
As we celebrate another year of milestones and learning, we want to thank you for your continued support and partnership. The more we do this work, the more optimistic we become about the potential of our collective commitment to make a real difference in the lives of kids and the future they will create for all of us.
Dacia M. Toll
Co-CEO
Doug McCurry
Co-CEO
William R. Berkley
Board Chair
We’re not close to reaching the
educational Promised Land,
but we may be at the start of what Rahm Emanuel calls the Quiet
Revolution.
DaviD Brooks The New York Times
The truth is—there are indefensible and unconstitutional inequities in our school system—in terms of funding, teacher quality, access to rigorous curriculum and student outcomes. Half a century after Brown v. Board of Education, this is an epic injustice for our society.
arNe DuNcaN, us secreTarY of eDucaTioN
© Bettmann/CORBIS Library of Congress
Library of Congress
In 1954, a landmark and unanimous decision handed down by the United States Supreme Court declared that racial segregation in public schooling was unconstitutional. In his majority opinion to Brown v. Board of Education of Topeka, Chief Justice Earl Warren writes:
“In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms.”
Unfortunately, over the last 56 years, the U.S. education system has failed to provide far too many low-income and minority children with access to the high-quality education they need to compete on a level playing field with their white, affluent peers.
According to Teach For America, ·fourth graders growing up in low-income communities are already, on average, three years behind their peers in high-income communities
By 12th grade, these students ·have fallen four years behind their middle- and high-income peers
Only about 50 percent of low- ·income students will graduate from high school by the time they are 18 years old
At America’s leading 150 ·colleges, 90 percent of incoming freshmen come from families with annual household incomes in the top 50 percent
Only one in 10 low-income ·students will go on to graduate from college
Ensuring that ALL American children can access a quality education is
the civil rights issue of our time.We cannot stand idly by and allow this institutionalized inequality to continue.
JohN LegeND, recorDiNg arTisT, coNcerT performer aND phiLaNThropisT
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THE QuiET REvoLuTion Is TAKING HOlDThere is growing awareness of the magnitude of problems facing our country’s education system—and of our ability to fix them. In response to Davis Guggenheim’s recent documentary, Waiting for “Superman,” an increasing number of people have said that they are done waiting. What used to be a second-tier policy conversation dominated by institutional interests is now increasingly a national priority; what used to be small ripples of reform in individual cities are starting to form a tidal wave of action. It is truly incredible to see how far the conversation has come since the early days of Amistad Academy in 1999—and how high-performing, public charter schools have played a central role in inspiring this level of attention, optimism and urgency. The example of several inspirational superintendents and a few hundred gap-closing, public charter schools has helped to elevate the entire national conversation. Not only are we now having this conversation in countless venues, but there is a fire to it that we haven’t seen before, sparked by the federal government’s Race to the Top competition and fanned by hard-working students, teachers, school leaders, parents and partners.
For gap-closing schools that are driving the conversation, we can look to our own network of 5,400 students climbing the mountain to college. In Connecticut, Achievement First has closed the achievement gap at both the elementary and middle school levels, with our students consistently surpassing state-wide averages after four years at an AF school. In June 2010, Achievement First graduated its first senior class, with 100 percent of its students accepted into four-year colleges or universities. Achievement First students are themselves acting as revolutionary proof points in the national conversation by showing that inner-city students can achieve at the same high levels found within affluent communities.
The dam of the status quo is cracking under the pressure of this quiet revolution—but it will only give way if smart, committed people like you and those found within our 19 schools become engaged, demand more and show the way to a better future. Whether at dinner parties or on blogs or at town hall meetings, you should work to make sure your passion, urgency and opinions are heard.
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Fortunately, the public, and our leaders in government, are finally paying attention. The Waiting for “Superman” documentary, the defeat of D.C. Mayor Adrian Fenty, Facebook founder Mark Zuckerberg’s $100 million gift to newark’s public schools, and a tidal wave of media attention have helped spark a national debate and presented us with an extraordinary opportunity.JoeL kLeiN, NYc schooLs chaNceLLor
THE QuiET REvoLuTion Is TAKING HOlD
TEACHERs ARE PLATinuM
very little is invested in understanding great teaching. We’ve never had a meaningful evaluation system that identifies the dimensions of great teachers so we can transfer the skills to others. BiLL gaTes
As complicated as we have made [the debate], it boils down to what parents already know: It’s all about great teachers, it’s all about who’s standing in front of the kids every morning.
Davis guggeNheim, DirecTor, waiTiNg for “supermaN”
TEACHERs ARE PLATinuM
Currently, at almost every public school in this country, teaching salaries are based solely on seniority and earned graduate degrees—two “seat time” inputs that mean that compensation for teachers has no direct tie to performance or effectiveness. In terms of annual evaluations and continued employment, most teachers receive one-dimensional, subjective evaluations that do not include an explicit focus on student achievement results. For those with tenure, it is incredibly difficult and time consuming, if not impossible, to terminate a teacher simply for being ineffective.
With Race to the Top’s focus on performance-based teacher evaluation, much of this is changing. Achievement First knows that great teaching is the biggest driver of high student achievement and has been working for the last 18 months to create a new evaluation process and “career pathway” to define, develop, reward and sustain excellence in teaching. The Teacher Career Pathway provides increased compensation and differentiated professional development based on a teacher’s proven effectiveness.
Specifically, AF’s Teacher Career Pathway provides:
Significant salary increases for ·all teachers who demonstrate effectiveness, with the greatest increases (more than $20,000 over current scales) for the most effective teachers
Holistic evaluation of teacher ·outcomes and inputs, including a teacher’s value-added contribution to student achievement and a teacher’s influence on student character development
Rewards that include ·development opportunities and recognition, in addition to salary increases
School-wide performance ·bonuses that reward team achievement and individual salary increases that celebrate individual teacher effectiveness
For the first time, outcome measurements include both student achievement and student character education, and input measurements are spread across multiple assessments throughout the year (instead of an isolated lesson observation or test score) conducted by a wide range
of partners: school principal, regional superintendent, peers, parents, students and a personal teacher coach.
Individual teachers will have a well-defined career path to become master teachers with potential salaries over $100,000, and all team members in a school could earn a bonus of up to 10 percent of their salary based on the overall success of the school. Master teachers will also benefit from self-directed professional development budgets of $2,500 per year and other learning and recognition opportunities.
The Bill & Melinda Gates Foundation awarded Achievement First a grant to support the development of the Teacher Career Pathway. This initial investment then led to a $6.3 million Teacher Incentive Fund grant from the U.S. Department of Education that we will invest directly over the next five years into compensation and other rewards for our best teachers. We owe much of this success to our partnerships with other districts and charter management organizations—and to The New Teacher Project, which advised us in our design and communications.
THE QuiET REvoLuTion IN ACHIEvEMENT FIRsT
As the nationwide conversation intensifies, a quiet revolution is
taking place within Achievement First through a powerful new
initiative to recognize effective teachers that has the potential for
widespread impact.
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THE QuiET REvoLuTion IN PARTNERsHIP
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Public charter schools and traditional public school districts have historically had an adversarial relationship—with traditional districts often trying to dismiss or even actively undermine the success of charters, and charters taking a purely competitive and, at times, equally undermining approach to working with districts. In the past, there has been little to no dialogue between the two groups about our shared work. However, in a growing number of cities, we are now seeing a quiet revolution in partnership, and Achievement First is proud to act as a pioneer in this collaborative work.
The first wave of the revolution started with visionary leaders like Chancellor Joel Klein in New York City and Superintendent Steven Adamowski in Hartford who worked to actively recruit top charter operators to their cities, inviting them to become a key part of city-wide reform initiatives and providing free access to public school facilities and other resources. They have energetically supported the success of public charters and the city students they serve. In these “portfolio” cities, the focus is no longer on a school’s governance structure but instead on how well schools perform.
The next wave of the revolution is focused on an active partnership to share and replicate best practices. With that in mind, Achievement First is excited to work with New Haven Public Schools to launch an innovative leadership development program to recruit, train and support a corps of outstanding principals and assistant principals for New Haven’s highest-need schools. This pipeline of future leaders will receive one year of full-time training and coaching, enabling them to leverage the best practices of high-performing schools from both the charter and traditional district sectors.
The Residency Program in School Leadership combines experiential residencies, seminar-style learning and intense individualized coaching—with candidates taking part in two residencies over the course of one academic year (four to seven months each), first at a high-performing Achievement First school and then at a top New Haven public school. In each school, candidates will be mentored by an outstanding principal, given specific leadership responsibilities, and receive focused feedback on their growth and development as a school
leader. Candidates will also receive formal training to develop key school leadership skills by expert practitioners from Achievement First, New Haven and the broader education reform world. Following the residencies, candidates who meet competency standards will be placed in New Haven Public Schools as assistant principals or principals. Program alumni will also continue to receive access to Achievement First professional development opportunities, change management coaching and school turnaround planning assistance.
This unique partnership is a key aspect of the district’s broader School Change Initiative to close the achievement gap between New Haven students and the state-wide average, to cut the student dropout rate in half, and to ensure that every graduating student has the academic preparation and resources to attend and succeed in college. Developing strong leaders for New Haven’s highest-need schools is a critical step toward accomplishing this bold agenda, and Achievement First is excited to co-create this important reform initiative.
The next wave of the revolution is focused on an active partnership
to share and replicate best practices. With that in mind, Achievement
First is excited to work with New Haven Public Schools to launch
an innovative leadership development program to recruit, train and
support a corps of outstanding principals and assistant principals for
New Haven’s highest-need schools.
increasingly, district and charter leaders are recognizing the need to learn from one another, influence each other and leverage each others’ relative strengths to solve the complex challenges we face in improving American education. aDam porsch, program officer, BiLL & meLiNDa gaTes fouNDaTioN
THE QuiET REvoLuTion IN PARTNERsHIP
Mayro Valenzuela Jr.
Achievement First really pushes you. They believe in perseverance, climbing the mountain to college, achieving your goals and going toward what you believe in.
DYaNi wiLLis sTuDeNT, amisTaD acaDemY
THE QuiET REvoLuTion IN MY lIFE Mayro Valenzuela Jr.Student, elm City College Preparatory
Education is valuable because it makes you free. Many
people in the world are really poor and can’t get a good
education, so they can’t do well in life. Education helps
you to dream big, and when you are finished and have a
good education, you can think about your future. You’ll
have a better life if your education was a success. You
can pick the right school for yourself and get the attention
and respect that you need. Your family will look up to you,
and you will represent them. You can teach them and
help them. You will have great value to your family and
your community.
I have seen unequal education before. When my mom
grew up in Guatemala, she didn’t have a good education.
She couldn’t get the opportunity to do what she wanted.
She takes care of us, but she can’t help us too much on
homework because her education was very low. Now
today, my mom still goes to school to learn English and
to get a better education. I come to school to accomplish
my goals and be able to help my own kids someday. Right
now I am just a kid, but I am evolving. Someday I will
have the freedom to do anything I want to do and fulfill
my big dreams.
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David Hardy
At Achievement First i know that everyone does whatever it takes to give our students the love, care and top-quality instruction they need. We all end the day feeling the good, healthy exhaustion of knowing that we helped all of our students climb the mountain to college. morgaN BarTh, priNcipaL, eLm ciTY coLLege preparaTorY eLemeNTarY
MAnY MinDS ONE MISSIONTHE QuiET REvoLuTion IN MY sCHOOl DaViD HarDy
Principal, achievement First east new york Middle
For five years after college, I taught in Miami Public Schools and found myself in the middle of a widening achievement gap. I felt disheartened by the disparities that plagued the communities in which I taught, and I became accustomed to seeing others feel the kind of complacency that is driven by low expectations. From the first day of my career at Achievement First in 2007, I was grateful to be in a place where giving less than our best was not an option; not reaching our goal was something that was not even considered; complacency remained a noun—but was never used—and college became a verb.
Now as the principal of AF East New York Middle, it has become easy to see why this quiet revolution is working. Walking into our building you will find 23 like-minded educators who want and expect breakthrough results—and are working with a sense of urgency and grace to ensure that our students are prepared for the complexities of life and their climb to college. It is this mindset that
has created a better track for our students to follow—one with a clear destination, purpose and expectation. Our quiet revolution hasn’t been easy or quick. It has come after countless hours of critical reflection as a team on how our students will raise their hands to participate, respectfully disagree, think critically, support their assertions with evidence and learn to believe in themselves.
It is our unwavering and obsessive desire to take every detail and combine it into a prophetic symphony that creates subtle, smooth and harmonic music. However, that subtle musical undertone doesn’t just resonate at our surface. It creates a sound that permeates deep into the core of what we desire for our students. It reverberates loudly in the attitudes of our future college graduates. This sound beats in the hearts of all of us, carefully playing one note at a time to ensure that our music is of the highest quality. We call this song REFORM. It is a powerful melody that one can hear blasting from every teacher in our
school and from every message on our walls that students read, internalize and personify.
We realize that we cannot wait for Superman or hope for the best from the lottery. We must actively strive for a better future, and it is the courage, passion, love and dedication of an educator that is going to take us there. Especially at this time of year, I often arrive at school before the sun rises and leave well after it has set, but not one day passes when I feel that what we do is not worth every last bit of sunlight I miss outside. I instead see the light of 200 faces that are in search of a college diploma. I am fortunate to open my eyes every morning to a revolution sparked by my work; a revolution that is quiet, yet full of vibrancy. I am causing change by creating a future of people who desire change—change that gives more of our urban youth the opportunity to obtain a great education and reap the benefits of the passion we sow as educators. That is why I am proud to be part of the Achievement First revolution.
TEAM & FAMIlY
Parent Profile
Over the last 10 years, I have been the proud parent of four Amistad Academy students. My oldest daughter, Amirah, graduated from Amistad Academy Middle in 2005 before Achievement First had a high school. Fortunately, she was so well prepared that she still went on to excel in high school and is now enrolled in college. Shehu, my son, is a sophomore at Amistad-Elm City High, where he is enrolled in a junior-level math class, plays basketball and maintains honors status. He also received a full scholarship to participate in a Penn State science and engineering program.
My middle daughter, Aminah, is in the ninth grade at Amistad-Elm City High and participates in cross country, band and musical theater. She struggled with structure and behavior during her first two years at Amistad Academy Middle. Ultimately, with dedication from the teaching staff—who we consider family—Aminah showed great improvement in her academics. She achieved honors, received the “heart” award from her principal,
played soccer and was the first violinist in the orchestra.
My youngest daughter, Azizah, a fourth grader at Amistad Academy Elementary, is reading at an advanced level and loves math. She received the “R” award in REACH for respect and has followed in her brother’s footsteps as an orange belt in Tang Soo Doo martial arts.
All of my children are an inspiration to me, and I am very proud of their achievements. When Azizah asked me a couple of years ago when I received my college degree, it was my wake-up call to go back and get the education I was now pushing them to achieve. Going back to school after 10 years was very hard, but maintaining the 4.0 average was even harder—especially since my children check my academic progress every day. My children ask, “Could you have done better? Nothing less than an A, Mom. Try harder next time.”
I am fortunate to have four wonderful kids who are receiving
an excellent education in great schools with fantastic teachers. I take pride in my 10 years with the Amistad Parent Leadership Council, and I am currently serving as its president. Achievement First creates productive citizens for today’s society. Many of our inner-city students lack access to top-notch education, despite living within walking distance of some of the best colleges and universities in the world. I asked Azizah when she will graduate from college, and she told me the answer without missing a beat: “2023”—and she said this after only her first week at Achievement First.
Achievement First encourages students to include college as part of their daily routine. Closing the achievement gap is a monumental task, but my family knows that education is something that can never be taken from us. My children will utilize the knowledge they are obtaining at Achievement First to improve society for future generations.
THE QuiET REvoLuTion IN MY HOME KHaDiJaH MuHaMMaDParent, amistad academy
TEAM & FAMIlY
Khadijah Muhammad
When i walk into an Achievement First school, sometimes I just want to pause and hang out for a little while because it’s so electric. The teachers and the faculty are just so interested—each and every one of them—and so engaged in what they are doing.
chrisTopher champioN, pareNT, amisTaD acaDemY
In 2009, we released a paper on teacher evaluation and dismissal, “The Widget Effect,” based on our study of 12 diverse school districts across four states, involving surveys of over 15,000 teachers and examinations of over 40,000 personnel records. Though abundant research reflects that teachers are the most powerful school-based factor in student academic success or failure, and that different teachers obtain dramatically different outcomes, we found that our policies are based on a false assumption that one teacher is just as good as any other. In every district we studied, regardless of size and student demographics, virtually all teachers were rated as being good or great, excellent teachers were ignored, teachers were not provided with quality feedback and support, novices received no special attention, and poor performance was widely tolerated.
Since the release of “The Widget Effect,” significant changes in laws and policies have occurred that parallel the quiet revolution occurring at Achievement First and elsewhere. Twelve states, responsible for educating one in four U.S. children, have changed their laws on teacher evaluation to make evaluation more meaningful and rigorous. Teacher and principal evaluation was a key
component of the Obama Administration’s innovative Race to the Top program, and the 12 states that won the competitive grant program are hard at work implementing reform plans focused on improving educator effectiveness.
At The New Teacher Project, we work with a number of these states and districts on redesigning their teacher and principal evaluation and development systems, and we are pleased to have the opportunity to work with Achievement First to support its Career Pathway work.
Achievement First’s Career Pathway initiative is entirely consistent with its core beliefs around the paramount importance of its people. However, we know from our work around the country that talking about breaking out of the mold of traditional evaluation, compensation and career pathways is one thing; changing systems that teachers and school leaders are used to and have come to rely on without disrupting a truly positive culture is another thing entirely.
We are impressed with the design of Achievement First’s Career Pathway initiative—it truly is state of the art in setting clear and ambitious performance standards, providing quality
feedback against those standards from multiple source evaluators, and providing recognition and rewards for excellent teachers. But Achievement First also understands something we have learned well—design matters, but implementation matters just as much. So, for example, Achievement First is investing a lot of time and effort designing a data system to support the initiative because a good evaluation and career pathway system won’t be of much use to the organization if the data on teacher performance and development aren’t captured outside of a spreadsheet on a principal’s computer. Achievement First is also investing significant time engaging with its teachers and school leaders, ensuring that educators are well-informed and that they have ample opportunity to share their practitioners’ perspectives to shape implementation.
As we see so much progress being made across the country on policies and practices that affect teachers, it is truly exciting to be involved in the progress being made at Achievement First and to see the impact that the initiatives have on its schools, teachers and students—and, through their powerful example, on the broader education reform movement.
THE QuiET REvoLuTion IN OUR COMMUNITIEs Dan WeiSBerGThe new Teacher Project
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Charter schools are not the only solution—but the strategies that have been proven in charter schools are the solution—solutions that can be replicated in all schools using existing funds. let’s not allow the contrived charter versus public school argument distract us from providing quality schools for all children.
JohN LegeND recorDiNg arTisT, coNcerT performer aND phiLaNThropisT
onLY 1 in 10 low-income
students in the u.S. graduates
from college
Achievement First students work hard every day to climb the mountain to college. Our students make this climb with the help of effective instruction from great teachers and leaders, a longer school day and school year, a rigorous college-prep curriculum, assessments that track their progress and inform re-teaching and tutoring, and a disciplined, joyful and achievement-oriented school culture. At Achievement First, it is cool to be smart and everyone feels cared for as a part of an extended school family.
Despite the promise of equal educational opportunity, the United States has largely failed to provide low-income children access to a high-quality education. The difference in academic performance between poor and affluent students, known as the achievement gap, has serious implications for the future life opportunities of students and for our society at large. With only one in 10 low-income students in the U.S. graduating from college, closing the achievement gap is both an economic and moral imperative—the modern frontier of the civil rights movement.
Over the last 10 years, thanks to the example set by individual, high-performing schools across the country, conventional wisdom has shifted from a belief that “demographics are destiny” to an acknowledgment that success is possible for all students. Education reform skeptics now question whether success is possible at scale.
Stephanie MontufarGraduate, Amistad-ElmCity High
ACHiEvEMEnT FiRST’S THEORY OF CHANGE
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Achievement First’s theory of change is that by creating the
equivalent of a high-performing urban public school “district,”
we prove that the achievement gap can be closed at scale
and can thus inspire and inform broader district-wide reform
efforts. Our current strategic plan calls for us to expand
from 19 to 34 schools, eventually serving more than 12,000
students. At this size, we will serve more students than 95
percent of school districts in the United States.
As we develop the Achievement First network, we are guided
by three big goals: quality, scale and sustainability. We remain
committed to creating the kind of top-quality schools our
students need and deserve, and to doing so at a meaningful
scale and with a per-student cost equal to or less than that of
our host public school districts.
HIGHLIGHTS
* Amistad Academy Elementary
* Amistad Academy Middle
* Amistad-Elm City High
* Elm City College Preparatory Elementary
* Elm City College Preparatory Middle
* Achievement First Bridgeport Academy Elementary
* Achievement First Bridgeport Academy Middle
* Achievement First Hartford Academy Elementary
* Achievement First Hartford Academy Middle
Bridgeport
New haven
hartford
CONNECTICUT SCHooLS
Achievement First schools ·are prominently featured in ConnCAN’s annual Top 10 lists, which highlight schools state-wide that are serving as exemplars in closing the achievement gap. We are especially pleased to be ranked #1 in the state in African-American performance at both the elementary and middle school levels (see sidebar for a complete list of Achievement First rankings).
One-hundred percent of Amistad- ·Elm City High’s inaugural senior class was accepted into four-year colleges and universities, with an average of more than four college acceptances per student.
Achievement First opened one ·new school in Connecticut in 2010. AF Bridgeport Academy Elementary opened in the
fall, welcoming a class of 91 kindergarteners.
Achievement First Bridgeport ·Academy Middle piloted Life Prep, an innovative character education curriculum designed to teach character values as explicitly as academics. As a part of this, the school conducted a penny drive that yielded nearly $1,200 for 11 local charities, with students volunteering at one of the 11 “adopted” charities.
Kiara Fuller, a member of Amistad ·Academy Middle’s first graduating class in 2002 and a 2010 Connecticut College graduate, became the first Amistad Academy alum to return to work at Achievement First. In July 2010, she became the office coordinator at Amistad-Elm City High.
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ConnCAN Top 10 Rankings 2010
#1 African-American elementary school student performance (Elm City College Prep)
#1 African-American middle school student performance (Amistad Academy)
#3 Hispanic middle school student performance (AF Bridgeport Academy)
#4 African-American middle school student performance (AF Bridgeport Academy)
#5 African-American high school student performance (Amistad-Elm City)
#5 Overall elementary school performance gains (Elm City College Prep)
#6 Overall middle school performance gains (AF Hartford Academy)
#7 African-American elementary school student performance (Amistad Academy)
#7 Low-income middle school student performance (Amistad Academy)
#7 African-American middle school student performance (Elm City College Prep)
#8 Low-income elementary school student performance (Elm City College Prep)
#8 Low-income middle school student performance (AF Bridgeport Academy)
#9 Hispanic elementary school student performance (Amistad Academy)
#9 Hispanic middle school student performance (Amistad Academy)
#9 Overall middle school performance
gains (Amistad Academy)
*Compared to all CT schools
Our Connecticut schools—which ·were already heralded as local, state and national exemplars—had their best year yet, posting student achievement scores that increased an average of seven points across all subjects, an impressive gain for a single year. Seventy-five percent of our fourth-grade students—selected by lottery from our big cities, overwhelmingly poor—performed “at goal” on the state test versus only 64 percent for poor/non-poor students state-wide and 39 percent for poor students. Seventy-nine percent of our eighth-graders performed “at goal” versus 68 percent for poor/non-poor students state-wide and 41 percent for poor students. We are especially pleased with our network-wide math performance, which has now completely closed the achievement gap for parity with the wealthiest districts in the state.
At Amistad Academy Middle in New Haven, math, reading and writing scores were similar to those attained by schools in affluent communities like Madison and Guilford. Eighty-four percent of Amistad’s eighth graders scored at or above goal on the Connecticut Mastery Test in math, with 76 percent meeting this goal in reading and 88 percent achieving the state goal in writing.
Achievement First Bridgeport ·Academy Middle continued its trend of significantly raising student achievement. The school welcomed its inaugural class of fifth-grade students in 2007, when only 40 percent of students met or exceeded goal in math, 36 percent in reading and 33 percent in writing on the Connecticut Mastery Test. After three years at AF Bridgeport Academy Middle, 79 percent of these now seventh- grade students scored at or
above goal in math, 66 percent in reading and 77 percent in writing.
Achievement First Hartford ·Academy’s inaugural middle school class, which entered the school in fifth grade in 2008, also showed similar progress. In the fifth grade, only 55 percent of students were at goal in math, 31 percent in reading and 50 percent in writing. After their second year at AF Hartford Academy Middle, significant improvement is evident with 68 percent of students meeting or exceeding goal in math, 49 percent in reading and 61 percent in writing.
Our Connecticut schools also ·provide an exciting story that school turnaround is possible. Elm City College Prep Elementary has made significant gains over the last three years, continually reaching for excellence. With a 47 percent overall mastery level
in 2008 for its third graders on the Connecticut Mastery Test, the school set itself on an assertive path to close the achievement gap with Connecticut’s non-poor students. The school made a resounding leap in 2009 to 56 percent at goal on the third-grade CMT, and in 2010 hit 61 percent at goal—two percentage points above the state’s average. Elm City’s fourth graders outperformed the state’s average by 11 percentage points.
RESULTS
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CONNECTICUT SCHooLS
AMIsTAD ACADEMY ELEMEnTARY
ACHiEvEMEnT FiRST BRIDGEPORT ACADEMY ElEMENTARY
Students can participate in a variety of
extracurricular activities, including
pom-poms, Drill Team, sparring, physics,
Math Club and other exciting opportunities
Over 50 percent of the
school’s parents attended a
Parent Reading Night, where Joshua Prince
autographed his book,
I Saw an Ant on the
Railroad Track, and donated
a copy to every student
Principal: Amanda Alonzy
Opened: August 2006
Grades: K to 4
Number of students: 408
Principal: Katherine Baker
Opened: August 2010
Grades: Kindergarten
Number of students: 91
The school-wide
average for submitting
homework was 99% for the entire year
The school raised over
$1000 in the “AmeriCares Pennies
for Haiti” relief campaign
As one of two new
schools in the network,
the school held a “get
to know our parents
and extended families”
potluck—and 85% of families came to join
in the celebration
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Students collected holiday
goods for families with
the greatest need in a
Thanksgiving food drive
ElM CITY COllEGE PREP ELEMEnTARY
ACHiEvEMEnT FiRSTHARTFORD ACADEMY ElEMENTARY
The school is listed as a
success story school by ConnCAN based on
significant student
performance gains
The school hosted an annual “Taste of Nations” potluck dinner where students and
parents brought a dish representing their family and
wrote a story or created a poster about their culture
Principal: Morgan Barth
Opened: August 2004
Grades: K to 4
Number of students: 296
Principal: Claire Shin
Opened: August 2008
Grades: K to 3
Number of students: 352
82%of students in kindergarten through
second grade are reading at or
above grade level, according to the
Fountas & Pinnell test
More than
100 Parents
100% of team members believe
that all colleagues are
committed to doing top-
quality work
attended the third annual “Parent
Reading Mania Night”—a workshop to
teach parents how to use the school’s
reading strategies to support their
children at home
11 second graders trained for three months during an
after-school club to participate in the Hartford Kid’s Marathon. Of these students, nine registered for
the marathon and completed the 1.2 mile race.
AMIsTAD ACADEMY ELEMEnTARY
On average, our fifth graders grew by 1.86 years in reading during a single year
85% of students achieved
mastery in seventh-
grade reading
AMIsTAD ACADEMY MiDDLE
ACHiEvEMEnT FiRST BRIDGEPORT ACADEMY MIDDlE
Over 230 students showcased a piece of their
artwork at the school’s
first annual art show, with
over 100 families and
community members in
attendance, including the
mayor of Bridgeport
The Art Club won
“Best Whimsical scarecrow” with a
Michael Jackson-inspired
entry into the annual
Scarecrow Competition
at Connecticut’s
Beardsley Zoo
51 students traveled to Atlanta,
GA for five days to visit colleges and
museums and celebrate high
performance results
Principal: Matthew Taylor
Opened: July 1999
Grades: 5 to 8
Number of students: 295
Principal: Challa Flemming
Opened: August 2007
Grades: 5 to 8
Number of students: 320
100% of students achieved
proficiency in sixth-grade
math—the first 100%
milestone in Achievement
First Connecticut history
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ElM CITY COllEGE PREP MiDDLE
ACHiEvEMEnT FiRSTHARTFORD ACADEMY MIDDlE
On its annual parent survey
97% of Elm City parents are pleased with
the quality of teachers at the school,
and 98% of parents believe the
school has very high academic
standards and a rigorous curriculum
Eighth graders visited NYU for a panel discussion with
graduate students at the Tisch School of Arts and a tour of the university, while sixth graders held a
mock trial with law students at Yale Law School based on
“Goldilocks and the Three Bears”
After three years,
100%
of the school’s founding teachers
are still part of the team
The school participated in
Tent City, a fundraiser
to support the emergency
overflow shelter in New
Haven, with students setting
up tents on the New Haven
Green and learning more
about homelessness
The school has partnered with the
Artists Collective to provide vocal lessons during the week
Principal: Jeff House
Opened: August 2008
Grades: 5 to 7
Number of students: 258Students raised over
$2000 for the “Hope for Haiti”
campaign
Principal: Rebecca Good
Opened: August 2004
Grades: 5 to 8
Number of students: 217
AMIsTAD-ElM CITY HiGH
ACHiEvEMEnT FiRST BROOKlYN HIGH
Principal: Jeff Sudmyer
Opened: August 2006
Grades: 9 to 12
Number of students: 194
By the end of
their senior year,
students have the
opportunity to earn
13 UConn credits
The Amistad-Elm City
High Wolves competed
in Connecticut Interscholastic Athletic Conference sanctioned
games for the first time in
basketball and volleyball
All students participate in a pre-college experience or internship over
the summer at campuses such as Yale University,
Bryn Mawr College, Penn State University and
University of Maryland
All students participate
in 90 minutes
of a leadership seminar
and community circle
each week, where they
recognize character
gains, work on character
needs and perform
community service
of students passed
the Living Environment
Regents Exam
10 students
participated in the New York state school Music Association “Vocal
Adjudication Festival”
and scored Excellent
or better; two received
scores of Outstanding
Principal: Paul Adler
Opened: August 2009
Grades: 9 to 10
Number of students: 112
95%
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In August 2010, we opened ·another new AF school in Brooklyn, Achievement First Apollo, with 176 kindergarteners and first graders. Achievement First is now serving 3,000 Brooklyn students—more than any other charter management organization in New York.
Both Achievement First Crown ·Heights and Achievement First East New York received full five-year charter renewals by the New York State Board of Regents. In addition, the SUNY Charter
Schools Institute approved a new charter for Achievement First Aspire, which is scheduled to open in East New York in August 2012. This marks the seventh charter AF has received to operate schools in New York.
Achievement First has partnered ·with Democracy Builders, a charter school advocacy organization, to assist our parents in voicing support for AF schools and students.
HIGHLIGHTS
* Achievement First Apollo Elementary
* Achievement First Brooklyn High
* Achievement First Brownsville Elementary
* Achievement First Bushwick Elementary
* Achievement First Bushwick Middle
* Achievement First Crown Heights Elementary
* Achievement First Crown Heights Middle
* Achievement First East New York Elementary
* Achievement First East New York Middle
* Achievement First Endeavor Middle
oW
n iT. FiX
iT. lE
AR
N F
RO
M IT.
NEW YORK SCHooLS
crown heights
Bushwick
east New York
Brownsville
A 7-year-old girl won’t make it to college
someday because her teacher has two decades
of experience or a master’s degree—she
will make it to college if her teacher is effective
and engaging and compels her to reach
for success.
JoeL kLeiN NYc schooLs chaNceLLor
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In 2010, New York State significantly raised the standard for the score necessary to reach proficiency on the annual state test. State leaders had conducted an analysis that showed that students who had been scoring “proficient” under the old standard would often still need to take remedial courses before they could start college. When they raised the standard, scores across the state—and at Achievement First—plummeted.
We applaud the political courage of the education commissioner and Board of Regents and think this was exactly the right thing to
do. However, the new standard led to a real wake-up call at Achievement First. Instead of having 99 percent of our third and fourth graders (across three different elementary schools in Brooklyn) achieve at proficiency in math, under the new regime only 76 percent scored proficient in math. In English Language Arts, the old regime would have meant 83 percent of our elementary school students were proficient. The new bar revealed a new, brutal fact: only 46 percent of our elementary students had the reading skills they need.
Many organizations experience
dips or challenges, and the real test of the strength of an organization is how it responds to these challenges. In response to the 2010 New York results, there was a resounding chorus of “not good enough” and real urgency to get it right within Achievement First.
On what could have been a grim day for Achievement First, the day we received our lower scores will likely prove to be one of the most crucial turning points for us as an organization. Now more than ever, we are laser-focused on helping our students get the great, gap-closing education they need and deserve.
RESULTS
In August 2010, we opened ·another new AF school in Brooklyn, Achievement First Apollo, with 176 kindergarteners and first graders. Achievement First is now serving 3,000 Brooklyn students—more than any other charter management organization in New York.
Both Achievement First Crown ·Heights and Achievement First East New York received full five-year charter renewals by the New York State Board of Regents. In addition, the SUNY Charter
Schools Institute approved a new charter for Achievement First Aspire, which is scheduled to open in East New York in August 2012. This marks the seventh charter AF has received to operate schools in New York.
Achievement First has partnered ·with Democracy Builders, a charter school advocacy organization, to assist our parents in voicing support for AF schools and students.
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ACHiEvEMEnT FiRST BUsHWICK ElEMENTARY
percent of team members feel their
colleagues are committed to doing
top-quality work 94
Principal: Stacey Park
Opened: August 2006
Grades: K to 4
Number of students: 426
In addition to offering
afterschool drama
club, martial arts, chorus,
yoga, soccer, French
and Spanish classes,
the school has partnered
with The Piano School of
New York to offer piano
lessons to students
The college graduating
class of 2022 (fourth
graders) took their first
trip to sUNY Albany
and experienced a mock
class in a lecture hall,
had lunch in the school
cafeteria and toured one
of the dorms
ACHiEvEMEnT FiRST EAsT NEW YORK ElEMENTARY
ACHiEvEMEnT FiRST CROWN HEIGHTs ElEMENTARY
percent of team members say
they are personally contributing
to Achievement First’s mission100
Principal: Marin Smith
Opened: August 2005
Grades: K to 4
Number of students: 415
Principal: Hilary Cymrot
Opened: August 2005
Grades: K to 4
Number of students: 431
100%of team members feel
that their professional
growth is encouraged
and supported
99.7%of families agree that
the school has very high
academic standards and
a rigorous curriculum
99.7%
Students, staff and
parents participate in
a school-wide
REACH assembly every four
weeks to highlight the
monthly service
project and celebrate
homework and
attendance awards
The school achieved
major math gains
on the Terra Nova test,
a nationally normed
standardized test used to
evaluate math achievement
in grades K-2, doubling
scores in second grade
and significantly increasing
scores in kindergarten
of families agree that their
child goes to a great school
ACHiEvEMEnT FiRST BROWNsvIllE ElEMENTARY
ACHiEvEMEnT FiRST APOllO ElEMENTARY
93% of students
in the founding class
of 2024 now read at
or above grade level,
with 60% at least a
year above grade level,
despite having entered
first grade with only 6%
reading at grade level
The school had 100%
parent attendance for fall
report card conferences,
giving every family the
opportunity to discuss student
progress in all academic
areas, and every teacher the
opportunity to learn more
about the students
The school’s family leadership council, teachers and
students work together to host three school-wide Arts
and Culture Nights each year, where children have the
opportunity to show their skills in music, dance and art
Every six weeks, students
focus on a particular
REACH value; in its first
cycle as a new school this
year, 80 percent of students
demonstrated mastery of the
“Respect” value, as assessed
by classroom observations
The school has
partnered with
Fit4life Kids
to provide daily
Capoeira classes for
its kindergarteners
and first graders
Principal: Jabari Sims
Opened: August 2010
Grades: K to 1
Number of students: 179
percent of parents have already
volunteered at least twice at
the school during the first three
months of the academic year75
Principal: Gina Ribiero
Opened: August 2008
Grades: K to 3
Number of students: 340
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CH
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ACHiEvEMEnT FiRST EAsT NEW YORK MIDDlE
Students performed The Lion King at
the end of the year and have taken
First Place in spoken word competitions
throughout New York City
99%of parents believe that
their student attends a
great school
Seventh graders
closed the achievement gap in math, scoring higher than
affluent Scarsdale
The school ranked
#1
and #2 in the AF-wide
Spelling Bee
ACHiEvEMEnT FiRST BUsHWICK MIDDlE
Principal: Amy D’Angelo
Opened: August 2007
Grades: 5 to 8
Number of students: 333
Principal: David Hardy
Opened: August 2009
Grades: 5 to 6
Number of students: 174
98% 99% student attendance
teacher attendance
100 percent of team members
feel that the principal values
and creates a culture of
great teaching
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ACHiEvEMEnT FiRST ENDEAvOR MIDDlE
ACHiEvEMEnT FiRSTCROWN HEIGHTs MIDDlE
Book clubs, literature
circles and guided
reading groups provide an
additional 45 to 90 minutes
of reading per day to
an already rigorous
English Language Arts
curriculum
All students participate in 60 minutes of life Prep
seminars and a 45-minute community circle each week
where teachers introduce real-life examples of REACH
in action
Students in the orchestra program practice
intensively during and after school to prepare for
performances at the school’s Black History Month
celebration, the Crown Heights Affair school assembly
and off-campus venues like Lincoln Center
The lower school Math Team
competed in the Charter
School Math League, taking
First Place in the
individual and team categories
Students can participate in
a variety of enrichment and
extracurricular activities, including step team,
basketball, photography, dance,
track and chess
Teachers and school leaders log
at least five calls to every parent
each week to provide status
updates on student behavior and
academic performance and build strong relationships
with the greater AF Endeavor family
Principal: Wells Blanchard
Opened: August 2005
Grades: 5 to 8
Number of students: 296
Principal: Tom Kaiser
Opened: August 2006
Grades: 5 to 8
Number of students: 304
vITAl sTATs
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no
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s
vITAl sTATs
*CSD 17 and state values are from 2008-09 (since 2009-10 values are not yet publicly available)
REACH RESPECT EnTHuSiASM ACHiEvEMEnT CiTiZEnSHiP HARD WoRK
Unwavering Focus on Student Achievement All Achievement First teachers and principals are focused on completely closing the achievement gap for our students, and student performance is the chief factor in school, principal and teacher evaluations.
Talent Development Achievement First firmly believes that the most important determinant of student achievement is the quality of the teacher in the classroom. Likewise, the quality of school leaders is the most important driver of teacher success. Achievement First goes to great lengths to recruit, develop, recognize and retain a team of talented teachers and school leaders. All new Achievement
First school leaders train for an entire year before launching a new school, and all new Achievement First teachers participate in nearly three weeks of professional development. Achievement First schools release early on Fridays to provide two additional hours of staff meeting and learning time. Every Achievement First teacher has a coach (a principal, dean or master teacher) who meets with them at least once every two weeks to provide individual coaching and support.
More Time on Task The Achievement First school day is nearly two hours longer than the traditional public school day, allowing many students to have two reading classes and an extended math class every day. Tutoring is available during
and after school, an average of one to two hours of homework is assigned per night, and an intensive independent reading program is prioritized so that students READ, READ, READ both at home and at school. In addition, the Achievement First school year is at least two weeks longer than the traditional school year. Over the course of a K to 12 education, this extra time amounts to one additional year of instruction.
Rigorous Curriculum Achievement First outlines the ambitious academic standards that all Achievement First students are expected to master at each grade level, so that success in one grade can be seamlessly built on in the next. Teachers understand that “covering material” is not
our goal; what is important is how well students master the essential knowledge and skills.
Strategic Use of Data and Interventions for Struggling Students Every six weeks, Achievement First teachers give interim assessments (IAs) that measure whether students have actually mastered what we have taught them. These results are then uploaded to AF Athena, a custom-built assessment system. Teachers and principals spend a Data Day after each IA dedicated to reviewing the individual assessments and together creating data-driven instructional plans that target whole class, small group and one-on-one instruction to address any gaps in student learning.
THE ACHiEvEMEnT FiRST APPROACH
REACH RESPECT EnTHuSiASM ACHiEvEMEnT CiTiZEnSHiP HARD WoRK
Strong School Culture Immediately upon entering an Achievement First school, you can feel a sense of urgency, order, focus and joy. Key elements of Achievement First’s school culture include the following:
Commitment to character education: All students live by the REACH values (Respect, Enthusiasm, Achievement, Citizenship and Hard Work). Our goal is to develop well-rounded students, and we teach these character values as explicitly as we teach academics.
Sweating the small stuff: In many urban schools, teachers and leaders “pick their battles,” only addressing egregious instances of poor behavior. Achievement First, on the other hand, has adopted sociologist
James Q. Wilson’s “broken windows” theory that even small details can have a significant effect on overall culture, and we believe that students will rise to the level of expectations adults have for them.
College focus: The message at Achievement First schools is that all students are going to college. We continuously expose students to college—all of our classrooms are named after universities, and students make field trips to college campuses, hear speakers talk about college, write research papers on colleges and, most important, master a college-preparatory curriculum. From the moment our students arrive, they know what year they are expected to graduate from college (our current kindergarteners are known as the “Class of 2027”).
Teachers know and care: Achievement First schools are small learning communities in which all teachers and leaders know the names of all students. Every Achievement First school has some form of advisory program so that teachers are able to develop meaningful relationships with each student in their advisory.
Parents as partners: At Achievement First schools, parents, students and leaders all sign a contract that outlines their shared commitment to hard work and consistent support of one another. While this contract is not legally binding, it is an important symbolic commitment and plays an integral role in strengthening the relationship between parents and the school.
Uniforms: All Achievement First students wear their school’s chosen uniform.
Joy factor: Achievement First believes that great education should be rigorous AND fun, challenging AND engaging, structured AND joyful. In fact, we coach teachers to ensure that the J-Factor (the “joy factor”) is high in every class and dominates regular school-wide celebrations. Students are frequently and systematically recognized for academic achievement and good behavior.
Network Expenses
Curriculum, Prof. Dev. & School Support
Talent Development & Recruiting
General, Administrative & FInancial
Development & Community Relations
Operations & IT
Depreciation
Our Network Finances(2009-10 unaudited financials)
RevenuesManagement Fees 4,142,953
Philanthropy 4,158,198
Other 284,570
Total Revenues 8,585,721
ExpensesPersonnel Expenses 6,412,564
Non-personnel Expenses 2,058,142
Total Expenses (before depreciation) 8,470,706
Surplus/(Deficit) (before depreciation) 115,014
Depreciation Expense 239,871
Surplus/(Deficit) (after depreciation) (124,857)
Athena*Revenues 1,021,801
Expenses 950,656
Surplus/(Deficit) 71,145
*Athena™ is Achievement First’s custom-built, web-based interim assessment
platform, providing performance data analysis and knowledge management
for teachers and school leaders to create data-driven instructional battle plans
as they help every student climb the mountain to college. Athena is a stand-
alone software platform that is independently managed by Achievement First’s
Network Support team.
19%
22%
18%
16%24%
3.1%
FINANCEs
Ev
ER
YT
HIN
G W
iTH
inT
EG
RiT
Y
President Barack obama got this one exactly right when he said that whoever “out-educates us today is going to out-compete us tomorrow.”
Thomas frieDmaN, The New York Times
Revenue, Philanthropy
Revenue, Federal
Revenue, State and District
Facility Operating Expenses
Non-Personnel, Non-Program Expenses
Non-Personnel, Program Expenses
Personnel Expenses
Host District Expenses
Our School Finances(All figures are from 2008-09 when the latest district data was available)
Achievement First operates college-preparatory public
charter schools at a per-student cost equal to or less
than its host public school districts in New York and
Connecticut.
*Host district per-pupil data is based on 2008-09 budgets. The amount was
adjusted to control for expenses provided in-kind to Achievemet First, such as
facilities, food service and transportation.
NEW YORK Achievement First Model
CONNECTICUT Achievement First Model
America’s GDP would have been $2.3 trillion higher in 2008 if we had closed the gap in educational performance between ourselves and nations like Finland and Korea.
mckiNseY & compaNY
FACIlITIEsAchievement First has surpassed one million square feet of space dedicated for educational use across our network. Providing suitable facilities is a constant challenge for all public charter schools, and Achievement First has made great progress toward meeting this goal. Our facilities success is possible through generous support from donors, cooperative partnerships with local school districts and effective assistance from support organizations.
NEW YORK
Our spectacular 190,000- ·square-foot Brooklyn high school facility opened in August 2010. The space is shared with Uncommon Schools, a cousin charter management organization. This facility looks and feels highly collegiate and does not miss a single opportunity to provide inspiration for students on their way to college. This incredible property was made possible by the generosity of the Robin Hood Foundation in partnership with the New York City Department of Education.
Construction was completed ·in Brooklyn on the Waverly building which is home to AF Endeavor Middle and our Achievement First Network Support offices for New York.
The certificate of occupancy was received in December 2009 and AF Endeavor Middle moved into the facility in February 2010. Of particular note are the spectacular fourth-floor, two-story library and incredible seventh-floor rooftop play field overlooking Brooklyn. This $55 million project was built in partnership with the New York City Department of Education and Civic Builders.
Our remaining New York ·
schools continue to occupy
facilities provided by the
New York City Department
of Education, thanks to the
strong support of public
charter schools by Chancellor
Joel Klein and Mayor Michael
Bloomberg.
Design: Pentagram Photograph: Peter Mauss, Esto
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Construction began at the ·former Dwight School at 130 Edgewood Avenue in New Haven. This will become the permanent home for Amistad Academy Elementary and Middle. The $32 million project includes renovation of the former school and construction of a two-story addition. Funding has been provided through private support and a $24 million state grant, the first of its kind for a public charter school in Connecticut. The building is on schedule to open in August 2011.
Elm City College Preparatory ·Middle in New Haven received an HVAC upgrade, masonry repairs and replacement windows this summer. The old
boilers were replaced with more efficient models, a chiller was added to provide much-needed air conditioning during Summer Academy and the drafty windows were replaced. This $1.4 million capital investment will reduce the ongoing operating costs of the building and will provide a higher quality, more comfortable learning environment for our students year-round.
Achievement First partnered ·with Hartford Public Schools to renovate the Lewis Fox Middle School located at 305 Greenfield Street. This building has great common spaces—including two full-size gyms and an auditorium—and will serve as the permanent
home for AF Hartford Academy Elementary and Middle. This year, Achievement First and Hartford Public Schools together invested a total of $1.2 million into the building to bring it up to current code, reconfigure space to meet our programmatic needs and infuse the building with Achievement First personality. The building opened for our middle school in August 2010, with a second round of renovations planned to ready space on the second floor for our elementary school to join in July 2011.
We purchased the former ·Garfield School at 655 Stillman Street from the City of Bridgeport and renovated the space to make it ready for AF
Bridgeport Academy Elementary. The first class of kindergarteners arrived in August 2010. Through these renovations, Achievement First put a strong emphasis on local hiring and is proud to report that 40 percent of the hard construction costs went directly to Bridgeport-based businesses.
We have started design work ·to add a new gymnasium to AF Bridgeport Academy Middle, located at 529 Noble Avenue. Currently, these students do not have an indoor recreation area nor is there any assembly space that can fit the entire student body. We anticipate that construction will begin in the spring of 2011.
CONNECTICUT
SWEAT THE sMAll sTUFF
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Our spectacular 190,000- ·square-foot Brooklyn high school facility opened in August 2010. The space is shared with Uncommon Schools, a cousin charter management organization. This facility looks and feels highly collegiate and does not miss a single opportunity to provide inspiration for students on their way to college. This incredible property was made possible by the generosity of the Robin Hood Foundation in partnership with the New York City Department of Education.
Construction was completed ·in Brooklyn on the Waverly building which is home to AF Endeavor Middle and our Achievement First Network Support offices for New York.
The certificate of occupancy was received in December 2009 and AF Endeavor Middle moved into the facility in February 2010. Of particular note are the spectacular fourth-floor, two-story library and incredible seventh-floor rooftop play field overlooking Brooklyn. This $55 million project was built in partnership with the New York City Department of Education and Civic Builders.
Our remaining New York ·
schools continue to occupy
facilities provided by the
New York City Department
of Education, thanks to the
strong support of public
charter schools by Chancellor
Joel Klein and Mayor Michael
Bloomberg.
Individuals
Bruce and Christine Alexander
Steve Anbinder
Dave Anderson
Anonymous
Elaine Appellof and Jerry Saunders
Dr. Walter and Mrs. Diane Ariker
Mary Arnstein
Avlyn Ashterman-Reece
Jon Atkeson
Rhett Austell
Martha Banks
Morgan Barth
Richard and Ilene Barth
Gary and Myrna Baskin
Jonathan Beane
Dr. Eric and Mrs. Ethel Berger
William R. Berkley
Beverly Beutel
Diahann Billings-Burford
Andrew and Carol Boas
Doug Borchard
Jonathan Brandt
Harold and Rachel Brooks
Robert and Holly Burt
Julie Burton and George G. Sharrard
Guido and Anne Calabresi
Henry Clark III
Thomas Cody
David L. Cohen
Justin Cohen
Richard and Ann Cohen
William Cohen
Brian Cole
Brooke A. Connolly
Michael and Joyce Critelli
William Curran
Sarah Curtis-Bey
Kevin and Katrin Czinger
Tony Davis and Suzy Franczak
Nancy DeLisi
Milton and Margaret DeVane
Carolyn Downey
Susan B. and Thomas Dunn
Meyer Dworkin
Andrew and Eileen Eder
David and Cindy Eigen
Dr. Steven Eisen and Dr. Emily Littman-Eisen
Emily Eisenlohr
Greg Eisner
Martin Erb
Jim Essey
Daniel and Elizabeth Esty
John and Katharine Esty
Kelly Evans
Susan Evans
Eric and Anne Ferguson
Richard and Marissa Ferguson
Barry and Pamela Fingerhut
Catherine Frantzis
Denise Gallucci
Lyn Gammill Walker
Viral Gandhi
Isaac Gerber
Chris and Toddie Getman
Frank and Marjorie Gillis
Lynn and Thomas Goldberg
Edwin Goodman
William and Jean Graustein
Adam and Carolyn Greene
Mr. and Mrs. Stewart Greenfield
Charles and Melinda Greenlee
Josh Greenman
Geoff and Sheri Griffin
Michael D. Griffin and Molly Butler Hart
Daniel and Lesley Groff
Harriett Guin-Kittner
Allen Hadelman
Todd Halky
Marnie Halsey
John and Joanna Hamby
Aaron Hamer
Jim and Melinda Hamilton
Taylor and Amy Harmeling
Mike Harris
Steven Harris
Steven and Marilyn Hart
Elizabeth Hartzell
Darrell Harvey
Jonathan Hayes
William and Judy Heins
Malda Hibri
Alexis N. Highsmith
Carlton and Letamarie Highsmith
Dick and Angelica Hinchcliff
Kenneth M. Hirsh
Norman and Sandra Jellinghaus
Jeff Johnston-Keisling
Richard and Lydia Kalt
Shelly and Michael Kassen
Jean Kelley
Mary Kelly
Dorsey Kendrick
Shannon Kete
Dr. Richard Kiley
John and Barbara Kimberly
Charles and Gretchen Kingsley
Matt Klein
Herbert Kohler Jr.
Harvey Koizim
Carol Kranowitz
Andrew Lachman and Ruth Messinger
Jean LaVecchia
John and Amanda Layng
Robert Lebby
Ira Lederman
William and Kate Lee
Richard and Jane Levin
David Levinson
Dr. Benjamin and Mrs. Ruth Littman
Schuyler Livingston
Kevin and Erika Long
Henry Lord
Richard and Katherine Loughlin
Matthew Lucke
Robert and Ann Lyons
Leora Magier
Stephen and Susan Mandel
Joan McCabe
Grant McCracken
Paul and Cynthia McCraven
Ian and Sonnet McKinnon
Daniel G. McMahon
Rachel Meisel
Robert Meissner
Margaret Moers Wenig
Emerson Moore
William B. Morris
John Motley
Wiley Mullins
Jeffrey Myers
Mr. and Mrs. Ronald Netter
David Newton
Harold and Sandra Noborikawa
Kenneth Oba
Brian and Jill Olson
Peter and Beverly Orthwein
Sharon Oster and Raymond Fair
Tricia Pacelli and Eric Wepsic
Colleen Palmer
Susan Parente
Patricia Pierce and Marc Rubenstein
Josh and Sharon Polan
Maury Povich and Constance Chung
Edward Raice
William Reese and Dorothy Hurt
Patricia Rehfield
Lystra and Renelle Richardson
Morgan Rodd
Gerald Rosenberg and Cheryl Wiesenfeld
Karl and Elaine Rosenberger
Harvey and Diane Ruben
Marshall Ruben and Carolyn Greenspan
Alan and Mally Rutkoff
Jonathan Sackler and Mary Corson
Michael and Virginia Sarezky
Ken and Laura Saverin
Lawrence and Gloria Schaffer
Anne Schenck
Jennifer L. Schiff
Rebecca Schiller
Gabriel Schwartz
Jon Schwartz
Byron Scott
William Shaw
Sarah Sherwood
Mark Shufro
Constance Silver
Bruce and Pamela Simonds
Benjamin Smeal
Christopher Sommers
Andrew Stark
John and Susan Steuer
Dana and Mary Streep
Lawrence and Joyce Stupski
David Sullivan
Anne Summers
Patricia and Stedman Sweet
Zebulon C. Taintor
Matthew Tartaglia
David Tattan
Holland Taylor
David Tepperman
Ben Thomases
Christopher and Shirley Toll
Daniel Toll
Mike and Monica Toll
Dacia Toll and Jeffrey Klaus
Ellen Torrance
Kenneth and Kathleen Tropin
Alexander and Dale Troy
Michael S. Van Leesten
Lee Vance and Cynthia King
Catherine Vaughn
Jay Vetter
Steven Vetter
Kelly Wachowicz
Giselle Wagner and Paul Myerson
Clifford L. Wald
Mark Weissler and Nancy Voye
Malcolm and Carolyn Wiener
Tiger and Caroline Williams
Edward and Martha Winnick
Richard Witmer
Hope Woodhouse and Richard Canty
Rolan Young
Roland and Dona Young
David Zussman
Corporations
Blue State Coffee, LLC
Chapel Construction of New Haven, Inc.
Clasp Homes
Eaton Corporation
Greenlight Capital
Merck Partnership For Giving
Monitor Company Group, LP
Newman Architects
The Wave, Inc.
Williams Trading
Wyeth Corporation
Yale New Haven Hospital
Yale University
Yannix Management, LP
DONORsWe are profoundly grateful and appreciative of the support displayed by our many benefactors. Your gifts sustain and inspire our aspiring students and dedicated teachers. Thank you!
WH
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Foundations
Anonymous
Bill & Melinda Gates Foundation
Carnegie Corporation
Carson Family Charitable Trust
Casey Family Services
Cerimon Fund
Charles Hayden Foundation
Charter School Growth Fund
Clark Foundation
Credit Suisse Americas Foundation
Ensworth Charitable Trust
Ewing Marion Kauffman Foundation
Fairfield County Community Foundation
Frederick DeLuca Foundation
Fund for Greater Hartford
George A. and Grace L. Long Foundation
H. A. Vance Foundation
Hartford Foundation for Public Giving
Henry E. and Nancy Horton Bartels Trust
Hoop-A-Paluza Foundation
Jana Foundation
Jericho Leiserach Trust
Kirby Family Foundation
Lindmor Foundation Fund
Lone Pine Foundation
Near & Far Aid Association, Inc.
New Profit
NewAlliance Foundation
Newman’s Own Foundation
Northeast Utilities Foundation, Inc.
People’s United Community Foundation
Robertson Foundation
Robin Hood Foundation
Shippy Foundation
Silverleaf Foundation
The Achelis Foundation
The Andrew and Barbara Bangser Charitable Foundation
The Annie E. Casey Foundation
The Bank of America Foundation
The Charter Oak Challenge Foundation
The Community Foundation for Greater New Haven
The Eli and Edythe Broad Foundation
The Leo and Libby Nevas Family Foundation
The Louis Calder Foundation
The Moody’s Foundation
The Ohnell Family Foundation, Inc.
The Peter and Carmen Lucia Buck Foundation
The Pitney Bowes Foundation, Inc.
The Schwedel Foundation
The Seedlings Foundation
The William and Flora Hewlett Foundation
The William H. Pitt Foundation
Tiger Foundation
Tortora-Sillcox Family Foundation
Woodward Fund
We are recognizing gifts of $100 or greater received between July 1, 2009 and June 30, 2010.
DONORs
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it is intolerable that in America today a bouncing bingo ball should determine a kid’s educational future, especially when there are plenty of schools that work and even more that are getting better.
Thomas frieDmaN The New York Times
BoARdS of dIRecToRSAchievement First Network Support BoardWilliam R. Berkley CHAir W.R. Berkley
Corporation, Chairman and CEO
Steve Anbinder TreASurer First Marblehead,
Vice Chairman of the Board of Directors
Andrew Boas Carl Marks Management Co., LP,
General Partner
Doug Borchard New Profit, Inc., Managing
Partner and Chief Operating Officer
Barry Fingerhut Fingerhut Management Corp.,
Director
Carlton L. Highsmith Specialized Packaging
Group, CEO (retired)
James Peyser NewSchools Venture Fund, Partner
Stefan Pryor City of Newark, Deputy Mayor,
Commerce & Economic Development
Jon D. Sackler Bouncer Foundation, President
Jennifer Smith Turner Girl Scouts of Connecticut,
CEO
Achievement First ApolloWanda Felton CHAir Private Equity Consulting,
Principal
Denise Gordon ViCe CHAir Deloitte & Touche
LLP, US Director of Human Resources
Hasoni Pratts TreASurer Empire State
Development Corp., Director of External Relations
Mashea Ashton Newark Charter School Fund,
Chief Executive Officer
Jonathan Beane Time Warner, Executive Director,
Diversity and Multicultural Initiatives
Matt Klein Blue Ridge Foundation, Executive
Director
Patricia Pacelli New York City
Lesley Esters Redwine Achievement First, Vice
President of External Relations – NY
Achievement First BrownsvilleKelly Wachowicz CHAir Real Estate Investment
Group, Alliance Bernstein, COO
Lee Gelernt SeCreTArY ACLU Immigrants’
Rights Project, Deputy Director
Chrystal Stokes Williams TreASurer
American Express Company, Director
Elgina Brooks Parent Representative
Vanessa Jackson Achievement First, Director,
College Readiness
Max Polaner Achievement First, Chief Financial
Officer
Amy Arthur Samuels JP Morgan, Vice President
Achievement First Bridgeport AcademyAndrew Boas CHAir Carl Marks Management
Co., LP, General Partner
Max Perez SeCreTArY City of Bridgeport,
Senior Economic Development Associate
Ed Raice TreASurer Raice & Ramaekers LLC,
Principal
Shelly Kassen Town of Westport, Selectman
Richard Ferguson Newcity Foundation
Richard Kalt CRN International, Inc., Vice
President
Max Medina Zeldes, Needle & Cooper, P.C.,
Partner
Wiley Mullins Uncle Wiley’s Specialty Foods, Inc.,
President
Emily Saunders Teacher Representative
Achievement First BushwickDeborah Shanley CHAir Brooklyn College,
School of Education, Dean
Jalak Jobanputra SeCreTArY New York City
Investment Fund, Senior Vice President
Emerson Moore TreASurer TMP Worldwide,
General Counsel
Iris Chen I Have a Dream Foundation, CEO/
President
Harris Ferrell Achievement First, Chief Information
Officer
Malda Hibri Highbridge Capital Management,
LLC, Senior Vice President
Shannon Kete Project Lead the Way, Chief
Operating Officer
Judith M. Rodriguez NYC Comptroller’s Office,
Community Associate
Achievement First Crown HeightsHon. L. Priscilla Hall CHAir Supreme Court of
the State of New York Appellate Division, Second
Judicial Department, Justice
Holly Washington SeCreTArY JP Morgan,
Vice President
Gabriel Schwartz TreASurer Davidson
Kempner Capital Management, LLC, Managing
Director
Vivian Lau Serengeti Asset Management, Partner
Ethel Phillips Parent Representative
Christopher Sommers Greenlight Capital, Analyst
Dacia Toll Achievement First, Co-CEO and
President
Elizabeth Ward New York City
Achievement First East New YorkAnthony Davis CHAir Anchorage Capital Group,
LLC, President
Jonathan Atkeson TreASurer Fortress
Investment Group, Managing Director
Diahann Billings-Burford City of New York,
Chief Service Officer
J. Colin Gibson Citi Global Wealth Management,
Director
Aaron Koffman The Hudson Companies, Senior
Project Manager
Sara Keenan Achievement First, Vice President,
Leadership Development
Marsha Lawson Parent Representative
Melaine Mullan Turnaround for Children, Inc., VP
of Field Operations
Cathy Mitchell Toren The Roosevelt Institute,
Vice President, Director of External Affairs and
Development
Matt Tartaglia Deloitte Services LP, Director
Achievement First EndeavorClaire Robinson CHAir Moody’s Corporation,
Senior Managing Director
Frances Messano SeCreTArY Monitor Group,
Consultant
Sarah Curtis Bey TreASurer Estee Lauder,
Director Global Makeup Marketing
Khephra Burns Author and Playwright
Justin Cohen Eton Park Capital Management,
Investment Analyst
Chris Growney Clearwater Analytics, Co-Founder
and Vice President of Business Development
Elana Karopkin Achievement First, Regional
Superintendent
Shaka Rasheed Citadel Asset Management,
Director (chair through 1/2010)
May Taliaferrow-Mosleh Parent Representative
Achievement First HartfordAcademySteve Harris CHAir Community Leader
Marshall Ruben ViCe CHAir Ruben, Johnson
& Morgan, P.C., President
Colleen Palmer SeCreTArY Monroe Public
Schools, Superintendent
John Motley TreASurer MotleyBeup, Owner
Dominic Basile Teacher Representative
Tom Cody Robinson & Cole, Partner
Denise Gallucci CREC, General Director of
Magnet Schools
Ja Hannah Parent Representative
Alexis Highsmith Greater Hartford Legal Aid, Inc.,
Attorney
Jean LaVecchia Northeast Utilities System, Vice
President – Human Resources and Ethics
Amistad AcademyAlexander Troy CHAir Troy Capital, LLC, CEO
Michael Van Leesten ViCe CHAir Hopkins
School, Director – Breakthrough New Haven and
Math Teacher
Jane Levin SeCreTArY Yale University, Director
of Undergraduate Studies of Directed Studies
Michael D. Griffin TreASurer Warmaug
Associates, CEO
Anne Tyler Calabresi Community Activist
Katrin Czinger Philanthropist
Mayor John Destefano Jr. Board of Education
Representative
Lorraine Gibbons Parent Representative
Kurtis Ingdorf Teacher Representative
Judge Clarance Jones Board Emeritus
Dorsey Kendrick Gateway Community College,
President
Andrew Lachman Connecticut Center for School
Change, Executive Director
Paul McCraven New Alliance Bank, Senior Vice
President
Beverly Orthwein Community Activist
Ray Smith Board Emeritus
Caroline Williams Event Coordinator
Elm City College PreparatoryRichard Ferguson CHAir Newcity Foundation
Melinda Hamilton ViCe CHAir Trilogy
Enterprises, Retired
Lystra M. Richardson SeCreTArY Southern
Connecticut State University, Professor –
Department of Educational Leadership
William F. Heins TreASurer Private Investor
Harold Brooks Parent Representative
Joyce Critelli Community Activist
Carolyn Greenspan Blue State Coffee, CFO
Allen Hadelman Hadley, Inc., President
Marnie Halsey Education Reform Advocate
Hadley Kornacki Teacher Representative
M. Ann Levett Board of Education Representative
Sharon Oster Yale School of Management, Dean
Patricia Pierce Yale University, Major Gifts Senior
Associate Director
Laura Saverin Community Activist
Rolan Young Berchem, Moses & Devlin, P.C.,
Senior Partner
We are including individuals who served on our boards between July 1, 2009 and June 30, 2010.
CT Office403 James StreetNew Haven, CT 06513
NY Office510 Waverly AvenueBrooklyn, NY 11238
www.achievementfirst.org