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Achievement First (AF) is a charter network that began its work at a single charter middle school in New Haven, CT in 1998. In 2003, the founders created a 501(c) non-profit: Achievement First with the intention of having a broader impact on learning that just one middle school intended to serve students in grades 5-8: Amistad Academy. Over the next twenty years the network grew to encompass 34 schools in three states and serve over 11,000 students. The intention of the AF non-profit is to develop and implement programs that are on par with public school district spending in the towns where they are located as stated in their yearly reports. The financial records for Achievement First were located through the use of a GuideStar database search (GuideStar, 2017). …show more content…
Management fees are those allocated to Amistad Academy from AF and are considered less that what public school district central offices receive from overall budgets (AF, 2017). Contributions account for 51% of the revenue received by the school. 48% of the income comes from program services, .41% from investments and .32% from other sources. There are no amounts attributed to government grants, special events or sales (GuideStar, 2017). The costs are identified as core expenses includes program services, administration, and a category designated as other. The total for the 2016-2017 fiscal year was $42,867,233 with program services accounting for 91.3% of the total, 6.3% for administration and 2.4% to other expenses. Amistad reported a $2,752,280 surplus (GuideStar, 2017).
Current State of
Thornton Fractional South High School represents a diverse school building in the South Suburbs of Chicago, Illinois. We consist of a traditional 9th through 12th grade building with the exception of busing students to the District 215 Tech Center for vocational classes. We share these resources with our sister school TF North. Although we consistently outperform TFN, we are behind the state averages on both the ACT and the PSAE. On the ACT, we are below the state average on the composite score as well as on all three recorded sub-categories. We were closest to the state average in Science and the furthest in Reading. As for the PSAE test to measure those students meeting and exceeding standards, we are again behind the state average. TFS averaged 40.5% of students tested to meet or exceed standards. Meanwhile, the State of Illinois average was 53%. Currently, we are on the Academic Watch Status year 2. We were unable to meet the Adequate Yearly Progress (AYP) or the Safe Harbor Target Goal for Reading and Mathematics which are the two target areas. Our goal as a school is to reach the AYP and attempt to reach and exceed the state averages on the ACT and PSAE.
The Achievement Gap in America has separated and divided America's youth into more or less, two different cultures of socioeconomic placement. The first being the predominantly Caucasian students at American elementary schools, high schools, and colleges that excel greatly in their education. Most of the time earning them middle to upper class jobs in the economy, the aforementioned group contrasts significantly with its opposite culture of American youth. The second culture, the population that is mostly made up of the minority races, takes it's place in the American education system as the population of students who are less interested in getting a decent education and taking advantage of the resources that are offered, for various underlying reasons. This in turn manufactures less people of this type of culture to be readily available for higher paying jobs, and often times unemployable for a job at all. The Achievement Gap in America is influenced by many cultural, environmental, and socioeconomic factors that separate lower and higher achieving students based on these factors, and leave a high amount of unemployed Americans as a result, if not incarcerated or deceased.
Dragnea, C. (2008). The Effectiveness of Africentric (Black-Focused) Schools in Closing Student Success and Achievement Gap. Toronto: Toronto District School Board.
Elizabeth is a first-grader who has an intellectual disability called mental retardation; Elizabeth’s school has in place an IEP that includes her going to the special education room; where she receives highly structured reading instruction from Ms. Hackman, her special education teacher. In order to meet her least restrictive environment, Elizabeth is placed in a first grade class that is an inclusive classroom, which means that she has access to the general education curriculum as evidenced by her spending the majority of the school day in Ms. Clark’s general education classroom. She is provided assistance in her development in her speech because she is unable to talk in complete sentences; so she does receive related services including a
Achievement First is a charter management organization (CMO) that operates 17 schools from the elementary to the high school level in New York and Connecticut. Achievement First works to close the black-white student achievement gap by providing a high quality education to students in low-performing urban districts, having started initially with Amistad Academy in New Haven and moved into Hartford and Bridgeport, Connecticut, and New York City. Achievement First has been recognized for its impressive results – with two K-8 schools reaching the top four percent among New York City schools on the Department of Education’s Progress Reports in 2008 and with Achievement First’s flagship middle school scoring at the top of the region in reading and writing. They do this by setting high expectations and ambitious goals with a challenging curriculum, developing teachers and school leaders, focusing on data, increasing the length of the school day, and creating a strong school culture. Like other CMOs, a huge challenge for Achievement First is scalability – specifically, recruiting and developing effective leaders and teachers.
Price, Hugh B. Achievement Matters: Getting Your Child the Best Education Possible. New York: Dafina /Kensington Pub., 2002. Print.
KIPP was started in 1994 by Teach for America alumni David Levin and Michael Fienberg, who had been working in inner-city Houston schools. KIPP was created with a singular goal in mind; to get low-income students of color to college. The data would suggest that these schools have been successful in achieving that goal. During the 2008-2009 academic year, KIPP enrolled 21,831 students, 95% of whom were African-American or Latino (KIPP Foundation, 2009). Of those students who finish 8th grade at a KIPP school, 95% graduate from high school and 88% of them matriculate to college. These compare to national rates of 70% high school graduation and 40% college matriculation for low-income students (KIPP Foundation, 2009). According to a recent study of 22 KIPP schools, within three years, half of all KIPP schools in the study closed one half or more of the black-white achievement gap in math, and one third of the black-white achievement gap in reading. In these KIPP schools, student gains are equivalent to 1.2 years of additional growth i...
On the table we have two senators that arguable have very different opinions when it comes to many topics. In our case, Ted Cruz and Charles “Chuck” Schumer take two opposing stances on the new Every Student Succeeds act. Ted Cruz voted against the bill because he is more conservatives and believes the federal government should stay out of school systems (Ujifusa 2016). On the other hand, we have Charles Schumer, who voted for the bill, because he believes ESSA provides necessary monetary funds, available through tittle 1, that keep the schools running (United States Senate 2015). This particular act has not been implemented in schools, it is to be put into place in the 2017-2018 school year, so we have yet to see how the act will play out.
The Achievement has been a reoccurring issue for many years within the education system. Achievement gaps refers to the academic performance within a set of students. The most vital indicators pertaining to the achievement gap is reviewing standardized tests, course selection, dropout rates, and college completion rates (Morris 227). This issue has been reoccurring because of the various attempts of reforms to close the gap. Some of the reforms to decrease the gap is “No child left behind act 2001”, recovery act, P-12 reform, and many more. It can be argued that these first reforms changed the education system to any extent. However it is evitable to find the most successful reform for the United States increase economically. Which is why this topic is important for North Carolina. The achievement gap is sustainably defined by the differences among not only racial groups but subgroups as well.
Indirect costs are essentially the costs left over after direct costs have been determined. and are sometimes referred to as the "real" costs of doing business. According to Ledford (2014, p. 327) states that, “Indirect costs often called facilities-and administrative costs are expenses that are not directly associated with any one research project. This includes libraries, electricity, administrative expenses, facilities maintenance and building and equipment depreciation, among other
Apple has both fixed and variable costs. Depreciation on the buildings and equipment’s are some fixed costs. These would be constant each year. The admin cost, rent and salaries would also be fixed.
The purpose of this study is to identify which specific school practices are most strongly associated with higher levels of student success, as measured by API. In California, API scores and rankings are based on the standardized tests given at the end of the year. These tests measure how well each student is mastering the academic content standards mainly in language arts and math. The study tried to establish a relationship between API and school’s choice and intensity of use of any definite curriculum.
A conversation in my driveway with a close friend over three years ago made me consciously aware of the difficulties parents with children having disabilities face every day, as well as the common misconceptions about educating students with special needs. Education improves life, and everyone needs equal access to it. It is also well known that there is an issue with overrepresentation or underrepresentation and disproportionality of certain minority groups including English Language Learner (ELL), in special education. Nonetheless, what happens when legislators raise the standards for equal and better education for special education students? Today, students requiring specialized education services
The true definition of success is the accomplishment of an aim or purpose. Although, many people have different perceptions of success. Success is judged by the individuals themselves. Success can be defined in many ways including: wealth, happiness, fame, etc. Success can be anything from material goods to concepts. It all depends on your concept and how you achieve your goals. You have to have persistence within yourself. Varying on your profession, you will need a certain skill level. Your definition of success can be suitable best for you, but not for others. It is about truly not giving up, reaching your full potential, and self-fulfillment.
This essay is focusing on curriculum 2005 which is known as Outcome- based Education (OBE). An outcome refers to anything in which an individual can show knowledge or skill. Having information, knowing how to make decisions and how to resolve problems are among likely outcomes that a learner can obtain in a learning environment. The vital outcomes enable the learner to be equipped in life and be able to find employment. A learner, who has learnt how to solve problems, makes decisions and plan will be intelligent to do a better job.