THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

 

TO:	EMSC-VESID Committee
FROM:	Jean C. Stevens
SUBJECT:	Charter School Renewals
DATE:	November 15, 2006
STRATEGIC GOAL:	Goals 1 and 2
AUTHORIZATION(S):

 

SUMMARY

 

Issues for Decision

 

Should the Regents approve the staff’s recommendations concerning the proposed first renewal of the charters for the Bronx Charter School for the Arts (New York City), the Global Concepts Charter School (Lackawanna), and the Southside Academy Charter School (Syracuse)? 

 

Reason(s) for Consideration

 

          Required by State statute, Education Law §2852.

 

Proposed Handling

 

This question will come before the EMSC-VESID Committee on December 4, 2006 for action.  It will then come before the full Board for final action on December 5, 2006.

 

Procedural History

 

Under the New York Charter Schools Act of 1998, the Board of Regents is authorized to make recommendations regarding the renewal of existing charters on applications submitted directly to it as a charter entity, and on proposed charters submitted by another charter entity.   Upon receipt of an application for renewal or for the establishment of a new charter school, or receipt of a proposed charter from another charter entity, the Board of Regents shall review such applications and proposed charters in accordance with the standards set forth in the Charter Schools Act.

 

 

Background Information

 

We have received three proposed first renewal charters and one proposed second renewal charter. These will be presented to you at your December meeting. The proposed first renewal charters are for the following:

 

·       Bronx Charter School for the Arts, New York City

·       Global Concepts Charter School, Lackawanna

·       Southside Academy Charter School, Syracuse

 

The applications for the Bronx Charter School for the Arts, Global Concepts Charter School, and the Southside Academy Charter School were all approved by the Board of Regents, as the charter entity, in December 2001, and the initial charters issued in January 2002.  

 

The Bronx Charter School for the Arts (“the School”) is located in New York City.  The School currently serves approximately 280 students in grades K–6.  The School serves a neighborhood in which 81–90 percent of its students are from families that receive Temporary Assistance for Needy Families (TANF).  Eighty-five percent of the students qualify for free/reduced lunch.  Fifty-one percent of the students are Black (African-American, Caribbean, African, etc.) and the remaining 49 percent of students are Hispanic.  The School has no management partner.  Staff recommend a three-year, four-month (through and including August 31, 2010) renewal period of the School’s first renewal charter.  The fact that the School’s performance is below State standards precludes a recommendation of a full five-year extension.  Staff believe an additional three-year and four-month charter will allow the School to demonstrate better academic performance.

 

          Global Concepts Charter School (“the School”) currently serves 365 students in grades K-5.   It plans to serve a maximum of 525 students in grades K-6 during the first year of its first renewal charter, expanding to serve 675 students in grades K-8 during the fifth year of its first renewal  charter.  The School is culturally diverse, serving many Arab-American children and children of Eastern European background (e.g., Macedonian).   The School has no management partner.  Staff recommend a five-year renewal period of the School’s first renewal charter.

 

          The Southside Academy Charter School (“the School”) currently serves 450 students in grades K-8. It plans to serve 655 students in grades K-8 during the first year of its first renewal charter, and expand to serve 680 students in grades K-8 by the second year and for the remainder of the first renewal charter.  The School was placed on probation by the Commissioner of Education from January–June 2006 for issues relating to staff background clearances and the provision of alternate instruction to suspended students of compulsory attendance age.    The School met all of the terms and conditions of its probation, which ended June 30, 2006.   The School continues to contract with National Heritage Academies as its educational management partner.   Staff recommend a five- and a half-month renewal period (through June 30, 2007) for the School’s first renewal charter due to concerns about student achievement and student/staff retention, as well as an incomplete curriculum.

 

 

Recommendation

 

          VOTED: That the Board of Regents approve and grant the proposed first renewal charter and extend the provisional charter for three years and four months from April 23, 2007 up through and including August 31, 2010 for the following charter school:

 

·       Bronx Charter School for the Arts

 

          VOTED: That the Board of Regents approve and grant the proposed first renewal charter and extend the provisional charter for five years from January 16, 2007  up through and including January 15, 2012 for the following charter school:

 

·       Global Concepts Charter School

         

          VOTED:  That the Board of Regents approve and grant the proposed first renewal charter and extend the provisional charter for five- and a half-months from January 16, 2007 up through and including June 30, 2007 for the following charter school:

 

·       Southside Academy Charter School

 

           

Timetable for Implementation

 

The Regents action will become effective for the Bronx Charter School for the Arts on April 23, 2007.  The Regents action will become effective for the Global Concepts Charter School and the Southside Academy Charter School on January 16, 2007.

New York State Education Department

 

Summary of Charter School Renewal Information

 

Summary of Applicant Information

 

 

Name of Proposed Renewed Charter School: Bronx Charter School for the Arts

 

Address: 950 Longfellow Avenue, Bronx, NY 10474

 

Board of Trustees President: Fran Engoron

 

Renewal Period: April 23, 2007 – August 31, 2010

 

District of Location: New York City Community School District 8/Region 2

 

Charter Entity: Board of Regents

 

Institutional Partner(s): None

 

Management Partner(s): None

 

Grades Served: K–6 (K–6)                  

 

Projected Enrollment: 280 (280)

 

 

Renewal Application Highlights

 

Evidence of Educational Soundness/Attainment of Educational Objectives

 

• The Bronx Charter School for the Arts (“BCSA” or “the School”) has a student body that is comprised of 51.2 percent Black (Not Hispanic) and 48.8 percent Hispanic children.
• Nearly 85 percent of the students are eligible for the free and reduced lunch program. Five percent of the students are identified as having limited English proficiency and 17 percent are classified as students with a disability.
• In comparison with neighboring schools[1] that have similar demographics to the School, students at BCSA outperform their counterparts in English language arts and mathematics on State assessments. 
• For the School’s performance on State Assessments, see Attachments 1 and 2.

·       BCSA attained a preliminary Performance Index (PI) of 128 and CSD 8 attained a preliminary PI of 126 on the State’s grades 3-8 ELA exam in 2005-06.  When the district’s PI is adjusted to compare similar grades, BCSA underperforms the district by eight index points but outperforms neighborhood schools with similar demographics by five index points (see Attachment 3).  Forty-two percent of the students tested at BCSA were proficient in ELA.

• The School’s preliminary Performance Index (PI) was 142 on the 2005-06 State math exam.  Fifty-nine percent of the students tested were proficient.  The School is located in New York City CSD 8, Region 2, which had a preliminary PI of 129.  When CSD 8 enrollment is adjusted so as to compare similar grades, BCSA’s underperforms CSD 8 by nine index points but outperforms neighborhood schools with similar demographics by six index points (see Attachment 3).
• The School has not achieved the goals stated in the charter that are related to student achievement and State exams.
• According to the instructional staff roster submitted by the School, eight of the 28 teachers are not certified.  Five of the eight are pending Department review.  Following final review, 89.3 percent of the staff will be certified.
• The School has maintained consistent leadership since its inception, with the same Principal, Verta Maloney McLetchie, and the same Executive Director, Xanthe Jory.
• The School’s leadership team generally provides sound management and instructional oversight.  The leadership has provided the students with a safe and positive culture. 

 

Evidence of Fiscal Soundness/Projected Fiscal Impact

 

• The School has attained an unqualified independent audit rating and has demonstrated the ability to raise funds to support its operation.
• The BCSA Executive Director has led fundraising efforts which have resulted in approximately $600,000 being raised each school year.  Recently, the School was awarded a $1 million grant to complete renovations on the School facility.
• Audits of all previous years have shown an operating surplus.  See Attachment 4.
• Projected fiscal impact for the years 2007-08 through 2009-10 is shown in Attachment 5.

• The annual percent impact of the School upon the District is estimated to be between 0.0183 and 0.0189 percent.

 

Evidence of Parent and Student Satisfaction

 

• The School has been enrolled to capacity since opening.  The number of student applicants has exceeded the number of available seats, resulting in a waiting list each year.
• Student turnover at the School has been low across the term of the charter.  There has been little fluctuation at most grade levels, although the School has experienced greater turnover at some of the upper grade levels. Eighty-five percent of students returned in 2004-05 and 81 percent returned in 2005-06.
• Survey results indicate strong parent satisfaction levels on a variety of indicators throughout the initial charter.

 

Recommendation

 

Approve the first renewal application and extend the provisional charter of the Bronx Charter School for the Arts for a term of three years and four months.  The School’s academic performance, which is comparable and in some instances exceeding that of the surrounding local public schools in the BCSA neighborhood, strong fiscal viability, the commitment of the leadership team to provide further support to the professional staff, and the School’s strong parental support, pupil retention rate, and robust waiting list warrant approval of the application. However, the fact that the School’s performance is not at State standards precludes a recommendation of a full five-year extension until better academic results are demonstrated.

 

Reason for Recommendation

 

(1) The charter school meets the requirements set out in Article 56 of the Education Law and all other applicable laws, rules, and regulations; (2) the charter school has operated in an educationally and fiscally sound manner; and (3) granting the extension is likely to improve student learning and achievement and materially further the purposes set out in subdivision two of section twenty-eight hundred fifty of Article 56 of the Education Law.

 

Attachment 1

 

Bronx Charter School for the Arts

State ELA & Math Results

2004-05 through 2005-06

School and Grades	2004-05				2005-06
	L1	L2	L3	L4	L1	L2	L3	L4
BCSA ELA Grade 3					12.5	50.0	37.5	0.0
CSD 8 ELA Grade 3					15.2	32.2	50.3	2.3
BCSA ELA Grade 4	7.9	34.2	44.7	13.2	20.5	46.2	33.3	0.0
CSD  8 ELA Grade 4	10.1	40.9	41.9	7.1	14.9	33.2	49.5	2.4
BCSA ELA Grade 5					10.0	35.0	52.5	2.5
CSD 8 ELA Grade 5					11.7	43.6	40.7	4.1

 

Attachment 2

 

Bronx Charter School for the Arts

State ELA & Math Results

2004-05 through 2005-06

School and Grades	2004-05				2005-06
	L1	L2	L3	L4	L1	L2	L3	L4
BCSA Math Grade 3					10.0	27.5	57.5	5.0
CSD 8 Math Grade 3					11.8	17.0	53.4	17.7
BCSA Math Grade 4	5.3	28.9	36.8	28.9	12.5	17.5	65.0	5.0
CSD 8 Math Grade 4	6.0	21.0	49.2	23.8	10.9	22.2	50.5	16.4
BCSA Math Grade 5					30.0	25.0	40.0	5.0
CSD 8 Math Grade 5					17.7	31.5	41.9	9.0

Attachment 3

Bronx Charter School for the Arts

Comparison of 2005-2006 Grade 3-8 ELA and Math Performance

To District of Location and Neighboring Schools

Schools	Preliminary Grade 3-8 ELA Performance Index	Preliminary Grade 3-8 Math Performance Index
Bronx Charter School for the Arts	128	142
Schools in CSD 8	136	151
Neighboring Schools with Similar Demographics	123	136

Note: Performance Index of schools in CSD 8 and neighboring schools with similar demographics have been adjusted to reflect grade configuration of Bronx Charter Schools for the Arts.

 

 

 

 

Attachment 4

 

Bronx Charter School for the Arts

Change in Net Assets 2003-04 Through 2004-05*

 

Year	Change in Net Assets
2003-04	315,528
2004-05	445,343

*Source: Audited Financial Statements provided as a part of each Annual Report.

 

 

Attachment 5

 

Projected Fiscal Impact of the

Bronx Charter School for the Arts

(New York City CSD 8/Region 2 – Bronx)

2007-08 through 2009-10

School Year	Number of Students	Projected Payment*	Projected Impact
2007-08	280	$2,743,342	0.0183
2008-09	280	$2,866,792	0.0186
2009-10	280	$2,995,798	0.0189

·        Assumes a 3 percent annual increase in the district’s budget from a 2002-2003 base of $12.9 billion and a 4.5 percent annual increase in the average expense per pupil, per year from the 2003-2004 final average expense per pupil of $7,848.

 

 

 

 

New York State Education Department

 

Summary of Charter School Renewal Information

 

Summary of Applicant Information

 

 

 

Name of Proposed Renewed Charter School:  Global Concepts Charter School

 

Address:  1001 Ridge Road, Lackawanna, NY 14218-1436

 

Board of Trustees President: Dwayne Jones

 

Renewal Period: January 16, 2007 – January 15, 2012

 

District of Location: Lackawanna City School District          

 

Charter Entity:  Board of Regents

 

Institutional Partner(s): None

 

Management Partner(s): None

 

Grades Served/ Projected Enrollment per Year:     

 

2007-08:       K-6, 525      

2008-09:       K-7, 600

2009-10:       K-8, 675

2010-11:       K-8, 675

2011-12:       K-8, 675

 

Renewal Application Highlights

 

Evidence of Educational Soundness/Attainment of Educational Objectives

·       The Global Concepts Charter School (“the School”) serves a diverse student population.  Based upon the most recent data provided (figures rounded), the student body is comprised of 32 percent Arab-Americans, 34 percent White, 26 percent African-Americans, six percent Black, and one percent Asian. 

·       Nearly 15 percent of the students are identified as having limited English proficiency, nearly five percent are immigrant students*, and nearly seven percent are classified as students with a disability.

·       The School has met most of its goals in English Language Arts (“ELA”) and Mathematics, and has made significant progress toward the attainment of other goals.

·       Over the four years in which assessments were administered, the School’s expectation for student achievement was a gain of one year (as measured by grade equivalent scores) on the various subtests of the TerraNova exam.  For students who were below grade level upon entry into the School, the goal was to gain 1.2 grade equivalents.  The School met this goal.

·       By the School’s fourth year of operation, the stated goal was to have 75 percent of the students reach proficiency on all applicable State exams in all applicable grades.  The School did not meet this goal, but made significant progress.   The School outperformed its district of location, the Lackawanna City School District (“the District”) on four of the six State assessments in ELA and math in grades 3-5.    See also the tables that follow.

·       Longitudinal student assessment data also show an increase in achievement for the same cohort over a period of three years.   For example, grade 1 students in 2002-03 scored 1.4 grade equivalents on the reading subtest of the TerraNova.  The same students, as 2^nd graders in 2003-04, scored 2.5, and scored then 4.0 as 3^rd graders in 2004-05.  See also the tables that follow.

·       The School provides all students with instruction in playing the violin via the Suzuki method.

·       The School has had two principals during the initial term of its charter; the current principal has been with the School since its second year.   The Board of Trustees has been stable, with some turnover after the first year of operation.

·       During its initial year of operation, the Board and the School’s initial principal received training from the New York Charter Schools Association on roles and responsibilities.

 

*”Immigrant students” are defined as students who were born outside of the United States and enrolled in school for the first time in the United States between February 1, 2003 and January 31, 2006.

 

Evidence of Fiscal Soundness/Projected Fiscal Impact

·       The Board has provided effective financial oversight.

·       The School has developed its annual budgets conservatively, and ended fiscal years 2002-2006 within its planned budgets.

·       The School has maintained appropriate internal controls and procedures.

·       Projected fiscal impact for the School is shown below.

 

Potential Fiscal Impact of the

Global Concept Charter School

on the Lackawanna City School District

2007-2012

*Projections subject to fluctuation in actual enrollments, FTE enrollments, AEP, district budgets, continuation and/or renewal of extant charter schools, and establishment of additional charter schools in the District and/or nearby.

 

 

Global Concepts Charter School

Change in Net Assets 2002-03 Through 2005-06*

 

Year	Change in Net Assets
2002-03	($3,148)
2003-04	($23,286)
2004-05	$647,857
2005-06	$593,283

*Source: Audited Financial Statements provided as a part of each Annual Report.

Note: Changes in net assets indicate changes in available cash; such changes do not necessarily imply deficits.

 

 

Evidence of Parent and Student Satisfaction

·       Parent survey results from April 2006 show that 88 percent of responding parents agreed or strongly agreed that they were satisfied with the quality of education at the School.

·       The survey results further showed that 85 percent of responding parents rated the overall quality of the School’s education program as “very good” or “excellent”. 

·       The survey results showed that 98 percent of the responding parents were in favor of an expansion from K-6 to K-8. 

·       The School currently has waiting lists in grades K-2.

 

Other

·       The Lackawanna City School District (“the District”), the district in which the School is located, opposes the renewal of the charter.

·       In a submission dated July 11, 2006, the District asserts that the financial burden has been too great to bear.   However, the figures provided by the District include years during which the School was not even open, and also seem to include students who attend other charter schools. 

·       The District further asserts that the School’s charter should not be renewed  because, “The Arabic population in Global has grown increasingly lopsided in relation to community demographics.  Almost 50% of Global students are now Arabic and their school is increasingly leaning toward a segregated direction.”    However, it should be noted that the figures provided by the District itself show the District to be heavily Caucasian (52% percent), and at a higher percent than what is alleged at the School regarding its Arabic population (47 percent according to the District, but 32 percent according to the School).  

·       The District also asserts that the charter should not be renewed because it believes that the School does not provide certain programs or services, and further because the School has what the District believes to be a “high referral rate to the Lackawanna City School District Special Education Program.”

 

Recommendation

 

Approve the first renewal application and extend the term of the provisional charter for a period of five years, from January 17, 2007 through January 16, 2012.

 

Reason for Recommendation

 

(1) The charter school meets the requirements set out in Article 56 of the Education Law and all other applicable laws, rules, and regulations; (2) the charter school has operated in an educationally and fiscally sound manner; and (3) granting the extension is likely to improve student learning and achievement and materially further the purposes set out in subdivision two of section twenty-eight hundred fifty of Article 56 of the Education Law.

Global Concepts Charter School

Longitudinal ELA & Math Data

2003-04 through 2005-06

 

School and Grades	2003-04				2004-05					2005-06
	L1	L2	L3	L4		L1	L2	L3	L4		L1	L2	L3	L4
GCCS ELA Grade 3	NA	NA	NA	NA		NA	NA	NA	NA		11	37	47	4
Lack. ELA Grade 3	NA	NA	NA	NA		NA	NA	NA	NA		12	37	49	3
GCCS ELA Grade 4	4.8	71.4	14.3	9.5		4.7	51.2	41.9	2.3		11	39	50	0
Lack. ELA Grade 4	8.3	48.9	38.3	4.5		8.6	41.7	42.4	7.3		20	41	38	1
GCCS ELA Grade 5	NA	NA	NA	NA		NA	NA	NA	NA		3	48	45	3
Lack. ELA Grade 5	NA	NA	NA	NA		NA	NA	NA	NA		14	46	36	4
GCCS Math Grade 3	NA	NA	NA	NA		NA	NA	NA	NA		13	19	57	10
Lack. Math Grade 3	NA	NA	NA	NA		NA	NA	NA	NA		12	29	57	3
GCCS Math Grade 4	22.5	65.0	12.5	0.0		2.4	36.6	46.3	14.6		9	34	50	7
Lack. Math Grade 4	6.4	31.1	51.4	11.1		7.8	20.1	51.9	20.1		12	22	57	9
GCCS Math Grade 5	NA	NA	NA	NA		NA	NA	NA	NA		9	40	46	6
Lack. Math Grade 5	NA	NA	NA	NA		NA	NA	NA	NA		28	37	31	4

 

Italics denote variables on which the School outperformed the District.  

 

The School’s results compared against those of the Lackawanna City School District are shown above.    The School outperformed the District in 2005-06 on four of the six variables:

 

          Grade 4 ELA:         Global:           50 percent proficient

                                        Lackawanna: 39 percent proficient

 

          Grade 5 ELA:         Global:          48 percent proficient

                                        Lackawanna: 40 percent proficient

         

Grade 3 Math:        Global:          67 percent proficient

                                        Lackawanna: 60 percent proficient

 

          Grade 5 Math:        Global:          52 percent proficient

                                        Lackawanna: 35 percent proficient

 

On the grade 3 ELA in 2005-06, the results for both the School and the District were nearly identical.  

 

The results from three consecutive years of State assessment data show an increase in the percent of students reaching proficiency.  For the 2003-04 cohort group, the trend over three years is shown below.

 

Grade	2003-04		2004-05		2005-06
	ELA	Math	ELA	Math	ELA	Math
Grade 4	23.8	12.5	44.2	60.9
Grade 5					48	52
Grade 6

 

The 2004-05 grade 4 results are compared against the grade 5 results for 2005-06 (grade 3 data were not obtained in 2003-04), since that represents the same student cohort.  Over that two-year period, the percent of students in that cohort reaching proficiency on  the grade 5 State ELA assessment rose slightly, while the percent reaching proficiency on the grade 5 State Math assessment decreased slightly.    Part of the explanation for the decrease may be due to student mobility. 

 

Student results on the TerraNovas for Reading, Language, and Math are shown below.

 

Global Concepts Charter School

TerraNova Assessment Results

Spring to Spring Administrations

 

	Reading					Language					Math
Grade	02-03	03-04	04-05	05-06	02-03		02-04	04-05	05-06	02-03		03-04	04-05	05-06
K	NA	0.6	0.8	0.7	NA		1.2	1.2	1.2	NA		0.9	0.7	1.2
1	1.4	1.4	1.7	2.6	1.3		1.7	2.1	3.2	1.1		1.3	1.4	2.0
2	2.0	2.5	2.7	3.3	2.4		2.3	2.9	3.9	2.1		2.3	2.8	2.9
3	2.5	3.1	4.0	3.3	2.8		3.4	4.7	3.2	3.1		3.6	3.8	3.7
4	NA	3.9	4.6	3.5	NA		4.9	5.2	4.3	NA		4.2	4.9	5.2
5	NA	NA	5.2	5.8	NA		NA	7.0	7.0	NA		NA	5.3	6.4

 

 

          An analysis of the above test results shows not only that the scores have generally tended to increase in each grade over time (an indication of the degree to which the School uses student assessment data to modify its instructional program), but also that the results for the student cohort also tend to improve over time (an indication of the rigor of the School’s educational program).   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

New York State Education Department

 

Summary of Charter School Renewal Information

 

Summary of Applicant Information

 

 

 

Name of Proposed Renewed Charter School: Southside Academy Charter School                     

 

Address:  800 South Wilbur Ave., Bldg. 1C, Syracuse, NY 13204

 

Board of Trustees President: Kevin Walsh

 

Renewal Period: January 16, 2007 – June 30, 2007 

 

District of Location: Syracuse City School District              

 

Charter Entity:  Board of Regents

 

Institutional Partner(s): None

 

Management Partner(s): National Heritage Academies

 

Grades Served/Projected Enrollment per Year:      

 

2007-08:       K-8, 655      

2008-09:       K-8, 680

2009-10:       K-8, 680

2010-11:       K-8, 680

2011-12:       K-8, 680

 

 

Renewal Application Highlights

 

Evidence of Educational Soundness/Attainment of Educational Objectives

Academic Performance

·       The Southside Academy Charter School (“the School”) has achieved all of its Adequate Yearly Progress targets and has been designated as A Charter School in Good Standing by the New York State Education Department. The School has reported that it has not met all of its objectives.  Progress has been made in some areas. 

·       Objective #1:  The School’s first objective provides for a target of 75 percent of students who have been enrolled at the School for five or more years performing at or above proficiency on all applicable State exams in all applicable grades.  While attainment of this objective cannot be determined until the end of the 2006-2007 school year, the School does not appear to be on track to meet this objective, except possibly in science. The following proficiency levels at grade 4 and 5 are:

·       ELA:  grade 4:

·       2002-2003:    0 percent

·       2003-2004:  18 percent

·       2004-2005:  44 percent

·       2005-2006:  35 percent

·       Math: grade 4:

·       2002-2003:  50 percent

·       2003-2004:  39 percent

·       2004-2005:  64 percent

·       2005-2006:  62 percent

·       Science: grade 4:

·       2003-2004:  61 percent

·       2004-2005:  72 percent

·       Social Studies: grade 5:

·       2002-2003:  22 percent

·       2003-2004:  22 percent

·       2004-2005:  43 percent

Overall, there is inconsistent growth as measured by the State assessments. The English Language Arts (“ELA”) and the social studies results are particularly weak, with less than 50 percent of the students reaching proficiency.  Conversely, the math and science results are relatively strong.

 

·       Objective #2:  The School’s second objective (to measure student cohort improvement over a five-year period) was not measurable due to the use of an unapproved assessment, Measures of Academic Progress (MAP). Metropolitan Achievement Test 8 (MAT-8) was the approved assessment.

 

·       Objective #3:  The School’s third objective is a comparative one.  It claims that the students in all applicable grades will score at or above the levels of proficiency in all applicable areas that are exhibited by students in the Syracuse City School District (“District”).

·       ELA:  The School did not meet this objective in ELA but has made progress. The gap between the percentage of Southside students and District students being proficient has decreased from 48.5 percent to 12 percent. The 2005-2006 data for ELA show that the District outperformed the School in each grade tested (i.e., grades 3-8), and the highest percent of students reaching proficiency in the School was 37 percent in grade 3.  See table below.

·       Math:  The School did meet this objective in grade 4 math in 2005-2006.  Data for that year show that the School outperformed the District on five of 6 math variables.  In math, the School outperformed the District in grades 3-7, but the results were very weak in grades 5-7.  See table below.

·       Science:   The School did meet this objective only in grade 4 science in 2004-2005 with 72 percent of the students being proficient as opposed to only 64 percent of the District’s students being proficient.

·       Social Studies:  The School did not meet this objective in social studies.  Progress has been made in closing the gap between the percentage of Southside students and District students being proficient.  This gap has decreased from 24 percent in 2002-2003 to 15 percent in 2004-2005.

Instruction

·       Results from the renewal site visit found compelling evidence that information gathered from assessments is consistently being used to analyze student achievement and target instruction.  The School has hired a full-time staff person dedicated to ensure the analyzed data is translated into instructional practice, used to create meaningful lesson plans, and to drive staff development.

·       The Committee on Academic Affairs was implemented in the 2006-2007 school year.  It is comprised of school leadership, veteran teachers, and the New Teacher Coach. Its purpose is to analyze test data, classroom policies and procedures, and teaching techniques, and research best practices for utilization of instructional strategies. 

·       The renewal application is incomplete in that it omits any curricula in the areas of Health, Languages Other than English, Family and Consumer Sciences, Career Development and Occupational Studies, and Technology.

·       At the elementary level, the renewal application also omits Dance and Theater in the proposed Arts curriculum. 

Organizational Viability

·       Board:  The Board has been relatively stable since the School’s inception, still having three of its original five members.  The renewal site visit report found the Board to be a blend of experience and insight.

·       Principal:  The School has its fourth principal this school year; it had three in the 2005-2006 school year. This situation has been a significant factor with regard to staff/student retention and parent satisfaction.  The renewal team found that the current principal (hired in spring 2006) has begun to make a difference.  The School has begun to develop a unified front, have focus, and work toward school improvement. There is an increase in professional development, increased communications with parents/guardians, and in the use of data to drive instruction.

·       Staff/Teacher: Staffing history shows fluctuation.  Staff and teacher turnover rose from 9.5 percent in 2002-2003 to 30 percent in 2004-2005.  High accountability for student success, maternity leave and turnover of school leadership were cited as possible reasons for this fluctuation.  This was corroborated by teachers during the staff interview. This situation is acknowledged by the Board as one of its organizational challenges.  In 2005-2006 it was reported by the School that staff retention has stabilized.  The renewal team found that the current faculty has very positive feelings about the School.  For example, the faculty feels as though it has a voice in decision making, and is supported through professional development, coaching and mentoring opportunities.

 

Other

·                 The superintendent of the Syracuse City School District, and principals/heads of non-public schools within the area, have received copies of notifications of the renewal application and subsequent requests for revisions to the Southside Academy Charter School.  They have had the opportunity to comment.  There has been no response.  

 

Evidence of Fiscal Soundness/Projected Fiscal Impact

·       The renewal team found compelling evidence that the Board provides competent stewardship and oversight of the School.

·       The School has operated a balanced budget throughout the charter period.

·       The independent auditor’s report for the year ending June 30, 2006 contained an unqualified opinion.  The School has consistently attained unqualified independent audit ratings.

·       The School has maintained appropriate internal controls and procedures.

·       Projected fiscal impact for the School is shown below.

 

 

Potential Fiscal Impact of Charter Schools

on the Syracuse City School District from 2007-2012

*Projections subject to fluctuation in actual enrollments, FTE enrollments, AEP, district budgets, continuation and/or renewal of extant charter schools, and establishment of additional charter schools in the District and/or nearby.

 

 

 

Southside Academy Charter School

Change in Net Assets 2002-2006*

Year	Change in Net Assets
2002-2003	$15,806
2003-2004	$26,335
2004-2005	$25,850
2005-2006	$8,758

*Source: Audited Financial Statements provided as a part of the 2002-2003, 2003-2004, and 2004-2005 Annual Reports and an Independent Auditors’ Report for 2005-2006.  Note: Changes in net assets indicate changes in available cash; such changes do not necessarily imply deficits.

 

 

Evidence of Parent and Student Satisfaction

Parent Satisfaction

·       The School’s renewal application includes a National Heritage Academies Parent Satisfaction Survey School Trend Report.  The results are aggregated, making it somewhat difficult to make meaningful interpretations.  The data that are provided suggest that the percent of parents selecting the “best” response for most of the items has declined from the previous year.  For example, in Spring 2005, 33 percent would give the School the grade of “A,” whereas in Spring 2006 only 19 percent would do so.  In Spring 2005, 33 percent strongly agreed that the School’s discipline policies were effective, whereas only 16 percent strongly agreed in Spring 2006.

·       The renewal team found disparities between the surveys and parents interviewed.  The parents interviewed in October 2006 were overwhelmingly positive about the school.  They are happy with the changes in the school environment, academics, and with the addition of a school social worker, reading teachers, and additional paraprofessionals in the classroom.  They were pleased with the school-wide communication initiatives including weekly reports from the classrooms and coffee meetings with the principal.  Parents also indicate that leadership stability and a school of their own would improve their satisfaction.

Wait List

·       The School submitted petitions of generic support.  Enrollment has steadily increased since the School opened and as of October 23-24, 2006 there is a wait list of 16 students.

Student Retention

·       There is little evidence that student retention is a strength of the School.  Anecdotal evidence suggests that students leave because they are relocating or planning to attend another school.  Teachers report that there is little student turnover once the school year has begun.  The dip in retention from 77 percent in 2002-2003 to 66 percent in 2005-2006 occurred in the year that the School had three different school leaders.  With the arrival of the current principal in the spring of 2006, there has been effort made to improve the school atmosphere and community outreach.  He is a strong leader with a background in working with charter schools.  He is seen as a catalyst to the School with a focus on academics and his efforts show promise of increased student retention during the 2006-2007 school year.      

 

Recommendation

 

Approve the first renewal application and extend the term of the provisional charter for a period of five and a half months. 

 

Reason for Recommendation

 

(1) The charter school meets the requirements set out in Article 56 of the Education Law and all other applicable laws, rules, and regulations; (2) the charter school has operated in an educationally and fiscally sound manner; and (3) granting the extension is likely to improve student learning and achievement and materially further the purposes set out in subdivision two of section twenty-eight hundred fifty of Article 56 of the Education Law.

 

A renewal of five and a half months instead of the maximum of five years is recommended because of concerns related to the School’s academic performance and organizational capacity with regard to staff/student retention and parent satisfaction.   The School also omits several curricula areas.  This short-term renewal will allow the current student population to finish out the 2006-07 school year and allow the School to begin dissolution proceedings and close as of June 30, 2007 and/or submit a second application for renewal before the end of the first renewal charter term.

 

 

 

 

Longitudinal ELA Data

Southside Academy Charter School

2002-2003 through 2005-2006

 

School and Grades

2002-2003

2003-2004

2004-2005

2005-2006

L1

L2

L3

L4

L1

L2

L3

L4

L1

L2

L3

L4

L1

L2

L3

L4

SACS ELA Grade 3

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

24.0

39.0

37.0

0.0

Syracuse ELA Grade 3

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

23.0

36.0

40.0

2.0

SACS ELA Grade 4

20.0

80.0

0.0

0.0

31.3

50.0

18.8

0.0

11.8

44.1

35.3

8.8

19.0

46.0

27.0

8.0

Syracuse ELA Grade 4

9.4

42.1

36.9

11.6

11.0

50.1

32.5

6.5

11.1

38.1

41.3

9.5

23.0

34.0

41.0

2.0

SACS ELA Grade 5

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

18.0

64.0

15.0

3.0

Syracuse ELA Grade 5

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

20.0

42.0

34.0

3.0

SACS ELA Grade 6

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

19.0

56.0

23.0

2.0

Syracuse ELA Grade 6

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

18.0

49.0

29.0

4.0

SACS ELA Grade 7

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

23.0

55.0

23.0

0.0

Syracuse ELA Grade 7

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

21.0

51.0

27.0

2.0

SACS ELA Grade 8

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

24.0

57.0

19.0

0.0

Syracuse ELA Grade 8

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

26.0

52.0

20.0

1.0

 

The cohort data are:

·       The 4^th graders in 2002-2003 were 7^th graders in 2005-2006.  The level of proficiency increased from 0% to 23%.

·       The 4^th graders in 2003-2004 were 6^th graders in 2005-2006.  The level of proficiency increased from 18% to 25%.

·       The 4^th graders in 2004-2005 were 5^th graders in 2005-2006.  The level of proficiency decreased from 44.1% to 18%.  

 

 

 

 

 

 

 

Longitudinal Math Data

Southside Academy Charter School

2002-2003 through 2005-2006

 

School and Grades

2002-2003

2003-2004

2004-2005

2005-2006

L1

L2

L3

L4

L1

L2

L3

L4

L1

L2

L3

L4

L1

L2

L3

L4

SACS Math Grade 3

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

8.0

24.0

57.0

10.0

Syracuse Math Grade 3

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

26.0

31.0

39.0

3.0

SACS Math Grade 4

30.0

20.0

50.0

0.0

6.5

54.8

25.8

12.9

11.1

25.0

58.3

5.6

13.0

25.0

58.0

4.0

Syracuse Math Grade 4

7.5

23.9

47.4

21.1

7.3

29.7

48.8

14.3

6.8

24.3

51.4

17.6

27.0

25.0

40.0

8.0

SACS Math Grade 5

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

24.0

45.0

32.0

0.0

Syracuse Math Grade 5

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

37.0

35.0

25.0

3.0

SACS Math Grade 6

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

14.0

52.0

31.0

2.0

Syracuse Math Grade 6

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

38.0

36.0

23.0

3.0

SACS Math Grade 7

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

20.0

47.0

33.0

0.0

Syracuse Math Grade 7

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

41.0

43.0

15.0

1.0

SACS Math Grade 8

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

9.0

73.0

18.0

0.0

Syracuse Math Grade 8

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

37.0

42.0

19.0

2.0

 

The School outperformed the District in grades 3,4,5,6, and 7 in 2005-2006. 

 

The cohort data are:

·       The 4^th graders in 2002-2003 were 7^th graders in 2005-2006.  The level of proficiency decreased from 50% to 33%.

·       The 4^th graders in 2003-2004 were 6^th graders in 2005-2006.  The level of proficiency decreased from 38.7% to 33%.

·       The 4^th graders in 2004-2005 were 5^th graders in 2005-2006.  The level of proficiency decreased from 63.9% to 32%.