Fall Issue Brief - Illinois Network of Charter Schools

ISSUE
BR IEF
FA L L 2 015
Achieving the Dream
Chicago Charter High Schools Improve Academic
and Life Outcomes for Students
a
NOBLE–GARY COMER
COLLEGE PREP
NOBLE–MUCHIN COLLEGE PREP
NOBLE–NOBLE STREET
COLLEGE PREP
NOBLE–RAUNER
COLLEGE PREP
NOBLE–UIC COLLEGE PREP
NOBLE–CHICAGO
BULLS COLLEGE PREP
URBAN PREP ACADEMY FOR
YOUNG MEN–ENGLEWOOD
NOBLE–GOLDER
COLLEGE PREP
MASON HS
NORTH LAWNDALE
COLLEGE PREP–CHRISTIANA
% COLLEGE ENROLLMENT
17 of the Top 20 Non-Selective Chicago High Schools for
College Enrollment Are Charter Schools.1
87%
87%
84%
82%
81%
80%
78%
78%
77%
75%
Transforming Public Education
Since the first charter high school opened its
doors in 1997, Chicago’s charter public high
schools have been transforming the public
education system to improve academic
achievement and outcomes, especially for
African-American and Latino students who
have historically faced barriers to academic
success. This issue brief examines how
charter public high schools have moved the
needle on student academic growth, high
school graduation, and college enrollment.
Relative to their demographic peers,
Chicago’s charter school students are rising
above expectations on multiple measures.
This is especially true at the high school
level, where students generally enter 9th
grade significantly behind academically. But
something is working in Chicago’s charter
high schools that is helping to change the
odds and improve opportunities for success
for these students. For over a decade,
Chicago’s charter high schools have led CPS
in achieving the critical milestones of high
school graduation and college enrollment.
Charter schools’ success on these measures
has led to an overall increase in district
achievement among students with the
highest needs.
b
Charter Schools Lead CPS
in High School Graduation
and College Enrollment2
63%
51%
76%
68%
Graduation Rates
2014
2004
Charter
70%
50%
College
Enrollment
District,
Non-Selective
URBAN PREP–EAST
GARFIELD PARK
CHICAGO INTERNATIONAL
CHARTER SCHOOL–
RALPH ELLISON
NOBLE–ROWECLARK MATH & SCI. ACADEMY
NOBLE–PRITZKER
COLLEGE PREP
CHICAGO INTERNATIONAL
CHARTER SCHOOL–
NORTHTOWN
YOUNG WOMEN'S
LEADERSHIP HS
KENWOOD ACADEMY HS
CHICAGO ACADEMY HS
UCSN–MAJOR HECTOR
P. GARCIA MD CAMPUS
CHICAGO VIRTUAL
CHARTER SCHOOL
75%
74%
74%
74%
73%
73%
72%
72%
72%
70%
Chicago’s Charter High
Schools by the Numbers
• Number of Schools: 48
• Number of Students
Served: 21,798
• 1 in 5 high school students
in Chicago Public Schools
attends a charter high school.
Student Demographics3
Charter
District
91%
91%
ENGLISH LEARNERS
6%
10%
SPECIAL EDUCATION
15%
16%
AFRICAN-AMERICAN
56%
37%
HISPANIC
39%
50%
FREE/REDUCED
LUNCH
What Is a Charter School?
Charter schools are independent and
mission-driven public schools. Charter
schools are tuition-free and open to
all children. There are no entrance
requirements or admission tests
required to attend a charter school.
1
How do charter schools move the bar
for students so dramatically?
Because charter schools are independent, autonomous public schools, they are granted
flexibility in exchange for academic accountability. This freedom allows schools to focus
on programmatic priorities and tailor resources around their goals. For college prep high
schools, all decisions flow from this end goal, including those related to curriculum, school
culture, resources, leadership, personnel, and other critical factors that contribute to a
school’s performance.
Keeping Students From Freshmen Year Through Graduation
Chicago’s charter public high schools are among the most successful schools at graduating the
students that enroll in them on the first day of high school. This rate – the percent of original
freshmen who earn a diploma from the first school they enrolled in – is referred to as the
“freshman retention rate.” The highest-quality high schools take responsibility for the success
of all the students who enter their doors on the first day of freshmen year. These schools
invest in resources and supports to prepare their students academically and emotionally
for graduation day and beyond. The average freshman retention rate for charter schools
is nearly 10 percentage points higher than the average for non-selective district schools.
These data reveal another critical trend: the preponderance of families who start high school
in CPS but leave the school district altogether during the high school years – a group referred
to as “verified transfers.”
Percent of Students Graduating High School Within Five Years of Their Start4
100
3%
15%
23%
80
27%
16%
60
9%
40
57%
48%
20
0
2
Charter
District, Non-Selective
Transferred out of the district
Graduated from another CPS high school
Did not graduate
Graduated from original high school
Improving Academic Growth
Under Illinois law, charter public schools serve all students regardless of socio-economic
status, ethnicity, race, academic performance, or neighborhood. As in many public schools
in Chicago, most charter school students enter high school several grades behind their
national peers academically. To ensure students are on track to graduate and are prepared
for the rigors of college and career, many charter
schools focus relentlessly on student academic
Charter schools focus
growth. By setting aggressive academic growth
relentlessly on student
targets, many Chicago charter schools have proven
they can bring students to grade level no matter
academic growth.
where the students enter high school academically.
Data show that, on average, students at all non-selective CPS schools begin high school
at similar academic starting points.5 However, charter school students’ academic growth is
nearly double that of students attending other schools.6
Academic Growth by Starting Point Among Freshmen7
7
Points of growth from Explore to ACT
6
5
4
3
2
3.0
2.4
3.2
2.5
4.7
2.7
6.3
3.1
1
0
Charter
Starting Score:
12-12.9
Starting Score:
13-13.9
Starting Score:
14-14.9
Starting Score:
15-15.9
District, Non-Selective
SPOTLIGHT ON SUCCESS
Noble Network of Charter
Schools’ Advisories
All Noble students participate in an advisory
program for the entirety of their high school
careers. Advisory offers scholars a supportive
group setting where they build a strong bond
with fellow classmates and are led by a faculty
advisor who stays with that group throughout
their high school experience. Advisories
consist of 20 to 25 scholars and one staff
member who supports students with academic
progress, community service, enrichment
requirements, the college admissions process,
and character development.
“My advisor always strived to make
each one of us better. She helped
shape the person I am today.
But most importantly, advisory
was a place where I felt safe and
comfortable to be myself.”
—Priscilla Centeno, Noble and Connecticut
College alumna
3
Opening Doors to College and Opportunity
The ACT exam is widely recognized as a key to open doors to college. Colleges view this score
as an early predictor of students’ abilities to handle the rigor of a post-secondary education,
and a score of 21 is a benchmark for college readiness. Since every CPS student takes the ACT,
it serves as a common indicator of college readiness among Chicago high schools. In 2008,
four of the top 10 non-selective schools in Chicago Public Schools on ACT achievement were
charter schools. But the system-wide performance was bleak: no non-selective public school
had an average ACT score close to the national benchmark for college readiness. In 2014, all 12
of the highest performing open-enrollment public
Charter public schools
high schools on ACT achievement were charter
public schools. Most importantly, several of these
increase collegeschools are now meeting or surpassing the national
benchmark for college readiness. Over time, charter readiness for more
public schools have pushed the bar higher in the
students across the
city for college-readiness.
school district.
Chicago Public Schools’ ACT Achievement8
24
ACT COLLEGE READINESS BENCHMARK (21)
TOP
4
2008
6
CI
C
Ch S–N
o
ica
Sc go rtht
ien M
ow
Ke ce A ath n
nw
ca an
o
d d
No
o
ble d A emy
–N cad
Cooble emy
lle St
ge re
Preet
p
Mo
Ta
r
ga
f
AS
nP t
PIR
ark
A
Co –M Lake
mp irta
V
ut R iew
Ch er S amir
cie ez
ica
nc
go
e
Ac
ad
e
Hu my
bb
ard
0
12
2014
Charter
No
ble
ble –UIC
–P
rit
zk
No Nob
er
le–
ble
Mu
–C
ch
hic
in
ag
oB
No
ull
ble
s
No –Go
lde
ble
CI
CS –Rau r
–N
ne
r
o
No Nob rtht
ow
ble le–
n
–N Jo
hn
o
Ch Collble S son
i
Sc cag ege tree
ien o M Pr t
ce a ep
A th
Ro Pe cad and
dn rsp em
No ey ec y
ble D. tiv
–G Jo es–
ary slin
Co
me
r
12
No
18
District, Non-Selective
SPOTLIGHT ON SUCCESS
Chicago International Charter Schools’ Restorative Justice Practices
Restorative Justice is an alternative form of discipline that emphasizes repairing the
harm done in relationships, addressing the needs of student participants, and safely
reintegrating students back into the school environment. Restorative Justice also
recognizes the importance of building students’ overall capacity, building healthy
intergenerational relationships, and providing youth with opportunities to be placed in
leadership roles within the school-wide community.
“If you’re not dealing with social and emotional
issues at your school, your academics will suffer.
To address this and improve our achievements, we
have taken the restorative approach to discipline.
Students act as facilitators and help other students
understand conflicts and repair relationships. They
take great pride in their roles.”
–Kenyatta Stansberry,
CICS Longwood Campus Director
4
The pursuit for equity
is far from over.
Chicago’s progress in raising academic achievement over the past two decades is impressive
for any large urban school district, but it is especially remarkable for low-income and minority
students who have benefited from improved access to quality public schools. Despite this
growth, much remains to be done. Large and persistent achievement gaps exist in Chicago
Public Schools between white students and their African-American and Latino peers.
These disparities in achievement manifest later on in racial gaps in outcomes, including high
school graduation and college enrollment. These gaps for historically-underserved students
must be addressed if our school system is to provide equal opportunity for all children to
succeed in college, career, and life.
WHITE
LATINO
City-Wide Average Composite ACT Score9
22.7
AFRICAN-AMERICAN
ACT COLLEGE READINESS BENCHMARK (21)
18
16.8
75%
62%
City-Wide Average Five-Year Graduation Rate
79%
City-Wide Average College Enrollment Among High School Graduates
73%
54%
55%
5
Charter schools are making progress
on closing the growth gaps.
In addition to these achievement gaps, there is also a “growth gap” that is discussed less often,
but is perhaps even more troubling. The growth gap measures how much a student grows
academically from 9th grade through 11th grade, regardless of their academic starting point. In
order to close the achievement gap, students who are behind must grow faster than their peers.
In Chicago, charter public high schools are leading the way in closing the most persistent
growth gaps for African-American and Latino students. INCS analyzed performance data for
Chicago’s public high schools with student populations that are 80% African-American (below
chart) and those that are 80% Latino (chart on next page). The findings are striking.
Academic Growth of African-American Students in CPS High Schools10
Charter schools represent the top 13 of 15 non-selective high schools in CPS for academic growth
among African-American students from 9th to 11th grades.
National Percentile Growth on High Schools Exams
0
Noble–Butler
Noble–Baker
Perspectives–IIT Math & Science Academy
Urban Prep–Bronzeville Campus
Noble–Hansberry
Perspectives High School of Technology
Noble–Johnson
CICS–Longwood
Perspectives Leadership Academy
Noble–DRW
Urban Prep–Englewood Campus
Noble–Gary Comer
Urban Prep–West Campus
Kenwood Academy
VOISE Academy
Betty Shabazz–DuSable Leadership
Robeson
Uplift Community
Manley Career Academy
Harlan Community Academy
Hirsch Metropolitan
Young Women's Leadership
Crane Technical Preparatory
Raby
University of Chicago– Woodlawn
CICS–Ralph Ellison
Chicago Talent Development
North Lawndale–Christiana
Corliss
Phillips Academy
Hyde Park Academy
Amandla
CICS–Larry Hawkins
Hope College Preparatory
Douglass Academy
Harper
Chicago Vocational Career Academy
North Lawndale–Collins
Orr Academy
Morgan Park
Julian
Legal Prep Charter Academy
TEAM Englewood Community Academy
Bronzeville Scholastic Academy
Fenger Academy
Marshall Metropolitan
Dunbar Career Academy
Collins Academy
Austin Business and Entrepreneurship Academy
Charter
6
District, Non-Selective
20
40
60
80
African-American
students show more
academic growth
in Chicago’s charter
high schools.
100
Academic Growth of Latino Students in CPS High Schools11
Charter schools represent eight of the top 15 non-selective high schools in CPS for academic growth
among Latino students from 9th to 11th grades.
National Percentile Growth on High Schools Exams
0
20
40
60
80
100
Noble–Noble Street
Noble–Pritzker
UCSN Charter–Rogers Park
Back of the Yards IB
Noble–Rauner
G. Washington
World Language Academy
ASPIRA–Mirta Ramirez Computer Science
Instituto Health Sciences Career Academy
Infinity Math Science and Technology
North-Grand
UCSN–Major Hector P. Garcia MD
Noble–Golder
Multicultural Academy of Scholarship
Spry Community Links
Solorio Academy
Greater Lawndale HS For Social Justice
Hubbard
ASPIRA–Early College
Kelvyn Park
Farragut Career Academy
UCSN–Soccer High School
Schurz
Hancock
Kelly
Latino students
show more
academic growth
in Chicago’s charter
high schools.
Juarez Community Academy
District, Non-Selective
SPOTLIGHT ON SUCCESS
Perspectives Charter Schools’
A Disciplined Life™ Education Model
Since its beginning in 1997, Perspectives
Charter Schools’ founders have understood
the importance of providing students with life
skills to help them succeed. The 26 principles
of A Disciplined Life form the foundation of
Perspectives’ culture and prepare students
for success in college, the workplace, and in
life by providing a framework to develop their
social and emotional skills. A Disciplined Life
has become a nationally-recognized model for
social-emotional learning in public schools.
“The A Disciplined Life education
model holds us all accountable for
our actions. We are challenged to
make the appropriate choice not
only for ourselves, but also for those
we encounter.”
–Jeanine Hutchins, mother of current Perspectives
student and two Perspectives alumni
JASON BROWN PHOTOGRAPHY FOR PERSPECTIVES CHARTER SCHOOLS
Charter
7
8
Keep Progress Moving Forward
for Chicago’s Students.
A small set of high-performing schools can’t close the
growth and achievement gaps alone. INCS calls on Chicago
Public Schools, our community, and elected leadership to:
Invest in What Works: Support charter public schools and other
academic models with intentional practices and proven results at improving
achievement. This is a necessary investment until every student has equal
access to a high-performing school. It is important to evaluate policies
that are working for students in charters and non-charters alike. INCS is
committed to accelerating proven practices through the exchange of ideas
across school types through our annual conference, research, and convenings.
Don’t Stall Progress: Continue policies that have led to steady improvements in the
school system over the past two decades. This includes expanding high-quality charter
schools to improve access to quality schools for all children; freshmen tracking that
ensures students are on the right path toward high school graduation; accountability
and performance measurements that hold teachers and schools accountable; and
student-based budgeting that places school dollars in the hands of principals and parents to
build and choose the best schools. These policies are necessary to put students first in public
education. While not always easy or politically popular, these policies address fundamental
issues that stand in the way of an excellent school for every child.
Support Equity and Fairness for All Students: All public school students, whether they
choose to attend a charter school or a district-run school, deserve access to the same
resources for their education. However, this is not the case in Illinois, where the law allows
school districts to fund charter school students at 75 percent of what district-run students
receive. Additionally, Chicago Public Schools must end its unfair policies that prioritize school
type over students when it comes to facilities access. Charter school students and families are
members of the community and have the same rights as all others.
Increase Accountability and Transparency: The public education system must increase
transparency and accountability on school performance data, especially concerning groups of
students who historically have not been well-served by the traditional system. The public has
a right to know whether schools are succeeding and which interventions are driving quality
academic outcomes for all students.
Footnotes on data graphs
1. College enrollment data from 2012-2013 (most recent year publicly available). This is the percent of 2013 high school graduates
who enrolled in college by fall 2013. Source: Chicago Public Schools: http://cps.edu/SchoolData/Pages/SchoolData.aspx. In all
graphs, “non-selective” excludes any school that has selective admissions practices using tests scores for at least 50% of its seats.
Since charter schools do not screen on prior academic achievement, the most appropriate comparison group is schools that also
do not screen on achievement.
2. Graduation rates are the percent of students who graduate within 5 years of their freshmen year. This rate uses an adjusted 9th
grade cohort that excludes students who transferred out of CPS. College enrollment is from 2012-2013, the most recent year
available. These averages exclude both alternative charter and alternative district schools. Source: Chicago Public Schools
3. Demographics are from 2014-2015 (most recent year available). District average does not include selective schools. Charter and
district averages do not include alternative or special education schools. Source: Chicago Public Schools
4. Data on freshmen retention rates published by WBEZ (http://www.wbez.org/series/front-center/behind-cps-graduation-ratessystemmusical-chairs-111786) and obtained via FOIA. “Graduated from another CPS high school” includes alternative schools. “ Did not
graduate” includes unverified transfers and students who are still actively enrolled but did not graduate within 5 years.
5. Source is Chicago Public Schools, Explore 9 Average Scores. The 2012 average 9th grade Explore score for charter schools was
14.1, and for non-selective, district-run schools, it was 13.7. These are the relevant cohort’s starting points for the 11th grade ACT
test takers in the most recent data from 2014.
6 Using 9th grade Explore scores from 2012 and 11th grade ACT scores from 2014, the average gains for charter students in that
cohort were 4.34 points, whereas students in district-run, non-selective schools had an average point gain of 2.66.
7. Average points of growth from 2012 Composite EXPLORE assessment taken by 9th graders to the 2014 Composite ACT
assessment taken by 12th graders. Growth is calculated at the school level and does not control for transfers in or out. These
averages exclude both alternative charter and alternative district schools. Source: Chicago Public Schools
8. Composite ACT scores include all students. Source: Chicago Public Schools
9. City-wide data includes all schools. ACT scores and graduation rates are from SY 2013-2014. College enrollment rates are from
SY 2012-2013 (most recent year available). Source: Chicago Public Schools
10. EPAS National Growth Percentile compares the average growth of student test-takers at a school on the EPAS suite of exams
(Explore, Plan, and ACT) with the average growth of students nationally with similar starting points. The schools included in this
graph have student populations that are 80% or more African-American, and the percentiles reported represent the growth of
African-American students only. Charter schools make up 47% of schools in this group. This data comes from the School Quality
Rating Policy (SQRP). Source: Chicago Public Schools
11. EPAS National Growth Percentile compares the average growth of student test-takers at a school on the EPAS suite of exams
(Explore, Plan, and ACT) with the average growth of students nationally with similar starting points. The schools included in this
graph have student populations that are 80% or more Latino, and the percentiles reported represent the growth of Hispanic
students only. Charter schools make up 38% of schools in this group. This data comes from the School Quality Rating Policy
(SQRP). Source: Chicago Public Schools
9
As a leader in accessible and transparent data, INCS will release a comprehensive report
with analysis on the quality of charter public schools in Illinois. This will be the first report
of its kind to consider multiple metrics in determining school quality. The goal of this
report is to develop a more robust and accurate picture of charter school performance,
hold all schools accountable in improving academic achievement for students, and
change the conversation on how best to define school quality and effectiveness in our
public education system.
About the Illinois Network of Charter Schools (INCS)
INCS is dedicated to the improvement of public education by establishing high-quality
charter public schools that transform lives and communities. As the voice of Illinois
charter schools, INCS advocates for legislation on behalf of the charter sector,
provides support to strengthen charter schools, and influences education policy for
the benefit of all public school students. Learn more at
www.incschools.org.
INCS would like to thank The Joyce Foundation
for its continued support of our data and
policy efforts.
150 N. Michigan Ave., Ste. 430
Chicago, IL 60601
(312) 629-2063
www.incschools.org
COVER PHOTO: DAVID TERRY/PERSPECTIVES CHARTER SCHOOLS
Up Next for INCS: State of the Movement Report