DOCSLIB.ORG

1 | Puttingeducationtowork.Org OUR GROWING MOVEMENT

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
1 | Puttingeducationtowork.Org OUR GROWING MOVEMENT Join strategic investors in sustaining and accelerating the United States’ largest network of high schools serving exclusively young men and women with limited economic means. Help us continue our progress toward developing a talented, diverse workforce and achieving a college graduation rate equal to that of economically advantaged youth, as we expand to 50 Catholic, Cristo Rey schools serving 20,000 students annually. 1 | puttingeducationtowork.org OUR GROWING MOVEMENT OUR MISSION The Cristo Rey Network of high schools delivers a career focused, college prepa- ratory education in the Catholic tradi- De La Salle North tion for students with limited economic Catholic High School ‘01 resources, uniquely integrating rigorous Portland academic curricula with four years of professional work experience and sup- Cristo Rey Sacramento High School ‘06 port to and through college. We partner Cristo Rey De La Salle East Bay High School ‘18 with educators, businesses and commu- Oakland ICA Cristo Rey Academy ‘09 nities to enable students to fulfill their San Francisco aspirations for a lifetime of success. Arrupe Jesuit High School ‘03 Cristo Rey San Jose Jesuit Denver High School ‘14 Cristo Rey St. Viator Las Vegas College Preparatory High School ‘19 37 HIGH SCHOOLS Verbum Dei High School ‘02 12,000 STUDENTS Los Angeles Cristo Rey San Diego High School ‘20 Cristo Rey Oklahoma City Catholic High School ‘18 98% STUDENTS OF COLOR Cristo Rey Orange County High School ‘23 $39,000 AVERAGE FAMILY INCOME San Miguel High School ‘04 Tucson 60% CATHOLIC STUDENTS 3,500 CORPORATE PARTNERS $80 MILLION EARNED Established School BY STUDENTS IN 2019-2020 Future School 20,600 GRADUATES 55+ UNIVERSITY PARTNERS 37 SPONSORING RELIGIOUS Christ the King Jesuit College Cristo Rey Baton Rouge ORGANIZATIONS Preparatory School, Chicago Franciscan High School 2019 RECIPIENT OF THE NATIONAL CATHOLIC EDUCATION ASSOCIATION LEAD. LEARN. PROCLAIM. AWARD 2 | puttingeducationtowork.org Cristo Rey Jesuit High School ‘96 Chicago Cristo Rey St. Martin College Prep ‘04 Cristo Rey Jesuit Waukegan Milwaukee High School ‘15 Christ the King Jesuit College Preparatory School ‘08 Chicago Detroit Cristo Rey High School ‘08 Notre Dame Cristo Rey High School ‘04 Lawrence Saint Martin de Porres High School ‘04 Cristo Rey Cleveland Boston High Cristo Rey Sacramento High School ‘06 School ‘04 Cristo Rey De La Salle East Bay High School ‘18 Cristo Rey Jesuit Cristo Rey New York Oakland High School ‘07 Twin Cities High School ‘04 ICA Cristo Rey Academy ‘09 San Francisco Cristo Rey Brooklyn High School ‘08 Cristo Rey Providence Cristo Rey Columbus High High School ‘07 School ‘13 Indianapolis Cristo Rey Philadelphia Cristo Rey High School ‘12 Richmond High School ‘19 Cristo Rey Jesuit Cristo Rey Kansas City DePaul Cristo Rey High School ‘07 Cristo Rey St. Viator Las Vegas High School ‘06 High School ‘11 Cristo Rey Research Baltimore College Preparatory High School ‘19 Cincinnati Triangle High school Don Bosco Cristo Rey ‘21 High School ‘07 Washington, DC Cristo Rey San Diego Cristo Rey Atlanta High School ‘20 Cristo Rey Oklahoma City Jesuit High School ‘14 Catholic High School ‘18 Cristo Rey Charleston High School ‘23 Holy Family Cristo Rey Cristo Rey Fort Worth High School ‘07 High School ‘18 Birmingham Cristo Rey Dallas College Prep ‘15 Cristo Rey Tampa Salesian High School ‘16 Cristo Rey Jesuit College Cristo Rey Baton Rouge Preparatory of Houston ‘09 Franciscan High School ‘16 Cristo Rey Miami High School ‘21 Cristo Rey Baton Rouge Holy Family Cristo Rey High School, De La Salle North Catholic High School, Franciscan High School Birmingham Cristo Rey Fort Worth High School Portland Give a gift today. | 3 MESSAGE FROM LEADERSHIP We invite you to respond to a call to action! For 25 years, the Cristo Rey education model has been eliminating socioeconomic and cultural barriers that can inhibit the future success of young people from families of limited economic means. Pioneered by the Society of Jesus, our schools’ distinctive approach to learning includes partnering with businesses, universities, and local communities to deliver a career focused, college preparatory high school education. Cristo Rey students engage in rigorous academic learning integrated with our Corporate Work Study Program, which provides professional work experience five full days each month, all four years of high school. Employed in fields including Accounting, Engineering, Legal, and Medical Services, students earn the majority of their high school tuition, while building their social and technical acumen to enter and excel at careers they may not otherwise have considered. The result is that across our nation, Cristo Rey graduates are completing bachelor’s degrees at three times the rate of the total low-income population. While long-term statistics cannot place a value on human potential, the impact of access to opportunity is evident. As Cristo Rey students complete college and secure family-sustaining professional jobs, their economic success creates a ripple effect, impacting multiple lives and reducing generational poverty. To safeguard and expand our mission for the next 25 years, our national office launchedPutting Education to Work, a bold campaign to implement and scale high-impact programming that responds to the changing needs of our schools. We have been blessed by and are profoundly grateful for visionary philanthropists who have generously invested in our $31.5 million goal. These lead gifts enable us to proceed with confidence in advancing our strategic priorities, detailed herein, but we remain in need of new partners to bring our vision to reality. The challenges emerging as a result of COVID-19 have expanded our priorities, as our schools face significant uncertainties and a need to dramatically modify programming and operations. Yet our vision remains the same, and our national office and school communities are proceeding with urgency to ensure that we continue to deliver academic and workplace learning excellence. Though we anticipate numerous challenges in the near future, our current and future students are too important to let up on our efforts now. Our country needs Cristo Rey schools now, and we need you. Stand with us for access to opportunity and a more inclusive, equitable society. With your generosity, together, we can break down systemic barriers and build the capacity of tomorrow’s leaders! Cristo Rey blessings, Elizabeth Goettl John E. O’Shea, Jr. President and CEO Board Chair 4 | puttingeducationtowork.org STRATEGIC FUNDING PRIORITIES: 2019-2023 EXPENSES National Honorary Chairs Academic Excellence $10,400,000 John P. Foley, S.J. Chair Emeritus and Chief Mission Officer, Cristo Rey Network Corporate Work Study Program $ 5,900,000 + COVID-19 Response School Grants Thomas W. Horton Former Chairman, College Initiatives $ 5,700,000 American Airlines, Inc. + COVID-19 Response School Grants Regional Honorary Chairs Growth $ 7,800,000 + COVID-19 Response School Grants Midwest Darren R. Jackson National Brand $ 3,900,000 Former CEO, Advance Auto Parts Mission Accountability $ 7,800,000 Edward J. Wehmer President and CEO, Wintrust Endowment $ 6,000,000 East Joseph P. Parkes, S.J. TOTAL $47,500,000 Provincial Assistant for Secondary and Pre-Secondary Education, Jesuits’ USA Northeast and Maryland Provinces SOURCES OF FUNDING: 2019-2023 REVENUE West John and Diane Patience Existing Multi-Year Gifts $ 1,900,000 Annual School Dues $10,300,000 Steering Committee Annual Board Contributions $ 3,800,000 Kathy Cote Community Volunteer Putting Education to Work Campaign $31,500,000 Jane E. Genster TOTAL $47,500,000 Education and Non-Profit Leader W. Nicholas Howley Founder, CEO, and Chairman, TransDigm Group Incorporated John E. O’Shea, Jr. Invest in our CEO, Gemini Midstream $31.5 million goal! Leo Sheridan Founder and CEO, Advanced Group Give a gift today. | 5 STRATEGIC PRIORITIES Partner with us to help accelerate and sustain our movement for continued growth and deeper impact. As the national office and our schools advance progress towards our shared national priorities, objectives, and measures of success, your gift will: • support the design and implementation of high-impact programming for our schools • fund competitive school grants to strengthen efforts tailored to local contexts, and • scale proven practices that have demonstrated successful outcomes for our students. PRIORITIES AND OBJECTIVES MEASURES OF SUCCESS ACADEMIC EXCELLENCE: Increase academic achievement Annually match national and college readiness of all students composite growth rate on SAT CORPORATE WORK STUDY: Strengthen schools’ financial Increase % of students in sustainability and ensure student workers’ career readiness skills paid jobs and Corporate Partner Retention COLLEGE INITIATIVES: Bolster college-going cultures and Increase college completion postsecondary resources to increase college match, access, at four-year institutions from persistence, and completion 31% to 58% GROWTH: Provide educational access to more students by Achieve 50 schools serving expanding enrollment at established schools and opening new 20,000 students annually schools NATIONAL BRAND AND MISSION ACCOUNTABILITY: Elevate Increase national visibility national Cristo Rey brand and sustain mission effectiveness and outcomes of school process and national office operations Mission Effectiveness Reviews ENDOWMENT: Secure long-term financial sustainability of Earned income annually Network’s national office by expanding the John P. Foley, SJ
Load more

Recommended publications
  • Cristo Rey Boston High School Case Study Jeff Thielman Cristo Rey Boston High School, Massachusetts
    School Turnaround 115 School Turnaround: Cristo Rey Boston High School Case Study Jeff Thielman Cristo Rey Boston High School, Massachusetts The mandates of the federal No Child Left Behind Law, including the threat of clos- ing a school for underperformance, have led to multiple public school turnaround attempts. Because turnaround is a relatively new area of focus in education, there is limited research on what does and does not work, and even the definition of turnaround is a work in progress. The research that is available is almost exclu- sively from the public school sector. This article gives some history and context for school turnarounds currently taking place in the United States and describes the turnaround of a Catholic, inner-city high school in the Archdiocese of Boston. The school, Cristo Rey Boston High School—formerly North Cambridge Catholic High School—has a history spanning nearly 100 years. Unlike a public school, North Cambridge Catholic High School was not subject to closure or takeover for consis- tently poor student performance on standardized tests. Instead, the principal and his faculty were driven by their own desire to improve the quality of education they were offering their students. risto Rey Boston High School (formerly North Cambridge Catholic High School) is an example of a self-directed school turnaround in which a principal and a core group of dedicated teachers had the au- Ctonomy and flexibility needed to strengthen the curriculum, change the school schedule, improve instructional practices, and address staffing issues. Their efforts dramatically improved student outcomes and created a new culture for teaching and learning.
    [Show full text]
  • Corporate Work Study Program (CWSP) Classification: Exempt Reports To: Vice President, Corporate Work Study Program Schedule: Year-Round
    Job Title: Manager, Student Training and Development Department: Corporate Work Study Program (CWSP) Classification: Exempt Reports to: Vice President, Corporate Work Study Program Schedule: Year-round A cornerstone of Cristo Rey Jesuit High School is its Corporate Work Study Program (CWSP). Through partnerships with almost 200 companies/organizations in the Chicagoland area, students work one day per week in an office environment. This educational model enables students to develop career readiness/leadership skills, cultivate a professional network, add real business value, and support the cost to attend a private, college-preparatory, Catholic high school. The Manager of Student Training and Development is an instructional leader that supports students’ workforce readiness, with the purpose to better prepare them for success in our Corporate Work Study Program (CWSP) and in the 21st century knowledge-based workforce. This person will develop and deliver academic curriculum, with a lens towards constantly improving our students’ leadership and professional success. To be successful in this role, you will bring strong instructional expertise, preferably in an educational setting. You should be eager to stay on the cutting edge of new educational technologies and teaching methods. You are someone who enjoys fostering youth development, interacting with students, and using student data to improve individual and course learning goals. As a member of the CWSP team, this position also supports the daily operational needs of the work program and the management of a small set of job partners. Primary Duties and Responsibilities Student Training and Development (90%) • Collaborate with Vice President and instructional team to design effective student learning experiences.
    [Show full text]
  • The Cristo Rey Story: Serving the Marginalized Through Learned Mi
    Conversations on Jesuit Higher Education Volume 40 Re-creating Jesuit Higher Education: The Article 24 General's Challenge 9-1-2011 The rC isto Rey Story: Serving the Marginalized through Learned Ministry Robert J. Birdsell Follow this and additional works at: http://epublications.marquette.edu/conversations Recommended Citation Birdsell, Robert J. (2011) "The rC isto Rey Story: Serving the Marginalized through Learned Ministry," Conversations on Jesuit Higher Education: Vol. 40, Article 24. Available at: http://epublications.marquette.edu/conversations/vol40/iss1/24 Birdsell: The Cristo Rey Story: Serving the Marginalized through Learned Mi The Cristo Rey Story Serving the Marginalized through Learned Ministry By Robert J. Birdsell ast April, Fr. Adolfo Nicolás, S.J., Superior The ingenious part of the Cristo Rey story is the much- General of the Society of Jesus, called on touted business model – the way the Jesuits re-created the Jesuit universities to think with him about model of the traditional, private high school. In 1995, when Fr. re-creating the Society of Jesus, to re-create Schaeffer asked how the school would be funded, Fr. Foley the journey, to re-create the institutions of and his Jesuit brothers turned to a consultant for assistance. the Society. It was this spirit of “re-creation” How could we fund a private, Catholic high school for eco- that in 1994 led Fr. Bradley Schaeffer, S.J., nomically disadvantaged youth? We certainly could not charge the provincial of the Chicago Province of the tuition typical of traditional Jesuit high schools. As a result, Lthe Society of Jesus, to imagine a new Jesuit institution that the idea for the Corporate Work Study Program was born.
    [Show full text]
  • Job Posting: Principal
    Posted February 2018 Job Posting: Principal Selected candidate will begin work on July 1, 2018. The Institution Founded by the Jesuits in 1996, Cristo Rey Jesuit High School provides a Catholic, college preparatory education and professional work experience to students from Spanish-speaking families across the southwest side of Chicago who, because of limited financial means, would otherwise be unable to afford it. To make the school both affordable and sustainable, Cristo Rey pioneered the Corporate Work Study Program (CWSP) model for inner-city education that has inspired a national network of 32 schools serving low-income communities across the country. The CWSP enables all students to earn a majority of their annual tuition by working one school day a week in an entry-level position for a corporation in the Chicago area. While initially serving principally to pay the operational costs of the school, the CWSP has evolved into a progressive means of providing students with valuable work experience, while simultaneously empowering them to take an active part in financing a major portion of their own education. Now in its twenty-second year, Cristo Rey Jesuit High School remains committed to serving families from limited financial means who seek out a Jesuit, Catholic and college preparatory education for their children. The school, which opened its doors with only 70 students, now has an enrollment of 570 students earning $4.5M through the CWSP, nearly 2000 graduates, and since 2012, is consistently ranked as one of "America's Most Challenging High Schools" by the Washington Post. Jesuit Schools Network and Cristo Rey Network Cristo Rey is sponsored by the Society of Jesus (the Jesuits), the largest religious order in the Roman Catholic Church, and is well-known in the United States with over 50 high school and 28 colleges and universities.
    [Show full text]
  • 2015 SUMMIT on COLLEGE SUCCESS Match
    2015 SUMMIT on COLLEGE SUCCESS Match. Access. Persistence. Completion. Hosted by Georgetown University Attendee List, as of June 30, 2015 Cristo Rey Schools (College Counselors and Alumni Advisors) Atlanta, GA Cristo Rey Atlanta Jesuit High School Baltimore, MD Cristo Rey Jesuit High School Birmingham, AL Holy Family Cristo Rey High School Chicago, IL Cristo Rey Jesuit High School Christ the King Jesuit College Preparatory School Cincinnati, OH DePaul Cristo Rey High School Cleveland, OH Saint Martin de Porres High School Columbus, OH Cristo Rey Columbus High School Denver, CO Arrupe Jesuit High School Houston, TX Cristo Rey Jesuit College Preparatory School of Houston Indianapolis, IN Providence Cristo Rey High School Kansas City, MO Cristo Rey Kansas City High School Minneapolis, MN Cristo Rey Jesuit High School – Twin Cities New York, NY Cristo Rey New York High School Cristo Rey Brooklyn High School Philadelphia, PA Cristo Rey Philadelphia High School Portland, OR De La Salle North Catholic High School San Francisco, CA Immaculate Conception Academy Washington, D.C. Don Bosco Cristo Rey High School Waukegan, IL Cristo Rey St. Martin College Prep Cristo Rey Network University Partners Arrupe College of Loyola University of Chicago Loyola University of Chicago Benedictine College Loyola University of Maryland College of the Holy Cross Marquette University College of Saint Benedict and Saint John’s Providence College University Saint Joseph’s University DePaul University St. Thomas University, Miami, FL Fairfield University Stevenson University Fordham University The University of Scranton Franklin & Marshall College University of Dayton Georgetown University University of Notre Dame John Carroll University Villanova University 14 East Jackson boulevard, suite 1200, Chicago, IL 60604 P: 312 784 7200 f: 312 784 7201 • cristoreynetwork.org .
    [Show full text]
  • Sweating the Small Stuff Inner-City Schools and the New Paternalism
    Sweating the Small Stuff Inner-City Schools and the New Paternalism Sweating the Small Stuff Inner-City Schools and the New Paternalism David Whitman Thomas B. Fordham Institute June 2008 Copyright © 2008 by the Thomas B. Fordham Institute Published by the Thomas B. Fordham Institute Press 1016 16th Street NW, 8th Floor Washington, D.C. 20036 www.edexcellence.net [email protected] (202) 223-5452 The Thomas B. Fordham Institute is a nonprofit organization that conducts research, issues publications, and directs action projects in elementary/secondary education reform at the national level and in Ohio, with special emphasis on our hometown of Dayton. It is affiliated with the Thomas B. Fordham Foundation. Further information can be found at www.edexcellence.net, or by writing to the Institute at 1016 16th St. NW, 8th Floor, Washington, D.C. 20036. The report is available in full on the Institute’s website; additional copies can be ordered at www.edexcellence.net. The Institute is neither connected with nor sponsored by Fordham University. ISBN: 978-0-615-21408-5 Text set in Adobe Garamond and Scala Design by Alton Creative, Inc. Printed and bound by Chroma Graphics in the United States of America 9 8 7 6 5 4 3 2 1 For Lynn and Lily Contents Foreword ............................................................................................................. ix Introduction ........................................................................................................ 1 Chapter One: The Achievement Gap and Education Reform
    [Show full text]
  • Investing in Promising New Models There Is a Considerable Consensus Today That the Traditional Catholic School Run by the Local Church Is Unsustainable in Many Places
    3 Investing in Promising New Models There is a considerable consensus today that the traditional Catholic school run by the local church is unsustainable in many places. “Putting all power with the pastor is great when the pastor is amaz- ing and has the desire and capacity to be intricately involved in the day-to-day operations of the school,” says Joe Womac of the Specialty Family Foundation in Los Angeles. “Unfortunately, this parish model no longer reflects reality, with many pastors being stretched too thin and lacking the capacity to be 36 meaningfully involved in running a school.” What’s needed, he says, are new governance models. Investor and donor Tony de Nicola agrees that without changes in the way schools are managed “we’ll continue to face the same challenges.” When The Philanthropy Roundtable asked Catholic-school donors about barriers to the sector’s growth, 69 percent named “diocesan bureaucracy.” The experience of the GHR Foundation of Minnesota will be familiar to many donors. “The GHR Foundation had been funding Catholic schools for a number of years and putting in a lot of money,” explains Meg Gehlen Nodzon. This included a $1 million grant to the local diocese for scholarships and other purposes. Nevertheless, “schools were still financially unstable and ran the gamut, academically, from highly effective to questionable.” Changing times require a new approach to organizing Catholic educa- tion, argues John Eriksen, former superintendent of schools for the diocese of Paterson, New Jersey. “Dioceses feel that in order to control their schools they need to manage all schools.
    [Show full text]
  • School Leaders' and Educators' Perceptions of Ignatian Identity at Jesuit Cristo Rey Schools William Bludgus University of San Francisco, [email protected]
    The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2018 School Leaders' and Educators' Perceptions of Ignatian Identity at Jesuit Cristo Rey Schools William Bludgus University of San Francisco, [email protected] Follow this and additional works at: https://repository.usfca.edu/diss Part of the Educational Leadership Commons Recommended Citation Bludgus, William, "School Leaders' and Educators' Perceptions of Ignatian Identity at Jesuit Cristo Rey Schools" (2018). Doctoral Dissertations. 463. https://repository.usfca.edu/diss/463 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco SCHOOL LEADERS’ AND EDUCATORS’ PERCEPTIONS OF IGNATIAN IDENTITY AT JESUIT CRISTO REY SCHOOLS A Dissertation Presented to The Faculty of the School of Education Department of Leadership Studies Catholic Educational Leadership Program In Partial Fulfillment of the Requirements for the Degree Doctor of Education by William Bludgus San Francisco December 2018 © 2018 by William Robert Bludgus All Rights Reserved iii THE UNIVERSITY OF SAN FRANCISCO Dissertation Abstract SCHOOL LEADERS’ AND EDUCATORS’ PERCEPTIONS OF IGNATIAN IDENTITY AT JESUIT CRISTO REY SCHOOLS Catholic schools have long played a critical role in the education and formation of students in the United States. In the past half-century, however, Catholic education in the U.S.
    [Show full text]
  • English Language Learners and High School Reform Conference Proceedings
    ENGLISH LANGUAGE LEARNERS AND HIGH SCHOOL REFORM CONFERENCE PROCEEDINGS Council Of Chief State School Officers The Council of Chief State School Officers (CCSSO) is a bipartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public. Ted Stilwill (Iowa), President David P. Driscoll (Massachusetts), President-Elect Michael E. Ward (North Carolina), Vice President G. Thomas Houlihan, Executive Director Division Of State Services And Technical Assistance The Division of State Services and Technical Assistance supports state education agencies in developing standards-based systems that enable all children to succeed. Initiatives of the division support improved methods for collecting, analyzing, and using information for decision-making; development of assessment resources; creation of high-quality professional preparation and development programs; emphasis on instruction suited for diverse learners; and the removal of barriers to academic success. The division combines existing activities in the former Resource Center on Educational Equity, State Education Assessment Center, and State Leadership Center. Julia Lara, Deputy Executive Director, Division of State Services and Technical Assistance Council of Chief State School Officers One Massachusetts Avenue, NW, Suite 700 Washington, DC 20001-1431 (202) 336-7000 Fax (202) 408-8072 www.ccsso.org ISBN# 1-884037-88-7 Copyright © 2004 by the Council of Chief State School Officers, Washington, D.C.
    [Show full text]
  • (Cwsp) Admission Requirements
    CEEB CODE: 140668 1852 WEST 22ND PLACE, CHICAGO, ILLINOIS 60608 P 773.890.6800 F 773.890.6801 WWW.CRISTOREY.NET MISSION CRISTO REY JESUIT HIGH SCHOOL PROVIDES CURRICULUM A CATHOLIC, COLLEGE PREPARATORY EDUCATION All students take a rigorous college preparatory curriculum rooted in the liberal arts. Coursework requires four years of English, Math, and AND PROFESSIONAL WORK EXPERIENCE TO STUDENTS Religion and three years of Science and Social Science. Cristo Rey does FROM SPANISH SPEAKING FAMILIES WITH LIMITED not track students. FINANCIAL MEANS. All of this takes place within our distinct dual language program, which promotes proficiency in both Spanish and English. The program requires VISION THE REASON FOR THE SCHOOL’S EXISTENCE that 30% of classes be taught entirely in Spanish; the remaining 70% IS TO ADVANCE THE HUMAN AND INTELLECTUAL of coursework is taught in English. CAPACITIES, AS WELL AS THE RELIGIOUS AND CULTURAL HERITAGE, OF THE IMMIGRANT FAMILIES IT SERVES. ADVANCED PLACEMENT (AP) All students are required to take AP Spanish Literature and Culture and THROUGH ITS CORPORATE WORK STUDY PROGRAM, AP English Literature. In 2017, 85% of senior test-takers passed the FAITH-BASED COLLEGE PREPARATORY EDUCATION, AP Spanish Literature Exam with a score of 3 or better; 92% of juniors AND SPANISH HERITAGE LANGUAGE CURRICULUM, passed the AP Spanish Language Exam. Students can also elect to take AP United States Government and Politics. THE GOAL IS TO PREPARE STUDENTS TO SUCCEED IN COLLEGE AND TO ASSUME LEADERSHIP ROLES IN THE THE CORPORATE WORK STUDY CIVIC, RELIGIOUS, BUSINESS AND CULTURAL LIFE OF PROGRAM (CWSP) OUR CITY AND NATION.
    [Show full text]
  • Cristo Rey Schools: a Model of 21St-Century Catholic Education
    Cristo Rey Schools: A Model of 21st-Century Catholic Education by William Donovan and Jeffrey Thielman WHITE PAPER No. 174 | November 2017 PIONEER INSTITUTE Pioneer’s Mission Pioneer Institute is an independent, non-partisan, privately funded research organization that seeks to improve the quality of life in Massachusetts through civic discourse and intellectually rigorous, data-driven public policy solutions based on free market principles, individual liberty and responsibility, and the ideal of effective, limited and accountable government. This paper is a publication of Pioneer Edu- Pioneer Health seeks to refocus the Massachu- cation, which seeks to increase the education setts conversation about health care costs away options available to parents and students, drive from government-imposed interventions, toward system-wide reform, and ensure accountability market-based reforms. Current initiatives include in public education. The Center’s work builds driving public discourse on Medicaid; present- on Pioneer’s legacy as a recognized leader in the ing a strong consumer perspective as the state charter public school movement, and as a cham- considers a dramatic overhaul of the health care pion of greater academic rigor in Massachusetts’ payment process; and supporting thoughtful tort elementary and secondary schools. Current ini- reforms. tiatives promote choice and competition, school- based management, and enhanced academic per- formance in public schools. Pioneer Public seeks limited, accountable gov- Pioneer Opportunity seeks to keep Massachu- ernment by promoting competitive delivery of setts competitive by promoting a healthy business public services, elimination of unnecessary reg- climate, transparent regulation, small business ulation, and a focus on core government func- creation in urban areas and sound environmen- tions.
    [Show full text]
  • Job Title: Director of Communications Department: Advancement Reports To: Vice President for Advancement
    Job Title: Director of Communications Department: Advancement Reports to: Vice President for Advancement Cristo Rey Jesuit High School, a Jesuit, college-preparatory, co-educational school for grades 9-12 seeks a full-time Director of Communications. Reporting to the Vice President for Advancement, the Director of Communications is responsible for developing a strategic communications and marketing plan for CRJHS that supports the organizational vision of the school. The Director supports and collaborates with faculty and staff colleagues in the protection, promotion, and enhancement of the CRJHS brand’s reputation. The Director has primary responsibilities of managing and implementing the school’s marketing and communications strategies and activities, both external and internal. The Director is responsible for developing all integrated communications, and for marketing products and services in all internal and external media, to include newsletters and other print publications, web, enews, social media, and other digital communications. The Director will enhance the school’s image by effectively utilizing communication tools across a diverse audience. Primary Duties and Responsibilities Serves as the lead communications executive, articulating the school’s vision and image across all media to ensure a consistent and positive brand. With the VP of Advancement, creates and executes a short and long-term communication plan that enhances the image of CRJHS in the community and beyond to increase loyalty to the school. Works across CRJHS to integrate all departments including admissions, academics, corporate work study, faith formation and identity, and college counseling. Develops and evaluates budgets for the marketing and communications program and its activities. Manages crisis communications as needed in service to the Leadership Team and CRJHS.
    [Show full text]