Collegiate Academies 2016 Annual Report | 3 Why We Are Here

2016 ANNUAL REPORT 2 Table of Contents Our mission is to create and support schools that prepare all scholars for college success. Why We are Here 3 The Mayor: Collegiate Is Important to New Orleans 4 Snapshot of Collegiate: Fast Facts 7 Our Students: Who We Serve 8 Our Schools: Meeting Our Mission 11 Academic Growth for All Students 12 A Day in the Life of a Student 14 Our Vision: Students Are College Bound 16 Our Approach: Responsive Options for Diverse Learners 19 What Is Next: Key Initiatives for 2016–17 20 Finances: Revenues and Expenses for 2015–16 27 Board and Advisory Council 27 Opportunities to Give and Contact Information 28 Collegiate Academies 2016 Annual Report | 3 Why We Are Here e strive for all of our students to love school and their world outside of school. They will lead happy, healthy lives pursuing their passions. They will change the world. See our Wstudents actively living, loving and changing the world: Social Innovation All seniors take a civics course called Seminar in Inno- vation and Change, which culminates in a group cap- stone project. Students choose a social issue they are passionate about, research the problem and propose a viable solution. This year, one group chose to focus on police and community relations, and in January 2016, the students we invited to address New Orleans Police Department (NOPD) officers during a graduation cere- mony for de-escalation training. The NOPD increased the number of hours its officers are required to spend in de-escalation training. The students commended this step and encouraged NOPD to make sure all officers are properly trained in de-escalation techniques. Raising the Age Christina (G.W. Carver), Jasmine (Abramson Sci Acad- emy) and Imani (G.W. Carver) wrote papers in their Civics class about raising the state age for criminal jurisdiction from 17 to 18. They then worked with other students to educate legislators during the 2016 legis- lative session on SB 324, which would raise the age. Their effective advocacy efforts led to the passage of this legislation into law. The bill was signed into law by the Governor in the summer of 2016. tOAsty’s Opportunities Academy (OA) is our postsecondary option for students with exceptional learning needs (please see page 22). Students in OA are gaining real-world business skills through an innovative on-site coffee enterprise, tOAsty’s. In May of 2016, Torion and Dong (center, right) graduated from OA. They return to the Abramson Sci Academy campus to mentor students. 4 Collegiate Is Important to New Orleans New Orleans schools are improving faster than anywhere else in America and the continued success of our high school students is especially critical. Test scores are up and dropouts are down. More of our kids are graduating; more are going to college than ever before. Collegiate Academies is a great example with 98% of their students accepted to college. This progress is a testament to our incredibly hard working teachers, students, parents, and school administrators. I am so proud of our young people who continue to rise to the top and show all of us what is possible.” Mitch Landrieu, Mayor of New Orleans Collegiate Academies 20152016 Annual Report | 5 6 Carver is not just a school but a second home: a place where I feel supported and constantly pushed to be my best. These people are my family and they have helped me grow to become the best version of myself and scholar I am today.” Joy Trepagnier, Carver Collegiate Class of 2018 Collegiate Academies 2016 Annual Report | 7 Fast Facts brand new buildings completed 1,5 0 0 3 for students in New Orleans students enrolled 98% 85% graduating seniors students who will be the who are accepted first generation in their into college family to attend college organizations 90% 85% on campuses students taking teacher 33 sports, arts, performing AP tests retention rate arts, service clubs 8 Who We Serve Collegiate Academies Collegiate Academies works with every student that attends our schools to achieve his or her most rigorous postsecondary outcome. COLLEGIATE ACADEMIES NEW ORLEANS* STATE Economically Disadvantaged 92% 84% 68% 4% 1% 7% 6% 6% Racial Make-up 10% African American 44% Hispanic 87% 87% 46% Asian White Other Students Receiving 20% 11% 11% Special Education Services Students Over-Age by 2+ Years 14% 4% COLLEGIATE NEW ORLEANS Collegiate has 3 times as many over-age and ELL students as the rest English Language of the district. Learners (ELL) 11% 4% COLLEGIATE NEW ORLEANS Collegiate Academies serves 1,5 0 0 total students. * Schools governed by the Recovery School District (RSD) and Orleans Parish School Board (OPSB) Collegiate Academies 20152016 Annual Report | 9 Abramson Sci Academy has an invigorating, inspirational team of teachers and a challenging range of academics that meet scholars at their specific level. I am a very grateful parent.” Michelle Thompson-Carroll Abramson Sci Academy Parent 10 The thing I like most about school is that my teacher believes in me more than I do for myself and that I have a chance to prepare myself for the real world.” Deja Chase, Abramson Sci Academy Class of 2017 Collegiate Academies 2016 Annual Report | 11 Meeting Our Mission Collegiate school leaders have over 40 years of collective experience in schools and work to ensure all students achieve the maximum level of academic and personal growth. Abramson G.W. Carver Sci Academy High School Grades 9–12: 565 students Grades 9–12: 775 students Letter Grade: B Letter Grade: D School Leader: Rhonda Dale School Leader: Jerel Bryant Livingston 2017 Collegiate Collegiate Academy High School Grade 9: 165 students Grade 9: 120 students School Leader: Evan Stoudt School Leader: Kelsey Lambrecht Our schools have been featured on: 12 Academic Growth for All Students Analysis indicates that Collegiate Academies students are making more growth than their peers in other high schools (traditional and charter) — both within New Orleans and nationally The Center for Education Outcomes (CREDO) at Stanford Universi- ty, has performed a rigorous analysis of academic growth at every New Orleans charter school since 2010–11. Each student’s academ- On average, Collegiate ic improvement in Reading and Math is compared to that of “virtual students enter 9th grade twins:” actual students in traditional public schools in Louisiana that at about a 6th grade share demographic characteristics with our students. reading level. High quality instruction and strong school culture helped Collegiate students make considerably more academic progress each year than their demographically-similar peers in other Louisiana high schools. The measure that CREDO uses is “days of learning,” with higher fig- ures indicating stronger average academic growth across a school population. Collegiate’s schools have been the top Collegiate stands out for our exceptional academic three in CREDO Effect performance relative to urban charter high schools Size analysis of New nationwide. While charter high schools nationwide are generat- Orleans charters for ing modest additional days of learning (relative to nearby traditional three straight years public schools), Collegiate is dramatically outperforming both its charter peers and traditional public schools in Louisiana. Analysis of Additional Days of Learning In 2015, Collegiate ranked 1st in growth 221 days over every other school in 21 days New Orleans AGGREGATE IMPACT OF COLLEGIATE ACADEMIES CHARTER HIGH SCHOOLS NATIONWIDE Collegiate Academies 2016 Annual Report | 13 14 A Day in the Life of a Student Miswa, a Sophomore at Abramson Sci Academy, tells us about her school day below. Miswa has a 4.0 GPA and English is her second language. Every day when we get to school, we have morning meeting with all the Sophomores and our teachers, who get us pumped up and share any announcements for the day. After that, my day begins: 8:45–9:40am BAND: I get to start my day with music, which is very joyful and really gets me going. 9:43–10:38am GEOMETRY: This is my favorite class, which is great because I get two periods each day. 10:41–11:36am ENGLISH II: We review the books we read at home and learn about how to live in the real world, not just fiction. 11:39–12:34pm MULTI-CULTURAL STUDIES: Mr. McGehee teaches us to think about all sides of an argument and how to write essays that are convincing and interesting to others. 12:37–1:07pm LUNCH: I’m able to have a free vegetarian meal. 1:10–2:05pm CHEMISTRY: We do experiments and learn about how to apply concepts in real life. 2:08–3:03pm GEOMETRY: We do video lessons and exercises on the comput- er then practice on paper. 3:06–4:01pm AP COMPARATIVE GOVERNMENT: Ms. Foran teaches this like a college class – she really challenges us to think critically about different types of government structures. 4:04–4:28pm ADVISORY: I have been with everyone in my advisory since last year and it’s like a family; we share so much with each other. This year, we are learning about different career options and what it takes to get there. I want to be a doctor, so I’m learning about the steps I need to take to achieve that goal. After School There are so many after school activities to choose from and we can get a ride home on the bus afterward. Collegiate Academies 2016 Annual Report | 15 I just love everything about ASA and I’m so glad to be a part of this family.” Miswakumari Lad, Class of 2019 Freshmen and Sophomores take With few exceptions, all Collegiate double periods of Math and English Academies students take AP classes each day, depending on their individual during their course of study.

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