2010

ANNUAL REVIEW
PROVING THE



PROMISECharter schools began as a

—a promise for improving education,
which The Center for Charter Schools brought
to life through its vision of creating a diverse
and dynamic public education marketplace that
fosters academic excellence for all children.

© 2010 Central Michigan University The Center for Charter Schools

OURmission

TO TRANSFORM PUBLIC EDUCATION THROUGH
OUR STATE AND NATIONAL LEADERSHIP AND
GOLD STANDARD APPROACH TO CHARTERING
SCHOOLS, OVERSEEING AND SUPPORTING
THEIR OPERATIONS, AND EVALUATING THEIR
PERFORMANCE.

OURvision

OURvalues WE ENVISION A
DIVERSE AND DYNAMIC
PUBLIC EDUCATION
MARKETPLACE THAT
FOSTERS ACADEMIC
EXCELLENCE FOR
ALL CHILDREN.

WE ARE AN INNOVATIVE, RESULTS-ORIENTED
ORGANIZATION THAT VALUES AND EMPOWERS
PASSIONATE PROFESSIONALS WHO ARE
COMMITTED TO QUALITY AND ACCOUNTABILITY,
AND KNOWN FOR THEIR INTEGRITY.

TABLE OF CONTENTS

04

INTRODUCTION

06

THE CENTER

18

THE SCHOOLS

34

THE BOARDS

47

TIMELINE

4

TRANlivSesFtOhroRugMh eIdNucGation

Dr. George E. Ross was appointed CENTRAL MICHIGAN UNIVERSITY
the 14th president of Central Michigan BOARD OF TRUSTEES
University on December 3, 2009.
//2009-10
Dr. Ross has held senior leadership
positions at both public and private MS. STEPHANIE COMAI
universities. An adamant believer in Chair
the transformative power of higher DR. MARILYN FRENCH HUBBARD
education, he has incorporated those Vice chair
beliefs and values into his 24 years DR. SAM R. KOTTAMASU
of higher education leadership and Vice chair
management. MR. BRIAN W. FANNON
MR. JOHN D. HURD
Dr. Ross applauds the charter school MS. SARAH R. OPPERMAN
movement for continuing its mission of MS. GAIL F. TORREANO
building an accountable public education alternative, fostering academic MR. ROBERT F. WARDROP II
excellence, taking pride in student success, and preparing our students
for personal and professional achievement. DR. GEORGE E. ROSS
President, Central Michigan University
Ex officio member of the Board of Trustees

E. GARY SHAPIRO
Executive Vice President/Provost
KATHRYN KOCH
Interim Dean, College of Education and Human Services

Dear Friends- In fact, the fall 2009 MEAP test results
showed that 13 of the top 25 school
Michigan’s charter schools movement celebrated 15 years districts in the state of Michigan
of progress, innovation and excellence last year. Now our were charter schools. Seven of these
focus is on the next 15 years – and continuing to prove schools are authorized by CMU. This
the promise of the strategy called “charter schools.” To us year, the honor went to Eagle Crest
the promise is about transforming education by creating Charter Academy in Holland.
a diverse and dynamic public education marketplace that
fosters academic excellence for all children—especially Even with all the successes we’ve had
those in greatest need. these last 15 years, we believe the
next 15 years hold even more promise.
On January 4, 2010, Michigan enacted historic legislation We also believe future success comes
and became the first state in the country to establish a down to only one thing: performance.
“smart-cap” on the number of charter public schools that Continuing to improve schools’
can be authorized by state universities. This means Central performance translates directly to
Michigan University (CMU) is once again in a position to success for students, in their academic
strategically authorize new schools and meet the ever- achievements and their future.
growing demand from parents and policymakers for more,
high-quality charter schools. I invite you to read on and learn more
about how we at the Center are living
We also are boldly raising the bar and discovering the best our mission and preparing students for
ways to link the academic growth of students to measures college, work and life.
of effectiveness and accountability for adults. For starters,
we recently launched My Goal, which uses leading-edge Regards,
research and technology to establish an educational
goal, baseline measurement and checkpoints to gauge a JIM GOENNER
student’s growth toward that goal. Executive Director
The Center for Charter Schools
Last year, nearly 31,000 students attended one of the
58 schools authorized by CMU, making us the largest
university authorizer of charter public schools in the nation.
Over two-thirds of these students would traditionally be
labeled “at-risk.” But with the can-do spirit that charter
schools embrace and lots of hard work, we saw educators
nurturing, teaching and inspiring these students to
new heights.

THE CENTER

FmOoviRngWboldAlyRD

7

THE NfiftEeeXn yTears

D The Center consists of a team of passionate professionals who
are responsible for the daily oversight of the charter public
schools authorized by the university and who have academic,
fiscal, governance and school-operations expertise.

Charter schools began as a promise—a promise for improving education,
which The Center for Charter Schools brought to life through its vision of
creating a diverse and dynamic public education marketplace that fosters
academic excellence for all children.

During the next 15 years, the Center will continue to be a keeper of the
charter promise, and its vision, by chartering more high-functioning charter
schools, developing more innovative tools, driving performance and
ensuring accountability.

8 the center

MICHIGAN’S SMART CAP QUALITY LEADS TO GROWTH

On January 4, 2010, Michigan became the first state
in the country to adopt a “smart cap” method to
introducing more high-quality charter public schools.
Under Michigan’s previous charter school law, public
universities could authorize a total of 150 schools.
The smart cap approach allows schools that meet
performance standards established by the new law
to move out from under the 150-school cap, creating
a vacancy through which a new school can be
chartered. Because future growth is contingent on
quality, this method provides a strong performance
incentive for Michigan’s charter schools movement.
It was information from the Center that was used to
inform the policy discussion leading to the expansion
of high quality educational options for students
with the greatest need. Policymakers and charter
advocates, in Michigan and across the nation, widely
hailed the smart cap legislation as the greatest leap
forward in charter school growth, accountability and
student performance in Michigan since the original law
was adopted in 1993.

I AM PROUD OF WHAT CMU HAS DONE FOR
IMPROVING PUBLIC EDUCATION IN THE STATE.
LOOK ACROSS THE LANDSCAPE OF PUBLIC
EDUCATION IN MICHIGAN AND YOU WILL CLEARLY
SEE HOW CMU AND CHARTER SCHOOLS HAVE
RAISED THE BAR FOR ACADEMIC PERFORMANCE,
ACCOUNTABILITY AND DRIVEN INNOVATION.

MS. STEPHANIE COMAI
Chair// Central Michigan University Board of Trustees

EXPERIENCE, INNOVATION
AND REPLICATION

The Center for Charter Schools envisions a diverse
and dynamic public education marketplace that fosters
academic excellence for all children, and that vision was
given even more purpose and clarity when the Center was
asked to share the policies and practices it developed to
oversee and support the schools it charters with others in
the sector.

First, in March, a group of Detroit’s education, government,
community, parent, and philanthropic leaders announced
their “Excellent Schools Detroit” program. Because schools
chartered by CMU serve more than 10,000 students from
the city of Detroit and the university authorized two schools
this fall that serve even more Detroit students, the Center
has been part of the discussions on how the program can
fulfill its mission of ensuring that all Detroit children receive
the great education they deserve.

Second, in April, Jim Goenner addressed a meeting of the
nation’s most influential philanthropists. His presentation
focused on how “next generation” authorizing practices are
essential to creating more quality schools.

TOP 10 CHARTER COMMUNITIES BY MARKET SHARE

In 2008-09, Detroit Public Schools ranked third in the nation among school districts
when comparing percentage of total student population attending a charter school.
Flint Community Schools ranked eighth.

DISTRICT PERCENT OF MARKET SHARE

1. New Orleans Public School System 56.6%
2. District Of Columbia Public Schools 36.1%
3. Detroit Public Schools 31.9%
4. Kansas City, Missouri School District 28.6%
5. Dayton Public Schools 27.0%
6. Youngstown City Schools 26.0%
7. Saint Louis Public Schools 25.1%
8. Flint Community Schools 23.5%
9. Gary Community School Corporation 22.7%
10. AZ Phoenix Union High School District 21.9%

Data from the National Alliance for Public Charter Schools

10 the center

THE DR. LEONARD

PARENTS FAVOR CHOICE
IN EDUCATION

The success of charter schools is being demonstrated
through a well-documented performance record that is
impacting Michigan’s educational landscape in several key
ways. One of the most rewarding signs of charter school
success is the ever-growing waiting lists of students lining
up to attend the school of their choice. Parents want the
best for their children, and they see charter schools as a
quality educational choice that should be expanded.

A recent survey revealed that 78 percent of respondents
believe parents should have options when choosing a

school for their child, whSicthudhaesnintcErenasroedllmdraemnattiacatllCy fMromU Chartered Public Schools

5M4orpeeirmcepnrteswshivoelsyu, p7p3oprteerdcepnatrseanitdalthcahtosicteudinenatTs2O0s0hTo2AusLlduPrvOeyP. ULATION
have the opportunity to enroll in public charter schools.

STUDENT ENROLLMENT AT SCHOOLS CHARTERED BY CMU

31,000 30,881
30,000
Student Enrollment 29,000 29,265

28,790

27,801 28,342

28,000

27,000

2005-06 2006-07 2007-08 2008-09 2009-10

IN 2009-10, CHARTER PUBLIC SCHOOLS SERVED MORE THAN 111,000
STUDENTS—OR NEARLY 7 PERCENT OF THE STUDENTS ENROLLED IN
THE MICHIGAN PUBLIC SCHOOL SYSTEM—THROUGH 240 SCHOOLS
STATEWIDE.

Spring 2010 MRG Michigan Poll

11

E. AND LOUISE A. PLACHTA CHARTER PUBLIC SCHOOL SCHOLARSHIP

Today, he is remembered for his bold In 1994, Central Michigan University
leadership and integrity. His commitment became Michigan’s first university
to success and excellence are considered to authorize the state’s first charter
by many to be the underpinning of the school. Dr. Leonard E. Plachta served
credibility charter schools enjoy today. as CMU’s president at the time.

Dr. Plachta retired from the presidency
in 2000 and passed away in 2008.

Today, he is remembered for his
bold leadership and integrity.
His commitment to success and
excellence are considered by many to
be the underpinning of the credibility
charter schools enjoy today. Dr.
Plachta’s vision and spirit live on
through the policies and practices that
were developed under his leadership.

His wife, Louse Plachta, chose to
honor her late husband’s vision through
the establishment of the Dr. Leonard
E. and Louise A. Plachta Charter
Public School Scholarship, which was
formally announced at the 2010-11
Back to School Summit.

The Dr. Leonard E. and Louise
A. Plachta Charter Public School
Scholarship will be available to charter
public high school students from
Detroit who plan to attend CMU full
time. Scholarship recipients must have
a minimum high school grade point
average of 3.0 and must continue to
maintain a minimum 3.0 grade point
average while at CMU.

The first recipient of the scholarship will
be announced during National Charter
Schools Week in 2011.

12 the center

2009-10 HIGHLIGHTS & ACCOMPLISHMENTS MEASURING SUCCESS AGAINST THE MISSION

The Center’s mission is: To transform public education
through our state and national leadership and gold standard
approach to chartering schools, overseeing and supporting
their operations, and evaluating their performance.
Toward this end, each year we measure our
accomplishments against our mission.

Strengthening
relationships
with schools

In 2009-10, the Center
went through a strategic
planning process to better
align its operational units
to its mission. The most
noticeable change came with
the creation of the Center’s
field operations team. This
team provides oversight and
support to schools chartered
by CMU, allowing the Center
to more effectively oversee
schools within CMU’s portfolio
as well as help drive their
performance.

Back to 13
School Summit:
bringing the CMU THE SCHOOLS CHARTERED BY CENTRAL MICHIGAN
family of schools UNIVERSITY ARE ADVANCING THE EDUCATION OF
together A DIVERSE GROUP OF STUDENTS IN MICHIGAN;
IMPROVING THEIR FUTURE LIVES AND THE STATE OF
Since 2003, the Center MICHIGAN. I AM PROUD OF THESE EFFORTS.
has kicked off each school
year with its annual Back E. GARY SHAPIRO
to School Summit. Known
for dynamic presentations Executive Vice President/Provost// Central Michigan University
and keynote speakers, the
Summit features the Center’s Turning data into
key initiatives and programs information: helping
for the coming school year. schools improve
Each year the Summit has performance
achieved record growth in
attendance, a testimony Because of the Center’s
to the value school board robust data analysis capacity,
members and administrators it is able to provide schools
see in the event’s speakers chartered by CMU with
and breakout sessions. In unparalleled access to
2009, the Center unveiled its performance information.
award-winning publication “15 The most recent example of
Years of Transforming Public this ability is the Academic
Education,” a retrospective Performance Report. In its
documenting the history of third year, this report provides
charter schools in Michigan, schools with key information
and a video montage of about their enrollment trends,
highlights from across the student demographics and
years of the schools chartered achievement of their students.
by CMU.

14 the center

AOISManaging Accountability for Public Education in the

CO
AZ

AOIS APPEALED TO US BECAUSE WE WERE ABLE
TO SEE HOW IT WAS WORKING WITH SIMILAR
AUTHORIZERS IN OTHER CITIES AND STATES. AOIS IS
EASY TO USE. IT HAS MADE MORE TIME AVAILABLE
FOR OTHER IMPORTANT ISSUES RATHER THAN
GATHERING COMPLIANCE PAPER.

FRANK STOY
Lucas County Educational Service Center

Empowering schools with leading edge compliance tools

One of the systems developed by the Center to Though AOIS was designed
streamline oversight and automate regulatory reporting specifically for the Center,
is the Authorizer’s Oversight Information System, or it has become nationally
AOIS. Launched in 2001, this software tracks and recognized as a powerful system
maintains information for each school chartered by CMU. intended to make the work of
AOIS also empowers users by providing a digital both authorizers and school
document management system for easy retrieval. This administrators much simpler to
decreases the amount of time school administrators manage. Because of this, AOIS is
spend on paperwork, allowing them to spend more time now used to oversee and manage
on their primary mission of helping to educate students. schools by 15 organizations in
nine states (Arizona, Colorado,
Florida, Indiana, Illinois, Michigan,
Missouri, Ohio and Pennsylvania),
as well as the District of Columbia
Charter Public School Board.

nation

MI

IL IN OH PA
MO DISTRICT OF COLUMBIA

FL

BY THE NUMBERS AOIS HIGHLIGHTS

9 15 385 680,000

No. of states No. of clients No. of schools No. of documents

AOIS CLIENTS INCLUDE: The Center for Charter Schools at Central Michigan University • Ferris State University

Charter School Office • Northern Michigan University Charter School Office • Lake Superior State University • The Thomas B.
Fordham Foundation • Chicago International Charter School • Ball State University Office of Charter Schools • Brighton School
District, Colorado • Missouri Baptist University Office of Charter Liaisons • Lucas County Educational Service Center • The DC
Public Charter School Board • Educational Service Center of Central Ohio • White Hat Management - Michigan • White Hat
Management – Life Skills Centers • Ohio Counsel of Community Schools

16 the center

My Goal: driving innovation,
performance and excellence

Beginning with all charter contracts issued or
reauthorized in 2010, the Center incorporated
an educational goal component to support its
“My Goal” initiative. Thoroughly researched
and developed by the Center, My Goal is the
nation’s leading-edge methodology to help
schools determine whether students are truly
being prepared for their future.

Since 1994, CMU’s approach and philosophy
to authorizing charter public schools has
twice led the U.S. Department of Education
to call its practices “innovative” and earned
the designation as the state’s “gold standard”
authorizer from the Michigan Department
of Education.

My Goal is about helping students prepare for
college, work and life. To this end, My Goal sets
clear academic targets for students and uses
performance indicators starting in the spring of
second grade to show students whether they
are on track to achieve a desired ACT score in
eleventh grade, to be positioned to pursue their
future dreams. Using the performance indicator
outcomes, students and teachers can make
necessary adjustments to assist students in
achieving their goal.

Now, the Center is working to make this tool
available to others through a partnership with
the National Charter Schools Institute.

Guiding leaders in Using data to drive
developing mission- performance
specific goals
The Center has been
In 2009, the Center published collecting and analyzing data
“Making the Mission Matter,” about the demographic and
a resource to help boards and academic performance of
school leaders successfully students who attend schools
develop mission-specific chartered by CMU, as well as
goals for their schools. This is about each school’s financial
the first and only book written health and organizational
specifically to guide charter viability. Recently, the Center
school leaders through the developed the capacity to
complex but critical process link this data to answer key
of defining, establishing, and questions about whether
measuring mission-specific students are being sufficiently
educational goals. prepared for college, work
and life. The correlation
produced immediate results—
including leading in the
development of each school’s
Academic Performance
Report and creation of the
Center’s My Goal initiative.

17

Jim Goenner nationally recognized as
charter school pioneer

The Center’s executive director, Jim Goenner, was
inducted into the National Charter Schools Hall
of Fame as part of the National Alliance for Public
Charter Schools’ annual conference in June. Goenner
was selected for induction into the Hall of Fame for
his pioneering work in developing charter schools in
Michigan and for his leadership in founding numerous
state and national organizations that support charter
schools and ensure their accountability. For example,
he helped found the Michigan Association of Public
School Academies, along with the Michigan Council
of Charter School Authorizers and the National
Association of Charter School Authorizers. He
currently serves as the chair of the board of directors
at both organizations. Goenner also presents on
charter schools across the country and has provided
expert testimony on charter school authorizing before
the U.S. Congress.

The Center’s practices highlighted in
“Education Innovator”

In March, the Center was highlighted in “Education
Innovator,” a publication of the U.S. Department of
Education’s Office of Innovation and Improvement.
The article focused on the importance of quality
authorizing in the charter school sector and
recognized the Center’s early use of the Performance
Series® test by Scantron and its home-grown
Authorizer’s Oversight Information System, or AOIS.

THE SCHOOLS

SCCMUHfaOmiOly oLf S

19

30 881SERVED,

STUDENTS
ACROSS 58 SCHOOLS
64%
are minorities

69%qualify for free
or reduced-price
lunch

10%R ECEI V E

SPECIAL EDUCATION SERVICES

S approximately

10,000 students

DETROITRESIDE IN THE CITY OF

During the 2009-10 school year, CMU authorized 58 Overview of the students served in 2009-10
charter schools—or 25 percent of all the schools chartered
in the state—that operated at 75 school buildings
throughout Michigan.

Combined, these schools served nearly 31,000 students last year, or 28
percent of all students attending a Michigan charter school. If the schools
chartered by CMU were considered a school district, their total student
population would make CMU the second-largest school district in the
state.

Each school is unique in its mission and the student population it serves.
This diversity provides the Center the ability to observe what practices work
best in different areas, and among different student populations, enabling
the Center to discern what works, what doesn’t, and how to replicate the
best practices.

20 the schools

COMMITTED TO GROWING STUDENTS

PERCENT OF STUDENTS MAKING HIGH

Percent of All Students Making Normal Gro

LINDLEINNDCEHNARCTHEARRATCEARDAECMAYD2E0M09Y-2010
(Measures of Academic Progress)

National
50%

African A

Charter public schools are committed to closing the Fortunately, many of the schools
achievement gap and are making progress by growing chartered by CMU are having
students faster than normal. By analyzing student growth, success at growing students
the Center can determine whether or not a school is academically and getting them
growing students who are behind at a rate that will ensure back on track and prepared for
they catch-up and achieve proficiency. Students who are college, work and life. For example,
currently not at proficiency will not reach that goal unless Linden Charter Academy, North
they grow faster than the normal rate. Saginaw Charter Academy and West
Village Academy, all chartered in
1999 and serve a diverse student
population, are demonstrating
exceptional academic growth.
Using data provided by the Center
along with their students’ Scantron®
Performance Series™ or Measures
of Academic Progress® (MAP) by
Northwest Evaluation Association
results, these three schools have
determined where to focus their
resources for greatest academic
impact.

21

MORE STUDENTS GROWING FASTER:

A student is defined as making “high academic growth” when his or her fall to spring academic growth meets
or exceeds the national average growth for students. A larger portion of the students in these schools, shown
below, are demonstrating high academic growth on the Performance Series test or MAP. Nationally, 50 percent
of students make high academic growth on these tests.

GROWTH 2009-10

owth Percent of All Students Making Normal Growth Percent of All Students Making Normal Growth

N.NSOARGTINHASWACGHINAARWTECRHAACRATDEERMAYC2A0D0E9M-2Y010 WESWT VEISLTLAVGILELAACGAEDAECMAYD2E0M0Y9-2010
(Measures of Academic Progress) (Performance Series)

School School School

69% 71% 68%

American Population 94% National National African American Population 79%
50% 50%

African American Population 57%

Students who are currently not at
proficiency will not reach that goal unless
they grow faster than the normal rate.

22 the schools

MEASURING STUDENT GROWTH, ACHIEVEMENT AND
DEMONSTRATING SUCCESS

Every public school in Michigan
has to administer the Michigan
Educational Assessment Program
(MEAP) for grades three through nine
and the Michigan Merit Exam (MME),
which includes the ACT test, for high
school grades.

However, leaders at the Center
understood that in order for schools
and teachers to individualize
instruction to help each student
succeed, students should be
assessed at the beginning and end
of each year—at the beginning
to get an understanding of where
each student is starting out, and at
the end to measure the amount of
growth that has taken place.

In 2002, CMU became the first
authorizer to institute an individual
educational growth assessment
program through the Scantron
Performance Series.

Since that time, the schools
chartered by CMU have elected to
use either the Performance Series
test or the MAP—both are online,
computer-adaptive tests that
evaluate how much growth each
student achieves in a school year
and compares students against a
national pool.

“Computer adaptive” means that the
questions automatically change and
adapt to the student’s ability based
on how the previous question was
answered. It also means that results
are available immediately. Teachers
can log-in and see student scores
the minute the test is completed,
providing them with immediate
guidance to make real-time, data-
driven decisions about how best to
help their students.

23

PS-MatPhS-Math

3100 3100

3000 3000

2900 2900

2800 2800

2700 2700

2600 2600
Scaled Score
2500 Scaled Score2500

2400 22752400
2275
2300 2300
2200 23802200
2380

2483
2483

2550
2550

2601
2601

2648
2648
PS-Math

2100 2100 THREE YEAR TREND OF SCHOOLS TAKING PERFORMANCE SERIES
2000 2000 (Scaled score as compared to Grade Level)
1900
1800 1900 MATH
1700
1600 31810000 Using the spring 2010 Performance
31070000 Series test results, these charts show
21960000 the achievement of students enrolled
at schools chartered by CMU. The
Gr2a8d00e 3 GradGer3ade 4 GradGe r4ade 5 GradGer5ade 6 GradGer6ade 7 GradGer7ade 8 Grade 8 scaled scores are averaged and show
the achievement level of all students
2700 who took the test in each grade. The
red marker, identified as Grade Level,
2600 2007-08 2007-028008-09 2008-092009-10 2009-10 Grade Level Grade Level is the scaled score that a group of
students would need to achieve in
2500 order to be at grade level, based on
Scaled Score the test’s national average.
2400
2275
23802300
2483
25502200
2601
2648
2100

2000

1900

1800

1700 PS-ReaPdSin-gReading
1600

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

READING 2007-08 2008-09 2009-10 Grade Level

3100 3100 GradGer7ade 8
3000
2900 3000
2800
Scaled Score27002900
Scaled Score2600
2500 2800
23602400
236023002700
2200
251921002600
25192000
1900 2500
26631800
266317002400
1600
27552300
27552200

2808
2808

2876
2876
PS-Reading

2100

2000

1900

31810000
31070000
21960000

Gr2a8d00e 3
Scaled Score GradGer3ade 4 GradGe r4ade 5 GradGer5ade 6 GradGer6ade 7 Grade 8

2700 2360
2519
2663
2755
2808
2876
2600 2007-08 2007-028008-09 2008-092009-10 2009-10 Grade Level Grade Level

2500

2400 2008-09 reading test was not required, no data available.

2300

2200

2100

2000

1900

1800

1700

1600

24 the schools

DEDICATION. THAT’S THE WORD THAT COMES TO
MIND WHEN I THINK OF JIM GOENNER AND THE
TEAM AT CMU. THEIR QUEST TO ENSURE STUDENTS
ARE PREPARED FOR COLLEGE, WORK AND LIFE
GOES BEYOND A MISSION STATEMENT OR A TAG
LINE. THEY LIVE IT – EVERY DAY.

JOSEPHINE BAKER MAP-Math

Executive Director// District of Columbia Public Charter School Board

MEASURINGMSATPU-MDaEthNT GROWTH, ACHIEVEMENT
AND DEMONSTRATING SUCCESS

250

240
Scaled Score
230
206
206

215
215

222
230 222
235 230
244
235
244
50 220 The data also is analyzed at the grade level and building level. This empowers school leaders with the Now, schools chartered by CMU use
40 210 information to make better decisions on where to direct resources and support within their building. the results of the Performance Series
and MAP tests in second, fifth and
30 200 eighth grades to project their students’
20 performance on the ACT through the
Center’s My Goal initiative. Using the
10 190 Although the MEAP is an important indicator in helping determine if students have mastered certain outcomes from these tests, students
00 180 basic skills, these tests allow teachers to gauge a student’s academic growth and college readiness. and teachers can make necessary
90 170 Together the Performance Series and MAP test results along with the MEAP results, provide a more adjustments to get students to
reach their desired ACT score in
80 160 comprehensive picture for teachers and schools to better understand whether students are on track eleventh grade.

70 for fuGtruardeesu3ccess inGcroalldeege4, work anGdrlaifed.e 5 Grade 6 Grade 7 Grade 8 Using the spring 2010 Measures of
Academic Progress results, these charts
60 MAP-Math show the achievement of students
Grade 3 Grade 42007-08Grade 5 2008G-0r9ade 6 2G0r0a9d-e107 GradeG8rade Level enrolled at schools chartered by CMU.
The scaled scores are averaged and
THREE YEAR TREND OF SCHOOLS TAKING MEASURES OF ACADEMIC PROGRESS show the achievement level of all
students who took the test in each
20(0S7c-a0l8ed score 2a0s08c-o0m9 pared to 2G0r0a9d-e10Level) Grade Level grade. The red marker, identified as
Grade Level, is the scaled score that a
Scaled Score MATH group of students would need to achieve
in order to be at grade level, based on
206250 the test’s national average.
215240
222230
230220
235210
244200
190
180 MGrAadPe-4ReaMdinAGgrPad-eR5eadinGgrade 6 Grade 7 Grade 8
170
160

Grade 3

READING 2007-08 2008-09 2009-10 Grade Level

250 250
240 240
230 230
220 220

210 210
Scaled Score

201
201

210
210

215
212521

222231
228

223
228
200 200

190 190

180 180
170 170
160 160

Grade 3 GraGdread3e 4 GrGadraed4e 5 GGrraaddee 56 GGrraaddee76 GrGardaed8e 7 Grade 8

2007-08 2008-09 20082-0M0099A-10P-Rea2d00i9nG-r1ga0de Level Grade Level
2007-08

25

Student growth is evident not only by Performance Series test results, but NATIONALLY, CENTRAL
also by MEAP results. On average, MEAP results show that the longer MICHIGAN UNIVERSITY
students remain enrolled in schools chartered by CMU, the better they IS KNOWN FOR ITS
perform. For example, compared to the fall 2009 state average composite COMMITMENT TO
MEAP results, 83 percent of students who are enrolled at a school chartered EXCELLENCE. WHEN
by CMU for at least three years are proficient (earn a performance level score PEOPLE TALK ABOUT HOW
of 1 or 2 on the MEAP) in reading and math. TO DO CHARTERS RIGHT –
THEY TALK ABOUT CMU.

GREG RICHMOND
President and CEO// National Association of Charter School Authorizers

MEPAEPRCPENeTrcOFenSTtUPDErNoTfiScDieEMnOt NbSyTRLATeINnGthPRoOfFISCItEuNdCYenONt ETHnEroFAlLlmL 2e0n09t MEAP

BASED ON LENGTHYOEF SATURDSENET ENNRROOLLLMLENETD 2803.70%9-20010

ME85A% P Percent Proficient by Lenth of 83.7% Enrollment

Student
YEA7R5S.9%ENROLLED 200829.3-%20010
80%
85% 82.3% 83.7%
75.9%
71.2%

Percent Pro cient 75% 71.2% 72.5% 83.78%2.3%
80% 82.3%
Percent Pro cient 68.47%1.2% 75.9%
85% 72.5%
75.9%72.5%
7608%.4%

75%

80%
65%

70%

Percent Pro cient 75% 71.26%8.4%
60%
72.5%
65%

70%
55%

60% 16Y8e.4a%r Enrolled 2 Years Enrolled 3+ Years Enrolled
65%
50%

1 Year Enrolled 2 Years Enrolled 3+ Years Enrolled
60%

11 YYeeaarr EEnnrroolllleedd Math 22YYeeaarsrsEnErnorlolellded Readin3g+3Y+eYaersaErsnrEonllreodlled

Math Reading

26 the schools

CMU-AUTHORIZED SCHOOLS AMONG MICHIGAN’S TOP PERFORMERS

For the last three years, several schools authorized by
CMU have ranked among the highest-performing schools
in the state on the MEAP. With a proficiency rate of
96.7 percent, Eagle Crest Charter Academy in Holland,
authorized by CMU in 1997 and managed by National
Heritage Academies, earned the distinction of being the
top-performing public school district in the state on the fall
2009 MEAP.

In 2009, 13 of the top 25 school districts were charter
schools—seven of those were schools authorized by CMU.

CMU’S TOP-RANKED SCHOOLS - FALL 2009 MEAP

1 4 6TIED 6TIED
EAGLE CREST
CHARTER ACADEMY, CANTON COLE ACADEMY, SOUTH ARBOR
HOLLAND CHARTER ACADEMY, LANSING CHARTER ACADEMY,
CANTON YPSILANTI

Canton Charter Academy became the first charter public
school in the state to earn the top spot on the fall 2008
MEAP, after tying for first place in 2007.

MEAP Composite + CRD

THREE YEAR McMhEaEArPtAePAreCdCHIobEymVECpMMoEUsN)iTte + CRD
(All schools

100% This chart illustrates the percentage of
students proficient on the MEAP who are
Percent Pro cient75%100% enrolled at schools chartered by CMU,
as compared to the Composite Resident
Percent Pro cient75% District (CRD). The CRD is a breakdown
of the traditional public school districts
75.8% 75.8%50% to which students would be assigned
if they were not enrolled in a school
72.1%50% chartered CMU. In addition, the schools’
performance over a three year period is
72.1%25% illustrated by the three blue bars.

78.0%25%
75.4%

78.0%
75.4%

65.9%
62.2%

65.9%

55.6%

53.7%62.2%
55.6%
53.7%

MMatahth ReadingReadingScience SScoiceianl cSteudies Social Studies

2007-08 2008-09 2009-10 Composite Resident District

2007-08 2008-09 2009-10 Composite Resident District

27

12 14 24
CROSS CREEK HOLLY ACADEMY,
CHARTER ACADEMY, HOLLY THE MIDLAND ACADEMY OF
BYRON CENTER ADVANCED AND CREATIVE STUDIES,
MIDLAND

IT’S CRUCIAL THAT WE HAVE SCHOOLS GRADUATING KIDS TO HIGH STANDARDS
AND PREPARING THEM FOR A POST-SECONDARY EDUCATION. WE VALUE CMU AS
AN AUTHORIZER FOR THEIR COMMITMENT TO EXCELLENCE AND THEIR DEDICATION
TO OFFERING PARENTS IN COMMUNITIES ACROSS THE STATE ACCESS TO HIGH
QUALITY EDUCATIONAL OPTIONS. CMU IS GROWING SOME GREAT SCHOOLS,
WHICH ARE STRENGTHENING OUR COMMUNITIES.

GREG HANDEL
Board Director// Trillium Academy
Senior Director of Work Force Development// Detroit Regional Chamber of Commerce

28 the schools

INTERNATIONAL ACADEMY OF FLINT: ENROLLMENT 1,165 SERVING GRADES K -

THE INTERNATIONAL ACADEMY OF FLINT WILL:
PREPARE EACH STUDENT FOR SUCCESS IN
COLLEGE; INSPIRE A LIFE-LONG LOVE OF LEARNING;
FOSTER RESPONSIBLE CITIZENSHIP.

HIGH SCHOOLS CHARTERED BY CMU RECOGNIZED AMONG NATION’S BEST

U.S.NEWS & WORLD For the third year in a row, the International Academy The International Academy of Flint
REPORT of Flint (IAF), managed by SABIS® Educational Systems, focuses on making a significant impact
Inc., received a Bronze Award as one of the nation’s within its community. For the past
AMERICA’S BEST HIGH top performing high schools as ranked by U.S.News & two years, the school has prepared
SCHOOLS World Report. Thanksgiving meals for hundreds
of local families and held Warm the
2009: U.S.News & World Report analyzed academic and Kids clothing drives, collecting and
enrollment data from more than 21,000 public high schools distributing thousands of pieces of
• International Academy to find the very best across the country. These top clothing to families in Flint. And, for the
of Flint schools were placed into gold, silver, bronze, or honorable second consecutive year, IAF earned
mention categories. the “Keep Genesee County Beautiful”
2008: School Award.
In addition to its third Bronze Medal designation, IAF boasts
• Countryside Academy recognition from the Michigan Department of Education
as a “Beating the Odds” school in 2008; this honor was
• International Academy given to schools that had more than 60 percent academic
of Flint proficiency on the MEAP with 50 percent or more of its
students eligible for a free/reduced lunch. IAF also received
2007: the Michigan Association of Public School Academies
“School of Excellence” Award for 2008-09.
• Central Academy

• Countryside Academy

• International Academy
of Flint

12 OPENED 9/7/1999

CMU CHARTERS GRADUATING MORE
HIGH SCHOOL STUDENTS EACH YEAR

The number of students graduating from the schools
chartered by CMU grows year after year. In 2009, the most
recent data available, 748 students earned a diploma from
a school chartered by CMU.

Graduates from schools chartered by CMU:
• 2007 – 568
• 2008 – 701
• 2009 – 748

Understanding where students are going after graduation
can help high schools better prepare and support
students. StudentTracker, a service of the National Student
Clearinghouse, is a service provided free of charge by CMU
to the schools it charters. This service tracks a vast majority
of students who enroll in postsecondary institutions after
graduating.

Consistently, data shows that of students who enroll in
a postsecondary institution, over half enroll in a two-year
public institution, with virtually all other students attending a
four-year public or private institution.

IN 2009-10, 24 SCHOOLS CHARTERED BY CMU OFFERED HIGH SCHOOL GRADES.

30 the schools

GROWING THE PROMISE TWO NEW SCHOOLS OPEN FALL 2010

TO PROVIDE A STIMULATING AND SUPPORTIVE
ENVIRONMENT IN WHICH A DIVERSE STUDENT
POPULATION CAN GROW AND LEARN.

DETROIT LEADERSHIP ACADEMY: ANTICIPATED ENROLLMENT 325 SERVING

TO PROVIDE A SAFE EDUCATIONAL COMMUNITY
FOR STUDENTS AND THEIR FAMILIES, COMMITTED
TO PROVIDING STUDENTS WITH THE SKILLS TO
COMPETE IN A GLOBAL SOCIETY WHILE FOSTERING
A LOVE OF TECHNOLOGY AND THE ARTS.

TAYLOR INTERNATIONAL ACADEMY:
ANTICIPATED ENROLLMENT 250
SERVING GRADES K - 5
OPENED 9/7/2010

31

Each charter application process brings with it new TIA plans to add a grade each year,
opportunities for growth, promise and innovation. During ultimately serving kindergarten through
its 2010 charter application process, the Center received twelfth grade with a total enrollment of
49 applications which proposed schools in 14 different approximately 600 students.
counties, numerous grade configurations and varying
academic themes. Located in Southfield, Detroit
Leadership Academy (DLA), in
Six applicants were invited to participate in the second partnership with the YMCA of
phase of the process. After a final review, the Center Metropolitan Detroit, focuses on
will present its recommendation to the Central Michigan creating a positive climate for all
University Board of Trustees for consideration and students, staff and stakeholders by
potentially grant the applicants a charter contract. emphasizing core values, leadership
and personal responsibility, caring
On September 7, 2010, two new schools opened their about one’s self as well as one’s family
doors to students. Taylor International Academy and and the broader community, a global
Detroit Leadership Academy expanded the educational perspective toward issues, and a
options available to students in the Detroit area. balanced lifestyle of mind, body and
spirit.
Taylor International Academy (TIA) focuses on rigorous
academic standards by providing middle and high school The school benefits from the YMCA
students a chance to participate in an International of Metropolitan Detroit’s 150-year
Baccalaureate program. Beginning in the fifth grade, history of successfully serving children,
students can engage in an exchange program with a sister families and communities within the
school in Poland, the International School of Krakow. TIA area. The YMCA also has a rich history
hopes to add other international partnerships in time, with in educational initiatives in Detroit,
schools in Africa, South America and Asia, in addition to including the creation of the Detroit
emphasizing technology, the arts, character development College of Business and the Detroit
and service to community. College of Law.

GRADES K - 5 OPENED 9/7/2010

32 the schools

THE CHARTER ESTABLISHING EXPECTATIONS AND ACCOUNTABILITY

Once the CMU Board of Trustees approves the
Center’s recommendation for a charter, the Center
begins working with the charter school’s board of
directors to develop a performance contract. A charter
contract is highly detailed. As prescribed by Michigan
law, it includes:

• Legal elements, including the authorizing
resolution, contract terms and conditions, and
articles of incorporation;

• Bylaws, including the method of school board
member selection, appointment and removal;

• A description of how CMU’s fiscal agent and
oversight duties will be administered;

• The school’s governance structure and staff
responsibilities;

• A description of the school’s site and facilities;
• The school’s educational goals and a description

of its educational program and curriculum;
• The method for assessing the school’s academic

performance;
• The school’s application and enrollment

procedures, the school’s calendar and school day
schedule; and
• The age or grade range of students to be served.

AUTHORIZING IS CRITICAL TO THE SUCCESS OF THE CHARTER
SCHOOLS MOVEMENT. AUTHORIZERS HELP GOOD SCHOOLS GROW
AND SERVE MORE STUDENTS, WHILE ENSURING SCHOOLS THAT
DON’T PERFORM GET TURNED AROUND OR CLOSED. CMU WALKS
THIS TALK - THAT’S WHY BOTH POLICYMAKERS AND PRACTITIONERS
SEEK THEM OUT FOR GUIDANCE.

BILLIE WIMMER
Executive Director// Michigan Council of Charter School Authorizers

33

REAUTHORIZATION

EVALUATING PERFORMANCE AND ENSURING
ACCOUNTABILITY

CHARTER CONTRACTS BY LENGTH Reauthorization—when a school’s charter is under
consideration for renewal—is a significant checkpoint for
Initial charter contracts typically are issued for five-year terms. Near the end of charter public schools. The relationship the Center cultivates
the term, the Center makes a recommendation to the CMU Board of Trustees with its schools allows the reauthorization process to be an
based on the school’s performance during the life of the contract whether or not open and productive dialogue about the school’s performance,
to reauthorizeCthhearstecrhoCool’nstrcahcatrtLeer.ngth of Term challenges and successes.

LENGTH IN YEARS Even before the school’s initial charter is granted applicants are
aware of the three questions set forth by the university’s Board
PERCENT OF SCHOOLS AS OF JUNE 30, 2010 of Trustees that will guide the charter reauthorization process:

22% 17% 1. Is the school’s academic program successful?
6-7 Years 1-2 Years
2. Is the school’s organization viable?

3. Is the school demonstrating good faith in following the
terms of its charter and applicable law?

Combined with on-site visits and regular attendance at school
board meetings, the Center’s team uses compliance reporting
and performance data to continuously assess and provide
schools with feedback regarding their performance against
these three core questions.

One of the ways the Center differentiates the performance
of a school it authorizes is through the length of its charter
contract. A new school is typically issued a five-year contract.
A school that exceeds the performance expectations detailed
in its charter contract is reauthorized for seven years. A school
that meets expectations is reauthorized for five years and a
school that only meets some of its performance expectations,
but shows promise that it will achieve them if given additional
time, is reauthorized for three years.

While the Center wants every school it authorizes to be
successful, it knows that it must uphold the integrity of the
charter strategy and hold schools accountable when they fail
to perform. In fact, this is the fundamental basis of the charter
strategy. Schools that perform stay open. Schools that do not
perform are closed.

As a result, the Center had to make the difficult decision to
not reauthorize five schools, thereby allowing their charters
to expire on June 30, 2010. The relationship the Center
developed with the schools over the years resulted in a
transition where public assets and student records were
properly safeguarded through the wind-up and dissolution
process in cooperation with the State of Michigan.

13%
3-4 Years

48%
5 Years

THE BOARDS

onLthIe NfronEt S

35

OF KEtEhePpIrNomGise

S The CMU Board of Trustees appoints and reappoints individuals
to serve as public officials to fill nearly 350 board member
positions in schools chartered by the university.

These public officials volunteer their service and are charged with
establishing the school’s mission and creating and enforcing the policies
that support the mission toward the ultimate goal of preparing students for
success in college, work and life.

As public officials, members of these boards swear the Constitutional Oath
of Office. In doing so, they commit to the same standards as other public
officials in Michigan.

36 the boards

DR. HOWARD FULLER

Former Chair// Black Alliance of Educational Options

BOARD MEMBER DEVELOPMENT FOSTERING PROFESSIONAL GROWTH

Throughout the year, the Center Building on the success of the Board Development Series,
provides informative resources, training the Center will launch its 2010-11 series program with
opportunities and networking events a new name that better reflects the program’s objective:
so board members can best serve Leadership Series. Like the Board Development Series
their school and its students. before it, the Leadership Series events will incorporate the
Center’s annual school year theme into its programs and
One of the many ways the Center information. In addition to regularly scheduled Leadership
supports the professional development Series events throughout the year that offer professional
of the board members that serve in development and networking opportunities for board
CMU authorized schools is through members, school leaders and staff, the new series also will
the Board Development Series. Since host a mid-year State of the Movement event and close
2007, the Center has hosted 32 Board the program year in June with the Academic Performance
Development Series events across Report event.
the state, featuring nationally respected
speakers like Dr. Howard Fuller, Also, in January 2010, the Center launched Board Gear – a
former chair, Black Alliance of first-of-its kind web-based tool specifically developed to
Educational Options. meet the unique needs of charter school board members.
Board Gear supports board members through their
As a testament to their value, board leadership journey by providing tools and resources in the
members shared their experiences form of informative video messages; a guidebook, Board
and knowledge gained at Board Essentials, which defines roles and responsibilities; an
Development Series events with interactive calendar; and links to charter school resources.
administrators, staff and management
companies, thus increasing Currently, the Center is working toward making this tool
each subsequent event’s audience available to others through a partnership with the National
to include more than just Charter Schools Institute. Board Gear can be found at:
board members. www.TheCenterForCharters.org/BoardGear.

BOARD MEMBER DEMOGRAPHICS 2009-10

LEVEL OF EDUCATION GENDER LENGTH OF SERVICE
Board Member Level of Education Board Member Length of Service
Board Member Genders
14% 16% 11%
High School Diploma Professional Degree 45% 12+ Years
Female
4% 17% 48%
Trade School Degree 8-12 Years 0-4 Years

7%
Associate’s Degree

32% 26% 55%
Bachelor’s Degree Master’s Degree Male

24%
4-8 Years

“ THE INNOVATION WAS ABOUT CHANGING WHO COULD AUTHORIZE
PUBLIC SCHOOLS AND TAKING THAT INNOVATION MEANT THAT
WE ACCEPTED THE RESPONSIBILITY TO BE HELD ACCOUNTABLE.”

BY THE NUMBERS

BOARD FACTS 2009-10

• 305 board members
served

• 54 new board members
were appointed

• 48 board members
were reappointed

• 4 schools were governed
by nine member boards

• 17 schools were governed
by seven member boards

• 37 schools were governed
by five member boards

BoardETMHeNmICbIeTrYEthnicity

1% 1%
Asian American Multiracial

1%
Hispanic

43% 54%
African-American Caucasian

38 the boards

MAaKdIifNferGence –
BOARD MEMBERS
WITH PASSION,
COMMITMENT
AND LEADERSHIP

I THINK THE REASON WE’VE SUCCEEDED IS BECAUSE
WE’VE HAD A STRONG COMMITMENT TO THE
METHODS BY WHICH WE EDUCATE, AND THERE’S AN
ACCOUNTABILITY THAT I DON’T THINK IS PREVALENT
IN THE TRADITIONAL PUBLIC SCHOOLS.

ROBERT SORENSON
Board President// Eagle Crest Charter Academy

EXPECT EXCELLENCE IN ALL THINGS EAGLE CREST CHARTER ACADEMY

Eagle Crest Charter Academy was established in 1997 “When we started the school, the
in association with National Heritage Academies. This unions and media wanted everyone to
Holland-based school is known among educators for believe that any charter public school
retaining talented professionals on its board and among that performed better did so because
its school leadership, and for outstanding performance on they were getting the best kids,”
the fall 2009 MEAP test. With total enrollment around 700 Sorenson said. “We have the same
students, Eagle Crest works hard to keep its educational demographics as the surrounding
model simple: expect excellence in all things. schools. But we’ve got the advantage
of an unfettered environment that
“I think the reason we’ve succeeded is because we’ve allows common sense to prevail as
had a strong commitment to the methods by which we opposed to some negotiated
educate, and there’s an accountability that I don’t think is contract prevailing.”
prevalent in the traditional public schools,” said long-time
board president Robert Sorenson. Sorenson said the school’s relationship
with CMU has been a critical link to its
Sorenson noted that the surrounding public schools are the success. Both were early leaders in
well from which Eagle Crest’s students come. He said it’s Michigan’s charter schools movement,
not a matter of a charter school taking the best students and he noted that both institutions
from surrounding districts – in fact, Eagle Crest works with have grown together.
students from varied backgrounds. He credits the school’s
strong focus on student achievement and character “The relationship with CMU is one
education, as well as the school’s ability to operate that’s grown over the years,” he said.
efficiently, as key differences that consistently produce “Their contributions have always been
outstanding results for students. appreciated.”

40 the boards

TEACHING TO THE WHOLE CHILD CHARYL STOCKWELL ACADEMY

Chuck Stockwell is the founder of the When it opened under the name Livingston Developmental David Price, board president, has
Charyl Stockwell Academy in Howell. Academy in 1996 in a converted office building in Howell, been on the board for more than 10
Prior to opening the school in 1996, they expected 150 students. The first year enrollment was years. He recalls some early struggles
he spent nearly two decades as a 260 kids. as CMU was developing its role as
teacher and principal in public and an authorizer and Charyl Stockwell
private schools in Michigan before “Charyl came to school with me, and that was one of my Academy was working to develop
he ever considered the idea of a main goals – to have a place where she could come to itself as a school, but he said the
charter school. school with me,” he said. “To this day, we hold true to relationship has grown well.
our founding principles; a belief that all children can learn,
After many years as a special coupled with high expectations, continuous progress “I think we’ve become one of their
education teacher, he took a position toward mastery learning, and teaching to the whole child, star pupils, and these days we like to
as an elementary school principal in using an internal motivation strategy made famous by show each other off,” Price said. “I’m
the early 1990s. His goal was to put Dr. William Glasser.” really pleased with the resources that
to the test an idea he’d discovered as CMU brings to the table. They take
a special education teacher – the idea Charyl Stockwell spent four years attending the school. chartering very seriously, and they take
of preventing learning failure early as a She graduated eighth grade and succumbed to her illness board development very seriously. It’s
way to reduce the likelihood of a child 30 days later. The school board, teachers and parents been good for both of us.”
being referred to special education in voted to rename the school in her honor.
later grades. The program showed
promise and was popular with parents, Today, Charyl Stockwell Academy uses its special
students and staff. approach to teach a full range of aptitudes. This year, there
were 140 special education students. There also were 120
Ironically, Stockwell’s daughter, Charyl, gifted students.
encountered learning difficulties as
she entered first grade. Chuck and “We were identified early as a special education school,
his wife, Shelly, spent more than a but we never were,” Stockwell said. “We’re a school
year taking Charyl from one specialist that specializes in preventing learning failure. We have a
to the next in search of answers. The Continuous Progress Mastery Learning program where a
cause eventually was found to be an student moves at his or her own pace, tracks his or her
inoperable brain tumor. progress and learns the whole curriculum. That means
while we have a number of special education students,
“For Charyl, it wasn’t a learning we also get a high number of gifted kids whose parents
disability, it was a serious illness,” he saw the opportunity for their kids to move through at an
said. “We searched the country and accelerated rate.”
eventually found an oncologist at Duke
Medical Center and spent a year in Stockwell said the school has benefitted from its
intensive chemotherapy.” relationship with CMU, particularly with respect to the
Center’s Board Development Series and student tracking
More bad news came when the Wayne assistance.
Westland School District announced
that Stockwell’s school was identified “The last six years, they’ve developed a strong set of
on a list of closures. materials for boards,” he said. “What they are producing
has been really good. We appreciate that CMU provides
Parents approached Stockwell with the Scantron Performance Series Test, at no cost to us,
the idea of starting a charter school to as a way to measure growth in our students. The MEAP
continue the work he’d been doing. has its limitations, but in combination with the Performance
Finding an affordable, acceptable Series Test we feel like we get a better picture. Our
building was a much bigger challenge scores are good – we’re in CMU’s top 10 high-performing
that took nearly two years. schools – but we do that by teaching the fundamentals and
preventing learning failure.”

41

TO THIS DAY, WE HOLD
TRUE TO OUR FOUNDING
PRINCIPLES; A BELIEF
THAT ALL CHILDREN CAN
LEARN, COUPLED WITH
HIGH EXPECTATIONS,
CONTINUOUS
PROGRESS TOWARD
MASTERY LEARNING,
AND TEACHING TO THE
WHOLE CHILD, USING
AN INTERNAL
MOTIVATION STRATEGY
MADE FAMOUS BY
DR. WILLIAM GLASSER.

CHUCK STOCKWELL

Founder// Charyl Stockwell Academy

CHUCK & SHELLEY STOCKWELL

42 the boards

FINDING EXCELLENCE WITH ORIGINAL PROGRAMMING COUNTRYSIDE

“We wanted something better for our The school has several gardens on site, and the lunch
own kids,” said school founder and menu reflects their success in the season.
board member George McManus III.
“We wanted a school that was more He said that many schools shy away from teaching
hands-on, and run by business people. lessons about weather and agriculture, but Countryside
We wanted to include agriculture in our incorporates it in all kinds of curriculum plans. For example,
instruction in some way. We knew that each second grade class gets a tank full of young salmon
we didn’t really need to teach students each fall. After lessons focused on fish-centric curriculum
to be farmers, but we’re using the through the winter, the students participate in the spring
themes in agriculture to teach all salmon release.
subject areas.”
Does it work? Absolutely. Countryside is a Michigan
The school worked with Michigan Department of Education-designated Beating the Odds
State University to develop lesson school, with 76 percent of students eligible for the free/
plans based on what it calls the FARE reduced lunch program and 85 percent demonstrating
themes: Food, Agriculture, Renewable proficiency on the MEAP. But enrollment is down and
Resources and Environment themes dropping as families move from the region in search of job
woven into reading, math, history and opportunities, and McManus said their present challenge is
social studies lessons. how to grow enrollment and maintain high standards in the
years ahead.
“It helps students relate subject matter
to something meaningful to them,” “There are advantages to being with CMU,” McManus said.
McManus said. “They don’t need to “They do have high expectations. We both agree on that,
come from farms to get it – it’s food. and that’s good for us.”
Everyone eats.”

43

ACADEMY

WE WANTED A SCHOOL THAT WAS MORE
HANDS-ON, AND RUN BY BUSINESS PEOPLE.
WE WANTED TO INCLUDE AGRICULTURE IN
OUR INSTRUCTION IN SOME WAY. WE KNEW
THAT WE DIDN’T REALLY NEED TO TEACH
STUDENTS TO BE FARMERS, BUT WE’RE
USING THE THEMES IN AGRICULTURE TO
TEACH ALL SUBJECT AREAS.

GEORGE MCMANUS III
Founder and Board Member// Countryside Academy

44 the boards

COMMITMENT TO A CLEAR VISION TAYLOR INTERNATIONAL ACADEMY

In 2005, Darlene Linski and Beata Linski is a builder with a professional background in project Taylor International Academy expects
Chochla had a vision for a school, management. Chochla is a businesswoman who came to to draw more than half of its students
one that would put an international the United States from Poland in 1982. from the Detroit Public Schools, as well
focus on the educational program, as Southfield – two districts that have
cooperating with a sister school in “We are not your typical management company,” Linski suffered from declining budgets and
Poland and offering an exchange said. “We’re two women who got together and have a declining enrollment in recent years.
program for kids in early grades. passion for education.”
Further, they envisioned a network of The incoming board president said
five sister schools in places like Africa, When seeking board members, they went to long-time he is well aware of the pressure that
China and South America. Coupled associate Tom West. He’d known the pair for nearly five comes to new charter schools from
with an International Baccalaureate years, and said their plan looked exciting. surrounding districts, but he views the
program, they saw a way to provide job of Taylor International Academy as
a truly world class education that For the past several years, Tom West has volunteered his helping students, not competing with
would prepare kids to go to college time in eastern Michigan high schools, talking to seniors traditional schools.
anywhere. about their futures, putting to work his broad knowledge
of the business community to help impending graduates Also, West said that he was pleased to
Their proposal bore all the hallmarks assemble their portfolios and chart a path to their futures. learn CMU was the school’s authorizer,
of a great charter school – bold and In all cases, he stresses the importance of a and not just because he has fond
innovative, with a strong curriculum solid education. memories of earning his undergraduate
and a solid business plan. But degree there.
Michigan had reached its charter cap West has been a lot of things during his career. After
and competition for the few available earning his degree in marketing from Central Michigan “CMU seemed to be the elite
charters was fierce. Linski and Chochla University in 1981, he went to work for JCPenney as a authorizer among charter schools,” he
persevered for four years before finally branch manager and buyer. Over the years, he’s also been said. “Obviously, there are a number
being authorized in February 2010. a golf pro and a banker. This fall, he will add “School Board of ways to get a school chartered, but
President” to his resume. Central Michigan University’s support
and training tools are the best. In
“The computer technology plan includes a white board in conversations with CMU’s leadership,
every classroom for the teachers. The kids, within the next it’s easy to see how they bring you
couple of years, will each have a ‘nook’–style bookcase right along, and that’s important to me
where we can put text books and certain materials on because I’ve never served on a
it for students to use. I think the kids will really have an school board.”
advantage at Taylor,” said West.

OBVIOUSLY, THERE ARE A NUMBER OF WAYS TO GET
A SCHOOL CHARTERED, BUT CENTRAL MICHIGAN
UNIVERSITY’S SUPPORT AND TRAINING TOOLS ARE
THE BEST.

TOM WEST
Board President// Taylor International Academy

THE SCHOOLS AND THEIR BOARDS 2009-10 SCHOOL YEAR

A.G.B.U. Alex and Marie Academy of Westland Cole Academy
Manoogian Schools c. 1995, K-6, 132 Students
c. 1995, K-12, 368 Students c. 1996, K-8, 421 Students
Mr. James Henderson - Administrator
Ms. Dyana Kezelian – Administrator Mr. Christopher Lindsay - Administrator Mr. Philip Browne - President
Dr. Hosep Torossian – Administrator Ms. Denise Bennett - President Mr. Jared Burkhart
Dr. Richard Marburger – President Ms. Yolanda Hardy Ms. Mary Harding
Mr. Edmond Azadian Mrs. Kathy Thomas Mrs. Patricia Hertrich
Ms. Lisa Balian Mrs. Beth Pratt
Mr. Richard Kurjian ACE Academy
Ms. Esther Lyons Colin Powell Academy
Ms. Alice Nigoghosian c. 2007, 6-12, 186 Students c. 1996, K-8, 591 Students
Mr. Osep Sarafian
Mr. Robert Stepanian Ms. Anna Amato – Administrator Dr. Phyllis A. Noda - Administrator
Miss Janice Torosian Mr. Craig Bartholomew – Building Administrator Mrs. Johnnie Boone - President
Mr. Walter Lockett - President Ms. June Bonner
Academy of Detroit West Mr. Cory Chavis Mr. Robert Bryant
c. 1995, K-6, 321 Students Mr. Jason Lee Mr. Melvin Hatcher
Mrs. Barbara Rivers
Dr. Geraldine Sumpter - Building Administrator Mrs. Donna Schlitt Countryside Charter Academy
Ms. Helen Johnson - President c.1995, K-12, 437 Students
Mr. Edward Cooley Canton Charter Academy
Mrs. Kecia Dixson Ms. Lyn Sperry - Administrator
Ms. Shirley Moss c. 2000, K-8, 711 Students Mr. Steve Rigoni - Building Administrator
Mr. Eddie Taylor Ms. Lyn Sperry - Building Administrator
Ms. Cathy Henkenberns - Administrator Mr. George McManus, III - President
Academy of Flint Mr. Rocco Bellino - President Mr. Charles Cayo
c. 1999, K-8, 564 Students Mrs. Cristina Carnahan Mr. John Harris
Mr. Patrick Colbeck Mr. Jon Hinkelman
Ms. Elnora Crutchfield - Administrator Mrs. Vickie Coleman Mr. Ross Skibbe
Mr. Daniel Hall - President Mrs. Diana Noble Mrs. Diana Young
Ms. Rosa Mitchell Mr. Peter Yancich
Mrs. Agnes Naphier Capital Area Academy
Mrs. Yolanda Urquhart-Williams Cross Creek Charter Academy
Mr. Samuel Warren c. 1999, K-8, 198 Students c. 1997, K-8, 731 Students

Academy of Inkster Mr. Daniel Laabs - Administrator Mr. Joe Nieuwkoop - Administrator
c. 1999, 9-12, 200 Students Mr. Wilson Caldwell - President Mr. Patrick Barbour - President
Mr. Julius Brotherton Ms. Barbara Evers
Mr. Raymond Alvarado - Administrator Mr. Robert Dozier Mr. John Fite
Mr. Melvin Little - President Mrs. Cynthia McCants Mrs. Mursalata Muhammad
Ms. Sulura Jackson Mr. Todd Troutman Mr. Max Smith
Mr. Donald McSwain
Ms. Catherine Murray Center Academy Dr. Charles Drew Academy
Mrs. Janice Parham c. 2005, K-8, 397 Students
c. 1999, K-8, 491 Students
Academy of Lathrup Village Ms. Sallie Morton - Administrator
c. 1995, K-8, 365 Students Mr. Ronald Newton - Administrator Ms. Janice Adams - President
Ms. Wanda Brown - President Mr. Loren Bennett
Mr. Shawn Hurt - Building Administrator Mrs. Edna DeVaughn Ms. Rosa Cruz-Avila
Mr. Kenneth Dinkins - President Mr. Russell Kirksey Dr. Debirley Porter
Mr. Paul Bradley Mrs. Nina Lewis Ms. Katherine Weathers
Ms. Angela Jones
Ms. Linda Lance Central Academy Eagle Crest Charter Academy
Ms. Stephanie Wilson c. 1997, K-8, 714 Students
c. 1996, K-12, 514 Students
Academy of Oak Park Mr. Daniel Harris - Administrator
c. 1995, K-12, 1,081 Students Dr. Luay Shalabi - Administrator Mr. Robert Sorensen - President
Mr. Ronald Jaworowski - President Ms. Robyn Allison
Mr. Rashid Fai’Sal - Building Administrator Mrs. Suzanne Baccouche Mr. Stephen Kacmar
Ms. Pamela Harris - Building Administrator Ms. Naziha Bashshur Mr. Brian Polet
Dr. Larry C. Latimore - Building Administrator Dr. Muhammad Jaffer Mr. Richard Westra
Mr. Coit Cook Ford, III - President Mr. Shabbir Khan
Ms. Delgretta Dobbs Mrs. Elaine Rumman Eaton Academy
Dr. Marcus Lewis c. 1996, K-12, 467 Students
Mr. Clark Sanford Charyl Stockwell Academy
Mr. Arthur Taylor Mr. Thomas White - Administrator
c. 1996, K-10, 878 Students Mr. Jeffrey Carless - President
Academy of Southfield Ms. Chariece Cylar
c. 1995, K-8, 329 Students Ms. Shelley Stockwell - Administrator Mr. Jonas Hill
Mr. David Price - President Mrs. Onia Pilgrim
Ms. Carolyn Mosley - Administrator Dr. Terrence Davidson
Ms. Queen Hall - President Mrs. Sharon Smith El-Hajj Malik El-Shabazz Academy
Mrs. Anika Bailey Mr. Gregory Spinazze c. 1995, K-6, 299 Students
Ms. Deanna Briggs Ms. Erin Wolfe
Mr. Michael Johnson Dr. Eugene Cain - Administrator
Ms. Elma Peddy Cherry Hill School of Performing Arts Ms. Stephanie Berry-Schenkel - President
Dr. Willie Davis
c. 1999, K-12, 1,055 Students Dr. Ronald Gillum
Dr. George Logan
Mr. Steven Mostyn - Administrator Mrs. Cordree McConnell
Mr. Devin Durrell - President
Ms. Mary DeCuir
Ms. Rosalind Hawkes
Mr. Shawn Williams

“c.” is the date first chartered by CMU

46 the boards

Flagship Charter Academy Michigan Technical Academy Plymouth Educational Center Charter School The Midland Academy of Advanced
c. 2007, K-7, 577 Students c. 1995, K-12, 1,242 Students C. 1995, K-10, 1,143 Students and Creative Studies
c. 1996, K-12, 248 Students
Ms. Krystal Bell - Administrator Mr. Jeremy Gilliam - Administrator Mr. Jessie Kilgore - Administrator
Mr. Anthony Smith - President Mr. James Abercrombie - Building Administrator Ms. Diane Murg - Building Administrator Dr. Kathryn Shick - Administrator
Mrs. Arleen Bonello Ms. Susan Soborowski - Building Administrator Mr. Darwyn Fair - President Ms. Elizabeth Haigh - Building Administrator
Ms. Shawan Dortch Ms. Susan Williams - Building Administrator Dr. Herman Gray Mr. John Putnam - President
Mr. Emanuel Haley Mr. Michael McAuliffe Ms. Judith Jackson Mr. Joseph Garrison
Mr. Robert Blumenfeld Mrs. Doris Ray Mrs. Heidi Hopkins
Global Preparatory Academy (formerly Mr. Melvin Byrd Mrs. Loretta Smith Mr. Timothy Nash
known as Conner Creek Academy) Ms. Robbya Green-Weir Mr. Cardell Sudduth Ms. Joanna Secrist
c. 1999, k-12, 443 Students Ms. Toni Jackson Mrs. Celia Thomas
Mr. Ron Wiens, Administrator Mr. Percy Richardson Threshold Academy
Mr. Carlos Johnson, President Quest Charter Academy c. 1997, K-5, 175 Students
Mr. Marcus Foreman Mid-Michigan Leadership Academy C. 2009, K-5, 331 Students
Mr. Anthony Garrett-Leverett c. 1996, K-8, 196 Students Mr. John Van Nieuwenhuyzen - Administrator
Ms. Brenda Jegede Mr. Rande Horn - Administrator Ms. Victoria Simon - Building Administrator
Ms. Patricia Bellinger-Chunn Ms. Aimee LeTarte - Administrator Mr. Theodore Lang - President Mr. Thomas Pridgeon -President
Ms. Davida Redmond Ms. Leah Perkins - President Mrs. Carla Caldwell Ms. Cora Farrish
Mr. Paul Grienke Mr. Andrew Grosjean Mrs. Mary Foy
Holly Academy Ms. Crystal Perry Mr. Daniel McHugh Ms. Betty Knapp
c. 1999, K-8, 713 Students Ms. Teresa Sumpter Mr. John Kroneck
Mr. Kevin Webb Renaissance Public School Academy
Ms. Julie Kildee - Administrator c. 1995, K-8, 325 Students Trillium Academy
Mrs. Diane Wujciak - President Morey Public School Academy c. 2002, K-12, 727 Students
Mr. Matthew Barcey C. 1997, K-12, 252 Students Ms. Holly Adcox - Administrator
Ms. Stacie Bommersbach Dr. Robert Mills - President Ms. Angela Romanowski - Administrator
Ms. Michelle Eisert Mrs. Nancy Ware - Administrator Mr. Kenneth Kopke Ms. Francesca Creutz - Building Administrator
Dr. Fritz Esch Mr. Bob Howell - President Dr. Geoffrey Quick Mr. Roger Gurganus - Building Administrator
Mr. Paul Fuhs Dr. Megan Goodwin Mr. Mark Smith Mr. Ronald Palmer - President
Mr. Larry Gott Mrs. Lisa Diaz Sytsema Dr. Curt Boller
International Academy of Flint Mr. Francis Hackett Mr. Robert Bovitz
c. 1999, K-12, 1,180 Students Mrs. Judy Moldenhauer Riverside Academy Mrs. Lisa Green
Ms. Julie Wagester c. 2002, K-12, 1,027 Students Mr. Gregory Handel
Ms. Traci Cormier - Administrator Mr. Douglas Mans
Mr. Carl Conner - President Nataki Talibah Schoolhouse of Detroit Ms. Eman Radha - Administrator Mr. Kevin Theisen
Ms. Deborah Bourke C. 1995, K-8, 396 Students Mr. Ramzi Saab - Administrator
Mr. Allan Cislo Dr. Hassan Dakroub - President Walden Green Montessori
Mr. Jeffrey Houck Mrs. Melita Smith - Administrator Dr. Jamal Alhiyafi c. 1995, K-8, 241 Students
Mrs. Tovan Simpson Dr. Cheryl Munday - President Ms. Farahnaz Ashtiani
Mr. Daniel Smith Mr. Reginald Dozier Dr. Mohammad Othman Mr. Don Tassie - Administrator
Ms. Diane Thompson Mrs. Tamara Hodges-Pruitt Dr. Naiel Salameh Mrs. Sandra Kuhn - President
Mrs. Deidre Lambert-Bounds Dr. Sean O’Neill
Island City Academy Mr. Dexter Mays South Arbor Charter Academy Mr. Glenn Zubryd
c. 1996, K-8, 204 Students Mr. Walter Pookrum c. 1999, K-8, 767 Students
Mrs. Michele Samuels West Michigan Academy of
Mr. Thomas Ackerson - Administrator Ms. Jeanette Turner Mr. Tim DiLaura - Administrator Environmental Science
Mr. Bernard Sheff - President Mrs. Ellen Hill Zeringue Dr. Edward Fadden - President c. 1995, K-12, 472 Students
Mr. Robert Clarke Mr. Stephen Anderson
Mrs. Barbara Gruesbeck New Beginnings Academy Mr. Christopher Andrews Mr. Josh Hahn - Administrator
Ms. Catherine Sayer C. 1999, K-5, 184 Students Ms. Christine Crowner Mr. Scott Morgan - Administrator
Mr. David Sysum Mr. Brian Luallen Ms. Nancy Harris - President
Dr. Wayne R. Millette - Administrator Ms. Linda Fravel
Kensington Woods High School Ms. Valerie Kelley-Bonner - President Summit Academy Mr. Russell Hook
c. 1995, 9-12, 279 Students Mr. Edward Burnett c. 1996, K-8, 405 Students Ms. Maureen Paluska
Ms. Latasha Golden Mr. Philip Wheeler
Mr. James Perry - Administrator Dr. Edith Lewis Ms. Alison Cancilliari - Administrator
Mr. John Wassenberg - President Mrs. LaKita Pogue Ms. Angie Luck - Building Administrator West Village Academy
Mr. Mark Langwerowski Dr. Michael Porter - President c. 1999, K-8, 403 Students
Mr. Paul McClorey New Branches School Mr. Dino Anastasia
Ms. Blythe Patterson C. 1995, K-6, 245 Students Mr. Michael Baldwin Ms. Donita White - Administrator
Mr. James Smullen Mrs. Anna Reale Dr. Kevin Barber - President
Mr. William Thompson Ms. Pam Duffy - Administrator Mr. Rockne Smith Ms. Evelyn Crawford
Mr. Roger Ross - President Mr. Ryan Hershberger
Life Skills Center of Metropolitan Detroit Ms. Krista Brewer Summit Academy North Mr. Paul Serwinek
c. 2004, 9-12, 341 Students Mr. Ryan Julian c. 2004, K-12, 1,485 Students
Mr. Julio Ramos-Torres Woodland Park Academy
Mr. Nathaniel King - Building Administrator Dr. Stephanie Schaertel Ms. Alison Cancilliari - Administrator c. 1995, K-8, 422 Students
Ms. Nancy Brown - President Ms. Cheryl Slaughter Ms. Erin Avery - Building Administrator
Ms. Katherine Luckett-Watson Ms. Sally Emerson - Building Administrator Ms. Michele Baskin - Administrator
Mr. David Perkins North Saginaw Charter Academy Mrs. Marie-Jeanne Maci - Building Administrator Mr. Theodore Schmidt - President
Mrs. Leola Smith C. 1999, K-8, 532 Students Mr. Ricky Marcum - President Mr. William Rausch
Mr. Ivery Toussant Ms. Irene Dalessandro Ms. Angela Staten
Mr. Todd Lewicki - President Mr. Kenneth Sawicki Mr. Paul Vassall
Linden Charter Academy Ms. Diana Bay Mrs. Debra Vendlinski
c. 1999, K-8, 772 Students Mrs. Maria Montalvo Dr. Jodi Zinnen-Nowak Woodward Academy
Mr. Levi Pierce c. 1996, K-8, 557 Students
Ms. Linda Caine- Smith - Administrator The da Vinci Institute
Mr. Ludin Cills - President Old Redford Academy c. 1995, K-12, 332 Students Mr. David Patterson - Administrator
Ms. Diana Blanchard C. 1999, K-12, 1,907 Students Ms. Cynthia Watt - Building Administrator
Mr. Ricky Brown Mr. Don Tassie - Administrator Mrs. Maria Massaquoi-Anderson - President
Mr. Wallace Dawson Ms. Melissa Ross - Administrator Ms. Sandy Maxson - Building Administrator Ms. Patricia House
Mrs. Amanda Eason Ms. Shawneen Murray - Building Administrator Ms. Kristi Rydjord - Building Administrator Dr. Virginia Lloyd
Mrs. Jo Ann Shabazz Ms. Amelia Norwood - Building Administrator Mr. Brian Harrison - President Dr. Montressia Smith-Cannady
Ms. Jennifer Wilkins - Building Administrator Mr. Kenneth Berger Hon. Lucille Watts
Macomb Academy Mr. Sam Williams - President Ms. Mindy Bradish
c. 1995, 12, 172 Students Mr. Hill G. Crawford Mrs. Shawn Christie
Ms. Patricia Moncrease Mr. Richard Holmes, III
Dr. Betty Yee - Administrator Mr. Gary Sellers Mr. Shel Marchewka
Mr. Charles Lawson - President Mr. Johnnie Washington
Dr. John Beleutz The Dearborn Academy
Ms. Monika Leasure Pansophia Academy c. 1997, K-8, 481 Students
Mr. Kurt Limburg C. 1995, K-12, 255 Students
Mr. Richard Mette Ms. Caterina Berry - Administrator
Ms. Claudia Schulte Mr. Robert Ollar - Administrator Mr. Najim Saymuah - President
Mr. Thomas Van Slembrouck Mr. Del Ruff - Building Administrator Mr. Maher El-Jaroudi
Mrs. Michelle Boyd - President Mrs. Felicia Fawaz
Mrs. Georgia Balsley Dr. Marytza Gawlik
Mr. Ted Short Dr. Monte Piliawsky
Mrs. Letha VanBlarcom

TIMELINE 47

1993 Michigan’s charter school law was approved by the Legislature.
1994
1996 CMU became the first authorizer in the state, and the first university in the nation, to charter a
1997 public school.
2000
2001 CMU played a leadership role in the founding of the Michigan Association of Public School Academies.
CMU launched the Michigan Resource Center for Charter Schools, which became known as the National
2002 Charter Schools Institute in 2001.

2005 The Michigan Supreme Court upheld the constitutionality of the state’s charter school law.
2007
CMU played a leadership role in the founding of the National Association of Charter School Authorizers.
2008 CMU commissioned Standard & Poor’s School Evaluation Services to conduct a comprehensive,
2009 objective analysis of each of the schools it chartered.

2010 CMU launched AOIS – a web-based digital document management system used to oversee
and manage schools.
The McPherson Commission issued its report calling for an incremental increase to the “cap” and for
stronger accountability and oversight for charter schools.

CMU played a leadership role in the founding of the Michigan Council of Charter School Authorizers.
The Michigan Department of Education called CMU the “gold standard” for charter school oversight
and accountability.
CMU played a leadership role in the establishment of the Michigan Public Education Finance Authority.

CMU received a perfect score on the Michigan Department of Education’s Authorizer Assurance and
Verification Audit.

The U.S. Department of Education highlighted the practices that make CMU one of America’s
outstanding authorizers.
The number of students attending charter schools in Michigan topped 100,000 or 6% of the total state
enrollment for the first time.

AOIS was selected in a competitive bid process by the District of Columbia Public Charter School Board
to assist them in overseeing their 82 schools.

The Center’s executive director was invited to testify before the U.S. Congress on how supporting
outstanding charter schools could help build an innovative, world-class American education system.
The Attorney General issued an opinion clarifying the charter school law and the definition of a first class
school district, which allowed community colleges to charter schools within the School District of Detroit.

January 4, Michigan became the first state in the country to enact a charter school “smart cap.”
U.S. Department of Education’s “Education Innovator” highlighted CMU for its use of AOIS and the
Performance Series test by Scantron.
The Center’s executive director was inducted into the National Charter School’s Hall of Fame.

WHAweTdo WHOwe are

We are leaders in driving excelle

We provide high-quality educational options
for Michigan’s families by authorizing a
diverse array of schools, which serve an even
greater diversity of students.

58 CHARTER SCHOOLS We work to prove the promise of the charter schools strategy every day.
GOVERNED BY 305
Charter schools began as a promise to:
PUBLIC OFFICIALS • transform public education by providing parents with educational options;
• create a diverse and dynamic educational marketplace; and
30 881SERVED , • hold schools accountable to the high standards that students and parents
demand and taxpayers deserve.
64%S T U D E N T S
are minorities That’s why we view our broader mission as “proving the promise” and why
each year we challenge ourselves to quantify how our work at the Center
69%qualify for free has moved the charter strategy further down the field, ultimately proving the
or reduced-price charter promise is at work.
lunch
We authorize schools that are delivering impressive results. For the third year in a row, a high school chartered by CMU has
10%R ECEI V E been rated among the nation’s top performing high schools by
For three years in a row, a charter school authorized by CMU U.S.News & World Report.
SPECIAL EDUCATION SERVICES recorded the highest MEAP scores of any public school district in
the entire state. 2009:
1a 0p ,p0 r0 0o xs it um da et ne tl sy
2009: • International Academy of Flint, Flint
DETROITRESIDE IN THE CITY OF
• Eagle Crest Charter Academy, Holland 2008:
PAGE 19 PAGE 26
2008: • Countryside Academy, Benton Harbor
2009-10 school year • International Academy of Flint, Flint
• Canton Charter Academy, Canton
2007:
2007:
• Central Academy, Ann Arbor
• Canton Charter Academy, Canton • Countryside Academy, Benton Harbor
• International Academy of Flint, Flint
According to the fall 2009 MEAP results, 13 charter schools—seven
of which are authorized by CMU—placed in the top 25 of all public
school districts in the state.

PAGE 28