Cristo Rey and De La Salle: Coincidence? Maybe!

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Presentation to Board of De La Salle North Catholic to discuss the integration of Cristo Rey philosophy with De la Salle educational philosophy

Presentation to Board of De La Salle North Catholic to discuss the integration of Cristo Rey philosophy with De la Salle educational philosophy

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  • Go into the city and you will be told what to do! Acts of the Apostles—Conversion of Saul
  • 24 schools two new ones.Welcome Sr. Jeanne Bessette from DePaul Cristo Rey

Transcript

  • 1. History of the Cristo Rey Network October, 2012Transforming Urban America – One Student at a Time
  • 2. Opening Prayer – “Let us remember…. – that we are in the holy presence of God.”Transforming Urban America – One Student at a Time
  • 3. Contents Network History – Where we came from Mission Effectiveness Standards Network Update – Where we are today Building A School Around Students September 06, 1996 Is Cristo Rey Jesuit High School every students nightmare or every students Value of the Network dream? Probably a bit of both, but one thing is certain: The kids who go there will come out with an education--and more. Thats what is so appealing about the new school, which opened this week on Chicagos Southwest Side. In an age when public school calendars seem to include as many holidays, half-days and "institute days" as classroom days, students at Cristo Rey will attend school 10 1/2 months a year. 3Transforming Urban America – One Student at a Time
  • 4. Why did the Jesuits open Cristo Rey in Chicago in 1996?  High drop out rates  Fr. Jim Gartland, S.J., spoke to parents, community leaders, educators, and young people. Biggest need was a high school.  Parents wanted a school where students would be known and cared for (two big high schools in Pilsen/Little Village had high dropout rates, were violent places, and were big and impersonal).  Parents knew that going to college was important  How do we pay for this? Fully 65% of children in Pilsen drop out of school, according to the Chicago Board of Education, with dire consequences for their future participation in the work force. Pilsens main high school, Benito Juarez reports that 94.5% of their students are classified as low income. In 1990, Latino youth (ages 16 to 19) unemployment in Chicago was 27.9%. The 1990 U.S. census reported a 13% unemployment rate for all Pilsen workers, compared to 7% for the city of Chicago. More recent estimates range 4 up to 25%.Transforming Urban America – One Student at a Time
  • 5. Work Study Program The school and the work-study program are separate corporations. CWSP --------- HIGH SCHOOL fundingEmployers contract with school’swork-study corporation. This flat fee is a business expense. Some professional service firms include it in the contract with a education vendor, i.e, mail room. etc. and feeit does not add to the expenses. --------- Students are employees of our work-study business --------- The employer receives the STUDENTS work CORPORATE CLIENTS services of student employees each day of the week.Transforming Urban America – One Student at a Time
  • 6. Team of four students fill 1 FTE Student-workers are put into JOB-SHARING teams and their academic schedules are modified so that four students job share a full-time entry level job without missing class. (5 days/week; Monday-Friday; 8 hours; Late August to mid-June with full year option) Mon. Tue. Wed. Thurs. Fri. Week 1 Week 2 Week 3 Week 4Transforming Urban America – One Student at a Time
  • 7. Types of JobsTransforming Urban America – One Student at a Time
  • 8. 1999 – 2000: Educators seek to replicate Cristo Rey Jesuit High School  Original school was getting students to college  Work Study Program was successful  Catholic educators were looking for a way to make private, Catholic education affordable to urban young people  Historical context – in the 1990s and 2000s, small, innovative charter schools were popping up all over the country. Results of the charter school is no doubt mixed, but the long waiting lists reinforce that parents in urban areas are looking for an alternative.  We knew parents across the country were looking for an alternative, just as the parents in Pilsen were a few years earlier.  Rich Clark and three Jesuits, including Fr. Foley, made a pilgrimage to Peru in 2000 to learn about the Fe & Alegria (Faith & Joy) schools – schools that educated the poor.  Key Learnings: – Starting point of a Fe & Alegria School is the poor and their needs – the mission comes from the people served – Fe & Alegria’s formal Network and mission statement came many years after the schools started -- concluded the best thing to do was start schools; a formal Network could come later 8Transforming Urban America – One Student at a Time
  • 9. Network History – Where we came from September 1996: June 2000: BJ Cassin May 2001: September 2001: First visits Cristo Rey and Cristo Rey Jesuit High First meeting of the replication – Portland commits $12 million to School opens Cristo Rey Network opens support replication Jan. 2003: Original Dec. 2002: Cristo Rey May 2003: Gates Grant September 2004: Six Presidents agree to Network incorporated as of $9.9 million to continue schools open – Network Mission Effectiveness a 501(c)(3) replication now at 11 schools Standards May 2006: Gates makes second grant ($6 million) September 2007: Seven September 2008: Three 2011-12: 24 Schools, to support more growth & Schools open – now 19 new schools open – 22 more defined role of the build capacity of the schools schools Network Center Network center 9Transforming Urban America – One Student at a Time
  • 10. B.J. & Bebe Cassin 10Transforming Urban America – One Student at a Time
  • 11. Melinda Gates 11Transforming Urban America – One Student at a Time
  • 12. Contents Network History – Where we came from Mission Effectiveness Standards Network Update – Where we are today Value of the Network 12Transforming Urban America – One Student at a Time
  • 13. Mission Effectiveness Standards A Cristo Rey school . . .1. Is explicitly Catholic in mission and enjoys Church approval.2. Serves only economically disadvantaged students. The school is open to students of various faiths and cultures.3. Is family centered and plays an active role in the local community.4. Is accredited by a recognized regional accrediting association. It has a college preparatory curriculum designed for a high level of student engagement in their learning.5. Requires participation by all students in the work-study program. All students must be 14 years old on or before September 1st.6. Seeks to integrate the learning present in its work program, classroom and extracurricular experiences for the fullest benefit of its student workers.7. Has an effective administrative and board structure as well as complies with all applicable state and federal laws.8. Is financially sound. At full enrollment the school is primarily dependent on revenue from the work-study program to meet operating expenses. In addition, the school maintains a comprehensive advancement program to ensure financial stability.9. Seeks to understand, assure, and improve how and how well its students learn and grow.10. Is an active participant in the collaboration, support, and development of the Cristo Rey Network. 13Transforming Urban America – One Student at a Time
  • 14. Standard Two: A Cristo Rey school serves only economically disadvantaged students. The school is open to students of various faiths and cultures.  All accepted applicants to a Cristo Rey school must complete a third-party financial aid process approved by the Network that incorporates their most recently filed tax records, family demographics (e.g., family size) and other relevant financial information. The school annually shares the student income information from the third-party financial aid service with the Network.  Through its admissions process, the school continually renews its commitment to the marginalized by aggressively seeking students from economically disadvantaged families and neighborhoods. Specifically, schools recruit students who are eligible for the federal free/reduced lunch program. As a result, each school maintains an admissions policy that considers student income levels and meets one of the following measures for all incoming students: – the per capita Adjusted Available Family Income for an individual student’s family (as determined by a Network-approved third-party financial aid service) shall not exceed 75% of the per capita Median Household Income (as indicated by the U.S. Census Bureau’s most recent American Community Survey) of the city in which the school is located or for the nation, whichever is higher; or – the total Adjusted Available Family Income for an individual student’s family (as determined by a Network-approved third-party financial aid service) shall not exceed 75% of the Median Household Income (as indicated by the U.S. Census Bureau’s most recent American Community Survey) of the city in which the school is located or for the nation, whichever is higher.  Beyond the assistance provided by the work-study program, the school provides financial aid to families who cannot afford the full tuition, while maintaining a policy that every student must pay something. 14Transforming Urban America – One Student at a Time
  • 15. Contents Network History – Where we came from Mission Effectiveness Standards Network Update – Where we are today Value of the Network 15Transforming Urban America – One Student at a Time
  • 16. Where we stand today as a Network Chicago Pilsen (Opened 1996) Portland (2001) Network Schools Los Angeles (2002) Austin (2002) (withdrew) Denver (2003) Boston (2004) Cleveland (2004) Lawrence (2004) New York (2004) Tucson (2004) Waukegan (2004) Kansas City (2006) Sacramento (2006) Baltimore (2007) Birmingham (2007) Indianapolis (2007) School Growth by Year & Projected Openings Minneapolis (2007) Newark (2007) Omaha (2007) (closed) 7 School Openings Washington DC (2007) 6 Brooklyn (2008) Chicago West (2008) Detroit (2008) Houston (2009) 3 San Francisco (2009) 2 2 Cincinnati (2011) Philadelphia (2012) 1 1 1 0 0 1 1 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013Transforming Urban America – One Student at a Time
  • 17. Cristo Rey Network Update (2011-12 by the numbers): Replication Strategy Has Been Successful  25 schools in 19 states (DePaul Cristo Rey to open in Fall 2011)  7,000+ students  2,000 projected annual graduates in coming years  1750 corporate job partners (250 new this year)  $30+ million revenue earned in 2010-2011 from the Work Study Program  850+ employed locally by our schools  $73 million expended in local markets this year, which is the sum of all schools’ operating budgets  Over 85% of Class of 2008 Cristo Rey Network graduates have enrolled in post secondary options  97% freshmen to sophomore retention rate at University Partners Time calls the Cristo Rey Network “an island of success in the Catholic ocean.” 17Transforming Urban America – One Student at a Time
  • 18. Student profile, 2010-11 Academic year Enrollment by Year 9th Grade Students in 2010-11 6,459 5,891 (Class of 2014) 5,003 4,235 2,449 2,882 $36,636 Average family income 4.1 Average family size 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 Freshmen qualifying for 69% free or reduced lunch 2010-11 Student Enrollment Ethnicity Religion School of Origin 5% 4% 5% 2% 3% 2% 0% 33% 33% 17% Public 59% Catholic 56% 45% Charter Asian Black Catholic Private Hispanic White Christian Other Non-Christian 36% Other Unknown 18Transforming Urban America – One Student at a Time
  • 19. The Cristo Rey Network Brand Continues to Gain National Attention  The Network was profiled in the following publications and shows: 19Transforming Urban America – One Student at a Time
  • 20. The Cristo Rey Network Brand Continues to Gain National Attention  Cristo Rey Network Leadership was invited to speak at the following universities and summits: 20Transforming Urban America – One Student at a Time
  • 21. Contents Network History – Where we came from Mission Effectiveness Standards Network Update – Where we are today Value of the Network 21Transforming Urban America – One Student at a Time
  • 22. Initiatives of the Network Center (2011) Mission Effectiveness Educational Enrichment Initiative  Replication Direction and Assistance  Teacher Effectiveness Training (8 current sites) (14 schools)  Quality Assurance – protect the brand  Principal Support (6 schools) – Helps schools focus on achieving the  Curriculum and Assessment 10 Standards Development (14 schools) – Mission constantly refined with input from the schools  22 schools planning to be involved during summer 2011  Best Practices Sharing – Mission Effectiveness Reviews (12 annually) – Annual Data Report (formerly called the Statistical Directory) – School snapshots – Monthly and quarterly cohort conference calls – 6 weeks of professional development – Annual Meeting of schools – College tracking 22Transforming Urban America – One Student at a Time
  • 23. Initiatives of the Network Center Leadership Development Postsecondary Initiatives  The 4th Cristo Rey Leadership  Tracking of all Cristo Rey Network Academy at the Kellogg School of graduates through partnership with Management National Student Clearinghouse  Annual Meeting of Network schools  National College Partner Program  Development Director meeting in  Postsecondary Summit September (2012)  New President orientation  New Principal orientation  President and Principal search assistance 23Transforming Urban America – One Student at a Time
  • 24. Where the Network is going: Our Replication Strategy Has Been Successful  This summer 250 educators from almost every Cristo Rey Network school and 24 college partners will participate in six weeks of teacher effectiveness workshops, institutes on curriculum development and implementation, a leadership academy at Northwestern University and a summit on postsecondary success at DePaul University. The Cristo Rey Network has moved from solely a successful school replicator to a high value professional development partner 24Transforming Urban America – One Student at a Time
  • 25. Executive Chairman, Rev. John P. Foley, S.J. President, Rob Birdsell 25Transforming Urban America – One Student at a Time
  • 26. Elena Sanchez, Class of 2009, Saint Martin, Cleveland (From an English class assignment) Oberlin, Class of 2013 I am From Elena Sanchez I am from the big yellow house in the middle of the street I am from the street where there’s no bike riding, The street where the ice cream truck never slows down I am from the porch you could hide under I am from the house that had dirt where grass should be I am from the stolen skateboard I am from the school where asking for help was tattling I am from the desk in the back corner I am from the books read at recess I am from the pictures drawn in gym I am from the broken lunchbox I am from a fight on the playground I am from a weave in my eight year old hands I am from ignoring rumors and laughing them off I am from dismissing the past 26Transforming Urban America – One Student at a Time
  • 27. I am from learning to trust and making friends I am from the CDs on repeat I am from the notebook under my mattress I am from 100 pairs of headphones blown out I am from 1,000 mistakes huge mistakes and meager relationships I am from dreams of being someone I am from frustrated tears on a pillow I am from the tissues that dried them away I am from a mother who never gave up I am from crawling through life but I am from getting back up as well I am from pain I thought would never end I am from victory over my younger years I am from saddle shoes and out of style clothes And I am from making them work I am from a mold of my own I am from perseverance I am from never staying down I am from a fight that will never end 27Transforming Urban America – One Student at a Time
  • 28. It has been necessary to prepare this guide for Christian Schools so that all Cristo Rey Network’s may be done uniformly in all the 10 Standards schools and in all the places where answer similar need! there are Brothers of this Institute, and that the practices there will always be the same. People are so subject to laxity, and even to change, that they must have written rules to keep them within the limits of their duties and to prevent them from introducing something new or destroying what has been wisely established. --Conduct of the Christian Schools, Introduction to 1720 edition 29Transforming Urban America – One Student at a Time
  • 29. Rheims, France - 1679The Situation – • Rampant Poverty • Multi-GenerationalThe Need – – What can be done to break the cycle of economic and spiritual poverty? 1679 Rheims=1996 Pilsen! Transforming Urban America – One Student at a Time
  • 30. One Commitment Leads to Another  Assists Adrien Nyel  Works With Teachers  A Challenge: Trust in Providence  Establishes a Teaching Community One school grows into movement which develops strong professionalTransforming Urban America – One Student at a Time development component!
  • 31. The Gentle Persistence of God I had not thought of doing this before, but not because others had not suggested that I do such work…Transforming Urban America – One Student at a Time
  • 32. The Gentle Persistence of God And if I had ever thought…Transforming Urban America – One Student at a Time
  • 33. The Gentle Persistence of God God, who directs all things with wisdom and gentleness… …one commitment led me into the next one without my having foreseen this in the beginning.Transforming Urban America – One Student at a Time
  • 34. Essential Characteristics We Instill Gospel Values We are Animated by and Foster a Spirit of Faith & Zeal We Exercise a Preferential Option for Those Who Are Poor We Develop and Maintain Diverse Programs Meeting Recognized Standards of Excellence We Create and Sustain Respectful Human Relationships in Community Cristo Rey Movement!Transforming Urban America – One Student at a Time
  • 35. Closing Prayer Closing:  Saint John Baptist de La Salle…  Pray for us!  Live, Jesus, in our hearts…  Forever!Transforming Urban America – One Student at a Time