 |
 |
 |
 |
 |
 |
 |
In a city with disturbingly low literacy levels, a 50% high school dropout rate, some of the nation’s lowest test scores, school buildings in disrepair and high teacher turnover, the need for quality schools is urgent. After trying without success to bring about change from within the local school system, a group of parents enlisted the help of professional educators to create a top-notch public charter school.
Their vision: a small, nurturing, and diverse school that would rely on sound educational practices and be flexible enough to try new ideas; a school that would attract and retain caring, committed and highly skilled teachers, a school that would inspire children to do their best possible work; and a school that would invite active parental and community participation.
Capital City was founded in 2000 with 135 students in grades Pre-K through 5. Nearly four years later the award-winning public school of choice school has expanded to full capacity—to 8th grade—and serves 227 students. More than 400 students are on an active waiting list for admission to the school.
The school uses an innovative approach to learning based on two research-based, nationally recognized models for education reform, Expeditionary Learning Outward Bound (ELOB) and Responsive Classroom. ELOB emphasizes project-based instruction to help students meet rigorous academic and character standards. The Responsive Classroom model provides a consistent school-wide approach to classroom management and focuses on respectful social interaction as an integral part of children’s cognitive development.
Capital City’s students are evaluated based on nationally recognized standards. Teachers conduct ongoing assessments to determine each student’s understanding of key concepts and mastery of skills, and then develop instructional plans that support and challenge all students. In addition to participating in standardized testing, students keep portfolios to provide evidence of learning, document growth, demonstrate achievement and address standards for promotion.
The school’s 2003 Stanford-9 test scores showed solid gains in both reading and math. The all-school Normal Curve Equivalent (NCE) reading score increased 3.6 percentage points, from 51.6% to 55.2%. Math scores showed even more growth, increasing 9.2 percentage points from 42.6% to 51.8%. For perspective, our school's annual target is an average gain of one NCE point on the Stanford-9 in reading and in math.
Capital City has built an early record of success. The U.S. Department of Education selected the school as a demonstration site for comprehensive school reform and awarded a three-year grant to implement its ELOB program. Capital City’s students are making significant, measurable academic progress. In the DC Public Charter School Board’s 2002-03 School Performance Report, Capital City was the only school that achieved all six measures related to academic progress and excellence on the SAT-9 tests in 2003. The Charter School Board notes that “Capital City continues to perform well both academically and organizationally.” Its principal, Karen Dresden, received the Major Achievements in Charters Principal of the Year Award in 2001.
The school and its founders are deeply committed to having an impact beyond our own school and its students. Capital City aspires to be a model for other schools and continues to take important steps in that direction. Every year our principal and several of the school’s teachers participate in the national Expeditionary Learning Outward Bound conference. Last year we were selected to host the site seminar and this year sent several staff members to present at the national conference. In addition, we regularly host many visitors from DC public and private schools as well as school systems from all over the country. Besides visitors, Capital City is helping to train new teachers and principals through partnerships with Catholic University, Gallaudet University, and New Leaders for New Schools.
In addition, two new DC charter schools opening in fall 2004 are explicitly modeled after Capital City and our use of the Expeditionary Learning Outward Bound curriculum. Capital City board and staff members have been involved with the founding groups of these two schools at every stage of their establishment, and have provided technical assistance on everything from Board formation to budgeting, curriculum development, and student recruitment. We are extremely excited about the opening of these new schools and see their founding as potentially having a revolutionary impact on education in the District of Columbia.
The school’s 227 students come from nearly every zip
code in the city and represent a broad range of ethnic and socioeconomic backgrounds.
| Black, not Hispanic 46% White, not Hispanic 26% Hispanic 23% Low Income (qualify for free or reduced-price lunch) 54% Limited/Non English Proficiency 8% Special Education Students 16% |
Evidence of Success:
| Contacts: Karen Dresden, Principal Anne Herr, Chair Board of Trustees Sue Bell, Director of Development and Outreach Tel: 202-387-0309 Fax: 202-387-7074 3029 14th St., NW Washington, DC 20009 www.ccpcs.org |
Click a link |
