sabis® educational systems, inc.

SABIS ® EDUCATIONAL SYSTEMS, INC.
U.S. ANNUAL REPORT
2010 – 2011
Helping Students Achieve Their Full Potential
SABIS® Educational Systems, INC. is an education management organization that has
been successfully managing schools in the U.S. since 1985. The organization owns the
exclusive rights in North America, South America, and Europe to the SABIS® Educational
System, a comprehensive, dynamic system that provides students with a strong academic
foundation, fosters academic achievement, and effectively prepares them for success in
school, college, and beyond.
In 1985, the first school managed by SABIS® Educational Systems, INC. was established
in Minnesota and set out to provide a high-quality education to students in the U.S.
Sparked by the success achieved by its students and driven to make a difference in the
lives of more students, the organization branched out into the public sector in 1995 and
started its first public charter school in Springfield, Massachusetts.
Through its commitment to the ongoing development and refinement of its educational
system, a system that dates back 125 years, SABIS® Educational Systems, INC. has
continued to expand its management of schools in the U.S. In the 2010-11 academic
year, over 6,700 students were educated in 13 schools – nine public charter schools,
three schools under license, and one private school – implementing the dynamic SABIS®
Educational System. These schools provided students with a high-quality education and
helped them achieve their full potential.
The importance of a high-quality education and the commitment to helping all students
achieve their full potential are characteristics shared among all the schools that are
members of the global SABIS® School Network. This network of schools currently educates
thousands of students in schools in 15 countries on four continents.
TABLE OF CONTENTS
Letter from the President
3
Letter from the V.P.––U.S. Operations
4
SABIS Celebrates 125 Years of Education
5
SABIS ILT : A Look into the Future
6
®
®
TM
SABIS® U.S. Schools - Effectively Closing the Achievement Gap
7
SABIS Professional Development Institute: Helping SABIS Staff Achieve Their Full Potential
9
®
®
SABIS Student Life Organization : Anti-Bullying Program
®
Powered by SABIS®
10
12
Social Responsibility: Making a Difference
13
SABIS® U.S. Member Schools:
• SABIS® International Charter School
17
• Holyoke Community Charter School
18
• International Academy of Flint
19
• International Academy of Saginaw
20
• Milestone SABIS® Academy of New Orleans
21
• Linwood Public Charter School
22
• SABIS® International School
23
• Mt. Auburn International Academy
24
• Peachtree Hope Charter School
25
• The International School of Minnesota
26
Data Summary: U.S. SABIS® Member Schools 2010-11
27
SABIS® U.S. 2011 University and College Acceptance List
29
Letter from the President
DECEMBER 2011
3
This past year was a year of ups and downs in the U.S. and around the world––think stock markets, property values,
and politics. Much of the world was held captive on a roller-coaster ride that unsettled even the most avid thrill seekers.
One aspect, however, remained constant, offering solace to the weary and hope to the realistic––the absolute value of
a solid education.
The privileged and powerful position of education over the past few years reflects its potential to yield a profitable return
regardless of the economic, geographical, or political landscape, demonstrating that these words ring true: “An investment
in education is an investment in the future.” This is supported by the latest studies showing that the lifelong earning
potential of a high school graduate versus high school dropout is 40% greater. Similarly, a college graduate will make
approximately $1 million more in lifelong earnings over someone with only a high school diploma.
At SABIS® Educational Systems, INC., we have long understood the absolute value of a solid education and all the
promise it can provide. Currently managing operations in the U.S. in eight charter schools and one private school and
licensing our system to an additional four schools, SABIS® Educational Systems, INC. benefits from a well-established
educational system that is backed by over 125 years of history and development. Drawing on an international, collegepreparatory curriculum, targeted books and exams, effective teaching methods, an active Student Life Organization, and
performance-driven IT systems, the SABIS® Educational System consistently provides students with the knowledge and
skills they need to be successful––successful in closing the achievement gap, successful in becoming productive members
of society, and successful in gaining admission to college.
The success of our program, and thus our students, is reflected in this 2010-11 U.S. Annual Report for SABIS® Educational
Systems, INC., which I invite you to read. In addition to demonstrating our ongoing success, the report also includes a
look back at SABIS®’s 125-year history and a look into the future of a new SABIS® IT product under development. As we
look to the future, it is certain that the world will continue to experience ups and downs. For us at SABIS® Educational
Systems, INC., the value of a solid education remains the one true constant, as constant as our commitment has been to
education over the past 125 years and as constant as our commitment will continue to be far into the future.
Regards,
Carl Bistany
SABIS® President
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
Letter from the
V.P.––U.S.
Operations
Dear Stakeholder,
We are once again pleased to share with you our annual report,
highlighting the schools’ achievements during the 2010-11
academic year and outlining what we have in store in academics,
technology, and other areas of research and development.
The 2010-11 academic year marked the 125th year of the
founding of the first school in the SABIS® School Network. In
1886, our two visionary founders––Louisa Proctor and Tanios
Saad––set out on a mission to close the achievement gap. Back
then, the gap was between the genders. Today, the gap is between
Caucasian and minority students – and it is widening nationwide.
John F. Kennedy said, “Children are the world‘s most valuable
resources and its best hope for the future.” At SABIS® we hold
nothing more sacred than the value of our students’ time,
recognizing that they are the world’s most precious resource, and
that their time with us is finite and scarce. Our entire educational
system is built on the principle of maximizing how much and
how well our students learn per each unit of time. Thus, we are
in relentless pursuit of continual improvement and increased
efficiency, helping our students achieve their full potential.
4
In 2010-11, SABIS® member schools provided their students with
outstanding educational opportunities. The students’ performance
on external exams––state tests and Advance Placement exams
––continues to improve. From Holyoke and Springfield in
Massachusetts to Phoenix, Arizona, and passing through Michigan,
Minnesota, Ohio, Georgia, and Louisiana, our students have been
outperforming their peers, significantly narrowing the achievement
gap, and gaining acceptances to colleges and universities of
their choice. We are managing to help our students achieve their
full potential through the value added that our program, our
methodology, and our unique Student Life Organization bring to
each student attending a SABIS® member school.
As we enter our 126th year, we are even more determined to keep
raising the bar and to take our students to ever greater heights of
academic performance. I thank the staff members in the SABIS®
School Network for the dedication and the commitment that they
demonstrate every day in the service of our students.
Kind Regards,
George F. Saad
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
SABIS® Celebrates
125 Years of Education
5
From a school in a small town in Lebanon to a worldwide
school network, SABIS® has come a long way since its
founding in 1886. Fueled by a mission to change the world
through education and backed by a dynamic educational
system, SABIS® has been at the forefront of education for
125+ years and is responsible for helping thousands of
students to reach their full potential.
The 2010-11 academic year officially marked the
organization’s 125th anniversary and resulted in numerous
celebrations across the global SABIS® School Network
throughout the year. From tree-planting ceremonies to
concerts, SABIS® students, staff, and supporters were
engaged in festivities that honored the organization’s
contribution to the field of education for more than a
century.
At SABIS® schools, students had the chance to put the skills
and knowledge they acquired through the empowering
SABIS® Student Life Organization (SLO®) to good use and
coordinate 125th anniversary events for their respective
school communities. The celebrations held at U.S. SABIS®
schools included a “Grand Style-Red Carpet Gala Affair”
organized by Linwood Public Charter School (LPCS) in
Shreveport, Louisiana. Taking place during the school’s
Student Life period, LPCS students and staff joined in the
125th celebration which included speeches and festive
dances held in the school’s elaborate gymnasium-turnedballroom. In Minnesota at The International School
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
of Minnesota (ISM), located in a Minneapolis suburb,
celebrations included an event at which the upper school
orchestra showcased their musical prowess, plus featured
inspiring speeches, a tree-planting ceremony, and the
inauguration of the school’s Memorial Peace Garden. Like
LPCS and ISM’s celebrations, each SABIS® school in the
U.S., commemorated the organization’s milestone in its
own unique way to honor SABIS®’s 125-year history.
As the 125th anniversary year wound down at the end of the
2010-11 academic year, SABIS® took the opportunity to
host a final, large-scale celebration. Fittingly, a grand gala
dinner was organized in Lebanon, where the organization
took root more than a century ago. SABIS® U.S. school
directors and their worldwide counterparts gathered there
with more than 800 guests including government ministers,
partners, alumni, and supporters.
SABIS®’s unwavering commitment to change the world
through education and provide students with the
resources needed to reach their full potential has
helped it thrive in this rapidly changing world. With a rich
history of success and challenges, including withstanding
two world wars, famine, and a devastating civil war,
SABIS® remains at the forefront of education because of
its unwavering determination to provide students with a
world-class education.
SABIS ILT :
A Look into
the Future
®
TM
Over the past decade, technology has found its way into more and
more classrooms around the world. Always on the cutting-edge
of development, particularly IT development, SABIS® has been
engaged in research, development, and design of educational
software and systems for more than 60 years with the aim of helping
students achieve their full potential. From computerized testing
centers to an online Internet portal that allows students to access
homework and assessment reports, technology plays a key role in
the SABIS® Educational System.
The organization uses information technology (IT) to optimize
learning, improve academic results, enhance teacher efficiency,
and reinforce communication across the schools in the global
SABIS® School Network. These efforts are made possible through
the organization’s commitment to operate in line with international
standards. Evidence of this can be seen in the recently awarded,
internationally-recognized ISO 9001:2008 certification, making
SABIS® one of the 350,000 companies worldwide to achieve this
feat.
6
One of the exciting, upcoming products to be released by SABIS®’s
IT team is the Integrated Learning and Testing (ILT) system.
Currently in the pilot phase at two SABIS® member schools, ILT will
soon provide all SABIS® students with a innovative way to learn––
through individual, interactive computer software that provides
teachers with real-time feedback during class.
Specifically, a class of students and their teacher will all be
equipped with computers or tablets through which teachers can
provide students with lesson information that appears on their
screen. This information is then followed by a related question
to be answered or problem to be solved. Students’ answers are
then submitted and sent to the teacher, who is able to immediately
see a summary of how the students performed as a whole and
individually. This information helps the teacher determine whether
to proceed, re-explain, or assign more practice problems, making
certain no student is left behind. The information from each class
is saved and integrated in each students’ record and can help
teachers track progress and ultimately help students reach their
full potential.
SABIS® places a high value on being a leader in the use of
technology in education and strives to provide first-rate, innovative
software and services to its global network of schools and students.
ILT, which is only one example of the many IT tools and systems
SABIS® develops each year, will soon be implemented across
the global network with the aim of helping students acquire the
knowledge they need to excel in college and beyond.
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
7
SABIS® U.S. Schools Effectively Closing the
Achievement Gap
Overseeing the operation and development of nine
charter schools and one private school in the U.S. in the
2010-11 academic year, SABIS® Educational Systems,
INC. actively works to make a difference in students’ lives
and to help them achieve their full potential. To this
end, SABIS® schools implement an educational system
that includes a comprehensive, international curriculum,
proven teaching methods, targeted textbooks, frequent
assessment, cutting-edge IT tools, and the empowering
SABIS Student Life Organization®. Along with providing
high-quality education that meets the demands of a
rapidly changing world, SABIS® is engaged in tackling
the disparities in academic achievement between different
ethnic and socioeconomic groups.
Results from two SABIS® U.S. charter schools––the
SABIS® International Charter School (SICS) in Springfield,
Massachusetts, which began operation in 1995, and the
International Academy of Flint (IAF), in Flint, Michigan,
which opened in 1999––show the organization‘s success
in effectively closing the achievement gap. With a total
combined enrollment of nearly 2,800 students, of
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which 76% are considered minorities, these schools
are dramatically raising the standard of education in
the communities they serve by consistently closing the
achievement gap.
Using the results of 35 Massachusetts Comprehensive
Assessment System (MCAS) and Michigan Educational
Assessment Program (MEAP) exams administered to
SICS and IAF students in grades 3-11 during the 200910 academic year, these two SABIS® member schools,
combined, closed the gap between African-American
and Caucasian students on 13 of the 35 tests (37%).
Furthermore, the state exam results indicate that the schools
significantly narrowed the gap between African-American
and Caucasian students at their respective schools, in
comparison to their state, on 20 of the 35 tests (57%).
Therefore, on 94% of the tests, these two SABIS® charter
schools either closed the gap completely or had narrower
gaps than the states in which they operate.
In addition to narrowing the ethnic achievement gap,
SICS and IAF were also successful in narrowing the gap
between economically-disadvantaged students and their
more privileged peers. At SICS, the socioeconomic gap
average is 12% in comparison to a gap of 32% in the
state. At IAF, the school’s economically-disadvantaged
students outperform the state’s in 12 of 14 exams.
SICS and IAF, like the seven other SABIS® U.S. charter
schools, are effective in meeting a wide variety of student
needs through their implementation of the proven SABIS®
Educational System. Regular assessment, high expectations
for student performance and behavior, and involvement in
enriching activities and events coordinated by Student Life
all contribute to the success of students at these schools,
which are dedicated to closing the achievement gap and
helping students achieve their full potential.
African-American-White Achievement Gaps: 2010 MCAS
Average gap between
Massachusetts’ AfricanAmerican students and
their White peers: 30%.
Average gap
between the SABIS®
International’s AfricanAmerican students
and their White peers:
15%!
African-American––White Achievement Gaps: 2010 MEAP
The average AfricanAmerican/White
Achievement Gap
in Michigan is 23
percentage points.
The average AfricanAmerican/White
Achievement Gap
at SABIS®’s IAF is 9
percentage points!
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8
SABIS® Professional
Development Institute:
®
Helping SABIS Staff
Achieve Their Full Potential
9
Helping SABIS® students achieve their full potential
calls for dedicated, experienced, and knowledgeable staff
who ensure that each student is on track toward achieving
academic success. As a result, teachers in SABIS® member
schools are supported to remain up-to-date on the latest
practices, plus enjoy ongoing opportunities to sharpen their
skills or become proficient in new ones.
To promote high standards among new and existing
employees in member schools across the SABIS® School
Network, the organization draws on the SABIS® Professional
Development Institute. The institute is responsible for
developing each training program, which includes
comprehensive, original training materials, facilitator
handbooks, and DVD courses for follow-up training.
At the end of the 2010-11 academic year, the institute
marked the completion of its second year in operation as a
full-fledged training unit. The institute is actively engaged in
equipping SABIS® schools and headquarters with training
programs, materials, and tools that not only strengthen
team members’ expertise, but also support the strategic
growth of the organization.
With more than 5,000 teachers employed in member
schools throughout the SABIS® School Network, teacher
training programs are a key offering of the institute. One
such program is the institute’s teacher on-boarding training
in which new and returning teachers from around the
global network receive universal training on an annual
basis. The two-week program—which includes one week
solely for new teachers and the following week that brings
together new and veteran teachers—provides new teachers
with the fundamentals including general information about
SABIS®, its philosophy, the SABIS® Educational System, and
background on the school relevant to the teacher, among
many other topics.
For both teaching and non-teaching staff, there are a variety
of programs offered through the institute including soft skills
training workshops, which range from effective teamwork to
stress management workshops as well as various software
and technology-related trainings. Additionally, the SABIS®
Professional Development Institute is constantly engaged in
developing new training programs, which ultimately equip
teachers to be able to effectively help students achieve
their full potential.
“The SPDI teacher on-boarding training program equipped me with everything I needed
to know about my work obligations, the school, and the organization I was joining. I feel
the program was vital in helping me succeed in my role as a teacher in a SABIS® school.”
– Teacher in a SABIS® Member School
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
SABIS
Student Life
Organization®:
Anti-Bullying
Program
Bullying has become more prevalent across most schools
worldwide and can have major emotional and physical
consequences for the students involved. While many schools
take a reactive approach to the issue, SABIS® schools strive
to maintain a safe and supportive environment through a
proactive, team approach that focuses on prevention and
awareness of bullying.
10
In SABIS® schools, the administration, faculty, and staff play
an important role in creating a positive, healthy learning
environment. SABIS® students also put in their own share of hard
work. In particular, during the 2010-11 academic year, SABIS®
schools in the U.S. tackled bullying through their respective
SABIS Student Life Organizations® (SLO®). SLO® is a studentled society that plays an integral role in all SABIS® schools’
day-to-day operations, offering students an opportunity to
play a role in their education by becoming prefects, or through
participation in clubs, events, and extracurricular activities.
Positioning students to make a difference in their school
community, each school’s SLO® launched a four-step AntiBullying Program to prevent bullying and bring awareness to
the issue. The first step in the SLO® Anti-Bullying Program is
carried out by ambassador prefects, who inform new students
about the school’s zero-tolerance policy toward bullying.
Ambassador prefects make new students aware of their
responsibility to report any bullying they encounter. The next
step hinges on maintaining anti-bullying awareness throughout
the year by organizing various programs and campaigns.
This is achieved through SLO® prefect-to-student discussions,
advising lessons, bulletin boards, guest speakers, and all-out
anti-bullying campaigns.
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
11
Coordinating a grand-scale event is the third step of
SLO®’s Anti-Bullying Program. Once per term, a major
school-wide event is held to promote the benefits of a
supportive and caring campus community that does
not and will not tolerate bullying. U.S. SABIS® schools
coordinated several events at their respective schools
during the 2010-11 academic year, including skits and
plays with a focus on anti-bullying.
The final step in the program is to identify the students
being bullied as well as those who are prone to bully in
order to provide them with help and attention.
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
Through the SLO® Anti-Bullying Program, SABIS® U.S.
schools were successful in raising awareness and
preventing bullying during the 2010-11 academic year.
As such, students benefitted from secure and supportive
campuses that created an environment in which they
could achieve their full potential.
Powered by
SABIS®
SABIS® is committed to making a difference through education
and helping all students achieve their full potential. In order
to expand the number of students who can benefit from receiving
a high-quality education through the SABIS® Educational System,
the organization launched a licensing program in 2006. In the
2010-11 academic year, three U.S. schools licensed the system
and were “Powered by SABIS®”.
In the 2010-11 academic year, Bushwick Ascend Charter School
in New York joined the existing “Powered by SABIS®” schools and
opened its doors to 200+ students in Kindergarten to Grade 2,
with plans to expand one grade level each year until it is a full
K-12 program. Bushwick Ascend Charter School joined Brooklyn
Ascend Charter School and Brownsville Ascend Charter School,
both part of a network of schools managed by Ascend Learning, a
non-profit charter school management organization. Cumulatively
these three schools helped approximately 900 students—from
predominantly low-income, minority populations—to achieve
their full potential in the 2010-11 year.
12
Schools “Powered by SABIS®” benefit from a range of cutting-edge
proprietary software, tools, and services that prepare students for
success in college and beyond. The resources provided to licensee
schools include the dynamic SABIS Academic Monitoring System®,
used for gap analysis, and the comprehensive SABIS® curriculum
aligned to state requirements, plus induction training for school
staff and ongoing support to the school, ensuring that students
have the means to achieve their full academic potential.
To support the growth of its network of licensees in the 201011 academic year, SABIS® devoted time and expert resources to
develop tools that help new licensee schools successfully implement
the SABIS® Educational System. In 2010-11 licensee schools were
also provided ongoing access to an online portal that allows them
to share materials and view operational guidelines.
For more information on the SABIS® Licensing Program or Ascend
Learning, visit www.sabis.net/licensing or www.ascendlearning.
org, respectively. To follow the SABIS® licensing team on Twitter,
visit www.twitter.com/SABIS_Licensing.
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
13
Social Responsibility:
Making a Difference
SABIS® is firmly committed to making a difference
through education as well as through outreach efforts
that benefit the greater community. By participating in
a multitude of community service activities organized
at SABIS® schools each year, students are helped to
reach their full potential. Through these outreach
efforts, students have the chance to develop leadership
skills, learn to empathize with others, and realize
that the welfare of their local community is a shared
responsibility, all of which enables them to become
active and responsible global citizens.
Through the SABIS Student Life Organization® in 201011, students in SABIS® schools in the U.S. gave back in
a variety of ways that made a significant difference in
their communities and abroad.
At The International School of Minnesota (ISM) in
Minneapolis, students participated in several service
projects including an eight-day outreach trip to the
Dominican Republic with ImpactLives, a Minnesotabased non-profit organization. Students and chaperones
contributed to the Caribbean nation by assisting in the
building of homes and delivering thousands of premade
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meals to the needy. In addition to the service trip, ISM
raised thousands of dollars for its “ISM Against Hunger”
campaign that funded meals for Twin Cities’ families
during the holidays.
In Phoenix, Arizona, at SABIS® International School (SIS)
students raised money for the Leukemia and Lymphoma
Society by collecting pennies and other change for
the “Pennies for Patients” campaign. SIS students also
coordinated their own food drive and volunteered their
time at the St. Mary’s Food Bank as well as took part in
St. Joseph’s “Hike for the Homeless” fundraiser.
In Michigan, at the International Academy of Flint
(IAF), students engaged in active recycling campaigns
on campus. Additionally, IAF students participated as
bell ringers for the Salvation Army, distributed food
and clothing at a community Thanksgiving dinner,
and assisted in community clean-up efforts. Nearby in
Saginaw, the International Academy of Saginaw (IAS)
joined more than 25,000 schools around the U.S. in
the “Pennies for Patients” campaign and raised more
than $300 to support young people who are sick with
blood cancers such as leukemia.
At the Holyoke Community Charter School (HCCS) in Holyoke,
Massachusetts, students also participated in the “Pennies for
Patients” campaign and collected an impressive $2,150.
Moreover, HCCS students and staff members were involved in
“Hoops for Heart”, raising funds through a basketball event,
plus they took part in “Relay for Life”, a walk benefitting the
American Cancer Society. Also in Massachusetts, at the SABIS®
International Charter School (SICS) located in Springfield,
students walked in “Relay for Life” and “Rays of Hope”,
benefitting the American Cancer Society, and in its 13th year
of giving back to the community, SICS has raised a cumulative
total of $110,000+ for charities.
A community-wide clean-up was initiated by students at the
Mt. Auburn International Academy (MAIA) in Cincinnati, Ohio.
They also coordinated a Thanksgiving canned food drive,
participated in “Toys for Tots” during the holidays, and walked
to raise breast cancer awareness. In Shreveport, Louisiana, at
Linwood Public Charter School (LPCS), students tackled litter
in their community and organized a large-scale clean-up, and
at the Milestone SABIS® Academy of New Orleans (MSANO),
efforts were made to collect food for those in need.
This spirit of giving back at each and every SABIS® school is one
that is also modeled and promoted by SABIS® on a corporate
level. During the 2010-11 academic year, SABIS® donated
nearly 14,000 textbooks to the Palm Tree Orphanage located
in Phnom Penh, the capital of Cambodia. SABIS® also sent
3,600 English and math textbooks to a small farm school—
Klipfontein Primary School—located in Kenton-on-Sea in the
Eastern Cape of South Africa.
14
Whether raising awareness or raising funds, SABIS® and SABIS®
member schools strive on an ongoing basis to give back and
support local and international causes.
Children at the Palmtree Orphanage
with a message of appreciation for SABIS®.
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U.S. SABIS® Member Schools 2010-11
SABIS® International Charter School (SICS)
160 Joan Street, Springfield, MA 01129 – 413.783.2600
www.sics-sabis.net
PROFILE
Year Founded: 1995
Enrollment: 1,565
Free/Reduced Lunch - HCCSGrades Served: K–12
Ethnicity of Students - HCCS
Wait List: 2,789
Free/Reduced Lunch - MAIA
Ethnicity of Students - MSANO
5%
2%
ACHIEVEMENTS
2%
2%
Adequate Yearly Progress: No
Eligible
Eligible
AfricanSchools
American that Made AYP: 11%
African American
District
Not Eligible
Not Eligible
Caucasian
Caucasian
Awards/Recognition: 76 members of the class of 2011 earned
John
95%
Multi-racial
Multi-racial
and Abigail Adams Scholarships; 2011 graduates earned $9,000,000
in
Hispanic
Asian
scholarships; identified in Washington Post Challenge
Index – as a public
94%
Hispanic
high school that challenges all of its students through the high level of
participation in Advanced Placement® courses
18%
3%
8%
2%
1%
82%
86%
Special Needs - HCCS
Free/Reduced Lunch - IAF
Ethnicity of Students
- IAF
10%
Special Needs - MAIA
Free/Reduced Lunch - MSANO
Ethnicity of Students
- SICS
12%
SICS % of Students Scoring at Proficient or Above - ELA
17
100
90
80
70
60
50
40
30
20
10
0
4%
15%
2%
Yes
13%
6%
90%
1%
2%
Eligible
No
African American
Not Eligible
Caucasian
85%
Multi-racial
4th
5th
6th
Hispanic
7th
8th
ELA City
1%1%
2%
12%
Hispanic
3%
Yes
7%
2%
91%
14%
88%
Asian
Special Needs - MSANO
Free/Reduced Lunch - SICS
Ethnicity of Students
- SIS
6%
ELA State
10%
Yes
Eligible
No
African American
Not
Eligible
Caucasian
52%
26% 94%
48%
Multi-racial
67%
Eligible
No
African American
Not Eligible
Caucasian
Multi-racial
10th
9%
100
90
80
70
60
50
40
30
20
10
0
33%96%
31%
Special Needs - IAF
Free/Reduced Lunch - IAS
of Students
- IAS
SICSEthnicity
% of Students Scoring
at Proficient or Above
- MATH
ELA SABIS®
29%
88%
Asian
78%
3rd
Yes
5%
No
Eligible
African American
Not
Eligible
Caucasian
Multi-racial
67%
Asian
Hispanic
American Indian
Asian
Hispanic
3rd
4th
5th
6th
7th
8th
10th
Special
Needs
- IAS MATH State
MATH SABIS®
MATH City
Free/Reduced Lunch - LPCS
Ethnicity of Students - LPCS
Special Needs - SICS
Free/Reduced Lunch - SIS
Ethnicity of Students - ISM
10%
0.23%
0.47% 4%
0.47%
0.47%educational
an
I consider SABIS
and economic success
for the local community and the wider oneYes at large. The
Africanour
American
Eligible
success of students at SABIS® will reflect No
on
society
Caucasian
Not
Eligible
90% personal, and economic way.
in a positive educational,
Multi-racial
– SICS Parent on 2011 Survey
96%
®
American Indian
98.36%
1%3%
14%
19%
Yes
African American
Eligible
No
13%
Caucasian
Not
Eligible
86%
7%
81%
54%
22%
Hispanic
Multi-racial
American Indian
Asian
Hispanic
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
Special Needs - LPCS
Special Needs - SIS
Holyoke Community Charter School (HCCS)
2200 Northampton Street, Holyoke, MA 01040 – 413.533.0111
www.hccs-sabis.net
PROFILE
Year Founded: 2005
Enrollment: 702
Grades Served: K–8
Wait List: 299
ACHIEVEMENTS
Adequate Yearly Progress: No
District Schools that Made AYP: 0%
Awards/Recognition: Unconditional charter renewal for years
2010-2015
HCCS % of Students Scoring at Proficient or Above - ELA
Ethnicity of Students - HCCS
3%
8%
2%
1%
African American
Caucasian
Multi-racial
Asian
86%
18%
13%
6%
1%
2%
82%
Eligible
African American
Not Eligible
Caucasian
Multi-racial
Asian
78%
2%
100
100
80
80
60
60
40
40
20
20
0
0
2%
Caucasian
3rd
3rd
4th
4th
Multi-racial
5th
5th
94%
6th
6thHispanic
ELA SABIS®
ELA City
ELA State
ELA SABIS®
ELA City
ELA State
2%
5%
EligibleAmerican
African
Not Eligible
Caucasian
29%
3rd
3rd
33%
95%
4th
4th
6thMulti-racial
6th
5th
5th
Asian
31%SABIS®
MATH
MATH City
MATH SABIS®
MATH City
Yes
African
No
EligibleAmerican
Caucasian
Not Eligible
90%
14%
7th
7th
8th
8th
MATH State
Hispanic
MATH State
% Proficient & Advanced - 8th Grade Math & ELA
15%
2%
8th
8th
5%
47
45
42
40Yes
36
12%
7%
7th
7th
HCCS % of Students Scoring at Proficient or Above - MATH
Free/Reduced
- MAIA
HCCS % of StudentsLunch
Scoring at Proficient
or Above - MATH
Ethnicity of Students - SICS
Special Needs - MAIA
Free/Reduced
Lunch - MSANO
Holyoke Community
Charter School
Ethnicity
of Students - SIS
Holyoke - Maurice A Donahue Elem
10%
10%
18
African American
Hispanic
Special Needs - HCCS
Free/Reduced Lunch - IAF
Ethnicity of Students - IAS
85%
2%
Hispanic
Free/Reduced Lunch - HCCS
Ethnicity of Students - IAF
67%
100
100
80
80
60
60
40
40
20
20
0
0
HCCS % of Students Scoring at Proficient or Above - ELA
Ethnicity
of Students - MSANO
Multi-racial
Asian
Hispanic
Holyoke - Lt Clayre Sullivan Elem 4%
1%1% 3%
Holyoke - Lt Elmer J McMahon
2% Elem
Holyoke - E N White Elem
Holyoke - William R. Peck School
Holyoke -Kelly Elem
Holyoke - Morgan
Elem
26% 88%
Holyoke - Center for Excellence
2
96%
0
67%
10
33
24
67
No
African
EligibleAmerican
Caucasian
Not Eligible
Multi-racial
20
30
40
American
50
60 Indian
70
80
90
100
Asian
Grade 8 students at HCCS outperform their peers in the city by double-digits on both ELA and Math.
Hispanic
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
Special Needs - IAF
Special Needs - MSANO
International Academy of Flint (IAF)
2820 South Saginaw Street, Flint, MI 48503 – 810.600.5000
www.iaf-sabis.net
PROFILE
Year Founded: 1999
Enrollment: 1,149
Grades Served: K–12
Wait List: 0
Ethnicity of Students - HCCS
3%
2%
1%
8%
African American
ACHIEVEMENTS
Caucasian
Adequate Yearly Progress: Yes
Multi-racial
District Schools that Made AYP: 74%
Asian
86% – Outstanding Student
Awards/Recognition: The Salvation Army
Hispanic
Organization April 2011
IAF % of Students Scoring at Proficient or Above - ELA
100
Free/Reduced Lunch - HCCS
Ethnicity of Students - IAF
IAF % of Students Scoring at Proficient or Above - ELA
80
100
60
80
19
18%
40
60
13%
20
40
0
20
0
6%
3rd
4th
5th
6th
7th
8th
3rd
4th
5th
6th
7th
8th
ELA SABIS®
ELA City
ELA State
1%
2%
82%
Multi-racial
Asian
78%
ELA SABIS®
ELA City
Special Needs - HCCS
Free/Reduced Lunch - IAF
Ethnicity of Students
- IAS
10%
IAF % of Students Scoring at Proficient or Above - MATH
80
100
60
80
40
60
20
40
0
20
0
Hispanic
ELA State
IAF % of Students Scoring at Proficient or Above - MATH
100
Eligible
African American
Not Eligible
Caucasian
15%
Yes
10%
7%
3rd
4th
3rd
4th
5th
MATH SABIS®
5th
MATH SABIS®
6th
MATH City
MATH City
6th
MATH State
7th
8th
7th
8th
14%
85%
67%
Multi-racial
Asian
Hispanic
MATH State
“The Salvation Army appreciates the cooperation and dedication
of the students, staff, and parents of International Academy of Flint
during the 2010 Christmas Bell Ringing Campaign. International
Academy provided over 60 volunteers between Thanksgiving
and Christmas, which significantly contributed to the Army’s
ability to reach its campaign contribution goal for the year. It
is a joy to see an organization, particularly a school, rise to the
volunteer level which International Academy provides each year. “
– Captain Jon Augenstein, Flint Citadel Corps & Genesee County
Coordinator
Special Needs - IAF
Free/Reduced Lunch - IAS
Ethnicity of Students - LPCS
9%
0.23%
12% 0.47%
0.47%
0.47%
Yes
African American
No
Eligible
91%
88%
98.36%
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
2%
90%
No
Eligible
African American
Not
Eligible
Caucasian
Special Needs - IAS
Caucasian
Not
Eligible
Multi-racial
American Indian
Hispanic
Ethnicity of Students - HCCS
Ethnicity of Students - MSANO
International Academy of Saginaw (IAS)
3%
2%
2%
1%
8%
2%
2%
African American
African American
1944 Iowa Avenue, Saginaw, MI 48601 – 989.921.1000
Multi-racial
www.ias–sabis.net
Caucasian
Caucasian
Multi-racial
Hispanic
Asian
86%
94%
Hispanic
PROFILE
Year Founded: 2007
Free/Reduced
Enrollment: Lunch
267 - HCCS
Gradesof
Served:
K-6 - IAF
Ethnicity
Students
Wait List: n/a
18%
Free/Reduced Lunch - MAIA
Ethnicity of Students
- SICS
5%
2%
Eligible
5%
Eligible
13%
ACHIEVEMENTS
Not
Eligible
African
American
6%
1%
Adequate
Yearly
Progress:
Yes
2%
Caucasian
82%
95%
33%
Multi-racial
District Schools that Made AYP:
50%
Asian
Awards/Recognition:
Straight
‘A’ report card from Michigan
78%
Hispanic
Department of Education, Top Performing Charter School
Special Needs - HCCS
Free/Reduced Lunch - IAF
Ethnicity of Students
- IAS
10%
15%
Yes
10%
7%
90%
85%
2%
14%
67%
No
Eligible
African American
Not Eligible
Caucasian
Multi-racial
Asian
Hispanic
Special Needs - IAF
Free/Reduced Lunch - IAS
Ethnicity of Students
- LPCS
9%
0.23%
12%
0.47%
0.47%
0.47%
Yes
No
Eligible
African American
Not Eligible
Caucasian
91%
Multi-racial
88%
American Indian
98.36%
Hispanic
100
90
100
80
90
70
80
60
70
50
60
40
50
30
40
20
30
10
20
0
10
0
0
Special Needs - IAS
Free/Reduced
Lunch -- LPCS
Ethnicity of Students
MAIA
6%
90%
96%
Multi-racial
Asian
31%
Hispanic
Special Needs - MAIA
IAS % of Students Scoring at Proficient or Above - ELA
Free/Reduced
Lunch - MSANO
IAS % of Students Scoring at Proficient or Above - ELA
Ethnicity of Students
- SIS
12%
4%
1%1%
2%
3%
Yes
88%
26%
20
No
Eligible
African American
Not Eligible
Caucasian
96%
Multi-racial
67%
3rd
4th
American
Indian
5th
6th
4th
Asian
5th
6th
ELA SABIS®
ELA City
ELA SABIS®
ELA City
ELA State
Hispanic
ELA State
Special Needs - MSANO
Free/Reduced
Lunch - SICS
IAS % of Students Scoring at Proficient or Above - MATH
Ethnicity
of
Students
- ISM
6%
IAS % of Students Scoring at Proficient or Above - MATH
1%3%
Yes
13%
52% 94%
7%
48%
No
Eligible
African American
Not
Eligible
Caucasian
54%
Multi-racial
American Indian
22%
Asian
3rd
4th
3rd
4th
MATH SABIS®
5th
Hispanic
MATH City
Special Needs
- SICS MATH City
MATH SABIS®
Ethnicity of Students - PHCS
5th
MATH State
6th
6th
MATH State
IASFree/Reduced
students consistently outperform
Lunch - their
SISpeers in the city and the state.
10%
4%
2%
Caucasian
3rd
100
90
100
80
90
70
80
60
70
50
60
40
50
30
40
20
30
10
20
0
10
African
American
Not
Eligible
29%
0.3%
Yes
African American
Eligible
No
Caucasian
Not
Eligible
Multi-racial
14%
0.3%
19% 0.3%
“I love the attitude of the staff and theYesacademic standards of
African
Eligible American
this school. I believe my child will go No
far with the knowledge
Caucasian
Not Eligible
86% this school enforces.”
and positive attitudes
Multi-racial
81%
– IAS Parent
Hispanic
92%
99%
Special Needs - LPCS
Special Needs - SIS
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
Milestone SABIS® Academy of New Orleans (MSANO)
5951 Patton Street, New Orleans, LA 70115 – 504.894.0557
www.msano.sabis.net
PROFILE
Year Founded: 2003
Enrollment: 425
Grades Served: K–8
Wait List: n/a
ACHIEVEMENTS
Adequate Yearly Progress: Yes
District Schools that Made AYP: 39%
Awards/Recognition: Recognized by Stanford University’s Center
for Education Outcomes as “Producing significantly faster growth
than traditional school peers.”
MSANO % of Students Scoring at Proficient or Above - ELA
21
100
90
100
80
90
70
80
60
70
50
60
40
50
30
40
20
30
10
20
0
10
0
Free/Reduced Lunch - HCCS
MSANO % of Students Scoring at Proficient or Above - ELA
Ethnicity of Students - HCCS
Free/Reduced Lunch - MAIA
Ethnicity of Students - MSANO
5%
18%
3%
2%
2%
1%
8%
2%
Eligible
African American
Not Eligible
Caucasian
82%
Eligible
African American
Not Eligible
Caucasian
95%
Multi-racial
Multi-racial
Hispanic
Asian
3rd
4th
3rd
4th
5th
86%
6th
5th
ELA SABIS®
6th
ELA RSD N.O.
7th
8th
7th
8th
Hispanic
94%
ELA State
ELA SABIS®
N.O.
ELA State
Special
NeedsELA- RSD
HCCS
Free/Reduced Lunch - IAF
MSANO % of Students Scoring at Proficient or Above - MATH
Ethnicity of Students
- IAF
10%
100
90
100
80
90
70
80
60
70
50
60
40
50
30
40
20
30
10
20
0
10
0
2%
Special Needs - MAIA
Free/Reduced Lunch - MSANO
Ethnicity of Students
- SICS
12%
4%
MSANO % of Students Scoring at Proficient or Above - MATH
15%
2%
Yes
13%
90%
6%
1%
2%
85%
Multi-racial
3rd
4th
5th
88%
29%
33% 96%
6th
7th
8th
7th
8th
“Milestone SABIS Academy is9%a school that is always willing
to change and make things 12%
easier for parents as well as
®
students. Through the SABIS10%
curriculum, myYeschildren have
Noa school
succeeded in remarkable ways. 7%Milestone
isEligible
African
American that
2%
Not
Eligible leaders.”
91%
develops dreamers, educates minds, and graduates
Caucasian
– Mrs. C. Martinez, MSANO88%
Parent 14%
Multi-racial
Asian
Eligible
No
African American
Not Eligible
Caucasian
Multi-racial
Asian
31%
Hispanic
4th
5th
6th
Special
Needs
- IAF
MATH SABIS®
MATH
RSD N.O.
MATH State
Free/Reduced
Lunch
IAS
MATH SABIS®
MATH RSD N.O.
MATH State
Ethnicity
of Students - IAS
®
67%
Yes
5%
Asian
78%
3rd
Eligible
No
African American
Not Eligible
Caucasian
Hispanic
Special Needs - MSANO
Free/Reduced Lunch - SICS
Ethnicity of Students
- SIS
6%
1%1%
2%
3%
Yes
52%
26%
48%
94%
No
Eligible American
African
Not Eligible
Caucasian
Multi-racial
67%
Hispanic
American Indian
Asian
Hispanic
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
Special Needs - IAS
Special Needs - SICS
86%
94%
Hispanic
Free/Reduced Lunch - HCCS
Free/Reduced Lunch - MAIA
Ethnicity of Students - IAF
5%
Ethnicity of Students
- SICS
Linwood Public Charter School (LPCS)
18%
2%
Eligible
13%
Eligible
5%
Not Eligible
African American
6%
1%
401 82%
West 70th Street,
Shreveport,
LA 71106 – 318.865.4800 95%
2%
Caucasian
33%
www.lpcs-sabis.net
Multi-racial
Not Eligible
African American
29%
Caucasian
Multi-racial
Asian
PROFILE78%
Year Founded: 2009
Special
Needs 426
- HCCS
Enrollment:
Free/Reduced
Lunch - IAF
Grades Served: 6-8
Ethnicity of Students
- IAS
10%
Wait List: n/a
Asian
31%
Hispanic
Hispanic
Special Needs - MAIA
Free/Reduced Lunch - MSANO
Ethnicity of Students
- SIS
12%
4%
15%
1%1%
2%
Yes
Eligible
ACHIEVEMENTS
10%
No
7%
African American
2%
Not
90%
Adequate Yearly Progress: n/aEligible
Caucasian
District85%
Schools 14%
that Made AYP:
0%
Multi-racial
67%
Awards/Recognition:
n/a Asian
3%
Yes
Eligible
No
African
American
Not Eligible
88%
26%
Caucasian
96%
Multi-racial
67%
American Indian
Hispanic
Asian
Hispanic
Special Needs - IAF
Free/Reduced Lunch - IAS
Ethnicity of Students
- LPCS
9%
0.23%
12%
0.47%
0.47%
0.47%
Yes
Eligible
No
African American
Not Eligible
Caucasian
91%
88%
Multi-racial
American Indian
98.36%
LPCS % of Students Scoring at Proficient or Above - ELA
Special Needs - MSANO
Free/Reduced
Lunch
LPCS % of Students
Scoring-atSICS
Proficient or Above - ELA
Ethnicity of Students
- ISM
6%
1%3%
Yes
13%
52%
94%
7%
10%
4%
6%
Yes
African American
Eligible
No
Caucasian
Not
Eligible
90%
Multi-racial
96%
100
90
100
80
90
70
80
60
70
50
60
40
50
30
40
20
30
10
20
0
10
0
7th
54%
6th 22%
Eligible
No
African
American
Not Eligible
Caucasian
48%
6th
Hispanic
Special Needs - IAS
Free/Reduced
Lunch -- LPCS
Ethnicity of Students
MAIA
2%
100
90
100
80
90
70
80
60
70
50
60
40
50
30
40
20
30
10
20
0
10
0
ELA SABIS®
ELA RSD LA
ELA SABIS®
ELA RSD LA
7th
Multi-racial
ELA State
American Indian
22
8th
8th
ELA State
Asian
Hispanic
LPCS % of Students Scoring at Proficient or Above - MATH
SpecialLPCS
Needs
- SICS
% of Students
Scoring at Proficient or Above - MATH
Free/Reduced
Lunch -- SIS
Ethnicity of Students
PHCS
14%
0.3%
19%0.3%
0.3%
6th
6th
92%
7th
86%
MATH SABIS®
81%
MATH RSD LA
7th
Yes
African
EligibleAmerican
No
Caucasian
Not Eligible
Multi-racial
MATH State
Hispanic
8th
8th
Value Added to
Grade
MATH SABIS®
MATH
RSD7LAStudentsMATH State
99%
Special Needs - LPCS
Free/Reduced Lunch - PHCS
English
1 Year @ LPCS
2 Years @ LPCS
1 Year @ LPCS
2 Years @ LPCS
Basic
20%
38%
27%
40%
5%
0%
1%
43%
27%
41%
Mastery
2%
Special Needs
- SIS
% of Students Proficient & Higher
22%
Net Difference in Outperformance
12%
Math
Scoring Category
21%
7%
15%
Value Added to Grade 8 Students
49%
51%
88%
Yes
Eligible
No
Not Eligible
English
Math
Yes
Scoring Category
1 Year @ LPCS
2 Years @ LPCS
1 Year @ LPCS
2 Years @ LPCS
Basic
20%
39%
27%
42%
Mastery
3%
4%
0%
0%
% of Students Proficient & Higher
25%
43%
27%
42%
Net Difference in Outperformance
93%
No
18%
15%
In both grade levels, students who have attended LPCS for two consecutive academic years significantly outperformed their peers who have attended
LPCS in only this current academic year.
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
Special Needs - PHCS
Free/Reduced Lunch - HCCS
Ethnicity of Students - HCCS
Free/Reduced Lunch - MAIA
Ethnicity of Students - MSANO
5%
SABIS® International School (SIS)
18%
3%
2%
1%
8%
2%
2%
2%
Eligible
NotAfrican
EligibleAmerican
Eligible
African American
Not Eligible
Caucasian
Caucasian
1903
E. Roeser Road, Phoenix, AZ 85040
– 602.305.8865
95%
Multi-racial
Multi-racial
www.sis–sabis.net
82%
Hispanic
Asian
86%
94%
Hispanic
PROFILE
Year Founded: 2001
Special Needs - HCCS
Free/Reduced Lunch - IAFEnrollment: 678
10%
Ethnicity of Students
- IAFGrades Served: K–8
Wait List: 10
15%
Special Needs - MAIA
Free/Reduced Lunch - MSANO
12%
Ethnicity of Students
- SICS
4%
2%
Yes
13%
90%
6%
1%
2%
85%
78%
Yes
5%
No
Eligible
African
American
Not
Eligible
No
Eligible
African
American
Not
Eligible
ACHIEVEMENTS
88%
29%
Adequate
Caucasian Yearly Progress: Yes
Caucasian
33% 96%
Multi-racial
Multi-racial
District Schools that Made AYP: 31%
Asian
Awards/Recognition: Arizona Department31%of Education Asian
(ADE)
Hispanic
Hispanic
Label: Performing Plus; ADE Report Card Label: “B”
SIS % of Students Scoring at Proficient or above - ELA
23
100
90
80
100
70
90
60
80
50
70
40
60
30
50
20
40
10
30
0
20
10
0
Special Needs - IAF
Free/Reduced
IAS- ELA
SIS % of Students Scoring atLunch
Proficient or-above
Ethnicity of Students
IAS
9%
Special Needs - MSANO
Free/Reduced Lunch - SICS
Ethnicity of Students
- SIS
6%
1%1%
2%
12%
Yes
10%
7%
No
Eligible
African American
Not Eligible
Caucasian
2%
91%
3rd
3rd
4th
4th
14%
88%
5th
67%
ELA SABIS®
5th
ELA SABIS®
Multi-racial
6th
ELA County
6th
ELA County
7th
Asian
52%
26%
American Indian
Hispanic
ELA State
7th
Asian
8th
ELA State
Hispanic
Special Needs - SICS
Free/Reduced Lunch - SIS
Ethnicity of Students - ISM
1%3%
0.47%
14%
19%
100
Yes
African
American
Eligible
No
Caucasian
Not
Eligible
Yes
SIS % of Students Scoring at Proficient or Above - MATH African American
Eligible
No
80
100
60
Caucasian
Not
Eligible
90%
80
40
3rd
4th
7%
86%
5th
4th
5th
6th
7th
Special
Needs
- LPCS
Free/Reduced
Lunch --PHCS
Ethnicity of Students
MAIA
8th
2%
6th
Asian
8th
MAYH SABIS®
American Indian
22%
Hispanic
7th
MAYH SABIS®
MATH County
MATH State
MATH County
MATH State
12%
“What I value most is the extra
6% help that is available to my
Yes
African American
son because he was really behind in the other
school he
Eligible
No
Caucasian
51%the school noticed
attended. When he moved
to
SIS,
and every
49%
Not Eligible
88%
Multi-racial
day he was individually helped
and I appreciated
it a lot.”
– SIS Parent on 2011 Survey
Hispanic
Special Needs - SIS
Ethnicity of Students - PHCS
7%
0.3%
0.3%
0.3%
Yes American
African
No
Caucasian
93%
99%
Special Needs - PHCS
Multi-racial
Hispanic
92%
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
Multi-racial
54%
81%
American Indian
98.36%
3rd
13%
Multi-racial
96%
60
20
0
48%
94%
Multi-racial
10%
20
No
Eligible
African American
Not
Eligible
Caucasian
67%
SIS % of Students0.47%
Scoring 4%
at0.23%
Proficient or Above - MATH
40
0
Yes
8th
Special Needs - IAS
Free/Reduced Lunch - LPCS
Ethnicity of Students - LPCS
0.47%
3%
Asian
78%
Ethnicity of Students - IAS
Asian
31%
Hispanic
Hispanic
Ethnicity of Students - SIS
Mt. Auburn International Academy (MAIA)
1%1%
2%
3%
10%
7%
African American
2%
244 Southern Avenue,
Cincinnati,
OH 45219 – 513.241.5500
Caucasian
26%
www.maia–sabis.net
14%
Multi-racial
67%
African American
Caucasian
Multi-racial
67%
Asian
PROFILE
Year Founded: 2001
Enrollment: 668
Grades Served: K–8
Ethnicity of Students - LPCS
Wait List: 6
0.23%
0.47%
0.47%
Asian
Hispanic
Ethnicity of Students - ISM
1%3%
0.47%
ACHIEVEMENTS
African American
Adequate Yearly Progress: Yes
Caucasian
District Schools that Made AYP:
43%
Multi-racial
Indian
Awards/Recognition: EarnedAmerican
“Performing
Plus“ distinction
98.36%
American Indian
Hispanic
13%
African American
Caucasian
7%
Multi-racial
54%
American Indian
22%
Hispanic
Asian
Hispanic
MAIA % of Students Scoring at Proficient or Above - ELA
Ethnicity of Students - MAIA
2%
6%
African American
Caucasian
Multi-racial
92%
100
90
100
80
90
70
80
60
70
50
60
40
50
30
40
20
30
10
20
0
10
0
MAIA % of Students Scoring at Proficient or Above - ELA
Ethnicity of Students - PHCS
0.3%
0.3%
0.3%
24
African American
Caucasian
Multi-racial
Hispanic
3rd
4th
3rd
4th
99%
5th
6th
7th
8th
10th
5th
6th
7th
8th
10th
ELA SABIS®
ELA City
ELA State
ELA SABIS®
ELA City
ELA State
Free/Reduced Lunch - MAIA
MAIA % of Students Scoring at Proficient or Above - MATH
5%
Eligible
Not Eligible
95%
100
90
100
80
90
70
80
60
70
50
60
40
50
30
40
20
30
10
20
0
10
0
Special Needs - MAIA
Free/Reduced Lunch - MSANO
12%
4%
Yes
No
Eligible
88%
96%
Special Needs - MSANO
Not Eligible
MAIA % of Students Scoring at Proficient or Above - MATH
3rd
4th
5th
6th
7th
8th
10th
3rd
4th
5th
6th
7th
8th
10th
MATH SABIS®
MATH City
MATH State
MATH SABIS®
MATH City
MATH State
“MAIA’s staff takes the necessary time with students to make sure
they understand the material that is being taught. Administrators
keep me informed about my child‘s progress and any other issues
that may arise. I like that the MAIA staff takes learning seriously.
Thanks SABIS®!”
– MAIA Parent on 2011 Survey
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
Asian
78%
Asian
31%
Hispanic
Hispanic
Special Needs - HCCS
Free/Reduced Lunch - IAF
10%
Ethnicity of Students - SIS
Ethnicity of Students - IAS
Peachtree Hope Charter School (PHCS)
10%
7%
67%
2%
African American
1807
Memorial Drive Atlanta, Georgia 30317
Multi-racial
PROFILE
Asian
Hispanic
Year
Founded: 2010
Enrollment: 520
Grades Served: K–5
Wait List: n/a
Ethnicity of Students - LPCS
0.23%
0.47%
0.47%
0.47%
No
Eligible
African
American
Not
Eligible
90%
Caucasian
14%
Yes
15%
3%
1%1%
2%
26%
Caucasian
85%
Multi-racial
67%
American Indian
Asian
Hispanic
Special Needs - IAF
Free/Reduced Lunch - IAS
9%
Ethnicity of Students
- ISM
ACHIEVEMENTS
1%3% 12%
Adequate Yearly Progress: n/a
African Schools
American
District
that Made AYP: n/a13%91%
Caucasian
Awards/Recognition: n/a
7%
Multi-racial
American Indian
98.36%
88%
Yes
No
Eligible
African American
Not Eligible
Caucasian
Multi-racial
54%
American Indian
22%
Hispanic
Asian
Hispanic
Special Needs - IAS
PHCS % of Students Scoring at Proficient or Above - ELA
PHCS % of Students Scoring at Proficient or Above - ELA
25
100
100
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
0
0
Free/Reduced
Lunch -- LPCS
Ethnicity of Students
PHCS
10%
Ethnicity of Students - MAIA
2%
6%
Caucasian
Yes
No
African American
Eligible
Caucasian
Not Eligible
Multi-racial
African American
90%
Multi-racial
96%
92%
3th
3th
ELA SABIS®
ELA SABIS®
4th
4th
ELA County
ELA County
5th
5th
ELA State
ELA State
Year 1 Baseline Data
Year 1 Baseline Data
Hispanic
99%
Special Needs - LPCS
Free/Reduced Lunch - PHCS
PHCS % of Students Scoring at Proficient or Above - MATH
PHCS % of Students Scoring at Proficient or Above - MATH
100
100
90
90
80
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
0
0
4% 0.3%
0.3%
0.3%
12%
Yes
51%
49% 88%
3th
3th
4th
4th
MATH SABIS®
MATH SABIS®
MATH County
MATH County
Not Eligible
5th
5th
MATH State
MATH State
Year 1 Baseline Data
Year 1 Baseline Data
“I feel Peachtree is nurturing students to become our future leaders.
I feel very confident that Peachtree teachers care about each child
and are willing to devote their time to students’ individual needs.
I am excited about the new possibilities available to my kids at
Peachtree.”
– PHCS Parent on 2011 Survey
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
No
Eligible
Special Needs - PHCS
4%
Yes
No
96%
The International School of Minnesota (ISM)
6385 Beach Road, Eden Prairie, MN 55344 – 952.918.1800
www.ism–sabis.net
PROFILE
Year Founded: 1985
% ISM AP Tests Scoring 3 or Higher
Enrollment: 500
Grades Served: Preschool–G12
86
84
Wait List: n/a
100
80
72
ACHIEVEMENTS
Adequate Yearly Progress: n/a
District Schools that Made AYP: n/a
Awards/Recognition: AP® scholar rate: 55% compared to 18%
nationally; from among 700 entries, an ISM 8th grader won the Middle
School Division of a national essay contest sponsored by Teachers
2008-09
2009-10
individual honors
Against
Prejudice; ISM robotics
team earned 3rd place2010-11
and 2nd place team honors in 2011 First Robotics competition; ISM’s
Grade 6 Destination Imagination team won the state competition and
advanced to the global competition.
60
40
20
0
National Percentile Reading
% of ISM Students Recognized as AP Scholars
ISM Student Nationalities
100
100
80
80
60
40
British
3%
20
80
60
Other*
55 21%
German
2%
Swiss
3%
18
Korean
4%
Indian
8%
Russian
% of ISM
AP
Scholars
4%
Chinese
8%
26
60
40
American
35%
Pakistani
3%
0
National Percentile Reading
100
Native American
9%
40
20
20
0
0
National Average
3rd
4th
5th
6th
7th
8th
9th
3rd
4th
5th
6th
7th
8th
9th
ISM
* “Other“ includes 33 additional nationalities represented at ISM.
21%
86
80
100
80
80
60
72
Score of 5
28%
Score of 1
5%
40
20
0
Score of 4
28%
Score of 2
18%
60
2008-09
60
40
40
20
20
0
2009-10
2010-11
72% 3, 4, or 5
0
3rd
4th
5th
6th
7th
8th
9th
3rd
4th
5th
6th
7th
8th
9th
ISM
ISM
% of ISM Students Recognized as AP Scholars
100
80
60
55
40
18
20
0
% of ISM AP Scholars
Independent School
National Percentile Mathematics
100
% Score
ISM AP Tests
of 3Scoring 3 or Higher
84
Independent School
National Percentile Mathematics
ISM 2011 AP Results
100
ISM
National Average
Independent School
Independent School
“My son did so well at ISM that he started at the University of
Minnesota as a sophomore. He was worried about his calculus
class because it was multi-variable calculus and he would be in a
class with sophomores. But on his first day of class, he realized that
he had already had at ISM the material that they would be working
on for the first two months of class.”
— Bob Porter, ISM Parent
ISM 2011 AP Results
U. S . A N N U A L R E P O R T 2 0 1 0 - 1 1
Score of 3
21%
Score of 4
28%
Data Summary: U.S. SABIS® Member Schools 2010-11
U.S. SABIS® Member Schools
SABIS® School
Founded Authorizer Grades Served
SABIS International Charter School (SICS)
MA DOE
K–12
1995
Holyoke Community Charter School (HCCS)
2005
MA DOE
K–8
International Academy of Flint (IAF)
K–12
1999CMU
International Academy of Saginaw (IAS)
2007
Bay Mills
K–6
Milestone SABIS® Academy of New Orleans (MSANO)
2003BESE
K–8
Linwood Public Charter School (LPCS)
2009BESE
6–8
SABIS® International School (SIS)
AZ DOE
K–8
2001
Mt. Auburn International Academy (MAIA)
2008OCCS
K–11
Peachtree Hope Charter School (PHCS)
2010
GA CSC
K-5
The International School of Minnesota (ISM)
1985Private PS–12
®
Demographic Data
27
SABIS® African American Asian Caucasian Hispanic Multi- Free/Reduced Special
School American
India
Racial
Lunch
Needs
31% 0% 2% 33% 29%5% 48%
14%
SICS
0% 1% 8% 86%2% 82%
10%
3%
HCCS
9%
78% 0% 1% 13% 2%6% 85%
IAF
10%
67% 0% 2% 10% 14%7% 62%
IAS
6%
94% 0% 0% 2% 2%2% 96%
MSANO
LPCS
12%
98% 0.5% 0.0% 0.5% 0.5%0.5% 96%
SIS
26% 1% 3% 2% 67%1% 81%
7%
MAIA
92% 0% 0% 2% 0%6% 95% 12%
PHCS
4%
99% 0% 0.3%0.3% 0.3%0% 49%
ISM
7% 13% 54% 1%22% NA
NA
3%
Making Adequate Yearly Progress (AYP)
English
SABIS School
®
SICS
HCCS
IAF
IAS
MSANO
LPCS
SIS
MAIA
PHCS
Mathematics
Met AYP
Aggregate
Subgroup
Aggregate
Subgroup
NoNo NoNoNo
YesNo YesNoNo
YesYes YesYesYes
YesYes YesYesYes
YesYes YesYesYes
N/AN/A N/AN/AN/A
YesYes YesYesYes
YesYes YesYesNo
N/AN/A N/AN/AN/A
Parent Surveys
SABIS® School
SABIS® International Charter School
Holyoke Community Charter School
International Academy of Flint
International Academy of Saginaw
Milestone SABIS® Academy of New Orleans
Linwood Public Charter School
SABIS® International School
Mt. Auburn International Academy
Peachtree Hope Charter School
The International School of Minnesota
Average
School has high
Satisfied with quality of
expectations
education
98%94%
100%100%
96%94%
97%97%
97%92%
95%89%
100%93%
96%93%
95%89%
98%95%
97%94%
College Acceptance Rate
SABIS® K–12 School
SICS
IAF
ISM
% of Seniors Accepted
into College
100%
100%*
100%
* Indicates students who are high school diploma recipients. Does not include two students who received a “Certificate of Completion“.
% Proficient or Above on State Tests by Grade & Subject
School/Grade
ELA
Math
SICSSABIS® City StateSABIS®City State
3rd 75% 40%61%76% 46%66%
4th 51% 28%53%35% 25%47%
5th 50% 41%67%43% 32%59%
6th 66% 30%68%52% 22%58%
7th 57% 39%73%60% 14%51%
8th 100%51%79%60% 16%52%
10th 100%59%84%89% 37%75%
HCCSSABIS®
City State
SABIS®City State
3rd 40% 21%61%51% 32%66%
4th 23% 18%53%18% 16%47%
5th 42% 26%67%37% 20%59%
6th 55% 27%68%39% 24%58%
7th 63% 38%73%63% 18%51%
8th 83% 45%79%52% 24%52%
IAFSABIS®
City State
SABIS®City State
3rd 80% 66%87%98% 88%95%
4th 76% 63%84%95% 83%91%
5th 84% 68%85%76% 61%80%
6th 89% 68%84%89% 70%84%
7th 89% 50%79%94% 65%85%
8th 73% 52%82%78% 42%78%
IASSABIS®
City State
SABIS®City State
3rd 76% 79%87%98% 89%95%
4th 87% 69%84%100%82%91%
5th 95% 71%85%95% 63%80%
6th 95% 75%84%91% 77%84%
MSANOSABIS®
RSD N.O. State
SABIS®
RSD N.O.
State
3rd 46% 49%69%48% 50%69%
4th 66% 56%74%49% 53%71%
5th 47% 51%68%63% 50%67%
6th 69% 53%71%69% 54%70%
7th 73% 52%69%54% 49%67%
8th 84% 50%67%73% 50%60%
LPCSSABIS®
RSD LA State
SABIS®
RSD LA
State
6th 24% 33%71%31% 37%70%
7th 36% 38%69%38% 38%67%
8th 39% 36%67%40% 31%60%
SISSABIS®
County State
SABIS®County State
3rd 65% 74%73%58% 67%65%
4th 60% 73%72%49% 65%63%
5th 66% 73%72%47% 61%59%
6th 78% 79%77%61% 60%57%
7th 71% 79%77%51% 61%57%
8th 78% 76%74%71% 60%56%
City State
SABIS®City State
MAIASABIS®
3rd 27% 68%80%32% 74%82%
4th 61% 72%84%41% 61%79%
5th 46% 56%74%32% 47%66%
6th 64% 76%86%79% 67%78%
7th 46% 65%78%71% 63%75%
8th 75% 77%86%54% 61%74%
10th 83% 86%88%83% 80%83%
PHCSSABIS®
County State
SABIS®County State
3rd 77% 81%89%60% 70%81%
4th 73% 81%89%65% 66%80%
5th 78% 87%93%68% 80%92%
28
SABIS® U.S. 2011 University and College Acceptance List
29
American International College, MA
ITT Technical Institute, MI
American University, Washington, DC
Johns Hopkins University, MD *
Assumption College, MA
Kansas State University, KS
Augsburg College, MN
Kettering University, MI
Baker College of Flint, MI
Lake Superior State University, MI
Bay Path College, MA
Lansing Community College, MI
Bethel University, MN
Lasell College, MA
Boston University, MA *
Lawrence Technological University, MI
California State University, CA
Le Cordon Bleu, USA
Carleton College, MN
Macalester College, MN
Central Michigan University, MI
Marquette University, WI
Chapman University, CA
Merrimack College, MA
Clark Atlanta University, GA
Miami University, OH
Clark University, MA
Michigan State University, MI *
College of St. Rose, NY
Michigan Technological University, MI
College of William and Mary, VA
Milwaukee School of Engineering, WI
Colorado College, CO
Minneapolis College of Art and Design, MN
Colorado State University, CO
Monmouth College, IL
Cornerstone University, MI
Montana State University, MT
Dallas County Community College District, TX
Morningside College, IA
Drexel University, PA
Mott Community College, MI
Duke University, NC *
New York University, NY *
Eastern Michigan University, MI
Newbury College, MA
Elmhurst College, IL
Northeastern University, MA
Elms College, MA
Northwestern University, IL *
Emmanuel College, MA
Oakland University, MI
Emory & Henry College, VA
Ohio State University, OH
Ferris State University, MI
Philadelphia University, PA
Florida Institute of Technology, FL
Polytechnic Institute of NYU, NY
Georgia Institute of Technology, GA *
Purdue University, IN *
Georgia Perimeter College, GA
Quinnipiac University, CT
Grand Valley State University, MI
Reed College, OR
Gustavus Adolphus College, MN
Rensselaer Polytechnic Institute, NY *
Hamline University, MN
Rice University, TX *
Harvard University, MA *
Rochester Institute of Technology, NY
Holyoke Community College, MA
Roger Williams University, RI
Illinois Wesleyan University, IL
Rollins College, FL
Indiana Institute of Technology, IN
San Jose State University, CA
Iowa State University, IA *
Sarah Lawrence College, NY
* Listed among world‘s Top 200 Universities as reported in the U.K. Times Educational Supplement:
www.timeshighereducation.co.uk/world-university-rankings/2011-2012/top-400.html
School of Visual Arts, NY
University of St. Thomas, MN
Seton Hall University, NJ
University of Washington, WA *
Siena College, NY
University of Wisconsin - Madison, WI *
Spring Arbor University, MI
Wake Forest University, NC *
Springfield Technical Community College, MA
Washington University in St. Louis, MO *
St. Catherine University, MN
Wayne State University, MI
St. John's University, MN
Wellesley College, MA
St. John's University, NY
Wesleyan University, CT
St. Olaf College, MN
Western Michigan University, MI
St. Xavier University, IL
Western New England College, MA
Stanford University, CA *
Westfield State College, MA
Stonehill College, MA
Worcester State College, MA
Suffolk University, MA
Xavier University, OH
SUNY University - Buffalo, NY
Swarthmore College, PA
Temple University, PA
Tennessee State University, TN
Tufts University, MA *
University of California - San Diego, CA *
University of Chicago, IL *
University of Colorado - Boulder, CO *
University of Detroit Mercy, MI
University of Edinburgh, UK *
University of Hawaii, HI
University of Illinois - Chicago, IL *
University of Iowa, IA
University of Kentucky, KY
University of Louisville, KY
University of Mary Washington, VA
University of Massachusetts - Amherst, MA *
University of Massachusetts - Boston, MA *
University of Massachusetts - Dartmouth, MA *
University of Memphis - Lambuth Campus, TN
University of Michigan - Ann Arbor, MI *
University of Michigan - Flint, MI *
University of Minnesota, MN *
University of New Hampshire, NH
University of Pittsburgh, PA *
University of Southern California, CA *
* Listed among world‘s Top 200 Universities as reported in the U.K. Times Educational Supplement:
www.timeshighereducation.co.uk/world-university-rankings/2011-2012/top-400.html
30
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Education for a Changing World®
SABIS® Educational Systems, INC.
6385 Beach Road, Eden Prairie, MN 55344
U.S.A.
www.sabis.net