Achievement First: A High-Performing Network of Charter Schools Faces Political and Patron Pressures

Abstract

For decades, the educational establishment had argued that the persistent achievement gap between the test scores of minority inner-city youths and suburban kids could not be leveled by creating better inner city schools. Poor educational performance, it was asserted, was the result of low socioeconomic status (SES) and until the social and economic conditions of the inner city improved, poor city students would score lower on the standardized tests that determine so many of life's opportunities. At the margin, inner city schools could help a few students gain better opportunities, but for the most part, educational elites believed SES was destiny.

And yet, on the edges of a warehouse district in New Haven, Connecticut, an intrepid group of educational pioneers were turning this conventional theory on its head. Amistad Academy, a charter school founded by two Yale Law School graduates, was not only getting students on par with their grade levels in reading and math, but was pushing them to perform as well as the best suburban school districts too.

Educators dismissed Amistad's results as the product of a “boutique school” and claimed their methods weren't applicable to the general problems of urban education. Amistad's Director of Academic Affairs Doug McCurry and Executive Director Dacia Toll thought differently. From the beginning, they had been motivated by more than the desire to build a single school; they wanted to change the tenor of the debate on the achievement gap. Five years after opening Amistad, McCurry and Toll opened an additional school in New Haven and four schools in Brooklyn, New York – all of which showed the same promise as Amistad. They dubbed their network of schools Achievement First (AF), and garnered national attention and funding from “venture philanthropists” interested in educational reform.

However, in the summer of 2006, AF was facing critical questions about its future direction. The funding environment in Connecticut for charter schools remained perilous. Representatives of AF's largest financial backer wanted to put expansion in Connecticut on hold and build more schools in New York, where public funding was more generous. Others on the AF board wanted to open more schools in Connecticut to build on the political momentum in the state. AF also faced questions of how much to spend on its central office function, particularly on curriculum development and teacher recruitment and training. Internally, AF grappled with how expansion would influence its operations and ability to recruit talent. Finally, AF's leaders considered the fundamental issue of how to best leverage their efforts to drive educational reform and help close the achievement gap nationwide.

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Resources

Exhibit 1: Selected Components of Charter School Law in Connecticut and New York

Connecticut

New York

General

Year Law was Enacted

1996

1998

Maximum Number of Schools

24; unlimited conversions (“local charters” determined by districts).

100 new; unlimited conversions (as approved by local school boards).

Number In Operation

15

93

Approval Process

Eligible Applicants

Any person, group or regional school board, or regional educational service center. For-profit providers may manage schools but may not be granted a charter.

Teachers, parents, school administrators, community residents. For-profit providers may manage schools but may not be granted a charter.

At-Risk Preference

Schools in districts with significant at-risk populations or districts with >75% minority enrollment.

Applications that demonstrate the capability to provide comprehensive learning experiences to students at-risk of academic failure.

Term of Initial Charter

5 years; renewals up to 10 years.

Up to 5 years.

Operations

Exemption from State/ District Education Laws, Regulations and Policies

No; charter schools may seek waivers on a case-by-case basis from state board of education.

Yes, with some exceptions.

Governance

Governing council as specified in charter; teachers and parents of students must be represented.

As specified in the charter. Requires that each charter school be a separate 501(c)3 organization.

Transportation

Provided by the district unless otherwise specified in the charter; districts may provide transportation to resident students outside their district and be reimbursed for reasonable costs by the state.

Districts that are required to provide transportation of their students to eligible nonpublic schools are also required to provide transportation to eligible charter schools.

Facilities Assistance

No, but charter schools may apply for low-interest loans from the CT Health and Educational Facilities Authority.

A “state stimulus” fund exists.

Reporting Requirements

Annual report profiling school to commissioner. Commissioner must prepare annual report on charter schools for legislature.

Annual report documenting educational progress, financial statements, indicators of parental and student satisfaction, and in some cases, accountability plan progress.

Students

Enrollment Requirements

Maximum 250 students (300 for K-8) or 25% of the students in a school district, whichever is less. Selected schools are exempt and may enroll up to 85 students per grade (2006 amendment).

Minimum 50 students and 3 teachers unless compelling justification is presented.

Selection Method

Lottery/random process, with preference to siblings.

Lottery/random process.

Accountability

School must describe a means to assess student performance that includes participation in state tests.

State performance standards and Regents requirements apply as they do for other public schools.

Sources: Center for Education Reform; Connecticut State Department of Education; New York State Education Department.

Exhibit 2: Connecticut Required Components of a Charter School Application

Connecticut's legislation requires that charter schools applications must include, at a minimum, the following:

  • Mission, purpose and any specialized focus of the proposed charter school
  • Interest in the community for the establishment of the charter school
  • School governance and procedures for the establishment of a governing council by the applicant, teachers, administrators, and parents and guardians of students enrolled in the school
  • Financial plan for the operation of the school, provided no application fees or other fees for attendance may be charged, except where provided in the statutes
  • Educational program, instructional methodology, and services to be offered to students
  • Number and qualifications of teachers and administrators to be employed by the school
  • Organization of the school in terms of ages or grades to be taught and the total estimated enrollment of the school
  • Student admissions criteria and procedures to: (a) ensure effective public information (b) ensure open access on a space available basis (c) promote a diverse student body and (d) ensure that the school does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, disability, athletic performance or proficiency in the English language, provided the school may limit enrollment to a particular grade level or specialized educational focus and, if there is not space available for all students seeking enrollment, the school may give preference to siblings but shall otherwise determine enrollment by a lottery
  • Means to assess student performance that includes participation in state-wide mastery examinations pursuant to chapter 163c of the Connecticut General Statutes
  • Procedures for teacher evaluation and professional development for teachers and administrators
  • Provision of school facilities, pupil transportation and student health and welfare services
  • Procedures to encourage involvement by parents and guardians of enrolled students in student learning, school activities and school decision-making
  • Efforts to increase the racial and ethnic diversity of the staff and
  • Five-year plan to sustain the maintenance and operation of the school

An application may include requests to waive provisions of the general statutes and regulations not required by specific language in the legislation, and which are under the jurisdiction of the State Board of Education.

Source: Connecticut State Department of Education.

Exhibit 3: AF Student Demographics Compared to Surrounding Districts, 2005-2006

Percent of Student Enrollment

African American

Hispanic

Free and Reduced-Price Lunch

English Language Learners

Special Education

Connecticut

Amistad Academy

61.8%

34.5%

84.0%

0.0%

7.0%

Elm City College Prep

75.9

22.2

77.0

0.0

3.9

New Haven Public Schools

53.7

33.9

61.7

28.7

9.5

State of Connecticut

13.8

15.4

26.9

12.6

11.8

NewYork

AF Crown Heights

95.0

4.0

75.0

0.0

7.5

AF East New York

88.0

12.0

63.0

0.0

6.0

District 17, New York City

87.0

10.1

82.2

7.5

4.5

District 19, New York City

53.5

39.4

84.8

11.4

6.0

New York City

33.1

39.0

64.8

13.6

4.8

Source: AF Internal Documents; Connecticut State Department of Education; New York City Department of Education.

Exhibit 4: AF Student Academic Results

Amistad Academy

Comparison of Class of 2006 Performance Gains on the Connecticut Mastery Test

(Sixth Grade in 2004 vs. Eighth Grade in 2006)

Figure

Comparison of Eighth Graders on the Connecticut Mastery Test, 2006

Note: Goal is equivalent to “Mastery” on previous generations of the Connecticut Mastery Test.

Source: Connecticut Mastery Test, 4th Generation.

Figure
Elm City College Prep
Elementary School

Kindergarten and First Grade Developmental Reading Assessment Results, Beginning and End of School Year

Source: AF Internal Documents.

Figure
Middle School

Comparison of Sixth Graders on the Connecticut Mastery Test, 2006

(No eighth grade results available yet)

Note: Goal is equivalent to “Mastery” on previous generations of the Connecticut Mastery Test.

Source: Connecticut Mastery Test, 4th Generation.

Figure
Achievement First Crown Heights
Elementary School

Kindergarten and First Grade Developmental Reading Assessment Results, Beginning and End of School Year
Figure

Source: AF Internal Documents.

Middle School

Fifth Grade Stanford 9 (Math) and Degrees of Reading Power Results, Beginning and End of School Year

Source: AF Internal Documents.

Figure
Achievement First East New York
Elementary School

Kindergarten and First Grade Developmental Reading Assessment Results, Beginning and End of School Year

Source: AF Internal Documents.

Figure

Exhibit 5: Key Events for AF in Creating a Network of Schools

September, 1999–September, 2006

Figure

Exhibit 6: Selected Nonprofit Charter School Networks and Charter Management Organizations (CMOs)

Name

Geographic Focus

Year Founded

Description

CMO?

Aspire Public Schools

California

1998

Aspire was created with the explicit purpose of being a catalyst for political change and sharing best practices in California. It sought to rapidly expand its network, with a view to creating fifty schools in low-income areas. It was the first CMO to operate at significant scale, with over 5,000 students in the fall of 2006.

Yes

Green Dot Public Schools

Los Angeles

1999

Green Dot locates their schools around failing public high schools, in order to provide competition (and a spur to improvement) by attracting students and state resources. Green Dot's strategy is pressure schools to reform in order to preserve state funding (unlike Connecticut, public revenues follow the child in California).

Yes

KIPP Schools

Nationwide, in over 16 states

1995

KIPP influenced many charter school networks by building a model for strong school culture, built on its “five pillars” (high expectations; choice and commitment; more time; power to lead; and focus on results). Unlike a CMO, KIPP does not provide school support services. It has focused on developing a fellowship program to prepare individuals to start their own schools, with considerable autonomy but guided by the five pillars under the KIPP brand name. They adopted an experimental CMO-style central office approach in 2006 with a cluster of schools in New York.

No, Except in New York

Mastery Charter Schools

Philadelphia

2001

Rather than creating new charter schools, this network specializes in taking over failing traditional public schools. Their goal is to provide a model for working cooperatively with school districts and achieving academic improvement within the confines of school takeover requirements.

Yes

Uncommon Schools, Inc.

Boston, New York, New Jersey

1996

Founded in 1996 to support the creation of North Star Academy Charter School in Newark New Jersey, with a long-term goal of creating a network of high-performing schools. Instead of growing organically with its own school model, it became the umbrella organization for other “philosophically aligned” schools, including Roxbury Preparatory, Boston Collegiate and Academy of the Pacific Rim Charter Schools in Boston. Uncommon Schools provides assistance to establish and manage replication of those schools in New York.

Yes

Exhibit 7: Example Contract Between AF and Schools

Term Sheet Representing Initial Understanding between the [___] Charter School Board of Trustees and Achievement First

Achievement First (“AF”) and the [___] Charter School (the “School”) intend to operate a charter school wherein all students can and shall aim to achieve high academic results. AF is a non-profit organization dedicated to helping start and run charter schools.

After initial discussions and in preparation for a formal agreement (the “Contract”), AF agrees as follows:

  • The Contract shall have an initial term commencing on the effective date and ending on the later of (i) June 30 following the fifth anniversary of the effective date or (ii) the expiration of the initial term of the charter contract (the “Initial Term”). Thereafter, the Contract shall automatically be renewed for additional renewal terms ending on the later of June 30 of each year or the expiration of any renewal term of the charter contract (each a “Renewal Term” and collectively with the Initial Term the “Term”) unless written notice of intent to terminate or renegotiate is given by either Party not later than the December 31 prior to the end of the Initial Term or the December 31 prior to the end of any Renewal Term. In no event shall any such renewal or renegotiations extend beyond the effective date of any subsequent charter contract granted by the charter authorizer.
  • The School may terminate the Contract if one of the following events occurs and AF does not cure within 60 days of a notice from the School that the event has occurred and is grounds for termination:
    • AF becomes insolvent, enters into receivership, is the subject of a voluntary or involuntary bankruptcy proceeding, or makes an assignment for the benefit of creditors;
    • AF has been found by an arbitrator to have been grossly negligent in the use of funds to which the School is entitled; provided however, that an unconditional offer by AF to pay the School an amount of money equal to the amount so found to have been used in a grossly negligent manner shall extinguish the School's right to terminate;
    • a regulatory authority has revoked any license which may be required for AF to carry on its business and perform its obligations and functions under the Contract;
    • the School fails to make reasonable progress toward achievement of the goals and objectives outlined in the “Goals and Objectives” section of the charter application after a period of at least three years from the effective date;
    • AF violates any material provision of law with respect to the School from which the School was not specifically exempted and which results in material adverse consequences to the School;
    • AF materially breaches any of the material terms and conditions of the Contract;
    • the charter authorizer revokes its charter contract with the School;
    • New York State (“State”) authorities revoke the charter contract pursuant to State statute; or
    • there is (a) enacted or repealed any federal, State or local law, (b) promulgated or withdrawn any regulation, or (c) issued any court or administrative decision or order (any such enactment, repeal, promulgation, withdrawal, or issuance being an “Action”), where the substance or consequence of such Action is that the Contract, the operation of the School in conformity with the Contract, or the School's charter contract with the charter authorizer materially violates the School's, the charter authorizer's or the State's responsibilities, duties or obligations under federal or State constitutions, statutes, laws, rules or regulations, or materially violates any contract or agreement to which the School was a party on the effective date;

provided, however, that AF has not cured the breach within 60 days written notice from the School of the breach.

Notwithstanding the foregoing, in the event that federal or State rules or regulations, existing as of the effective date or thereafter enacted, interfere with the AF School Model, the foregoing termination right of the School shall be deferred for a period of time as may be reasonably required for the School, with AF's assistance, to apply for and support a waiver of any such federal or State rules or regulations.

  • AF may terminate the Contract if one of the following events occurs and the School does not cure within 60 days of a notice from the School that the event has occurred and is grounds for termination:
    • the School materially breaches any of the material terms and conditions of the Contract;
    • the School fails to comply with a material provision of its Bylaws;
    • the School violates any material provision of law with respect to the School from which the School was not specifically exempted and which results in material adverse consequences to AF or to the School;
    • the School takes any action which materially interferes with the ability of AF to perform under the Contract;
    • the School refuses or willfully fails to follow any material direction of AF related to implementation of the Achievement First School Model (attached);
    • the charter authorizer revokes its charter contract with the School;
    • the State revokes the charter contract between the charter authorizer and the School pursuant to State statute; or
    • there is (a) enacted or repealed any federal, State or local law, (b) promulgated or withdrawn any regulation, or (c) issued any court or administrative decision or order (any such enactment, repeal, promulgation, withdrawal, or issuance being an “Action”), where the substance or consequence of such Action is that the Contract, the operation of the School in conformity with the Contract, or the School's charter contract with the charter authorizer materially violates the School's, the charter authorizer's or the State's responsibilities, duties or obligations under federal or State constitutions, statutes, laws, rules or regulations, or materially violates any contract or agreement to which AF was a party on the effective date;

provided, however, that the School has not cured the breach within 60 days written notice from AF of the breach.

Notwithstanding the foregoing, in the event that federal or State rules or regulations, existing as of the effective date or thereafter enacted, interfere with the AF School Model, the foregoing termination right of AF shall be deferred for a period of time as may be reasonably required for the School, with AF's assistance, to apply for and support a waiver of any such federal or State rules or regulations.

  • The Contract may be terminated upon mutual written agreement of the parties.
  • The Contract shall have provisions providing for transition upon termination of the Contract, including minimal disruption to the students, return of applicable records to the School, and the School's forfeiture of the right to use any of the trademarks or copyrights belonging to AF.
  • The School shall pay AF no service fee for the period from the effective date through June 30 of the year following the year of the effective date. Thereafter, for each 12-month period, the School shall pay AF a service fee equal to eight percent of: the average number of students enrolled during the school year then ending, times the Approved Per Pupil Operating Expense for the upcoming year.
  • AF will provide the following services to the School:
    • Generally: AF will support the School by (1) providing administrative support services, (2) developing a comprehensive curriculum, (3) overseeing the implementation of the School's education and staff development programs, and (4) recruiting, supervising and evaluating the School Principal.
    • Charter Application: AF will prepare the charter application.
    • Curriculum: AF will develop a curriculum, an assessment system, a daily schedule and a central file server containing electronic curricular and school administration resources.
    • Budget: AF, in consultation with the School Principal, will create a projected school budget which grants some flexibility to the School Principal to set salaries and to allocate a certain amount of funds. AF will provide a bimonthly budget report to the School.
    • Fundraising: AF will fundraise for the School.
    • IT: AF will provide computer support and IT support, including a curricular intranet, desktop and laptop support, training in the use of a student information system, and a phone system and voicemail. AF will recommend and ensure the effective implementation of a data back-up protocol, and will create and maintain a link from AF's website to a page specific to the School.
    • Recruiting: AF will help recruit outstanding teachers and administrators, including the School Principal.
    • Staff Development: AF will provide a two-year sequence of professional development opportunities for the School's teachers. The School Principal will have the authority to hire and fire staff, and to set teacher salaries based on performance.
    • Principal Training & Evaluation: AF will provide an intensive leadership training program for School Principals. AF will conduct a School Principal evaluation once per year, using a comprehensive performance assessment model. AF will provide ongoing coaching and training for the School Principal.
    • School Evaluation: AF will conduct an intensive school evaluation within three years after the Effective Date. The evaluation will be designed as a comprehensive school inspection by a team of both AF and outside evaluators.
    • Start-up: AF will manage the School's start-up process, including recruiting, training and facilitating the School's purchase of materials, equipment and supplies.
    • Advocacy: AF will market and advocate for the School.
  • AF shall not contract to provide any of the services described herein to the extent such sub-contracting is not permitted by law or regulation.
  • AF and the School shall be jointly responsible for the recruitment of students and the administration of the lottery for selecting students.
  • The School shall:
    • adhere to the Achievement First School Model (attached);
    • provide a suitable facility for the charter school; provided, however, that AF, if requested by the School, will use commercially reasonable efforts to assist the School in the identification of a facility;
    • arrange and pay for its own audit and legal services;
    • be responsible and accountable for the following financial, accounting and bookkeeping functions: (a) timely payment of invoices, (b) payroll for School employees, (c) monthly reconciliation of bank statements; (d) debit and credit entries, using the financial management software selected by AF; and (e) procurement.
  • AF will own all intellectual property developed by AF or by the School or the School's employees, including curriculum materials. The School will own all other school assets and property.

Figure

Exhibit 8: Core Components of an AF School

  • Unwavering focus on breakthrough student achievement
    • Student performance is the lead factor in school, principal, & teacher evaluation
    • Goal is to CLOSE the achievement gap (bring urban students up to and beyond the state average), not simply to narrow the gap
  • Consistent, proven, standards-based curriculum defined for every class at every grade level
    • WHAT is taught (the standards) are clear, systematic, and not up for debate
    • Proven curricula consistently implemented across the district to ensure quality and increase efficiency (Saxon Math, SRA Reading, Waterford Early Reading, Amistad middle school writing and math, etc.)
  • Interim assessments & strategic use of data to drive a continuous improvement process for students and teachers
    • Interim standards-based assessments every six weeks
    • Structured process for analyzing data and using it to plan future instruction; required conversation with principal, who then knows how every student is doing in every subject every six weeks
    • Interim assessment results used to focus professional development of teachers and schools
  • More time on task
    • Instructional day that is 1.5 hours longer (8:00 – 3:45)
    • Before school and after-school tutoring for students who are struggling
    • Mandatory Summer Academy designed for acceleration, not remediation
  • Principals with the power to lead
    • Control over hiring, evaluation, and termination of all employees
    • Control over budget (within specified line item variations)
    • Ability to change non-model program elements
  • Increased supervision of quality of instruction
    • Principal's time freed up by efficient, high-quality back office services provided by AF's central office
    • Second instructional leader (Academic Dean) at every school
    • Comprehensive teacher evaluations two times a year; daily classroom visits and frequent observation and feedback by principal and academic dean
  • Aggressive recruitment and retention of talent
    • AF central office spends considerable time and money of talent recruitment
    • Compensation driven by contribution to mission, not seniority
    • Programs to “grow” AF's own teacher and leader talent
    • Multiple career paths for top performers
  • Disciplined, achievement-oriented school culture
    • Teachers and administrators all support a consistent, persistent, and insistent application of all school rules to create an orderly environment focused on learning
    • Extraordinarily high expectations for student conduct; countless details are intentionally managed to create an overall culture in which achievement is valued and “cool”
  • Rigorous, high-quality, focused training for principals & leaders
    • Principals-in-training have one-year “residency”
    • Teachers receive extensive, high-quality training in how to best teach the standards
  • Parents as partners
    • Home visits, multiple orientations, and student-parent-school contract help parents understand the mission and practices of the school
    • Parents supervise daily independent reading at home and sign a log indicating that all independent reading and homework was completed
    • True commitment by all school leaders and teachers to continuously communicate with parents, engaging them as partners

Source: AF Internal Documents.

Exhibit 9: School Expenditures Compared to Local Districts & Public Revenues, 2005-06

Connecticut

(1) Public revenues include $7,650 in state revenue, in addition to special education and federal Title I funds.

(2) To make expenditures comparable to those reported by New Haven Schools, facility and transportation costs were excluded. New Haven's per pupil expenditures are for elementary and middle school students and include only salaries and benefits, supplies, and equipment.

Source: AF Financials; Connecticut State Department of Education.

Figure

New York

(1) Public revenue includes $9,084 in New York City per pupil operating revenue, in addition to City per pupil start-up funds, special education and federal Title I funding.

(2) New York City expenditures were $11,969 in 2004-05; the number reported here is adjusted for inflation to be comparable with AF's 2005-06 expenditures.

Source: AF Financials; New York City Department of Education.

Figure

Exhibit 10: AF's Original Theory of Change

Source: AF Business Plan, November 2004.

Figure

Exhibit 11: Grants and Gifts Received by AF by Type of Grantmaker, 2005-2006

Source: AF Internal Documents.

Figure

Exhibit 12: NewSchools Venture Fund Reporting Requirements and Grant Milestones

Reporting Requirements

Report Purpose and Description

Report Timing

Milestone Status Report

Purpose: Monitor grant progress and trigger staged disbursements

Includes: Qualitative and quantitative accounts, as appropriate, of progress/status for each milestone

Due at least two weeks before a fund disbursement event

Quarterly Update

Purpose: Used by NewSchools to update its Investment Partner committee quarterly

Includes: Financial update; progress against key goals for the past quarter; setting of goals for the next quarter. NewSchools provides report format and maintains prior quarter's content to ease reporting burden on grantees.

First month of each calendar quarter

Annual Report

Purpose: Used by NewSchools for annual reporting to NewSchools funders

Includes: Narrative account of what was accomplished by the expenditure of funds, a description of progress made towards achieving the goals of the grant, and a complete project financial statement attested to by the responsible financial officer of the grantee or a certified public accountant

No later than two months after grant-end

Grant Milestones

Action/Metric

By When

Disbursement 1

Open three new academies in Brooklyn, NY at full enrollment, based on enrollment targets established by AF's board of directors

September 6, 2005

Elect a NewSchools representative to AF's board of directors

September 30, 2005

Receive commitments for an additional $500,000 from other private funders, in support of AF's FY06 home office costs and NYC expansion

November 1, 2005

Adopt a budget and facilities plan for FY07-08 that has been approved by AF's board of directors

November 1, 2005

Disbursement 2

Execute an agreement on an affordable long-term facility in Brooklyn sufficient to house at least one fully enrolled K-8 school unit, or secure low-cost multi-year space that can accommodate at least 2 academies for at least 3 years

January 1, 2006

Prior to a final decision to open additional academies in CT, identify private funders to cover at least two-thirds of projected total CT deficit through FY08

February 1, 2006

Execute an agreement on an affordable long-term facility in in New Haven for Elm City

February 15, 2006

Acquire 1-2 new charters, sufficient to support the opening of 2 new academies in Brooklyn

April 30, 2006

Secure low-cost incubation space for schools opening in the fall of 2006

May 15, 2006

Source: New Schools Venture Fund Grant Letter.

Exhibit 13: AF Historical Statements of Operations

Amistad Academy

Jun-06

Jun-05

Jun-04

Revenues:

 Intergovernmental Revenue

$2,739,305

$3,031,376

$2,165,522

 Other

$1,418,779

$1,288,270

$1,481,749

 Interest

$18,410

$13,349

$49,319

 Rental income

$55,000

$35,000

$23,788

Total Revenues

$4,231,494

$4,367,995

$3,720,378

Expenditures:

 Instructional

$2,191,491

$1,992,762

$2,236,967

 Support Services:

  Students

$658,201

$606,421

$125,311

  Instructional Improvement

$33,859

$100,497

$65,437

  Special Education

$174,152

$82,277

$88,059

  General Administration

$34,619

$141,920

$364,348

  School Administration

$257,167

$159,559

$39,702

  Operation and Maintenance of Plant

$223,940

$217,730

$165,227

  Student Transportation

$101,315

$102,703

$47,747

  Food Service

$161,443

$173,023

$69,731

Total Operational Expenditures

$3,836,187

$3,576,892

$3,202,529

 Fixed Assets

$343,388

$100,210

$1,176,217

 Debt Service

$43,461

$542,888

$758,074

 Interest Expense

$123,790

$88,910

$0

 (Gain) Loss on Disposal of Fixed Assets

($300)

$0

$0

Total Expenditures

$4,346,526

$4,308,900

$5,136,820

Excess (Deficiency) of Revenues

($115,032)

$59,095

($1,416,442)

Elm City College Prep

Jun-06

Jun-05

Revenues:

 Intergovernmental Revenue

2,377,676

1,340,422

 Other

1,096,062

777,916

 Interest

6,584

2,839

Total Revenues

3,480,322

2,121,177

Expenditures:

 Instructional

1,772,022

1,176,001

 Support Services:

  Students

141,236

110,050

  Instructional Improvement

22,213

27,938

  General Administration

157,537

3,265

  School Administration

263,486

315,586

  Operation and Maintenance of Plant

186,549

98,162

  Student Transportation

100,000

122,799

  Food Service

160,849

140,450

Total Operational Expenditures

2,803,892

1,994,251

 Fixed Assets

161,239

241,568

 Loss on Disposal of Fixed Assets

168

Total Expenditures

2,965,299

2,235,819

Excess (Deficiency) of Revenues

515,023

(114,642)

AF East New York

Period from March 15, 2005 (date of inception) to June 30, 2006

Operating revenue:

 State and local per pupil operating revenue

$1,461,352

 Government grants and contracts

551,164

Total operating revenue

2,012,516

Expenses:

 Program services

1,737,344

 Management and general

344,556

Total operating expenses

2,081,900

Deficit from school operations

(69,384)

 Contributions and other grants

327,613

 Other income

3,915

Unrestricted net assets at end of period

$262,144

Breakdown of Operational Expenses

 Salaries and wages

$1,065,167

 Payroll taxes and employee benefits

$188,434

 Accounting fees

$11,500

 After-school academic program

$8,565

 Classroom supplies and instructional materials

$237,078

 Furniture and equipment - noncapitalizable

$57,596

 Insurance

$11,658

 Interest and bank service charges

$11,138

 Legal

$60,018

 Management fee

$132,620

 Office expense

$26,501

 Parent activities

$331

 Postage, Printing and photocopying

$13,119

 Rent - building permit fees

$34,102

 Repairs and maintenance

$9,278

 Special education contracted services

$48,794

 Staff professional development

$15,830

 Student field trips and incentive programs

$2,617

 Student food services

$9,928

 Student transportation

$19,500

 Student uniforms

$11,994

 Technology infrastructure and software

$11,653

 Telephone and internet

$18,225

 Depreciation

$76,254

Total expenses

$2,081,900

AF Crown Heights

Period from March 15, 2005 (date of inception) to June 30, 2006

Operating revenue:

 State and local per pupil operating revenue

$2,187,382

 Government grants and contracts

638,323

Total operating revenue

2,825,705

Expenses:

 Program services

2,401,152

 Management and general

420,192

Total operating expenses

2,821,344

Revenue from school operations

4,361

 Contributions and other grants

458,611

 Other income

5,891

Unrestricted net assets at end of period

$468,863

Breakdown of Operational Expenses

 Salaries and wages

$1,444,714

 Payroll taxes and employee benefits

$251,934

 Accounting fees

$11,500

 After-school academic program

$7,881

 Classroom supplies and instructional materials

$339,362

 Furniture and equipment - noncapitalizable

$66,188

 Insurance

$20,153

 Interest and bank service charges

$8,254

 Legal

$52,626

 Management fee

$197,124

 Office expense

$39,605

 Parent activities

$983

 Postage, printing and photocopying

$18,818

 Rent - building permit fees

$54,838

 Repairs and maintenance

$12,758

 Special education contracted services

$71,994

 Staff professional development

$16,082

 Student field trips and incentive programs

$28,973

 Student food services

$16,081

 Student transportation

$20,975

 Student uniforms

$20,110

 Technology infrastructure and software

$7,224

 Telephone and internet

$25,873

 Depreciation and amortization

$87,294

Total expenses

$2,821,344

AF Central Office

Year Ended June 30,

2006

2005

Support and Revenue:

 Grants and contributions

4,160,118

3,089,557

 In-kind revenue

10,200

 In-kind management fees

653,433

 Program fees

6,500

 Interest income

49,001

 Other income

10,605

7,074

Total support and revenue

4,873,157

3,113,331

Expenses:

 Program services

2,790,890

936,790

 Management and general

309,053

137,864

 Fundraising

142,005

70,013

Total expenses

3,241,948

1,144,667

Total change in net assets

1,631,209

1,968,664

Breakdown of operational expenses

 Salaries and wages

1,406,322

542,462

 In-kind management fees

653,433

 Curriculum development

191,145

42,640

 Staff recruitment expenses

141,739

162,387

 Payroll taxes

117,562

46,889

 Facility search and permit costs

116,149

 Employee benefits

96,046

46,934

 Information technology

78,454

 Staff training

75,414

43,194

 External relations

68,364

 Auditing and accounting

61,966

8,943

 Rent

55,000

35,000

 Office expenses

52,280

 Leadership team

39,960

 Telephone

28,914

11,435

 In-kind occupancy

10,200

 Depreciation

23,254

6,192

 Insurance

8,504

 Payroll service

7,666

 Student recruitment expenses

15,916

 Utilities and internet

8,398

 Postage and printing

2,494

 Office cleaning and supplies

14,756

 Publicity/fundraising expenses

1,638

 Consultants and legal

71,665

 Travel

19,660

 Website and internet design

24,119

 Misc.

35,946

13,575

Total Expenses

3,241,948

1,144,667

Exhibit 14: AF Projected Financials

School Expansion Plans

Actual

Projected (as of August, 2006)

2005

2006

2007

2008

2009

2010

2011

Number of Schools

2

4

6

7

9

9

11

Number of Academies 1

3

6

10

12

16

21

25

 Connecticut

3

3

5

6

8

10

12

 New York

-

3

5

6

8

11

13

Number of Students

393

936

1,680

2,490

3,836

5,222

6,761

 Connecticut

393

526

765

1,095

1,727

2,432

3,233

 New York

-

410

915

1,395

2,109

2,790

3,528

1 An “academy” is a school unit, such as elementary, middle, or high school.

Projected School Expenses

Projected (as of August, 2006)

2007

2008

2009

2010

2011

Revenues 1 :

 Public Revenue

$7,005,537

$10,586,337

$17,972,516

$26,421,106

$37,271,909

 Interest Income

7,650

10,950

17,270

24,320

32,330

Total Revenues

7,013,187

10,597,287

17,989,786

26,445,426

37,304,239

Expenditures 2 :

 Salaries and Benefits

6,969,494

9,672,914

15,288,956

21,232,066

27,829,808

 Services and Activities

1,110,299

1,647,433

2,812,203

4,044,172

5,726,068

 Supplies and Equipment

1,281,809

1,616,492

3,177,701

3,795,575

4,815,253

 Facilities

833,524

1,055,099

1,567,082

1,927,205

2,360,955

Total Expenditures

10,195,126

13,991,939

22,845,943

30,999,019

40,732,084

New York

2008

2009

2010

2011

Revenues:

 Public Revenue

$16,771,930

$25,752,764

$34,276,688

$44,227,021

 Interest Income

13,950

21,090

27,900

35,280

Total Revenues

16,785,880

25,773,854

34,304,588

44,262,301

Expenditures 2 :

 Salaries and Benefits

11,621,866

17,353,884

23,815,425

31,594,879

 Services and Activities

2,868,618

4,593,864

6,309,996

8,035,702

 Supplies and Equipment

2,202,680

3,328,536

3,825,314

4,784,060

 Facilities

404,097

807,039

1,083,685

1,229,909

Total Expenditures

17,097,261

26,083,323

35,034,420

45,644,550

1 Includes a projected increase in state funding per pupil of $650 each year, reaching $10,600 in 2011.

2 Expenditures include start-up costs. These numbers do not reflect expenditures at steady state, because new schools are added each year.

Projected Per Pupil Operating Deficits, 2007-2011

1Projects an increase in Connecticut state funding per pupil at the rate of inflation.

2Projects a $650 increase in Connecticut state funding per pupil each year, reaching $10,600 in 2011.

Figure

Exhibit 15: AF Central Office Projected Financials

Projected (as of August, 2006)

2007

2008

2009

2010

2011

Revenues:

 Achievement First Management Fee

$832,258

$1,455,625

$2,666,449

$4,089,861

$5,724,361

Total Revenues

832,258

1,455,625

2,666,449

4,089,861

5,724,361

Expenditures:

 School Leader and Teacher Recruitment

576,850

804,921

887,837

1,057,419

1,111,351

 New School Development

41,933

201,079

229,658

213,188

218,736

 Budget, Finance, and Facility

417,861

456,176

499,374

513,914

528,898

 Curriculum & Professional Development

1,168,073

1,236,364

780,347

844,230

1,008,270

 External Relations

703,171

754,880

786,737

822,706

867,288

 Principal & School Support

395,831

535,773

809,112

1,258,409

1,596,685

 Operations

315,885

325,504

335,159

345,110

355,366

 Central Office Management

366,278

564,828

795,162

817,880

841,291

 Information Technology

448,015

580,455

681,476

839,415

861,616

 General and Administrative

285,125

320,437

332,342

349,508

359,269

Total Expenditures

4,719,021

5,780,417

6,137,205

7,061,779

7,748,771

Surplus (Deficit)

(3,886,763)

(4,324,792)

(3,470,756)

(2,971,918)

(2,024,410)

Expenditures Per Student

2,809

2,321

1,600

1,352

1,146

This case was prepared for inclusion in Sage Business Cases primarily as a basis for classroom discussion or self-study, and is not meant to illustrate either effective or ineffective management styles. Nothing herein shall be deemed to be an endorsement of any kind. This case is for scholarly, educational, or personal use only within your university, and cannot be forwarded outside the university or used for other commercial purposes.

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