Madison Preparatory Academy - School Information System

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Learn: Building a pipeline of high quality cradle to career educational services that impact the entire family, eliminate the achievement and education gaps, move all children towards high performance, and prepare youth and adults for career success. Presently, the League is one of Dane County’s largest providers of programs aimed at increasing student achievement in core academic areas and preparing them to realize their college and career dreams with school-based academic tutoring, college and career exposure and planning, youth leadership skill development, and much more. Madison Preparatory Academy is central to the Urban League’s mission. Through its Best in the Midwest Agenda, ULGM has already initiated efforts to strengthen the bridge between education and work for communities of color and the economically disadvantaged. Madison Prep gives the organization a unique opportunity to prepare children for higher education and work, and offer educational/career assessment, workforce training and employment opportunities for their parents. Additional information about the Urban League’s role in Madison Prep as a partner is expressed later in this plan. C. ULGM’s Qualifications Today’s children are tomorrow’s workforce, tomorrow’s innovators, tomorrow’s parents and tomorrow’s leaders. With deep experience working to help build the bridge between education and work for children and adults, The Urban League of Greater Madison is well qualified and well positioned to establish Madison Preparatory Academy, and serve as a viable and important long-term strategic partner to Madison Prep as well. For all of its 43 year history of service to the Greater Madison community, ULGM has provided educational and training programs for youth and adults. The organization has served as an advocate for economic growth and social progress among African Americans, the disadvantaged and other persons of color; has rallied the community to support initiatives to address the racial achievement gap in education; and has provided job training and educational skills development programs to children and adults in need. In 1972, ULGM launched its first workforce training initiative – a program to train African Americans for jobs in the construction trades. In 1974, ULGM partnered with city and county officials to address their discriminatory hiring practices following an investigation by the League. The city’s workforce of color more than tripled as a result. In 1977, ULGM launched its first tutoring program, assisting high school dropouts with completing their GEDs and in 1982, added a clerical skills training program in partnership with companies such as IBM, CUNA, Oscar Mayer (now Kraft Foods), American Family Insurance, Wisconsin Power & Light (now Alliant Energy), M&I Bank (now Harris Bank) and several others. The Urban League also partnered with Centro Hispano that year to launch and staff their Cuban-Haitian Employment Program and held office hours at Centro Hispano to serve its clients. In 1985, ULGM challenged the Madison Metropolitan School District (MMSD) to more assertively address the academic achievement gap between African Americans and their White peers, and to establish a sound plan for school integration that did not unfairly place the burden of moving to new schools to create integration on African American students and families. In 1986, ULGM launched Project Jamaa in MMSD middle schools, an academic tutoring program and the Pre-employment program, a job training program for 8 th graders. In 1988, ULGM published its “Report on the Academic Achievement of Black Students,” a report that loudly sounded the alarm bell on the racial achievement gap in Madison. This report led MMSD to establish its Equity and Diversity efforts under then Dr. Virginia Henderson and work with ULGM to establish parent-school liaisons in many of its elementary schools. In 1992, as part of a community wide effort to re-establish a middle school on Madison’s South Side, ULGM partnered with other community leaders and advocated for the creation of Wright Middle School. In 2000, the Urban League partnered with the United Way of Dane County, MMSD and Madison School Community Recreation (MSCR) to transform its Project Jamaa tutoring program into the Schools of Hope Tutoring Partnership. 8 | P age
Presently, ULGM operates the Schools of Hope Partnership in 18 middle and high schools in the Madison, Middleton, Oregon and Sun Prairie school districts, and provides in-school academic tutoring services to more than 2,000 students annually with the support of 950 volunteer tutors. It also offers the 21 st Century Careers and Summer REACH Programs in Sun Prairie middle schools and coordinates MSCR’s after school programs in several Madison middle schools. Additionally, the Urban League has already served more than 400 adults through its workforce training programs this year, with nearly 49% finding employment (against a goal of 45%). ULGM presently has partnerships with 83 different organizations and agencies, and is poised to engage several of its partners in support of Madison Prep, its students, faculty, staff and families. History and Background on Student Achievement in Madison In 1965, as a part of her Master’s Thesis, Cora Bagley conducted a study on the academic achievement of African American students. In her thesis, she reported that a low level of academic achievement existed among Black students. On standardized achievement tests of language usage, 68% of African American high school students scored “below the standard level” in language usage. Similarly, 54% scored below the standard in math and 39% scored below the standard in reading. 5 Ms. Bagley also reported that 26% of African American students entering Madison’s high schools failed to graduate, that females were more susceptible to dropping out of high school than males, and that “Negro students not only fail to complete high school but many of those who finish do not pursue higher education.” Among the 29,000 students attending the University of Wisconsin at the time, Ms. Bagley reported that only three African American students gave Madison home addresses and only one had graduated from a Madison high school. In a January 31, 1965 Wisconsin State Journal article entitled “Madison Negroes still face entrapping circle,” Sharon Cody wrote that there was a prevailing belief that “Madison Negroes still faced the entrapping circle of disprivileged homes, poor education, few employment opportunities, and inadequate housing, but legal obstacles were disappearing.” Curiously, in Dr. Naomi Lede’s 1966 report, Madison’s Negro Population, she shared that her surveys of Madison’s White and Black residents indicated that “there is no prevailing atmosphere of racial conflict in Madison,” with most leaders from both groups reporting that everyone appeared “to get along” with one another. 6 Despite poor educational outcomes among Black students at the time, Ms. Lede found that “relatively few, if any, of Madison residents expressed any anxiety concerning the integration of Madison’s schools.” She said 52% of African Americans “were satisfied with desegregation in the schools, even though the majority of Black children were assigned to Franklin Elementary, Lincoln Middle, and Central High Schools. The other 48% had “no thoughts on desegregation.” African Americans seeking social and professional advancement cited limited employment options that offered social and professional advancement as the most important challenge facing the Black community. Many of these African Americans were college educated or worked in government and other professional jobs. At the same time, lower-income African Americans identified a lack of access to quality housing as the most important issue. The majority of these residents worked in blue collar jobs. A 1966 research survey conducted by the University of Wisconsin-Madison School of Social Work further highlighted the employment status of African Americans. It found that seven out of 10 African Americans in the labor force who resided in South Madison held blue collar jobs. Of the 143 households interviewed (94 men and 67 women), 110 (77%) had one or more persons employed full-time. Eighty-four of the African American men interviewed were head of their households and held full-time jobs (89%). There were also 42 wives who held fulltime employment and just 12 employed women were heads of their households (29%). The study also found that 49% of African Americans who were employed full-time had no formal job training, while 27% had vocational school training, 19% had on-the-job training, and 5% had “in-service training”. Seven percent also reported job training in the armed forces and 8% mentioned receiving business college training as 9 | P age
Page 1: Madison Preparatory Academy Empower
Page 5 and 6: TABLE OF CONTENTS Executive Summary
Page 7 and 8: Executive Summary Based on current
Page 9 and 10: Madison: Why We Must Act Now A. Hig
Page 11 and 12: • In 2009-10, just 12% of Black a
Page 13: The Charter School Developer: Who W
Page 17 and 18: are placed in special-education cla
Page 19 and 20: It is also likely that the poverty
Page 21 and 22: Since 1997 when the State of Wiscon
Page 23 and 24: B. Culture Considering the issues,
Page 25 and 26: Middle School 2000 is designed to s
Page 27 and 28: Insufficient Faculty and Staff Dive
Page 29 and 30: Urban League of Greater Madison and
Page 31 and 32: Charter School Authorizer: Madison
Page 33 and 34: As our scholars transition into adu
Page 35 and 36: Therefore, Madison Prep’s Student
Page 37 and 38: • For men who went to single-gend
Page 39 and 40: Both the state of Wisconsin and the
Page 41 and 42: IB students learn a second language
Page 43 and 44: You are thinking of improving an ex
Page 45 and 46: After school sports and other co-cu
Page 47 and 48: help strengthen the connection betw
Page 49 and 50: not in Prep Year. Within Madison Pr
Page 51 and 52: B. Destination Planning Madison Pre
Page 53 and 54: will determine their project focus
Page 55 and 56: partnering with area colleges and u
Page 57 and 58: D. Service Madison Prep students an
Page 59 and 60: AdvanceED’s Accreditation Standar
Page 61 and 62: A number of NMTC allocatees have in
Page 63 and 64: younger schools in some cases. In 2
Page 65 and 66:
family advocates know about the sch
Page 67 and 68:
Chart 2 shows the mobility rates -
Page 69 and 70:
Projected Marketing & Recruitment T
Page 71 and 72:
Grants & Development Manager The Gr
Page 73 and 74:
Special Education Coordinator/Teach
Page 75 and 76:
school information; managing school
Page 77 and 78:
Year 2 Staffing Plan Executive •
Page 79 and 80:
services; enhance the schools’ pu
Page 81 and 82:
member of the Board of Community Im
Page 83 and 84:
Fran Petonic serves as Chair of bot
Page 85 and 86:
Madison. He previously served as a
Page 87 and 88:
Phase II: Pre-Implementation Januar
Page 89 and 90:
F. The Urban League Management Fee
Page 91 and 92:
Attachments The appendix contains t
Page 93 and 94:
535 Madisonians & Friends Who Suppo
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
MMSD Application: Five-Year Forecas
Page 107 and 108:
MMSD Revenue, v1.0 10/28/11 Madison
Page 109 and 110:
Federal Programs Revenue, v1.0 10/2
Page 111 and 112:
Fundraising, Activity, and Investme
Page 113 and 114:
Personnel Salaries and Benefits, v1
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Direct Student Costs, v1.0 10/28/11
Page 123 and 124:
Occupancy Expenses, v1.0 10/28/11 M
Page 125 and 126:
Office Expenses, v1.0 10/28/11 Madi
Page 127 and 128:
General Expenses, v1.0 10/28/11 Mad
Page 129 and 130:
MMSD Application: Planning Year Bud
Page 131 and 132:
MMSD Application: Planning Year Bud
Page 133 and 134:
MMSD Application: Year One Budget,
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