About – Performance Overview

Results with Target Populations

Charter Schools USA (CSUSA) has achieved outstanding results with all students—particularly low-income and minority students—that are significantly higher than the average academic achievement results for such students in the State. Hispanic and Black students, English Language Learners (ELL) and students who are economically disadvantaged—eligible for free or reduced lunch (FRL)—outperformed students in the State on average by 11 percentage points in reading, 7 percentage points in mathematics, and 6 percentage points in writing each year for the past 8 years. Additionally, CSUSA continues to show higher performance than the State with White students and the Total population, outperforming the State on average by 6 percentage points in reading, 3 percentage points in mathematics, and 6 percentage points in writing.

Minority Students

Figures 1-3 show Hispanic students’ performance in reading, mathematics and writing in which CSUSA outperformed the State by an average rate of 22% in reading, 11% in mathematics and 4% in writing. Figures 4-6 show Black students’ performance in reading and mathematics in which CSUSA outperformed the State by an average rate of 34% in reading, 24% in mathematics, and 7% in writing. Figures 7-9 show English Language Learners’ (ELL) performance in reading and mathematics in which CSUSA outperformed the State by an average rate of 34% in reading, 16% in mathematics and 6% in writing.

Low Income Students

Figures 10-12 show economically disadvantaged students’ performance in reading, mathematics and writing in which CSUSA outperformed the State by an average rate of 14% in reading, 9% in mathematics, and 7% in writing. In fact, CSUSA and the State both started in 2003 at roughly the same percent proficient in reading of 40% and 38% respectively. However, CSUSA quickly outpaces the State each year after to reach 65% proficiency in 2010 compared to 53% proficiency for the State.

General Population

Figures 13-15 show White students’ performance in reading, mathematics and writing in which CSUSA outperformed the State by an average rate of 4% in reading, 1% in mathematics, and 1% in writing. Figures 16-18 show Total population performance in reading, mathematics and writing in which CSUSA outperformed the State by an average rate of 14% in reading, 9% in mathematics, and 3% in writing.

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Conclusion

Charter Schools USA’s (CSUSA) demonstrated success in significantly increasing student academic achievement and attainment for all students—particularly educationally disadvantaged, low income, and minority students—is a direct reflection of the high quality charter schools it operates, and further stresses the need to replicate and expand its proven Educational Model and practices. It is important to note that throughout CSUSA’s outstanding performance over the past 8 years, the population of its educationally disadvantaged students grew by an average rate of 62% each year, with English Language Learners topping the list at 115%. Substantial increases or decreases in enrollment can have a profound impact on students’ and schools’ academic performance. CSUSA, however, continues to show success with bringing all students—educationally disadvantaged, low income, and minority students—to proficiency at a faster rate than the State as shown in Figures 1-18, despite substantial increases in enrollment. The number of students tested in each subgroup for the past 8 years is shown in Table 1.

Table 1.