Mission and Vision

Achievement First is a public charter school management organization started in July 2003 by the
leaders of Amistad Academy, a high-performing public charter school in New Haven, Connecticut. A
non-profit 501(c)3 organization, Achievement First aims to bring to scale the dramatic, life-changing
results achieved at Amistad Academy by creating a network of high-caliber urban public charter
schools in Connecticut, New York and beyond.

Our Mission Connecticut Academies

The mission of Achievement First is to deliver on the promise Amistad Academy Middle, est. 1999
of equal educational opportunity for all of America’s children. Elm City College Prep Elementary, est. 2004
We believe that all children, regardless of race or economic
Elm City College Prep Middle, est. 2004
status, can succeed if they have access to a great education.
Achievement First schools will provide all our students Amistad Academy Elementary, est. 2006
with the academic and character skills they need to gain Amistad Academy High School, est. 2006
admission to top colleges, to succeed in a competitive
Achievement First Bridgeport Academy Middle, est. 2007
world and to serve as the next generation of leaders for our
communities. Achievement First Hartford Academy Elementary, est. 2008

Achievement First Hartford Academy Middle, est. 2008

Our Vision
The long-term vision of Achievement First is to help New York Academies
permanently close the achievement gap in America by Achievement First Crown Heights Elementary, est. 2005
opening great urban schools, partnering with large urban
Achievement First Crown Heights Middle, est. 2005
school districts to disseminate our best practices, and
inspiring policymakers and school administrators to Achievement First East New York Elementary, est. 2005

demand and reward excellence in our public schools. Achievement First Bushwick Elementary, est. 2006

Achievement First Endeavor Middle, est. 2006

Our Academies
Achievement First Bushwick Middle, est. 2007
In 1999, Amistad Academy opened with 84 sixth graders.
Achievement First Brownsville Elementary, est. 2008
In 2008, Achievement First is serving 3,700 students in
grades K-11, with 2,100 students in Connecticut and 1,600
in New York.

Achievement First Growth Projections

12,000 30

10,000 25
STUDENTS

SCHOOLS

8,000 20

6,000 15

4,000 10

2,000 5

0 0
2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

PROJECTED SCHOOL S STUDENTS


Unwavering focus on breakthrough
student achievement
Student success is the lead factor in school,
principal and teacher evaluation.
Our goal is to CLOSE the achievement gap
(bringing urban students up to and beyond suburban
standards), not simply to narrow it.
Aggressive recruitment and
development of great people
Achievement First makes a significant effort on talent
recruitment and development.
Teachers have access to resources such as personal
laptops and printers, unlimited photocopies and a
budget for classroom supplies.
Achievement First has programs to create career paths
for teachers and “grow” our own leader talent.
Targeted teacher and leader training
Principals have a year-long training “residency” before
opening a new school, followed by ongoing training and
mentoring.
Teachers have three weeks of training before entering an
Achievement First classroom. Additionally, there is school-
site Friday professional development and two Achievement
First-wide Professional Development days per year.
There is a second instructional leader (Academic Dean) at
every school so there are no more than 15 teachers per
leader.
Teachers and leaders have an ongoing conversation
about instruction with many informal observations and
constant appraisal of data.
Comprehensive teacher professional growth plans are
completed once per year.
Great principals with the power to lead
Principals have control over the evaluation of all
employees, as well as budgeting and hiring.
More time on task
Core Elements
The instructional day is at least 1.5 hours longer.
LOTS of time is set aside for reading (three hours for
K-2, 3.5 hours on reading and writing for 3-7).
Before– and after–school tutoring is required for
students who are struggling.
Homework is given every night, including required
independent reading.
Rigorous and standards-based
curriculum
WHAT is taught (the standards) at every grade
level is clear, systematic and rigorously taught.
Proven, high-quality curricula are consistently
implemented across the school to ensure quality
and efficiency.
Effective unit and lesson planning.
Standards-based interim assessments are
given every six weeks.
Schools use a structured process for analyzing data and
using it to plan future instruction. Teachers know how
every student is doing in every subject every six weeks
and meet with school leaders to strategize unit and lesson
planning.
Back office support
School operations staff (Directors of Operations, School
Managers and Registrars) take tasks off school leaders’
plates so they have more time for coaching teachers and
working with students.
Achievement First’s central/support office partners with
schools in teacher recruitment, IT support, curriculum
development, fundraising and facilities, among many
other functions.
Disciplined, achievement-oriented
school culture
Schools are strict and structured with high expectations
for student conduct (REACH values). Countless details
are intentionally managed to create an overall culture in
which achievement is valued and “cool.”
Every student wears a school uniform.
 Results & Accolades
2008 New York State Exams 2008 New York State Exams
Percent of 3rd Grade Students At or Above Proficiency Percent of 7th Grade Students At or Above Proficiency

Accolades New York Results

In 2007, the U.S. Department of Education highlighted In New York City, our oldest elementary students (third
Amistad Academy as one of seven schools in the coun- graders) had their first chance to take state tests in 2008.
try that are models for closing the achievement gap. Ninety-nine percent of them passed the New York State

On the 2008 New York City Department of Education Math exam, while 84% passed the New York State Eng-

Progress Reports, Achievement First Crown Heights lish Language Arts exam.

ranked in the top 4% of all New York City schools. In New York City, our oldest middle school students

On the 2008 New York City Department of Education (seventh graders) outperformed their district peers by 25

Progress Reports, Achievement First Endeavor was the percentage points in English Language Arts and 30 per-

fourth highest performing school out of nearly 1,100 centage points in math on the 2008 New York State Tests.

K–8 schools in New York City.

 Results & Accolades
2008 Connecticut Mastery Test
Percent of 4th Grade Students At or Above Proficiency
in Math, Reading & Writing

Connecticut Results
In an average of reading, writing and math, our oldest
Connecticut elementary school students (fourth graders)
posted 2008 Connecticut Mastery Test results that were 2008 Connecticut Mastery Test
almost double their district peers and bested state-wide Percent of 8th Grade Students At or Above Proficiency
in Math, Reading & Writing
averages.

Our oldest Connecticut middle school students (eighth

graders) posted 2008 Connecticut Mastery Test results
that were almost double their distric peers and bested
state-wide averages in all three subjects (reading, writing
and math).

Our first Connecticut high school, Amistad Academy

High, showed exceptional results in its first year of test-
ing. Amistad Academy’s tenth grade students achieved
93% proficiency in math and 100% proficiency in
reading, writing and science on the 2008 Connecticut
Academic Performance Test. These results positioned
Amistad Academy High’s students as number one in the
region for reading, number two in the region for writing,
2008 Connecticut Academic Performance Test
and top ten in the state for reading. Percent of 10th Grade Students At or Above Proficiency
in Math, Reading, Writing & Science

Many Minds, One Mission
Teachers are treated as respected professionals and are
held to high standards of performance and integrity.
Our faculty is recruited from across the country to ensure
that scholars are taught by knowledgeable, committed
and talented professionals.
Achievement First schools are small learning communi-
ties in which teachers and leaders know the names of all
students. Each academy has fewer than 400 scholars.
Every principal at Achievement First teaches a class,
sending a powerful message that teaching is what is
valued most at our schools.
Many Minds, One Mission
“Achievement First has great professional devel-
opment. For the first time in my teaching career,
I have ongoing opportunities to understand,
refine and reflect on the tools I use in my
classroom. At Achievement First, we had three
weeks of professional development before
school even started. Every Friday is a half day
so that teachers have time to work on every-
thing from improving our reading instruction to
school-wide behavior plans. I am growing as a
teacher every day.”
Yvette Merritt
Professional Development
Achievement First teachers receive more than quadruple
the typical amount of professional development received
in traditional public schools. Achievement First teachers
benefit from:
Three weeks of professional development orientation
prior to the start of the school year.
Semi-annual network-wide professional development
seminars
Weekly two-hour professional development sessions
(students dismiss early on Friday afternoons).
Interim Assessments: Students take interim assess-
ments every six weeks. After every interim assessment,
teachers have the opportunity to dedicate an entire day
to collaborating with school leaders and other teachers
to analyze student test results and to use these results
to create whole class, small group and individualized
teaching plans that best target areas of weakness for
their students.
 School Culture
School Culture
Achievement First teachers and students live by REACH
values (Respect, Enthusiasm, Achievement, Citizenship
and Hard Work). These values are taught as explicitly as
academics and students are recognized and rewarded
for demonstrating REACH.

At Achievement First, we continually expose scholars

to college. Achievement First’s academic program puts
every student on a college preparatory track, starting At Amistad Academy Middle School, town meetings take place
with kindergarten. The names of our classrooms are the every six weeks and build school spirit with music, skits, cheers,
awards and the announcement of the most recent classroom
names of colleges and universities, students make field
winner of the highly coveted homework cup.
trips to college campuses, hear speakers talk about
college, write research papers on colleges, and, most
important, master a college-preparatory curriculum.

Achievement First students work hard in a disciplined

school environment, but we are always looking for ways
to infuse joy into the school.

Achievement First East New York Elementary School scholars

proudly show off their Tufts University t-shirts.

Jared Bailey
Amistad Academy, Class of 2002
New York University, Class of 2010

“Amistad Academy teachers care. That’s what

kids need—teachers who go the extra mile. At
Amistad, the faculty inundated us with the idea
of going to college. Most kids don’t think about
college until high school, but we were cheering
‘go to college’ in our morning assembly in sixth
grade.”
Elm City College Preparatory Middle School Principal Marc
Michaelson helps his students climb the mountain to college. Stu-
dents at the school look forward all year to the end-of-year college
field trips. Fifth graders visit Temple University in Philadelphia, sixth
graders travel to Bowdoin College in Maine, seventh graders visit
Morehouse and Spelman Colleges in Atlanta, and eight graders visit
the University of California at Berkeley.

Achievement First lives by its core values,
which inform and guide us in all aspects
of what we do—from the classroom to the
central office—and help us create a positive,
achievement-oriented school culture.
Results Without Excuses Or Shortcuts
We work hard every day to deliver on our urgent promise to
provide an outstanding education for all our students—an
education that will help them graduate from college,
enhance their lives, become leaders in their communities,
and enjoy real freedom and citizenship. In pursuit of that
mission, we set ambitious, clearly measurable goals and
strive to exceed expectations with exceptional regularity. We
continually use data to track our progress and to find out
where we are doing well and where we are falling short.
When we do not meet our goals, we own our shortcomings,
admit our mistakes and do not seek to blame external
forces. We are not satisfied with “better” results that still
leave our students behind their suburban, private school or
international peers. We are working to level the playing field
so that our students defy all the excuses and enjoy the full
privileges of an outstanding education.
Sweat The Small Stuff
We believe that countless unseen or overlooked details are
the difference between the mediocre and the magnificent.
In everything we do, we pay attention to even the smallest
details to ensure smooth, predictable and effective out-
comes. We are motivated by the fact that our students pay
the price when we fail to get the details right.
Core Values
People Matter—Mightily
We understand that the quality and commitment of our
teachers, school leaders and other staff are what makes the
real difference in the lives of our students. As a result, we
put an extraordinary amount of our resources into finding,
developing and retaining great people. We want to make our
schools places where great teachers want to teach. We
strive to create work environments that are exceptionally
professional, collegial and stimulating and where everyone
has sufficient support, a real voice and the tools they need
to be successful. We expect all of us to work hard, but we
also recognize and honor our personal, family and community
commitments. We do not look for individual martyrs or
superhumans: rather, we give our teachers, school leaders
and staff the tools and support they will need—as a team—
to accomplish our ambitious goals for students.
Excellence Is A Habit
We strive to set the industry standard in all aspects of what
we do. Baked into our culture is a relentless pursuit of excel-
lence, and we do not settle for “so-so” from our students or
from ourselves. “Good enough” is simply not. We recognize
that we must be a disciplined organization that makes clear
plans, establishes tangible goals and has documented,
replicable systems in order to sustain excellence over time.
We do not lurch from one educational fad or new idea to
another: rather, we understand the importance of continu-
ous, thoughtful improvement and always strive to do better
than before. We carve out time for reflection, research and
development, and knowledge documentation in order to
make excellence more predictable for ourselves and others.
We will grow as fast as we can—but as slow as we must
—to ensure excellence in every aspect of our work.

First Things First
At Achievement First, the needs of students always come
before the interests of adults. We prioritize what is best for
students first, with teachers, school leaders and central staff
working together to ensure every child’s needs are met. The
central support team never loses sight of our core job, which
is to keep distractions and other unnecessary responsibilities
away from teachers and school leaders.
Whatever It Takes
We do not take “no” for an answer easily. If there is a way,
we find it. We are persistent, insistent and deliberate in our
actions. As our students climb the mountain to college
through hard work, we do whatever it takes to help them be
successful along their journey. We give 100 percent every
day and go the extra mile to make the difference in the lives
of our students. We also understand that “whatever it takes”
is a team mandate, with different individuals taking the lead
at different times to ensure that our goals are accomplished.
Everything With Integrity
We value integrity and always model it for our students. The
REACH values—Respect, Enthusiasm, Achievement,
Citizenship and Hard Work—are not merely posted on the
wall for students; they are also our professional values and
drive our words and actions as adults. We consider the
impact our actions will have on others and work carefully to
be transparent and fair. We admit our mistakes and work to
make them right. Even when we are successful, we are
humble and understand that we always have more to learn.
Core Values
Team And Family
We are not islands working alone but integral parts of the
larger Achievement First team and family. We share in our
collective success while celebrating the individual strengths
of each person and school. We care about one another,
treat each other with respect and work hard to preserve a
sense of family. We have fun together, even when our
responsibilities are taxing. We collaborate and share best
practices, never letting competition overshadow the
ultimate goal of excellence for every student and school.
We respect and celebrate our differences, knowing that we
are stronger as a team because of them. When we see our
teammates struggling, we pitch in, knowing that our
teammates will be there for us when we need it.
Many Minds One Mission
Working together with our parents and supporters, we
strive to ensure that our efforts are part of a larger effort to
improve the communities in which we live and work. We
are also partners in a national effort to ensure that every
child has access to a first-class education. We understand
that we cannot do this alone, and we eagerly collaborate
with others around the country who are working to make a
difference in the lives of children. We are inspired by those
who are pioneering new approaches to raising student
achievement, and we are eager to learn from the best
practices of these high-performing schools, districts and
other organizations. In return, we are willing to share our
successful strategies with other educational organizations
in our communities and beyond.
Samples of Student Work
Kindergarten
3rd grade
3rd grade
6th grade
6th grade
6th grade