ON THE OECD TEST

FOR SCHOOLS,
BASIS STUDENTS
RECENTLY
OUTPERFORMED
STUDENTS IN EVERY
EDUCATIONAL SYSTEM
PARTICIPATING IN PISA,
INCLUDING SHANGHAI,
THE WORLD LEADER
TABLE OF CONTENTS
01 A MESSAGE FROM THE CHAIRMAN
02 THE BASIS CHARTER MODEL
04 NATIONAL RANKINGS
06 A CULTURE OF ACADEMIC EXCELLENCE
08 BASIS TEACHERS
10 THE BASIS ACADEMIC PROGRAM
20 CLUBS AND EXTRACURRICULAR ACTIVITIES
22 AIMS RESULTS
24 DEMONSTRATED EXCELLENCE: AP TESTING
32 OECD TEST FOR SCHOOLS (BASED ON PISA)
34 COLLEGE ACCEPTANCE
36 BASIS GRADUATES: WHATS YOUR STORY?
40 SUPPORT BASIS
42 BASIS SCHOOLS EXPANSION
Olga V. Block & Michael K. Block, Ph.D.
Founders, BASIS Schools
CEOs, BASIS.ed
Welcome!
01
A MESSAGE
FROM THE
CHAIRMAN
I believe BASIS offers something many schools do nota common sense solu-
tion to the issues facing American K12 education. As President and Chairman
of the Board for BASIS Schools, Inc., I am involved with BASIS because I know it
employs a model that works. BASIS establishes the elements essential to student
success: high expectations, great teachers who are experts in their disciplines,
and tension within the system to ensure teachers and students are driven
toward success. With these fundamentals in place, BASIS charter schools have
achieved phenomenal results.
American K12 educational performance has been in decline relative to the
rest of the world for the past four decades. While many other countries have
improved students educational results dramatically in this time, results in the U.S.
have remained stagnant. Today, the U.S. ranks in the bottom half of OECD
(The Organisation for Economic Co-operation and Development) countries
for nearly every indicator of student performance. And its not because our
children cant learn. Rather, its because the system focuses on inputs like
teacher certifcation, teacher tenure, class size, and social issues rather than
the crucial outputhow much students actually learn.
BASIS focuses on key factors that improve student learning and constantly
monitors results to ensure learning is happening. First, BASIS raises the bar
for student achievement constantly by offering a highly rigorous academic
program and utilizing internationally recognized exams, such as the College
Board Advanced Placement (AP) exams, to gauge student performance.
Second, BASIS recruits, hi res, and trains teachers who possess academic
degrees in the disciplines they teach and use their content expertise to drive
learning. Finally, BASIS holds students and teachers accountable for their
results. Lower School students are required to pass comprehensive exams in
all core subjects to demonstrate they have mastered grade-level material
before being promoted, and Upper School students take AP exams which
count toward their fnal course grades. Similarly, teachers are held account-
able for the learning gains made by their students. Teaching contracts are
reviewed on an annual basis, and teachers are rewarded for their students
successes through merit-based salary supplements and bonuses.
BASIS not only offers a model for success, it also infuses competition into a system
that would otherwise remain resistant to change. In the many communities
where BASIS has opened new campuses over the past several years, schools
and school districts have looked for new methods to entice students back into
their programs, to improve their models, and change for the better.
There is no doubt that BASIS is making a signifcant impact, both for the thou-
sands of students enrolled at BASIS campuses and for those who beneft from
the increased competition BASIS brings to their communities. I am proud to be
involved personally with this incredible educational community.

Craig R. Barrett, Ph.D.
President and Chairman
BASIS Schools, Inc./BDC, A Public Charter School, Inc./BTX Schools, Inc.
Retired Chairman/CEO, Intel Corporation
02
THE BASIS
CHARTER
MODEL
BASIS charter schools educate students at an internationally competitive
level, with BASIS students ready to compete with their top-performing
peers in the worlds top school systems, like China, Finland, Singapore,
South Korea, and Switzerland, among many others. BASIS Tucsons and
BASIS Scottsdales ffteen-year-old students proved this in their 2012 results
on the OECD Test for Schools. These results place students learning via the
BASIS Model above these acclaimed education systems and on par with
Shanghai, the best in the world.
BASIS.ed built and manages the BASIS Model and utilizes the same BASIS
Culture and BASIS.ed Curriculum in classrooms across all campuses.
The culture-plus-curriculum building blocks are conducive to instilling
a lifelong love of learning and respect for knowledge in students, to
understand the importance of hard work and self-reliance as a path
towards success, and to the discovery of individual strengths to be able
to invent, design, and apply.
A WORLD COMPETITIVE CURRICULUM
BASIS offers the type of education that students receive in the top school
systems worldwidethe kind of education American children will need
to compete in the global economy. The BASIS academic program is
designed to help students develop academic and organizational skills,
along with a deep knowledge base. Our goal is to motivate students
to reach their highest academic potential and to prepare them for the
demands of college and the workforce. Our curriculum is therefore
consistent with the highest international academic standards. We chal-
lenge our students and support them; they respond and challenge us
right back.
INTERNATIONALLY RECOGNIZED ASSESSMENTS
Throughout the United States, many schools claim to offer rigorous college-
preparatory education, but fail to offer data to validate their claims. At
BASIS, we ensure that all students have mastered the material they will
need for success in their future years, by implementing Comprehensive
Exams and comprehensive external benchmarking systems, or Board
Examination systems, like the College Board Advanced Placement (AP)
program. The BASIS Upper School curriculum is, in fact, based on AP courses.
OPEN ENROLLMENT AND TUITION FREE
BASIS schools are open-enrollment public charter schools that do not
administer entrance examinations and do not charge tuition. Any student
can attend. If there are more students interested in attending than a given
campus can accommodate, a registration lottery determines admissions.
Sophie Fuller
BASIS Flagstaff (2014)
U.S. NEWS & WORLD REPORT
BEST HIGH SCHOOLS, NATIONAL RANKINGS
2014 #2 BASIS Scottsdale, #15 STEM school, #1 charter school
#5 BASIS Tucson North, #3 STEM school, #3 charter school
2013 #2 BASIS Tucson
#5 BASIS Scottsdale
2012 #6 BASIS Tucson
2011 U.S. News did not perform ranking
2010 #9 BASIS Tucson
2009 #13 BASIS Tucson
2008 #16 BASIS Tucson
THE WASHINGTON POST
AMERICAS MOST CHALLENGING HIGH SCHOOLS
2014 BASIS Scottsdale is on the list of Top-Performing Schools with Elite Students
#10 BASIS Tucson North
2013 BASIS Scottsdale and BASIS Tucson North are on the list of Top-Performing Schools with Elite Students
2012 #1 BASIS Tucson
#5 BASIS Scottsdale
2011 #4 BASIS Tucson
NEWSWEEK
AMERICAS BEST HIGH SCHOOLS
2013 #3 BASIS Scottsdale
#7 BASIS Tucson North
2012 #3 BASIS Scottsdale
#5 BASIS Tucson
2011 #3 BASIS Tucson
2010 #6 BASIS Tucson
2009 #5 BASIS Tucson
2008 #1 BASIS Tucson
2007 #6 BASIS Tucson
2006 #3 BASIS Tucson
04
NATIONAL RANKINGS
NOTE: Eligibility requirements vary depending upon the ranking.
Caden Messner
BASIS Chandler (2014)
05
06
A CULTURE
OF ACADEMIC
EXCELLENCE
CREATING AND REINFORCING A BELIEF THAT LEARNING IS
EXCITING, REWARDING, AND WORTHWHILE
The BASIS school culture makes high academic achievement and intellectual
engagement the norm and allows students to realize their own great aca-
demic potential. Teachers play an instrumental role in this high-achieving
community. BASIS hires teachers who hold academic degrees in the
discipline they teach, who are passionate about their subject matter, and
who can convey their passion in a manner that gives students an overall
sense that learning is exciting, rewarding, and worthwhileand not just now,
but for a lifetime.
TEACHING PERSONAL RESPONSIBILITY
While support and engagement from parents can play a vital role in
students success, students who rely on micromanagement and supervision
from their parents are more likely to struggle in college than students who
learn to hold themselves accountable for setting and meeting their own
academic goals. BASIS strikes the correct balance by encouraging parents
to support their childrens education while still allowing students autonomy
to build the skills and personal responsibility they will need to succeed in
college and beyond.
BASIS actively teaches students to be well organized and to take responsibil-
ity for their education, beginning in 5th grade. Instead of posting homework
assignments online, BASIS teachers announce assignments during class. This
teaches students to be responsible for knowing due dates, understanding
assignments, and completing homework on time.
Starting in 6th grade, students are required to pass comprehensive examina-
tions in each core subject to progress to the next grade level. Comprehensive
exams ensure that students are prepared to move onward to more advanced
material. Knowing they will be held accountable for information dissemi-
nated in class and via homework, students take their education seriously and
learn quickly to own it.
As students progress through grade levels, they become models for younger
students and help create a culture of positive and purposeful peer support.
07
BASIS FACTS
In the Lower School grades,
teachers focus on helping stu-
dents build organizational skills,
proper note-taking techniques,
and good study habits. They
encourage students to ask
questions if they dont under-
stand a lesson and to attend
teacher-student hours for one
on one tutoring.
BASIS does not publish home-
work assignments online.
Students are expected to
keep track of assignments
in a communication journal,
or assignment notebook.
To guarantee students have
mastered grade-level material,
BASIS administers comprehen-
sive exams in all core subjects
in 6th and 7th grade. Students
prepare for these examinations
by taking precomprehensive
exams in the middle of the
school year and by complet-
ing special fnal review units
incorporated into each subject.
Students must pass all thei r
core courses, as well as the
comprehensive exams for the
core courses before being
promoted to the next grade
level. Students who do not pass
all their comprehensive exams
on the frst attempt are given
a second chance to pass the
exams before the start of the
next school year.
TEACHING GOOD STUDY HABITS AND
PROVIDING SUPPORT
The academic program at BASIS charter
schools is among the most accelerated in
the country. Student success, therefore, is
linked inextricably to good study habits.
BASIS believes these skills must be taught
and practiced. Students in the lower school
learn how to take notes, manage their time,
and organize their work. Teachers actively
oversee the progress of their students and
identify those who they believe might ben-
eft from additional support. All students may
attend tutoring sessions with their teachers,
or participate in peer tutoring, if they would
like increased one-on-one time to help reach
their aca demic goals.
BUILDING WORK ETHIC
BASIS aims to teach students that success is
the result of hard work. Whether a student is
at the top of the class or struggling to keep
pace with the demands of the BASIS cur-
riculum, every BASIS student is encouraged
to improve and to reach for his or her highest
academic potential. Our teachers have a
great work ethic and yearn to pass that
along to our students.
(photos - left to right)
Danica Pietzrak, BASIS Flagstaff (2014)
Joseph Grams, BASIS Mesa (2014)
Runali Hatalkar, BASIS Chandler (2014)
Chukwunonso Emeka, BASIS Mesa (2014)
08
BASIS TEACHERS
RECRUITING EXPERT TEACHERS
BASIS cultivates expert teachers by hiring individuals who possess deep
knowledge in the disciplines they teach, providing them with a large
degree of autonomy in determining how to best achieve student learn-
ing gains and holding them accountable for their results. Hiring teachers
with subject matter expertise is especially important at BASIS because
teachers play a critical role in curriculum development and syllabi
design and in the management of each. Of course, we also hire people
who love the classroom and disseminating what they know to students.
Prospective BASIS teachers undergo an interview process with veteran
BASIS teachers and managers. Upon being selected as top canddates,
prospective teachers are asked to teach a demonstration lesson in
front of BASIS students. This portion of the hiring process demonstrates
whether the applicant is knowledgeable in the subject and capable of
conveying diffcult material to young, bright, eager students. It is also
fundamental that the applicant demonstrates a natural connection
with students and a robust ability to master and adjust quickly to new
and demanding situations.
TRAINING TEACHERS FOR SUCCESS
After teachers are hi red at a BASIS charter school, they attend a
comprehensive summer training session to prepare for the challenges
and opportunities of teaching in a BASIS classroom. During training,
veteran faculty members share their knowledge of classroom manage-
ment techniques, teaching methods, and pedagogical research and
data with new teachers. The goal is to expose BASIS teachers to various
instructive approaches and strategies and allow our new professionals
to determine which disposition will work best for them. The support and
insight, of course, is an ongoing process through the academic year.
HOLDING TEACHERS ACCOUNTABLE FOR THEIR RESULTS
BASIS teachers are highly-respected for their vision and insight into the
individual needs of their students. Instead of micromanaging teachers,
BASIS holds teachers accountable for their results, which is the value
that they add to their students education. This generates an environ-
ment in which creative individuals thrive and remain passionate about
their workand pass that passion through the convivial classroom
atmosphere to their students.
Nissa Kubly, Art Teacher
Isabella Steidley
BASIS Scottsdale (2014)
09
RETAINING AND REWARDING EFFECTIVE TEACHERS
Instead of rewarding teachers simply for the number of years they
have spent in the classroom, BASIS uses merit pay to compensate
them for the learning gains their students make. Through our Annual
Teacher Fund, BASIS raises private dollars to award merit-based bonuses
to high-performing teachers (see page 40).
In addition to Annual Teacher Fund bonuses, BASIS teachers are also
rewarded for their students success on AP exams. Each BASIS graduate
completes at least six AP exams by the time they graduate, and AP
teachers receive a bonus for every student who earns a score of 4 or 5
out of 5 on an AP exam.
201314 BASIS SCHOOLS ACADEMIC TEACHING FACULTY
Refers to all teaching faculty as of October 2013 with the exception
of Physical Education teachers.
100%
BACHELORS
DEGREE
59%
MASTERS
DEGREE
11%
DOCTORATE
DEGREE
Stella Xu
BASIS Tucson (2014)
10
THE BASIS
ACADEMIC
PROGRAM
BASIS PRIMARY SCHOOL ACADEMIC PROGRAM AND CURRICULUM
The BASIS Primary School academic program is designed to invite young students
to ask questions, learn the basics, understand how to organize themselves, and
prepare them for the more-advanced curriculum of the BASIS Lower and Upper
Schools. Primary school students are instructed in humanities, math and science,
Mandarin, art, music, drama, and physical education. They also participate in a
much-loved course called Connections, which brings all their studies together.
Connections gives students the opportunity to apply all their new knowledge to
specifc scenarios designed to promote critical thinking and problem solving.
Aside from the curriculum, the innovation of our Primary School program is our
unique approach to instruction. There are two professional teachers with the
children at any given time. One of them is a Learning Expert Teacher, with a
background in Elementary Education. The other, the Subject Expert Teacher, has
a background in the specifc subject he or she teaches. Students also acquire
the extremely important skills of time management, personal organization, and
prioritization from all their teachers.
The school day is structured to mirror the Lower School (57) and the Upper School
(812.) The students rotate from class to class as a group; however, a Learning
Expert Teacher assigned to each group rotates with them, staying with the
children throughout the day. As the children and the Learning Expert Teacher
move from class to class, they encounter different Subject Expert Teachers in
each classroom for each subject.
Bhavya Chand
BASIS Chandler (2014)
12
THE BASIS LOWER SCHOOL PROGRAM
Curriculum (Grades 57)
The BASIS curriculum for grades 57 is consistent with the highest interna-
tional academic standards, and is designed to help students develop
academic and organizational skills that prepare them for the demanding
BASIS Upper School academic program and for college-level achieve-
ment. By introducing high-level content standards in lower-grade levels,
we ensure that students are exposed to these crucial concepts early and
often and have mastered the material by the time they enroll in Honors
and AP-level courses.
Assessment (Grades 67)
Comprehensive Examinations: To ensure students grasp grade-level
material, all 6th and 7th grade BASIS students are required to pass com-
prehensive exams in all core subjects at the end of the year. Students
prepare for these examinations by taking precomprehensive exams
in the middle of the school year and by completing fnal review units
incorporated into each subject.
BASIS FACTS
When students come to BASIS in 5th grade, they start with nine
separate classes, including Intro to Science, Physical Geography,
Math (Math 8/7 or Algebra 1), English, Latin, Classics, Art, P.E.,
and Music.
In 6th grade, BASIS students begin taking Biology, Chemistry, and
Physics as separate subjects, like many top-performing peers in
European and Asian countries.
In 7th grade, students have the option to continue with Latin
or take a modern foreign language, such as French, Mandarin,
or Spanish.
All BASIS students will complete Algebra 1 by the end of 7th grade;
many will have completed Algebra 2 or Pre-Calculus.
In 5th grade, students take both Music and Art classes that focus
on singing, basic music theory/history, drawing, painting, charcoal,
pottery, listening skills, and teamwork.
In 6th grade, student take fne arts, introducing them to the role of
the arts in society. Students choose a focus in art, music, or theatre.
In 7th grade, students may choose from a variety of elective courses,
such as Theatre, Art (2D and 3D), Music (Choir and Piano), Yearbook,
P.E., and academic electives.
GRADE 5 GRADE 6 GRADE 7
MATH* Math 8/7
or Algebra 1
Pre-Algebra,
Algebra 1,
or Algebra 2
Algebra 1, Algebra 2,
Pre-Calculus A, or
Pre-Calculus AB
ENGLISH English English English
SCIENCE Physical Geography
and Intro to Science
Biology, Chemistry,
and Physics
Biology, Chemistry,
and Physics
SOCIAL
SCIENCE*
Classics U.S. History World History 1, and
Critical and Logical
Thinking
FINE ARTS Music and Art Fine Arts (Music, Art,
or Drama focus)
Available as Elective
PHYSICAL
EDUCATION
Physical Education Physical Education Available as Elective
FOREIGN
LANGUAGE
Latin Latin French, Latin,
Mandarin, or Spanish
ELECTIVE No Elective No Elective Fine Arts, P.E.,
or Other Elective
* This represents the standard course sequence for
BASIS campuses operated by BASIS Schools, Inc. The
course sequence for affliated BASIS campuses may
vary in compliance with state or district standards.
NOTE: During their frst several years of operation, new
schools will implement modifed course and assessment
requirements for students in Grade 6 and higher.
5th grade students who are enrolled in Algebra 1 are
required to take a comprehensive exam for the course.
CURRICULUM TABLE (GRADES 57)
GRADE 6 GRADE 7
English English
Biology Biology
Chemistry Chemistry
Physics Physics
Pre-Algebra,
Algebra 1,
or Algebra 2
Algebra 1
or Algebra 2
U.S. History World History 1
Latin Foreign Language
ASSESSMENT TABLE
13
Caleb King
BASIS Scottsdale (2014)
Hannah Schmidt, Kathryn Bastien, Karrina Heinstein, Annika Jackson, Abigail Rohy
BASIS Scottsdale (2014)
14
THE BASIS UPPER SCHOOL PROGRAM
Curriculum (Grade 8)
BASIS considers 8th grade a transitional year for students who have com-
pleted the BASIS Lower School Program (grades 57) and are preparing to
enter high school. Our 8th grade students continue to build their already
broad knowledge with a wide variety of exacting coursework, comprised
of a full year of introductory level economics and an opportunity to enroll
in advanced electives, including Environmental Science, Computer Science,
and Psychology, which are aligned with the AP curriculum.
The Learning Enrichment Program (LEAP): Although BASIS provides a rigorous
and accelerated program for all students, some students are ready to move
even faster in certain disciplines. To provide these students the chance
to proceed and to develop further in the accelerated nature of the BASIS
program, we provide LEAP courses in select 8th grade core disciplines:
mathematics, chemistry, physics, biology, and English. LEAP students
must apply for entry to each course, obtain a recommendation from a
teacher in that particular subject, and maintain an acceptable overall
academic record.
Assessment (Grade 8)
Comprehensive Exams: To ensure students grasp grade-level material, all
BASIS students in Grade 8 are required to pass comprehensive exams at
the end of the year. The subjects for comps include English, mathematics,
biology, chemistry, physics, history, and foreign language.
BASIS FACTS
8th grade students earn Upper School credit for Algebra 2 or Pre-
Calculus, World History II, and Economics.
8th grade students take Chemistry, Biology, and Physics a total of nine
hours per week.
8th grade students may choose from general elective offerings in Fine
Arts, Music, P.E., or advanced elective courses, such as Environmental
Science, Computer Science, or Psychology, which will prepare them
for success on AP exams.
COMPREHENSIVE EXAMS GRADE 8
MATH Algebra 2
ENGLISH English
SCIENCE Biology, Chemistry,
and Physics
HISTORY** AP World
History Exam
ECONOMICS Economics
LANGUAGE French, Latin,
Mandarin, or Spanish
ASSESSMENT TABLE
GRADE 8
MATH
Algebra 2, Pre-Calculus A, Pre-Calculus AB,
Pre-Calculus B, AP Calculus AB, or
AP Calculus BC
ENGLISH
English, LEAP English Language,* or LEAP
English Literature*
SCIENCE
Biology or LEAP Biology,* Chemistry or LEAP
Chemistry,* and Physics or LEAP Physics*
SOCIAL SCIENCE
World History II** and Economics
(Macro and Micro)
FOREIGN LANGUAGE
French, Latin, Mandarin, or Spanish
ELECTIVE
Upper School Fine Arts Elective (Band, Chorus,
Digital Photography, Strings, Drama, etc.),
P.E. Elective, or Advanced Elective option***
(Art History, Music Theory, Environmental
Science, Computer Science, Art Studio [2D,
3D, Design])
CURRICULUM TABLE
* Students must petition the School Di rector for approval;
the course may not be offered every year.
** Curriculum is based on the AP World History Course and
represents the standard course sequence for BASIS campuses
operated by BASIS Schools, Inc. The course sequence for affli-
ated BASIS campuses may vary in compliance with state or
district standards.
*** Students must petition the School Director for approval;
the curriculum is based on the AP course for the subject;
students have the option to take the AP exam for the course
subject.
15
Lauren Farrier
BASIS Peoria (2014)
16
BASIS UPPER SCHOOL PROGRAM
Curriculum (Grades 911)
The BASIS Upper School offers an accelerated science and liberal arts
program that is among the most versatile and rigorous in the country. The
curriculum prepares students to work hard to reach their academic poten-
tial, offers the assurance of comprehensive benchmarking and expert
teaching, and holds students accountable for their own success. Students
build a strong base of knowledge and are challenged to think critically
about that knowledge and how to apply it constructively and creatively.
The innovation in the BASIS Upper School curriculum is that we set precise
exit criteria and then work through the academic program to set formidable
yet reachable checkpoints throughout the Upper School grades.
Assessment (Grades 911)
AP Board Examination Program: BASIS Upper School students take the
AP exams as fnal exams for many of their courses. The AP exams act
as an external benchmark to demonstrate that students have mastered
the material in the BASIS core curriculum. The innovation in using AP tests
as fnal exams also holds our teachers and students accountable for
achievement at the very highest levels. AP exams are accepted in most
four-year colleges and universities in the U.S., as well as in more than sixty
other countries.
BASIS FACTS
Unlike most schools that offer AP courses and exams, the BASIS Upper
School curriculum is AP-based, meaning all students are required to
take AP courses and exams as a part of the core curriculum.
All BASIS students are requi red to take six AP exams by the time they
graduate.
AP exams also count as fnal exams for AP courses. This helps ensure
BASIS is successful in holding students to the highest standards.
BASIS covers the cost of AP exams for all students to ensure that every
student has access to academic opportunities and success.
Rosemary Hauser
BASIS Scottsdale (2014)
GRADUATING CLASS 2011 2012 2013
AP EXAMS PER STUDENT 8.7 9.8 9.7
AVERAGE SCORE
ON AP EXAMS
3.6 3.8 3.6
AP EXAMS PASSED 79% 89% 84%
GRADUATING WITH
AP EXCELLENCE**
65% 81% 73%
AP PROFILE TABLE
GRADE 911
MATH
Pre-Calculus A, Pre-Calculus B, Pre-Calculus AB,
AP Calculus AB, AP Calculus BC, and Post AP (e.g.,
Differential Equations, Game Theory, and Category Theory)
ENGLISH
Honors Language, Honors Literature, Honors English,
AP English Language, AP English Literature, Post AP English,
and Post AP Humanities
SCIENCE
Honors Biology, Honors Chemistry, Honors Physics, AP Biology,
AP Chemistry, AP Physics B, AP Physics C: Electricity and
Magnetism, AP Physics C: Mechanics, Post AP Biology,
Post AP Chemistry, and Post AP Physics
HISTORY/SOCIAL SCIENCE
AP U.S. Government and Politics, AP European History,
and AP U.S. History
FOREIGN LANGUAGE
French, Latin, Mandarin, Spanish, AP French, AP Latin:
Virgil, AP Chinese, AP Spanish, Post AP French, Post AP
Latin, Post AP Mandarin, and Post AP Spanish
ELECTIVE
Digital Photography, Art, Theater, Music, P.E., AP Art History,
AP Music Theory, AP Environmental Science, AP Economics:
Macro & Micro, AP Computer Science A, AP Psychology,
AP Statistics, and AP Art Studio [2D, 3D, and Design Portfolio)
CURRICULUM TABLE
* Refers only to campuses with
graduating classes in 2011,
2012, and/or 2013. (BASIS Oro
Valley, BASIS Scottsdale and
BASIS Tucson North).
** Students graduate with the
distinction of AP Excellence by
passing (obtaining a score of 3
or higher) an AP exam in each
of the core AP disciplines.
17
GRADUATION OPTIONS
The highest honor with which a BASIS student can graduate is Graduation with High Honors and
AP Excellence.
EARLY GRADUATION BASIS students have the option to graduate at the
end of 11th grade after completing all of the required
courses for BASIS graduation.
GRADUATION Students graduate if they complete all of the courses
required for BASIS graduation.
GRADUATION
WITH HONORS
Students earn the distinction of graduating with Honors
if they pass the required Capstone courses during the
frst two trimesters of 12th grade.
GRADUATION
WITH HIGH HONORS
Students earn the distinction of graduating with High
Honors if they pass the required Capstone courses and
earn a passing mark on the Senior Project.
GRADUATION
WITH AP EXCELLENCE
Students may also graduate with the added distinction
of AP Excellence by obtaining a score of 3 or higher on
an AP exam in each of the core AP disciplines: math,
English, science, and social science.
18
BASIS UPPER SCHOOL PROGRAM
Curriculum (Grade 12)
Courses offered by the typical high school stop at the AP levelafter all, AP courses are meant
to be substitutes for introductory-level college courses. However, the advanced nature of the
BASIS curriculum allows us to offer a variety of even more rigorous courses to our students.
The fnal academic challenge at BASIS is therefore not AP exams; instead, students are able
to enroll in Capstone courses.
Capstone Courses: 12th grade Capstone courses transition our students from student-centered
learning to independent learning. Capstone students take courses like Category Theory,
Organic Chemistry, Quantum Mechanics, Differential Equations, and Game Theory. These
courses delve into advanced material and are roughly equivalent to upper-level college
courses. The result is that BASIS students enter college prepared to excel in intermediate-level
college work, at the very least.
The Senior Project: A BASIS education results in students who are highly engaged, inquisitive,
and autonomous learnersand who want to see their know-how in action. The Senior Project
is therefore the culmination of the BASIS high school experience. Following three and a half
years of intensive college preparation, BASIS seniors are ready to spend the fnal semester of
their high school careers applying what they have learned to an independent project that
explores their personal path of learning and future course of study. Students embark on a
mentor-guided program of academic inquiryone with limitless possibilities and unbounded
questions to be answered and exploredin science, public policy, or social or business-related
issues, among many others. Senior Projects vary from apprenticeships in university-level
research laboratories, to high-quality internships in businesses and corporations across the
nation, to feld work in the U.S. and abroad.
2014 BASIS CHARTER SCHOOLS SENIOR PROJECTS
BIOLOGY
Cosmetics With A Side of Infertility
Creating an On-Demand Switch for the P21 Gene
Engineering a Better Tracking System
for Small Mammals
Kinesiology and Muscle Development
Relationship Between Sports
Making Penguins Speak Chinese
Music Therapy and Autism:
Reaching through the Barrier One Note at a Time
Shattering an African Rice Species
Tackling Concussions One Hit at a Time:
mTBI Biomarkers
BUSINESS & ECONOMICS
Effective Female Leadership - Challenges,
Tactics, and Success
Internet Society, Social Media, and Business
The Startup Process:
Website Development and Mobile Apps
An Analysis of Offshoring and Outsourcing
in the Global Market
Beast of the Far East: An Analysis of Factors
Behind Singapores Economic Success
Going Public: Whats In Stock for Sprouts?
Power Generation Technologies and Financing
COMPUTER SCIENCE
Mind Over Matter: A Lesson to Remember
Solving an Age-Old Problem:
An Examination of Robotic Assistance
CULINARY ARTS
The Formation of Recipes
You Are What You Eat: Whats on Singapores Plate?
EARTH SCIENCE
Critical Discourse Analysis:
Glaciers and Pascua Lama
Farm to Table Food
Farming in the Desert: Are Bugs Our Achilles Heel?
Sustainability Strategies for University of Arizona
Students
EDUCATION
A Comparison of the U.S. and Mexican College
Application Processes
Elementary Math and Science Education
Learning How to Teach Music
ENGINEERING
Characterization of Effects on Laser Effciency
and Yield
Copper Metallization for Thin, Silicon
Heterostructure Solar Cells
Graphics Cards and their Scientifc Application
Human-Computer Interaction
Rocket Design and Fabrication
The Engineering/Design Process: Is it Worth It?
Volatilis Cinere:
A New Application of Model Rocketry
LITERARY THEORY
Graffti, Dipinti and Twitter:
From Ancient Walls to Digital Walls
Carl and Rachels Literary Adventure:
Writing a Novel
Drawing for Children is Not Childs Play
How Its Made: Novel Edition
MATHEMATICS
Data Analytics and the Modern World:
Big Data and Big Problems
Mathematical Modeling: Maximizing Effciency
Sprouting Growth: The Future of Predictive Analytics
MEDICINE
A Comparison of Geriatric Dentistry in India
and the United States
Burn Trauma Treatment Methodologies
Effectiveness of Robotic Surgery for Bladder
Cancer Treatment
Interleukin-6 in Bone Metastasized Cancer
and Cancer Pain
Isolating Circulating Tumor Cells through
Microfuidic MicroChannels
Leukemia and Human Growth Hormone
Life After Surgery:
A Study on Post-Operative Depression
Lipid and Carbohydrate Metabolism:
The Management of Chronic Disease
Medical Science Education and Health Literacy
MLH1 Gene and Cancer
Pictures of the Mind: How Alzheimers Develops
RNA granules and their connection to ALS,
TDP-34 and glia cells in the neuromuscular junction
Sepsis Associated Kidney Injury and Multiple
Organ Dysfunction Syndrome
The Correlation between Macular Thickness
and Age of the Eye
19
CLUBS AND EXTRACURRICULAR ACTIVITY OPTIONS
Acting for the Camera 1
Art Club
Art Society
Badminton
Band
Basketball
Biotech Club
Board Game Club
Bogglers
Brazilian Soccer Club
Chess Club
Chinese Club
Comedy Club
Cricket
CSI Investigation
Dodgeball
Drama Club
Enviroclub
eSports
Fencing
Filmmaking Club
Flag Football
Floor Hockey
Foosball Club
French Club
Guitar
Hiking Club
Improvisation Club
International Club/
Model UN
Journalism
Juggling Club
Junior High
Cross Country
Junior Varsity
Cross Country
Lacrosse
Latin Society
Leadership Program
Literary Arts Magazine
Math Counts
Minecraft Club
Music
National Honor Society
National Junior
Honor Society
Newspaper
Orchestra
Philosophy Club
Physics Olympiad
Piano
POWER
Puppet Club
Quizbowl
Recycling and
Environmental
Community
Service Club
Red Cross Club
Renewable Energy
Robo-Rocketry
Rock Climbing Club
Science Bowl
Soccer
Spanish Club
Spelling Bee Club
Strings
Tennis
The Web Dev Club
Theatre
Toastmasters
Tri-M
Typing Club
United Students
of BASIS Society
Volleyball
WordMasters
Yearbook
20
CLUBS AND EXTRACURRICULAR ACTIVITIES
Each BASIS charter school offers a wide array of clubs and extracurricular activitiesand each schools offerings
are aligned with the desires and talents of students on that campus. Thousands of BASIS students, each year,
partake in and explore their interests outside of the classroom. Some of our extracurricular activities are the same
every year, but some arise organically, just like the minor variations in the daily happenings in our schools, even
those merely miles from one another. Our students are the lifeblood of our campuses, and just as they fll our
classrooms with aptitude and intellect, their focus on activity before and after school thrums with ardent effort,
nuanced attention, and well-earned success.
Emma Witham
BASIS Tucson North (2014)
21
22
2013 AIMS MATH
PERCENT EXCEEDING | BASIS VS. AZ
GRADE 5
GRADE 6
GRADE 7
GRADE 8
HIGH
SCHOOL
0 20 40 60 80 100%
2013 AIMS MATH
PERCENT PASSING | BASIS VS. AZ
GRADE 5
GRADE 6
GRADE 7
GRADE 8
HIGH
SCHOOL
0 20 40 60 80 100%
2013 AIMS WRITING
PERCENT EXCEEDING | BASIS VS. AZ
GRADE 5
GRADE 6
GRADE 7
HIGH
SCHOOL
0 20 40 60 80 100%
2013 AIMS WRITING
PERCENT PASSING | BASIS VS. AZ
GRADE 5
GRADE 6
GRADE 7
HIGH
SCHOOL
0 20 40 60 80 100%
AIMS RESULTS
The Arizona Instrument to Measure Standards, or AIMS, is a Standards Based Assessment administered
by the state of Arizona Department of Education. The exam is administered to students in all Arizona
public schools, including charter and district schools. AIMS measures student profciency of the Arizona
Academic Content Standards in writing, reading, mathematics, and science, and is required by state
and federal law.
BASIS Arizona
23
Source: Arizona Department of Education (2013). AIMS Data.
2013 AIMS SCIENCE
PERCENT EXCEEDING | BASIS VS. AZ
GRADE 8
0 20 40 60 80 100%
HIGH
SCHOOL
2013 AIMS SCIENCE
PERCENT PASSING | BASIS VS. AZ
GRADE 8
0 20 40 60 80 100%
HIGH
SCHOOL
2013 AIMS READING
PERCENT EXCEEDING | BASIS VS. AZ
GRADE 5
GRADE 6
GRADE 7
GRADE 8
HIGH
SCHOOL
0 20 40 60 80 100%
2013 AIMS READING
PERCENT PASSING | BASIS VS. AZ
GRADE 5
GRADE 6
GRADE 7
GRADE 8
HIGH
SCHOOL
0 20 40 60 80 100%
24
DEMONSTRATED EXCELLENCE:
AP TESTING
ADVANCED PLACEMENT RESULTS
The College Boards AP exams are formulated as a means of assessing
college readiness. Exams are scored on a scale of 1 to 5. A score of 3 points or
higher indicates that a student is capable of completing introductory level col-
lege coursework successfully. Students who score 3 points or higher are granted
placement and/or credit at about 90% of four-year colleges and universities in
the U.S., according to The College Board.
While most American schools allow only top-performing students to take AP
courses and AP exams beginning in 10th or 11th grade, BASIS charter schools
require all students to participate in AP courses and testing beginning in 9th
grade. Our academic program involves students taking a minimum of eight
AP courses and at least six AP exams during their high school tenure, with these
exams counting as fnal exams in a given course. Despite being younger and in
lower grade levels, BASIS students perform exceedingly well on AP exams when
compared with their peers across the country.
ADVANCED PLACEMENT PERFECTION
In the autumn of 2013, BASIS schools celebrated with BASIS Scottsdale sopho-
more student Young Han Kim for earning a perfect score on an AP exam.
Kim, known as Eric to his friends, family, and BASIS teachers, was just a freshman
at the time of the test in May 2013 and one of 104,612 students who took the
AP Calculus BC Exam. Of those students, just eleven received perfect scores,
and this includes answering every multiple-choice question correctly, as well
as receiving maximum scoring on each of the essays in the free-response
section of the exam.
Eric obviously received the top score of 5 on this AP test, something that was
earned on only 14.3% of the 3,938,100 total AP exams taken in 2013. Erics math
teachers at BASIS were extremely proud of his incredible accomplishment, as
were his classmates and the entire BASIS community.
Eric also became something of a local television star after receiving his score,
as several Phoenix-area news outlets ran profles on him. Besides being an
excellent studentparticularly in mathematicsEric is also an excellent singer
and musician, among other pursuits.
Source Graph (right): The College Board (2013), AP Data.
DISCLAIMER: AP is a registered trademark of the College Board, which was not
involved in the production of, and does not endorse, this product.
ART HISTORY
0 20 40 60 80 100%
BIOLOGY
CALCULUS AB
CALCULUS BC
CHEMISTRY
CHINESE LANGUAGE & CULTURE
COMPUTER SCIENCE A
MACRO-ECONOMICS
MICRO-ECONOMICS
ENG. LANGUAGE & COMPOSITION
ENG. LITERATURE &COMPOSITION
ENVIRONMENTAL SCIENCE**
EUROPEAN HISTORY
FRENCH LANGUAGE &CULTURE
GERMAN LANGUAGE &CULTURE
COMPARATIVE GOV. & POL.
U.S. GOVERNMENT & POLITICS
HUMAN GEOGRAPHY
PHYSICS B
PHISICS C: MECHANICS
PSYCHOLOGY
SPANISH LITERATURE & CULTURE
SPANISH LANGUAGE & CULTURE
STATISTICS
U.S. HISTORY
WORLD HISTORY**
25
2013 AP RESULTS
TEST TAKERS SCORING 3 OR HIGHER (%) | BASIS* VS. GLOBAL
BASIS*
Global
*Based on the
results for mature
BASIS Schools:
BASIS Oro Valley,
BASIS Scottsdale,
BASIS Tucson North.
**Majority of BASIS
test takers were 8th
grade students.
ADVANCED PLACEMENT (AP) SCHOLAR AWARDS
BASIS students earn AP Scholar distinctions at a higher rate
than any other school in the state of Arizona. In 2013, there
were 148 AP Scholars, 95 Scholars with Honor, 263 Scholars with
Distinction, and 78 National AP Scholars among BASIS students.
In addition, BASIS Tucson North senior Kirk Hendricks earned the
esteemed distinction of AP State Scholar. Each year, one male
and one female high school student in each of the ffty United
States and the District of Columbia is named as an AP State
Scholar. The state scholars must earn scores of 3 or higher on the
greatest number of AP exams, and then the highest average
score (at least 3.5) on all AP Exams taken. Kirk took nineteen
AP exams, with an average score of 4.68.
AP SCHOLARS
Granted to students who receive scores of 3 or higher
on three or more AP exams.
AP SCHOLARS WITH HONOR
Granted to students who receive an average score of
at least 3.25 on all AP exams taken, and scores of 3 or
higher on four or more of these exams.
AP SCHOLARS WITH DISTINCTION
Granted to students who receive an average score of
at least 3.5 on all AP exams taken and scores of 3 or
higher on fve or more of these exams.
NATIONAL AP SCHOLARS
Granted to students in the US who receive an average
score of at least 4 on all AP exams taken and scores of
4 or higher on eight or more of these exams.
Source:
http://professionals.collegeboard.com/k12/awards/ap-scholar
27
2013 AP SCHOLARS
BASIS STUDENTS AS A PORTION OF ALL AP SCHOLARS IN AZ
812 GRADE
STUDENTS
AP
SCHOLARS
NATIONAL
AP SCHOLARS
STATE
AP SCHOLARS
0.4%
5.6%
AP SCHOLARS
w/DISTINCTION
14.5%
AP SCHOLARS
w/HONOR
8.6%
22.3%
50.0%
2013 AP SCHOLARS
PERCENT OF ALL AP TEST TAKERS EARNING AP SCHOLAR AWARDS
BASIS VS. GLOBAL
BASIS
Global
AP
SCHOLARS
10.3
NATIONAL AP
SCHOLARS
STATE AP
SCHOLARS
10.1
AP SCHOLARS
w/DISTINCTION
18.3
6.6
AP SCHOLARS
w/HONOR
6.6
4.4
5.4
1.1
0.1
0
Source: The College Board Report for AP Data (2013).
MERIT AWARDS AND DISTINCTIONS
BASIS graduates earn a great deal of scholarship
awards and money, based on their academic
achievement throughout their high school
careers. BASIS works tirelessly for our students to
succeed in our classrooms and on exams, both
for the sake of acquiring knowledge, and as
a way to light the path of learning for the next
academic challenge.
We stand shoulder-to-shoulder with our students
and fully advise and assist them as they embark
on the process of applying to colleges and
universities. In fact, we use it as a learning and
teaching opportunity, and one of great import.
Of course, we are also always extremely proud
when our students earn awards and scholarships,
which provide a great deal of signifcance as
their next academic quest begins to take shape.
National Merit Scholarship
Approximately 1.5 million students participate
in the Preliminary SAT/ National Merit Scholarship
Qualifying Test (PSAT)/NMSQT). Roughly 1% of
high school seniors nationwide receive recogni-
tion as a National Merit Finalist; in 2013, more
than 10% of BASIS seniors earned that same
recognition.
BASIS Scholarship Money Awarded: In 2013,
BASIS graduates applied more than $2,600,000
in merit scholarships to the colleges they chose
to attend. Additionally, 2013 BASIS grads each
earned an average of $138,572 in merit aid,
combining for a total of $14,392,656 in earned
scholarship money.
29
COMMENDED
SCHOLARS
SEMIFINALISTS FINALISTS HISPANIC
FINALISTS
NATIONAL
ACHIEVEMENT
13.3%
2%
13.3%
1%
10.6%
0.9%
5.3%
0.3%
0.9%
0.1%
BASIS
U.S.
2013 NATIONAL MERIT SCHOLARSHIP
AWARD RECIPIENTS
BASIS VS. U.S.
*Refers only to BASIS schools with graduating classes in 2013
(BASIS Oro Valley, BASIS Scottsdale, and BASIS Tucson North).
Source: National Merit Scholarship Corporation (2013).
MERIT AID
TOTAL MERIT AID
EARNED BY ALL 2013
BASIS GRADUATES
$14,392,656
AVERAGE MERIT AID
EARNED BY EACH 2013
BASIS GRADUATE
$138,572
GROWTH IN AP PASSING POINTS
A score of 3, 4, or 5 (on a scale of 1 to 5) merits
a pass in the AP examination system. Our AP
Passing Points list is the sum of the value of each
passing score, measured across all BASIS students
taking AP exams. The BASIS academic program
continues to evolve and offers an ever-widening
range of students the opportunity to take AP
courses and exams, beginning in 8th grade and
lasting through the high school years. The impres-
sive growth in our AP Passing Points is evidence
of our AP success.
MEETING THE CAMBRIDGE AND OXFORD
UNIVERSITY ADMISSIONS CRITERIA
In keeping with the BASIS mission to ensure that
our graduates are among the worlds best pre-
pared students for higher education, we have
compared our seniors against admissions criteria
at the University of Oxford and the University of
Cambridge. Both Oxford and Cambridge defne
their typically successful applicant in terms of the
number of 5s (the highest possible score) they earn
on AP exams. At Oxford, successful applicants
have at least three scores of 5; at Cambridge,
successful applicants have at least fve scores of 5.
Among the 2013 graduates of BASIS Tucson North
and BASIS Scottsdale, 45% fit the criteria of a
typically successful Oxford applicant and 32% ft
Cambridges criteria.
One 2014 BASIS graduate knows frsthand that
he meets the University of Oxford admissions cri-
teria. Pavan Shah, a student at BASIS Chandler,
was accepted to study Biomedical Sciences at
Oriel College at the University of Oxford. Pavan
was selected as one of two students total, to
be admitted to enter the Biomedical Sciences
program at Oriel College, and was one of just
35 students, out of hundreds of applicants, to
be admitted to study Biomedical Sciences at
Oxford. Typically, the University of Oxford has
only approximately forty spots in its freshman
class for undergraduate students coming from
the U.S. Pavans accomplishment is tremendous,
and all of his BASIS Chandler teachers, as well as
the entire BASIS community, are very proud of him.
DISTRICT/CHARTER* GRADE POINTS
BASIS SCHOOLS A 161
BENSON UNIFIED SCHOOL DISTRICT A 161
VAIL UNIFIED DISTRICT A 157
CATALINA FOOTHILLS UNIFIED DISTRICT A 155
QUEEN CREEK UNIFIED DISTRICT A 154
CAVE CREEK UNIFIED DISTRICT A 153
HIGLEY UNIFIED SCHOOL DISTRICT A 151
ARIZONA AGRIBUSINESS & EQUINE CENTER HIGH SCHOOLS A 150
BALL CHARTER SCHOOLS A 150
EDUPRIZE SCHOOLS A 150
2013 TOP SCHOOL DISTRICT & CHARTER HOLDER RANKINGS
BASED ON ARIZONAS A-F LETTER GRADE ACCOUNTABLE SYSTEM THAT MEASURES
STUDENT GROWTH (50%) AND ACADEMIC OUTCOMES (50%)
2013 BASIS GRADUATES
MEETING CAMBRIDGE & OXFORD
ADMISSIONS CRITERIA
CAMBRIDGE OXFORD
27.1%
37.4%
31
*Districts and Charter holders were required to operate multiple school sites to qualify.
Source (graph - left): College Board (20082013).
Source (graph - right): calculated based on AP data provided by the College Board (2013).
Source (table): Arizona Department of Education (2013).
AP PASSING POINTS
2008 2009 2010 2011 2012 2013
1000
152
1242
1857
3818
5332
1104
189 258 338
948
1535
1015
1684
2496
3445
6512
10869
Passing Points
Enrollment
Test Takers
32
OECD TEST FOR SCHOOLS (BASED ON PISA)
The BASIS mission is to offer American students the type of education that students receive in top-
performing school systems around the world. BASIS Tucson North and BASIS Scottsdale were two of
105 U.S. high schools that participated in a 2012 pilot program of the OECD Test for Schoolsbased
on the highly respected Program for International Student Assessment exam, or PISA.
The OECD Test for Schools is a school-level assessment tool that measures critical thinking skills and
how well 15-year-olds can apply their knowledge of reading, math, and science to real-world
problems. PISA is unique in that it assesses a students ability to think critically, reason, solve prob-
lems, and communicate their thoughts in a compelling way. The standardized test is taken by more
than a half-million students worldwide and it also enables participating schools to benchmark their
results against other educational systems and countries around the world that participate in PISA.
The results of the pilot showed that BASIS.ed students outperformed students in every country that
participated in the 2009 PISA, scoring in the top 1% of the worlds schools in reading and math
and the top 5% in science:
In 2012, teenagers at two Arizona BASIS schools took a special new version of the PISA
test The results were breathtaking. The average BASIS student not only outperformed the
typical U.S. student (by nearly three years in reading and science and four years in math) but
outscored the average student in Finland, Korea, and Poland, as well. These kids even did better
than the average student from Shanghai, China, the nation that ranked number one in the world
Amanda Ripley (Simon & Schuster, 2013).
The Smartest Kids in the World and How They Got That Way
Further, the PISA test shows what a vast number of teachers, parents, and analysts already know:
that a large percentage of American middle class high schools have not kept pace with schools
from the same socioeconomic backgrounds in a vast number of high-performing or even
average-performing countries. The outstanding results from BASIS charter school students,
however, were a bright lighta true exception to this fnding.
In the 201314 academic year, 15-year-old students at four BASIS charter schools took the OECD
Test for Schools: BASIS Chandler, BASIS Oro Valley, BASIS Scottsdale, and BASIS Tucson North (results
not available at time of publication). In the coming years, students at additional BASIS campuses
will take the exam when those campuses meet the threshold for the requisite number of
15-year-old students.
MATH READING SCIENCE
33
GLOBAL COMPARISON
2009 PISA RESULTS AND 2012 OECD TEST FOR SCHOOLS RESULTS | BASIS VS. OTHER EDUCATIONAL SYSTEMS
Source: OECD, How Your School Compares Internationally: OECD Test for Schools (Based on PISA)Pilot Trial,
BASIS Scottsdale, http://www.oecd.org/pisa/pisa-basedtestforschools, 2012.
Lily Parish
BASIS Oro Valley (2013)
34
COLLEGE ACCEPTANCE
Upon completing our accelerated, rigorous academic
program, BASIS graduates are prepared to enter some of
the nations and the worlds most distinguished colleges
and universities. In fact, many of our graduates enter col-
lege as frst or even second semester sophomores and
continue the academic success they began at BASIS.
2013 BASIS GRADUATES COLLEGE ACCEPTANCES
Princeton University
Harvard College
Columbia University
Columbia/Sciences
Politiques
Stanford University
University of Chicago
Duke University
Dartmouth College
John Hopkins Univ.
Brown University
Cornell University
Univ. of Notre Dame
Emory University
Georgetown University
University of California,
Berkeley
Carnegie Mellon Univ.
University of California,
Los Angeles
Tufts University
University of North
Carolina, Chapel Hill
Brandeis University
New York University
Georgia Institute of
Technology
Case Western Reserve
University
Pennsylvania State
Univ.
Univ. of California, Davis
University of California,
San Diego
Boston University
Lehigh University
Rensellaer Polytechnic
Institute
University of California,
Santa Barbara
University of Illinois-UC
Northeastern University
Univ. of California, Irvine
University of California,
Irvine Honors
George Washington
University
University of
Washington, Seattle
Fordham University
Univ. of Connecticut
Syracuse University
Purdue University
Michigan State Univ.
American University
Baylor University
Clark University
Stevens Institute of
Technology
University of California,
Santa Cruz
University of Colorado,
Boulder
Auburn University
Florida State Honors
University of Denver
Drexel University
Loyola University
North Carolina State
University
Illinois Institute of
Technology
University of Oregon
University of California,
Riverside
University of Dayton
University of Arizona
University of Arizona
Honors
Colorado State Univ.
Seton Hall University
University of Arkansas
Hofstra University
New School
Arizona State University
Howard University
Arizona State University
- Barrett Honors
St. Johns University
University of Alabama
University of Alabama
Honors
University of Wyoming
Azusa Pacifc Univ.
Kent State University
Northern Arizona Univ.
Northern Arizona
University Honors
University of
Massachusetts Boston
McGill University
University of British
Columbia
Rose-Hulman Institute
of Technology
Amherst College
Swarthmore College
Bowdoin College
Middlebury College
Pomona College
Carleton College
Davidson College
Haverford College
Harvey Mudd College
Grinnell College
Colgate University
Smith College
Bates College
Macalester College
Oberlin College
Bryn Mawr College
Colorado College
Barnard College
Kenyon College
Bard College
Mount Holyoke Coll.
Occidental College
SOKA University
Skidmore College
College of Wooster
Illinois Wesleyan Univ.
Lewis and Clark Coll.
Reed College
St. Marys College
Allegheny College
New College of Florida
Bennington College
Hampshire College
Coe College
San Diego Christian
College
Sarah Lawrence Coll.
Carrol College
Creighton University
Trinity University
Fairfeld University
Gonzaga University
Mills College
Seattle University
Chapman University
Rochester Institute of
Technology
Ithaca College
University of Portland
California Polytechnic
State University
Emerson College
College of Charleston
University of Redlands
Evergreen State Coll.
Univ. Puget Sound
California State
University, Fullerton
Kings College
Humboldt State Univ.
San Francisco State
University
Univ. of New Haven
Caldwell College
Grand Canyon Univ.
Montana Tech
Boston University
CAP 21
Imperial (UK)
Keele University
New York University,
Shanghai
Univ. of Washington
Honors
University of Maryland
35
Hyun Jun
BASIS Tucson North (2014)
36
BASIS GRADUATES: WHATS YOUR STORY?
The BASIS academic program is among the best in the country when it comes to preparing
students for the intense study required at the upper levels of college. BASIS keeps tabs on our
graduates as they venture off into the wide world of higher education and the workforce.
Alum Story #1
ARIANNA TUOMEY
BASIS Tucson North, Class of 2013
University of California, San Diego | Human Biology, Pre-Med Emphasis
My parents were always quite focused on my academics. As such, they always searched for the best
schools they could fnd for me. In spring of 2006, they discovered BASIS Tucson after hearing about it
from their friends. After visiting the open house, all three of us decided it was the right place for me to
begin 6th grade (there was no 5th grade at that point). Each year was hard work, but I ultimately had
a lot of fun due to my friends, after-school drama, and the end of the year projects. The Lower School
at BASIS is all about preparing you for the Upper School, because there is a signifcant difference between
the two. Though the workload in the BASIS Upper School is hefty and sometimes extremely diffcult, I am
very pleased with my decision to stay throughout senior year.
I am now in my frst year at the University of California, San Diego as a Human Biology major with a pre-
med emphasis and I am grateful for all that I learned at BASIS. My frst quarter at UCSD, I received Provost
Honors (our equivalent to a Deans List), a feat I never could have accomplished without the preparatory
work I did at BASIS. While going through it, my friends and I didnt see the bigger picture, only that our
5 AP courses were a copious amount of work. Now I see that if I had gone to any other high school, it
would not have been as easy for me to be accepted to and thrive in college.
A large part of what makes the BASIS system work and what made me enjoy school so much is the teachers.
All of my teachers in my 7 years at BASIS were extremely dedicated to what they do and many of them are
experts in their feld. As a student, it is much easier to concentrate in class when your teacher is engaging
and actually cares about his or her students. Our teachers cared so much that they would let us eat lunch
and do homework in their rooms, or help us with any problems we hadbe it with school or our personal
lives. I recently applied to be an Orientation Leader at UCSD and my college counselor and 9th/12th grade
English teacher, Ms. Fulford, was more than willing to write me an excellent letter of recommendation.
Forming lasting relationships with high school teachers is not something many people can do, but because
of BASIS, I can say that I have.
What I would say to incoming BASIS students is this: its going to be hard, very hard and you might want to
give up. You might want to go to an easier school where you dont take AP classes. My advice to you is dont
give up. Staying at BASIS is 100% worth the work and you will not regret it when youre breezing through your
college courses thinking, Wow, this is just like what I did in 11th grade! I constantly think that. In my humani-
ties class, we are currently reading The Odyssey, which is a book we read in 9th grade at BASIS.
Also, be sure to take advantage of the amazing extracurriculars at BASIS! You can choose electives and
after school activities to cater to your interests. I had many friends who did sports, were presidents of the
Environmental Community Service Club, Science Bowl, etc. I myself was Vice President of French Society
(we put on the annual Masquerade Ball), in womens choir, and was a Camp Counselor during the Oregon
Trip Project. Some of my favorite memories from high school happened in after-school theatre and the
theatre elective, which I participated in every year from 6th grade to senior year. Due to my experience
with theatre at BASIS and our wonderful director Mr. Johnson, I have decided to declare a theatre minor
at UCSD. There is so much to take advantage of and not only will it make your college applications look
amazing, youll have so much fun. I love BASIS Tucson North and all the people there; I am so happy my
parents and I chose this school and though I love my university, I truly miss BASIS every day.
Alum Story #2
ANDREW SHABILLA
BASIS Scottsdale, Class of 2010
ASU Barrett Honors, Chemical Engineering
Since graduating from BASIS, I have been attending
ASU Barrett Honors College and studying chemical
engineeringwhich has allowed me to conduct a
lot of hands-on lab work. I am involved with ASUs
Science is Fun program where I am part of a team
that travels to elementary, middle, and high schools
to speak and show students how fun science really
is. We teach them about learning science from a
different perspective, and making learning science
fun. I enjoy working with kids, and showing them a
different way of looking at science.
Right now, Im in my last semester of work to earn
my degree, and working as a consultant to the lab
I frst worked in when started at ASU. Im also excited
to be focusing my research in a different direction
reverse osmosis membranes while actively
interviewing for chemical engineering jobs.
I was recently asked how to describe myself. I would
say inquisitive, strong willed, loyal, and hard working.
Next up for me is fnding a Technical Engineering
joband in ten years, Id hope to have a Masters
in Engineering, and working to advance public well-
being, via the feld of environmental engineering.
When I think of my BASIS experience, I think of
teachers who are actively interested in the success
of their students. Regarding my AP science courses
and exams, I would say that the material gave me
a very good foundationI still use what I learned in
all my AP science courses today. I have no regrets
about my BASIS academic experiencealthough
I would say I loved hearing teachers teach from their
own professional experience, and it would be great
if teachers (at BASIS and everywhere) did a lot more
of that. When I think of how I was challenged at
BASIS, I would say its just the right amountneither
too much nor not enough. It wasnt quite like the
challenge I faced when I entered the engineering
program at the university level but it taught me
how to deal with challenge and the beneft of chal-
lenge. I like challenge. BASIS prepared me for it.
I was able to skip many of the 100 level/pre-requisite
courses in college, mostly because BASIS gives a
broader experience in scienceemphasi zing
biology, chemistry, and physics instead of limiting
focus on science as one general area or course.
The emphasis on English language and writing
(while I didnt always care for it at the time) was
really a big help at the college level. Being able
to write coherently and effectively convey the
intended message is very helpful. BASIS gave me
the foundation needed to pursue my chemical
engineering study, and future career in that feld.
If I had to deliver advice to my younger self, when
I started my BASIS schooling, I would say, frst, dont
sweat the tests so much. And even though you think
homework, tests, etc., are all a big pain, in the grand
scheme of things it is actually a very powerful tool
for your future. Its not always what you learn but
who you become when you learn.
Finally, I was also recently asked to describe one of
my most memorable BASIS moments. I guess I would
say there were many great moments, but getting to
hang-out with D-Mose when not in the class-
room was excellent.*
*The 2010 seniors affectionately referred to Diane
Moser, the founding Director and Head of School
of BASIS Scottsdale, as D-Mose. Her guidance and
support forged a friendship that exists to this day.
Harsh Patel
BASIS Flagstaff (2014)
39
Lauren Traasdahl
BASIS Mesa (2014)
40
SUPPORT
BASIS
Public funding is often insuffcient to support excellence. For BASIS to continue providing
a world-class education to all who choose this program, we must rely on the support
of our parents, community members, local businesses, and foundations to meet our
funding needs.
THE ANNUAL TEACHER FUND
The Annual Teacher Fund helps BASIS recruit, retain, and reward high-performing
teachers. With private contributions from BASIS parents and community members,
BASIS rewards teachers for student learning gains through merit-based bonuses. As a
charter school, BASIS receives less state and local funding per student than traditional
public schools, making it unfeasible to pay faculty much more than the average
teacher salary without the help of the Annual Teacher Fund.
THE NEW SCHOOLS DEVELOPMENT FUND
After ffteen years of operating two now nationally ranked schools and following
the beginning of an expansion process that has opened eight more excellent BASIS
charter schools in Arizona since 2010, BASIS continues to grow, with hopes of offering
a world-class education to even more students. The New Schools Development Fund
covers the costs associated with starting new schools, thus continuing our mission to
raise the standards of American K12 education to internationally competitive levels.
Plus, in the future, we would like to have the capability to identify and support local
levers of change to create a charter-friendly environment in additional states.
STARS TUTORING PROGRAM
Recognizing that incoming BASIS students come from all levels of academic prepared-
ness, BASIS created the STARS Tutoring Program to support students in achieving grade
level readiness. STARS not only introduces BASIS expectations and school culture to
pre-enrolled students, but also helps prospective students to develop the core compe-
tencies necessary for long-term academic success at BASIS.
EXTRACURRICULARS FOR ALL
Any additional programs or activities that are scheduled before and after the
Instructional Program, during weekends, and during the Summer Term not covered
by state funding, are funded through a student fee associated with each activity. To
provide greater access to these programs and activities for all BASIS students, BASIS has
created a fund to defray the program costs for families unable to pay the student fee.
SENIOR PROJECT DEVELOPMENT FUND
A BASIS education cultivates students who are highly engaged, inquisitive, and
autonomous learners. The Senior Project is the culmination of the BASIS high school
experience. After three-and-a-half years of intensive academic college preparation,
BASIS seniors are ready to spend the fnal months of their high school careers applying
what they have learned in previous years to an independent project that explores their
individual path of learning and future course of study. Students embark on a mentor-
guided program of academic inquiry with limitless possibilities. Senior Projects vary
from internships in university level research laboratories to feldwork abroad. This
program has been frmly established in our legacy schools, but additional funding is
required for scholarships and to continue rolling out Senior Projects in our newer schools.
42
BASIS SCHOOLS EXPANSION
Since BASIS Tucson opened in 1998, followed by BASIS Scottsdale
in 2003, the charter schools managed by BASIS.ed have grown to
serve more than 7,500 students on twelve campuses, including ten
in Arizona, one in Washington D.C., and one in San Antonio, Texas.
The frst BASIS charter primary school opened in 2013 in Tucson,
extending the reach of the now-renowned academic program
to younger students. These students have proven just as eager
as their older counterparts to learn from smart teachers who
love teaching.
BASIS.ed continues to manage our successful BASIS charter schools
and will manage several new charter schools in the 20142015
academic year. In addition to the unending focus on charter
schools, BASIS.eds Independent School Division is also now man-
aging applications and admissions for BASIS Independent Brooklyn
and BASIS Independent Silicon Valley, both opening in 2014.
The mission of BASIS.ed and BASIS charter schools has always been,
and will always be, to raise the standards of American education
to the highest international levels.
In many places, that is attainable via the charter school model. But
in other locations, a private school is a better ft. The private school
gives BASIS.ed the opportunity to expand access for more students.
BASIS.ed will continue in its efforts to provide an outstanding, world-
class education to the maximum number of students, no matter
where they live.
2014 BASIS Schools, Inc. All rights reserved.
BASIS is a trademark or registered trademark of BASIS Schools,
Inc. BASIS Educational Group, Inc., BDC A Public Charter School,
Inc., BTX Schools, Inc., and BASIS Independent Schools, LLC.
www.basisschools.org
BASIS SCHOOLS, INC.
BASIS Ahwatukee
BASIS Chandler
BASIS Flagstaff
BASIS Mesa
BASIS Oro Valley
BASIS Oro Valley Primary
BASIS Peoria
BASIS Phoenix
BASIS Phoenix Central
BASIS Prescott
BASIS Scottsdale
BASIS Tucson North
BASIS Tucson K6
ASSOCIATED SCHOOLS
BASIS San Antonio
BASIS San Antonio North
BASIS Washington D.C.