2011

Closing the Achievement Gap:

The SABIS Story!

the civil rights issue of our time
Closing the educational achievement gap between racial and ethnic minority students and their White peers, as well as the gap between economically-disadvantaged students and their wealthier peers, is one of the ways SABIS makes a difference. The SABIS International Charter School in Springfield, Massachusetts, and the International Academy of Flint in Flint, Michigan, are two of nine U.S. charter schools that are implementing the SABIS Educational System. These two schools combined serve nearly 2,800 students in grades K-12 and are effectively closing the achievement gap. Using state exam results from the 2009-10 academic year in Massachusetts and Michigan, this report shows that minority and low income students attending SABIS schools are outperforming their states White and non-low income peers by the time they reach the 10th grade!

SABIS Educational Systems, INC.

6385 Beach Road Minnesota 55344 (952) 918-1850 For more information about SABIS, visit www.sabis.net.

About SABIS SABIS Educational Systems, Inc. is an education management organization that has been successfully managing schools in the U.S. since 1985. The organization owns the exclusive rights in North America, South America, and Europe to the SABIS Educational System, a comprehensive, dynamic system that provides students with a strong academic foundation, fosters academic achievement, and effectively prepares them for success in school, college, and beyond. In 1985, the first school managed by SABIS Educational Systems was established in Minnesota and set out to provide a high-quality education to students in the U.S. Sparked by the success achieved by its students and driven to make a difference in the lives of more students, the organization branched out into the public sector in 1995 and started its first public charter school in Springfield, Massachusetts. Due to its commitment to the ongoing development and refinement of its educational system, SABIS Educational Systems, Inc. has continued to expand its management of schools in the U.S., where in the 2010-11 school year it is educating over 6,500 students. The SABIS Educational System is currently being replicated successfully in thirteen schools spread out across the country nine public charter schools, three schools licensing the system, and one private school. Implementing the dynamic SABIS Educational System, each of these schools follows a non-selective admissions policy, provides students with a high-quality education, and strives to help students achieve their full potential. The importance of a high-quality education and the value of continual improvement is also shared among all the schools that are members of the global SABIS School Network. This network of schools currently spans fifteen countries on four continents and includes more the 60,000 students.

SABIS Core Purpose and Core Values

CORE PURPOSE To provide an outstanding education at a reasonable cost and help all students achieve their full potential. CORE VALUES Practicing honesty and integrity Upholding our principles at all costs and at all times Continually improving and never becoming complacent Emphasizing quality before profit Making a difference Recognizing and rewarding efficiency, loyalty, and commitment

February 2011 The SABIS International Charter School in Springfield, Massachusetts, opened its doors in 1995. Expectations were high if for no other reason than that the school, before being taken over, had been the districts second lowest performing. The International Academy of Flint, a new public charter school in Flint, Michigan, began operating in 1999. Located in one of the most challenging communities in the U.S., the school set out to offer parents an alternative to the under-performing traditional public schools in the district. Although separated by half the country geographically, both of these schools had more in common than an under-served population amidst a fledgling charter school movement. Both of these schools set out to make a difference in their students lives through the implementation of the SABIS Educational System. This system, which has roots dating back to 1886, brought a time-tested and proven approach to education to the charter school movement in the U.S. In the ensuing years of operation at both of these schools, as well as at the seven other SABIS charter schools that later opened across the U.S., success has been the buzz-word. Success in raising expectations for student behavior; success in making a positive and lasting contribution to the surrounding community; success in raising the bar academically; and success in closing the achievement gap. Serving a majority of minority students, both the SABIS International Charter School and the International Academy of Flint are ideal places in which to demonstrate the effectiveness of the SABIS Educational System in addressing the countrys growing ethnic and economic achievement gap. Characterized by the former superintendent of New York public schools, Joel Klein, as the civil rights movement of our time, the stark difference in performance between the nations African-American, Latino/Hispanic, and low income students in comparison to their White and non-low income peers is striking and growing. This achievement gap, while growing unabated in traditional public schools as well as several charter schools across the nation, looks much different in SABIS schools, particularly the two schools featured in this report. I invite you to read this report to learn about how the SABIS International Charter School and the International Academy of Flint are effectively bridging the educational performance divide and providing students of all ethnicities and from all economic strata with a high-quality education. The results are definitive and show that through the SABIS Educational System, we can contribute in a real way to making a difference in students lives and improving education in the U.S.

Carl Bistany, SABIS President

SABIS Educational Systems, INC. SABIS Educational Systems, INC.

Contents
Read these two pages as a summary of the overall report Overall Results Massachusetts Michigan Introduction & Summary SABIS International Charter School Demographic Make-Up Low Income compared to Non-Low Income Students African-American Students at SABIS International Compared to the State's White Students African-American Students at SABIS International Compared to the State's African American Students African American-White Gaps: State and SABIS International in Grades 3-10 for All Subjects Hispanic/Latino Students at SABIS International Compared to the State's Hispanic/Latino Students Hispanic/Latinos at SABIS International Compared to the State's White Students Hispanic/Latino-White Gaps at State and SABIS International in Grades 3-10 for All Subjects Three-Year Trend for SABIS Internationals African-American Students Three-Year Trend for SABIS Internationals Hispanic/Latino Students Three-Year Trend for SABIS Internationals Low Income Students Grades 3-10: Analysis Per Grade and Subject International Academy of Flint Demographic Make-Up African-American Students at IAF Compared to the States White Students African-American Students at IAF Compared to White Students African-American Students at IAF Compared to Michigans African-American Students Low Income Students at IAF Compared to the State Three-Year Trend for IAFs African-American Students Three-Year Trend for IAFs Low Income Students Grades 3-11: Gap Analysis Per Grade and Subject Michigan Merit Exam (MME) Results 6 6 6 6 7 14 15 16 17 18 19 20 21 22 23 25 27 28 36 37 38 39 40 41 42 43 44 50

Read these two pages as a summary of the overall report

For busy people without a lot of time to read through this entire report and digest all the data and analysis, heres a two-minute, two-page glance at the highlights contained in this report. This report analyzes 2009-10 academic year data from Michigans state MEAP and MME exams and the Massachusetts MCAS exam. The report compares the data and assesses whether these two SABIS charter schools are closing the racial/ethnic and economic achievement gaps.

Overall Results
In these two SABIS charter schools, the racial and economic achievement gaps in nearly all grade levels and subjects tested have been closed. These two SABIS K-12 charter schools administered 35 exams spread out over grades 3 through 11. Combined, these two SABIS schools closed the Black-White Gap on 13 of the 35 tests: 37%. Combined, these two SABIS charter schools had a narrower Black-White Gap in 20 of the 35 tests: 57%. Therefore, on 94% of the tests, these two SABIS charter schools either closed the gap completely or were better than their two host states in closing the gap. Demographically, both schools serve a majority of minority students.

Massachusetts
SABIS International Charter School (SICS) in Massachusetts enrolls 66% minority students, compared to 32% in the state. On average, the Black-White Achievement Gap at SABIS International is 15 percentage points. The same Black-White gap in Massachusetts is twice as high at 30 percentage points. From 2008 to 2010, the statewide ELA average for African-American students improved by only 4 percentage points, while SABIS Internationals improved by 10 points during the same period.

Michigan
The International Academy of Flint (IAF) serves 88% minority students, compared to the states 29%. On average, the Black-White Achievement Gap at International Academy of Flint is 9 percentage points. The same Black-White gap in Michigan is two and a half times as high at 23 percentage points.

Introduction & Summary

Closing the racial/ethnic and economic achievement gap is a priority at SABIS not just for reasons of equity and justice, but because we believe that the SABIS Educational System can truly make a difference in the lives of all children, regardless of their race, ethnicity, or income levels. This graph shows that African-American students attending the International Academy of Flint (IAF) are outperforming Michigans African-American students in all but third grade. More significantly, in Grade 6 they are either on par the states White students or outperforming them. The gap in achievement that separates economically-disadvantaged students and students of color from less disadvantaged students has been the focus of discussion, research, and controversy for over 40 years. This remains today the most important challenge facing public education.

Key SABIS Features Focus on Math and English: Both subjects are offered 78 periods weekly. Diagnostic Assessment: Diagnostic tests prior to school opening provide vital academic data for all incoming students and determine the starting point for each student. Thorough diagnostic assessment enables each school to plan development, staffing, and support systems accordingly. SABIS Direct Instruction: This method is focused on systematic curriculum design and skillful implementation of

prescribed (paced) educational methods and content. All studentsincluding low income and otherwise disadvantaged studentsdeserve to learn. This direct method of instruction is results-based, enabling teachers to be evaluated based on measurable student learning. Pacing Charts: SABIS teachers are given pacing charts outlining what content students should be taught weekly in every grade and subject. By pacing material and concepts to be taught, learning becomes efficient and students benefit from both depth and breadth of material covered.

SABIS Educational Systems, INC.

How is SABIS Closing the Achievement Gap?

The SABIS Educational System makes extensive use of data to inform decision-making at all levels, with accountability for performance serving as the foundation.

Step #1. SABIS starts by establishing a rigorous, K-12, college-preparatory curriculum which is aligned to each states standards and built on high expectations for all students and staff. Step #2. SABIS then takes this proprietary curriculum and breaks it down into weekly pacing charts which are provided to teachers along with training on how to efficiently implement classroom instruction. Step #3. In order to measure the mastery of each concept, SABIS provides weekly external assessments. These assessments establish what has been learned, by whom, and to what extent.

Step #4. SABIS provides each of its schools with access to the proprietary SABIS School Management Software (SSMS), which includes a myriad of reports that facilitate the analysis of results ranging from entire classes to individual students and which precisely pin-point gaps in each students performance. Step #5. Using the SSMS, administrators in SABIS schools disaggregate, analyze, and dissect and then meet with classroom teachers for further review, analysis, and follow-up. Step #6. With continuous feedback from each school and ongoing external performance data, SABIS corporate curriculum experts review the curriculum to ensure the precise alignment and effectiveness in closing the achievement gap.

. SABIS Educational Systems, INC.

About this Report

This report analyzes Michigan and Massachusetts state assessment data for the 2009-10 academic year for the two longest operating and largest SABIS charter schools: the SABIS International Charter School in Springfield, Massachusetts; and the International Academy of Flint, in Flint, Michigan. The assessment data used in this report was obtained from the websites of the Massachusetts Department of Education3 and the Michigan Department of Education4. Massachusetts: The Massachusetts Comprehensive Assessment System (MCAS) is administered each spring in grades 3-10 in the following subjects: English Language Arts, Mathematics, and Science and Technology/Engineering. Michigan: The Michigan Educational Assessment Program (MEAP) is administered in the fall and assesses students in grades 3-9 in Reading/English Language Arts, Mathematics, Science, and Social Studies.

About the SABIS Schools Featured in this Report

SABIS International Charter School opened in 1995 in Springfield, Massachusetts. SABIS International currently serves 1,574 students in grades K-12, or roughly 6% of the Springfield School Districts 21,141 students. The International Academy of Flint opened in 1999 and currently serves nearly 1,178 students in grades K-12, or approximately 11% of the districts population. These two schools serve grades K-12 and combined serve nearly 2,800 students. Both schools have received statewide and national recognition for educational excellence by both U.S. News & World Report and Newsweek. Both schools have had 100% of all of their graduates accepted to college (SABIS International for 10 straight years and the International Academy for 6 straight years). Demographically, both schools serve a majority of minority students. SABIS International consists of 66% minority students, while the International Academy is 88%. Both schools admit students by a random public lottery. Both schools are located in mid-sized cities that have faced serious economic challenges in recent years. Both cities have experienced population decreases
3 http://www.doe.mass.edu/ 4 http://www.michigan.gov/mde

in the past several decades. Flint, Michigan, in particular, has seen an acute population decline since the mid-70s, losing close to half of its population. In 2010, the FBI ranked Flint as the fourth most dangerous city in America, up from number 6 in 2009. Springfield too made that notorious top 10 list in 2006.
International Academy of Flint

SABIS International Charter School

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Students First
The SABIS Educational System focuses on the academic and personal growth and development of each student, independent of background. There are many unique features to the SABIS Educational System, but the one that perhaps has had the greatest causal effect on closing the achievement gap within SABIS schools is the weekly assessment of students. By being able to diagnose an individual students academic weakness at any point in time, teachers are able to identify gaps before they begin to interfere with learning. They can then take steps to fill the gap. Just as when a doctor evaluates a patient, s/he can greatly benefit from the use of a variety of diagnostic tools and equipment, so too can students benefit from the SABIS approach to assessment as a diagnostic tool. As described earlier, SABIS provides teachers with weekly pacing charts detailing what must be taught in each given week. Weekly external assessments are then administered to gauge what students have learned. This system provides educators and administrators with real-time feedback for every student from week to week. Students falling behind are quickly identified and various interventions follow to fill identified learning gaps. The SABIS Educational System is comprehensive, highly-sophisticated, and highly-structured. For more information on the SABIS Educational System, please visit www.sabis.net.

The Educational Challenge of Our Time

In a longitudinal study, Reardon (2008) found that even though both Black and White students initially had the same reading and math skills when entering kindergarten, Black students tended to fall well behind their White peers in later grades. A common trend in public education today is that, to the extent it occurs in the early grades, learning is neither cumulative, wellsustained in middle and upper grades, nor supported, repaired, or relevant enough to our youth to change their performance patterns. The opposite is true for SABIS schools especially when considering that demographics in schools in the state are typically much more favorable. While student performance in the early grades in SABIS schools is average, by middle and high school their performance soars, outpacing state averages.

Key SABIS Features SABIS Student Life Organization: Students in SABIS schools are all members of the SABIS Student Life Organization. The SABIS Student Life Organization is a student-led society that empowers students to contribute to the management of their school and to make a positive difference around them. also gives students the chance to get involved in a variety of academic and non-academic activities such as tutoring other students, planning sports and social events, organizing community service projects, being involved in the school newspaper, and much more.

Student Life encourages students to play an active role in their own education as well as the education of others. Student Life

Student Life brings out the leadership qualities in every student involved. It offers students the chance to take on responsibilities and to make a change in their school environment. The lessons Ive learned in Student Life will help me succeed in life.

SABIS Student
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SABIS Goes Against the Grain

In recent decades, public education has been littered with fads and innovations, all purporting to be panaceas for the problem of declining or stagnant performance. Many innovations were targeted at urban schools, where the bulk of the students are minority and/or low income. While some new approaches have certainly been successful, others have been costly and ineffective and have been rejected, only to be replaced by new and more innovative approaches that are championed as best practices that will restore public education. And thus the cycle is repeated. While states and districts continue to look for the key to closing the Black-White achievement gap, SABIS is effectively closing the achievement gap by using methods and practices that go against the grain of new-fangled best practices. The SABIS approach is rooted in tradition and has proven to be effective over the 125 years of its development and implementation around the world.

What Makes SABIS Schools Different

SABIS Schools are Large: In 2009-10, close to 5,000 U.S. charter schools enrolled 1,620,316 students in Nationally, the average charter school enrolls 320 students, while the average for SABIS charter schools is 682 students. With a combined enrollment of close to 2,800 students, the two SABIS schools featured in this report serve an equivalent of 9 charter schools! Schools operated by for-profit Education Management Organizations averaged 484 students per school in 2009-10, while the non-profit EMOs enrolled an average of 292 students per school. Larger Class Sizes: SABIS schools serve an average class size that is larger than typically found in public schools. This is done not for economic reasons but for educational ones. Full K-12 Continuum: When SABIS schools open, they generally offer classes up through the elementary level. SABIS schools then add a grade each subsequent year of operation until the school reaches a full K-12 spectrum. Rather than having students change schools throughout their elementary and secondary education, SABIS students remain in the same K-12 school, thus benefiting from educational continuity and the strength that comes from a well-developed school community. For Profit: As a for-profit educational service provider, SABIS has a built-in incentive to succeed. There is built-in accountability for results that encourages SABIS to continuously seek to improve. More for Less: Dollar for dollar, the results SABIS schools are achieving with a lower per pupil funding level than the state or local district average makes SABIS schools a good return on investment.
Set Code of Conduct: Creating high expectations for behavior leads to a disciplined school and enables all students to feel welcome and safe to focus on learning. SABIS students and parents sign a contract outlining their respective responsibilities. Student Uniforms: Students in all SABIS schools wear school uniforms, which help to foster a sense of community, eliminate competition among students, and offer families some economic relief.

Key SABIS Features Weekly Testing: Among other forms of assessment, SABIS students are tested weekly using the SABIS Academic Monitoring System (AMS). The SABIS AMSTM provides real-time data on every students performance each week. AMS serves as an early warning system, enabling the school to identify and address learning gaps before they interfere with further learning. Safe and Clean Environment: All individuals in SABIS schools contribute to maintaining a safe, clean environment. When students feel safe, they can concentrate on learning.

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Overall Results & Findings

The following table shows whether the two SABIS schools featured in this report have either closed the achievement gap or have achieved a narrower Black-White gap than each schools respective state. A Yes-Closed designation means the SABIS charter schools Black students have surpassed their White peers or are within 5% points of matching them, thus the Black-White gap is considered closed. A Yes-Narrowed result means the SABIS charter school has a lower gap differential between Black and White students than the states gap between the same groups. A No means the SABIS charter school has a larger Black-White gap than the state. The Results: Between these two SABIS charter schools, a total of 35 exams were administered in the 2009 -10 academic year in Michigan and Massachusetts. SABIS schools Closed the Black-White gap in 13 (37%) of those grades/subjects tested. SABIS schools Narrowed the gap in 20 (57%) grades/ subjects. And in only two (6%) of the tests did SABIS schools fail to close the gap.

Grade/Subject Tested Grade 3 ELA Grade 3 Math Grade 4 ELA Grade 4 Math Grade 5 ELA Grade 5 Math Grade 5 Science Grade 6 ELA Grade 6 Math Grade 7 ELA Grade 7 Math Grade 8 ELA Grade 8 Math Grade 8 Science Grade 9 Social Studies Grade 10 ELA Grade 10 MATH Grade 10 Science Grade 11 Reading Grade 11 Science Grade 10 MATH Totals Yes-Closed Yes-Narrowed No - Not Closed
SABIS Educational Systems, INC.

SABIS International Charter School (Massachusetts) Yes - Narrowed Yes Closed Yes Narrowed Yes Narrowed Yes Narrowed Yes Narrowed Yes Narrowed Yes Narrowed No Yes Closed Yes Narrowed Yes Narrowed No Yes Narrowed N/A Yes Closed Yes Closed Yes Narrowed N/A N/A N/A SABIS International 4/17 (24%) 11/17 (65%) 2/17 (12%)

International Academy of Flint (Michigan) Yes Closed Yes Closed Yes Narrowed Yes Narrowed Yes Narrowed Yes Narrowed Yes Narrowed Yes Closed Yes Closed Yes Closed Yes Closed Yes Closed Yes Closed Yes Narrowed Yes Closed N/A N/A N/A Yes Narrowed Yes Narrowed Yes Narrowed International Academy of Flint 9/18 (50%) 9/18 (50%) 0/18 (0%) 13

SABIS INTERNATIONAL CHARTER SCHOOL

160 Joan Street, Springfield, MA, 01129 Founded: 1995 Enrollment: 1,574 (413) 783-2600 www.sics-sabis.net

Grades Levels: K12 Wait List: 2,789

Awards/Recognition: U.S. News & World Reports Americas Best High Schools, more than half of the 2011 graduates received the John & Abigail Adams Scholarship, giving them full academic scholarship to attend a Massachusetts public college or university. In 2010, SABIS International Charter School (SICS) was recognized by the Massachusetts Department of Education among the 187 public schools for Closing the Achievement Gap. About SABIS International Charter School SABIS International Charter School opened in 1995 in Springfield, Massachusetts. In the early 90s, the mayor, local Board of Education, and city council were seeking ways to address several failing district elementary schools and chose to turn to the newly enacted charter school law as solution. After considering several other education service providers, the district selected SABIS. It was the first SABIS takeover of a failing traditional public school. SABIS took over the second lowest performing school in the district and it was renamed the SABIS International Charter School, which opened with 450 students in grades K-7 in the fall of 1995. SICS added one grade level each year, becoming a K -12 school in the fall of 2000. SICS currently enrolls 1,574 students with close to 3,000 more on the waiting list. Since its first graduating class in the summer of 2001, SABIS International has had 10 graduating classes, of which 100% of the graduates have been accepted to college for 10 straight years. SICS has been recognized by both Newsweek (2007) and U.S. News & World Report (2009 and 2010) as a top American high school. Fifty-eight percent (58%) of the 2011 graduating class has already been awarded full, merit-based scholarships to attend any Massachusetts state college or university of their choice. SICS is an open-enrollment, public charter school of choice. Students are admitted by a lottery. The schools racial and ethnic demographic make-up is similar to the Springfield school districts; however, in comparison to the Commonwealth of Massachusetts public schools make-up, SABIS Internationals student population is significantly more diverse, with 31% African-American students, 29% Hispanic, 33% White, and 7% representing other races8.

http://profiles.doe.mass.edu/

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Demographic Make-Up
Given the demographic disparity, AfricanAmerican and Latino students attending SABIS International are not only narrowing the achievement gap when compared to their White peers at SABIS, but have also closed the gap by the 10th grade. Minority students at SABIS International are also exceeding the states proficiency levels for White students. SABIS International has twice as many minority students as the state and has close to 14% more low income students than the state.

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Low Income Compared to Non-Low Income Students

The achievement gap between economicallydisadvantaged students at SABIS International is significantly narrower than the statewide gap as measured by the 2010 MCAS exam. Low income students attending SABIS International have an average gap of 12% points compared to the states average gap of 32% points. In each grade and subject tested, the states low income students had a greater gap than their non-low income peers. The gaps at SABIS International were significantly less dramatic. For example, the gaps at SABIS International were within single digits in five grades/subjects tested (Gr 5, Gr 6, Gr 7, Gr 8, and Gr 10) English Language Arts. In Grade 10 Math, SABIS International low income students achieved a higher proficiency level (98%) than their nonlow income peers (94%). In contrast, the lowest Massachusetts statewide gap between low income and non-low income students was 27% points in Grades 10 ELA and Math. In all but one other grade/subject tested, the gap never dipped below 30 percentage points.

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African-American Students at SABIS International Compared to the State's White Students

As the following graph shows, African-American students at SABIS International are achieving higher proficiency levels than the states White students as measured by the states 2010 MCAS exam. What is especially significant is that SABIS Internationals African-American students are outpacing their statewide White peers at the middle and high school levels, which are precisely the grade ranges where minority students typically begin to decline. A second noteworthy achievement is that AfricanAmerican students at SABIS International are showing a much more significant increase in the linear trend line (solid line) when compared to the states White students (dashed line), which is flatter.

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African-American Students at SABIS International Compared to the State's African-American Students

The following graph shows African-American students at SABIS International achieving much higher proficiency levels than the states AfricanAmerican students in all but two grades and subjects tested by the 2010 MCAS. It is particularly important to point out that by the 10th grade, SABIS Internationals AfricanAmerican students are outpacing the states African-American students by 36 percentage points in ELA and 40 points in Math. In addition, the trend line for SABIS Internationals African-American students (solid line) shows a much steeper incline as compared to the flatter trend for their state peers (dashed line).

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African-American-White Gaps: State and SABIS International in Grades 3-10 for All Subjects
As this graph illustrates, the African-AmericanWhite gaps at SABIS International are narrower than the statewide gaps. For example, in Grade 3 Reading, African-American students at SABIS International have a gap of 7% points when compared to their White peers in the school, while the states African-American-White gap of 28% is four times as high. Another bleak example of the significant disparity is seen in Grade 5 ELA, where SABIS Internationals African Americans are a mere 1% point below their White peers, compared to the states African Americans who are 30% below the states White students. Overall, in all but two grades/subjects tested, the African-American achievement gap is narrower and/or fully closed when compared to the state of Massachusetts. Average gap between the states AfricanAmerican students and their White peers: 30%. Average gap between the SABIS Internationals African-American students and their White peers: 15%.

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Hispanic/Latino Students at SABIS International Compared to the State's Hispanic Latino Students
This graph shows that Hispanic/Latino students attending SABIS International are achieving significantly higher proficiency levels than their statewide Hispanic/Latino peers in all grades/ subjects tested on the 2010 MCAS. This gap is particularly poignant by middle school grade levels. For example, on Grade 6 ELA and Grade 7 ELA, SABIS Internationals Hispanic/Latino students are outpacing their state peers by 42 and 38 percentage points, respectively. By the 10th grade, SABIS Internationals Hispanic/Latino students perform 42 percentage points higher than their state peers in ELA and 46 points higher in Math. Similar to the trend lines shown earlier, SABIS Internationals Hispanic/Latino students (solid line) have achieved a much more positive trend line as

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Hispanic/Latinos Compared to the State's White Students

The following graph shows that SABIS Internationals Hispanic/Latino students outperform their state White peers by the 10th grade level on the 2010 MCAS exam. In the middle school grade levels, SABIS Internationals Hispanic/Latino students either achieved higher proficiency rates than their White peers (such as in Grade 6 ELA) or came within single digit points of matching White students (such as 3-points on the Grade 7 ELA or 8-points on the Grade 8 ELA exams). It is important to highlight that SABIS Internationals Hispanic/ Latino students are surpassing or coming close to surpassing the states White students on the states rigorous English Language exams. Lastly, the trend line (solid line) for SABIS Internationals Hispanic/Latino students is significantly showing a steep climb and actually

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Hispanic/Latino-White Gaps at State and SABIS International in Grades 3-10 for All Subjects
This graph shows that SABIS International has significantly narrowed the performance disparity between Hispanic/Latino students and their White peers. For example, the achievement gap has been entirely closed or Hispanic/Latino are actually outperforming their White peers in Grade 3 Reading, Grade 3 Math, Grade 4 ELA, and Grade 10 ELA. In addition, the gap is statistically insignificant, within 2 points, thereby essentially closed, in Grade 5 ELA, Grade 5 Math, Grade 6 ELA, and Grade 10 Math. By comparison, the states gaps between Hispanic/Latino students and White students are enormous when compared to the gaps at SABIS International. Wherever a gap exists at SABIS International between its Hispanic/Latino and its White students, the gap is significantly smaller in all but two grades/subjects tested (Grade 6 Math and Grade 8 Sci/Tech) than the states gaps. On the 10th grade exams, for example, Hispanic/ Latino students at SABIS International are performing at a higher level than their White peers in ELA (4 points higher), and in 10th grade Math, Hispanic/Latino students are only 2-points below than their White peers. By contrast, the state gap on the 10th grade ELA exam is 28 points, and on the 10th grade Math exam it is 32 points. Average gap between the states Hispanic/ Latino students and states White peers: 32.3%. Average gap between the SABIS Internationals Hispanic/Latino students and their White peers: 9.6%.

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Three-Year Trend for SABIS Internationals African-American Students

ELA: The three-year trend for SABIS Internationals African-American students on the Massachusetts English Language Arts exam shows steady, positive, increases in proficiency levels year after year. The 2010 average for all grades of 67% proficiency is a 10-point increase over the 57% average of 2008.

Over the past three years, African-American students attending SABIS International have made faster average gains in ELA proficiency in all grades than their African-American peers statewide. The Massachusetts ELA average for African Americans has improved only 4 percentage points from 2008 to 2010, while SABIS Internationals improved 10 points during the same period.

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Three-Year Trend for SABIS Internationals African-American Students

MATH: The trend in Math for African-American students over the past three years has been very positive in Grade 3, 7, and 10, while performance in Grade 4 has been below expectations. Eighth grade has been relatively flat. Grade 5 saw an increase in 2010 over 2009, but essentially matched 2008 results.

The overall three-year Math proficiency average for SABIS Internationals African-American students has been encouraging, with steady increases. By comparison, the Massachusetts state average for African Americans has remained relatively flat.

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Three-Year Trend for SABIS Internationals Hispanic/Latino Students

ELA: The three-year trend analysis shows that Hispanic/Latino students are making significant gains in English Language Arts. The 72% proficiency average for all grades in 2010 is higher than 2008 by 24 points. Overall, results for 2010 are higher than for 2008 in all grades tested. Several grade levels in particular standout such as: Grade 4 a 41 point increase from 2008 to 2010; Grade 6 a 33 point increase from 2008 to 2010; Grade 7 an increase of 25 points; and Grade 10 an increase of 39%.

The three-year ELA proficiency average for SABIS Internationals Hispanic/Latino students has been encouraging, with increases year after year. While the states average increase for Hispanic/Latinos has been 2 to 3 points per year, the increase at SABIS International has ranged from 11 to 13 points.

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Three-Year Trend for SABIS Internationals Hispanic/Latino Students

MATH: Hispanic/Latino students attending SABIS International have made noteworthy gains in Math over the past three years, increasing from an average of 40% proficiency in 2008 to 55% in 2010. In every grade, 2010 results were either higher than 2009 or 2008.

In comparison, state performance for Hispanic/Latino students has been relatively stagnant. For example, the average Math proficiency for all grades increased 1 point from 2008 to 2009 and another 4 points from 2009 to 2010.

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Three-Year Trend for SABIS Internationals Low Income Students

ELA: Over the past three school years, low income students attending SABIS International made steady and consistent gains on the states ELA exam. In 2010, for example, all grades except for 8th grade posted proficiency gains over 2009.

MATH: In each of the past three years, SABIS Internationals low income students at the middle school and 10th grade levels showed successive proficiency increases in Math. The three-year trend is less steady in the elementary grade levels than in the middle and upper school levels.

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Grades 3-10: Analysis Per Grade and Subject

Grade 3 Reading
African-American students at SABIS International achieved a 56% proficiency average compared to 63% for the schools White students. This 7-percentage point gap is significantly closer than the states 28-point gap between the states AfricanAmerican and White students. At SABIS International, Hispanic/ Latino students (63% proficient) have closed the achievement gap when compared to their White peers (also 63%). The state level Hispanic/Latino-White gap is a considerable 32% points.

Grade 3 Math
African-American students at SABIS International have closed the achievement gap, and indeed, have achieved a higher proficiency rate (63%) when compared to the schools White students (61%). The statewide African AmericanWhite achievement gap is a staggering 33 percentage points. Hispanic/Latino students at SABIS International have closed the achievement gap when compared to their White peers (with both groups achieving 61% proficiency). At the state level, Hispanic/Latino students have a 31-point gap compared to their White peers.

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Grades 3-10: Analysis Per Grade and Subject

Grade 4 ELA
While the 20-point gap at SABIS International between AfricanAmerican students (35%) and their White peers (55%) is significant, it is narrower than the comparative statewide gap of 32 points between the states AfricanAmerican (29%) and White students (61%). Hispanic/Latino students (56% proficient) at SABIS International have closed the achievement gap when compared to their White peers (55%). The state level Hispanic/Latino-White gap is a substantial 33 percentage points.

Grade 4 Math
Although Hispanic/Latino students at SABIS matched their statewide peers with 27% proficient, 4th grade Math results in 2010 were below expectations for all SABIS International subgroups.

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Grades 3-10: Analysis Per Grade and Subject

Grade 5 ELA
The racial/ethnic achievement gap has been closed at SABIS International on the 5th Grade ELA exam.

Grade 5 Math
On the 5th grade Math exam, Hispanic/Latino students at SABIS International are statistically tied with their White peers. While African-American students at SABIS are 7% points below their White peers, this gap is significantly narrower than the 31% point gap of the states AfricanAmerican students and the 32% point gap for the states Hispanic/ Latino students to the states White students.

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Grades 3-10: Analysis Per Grade and Subject

Grade 6 ELA
Hispanic/Latino students at SABIS International have statistically closed the gap with their White peers at the school and have surpassed the states Hispanic/ Latino students by 42 percentage points. They have also outpaced the states White students by 10 points! SABIS Internationals AfricanAmerican students outperformed the states White students by 2 points and outperformed their statewide African-American peers by 31 percentage points. The state level gap among the three subgroups is substantial, while the Hispanic/Latino-White gap at SABIS International is basically non-existent, and the African American-White is a modest 10 points.

Grade 6 Math
On the 6th grade MCAS Math exam, the gaps at SABIS International are an anomaly. That said, minority students are achieving higher proficiency levels than the states minority students. A bright spot at this grade level is that SABIS Internationals White students are significantly outperforming the states White students by 16 points.

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Grades 3-10: Analysis Per Grade and Subject

Grade 7 ELA
On the 7th grade ELA exam, African-American students at SABIS International outperformed the states White students by 2 points and came within 5 points of their White peers at the school. SABIS Internationals AfricanAmerican students significantly outperformed the states minority students by over 28 points. SABIS Internationals Hispanic/ Latino students performed better than their state Hispanic/Latino peers by 38 points. They came within 3 points of tying the states White students, which makes them statistically even.

Grade 7 Math
As with 6th grade ELA, while SABIS Internationals minority students outperformed their statewide minority peers by fairly large margins, they did not match the performance of White students at SABIS International or the state. SABIS Internationals White students did outpace the states White students. In all, the achievement gap between minorities and Whites at SABIS International is narrower than the state level gap.

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Grades 3-10: Analysis Per Grade and Subject

Grade 8 ELA
While African-American and Hispanic/Latino students at SABIS International did not achieve the same high level proficiency rates as their schools White peers, they did outperform the states minority students by between 10 points for African Americans and 22 points for Hispanic/Latinos. SABIS Internationals White students tied the states White students.

Grade 8 Math
While both SABIS Internationals African-American and Hispanic/ Latino students achieved higher proficiency rates than their respective minority peers at the state, they did not close the gap with White students at SABIS. Students at SABIS International significantly outperformed their White peers statewide by 14%, and SABIS Hispanic/Latino students bested the states Hispanic students by a 2:1 margin.

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Grades 3-10: Analysis Per Grade and Subject

Grade 10 ELA
By the 10th grade 2010 MCAS ELA exam, the achievement gap at SABIS International is closed. The percentage of students reaching the Proficiency and Advanced levels is above ninety percent for African-American (96%), Hispanic (98%), and White (94%) students. By contrast, the statewide achievement gap between the states minority and White students is as high as 28 percentage points. SABIS Internationals AfricanAmerican and Hispanic students outperformed the states White students by more than 10 percentage points on the English Language Arts exam.

Grade 10 Math
As with the Grade 10 ELA exam, in Grade 10 Math, each subgroup at SABIS International achieved statistical parity, with 93% of the schools African-American students reaching the Proficiency and Advanced levels, compared to 95% for Hispanic students and 97% for White students. In essence, the achievement gap has been closed at SABIS International! By comparison, the statewide achievement gap remains significant. All three of SABIS Internationals subgroups outperformed the states White students (81%) by 12 or more percentage points.

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Grades 3-10: Analysis Per Grade and Subject

Grade 10 Science & Technology
In Grade 10 Science and Technology, the achievement gap has been narrowed between AfricanAmerican (73% proficient), Hispanic (74%), and White (92%) students. SABIS Internationals AfricanAmerican and Hispanic students tied the states White (73%) students and significantly outperformed their minority peers by 2 to 1 margins.

The Massachusetts Executive Office of Education recently announced the John and Abigail Adams Scholarship recipients from SABIS International Charter School. Seventy-six (76) members of the 2011 senior class , or 58%, have been awarded the full tuition waiver to a Massachusetts state college of university for four consecutive years after their high school graduation.

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INTERNATIONAL ACADEMY OF FLINT

2820 South Saginaw Street, Flint, MI 48503 Founded: 1999 Enrollment: 1,178 (810) 600-5000 www.iafsabis.net

Grade levels: K-12

Awards/Recognition: U.S. News & World Reports Americas Best High Schools for three years in a row, recipient of the Michigan Charter Schools of Excellence award, and the Beating the Odds award by the Michigan Association of Public School Academies. About the Data Like all other public schools in the state of Michigan, the International Academy of Flint (IAF) administers the Michigan Educational Assessment Program (MEAP) in the fall to students in grades 3 9 and measures skills learned through the end of the previous academic year. The MEAP is based on Michigan Curriculum Frameworks and results are divided into four performance levels: Not Proficient, Partially Proficient, Proficient, and Advanced. Students who place in either the Proficient or Advanced levels are considered to be "proficient or above" in that subject. Please note that International Academy of Flint (IAF) has too few White students in certain grade levels for use in comparison. In such instances the state does not provide test results for those students, thus some graphs will have a missing bar for White students. In this report, wherever there are too few White students at IAF, the states results for White students were used for comparison. The percentages shown in the grade level graphs for the MEAP exam reflect the percentage Meeting or Exceeding state standards. Data can be viewed and/or downloaded at the Michigan Department of Education website at: http://www.michigan.gov/mde (under Assessment & Accountability).

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Demographic Make-Up
Demographic comparison between IAF and the state of Michigans public school students shows that IAF is a majority-minority school, with minorities making up 88% of the schools population. The opposite is true for the state of Michigan, where White students make up a substantial majority, 71%. This data is for the 2009-10 school year. In addition, IAF serves twice as many economically -disadvantaged students as the state. At IAF, low income students make up 82% of the schools population, compared to the Michigan state average of 41%. Note: Hispanic/Latino students attending IAF do not make up a large enough percentage for the state to report their MEAP results.

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African-American Students at IAF Compared to the State's White Students

The following graph shows how IAFs African-American students perform compared to Michigans African-American and White students. This graph also mirrors a troubling national trend for minority students. As minority students move up in grade level, they tend to start to slip academically. The dipping, dashed trend line for the states African-American students illustrates this national challenge. The reverse is true of IAFs African-American students who experience a steady level of high performance (solid line). What does this graph show? In a nutshell, IAFs African-American students are: Outperforming African-American students statewide in all but one grade/subject tested (Grade 3 Reading) Are statistically tied with White students on six tests (grades 3, 7, and 8 Math, and grades 6, 7, and 8 English Language Arts) Surpass White students on two tests (grades 4 and 6 Math)

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African-American Students at IAF Compared to White Students

The following graph shows the actual gaps in proficiency levels on the 2009 MEAP exam between IAFs African-American students and their IAF White peers as well as the state level gap between African-American and White students. As this graph reveals, in every subject and grade tested, African-American students at IAF had either closed the gap with White students or had smaller gaps than their State African-American peers. In fact, on average the African-American/White achievement gap at IAF was 9 percentage points, compared to the states average gap of 23 points. A closer look at the results also confirms the following: IAFs African-American students either tied or had higher proficiency scores than the states White students in four of the 15 tests (Grade 3 Reading, Grade 6 ELA, and Grades 6 and 7 Math). On an additional five of the 15 exams (Grades 3, 4 and 8 Math, and Grades 7 and 8 ELA), IAFs African-American students came within single digits of tying their White peers. On four of those five exams, the gap was less than 5 percentage points.

IAF

STATE

The average African-American/White Achievement Gap in Michigan is 23 percentage points. The average African-American/White Achievement Gap at SABIS IAF is 9 percentage points!

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African-American Students at IAF Compared to Michigans African-American Students

When the 2009 MEAP proficiency levels of African-American students at IAF are compared their African-American peers statewide, the results are striking. IAFs African-American students consistently achieve higher proficiency levels than their state peers in all grades tested except for one, Grade 3 Reading, where they statistically tied (within 2 percentage points).

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Low Income Students at IAF Compared to the State

Economically-disadvantaged students at IAF are achieving higher rates of proficiency than their economically-disadvantaged peers statewide. As the following graph illustrates, IAFs low income students are outpacing their low income peers statewide in nearly every grade and subject tested. By the middle school grade levels, low income students at IAF are achieving significantly higher proficiency levels than their peers.

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Three-Year Trend for IAFs African-American Students

MATH: African-American students at IAF are making steady gains on the Michigan Math and ELA MEAP exams. For example, in Math, IAFs African-American students achieved higher proficiency levels in 2009 than 2007 in 5 of the 6 grades tested. Fifth grade was the only grade level where 2009 results were not greater than 2007s (it was the same in both years at 72%).

ELA: Similar to the multi-year results for Math, in English Language Arts, IAFs African-American students achieved higher proficiency results in 2009 than in 2007 in all but 4th grade. The jump in proficiency levels from 2007 to 2009 was particularly significant in Grade 6, which shows a 17 point jump, and Grade 7, with a 22 point gain.

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Three-Year Trend for IAFs Low Income Students

MATH: In all grade levels, IAFs economically-disadvantaged students made steady gains in Math on the MEAP exam in 2009 over 2007 results.

ELA: In ELA, IAFs economically-disadvantaged students posted higher proficiency levels (in all but Grade 4) on the 2009 MEAP over the 2007 results. It is worth noting that IAFs low income students made gains of 10 points in grades 3 and 5. In Grade 6, they realized a 15-point gain, and in Grade 7, an impressive 21-point gain was made between 2007 and 2009.

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Grades 3-11: Analysis Per Grade and Subject

Grade 3 ELA
On Grade 3 ELA, IAFs AfricanAmerican students outperformed their White peers by 1% and outperformed the local Flint School Districts African-American students by 9%. At the state level, AfricanAmerican students lagged behind their White peers by 12%.

Grade 3 Math
On Grade 3 Math, AfricanAmerican (96%) students at IAF trailed their White (100%) peers by 4% and fell short of tying the states White students by 1%. IAFs African-American students outperformed the Flint districts African-American students by 9% and the districts White students by 4%.

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Grades 3-11: Analysis Per Grade and Subject

Grade 4 ELA
IAFs African-American (73%) students tied the Flint districts White (73%) students and outperformed their AfricanAmerican peers at both the district and state levels. While the states gap between African-American and White students is 20 percentage points, the gap at IAF halves this difference to 10 points.

Grade 4 Math
On Grade 4 Math, IAFs AfricanAmerican (93%) students surpassed the Flint School Districts White (88%) students, the districts African-American (82%), and the states African-American (82%) students. IAFs African-American students also came within 2% of matching the states White students. The African-American/White achievement gap at IAF is 7 points, compared to the statewide gap of 13 points.

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Grades 3-11: Analysis Per Grade and Subject

Grade 5 ELA
By Grade 5, there are too few White students enrolled at IAF and as a result the state does not release their performance data. On the ELA exam, IAFs AfricanAmerican (78%) students outperformed the local districts White (67%) and AfricanAmerican (61%) students, as well as the states African-American (70%) students.

Grade 5 Math
On the 5th grade Math exam, IAFs African-American (72%) students significantly outperformed the local districts White (59%) and African-American (58%) students. They also achieved higher proficiency rates than the states African-American (63%) students.

Grade 5 Science
As with the 5th grade ELA and Math exams, in Science, IAFs African-American students (71%) achieved higher proficiency levels than the local Flint districts White students (59%) and significantly outperformed the districts AfricanAmerican students (45%). IAFs African-American students also achieved proficiency scores 11 points higher than the states African-American students.
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Grades 3-11: Analysis Per Grade and Subject

Grade 6 ELA Grade 6 ELA
On the Grade 6 MEAP ELA exam, IAFs African-American students matched the states white students with 91% Meeting or exceeding the states standards. IAFs African-American students significantly surpassed their African-American peers in the local district (71%) and surpassed the districts White students by 14% as well as the states AfricanAmerican students by 15%.

Grade 6 Math
On the Grade 6 Math MEAP exam, IAFs African-American (91%) students outperformed the states White (88%) students and significantly outperformed the states African-American students by nearly 30 percentage points. IAFs African-American students also outperformed the local districts White and AfricanAmerican students by 18% and 34%, respectively.

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Grades 3-11: Analysis Per Grade and Subject

Grade 7 ELA
On the 7th grade ELA exam, IAFs African-American (86%) students statistically tied their White peers statewide (87%). And they significantly out-achieved the local districts White students by 30% as well as the local districts African-American students by a margin of 37%.

Grade 7 Math
Like with Grade 7 ELA, in Math, IAFs African-American (88%) students tied the states White students (88%). IAFs African-American students exceeded the local Flint districts African-American students by 30% and the districts White students by 29%.

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Grades 3-11: Analysis Per Grade and Subject

Grade 8 ELA
On the 8th grade ELA exam, IAFs AfricanAmerican (85%) students statistically tied their White peers statewide (87%). They out-distanced the Flint districts White students by 19% and the districts AfricanAmerican students by a margin of 28%. IAFs African-American students also achieved higher proficiency rates (14%) than the states African-American students.

Grade 8 Math
On the Grade 8 Math exam, IAFs AfricanAmerican students statistically matched the states White students, with 76% and 77%, respectively, Meeting or Exceeding state standards. IAFs African-American students outperformed their state peers by a significant 31 percentage points. Most significant is the 46 point gap between IAFs African-American students and the Flint School Districts African American students. The gap between IAFs African-American students and the local districts White students is 30 points.

Grade 8 Science
While IAFs African-American students outperformed the local districts AfricanAmerican and White students, as well as the States African American students, the difference was statistically insignificant.

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Grades 3-11: Analysis Per Grade and Subject

Grade 9 Social Studies
On the 9th grade Social Studies MEAP exam, IAFs AfricanAmerican (70%) students were statistically tied with their White IAF peers (73%). In contrast, the states gap between AfricanAmerican and White students was 36%. IAFs African-American students outdistanced the Flint districts African-American peers by 39 percentage points and the states African-American students by 27 points.

Michigan Merit Exam (MME) Results

The state of Michigan also administers the Michigan Merit Examination (MME), which assesses students in Grade 11 and eligible students in Grade 12 based on Michigan high school standards. The MME is administered each March in Math, Reading, and Science.

Grade 11 Math
Although African-American students at IAF did not exceed the states proficiency rates for White students, they exceeded their state African-American peers by 11 percentage points on the Grade 11 MME Math exam.

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Michigan Merit Exam (MME) Results

Grade 11 Reading
IAFs African-American students achieved higher proficiency levels than their state African-American peers by 21 percentage points on the Grade 11 MME Reading exam and came within 14 points of matching White students statewide.

Grade 11 Science
As with Math and Reading, IAFs African-American students also reached higher proficiency levels than their state African-American peers on the Grade 11 MME Science exam by 9 percentage points.

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Download your favorite QR Code Reader and photograph this with your Smart Phone to visit to the SABIS U.S. website.

Education for a Changing World

6385 Beach Road, Eden Prairie, MN 55344 U.S.A. www.sabis.net