August 6, 2018

When I started working for C3S several years ago, the organization was characterized by some as an assortment of under-performing schools and was indeed jokingly called “The Coalition of Low Performing Charter Schools” in certain circles. Obviously, this nomenclature didn’t sit well with my colleagues or with the school leaders who were proud to say their schools were aligned with the values of the organization even if doing so...

August 11, 2016

In 1997 the New York State Performance Consortium was founded to give a handful of district schools an alternative method in which to evaluate its students free from most Regents exams though students are still required to pass the English Regents in order to graduate. Performance Based Assessments (PBATs) are comprehensive, multi-step projects, typically with a minimum of two versions (a draft and a final version) that are comp...

February 4, 2016

On Saturday, January 30th over twenty independent charter schools participated in C3S’s First Annual Citywide Charter School Fair at the Variety Boys & Girls Club in Long Island City, Queens. Participating schools represented elementary, middle, and high schools from Manhattan, Queens, Brooklyn and The Bronx. Over the course of the three hour event, parents were able to explore charter school options for their students while chi...

December 3, 2015

 

“All happy families are alike; every unhappy family is unhappy in its own way.”

 

                                                                                    -Leo Tolstoy...

November 18, 2015

As a former New York City public school teacher, it is important for me to be involved with C3S because I believe all children should have access to educational options which are as unique as they are.  

 

In a city where there are limitless choices for every decision, why are we content to allow a finite number of options in education dominate the landscape?  The 102 independent charter schools which C3S represents, exemplify the...

May 29, 2015

One would think based on how teacher evaluations are discussed in the media that there must be one correct answer and that the challenge is to decide, in an algebraic fashion which variables in what quantities equate to an effective teacher. The truth of the matter is, that there are as many methods to evaluate teachers as there are educational philosophies. The most widely used instruments measure an educator’s performance acro...