| LA | 2011-12 | KIPP Believe Primary | In Y1, KIPP Believe feels that i3 creates an opportunity for visibility, and that this will allow the school to receive more feedback and share what they do with others . | In Y2, KIPP Believe sees i3 as an indication of their 'being part of the charter movement in New Orleans -- it's all encompassed in the movement down here.' They see the local conversation as linking 'everything...to the idea of innovation in schools.' KIPP Believe finds it exciting that the nation is investing in new education models, and say i3 supports them in keeping 'our minds on out-of-the-box thinking--how to build revolutionary schools.' They also appreciate the funding, saying 'the money isn't bad.' | In Y3 KIPP Believe is excited to be part of an ongoing body of research. Echoing Y1, the school appreciates the opportunity to share what they do well and to receive feedback and support on areas in which they would like to do better. | | In reflecting on their i3 experience, KIPP Believe thinks 'It's been awesome...It's easier to be a school that innovates and learns from others. It allows us to be humble to the fact that there's so much to learn. [We] just want it to be great. Not appear great, to actually be great.' KBP expresses a deep belief in the work they do and in the needs of students they are meeting. KBP references the KIPP phrase 'respectful revolutionaries' to describe how they want their students to approach the world, and see i3 as aligned to that philosophy. The school is also fully committed to a student-centered approach: ''Students first' is a way of life.' | For KIPP Believe, i3 means being part of the New Orleans charter movement. Participation in the CRM provides an opportunity to share what they do and to receive feedback from other schools. KBP appreciates the connection to innovation and research that is connected with i3, and also appreciates the grant funding. |
| LA | 2011-12 | Clark | As an i3 school, Clark loves the level of accountability and the ability to track and see qualitative and quantitative impact, as well as to analyze growth. Clark likes contributing to national education reform and policy and providing answers to the questions: 'Is this sustainable? Does this work?'. For staff at the Clark upper grades (10-12), i3 means support. 'If Firstline hadn't taken over, these children would be out of school - they wouldn't have gone elsewhere if Clark had closed. Now, these kids are being set up for success. We're doing things with these students that wouldn't have happened before. There's culture change and academic improvement. 'Clark believes that involvement in i3 provides a sharper lens on what actually makes things work and creates a professional network with other i3 schools focused on excellence. | In Y2, Clark sees i3 as additional funding and additional supports from NSNO. Clark believes that NSNO understands and supports the mission of Clark, reporting, 'NSNO are great partners, providing on-the-ground feedback from the school reviews and links to other i3 and non-i3 leaders. They also help us leverage partnerships.' NSNO also provides data support via the high school interim assessments. This allows Clark to compare their students' performance levels with other students at high schools across the city. NSNO also provides training opportunities (in particular the Euske training). | In Y3, Clark sees i3 as creating a space for them to innovate: 'To be one of the first turnarounds, we can try new things.' Clark hopes to create a school that staff 'will want to send their own kids to.' i3 supports Clark's ability to hire and train teachers and staff, including staff support for students to get to and through college. | | Clark has a new principal in Y5, so institutional knowledge of i3 is disrupted. For respondents who have spent multiple years at Clark, there is a sense that the CRM experience is not positive: concessions are made for issues like student behavior management or high staff turnover because Clark is a turnaround school. Clark recognizes that turnaround should mean instilling changes in those areas of challenge, particularly shifting from low expectations to high expectations. But Clark has not modeled success for students in the 5 years of the CRM, and that lack of success is felt deeply by students and adults alike. | Clark appreciates the accountability of i3, the ability to track data and impact, and the contribution i3 makes to national education reform and policy. Staff at Clark 10-12 see i3 as providing support for keeping students who would have otherwise dropped out. I3 supports culture change and academic improvement. Clark reports that i3 'creates a professional network around excellence' and puts a sharper lens on what makes things work. NSNO is a strong partner and support, particularly in their provision of training and high school interim assessments/benchmarking. Clark also appreciates the additional funds that come with i3. In Y3 there is excitement about the opportunities for improvement associated with turnaround, but by Y5 the school is still struggling to implement the high expectations needed to improve and views participation in the CRM negatively. |
| LA | 2011-12 | Tubman | In Y1, Tubman is excited, thrilled, and proud to be included in i3. They note particular benefits of accountability and a commitment to measuring impact on children's learning. Tubman recognizes that they received i3 funding without a proven track record or results, and they believe that i3 allows Crescent City Schools to do turnaround with a higher level of excellence than would otherwise have been possible. They also appreciate their two fellow i3 schools: 'We're in good company - there are a good cohort of folks receiving the grant.' | In Y2, Tubman continues to feel honored by their inclusion in i3 and again references that they received the grant 'basically on trust.' Tubman's test results in Y2 made them feel as though they lived up to the promise of the i3 investment in their school. They note that the school could not have made these gains without the extra funding: '[The i3 grant] enabled us to hire more staff to make changes. We just needed a lot of good people around. Of course, the money does run out, but we have figured out ways to keep the staff that we need.' | In Y3, Tubman continues to echo the feeling of honor at having been included in the CRM. Tubman staff say the school has been committed to high quality turnaround work from the outset, and feels like the i3 grant is 'meant for us.' Tubman notes that one of their fellow Cohort 1 schools did not do full school turnaround; Tubman distinguishes themselves from that. The school reports spending the i3 funds on human capital and the facility to 'set up our culture.' | In Y4, Tubman's feelings of gratitude sustain: 'We're proud to be part of this work, we got to be part of this because people believed in us as people. We hadn't even done anything yet. So I feel honored to be in this group.' | In Y5, Tubman again says they are honored by i3. In retrospect, they are 'glad it worked out!' The school believes they have delivered on the promise of their i3 grant. Due to turnover during the study period, not all school-level respondents were aware of what the Charter Restart Model actually entails. But they all endorse the work of the CRM and point to their academic growth, mission, and leadership as evidence that at Tubman, i3 investment was a success. | Tubman is proud and honored that NSNO chose Crescent City Schools as an i3 recipient despite their lack of a proven track record, which they believe 'allowed [us to achieve] a higher level of excellence than would have been possible.' In later years they note that their academic success has helped affirm them as a worthy i3 recipient, and note 'If not for this grant, we wouldn't have had our finger on the pulse of the value add, those additional markers of success'. i3 funds primarily supported Tubman in hiring more staff. The school recognizes the i3 funds are not sustainable but say they have 'figured out ways to keep the staff we need.' By Y5, there is no longer universal institutional memory of what the Charter Restart Model is, but respondents nonetheless believe Tubman is evidence of the CRM's success. |
| LA | 2012-13 | Carver Prep | To Carver Prep, i3 means having more funding to hire staff to support high needs students. | In Y2, Carver Prep believes i3 means funding for college trips, extra-curricular activities, two social workers, and a robust SPED and Operations staff. i3 funding 'gives us the freedom and flexibility to build a school that addresses' students' diverse and deep needs. The school sees i3 as 'invaluable.' | | | | At Carver Prep, i3 funding supports high-needs students (including social work support), college trips, extra-curricular activities, and more robust SPED and operations staff than Carver Prep would otherwise have. Staff report that i3 'gives us the freedom and flexibility to build a school that addresses needs. It is invaluable to us.' |
| LA | 2012-13 | Carver Collegiate | Carver Collegiate staff report that it is a tremendous responsibility any time they are lucky to be rewarded with funding like i3. They feel i3 'raises the stakes even more' and that 'funding helps us do awesome things like have this school.' The school feels obligated to show results from the i3 money. | i3 funds are not managed at the building level, so Carver Collegiate does not know where i3 (versus other funds) go specifically. The school believes they are fortunate to have i3 funding, and believe that neither the school nor the CMO would 'be what it is without i3 funding.' Prior to the school's launch, Carver Collegiate did not fully understand how difficult school start-up would be, but they report that i3 mitigates some of those difficulties. | | | | Carver Collegiate believes that neither the school nor the CMO would be what they are without i3 funds. i3 mitigates some of the challenges of takeover and start-up. However, with the funding comes a sense of responsibility. Carver Collegiate believes i3 raises the stakes for the school to show results. |
| LA | 2012-13 | Cohen | In Y1, Cohen notes how change can happen in a short amount of time: 'The whole-school takeover is rough [but] this is a more successful model.' The school believes that additional funds from i3 allow the CRM to happen successfully. | In Y2, Cohen believes i3 gives funds create flexibility to increase staffing for supports, interventions, and staffing (particularly deans and reading intervention). Cohen believes they're seeing pay-off from the i3 investment and that i3 allows Cohen to serve students in new and more effective ways. i3 also funds the college team, which was able to put in place systems to support students to-and-through post-secondary education. Cohen is uncertain how they will sustain such programming when i3 funding ends. | | | | For Cohen, i3 means additional funds to create change, staffing for supports and intervention, and college support for alumni. In Y2 they note 'The innovation enables us to serve the students in new and effective ways.' While Cohen does not know how these supports will sustain when i3 funding ends, they articulate in Y1 that i3 seems a better model for school takeover than what had come before. |
| LA | 2012-13 | Craig | In Y1, Craig is 'excited' about i3. The school reports that NSNO has been extremely supportive with meetings and feedback, and that NSNO leadership is superb to work with. Craig appreciates NSNO having connected them to A-NET (previously Craig had no real instrument for interim assessment), and the school appreciates NSNO's walk-through visits and feedback. | Staff at Craig report that i3 meant 'a lot in the very beginning - materials, supplies, recruiting, professional development, district support,' and that i3 resources were instrumental to Craig for growth and development. Staff at Craig continue to report that NSNO school visits provide helpful feedback, saying 'i3 makes us grow and develop as a school.' Craig describes themselves as 'a friendly group' who puts a lot of energy into making the school better. | | | | For Craig, i3 provides resources for instrumental support early on, including materials, supplies, PD, and recruiting support. The connection to NSNO has resulted in feedback and access to A-Net, both of which Craig appreciates. Craig reports that 'i3 makes us grow and develop as a school.' |
| LA | 2012-13 | Crescent Leadership Academy | CLA reports that i3 gives a new start for students who were 'dumped' in Schwarz (the closing school). CLA wants to change the connotation of being an alternative school. The school is financially viable through grant funding, with i3 funds supporting computers and teachers. | NA | | | | i3 funds allow CLA to be financially viable. CLA sees itself as a new start for students, subsidized by i3. i3 funds were mobilized specifically to buy computers and hire teachers. |
| LA | 2012-13 | John McDonogh | For John McDonogh, the greatest benefit i3 provides is resources. 'It allows us to fly our plane without looking over our shoulder.' | In Y2 John McDonogh notes that the school had nothing to do with the i3 grant - the grant application and grant budget were managed and held by the CMO. There is concern that conflicts emerging between the school and the CMO have resulted in the failure to secure additional grant funds. | | | | In Y1, John McDonogh sees i3 as purely a financial resource. That perception has not changed by Y2, but emerging conflict between the school and the CMO raises questions about what i3 means to FIN and John McDonogh, and about procurement of other grant funds. John McDonogh says 'i3 means nothing' to the school, and that 'it meant money to FIN and nothing else.' |
| LA | 2012-13 | McDonogh 42 | In Y1, McDonogh 42 sees i3 as lending the school professional prestige. Participation in the CRM also provides McDonogh 42 with NSNO's expertise and connections. McDonogh 42 reports that the grant's start up funds made a huge difference. | McDonogh 42 reports that i3 allows them to do many things they otherwise could not. The school sees the CRM as infusing McDonogh 42 with an ethos of 'restart' the school needed, by allowing the school to innovate and to be held accountable to high standards. i3 funds support PD, monitoring, and intervention teachers' daily work with students (which 'has been amazing'). The ability to benchmark student performance against other schools is particularly appreciated: 'Our May data and Achieve 3000 data shows we might be on par with our sister schools next year; our ability to use technology--it's working.' | | | | In addition to NSNO expertise and support, McDonogh 42 believes i3 has endowed the school with 'professional prestige'. i3 funds have allowed for PD, monitoring, and intervention teachers, which staff say is 'amazing.' The school appreciates the connection to innovation and accountability associated with the CRM. Also helpful has been the ability to benchmark McDonogh 42's student progress with students in other schools. |
| TN | 2012-13 | Brick Church Middle School | Brick Church believes i3 allows them to do 'everything' differently than they would otherwise. i3 funds support staff and technology. Brick Church reports that the sheer amount of need in turnaround work means the school could not make do without the i3 funds. i3 supports Brick Church in 'moving deeper and deeper' in the 'good, important' work of turnaround. | In Y2 Brick Church still maintains that they could not run their school as they do without i3 funds. Without this level of funding, BCCP says they 'couldn't do it.' In particular, Brick Church's Behavior Team is funded via these additional funds. BCCP believes that their work is the 'next frontier of the civil rights movement.' | | | | Brick Church believes they could not run their school without additional funding such as i3, although i3 itself is not particularly meaningful beyond its financial impact. i3 funds support technology and staffing, particularly the behavior team. |
| TN | 2012-13 | Humes | Staff at Humes report that i3 allows them to provide choice and an option to parents who had never had access to a quality education. i3 funds support blended learning technology at Humes, allowing for a 1:1 student:device ratio. This in turn supports differentiation in classroom techniques. | no data | | | | i3 allows Humes to support blended learning, specifically providing for a 1:1 student:device ratio. This in turn allows for greater differentiation and supports Humes in reaching its student growth goals. Overall, Humes sees i3 as allowing them to provide an option to parents who would otherwise not have access to high quality education. |
| TN | 2012-13 | KIPP Memphis Academy Middle | KMAM uses i3 funds to expand KIPP's model in Memphis, which increases the number of students who have the opportunity to attend a KIPP school. i3 supports technology (KMAM also has a 1:1 student:device ratio), programming, and KIPP's staffing model. | | | | | |
| Without i3, staff at KMAM report that they wouldn't have their 1:1 student:device ratio. The school has also been able to staff up to meet student needs, splitting ELA and having one SPED teacher for each grade level. i3 affords KMAM the opportunity to execute on their vision; the technology model, staff model, school infrastructure--all of these are critical to KMAM's vision and are supported by i3. i3 funds allow KMAM to 'execute on our vision.' i3 funds support technology (including a 1:1 student:device ratio), programming, and additional staffing, including ELA and SPED. By supporting KMAM's growth, i3 allows KIPP to expand in Memphis and afford more students the opportunity to attend a KIPP school. | | | | | | | | |
| LA | 2013-14 | Einstein Extension | For Einstein, i3 provides both leadership development (via school reviews) and money. i3 resources allow Einstein to pay for support staff, such as a full time nurse and more paraprofessionals. This allows for more individualized instruction. Einstein reports that they use these funds 'wisely', for example hiring an additional highly qualified para rather than a certified librarian, who can fulfill more roles in the school more economically. | In Y2 Einstein believes i3 is 'awesome' and reports they have a 'tremendous feeling of success.' | There is no institutional knowledge of i3 in Y3 (school leadership has changed). | | | In Y1, Einstein appreciates i3 for both the school reviews and the funding. i3 resources support staffing including a nurse and paraprofessionals (which allows for greater individualization in instruction). By Y3, there is no knowledge of how i3 operates at the school level. |
| TN | 2013-14 | Cornerstone Lester | In Y1 Cornerstone believes i3 is 'wonderful' and a 'great legacy.' The ASD trip to New Orleans was 'really useful time' for Cornerstone because it provided effective feedback. Additionally, Cornerstone reports that the relationships and connections forged on the trip have been fruitful. Cornerstone is using i3 funds to support additional teachers in the classroom, a reading interventionist, and other supports for high need students. | In Y2 Cornerstone believes that i3 sets them apart as a charter and will lay groundwork for other cities to explore the Charter Restart Model. They also appreciate that the work of i3 will be documented, and that longitudinal data will help determine how to spend such funds in the future. Cornerstone appreciates the work of turnaround: 'We are the schools of no other choice for those who come to us. Let's see how great we can make it.' | In Y3 Cornerstone is not sure exactly how i3 funding is managed or spent, but the school understands that i3 'frees up money for things I need.' | | | In Y1 Cornerstone believes i3 is a 'great legacy.' Cornerstone found the ASD trip to New Orleans to be particularly useful in that it generated effective feedback and forged fruitful connections. Cornerstone used i3 funds to support additional classroom teachers, a reading interventionist, and other supports for high need students in Y1. In Y2 the school notes the value of the i3 program's evaluation in providing longitudinal and comparison data. By Y3, Cornerstone is not fully aware of how i3 funds are specifically managed, but they understand that additional funds from i3 free up money in the budget for things the school needs. |
| TN | 2013-14 | Hanley | For Hanley, inclusion in the CRM means 'high expectations for us for student achievement.' Much like Carver Collegiate, Hanley feels fortunate to have i3 funds and also feels increased responsibility to demonstrate student results. The additional resources support mission driven work such as blended learning, additional staff such as instructional assistants, and technology such as Promethean boards. | Hanley feels honored by the i3 grant, and believes it is an indication that the grant makers 'believe enough in us to let us try things.' The grant makes Hanley feel valued, and in turn the school wants to serve as a responsible steward. Hanley sees i3 as creating an opportunity to try new things in order to support learning for all students. | In Y3 Hanley notes that i3 funded computers, which have been helpful with online assessments, whole class learning, and blogging. | | | Hanley, like Carver Collegiate, expresses both deep gratitude and a sense of responsibility for stewardship of i3 funds. Hanley uses i3 funds to support mission driven programming. In Y1, i3 funds supported human capital (such as instructional assistants), and in both Y1 and Y3, i3 funds support technology. Hanley appreciates the opportunity that the grant has given them to 'try things that will support learning for all students'. |
| TN | 2013-14 | Klondike | Klondike does not know how i3 funds are managed or spent. At the school level, Klondike does not know enough about i3 to articulate specific benefits of having received the grant. The school believes the funds may have been spent on salaries at the CMO level. Klondike thinks they may not have had much funding for PD around literacy and numeracy without i3, but they cannot definitively connect i3 to these supports. | For Klondike in Y2, i3 creates a space to engage in end-of-year reflection without 'it being punitive' (via the evaluation interviews). Klondike sees i3 as creating space to innovate, and to introduce blended learning and technology into the classroom. | In Y3, Klondike still does not know how i3 funds are mobilized. The school believes the i3 funds live at the CMO: 'The money goes to the network.' | | | Klondike is not aware of how i3 funds are spent or managed. In Y1, they suggest that i3 may support salaries at the CMO, and/or PD around literacy and numeracy, but they are not certain. In Y2 Klondike thinks i3 funding assists with technology resources (laptops and blended learning). Klondike also sees i3 as creating space for classroom innovation, as well as for full school reflection without fear of such reflection having punitive impact (via the CREDO evaluation interviews). However, by Y3, they believe the money lives solely at the network level. |
| TN | 2013-14 | KIPP Memphis Preparatory Academy | In Y1 KMPM feels that i3 support is invaluable for serving students. As a new school within the ASD portfolio, KMPM has high needs. i3 funds allow them to support technology, but the school also has questions about other ways the CMO may have spent i3 funds. The question arises, 'Where did all the money go?' | In Y2, i3 is described as an 'additional layer of support' at KMPM, but the school does not completely know how i3 (or other specific funds) are mobilized. At the school level KMPM is focused on the responsibility of restarting a struggling school for an underserved community, rather than on CMO-level grants management. | In Y3, knowledge of how I3 funds are mobilized does not reside at the school level at KMPM. The school tells the CMO CFO what the school needs, and the CMO does its best to meet those requests, but managing which funds pay for which supports is not a school level function. | | | i3 provides KMPM 'additional...support' but there is no clear understanding at the school level of how specific funding streams are mobilized. In Y1, i3 supports technology but the school is not fully aware of how i3 funds are spent in full - they have questions for the CMO to that effect. In Y2, the same is true, and the school notes that they are focused on the work of turnaround first and foremost: restarting a struggling school in an underserved community. By Y3, knowledge of i3 spending decisions is not held at the school level. The school will ask the CMO for particular resources or supports and the CMO will make decisions, but the school does not know which particular funding source pays for any given request. |
| TN | 2014-15 | Freedom Preparatory Academy | i3 gives Freedom Prep an opportunity to provide more support to students who have often been left behind. | | | | | |
| In Y2 there is no institutional memory of i3, although the work i3 supports is considered 'needed and interesting.' In Y1 Freedom Prep sees i3 as an opportunity to provide more support to students who have often been left behind, but in Y2 the school had no knowledge of i3 prior to CREDO's visit (though they noted that the i3 work is needed and interesting after the CREDO interviewer provided background information regarding the grant program and evaluation). | | | | | | | | |
| | | | | | | | |
| LA | 2015-16 | KIPP East Community Primary | KIPP East does not have knowledge of how individual grants are spent by the CMO, so the school does not know exactly where i3 money goes specifically. However, KIPP East is aware that their per pupil budget is higher than some other schools, which supports resources such as co-teachers, an AP in the first year, and technology. KIPP East has also been able to use funds with discretion to buy things they would not have been able to purchase on other funding streams such as additional staff and furniture. | | | | | KIPP East does not have knowledge of how individual grants are spent by the CMO, so the school does not know exactly where i3 money goes specifically. However, KIPP East is aware that their per pupil budget is higher than some other schools, which supports resources such as co-teachers, an AP in the first year, and technology. KIPP East has also been able to use funds with discretion to buy things they wouldn't have been able to purchase on other funding streams such as additional staff and furniture. |
| LA | 2015-16 | Wilson | Wilson is not fully aware of what i3 means, but after speaking to a CREDO interviewer, i3 is understood to provide quantitative and qualitative data via site visits. | | | | | Wilson is not fully aware of what i3 means, but after speaking to a CREDO interviewer i3 is understood to provide quantitative and qualitative data via site visits. |