Launched in fall 2012, CDCPS-Gateway and CDCPS-R. Kingman Webster are modeled after the first Community Day Charter Public School, CDCPS-Prospect. Open since 1995, CDCPS-Prospect has a strong record of success; recognition and accomplishments include the following.
- Recipient of the New Leaders for New Schools Silver-gain EPIC (Effective Practice Incentive Community) Award in 2008, 2009, 2010, 2011, and 2012. The EPIC initiative identifies and rewards charter schools that are making significant academic achievement gains with high need populations. As an EPIC award recipient, the school has additional opportunities to disseminate best practices on a national basis.
- One of five charter public schools profiled in the Harvard University publication titled Inside Urban Charter Schools: Promising Practices and Strategies in Five High-Performing Schools (Harvard Education Press, 2009). The chapter devoted to Community Day Charter (Intimacy in a Data-Driven School) highlights the extraordinary level of collaboration between and among teachers, parents, and school leaders to ensure that every student at CDCPS receives the services and supports necessary to be successful in school.
- Featured in case studies highlighting transformational leadership in education used by the Accelerate Instituteto train urban school principals through the Ryan Fellowship, which brings aspiring school leaders to The Kellogg School of Management at Northwestern University each summer for a rigorous program.
- Selected for participation in Keeping the Promise, a three-year effort of the Massachusetts Charter Public School Association to identify and disseminate the best practices of public charter schools that successfully educate children in communities of high need.
- Selected as the recipient of the first annual Excellence in Education Award given by the National Center for Urban School Transformation (NCUST) at San Diego State University (2006). This award recognizes very high-achieving urban schools in order to identify, study, and promote the best practices that have contributed to their success.
- Recognized as a Title I Distinguished School by the Title I Distinguished School National Recognition Program for demonstrated student gains through the achievement of adequate yearly progress (AYP) goals.
- Designated a Massachusetts Compass School, the first charter school in the history of the program to be so honored for significantly improved MCAS results in both Reading/English Language Arts and Math. The Compass Schools Program was developed as a way for the state to recognize and celebrate individual school improvement and to encourage the sharing of good ideas and effective practices among educators statewide.
- Nominated for the No Child Left Behind – Blue Ribbon Schools Award Program established by the U.S. Department of Education to reward successful schools that make significant progress in closing the achievement gap or whose students achieve at the highest levels.
- CDCPS became the first charter school renewed by the Massachusetts Board of Education for a second five-year term (2005-2010). The independent consultants hired by the Board to evaluate the school noted that “standards-based curriculum is the centerpiece of the CDCPS academic program and provides the roadmap for day-to-day instruction. Teachers integrate extensive data analysis of students’ capabilities with the curriculum resources to create a rich and effective instructional program.” (SchoolWorks Renewal Inspection Report)
- Students have shown strong performance on MCAS and high rates of acceptance by high schools that base admission on academic achievement.
- Graduates have attended nationally renowned high schools, including Phillips Academy Andover, Phillips Exeter Academy, Pingree School, The Governor’s Academy, and Groton School.
CDCPS educates it students, not only academically, but as a whole. I’m proud to be part of the CDCPS community.
LUZ RODRIGUEZ, FORMER PARENT ADVISORY COUNCIL PRESIDENT
I have had a great experience with Community Day Charter Public School. This school is very focused on each individual student’s needs. My child has been having a very difficult time learning basic grammar. The school has provided my child with an additional support that consists of a small group that will reinforce my child’s needs. This additional support has helped my child tremendously.