Presentation to Board of De La Salle North Catholic to discuss the integration of Cristo Rey philosophy with De la Salle educational philosophy

1. History of the Cristo Rey Network
October, 2012
Transforming Urban America – One Student at a Time

2. Opening Prayer
– “Let us remember….
– that we are in the holy presence of
God.”
Transforming Urban America – One Student at a Time

3. Contents
Network History – Where we came from
Mission Effectiveness Standards
Network Update – Where we are today Building A School Around Students
September 06, 1996
Is Cristo Rey Jesuit High School every
student's nightmare or every student's
Value of the Network dream? Probably a bit of both, but one thing is
certain: The kids who go there will come out
with an education--and more.
That's what is so appealing about the new
school, which opened this week on Chicago's
Southwest Side. In an age when public school
calendars seem to include as many
holidays, half-days and "institute days" as
classroom days, students at Cristo Rey will
attend school 10 1/2 months a year.
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Transforming Urban America – One Student at a Time

4. Why did the Jesuits open Cristo Rey in Chicago in 1996?
 High drop out rates
 Fr. Jim Gartland, S.J., spoke to parents, community leaders,
educators, and young people. Biggest need was a high school.
 Parents wanted a school where students would be known and cared
for (two big high schools in Pilsen/Little Village had high dropout
rates, were violent places, and were big and impersonal).
 Parents knew that going to college was important
 How do we pay for this? Fully 65% of children in Pilsen drop out of
school, according to the Chicago Board of
Education, with dire consequences for their
future participation in the work force. Pilsen's
main high school, Benito Juarez reports that
94.5% of their students are classified as low
income. In 1990, Latino youth (ages 16 to 19)
unemployment in Chicago was 27.9%. The 1990
U.S. census reported a 13% unemployment rate
for all Pilsen workers, compared to 7% for the
city of Chicago. More recent estimates range
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up to 25%.
Transforming Urban America – One Student at a Time

5. Work Study Program
The school and the work-study
program are separate
corporations.
CWSP
---------
HIGH SCHOOL funding
Employers contract with school’s
work-study corporation. This flat
fee is a business expense. Some
professional service firms
include it in the contract with a education
vendor, i.e, mail room. etc. and fee
it does not add to the expenses.
---------
Students are employees of our
work-study business
---------
The employer receives the STUDENTS work CORPORATE CLIENTS
services of student employees
each day of the week.
Transforming Urban America – One Student at a Time

6. Team of four students fill 1 FTE
Student-workers are put into JOB-SHARING teams and their academic schedules are modified so that
four students job share a full-time entry level job without missing class.
(5 days/week; Monday-Friday; 8 hours; Late August to mid-June with full year option)
Mon. Tue. Wed. Thurs. Fri.
Week 1
Week 2
Week 3
Week 4
Transforming Urban America – One Student at a Time

7. Types of Jobs
Transforming Urban America – One Student at a Time

8. 1999 – 2000: Educators seek to replicate Cristo Rey
Jesuit High School
 Original school was getting students to college
 Work Study Program was successful
 Catholic educators were looking for a way to make private, Catholic education
affordable to urban young people
 Historical context – in the 1990s and 2000s, small, innovative charter schools were
popping up all over the country. Results of the charter school is no doubt mixed, but
the long waiting lists reinforce that parents in urban areas are looking for an alternative.
 We knew parents across the country were looking for an alternative, just as the parents
in Pilsen were a few years earlier.
 Rich Clark and three Jesuits, including Fr. Foley, made a pilgrimage to Peru in 2000 to
learn about the Fe & Alegria (Faith & Joy) schools – schools that educated the poor.
 Key Learnings:
– Starting point of a Fe & Alegria School is the poor and their needs – the mission comes from
the people served
– Fe & Alegria’s formal Network and mission statement came many years after the schools
started
-- concluded the best thing to do was start schools; a formal Network could come later
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Transforming Urban America – One Student at a Time

9. Network History – Where we came from
September 1996: June 2000: BJ Cassin May 2001: September 2001: First
visits Cristo Rey and
Cristo Rey Jesuit High First meeting of the replication – Portland
commits $12 million to
School opens Cristo Rey Network opens
support replication
Jan. 2003: Original
Dec. 2002: Cristo Rey May 2003: Gates Grant September 2004: Six
Presidents agree to
Network incorporated as of $9.9 million to continue schools open – Network
Mission Effectiveness
a 501(c)(3) replication now at 11 schools
Standards
May 2006: Gates makes
second grant ($6 million) September 2007: Seven September 2008: Three 2011-12: 24 Schools,
to support more growth & Schools open – now 19 new schools open – 22 more defined role of the
build capacity of the schools schools Network Center
Network center
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Transforming Urban America – One Student at a Time

10. B.J. & Bebe Cassin
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Transforming Urban America – One Student at a Time

11. Melinda Gates
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Transforming Urban America – One Student at a Time

12. Contents
Network History – Where we came from
Mission Effectiveness Standards
Network Update – Where we are today
Value of the Network
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Transforming Urban America – One Student at a Time

13. Mission Effectiveness Standards
A Cristo Rey school . . .
1. Is explicitly Catholic in mission and enjoys Church approval.
2. Serves only economically disadvantaged students. The school is open to students of
various faiths and cultures.
3. Is family centered and plays an active role in the local community.
4. Is accredited by a recognized regional accrediting association. It has a college
preparatory curriculum designed for a high level of student engagement in their learning.
5. Requires participation by all students in the work-study program. All students must be
14 years old on or before September 1st.
6. Seeks to integrate the learning present in its work program, classroom and
extracurricular experiences for the fullest benefit of its student workers.
7. Has an effective administrative and board structure as well as complies with all
applicable state and federal laws.
8. Is financially sound. At full enrollment the school is primarily dependent on revenue
from the work-study program to meet operating expenses. In addition, the school
maintains a comprehensive advancement program to ensure financial stability.
9. Seeks to understand, assure, and improve how and how well its students learn and
grow.
10. Is an active participant in the collaboration, support, and development of the Cristo Rey
Network.
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Transforming Urban America – One Student at a Time

14. Standard Two: A Cristo Rey school serves only economically
disadvantaged students. The school is open to students of various
faiths and cultures.
 All accepted applicants to a Cristo Rey school must complete a third-party financial aid process
approved by the Network that incorporates their most recently filed tax records, family demographics
(e.g., family size) and other relevant financial information. The school annually shares the student
income information from the third-party financial aid service with the Network.
 Through its admissions process, the school continually renews its commitment to the marginalized
by aggressively seeking students from economically disadvantaged families and
neighborhoods. Specifically, schools recruit students who are eligible for the federal free/reduced
lunch program. As a result, each school maintains an admissions policy that considers student
income levels and meets one of the following measures for all incoming students:
– the per capita Adjusted Available Family Income for an individual student’s family (as
determined by a Network-approved third-party financial aid service) shall not exceed 75% of
the per capita Median Household Income (as indicated by the U.S. Census Bureau’s most
recent American Community Survey) of the city in which the school is located or for the nation,
whichever is higher; or
– the total Adjusted Available Family Income for an individual student’s family (as determined by
a Network-approved third-party financial aid service) shall not exceed 75% of the Median
Household Income (as indicated by the U.S. Census Bureau’s most recent American
Community Survey) of the city in which the school is located or for the nation, whichever is
higher.
 Beyond the assistance provided by the work-study program, the school provides financial aid to
families who cannot afford the full tuition, while maintaining a policy that every student must pay
something.
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Transforming Urban America – One Student at a Time

15. Contents
Network History – Where we came from
Mission Effectiveness Standards
Network Update – Where we are today
Value of the Network
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Transforming Urban America – One Student at a Time

16. Where we stand today as a Network
Chicago Pilsen (Opened
1996)
Portland (2001) Network Schools
Los Angeles (2002)
Austin (2002) (withdrew)
Denver (2003)
Boston (2004)
Cleveland (2004)
Lawrence (2004)
New York (2004)
Tucson (2004)
Waukegan (2004)
Kansas City (2006)
Sacramento (2006)
Baltimore (2007)
Birmingham (2007)
Indianapolis (2007) School Growth by Year & Projected Openings
Minneapolis (2007)
Newark (2007)
Omaha (2007) (closed) 7
School Openings
Washington DC (2007) 6
Brooklyn (2008)
Chicago West (2008)
Detroit (2008)
Houston (2009) 3
San Francisco (2009)
2 2
Cincinnati (2011)
Philadelphia (2012) 1 1 1 0 0 1 1
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Transforming Urban America – One Student at a Time

17. Cristo Rey Network Update (2011-12 by the numbers):
Replication Strategy Has Been Successful
 25 schools in 19 states (DePaul Cristo Rey to open in Fall 2011)
 7,000+ students
 2,000 projected annual graduates in coming years
 1750 corporate job partners (250 new this year)
 $30+ million revenue earned in 2010-2011 from the Work Study Program
 850+ employed locally by our schools
 $73 million expended in local markets this year, which is the sum of all
schools’ operating budgets
 Over 85% of Class of 2008 Cristo Rey Network graduates have enrolled in
post secondary options
 97% freshmen to sophomore retention rate at University Partners
Time calls the Cristo Rey Network
“an island of success in the Catholic ocean.”
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Transforming Urban America – One Student at a Time

18. Student profile, 2010-11 Academic year
Enrollment by Year 9th Grade Students in 2010-11
6,459
5,891 (Class of 2014)
5,003
4,235
2,449 2,882 $36,636 Average family income
4.1 Average family size
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
Freshmen qualifying for
69%
free or reduced lunch
2010-11 Student Enrollment
Ethnicity Religion
School of Origin
5%
4% 5% 2% 3%
2% 0%
33%
33% 17% Public
59% Catholic
56%
45% Charter
Asian Black Catholic Private
Hispanic White Christian Other
Non-Christian 36%
Other Unknown
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Transforming Urban America – One Student at a Time

19. The Cristo Rey Network Brand Continues to Gain National
Attention
 The Network was profiled in the following publications and shows:
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Transforming Urban America – One Student at a Time

20. The Cristo Rey Network Brand Continues to Gain National
Attention
 Cristo Rey Network Leadership was invited to speak at the following universities and
summits:
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Transforming Urban America – One Student at a Time

21. Contents
Network History – Where we came from
Mission Effectiveness Standards
Network Update – Where we are today
Value of the Network
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Transforming Urban America – One Student at a Time

22. Initiatives of the Network Center (2011)
Mission Effectiveness Educational Enrichment Initiative
 Replication Direction and Assistance  Teacher Effectiveness Training
(8 current sites) (14 schools)
 Quality Assurance – protect the brand  Principal Support (6 schools)
– Helps schools focus on achieving the  Curriculum and Assessment
10 Standards
Development (14 schools)
– Mission constantly refined with input
from the schools  22 schools planning to be involved
during summer 2011
 Best Practices Sharing
– Mission Effectiveness Reviews
(12 annually)
– Annual Data Report (formerly called
the Statistical Directory)
– School snapshots
– Monthly and quarterly cohort
conference calls
– 6 weeks of professional development
– Annual Meeting of schools
– College tracking
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Transforming Urban America – One Student at a Time

23. Initiatives of the Network Center
Leadership Development Postsecondary Initiatives
 The 4th Cristo Rey Leadership  Tracking of all Cristo Rey Network
Academy at the Kellogg School of graduates through partnership with
Management National Student Clearinghouse
 Annual Meeting of Network schools  National College Partner Program
 Development Director meeting in  Postsecondary Summit
September (2012)
 New President orientation
 New Principal orientation
 President and Principal search
assistance
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Transforming Urban America – One Student at a Time

24. Where the Network is going:
Our Replication Strategy Has Been Successful
 This summer 250 educators from almost every Cristo Rey Network
school and 24 college partners will participate in six weeks of teacher
effectiveness workshops, institutes on curriculum development and
implementation, a leadership academy at Northwestern University
and a summit on postsecondary success at DePaul University.
The Cristo Rey Network has moved from solely a
successful school replicator
to a high value professional development partner
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Transforming Urban America – One Student at a Time

25. Executive Chairman, Rev. John P. Foley, S.J.
President, Rob Birdsell
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Transforming Urban America – One Student at a Time

26. Elena Sanchez, Class of 2009, Saint Martin, Cleveland
(From an English class assignment)
Oberlin, Class of 2013
I am From
Elena Sanchez
I am from the big yellow house in the middle of the street
I am from the street where there’s no bike riding,
The street where the ice cream truck never slows down
I am from the porch you could hide under
I am from the house that had dirt where grass should be
I am from the stolen skateboard
I am from the school where asking for help was tattling
I am from the desk in the back corner
I am from the books read at recess
I am from the pictures drawn in gym
I am from the broken lunchbox
I am from a fight on the playground
I am from a weave in my eight year old hands
I am from ignoring rumors and laughing them off
I am from dismissing the past
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Transforming Urban America – One Student at a Time

27. I am from learning to trust and making friends
I am from the CDs on repeat
I am from the notebook under my mattress
I am from 100 pairs of headphones blown out
I am from 1,000 mistakes huge mistakes and meager relationships
I am from dreams of being someone
I am from frustrated tears on a pillow
I am from the tissues that dried them away
I am from a mother who never gave up
I am from crawling through life but
I am from getting back up as well
I am from pain I thought would never end
I am from victory over my younger years
I am from saddle shoes and out of style clothes
And I am from making them work
I am from a mold of my own
I am from perseverance
I am from never staying down
I am from a fight that will never end
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Transforming Urban America – One Student at a Time

29. It has been necessary to prepare this
guide for Christian Schools so that all Cristo Rey Network’s
may be done uniformly in all the 10 Standards
schools and in all the places where answer similar need!
there are Brothers of this
Institute, and that the practices there
will always be the same. People are so
subject to laxity, and even to
change, that they must have written
rules to keep them within the limits of
their duties and to prevent them from
introducing something new or
destroying what has been wisely
established. --Conduct of the Christian
Schools, Introduction to 1720 edition
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Transforming Urban America – One Student at a Time

30. Rheims, France - 1679
The Situation –
• Rampant Poverty
• Multi-Generational
The Need –
– What can be done to
break the cycle of
economic and spiritual
poverty?
1679 Rheims=1996
Pilsen!
Transforming Urban America – One Student at a Time

31. One Commitment Leads to
Another
 Assists Adrien Nyel
 Works With Teachers
 A Challenge: Trust in
Providence
 Establishes a Teaching
Community
One school grows into
movement which develops
strong professional
Transforming Urban America – One Student at a Time development component!

32. The Gentle Persistence of God
I had not thought of doing this
before, but not because others
had not suggested that I do
such work…
Transforming Urban America – One Student at a Time

33. The Gentle Persistence of God
And if I had ever thought…
Transforming Urban America – One Student at a Time

34. The Gentle Persistence of God
God, who directs all things with
wisdom and gentleness…
…one commitment led me into the
next one without my having foreseen
this in the beginning.
Transforming Urban America – One Student at a Time

35. Essential Characteristics
 We Instill Gospel Values
 We are Animated by and
 Foster a Spirit of Faith & Zeal
 We Exercise a Preferential Option for
Those Who Are Poor
 We Develop and Maintain Diverse Programs
Meeting Recognized Standards of Excellence
 We Create and Sustain Respectful Human
Relationships in Community
Cristo Rey Movement!
Transforming Urban America – One Student at a Time

36. Closing Prayer
Closing:
 Saint John Baptist de La Salle…
 Pray for us!
 Live, Jesus, in our hearts…
 Forever!
Transforming Urban America – One Student at a Time