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MISSION STATEMENT

At Public Prep, Girls Prep and Boys Prep scholars are challenged to think and work hard every day.

We start early with the end of college completion in mind. We create a warm and joyful culture of rigor in which scholars build strong character by adopting the core values of community, merit, responsibility, and scholarship. Our scholars master the ability to read, write, listen, speak, create, and think deeply across disciplines, with a particular focus on science, the arts, and math. They work independently and in teams to solve problems collaboratively.

Girls Prep or Boys Prep alumni will be resilient young scholars of bold intellect. They will be empathetic leaders, knowledgeable and curious about the world. They will be goal-oriented decision-makers empowered to make choices that will lead to life success.

Public Prep is the nation’s only non-profit network that exclusively develops exceptional, tuition-free PreK and single-sex elementary and middle public schools. We are determined to graduate 8th grade scholars who thrive in “right-fit,” high-performing public, private, or parochial high schools, and ultimately earn a degree from a four-year college or university.


NORTH STAR TO COLLEGE COMPLETION

Public Prep has defined its North Star to College Completion as its organizational framework to regularly measure progress; a standard that is superior to, and inclusive of, any district, city, state, or national standard.

NORTH STAR TO COLLEGE COMPLETION

Academic Achievement

Academic Achievement comprises the cognitive abilities and content knowledge students develop across disciplines, including science, the arts, music, math, foreign language, and other courses of study that help them become well-rounded, educated, and culturally literate citizens. See our curriculum approach here.

Character Development

Since our inception, Public Prep has prioritized cultivating what is now popularly called a “growth mindset” within our students. Character Development builds character-based strengths such as resilience, determination, initiative, perseverance, gratitude, empathy, and optimism to help our scholars overcome the inevitable hurdles encountered in life.

  • Core Values: Public Prep scholars and staff members are guided by our four core values of Community (Brotherhood and Sisterhood), Scholarship, Responsibility, and Merit. Schools recognize scholars who demonstrate our core values and community expectations by naming them Big Brother/Big Sister of the Week, and celebrating them at bi-weekly unity meetings.
  • Namesakes: Each classroom is named after inspirational individuals who scholars identify with, look up to, and study throughout the year. Our Namesakes wear many hats and many are known for accomplishments across sectors.

College Knowledge

Public Prep’s commitment to college graduation for every scholar goes beyond a caring, supportive school environment and rigorous academic preparation; our network of schools is preparing scholars, starting in PreK, with the skills and knowledge they must harness along the path to college completion. Learn more about our College Completion Initiative here.

Organizational Stability & Staff Engagement

Beyond students, Organizational Stability & Staff Engagement is another integral component of reaching the North Star to College Completion, including critical measures such as retention of quality staff and financial self-sustainability. Increasing the career longevity of school leadership and faculty who effectively improve adult and student learning is critical to the future of all Public Prep schools and our scholars.

Family & Scholar Satisfaction

Public Prep Academies believe that strong, regular and respectful communication with parents and guardians is critical to our schools’ short- and long-term success. This connection begins and is reinforced through annual home visits, weekly newsletters, family events, family-teacher conferences and through our active Community Councils.

  • Community Council: The Community Council (CC) is an association run by the families of Public Prep students, and is intended to support the school to meet the educational and social needs of the students. The CC, via their executive board, provides feedback and direction to the school leadership team on how to best serve the students.
  • Family Newsletters (Blossom and Tangram): The weekly Blossom or Tangram newsletter provides a platform for our schools to share upcoming events, celebrate school successes, and share resources.
  • Home Visits: The purpose of a home visit is to strengthen the family-school partnership, ensure that proper supports are in place for the family and the student, review school systems and expectations, and hear from families and the student about anything important they want to share.


ORGANIZATIONAL PRIORITIES

Rather than celebrate performance versus low external standards, Public Prep is determined to deeply understand the full array of skills, knowledge, behavior, and habits of mind that reliably predict whether or not a Public Prep scholar will ultimately complete a post-secondary degree.

Through this process, we have identified four priority areas:

Kindergarten Un-Readiness

Early Catastrophe research identified two important facts: (1) children from lower-income families had heard thirty million fewer words and lower quality vocabulary by their fourth birthdays than children from higher-income families; and (2) test performance in third grade could be reliably predicted from vocabulary at age three.

Key Insight: Unless this 30 Million Word Gap is addressed in the earliest ages, prior to Kindergarten, we are destined to continue to have the same mediocre outcomes years later and produce another generation of students who will not be able to fulfill their potential.

Our Response:

  • PrePrep: the Joan Ganz Cooney Early Learning Program launched in 2014 to provide the integral first component of a content-rich, vertically-aligned Pre-K through 8th grade curriculum. Learn more about our PreK program.
  • Parent Child Home Program: We are piloting the Parent-Child Home Program in 2018, an evidence-based early literacy, parenting, and school readiness model that is committed to closing the achievement gap by providing low-income families the skills and materials they need to prepare their children for school and life success. Sponsor a family today.

Content Matters

In a national study titled Learning Less, in response to ELA & Math state test requirements, 81% of elementary school teachers reported they believe schools have narrowed curriculum, shifting instructional time and resources toward math and English Language Arts and away from subjects such as art, music, foreign language, science, and social studies.

This focus on skill acquisition only versus skill and knowledge acquisition has consequences, most notably in exacerbating the knowledge deficits already identified in the first priority area. In essence, regardless of a student’s traditional reading skills (e.g. predicting, summarizing, and decoding), their understanding will be severely impeded by a lack of understanding of relevant background knowledge.

With the adoption of the Common Core State Standards in New York State, this idea of building literacy skills through a knowledge-rich curriculum is finally taking hold. While the Common Core State Standards are focusing attention on the importance of content, it is still incumbent upon the school system to develop the exact curriculum that will meet those standards.

Key Insight: The absence of a coherent, vertically-aligned, knowledge-based curriculum across a balanced schedule and range of disciplines, especially in elementary school, led to Public Prep students not acquiring the requisite vocabulary, background knowledge and comprehension skills necessary for future growth. See how we are focusing on content in our academic approach.

Character Matters

As critical as early learning and a broad-based, content-rich curriculum are to student success, they are but two rungs on the ladder to college completion (versus college or career readiness). This is especially true for students from low-income backgrounds. Accomplishment in ELA and math is necessary but not sufficient in ensuring students ultimately enroll in and graduate from college.

In his breakthrough 2012 book How Children Succeed - Grit, Curiosity, and the Hidden Power of Character, author Paul Tough challenges the conventional wisdom that success in academics and life is dependent solely on a student’s cognitive abilities or intelligence. Rather he argues that a set of non-cognitive skills or character-based strengths – like grit, curiosity, perseverance, resiliency, self-control, gratitude, and optimism – are equally or more crucial to success than other factors. Moreover, these strengths are not just innate; they can be developed through deliberate means.

Since our inception, Public Prep has prioritized cultivating what is now popularly called a “growth mindset” within our students. Our core values of scholarship, merit, sisterhood or brotherhood, and responsibility are embodied in all of our work with students and families, who we consider to be invaluable partners in their child’s academic and socio-emotional development.

Key Insight: These two ideas – the need to develop cognitive as well as character-based strengths – are not mutually exclusive. Indeed, they are mutually reinforcing. Students who believe that they can improve their own life outcomes through hard work, a positive outlook, and relentless effort deal better with adversity and apply themselves more fervently to difficult academic tasks. See our approach to character development in our North Star above.

College Knowledge Matters

While more students from all backgrounds are finishing college, the difference in graduation rates between the top and bottom income groups has widened by nearly 50% over two decades.

Moreover, there is ample evidence that even the majority of high-achieving low-income students do not apply to any selective colleges because they lack college knowledge. Low-income students are often poorly informed about their college-going opportunities, or have financial, cultural, social, or family issues that make them unwilling to apply to strong post-secondary institutions, even if they are well-qualified for admission.

Key Insight: Although Public Prep only serves PrePrep-8th grade, we must: (1) incorporate deliberate instruction that demystifies college for our students into our core curriculum, and (2) build formal partnerships with high schools and colleges and universities that will enable our alumni to find the right “fit” school and keep them on a path to college completion.

Our Response:

  • Our Path to College Completion provides supports and experiences, starting in PrePrep, targeted to provide college knowledge in various channels.
  • Public Prep has secured exclusive partnerships with colleges and universities to guarantee multi-day or multi-week, on-campus experiences for Girls Prep alumnae to take summer classes, live in dorms and experience college life.
WELCOME FROM OUR CEO

When Girls Prep was founded in 2005 as the first and only all-girls public charter school in New York City, 90 young female scholars started in Kindergarten and 1st grade. Since then, Girls Prep has grown to become the Public Prep Network, the nation's oldest and only non-profit network that exclusively develops exceptional PrePrep and single-sex elementary and middle public charter schools. Public Prep now educates nearly 2,000 scholars currently attending Girls Prep Lower East Side, Girls Prep Bronx and Boys Prep Bronx schools. Moreover, there are now almost 350 Girls Prep alumnae attending some of the best public, private and parochial high schools, and we are proud to say, for the first time, some of the finest colleges and universities in the country.

Indeed, on June 28th, 2017, nearly 1,500 family members, friends, past and current faculty, alumnae, and scholars created a wonderful, new tradition by attending Public Prep's first-ever unified graduation ceremony on a college campus. The event was the culmination of a very special year that marked the first time in which both Girls Prep Lower East Side and Girls Prep Bronx graduated 8th grade scholars. We also honored the inaugural Girls Prep cohort of 47 scholars that graduated from 8th grade in 2013, who were now graduating seniors, and about to embark upon their post-secondary plans.

There was a lot to celebrate.

Four years after they graduated Girls Prep, a stunning ninety percent of that Class of 2013 received on average nearly five offers of admission, and cumulatively received more than $5 million in scholarship offers. The fact that such an overwhelming number of Girls Prep alumnae were accepted into and will be attending some of the finest colleges and universities in the country is the best evidence of the positive, longitudinal impact of our work.

And for the fifth consecutive year, Girls Prep graduated 100% of its 8th graders into college-prep parochial, private or public high schools. We are also pleased to share that on the New York State 2016-17 exams, Girls Prep Lower East Side scored in the 83rd percentile of all schools in the entire state in English Language Arts, Boys Prep Bronx outperformed 66% of New York State in Math, and 96% of Girls Prep Bronx fourth graders aced the science exam, underscoring our commitment to develop the next generation of female scientists, engineers and mathematicians.

As I embark upon my eighth year leading Public Prep, I am more optimistic than ever that we are living up to the solemn promise we make to families, starting in PrePrep, that our Girls Prep and Boys Prep schools are their partner to empower their sons and daughters to be on a path to college completion. Thank you for joining us on this journey.

With gratitude,

Ian Rowe, Chief Executive Officer