Times2+Academy+K-12

District: Providence central school district Author: Kyle Weinreich (2011) and Emma Meyers (2012)
 * Times² Academy**



Introduction
Times2 Academy, pronounced Times squared Academy, began as a Saturday-after school enrichment program in 1976 in Providence RI, with the aspiration of minority children becoming the next greatest scientists, engineers, and mathematicians. By 1998, this enrichment program progressed into a formal 7-12 accredited charter public high school, and later included the elementary division in 2002. Times2 Academy's curriculum emphasizes the science, technology, engineering and mathematics (STEM) principle. Times2 Academy is a unique example of a charter school within the state of Rhode Island, designed to cater to the needs of the disadvantaged community within Providence. The question that this page will attempt inform the general public about is whether or not a charter school is a better method of educating students in general and in particular students from disadvantaged backgrounds and if so, are the practices they use applicable to a wider school environment? This question will be answered by analyzing the school demographics as well as assessments and accountability based on standardized tests, including the SAT and NECAP standardized tests. In addition to analyzing assessment and accountability, we will also look at the school environment, teacher practices and funding and resources, to see if these are what is resulting in the unique environment of the school. Based on these criteria, we will determine if the school is living up to its mission statement. "Through a rigorous and innovative academic program in math, science, and technology, in combination with the liberal arts, times two Academy for its diverse student population. Those experiences, skills, and values that will prepare them for purposeful contribution in higher education."

Geographical Location and School Demographics
 The city of Providence, where the charter school Times2 Academy is located, encloses a total of 20.5 square miles of Rhode Island.. Providence is located near the top of Narragansett Bay, with the Providence River running into the bay through the center of the city. The weather qualifies as humid continental climate . Providence is the most populous city in Rhode Island, and one of the most densely populated cities in the country with approximately 178,053 residents . Of those residents, 661 students attend Times2 Academy's preschool-12th grade schooling . Times2 Academy is located down the street from Providence College, right off of Douglas Avenue, putting it within a central location of the city.

 Within the high school portion of Times2 Academy, the diverse demographics are apparent. The majority of this charter school, located in central Providence, is made up of students that identify themselves as having more than one race, totaling 60.3% of the school's population, compared to a total of 18.9% statewide. The second most prevalent race is then African American, embodying 42.6% of the student population, soaring over the Rhode Island's minimal 12.5% black populace. Times2 Academy is also above the state average in terms of enrolling more Asians and American Indians and Alaskan Natives. In addition, this academy's ethnic population is over twice as much as the state's average at 60.2%. While this high school has only 89 students total, it is relatively on par with the state's gender and Pacific Islander population. Such numbers indicate an extremely heterogeneous student body.

 Where Times2 Academy is lacking in terms of diversity in comparison to Rhode Island is their number of students receiving special education services and their white population. Special education services are only provided to 7% of Times2 students, while 16% of the state's students are receiving such services. This may suggest that this charter school only accepts exceptionally promising students. Additionally, the white population of Times2 only accounts for 8.8% of the high school, while 70.5% of the state is Caucasian. This may be attributed to Times2's goal of aspiring to create the next greatest mathematicians from minorities.

Assessment and Accountability
 As we all know standardized tests are one of the most concrete and easy to understand measures student performance and institutional success. These tests give us concrete numbers and help us make data-driven decisions that are supported by clear numeric values. The following section analyzes these numeric values and the other factors that help to produce the results we are seeing so we can better understand whether or not the school is successful. The figure above is an information works data set representing assessment results within grade 11 of Times2 Academy[1]The figure below are the results for the district of Providence for students of the same age group[2] The two preceding figures seem to demonstrate that Times2 Academy is only marginally better and in some situations less effective at teaching mathematics then other schools in Providence based on the NECAP standardized tests. As is demonstrated by the fact that within the district of Providence 10 and 14% of 11th graders for the years 2007 2008 and 2008 2009 are proficient in mathematics[3] compared to 9% and 16% of 11th graders in 2007 2008 and 2008 2009 at Times2 Academy[4]. These results are only marginally better. This dose not suggest that the school is successful in its goal of being a math and science-based charter school. What is interesting is that the results for the disciplines that the school dose not stress in its mission statement are much higher than those of the district of Providence as a whole. With over 80% of Times2 Academy students scoring proficient in reading in 2007 2008[5] compared to 48% students within the district of Providence scoring proficient in 2007 and 2008[6]. This data seems to be compounded by the differences in results on other standardized tests scores as reported by the SAT is in mathematics section Times2 Academy's students averages on the math section were 403[7] compared to the district average of 396[8]. This seems to support the data that Times2 Academy scores higher than the district of Providence overall in mathematics but not overwhelmingly so. However, their results within reading and writing were 410 and 441, respectively[9] these results are great deal higher than the district of Providence scoring 405 and 400 respectively on reading and writing on the SAT[10]. This is the difference of between five and 41 points in reading and writing respectively supporting the data presented in the New England Common Assessment Programs test results. The SAT results suggest that Times2 Academy is doing slightly better in math than do the results of the New England Common Assessment Program. Figure 3 shows data drawn from information works for Times2 Academy[11]  Times2 Academy does not appear to be overwhelmingly successful academically, specifically in the areas it was created to serve but the results of its testing results must be looked at to the lens of student demographics. When the data is looked at in that way we see that the school faces immense challenges and thus it's results are more surprising than they would otherwise be. This data is both startling helps explain the mediocre results on standardized tests and further explain why this school may in fact be successful its mission because it is overcoming such dramatic difficulties, specifically economic difficulties. With nearly 75% of all students eligible to receive free or reduced lunch[12]. This shows a vast majority of the students are economically disadvantaged, and thus the fact that they are scoring even remotely close to proficient in any standardized tests suggest to me that the teachers of Times2 Academy are doing a great job of reaching a group of students who is distinctly disadvantaged and generally written off as lost causes. In addition to this difficulty, 85% of the students at the school are black or Hispanic[13]. These are two groups that were targeted by No Child left Behind as groups who are being left behind. This is also in reference to the achievement gap that is been seen for decades that this school seems to be successfully closing.

This figure shows drawn from information works shows that in spite of its scores only slightly exceeding the district of Providence overall the school has met all 17 of its targets and therefore is making adequate yearly progress[14].

 What surprises me is that the school could be making adequate yearly progress with only18% of its students reaching proficiency in math and it's not only making adequate yearly progress is meeting all 17 targets that it was evaluated for[15]. although adequate yearly progress is based on the idea of continuing school improvement towards the goal of 100% such small gains with regards to math of only 9%, suggest that the school is a very long way to go with regards to math instruction. But the reason they may be making adequate yearly progress is because they started out with an initial number of 9% and doubled it 18. If you ignore the percentages and simply look at number of students meeting proficiency the school doubled the number of students within the school who are proficient in mathematics which may be the primary reason why they meet AYP.

School Environment
School environment is crucial to student achievement and even the best teachers cannot overcome an oppressive school environment one that does not support student success or accomplishment. Thus school environment must be one of the factors we analyze in determining whether or not the school is successful. Figure 4 shows a data table drawn from information works data based on SALT reports and suspension rates[16] Based on the data office table certain facts about the student environment intends to Academy can be derived. First and foremost that there is a limited number of incidents that result in suspension within the school. The suspension rate per 100 students is 7.1 compared to 52.9 in Rhode Island high schools overall[17]. This is such a drastic difference is that I believe is a direct result of the unique environment within the school. In smaller schools specifically those where students have a more direct relationship to their teachers which Times2 Academy seems to exemplify students are less likely to miss behave and when they do, they're more likely to be held accountable for it, and therefore not become repeat offenders. This compared to other schools around the state. With the overall average rate of suspension per 100 students is 52.9[18]. This is overwhelmingly high and must detract from student performance, school climate, and an overall sense of community within a school.In addition to the suspension data which in itself is startling. The graduation rate for students of Times2 Academy is 100%. Compared to 63% within the district of Providence[19]. This is an overwhelmingly high number and it is all within four years. Which suggest that there is a program or programs with regards to graduation that the country as a whole and Rhode Island. In particular, could benefit from. Both of these conclusions are supported by the data coming from student involvement and teacher interactions shown in the figure below. <span style="background-color: #ffffff; color: #222222; display: block; font-family: Arial,sans-serif; text-align: left;"> This figure shows a series of graphs showing and student responses with regards to teacher connectedness within the school[20]. The figure clearly shows that teachers are taking a personal interest in students above and beyond that of the Rhode Island average. With over 40% of students saying that always or most of the time, Teachers take a personal interest in students as compared to just over 25% for the rest of the state of Rhode Island[21]. This is yet another positive factor, resulting in a stronger sense of community, and as a result I believe higher student achievement within that demographic groups and within their district overall. The second half of the table shows presented. Teachers who believe that they interact with children in ways that show interest and respect. Which seems to be an equal level reporting for both the state and the school, in particular but the discrepancy in the results suggest that the teachers at Times2 Academy are much more successful in this department than other teachers across the state.in addition to teacher relations with students, and suspension rates illicit substances and other unhealthy behaviors are almost unknown factor within the school with a smaller percentage of students taking part in these unhealthy behaviors then for the rest of the state of Rhode Island.as demonstrated by the figure below <span style="background-color: #ffffff; color: #222222; display: block; font-family: Arial,sans-serif; text-align: left;">this figure shows rates of destructive behaviors of students of Times2 Academy and the average for students in the state of Rhode Island[22] this graph clearly shows a wide gap in a distinct difference between students of T2 and the students of high schools across the state of Rhode Island. Within Times2 Academy there appears to be a culture of drug prevention/education because so many students choose not to do behaviors that are widely accepted by their peers as demonstrated by the fact that less than 20% said that their friends would approve of/not care if they smoked marijuana regularly as compared tomore than 40% for the rest of the state. This suggests that there is a culture that understands the risks and dangers associated with illicit drugs and other dangerous behaviors within the school thus leading me to draw the conclusion that the school is a safer environment then other schools across the state.

<span style="background-color: #ffffff; color: #222222; font-family: Arial,sans-serif;"> Teacher Practices In addition to the results for teacher involvement. There is also the unique practices that many of these teachers use in their classroom environments which positively affect both the accountability scores and school climate, overall. it is the teacher practices that have the greatest impact on individual students. One good teacher can drastically change the direction in which a student is having an the practices that these teachers use our major factor in the success and resulting direction change for the students. Important qualities in this section will be the results for critical thinking practices, preferred methods of instruction, and typical classroom methods sections of salt reports. <span style="background-color: #ffffff; color: #222222; display: block; font-family: Arial,sans-serif; text-align: left;">This figure shows practices relating to critical thinking and teacher instruction methods[23] while the value of critical thinking cannot be understated. It is often very difficult to analyze its direct outcome on any single type of test. However, its overall benefit specifically when students reach college age or attempt to pursue all levels of higher education is crucial because the demand students are so different in these arenas. They need to learn to think differently and challenge the processes which critical thinking will help them with.also, this style of instruction results in increased community closeness and support because students learn how each other, work and learn how best to support each other and the different learning styles that each this benefit also expands to teachers who implement such practices.and withinTimes2 Academy teachers overwhelmingly agree that critical thinking is an essential quality towards educating students of their grade level[24] .because of the scale of 1 to 5, five being strongly agree zero being do not agree at all. The teachers of Times2 Academy average out to a 4.6 on the importance of critical thinking and citizenship has important qualities to teach[25]. This shows that these teachers are not just implementing critical thinking reforms they believe in them and therefore putting that much more energy into these practices that in the long-term do, immensely benefit their students. <span style="background-color: #ffffff; color: #222222; display: block; font-family: Arial,sans-serif; text-align: left;">This figure shows results from salt reports Times2 Academy[26] the above figure shows the traditional practices overall are less frequently practice then practices designed to improve comprehension of specific academic areas. For example, mathematical reasoning and enhancement across the curriculum received a 4.7 suggesting that it is practiced on a almost weekly basis within the school[27] as compared to traditional practices which, for the same year received only a 3.7; This suggests that these practices are far less important to the curriculum at Times2 Academy and this may account for some of their surprising results. As featured above in accountability and assessment.

Funding and Resources
<span style="background-color: #ffffff; color: #222222; display: block; font-family: Arial,sans-serif; text-align: justify;">The information regarding funding and resources is relatively positive, for despite the Providence district's minimal means, the students of Times2 Academy report to be extremely satisfied with the resources provided. The nominal wealth of Providence is demonstrated by the property value of each student, determined as the comprehensive value of all real property in the district divided by the average daily enrollment of public school students within the district, which is over one third less than East Greenwich's $1,002,895 at $378,009, suggesting that it is extremely low. This district also spends a significant amount of money per student at $15,305, despite their relatively low average income of $32,058. It would appear that Times2 Academy implements their funding and resources well, as their students are more satisfied with their school facilities, such bathroom safety, lighting and temperature, than the state's averages. Additionally, while in general the students of Times2 are more content with their school resources, like their school building, desks and gym, than other students within the state, it should be noted that more students of Times2 need to share textbooks on average than the state. Despite this it appears overall that the funding and resources for Times2 Academy are satisfactory in accordance to their students.

Conclusion
<span style="background-color: #ffffff; color: #222222; font-family: Arial,sans-serif;">While the data from Times2 Academy may be confusing at first glance, many of the numbers do not seem to make sense with the other results that the school has posted. This does not change the simple fact that the school has implemented innovative teaching practices, is working with a diverse group of students, who come from disadvantaged backgrounds, and is consistently making adequate yearly progress as defined by the NECAP's standardized tests. Also, just because the school does not demonstrate proficiency on a standardized test, it by no way means that the school is not adequately teaching mathematics, science, or any other concept to its students. They simply may not be used to taking tests in this manner. Which may be results of the critical thinking practices stressed within the school that lead students to think outside of the bubble or box as it may be. Thus, the very practices that are so spouse within the school seem to be detrimental to their standardized testing results. I believe that the practices and qualities that critical thinking brings out within students are far more important and in the long run more beneficial to the students and by extent the community, then, is a higher NECAP score. Especially when the school is already making adequate yearly progress by doubling the number of students who are proficient in mathematics over the past year. thus, I believe that the school is a good choice for students and parents alike. As a charter school. It does require applications so I would recommend that anyone interested in applying (applications are only accepted from students within the Providence area) do so because the opportunities that the school seems to offer far exceed the average expectations of schools within the Providence district.

<span style="background-color: #ffffff; color: #222222; display: block; font-family: Arial,sans-serif; text-align: center;">A Final Important Note <span style="background-color: #ffffff; color: #222222; font-family: Arial,sans-serif;"> Times2 Academy is a K-12 institution that is extremely small with 648 students and only 43 teachers distributed over 12 grades[28], class sizes within this building are very small this can easily results in extremely skewed data which we have already seen. Large fluctuations within standardized test results are possible when all it takes is one student to change the average. This compared to other large schools across the state where thousands of students are taking the same test individual students become less important. thus we see drastic changes in results from year to year and a much larger school, we can assume it is the failure of teachers to impart the knowledge. However, when we see the same fluctuations in the school with only 50 or so students taking the test of fluctuation can result from the student not getting enough sleep the previous night, or a single student not taking the test seriously.

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 * 1) ^ # “Information Works! Times2 Academy Learning and Achievement: Accountability,” 2009, [].
 * 2) ^ # “Information Works Providence District report, Learning and Achievement: Disaggregations,” 2009, []
 * 1) ^ # “Information Works Providence District report, Learning and Achievement: Disaggregations,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Learning and Achievement: Accountability,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Learning and Achievement: Accountability,” 2009, []
 * 1) ^ # “Information Works Providence District report, Learning and Achievement: Disaggregations,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Learning and Achievement: Accountability,” 2009, []
 * 1) ^ # “Information Works Providence District report, Learning and Achievement: Disaggregations,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Learning and Achievement: Accountability,” 2009, []
 * 1) ^ # “Information Works Providence District report, Learning and Achievement: Disaggregations,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Using Information,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Using Information,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Using Information,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Learning and Achievement: Accountability,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Learning and Achievement: Accountability,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Safe and Supportive schools: Incidence of suspension,” 2009., []
 * 1) ^ # “Information Works! Times2 Academy Safe and Supportive schools: Incidence of suspension,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Safe and Supportive schools: Incidence of suspension,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Safe and Supportive schools: Incidence of suspension,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Safe and Supportive Schools: Connectedness,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Safe and Supportive Schools: Connectedness,” 2009, []
 * 1) ^ # “Information Works! Times2 Academy Safe and Supportive Schools: Health Risks,”2009, []
 * 1) ^ # “Times2 Academy, SALT report: Teacher practices critical thinking,” 2008, []
 * 1) ^ # “Times2 Academy, SALT report: Attitudes Towards Educational Practices,” 2008, []
 * 1) ^ # “Times2 Academy, SALT report: Attitudes Towards Educational Practices,”2008, []
 * 1) ^ # “Times2 Academy, SALT report: Teacher Reports of Classroom Practices,” 2008, []
 * 1) ^ # “Times2 Academy, SALT report: Teacher Reports of Classroom Practices,” 2008, []
 * 1) ^ # “Information Works! Times2 Academy Using Information,” 2009, [].