Argyle program emphasizes the environment
Pamela Cotant
April 5, 2009
Wisconsin State Journal
As the Argyle Land Ethic Academy ends, the Argyle School District is trying to bring environmental studies and ethics into all its classrooms and is adding a special class on the subject at its high school.
The effort is a way to blend the Argyle Land Ethic Academy — an environmental charter school established within the high school in 2004 — into the regular curriculum. The academy is in its last school year but as part of the effort, a two-period Integrated Environmental Studies class will be added to the high school curriculum next year.
“We have identified Argyle as a school district that will thread environmental learning throughout the school experience,” said Argyle Superintendent Bob Gilpatrick.
The district hopes the Integrated Environmental Studies class will attract students from surrounding districts through Wisconsin’s inter-district public school open enrollment program.
Bob Laeser, president of the volunteer board that governs the charter school, said the new direction will continue environmental education in the schools, which was the ultimate goal. Argyle is about 45 miles southwest of Madison.
Similar to the way the charter school has been run, students in the Integrated Environmental Studies class will visit regional sites of historical and environmental interest, do prairie plant seed collection and planting, invite guest speakers and conduct monthly water quality sampling. Students also use sophisticated water testing equipment, greenhouse and hydroponics units, canoes and bicycles, digital and video cameras and other media technology. Eleven students have signed up to take the class next year.
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$670,000 grant aimed at getting Appleton students interested in science, technology
Larry Avila
February 23, 2009
Appleton Post-Crescent
Appleton students gain experience at FVTC’s Fab Lab
Learning something in a classroom is one thing, but seeing how those lessons apply to real-life situations takes that learning to another level.
“This is going to give our students an opportunity to collaborate with other community members, teachers,” said Sandy Vander Velden, co-founder and lead teacher for the Fox River Academy, a charter school in Appleton.
She’s referring to a program where 27 students from her school will get some hands-on experience, making a product at Fox Valley Technical College’s Fab Lab. The center, launched two years ago, has helped more than a dozen people create working prototypes of an assortment of inventions.
Fox River Academy’s experience is being funded through a newly awarded $670,000 grant from the National Science Foundation. It’s the first time the foundation has awarded such a grant.
FVTC, along with the University of Wisconsin-Stout and Century Community and Technical College in White Bear Lake, Minn., are the beneficiaries of the grant, which has the goal of getting children more interested in science, technology, engineering and math.
Fox River Academy is a public environmental education charter school. Vander Velden said her students will see how good environmental practices can be implemented in the manufacturing process.
“They’ll get to see green ideas and technology at work,” she said.
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New Fairbanks charter school seeks students for the fall semester
Rebecca George
February 17, 2009
Fairbanks Daily News-Miner
Watershed School emphasizes local learning
The Watershed School, a new charter school that will use the outdoors as a classroom, is scheduled to open in September.
The K-8 school uses a new model for education, emphasizing community involvement and the outdoors through “place-based education,” an approach to learning that uses the local community as its classroom.
Dave Merrill, a parent, educator and board member of the Watershed school said place-based education allows students to become more acquatinted with their environment.
“It really helps kids develop a strong sense of community,” Merrill said. “From there, we branch outward and students will better understand other environments and cultures.” Merrill has taught at Ladd Elementary for the past 11 years.
Class sizes will be limited to 22 students per teacher.
According to John Carlson, board president for the Watershed school, place-based education uses the local community and natural landscape of the Tanana Valley region as a recurring theme in basic subjects like language arts, mathematics, social studies, science and the arts.
Seventy-five percent of students’ physical education will take place outdoors, and it will amount to more than 120 minutes per week — double the district requirement.
The school’s mission, according to Carlson, is to develop a strong sense of place within the students by gearing lessons around the history, government, culture and ecology of Interior Alaska.
Jarrod Decker, a teacher at Weller Elementary, serves on the academic advisory board for the Watershed school. He’s specifically been involved in writing the science and social studies curricula for third and fourth grade.
“The place-based method matches with my own teaching philosophy,” Decker said. “When students make connections between content in the classroom and the community where they live, it helps solidify that knowledge and teaches students to be more involved community members.”
Members of the school’s academic policy committee carefully reviewed state and district curriculum standards, then molded curriculum material to the Fairbanks environment.
Proposed learning projects include developing schoolyard wildlife habitats, school gardening, monitoring the water of the Chena River and oral history interviews with community members.
“We wanted to design (a) curriculum that was more hands-on and more thematic than the conventional school system,” Carlson said.
Place-based education does not promote the elimination of non-local knowledge, according to a brochure about the Watershed school.
“When children become intimately connected to and knowledgeable about their own home place, they can intelligently apply this understanding to the rest of the world,” Carlson wrote in the brochure.
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Should schools teach children about the environment?
Donna Gundle-Krieg
February 15, 2009
Education Improvement Examiner
Global warming is a hard sell during a Michigan February!
However, it’s great to read about many schools across the country that are participating in small and large projects to teach children how to protect our planet.
An easy way for a school to start environmental education is to join 700 elementary and secondary schools who are taking part this spring in the first “National Green Week.”
Schools can sign up and select any week until April 13, 2009 for their “Green Week.”
One million children are expected to participate by bringing snacks and drinks in reusable containers. They will weigh their total classroom trash the week prior to and during their Green Week.
The nationwide trash savings will be consolidated and announced on Earth Day, April 22, 2009. Earth Day has grown each year as an annual day of educating the public about environmental issues.
Some schools are going much further than Earth Day or National Green Week, and incorporating “green educational programming” into every subject throughout the year.
For example, the Wisconsin River Academy has a secondary curriculum focusing on the interaction of people and the environment of the Wisconsin River watershed.
In fact, Wisconsin leads the nation with 15 “green charter schools.” Recently, the Green Charter Schools Network was formed in Wisconsin, and the group is seeking new members and leaders from across the country.
This organization consists of environment-focused schools, organizations and individuals who want to “build a collective knowledge base about environmental education that provides students the academic knowledge, technical skills and personal dispositions they need to solve our nation’s thorniest public problems.”
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New Charter School Gets In Touch With Nature
Amelia Cerling
February 11, 2009
WEAU 13 News
We’ve all heard about going green, but one school district is doing more than just talking about it. The Black River Falls School District is in the process of creating an environmentally focused charter school, opening this fall.
Getting in touch with nature, and going green will be a big part of the BRAGS school, or Black River Area Green School. Organizers say it’s perfect for the student who loves the outdoors, and who may want to work in an eco-friendly industry one day.
Black River High School counselor Sue Leadholm says part of the idea for the school is, “Students in our area that were excelling in the sciences could really benefit from the wonderful natural resources that we have in our area.”
Leadholm and Black River Falls High School Principal Tom Chambers both saw a growing need in the green movement. Chambers says, “I believe strongly that the green industry all across the board whether its building, organic farming, air and water quality, global warming issues, all those issues we’re going to face more and more as the years go on.”
Which is why the school district applied for a federal planning grant of $50,000 to plan their environmentally based charter school. Chambers says the district plans to launch the new school this fall, with an expected enrollment of about 20-25 students in grades 11 and 12.
Leadholm says, “We’re really excited about giving back to the community and being able to share their knowledge with younger students.”Another aspect the district is excited about — working with the Ho-Chunk Nation, and the importance they place on learning about the world in which they live.
Forrest Funmaker is the Executive Director of Education for the Ho-Chunk Nation, he says its important for younger Ho-Chunk generations to learn to, “See how our environment is such an integral piece of how we live today and how we manage it. What’s really important is the stewardship of the land, and how we see our role as protectors of the land.”
Funmaker says he looks forward to the charter school teaching students to understand their roles as stewards of the earth.
The BRAGS school is a public charter school and is open to anyone in Wisconsin.
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Community to meet on BRF charter school
January 28, 2009
Jackson County Chronicle
There will be a community informational meeting for anyone who is interested in hearing about the Black River Area Green School Charter High School on Monday, Feb. 2 at 6 p.m. in the Black River Falls High School LMC.
Abbreviated BRAGS, the school will be opening in September and will serve students who are juniors or seniors in high school.
Charter schools are public schools that can offer unique learning opportunities for students. The Black River Falls School District, through the Wisconsin Department of Public Instruction, was awarded a federal Charter school Planning Grant totaling $50,000 for the 2008-09 school year. These funds are covering expenses associated with the planning activities surrounding the creation of a “green” career focused charter school.
Black River Falls was one of only four school districts in the state of Wisconsin to be awarded this type of grant for this school year. This will be a public school, tuition free, and open to any student in Wisconsin.
School district staff and community members have been busy visiting other environmentally focused charter schools and planning the design and curriculum for BRAGS. Students attending BRAGS will gain real world experiences in the area of green building design, renewable and sustainable energies such as solar, geo-thermal and wind power. Water and soil testing and quality, sustainable forest management and fish and wildlife management will also form critical components of the curriculum. Students will earn high school credits in math, science, English and social studies through the various projects they complete. BRAGS mission is to provide a project based education aligned with clear academic standards.
Students will also still be able to take advanced placement classes or other college preparatory courses at BRFHS. Graduation requirements from BRAGS are more rigorous than those currently required at BRFHS, but BRAGS students will still earn a diploma from the high school. Once articulation agreements are in place, it is anticipated that students will also be able to earn college credits through the University of Wisconsin-Stevens Point, Mid-State Technical College and Western Technical College as a result of BRAGS coursework.
BRAGS students will spend a significant amount of time outside of the classroom engaged in field research and demonstration projects. It is anticipated that BRAGS will employ licensed teachers, involve parents and community partners, administer statewide tests and comply with federal regulations that govern all public schools. There are currently 226 charter schools in Wisconsin. Per capita, Wisconsin leads the nation in the number of environmental or green charter schools and is the headquarters for the national Association of Green Charter Schools.
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Scientist sets tone for school
Scientist sets tone for school
Alan J. Borsuk
December 27, 2008
Milwaukee Journal Sentinel
Carmen High expects city kids to achieve
High expectations. High performance.
It’s been that way throughout Patricia Hoben’s life.
A doctorate in biophysics and biochemistry from Yale. Influential work as a science adviser in Washington.
And now: founder and head of a small high school on the south side, where low-income students are being pushed to commit themselves to two things: High expectations. High performance.
In its second year, many of the 140 students of Carmen High School of Science & Technology show signs they are making those commitments. And Hoben shows the traits that make schools like this succeed: Unrelenting dedication, clear vision, an ability to bring people together, and a positive outlook.
Hoben’s personal path to founding the charter school is definitely different from the personal paths, up to this point, of Carmen’s students, more than 90% of them Latino, almost 90% low-income.
That hasn’t stopped them from coming together. It’s too early to see definite results, but the school seems to have its act together more than many schools with such short histories.
Attendance is high, averaging 92%. There is a serious-minded feeling in classrooms and even (comparatively speaking) in the lunchroom. Kids appear to be on-task a high portion of the time. The dress code includes ties for the boys and buttoned shirts with collars for both boys and girls. The aim here is to give teens from an impoverished neighborhood something much like a private high school experience.
Standards are high – students have to get a C or better to pass a course, because anything lower indicates they don’t really know what they should. Four years of English, math, science, social studies/history and Spanish are required to graduate. Students are expected to average several hours of homework a night.
There are sessions after school, during the break between semesters and in the summer, aimed primarily at students who are having difficulties. For those who are doing well, there is a strong emphasis on providing experience in the work world – about 30 of the students are taking part in an internship program doing jobs at both private and nonprofit workplaces.
The tall, thin 54-year-old Hoben is the person at the center of the Carmen action.
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Is a Green Charter School in Your Kid’s Future?
Abby Schultz
December 3, 2008
MSN Green
Green charters come as public schools are struggling to include environmental education
First graders at Green Woods Charter School in Northwest Philadelphia hike to a pond near the nature center where their school is housed to see how the pond and the creatures that inhabit it change with the seasons.
At Four Rivers Public Charter School in Greenfield, Massachusetts, seventh graders study a temporary wetland called a vernal pool and create a 150-page book of research, stories and drawings to share with other schools.
Students at these so-called green charter schools don’t just read science textbooks and research environmental issues. They get outside to splash in streams and poke and peer at frogs and trees and learn how nature works and why it matters.
The Green Charters Schools Network, a nonprofit organization formed in November 2007, counts about 120 schools nationwide with “environment-focused educational programs and practices.” That’s up from estimates as low as 10 to 20 schools just five years ago. Charter schools are independent public schools given flexibility to design their own programs. In return, they’re required to show high student achievement.
Green charters rely on nature to teach lessons not only in science, but in social studies and language arts. Many practice what they teach, encouraging healthy lunches, composting and energy efficiency. Some even have buildings built to green standards.
Was the Environment Left Behind?
The growth of green charters comes as public schools nationally are struggling to include environmental education. The federal No Child Left Behind Act (NCLB) emphasizes math and reading, which critics say comes at the expense of other subjects, like environmental education.
In response, a coalition of 850 national and local groups formed a coalition called No Child Left Inside to advocate Congress for inclusion of environmental education in the reauthorization of NCLB.
“We believe if you teach environmental education then test scores will go up, we will graduate students who will be more prepared for the 21st century workforce and will be better stewards of the environment, and it would help solve some childhood health issues,” says Don Baugh, coordinator of the No Child Left Inside initiative.
In the meantime, green charters offer a public school option. Their programs are designed to foster environmentally-literate, healthy citizens by building lessons around some or all of the major tenants of environmental education: hands-on, project-based, inquiry-driven learning connected to real-world situations and places.
Skills for solving tomorrow’s problems
There are about 4,300 charter schools in the U.S. today. The Green Charter Schools Network is vetting all of them for green credentials, and will continue to promote them on their website.
Advocates say students with green educations will be better equipped to understand and solve problems like climate change, water shortages and toxins in the environment.
“A child who learns to research, how to think, and how to apply their knowledge, that’s what we need to change the world,” says Mike Link, executive director of the Audubon Center of the North Woods near Sandstone, Minnesota. The center has sponsored about 18 green charters in the state.
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Lake County’s lone charter school wants to keep doors open
Bob Susnjara
January 5, 2009
Daily Herald
Prairie Crossing Charter School in Grayslake wants state permission to stay open for another 10 years.
If that sounds odd, it’s because pitching achievements to the Illinois State Board of Education to gain approval to continue operating isn’t part of the equation for traditional public schools.
Prairie Crossing school board President Geoff Deigan said he’s pressing the state to renew the charter for more than the standard five years to provide more stability. He said high standardized test scores, an expanded campus and strong strategic plan are among the reasons it should continue.
“We figure we have a pretty good track record,” Deigan said.
Prairie Crossing is one of 35 charter schools in Illinois serving more than 25,000 students, according to the state board of education. It was the first suburban charter school and remains the only one in Lake County.
Charter schools are required to get renewals to operate every five years. Deigan said he’s optimistic Prairie Crossing will receive word on its request by spring.
Open since 1999, Prairie Crossing is a small, public kindergarten-through-eighth-grade school offering an environmentally focused curriculum not found in a traditional education setting. It’s a place where, on a given day, you might find kindergartners collecting eggs from a learning farm for a student lunch featuring salad greens and apples.
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School gets funds to build museum
Elizabeth Benton
December 17, 2008
New Haven Register
Common Ground High School has received grants from the American Honda Foundation and the Toshiba America Foundation to build an outdoor museum at the school’s West Rock site.
Preliminary research began in one class last semester, but the two grants, for $46,252 and $15,200, will launch the project schoolwide with anticipated opening dates for the first several exhibits this spring, according to Joel Tolman, director of development and community engagement for the school.
While Common Ground students will be charged with researching and developing the material for the exhibit, titled “Lessons on the Land,” the majority of the grant money will go towards production of the displays, a task that will be managed by professionals at the Yale Peabody Museum of Natural History.
The Common Ground museum is expected to include 15 to 20 interactive displays, including research that students began last semester on how human history has shaped the land surrounding their school dating back to Colonial times, Tolman said.
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Group pushes for green charter schools
Anita Weier
November 8, 2008
Capital Times
“No child will be left inside.”
That’s the theme of the Green Charter Schools Network, an organization headquartered in Madison that links environmental charter schools around the nation. It was also the theme of a conference Saturday at the Pyle Center that drew 200 people from around Wisconsin and more than 10 other states.
“We hope to make this a national movement,” said Jim McGrath, president of the new Green Charter Schools Network. “We have identified 135 green charter schools around the country, and we believe there are another 150.”
That includes 18 in Wisconsin, in locations as far flung as Green Lake, Merrimac, Rhinelander, Oshkosh and Stevens Point.
Charter schools are innovative public schools that provide educational choices for families and school-site accountability for results. Forty states allow charter schools, and they are formed in Wisconsin when a contract is signed between a charter school and its school district or school board. The arrangement gives the school more autonomy, more on-site decision-making, but also considerable responsibility for results.
Green charter schools strive to teach required subjects such as math and English in the context of environmental education, often through projects that improve the environment. Components of green schools include standards-based environmental learning integrated with other subjects, green and healthy practices and facilities, and efforts to take care of the land and natural resources.
“Our network mission is to support green schools with environmentally-focused education programs and practices,” McGrath said. “We would like to help all charter schools become green.”
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New learning environment in Woodbury
Gregory A. Patterson
October 29, 2008
Star Tribune
A new charter school uses nature to teach kids about conservation and their ABCs.
In a clump of trees on a rise off Radio Drive in Woodbury several clumps of children gather. One group watches while two of its more daring members climb a little tree. Another clutch of first-graders and kindergartners surrounds the rusted remains of a manure spreader and wonders what it could be. Smaller groups of two or three take turns visiting the “castle” – the name they have given the foundation of what once was a barn and silo.
This is no school trip intended to connect the kids to local history while buses warm their engines nearby and parent volunteers keep an eye out. It’s not even recess. It’s class – everyday – at the new Michael Frome Academy.
A so-called “green” charter school, it is the newest in Minnesota and one of about 130 that have sprouted up around the nation in recent years. Their mission is to instill an appreciation of nature and environmentalism in the kids, and use the natural world as a basis for education. At this school, No Child Left Behind also means no students left indoors.
Michael Frome Academy opened two months ago, following a whirlwind of planning and building over 18 months that was touched off by co-founders Jim and Laurel Tangen-Foster and propelled by a group of parents, education professionals and a real estate developer who believe in the calling.
Currently the school has 40 students spread from kindergarten through third grade but hopes and plans to grow much larger.
“We’re using the environment as the integrating context of the school,” says Kendra Hunding, who teaches a combined first- and second-grade class. For example, students learn math through measuring the trees and leaves, and they learn relative differences as they learn that elms are taller than box elders.
Twice a day the kids go outside to the wooded area that is a barely more than an acre, but an ample playroom for a 5-year-old. Other times they go for walks to a nearby stream.
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The Real Wealth of the Nation
The Real Wealth of the Nation
Tia Nelson
October 30, 2008
Capital Times
Wisconsin has long been an incubator for prescient ideas about the connection between human society and the natural environment.
John Muir’s boyhood in the backwoods near Portage, Wis., provided a foundation for his early leadership in a dawning environmental protection movement.
A Sand County Almanac, Aldo Leopold’s description of the area around his Sauk County, Wis., home, has inspired natural stewardship throughout the world and is required reading for anyone with an interest in conservation.
My father, the late U.S. Sen. Gaylord Nelson, launched the first Earth Day on April 22, 1970, as an annual day of observance and nationwide teach-in about environmental issues because he recognized the significance of educating children and young adults about the natural world.
Today, as we reap the effects of pernicious economic activity, a failing energy policy and atmospheric warming, I find my father’s words both foreboding and reassuring:
“Forging and maintaining a sustainable society is The Challenge for this and all generations to come. At this point in history, no nation has managed to evolve into a sustainable society. We are all pursuing a self-destructive course of fueling our economies by drawing down our natural capital—that is to say, by degrading and depleting our resource base—and counting it on the income side of the ledger. … [T]he real wealth of a nation is its air, water, soil, forests, rivers, lakes, oceans, scenic beauty, wildlife habitats, and biodiversity.”
Papa often talked about the importance of raising the next generation with environmental ethics so they make informed decisions about the use of our natural resources, which are the authentic foundation of a healthy economy. Imagine a robust and equitable economy with clean and abundant energy resources, sustainably managed farms and forests, where innovation and green jobs give us healthy choices that can lead us to a better future.
As a result of impassioned summertime conversations about the present urgency of my father’s words, environmental scientists, educators and other citizens from throughout the United States will travel to storied Central Wisconsin in November for a seminal discussion of the dual imperative for public schools to recognize sustainable “green” values as a critical aspect of citizenship and use charter-school operating arrangements to research and develop the comprehensive environmental education and conservation curricula we need to dramatically change our culture, preserve natural capital and enjoy a good life that does not deprive future generations.
It has become clear to many of us who have been focused on environmental issues that it is now critical for our nation to rethink the ways public education serves its crucial role in the development of a sustainable society.
Green educational programming is flourishing in public charter schools because these schools can break the mold of traditional school, which is bound by bricks-and-mortar, industrial-era ideas about classrooms and instruction—the boundaries that may limit our exploration of new terrain. Charter schools allow public school districts to pilot fresh programs and policies that can vary considerably from other more traditional approaches.
With 15 green charter schools, Wisconsin is leading the nation in using charter-school operating arrangements to develop contemporary environmental values.
River Crossing Charter School, a public school nestled in the region that inspired Muir and Leopold, offers a unique environmental-based educational program that uses the rich natural resources and industrial history of Wisconsin as an outdoor learning laboratory, offering hands-on programming and investigative sites along the Wisconsin and Fox rivers—waterways that extend from the paper mill towns along Lake Michigan to the Mississippi.
Earlier this year, a fledgling national network of green charter schools was organized in Wisconsin to build a collective knowledge base about environmental education that provides students the academic knowledge, technical skills and personal dispositions they need to solve our nation’s thorniest public problems.
The issues presently confronting our nation challenge us to develop a sustainable economy and culture through fundamentally transformed schools.
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How To Become A Green School is a 1 Credit online course for educators
offered through Viterbo University. The course instructor is Jim McGrath,
President, Green Charter Schools Network. The course will review the
national urgency for schools to become involved in the Green School
Movement. It will provide school personnel with information on the four
essential design components of a Green School. Viterbo University Online
offers many practical graduate courses that support PK-12 teachers. The
courses include Science content for classroom educators and three separate
topics on global warming that supplement the How To Become A Green School
course. All courses are available 24/7 and include 5 hours daily (M-F) of
Live Help via email or additional information may be obtained by calling
1.888.654.5327.
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LISC, Global Green Move Forward with “Green” Charter Schools in L.A.
Press Release
October 16, 2008
Local Initiatives Support Corporation (LISC)
Local Initiatives Support Corporation (LISC) has joined forces with Global Green USA on a pilot program to create five “green” charter schools that serve low-income children in the Los Angeles area. Two projects are now complete, with children attending classes, and three others will be considered for the pilot in the coming months.
The LISC + Global Green partnership is intended to not only provide green funding and technical assistance to these new schools, but to also help develop best practices that can be implemented in other green school development efforts across the country. To date, LISC has invested more than $400 million to support green development in disinvested areas.
“Green schools are yet another way LISC is transforming distressed low-income communities into Sustainable Communities…good places to live, work, do business and raise families,” commented Michael Rubinger, LISC president and CEO. “Schools are critical community assets, and our partnership with Global Green USA will help these facilities deliver better health, better academic performance and better school operations for their students and the broader community.”
LISC + Global Green provides each pilot school development project with a $75,000 green grant and architectural assistance to maximize the use of the grant funds. Those dollars are in addition to the LISC financing that is helping support the broader physical development effort at each site.
The first of these—the 27th Street Learning Complex—was completed last month and involved the substantial rehabilitation of a 55,000 sq. ft. former garment manufacturing facility in South Los Angeles to create two side-by-side high schools for Green Dot Public Schools, serving 1,050 students. Pacific Charter School Development is the nonprofit developer, and the project is expected to be LEED certified. LISC, in concert with Clearinghouse CDFI, provided $4.4 million in acquisition financing for this project.
The second project involved the rehabilitation of a 4,200 sq. ft. office building by Tzicatl Community Development Corporation to create 100 new seats for Academia Semillas del Pueblo (Seeds of the People Academy). This K-9 public charter school is located in the El Sereno community of East Los Angeles. LISC provided $1.6 million to Tzicatl CDC for the acquisition and rehabilitation of this site, and for the acquisition of another site the school had previously improved and was renting nearby.
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Recent Entries
- Argyle program emphasizes the environment
- $670,000 grant aimed at getting Appleton students interested in science, technology
- New Fairbanks charter school seeks students for the fall semester
- Should schools teach children about the environment?
- New Charter School Gets In Touch With Nature
- Community to meet on BRF charter school
- Scientist sets tone for school
- Is a Green Charter School in Your Kid’s Future?
- Lake County’s lone charter school wants to keep doors open
- School gets funds to build museum
- Group pushes for green charter schools
