Public Charter High School
Thurgood Marshall Academy
2009–10 ANNUAL REPORT
2427 Martin Luther King, Jr. Avenue SE
Washington, DC 20020
(202) 563-6862
Submitted by George W. Brown, Chair of the Board of Trustees
Public Charter High School
September 1, 2010
Josephine Baker
Executive Director
District of Columbia Public Charter School Board
3333 14th Street NW, Suite 210
Washington, DC 20010
Dear Ms. Baker:
We are pleased to submit Thurgood Marshall Academy Public Charter High School’s 2009–10 Annual
Report to the District of Columbia Public Charter School Board (PCSB).
The attached report reflects Thurgood Marshall Academy’s key achievements during the 2009–10
school year. Foremost among these was being the highest-performing open-enrollment high school in the
District of Columbia for the second year in a row, as defined by our 2010 DC CAS scores. Also core to
our mission, 100% of our graduating seniors received acceptance to college for the sixth year in a row.
Thurgood Marshall Academy is committed to continuing our work to prepare students to succeed in
college and to actively engage in our democratic society. We are grateful for the ongoing support of the
DC Public Charter School Board and we look forward to continuing our work together to advance public
education in Washington, DC.
Yours,
Joshua M. Kern
Co-Founder & President
2427 Martin Luther King, Jr. Avenue, SE, Washington, DC 20020
p. 202-563-6862
f. 202-563-6946
www.thurgoodmarshallacademy.org
THURGOOD MARSHALL ACADEMY PUBLIC CHARTER HIGH SCHOOL
BOARD OF TRUSTEES
Name
Brown, George
Chair, Board of Trustees
Epstein, Jerry
Trustee
Hale, Elizabeth L.
Vice Chair
Henderson, Jocelyn
Treasurer
Herman, Katharine
Trustee
McKnight, Beverly
Secretary/Parent
Roe, Richard L.
Trustee
Sharpe, Norean R.
Trustee
Strong-Brown, Dorothy
Trustee/Parent
Address
Center for Workforce Strategies
Workforce Development and Lifelong Learning
Community College of the District of Columbia
4200 Connecticut Avenue, N.W., Building Intelsat 6P-25
Washington, DC 20008
[email protected]
Jenner & Block LLP
1099 New York Ave NW
Washington, DC 20001
[email protected]
Institute for Educational Leadership
4455 Connecticut Ave NW, Ste. 310
Washington, DC 20008
[email protected]
The Washington Post Company
1150 15th Street, NW
Washington, DC 20071
[email protected]
College Summit
1763 Columbia Road NW
Washington, DC 20009
[email protected]
National Park Service
1201 I Street NW
Washington, DC 20005
[email protected]
Georgetown Law Center
600 New Jersey Avenue, NW
Washington, DC 20001
[email protected]
McDonough School of Business
Georgetown University
131 Hariri Building
3700 O Street NW
Washington, DC 20057
[email protected]
Dept of Housing & Urban Development
451 7th Street SW, Room 5249
Washington, DC 20410
[email protected]
Telephone
202-349-1877
202-639-6062
202-822-8405
202-334-4661
202-319-1763
202-354-1859
202-662-9615
202-687-1602
202-402-5105
THURGOOD MARSHALL ACADEMY PUBLIC CHARTER HIGH SCHOOL
SCHOOL LEADERS
Thurgood Marshall Academy PCHS
2427 Martin Luther King Jr. Avenue SE
Washington, DC 20020
[email protected]
Thurgood Marshall Academy PCHS
2427 Martin Luther King Jr. Avenue SE
Washington, DC 20020
[email protected]
Thurgood Marshall Academy PCHS
Pardo, Alexandra
2427 Martin Luther King Jr. Avenue SE
Academic Director
Washington, DC 20020
[email protected]
Thurgood Marshall Academy PCHS
Schlossman, David
2427 Martin Luther King Jr. Avenue SE
Chief Operating Officer
Washington, DC 20020
[email protected]
Thurgood Marshall Academy PCHS
Sher, Jessica
2427 Martin Luther King Jr. Avenue SE
Director of Development
and Strategic Partnerships Washington, DC 20020
[email protected]
Bobo, Candice
12th Grade Dean and
Community Affairs
Liaison
Kern, Joshua
President & Co-Founder
202-563-6862 x161
202-563-6862 x101
202-563-6862 x124
202-563-6862 x145
202-563-6862 x149
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
TABLE OF CONTENTS
Executive Summary .................................................................................................................................... 1
I. School Description
A. Mission Statement.................................................................................................................................... 5
B. School Program ........................................................................................................................................ 5
C. School Staff ............................................................................................................................................ 18
D. Student Characteristics........................................................................................................................... 19
E. Governance............................................................................................................................................. 20
F. Finance.................................................................................................................................................... 21
II. School Performance
A. Evidence of Performance and Progress.................................................................................................. 23
1. Summary of Performance Management Measures........................................................................... 23
a. Student Academic Performance ................................................................................................. 23
b. Student Non-Academic Performance......................................................................................... 24
2. Certification ..................................................................................................................................... 24
B. Unique Accomplishments ...................................................................................................................... 25
C. Lessons Learned and Actions Taken...................................................................................................... 32
1. Issues in Data Collection for Performance Management Framework .............................................. 32
2. Student-Related Academic Issues and Program Changes................................................................. 32
3. Program Development Review: Program Changes and Improvement ............................................. 32
4. Status of School Improvement Plan ................................................................................................. 33
D. Reporting Performance Management Framework Information ............................................................. 33
Conclusion ................................................................................................................................................. 33
Appendices
Appendix A: 2009-10 Annual Operating Budget
Appendix B: Data Sheet
Appendix C: Performance Management Framework Calculator
Appendix D: Certifications of Authorizations
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
EXECUTIVE SUMMARY
Thurgood Marshall Academy is a law-themed public charter high school in Washington, DC’s Ward 8,
founded on US Supreme Court Justice Thurgood Marshall’s belief that all children have the right to a
first-class education. Thurgood Marshall Academy’s mission is to prepare students to succeed in college
and to actively engage in our democratic society. As the first and only law-related charter school in
Washington, DC, our goal is to help students develop their own voice by teaching them the skills lawyers
have—the ability to solve complex problems, think critically, and advocate persuasively for themselves
and their communities. The school opened in 2001 with 80 ninth-graders and added a grade each year; in
2009–10, Thurgood Marshall Academy served 389 students in grades 9–12.
To accomplish our mission, Thurgood Marshall Academy functions as both a school and a youth
development organization by integrating a rigorous college-preparatory curriculum with in-school and
after-school support programming such as academic tutoring, personalized mentoring, enrichment
activities, a Summer Prep program for rising 9th graders, and one-on-one college guidance. To provide
these supplemental programs, Thurgood Marshall Academy has developed a network of over 50
partnering organizations that provide financial and in-kind support and more than 200 volunteers.
Throughout all of our academic and enrichment activities, we seek to engage parents and families with
frequent communication and opportunities to be involved and to support their child’s progress through a
college-preparatory school.
Thurgood Marshall Academy’s curriculum and instruction are designed to prepare students for the rigor
of a college education. Our school offers a college-preparatory curriculum rich in electives and advanced
courses, but since the majority of our students enter the 9th grade with 5th or 6th grade reading and math
skills, our college-preparatory coursework must also be coupled with intense remediation. Instructional
planning is guided by a benchmark assessment program that is aligned to District of Columbia learning
standards and the DC Comprehensive Assessment System (DC CAS). A benchmark assessment program
makes it possible for teachers to use a battery of data to differentiate instruction, measure mastery of
standards, and modify teaching plans as necessary.
Professional development is a high priority, beginning with an intensive summer Teaching Academy and
continuing with regular sessions throughout the year, with a focus on data-driven instruction and
integration of law into the curriculum. Thurgood Marshall Academy is also increasingly engaged in
outreach and collaboration with other schools to foster best practices in teaching and learning across the
region and beyond.
In 2009–10, achievements included the following:

For the second consecutive year, Thurgood Marshall Academy is the highest-performing openenrollment high school in the District of Columbia (as measured by combined DC CAS test
results).

DC CAS test results in 2010 showed that 62.07% of students were proficient in reading and
71.27% of students were proficient in math, making Thurgood Marshall Academy first in math
and third in reading among DC open-enrollment high schools.

One hundred percent of students in all six graduating classes were accepted to college. Among
students in the Class of 2010, 90% were also accepted to two or more colleges and 75% were
accepted to three or more colleges, with students accepted to a total of 64 schools this year.
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT

The average scores on the SAT in 2009–10 were 417 on Mathematics, 429 on Critical Reading,
and 435 on Writing, representing an increase of 42 points on Mathematics and 61 points on
Critical Reading over six years. Thurgood Marshall Academy’s mean scores surpass those of
African-American students in the District of Columbia by over 40 points (377 Mathematics, 396
Critical Reading and 388 Writing). 1

Scholarship awards to students in the Class of 2010 totaled over $4.2 million, including the first
Posse Foundation scholarship for a Thurgood Marshall Academy student. The student won a
$100,000 scholarship to Lafayette College in Pennsylvania. The Posse Foundation identifies
public high school students with extraordinary academic and leadership potential who may be
overlooked by traditional college selection processes. Posse’s partner colleges and universities
award Posse Scholars four-year, full-tuition leadership scholarships.

Forty-four Thurgood Marshall Academy seniors participated in the DC Achievers Scholarship
Program, funded by the Bill & Melinda Gates Foundation, which provides college scholarships of
approximately $50,000 plus mentoring support for each student. Twenty-nine new 11th grade
students were accepted into the program in spring 2010.

Twelve students participated in competitive summer programs in the summer of 2010, such as the
White House Internship program, the U.S. Senate Youth Program, and Operation Understanding,
DC.

Thirty-five percent of students in the Class of 2010 passed an Advanced Placement (AP) exam.

In June, Thurgood Marshall Academy was featured on CBS Evening News with Katie Couric. The
segment focused on our alumni program and featured one alumnus and his graduation from
Morehouse College in Atlanta, Georgia.

Thurgood Marshall Academy has been selected to be featured on the Department of Education’s
website for its Doing What Works initiative. Doing What Works serves as a library of resources
for educators nationwide to implement research-based instructional practice in their own
schools. Thurgood Marshall Academy is the only charter school and one of only six public
schools nationwide to be featured on the website for effective use of student data.

Two students competed in the DC regional EnvironMentors Science Fair. The EnvironMentors
program matches students from underserved communities with mentors working in a variety of
related science fields. The mentor/mentee pairs meet throughout the school year to formulate and
research the project the student will present at the fair. At the regional competition, one student
received first place for her project on green roofs and received an $800 scholarship. She then
competed in the national EnvironMentors Science Fair in the spring.

Thurgood Marshall Academy opened a new gymnasium facility in September 2009. The building,
which includes a full basketball court, stage, weight room and two classrooms, represents a
unique partnership between Thurgood Marshall Academy and A. Kiger Savoy Elementary
School, a DCPS school.

A Charter Schools Program Dissemination Grant allowed Thurgood Marshall Academy to partner
with the Urban Institute to compile a study on the school’s violence prevention techniques.
Thurgood Marshall Academy presented its findings at the Coalition for Juvenile Justice
conference in Washington, DC in April and at the National Charter Schools Conference in
Chicago in June. The grant also allowed for Thurgood Marshall Academy to develop the creation
1
CollegeBoard, “2009 College-Bound Seniors: State Profile Report, District of Columbia.” CollegeBoard, 20
August 2010. http://professionals.collegeboard.com/profdownload/DC_09_03_03_01.pdf .
2
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
of a Data Institute with the Academy for Educational Development (AED) to communicate best
practices to another local charter school. School officials from Thurgood Marshall Academy
worked with AED to disseminate the school’s data-driven instruction practices and presented
their findings at the 2010 STATS DC Conference in July 2010.
The following report provides details of how our programs work together to prepare young people in the
District of Columbia to succeed in college and beyond.
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
I. SCHOOL DESCRIPTION
The 2009–10 school year solidified Thurgood Marshall Academy’s status as one of the most successful
high schools in the District of Columbia. For the second consecutive year, it is the highest-performing
open-enrollment high school in the District of Columbia. This accomplishment is a testament to the
uncompromising expectations of Thurgood Marshall Academy’s teachers and the effectiveness of our
driving principles, our academic practices, and our youth development programming.
DC CAS test results in 2010 showed that 62.07% of students were proficient in reading and 71.27% of
students were proficient in math. These results far surpassed that of the average proficiency level among
all DC traditional public and charter high schools, including magnet schools (reading 41.45%; math
39.33%). Further, the percentage of Thurgood Marshall Academy’s students who scored proficient in
reading and math was nearly double the average of all open-enrollment high schools in the city. Overall,
Thurgood Marshall Academy surpassed the state average for performance in all sub-groups pertaining to
the school as indicated by the table below:
DC CAS 2010 Adequate Yearly Progress (AYP) Sub-group
Performance
AYP Sub-group
Reading
Math
African-American
Students
SPED
Economically
Disadvantaged
TMA
62.07%
71.27%
DC State
41.01%
39.43%
TMA
26.67%
26.67%
DC State
12.49%
10.42%
TMA
62.50%
67.86%
DC State
38.15%
38.17%
This data demonstrates that Thurgood Marshall Academy is closing the achievement gap for minority,
special education, and economically disadvantaged students in Washington, DC. These results underscore
the value of our rigorous academic program and the benefits of an internal benchmarking system that is
aligned with state standards.
As the school year drew to a close, our graduates once again proved that Thurgood Marshall Academy is
making significant strides in fulfilling its mission as a college preparatory institution: 100% of the Class
of 2010 received acceptance to college, and 96% of the Class of 2009 is currently enrolled in a college or
university. These accomplishments—among others highlighted in the following report—provide
unambiguous evidence of the strength of Thurgood Marshall Academy’s programs and the success of our
students.
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
I.A. MISSION STATEMENT
Founded on US Supreme Court Justice Thurgood Marshall’s belief that all children have the right to a
first-class education, Thurgood Marshall Academy Public Charter High School’s mission is to prepare
students to succeed in college and to actively engage in our democratic society. As the first and only
law-related charter school in Washington, DC, Thurgood Marshall Academy’s goal is to help students
develop their own voice by teaching them the skills lawyers have—the ability to solve complex problems,
think critically, and advocate persuasively for themselves and their communities.
I.B. SCHOOL PROGRAM
I.B.1. GRADES AND AGE LEVELS SERVED
During the 2009–10 school year, Thurgood Marshall Academy served 389 students aged 13–19 in grades
9–12. In 2010–11, Thurgood Marshall Academy plans to enroll 390 students.
I.B.2. CURRICULUM DESIGN AND INSTRUCTIONAL APPROACH
Curriculum Design
Thurgood Marshall Academy’s curriculum is designed to prepare students for the rigor of a college
education. Our school offers a college prep curriculum rich in electives and advanced courses, but since
the majority of our students enter the 9th grade with 5th or 6th grade reading and math skills, our college
preparatory coursework must also be coupled with intense remediation. The following provides an
overview of our curriculum, beginning with the lower grades, where grade-level instruction is paired most
significantly with remediation, moving into the upper grades, where instruction in content areas is
enhanced by more concentrated college preparation. Through all courses, curriculum is based on DC and
national learning standards and guided by our law-themed approach.
In 2009–10, the 9th and 10th grade curriculum included double-block scheduling for reading and math for
all students. The double-block courses allowed all lower-grade students to receive both grade-appropriate
college preparatory coursework and remedial instruction in English and math from classroom teachers.
Instruction focuses on meeting students’ academic needs by targeted instruction in English and math.
Students’ remedial needs were determined by their performance on ongoing internal benchmark testing as
well as by teachers’ assessments. Students with advanced academic skills were challenged in honors
courses in both areas.
Because a great number of students entering Thurgood Marshall Academy in 2009–10 demonstrated
skills below the 5th grade level, Thurgood Marshall Academy continued a tutoring program that targeted
the lowest-performing students. Using the results of the grade-level diagnostic assessments that incoming
9th and new 10th graders took during the 2009 Summer Prep program, and returning 10th graders’
assessment results from spring of 2009, school administrators determined which students had the most
severe reading and math deficiencies. Students with skills below the 5th grade level were offered
additional math and reading resource support either during the school day or after school. Smaller class
sizes and a peer group of students with skills at similar levels created a supportive environment for
learning. In addition to academic skills, the gains that students experienced in these courses increased
students' confidence and self-esteem, making it much more likely that they would also succeed in their
core English and math classes. The remediation programs in place are working—for example, in fall
2009, 32% of ninth-grade students were at grade level in reading. That percentage increased to 58% by
spring 2010.
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
As students rise through the grades and increase their proficiency in grade-level skills, the focus moves
from remediation to more intense college preparation. In 2009–10, all 11th graders were required to enroll
in a half-year intensive SAT prep course using the Cambridge Curriculum. This helped students in 2009–
10 earn their highest scores yet on the SAT placement exam: the school average was 417 in math (an
increase of 33 points over the past two years) and 429 in verbal (an increase of 55 over the past two
years). Additional college-focused coursework included a Senior Seminar course for all seniors, as well as
supplemental work in 11th and 12th grade math and English classes to enhance the skills that influence
college course placement.
A key element of our college preparatory curriculum is the selection of Honors and Advanced Placement
(AP) course offerings that have expanded in the past several years to a total of 15 accelerated courses.
Honors courses offer an additional option for students in all grades to challenge themselves with a faster
learning pace and more advanced material in preparation for college. In 2009–10, students in every grade
continued to have the opportunity to take Honors English and math courses. We also offered Honors
Biology, Honors Physics, Honors Chemistry, Honors World History II, and Honors Spanish II.
AP classes are structured according to the approved College Board curriculum for students to earn college
credit and to present more competitive college applications. In 2009–10, we offered four AP courses: US
Government, US History, English Literature, and English Language. Student demand for these courses is
significant: 30% of the Class of 2010 successfully completed an AP course during their careers at
Thurgood Marshall Academy. During the 2009–10 school year, students earned a total of 22 passing
scores on AP exams (35%). Overall, 42.9% of students who took an AP exam in 2009–10 earned a
passing score. This is a significant improvement over last year’s passing rate (20%).
Underlying this range of remediation and advanced coursework, all of Thurgood Marshall Academy’s
core academic courses are aligned with DC standards. As in previous years, subjects that do not currently
have DC standards—such as psychology—have been designed to meet national standards, and they also
reflect an alignment with DC English and math standards where appropriate. During the summer of 2010,
the Academic Director and the Assistant Director of Curriculum & Instruction continued their work with
teachers to revise and refine curricula for the upcoming school year.
In addition, we added Advanced Music and Advanced Computers to our elective courses for the 2009–10
school year. We will continue with these course offerings in the 2010–11 school year.
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
Below is an overview of our 2009–10 course offerings:
9th Grade
 World
History I
10th Grade
 World
History II
 Honors
World
History II
 DC History &
Policy
11th Grade
 US History
 AP US
History
 Introduction
to Law
English






English 10
Honors
English 10
Math
Academic
Workshop
Geometry
Honors
Geometry
Biology
Honors
Biology


Math
English 9
Honors
English 9
Algebra I
Honors
Algebra I
Social Studies



English 11
AP English
Language
Algebra II
Honors
Algebra II
12th Grade
 US Government
 AP US
Government &
Politics
 AfricanAmerican
Studies*
 African History
and Geography*
 Street Law*
 English 12
 AP English
Literature
 Pre-Calculus
 Honors PreCalculus


Chemistry
Honors
Chemistry



Spanish II
Honors
Spanish II
Spanish III
Physical
Education II
SAT
Preparation
Music
Psychology*
Sociology*
Yearbook*



Science

Earth Science


Foreign
Language

Spanish I


Spanish I
Spanish II


Other

Computer
Applications
Physical
Education I

Health
















Physics
Honors Physics
Environmental
Science*
Spanish III
Advanced
Computer
Applications*
Advanced
Music*
Art I
Art II*
Senior Seminar
Psychology*
Sociology*
Yearbook*
* Denotes an elective course
Instructional Approach
As it has since its founding, Thurgood Marshall Academy used the Workshop Model of Instruction as its
basic instructional framework during the 2009–10 school year. We also continued to employ our
innovative Benchmark Assessment Program, which made it possible for teachers to use the very latest
data to tailor classroom instruction to the individual needs of each student.
The Workshop Model has three main components: direct teaching, shared practice/learning, and
independent practice/learning. This model accommodates a number of learning and teaching styles.
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
Commonly referred to as the “to, with, by” model—instruction begins “to” students, moves into shared
practice “with” students, and finally the work is done “by” students—the method both enables students to
become independent learners and encourages teachers to use a range of instructional styles. Using the
principles of Bloom’s Taxonomy of learning domains within the Workshop Model, teachers challenge
students to apply what they have learned to new, complex, and open-ended problems, thus moving
students beyond rote knowledge to higher-order understanding.
Thurgood Marshall Academy teachers continued to use assessments to organize lesson planning in 2009–
10. The school’s assessment program for 9th and 10th grade students consists of two linked components:
the Scantron Achievement Series—a comprehensive, standards-based Benchmark Assessment System
that is aligned to the DC CAS—and Performance Series, a grade-level diagnostic in reading and math.
The benchmark assessments made it possible for 9th and 10th grade teachers to use a battery of data to
differentiate instruction, measure mastery of standards, and modify teaching plans as necessary.
Performance Series—a computerized system that assesses student grade-level equivalencies in reading
and math—allowed teachers to track students’ individual grade-level gains and identify key objectives on
which to focus their teaching. Finally, these assessments helped streamline planning for teachers, better
equipping them to coordinate lesson plans across subjects and grade levels and to create cohesive
departmental curricula.
Although our 11th and 12th grade students are not required to take standardized benchmark assessments,
teachers at these grade levels regularly employ formative assessments (i.e., quizzes, essays, and reports)
to probe student comprehension and performance. This information is then used to reorganize teaching
plans as needed. Mid-terms and final exams offer a summative assessment of total student achievement.
Preparation for higher education—which often employs summative assignments and tests—becomes
increasingly important as students move through upper-class coursework. The academic growth of 11th
and 12th grade students can also be measured through PSAT and SAT scores (discussed above in
Curriculum Design).
Provisions for Students with Special Needs and LEP/NEP Students
Special education instruction at Thurgood Marshall Academy places students with disabilities in the least
restrictive environment available, in accordance with the Individuals with Disabilities Education Act of
1997 (IDEA). In 2009–10, 19 of our students (7%) needed counseling, physical therapy, occupational
therapy, speech and language services, and/or specialized instruction shaped in accordance with the goals
and objectives outlined in their Individual Education Plans (IEPs).
At Thurgood Marshall Academy, all students with disabilities are educated within the regular classroom
setting. The Academic Director, three special education teachers, a clinical counselor, and one social
work intern gave support to classroom teachers in 2009–10. Contractors provided services in speech and
language, occupational therapy, and physical therapy. Service providers along with in-house special
education staff provided teachers with professional development on working with special education
students.
The special education team managed IEPs for students with special needs and worked closely with the
faculty and service providers to ensure support that encourages academic success and attainment of
individual goals. The school maintains an inclusion model for special education students and provides
specialized instruction, counseling, occupational therapy, physical therapy, and speech and language
services. In 2009–10, Thurgood Marshall Academy served one physically disabled student. The school
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
facility has been certified as handicap accessible. Thurgood Marshall Academy did not serve any
LEP/NEP, migrant, homeless, or alternative education students in 2009–10.
I.B.3. KEY MISSION-RELATED PROGRAMS
The mission of Thurgood Marshall Academy is to prepare students to succeed in college and to actively
engage in our democratic society. Thurgood Marshall Academy provides focused, effective programs and
policies that prepare students to apply to, be admitted to, pay for, and succeed in college. The school
speaks to its mission through a rigorous, college-preparatory curriculum that provides intensive
remediation coupled with standards-aligned, college-focused coursework to ensure that every graduate is
prepared for the academic demands of higher education. Students at Thurgood Marshall Academy have
the opportunity to take college-level classes, including Advanced Placement (AP) courses and the Hi–
SCIP program, and to participate in programs such as portfolio and Summer Prep, which reinforce
presentation, organization, and study skills necessary in college and beyond. Benchmark Assessments,
taken throughout the year, track student progress and allow teachers to target struggling students, if
necessary. Furthermore, the out-of-school programming available to students focuses on strengthening
extracurricular interests and involving students with their wider communities. Whether they are working
with a Superior Court Justice during the summer or harvesting vegetables in the Green Club garden,
students are learning how they can effect change and become global citizens. As a result of these
productive and demanding standards, every member of Thurgood Marshall Academy’s six graduating
classes has been admitted to college. Key components of Thurgood Marshall Academy’s program,
detailed below, include: College Access programming, Portfolio, the Benchmark Assessment Program,
the Professional Development Program, After-School Enrichment Programs, Community Service,
Summer Prep, Law Day, and Family Involvement.
College Access Programming
Thurgood Marshall Academy’s College Access Programming is at the heart of the school’s goals. It
includes the Senior Seminar, an SAT Prep course, college-focused advisory sessions for lower-grade
students, college visits, scholarship programs, and workshops for students and families on financing
higher education.
Members of the Class of 2010 participated in Senior Seminar, a year-long class that met for 90 minutes
every other day during the 2009–10 school year. Senior Seminar was taught by the College Counselor,
and walked students through the process of completing college applications, drafting personal statements,
and preparing for the transition to college life. He also organized a series of College Application Nights to
help seniors edit their essays and fill out applications. The College Counselor’s hands-on assistance with
the application process—both inside and outside of the Senior Seminar course—helped the Class of 2010
continue the tradition of 100% college acceptance. Additionally, 90% of students were accepted to two or
more colleges and 75% were accepted to three or more colleges.
Preparation for college also extends to Thurgood Marshall Academy’s 11th grade and lower-grade
students. All members of the junior class were enrolled in an SAT Prep course to gain experience with the
SAT exam and receive introductory instruction on college access and planning. In addition, the College
Counselor provided postsecondary information to 9th and 10th grade students in advisory periods and
coordinated college visits for students in every grade. In 2009–10, the DC College Success Foundation
also offered services to our students in the lower grades through the Higher Education Readiness
Opportunity (HERO) Initiative, a mentoring program created to increase access to college for highpotential young men.
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
Beginning in spring 2007, Thurgood Marshall Academy students have been able to apply to a scholarship
program established for Title I students via a $122 million grant by the Bill and Melinda Gates
Foundation to increase high school and college graduation rates in Wards 7 and 8. Coordinated by the DC
College Success Foundation, students accepted into the DC Achievers program receive a personal mentor
to aid in the completion of college applications, additional college counseling, and up to $9,700 in
scholarships for up to five years of college education. Scholarships are awarded during students’ junior
year, with 44 Thurgood Marshall Academy seniors participating in the program during 2009–10, and 29
new 11th grade students accepted into the program in Spring 2010.
To ensure that students and families are able to take advantage of the opportunities that will help them
afford college, Thurgood Marshall Academy holds seminars and programs for parents on financial
planning. In addition, this year, the school partnered with the Motley Fool, a financial information and
literacy website, to offer free tax preparation workshops for families and alumni. At each session, tax
preparers complete and e-file parent and alumni tax returns. The returns are then used by Thurgood
Marshall Academy staff to help families file the FAFSA applications required to receive financial aid
directly from colleges and universities. This assistance helped ensure that 100% of seniors completed a
FAFSA application in 2009–10.
In 2009–10, the College Access Program expanded to include a regular workshop series geared toward
helping students and their parents prepare for college. In addition, the High School College Internship
Program (Hi–SCIP) offered seniors the opportunity to take intellectually challenging, first-year college
courses at area universities. Three students successfully completed the program, taking classes at
Georgetown University and Trinity University. In 2010–11, two students will enroll in the program at The
George Washington University and Trinity University.
Law-Related Programming
As a law-themed school, we continue to develop and refine the integration of law in our curriculum. In
2009–10, we again relied upon the expertise of a PCSB-recommended consultant to heighten the
implementation of our law-themed curriculum. Our consultant worked closely with the Academic
Director throughout the school year. At the core of the development of lessons and projects are the five
Legal Skills (Research, Argumentation, Critical Thinking, Advocacy, and Negotiation), which are
concepts that help to connect the curriculum with the school’s mission. Further, in 2009–10 students were
required to complete at least one law-related project in each social studies class. Additionally, students are
required to include one law-related activity in their portfolio presentation, and in their presentation must
demonstrate how they incorporate the five Legal Skills into their curricular or co-curricular work.
Students participated in different law-related activities in every grade. In 2009–10, freshmen participated
in a social mock trial in their social studies classes. Students researched the Amistad case and held a mock
trial to award damages and determine if any criminal laws had been broken. In addition, Law Day
engaged freshmen in workshops with volunteer attorneys and law students. Students traveled to the
offices of Washington law firms for volunteer-led seminars exploring specific legal issues and the legal
principles and history underlying each case. DC History & Policy, which requires students to study local
DC Council legislation and the impact of federal policies on the District, provided the first law-related
course for all 10th graders. In World History II, sophomores wrote an essay on human rights using a
Document-Based Question (DBQ) format, which requires the use of a series of documents in forming a
written argument. Tenth-graders also participated in Job Shadow Day, with many students placed with
lawyers, judges, and elected officials. All 11th grade students and select 12th graders participated in Law
Firm Tutoring once a week, and juniors were enrolled in an Introduction to Law course, in which they
learned the basic tenets of the American legal system, their implementation, and their effect on everyday
life. The course is taught by a highly-qualified teacher who is also a lawyer. In addition, juniors
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
completed a DBQ essay on affirmative action and the Grutter v. Bollinger Supreme Court decision.
Seniors were enrolled in either US Government or AP US Government and Politics, and wrote a position
paper on a controversial, contemporary topic of their choice. They also had the option to enroll in Street
Law, an intensive course that gives students a practical understanding of law and the legal system and
culminates in a District-wide Mock Trial Tournament. Seniors also participated in a Brown Bag Lunch
series with visiting lawyers. In summer 2010, Thurgood Marshall Academy continued the Youth Judicial
Internship Program to provide rising 12th graders with real-life legal exposure and experiences by placing
them as interns for judges at the DC Superior Court and US District Court. This succession of classes and
activities provides a cohesive legal theme that supports our college-preparatory mission and creates a
clear, unique identity for the school recognized among students, parents, faculty, and supporters.
Portfolio Assessments
When asked which components of their Thurgood Marshall Academy education have best prepared them
for college, many graduates point to the value of our Portfolio Assessment Program. In 2009–10,
Thurgood Marshall Academy students continued to develop personal and academic skills through the
Portfolio Assessment Program—a system of self-assessment, goal-setting, and accountability that
embraces every aspect of student life. Building a portfolio is a year-long process that reinforces the study
habits that lead to academic excellence. The program requires all Thurgood Marshall Academy students
to set personal goals for academic and civic achievement and to hold themselves responsible for living up
to high expectations. Each student compiles a record of his or her academic work, behavioral
performance, and community service and prepares special academic projects in core subjects for inclusion
in their portfolios. Under teacher supervision, students use established rubrics to measure, analyze, and
reflect upon their performance throughout the school year.
Each year students give—and are graded on—formal presentations of their portfolios before a panel of
faculty, staff, administrators, parents, and other students. Portfolio presentations require that students
account for their performance in the classroom and as citizens of the Thurgood Marshall Academy
community, from providing details about academic projects to discussing disciplinary violations.
An exercise in public speaking, portfolio presentations call for students to demonstrate rhetorical fluency
and the ability to think on their feet, helping to fulfill the school’s goal to equip students with the skills
they need to advocate for themselves and their communities. And as students advance through their fouryear careers at Thurgood Marshall Academy, portfolio becomes a chart of each student’s intellectual
growth, self-discipline, and character development. Academic projects become increasingly complex over
the years as students’ skills grow more sophisticated and their interests more varied and self-revelatory.
Alumni consistently cite the study habits, sense of accountability, and ability to self-start and work
consistently on long-term projects learned in portfolio as among the most valuable of the school’s
programs. Because the program strengthens valuable skills for college and in the workplace, portfolio is
one of Thurgood Marshall Academy’s mission-specific goals under the Performance Management
Framework.
Benchmark Assessment Program
Thurgood Marshall Academy’s performance on the 2010 DC Comprehensive Assessment System (DC
CAS) shows that the school’s Benchmark Assessment Program again successfully assisted teachers in
planning and executing the English and math curriculum as well as tailoring instruction to students’
individual needs. The benchmark assessments were aligned to the state standards, and provided teachers
with frequent data on individual student performance.
As described earlier in this report, the Benchmark Assessment Program consists of two linked
components: the Scantron Achievement Series—a comprehensive, standards-based Benchmark
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
Assessment System that is aligned to the DC CAS—and Performance Series, a grade-level diagnostic in
reading and math. The Scantron Achievement Series assessments, which were administered every six to
eight weeks to students in grades 9 and 10, monitored student mastery of standards and also counted
toward students’ grades in their English and math courses. The Performance Series grade-level
diagnostics were administered at the beginning and the end of the school year for all 9th and 10th grade
students; this assessment allowed teachers and administrators to assess grade level growth in English and
math.
During the summer 2009 Teaching Academy, all teachers received extensive training on the Benchmark
Assessment Program. Training was also provided in professional development sessions throughout the
school year. This enabled teachers to use assessment data to track individual student performance and
differentiate instruction as needed. Within a week of each benchmark assessment administration, half-day
professional development days were scheduled to allow 9th and 10th grade teachers to review student data
and identify curricular changes.
Professional development on the Benchmark Assessment Program focused on using the Scantron system
to track each student’s performance. Teachers reported that the assessments helped them align and
coordinate instruction within departments, improve classroom management, and determine how
individual grading policies compared with those of other teachers within their departments.
During the 2010–11 school year, students in 9th and 10th grade English and math courses will continue to
be evaluated regularly using the Scantron Achievement Series and the Performance Series.
Professional Development Program
Thurgood Marshall Academy’s greatest asset is its highly talented and dedicated faculty and staff. Their
willingness to reflect on student performance and make changes to improve the quality of their teaching
makes professional development a high priority at Thurgood Marshall Academy. In 2009–10,
professional development provided time for teachers to share best practices and research, align curriculum
to departmental goals, and monitor skills. The regular professional development calendar in 2009–10
included weekly meetings plus six half-day professional development sessions.
The 2009–10 school year began with an intense, two-week Teaching Academy, which helped new
teachers become acclimated to our curriculum, standards, and school policies and procedures and
introduced returning faculty to new standards. Additionally, the Mentor Teacher Program paired new
teachers with a more experienced “buddy” who was available for regular feedback and guidance. Faculty
members also participated extensively within the national professional development community, such as
the National Foreign Language Association’s annual conference, the National Council of Teachers of
Mathematics conference, and the Council for Exceptional Children’s annual conference.
Finally, professional development at Thurgood Marshall Academy includes opportunities and support for
faculty and staff members to expand their individual formal training in their fields. In 2009–10, every
staff member was offered a $1,000 professional development tuition reimbursement. In addition,
Thurgood Marshall Academy was one of three charter schools to partner with American University’s
five-year Capital Gains project to increase the number of teachers holding advanced degrees in their
fields. Three Thurgood Marshall Academy teachers participated in the program in 2009–10. In the 2009–
10 school year, the partnership with American University expanded to include tuition-free graduate
courses on-site at Thurgood Marshall Academy for teachers seeking National Board Certification, and six
teachers participated in 2009–10.
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
In response to teacher feedback, the 2009–10 professional development program included more
department-based professional development, with strategies geared toward specific subject areas.
Thurgood Marshall Academy continues to seek means to share best-practices with other schools in a
collaborative effort around student success. The school‘s professional development program in 2010–11
will allow teachers to choose one of five sessions led by other faculty, staff, and outside organizations,
such as the Center for Inspired Teaching. Sessions will change each semester and will include the
following programs: revisiting the Workshop Model; Using Technology to Enhance Instruction; and
Cultivating Creative Thinking, and Problem Solving Across the Disciplines.
After-School Enrichment Programs
Thurgood Marshall Academy’s after-school enrichment activities serve as an extension of the classroom,
offering a unique learning arena in which our educational ideals are advanced and encouraged. Five fulltime staff members administer supplemental programs, working with in-school teachers and staff
members to ensure activities both link to the school day and offer distinctive opportunities for student
enrichment. Thurgood Marshall Academy’s after-school programs, together with Summer Prep, make up
a 21st Century Community Learning Center, a program administered by the Office of the State
Superintendent of Education with funding from the Department of Education. After-school programs are
also supported by grants from the DC Children & Youth Investment Trust Corporation and several
additional partners providing financial and in-kind support.
By the end of the year, 99% of students had participated in at least one after-school activity.
In keeping with the school’s commitment to continuous program improvement through measurable
results, Thurgood Marshall Academy contracts with independent educational consultants to annually
evaluate our after-school programs. In 2009–10, the Out-of-School Programs staff worked with the
evaluators to implement a five-year evaluation plan, which will give the staff a better picture of the wider
Thurgood Marshall Academy community. Based on input from the Programs staff, the evaluators
formulated goals for the outcomes of all out-of-school programs to better measure success, to better
integrate them with classes, and to meet student need and interests. This data-driven approach will allow
staff to use the collected data to make informed decisions about the programming offered and to increase
the effectiveness and relevance of each program.
Following are descriptions of the key enrichment programs that Thurgood Marshall Academy offers its
students.
After-School “Homework Help” Tutoring
In 2009–10, 94% of Thurgood Marshall Academy students took advantage of our after-school Homework
Help Program in the library, which allowed students in all grade levels to receive personalized tutoring.
Tutors included several Thurgood Marshall Academy teachers and volunteer tutors from Howard
University, The George Washington University, and American University, Georgetown University and
Georgetown University Law Center. With faculty advisors providing a greater connection to the school
day, and the addition of healthy snacks for participants, the program has risen in popularity in recent
years; we therefore increased our Homework Help program from four to five days per week with
extended hours in 2009–10. The Programs Department continued to work with teachers and Deans to
target students who were under-performing and strongly encouraged those who were on Academic
Probation to attend these tutoring sessions.
In 2010–11, we will continue to offer Homework Help five days a week until 6:00 pm. In response to
student feedback, we will also expand the program to include a Writing Lab held in the library one day
per week.
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
Law Firm Tutoring
Our school’s mission statement seeks to prepare every student to succeed in college and engage civic life;
Thurgood Marshall Academy’s distinctive Law Firm Tutoring program helps make this a reality for our
students by not only providing academic enrichment but also by acquainting students with a professional
work environment and with people who have succeeded by completing higher education. On Tuesdays
during the school year, 11th graders travel by bus from our location in southeast Washington, DC, to one
of several downtown law firms, where legal professionals provide one-on-one tutoring and mentoring.
The firms donate their time, meals, and transportation. In 2009–10, 99% of 11th graders participated in the
weekly program, and several 12th graders also took advantage of available space to participate.
Law Firm Tutoring has five participating firms that take responsibility for supporting these students as
they prepare for graduation and college. In 2009–10, we partnered with the following firms:





Crowell & Moring LLP
Jenner & Block LLP
Morgan, Lewis & Bockius LLP
Vinson & Elkins LLP
Williams & Connolly LLP
Thurgood Marshall Academy will continue to partner with area law firms for the 2010–11 Law Firm
Tutoring Program.
Mentoring
Thurgood Marshall Academy’s mentoring program links students with positive role models who help
them prepare for success in college and beyond. In the 2009–10 school year, 76 mentors were matched
with 76 Thurgood Marshall Academy students. The law firm Morgan, Lewis and Bockius LLP hosted a
mentor recruitment cocktail event at their firm to help sign up new volunteers. To become a mentor,
volunteers committed themselves participating in the school’s Mentor Training activities and to monthly
group Mentor Days at which mentors and students visited museums, colleges, and recreational sites. In
addition, mentors make weekly telephone calls and coordinate an additional, individual outing each
month with their students.
Mentor roles steadily expand as students and their mentors grow closer. Bonds with their mentors have
been among the deepest and most influential in our students’ lives, and many mentors have remained in
contact with and continue to advise our graduates during their college years. In 2010–11, 10th grade
students will continue to be targeted for participation in the mentoring program, and students in other
grades will be invited to fill any remaining slots.
Athletics & Clubs
The athletic experience at Thurgood Marshall Academy is dedicated to teaching the principles of
participation, developing character through competition, and instilling the values of teamwork and
cooperation. In 2009–10, Thurgood Marshall Academy offered co-ed flag football, girls’ volleyball, boys’
and girls’ basketball, cheerleading, step team, outdoor sports club, and soccer club.
The completion of the gymnasium space shared with A. Kiger Savoy Elementary School, opened in Fall
2009, dramatically increased the athletic and recreational opportunities available to our students,
including access to weight rooms and on-site court space. Not only is there a place to cheer on the home
team, but a place to train on a home court before and after school. The additional space has created a
dramatic upswing in school spirit and unity among the different grades, faculty and staff at Thurgood
Marshall Academy. During the 2010–11 school year, Thurgood Marshall Academy will continue to offer
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
all of the athletics listed above, also adding boys’ and girls’ indoor track. With additional input from our
students when the school year begins, we will continue to investigate expanded opportunities for sports
and recreation.
All students participating in the athletic program are required to maintain a GPA of 2.0 or higher. To
ensure that student-athletes’ academic performance remained a primary focus, special peer-tutoring
programs were organized for both the football and basketball teams in 2009–10. Football team study hall
sessions were held daily before practice; basketball study hall was held before practices for girls and
alternated between the morning and afternoon for the boys’ team.
Thurgood Marshall Academy’s clubs encourage students’ personal development, provide opportunities to
build leadership skills, and connect students with their communities. During 2009–10, we offered 25
clubs for students. Among the clubs available to students were the community service club Teen Action,
the Anti-Defamation League Peer Trainers Program, Green Club, Debate Team, Youth & Government,
yearbook, drama, and go-go band. Sister Action Sister Strength (SASS) and Visionary Youth Becoming
Empowered (VYBE) were among the extracurricular activities that focused on character development.
The Green Club was particularly popular club in 2009–10, with projects including the maintenance and
expansion of an organic school garden and hosting the kick-off of the DC Local Flavor Week in
conjunction with the DC Farm to School Network. The kickoff event featured a Top Chef-style
competition between two local chefs, battling for the best salsa made from local organic produce, some of
which was grown on-site by club members. The Green Club also visited the White House garden and met
with Assistant White House Chef Sam Kass. In spring 2010, the club hosted Chef Oliver Friendly of Eat
and Smile Foods in the spring for a recipe demonstration incorporating fresh fruits into breakfast.
Another signature activity is speech and debate. During a tournament in March 2010, the Thurgood
Marshall Academy Debate Team placed Second Overall School Winning Percentage. In addition, three
members of the team placed in the top 20.
At least 70% of students participated in a club activity during the school year. Similar after school club
activities will be available in 2010–11 based on student interest.
Community Service
Thurgood Marshall Academy’s diverse community service initiatives play a significant role in helping
students become active participants in our democratic society. Beginning in 2006–07, all students were
required to meet grade-level community service requirements in order to be promoted: 9th grade students
are required to complete a total of 20 hours of service; 10th grade students must complete an additional 20
hours of community service; 11th grade students have to complete another 30 hours, and seniors are
required to fulfill an additional 30 hours, for a cumulative total of 100 hours during their high school
careers. Following are some of the community service programs and activities in which our students have
participated.
Teen Action Program
In 2009–10, Thurgood Marshall Academy students took advantage of a dynamic service-learning
program called Teen Action that combined a series of community service activities with instruction and
reflection. Through Teen Action, students developed leadership and project planning skills through
participation in a weekly after-school club, DC Today…DC Tomorrow, run by a coalition of students
from The George Washington University (GWU) and American University (AU). Teen Action members
identified community issues and organized monthly service projects Teen Action had a dedicated group
of students this year, drawing 10–15 students for each meeting and participating in the weekly outings to
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
volunteer around the city. On these excursions, Thurgood Marshall Academy students joined AU and
GWU undergraduates at soup kitchens, homeless shelters, and various other non-profits.
Anti-Defamation League Peer Trainer Program
During the school year, 25 Thurgood Marshall Academy students participated in the Anti-Defamation
League (ADL) Peer Trainer program, an after school program designed to equip promising student
leaders with the skills, tools, and resources necessary to achieve their leadership potential through service.
In February 2010, 25 students from 9th, 10th and 11th grade participated in the annual ADL: A World of
Difference training session. Learning about prejudice, discrimination, and the other “isms” that plague
society, students learned how to become effective peer trainers to educate their classmates about effective
ways of combating hate.
Mentor Day
The 2010 Mentor Program ended in May with a Day of Service at the Kenilworth Aquatic Garden. Thirty
mentee/mentor pairs helped to build a fence, which prevented wild ducks from destroying the naturally
growing wild rice. The day culminated with a barbeque at Thurgood Marshall Academy.
Days of Service
Each year, Days of Service are set aside to inspire students to realize that they can make meaningful
contributions to their communities. On Martin Luther King, Jr. Day this year, 20 students spent their day
off from school honoring the legacy of Dr. Martin Luther King with a day of service. The students spent
the day at Ferebee Hope Elementary School in southeast DC re-painting the halls of the school. Inspired
by the MLK Day of Service, a large contingent of that group, joined by others, spent one Sunday in April
cleaning up the Anacostia River. Students took turns in the kayaks so that they could retrieve garbage
impossible to reach from the banks.
In addition, 11th and 12th graders could volunteer for service days during April, while others were taking
the DC CAS. Students spent the days volunteering at a number of organizations, including Metro
TeenAIDS, Food and Friends, and the DC JCC. Community service will continue to be an important part
of out-of-school programming in 2010–11.
Summer Prep Program
At the end of our first year, Thurgood Marshall Academy administration and faculty recognized the need
to prepare incoming students for the academic and behavioral expectations of a college preparatory high
school. Moreover, students needed extended instruction to bridge their current skills with those necessary
for success during their first year and to prevent summer learning loss.
Summer Prep was created to provide incoming 9th grade students as well as 10th grade transfer students
with an introduction to the academic and behavioral demands of succeeding at a college prep high school.
Computer classes and cultural and athletic enrichment activities are also offered to broaden the
experiences and skills of incoming students. To encourage parental involvement, Summer Prep also holds
workshops for parents on supporting their child’s education and beginning to prepare for college.
The 2009–10 Summer Prep program consisted of an intensive five-week program, beginning in June and
ending in late July 2009. Seventy-six students completed the program in 2009. Approximately 70%
(46/66) of regularly attending students improved or maintained math skills during Summer Prep 2009,
and 80% (35/44) of regular attendees improved or maintained their reading skills, demonstrating
improved readiness for high school.
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
Law Day
Law Days give Thurgood Marshall Academy 9th graders their first formal exposure to the world of law.
Held once a month at the offices of Hogan Lovells LLP during the school year and Wiley Rein LLP
during Summer Prep, Law Day introduces students to specific cases or legal issues and explores the
history and underlying legal principles involved. Each law firm organizes legal seminars for Thurgood
Marshall Academy students in their downtown offices. This real-world grounding of abstract legal
concepts gives students a powerful example of the daily application of enduring legal principles.
Volunteer attorneys and law students lead workshops that engage students in dialogues and mock trials on
topics such as discrimination, lobbying, and negotiation. Mock trials are staged to teach students oral
advocacy skills and trial components. Participating in Law Day workshops helps students develop
analytical thinking and public speaking skills and supports an appreciation for democratic values and the
laws in which they are enshrined. Over 200 attorneys, legal professionals, and law students from Hogan
Lovells LLP and Wiley Rein LLP participated in Law Days in 2009–10.
Ninth graders participate in Law Day on an alternating month schedule, with half of all 9th graders visiting
the firm each time and the other half participating in either law- or college-related field trips; in 2009–10;
these field trips included visiting the Capitol, the DC Superior Court, the Museum of American History,
Georgetown University, and the University of Maryland.
Family Involvement
The involvement of parents and guardians is an essential component of student success, and Thurgood
Marshall Academy works closely with parents and guardians to address the needs of each student. Each
parent meets with administrators when his or her child first enrolls at the school to learn about the
school’s curriculum, programs, and behavioral expectations. All parents are asked to sign a Parent
Compact, which outlines the roles of the school, the student, and the student’s family in academic
success.
Thurgood Marshall Academy communicates consistently with parents about their student’s progress
through: progress reports that are issued every three weeks; report cards that are issued each quarter;
Open Houses; and portfolio presentations, where parents serve as members of the panel. Teachers and
administrators communicate with parents on a regular basis about their child’s academic and behavioral
progress, with every teacher committing to making at least 15 parent contacts per month. In 2010–11, the
school will continue to communicate with parents through these systems. Parents, teachers, and
administrators will continue to develop and enhance methods of communication. Parents are also
involved with their child’s academic career as members of our Board of Trustees.
Thurgood Marshall Academy employs a part-time Parent Involvement Coordinator to work with parents
individually and through our Parent Teacher Organization (PTO). The PTO holds regular monthly
meetings and hosts a variety of social and informative activities. In 2009–10, the PTO organized diverse
events including a senior dinner, workshops on college preparation, and an awards ceremony. During the
2009–10 school year, 63.5% of parents (247 out of 389) attended an event at Thurgood Marshall
Academy
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
I.B.4. SCHOOL YEAR AND HOURS OF OPERATION
Thurgood Marshall Academy’s 2009–10 school year ran from August 31, 2009, to June 18, 2009. The
building opened to students for breakfast at 8:00 am on school days. Classes began at 8:45 am and ended
at 3:30 pm on Mondays, Wednesdays, Thursdays, and Fridays. On Tuesdays, the school day ended at
4:00 pm. Tutoring and other after school activities were held from the end of the school day until 6:00
pm.
Additionally, the five-week Summer Prep Program took place from June 29, 2009, through July 31, 2009,
from 8:00 am to 1:00 pm, Monday through Friday.
I.C. SCHOOL STAFF
I.C.1. NAMES AND TITLES OF THOSE IN KEY LEADERSHIP POSITIONS AT THE SCHOOL IN 2009–10
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Candice Bobo, 12th Grade Dean and Community Affairs Liaison
Joshua Kern, President & Co-Founder
Alexandra Pardo, Academic Director
David Schlossman, Chief Operating Officer
Jessica Sher, Director of Development and Strategic Partnerships
For 2010–11, the key leadership positions are as follows:
 Candice Bobo, 12th Grade Dean and Community Affairs Liaison
 Joshua Kern, President & Co-Founder
 Alexandra Pardo, Academic Director
 David Schlossman, Chief Operating Officer
 Jessica Sher, Director of Development and Strategic Partnerships
I.C.2-7. STAFF DATA REQUESTED
The following information is also outlined in Appendix B, the Data Sheet. In the 2009–10 school year,
Thurgood Marshall Academy had:
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26 classroom teachers
No teachers’ aides assisting in classroom management/instruction
Average class size of 18 students
96% of classroom teachers meeting Highly Qualified Teacher (HQT) guidance
Teacher attrition rate of 3%
Salary range of $43,000 to $145,000 for administrators and teachers; and an average teacher
salary of $57,954
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
I.D. STUDENT CHARACTERISTICS
I.D.1-17. STUDENT DATA REQUESTED
Information regarding student characteristics is detailed in Appendix A, the Data Sheet. In the 2009–10
school year, Thurgood Marshall Academy had:
1. Student enrollment of 389
a. Ninth-grade: 145 students
b. Tenth-grade: 100 students
c. Eleventh-grade: 73 students
d. Twelfth-grade: 71 students
2. Student attrition:
a. 41 students transferred out of school
b. 1 students dropped-out out of school
3. Student re-enrollment rate of 82.1%
4. Demographics:
a. 99% African-American student population
b. 1% Hispanic student population
c. 0% Caucasian student population
d. 35% male, 65% female student enrollment
5. No limited- or non-English proficient students
6. 7% of the student body in special education (having IEPs)
7. 70% of our students qualified for the federal Free & Reduced Meals program
8. Average daily membership of 369 students
9. Average daily attendance of 93%
10. Number of students taking the PSAT: 61
11. Average PSAT scores:
a. Math: 40.28
b. Verbal: 40.36
c. Writing: 40.22
12. Number of students taking the SAT: 67
13. Average SAT scores:
a. Math: 417 (an increase of 23 points from 2008–09)
b. Verbal: 429 (an increase of 12 points from 2008–09)
c. Writing: 437 (an increase of 37 points from 2008–09)
14. Number of AP courses: 4
15. Number of students enrolling in AP courses: 42
16. Number of students passing AP exams: 18
17. Percent of 9th grade students on track to graduation: 60.2%
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THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
18. Number of students enrolling in college: 66 (100% of graduating seniors have formally stated
their intent to enroll in college)
I.E. GOVERNANCE
I.E.1. 2009–10 BOARD OF TRUSTEES
Name
Blad, Leiv
Former Trustee
Brown, George
Chair, Board of
Trustees
Executive
Committee
Cole, Patricia
Former Trustee
Address
Telephone
Bingham McCutchen LLP
2020 K Street NW
Washington, DC 20006
[email protected]
Center for Workforce Strategies
Workforce Development and Lifelong Learning
Community College of the District of Columbia
4200 Connecticut Avenue, N.W., Building Intelsat 6P-25
Washington, DC 20008
[email protected]
Mid-Atlantic Permanente Medical Group, PC
2100-W Pennsylvania Ave NW, 7th Floor
Washington, DC 20037
Status
202-373-6564
Exited Board of Trustees
in September 2009
202-349-1877
Board of Trustees member
for all of SY2009–10
202-872-7303
Exited Board of Trustees
in February 2010
[email protected]
Epstein, Jerry
Trustee
Finance Committee
Chair, Governance
Committee
Jenner & Block LLP
1099 New York Ave NW
Washington, DC 20001
[email protected]
202-639-6062
Board of Trustees member
for all of SY2009–10
Hale, Elizabeth L.
Vice Chair
Executive
Committee
Co-Chair,
Educational
Mission and
Student Outcomes
Committee
Henderson,
Jocelyn
Treasurer
Executive
Committee
Chair, Finance
Committee
Herman,
Katharine
Trustee
Institute for Educational Leadership
4455 Connecticut Ave NW, Ste. 310
Washington, DC 20008
[email protected]
202-822-8405
Board of Trustees member
for all of SY2009–10
The Washington Post Company
1150 15th Street, NW
Washington, DC 20071
[email protected]
202-334-4661
Board of Trustees member
for all of SY2009–10
College Summit
1763 Columbia Road NW
Washington, DC 20009
[email protected]
National Park Service
1201 I Street NW
Washington, DC 20005
[email protected]
202-319-1763
Earned voting privileges in
September 2009
202-354-1859
Board of Trustees member
for all of SY2009–10
202-662-9615
Board of Trustees member
for all of SY2009–10
McKnight,
Beverly
Secretary/Parent
Educational
Mission and
Student Outcomes
Committee
Roe, Richard L.
Trustee
Co-Chair,
Educational
Mission and
Student Outcomes
Committee
Georgetown Law Center
600 New Jersey Avenue, NW
Washington, DC 20001
[email protected]
20
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
Name
Address
Telephone
Sharpe, Norean R. McDonough School of Business
Georgetown University
Trustee
131 Hariri Building
3700 O Street NW
Washington, DC 20057
[email protected]
Dept of Housing & Urban Development
Strong-Brown,
451 7th Street SW, Room 5249
Dorothy
Washington, DC 20410
Trustee/Parent
Educational
[email protected]
Mission and
Student Outcomes
Committee
Status
202-687-1602
Joined Board of Trustees
in April 2010
202-402-5105
Board of Trustees member
for all of SY2009–10
I.E.2. ADVISORY COMMITTEES
Thurgood Marshall Academy does not presently maintain formal advisory committees, but the Trustees
and leadership access advice from a number of experts, such as Mary Filardo of the 21st Century School
Fund, legal education consultant Eleanor Lewis, and attorneys at Crowell and Moring, LLP.
I.E.3. TRAINING RECEIVED BY THE BOARD OF TRUSTEES
In 2009–10, several members of the Board of Trustees attended governance training sessions hosted by
the DC Public Charter School Board and other organizations. The PCSB workshops that our Board
members attended include: Oversight as a Board, Strategic Direction, and Leadership Accountability.
Trustees involved in financial and auditing management attended training offered by McGladrey & Pullen
LLP regarding the Internal Revenue Service’s revised standards for the Form 990 and related compliance
matters.
I.F. FINANCE
I.F.1. THE SCHOOL’S OPERATING BUDGET FOR THE FISCAL YEAR 2009–10
See Appendix A for the 2009–10 operating budget.
I.F.2. DONORS AND GRANTORS
Below is a list of the donors and grantors who have contributed monetary or in-kind donations having a
value equal to or exceeding $500 during the year reported.
Corporate Donors





Acacia Group
CareFirst BlueCross
BlueShield
CollegeBoard
Crowell & Moring LLP
Hogan Lovells LLP


Jenner & Block LLP
McGladrey & Pullen LLP
Morgan, Lewis & Bockius
LLP
The Motley Fool
NCB Capital Impact









Jerome Epstein
Mary Filardo
Robert & Lynn Fletcher
Thomas Froeschle
Thomas Gardner






PMM Companies
PNC Bank
Vinson & Elkins LLP
The Washington Post
Company
Williams & Connolly LLP
Individual Donors





Jeanne Archibald
George Brown
Diane Cvetovich
David Dixon
Jessica Ellsworth
21


Michael Glosserman
Warren & Catherine
Gorrell
Rena Gordon
KC Graham
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT








Elizabeth Hale
Stuart & Beverly Halpert
Mark Harrison
Michael Hendricks
Katharine Herman
Mark Iannucci
Sarah & Frank Kern
Eleanor Roberts Lewis and
Robert Lewis
In-Kind Donors










Andy & Jenny Rosenberg
Anti-Defamation League
Bikram Yoga Capitol Hill
Bowie Gridley Architects
Building Hope…A Charter
School Facilities Fund
Kathleen Callery
Capital Area Food Bank
Continental Airlines
Crowell & Moring LLP
DC College Access
Program


















Peri Mahaley
Stephen Milliken
Raffaele Notaro
Linda Rohrbach
John Sergeant
Blake Biles and Laura
Sessums
Craig & Jan Sher

DC College Success
Foundation
Earth Day Network
George Washington
University
Rudy Gonzalez
Google
Hogan Lovells LLP
Jenner & Block LLP
Theresa Joswick
JW Marriott
Eleanor Roberts Lewis and
Roger Lewis
Morgan, Lewis & Bockius
LLP








The DeLaski Family
Foundation
The Ralph and Frances
Dweck Family Foundation
Earth Day Network
Freddie Mac Foundation
The India and Joseph N.
Gaffney Foundation
The Kovler Fund
MARPAT Foundation
Miller & Chevalier








The Sher Girls
Philanthropic Fund
Charles & Norma
Schlossman
James Showen
Melanie Sigurdson-Gillette
Jonathan Stoel
The Motley Fool
Raffa
Ridgewells Catering
Southwest Airlines
Sprint Nextel
Cheryl Steplight
Vinson & Elkins LLP
The Washington Post
Company
Wiley Rein LLP
Karen and Wesley
Williams Foundation
Williams & Connolly LL
Grantors





21st Century Community
Learning Centers - Office
of the State Superintendent
of Education
Acacia Foundation
Building Hope…A Charter
School Facilities Fund
Crowell & Moring
Foundation
DC Children and Youth
Investment Trust
Corporation








22





Office of the State
Superintendent of
Education
Pitney Bowes Foundation
The Peter A. Rohrbach
Charitable Fund
The Vibrant Village
Foundation
Washington Parks and
People
Webber Foundation
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
II. SCHOOL PERFORMANCE
II.A. EVIDENCE OF PERFORMANCE AND PROGRESS
II.A.1. EVIDENCE OF THURGOOD MARSHALL ACADEMY’S PERFORMANCE MANAGEMENT MEASURES
Based on the results of monitoring review, Thurgood Marshall Academy was placed in Tier 1 by the
Public Charter School Board. A copy of Thurgood Marshall Academy’s Performance Management
Framework Calculator is attached as Appendix C.
II.A.1.a. Student Academic Performance Analysis

Student Achievement
Student achievement at Thurgood Marshall Academy is measured by performance on the 2010
DC CAS and on the Advanced Placement (AP) tests. Thirty-five percent of students (twenty-two
out of 62) who took an AP exam passed, which is nearly twice the percentage of students who
passed an AP exam in 2008-09 (19.44%). The results of this year’s administration of the DC CAS
have indicated that 71.3% of students were assessed as ‘Proficient or Above’ on math and 62.1%
in reading, making Thurgood Marshall Academy first in math and third in reading in 2010.
Overall, Thurgood Marshall Academy’s combined test scores make it the highest-performing
open-enrollment high school in the District. Scores at Thurgood Marshall Academy were far
higher than those of students in all open-enrollment schools (35.58% on reading and 33.38% on
math).
Gateway indicators for Thurgood Marshall Academy are also strong. Academic success follows
Thurgood Marshall Academy students into their junior year—results indicate that 54.1% of
juniors achieved combined scores of 80 or higher on the math and verbal sections of the PSAT
this year. Building on the success of the PSAT scores, 62% of students taking the SAT in their
senior year achieved combined scores of 800 or higher on the math and verbal sections.
Moreover, the average SAT score for the combined math and verbal scores for the Class of 2010
was 849; while at a state level, the DC average was 773. Based on the current four-year cohort
model enumerated by OSSE, the graduation rate at Thurgood Marshall Academy is 86%,
compared with the District-wide average of 80.3% (Thurgood Marshall Academy’s graduation
rate includes ten students for whom school officials could not confirm official enrollment at
another school after leaving Thurgood Marshall Academy). Thurgood Marshall Academy’s
college acceptance rate is 100%, and all graduates in the Class of 2010 are anticipated to enroll in
college for the 2010–11 academic year.
Other indicators illustrate achievement and commitment among Thurgood Marshall Academy
students. Attendance rate—a leading indicator of academic success—of all students at Thurgood
Marshall Academy is 92.8% (defined as the number of students missing no more than fifteen days
of school). The re-enrollment rate for 2009–10 was 82.1%, qualitatively measured by the number
of promoted and retained students who return. Ninety-five percent of promoted students, and
more tellingly 75% of retained students, returned to Thurgood Marshall Academy. The data show
that parents and students see the school as a good choice and are willing to commit the extra time
and effort to remain a student for a prolonged period.
23
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
The percent of ninth-graders who are on track to graduate in four years is 60.2%, which reflects
the prevalent need for intense remediation for students new to Thurgood Marshall Academy. For
example, in the entering freshman class of 2009–10, 88% of students were below grade level in
either math and/or reading. Thurgood Marshall Academy has a very rigorous program that is
difficult for many students who have not acquired the skills necessary for promotion to the next
grade level. In addition to the remediation available to all grades, the ninth-grade dean meets
regularly with struggling students to create a plan to improve their academics. After creating a
timeline to assess the student’s progress, the dean will meet with the student twice every week
and arranges for study halls and office hours as necessary. The dean also contacts each parent
once every week to discuss the student’s study schedule. Programs like this that target ninthgraders aim to increase the number of students who are prepared for both their freshman-year
classes and the rest of high school.

Thurgood Marshall Academy was not in School Improvement or Corrective Action for 2009–10.

In 2009–10, 23 students enrolled at Thurgood Marshall Academy were identified as needing
special education services. Students received a variety of unique services based on each student’s
IEP. Regular education classroom teachers worked with the special education team to evaluate
student progress on annual goals identified in the IEPs of all special education students. Students
received speech and language services, counseling services, occupational therapy and physical
therapy to meet IEP goals.

Thurgood Marshall Academy did not serve English Language Learners in 2009–10
II.A.1.b. Non-Academic Performance Analysis
Using results from the 2009–10 Compliance Review and the 2009–10 Governance Review, Thurgood
Marshall Academy is reporting on the school’s successes and challenge in meeting its compliance and
governance requirements and practices.


According to standards outlined by the Public Charter School Board, Thurgood Marshall
Academy passed the initial screening of the 2009–10 Compliance Review with no compliance
issues. Thurgood Marshall Academy received a Gold Star Certificate, signifying 100%
compliance, in September 2009.
The results from the 2009–10 Governance Review show that Thurgood Marshall Academy
passed with no issues. Based on the provided documentation from the PCSB, Thurgood Marshall
Academy’s governance practices are in compliance with the PCSB’s stipulations.
II.A.2. CERTIFICATION
Certifications that all authorizations required to operate the school are in full force and effect is provided
in Appendix D. These include the following:



Certificate of Occupancy for Thurgood Marshall Academy and the Savoy & Thurgood Marshall
Academy Sports & Learning Center.
Insurance Documentation
Letter of Accreditation
24
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
II.B. UNIQUE ACCOMPLISHMENTS
Thurgood Marshall Academy achieved many significant accomplishments in 2009–10. Following are a
few highlights and significant achievements from the 2009–10 school year.
COLLEGE ACCEPTANCE
Every member of Thurgood Marshall Academy’s first six graduating classes was accepted to a two- or
four-year college or university and received some form of financial assistance to defray the cost of higher
education. The Class of 2010 valedictorian was the first student from Thurgood Marshall Academy to
receive the Posse Foundation Scholarship for full tuition each year at Lafayette College. The Class of
2010 salutatorian received over $100,000 to attend the University of Vermont. Additional scholarships
awarded to Class of 2010 graduates, independent of the DC Achievers program, totaled $2,027,962.00.
DC Achievers scholarships, awarded to 44 of our graduates, add another potential $2.2 million in funding
for a total of $4.2 million in scholarships. Students also received financial support from the Federal
Communications Bar Association, the Delta Sigma Theta Scholarship, and the Martin Luther King Jr.
Celebration Day Committee.
Our 2010 graduates were accepted to the following schools:
Livingstone College
Manhattanville College
Mars Hill College
Marymount University
Miami University
Montgomery College
Morgan State University
New York Institute of Technology
Norfolk State University
North Carolina Central University
North Carolina Wesleyan College
The Pennsylvania State University
Post University
Prince George’s Community College
Randolph-Macon College
St. Augustine’s College
St. John’s University
St. Paul’s College
Shaw University
Spelman College
State University of New York at Albany
Temple University
Trinity University
Union College
University of Bridgeport
University of Maryland—Eastern Shore
University of Michigan
University of New Haven
University of Texas - Austin
Allegany College
Bates College
Bennett College
Bowie State University
Capitol College
Central Pennsylvania University
Chaminade University
Cheyney University
Clark Atlanta University
Clemson University
Columbia College of Chicago
Coppin State University
Daemon College
Delaware State University
Denison University
Drexel University
Elizabeth City State University
Florida A&M University
George Mason University
Harrisburg University
Howard University
Ithaca College
Johnson & Wales University
Johnson C. Smith University
King’s College
Lafayette College
Lake Erie College
Lincoln University
25
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
Virginia Union University
West Virginia State University
Xavier University
York College of Pennsylvania
University of the District of Columbia
University of Vermont
Virginia State University
STUDENT ACHIEVEMENTS
Thurgood Marshall Academy students continue to live out our mission in the broader Washington, DC,
community. They have become valued participants in city-wide youth programs and are included among
the cadre of young people committed to community engagement. Following are examples of how students
developed leadership skills, working in the DC community and abroad:

Several US History students earned accolades for their presentation and research skills at the DC
National History Day Fair competition in April 2010. One student placed third in the Individual
Exhibit category and a team received first place for his presentation on graffiti in urban areas.

In the summer of 2010, two students participated in Operation Understanding DC, a program
designed for Jewish and African-American students to learn about the shared impact and
importance of social justice in their communities. Our two seniors spent the summer following
the trail of the Freedom Riders and how they can effect change in their communities.

One student was selected as a finalist to perform in the DC-College Access Program’s annual
Kennedy Center Gala. Voters could choose online from seventy-five contestants for the
performing arts event in the spring.

Thurgood Marshall Academy sent two sophomores to the Hugh O’Brien Youth Leadership
(HOBY) conference in June 2010 at The George Washington University. HOBY helps students
learn how to become stronger leaders in the school and in the community, as well as providing
ways to increase service-learning opportunities.

One student received a full scholarship to attend a two-week Outward Bound excursion in North
Carolina. The program teaches strategies for wilderness trekking as well as leadership and selfconfidence.

A sophomore student enrolled in the School for Ethics and Global Leadership (SEGL) semester
residential program in DC with a full scholarship and attended the program during the fall 2009
semester.

The 10th grade health classes, in partnership with the Green Club, hosted a school-wide
community health and green fair in Spring 2010. The organizations Unity Health and Metro
TeenAIDS distributed information on HIV and diabetes, and students led presentations on
nutrition, blood pressure, relaxation, fitness, and body mass index. The fair demonstrated healthy
practices from the earth to the home.

Starting in the summer of 2010, a student is participating in the China Challenge: Preparing DC
Youth for the Global Economy program, run through the H Street Community Development
Corporation. Beginning with a seven-week immersion course in the summer, the student will
learn Mandarin, Chinese culture, and business practices in weekend classes throughout the year.
The program’s capstone is a trip to China in the summer of 2011.
26
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
TEST SCORES & ACADEMIC GROWTH
As mentioned earlier in this report, DC CAS test results showed that 62.07% of students were proficient
in reading and 71.27% of students were proficient in math, making Thurgood Marshall Academy first in
math and third in reading among DC open-enrollment high schools. Students at Thurgood Marshall
Academy exceeded the state average by 20.6 percentage points in reading and 31.9 percentage points in
math.
With 100% of Thurgood Marshall Academy 10th graders tested, 7% were enrolled in special education,
and 64.37% qualified for the federal Free And Reduced Meals program. Citywide, twenty-one other high
schools had 60% or more of students taking the DC CAS who also qualified for the federal Free And
Reduced Meals program. Of those schools, the average proficiency levels were 33.15% in reading and
30.69% in math. Thurgood Marshall Academy exceeds these citywide averages by 28.92 percentage
points in reading and 40.5 percentage points in math. Statistics such as these demonstrate how Thurgood
Marshall Academy is closing the achievement gap for minority and economically-disadvantaged students.
When the DC CAS was first administered in 2005-06, 38.04% of our students were proficient in reading
and 32.61% were proficient in math. The chart below illustrates Thurgood Marshall Academy’s growth in
student proficiency over the past five years. As a result of our intense school-wide focus on individual
student achievement and data-driven instruction, there has been a 24.03 percentage point increase in
reading proficiency and a 38.66 percentage point increase in math proficiency over the past four years.
TMA DC CAS SCORES OVER 5 YEARS
Students Reading
Math
Tested
Proficiency Proficiency
92
38.04%
32.61%
2005–06
108
52.59%
50.00%
2006–07
104
70.19%
60.58%
2007–08
74
66.67%
72.00%
2008–09
87
62.07%
71.27%
2009–10
+24.03
+38.66
Growth from ‘06 to ‘10
Students at Thurgood Marshall Academy scored much higher than the average among their peers in
traditional public and charter schools (41.01% on reading and 39.43% on math, respectively). Notably,
while 12.92% of tenth-grade students in the District scored below basic in reading and 19.82% in math,
respectively, no Thurgood Marshall Academy students scored below basic in reading and only one
student scored below basic in math. These results indicate that the benchmark assessment system, faculty
and school officials can guide instruction both in the classroom as well as during supplemental afterschool instruction to ensure that students are staying on track to success in both subjects tested on the DC
CAS. Thurgood Marshall Academy has a full-time Quality Assurance Manager who is responsible for
collecting, analyzing, and reporting on student performance data so that all instructors have access to
frequent formative data.
While District-wide comparisons are valuable, the best measure of a school’s success lies not merely in
straight numbers, but its scores relative to other schools serving the same student population. Ninety-six
percent of Thurgood Marshall Academy students are from Wards 7 and 8, specifically, east of the
Anacostia River. Comparing Thurgood Marshall Academy to high schools in Ward 8—the schools our
students would likely have attended were the school not available—shows the real difference we have
made in the academic performance of our students. Since Thurgood Marshall Academy is an open
enrollment school it does not screen incoming students for academic performance and draws its incoming
students from the same pool as Ward 8 high schools. In the spring of their sophomore year, however,
27
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
Thurgood Marshall Academy students’ math and reading skills are at least three times greater than those
of their peers attending other neighborhood high schools.
The charts below shows the 2010 DC CAS results for Thurgood Marshall Academy and the two
neighborhood high schools—Anacostia Senior High School and Ballou Senior High School.
Reading
Math
2010 DC CAS COMPARISON TO
WARD 8 HIGH SCHOOLS
Anacostia SHS
Ballou SHS
Proficiency
Proficiency
16.93
29.06
17.74
24.88
TMA
Proficiency
62.07
71.27
DC CAS Results SY 2009‐10
Ward 8
100.00%
90.00%
80.00%
71.27%
70.00%
62.07%
60.00%
50.00%
% Prof Reading 40.00%
% Prof Math 29.36%
30.00%
20.00%
16.93%17.74%
24.88%
10.00%
0.00%
Anacostia SHS
Ballou SHS
Thurgood Marshall
Academy MIDDLE STATES ACCREDITATION
In May 2008 the Middle States Association of Colleges and Schools granted Thurgood Marshall
Academy full accreditation. Full accreditation provides a clear declaration of the strength of our school
program and opens up new and exciting opportunities for our students. Specifically, our students’ college
applications are strengthened by the school’s status as an accredited institution; students have access to a
greater pool of financial aid resources; and students will be able to participate in a wider variety of
competitive pre-college summer programs.
Following accreditation, Thurgood Marshall Academy created three Implementation Teams to oversee the
execution of our nine accreditation action plans. Established in the summer of 2008, these Implementation
Teams continued to meet throughout the 2009–10 school year to ensure the development and execution of
our nine accreditation action plans, covering College Preparation, Academics, and Law and Community
Service. The Implementation Teams were responsible for overseeing the expansion of our summer
opportunities programs; providing focused professional development for our faculty and staff on lawrelated activities; and revising the portfolio process. The Implementation Teams will continue to meet
throughout the 2010–11 school year, working closely with the Accreditation Planning Team, as well as
parents, students, and faculty and staff.
28
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
Thurgood Marshall Academy submitted its Mid-Term Review to the Middle States Association on
August 1, 2010. This review outlines all the progress the school has made thus far into its action plans and
surveyed school stakeholders to determine how well the school continues to meets the 12 standards of
accreditation. The Mid-Term Review will be available on the school’s website in fall 2010.
ALUMNI PROGRAM
While Thurgood Marshall Academy’s rigorous college preparatory curriculum prepares students for
college-level coursework, our Alumni Support Program helps graduates succeed in college by providing
essential post-graduation support and resources. The program provides gap funding for necessary
expenses, helps students learn to access resources at their universities, and provides college and financial
aid counseling to both enrolled students and alumni who have not yet matriculated.
The Alumni Coordinator manages the Alumni Emergency Fund for our alumni students. In 2009–10, she
distributed over $10,000 in gap funding to cover the cost of unexpected college-related expenses via our
Alumni Emergency Fund. She also organized special events, including the third Annual Alumni Dinner
attended by over 50 alumni, as well as two alumni panels where alumni returned to Thurgood Marshall
Academy to speak with current students about their college experiences. With the support of our college
counseling department and our Alumni Coordinator, 96% of the Class of 2009 enrolled in college during
the 2009–10 school year. According to data from the Doubling the Numbers study, only 5% of ninthgraders from Wards 7 and 8 go on to earn postsecondary degrees. 2 Of the total number of students
graduating from Thurgood Marshall Academy 2005-2009, 71% were enrolled in college as of spring
2010.
Because the goal of the Alumni Support Program is that once students enroll in college, they complete
their courses of study, we continue to develop our program to help all students succeed. In 2009–10, we
created student profiles for each of our alums and for each of our seniors. These profiles will help us
better support our students when they are in college by targeting their greatest needs. We will also be
working to better understand the key factors involved in our students’ college retention. Finally, we will
be working to involve parents and families more in our alumni support services.
STUDENT INTERNSHIP PROGRAMS
Library Volunteer Program
Our librarian created a program to keep students involved in library science. She had a group of
volunteers who chose to work either from 8:00-8:30 in the morning or 3:30-4:30 in the afternoon, and up
to two times per week. They were trained on basic paraprofessional tasks like shelving books, checking in
magazines and newspapers, etc. Some received in-depth training for projects that were more
sophisticated.
DC Superior Court Internship Program
Twelve students participated in the second year of the DC Superior Court Internship program for six
weeks in the summer of 2010. The program expanded this year—students can earn 1.00 hour of credit and
also have the option of interning at the Federal Court. Students were matched one-on-one with a judge,
then worked at the court four days a week and met at Thurgood Marshall Academy for a discussion-based
seminar on the fifth day. While at the court, students had the opportunity to observe cases, interview
2
Adam Kernan-Schloss and Bill Potapchuk for the Double the Numbers Coalition, “Doubling the Numbers for
College Success: A Call to Action for the District of Columbia.” The Double the Numbers Coalition, October 2006,
31 August 2010 <http://doublethenumbersdc.org/images/pdfs/doublingnumber.pdf>
29
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
various legal professionals, and assist their judge's staff in preparing for court. One highlight of this
summer was an afternoon in the Brown Bag Lunch series featuring a discussion with US Attorney
General Eric Holder.
SPECIAL GUESTS & VISITORS
A number of distinguished speakers and special guests visited Thurgood Marshall Academy throughout
the 2009–10 school year. Visitors included the following:

Katie Couric and the crew of CBS Evening News filmed a segment on Thurgood Marshall
Academy, which aired in June 2010. Ms. Couric interviewed four of our current students, and the
crew interviewed alumni in Vermont and Atlanta. The three-minute segment closed the
broadcast.

In March 2010, Thurgood Marshall Academy hosted Georgetown University Law Center’s Home
Court event, a charity basketball game played by Georgetown Law professors against members of
Congress. The event received attention from DC media outlets and raised money for the
Washington Legal Clinic for the Homeless.

Thurgood Marshall Academy hosted a ribbon-cutting celebration in Fall 2009 to open the new
gym facility. Attendees included Dr. Keri Briggs, DC State Superintendent for Education.

Thurgood Marshall Academy hosted the Local Flavor Week kick-off in September 2009.
Students gave tours of the school’s gardens and two guest chefs, Chef Oliver Friendly of Eat and
Smile Foods and Chef Peter Smith of PS7, competed in a salsa cook-off. The chefs used
ingredients straight from Thurgood Marshall Academy’s gardens, along with organic foods and
produce from other local farms. Local Flavor Week was sponsored by the DC Farm to School
Network.

School administrators from the Future Leaders program of the United Kingdom visited in
November 2009. The program places promising talent in high-risk schools around the United
Kingdom and stopped at Thurgood Marshall Academy to observe classes and discuss best
practices.

Intellectual property lawyers from Banner & Witcoff LLP visited the school for an installment of
the Brown Bag Lunch series. Students consulted with lawyers for their Patent It! physics project,
learning how to protect inventions using patents.
PHASE II BUILDING PROJECT
Thurgood Marshall Academy built a full-size gymnasium that is jointly used by Thurgood Marshall
Academy, Savoy Elementary School, and the Ward 8 community. Completed in September 2009, the first
rate athletic center has dramatically increased the per-pupil space available to students. For the first time,
the entire school can fit into one room and cheer on the home team. Students are thrilled that they have a
place to practice the sports they love to play, while the physical education and health teachers have
engaging, hands-on lessons in the fully-equipped court, weight room, and kitchen area. The gymnasium
also represents a joint partnership between a charter and public school, a first for the District of Columbia.
FUNDRAISING
Through the years, Thurgood Marshall Academy has consistently attracted donors and grantors who
sustain the promise of a quality college prep education for young people in Anacostia. In 2009–10,
Thurgood Marshall Academy raised approximately $263,548.48 in gala sponsorships, ticket sales, auction
30
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
sales, and donations to support our academic program. In addition to these sponsorships and other
individual donations, more than $1.4 million was raised through grants from foundations, corporations,
and government agencies. Overall, donors contributed more than $1.7 million to Thurgood Marshall
Academy in 2009–10.
SIGNIFICANT MEDIA ATTENTION
Thurgood Marshall Academy received considerable media attention during the 2009–10 school year:

As noted above, in June 2010, CBS Evening News aired a segment on Thurgood Marshall
Academy, its alumni program, and college preparation. The three-minute segment closed the
newscast and features current students and an alumnus and his family.

In January 2010, Thurgood Marshall Academy was named one of US News and World Report’s
‘Best High Schools.’

Thurgood Marshall Academy has been selected to be featured on the Department of Education’s
website for its Doing What Works initiative. Doing What Works serves as a library of resources
for educators nationwide to implement research-based instructional practice in their own
schools. Thurgood Marshall Academy is the only charter school and one of only six public
schools nationwide to be featured on the website for effective use of student data.

A Thurgood Marshall Academy Spanish teacher was the subject of a short documentary for the
Pulitzer’s Center and YouTube’s “Project: Report” competition. The annual event challenges
aspiring journalists to create compelling videos of someone making a difference in his
community.
COMMUNITY SUPPORT & PARTNERSHIPS
Thurgood Marshall Academy recognizes that building strong relationships with outside entities is
essential to our success, and we are proud of the partnerships we have developed throughout the District
of Columbia. The school currently maintains an extensive network of over 50 partner organizations and
more than 200 individual volunteers. We have developed relationships with several District law firms
who offer significant monetary and in-kind donations and whose staff serves as committed tutors and
mentors. Thurgood Marshall Academy continues to strengthen our relationships with its partner law
firms.
Our students also took advantage of the many relationships that Thurgood Marshall Academy has
established with significant federal agencies and organizations throughout the District. For example,
members of the school community attended the Anti-Defamation League’s In Concert Against Hate in
November 2009. As part of Thurgood Marshall Academy’s partnership with ADL through our peer
training program, the school received complimentary tickets for the tribute concert at the Kennedy Center,
featuring the National Symphony Orchestra.
Because our school is deeply rooted in the Anacostia community, we believe strongly in using our
resources to benefit all the residents of Ward 8. In 2009–10, the Green Club and health classes
collaborated to host the Community Health and Green Fair, which was open to the public. In addition to
student presentations on blood pressure, sexual health, and healthy eating, the event also featured
representatives from Metro TeenAIDS, the Anacostia Watershed Society, Women’s Coalition, and the
National Audubon Society. The goal of the merged fair was to convey a more complete picture of health
and to engage the community in healthy practices.
31
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
With an eye towards the future, Thurgood Marshall Academy 10th graders participated in Job Shadow
Day in May 2010, utilizing the unique professional resources available in the District. Job shadowing
demonstrates the importance of professionalism, hard work, and helps students understand the
expectations of a professional career. The job shadow experience includes: an overview of a typical work
day, a discussion of academic steps necessary to become qualified to work in the profession, a tour of the
office, and other interactive activities chosen by the host. This year, 93 students were placed at over 50
organizations, including several law firms, the ACLU, the Office of Representative David Obey, the
Department of Health and Human Services, and Greenpeace, in addition to a wealth of other District
companies and organizations.
II.C. LESSONS LEARNED AND ACTIONS TAKEN
II.C.1. WHAT ISSUES, IF ANY, WERE ENCOUNTERED IN COLLECTING AND REPORTING DATA FOR APPLICALBE PERFORMANCE
MANAGEMENT FRAMEWORK(S)? IN LIGHT OF THE NEW FRAMEWORK WHAT CHANGES OR IMPROVEMENTS WILL BE MADE IN
ORDER TO REMEDY THESE DATA COLLECTION ISSUES?
Thurgood Marshall Academy did not encounter any issues in collecting and reporting data for the
Performance Management Measures during the 2009–10 school year. As a data-driven organization, we
are committed to gathering and analyzing curricular and program data on each of our goals, and these
efforts appear to be paying off. This year’s Advanced Placement passing rate, SAT scores, and college
acceptance rate shed light on the high expectations set for Thurgood Marshall Academy students and
faculty. Since the 2006-07 school year, the percentage of Thurgood Marshall Academy students passing
an AP exam has increased by over 30 percentage points. One hundred percent of all six graduating classes
of Thurgood Marshall Academy have been accepted to college. This achievement can be attributed to the
strong academic and programmatic support system in place for students. In addition to challenging
college-preparatory courses, Thurgood Marshall Academy’s college counselor ensures that the
application process and transition to college are successful. The school also partners with the DC College
Access Program (DC-CAP) and the DC College Success Foundation, which allow students to participate
in the DC Achievers program. Once in college, Thurgood Marshall Academy’s Alumni Coordinator
provides support to students to ensure that they stay the course. In the upcoming school year, Thurgood
Marshall Academy will continue to implement these programs that ensure students’ academic success,
and will continue to pursue a data-driven instruction model to monitor and improve programs.
II.C.2. WHAT STUDENT-RELATED ACADEMIC ISSUES WERE IDENTIFIED AS A RESULT OF THE EVALUATION OF THE SCHOOL’S
PERFORMANCE FRAMEWORK(S)? WHAT PROGRAM CHANGES WILL BE UNDERTAKEN OR ARE UNDER CONSIDERATION AS A
RESULT OF THE EVALUATION OF THE SCHOOL’S PERFORMANCE?
Thurgood Marshall Academy met all of the Performance Management Framework goals with approved
measurable targets in 2009–10.
II.C.3. WHAT PROGRAM CHANGES OR IMPROVEMENTS WILL BE UNDERTAKEN OR ARE UNDER CONSIDERATION AS A RESULT
OF THE MOST RECENT PROGRAM DEVELOPMENT/SELF STUDY REVIEW FINDINGS?
Thurgood Marshall Academy was not required to hold a Performance Development Review in 2009–10.
Throughout the school year, schools officials have taken the necessary steps to provide accurate and
timely information under the Performance Management Framework. Although they are not the results of
a formal review, school administrators are moving forward with new developments for the academics and
facilities to support student achievement. School officials added Calculus and Spanish 4 to the curriculum
for the upcoming school year. The portfolio program expanded to include reflections on a law activity, a
law project, and the implementation of the portfolio as an assessment of students’ technology skills for
seniors. In addition, a streamlined evaluation process will make the expectations of the program more
transparent to students and portfolio evaluators. Thurgood Marshall Academy added an Instructional
32
THURGOOD MARSHALL ACADEMY - 2009–10 ANNUAL REPORT
Coach, who will provide coaching to classroom teachers to ensure effective implementation of highquality rigorous instruction and will support teachers in designing and implementing effective and
rigorous lesson plans and classroom materials. Funding has been secured for upgrades technology and
facilities, and school officials are exploring options for off-site athletic fields and facilities. Thurgood
Marshall Academy will continue to explore options that increase the effectiveness of the faculty and the
quality of its programming and facilities.
II.C.4. WHAT IS THE SCHOOL’S STATUS IN IMPLEMENTING ITS SCHOOL IMPROVEMENT, CORRECTIVE ACTION OR
RESTRUCTURING PLAN?
Thurgood Marshall Academy is not in School Improvement.
II.D. REPORTING PERFORMANCE MANAGEMENT FRAMEWORK INFORMATION
Thurgood Marshall Academy believes that communication with parents and guardians is essential to
student success, both in academic performance and behavior. We have established many ways to
communicate with parents, which are described in detail in the Family Involvement section of this report.
Internally, information was reported in the school’s monthly faculty and staff e-newsletter as well as
regular all-staff meetings. School-wide information and updates were also shared with teachers during a
portion of the weekly professional development meetings.
Thurgood Marshall Academy has a number of communication vehicles to keep our stakeholders informed
about school activities, student life, and achievements. The school’s website,
http://www.thurgoodmarshallacademy.org/, was updated regularly throughout 2009–10, including a link
to a student blog that is updated regularly by our Programs office. We also sent, and will continue to send,
regular newsletters and e-mail alerts to political and community leaders in Ward 8, foundations and
government agencies, individual and corporate supporters, partners in the legal community, volunteers,
and parents.
CONCLUSION
To meet the significant needs of our students, Thurgood Marshall Academy remains firmly committed to
seeking and implementing proven research-based best practices in all areas, and measuring the results.
We continue to use data as a basis for decision-making, also seeking to understand the limits of our data,
and how our collection and use of data might be improved.
With curriculum and instruction aligned to the same standards as the DC CAS, our students’ scores on the
test—highest in math and third highest in reading among open-enrollment DC high schools—are
significant measures of the strength of our academic program. As a college-preparatory school, also
measuring our progress through college acceptances, scholarships, and enrollment, our results—100%
college acceptance, $4.2 million in scholarships this year, and 96% enrollment by the previous graduating
class—are valid evidence of the success of our core mission. Finally, as we seek to prepare students to
become advocates for themselves and their communities, our network of more than 50 partnering
organizations and 200 volunteers demonstrates the significant opportunities available for our students to
grow personally and engage in the Washington, DC, community.
33
APPENDIX A:
2009–10 ANNUAL OPERATING BUDGET
Thurgood Marshall Academy
Annual Budget FY 2010 (7/1/09 - 6/30/10)
REVENUE
01. Per Pupil Charter Payments
4000 - Per-pupil allocation
4030 - Per-pupil summer allocation
4050 - Per-pupil adjustment
02. Per Pupil Facilities Allowance
4040 - Per-pupil facility allocation
03. Per Pupil Special Education
4010 - Per-pupil special ed funding
04. Federal Entitlement/Formula Funding
4105 - Grants - gov't
4115 - National Food Program
4120 - Other Entitlement Funds
05. Grants and Competitive Funding
4130 - Federal Government Competitive
4135 - Non-Federal Gov't Competitive
4140 - Private & Foundation Grants
06. Other Charitable Contributions
4190 - Other Charitable Contribution
07. Activity Fees
4300 - School store sales
4315 - Student uniform sales
4320 - Paid meals sales
08. Individual, Corporate & Gala
4110 - Contributions
4145 - General Ind & Corp Contrib
4150 - Gala Revenue
09. Other Income
4400 - Interest and dividends
4500 - Rental revenue
4600 - Other revenue
4180 - In-kind contributions
TOTAL REVENUE
Thurgood Marshall Academy Budget--FY10
3,994,837.00
216,622.50
1,078,000.00
205,913.90
297,000.00
59,590.00
248,636.00
463,265.00
11,000.00
252,000.00
1,047,401.00
22,500.00
11,500.00
215,000.00
53,000.00
50,000.00
18,438.00
25,000.00
10,000.00
8,279,703.40
1 of 4
ORDINARY EXPENSE
Personnel Salaries and Benefits
15. Staff Salaries
5000 - Salaries
5050 - Bonuses
5099 - Other Compensation
16. Employee Benefits
5400 - Retirement plan contributions
5410 - Health insurance
5420 - Life and disability insurance
5430 - Payroll taxes
5450 - Workers' comp insurance
17. Contracted Staff
5530 - Temporary contract help
5220 - Staff program stipends
5520 - Substitute teachers
18. Staff Development Expenses
5500 - Staff development (non-travel)
5510 - Staff development travel
5600 - Staff recruiting
5610 - Staff meals, events and awards
5620 - Staff travel (non-development)
Subtotal: Personnel Expense
Direct Student Expense
19. Textbooks
7010 - Student textbooks
20. Student Supplies and Materials
7000 - Student supplies and snacks
7005 - Student assessment materials
7011 - Student uniforms
21. Library and Media Center Materials
7015 - Library and media materials
22. Contracted Student Services
7020 - Contracted instruction fees
7030 - Student travel and field trips
23. Miscellaneous Student Expense
7035 - Other student expenses
24. Scholarships
7040 - Scholarship expense
Subtotal: Direct Student Expense
Occupancy Expenses
25. Rent Expense
6050 - Rent expense
26. Building Maintenance and Repairs
6010 - Maintenance and repairs
6011 - Maintenance & Supplies - GYM
27. Utilities
6005 - Utilities and garbage removal
28. Contracted Building Services
6000 - Contracted building services
6001 - Contracted bldg svcs (non-TMA)
6002 - Contracted Services - GYM
Subtotal: Occupancy Expenses
Thurgood Marshall Academy Budget--FY10
3,399,769.27
45,500.00
61,996.00
221,635.00
52,744.00
294,455.00
18,070.00
156,445.00
121,500.00
12,000.00
65,670.00
6,700.00
15,230.00
22,500.00
7,850.00
4,502,064.27
54,850.00
84,400.00
26,450.00
45,300.00
26,640.00
46,000.00
94,860.00
60,000.00
10,000.00
448,500.00
39,617.22
12,000.00
200,365.20
367,829.90
3,500.00
60,000.00
683,312.32
2 of 4
Office Expenses
29. Office Supplies and Materials
8000 - Office supplies
30. Office Equipment Rental and Maintenance
8005 - Equipment Rental & Maintenance
8035 - Computer support fees
31. Telephone/Telecommunications
8010 - Telephone & telecommunications
32. Legal, Accounting and Payroll Services
8030 - Legal, accounting, bank fees
8032 - Accounting fees - GYM
8055 - Legal fees
33. Printing and Copying
8020 - Printing and duplication
34. Postage and Shipping
8015 - Postage and delivery
96,530.00
66,444.00
67,000.00
71,820.00
229,000.00
3,500.00
58,400.00
27,210.00
Subtotal: Office Expenses
619,904.00
General Expenses
35. Insurance
8060 - Business insurance
37. Food Service
7025 - Food service fees
38. Authorizer Fees
8025 - Authorizer fees
39. Fundraising Fees
8040 - Fundraising fees
40. Other Professional Fees
8045 - Other professional fees
41. Accreditation Fees
8075 - Accreditation fees
42. Background Checks
8065 - Background Checks
43. Dues and Fees
8050 - Dues and fees
44. Other General Expense
9000 - Other expenses
8070 - Contributions expense
9900 - In-kind expenses
95,000.00
152,000.00
30,000.00
270,160.00
23,250.00
1,300.00
12,200.00
13,500.00
39,450.00
-
Subtotal: General Expenses
636,860.00
TOTAL ORDINARY EXPENSES
6,890,640.59
NET ORDINARY INCOME
1,389,062.81
45. Depreciation and Amortization
9100 - Depreciation *
9150 - Amortization
46. Interest Payments
9200 - Interest expense
9300 - Letter of Credit fees
Write off of unamortized loan costs
4700 - Gain on sale of building
9800 - Write off unamortized loan costs
Minority Interest in Subsidiary Loss
9700 - Minority interest
CHANGE IN NET ASSETS *
455,400.00
1,200,000.00
54,000.00
( 320,337.19 )
* While some capital spending funds depreciation, for the most part TMA will fund depreciation
beginning in 2014, after the New Markets Tax Credits savings period.
Thurgood Marshall Academy Budget--FY10
3 of 4
CAPITAL EXPENDITURES
1500 - FF&E - Classroom
1501 - FF&E - Administration
1510 - Computers/software- Classroom
1511 - Computers/software - Admin
1550 - Buildings and improvements
1560 - Building under capital lease
1590 - CIP
TOTAL CAPITAL EXPENDITURES
15,500.00
3,500.00
40,500.00
32,525.00
92,025.00
THURGOOD MARSHALL ACADEMY CASH BUDGET FY10
SOURCES
Beginning Cash Projection
Total Revenue
TOTAL SOURCES OF CASH
USES
Total Ordinary Expenses
Interest (Lease) Payments
Letter of Credit Fees
Capital Expenditures
Working Capital (Borrower Operating Account Funding)
Funded in Prior Years
Funded in Current FY
TOTAL USES OF CASH
SURPLUS / (DEFICIT)
Thurgood Marshall Academy Budget--FY10
1,255,886.12
8,279,703.40
9,535,589.52
6,890,640.59
1,200,000.00
54,000.00
92,025.00
800,000.00
400,000.00
9,436,665.59
98,923.93
4 of 4
APPENDIX B:
DATA WORKSHEET
ANNUAL REPORT DATA COLLECTION TOOL WORKSHEETS Use these sheets to enter your data in the ANNUAL REPORT PMF DATA COLLECTION TOOL. Include the information from
these sheets in your Annual Report.
1. Enter the school’s Mission Statement in the space provided below.
The mission of Thurgood Marshall Academy Public Charter High School is to prepare students to succeed
in college and to actively engage in our democratic society.
2. Please choose your Campus/LEA's School Code, LEA Code, and Name from the drop down
choices provided below. Each campus must submit a separate data sheet. (For Central Office
submissions, use the CENTRAL OFFICE choice provided for your organization).
112 102 ALTA PCS 1100 155 Achievement Preparatory PCS 141 103 AppleTree PCS ‐ Riverside 139 103 AppleTree PCS ‐ Amidon 140 103 AppleTree PCS ‐ Columbia Heights C00 103 AppleTree Central Office 181 104 Arts and Technology Academy PCS 192 105 Barbara Jordan PCS 151 106 Booker T. Washington PCS 142 107 Bridges PCS 184 108 Capital City PCS Lower School 1101 108 Capital City PCS Upper School C00 108 Capital City Central Office 1119 162 Carlos Rosario International PCS 1102 156 Center City PCS Brentwood 1103 156 Center City PCS Brightwood 1104 156 Center City PCS Capitol Hill Campus 1105 156 Center City Congress Heights 1106 156 Center City Petworth Campus 1107 156 Center City PCS Shaw Campus 1108 156 Center City PCS Trinidad Campus C00 156 Center City Central Office 153 109 Cesar Chavez PCS ‐ Capitol Hill 127 109 Cesar Chavez PCS ‐ Bruce Prep 102 109 Cesar Chavez PCS ‐ Parkside C00 109 Cesar Chavez PCS Central Office 154 110 Children’s Studio PCS 122 111 City Collegiate PCS 108 113 Community Academy PCS Online 105 113 Community Academy PCS Amos I 158 113 Community Academy PCS Amos II 1109 113 Community Academy PCS Amos III 106 113 Community Academy Butler 107 113 Community Academy RAND PCS C00 113 Community Academy Central Office 199 114 D.C. Bilingual PCS 196 115 D.C. Preparatory PCS – Edge Middle 130 115 D.C. Preparatory PCS – Edge Elem 1110 115 D.C. Preparatory Benning Road C00 115 D.C. Preparatory Central Office 146 116 E.L. Haynes PCS 195 117 Eagle Academy PCS 138 118 Early Childhood Academy PCS 126 119 Education Strengthens Families PCS 159 144 Elsie Whitlow Stokes PCS 1113 158 Excel Academy PCS 186 120 Friendship Collegiate Academy PCS 157 120 Friendship Blow‐Pierce 155 120 Friendship PCS ‐ Chamberlain 156 120 Friendship PCS ‐ Woodridge 113 120 Friendship PCS ‐ Southeast C00 120 Friendship PCS Central Office 114 121 Hope Community PCS ‐ Tolson 131 121 Hope Community PCS ‐ Lamond C00 121 Hope Community PCS Central Office 160 122 Hospitality PCS 188 123 Howard Rd Academy PCS Howard 1114 123 Howard Rd Academy PCS ‐ Penn 1115 123 Howard Rd Academy PCS ‐ G St C00 123 Howard Rd Academy Central Office 115 124 Howard University Middle PCS 161 125 Hyde Leadership PCS Lower 1612 125 Hyde Leadership PCS ‐ Upper 163 126 Integrated Design &Electronic 134 127 Ideal Academy PCS ‐ North Capitol 162 127 Ideal Academy PCS ‐ Peabody St. C00 127 Ideal Academy Central Office 1116 159 Imagine Southeast PCS 185 128 KAMIT Institute PCS 189 129 KIPP‐DC PCS ‐ Key 132 129 KIPP‐DC PCS ‐ Leap 116 129 KIPP‐ DC ‐ AIM Campus 121 129 KIPP‐DC ‐ WILL Academy PCS C00 129 KIPP Central Office 193 130 Latin American Montessori Bil PCS 148 132 MM Bethune PCS ‐ Crestwood 135 132 MM Bethune PCS ‐ Brookland 101 133 Maya Angelou PCS Evans Campus 164 133 Maya Angelou PCS Shaw Campus 133 133 Maya Angelou PCS Middle School C00 133 Maya Angelou Central Office 129 134 MEI Futures Academy PCS 165 135 Meridian PCS 124 136 Nia Community PCS 168 145 Next Step ‐ El Proximo Paso PCS 169 137 Options PCS 170 138 Paul Junior High PCS 117 139 Potomac Lighthouse PCS 173 140 Roots PCS ‐ Kennedy Street Campus 1732 140 Roots PCS ‐ North Capitol Street 000 140 Roots Central Office 179 141 School for the Arts in Learning PCS 174 142 SEED PCS 123 161 Septima Clark PCS 1047 143 St. Coletta Special Education PCS 1111 157 Thea Bowman Prep PCS 191 146 Thurgood Marshall Academy PCS 183 147 Tree of Life PCS 198 149 Two Rivers PCS 125 151 Washington Latin PCS – Mass Ave 1118 151 Washington Latin PCS ‐ 16th Street C00 151 Washington Latin Central Office 178 152 WMST PCS 1117 160 Washington Yu Ying PCS 103 153 William E. Doar Jr. PCS Edge Lower 1032 153 William E. Doar Jr. PCS Edge Upper 1033 153 William E. Doar Jr. PCS Armed NW C00 153 William E Doar Jr. Central Office 147 154 Young America Works PCS 128 131 YouthBuild LAYC PCS 3. Is your organization accredited? If yes, please list the name (s) of the accrediting organization (s)
and the accreditation term (month/year start- month/year end). If your accreditation is pending, meaning
your organization has formally submitted an application to a nationally recognized accrediting
organization, please provide details with the expected date of accreditation in the space provided below
X
YES
NO
Additional
Comments
Thurgood Marshall Academy received accreditation from the Middle States Association of
Colleges and Schools on May 1, 2008. Our accreditation term ends on May 1, 2015.
4. Please list the complete contact information for the person completing the Online Annual Report for your
Campus/LEA. This may or may not be a member of school leadership, however be advised that information
collected will be used by the PCSB. Fill out all information completely. Contact information should be direct
and current.
Name
Title
School Street Address
Julie Dougherty
School Zip
Project Coordinator
School Ward
2427 Martin Luther King, Direct Phone Number
Jr. Ave SE
Email
20020
8
202-563-6862 x207
[email protected]
5. Please select the lowest grade level served by your Campus/LEA in the 2009-2010 school year.
PK3
PK4
K
1
2
3
4
5
X
6
7
8
9
10
11
12
Adult Ed
GED
Program
6. Please select the highest grade level served by your Campus/LEA in the 2009-2010 school
years.
PK3
PK4
K
1
2
3
4
5
6
7
8
9
X
10
11
12
Adult
Ed
GED
Progra
m
7. Hours of Operation: Enter the Start time for the REGULAR school day for the 09-10 school year.
For schools with Multiple Regular Start times please provide details in the additional comments section.
Enter time as “8:05 AM” format (See “Definitions”)
8:45 AM
8. Please enter the End time for the REGULAR school day for the 09-10 school year. For schools
with Multiple Regular Bell Dismissal Times, please provide details in the additional comments section.
(See “Definitions”)
Monday, Wednesday, Thursday, Friday: 3:30 PM
Tuesday: 4:00 PM
9. Enter any additional comments regarding Start time/End time for Regular School Day.
Our school incorporates a 60-minute Advisory into the curriculum each Tuesday.
10. Please enter the Start and End Dates for the 2009-2010 School Year.
Start Date
End Date
August 31, 2009
June 18, 2010
11. Did your campus/LEA operate as a year-round school for the 2009-2010 school year?
YES (If Yes describe your school's year round structure in the space provided below. Include the dates that indicate the
start and end of the academic school year.)
NO
X
Additional
Comments
12. Race and Ethnicity: For the 2009-2010 school year, please enter the percentage of all students
that have a race and ethnicity designation falling in the categories listed below. Enter the
percentage as a decimal. For example 35.56% should be entered as ".3556"






African-American (non-Hispanic)
Hispanic
Asian/Pacific Islander
Caucasian (non-Hispanic)
American Indian/Alaskan Native
Other
.9999
.0001
0
0
0
0
13. Demographics: For the 2009-2010 school year, please list the total percentage of all students
enrolled that have a designation in the categories listed below. Enter the percentage as a decimal.





Low Income
SPED
LEP/NEP
Male
Female
.6992
.07
0
.3547
.6452
14. Please enter the average class size and student teacher ratio for the 2009-2010 school year in
the space provided below.
 Average Class Size:
 Student/Teacher Ratio:
18 students
14:1
15. For the 2009-2010 school year, please enter the Average Daily Membership, Average Daily
Attendance, and Re-enrollment Rate for all enrolled students.
 Average Daily Attendance Rate
 Average Daily Membership Rate
 Re-Enrollment Rate
.9278
369 students
.8214
16. For the 2009-2010 school year, please provide the total number of students falling into each
category listed below.





42
1
.6690
.8600
97
# Transferring out of school
# of Dropouts
Promotion rate
Graduation rate
# Retained at grade level
Questions 17-30: Staff Demographics Enter the Total Number of staff meeting criteria listed below in the
spaces provided.
Position
Total
Number
# with
Bachelor
s degree
# with
Masters
degree or +
# with
degree in
field
Director
1
1
1
Principal
1
1
0
Assistant Principal
Classroom Teachers
Special Subject
Teachers
Bilingual/ESL
Teachers
Special Education
Teachers
Vocational/Career
Teachers
Building Resource
Teachers
Counselors
Librarians/Media
Specialists
Coordinators
Classroom Aides
Title I Educational
Aides
# meeting
NCLB HQT
requirements
Percentage
meeting
NCLB HQT
N/A
# with
license in
field
(optional)
N/A
N/A
N/A
1
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
26
26
16
25
N/A
25
96%
2
2
1
0
N/A
N/A
N/A
0
N/A
N/A
N/A
N/A
N/A
N/A
2
2
2
2
N/A
2
100%
0
N/A
N/A
N/A
N/A
N/A
N/A
0
N/A
N/A
N/A
N/A
N/A
1
1
1
1
1
1
N/A
1
1
1
1
N/A
N/A
N/A
0
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
0
0
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
31. Are you a single-campus LEA or a central office?
X
YES
Skip to Question 32
NO Skip to Question 33
N/A
32. Please complete the following entries regarding staffing statistics listed
below.
.0300
 Staff Attrition Rate
30
 Number of Teachers
$43,000–$77,662
 Salary Range for Teachers
$57,954
 Average Teacher Salary
5
 Number of School Administrators
$72,500–$145,000
 Salary Range for School Administrators
$97,004
 Average School Administrator Salary
0
 Number of Central Office Administrators
N/A
 Salary Range for Central Office Administrators
N/A
 Average Central Office Administrator Salary
23
 Number of School Support Staff
$35,690–$79,200
 Salary Range for School Support Staff
$49,742
 Average School Support Staff Salary
33. Does your school serve grades 9-12 and/or is considered a high school?
X
YES Skip to 34
NO Skip to 35
Additional
Comments
34. Please complete the fields below regarding secondary school students.
61
 Number of Students Taking PSAT
40
 Average PSAT Score Math
40
 Average PSAT Score Verbal
40
 Average PSAT Score Writing
67
 Number of Students Taking SAT
417
 Average SAT Score Math
429
 Average SAT Score Verbal
437
 Average SAT Score Writing
4
 Number of AP Courses Offered
42
 Number of Students enrolled in AP courses
31
 Number of Students passing AP courses
 Number of students passing AP courses with a "3" or better 18
145
 Total 9th grade students 09-10
74
 Total 9th grade students on track rate
67
 Total 12th grade students 09-10
67
 Total 12th grade students accepted to college
35. To ensure that PCSB has up to date information for the 2010-2011 School Year, provide
contact information in the fields listed below for the following: School/Organization Board Chair,
Executive Director, Principal/Head of School, Assistant Principal, and Business Manager.





Board Chair Name
Board Chair Title
Board Chair Email
Board Chair Phone
Board Chair Mailing Address
























Board Chair Mailing City, State
Board Chair Mailing Zip
Exec. Director Name
Exec. Director Title
Exec. Director Email
Exec. Director Phone
Exec. Director Mailing Address
Exec. Director Mailing City, State
Exec. Director Mailing Zip
Principal Name
Principal Title
Principal Email
Principal Phone
Asst. Principal Name
Asst. Principal Title
Asst. Principal Email
Asst. Principal Phone
Business Manager Name
Business Manager Title
Business Manager Email
Business Manager Phone
Business Manager Mailing Address
Business Manager Mailing City, State
Business Manager Mailing Zip
George Brown
Chair
[email protected]
202-349-1877
Center for Workforce Strategies
Workforce Development & Lifelong Learning
Community College of the District of Columbia
4200 Connecticut Ave NW
Washington, DC
20008
Joshua Kern
Co-Founder & President
[email protected]
202-563-6862 x101
2427 Martin Luther King, Jr. Ave SE
Washington, DC
20020
Alexandra Pardo
Academic Director
[email protected]
202-563-6862 x124
N/A
N/A
N/A
N/A
Nora Moore
Assistant Director of Operations
[email protected]
202-563-6862 x181
2427 Martin Luther King, Jr. Ave SE
Washington, DC
20020
36. Parents, employees, and community members call the PCSB with individual
and specific school-related issues and concerns. These issues and concerns include questions
and at times, complaints about individual schools.
In the space provided below, list the desired representatives from your Campus/LEA's staff and
one member of your school's Board of Trustees to receive all initial correspondence from PCSB
regarding these concerns for the 2010-2011 school year.
Campus/LEA Staff Member Name
Campus/LEA Staff Member Title
Campus/LEA Staff Member Phone
Campus/LEA Staff Member Email
Board Member Name
Board Member Title
Board Member Phone
Board Member Email
Alexandra Pardo
Academic Director
202-563-6862 x124
[email protected]
George Brown
Chair of the Board of Trustees
202-349-1877
[email protected]
APPENDIX C:
PERFORMANCE MANAGEMENT FRAMEWORK CALCULATOR
Performance Management Framework (Calculator)
School Year 2009‐2010
HIGH SCHOOL FRAMEWORK
Performance Summary
Enter your school's expected values for each metric in the yellow cells below and the calculator will do the rest. Based on the values you enter, you'll see how many points you would earn on each metric as well as what your Total Score and Tier would be
Tier This Year:
Total Score:
Percent of Possible Points Earned:
1
50.8
(out of 70)
72.6%
Academic Review
Points Available in Each Academic Indicator Are Included in Parentheses ( )
ENTER VALUES BELOW
Target
% of Target Range
Points Possible
Points Earned
% of Target Range
Floor
25
50
75
100
Student Progress (10)
2
Progress Measure ‐ Mathematics (TBD)
N/A
Progress Measure ‐ Reading (TBD)
N/A
Student Achievement (20)
Mathematics
% Proficient or Above on DC‐CAS
% Advanced on DC‐CAS
Reading
% Proficient or Above on DC‐CAS
% Advanced on DC‐CAS
4
5
10.4
100
68.0%
5.0
3.4
5.8
0.0
50
11.5%
2.5
0.3
62.1
21.8
100
51.5%
5.0
2.6
8.1
0.0
50
16.1%
2.5
0.4
42.9
0.0
15
100.0%
5.0
5.0
Graduation Rate
86.0
0.0
100
86.0%
6.25
5.4
PSAT Performance (11th Grade)
54.1
0.0
100
54.1%
6.25
3.4
Advanced Placement Performance
3
71.3
5
2.5
5
2.5
5
Gateway (25)
SAT Performance (12th Grade)
62.0
0.0
100
62.0%
6.25
3.9
College Acceptance Rate
100.0
28.4
100
100.0%
6.25
6.3
Attendance Rate
92.8
45.4
100
86.8%
10.0
8.7
Re‐enrollment Rate
82.1
53.7
90
78.4%
10.0
7.8
9th Grade Credits (% On Track to Graduate)
60.2
0.0
80
75.2%
5.0
3.8
6.25
6.25
6.25
6.25
Leading Indicators (25)
Mission Specific (20)
Select Subject Below:
10
10
5
APPENDIX D:
CERTIFICATION OF AUTHORIZATIONS
CERTIFICATES OF OCCUPANCY
Public Charter High School
Attached please find Certificates of Occupancy for Thurgood Marshall Academy facilities:


Main building located at 2427 Martin Luther King, Jr. Ave., SE
Sports & Learning Center shared with DCPS located at 2400 Shannon Pl., SE
2427 Martin Luther King, Jr. Avenue, SE, Washington, DC 20020
p. 202-563-6862
f. 202-563-6946
www.thurgoodmarshallacademy.org
DATE (MM/DD/YYYY)
CERTIFICATE OF LIABILITY INSURANCE
(703)881-0113 FAX: (703)659-0024
Cooley and Darling Insurance Agency
PO Box 1228
PRODUCER
Haymarket
VA 20168
7/12/2010
THIS CERTIFICATE IS ISSUED AS A MATTER OF INFORMATION
ONLY AND CONFERS NO RIGHTS UPON THE CERTIFICATE
HOLDER. THIS CERTIFICATE DOES NOT AMEND, EXTEND OR
ALTER THE COVERAGE AFFORDED BY THE POLICIES BELOW.
INSURERS AFFORDING COVERAGE
NAIC #
First Nonprofit Company
INSURER B: Philadelphia Indemnity
INSURED
INSURER A:
Thurgood Marshall Academy
2427 Martin Luther King Jr. SE
INSURER C:
INSURER D:
Washington
DC 20020
INSURER E:
COVERAGES
THE POLICIES OF INSURANCE LISTED BELOW HAVE BEEN ISSUED TO THE INSURED NAMED ABOVE FOR THE POLICY PERIOD INDICATED. NOTWITHSTANDING
ANY REQUIREMENT, TERM OR CONDITION OF ANY CONTRACT OR OTHER DOCUMENT WITH RESPECT TO WHICH THIS CERTIFICATE MAY BE ISSUED OR
MAY PERTAIN, THE INSURANCE AFFORDED BY THE POLICIES DESCRIBED HEREIN IS SUBJECT TO ALL THE TERMS, EXCLUSIONS AND CONDITIONS OFSUCH
POLICIES. AGGREGATE LIMITS SHOWN MAY HAVE BEEN REDUCED BY PAID CLAIMS.
INSR ADD'L
LTR INSRD
POLICY NUMBER
TYPE OF INSURANCE
POLICY EFFECTIVE POLICY EXPIRATION
DATE (MM/DD/YYYY) DATE (MM/DD/YYYY)
GENERAL LIABILITY
X
COMMERCIAL GENERAL LIABILITY
A
X
CLAIMS MADE
OCCUR
TMP0817224-10
6/28/2010
6/28/2011
GEN'L AGGREGATE LIMIT APPLIES PER:
PROPOLICY
LOC
JECT
LIMITS
EACH OCCURRENCE
DAMAGE TO RENTED
PREMISES (Ea occurrence)
$
MED EXP (Any one person)
$
PERSONAL & ADV INJURY
$
GENERAL AGGREGATE
$
PRODUCTS - COMP/OP AGG
$
1,000,000
100,000
5,000
1,000,000
3,000,000
3,000,000
COMBINED SINGLE LIMIT
(Ea accident)
$
1,000,000
BODILY INJURY
(Per person)
$
BODILY INJURY
(Per accident)
$
PROPERTY DAMAGE
(Per accident)
$
AUTO ONLY - EA ACCIDENT
$
$
X
AUTOMOBILE LIABILITY
ANY AUTO
A
ALL OWNED AUTOS
TMP0817224-10
6/28/2010
6/28/2011
SCHEDULED AUTOS
X
X
HIRED AUTOS
NON-OWNED AUTOS
GARAGE LIABILITY
ANY AUTO
OTHER THAN
AUTO ONLY:
EXCESS / UMBRELLA LIABILITY
OCCUR
CLAIMS MADE
EA ACC
$
AGG
$
EACH OCCURRENCE
$
AGGREGATE
$
3,000,000
$
A
B
DEDUCTIBLE
RETENTION
$
WORKERS COMPENSATION
AND EMPLOYERS' LIABILITY
Y/N
ANY PROPRIETOR/PARTNER/EXECUTIVE
OFFICER/MEMBER EXCLUDED?
(Mandatory in NH)
If yes, describe under
SPECIAL PROVISIONS below
OTHER Directors & Officers
UXL0807017-10
6/28/2010
6/28/2011
$
$
WC STATUTORY LIMITS
OTHER
E.L. EACH ACCIDENT
$
E.L. DISEASE - EA EMPLOYEE $
E.L. DISEASE - POLICY LIMIT
PHSD534802
6/28/2010
6/28/2011
$
$1,000,000
Limit
Liability
DESCRIPTION OF OPERATIONS / LOCATIONS / VEHICLES / EXCLUSIONS ADDED BY ENDORSEMENT / SPECIAL PROVISIONS
CERTIFICATE HOLDER
CANCELLATION
SHOULD ANY OF THE ABOVE DESCRIBED POLICIES BE CANCELLED BEFORE THE EXPIRATION
DC Public Charter School Board
3333 14th Street, NW
Suite 210
Washington, DC 20010
DATE THEREOF, THE ISSUING INSURER WILL ENDEAVOR TO MAIL
30
DAYS WRITTEN
NOTICE TO THE CERTIFICATE HOLDER NAMED TO THE LEFT, BUT FAILURE TO DO SO SHALL
IMPOSE NO OBLIGATION OR LIABILITY OF ANY KIND UPON THE INSURER, ITS AGENTS OR
REPRESENTATIVES.
AUTHORIZED REPRESENTATIVE
Andy Cooley/ANDY
ACORD 25 (2009/01)
INS025 (200901)
1988-2009 ACORD CORPORATION. All rights reserved.
The ACORD name and logo are registered marks of ACORD
IMPORTANT
If the certificate holder is an ADDITIONAL INSURED, the policy(ies) must be endorsed. A statement
on this certificate does not confer rights to the certificate holder in lieu of such endorsement(s).
If SUBROGATION IS WAIVED, subject to the terms and conditions of the policy, certain policies may
require an endorsement. A statement on this certificate does not confer rights to the certificate
holder in lieu of such endorsement(s).
DISCLAIMER
This Certificate of Insurance does not constitute a contract between the issuing insurer(s), authorized
representative or producer, and the certificate holder, nor does it affirmatively or negatively amend,
extend or alter the coverage afforded by the policies listed thereon.
ACORD 25 (2009/01)
INS025 (200901)
Additional Named Insureds
Other Named Insureds
PNC Bank, National Association
Additional Named Insured
PNC New Markets Investment Partners, LLC
Additional Named Insured
The Reinvestment Fund, Inc., ISAOA, ATIMA
Additional Named Insured
TMA QALICB LLC
Additional Named Insured
TMA Support Corp
Additional Named Insured
OFAPPINF (02/2007)
COPYRIGHT 2007, AMS SERVICES INC
ADDITIONAL COVERAGES
Ref #
Description
Coverage Code
Employee Benefits
Limit 1
Limit 2
Form No.
Edition Date
EBLIA
Limit 3
Deductible Amount
Deductible Type
Premium
1,000,000
Ref #
Description
Coverage Code
Form No.
Edition Date
Social Worker PL
Limit 1
Limit 2
Limit 3
Deductible Amount
Deductible Type
Premium
1,000,000
Ref #
Description
Coverage Code
SEXUAL ABUSE COVERAGE
Limit 1
Limit 2
Limit 3
Form No.
Edition Date
SABUS
Deductible Amount
Deductible Type
Premium
1,000,000
Ref #
Description
Limit 1
Ref #
Limit 2
Ref #
Limit 3
Deductible Amount
Limit 3
Deductible Amount
Description
Limit 3
Deductible Amount
Description
Deductible Type
Deductible Type
Coverage Code
Limit 2
Limit 3
Deductible Amount
Description
Deductible Type
Coverage Code
Limit 2
Limit 3
Deductible Amount
Description
OFADTLCV
Deductible Type
Coverage Code
Limit 2
Limit 1
Deductible Type
Coverage Code
Limit 2
Limit 1
Ref #
Deductible Amount
Description
Limit 1
Deductible Type
Coverage Code
Limit 2
Limit 1
Ref #
Limit 3
Description
Limit 1
Ref #
Deductible Amount
Coverage Code
Limit 2
Limit 1
Ref #
Limit 3
Description
Limit 1
Ref #
Coverage Code
Deductible Type
Coverage Code
Limit 2
Limit 3
Deductible Amount
Deductible Type
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Copyright 2001, AMS Services, Inc.
DATE
CERTIFICATE OF PROPERTY INSURANCE
PRODUCER PH
FAX (703)659-0024
(703)881-0113
Cooley and Darling Insurance Agency
PO Box 1228
Haymarket
VA 20168
7/12/2010
THIS CERTIFICATE IS ISSUED AS A MATTER OF INFORMATION
ONLY AND CONFERS NO RIGHTS UPON THE CERTIFICATE HOLDER.
THIS CERTIFICATE DOES NOT AMEND, EXTEND OR ALTER THE
COVERAGE AFFORDED BY THE POLICIES BELOW.
COMPANIES AFFORDING COVERAGE
COMPANY
A
INSURED
First Nonprofit Company
COMPANY
Thurgood Marshall Academy
2427 Martin Luther King Jr. SE
B
COMPANY
C
Washington
DC 20020
COMPANY
D
COVERAGES
THIS IS TO CERTIFY THAT THE POLICIES OF INSURANCE LISTED BELOW HAVE BEEN ISSUED TO THE INSURED NAMED ABOVE FOR THE POLICY PERIOD
INDICATED, NOTWITHSTANDING ANY REQUIREMENT, TERM OR CONDITION OF ANY CONTRACT OR OTHER DOCUMENT WITH RESPECT TO WHICH THIS
CERTIFICATE MAY BE ISSUED OR MAY PERTAIN, THE INSURANCE AFFORDED BY THE POLICIES DESCRIBED HEREIN IS SUBJECT TO ALL THE TERMS,
EXCLUSIONS AND CONDITIONS OF SUCH POLICIES. LIMITS SHOWN MAY HAVE BEEN REDUCED BY PAID CLAIMS.
CO
LTR
TYPE OF INSURANCE
X
POLICY NUMBER
POLICY EFFECTIVE POLICY EXPIRATION
DATE (MM/DD/YY)
DATE (MM/DD/YY)
COVERED PROPERTY
X
X
X
PROPERTY
CAUSES OF LOSS
BASIC
BROAD
A
X
X
X
SPECIAL
TMP0817224-10
6/28/2010
6/28/2011
LIMITS
BUILDING
$
PERSONAL PROPERTY
$
BUSINESS INCOME
$
EXTRA EXPENSE
$
BLANKET BUILDING
$
EARTHQUAKE
BLANKET PERS PROP
$
FLOOD
BLANKET BLDG & PP
$
X
Special form
Special form
EDP Hardware
$
12,750,000
350,000
500,000
300,000
$
INLAND MARINE
$
TYPE OF POLICY
$
$
CAUSES OF LOSS
$
NAMED PERILS
$
OTHER
$
CRIME
$
TYPE OF POLICY
$
$
BOILER & MACHINERY
$
$
OTHER
LOCATION OF PREMISES/DESCRIPTION OF PROPERTY
Loc# 00001 Bldg# 00001: 2427 Martin Luther King Jr. SE Washington DC 20020
See Attached Overflow Pages
SPECIAL CONDITIONS/OTHER COVERAGES
CERTIFICATE HOLDER
CANCELLATION
SHOULD ANY OF THE ABOVE DESCRIBED POLICIES BE CANCELLED BEFORE THE
DC Public Charter School Board
3333 14th Street, NW
Suite 210
Washington, DC 20010
EXPIRATION DATE THEREOF, THE ISSUING COMPANY WILL ENDEAVOR TO MAIL
30
_______ DAYS WRITTEN NOTICE TO THE CERTIFICATE HOLDER NAMED TO THE LEFT,
BUT FAILURE TO MAIL SUCH NOTICE SHALL IMPOSE NO OBLIGATION OR LIABILITY
OF
ANY
KIND
UPON
THE
COMPANY,
ITS
AGENTS
OR
REPRESENTATIVES.
AUTHORIZED REPRESENTATIVE
Andy Cooley/ANDY
ACORD 24 (1/95)
INS024 (0195)
© ACORD CORPORATION 1995
Additional Named Insureds
Other Named Insureds
PNC Bank, National Association
Additional Named Insured
PNC New Markets Investment Partners, LLC
Additional Named Insured
The Reinvestment Fund, Inc., ISAOA, ATIMA
Additional Named Insured
TMA QALICB LLC
Additional Named Insured
TMA Support Corp
Additional Named Insured
OFAPPINF (02/2007)
COPYRIGHT 2007, AMS SERVICES INC
ADDITIONAL COVERAGES
Ref #
Description
2
00001,2400 Shannon Place, SE,Business Personal Pr,70,000
Limit 1
Coverage Code
Limit 2
Limit 3
70,000
Deductible Amount
Description
2
00001,2400 Shannon Place, SE,Tenant Improvements ,3,250,000
Limit 1
Limit 2
Limit 3
Ref #
Deductible Amount
Limit 3
Deductible Amount
Limit 3
Deductible Amount
Description
Limit 3
Deductible Amount
Description
Deductible Type
Deductible Type
Deductible Type
Coverage Code
Limit 2
Limit 3
Deductible Amount
Description
Deductible Type
Coverage Code
Limit 2
Limit 3
Deductible Amount
Description
Deductible Type
Coverage Code
Limit 2
Limit 3
Deductible Amount
Description
OFADTLCV
Deductible Type
Coverage Code
Limit 2
Limit 1
Deductible Type
Coverage Code
Limit 2
Limit 1
Ref #
Limit 3
Description
Limit 1
Ref #
Deductible Amount
Coverage Code
Limit 2
Limit 1
Ref #
Limit 3
Description
Limit 1
Deductible Type
Coverage Code
Limit 2
Limit 1
Form No.
Edition Date
SPC
Coverage Code
Description
Limit 1
Ref #
Premium
Premium
1,000
Limit 2
Limit 1
Ref #
Deductible Amount
Description
Limit 1
Ref #
Deductible Type
Coverage Code
3,250,000
Ref #
Edition Date
1,000
Ref #
Ref #
Form No.
SPC
Deductible Type
Coverage Code
Limit 2
Limit 3
Deductible Amount
Deductible Type
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Form No.
Edition Date
Premium
Copyright 2001, AMS Services, Inc.