Educational Institutions

Codman Academy Foundation

  • Dorchester, MA
  • www.codmanacademy.org

Mission Statement

Mission: Our mission is to provide an outstanding, transformative education to prepare students for success in college, further education and beyond.Vision: We educate the whole student: mind, body, and character. With the city and world as our classroom, we build a school community rich in rigorous academics and daily experiences of discovery. We continue to support our alumni in realizing their potential after graduation.

Main Programs

  1. Wellness/Nutrition Program
  2. Theatre Program
  3. College Preparation/Enrichment/Alumni Support
  4. Lithgow Building
Service Areas

Self-reported

Massachusetts

Codman Academy Charter Public School is located in the Codman Square neighborhood in Dorchester, Massachusetts. Most of our students live in Dorchester, Mattapan, and Roxbury.

ruling year

2001

Principal Officer since 2001

Self-reported

Ms. Margaret Campbell

Keywords

Self-reported

charter school, Codman, school within a health center

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EIN

04-3559945

 Number

7388769524

Contact

Cause Area (NTEE Code)

Elementary, Secondary Ed (B20)

IRS Filing Requirement

This organization is required to file an IRS Form 990 or 990-EZ.

Programs + Results

How does this organization make a difference?

Overview

Self-reported by organization

Accomplishments:1. Academic Achievement/College Preparation: 100% of our graduates have been accepted to college every year since our founding. 83% of our recent alumni are enrolled in or have graduated from college, and a number of alumni return to Codman to work or teach. 2. High-Quality Faculty and Community Partners: Codman has built extensive relationships within the Boston community in order to offer our students a wide range of opportunities. Codman was awarded the Massachusetts Gold-Level School Wellness Award for our partnership with the Codman Square Health Center. In 2009, Codman received the Commonwealth Award for our partnership with The Huntington Theatre Company. 3. Student Support services around mental health issues: Our innovative Student Support Services program takes a multi-tiered approach to address this challenge, including individual counseling, crisis intervention, parent outreach and support, group counseling, a social skills group, new student intake, conflict mediation, and weekly Student Support Team meetings. Goals: 1. Continuing to find innovative fundraising strategies to cover costs of new buildings: In September of 2012, we moved into our new William J. Walczak Health and Education Center. In 2013 we purchased a second building to house our new lower school classes, which will be added during the 2014-2015, 2015-2016, and 2016-2017 school years.2. Keep raising the bar academically: We hope to increase the number of our alumni who enroll and graduate from college, a substantial feat in the current economy. To do this, we are working to increase our Alumni Support program by adding staff and maintaining close relationships with alumni as they move through college and out into the community. Expansion: In February 2013, the Board of Elementary and Secondary Education approved our expansion request. We added K1 and K2 during the 2013-2014, grades 1, 2, 5, and 5 during the 2014-2015 school year, and will add grades 3 and 7 during the 2015-2016 school year.

Programs

Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Program 1

Wellness/Nutrition Program

Wellness plays an important role in day-to-day life at Codman, from our ""junk-food-free"" policy to our partnership with the Dorchester YMCA. All students take Wellness classes three times a week and, all 9th grade students participate in a nutrition and wellness course designed by Harvard School of Public Health faculty, and must pass a Nutrition exam to graduate. Codman also takes emotional and social wellbeing very seriously. To foster a safe and supportive school environment, all Codman students receive mental health counseling from our licensed social worker. When the social worker identifies serious mental health issues, students are referred to the health center for further treatment. Our Wellness initiatives have been recognized by the MA Department of Elementary and Secondary Education, which awarded Codman the Massachusetts Gold-Level School Wellness Award in 2010.

Category

Food, Agriculture & Nutrition, General/Other

Population(s) Served

Youth/Adolescents only (14 - 19 years)

Other Named Groups

Poor/Economically Disadvantaged, Indigent, General

Budget

$135,000.00

Program 2

Theatre Program

Codman's Humanities program connects students to the communities around them, combining learning about historical and current social justice issues with intensive theatre/public speaking training. Students hone their presentation skills as they enact the works of playwrights such as William Shakespeare, Lorraine Hansberry, and August Wilson and write and present their own Senior Talks. Every other Friday at Codman is designated as a ""Huntington Day"" for 9th and 10th graders.The capstone of a Codman students' theatre career is their Senior Talk, which is a defense of their lives modeled after Socrates' "Apology." Each student works through multiple drafts and hones their public speaking skills to present their work in front of the entire school community. These talks are extremely meaningful and emotional for students, and many cite it as a pivotal moment in their academic and social development at Codman.

Category

Arts, Culture & Humanities, General/Other

Population(s) Served

Youth/Adolescents only (14 - 19 years)

Poor/Economically Disadvantaged, Indigent, General

Poor/Economically Disadvantaged, Indigent, General

Budget

$56,000.00

Program 3

College Preparation/Enrichment/Alumni Support

Codman Academy strives to enable every student to succeed in high school, apply and be accepted to college, and be successful in college. Our college prep begins in 9th grade, when students visit colleges, learn about financial aid options, and start considering public/private and liberal arts/university choices. 11th and 12th graders focus intensely on the application process through SAT prep courses, interview workshops, and a college preparation class taught by the Dean of College and Career. 11th graders participate in a college fair that is attended by representatives from over 100 colleges in the fall, and in the spring, they participate in a unique on-campus 'college speed dating' event. To gain professional experience, all students are required to earn two summer credits by participating in enrichment opportunities, such as internships or academic programs. Even after graduation, alumni are continually mentored and supported by Codman staff.

Category

Education, General/Other

Population(s) Served

Youth/Adolescents only (14 - 19 years)

Other Named Groups

Poor/Economically Disadvantaged, Indigent, General

Budget

$30,000.00

Program 4

Lithgow Building

Codman Academy was founded in 2001 within the walls of the Codman Square Health Center. Our unique location has allows us to provide our students with critical mental and physical health services and experiential learning opportunities in the healthcare industry. As Codman welcomes more students, we realized that we would need more space. Working with the health center, we completed a major renovation of the Codman Square Health Center, and we moved into the new building at the beginning of the 2012-2013 school year. In February 2013, we received approval from the state to add an additional 200 students in grades K1-8, which will allow us to eventually serve students in grades K1-12. We welcomed students in grades K1 and K2 during the 2013-2014 school year and added grades 1, 2, 5, and 6 for the 2014-2015 year. We recently purchased a second location in Dorchester, which will be renovated and open to students in the fall of 2015.

Category

Education, General/Other

Population(s) Served

Youth/Adolescents only (14 - 19 years)

Other Named Groups

Poor/Economically Disadvantaged, Indigent, General

Budget

$12,000,000.00

Charting Impact

Self-reported by organization

Five powerful questions that require reflection about what really matters - results.

  1. What is the organization aiming to accomplish?
    At Codman, we use both quantitative and qualitative measurements to evaluate the success of our programs. Tracking is a team effort, with a variety of staff members - including teachers, the Principal, Academic Deans, Executive Director, Director of College and Alumni Advising, Dean of Students, Dean of Enrichment, Office Manager, Special Education Coordinator, and Director of Tutorial - measuring our success annually at the close of each school year through a variety of forms of data analysis. We set the bar high at Codman, but we also offer the range of supports necessary to aid our students, faculty, and staff (along with families) in working together to achieve success, often defying societal expectations and traditional beliefs. We define success in a holistic manner - we value the success of our enrichment programming as much as we value our strong academic track record. As a school where the majority of incoming 9th graders come in already at a significant disadvantage - multiple grade levels below their college-bound peers - we are particularly focused on fostering student growth. Codman's three overarching goals are: 1) To accelerate the acquisition of grade appropriate core academic skills; 2) To assist students in gaining access to college and in securing the necessary financial aid; 3) To equip our students with the knowledge, tools, and confidence necessary to succeed in college. We have demonstrated significant progress in goal #1 based on our students' MCAS scores and #2-3 based on our 100% college acceptance rate, as well as our alumni's success - 83% of our four most recent graduating classes are currently enrolled in/have graduated from college.
  2. What are the organization's key strategies for making this happen?
    At Codman, college advising begins on day one (and continues beyond graduation). Our goal is not simply for each of our students to get into college, but for each student to find the college (or alternative program) that is right for them and will be the most conducive to their success. By providing a program that extends further than a traditional school day/week (9:00am - 5:00pm Monday through Friday and 9:00am - 12:00pm on Saturdays), we are able to integrate our college advising program into the academic day. Even with the great strides that our students make, their options for college and for financial aid are more limited than if they had been able to start high school on equal footing. Our expansion to a K1-12 school will allow us to change this. Adding a lower school will be a major step for the sustainability of our school. We will be able to provide academic support for our students from an early age and offer parents and students the continuity of the same school from elementary through high school. We will also have the opportunity to greatly increase the amount of time that we are able to spend with our students to prepare them for college, encourage their social-emotional development, and teach them how to make healthy choices. We believe fewer school transitions will increase academic achievement, improve dropout rates, decrease behavior referrals, and improve rates of attendance.
  3. What are the organization's capabilities for doing this?
    We firmly believe in the importance of cultivating appropriate socio-emotional development of our students. As the first school within a health center in the country, Codman is uniquely positioned to espouse a 'whole student' approach. 100% of our students receive mental health counseling from our social worker, who conducts intake interviews with each new student and family. Our Social Worker leads our multi-tiered Student Support Services program, which includes individual counseling, crisis intervention, parent outreach, 9th grade group counseling, conflict mediation, and weekly Student Support Team meetings. Furthermore, our physical health program focuses on educating our students about making healthy choices. This includes free YMCA memberships, athletic teams, and a nutrition course and competency exam. Codman Academy has 67 full-time equivalent staff members (an increase from previous years due to our new Lower/Middle School staff), 3 part-time staff members, 3 consultants, and 14-17 adjunct faculty and coaches for our Saturday Enrichment Program and athletic programs. Codman Academy Foundation Board has 18 members, and the Codman Academy Board of Trustees has 16 members. Staff and board biographies can be accessed through our website.
  4. How will they know if they are making progress?
    We have a number of qualitative and quantitative measures by which we judge our program's success: Quantitatively, we assess: MCAS Scores: Our tutoring program's effectiveness is evaluated largely on our students MCAS scores each year. Codman is currently ranked 7th in the state for overall student growth on the MCAS, and we intend to continue our students' improvements on and comfort with the test. SAT Scores: Our goal is for our students to gain an average of 50 points through our SAT prep course. College Acceptance Rate: Codman's ultimate goal is to help students apply to, be accepted to, and succeed in college. Our Dean of College and Career Advising and our Dean of Alumni carefully track alumni who are in and out of college, as well as maintaining close relationships with Codman students in all grades. Every year since our founding, 100% of Codman seniors have been accepted to college. 83% of our four most recent alumni classes are enrolled in or have graduated from college as of July 2015. Qualitatively, we rely on: Student and teacher feedback: Students and faculty are asked to continually reflect on their practices and provide feedback for how our programs might be improved. Students often fill out surveys about programs, but informal feedback is also welcomed. Standards-Based Grading: Rather than the traditional grading system, Codman uses standards-based grading, which has the benefit of allowing for an increased emphasis on evaluating students' understanding of important academic concepts in order to appropriately prepare them for college. Students earn Advanced, Proficient, Beginning, or Needs Improvement on various learning targets, helping teachers to see where the gaps in knowledge exist and preparing students for the rigor of college courses.
  5. What have and haven't they accomplished so far?
    We have demonstrated significant progress in goal #1 based on our students' MCAS scores and #2-3 based on our 100% college acceptance rate, as well as our alumni's success - 83% of our four most recent graduating classes are currently enrolled in/have graduated from college.We are currently in the second phase of our expansion project and will continue to build our new Lower/Middle School over the next few years, aiming to reach our full capacity of 345 students by 2017.
Service Areas

Self-reported

Massachusetts

Codman Academy Charter Public School is located in the Codman Square neighborhood in Dorchester, Massachusetts. Most of our students live in Dorchester, Mattapan, and Roxbury.

Funding Needs

Codman serves a population of students with significant economic, social, emotional, health, and academic needs. 99% of our students are of color, 75% qualify for free or reduced lunch, and 29% identify as special needs. The average 9th grader enters Codman at or below a 7th grade reading level, and many lack rudimentary mathematical skills. Furthermore, our student body is disproportionately affected by childhood obesity; 42% of our students have been identified as overweight or obese. This is an issue of highest importance to our school and we educate students on nutrition while also providing a healthy breakfast, lunch, and snack, equipping our students to put their nutritional knowledge into practice. External factors also play into our students' lives; the Codman Square neighborhood of Dorchester is one of Boston's most economically challenged. Violence is a frequent occurrence in our community, and our students feel the effects through their families, friends, and neighbors. Based on the geographic location of our school, the age of our student body, and the economic status of our students' families, we would classify 100% of our students as at-risk. The vulnerability of our students necessitates that we support their academic, emotional, and healthy physical development.

Affiliations + Memberships

AFP (Association of Fundraising Professionals)

photos


External Reviews

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Financials

Financial information is an important part of gauging the short- and long-term health of the organization.

CODMAN ACADEMY FOUNDATION INC
Fiscal year: Jul 01-Jun 30
Yes, financials were audited by an independent accountant.

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Operations

The people, governance practices, and partners that make the organization tick.

Codman Academy Foundation

Leadership

NEED MORE INFO ON THIS NONPROFIT?

Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2014, 2014 and 2013
  • Board Chair and Board Members
  • Access to the GuideStar Community
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Principal Officer

Ms. Margaret Campbell

BIO

Meg Campbell is the 2001 founder of the school and its Executive Director. In 2012, Ms. Campbell became the first charter school leader to be appointed to the Boston School Committee. She is the former Executive Director of Expeditionary Learning Schools and was also a Lecturer at Harvard Graduate School of Education where she taught social policy and curriculum design. She is the author of the forthcoming collection of poetry, More Love (Midmarch Arts Press, 2012), Solo Crossing (Midmarch Arts Press, 1999) and an editor of Split Verse: Poems to Heal Your Heart (Midmarch Arts Press, 2000)and Literacy All Day Long (Kendall Hunt, 2000). A graduate of Harvard-Radcliffe and Wheelock Graduate School of Education, Meg holds a C.A.S. from Harvard Graduate School of Education. She is a 2009 Barr Foundation Fellow, a member of the Community Advisory Board of Grand Circle Travel Foundation, and a founding board member of the Margarita Muniz Academy. Ms. Campbell is also the founding board member of the Boston Women's Heritage Trail and recently served on the Boston Public Library Compass Committee. Ms. Campbell lives in Dorchester, where she raised two daughters for over thirty years. She holds Massachusetts certification as a high school principal and superintendent.

Governance

BOARD CHAIR

Ms. Mary Weber

Ropes & Gray LLP

Term: July 2013 - June 2016

BOARD LEADERSHIP PRACTICES

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices. Self-reported by organization


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BOARD ORIENTATION & EDUCATION

Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?


RESPONSE NOT PROVIDED

CEO OVERSIGHT

Has the board conducted a formal, written assessment of the chief executive within the past year?


RESPONSE NOT PROVIDED

ETHICS & TRANSPARENCY

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?


RESPONSE NOT PROVIDED

BOARD COMPOSITION

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?


RESPONSE NOT PROVIDED

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?