Summary of Findings and Recommendations

Summary of Findings and Recommendations Proposal to Establish Zeta Charter Schools New York City and Grant It Authority to Operate Zeta Charter Schools New York City 1 & 2 October 3, 2017 Charter Schools Institute State University of New York 41 State Street, Suite 700 Albany, New York 12207 (518) 445-4250 www.newyorkcharters.org

Executive Summary The applicant submitted the proposal to establish Zeta Charter Schools New York City ( Zeta Charter Schools ), a new education corporation, and allow it to operate Zeta Charter Schools New York City 1 and Zeta Charter Schools New York City 2 on July 10, 2017 in response to the to the SUNY Charter Schools Institute s (the Institute s ) Request for Proposals (the RFP ) (available at: http://www.newyorkcharters.org/wp-content/uploads/2017-suny-rfp-final-1.pdf) released on behalf of the State University of New York Board of Trustees (the SUNY Trustees ) on January 6, 2017. The Zeta Charter Schools intends to locate each school in public or private facilities with one in New York City Community School District ( CSD ) 6 in Manhattan and the other in CSD 12 in the Bronx. The proposed schools will open in August 2018 with 180 students in Kindergarten and 1 st grade, and ultimately serve 529 students in Kindergarten 5 th grade during the first charter term. Zeta Charter Schools will admit new students and fill all seats that become available through attrition in Kindergarten 3 rd grade. The Institute finds that the proposal for Zeta Charter Schools rigorously demonstrates the criteria detailed in the Institute s 2017 RFP, which are consistent with the New York Charter Schools Act of 1998 (as amended, the Act ). Based on the proposal, as amended, and the foregoing: The Institute recommends that the SUNY Trustees approve the proposal to establish Zeta Charter Schools New York City and allow it to operate Zeta Charter Schools New York City 1 and 2. SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 1

Findings Based on the comprehensive review of the proposal and interviews of the applicant and the proposed education corporation board of trustees, the Institute makes the following findings. 1. The charter schools described in the proposal meet the requirements of Article 56 of the Education Law (as amended) and other applicable laws, rules, and regulations as reflected in (among other things): the inclusion of appropriate policies and procedures for the provision of services and programs for students with disabilities and English language learners ( ELLs ); the required policies for addressing the issues related to student discipline, personnel matters, and health services; an admissions policy that complies with the Act and federal law; the inclusion of the proposed by-laws for the operation of the proposed education corporation s board of trustees; and, the inclusion of an analysis of the projected fiscal and programmatic impact of the schools on surrounding public and private schools. 2. The applicant has demonstrated the ability to operate the schools in an educationally and fiscally sound manner as reflected in (among other things): the provision of an educational program that meets or exceeds the state performance standards; the articulation of a culture of self-evaluation and accountability at both the administrative and board level; the student achievement goals articulated by the applicant; appropriate rosters of educational personnel; a sound mission statement; a comprehensive assessment plan; the provision of sound start-up, first-year, and five-year budget plans; a plan to acquire comprehensive general liability insurance to include any vehicles, employees, and property; evidence of adequate community support for, and interest in, the charter schools sufficient to allow the schools to reach anticipated enrollment; the inclusion of descriptions of programmatic and independent fiscal audits, with fiscal audits occurring at least annually; the inclusion of a school calendar and school day schedule that provide at least as much instruction time during the school year as required of other public schools; and, the inclusion of methods and strategies for serving students with disabilities in compliance with federal laws and regulations. 3. Granting the proposal is likely to: a) have a significant educational benefit to the students expected to attend the proposed charter schools; b) improve student learning and achievement; and, c) materially further the purposes of the Act. SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 2

This finding is supported by (among other things): extended learning opportunities with 800 minutes of English language arts ( ELA ), 320 minutes of mathematics, 140 minutes of science, and 80 minutes of crosscurricular STEAM instruction each week; additional supports for struggling students including mandatory small-group and/or individual tutoring for 60 minutes four days per week; a focus on thoughtfully integrating technology into classrooms in order to prepare students for the demands of a 21 st -century workplace; a commitment to creating integrated schools by enrolling a diverse population that includes students from a variety of racial, ethnic, and socioeconomic backgrounds; and, an experienced board with a diverse skill set and track record of strong charter school leadership. 4. The proposed charter schools would meet or exceed enrollment and retention targets, as prescribed by the SUNY Trustees, of students with disabilities, ELLs, and students who are eligible applicants for the federal Free and Reduced Price Lunch ( FRPL ) program as required by New York Education Law 2852(9-a)(b)(i). 5. The applicant has conducted public outreach for the schools, in conformity with a thorough and meaningful public review process prescribed by the SUNY Trustees, to solicit community input regarding the proposed charter schools and to address comments received from the impacted communities concerning the educational and programmatic needs of students in conformity with Education Law 2852(9-a)(b)(ii). 6. The Institute has determined that the proposal rigorously demonstrates the criteria and best satisfies the objectives contained within the RFP, and, therefore, is a qualified application within the meaning of Education Law 2852(9-a)(d) that should be submitted to the New York State Board of Regents (the Board of Regents ) for approval. The Institute developed the RFP in a manner that facilitate[d] a thoughtful review of charter school applications, consider[ed] the demand for charter schools by the community, and s[ought] to locate charter schools in a region or regions where there may be a lack of alternatives and access to charter schools would provide new alternatives within the local public education system that would offer the greatest educational benefit to students, in accordance with Education Law 2852(9- a)(b). The Institute also posted the draft RFP for public comment and responded to same. The Institute conducted a rigorous evaluation of the proposal under consideration including academic, fiscal, and legal soundness reviews. In addition, the Institute engaged independent consultants to evaluate the academic, fiscal, and organizational soundness of the school based on the criteria set forth in the RFP. Pursuant to its protocols, the Institute, as well as Trustee Joseph Belluck, Chairman of the SUNY Trustees Charter Schools Committee, conducted interviews with the applicant, the proposed board of trustees, and key Zeta Charter Schools leadership. SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 3

Amendments to the Act in 2015 increased the total number of charter schools allowable in the state to 482 charters. The 2015 amendments to the Act allow New York authorizers (the SUNY Trustees as well as the Board of Regents) the ability to grant 50 of the 181 available charters to applicants seeking to open schools in New York City. Since then, 25 charters have been granted to applicants seeking to open schools in New York City, leaving 25 remaining charters. The Institute received six proposals to create new charter schools in response to the second round of the 2017 RFP but recommends only two at this time. SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 4

Background and Description Zeta Charter Schools lead applicant, Emily Kim, is a former general counsel for Success Academy Charter Schools, Inc., which is the not-for-profit charter management organization ( CMO ) for the SUNY authorized Success Academy Charter Schools NYC network (together with Success Academy Charter Schools, Inc., Success Academy or the network ), whose schools are consistently among the highest performing statewide based on annual assessments. Multiple members of the founding team and board of Zeta Charter Schools are former Success Academy employees who collectively bring a tremendous amount of experience and expertise in managing and scaling high-quality charter schools. The applicants seek to develop schools based in part on the Success Academy model, in particular the network s THINK Literacy curriculum, which has a proven track record of improving literacy outcomes for students. Zeta Charter Schools aims to develop schools that are data-driven and highly replicable. The founding group has expressed plans to expand the number of schools over time. The two charters seeking approval at this time will be supported by a small management organization. The founders have secured sufficient grant and philanthropic support to provide the services of an executive, two academic team members, and operations assistance at no cost to Zeta Charter Schools. The applicant board intends to contract for management services in January 2018 but will, as required in the charter contract, provide any service agreement to the Institute for review and approval prior to finalizing. An understanding of the economies of scale involved in charter school operation drives the founding group s desire to open two schools at one time; multiple schools will enable school leaders to benchmark student performance and allow the organization to develop the operational capacity necessary to support replicability and scalability over time. Additionally, the founding team brings with it a tremendous amount of experience in creating academically rich environments where children are successful. The founding board represents strong experience in charter school management and strategic planning that will enable the board to oversee multiple schools during the early stages of Zeta Charter Schools development. For example, members of the founding board have direct experience with multiple aspects quality academics, charter support organizations, development of operational systems, student recruitment and enrollment, staff recruitment, school and network management structures, fundraising, facilities, and external relations. Likewise, board members bring experience with organizational governance, having both served on and reported to boards in the past. The founding team comes to Zeta Charter Schools already possessing the fiscal, operational, and performance oversight expertise necessary to govern a charter network effectively. Mission, Philosophy and Key Design Elements The Zeta Charter Schools mission is to build high-performing, replicable public charter schools that mine the potential of children and their educators to raise thriving communities of lifelong learners and productive world citizens. All programming at Zeta Charter Schools is founded on the following key design elements: Academically Rigorous Education for a Modern Workforce: Zeta Charter Schools will provide students with an academic program designed to prepare them for the rigors of college and SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 5

eventually professional life. By implementing a Common Core-aligned curriculum that includes intensive daily writing, reading, mathematics, and science instruction as well as a STEAM workshop and enrichment activities such as chess, music, arts, and sports, the schools will support students in developing the skills they need to be on the path to college graduation and fulfilling careers. Likewise, Zeta Charter Schools is committed to integrating technology into classrooms in order to develop the skills students will need to meet the demands of the modern workplace. Mindfulness and Wellness: Zeta Charter Schools will promote a strong school culture by implementing restorative justice and mindfulness practices in all classrooms. The schools intend to implement of a modified version of the Valor Compass model, a framework designed to develop students social-emotional skills. 1 Students at Zeta schools will be safe from bullying, violence, and threats and will enjoy a school environment that is nurturing and kind. The schools will teach students to develop healthy habits by providing daily opportunities for them to engage in physical activity and supplying locally sourced food. People First Culture: Grounded in the belief that families play an integral role in educating students effectively, Zeta Charter Schools plans to prioritize developing strong relationships with parents, guardians, and other student influencers. The schools will embrace family involvement, education, and input, and provide exceptional service to families by implementing approaches adapted from top customer service models in other industries. Replicability: Zeta Charter Schools seeks to create high-quality, innovative public schools whose practices and outcomes are replicable across its schools and in other settings. The proposed plans focus on a data- and process-driven approach to all aspects of schooling to support the design s replication both in and outside of New York. Analyzing internal data as well as external research, Zeta s design includes using data to make real-time adjustments for model improvement and understand how to address challenges in the most productive and targeted manner. Calendar and Schedule Zeta Charter Schools will offer an extended school day and year with at least 180 days of instruction. The first day of instruction for the 2018-19 school year will be on or about August 20, 2018, and the last day will be on or about June 11, 2019. Subsequent school years will follow a similar calendar. The extended school day will begin each morning at 7:45 A.M. and end at 3:30 P.M. Zeta Charter Schools will provide students with a total of 982.25 hours of instruction, not including tutoring, each year, an increase over the state minimum of 900 hours mandated by Education Law 2851(2)(n) and 8 NYCRR 175.5 for grades 1-6, and provided at the majority of schools within the state. 1 Additional information about the Valor Compass mode is available at http://valorcollegiate.org/compass/. SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 6

Academic Program Zeta Charter Schools proposed academic program is as follows: ELA (Reading and Writing): Zeta Charter Schools will offer students 800 minutes of ELA instruction each week. The ELA program is based upon Success Academy s THINK Literacy curriculum, which is available via an open-source online platform called the Ed Institute. 2 THINK Literacy incorporates a variety of research-based language arts activities, including close reading, guided reading, read aloud, book discussions, shared writing, and interactive writing. Zeta will supplement THINK Literacy with Robert Slavin s Success for All, a phonics curriculum developed at John s Hopkins and designed to cultivate elementary students foundational reading comprehension and writing skills. 3 Mathematics: Zeta Charter Schools will offer students 320 minutes of mathematics instruction each week. The schools mathematics curriculum will incorporate two widely used and research-based programs: TERC Investigations and Cognitively Guided Instruction ( CGI ). 4 TERC is a hands-on approach that guides students in developing their own invented algorithms using concrete representations of numbers such as manipulatives and drawings and encourages links between the concrete, symbolic, and conceptual elements of mathematics. The schools will supplement TERC in the areas of number, data, and space with CGI, an approach that emphasizes studentled problem-solving. Science: Zeta Charter Schools will offer students 140 minutes of science instruction each week. The schools academic directors will be responsible for creating a scope and sequence based on Next Generation Science Standards and support the founding science teachers in further developing content and assessments. 5 The curriculum will focus on hands-on activities, and students will complete at least 100 experiments each year. STEAM Workshop: Zeta Charter Schools will offer students 80 minutes of cross-curricular STEAM workshop instruction each week. The STEAM workshop will incorporate a hands-on curriculum aimed at developing students problem-solving skills in the areas of science, math, and art. Through diverse projects that encourage both cooperative work and individual expression, students will develop creative problem-solving skills and master an understanding of the design process. In Kindergarten 2 nd grade, the STEAM workshop will consist of block play, which research indicates supports the development of mathematical concepts such as geometry, measurement, and spatial awareness. 2 Additional information about the THINK Literacy Curriculum is available at https://www.youtube.com/watch?v=i_ovexukgrq. 3 Additional information about Success for All s phonics program is available at http://www.successforall.org/ourapproach/targeted-programs/fast-track-phonics/. 4 Additional information about CGI is available at https://macmillanmh.com/fl/mathconnects_econsultant/assets/rscrharticles/cgi_classroom.pdf. 5 Additional information about the Next Generation Science Standards is available at https://www.nextgenscience.org/standards/standards. SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 7

Enrichment In addition to a rigorous academic curriculum, Zeta Charter Schools plans a carefully designed and robust program that includes a selection of visual and performance art, music, chess, and sports. Students will have enrichment programming during the school day and after school. School Culture and Discipline Zeta Charter Schools seek to build a school-wide and classroom culture that is free from bullying, threats, and violence of any kind. Students will engage in mindfulness activities throughout the school day, and the schools will employ restorative justice practices aimed at developing students accountability, maturity, and empathy. Zeta will administer judicious consequences in response to student misbehaviors and provide students with the opportunity to hear how their conduct affected others, to take responsibility for their actions, and to restore relationships. Zeta Charter Schools culture of positive behavior is based upon the Valor Compass model, a social-emotional learning framework developed at Valor Collegiate Academies in Nashville, TN. The Valor Compass supports students in developing ten habits across five disciplines: Sharp Mind (curiosity and diversity), Noble Purpose (joy and identity), Big Heart (courage and kindness), Aligned Actions (determination and integrity), and True North (balance and presence). The Compass is designed to develop social-emotional capacities such as relationship-building, a strong sense of identity, and dedication to service. Organizational Capacity The lead applicant, Emily Kim, will serve as Zeta Charter Schools Chief Executive Officer ( CEO ), but will be ultimately be employed by the not-for-profit CMO. Ms. Kim is currently in the process of founding the CMO that will enter into an academic and business services agreement with Zeta Charter Schools in December 2017 or January 2018. Supporting the CEO during the schools planning year is a consultancy team that includes individuals tasked with the specific areas of academic design, special populations, and operations; this team will comprise the founding staff of the CMO once it is formed. Each school will have a managing director of school who reports to the CEO and oversees all aspects of school management, including implementing a data- and process-driven approach, ensuring a strong school culture, and overseeing the school s budget and finances. The managing director of school will oversee a school leadership staff that includes a student achievement coordinator, academic director, school psychologist, and operations director. Governance The proposed by-laws of Zeta Charter Schools indicate that the education corporation board will consist of no fewer than five and no more than 21 voting members. The board presents clear plans to hold the founding staff and CMO accountable based on their own considerable experience working with network affiliated charter schools. The board has clear expertise in academics, legal and finance to manage the school as well as its relationship with the burgeoning CMO. The proposed initial members of the board of trustees are set forth below. SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 8

Founding Board Members: 1. Jenny Sedlis (Proposed Chair): Ms. Sedlis is a co-founder of Success Academy and is one of New York State s foremost experts in charter school start-up, management, and policy. While at Success Academy, Ms. Sedlis helped grow the network from one to 22 schools in eight years. She managed many aspects of the Success Academy Charter Schools, Inc. including student recruitment and enrollment, marketing for teacher recruitment, fundraising, government relations and compliance, board relations, facilities selection, press relations, advocacy, and more. Ms. Sedlis received national recognition for leading the organization s pioneering advocacy and parent organizing work. Currently, in her role as Executive Director of StudentsFirstNY, Ms. Sedlis is a significant change agent in New York, instrumental in achieving critical legislative and regulatory wins for the charter sector and for education reform in general. 2. Ken Hirsh (Proposed Trustee): For the past decade, Mr. Hirsh has been an education reformer, blogger, philanthropist, and advocate for great schools. He is a leading supporter of the education reform movement with significant involvement in a variety of education reform organizations including Teach For America, Alliance for School Choice, Democrats for Education Reform ( DFER ), Institute for Justice, The New Teacher Project, and the Northeast Charter Schools Network. Mr. Hirsh was formerly a managing Director at HBK Investments. 3. Keri Hoyt (Proposed Trustee): Ms. Hoyt served for seven years as Executive Vice President of Schooling and Chief Operating Officer of Success Academy Charter Schools, Inc. Ms. Hoyt managed all aspects of running Success Academy through a period of intense growth, from four schools to 32 schools serving 12,000 children, while ensuring that the schools continuously rated among the best public schools in New York (top 1% in mathematics and top 3% in ELA). A member of the 9 th class of the Pahara-Aspen Education Fellowship, Ms. Hoyt is widely recognized as a significant leader in the education reform space. 4. Shannon Kete (Proposed Trustee): Ms. Kete served for two years as Chief Operating Officer and Senior Managing Director of Operations of Success Academy Charter Schools, Inc. She led an operations staff of 100 and developed operational capacity for unprecedented new school growth, increasing locations from seven to 23 in two years. Redesigning management and training structures, Ms. Kete introduced career development programs and added competitive benchmarking across schools. She also has significant educational technology leadership and management experience, as well as leadership experience at the New York City Department of Education ( NYCDOE ) and in the private sector. 5. Nicole Brisbane (Proposed Trustee): Ms. Brisbane is the New York State Director for DFER, cultivating and supporting New York s Democratic leaders to develop a coalition of voices for public education reform. Ms. Brisbane is a former public school teacher, worked for Teach for America for four years, and has also worked as a public defender and a fellow at a civil rights law firm. SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 9

Facilities The proposed education corporation has indicated that it will submit a written space request to the NYCDOE for co-located public school facilities for the two proposed schools in CSD 6 and CSD 12, respectively. If the NYCDOE does not provide public school facilities within CSDs 6 and 12 as requested, the schools will do the following: (1) seek available public school facilities within the same boroughs but in other CSDs, so long as the spaces are reasonable, appropriate, and comparable; (2) seek available public school facilities in other boroughs, so long as the spaces are reasonable, appropriate, and comparable; or, (3) lease or purchase private space and seek facilities funding from the NYCDOE pursuant to Education Law 2853(3)(e). The Institute reserves the right to review all proposed facilities in accordance with the charter agreement. Fiscal Impact The fiscal impact of Zeta Charter Schools on the district of location, the New York City School District (the District ), is summarized below. Zeta Charter Schools Charter Year Year 1 (2018-19) Year 5 (2022-23) (A) (B) (C (D) (E) (F) (G) Expected Number of Students Basic Charter School Per Pupil Aid Projected Per Pupil Revenue (A x B) Public Facility Aid* Total Project Funding from District to Charter School (C+D) New York City School District Budget** Projected District Impact (E/F) 180 14,527 2,614,860 0 2,614,860 24,300,000,000 0.011% 529 14,527 7,684,783 0 7,684,783 24,300,000,000 0.032% * 30% additional funding over standard per pupil funding if the schools are unable to locate in a public facility. **The NYCDOE budget was derived from the NYCDOE s website: http://schools.nyc.gov/aboutus/funding/overview. The Institute finds that the fiscal impact of each proposed school on the District, public charter, public District, and nonpublic schools in the same geographic area will be minimal. In the event that the schools open with slightly larger enrollment, the Institute has determined that the fiscal impact of the proposed schools on the District, public charter, public District, and nonpublic schools in the same geographic area will also be minimal. As the schools expect to be co-located in NYCDOE space, the Institute did not add the 30% of charter per pupil aid to the cost to be incurred by the District. The Institute reviewed the schools proposed start-up and fiscal plans and supporting evidence for each year of the proposed charter terms. The Institute finds the budgets and fiscal plans are sound and that sufficient start-up funds will be available to the new charter schools. Notification and Public Comments The Institute notified the District as well as public and private schools in the same geographic area of the proposed school about receipt of the proposal, and the proposal was posted on the SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 10

Institute s website for public review. CSD 6 held a public hearing pertaining to the proposal on September 11, 2017, and CSD 12 held a public hearing on September 12, 2017. The CSDs provided a summary of public comments to the Institute, which has been compiled in Appendix C along with independent public comments on the proposal made directly to the SUNY Trustees. The Institute carefully reviews and considers all public comments received prior to finalizing its recommendation. Preference Scoring Education Law 2852(9-a)(c) requires authorizers to establish and apply preference criteria to applications meeting both statute and authorizer standards. The purpose of the criteria is to prioritize proposals in the event that the number of proposals meeting the SUNY Trustees requirements exceeds the maximum number of charters to be issued or issued in New York City. The RFP identified the minimum eligibility requirements and preference criteria required by Education Law 2852(9-a), as described in greater detail below. The Zeta Charter Schools proposal met the eligibility requirements, as evidenced by the following: the proposal was sufficiently complete, i.e., it included a Transmittal and Summary form and responses to all RFP requests as prescribed by the Institute; the proposal included a viable plan to meet the enrollment and retention targets established by the SUNY Trustees for students with disabilities, ELLs, and students who are eligible to participate in the FRPL program (as detailed in Request No. 15); and, the proposal provided evidence of public outreach that conforms to the Act and the process prescribed by the SUNY Trustees for the purpose of soliciting and incorporating community input regarding each proposed charter school and its academic program (as detailed in Request No. 3). As the Zeta Charter Schools proposal submission met the eligibility criteria, the Institute s evaluation continued with a full review of the proposal, an interview of the founding team and members of the proposed board of trustees, and requests for clarification and/or amendments to the proposal. The review process then continued with an evaluation of the proposal in relation to the 10 Preference Criteria contained in the RFP for which proposals can earn credit as described in the RFP s Preference Scoring Guidance. In the event of a tie for the last charter, both proposals will be rejected unless one applicant agrees to withdraw his or her proposal for consideration in a subsequent RFP. The preference criteria, which in addition to eligibility criteria and the overall high standards established by the SUNY Trustees, include the demonstration of the following in compliance with Education Law 2852(9-a)(c)(i)-(viii): increasing student achievement and decreasing student achievement gaps in reading/language arts and mathematics; increasing high school graduation rates and focusing on serving specific high school student populations including, but not limited to, students at risk of not obtaining a high school diploma, re-enrolled high school drop-outs, and students with academic skills below grade level; focusing on the academic achievement of middle school students and preparing them for a successful transition to high school; SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 11

utilizing high-quality assessments designed to measure a student's knowledge, understanding of, and ability to apply critical concepts through the use of a variety of item types and formats; increasing the acquisition, adoption, and use of local instructional improvement systems that provide teachers, principals, and administrators with the information and resources they need to inform and improve their instructional practices, decision-making, and overall effectiveness; partnering with low performing public schools in the area to share best educational practices and innovations; demonstrating the management and leadership techniques necessary to overcome initial start-up problems to establish a thriving, financially viable charter school; and, demonstrating the support of the school district in which the proposed charter school will be located and the intent to establish an ongoing relationship with such school district. While the Institute received a total of six proposals in response to the July round of the 2017 RFP (for this purpose the Zeta Charter Schools proposal counts as two proposals, one for each school), the Institute recommends only two for approval to the SUNY Trustees at this time. The proposal for Zeta Charter Schools New York City 1 earned a score of 24.5 preference points out of a possible total of 45, and the proposal for Zeta Charter Schools New York City 2 earned a score of 24.5 preference points out of a possible total of 45. Based on this score and the other information and findings set forth herein, the Institute recommends that the SUNY Trustees approve the proposal to establish Zeta Charter Schools New York City 1 and Zeta Charter Schools New York City 2, which would not exceed the statutory limit in Education Law 2852(9)(a). Conclusion and Recommendations Based on its review and findings, the Institute recommends that the SUNY Trustees approve the proposal to establish the Zeta Charter Schools education corporation and approve its authority to operate two schools, Zeta Charter Schools New York City 1 and Zeta Charter Schools New York City 2, to open in August 2018. SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 12

APPENDIX A DISTRICT PERFORMANCE AND DEMOGRAPHICS CHARTS SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 13

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APPENDIX B Zeta Charter Schools New York City 1 and Zeta Charter Schools New York City 2 Basic Identification Information Lead Applicant(s): Emily Kim Management Company: Zeta Charter Schools, Inc. Partner Organization: None Location (District): CSD 6 and CSD 12 Student Pop./Grade Span at Scale: Kindergarten 5 th Grade Opening Date: August, 2018 SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 15

APPENDIX C Summary of Public Comments Received During the SUNY Public Comment Period through September 29, 2017 The Institute notified the NYDCOE as well as public and private schools in the same geographic area of the proposed schools about receipt of the proposal to establish Zeta Charter Schools New York City 1 and Zeta Charter Schools New York City 2. The notice reminded the District that the New York State Commissioner of Education s regulations require the school district to hold a public hearing within 30 days of the notice for each new charter application. A redacted copy of the Zeta Charter Schools proposal was also posted on the Institute s website for public review at: http://www.newyorkcharters.org/create/request-for-proposals/2017-suny-request-for-proposalsround-2-fall-cycle/zeta-charter-schools-new-york-city-1-and-zeta-charter-schools-new-york-city-2. The NYCDOE held a public hearing in CSD 6 pertaining to the Zeta Charter Schools New York City 1 proposal on September 11, 2017, and provided a summary of comments from that hearing to the Institute. Four community members attended the meeting to express their opposition to the proposal. Specifically, they expressed concern that Zeta Charter Schools will be similar to Success Academy. Speakers also indicated that they do not believe the establishment of Zeta Charter Schools is aligned with recent budget cuts or the goals of the Campaign for Fiscal Equity. The NYCDOE held a public hearing in CSD 12 pertaining to the Zeta Charter Schools New York City 2 proposal on September 12, 2017. To date, the NYCDOE has not provided a summary of comments from the CSD 12 hearing to the Institute. The Institute received multiple direct public comments about the Zeta Charter Schools NYC 1 proposal via email from CSD 6 parents and members of Community Education Council ( CEC ) 6. The bulk of the comments express dissatisfaction with charter schools in general, specifically that they do not serve as many high-needs students, students with disabilities, and ELLs as district schools; divert public funds from district schools; promote the privatization of public education; and, have high student attrition. Additionally, commenters express concern with Zeta Charter Schools plan to co-locate with existing district schools and state that the establishment of a charter school runs counter to the goals of the Campaign for Fiscal Equity. With regard to CSD 6, commenters note that schools are overcrowded and that public funds and space should be allocated to district schools. As concerns the Zeta Charter Schools NYC 1 application specifically, commenters believe the founding group has not conducted adequate public outreach in the community where the school intends to locate. Several commenters note that Ms. Kim, Zeta Charter Schools lead applicant, did not provide a translator for the district hearing and express dissatisfaction with the date and location of the meeting (all of which are under the purview of the NYCDOE). The Institute also received opposition comments that cite Ms. Kim s involvement in past events at Success Academy. SUNY Charter Schools Institute Summary of Findings and Recommendations Zeta Charter Schools 16