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Executive Summary
The Baltimore City Public School Master Plan identifies a variety of significant initiatives focused on teaching and learning. The Master Plan includes many different strategies, initiatives, and actions but the Plan does not include a military academy for high school students. The National Institute for Young Adults (NIYA) proposes to open the first public charter military academy in Baltimore City to be officially named the Baltimore City Military Academy (BCMA). BCMA will initially open to all 9th through 12th grade students and an Urban Prep Academy for 6th, 7th, and 8th graders as soon as possible.
High school military academies offer students a quality education that emphasizes performance, character building discipline, and a dedication to creating an understanding of service to others over self. Many parents select military academies because they want their child to receive a high-quality education that prepares them for further studies, a civilian career, or the military. BCMA will provide an alternative to students’ neighborhood high school or a traditional college prep academy. At BCMA, cadets will work with mentors—including older students, faculty and staff members, small group instruction, and one-on-one coaching. Mentors will challenge each cadet to reach his or her full potential by advising and guiding their progress through studies and activities. In addition, BCMA will deliver a strong college preparatory curriculum that prepares students to attend a college or university or one of the uniformed service academies.
The Baltimore County Public School System believes that all students can and will learn and achieve when the necessary conditions for that learning are present. We agree and in fact build on that premise and will introduce the efficacy model to BCMA as a major part of our educational program. This charter school application outlines our plan to provide a rigorous curriculum, a plan for recruiting highly qualified teachers, and proven strategies for learning and superior school leadership. One of those strategies is the introduction of the Integrated Thematic Instructional (ITI) model. The ITI model describes how learning best occurs. We believe the key to success for our cadets is a combination of quality instruction, quality materials and infrastructure, a strong support system, and a strong desire to learn and succeed.
In addition to a curriculum that is academically rigorous and rich in content, the NIYA Board of Directors believes that academics cannot be taught in a moral vacuum. We believe strongly in “character” education. Most scholars who advocate a character education approach are agreed that, as a bare minimum, every list ought to contain the four Greek cardinal virtues: prudence, justice, courage, and temperance. They are called cardinal because they are the axis (cardo) on which the moral life turns. These virtues are sometimes known by other names. Prudence is ‘wisdom’, courage is ‘fortitude’, temperance is ‘self-discipline’ or ‘self-control.’ BCMA will add one more virtue to this axis, Respect. BCMA’s ethos will be one of CARDO and RESPECT.
In the book, Why Johnny Can't Tell Right From Wrong, William Kilpatrick, a professor of Education at Boston College, states the following: “The core problem facing our schools is a moral one. All the other problems derive from it. Hence, all the various attempts at school reform are unlikely to succeed unless character education is put at the top of the agenda.”
The primary way to bring ethics and character back into schools is to create a positive moral environment. The ethos of BCMA, not our course offerings, will be the decisive factor in forming character. BCMA will provide the moral climate that will create a positive learning environment and enable our cadets to grow. Our “Blueprint for Progress”, which aligns with the Baltimore County Public Schools Master Plan (BCPSMP), sets forth a number of performance goals and specific performance indicators for each goal. BCMA will develop goals that support and enhance the BCPSMP Blueprint for Progress.
- Our attendance standard is stringent.
- We will maintain a stable enrollment during the term of the Charter. This goal includes students, faculty and staff.
- Parents and students will sign a contract promising to honor the code of conduct drawn up for BCMA. This code of conduct, in addition to stipulating standards of behavior, will specify disciplinary measures to be taken in the event of misbehavior.
- We will provide an educational system that serves the needs of the community and give parents an opportunity for hands-on involvement in their child’s school.
- Class size will be limited and if our budget permits, we will hire teacher’s aides to assist the teachers in the development of the students' academic potential.
- So that the BCPSS can measure the success of the Academy, each fall the Academy’s students will be required to take one or more standardized tests currently used by BCPSS.
- Although the learning disabled will be exempted from the standards, we will develop other methods relevant to individual situations in their place.
We will proceed with one grade for each year. We will open with a ninth grade class of approximately 225-250 students in 2012. In 2013, we will open our doors to ninth and tenth graders with a combined class size of approximately 450-500 cadets. In 2014, we will open to 9th-11th grade cadets and in 2015, we will open to 9th-12th grade cadets with no less than 900 cadets and no more than 1000 cadets. Our first graduating class will walk across the stage in June of 2016. BCMA cadets will receive mentorship and support from but owe no allegiance to all five branches of service: Army, Navy, Air Force, Marines, and Coast Guard.
These goals represent a starting point for BCMA. As we evolve, we will continue to improve on performance and modify our goals to reflect more concrete, measurable, and manageable goals and objectives with an expectation that the results will be those of BCPSS which are: accelerated student achievement, the elimination of all student performance gaps, and graduates who meet high standards and have the knowledge, skills, and attitudes to reach their potential in our multicultural society and global economy. |
