Independent review finds proposed “male-only” public charter school in Memphis lacks evidence its single gender model works

Memphis based TGAND Outreach Ministries envisions its CHANGE Academy as a new type of public charter school that focuses on the needs of male students with a vocational and financial literacy-based curriculum.The proposed school would be one of the few all-male public high school in Memphis, eventually serving 312 ninth through twelfth graders in the Whitehaven/Westwood/Hillcrest community.“The possibility of an all-male public high school in the Whitehaven area, where I am employed, would be a blessing to mothers like me and the community as a whole,” wrote Ebonee Hanson in a letter supporting the school’s application.An estimated 99% of the school’s students would be economically disadvantaged and the overwhelming majority would be African American.The school would also utilize an extended school day that creates 60 extra days of instruction.“We seek to enhance and impact the lives of high school male students throughout the city of Memphis,” wrote CHANGE Academy in its application. “We plan to work with community partners and academic advocates to help eradicate crime throughout the city, by providing a different path for teenage males to follow.”CHANGE Academy is one of five new start charter schools that have filed applications to open in the Memphis-Shelby County School District.  School board members will decide each of them this spring, but Tennessee’s first independent charter review is recommending CHANGE Academy be denied.The Quality Charter Review (QCR) found the proposed school does not meet state standards for its operations, financial, and academic plan.  In particular, the review found the all-male structure of the school questionable.“Overall, the applicant lacks evidence for the effectiveness of the proposed single gender educational model.  The applicant should include evidence that the chosen curriculum is aligned with Tennessee Academic Standards and outline plans for tracking chronically absent percentages, EPLA (English Language Proficiency Assessment) proficiency, and graduation and Ready Graduate rates,” wrote the QCR in its report.The QCR additionally found the school’s application lacked important information about how it would provide an online platform for assessment and evidence that its extended school day is effective.