president of marketing,
Nobel
Learning
26. Ibid., p. 45.
Communities, July 11, 2000.
27. Ibid., p. 44.
41. Nobel Learning Communities, "You Can See
Success in the Faces of Our Children," Media, Pa.,
28. See http://www.heritageacademies.com/academies.
August 1999.
htm.
29. See http://www.heritageacademies.com/academies
42. Ibid., p. 20.
_program.htm.
43. Nobel Learning Communities, "Success Is
within Reach," n.d. Information is also available
30. Ibid.
at http://www.paladinacademy.org.
31. See http://www.heritageacademies.com/whynha_
excellence.htm. Many factors may contribute to
44. For example, in Sacramento, California, with
the high test scores of students at the National
14 schools reporting, students in the third grade
Heritage Academies. For example, it is likely that
at Nobel schools received a 4.9 in reading and a
the parents of those students are highly committed
4.7 in math, which implies that they are perform-
to their children's education, which is likely to have
ing at close to a fifth-grade reading level. Nobel
a positive impact on student performance. It is also
Learning Communities, "Annual Report
possible that the students attending National
1998/1999," "Spelling It Out," p. 7.
Heritage Academies come from families of above-
45. Nobel Learning Communities, "Houston
average socioeconomic status. Student ability and
Learning Academy," n.d.
prior education also influence student gains.
Therefore, one cannot conclude that any student
46. See, for example, Barbara Hall, "Opinion
placed in a National Heritage Academies school
Remains Divided on Charter Schools," Boston
would necessarily achieve those gains. However,
Sunday Globe, April 30, 2000, p. J9.
the results suggest that National Heritage
Academies schools are fulfilling their mission.
47. For instance, the charter management compa-
ny Edison Schools has in its prospectus a section
32. See http://www.heritageacademies.com/news_
titled "Risks Related to Government Funding and
events/dsp_news.asp?nid=34.
Regulation of the Education Industry." Edison
warns investors that charter schools receive
33. SABIS Educational Systems, Inc., "SABIS
money from the government and therefore face
Educational Systems, Inc.: Providing World Class
"requirements as to eligible students and allow-
Primary and Secondary Education for over 100
able activities." Edison Schools, pp. 1617.
Years," Eden Prairie, N.Mex., n.d.
48. Ibid., p. 10.
34. SABIS Educational Systems, Inc., "SABIS
Edge Program Description," 1998, p. 1.
49. Lisa Gondering, "Parents Fret about TesseracT's
Future," Arizona Republic, March 1, 2000, p. 10.
35. SABIS Educational Systems, Inc., "The
International School of Minnesota," 1997.
50. See http://www.tesseractgroup.org/tesseract.
html.
36. Bright Horizons Family Solutions, "1998
Annual Report," Watertown, Mass., and
51. TesseracT Group, "Quarterly Report,"
Nashville, Tenn., p. 5.
Security and Exchange Commission Form 10-Q,
February 22, 2000.
37. See http://www.brighthorizons.com/client/
main.html.
52. Gondering, p. 10.
38. See http://www.brighthorizons.com/family/
53. See, for example, John Sall, "Charter School
curriculum.html. Individual elements of the edu-
Fails the Test, Shuts Doors," Chicago Sun-Times,
cational program include Language WORKS!, a
January 17, 1999, p. 11; and Debbi Wilgoren,
reading and language development program;
"After Charter School Closing, Some Wait for Pay,
MindPlay, a science, math, and discovery pro-
Transcripts," Washington Post, July 20, 1999, p. B2.
gram; Our World, a program designed to help
children appreciate and understand other cul-
54. Perelman, p. 20.
tures; and Projections, a project-based program.
55. President's Committee of Advisors on Science
39. Bright Horizons Family Solutions, p. 10.
and Technology, Panel on Educational
Technology, "Report to the President on the Use
40. Information provided by Joy McAndrew, vice
27