Academics
Lincoln Park Performing Arts Charter School program of studies is comprehensive, integrated. It is aligned to the Pennsylvania Academic Standards. Lincoln Park provides academics in two different formats: direct instruction and online. The school uses the Lincoln Interactive Online Curriculum that was developed by the National Network of Digital Schools and has been approved by the Tri-State School Study Council of the University of Pittsburgh. Lincoln Park uses the Lincoln Interactive curriculum for online instruction and as a guide for the direct instruction classes. A team of artists and educators was assembled to develop the school's curriculum over a period of one year, facilitated by Dr. Micheal Cerveris, an alumnus of the Juilliard School, retired arts administrator at the university level, and a staff member of the Arts Education Collaborative in Pittsburgh. Lincoln Park has a partnership with the Community College of Beaver County to offer juniors and seniors college-level coursework in select subjects. Course of study for each student is chosen through the collaborative effort of the parents, student, and Lincoln Park professional staff. A personalized education plan is developed for each student to address the student’s abilities, learning needs, learning style, future educational plans, and/or employment interests.
All the 11th grade and 8th grade students take the annual state PSSAs to access student achievement in the spring. Title 1 math and reading instruction is made available to all students who do not achieve on grade level achievement on the PSSAs.
In 2009, the academic achievement of the students at Lincoln Park Performing Arts Charter School was in the 40th percentile among 500 Pennsylvania School Districts. Scale - (0-99; 100 is state best)
In 2010 and 2011, Lincoln Park Performing Arts Charter School achieved AYP status under the federal No Child Left Behind law. Lincoln Park Performing Arts Charter School has made AYP each year since its 2006 founding
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“Almost all scholarly research carries practical and political implications. Better that we should spell these out ourselves than leave that task to people with a vested interest in stressing only some of the implications and falsifying others. The idea that academics should remain “above the fray” only gives ideologues license to misuse our work.”
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“Our first line of defense in raising children with values is modeling good behavior ourselves. This is critical. How will our kids learn tolerance for others if our hearts are filled with hate? Learn compassion if we are indifferent? Perceive academics as important if soccer practice is a higher priority than homework?”
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