Penn Charter | Viewbook Supplement 2013-2014

2013–2014

william penn charter school

classicr e i n v e n t i n g

Lower School | Middle School | Upper School After-School Program and Full-Day Child Care

A GUiDe to:CurriCulum The SChool Day GovernanCe money maTTerS

Mission StatementQuaker principles and practice guide Penn Charter, a Friends school

by birthright and conviction. Within a diverse community we engage students in a stimulating and rigorous educational program. We foster academic discipline, intellectual curiosity, and spiritual growth to prepare our

graduates for higher education and for life. We develop students to act in a moral, civil, and responsible manner.

William Penn established this school during the earliest days of the Age of Reason, an extraordinary time in history. Penn’s unique concept was to create a school of “arts and sciences” and to

open the school not only to the wealthy but to students of limited means as well.

We remain committed, as Penn was, to diversity and to the growth and development of the whole person. Our goal is to cultivate not only intellect but also character, service, leadership, spiritual and aesthetic awareness, and personal fitness. We are guided by that philosophy and pursue it each day with a sense of purpose. We take pride in our reputation regionally, and nationally, as a leader in education.

We have done our best in these admissions materials to bring to life the Penn Charter experience. However, we know that you must see the school in action to appreciate its character and program. We invite interested families and students to visit us and get to know Penn Charter firsthand, to spend time with us and experience the vitality, joy and purpose that characterize our community.

Darryl J. Ford, Ph.D. Head of School

Table of ContentsCurriculum and Program ...........................1-14 Lower School Curriculum ............................1 Middle School Curriculum ..........................5 Upper School Curriculum ........................10 Support Services ........................................14

The School Day ........................................15-18 Activities and Sports ................................. 15 Dress Code ................................................16 After-School Program and Full-Day Child Care ....................................16

Governance .............................................19-23 Board of Overseers ...................................19 Administrative Officers .............................19 Faculty ........................................................19 Parent Community ....................................23

money matters .........................................24-25 Tuition and Books ......................................24 Lunch .........................................................24 Transportation ........................................... 24 Financial Aid ..............................................25

admissions ..............................................26-27 Admissions Process ...................................26 Open Houses ............................................. 27

Campus map ................................................ 28

Directions ..................................................... 28

Five-year matriculation list ......................... 29

Student Zip Codes ....................................... 30

Penn Charter Facts ....................................... 30

Letter from the Head of School

WelCome

admissions guide 2013-2014 | william penn charter school | 1

loWer SChool CurriCulum

The Lower School curriculum, true to our Quaker Mission, celebrates the unique gifts that each child brings

to school and provides essential tools for lifelong learning. The curriculum is delivered by our dedicated teachers who themselves are inspiring lifelong learners. The Lower School program helps develop and enrich the mind, the spirit, and the body. It is a place where every student can fall in love with books, Beethoven, and his or her favorite ball game. We support the integrity of ideas and help nurture a hunger for learning, giving children the needed tools to explore their intellectual passions.

The academic year is divided into trimesters of approximately 12 weeks. The year begins with a parent and teacher goal-setting conference, followed by November and March parent and teacher conferences. Students and families receive written reports from teachers at the end of each trimester.

The academic program is divided into classroom subjects and specials classes. Classroom subjects like language arts, math and social studies could be taught every day. Specials classes like art, foreign language (Spanish), music, physical and health education, and science take place three or four times every two weeks.

artLower School art encourages creativity along with the enjoyment of making art and the enjoyment of having art in our lives. It also encourages critical perception and the comprehension of art tools and techniques. The Lower School art curriculum allows each child to search for self-realization through visual expression. Students are exposed to many media and processes, and to art history and criticism. The curriculum builds art vocabulary, stimulates creativity, and strengthens problem-solving skills. At each

grade level and with increasing sophistication, students explore drawing, painting, printing, clay, and wood. They also create batik, Moravian tiles, canopic jars, plaster masks, people pots, clay animals, clay self-portraits, wooden key racks, and computer art.

Foreign languageStudents receive basic Spanish language instruction in kindergarten through fifth grade. Students explore the language through games, songs, writing, speaking, culture, vocabulary, and grammatical structures. Children who study a foreign language before age 10 may find it easier to master that language and other languages; foreign language instruction also improves students’ command of English. The program is integrated into the Lower School curriculum and prepares students for more intensive foreign language study in Middle and Upper School.

language artsPenn Charter uses a balanced literacy approach to reading and writing. Developed by the Teachers College Reading and Writing Project at Columbia University, this approach is based on the understanding that as children learn to read and write, their efforts are reinforced throughout the day in a variety of ways. Each form of reading and writing is designed to prepare learners to do increasingly more sophisticated kinds of work. The components of a balanced literacy approach include: independent reading workshop, read-alouds, shared reading, writing workshop, interactive writing, and small-group writing instruction.Embedded in the reading and writing program is the study of the conventions of writing, learning necessary library skills, and learning technology tools to enhance emerging literacy skills. Writing is a means of expression, but also a craft that improves with practice. Having developed fluency and confidence through a variety of writing practices, learning about grammar, spelling, punctuation, syntax, and style enable children to go on to become effective and

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powerful writers. Becoming familiar with the use of our library helps foster an interest in books and reading for pleasure. Research skills are also enhanced through the support of the library and when combined with technology skills help students create effective presentations for their research. The ability to read and write well is the foundation for all education and a rich source for learning about life. Young readers’ and writers’ enthusiasm for literature contributes to the development of their critical thinking, awareness of cultural diversity, and an appreciation of one’s self in relation to others. At each grade level, students are immersed in a print-rich environment and engaged in activities that develop language arts skills. In pre-K and kindergarten, interactive activities capitalize on children’s natural curiosity and sense of playfulness, providing extensive exposure to the alphabet and promoting phonological awareness. Children are read to every day and are exposed to a wide range of materials, including picture books, storybooks, poetry, and expository text. Students draw, write, dictate their stories, and have multiple opportunities to record their observations. First graders extend their knowledge of language arts in significant ways as they learn skills that enable them to read and write independently. Learning activities include journal writing, observation recording, publishing, maintaining a reading log, making story boards, and engaging in shared, guided and independent reading and writing. Second graders participate in group book discussions and writing projects that develop comprehension and thinking skills. They maintain reading logs of books read independently and word logs for spelling and vocabulary development. They write original stories that include plot, setting, characters, conflict, and solutions. Third graders participate in guided-reading book discussions and reading conferences with teachers and friends about self-selected readings. They complete story maps for readings, write literature responses, informational essays, original stories,

Thematic and Collaborative Learning in the Lower SchoolThe Lower School program fosters habits of mind that help children integrate their new knowledge and grow as independent learners. Interdisciplinary learning offers rich opportunities in reading, math, writing, art, science, history, music, and foreign language.

Pre-Kindergarten• Connections to Each Other• Exploring New Paths

Kindergarten• All About Me• Exploring the World

First Grade• Similarities and Differences• All About Food

Second Grade • All About Communities• Mural Arts Tour• Study of Costa Rica

Third Grade • Roots & Routes Project • Research-Based First Person Diaries

Fourth Grade • Research Paper on Inventors & Explorers• Planning, Manufacturing and Marketing of Self-Designed Product

Fifth Grade• Playwriting Workshop • Independent Math Projects

meeting for Worship begins with pre-kindergarten, as does participation in community service projects. Lower School children have many opportunities to experience ongoing, face-to-face caring relationships, including visits to a Quaker home for the elderly, bagging food for needy families, and working with children with disabilities. The Lower School curriculum teaches responsibility and cultivates caring.


research-based first person diaries, poems on particular themes, and factual reports based on multiple sources. Fourth graders become more independent readers and writers. Their exploration of literature continues and expands; they learn not only about a variety of literature but also what they can learn from literature. Fourth graders use the keyboard or their best cursive writing, plus conventional spelling, to write essays, stories, reports, and posters and to compile this body of work into a personal writing portfolio. During daily writing workshops, fifth graders write in various genres — poems, plays, stories, memoirs, essays, letters, and reports. They regularly draft, revise, edit, and publish their pieces of writing for classroom anthologies and other publications. Students read complex narrative and expository texts at or above grade level. They learn reading strategies such as making predictions, thinking about story elements, retelling, visualizing, inferring, and making connections.

mathematicsBeginning in 2012-13, the Lower School uses Math in Focus as its approach to mathematics. Developed as Singapore Math in the 1980s, Math in Focus, Singapore Math’s American counterpart, is a precise framework of concepts and skills that are taught concretely, pictorially, and abstractly. The program is designed to help students build conceptual understanding through a focus on problem solving. It is a mastery program that addresses fewer topics, but in greater depth, at each grade level. In addition, the program is closely aligned with the Common Core Standards and the National Council of Teachers of Mathematics Principles and Standards.

One of the advantages for us in the use of Math in Focus is that it meshes with the conceptual metaphor already used by Lower School teachers to structure math lessons: the metaphor of the three-legged stool. In this metaphor the first leg of the stool is understanding of concepts and ideas. The second leg is facility with the problem-solving strategies and habits of mind needed to do

mathematical work, including persistence (learning how to get unstuck), taking time for problems (leaving one and coming back to it) and flexibility (acquiring a repertoire of problem-solving strategies and using them flexibly). The third leg is familiarity with conventional knowledge related to mathematics and mathematical notation, as well as fluency with computational algorithms. At each level, the goals of the program address both independent and cooperative work and include the following: readiness for future work and higher-level thinking for all students; opportunities for extra practice and extension of concepts; opportunities to “just do math” for its own sake and for fun; and opportunities for teachers to focus on and work with individuals and small groups.

musicBased on the approaches and methods of Carl Orff, Zoltán Kodály and Émile Jacques-Dalcroze, much of the curriculum is inspired by Orff-Schulwerk, a theory of movement and music education designed especially for young children. Participation and creating with others is at the center of this approach. Children of all grade levels learn about the basic elements of music by playing instruments, singing, speaking, listening, moving, and creating. Students are encouraged to contribute ideas and make informed musical decisions in order to become confident musicians as well as responsible members of the class.

Physical and health educationPhysical education allows children to work on social skills, maximize their own physical fitness, and have fun. In addition, an activity-based sequential health education program designed to develop personal and social competence in Lower School students focuses on topics such as good nutrition, self-esteem, coping skills, drug awareness, decision making, problem solving, and relationship skills. Children are helped to acquire attitudes and practices that increase their potential for good health in the years ahead.


Quakerism and Service learningBeginning in pre-kindergarten, Lower School students participate in a weekly, twenty-minute Meeting for Worship. In the higher grades, classes often discuss and reflect on an issue in preparation for the Meeting for Worship that follows. Quaker meeting is a time for quiet reflection or prayer. It is a time when a person may feel moved to share an important thought or idea. Participating adults are often moved by the clarity, simplicity, and truth of the words of Lower School children. Penn Charter Lower School service opportunities begin in pre-kindergarten and may include environmental projects; partnerships with physically disabled children at a nearby school; canned good, book and toy collections for local and international relief efforts; and service among our own school children, including fifth graders reading to kindergartners.

ScienceIn Lower School science, students construct their knowledge by “doing” science. As student skills progress, their knowledge of science is refined and supported by their lab experiments. The Lower School science program uses a “spiral” approach in which concepts and skills taught in pre-kindergarten circle upward as they are

refined, strengthened, and expanded upon in successive grades. Measurement is just one example of this. In the earthworm ecology project, kindergartners use string to measure the length of worms and produce a graph. The measurement skill develops and progresses through the years until fifth graders must employ highly precise measurement in millimeters to successfully complete a pendulum in the engineering and design unit.

Social Studies The social studies curriculum follows a theme-based approach that includes learning in archaeology, economics, geography, history, mapping, and research. The following is a sampling by grade. Pre-kindergarteners explore and discover the familiar and observable world in which they live by engaging in meaningful project work. Kindergartners follow a year-long progression of themes integrated into classroom learning centers, including “All About Me” and “Exploring the World.” First graders begin the year with a focus on friendship. As a positive sense of community is developed, the grade turns its focus to the study of food. The children research food grown locally as well as from around the world. Studying small and large communities such as the classroom, Penn Charter and Philadelphia, second graders explore how their choices and

SPiriTual anD SoCial-emoTional GroWTh in loWer SChool In our Lower School, we do our best to create a vibrant, caring school community where children are nurtured and encouraged to grow in all respects — spiritually, emotionally, intellectually and physically. When challenges arise, children are encouraged to respond in a conscientious and compassionate manner, and to learn from a variety of voices. Drawing upon our Quaker philosophy, children learn to resolve conflicts by using “I” messages to describe their feelings, as well as becoming acquainted with peace-building practices, such as mindful reflection, active listening and community dialogue.

We also draw upon materials and techniques from the Responsive Classroom, a social curriculum established by the Northeast Foundation for Children in 1981 and designed to teach children to care about themselves and each other. Students begin their day with a moment of silence, a moment to look at the person next to them and shake hands, a moment to look them in the eye and say good morning. This allows children to see each other as fellow human beings and supportive friends. Students also share in developing classroom rules and the logical consequences for breaking those rules. The Responsive Classroom seeks to teach cooperation, assertion, responsibility, empathy, and self-control.


ideas affect their communities. The study of community is then expanded to an in-depth project on Costa Rica. New understandings about Costa Rica are incorporated into the annual second grade play. Third graders study Pennsylvania history and geography in depth, including a research report on a famous Pennsylvanian and an immigration unit involving research and record data, geography and mapping skills, as well as ongoing discussions related to current events. An interdisciplinary art and social studies project also includes a trip to the Moravian Tile Works Factory and Henry Mercer Museum. Fourth graders study the geography, archaeology, and historical and cultural richness of three different cultures, and the real-world nature of the United States consumer economy. Highlights include an individual research project on an ancient civilization (Egypt, Japan or Mayan peoples) and the planning, manufacturing, and marketing of a specific product. Fifth graders explore new and challenging concepts in American geography, history, and related literature. They learn about the ideas and conflicts that sparked the American Revolution — and rewrite the Declaration of Independence. Their study of the War Between the States draws from the social studies text United States History (Early Years) and other sources, including the novel Bull Run.

TechnologyThe use of computers, software, audio and visual equipment is integrated into the Lower School curriculum in meaningful ways, allowing students to gain not only essential technological skills but also an appreciation of technology as a powerful learning tool and a rich medium for expression. Over time, students gain an increasing level of technological competency in keyboarding, research, publishing, and design. In all grades, technology becomes a real tool in students’ work in multiple disciplines, including art, math, writing, and social studies. Students in fourth and fifth grades now receive individual Chromebook computers along with school-based e-mail accounts that allow them greater access to online learning.

(See page 16 for information on after-school activities and care.)

miDDle SChool CurriCulum

The Middle School curriculum consists of required courses that develop important skills through a progression of content.

While providing academic building blocks for future study, the Middle School curriculum is equally concerned with meeting the social, emotional, and physiological needs of pre-adolescents. These needs are addressed by the Middle School advising system as well. The academic year is divided into trimesters of approximately 12 weeks. The school operates on a rotating system of blue and yellow weeks so that a given subject occurs at different times each week. Middle School classes meet for 40 to 60 minutes, providing opportunities for a range of teaching approaches. Students receive reports from teachers at various times during each trimester.

middle School students are helpedto become:• Effective communicators• Independent learners• Creative problem solvers• Critical thinkers• Engaged readers • Technologically skilled• Aesthetically confident• Spiritually aware

visual and Performing artsBy providing encouragement and the opportunity to succeed in a creative environment, the visual and performing arts curriculum draws each child forth musically, artistically, and theatrically. Sixth graders study studio art, music, band, and chorus in yearlong courses. In quarter courses, seventh and eighth graders rotate through studio art, music, drama, physical education, and Quakerism, art, design and service (QUADS). Concepts in art, art history, music, and theater gain meaning through focused projects and performances. Sixth graders use music theory to compose melodies on special music software. Seventh


grade students produce and film short plays in drama. In eighth grade, students create 2D and 3D artwork while expanding visual vocabulary through artist studies. They also explore musical senses while learning about the music of the African diaspora. All may participate in Middle School-wide dramatic productions and in the Middle School drama club.

elective Classes and activities in the artsGrade 6: Chamber Singers, drama club

(40-hour activities)Grades 6–8: Middle School play,

drama club and stage crew (40-hour activities); Jazz Band and String Ensemble (40-hour activities)

Grades 7–8: Penn Charter Singers (elective); Concert Band (elective); Sharped Flats (40-hour activity)

Foreign languageThe Middle School language program introduces students to the study of French,

Latin, Spanish, and Mandarin Chinese with an interdisciplinary approach that weaves language instruction with history, literature, and geography. In sixth grade, students take one quarter of each language; the program develops students’ basic language skills and exposes them to the diversity of cultures that use or used these languages. For seventh grade, students make an informed choice between the languages, selecting one of the four to study in seventh and eighth grade. With increasing competence, seventh and eighth graders participate in short conversations and apply their knowledge to read, decipher, and discuss written works. The Middle School program prepares students for second-level language study in Upper School Mandarin Chinese, French, Latin, or Spanish.

language arts and englishThe goal of Middle School language arts and English is to produce competent lifelong readers, writers, and thinkers. Within a curriculum that encourages

Sports Physics: Eighth grade science students research the physics of a favorite sport, then create a video demonstrating how gravity, friction, momentum and Newton’s three laws work in their chosen activity. Equipped with a video camera, each team finds a campus location (such as a gym, a field or even the pool) to film their scenes, then uses digital video software to edit, narrate and add a soundtrack. To date, swimming, football, wrestling, soccer, tchoukball, lacrosse, field hockey, basketball, dodge ball, skateboarding, skiing and softball have made it to the “big screen.”

Philadelphia neighborhoods Project: Incorporating English, social studies and visual arts, seventh grade students investigate the interconnected dynamics that create change and shape culture in Philadelphia communities. They explore city neighborhoods; research people,

places, and resources; and report their findings in a “Guide to Philadelphia” that includes maps, op-ed and news stories, short stories and artwork.

QuaDS (Quakerism, art, Design and Service) is a seventh grade class connecting the study of Quakerism with the visual arts and service learning. During the course, students create a video production of an oral history with a faculty or staff member of the Quaker faith at Penn Charter. Students utilize media design and work with iMovie software to edit, add text and sound, and polish their interview for viewing.

Civilizations Project: In this extensive, research-oriented yet hands-on study of an ancient civilization, sixth grade students create documentary films that feature expert interviews, handmade artifacts and “historical” reenactments showcasing knowledge of the ancient world.

Interdisciplinary Experiences Unique to Middle School


SixTh GraDeLanguage ArtsAncient CivilizationsMathematicsEnvironmental ScienceForeign Language (one language per quarter)Visual ArtsGeneral MusicBandChorusPhysical Education/Health

SevenTh GraDeEnglishWorld GeographyPre-AlgebraScience: The Living EnvironmentForeign Language: French, Latin, Chinese or SpanishQUADS* (Quakerism, art, design, and service learning)Physical Education*Drama*Health*Band and/or Chorus (elective)

eiGhTh GraDeEnglishCivicsAlgebra 1Science: The Physical EnvironmentForeign Language: French, Latin, Chinese or SpanishChoices* (Health)Physical Education*Visual Arts*Music*Band and/or Chorus (elective)

* Indicates “special” classes that meet for one quarter.

openness to new ideas and cultural perspectives, students begin to generate their own opinions based on their readings, discussions and written responses.

Sixth graders learn to experiment with voice and take risks throughout the writing process, which includes prewriting, drafting, editing, and revision. Language enrichment occurs through contextual vocabulary study and practice in various grammatical and mechanical skills. As they investigate diverse backgrounds and perspectives of literary characters, students gain greater understanding of themselves. They also gain an appreciation of different genres of writing, including historical fiction, fantasy, and science fiction. They end the year by performing scenes from Shakespeare’s A Midsummer Night’s Dream.

Seventh graders practice creative, formal, poetic, and personal prose — enriched through intensive vocabulary study — and expand their knowledge of literary terms and devices, skills in analytical reading, and ability to discuss and apply themes. Their study of immigration and change in Philadelphia’s neighborhoods leads them to a culturally diverse reading list and enriches their study of geography for the year.

eighth graders take their interactive reading abilities and the scope, depth, and variety of their writing to a new level, dramatically increasing their skills in formal and informal writing by the time they transition into Upper School. They produce their first term paper in conjunction with the social studies department and end the year by writing and sharing their own personal memoirs.

mathematicsMiddle School math endeavors to accomplish two tasks: (1) to create a bridge between the concreteness of arithmetic and the abstractions that will follow in algebra and geometry, and (2) to provide opportunities to tap into the natural curiosity and enthusiasm for activities and learning that Middle School students


bring to their classes. Embracing the idea that math involves reasoning and problem-solving skills to foster curiosity, persistence, and attention to detail, the sixth grade course strives to strengthen and extend work with integers, fractions, and decimals, then move into percentages while establishing a solid foundation for the abstract language and mechanics of Pre-Algebra. In either Pre-Algebra or Advanced Pre-Algebra, seventh graders continue to develop an appreciation for the aesthetics of mathematics with special

emphasis placed on the process used to solve problems rather than on the answer itself. eighth graders take either Algebra I or Advanced Algebra I. Both cover the same material, but the advanced course does so at an accelerated pace with higher expectations. Each course presents material to both interest and challenge students while using real-life applications to make the learning more valuable.

Physical education and healthMiddle School physical education and health courses help students learn health-promoting behaviors and attitudes so they can make responsible decisions. Ultimately, we intend for our students to realize that physical and emotional health are cornerstones of a productive, balanced life. Physical education courses are part of the regular academic day and are taught by members of the physical education department. In a comfortable and supportive learning environment, the sixth, seventh, and eighth grade programs combine varied physical activity — sports, aerobics, aquatics, cooperative games, and fitness skills necessary for the National Physical Education Test — with health education that includes discussions and activities related to adolescent self-esteem, friendships, drug and alcohol education, healthful eating, puberty, and sexual education.

Quakerism and Service learningSeventh graders take QUADS, a quarter-long course integrating the study of Quakerism, art, design, and service learning. QUADS provides students with an understanding of and appreciation for the Quaker beliefs, values, and practices that form the religious and philosophical roots of Quaker education and William Penn Charter School. As a creative and service-learning project, students participate in “Arts Partners” with elderly residents of Stapeley Hall and work in Lower School classrooms. Other course activities include research and oral presentations on the lives of living and historical American and English Quakers and a written spiritual autobiography reflecting on questions posed during the quarter.

SPorTSMiddle School students play at least one sport each year or may substitute a second sport for their major activity. Each season we have a variety of sports from which to choose, including:

FallBoys: Girls:Cross Country Cross CountryFootball Field HockeySoccer Soccer TennisWinterBoys: Girls:Basketball BasketballSquash SquashSwimming & Diving Swimming & Diving Wrestling

SpringBoys: Girls:Baseball SoftballLacrosse LacrosseTennis Track & FieldTrack & Field

intramural ProgramEvery other Friday, the entire Middle School community of faculty and students participates in the intramural program. Homerooms in grades six, seven, and eight are clustered together into house teams and compete in activities and sports contests for points collected throughout the year.


miDDle SChool reaDinG SamPlerFarenheit 451The OutsidersThe GiverA Midsummer Night’s DreamFever 1789Coming of AgeTo Kill a MockingbirdRomeo and JulietOf Mice and MenAnimal FarmThe AlchemistThe Taming of the ShrewLord of the FliesThe House on Mango StreetA Wrinkle in TimeThe Secret Life of BeesWhen You Reach MeWatership Down

miDDle SChoolCommuniTy ServiCeCommunity Service is an important aspect of Middle School life. The following is a sampling of service projects:

• Cleaning Rittenhouse Towne

• Participating in the AIDS walk and the MLK Jr. Day of Service

• Holiday gift drive for Taylor School families and Toys for Tots drive

• Collecting more than 3,000 cans of food for the Germantown Avenue Crisis Ministry

• Partnering with Weaver’s Way Food Cooperative

• Studying water conservation with PC’s kindergarten

• Creating community garden beds with Fairhill Cemetery

• Performing service activities at Awbury Arboretum

All Middle School students participate in weekly Meeting for Worship during which students and teachers gather for thirty minutes in the school’s Meeting Room. Meeting holds a pivotal and central place in school life. In the midst of busy schedules, many members of the community find meeting a very special time of the week, an oasis of quiet and peace sometimes punctuated by reflective comments.Throughout the school year, Middle School students participate in Meeting for Business, a worship session during which they discuss community concerns and make plans for Middle School life.

ScienceSixth graders learn the importance of becoming stewards of the environment. In Environmental Science, students learn about geology, populations and communities, ecosystems and biomes, and living resources. This transitional course engages students to make discoveries and draw conclusions using process skills such as record keeping, observing, measuring, hypothesizing, and experimenting. Seventh grade students take a lab-oriented course called Living Environment. They study cells, genetics, heredity, evolution, human body systems, and plant and animal interactions. From their lab experiences, students are encouraged to think critically in order to develop local answers to a problem. Highlights of the course are a three-dimensional cell project and presentation, the development of a travel brochure for the human body system, and a plant growth “control vs. variable” project. In Physical Environment, eighth grade students strive to see the world through the eyes of a physicist while exploring the topics of motion, energy, forces, electricity, matter, and waves. Students work collaboratively to develop hypotheses, design experiments to test those hypotheses, interpret data, and then refine their initial thinking. The year ends with a culminating Physics 500 project, in which students build and race cardboard cars in partnership with Upper School and Lower School students. Highlights of the course include Bungee Jumping Barbie, video analysis of the physics of sports, and motion detector graphing.


Social StudiesIn Civilizations, sixth graders take a journey through ancient history, from hunting and gathering societies to the development of permanent civilizations. Archeology plays a significant role as students discover how ancient societies are researched and pieced together like puzzles. The interdisciplinary Civilizations Project — an extensive research-oriented, yet hands-on study of an ancient civilization — spans the second trimester and provides students with an opportunity to create a documentary film depicting reenactments, artifacts, and “expert” interviews. Students end the year with a unit that examines modern world cultures. Seventh grade World Geography equips students with tools necessary to connect to the world and its many cultures. Students explore topics such as population growth, water and energy use, urbanization, disease and hunger, environmental hazards, rainforest depletion, and wealth distribution. The seventh grade Philadelphia Neighborhoods Project incorporates social studies, English, and visual arts as students explore and research urban issues in Philadelphia. eighth grade Civics students study aspects of the American government, beginning with an understanding of rights and responsibilities of social groups and United States citizenry. They complete a capstone project reflecting studies in Colonial Williamsburg and Colonial America. During election years, students’ focus shifts to our election process and includes exploration in Washington, D.C. Additional key areas of study include an in-depth overview of the three branches of government, the economy, and major social issues such as the death penalty, abortion, race relations, First Amendment rights, and the Constitution.

TechnologyAs much as possible, technology use and instruction are integrated into the Middle School curriculum. The curriculum provides students with the opportunity to demonstrate performance in the following categories: basic operations and concepts; social, ethical, and human issues; technology productivity;

technology communication and problem-solving tools. Within the context of the curriculum, digital cameras, video cameras, scanners, and multimedia tools are available for student use. Middle School offers students the opportunity to participate in the creation of the Video Yearbook project as well as in an after-school computer club.

uPPer SChool CurriCulum

Penn Charter is an exciting place to learn because we encourage students to move beyond merely collecting

facts. We help students make connections between ideas and concepts across all the disciplines — in art, music, biology, math, design, history, language, and literature — and those connections lead to independent thinking and learning.

Students work with advisors to select courses that fulfill requirements, maximize talents, and address weaknesses. In order to graduate, a student must satisfactorily complete 60 trimester units. Of these, 12 will be in English, 10 in mathematics, nine in foreign language, nine in social studies, nine in the sciences, four in the arts, four-and-a-half in health and physical education, and two in religious studies. The remaining credits will be electives. Ninth and tenth graders follow a core curriculum enhanced by courses in the visual and performing arts and religion. Juniors and seniors may supplement required core courses with electives from a wide range of offerings, including Advanced Placement (AP) courses and independent study options.

The academic year is divided into trimesters of approximately 12 weeks. The school operates on a rotating system of blue and yellow weeks so that a given subject occurs at different times each week. Upper School classes meet for 40 or 80 minutes, providing opportunities for a range of teaching approaches. Students receive reports from teachers at various times during each trimester.


an imagined hajjAs part of the study of Islam in Ancient and Medieval Civilizations, ninth graders imagine taking a Hajj, a pilgrimage to sacred Mecca. They give themselves Muslim identities, selecting a name, a hometown, and a time frame. Students write journal entries describing their imagined hometowns, the terrain they are traveling, their thoughts on the Islamic religion and other religions, and their reactions as they reach Mecca. The project culminates with PowerPoint presentations in which students regale the “hometown” audience with tales of their pilgrimages.

art, archaeology and ChemistryThis interdisciplinary course explores the links among art, archaeology and chemistry. Students explore how artifacts and works of art, such as Stonehenge and Leonardo da Vinci’s Mona Lisa, are chemically analyzed. They discover what mourners at King Midas’s tomb ate, why samurai swords are so sharp and how art frauds are uncovered.

Ti-nspire TechnologyPenn Charter became one of the first schools in the area to use TI-Nspire technology when it incorporated the CAS (computer algebra system) into math classes. The TI-Nspire device is a graphing calculator and more. It supports higher-level concepts without students’ getting bogged down in lower-level calculations. It has applications for algebra, geometry, trigonometry and calculus. The Upper School uses it throughout the math department.

music: raising the Bar“We do some breathtakingly difficult music — Leonard Bernstein, Carl Orff, Aaron Copland,” says Penn Charter’s choral director. The Charter Singers choral group, a music elective open to students in grades nine through 12 has had as many as 150 members. “I raise the bar every year and my

students always rise to meet it. They grab hold of and prefer to do this challenging work.” The Quaker’s Dozen, a group of 13 superb musicians, recently toured Costa Rica during a spring-break trip, performing in churches and singing impromptu in various public venues. “I’m blown away by our students’ enthusiasm and commitment to the music — it drives me every single day.”

The art of CaringCourses such as Issues in Physical Disability or Issues in Urban Studies integrate academics (thinking, literature, policy) with service. Students work in classrooms at a local public elementary school, and examine issues of education, drug and alcohol abuse and crime to reach a deeper understanding of the complex issues facing major cities like Philadelphia and New York. Students work with physically disabled children at Widener Memorial School, serving as reading or math tutors and helping them with physical therapy. They explore the nature of urban public schooling and how the culture of poverty affects the nature of the education these children receive.

Design ScienceDefine wheelchair propulsion. Explore rehabilitative engineering. Evaluate functionality. These were the real-world challenges issued to design science students by their art teacher. Students sought the answers by collaborating with students from the Widener School, a Philadelphia public school for children with physical and medical challenges. The result? A beach wheelchair design that may have applications for everything from spacecraft landing gear to bicycle training wheels. The members of the class and their Penn Charter teacher are now listed with the United States Patent and Trademark Office as the beach wheelchair’s inventors. This is only one of the real-world problems assigned each spring in this innovative curriculum fusing art and science.

Experiences Unique to Upper School


The courses listed below are described in detail in the Upper School Course of Study, a publication distributed each spring to students then enrolled in grades 8, 9, 10, and 11; incoming ninth graders meet with the director of the Upper School to select their courses. The Course of Study is available on the school Web site at www.penncharter.com/academics.

Computer Sciences • Effective Learning Skills with

Computer Applications • Independent Study in Computer Science • Computer Programming

english • English IX, X, XI, XII• American Studies, English• The Best Short Stories Ever Written• The Feminine Mystique• Finding Truth• Literature of Evil• Satires of Single Life• Standing Together, Standing Apart• Contesting Identity• Innocence and Power• The Evolution of War• The Dystopian Tradition • Shakespeare and His Age• The Madwoman in the Attic

Foreign language • Chinese I, II, III• French I, II, III, IV, and V (AP) • Latin I, II, III, IV, Advanced Topics and AP• Spanish I, II, III, IV, Advanced Topics and AP

health and Physical education • Physical Education and Health Education,

for 9th grade• Health & Fitness for Life, for 10th grade• Yoga/Tai Chi, for 11th and 12th grade• Dance• Recreational Activities• Outdoor Education• Aquatics • PE and Service Learning

mathematics The mathematics program progresses from first-year algebra, geometry, second-year algebra, and pre-calculus to a full year or more of calculus for those who qualify. Courses include: • Algebra I and II • Geometry • Pre-Calculus • Calculus • AP Calculus (AB, BC) • Introduction to Statistics• AP Statistics

music • Foundation Arts: Music, Theatre, Dance,

Visual Arts, for 9th grade• Music Industry • History of Rock and Roll • Electronic Music/Song Writing • Charter Singers (choral ensemble) • Symphonic Band (concert band)

religious Studies • Quaker Principles and Practice,

for 10th grade

uPPer SChool reaDinG SamPler

MacbethTheir Eyes Were Watching GodWuthering HeightsJane EyreThe Brothers KaramazovThe Catcher in the RyeThe Age of InnocenceThe Merchant of Venice

Angels in AmericaThe Woman WarriorThe NamesakeFranny and ZooeyThe Royal TenenbaumsLong Day’s Journey into NightHowlDrown

HamletRichard IIIWyoming StoriesManchild in the Promised LandFrankensteinOedipus RexThe English Patient


• Issues in Physical Disability• Issues in Urban Studies• Issues in Mental Health• Seminar on Poverty• Everyday Ethics• Bioethics• New Testament Greek• South Asian Religions• East Asian Religions• Approaching the Qur’an• Philanthropy 101• Hebrew Bible

Science • Biology • Advanced Biology • AP Biology • AP Environmental Science • Chemistry • Advanced Chemistry • AP Chemistry • Physics• Advanced Physics • AP Physics C • Human Parasitology• Comparative Anatomy• Field Research• Molecular Biology• Bioethics• The Chemistry of Food• Art, Archaeology & Chemistry• Polymer Chemistry• Robotics• The Science Behind It

Social Studies • Ancient & Medieval Civilizations,

for 9th grade• The Rise of the West, for 10th grade • United States History, for 11th grade • AP United States History• American Studies, Social Studies• AP World History• AP Government and Politics • Introductory Economics• American Foreign Policy in the 21st Century• Modern China: The Rise of the Red Dragon• The Modern Middle East• Art, Literature and War• Modern Latin America and the Caribbean

• Penn: His School, His State, and the City of Brotherly Love

• Global Studies

Theater• Foundation Arts: Music, Theater,

Visual Arts, for 9th grade• Costume Design • Acting and Directing for the Stage• Technical Theater• Public Speaking• Dance• Racism, Sexism & Other “-isms” in Film• Writing for the Stage, Screen, & TV• Performance Art

visual arts • Foundation Arts: Music, Theatre,

Visual Arts, for 9th grade

uPPer SChool inTerSCholaSTiC TeamSPenn Charter is a member of the Inter-Academic League, the nation’s oldest high-school athletic league.

FallBoys: Girls:Cross Country Cross CountryFootball Field HockeySoccer SoccerWater Polo TennisGolf Water Polo

WinterBoys: Girls:Basketball BasketballSquash SquashSwimming & Diving Swimming & DivingWrestling

SpringBoys: Girls:Baseball CrewCrew LacrosseLacrosse SoftballTennis Track & FieldTrack & Field

Students may also participate as team managers, student trainers, and athletic department assistants.


• AP Art History • Figure Drawing• Observational Drawing• Figurative Sculpture in Clay• Drawing with Color• Ceramics • Photography• Advanced Photography• Advanced Ceramics

• Design Science • Painting• Architecture• Animation• Documentary Filmmaking• Advanced Portfolio• Filmmaking• Graphic Design

Support Services At Penn Charter we lead students to recognize and understand their individual learning styles. The process begins in Lower School and continues in Middle School. In Upper School, the ninth grade curriculum includes a one-trimester course on learning skills that culminates with each student writing a personal learning profile. Helping students learn how they learn allows them to capitalize on strengths while developing strategies and skills in areas that present more challenge.

The Penn Charter resource team, a group that includes learning specialists and school counselors, connects and integrates support services for faculty, students, and parents.

The Lower School learning team is comprised of three full-time specialists, a learning specialist, a language arts/learning center coordinator, and a counselor. Each of the specialists has a unique role in supporting the learning needs of the students. The learning specialist and language arts/learning center coordinator work directly with classroom teachers to focus on student learning styles and how we can best deliver instruction to maximize learning. The language arts coordinator also directs the Learning Center, where students receive small-group instruction to address particular learning needs. Whenever the question of integrating outside resources with school programming arises, the learning specialist coordinates those efforts,

working closely with our families and the people delivering the outside resources on behalf of the student. The counselor helps to nurture, guide, and support the social and emotional lives of our students. This is done by providing guidance in social skill development with students one-on-one, in small groups, or in regularly scheduled classroom “feelings groups.”

In Middle School, an integrated wellness team, consisting of the Middle School learning specialist, school counselor, divisional leadership, and school nurse, meets regularly to review students and to plan for targeted support, as needed. The Middle School learning specialist conducts study skills workshops with all sixth graders and with new students, as well as targeted one-on-one and small-group support.

Penn Charter has established both a Writing Center and a Math Center for students in grades 6 through 12. Faculty and peer tutors staff each center, offering students one-on-one help on a drop-in basis or by appointment. Middle and Upper School students also may seek directed study with individual teachers for help with assignments in any subject.

The school learning specialists, counselors, and nurses work with teachers and parents to provide support for academic, social, and health needs. Middle and Upper School students can also rely on faculty advisors for help with academic or social issues. In Middle School, the homeroom teacher serves as the student’s advisor.


enriChmenT aCTiviTieS anD SPorTSAt Penn Charter, a multitude of activities and leadership opportunities allow students to stretch beyond their natural talents and inclinations. As part of the curriculum, all students participate in two major activities. One must be a sport and the other can be a second sport or an activity selected from an evolving list that includes:• The Studio and Digital Arts Club• Class Record (yearbook)• ComedySportz (improvisational comedy)• Impressions (literary magazine)• Jazz Band• The Mirror (the nation’s oldest high-school newspaper)• History Club (including Model UN and mock trial)• Penn Charter Service Program• Plays and Musicals• Quakers Dozen (a cappella choral group selected by audition)• Girls & Boys a Capella Groups• String Ensemble• Stage Crew• Technology Group• Ultimate Frisbee• Student Diversity Discussion Group• Green Club• Gay Straight Alliance

Quakerism and Service learningFormal experiences such as Meeting for Worship and service learning, as well as the daily informal conversations that happen among students and between students and teachers, help students understand the Quaker belief that there is “that of God” in every person. For forty minutes one day each week, Upper School students and faculty gather in the Meeting Room for Meeting. Sitting on long wooden benches that have been in the room since the early 1920s, the community shares stretches of silence punctuated by comments any member of the community is moved to share.

The Penn Charter Service Learning van is busy every day of the week bringing Upper School students to and from service projects where they tutor children, visit with the elderly, or work to fight hunger. Some of these opportunities occur during the school day as part of Upper School courses; others occur after school. Forty hours of community service can be used to satisfy one of the two activity requirements Upper School students must meet each year.

The SChool Day

F or Lower School students in grades K-5, the academic day begins at 8:10 a.m. and ends at 2:50 p.m. For pre-K

students, the day begins at 8:30 a.m. and ends at 2:45 p.m. Middle School begins at 8:10 a.m. and ends at 2:55 p.m. In Upper School, students report to their first-period classes at 8:10 a.m.; Upper School ends at 3:15 p.m. on Monday, Wednesday, and Thursday and — to minimize conflicts with early dismissals for sports — at 2:30 p.m. on Tuesday and Friday.

activities and SportsLower School: The After-School Enrichment Program for fourth and fifth graders is in session eight weeks each trimester on Tuesday, Wednesday, and Thursday from 3:00 to 4:00 p.m. The program is optional and free-of-charge, and it offers students a range of exciting choices: art, community service, hand bell choir, dance, math and science, and sports, among others. Limited paid programs for pre-K through third grade students may be available during some eight-week sessions. They will be announced as they are available.

Middle and Upper School: Students in grades 6 through 12 are required to participate in one sport and one additional activity per year (which could be a second sport). As a rule, Middle School sports teams practice Monday through Friday from 3:00 until 4:30 p.m. Upper School teams practice Monday through Friday from 3:45 to 6:00 p.m.


Dress CodeSpecial Dress: Several days in the school year are designated as Special Dress Days for all students, pre-kindergarten through 12th grade. On those days, girls should wear blouses or shirts with collars (tucked in), nice pants, skirt or dresses; jeans are not permitted. Boys should wear shirts with collars (tucked in), long pants; jeans are not permitted.

Lower School: Students should wear clothing that is affordable, neat in appearance, and comfortable for participating in a variety of daily activities. Blouses, shirts, and tops should cover the top of skirt or pant waistbands; heels should be flat. Shoes should be appropriate for good physical activity. Flip-flop style shoes should not be worn. Student dress should reflect the values of the school. Inappropriate slogans, violent images, camouflage or paramilitary clothing are not permitted. Spaghetti straps and torn clothing are not permitted. (See Lower School Handbook for details.)

Middle School: During the academic year, all shirts must have full sleeves (short or long). Pullovers, sweaters, sweatshirts, inside vests, and inside fleeces may be worn over shirts in code. The following are prohibited: tops with symbols, lettering, or advertisements larger than a fist, except Penn Charter tops; military or camouflage clothing, including fatigues; tops with obscene or vulgar descriptions; torn or ripped clothing; transparent tops, mesh tops, or tops with slits; lightweight white undershirts; excessively tight or low-cut clothing; capped sleeves; hoods worn on the head; sweat suits, sweat pants, athletic gear or gym wear; cutoffs; inappropriately short skirts, shorts, or skorts; flip-flops and slippers; hats; all kinds of nonreligious head scarves, bandanas, or athletic headbands; sunglasses.

Upper School: During the academic year, all shirts must have full sleeves (short or long). Pullovers, sweaters, sweatshirts, inside vests, and inside fleeces are permitted, but shirts must be worn underneath and the shirts must be in code. The following are not permitted: tops with symbols, lettering, or

advertisements larger than a closed hand, except Penn Charter tops; torn or ripped clothing; transparent or mesh tops; white undershirts; excessively tight or low-cut clothing; capped sleeves; hoods worn on the head; shirts or sweatshirts worn inside-out; outdoor jackets, vests, or windbreakers; sweatpants, athletic shorts and bike shorts; cut-offs; skirts or shorts four or more inches above the knee; flip-flops or thong sandals; hats and visors; sunglasses; non-religious head scarves, bandanas, or athletic head bands.

“ … fun, action and interaction … for mind, body and spirit.”

More than half of our Lower School families enroll in the After-School Program at some point in the academic year.

The after-School Program at Penn Charter is committed to providing a safe and nurturing environment that

meets the needs of our Lower School students and families during after-school hours. We also provide Full-Day Child Care for non-instructional days, including in-service days, parent conference days and some vacation days. Each program takes place within a child-centered environment and a structure that is both relaxing and stimulating.

after-School Program (aSP)After an academically demanding day at school, the After-School Program (ASP)

aFTer-SChool ProGram aND Full-Day ChilD Care


offers plenty of time for friends, fun and relaxation in a stimulating environment designed to help children learn and grow. One of our goals is to help children learn to balance their leisure time — actually a lifetime skill which studies show children in the U.S. need more help developing. We do this by providing a structured environment and, within that structure, opportunities for children to choose activities that will enhance their social, emotional, physical and intellectual growth. Children are encouraged to choose activities that will ensure that they will have a daily mix of fun, action and interaction that is just right for their mind, body and spirit.

Daily structured and unstructured activities include:• Outdoor and indoor play• Mixed-aged groupings• Organized sports and games• Supervised homework time• Thematic and seasonal arts and crafts • Nutritious snacks provided two times a day

aSP club offerings have included:• Chess Club• K’NEX Club• Scrapbook Club• Art Club• Drama Club• Fitness & Nutrition Club• Robotics• Young Rembrandts • Recycled Craft Club

Tutoring: Coordinates with Learning Support Team to offer ASP care before or after tutoring. Swimming: Coordinates with the Penn Charter Aquatic Club (PCAC) for swimming lessons in PC’s newly renovated aquatic complex. Students are escorted to and from the pool by pool staff.

efficiencies and advantages for aSP-enrolled families:• Flexibility to contract for children to attend ASP while siblings attend Lower School Enrichment, Middle School sports or Upper School sports• Extended care for students arriving after Lower School Enrichment or Penn Charter Aquatics Club• Discount on extended care for fourth and fifth grade students who enroll in Lower School Enrichment program• Coordination with Learning Support Team to offer ASP care before or after tutoring• For students with Penn Charter bus contracts, late bus pickup at 5:20 p.m. at Lower School

aSP Contracts, Schedules and ratesASP is offered on regular school days from dismissal until 5:50 p.m. Parents may contract on a full-time or part-time basis

after-School Program Fees 2013-2014 (per trimester)hours per day 5 days 4 days 3 days 2 days 1 day Pick-up time

1.5 hours $755 $620 $465 $345 $190 4:20 p.m.

3 hours $1,510 $1,240 $930 $690 $380 5:50 p.m.

Note: Once enrolled, parents may extend their hours at a daily rate of $10 per hour. Students not picked up by 5:50 p.m. will be charged a late fee at the rate of $3 per minute.

ASP Traditions• Halloween “spider” hunt

• Holiday karaoke

• Sledding

• Bubble-blowing contest

• “Hunts” (scavenger hunt, Jolly Rancher hunt, etc.)

• Tournaments (Uno, chess, kickball, etc.)


to the date of care; we need an enrollment count to plan activities and staffing.

Full-Day Schedule and ratesThe daily rate for Full-Day Child Care will be:

8 a.m. – 3 p.m. $60 per day

8 a.m. – 4 p.m. $70 per day

8 a.m. – 5 p.m. $80 per day

8 a.m. – 6 p.m. $90 per day

A late charge of $3 per minute will occur if your child is not picked up by 6 p.m.

Kathleen macmurray has been Director of the After-School Program at Penn Charter for more than 20 years. Her boundless energy, commitment to excellence and sensitivity to the changing needs of children and families have been hallmarks of her tenure. She directs an experienced, caring and dedicated staff.

Kathy specialized in child development at Pennsylvania State University and graduated with a B.S. in Individual and Family Studies. She is a member of the National After-School Association (NAA), the National School-Age Child Care Alliance (NSACCA) and Pennsylvania School-Age Child Alliance (PennSACCA).

Please contact Kathy at:[email protected] or call 215.844.3460 ext. 169 for additional information or questions relating to your family’s needs.

SnoW Day PoliCy• When Penn Charter is closed because

of inclement weather, ASP is cancelled.

• Parents will be notified by e-mail when ASP is canceled on a day that school is open.

for the academic year; bills are mailed on a trimester basis.

The ASP contract and the Emergency Contact form must be completed online at www.penncharter.com. As shown in the table below, families may contract for 1.5 hours or 3 hours, and for one or more days of the week. ASP is available only to families that have committed to contracted hours: We are unable to accommodate children on a “drop-in” or emergency basis. Once enrolled, families may extend their hours for an additional fee but are not reimbursed for unused contracted days/hours.

To register, complete the online ASP contract available at www.penncharter.com and submit a $50 nonrefundable credit card deposit per child.

Contracts and deposits are due no later than aug. 16, 2013.

Full-Day Child Care(for non-instructional days)The After-School Program offers age-ap-propriate, full-day child care for students in pre-K to grade 5 on non-instructional days (see dates below) from 8 a.m. to 6 p.m.The program is designed to accommodate the work schedules of parents and guardians by providing a safe, fun-filled experience for children on a day off from school.

Full-Day Child Care contracts are available online at www.penncharter.com. To reserve space, complete the online Full-Day Child Care contract and submit a nonrefundable credit card deposit ($10 per day/per child). Please complete these steps two weeks prior

2013-2014 Full-Day ChilD Care DaTeSFriday, Sept. 13 Goal Setting Conference Day (Grades 1-5)

Monday, Nov. 4 Faculty Work Day

Tuesday, Nov. 26 Lower School Parent Conferences

Monday, Dec. 2 In-Service Day

Monday, March 3 Faculty Work Day

Thursday, March 20 Lower School Parent Conferences

Tuesday, April 1 Faculty In-Service Day


GoverNaNCeThe Board of overseersThe Board of Overseers, the school’s trustees, was established by William Penn and is still responsible for the operation of Penn Charter. Decisions among Overseers are reached in the manner of Friends — by consensus following discussion.

William B. Carr Jr.Nelson J. LuriaRichard A. BalderstonEdward ZubrowJane F. Evans, Asst. ClerkF. John White, TreasurerGeorge EastburnJohn A. AffleckIlana EisensteinBenjamin E. Robinson IIICaesar D. Williams, Jr.Anne M. Caramanico, ClerkGrace S. CookeRobert K. Kurz

David EvansKaren S. HallowellJeffrey A. Reinhold, Asst. ClerkTeresa A. NanceMark D. HeckerBarbara A. CampbellRobert L. Rosania

Senior OverseersRoger S. HillasRichard P. Brown Jr.George C. Corson Jr.William F. MacDonald Jr.

administrative officersDarryl J. Ford, Head of SchoolStephanie Judson, Associate Head of SchoolElizabeth A. Glascott, Assistant Head of School

Allan B. BrownDirector of Financial Aid and Archives

Hal S. DavidowChief Financial Officer

Daniel F. EvansDirector of College Counseling

Judith HillInterim Director of Middle School

Jonathan HoweCoordinator of Environmental Stewardship and Sustainability

Beth D. JohnsonDirector of Middle and Upper School Admissions

David KernDirector of Lower School

Travis J. LarrabeeDirector of Upper School

Imana LegetteDirector of Diversity

Brian McCloskeyDean of Students

Michael MoultonDirector of Educational Technology

John T. RogersChief Development Officer

Sharon SextonDirector of Marketing Communications

John M. ThielDirector of Athletics and Athletic Planning

John ZurcherDirector of Enrollment Management and Lower School Admissions

FacultySarah Aguilar-FrancisBA, Juniata College; MA, Carnegie Mellon University. Spanish Ruth AichenbaumBA, Duke University; MEd, Cabrini College. Coordinator of the Center for Teaching and Learning Cassandra AldridgeBA, The College of Wooster. Social Studies Jennifer BaerBA, St. Olaf College; MA, University of Massachusetts at Amherst; MA, Bryn Mawr College. Latin James M. BallengeeAB, Washington and Lee University; MA, University of Delaware. Director of Service Learning, Religious Studies, Social Studies David BassDiversity Counselor, Health Alice BatemanBS, Santa Clara University; MA, Temple University. Social Studies Naveena BembryBA, University of Michigan; MA, Duke University; MS, Saint Joseph’s University. Grade 3 Jessica BenderBA, Boston College. Theater Manager Patricia BenderBA, Chestnut Hill College; MLS, University of Rhode Island. Interim Director of Libraries Kevin BerkoffBS, University of California at Berkley; MEd, Arcadia University. Physical Education, Science


Paul BlackwoodAA, University of Technology; MS, Nova Southeastern University. Director of Technology Infrastructure and Planning, Technology Stephen A. BonnieBA, MEd, EdD, Temple University. Director of Stewardship and Special Projects, Social Studies Laura BoroughfBA, University of Colorado; MA, Columbia University Teachers College. English Darci BorskiBA, University of Virginia; MEd, Chestnut Hill College. Associate Director of Athletics Eileen BossoneBA, Rosemont College; MA, Middlebury Language Schools. Spanish David BrightbillBS, Muhlenberg College; MA, Middlebury College. Chair of Foreign Language Department, Spanish Jill BrotmanBA, University of Wisconsin; MA, New York University. Kindergarten Charles H. BrownBA, Dartmouth College. Middle School Scheduling Coordinator, Latin, Mathematics John W. BurkhartBA, Gettysburg College; MAR, Lutheran Theological Seminary. Class Record Advisor, Social Studies Christopher J. BurnettBA, LaSalle University. Grade 5 Paul S. ButlerBS, MEd, Temple University. Coordinator of Safety and Security and Risk Management, Physical Education

Antonio CalvoBA, Universidad de Granada. Granada, Spain; MA, Universidad Antonio de Nebrija. Madrid, Spain. Spanish Jennifer ChernakBA, Mount Holyoke College. English Christine B. ChristophBS, East Stroudsburg State University; MEd, Arcadia University. Grade 3 Nora ComiskeyBS, University of Reading; MSPH, PhD, Tulane University. Science Philip ConsuegraBA, Villanova University; MA, University of Miami. Associate Director of Development, Social Studies Elizabeth CoombsBA, MEd, St. Lawrence University. School Counselor, Physical Education Mark CroxfordBS, Eckerd College; MS, University of Hawaii. Science Hal S. DavidowBS, Drexel University; MBA, University of Pennsylvania. Chief Financial Officer, Social Studies Amanda DunlapBA, Bucknell University. Mathematics Sonia DuprezBA, Boston University; MEd, City College of New York. Grade 4 Monique DursoBA, Pennsylvania State University; MS, University of Pennsylvania. Grade 2

Benjamin DziedzicBA, Georgetown University; MA, University of Virginia. Grade Dean for 11 and 12, English

Joel EckelBA, MEd, Temple University. Grade 2

Jill EinbenderBA, Smith College; MSEd, University of Pennsylvania. Pre-Kindergarten Lea EkebergBA, Swarthmore College; MA, Ohio State University. Chinese Valdis A. ErdmanisBS, West Chester University. Physical Education

John EstokBS, University of Pittsburgh.Strength and Conditioning Coach

Daniel F. EvansBA, University of Richmond. Director of College Counseling Anthony J. FarrellBA, MS, JD, University of Pennsylvania; MS, Villanova University. Mathematics Thomas FerrickBA, Earlham College. English James B. FiorileBA, University of Pennsylvania; MA, Villanova University. Assistant Director of Middle School, Latin, Spanish Joseph P. FitzmartinBA, Saint Charles Seminary. Music Elizabeth FlemmingBA, MS, University of Pennsylvania; MA, Villanova University. Mathematics Debra A. FoleyBS, MS, University of Pennsylvania. Coordinator of Health Services, Health Edward A. FoleyBS, University of Pennsylvania. Associate Director of Athletics, Social Studies

Darryl J. FordBA, BS, Villanova University; MA, PhD, University of Chicago,. Head of School Malcolm FordBS, Temple University; MS, Saint Joseph’s University. Science


Lyndsay FranklinBA, Dickinson College; MEd, West Chester University. Kindergarten Lorre GiffordBS, University of South Florida; MEd, National-Louis University. Physics Brooke GilesBA, Tufts University; MA, University of the Arts. Pre-Kindergarten Elizabeth A. GlascottBA, MS, University of Pennsylvania. Assistant Head of School, Science Robert A. GordonBA, MA, University of Pennsylvania. Director of Math Center, Mathematics Lizbeth GouldAA, Community College of Rhode Island; BS, Rhode Island College. Grade 1 Randy W. GrangerBFA, Philadelphia College of Art. Visual Arts Daniel HajjarBA, Connecticut College. Mathematics Judith HillBA, University of Delaware; MS, Drexel University. Interim Director of Middle School

Anne HiltonBA, MA, University of Pennsylvania. Social Studies Charles W. HitschlerBS, University of Pennsylvania. Mathematics Jonathan HoweBA, Princeton University; MA, University of Pennsylvania. Coordinator of Environmental Stewardship and Sustainability, Science

Erin P. HughesBA, University of Wisconsin-Madison; MA, Middlebury College; MSEd, Saint Joseph’s University; PhD, University of Pennsylvania.Chair of English Department Jeffrey HumbleBS, MEd, State University of New York at Cortland. Science Cheryl IrvingBA, Howard University; MEd, Temple University. Director of Multicultural Resource Center, English Hannah K. Jacoby-RuppBA, Cornell University; MLA, University of Pennsylvania. Social Studies, Language Arts Kellyn JaspanBS, Juniata College; MEd, Chestnut Hill College. Kindergarten Andrew W. JenningsBA, University of New Mexico. Grade 4 Eric JimenezBA, Haverford College; MA, Middlebury College. Spanish Beth JohnsonBS, Saint Joseph’s University; MS, University of Pennsylvania. Director of Middle and Upper School Admissions

Stephanie D. JudsonBA, Wellesley College; MS, University of Chicago. Associate Head of School Charles S. KaesshaeferBS, Pennsylvania State University. Assistant Director of Lower School, Director of Summer Programs Deborah A. KaesshaeferBS, Temple University. Chair of Music Department Shahidah Kalam Id-dinBA, Haverford College; MEd, Harvard University. English

David KernBA, University of Pennsylvania. Director of Lower School Jennifer S. KetlerBS, Bucknell University; MS, Johns Hopkins University. Mathematics Corey KilbaneBA, Washington University; MS, University of Chicago. Science Nora LandonBA, Bryn Mawr College; MA, Smith College. English Heather LarrabeeBA, Trinity College; MEd, Lesley University. Middle School Learning Specialist Travis J. LarrabeeBA, Colby College; MA, University of Virginia. Director of Upper School, Social Studies Margaret LeaBM, MM, Temple University. Music Candace LeClaireBA, University of Maine; MA, University of the Arts. Visual Arts

Imana LegetteBA, University of North Carolina; MEd, Pepperdine University; MA, Winthrop University. Director of Diversity Marla LevinBS, University of Maryland. Grade 1 Patrick LombardBA, University of Delaware; MS, Gwynedd Mercy College. Grade 4 Timothy M. LynchBA, Skidmore College; MS, PhD, University of Vermont. Science Bruce W. MacCulloughBS, Brooklyn College; MDiv, Princeton Theological Seminary; MEd, Temple University. Mathematics


Rachel MalhotraBA, MA, University of Virginia; MEd, University of Pennsylvania. English Deborah MarceeBA, Temple University. Diversity and Admissions Counselor, Mathematics Edwin H. MarksBA, University of Virginia; MALS, Wesleyan University. Social Studies Marianne E. MasterBA, MA, Villanova University. Latin Brian McCloskeyBA, Ursinus College. Dean of Students Mathematics Patrick J. McDonoughBS, West Chester University. Science Ruth McGeeAA, Montgomery County Community College; BA, New York State College of Ceramics; MA, University of the Arts. Visual Arts Candy McGuireBS, Northeastern University. Kindergarten Richard D. MellorBA, University of Pennsylvania. Physical Education Vicki MilesBA, California State University; MS, Pepperdine University. Lower School Technology Coordinator Rebecca T. MillerBA, Rollins College. Lower School Math Coordinator Annabelle Montero-HriczBA, Pan-American University. Spanish Sara MosesBA, Earlham College; MA, Columbia University Teachers College. Director of Writing Center, English Michael T. MoultonBS, Drexel University; MS, Philadelphia University. Director of Educational Technology, Religious Studies

Andrea MoyerBA, College of Saint Benedict; MEd, Arcadia University. Grade Dean for 9 and 10, Social Studies Robert NappBS, MS, West Chester University. Mathematics Teodora NedialkovaBA, MEd, Smith College; JD, Temple University Beasley School of Law. Grade 3 Orit NetterBA, Tel Aviv University; MEd, Chestnut Hill College; MPH, Temple University. Grade 1

Eva Kay NooneBA, Shenandoah University; MA, Villanova University. Theater Joshua OberfieldBA, Muhlenberg College; MSEd, University of Pennsylvania. Middle School Student Life Coordinator, Social Studies Linda W. O’MalleyBA, Princeton University; MA, Drexel University. Head Librarian, Trask Library Sandrine K. PalBA, Université de Nantes; MA, Université de Rouen. French Levan A. PaytonBA, Temple University; MA, University of Pennsylvania. Chair of Social Studies Department, Religious Studies Christine PearsallBA, Muhlenberg College; MAEd, Temple University. English James D. PhillipsBS, LaSalle University; MEd, Eastern University. Coordinator of Middle School Athletics, Mathematics Malia PiazzaBSEd, West Chester University; MEd, Widener University. Science

Jim PilkingtonBA, Swarthmore College. Middle School Service Learning Coordinator, English Sandra B. PortnoyBA, University of Pennsylvania; MS, Temple University. Registrar, Science Natasha ProngaBA, MA, Saint Joseph’s University. Grade 5 Lisa Anne ReedichBA, New College of Florida; MSS, Bryn Mawr College. Lower School Counselor Harvey D. RentschlerBS, University of Tennessee. Grade 5 Thomas RickardsBA, Saint Joseph’s University; MA, Villanova University. Chair of Religious Studies Department Karen S. RiedlmeierBA, Tyler College of Art; MEd, Arcadia University. Visual Arts Parveen B. RobertsBA, MS, University of Pennsylvania. Science Michael T. RocheBM, Catholic University; MA, Villanova University. Theater

Maria-Odilia RomeuBS, MA, Saint Joseph’s University. Grade 4 Joan RosenBA, University of Pennsylvania; MEd, Chestnut Hill College. Director of Pre-Kindergarten Sheila RuenBFA, California College of Arts and Crafts; MFA, University of Michigan. Chair of Visual Arts Department Pamela R. ShannonBS, Ursinus College; MEd, EdD, Temple University. Director of Senior Comprehensive Project, Physical Education


Sarah SharpBA, MA, PhD, University of California, San Diego. Social Studies Susan ShellyBS, Penn State University. Grade 2 Aude SimonBA, Université d’Angers; MEd, Temple University; MS, California University of Pennsylvania. French, Spanish Renee L. SkellyBS, North Carolina State University. Physical Education

Tori SmallBS, Pennsylvania State University. Physical Education Marceline SosaBA, Lehman College; MPS, Manhattanville College. Lower School Learning Center Coordinator

La SripanawongsaBS, University of Wisconsin-Madison. Chinese Philip StevensBA, Bates College; MA, University of North Carolina. English Caroline A. StuddyBA, New York University; MS, Hunter College. Pre-Kindergarten Jessica StusnickBSEd, Shippensburg University; MEd, Concordia University. Assistant Teacher Carol SukoneckBS, Temple University; MEd, Rosemont College. Middle School Technology Coordinator Jody SweeneyBS, Cornell University; MEd, College of William and Mary. Associate Director of College Counseling

The P.C. Parent CommunityThe parent organization of the school is called the Penn

Charter Parent Community. Its purpose is to promote

a closer cooperation, understanding, and unity of spirit

among parents, administrators, faculty, students, and staff

and to enable parents to be of service to the school. As

part of its effort to welcome new families and students,

the Community sponsors parent orientation programs

and receptions. Each family is asked to pay nominal dues

to help support the Community and its many projects.

We welcome new parents and encourage their active

participation in the Parent Community.

Kristin Swoszowski-TranBFA, Massachusetts College of Art; MEd, Harvard University; PhD, Temple University. Lower School Learning Specialist Jean TaraborelliBA, MEd, Temple University. Spanish

Dana W. ToedtmanBA, Allegheny College. Learning Specialist Lisa TurnerBA, Dartmouth College; MA, San Francisco State University. English Douglas D. UhlmannBS, Syracuse University; MS, Drexel University. Head Librarian, Gummere Library Allen VandegriftBA, Albright College. Visual Arts Hayley VarholBM, Temple University; MME, VanderCook College of Music. Music Stephanie VogelBA, Bucknell University; MEd, Boston College. Latin, Social Studies

Steven WadeBS, University of California at Berkley; MS, California State University, Hayward. Science Josie WallmuthBS, Mount Saint Mary’s University; MS, Illinois State University. Chair of Science Department Deborah C. WhiteBS, West Chester University. Chair of Physical Education Department Antonio WilliamsBS, University of Maryland; MBA, Columbia University. Chair of Mathematics Department Robert W. WilsonBS, West Chester University; MME, VanderCook College of Music. Music Tomas Yabor BS, West Chester University; MS, University of Connecticut.Athletic Trainer

J. Andrew ZuccottiBA, Colby College; JD, Columbia University Law School; MEd, University of Vermont. Social Studies


moNey maTTerS

B ills for tuition are sent out in July and November. One half of the tuition is due in August and the other half is

due December 1. Penn Charter offers several financial plans to help families meet the financial obligations of tuition, including a discount for full payment by August 1, and monthly payments through Higher Education Services (HES).

Bills for books, supplies, and lunches are sent after the beginning of each trimester. A one-time $365 fee for Lower School supplies is billed after the first trimester. Transportation charges will be billed after the first trimester. Bills for the Lower School After-School Program are issued toward the end of each trimester. In addition to tuition, a Middle or Upper School student could spend as much as $350 annually for books.

Tuition rates (academic year 2013-2014)upper School Grades 9 through 12 $30,400middle School Grades 6 through 8 $27,400lower School Grades 4 and 5 $23,800 Grades 1 through 3 $21,700 Kindergarten and $21,300 Pre-kindergarten

lunchStudents in pre-K, kindergarten and first grade eat in their classrooms. They have the option of bringing a lunch or buying a pre-packaged lunch and beverage. Lower School parents, grades 1-5, may send a complete lunch, or purchase a beverage-only contract — or a full-lunch contract that includes hot and cold lunch options. Pre-K parents may purchase a beverage-only contract. Middle and Upper School students may use their Penn Charter ID cards to charge lunch and snacks; charges are billed bi-monthly and the school caps

each student’s account at $1,500, an amount that usually suffices for one year but can be increased with parental permission. Parents of students in the Middle and Upper School may also have their children purchase lunch tickets in $20 denominations. These tickets may be used during all lunch periods as well as short recesses.

annual ChargesPre-K (beverage only) .........................................$185Lower School Full-Lunch Contract:

K-5 ............................................................ ..$1,305($435 per trimester)

Lower School Beverage-Only Contract .............. $185Middle and Upper School Lunch Ticket ............... $20

TransportationPenn Charter offers morning and afternoon bus service to students in grades K-12 living in the Gwynedd and Blue Bell areas, Center City, Upper Dublin-Chestnut Hill-Mt. Airy, and some New Jersey suburbs. All routes have two afternoon buses, one leaving at 3:30 p.m. and, for students who participate in after-school activities, another at 5:30 p.m. Parents may contract for one-way or round-trip service for the year or by the trimester.

Transportation FeesRound Trip ......................................................... $4,800One Way ............................................................. $3,000Round Trip / New Jersey .................................. $5,685One Way / New Jersey ..................................... $3,510

In addition, Penn Charter provides shuttle service to and from the Queen Lane train station at no charge and Main Line shuttle service from four locations in the Main Line area for $10 per student, per ride. Families will receive a bill for shuttle services used.


Financial aidPenn Charter operates on the founding Quaker principles of equality and diversity. The governing body of the school, the Board of Overseers, has attempted to carry out William Penn’s vision of education for all by maintaining a significant financial aid program. Financial aid for the 2013-2014 school year totaled $8 million. Currently, 38 percent of our students receive need-based financial aid.

At Penn Charter, “need” is defined as the difference between the family’s resources and the child’s tuition expenses. To evaluate need, Penn Charter uses formulas created by School and Student Services (SSS) of the National Association of Independent Schools (NAIS). Parents applying for financial aid must complete the Parents’ Financial Statement (PFS), available at sss.nais.org, and submit it with a processing fee to SSS.

Families applying for financial aid must complete the following:

1. Apply for admission to Penn Charter and indicate an interest in financial aid on the application form. The school will respond by directing families to our website, www.penncharter.com, for instructions on how to proceed in applying for financial aid.

2. Complete the Parents’ Financial Statement (PFS) online at sss.nais.org or by mail and submit it with a processing fee to SSS.

3. By Jan. 15, 2014, or as soon as possible after that, send Penn Charter a photocopy of your most recent federal tax return and W-2s. If 2013 tax returns and W-2s are not available, send 2013 final pay stub (December) to show cumulated income earned for the past year. Optional: A letter explaining any financial circumstances not addressed in the PFS.

4. Send Penn Charter a copy of the 1040 tax form and all supporting schedules for 2013 by April 15, 2014.

All of these documents are used by Penn Charter in determining whether to offer a grant and, if so, how much.

Admissions decisions are made separately from and prior to financial aid decisions. Any student who applies to Penn Charter may apply for financial assistance. Penn Charter imposes no income ceiling or minimum for families applying for financial aid. Current families may apply.

Because Penn Charter maintains a balanced allocation of financial aid, funds are most likely to be available at natural entry points: pre-kindergarten, kindergarten, and grades 6, 7, and 9. At other grade levels, financial aid may be either unavailable or very limited.

Families that indicate an interest in financial aid receive information from the school on how to apply. Because funds are limited, it is crucial that families process the application forms as soon as possible and meet all financial aid deadlines.

applications completed by Jan. 15, 2014, will be processed in the first round of financial aid decisions. Applications completed after this date will be reviewed on a rolling basis as long as funds are available.

Financial aid applications are available in the Admissions Office. Please contact Director of Financial Aid Allan Brown (215.844.3460 ext. 147 or [email protected]) with questions or requests for additional information. The business staff is available to speak with families about payment plan options mentioned in the section entitled “Money Matters.”


One of the best ways to learn about Penn Charter is by attending an Open House. See the following page for information on Open House dates and how to register.

Complete the application process by Jan. 10 for first-round consideration. Parents are responsible for making sure that the application and related forms are received by the Admissions Office in a timely manner. Parents are encouraged to apply online at www.penncharter.com/admissions.

lower School: Applicants should be 4, 5 or 6 six years of age by Sept. 1 for pre-K, kindergarten and first grade, respectively.

Please note that the following are the usual steps in their logical order. The procedure for individual candidates may vary depending on circumstances.

TimelineSeptember, october, november1. Submit an application by visiting

www.penncharter.com/admissions.

2. Upon receipt of an application, the Admissions Office will contact you to schedule the applicant’s visit and a parent meeting. Parents meet with an admissions officer to discuss the match between your child and the school’s program.

lower School: Applicants for pre-K and kindergarten will be scheduled for a Saturday morning Play Day at Penn Charter. Applicants for grades 1-5 visit Penn Charter in their current grade and take reading and math assessments during their visits. First grade candidates visit for one day; candidates for grades 2-5 visit for two days.

middle/upper School: Candidates for grades 6-11 visit for one day in their current grade. Candidates for grade 9 visit in both eighth and ninth grade, offering prospective students the opportunity to meet potential classmates and to spend time in Upper School.

We cannot guarantee a visit for students who apply after Feb. 1.

3. Candidates need to submit results for the following testing:

lower School: Pre-K candidates have no testing requirement. Children applying to kindergarten through grade 5 are asked to provide results of the Wechsler Intelligence Test. Information on testing locations can be found at www.penncharter.com/testing. Limited financial aid is available to defray the cost of testing.

middle and upper School: Candidates for grades 6-11 must submit results from either the Secondary School Admissions Test (SSAT) or Independent School Entrance Examination (ISEE). You may register online at either www.ssat.org or www.iseetest.org.

4. Teacher recommendations are required of all applicants. Please wait until after Nov. 1 to give the recommendation form to your child’s teacher. We believe that teachers should be given the time to work with your child during the current school year in order to provide us with appropriate feedback about your child’s strengths. Please make certain that the forms are completed and returned to the Admissions Office by Jan. 10.

lower School: Candidates submit one recommendation.

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middle and upper School: Candidates submit recommendations from their current English and mathematics teachers and from a family friend who is not related.

5. Transcripts: All candidates to grades 1-11 must submit a transcript. After your child’s school’s first marking period, please submit the Release for School Records form to your child’s current school.

December/JanuaryThe Admissions Office works with applicants’ families to complete the above steps. Once a candidate’s file is complete, the Admissions Committee reviews the file. Financial aid applications are begun and completed by Jan. 15. Please see the previous pages for a description of the financial aid process.

February/marchApplicants in the first round of admissions decisions will be notified by Jan. 15. Parents have until March 1 to accept Penn Charter’s offer of admission.

SpringRolling admission continues through the spring, and candidates will be considered based on availability of space.

Open HousesYou are cordially invited to visit Penn Charter for an Open House. This is an opportunity to tour the campus at your leisure, to talk to teachers and students, and to meet other families who are visiting Penn Charter on that day. Each session includes a formal presentation and tours of classrooms, labs, art and music rooms, athletic facilities, and performance spaces.

To make a reservation or to request additional information, please call the Admissions Office at 215.844.3460 ext. 103.

• Saturday, Oct. 5, 2013 2:30 p.m.

• Tuesday, Nov. 5, 2013 8:30 a.m.

• Tuesday, april 29, 2014 (pre-K to 8), 8:30 a.m.

Each year Penn Charter forms new sections in pre-kindergarten, kindergarten, sixth, seventh, and ninth grades, making these the best times to apply; new students are admitted to other grades if spaces are available. As a school committed to diversity, Penn Charter welcomes students of every race, religion, ethnic background, and sexual orientation and encourages applications from current families as well as children of alumni and members of the Religious Society of Friends.


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Five-Year Matriculation List: 2009-2013American University (4)Arcadia University (1)Auburn University (2)Bard College (2)Barnard College (1)Barry University (1)Belmont University (1)Beloit College (1)Berklee School of Music (2)Boston College (6)Boston University (6)Bowdoin College (4)Brandeis University (1)Brown University (4)Bryant University (1)Bryn Mawr College (2)Bucknell University (6)Cabrini College (1)Carnegie Mellon University (2)Catholic University of America (1)Champlain College (1)Clark Atlanta University (1)Clark University (1)Coastal Carolina University (2)Colgate University (2)College of Charleston (3)College of William & Mary (1)Colorado College (1)Columbia University (2)Connecticut College (1)Cornell University (4)Dartmouth College (3)Denison University (1)Dickinson College (4)Drew University (1)Drexel University (23)Duke University (6)Earlham College (1)Eastern University (1)Eckerd College (1)Elon University (1)Emory University (3)Florida Atlantic University (1)Fordham University (5)Franklin & Marshall College (7)George Mason University (1)George Washington University (14)Georgetown University (2)Gettysburg College (2)Grinnell College (1)Gwynedd-Mercy College (1)Hampden-Sydney College (1)Hampton University (1)Harvard University (1)Haverford College (4)

Hobart & William Smith Colleges (3)Hofstra University (3)Hollins University (1)Howard University (2)Indiana University - Bloomington (3)Iona College (1)Ithaca College (3)James Madison University (1)Johns Hopkins University (7)Kean University (1)Kenyon College (2)King’s College (1)Kutztown University (1)Lafayette College (3)Lawrence University (1)LaSalle University (1)Lehigh University (12)Loyola University Maryland (2)Marist College (2)Marquette University (1)McGill University, Canada (1)Miami University (1)Middlebury College (3)Monmouth University (3)Moravian College (1)Morehouse College (1)Mount Holyoke College (1)Muhlenberg College (6)New York University (10)North Carolina State University (1)Northeastern University (3)Northwestern University (4)Oberlin College (5)Oberlin Conservatory of Music (1)Occidental College (1)Oglethorpe University (1)Ohio State University (1)Pace University (2)Pennsylvania Academy of the Fine Arts (1)Pennsylvania State University (10)Philadelphia University (1)Pomona College (1)Princeton University (7)Roanoke College (1)Rosemont College (1)Rutgers University (1)Saint Francis University (1)Saint Joseph’s University (9)Sarah Lawrence College (2)Skidmore College (3)St. John’s University (1)Stanford University (2)Stony Brook University (1)Swarthmore College (1)

Syracuse University (8)Temple University (21)Trinity College (3)Tufts University (6)Tulane University (4)United States Coast Guard Academy (1)United States Military Academy (1)United States Naval Academy (4)University College Dublin, Ireland (1)University of Arizona (2)University of California at Santa Barbara (1)University of Chicago (2)University of Colorado (3)University of Delaware (3)University of Denver (2)University of Maryland (4)University of Miami (6)University of Michigan (3)University of Montana (1)University of New Hampshire (2)University of North Carolina (3)University of Notre Dame (1)University of Pennsylvania (54)University of Pittsburgh (11)University of Richmond (7)University of San Diego (1)University of South Carolina (1)University of Southern California (2)University of St. Andrews (1)University of Tampa (1)University of the Sciences (1)University of Utah (1)University of Vermont (7)University of Virginia (3)Ursinus College (4)Vanderbilt University (6)Villanova University (5)Virginia Wesleyan College (1)Wagner College (1)Wake Forest University (1)Washington & Lee University (1)Washington College (1)Washington University, St. Louis (6)Wellesley College (1)Wesleyan University (3)West Chester University (4)West Virginia University (1)Widener University (1)Williams College (2)Wofford College (1)Yale University (5) Post Graduate Year (2)Other (6)


PaBucks County1892918940189541896618974189761904719067

Chester County190871930119312193201933319460

Delaware County190181902619033190361905019064

• Established in 1689 by instructions from William Penn

• Independent, pre-kindergarten through 12th grade Quaker day school for boys and girls

• A 44-acre campus in the East Falls section of Philadelphia

• 960 students in pre-kindergarten through 12th grade

• 30 percent of enrollment students of color

Student Zip CodesPenn Charter students live in neighborhoods represented by more than 100 zip codes in Bucks, Chester, Delaware, Montgomery, and Philadelphia counties in Pennsylvania; Burlington, Camden, and Gloucester counties in New Jersey.

William Penn Charter School 3000 West School House Lane Philadelphia, PA 19144 Telephone: 215.844.3460 Fax: 215.843.3939 www.penncharter.com

Beth D. Johnson, Director of Middle and Upper School Admissions Telephone: 215.844.3460 ext. 103

John Zurcher, Director of Enrollment Management and Lower School Admissions Telephone: 215.844.3460 ext. 119

Penn Charter admits students of any race, color, national or ethnic origin to all the rights privileges, programs and activities generally accorded or made available to students at the school. Penn Charter does not discriminate on the basis of race, color, national or ethnic origin, or sexual orientation in administration of educational policies, admissions policies, scholarship or loan programs, and athletic and other school-administered programs.

• 145 faculty members, approximately 75 percent holding advanced degrees

• 15 to 18 students per class, on average

• 100 percent of graduates go to college within one year

• Accredited by the Middle States Association of Schools and Colleges (MSASC) and the Pennsylvania Association of Independent Schools (PAIS)

montgomery County190011900219003190041900619010190121902519027190311903419035190381904019044190461906619072

1907319075190871909019095190961940119403194061942219428194371944419446194541946219468

Philadelphia19102191031910419106191071911119114191151911619118191191912019121191221912319124191261912719128191291913019131

191321913419135191361913819139191401914119142191431914419145191461914719148191491915019151191521915319154

nJBurlington County08046080570807508077

Camden County08003080330804308109

Gloucester County0802808081

Penn Charter Facts

1908219083190851908719380

Documents

Penn Charter | Viewbook Supplement 2013-2014