Board Members
| Mr. Murat Kilic M.S. | Chair | Expansion Committee (Chair) |
| Mrs. Patricia A. Pervane M.E.D. | Vice Chair | Principal Search Committee (Chair) |
| Mr. Recep Cag Kendircioglu M.S. | Treasurer | Expansion Committee |
| Mr. Volkan Efe M.S. | Secretary | Principal Search Committee Grievance Committee Expansion Committee |
| Mr. Bekir Cinar Ph.D. | Trustee | Principal Search Committee Grievance Committee (Chair) Expansion Committee |
| Mrs. Anke Schumann B.S. | Trustee | Grievance Committee |
| Mr. Bora Pervane Ph.D. | Trustee | Grant Committee (Chair) |
| Mr. Mustafa Ozdemir Ph.D. | Trustee | Grant Committee |
| Mr. Ramazan Nigdelioglu M.S. | Trustee | Expansion Committee |
| Mr. Nuh Gedik Ph.D. |
Executive Summary
The Pioneer Charter School of Science is preparing students from all backgrounds in Revere, Chelsea, and Everett for today's competitive world.
PCSS provides students with a knowledge base with an emphasis on math and science, analytical thinking skills, and guidance for higher education balanced by a strong foundation in the humanities. This goal is achieved by an academically rigorous curriculum, career oriented college preparation, and strong student-teacher-parent collaboration.
PCSS is preparing students for academic success in higher education and creates a community of empowered, productive, and responsible individuals. We are united by our belief that the unique needs, qualities, and strengths of a student are best served by creating a student-teacher-parent triad.
Our students strive toward their highest levels of capability with an education addressing their individual learning styles. Our parents establish stronger relations with their children and the school community as they work on a common goal, and our teachers are able to serve the needs of the students with insight and support gained from interaction with the parents.
PCSS Goals
The aim of the Pioneer Charter School of Science is to provide a new middle and high school opportunity for the Revere, Everett and Chelsea. The school started in the 2007-2008 academic year with an initial enrollment of 120 students in 7th and 8th grades.
The school will:
- Offer innovative teaching methodologies such as Foundational Approaches in Science Teaching (FAST) and College Preparatory Mathematics (CPM) in compliance with, but not limited to, Massachusetts Curriculum Frameworks so that students are fully prepared for college and other post-school opportunities.
- Establish programs that motivate students to become well rounded.
- Design after-school programs that specifically prepare a team of students for city, state, national and international level math and science competitions.
- Provide a new model so that parents are able to monitor student's daily educational performance.
A staff-student ratio of at least 1:20 and a total enrollment of 360 students at full capacity ensures that each student receives adequate individual attention. This enables us to determine each student's needs and problems and therefore, provide them with the necessary tools and programs to succeed.
Revere Chelsea and Everett City District Challenges
Based on the 2004 spring MCAS results, Revere, Chelsea, and Everett city districts have higher percentages of students in 'needs improvement' or 'warning/failing' categories than the state averages (see table below).
For instance, the percentage of students that fall in these two categories for Grade 10 in math is 72% in Chelsea, 50% in Everett, and 54% in Revere, which well below the state average (i.e. 36%).
| Students in 'need of improvement'(Grade 10) | |
| Average | 36% |
| Chelsea | 72% |
| Everett | 50% |
| Revere | 54% |
Furthermore, the percentages of high school graduates who plan to go to 4-year colleges are also below state averages. For example, 46% of high school students in Revere were planning to go to 4-year colleges in the 2002-2003 academic year, compared to the 56% state average.
PCSS is committed to raising these percentages at or above the state level by implementing a unique educational approach as outlined above.
The number of students from minorities in school districts of Revere, Chelsea, and Everett (40%, 86%, 34% of all students, respectively) is higher than those in state schools (25%). Minorities are doing poorly, based on recent MCAS results. For example, according to 2003 MCAS results, 73% of Hispanic students, which is the 22% of the Revere student body, are below the state average.
According to the selected populations report, the low-income population in Revere, Chelsea, and Everett (55%, 80%, and 47% respectively) is much higher than the state average (28%).
| Low-income population (Grade 10) | |
| Average | 28% |
| Chelsea | 55% |
| Everett | 80% |
| Revere | 47% |
It is a well known fact that students from low-income populations have a lower number of college attendances. Even high school graduates' intentions show this fact: according to the 2004-2005 report of the plans of high school graduates, students from Revere, Chelsea, and Everett (47%, 35%, and 39%, respectively) have lower intentions than the state average (57%) to attend a 4-year college.
| Low-income population (Grade 10) | |
| Average | 57% |
| Chelsea | 47% |
| Everett | 35% |
| Revere | 39% |
It is a well known fact that students from low-income populations have a lower number of college attendances. Even high school graduates' intentions show this fact: according to the 2004-2005 report of the plans of high school graduates, students from Revere, Chelsea, and Everett (47%, 35%, and 39%, respectively) have lower intentions than the state average (57%) to attend a 4-year college.
PCSS Program Solutions
The cities of Revere, Chelsea, and Everett need more schools that offer a comprehensive college preparatory program emphasizing science and technology education. Historically, the populations in these regions are ethnically diverse and undereducated. PCSS is striving to play a role in satisfying this need.
PCSS will offer programs to develop skills and education that will increase student enrollment in science and engineering departments in prestigious colleges in the country. These students will be able to compete in an increasingly demanding workplace of science and technology, which will in turn contribute to the economic development of these regions.
PCSS will have a curriculum with a significant focus on math and science and balanced with humanities. We believe that the foundations and the love of math and science should be given at early ages. If students successfully gain these skills, they will not be intimidated by these subjects in later years, and they will be more open to career options in these fields.
PCSS will motivate students to continue higher education. The school will establish a career service office, which will guide students with their higher education choices and career options. SAT preparation in well-designed after-school programs will target increased success in college entrance.
PCSS will engage parents in their children's education and choices early on. We believe that family participation is very important in educational success. Teachers will be encouraged to have close contact with parents. At the same time, continuous feedback from parents will be sought after. Establishing a successful communication with parents will be one of the criteria used to measure the teacher's performance.
Students will obtain the necessary knowledge and skills in math, sciences, and technology as well as humanities so that that they will be able to apply them in practice, becoming dynamic, and flexible enough to handle any challenge existing in the real world. Our school will also design after-school programs that will specifically prepare a team of students for city, state, national, and international level math and science competitions. This concentrated effort will bring successin these competitions, which will translate into higher self-esteem among students.
The school will implement a campus-wide Character Education Program that will help students build good character, personality, and leadership skills. Students at PCSS will be encouraged to take responsibility for their actions, seek positive role models, and develop into good citizens with high moral values. Parents will be regularly informed about the Character Education Program to ensure that they will also be involved in our effort in inspiring good behavior.