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Partnerships in Character Education Program

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Hyde Leadership Public Charter School
Character Development in the Classroom

Contact Information
Sandra DuPree, Project Director
Hyde Schools
101 T Street, NE
Washington, DC 20002

Project Director’s mailing address:
Hyde Schools
730 Bryant Avenue
Bronx, NY 10474
Web site:
Grant Period: 2006- 2010
Amount Requested: $1,860,344 for a four-year project

Program Description
Character Development in the Classroom project will serve traditionally underserved populations in middle schools in Washington, D.C. and New York City. Hyde Leadership Public Charter School will focus on character ideals such as courage, leadership, concern, integrity, humility, honesty, and helping others. Classroom instruction will be individualized, student-centered and experiential. Character coaches will support implementation at intervention schools. Teachers will participate in monthly “Critical Friends” groups which allow faculty members to observe one another’s teaching methods and offer feedback for professional growth in character education. Parents will meet monthly to learn and share how to strengthen character at home and support classroom expectations. The project will directly serve approximately 600 students in grades 6-8 and 40 teachers in two public charter schools. Three additional schools and 1,400 additional students will be served indirectly over the course of the project through curriculum development, faculty professional development, an enhanced learning environment and parent involvement programming.

Goals and Objectives

  • To assist faculty and staff in connecting character to academic excellence in their classroom instruction through training, coaching, and the use of “Critical Friends” groups
  • To help students more fully realize their potential for academic excellence in the classroom through a supportive school environment
  • To help parents learn skills to extend character development into the home

Evaluation Design
Hyde will use a quasi-experimental research design with a matched non-treatment comparison group and delayed treatment comparison groups. Student, teacher and parent pre-post longitudinal data from three successive cohorts will evaluate the impact of the project and provide continuous feedback.

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Last Modified: 11/08/2011