Crossroads Charter Schools is a network of three tuition-free charter schools in Downtown Kansas City, Missouri.

Our schools:

Crossroads Academy - Central Street, K-8th grade

Crossroads Academy - Quality Hill, K-8th grade

Crossroads High School, 9th-12th grade

Staff 145                         Longer School Year: 189 Days                          Longer School Day: 7.5 hours

FRL: 60%         Demographics: 40% African-American/Black, 38% White,  18% Hispanic, 2% Asian, 2% Multiracial

At Crossroads Charter Schools we…

-Understand the significant difference between equity and equality. Every student deserves to receive what he/she needs to succeed (equity), not that every student receives the same amount of resources, instruction, attention, etc. (equality).

-Develop school environments where all students are actively and meaningfully engaged in rigorous instruction.

-Interrupt the “school to prison pipeline” – policies and practices that are directly and indirectly pushing the most at risk students out of school and on a pathway to the juvenile and criminal justice systems.

-Engage families as partners in meaningful ways.

-Build the capacity of diverse teams that are more reflective of our students.

-Nurture an open, collaborative, and trusting environment because the work is enormous, deeply personal, emotional and often difficult.

Crossroads Charter Schools Professional Growth Beliefs

We believe in learner agency. We have high expectations for ourselves and our students. As adult learners, we work collaboratively to push ourselves to hone our craft of teaching. Coaches and administration will work alongside teachers to plan and implement instruction with intention.

We believe growing and learning never stops. We believe every teacher deserves specific formative feedback that leads toward continuous student growth. Coaches and administration will be in classrooms to support in the learning process and reflect on current and promising practices.  

We believe in doing the work of the learner. We experience the work we are asking our learners to engage in and think about our own learning processes in order to notice and name what we do as learners and teachers. Coaches and administration promote parallel processes of learning and guide teachers in reflecting on the impact of lesson design on students.