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News and Announcements

April 10 2013


These gorgeous invitations were beautifully designed, stamped, and mailed by Brooklyn Prospect parents. . . do not miss the biggest event of the year! Click HERE to reserve your tickets!
Thanks to Mike Yuen, parent '19, for designing the beautiful invitations!

April 9 2013

Applications for our approximately 140 available fall 2013 seats in grades 6-10, topped 1400 before our April 1 application deadline.  During our admissions lottery, scheduled to take place at noon on April 9th, lottery numbers will be randomly assigned to all applicants and seats will be offered in order of ascending lottery numbers. We thank families for their interest in Brooklyn Prospect Charter School.

April 5 2013

Big thanks to the World Languages department, particularly Ms. Shamey, and student ambassadors for their excellent coordination during Ambassador Carlos Garcia's visit last week. Ambassador Garcia is Deputy Permanent Representative of El Salvador to the United Nations. He spoke to students about El Salvador's rich history and culture during Wednesday (April 3rd) assembly.
March 23 2013

World Water Day is held annually on March 22nd as a means of focusing attention on the importance of freshwater and advocating for the sustainable management of freshwater resources.

An international day to celebrate freshwater was recommended at the 1992 United Nations Conference on Environment and Development (UNCED). The United Nations General Assembly responded by designating 22 March 1993 as the first World Water Day.

 For more information visit



November 20 2012

In 6th grade art, each class selected a focus to help people impacted by Hurricane Sandy. In this poster, students express their hope that the community will donate much-needed clothing to victims of the hurricane.



November 1 2012

Link to article here:

Dear Brooklyn Prospect Community Member,

After a week of turmoil for many of our families, friends and supporters, Brooklyn Prospect was happy to begin the process of re-establishing routine for our middle and high school students by opening our school doors to this past Friday. The joyful hum returned to our Commons as the students gathered with their friends and exhaled, the possibility of normalcy in sight.

I write today to send our best wishes to each of you in Sandy's aftermath, and to sharea story featuring Brooklyn Prospect, published last weekend in the nation's largest circulating daily newspaper USA Today.  We are pleased to be recognized for the innovative contributions we are making to education as opposed to whether we allow hugging-- which, by the way, we do.  

In considering the article, I would add three comments:

  • Diversity does not just happen:  Diversity requires excellent teachers and a world-class academic program that attract all families.  Diversity requires a constant commitment to supporting all learners, including the most gifted students and those with special needs.  Diversity requires constant management of admissions policies.   Diversity requires an ongoing commitment from the entire community, including students, teachers, staff, families and school leaders.
  • Brooklyn Prospect is the next step in education reform:  In order to fully move beyond education discussions of only test scores and teacher evaluations, we must add diversity to our classrooms. Brooklyn Prospect is leading the way in educating a diverse student body beyond basic academic skills.  Our program gives students both the academic and non-academic skills necessary to succeed as global citizens. Diversity is good for all students, no matter what their background. Our students learn from, and get along with, those who do not look and think like they do - a skill we consider vital to their future successes.
  • Diversity requires additional money:  Brooklyn Prospect does not qualify for Federal Title I funding nor can our parent's raise $1 million each year to support our program.  To maintain the highest standards for an extraordinarily broad range of learners, diversity requires aggressive and creative fundraising. Funders must shift their understanding of education and how to optimize classroom learning by adding in the positive and important impact a diverse classroom has on all students. This will update their vision.

Please support us by posting this article on social media and forwarding to your contact lists where appropriate.  

Be safe and thank you for your continued commitment to Brooklyn Prospect.

Warm regards,

Daniel Kikuji Rubenstein
Co-Founder/Executive Director

USA Today link:

August 8 2012

Faculty Participate in Secretary Arne Duncan's Project RESPECT Initiative

by Ms. Rachel Beerman and Oliva Toro


No one person has the answer. We learn this as part of becoming a good educator. Limit the teacher talk. If you talk less, more ideas emerge. For students, this means instruction becomes more student-focused, and projects lean on the collaboration of groups and the efforts of our students.  At Brooklyn Prospect Charter School (BPCS), our professional development and school community replicates this same ideal.  Share your ideas, allow others to share their ideas and watch the ideas become stronger.

On a sunny afternoon in March, we were asked to participate in a professional development session where teacher talk was limited in exchange for robust group discussion. To see our national government embrace the ideas of its individual school is invigorating.  Our conversation started with the question; What would you do to remake or improve the teaching profession, if you were given the opportunity to do so?

The person who asked us the question is a teacher and a Washington Teaching Ambassador Fellow from the U.S. Department of Education. On leave from her school in New Mexico, our interviewer had been around the country, asking teachers from many districts for their thoughts on the state of the teaching profession and on the general state of schools. Her efforts are part of Secretary Arne Duncan’s Project RESPECT initiative.

Project RESPECT (Recognizing Educational Success, Professional Excellence and Collaborative Teaching) seeks to facilitate an ongoing national dialogue about teaching among teachers and school administrators. BPCS was asked to participate in one of the 100+ school-level roundtables that continue to inform Project RESPECT in its initial stages. Our participation in this dialogue serves as an affirmation of how far we have come as an organization, and as motivation to be better for our students.

We are excited to be a part of the Project RESPECT conversation because we – teachers, administrators, everybody – have been continuously thinking about how to foster great teaching since before we even opened our doors. We ask ourselves the same questions that we encountered during the course of our roundtable discussion: How do we recruit great people? How do we keep them at our school when we get them? How do we keep them in teaching in general? It thrills us to know that we will be connected with educators all over the country because of our share in the attempt to answer these questions at scale.

Our school’s strength lies in how much it champions collaboration. While we have not answered all these big questions about education, we have a school where our administrators constantly seek our opinions on not only the programmatic details of our day-to-day, but also the logistics and structures (i.e. schedule, location, compensation) in which we routinely operate. Our dedication to collaboration was reflected in who signed up to be part of the RESPECT round table discussion. Veteran teachers, our principal, two department chairs, and apprentice teachers all shared their ideas and listened to the ideas of others, keeping us on the path to find solutions.

The questions of how to encourage and keep people in the teaching profession – issues brought up in the round table – are questions we have wrestled with as a professional community. One of our most successful innovations has been the establishment of an apprentice teacher program, which invites new educators to learn and hone their own skills as they observe and work with master teachers who are at the height of their craft.  To hear an apprentice teacher speak so honestly about her positive experience here at BPCS was inspiring. With the ability to support and mentor our teachers, our vision and mission becomes more feasible. This vision is predicated on a purposeful cultivation of diversity across many areas of difference. We all share in the belief that it is possible to build a strong curriculum and collective teaching practice around the recognition of the learner diversity that exists here every day.  

More than anything, we are most excited to be part of Project RESPECT because like so many teachers in this city and beyond, we believe that transformation of the teaching profession needs transformational leadership. This leadership should exist at the school level, at the district level and, at the national level. This leadership should trust the strengths that teachers have, and enable the expertise of its educators to flourish. This happens through open conversations, mentoring relationships and leadership that combines ambitious change with sustainability.    

It is heartening to know that the Obama administration is taking the lead to initiate this conversation, and it encourages us to know that we are among hundreds of schools seeking solutions to the existent and emerging needs that color the state of education today.  With each voice that comes into the conversation, we will move one step closer to our nation’s vision of schools that foster our country’s strengths and allow us to envision a future where all children are able to reach their full potential. We look forward to the continuation of the conversation.