The Bronx Charter Schools for Better Learning provide their students with a solid foundation for academic success, through achievement that exceeds citywide averages and meets or exceeds New York State Standards and national norms in all curriculum areas tested, especially in mathematics and language arts.
Our teaching constantly adjusts to the needs of our students, leading to independence, autonomy, responsibility, and a sustained love of learning, all of which contribute directly to high academic achievement.
The first Bronx Charter School for Better Learning (BBL 1) was founded in 2003 by experienced teachers and school administrators, each of whom had worked in schools serving low-income communities. Several of our founders gave up managerial positions and returned to the classroom to achieve a long-held goal: to demonstrate the value of an educational approach, known as the Subordination of Teaching to Learning, that can dramatically improve the school experience of any child, regardless of socio-economic background.
Based on the success of BBL 1, we opened a second campus (BBL 2) in September, 2015. We started with just three Kindergarten classes that year, and each year after that added another grade.
Almost all of our students are Hispanic and African-American, many from families that include recent immigrants from Jamaica and Africa. More than 80 percent of our students are from low-income families. BBL1 and BBL2 currently serve about 750 students in Pre-K through 5th Grade.
At the Bronx Charter Schools for Better Learning, we strive to create an atmosphere where each child's innate ability to learn is nurtured, protected and directed toward mastering all traditional subjects. Our pedagogy, the Subordination of Teaching to Learning, was developed by Dr. Caleb Gattegno (1911-1988). Dr. Gattegno's precise techniques and materials enable students to master new skills with minimal interference from the teacher. As a result, learning continues to be a joyous experience for the children, instead of the drudgery they might otherwise encounter in more conventional schools.
We are delighted that our students have performed so well, and we look forward to continual gains. We are also thrilled that our children seem genuinely happy to be here, and that so many visitors marvel at our school's calm and friendly atmosphere.