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Crosstown High
Crosstown High, nominated by Tennessee Charter School Center, Transcend and an anonymous organization, is a high school in Memphis, Tennessee that describes itself as a public charter school serving learners from a primarily urban area.
Location Memphis, Tennessee
Governance Public charter school
Grades High
Students 519
Locale Urban
Director of Sustainability Ginger Spickler
Demographics
Percentage of students*
4%
English Learners
45%
Free/Reduced Lunch
12%
Students with Disabilities
African American or Black 53%
American Indian/Alaska Native —
Asian 2%
Hawaiian or Pacific Islander —
Hispanic or Latino 10%
White 31%
2+ Races 4%
Why Crosstown High was nominated
At Crosstown High, students learn alongside businesses, nonprofits, health services, and civic organizations. It is a place for real-world learning where everyone benefits, strengthening the community and city at large. Located in a historic, renovated industrial building, Crosstown shares space with more than 40 organization committed to using arts and culture as a catalyst for change. Students get to have ownership over their own learning and the freedom to follow their curiosities and explore new interests. Crosstown has an intentional approach to creating "diversity-by-design," recruiting students from across the city and helping a rapidly evolving Memphis that's trying to put a history of segregation and inequality in the past., Project based learning, This school is a high-performing charter high school features many innovative experiences for its students, such as competency-based learning, project-based learning, maker spaces, and more.
Student experience design
At XTH, we believe that learning happens all the time, everywhere. Project-based learning begins in inquiry, requires foundational knowledge, and extends beyond the classroom. To make learning transparent, instruction concretely builds students’ development in clearly defined competencies. Learning communities prepare students for learning in every context - personal, interpersonal, professional, civic, and beyond. In spaces where this kind of learning takes place: -People are asking questions and collaborating to build knowledge together -There are continual cycles of iteration, reflection, feedback, and revision -People are practicing the thinking and behaviors of academic disciplines and professional careers -Community stakeholders and content experts are actively engaged as partners in learning, connecting people to world beyond the classroom/school At Crosstown High, we believe that all people are able to learn and grow.
Core Practices
| Core Practices | Length of Use |
|---|---|
|
Co-leadership |
5+ years
|
|
Competency/mastery-based Education |
5+ years
|
|
Flexible Staffing & Alternative Teaching Roles |
5+ years
|
|
All Courses Designed For Inclusion |
5+ years
|
|
Project-based Learning |
5+ years
|
All Practices
Student Advisories
AI For Learning Materials
AI For Teacher Productivity
Assessments For Deeper Learning
Assessments For Social-emotional Skills
Career Prep And Work-based Learning
Community And Business Partnerships
Competency Framework
Culturally Responsive Practices
Disaggregated Data On Student Participation
Hiring For Equity And Inclusion Values
Interdisciplinary
Interoperable Data From Multiple Technologies
Mental Health Services
Multi-tiered System Of Support (MTSS) In Academics
No Tracked Classes
Multiple Opportunities To Demonstrate Mastery
Peer To Peer Support
Performance Based Assessment
High Quality Instructional Materials
Reallocation Of Resources For Those Most In Need
Restorative Practices
SEL Integration School-wide
Student-led Conferences
Student-led Goal Setting
Students Develop Projects
Trauma-informed Practices
Universal Design For Learning
key reasons for innovating
Increase student agency
Date Updated: 4/1/2025
*Canopy profile data is self-reported or sourced from NCES data, then verified by school leaders.