Public schools are the foundation of our democracy. Yet, too often school choice divides rather than unifies communities. Parents want the best for their children, but when are choices good choices? In this radio interview, Sue Legg and Charles Showalter discuss the issues surrounding the Florida Tax Credit Scholarships. You can listen to Tuesday’s broadcast here.
HR 899 This is a short bill. It would just abolish the U.S. Department of Education. No replacement, no explanation. The sponsors are: Massie, Amash, Biggs, Chaffetz, Gaetz, Hice, Jones, and Labrador. Draw your own conclusions.
The Florida Appeals Court stated that the Leon County district court did not have jurisdiction over parents’ complaints about third grade retention based upon the Florida Statewide Assessment scores. Instead, the court determined that the lawsuits should have been filed in local district courts where parents resided. According to the Orlando Sentinel report, the Appeals Court ruling declared that the state assessment had a laudable purpose to ‘assess whether the student has a reading deficiency and needs additional reading instruction before or after being promoted to fourth grade’.
In this article by Valerie Strauss, Carol Burris states: “All of the problems associated with charter schools, such as, siphoning public school funding, increased segregation, scandalous recruiting practices and blatant profiteering can be found in charters in and surrounding America’s Christmas city.” Superintendent of Schools Joseph Roy (Pennsylvania’s Superintendent of the Year) budgets $26 million for its charters. He estimates that if all charter students returned to public schools, the district, even after hiring some new faculty, would save twenty million dollars.
LWVUS announced a partnership with labor talk radio. Now, the U.S. League has turned to Florida for a story about our tax credit scholarship program. I did my homework, of course, for an interview on Tuesday, March 7th at 1:30 pm. You can listen. Go to their website and select the option best suited for you. I use the Internet player .
The background for the story is historical and interesting. Who would believe that President Ulysses S. Grant was a key player in the controversy over the separation of church and state in our schools. Like any important education issue, the debate never ends. It does morph as it has in Florida with the implementation of school choice policies.
For years now, small and medium sized mostly rural counties have received a little less per pupil funding than large counties. It adds up. Senator Hukill, Chair of the Senate Education Committee wants to fix it. See SB 1394.
Her county, Volusia, receives .9739 for every dollar allocated for public school students. Marion County receives even less, .9735. Very rural counties like Calhoun and Franklin are much lower at about .93 cents on the dollar. Across all students in the county, the funding loss can run into millions of dollars.
Kentucky: United We Stand, Divided We Fall
Seven states have resisted the urge to go to charter schools. Kentucky is one of them. They kept bussing plans from the 1970s integration in place between the city of Louisville and its surrounding suburbs. Yes, there was some complaining, but forty years later children are in classes with diverse socio economic and racial groups. The latest opinion poll shows an 89% approval rating. The Atlantic article contrasts Louisville with Detroit where charters abound. Louisville comes out ahead, hands down.
Desegregation helped the city thrive. Unlike Detroit, where affluent citizens fled to suburbs and bankrupted the inner city, all sorts of people and businesses flourish in Louisville. Now their city cohesion is threatened with the introduction of three charter school bills in the state legislature.
Rep. Moffett’s bill 103 allow charters statewide but includes multiple authorizers. This means that not just local school districts but mayors and universities or others could start a charter school. Charter schools are essentially private schools that operate with public funds. How is the public to know the effectiveness of charters? If there are multiple authorizers, there will be different standards of oversight. Some states have had charter school operators shop their ideas from one authorizer to another to find the one that will let them in. The charter industry likes multiple chances to get started, but there are many reasons to keep the oversight and regulation of charters local and systematic. Here is the take of one charter school proponent on why single authorizers work better.
Rep. John Carney, Chair of the House Education Committee, introduced his version of a charter bill 520 that allows only local school districts to authorize charters. Disputes would be moderated by the State Board of Education in much the way that Florida operates. The charters would take the same state accountability tests, follow the same health, safety, financial and transparency laws, and give priority to low income students attending low achieving schools. The staff analysis of this bill points out important concerns about sectarian and online schools, financial impact on public schools, provision for school closure as well as a major constitutional concern.
Targeting charters for low income students in struggling schools can be a trap. Charters typically siphon off students in these areas who are more likely to succeed thus creating a downward spiral in those neighborhood schools. It can make a bad situation worse. The attrition rates of charters is typically high for both students and teachers. The charter schools themselves fail at a high rate. After all, the only ‘advantage’ of charters in those areas is that they can require teachers to work longer hours with less pay and no retirement benefits. This is how the charters fund the extended time needed to improve student learning. It’s all about money that is in short supply.
Bill 70 introduced by Senator Neal, would limit charters to a pilot project in Jefferson County. The results of any pilot are clear. They increase segregation both economically and racially, and they do not improve academic achievement.
If the educational goal is to close the achievement gap, then it will take something more disruptive than charter schools. It will take a commitment to equity and that costs money. Equity means that the needs of all children are addressed.
- It likely will require more time time–a longer school day and school year.
- It will help families and students to get access at schools to physical, mental and social support services; in other words, a community school concept where existing community services parents use are delivered in schools, not all over town.
- School populations will be diverse in order to create a climate of possibilities.
- Instructional strategies will have to be engaging to students with different abilities and interests. This means that test driven curriculum and teaching strategy must yield to a more hands on, group based approach.
- School cultures must be supportive and welcoming, not solely competitive for the next advanced class, targeted magnet, or gifted program. Finding communalities must be as important as identifying exceptionalities.
There may be instances in which local district may benefit from the flexibility to try new instructional programs in a limited setting with a particular group of students. Often state laws, district and teacher union regulations make these innovation programs difficult to implement. Here in Gainesville, we have a charter that is affiliated with a psychologist’s clinic to help dyslexic children. It is a unique approach that would not fit well in the district school, but the charter works with the district staff. These collaborations can work but they are targeted to specific needs the district recognizes.
What does not work for schools is a whole sale ideology that private enterprise operates better than public responsibility. In Florida, over a third of the charters operate for-profit, skim millions in self interested real estate and management scams, and compete directly with competent public schools thus weakening both the charter and public sectors. The educational funding pie gets divided three ways, public, charter, and private tax vouchers which ensures no sector is adequately supported.
One of our mottos comes to mind: School Choice is a Distraction, not a Solution.
For over forty years, Louisville Kentucky has done more than talk; it has walked the walked. Or, maybe we should say they got on the bus. Like many cities, Louisville faced court ordered integration back in the 1970s. Unlike others, Louisville embraced it–after they got used to the idea. Some opponents went to court to fight the bussing that combined inner city and suburban schools into one large district integration plan. The district lost its case (Meredith vs. Jefferson County Board of Education) in 2006 when the Kentucky Supreme Court ruled in favor of a parent opposed to bussing. But the district was not to be denied.
When you wonder what you can do to stop a head long rush to school privatization that will tear apart our communities, read this parent and educator’s call for advocacy. It is a reminder that we are not helpless; we are in control if we decide to be.
Are discipline problems in schools getting worse? If so, are they due to school discipline policies, increasing poverty, or something more subtle? We need to think about this issue and understand the different perspectives.
Derek Thomas, a law professor at the University of South Carolina, wrote a book called: Ending Zero Tolerance. He makes the case that harsh discipline strategies hurt all students, not just those who are pulled out for behavioral problems. He also points to the progress in moving away from overly harsh discipline because of federal policies that the court system helps to enforce. Yet, the change of policies in the new federal administration, he argues, threatens that progress.
It is important to understand the differences in approach and the consequences they engender.
Jennifer Berkshire interviewed Professor Thomas, and his perspective gives voice to those that argue that how schools and communities see discipline policies is not only a racial issue, it is a community problem of long standing. Even well intentioned communities that promote school integration may assume that schools need to maintain order for ‘good kids’ because ‘bad kids (mostly black??) are disruptive. Such assumptions may well trigger a culture of ‘us and them’ that creates problems.
The school choice movement exploits these tendencies to label children through their zero tolerance policies implemented in many charter and private schools. Children who have trouble conforming to any set of arbitrary rules are simply dismissed. It is a process that instills not only fear but also results in a punitive environment that sends children back to public schools rather than helping children learn the social skills they need to acquire. Dismissal rates are not publically reported, but public schools feel the impact. They too need to devise better strategies to help students manage their disruptive behavior.
Read the interview here.