Tag: charter schools

And the Last Shall Be First

Ten years ago, the American Indian Charter School scored last among Oakland’s public middle schools. Today it’s the top-scoring public middle school in all of California, according to the state’s own Academic Performance Index ranking.

What changed? It wasn’t the school’s demographics. American Indian’s enrollment is still almost all low income and minority, and contrary to almost everyone’s expectations, these inner-city kids now outperform their age-mates in even the wealthiest districts in California. And the school accepts all applicants, so, no, they don’t cherry-pick. The only cherry-picking that happens at American Indian is when elite East-Coast boarding schools recruit their middle-school graduates, offering them full board and tuition–perhaps a way of diversifying their socio-economic makeup while also raising their academic performance.

The success of American Indian is due to the no-holds-barred management and academic culture created by its former principal, Ben Chavis, and now perpetuated by the principals to whom he passed the baton following his retirement in 2007. Ben brought this school from last in Oakland to 4th in the state, and his successors have raised it to #1.

There are no cell-phones, no jewelry, no pants-saggin’. Show up late and you have to come to school on Saturday… and you’ll be expected to WORK. Assiduous effort is expected always and from every student, and the teachers and principals will do everything conceivable to encourage that effort.

The students come to feel–rightly–that they belong to something exceptional and important. They develop ties to one another and to the school, and work not only for their own success but to ensure they don’t let down their comrades. It’s impossible to really describe this in a blog post, but the story is powerfully-captured in the book Crazy Like a Fox.

It is a model that is replicable, but one that will only be replicated on a massive scale if we allow the free enterprise system to take hold in American education. When entrepreneurs have the freedoms and incentives to scale-up great schools, just as they now have the freedoms and incentives to scale up great coffee shops and cell-phones, we will see educational greatness proliferate. Until then, most of the children who would thrive in schools like Ben’s won’t have access to them. And that’s a tragedy.

PDK: Charter Schools Finally As Popular as Education Tax Credits Have Been Since Before Clinton’s Impeachment

The new PDK/Gallup education poll for 2010 is out, with the standard problems we can expect from this pro-government school/anti-choice outfit. Randi Weingarten even gets some column space! Oh Randi, you proud yet humble teacher. The “Commentary” sidebars in general were cringe-inducingly hackish and treacly.

It is interesting that there was a big spike in the percentage of people saying the biggest problem schools must deal with is a lack of funds. They’ve done a great job convincing folks there’s no money.

Of course, the way the question is worded, it encourages respondents to think about the difficulties schools are facing, which despite their flush accounts probably is dealing with funding issues. I’d like to see the answers to “What do you think are the biggest problems preventing the public schools of your community from increasing student achievement?” or some such question. And they certainly should ask how much people think is being spent. “The Research Organization formerly known as Friedman Foundation,” or TROFKAFF, has some great state polls showing how horribly misinformed most people are about the spending issue.

PDK is still boycotting the voucher question for a few years running.

But what is really indefensible is that they haven’t asked about education tax credits since 1999, just when the policy took off. There are now 12 credit programs in 9 states. Maybe support was far too high for their taste? In 1999 support was in the high 60’s, even after a battery of questions about vouchers and pitting public reform against private choice.

Good news for charter schools, which have finally pulled ahead of the support credits enjoyed during the Clinton administration, thanks no doubt to an increase in support among Dems/liberals courtesy of Obama lip-service. PDK; update please.

Foundations Need to Invest More in Private Education and Choice

Charter schools are the hot new thing.

OK, they aren’t all that new. But many people who used to have blanket objections to any increase in school choice now support (some form of) charter schools. President Obama, and even AFT President Randi Weingarten, say they support “charter” schools. The guy who made Al Gore’s documentary, Sinners in the Hands of an Angry Planet, will soon release a film about choice and charter schools.

In the midst of the charter school hype, we need to remember that the private school system has been educating low-income kids longer, better, and more efficiently than charter schools. And charter schools are now sapping this tiny remaining redoubt of civil-society success and freedom in education.

Philanthropists who care about long-term, sustainable and dynamic improvement in the education system need to refocus. They need to pull back from the charter school mirage and invest in private school choice programs and private schools that are a proven, established success with at-risk children.

Fortunately, many philanthropists see the need to save private, often Catholic, schools for the poor:

Among his many achievements, [Robert W.] Wilson is the single largest benefactor of Catholic schools in the Archdiocese of New York. Since 2007, he has donated over $30 million to inner-city Catholic education. He is also an atheist… Wilson belongs to an elite order: non-Catholic donors who are the patron saints of inner-city Catholic schools.

Read the whole article by Christopher Levenick in Philanthropy magazine. Public charter schools are often better than the regular ones. But charter systems are a pale government reflection of the legacy and possibilities found in private education.

Charters Kill Private Schools and Add to Taxpayer Burden

Tradeoffs are an incurable part of reality. Unfortunately, many school choice supporters like to believe that there are no tradeoffs between school choice policies; public and private school choice, targeted or restricted, big or small, voucher or tax credits, it’s all choice and it’s all good. But some good things are better than others. And most things have some mix of positive and negative effects.

Charter schools often provide a safer, better alternative to traditional public schools. That’s good. Charter schools also destroy private schools, decrease educational options, pull private-school students into the government education system and thereby add significant new costs to taxpayers. These are all very bad things. And they are not at all balanced by theories of long-term shifts in how citizens conceive of choice in education.

Here’s the latest on how government charter schools are killing what’s left of the private sector in education:

The number of students enrolled in these public, independently run schools has risen dramatically in this decade. Philadelphia school district officials estimate that 73 percent of the children now in charters came from district schools and 27 percent from other schools. That 27 percent amounts to about 9,000 students, and Catholic-school educators believe that most of them came from Catholic schools.

Charter schools have one distinct advantage over Catholic schools. They do not charge tuition.

Charters are NO substitute for private school choice. In fact, by destroying private schools, they seriously erode the total range of educational options.

We need to be clear-headed about this; charter school laws, in the absence of robust private school choice programs, destroy educational freedom and choice.

Absent private choice, charters are a long-term setback for education reform.

“The Only Place Innovation Will Come From”

Yesterday, Bill Gates addressed 4,100 charter school leaders and activists and told them that their movement “is the only place innovation will come from.”

Certainly there are innovative charter schools–and others that deploy traditional methods with such skill and dedication as to achieve results far above the norm (think Ben Chavis’ American Indian Charter Schools in Oakland). But of course charters are not the only source of educational innovation, and, much more importantly, they are unlikely to drive the process of mass replication and scale-up of innovations responsible for the stunning economic progress of the past several hundred years.

Pick any field in which a brilliant innovation has been capitalized on and brought to the masses and you will likely find that it is capitalist–part of the profit-and-loss, free enterprise system.

There are occasional exceptions. The Jesuits introduced performance-based grouping in 1599, promoting students to the next grade whenever they had mastered the material of the current one, and managed to scale-up that policy internationally. But only free markets have created an ever-repeating cycle of innovation, replication, and dissemination that continues decade after decade, seldom pausing or reversing except due to some external calamity.

There are efforts afoot by business and financial leaders to emulate that cycle within the charter school framework. We should wish them well, but it’s a daunting task. As Friedrich Hayek explains in The Fatal Conceit, the web of freedoms, customs, and incentives we call free markets was not designed by earlier generations, but rather evolved inexorably over time. It is not a product of human planning, but of human nature.

Trying to reproduce the innovation, replication, dissemination cycle outside the free market system is like trying to make a wheel more round by increasing or decreasing the value of pi–and it’s just as unnecessary. We already have a system for accomplishing what Gates and the American public desire, why not use it? Why don’t we simply ensure that all children, regardless of family wealth, can afford access to a free education marketplace? The innovation and dissemination process will then take care of itself, as it does in every other field.

First to the “Top”

Congratulations Delaware and Tennessee – you’ve won the Race to the Top beauty contest! Of course, the grading was subjective and will be disputed by lots of states that haven’t won. Well, haven’t won yet – there’s a second round to this, remember.

So what do the victories for Delaware and Tennessee mean? The edu-pundits will no doubt be reading deep into the results over the coming days, trying to determine what they portend for the future of RttT, federal education policy generally, and politicians across the country.  And there are some juicy political leads worth following, including the possibility that the winning states were chosen because they have Republican congress members who could be pivotal in getting bipartisan support for the administration’s No Child Left Behind reauthorization plans.  

All of this, though, will ultimately miss by far the biggest point about RttT: The most beautiful promises and laws mean nothing unless they are implemented, and history offers little reason to believe that even the finest parts of the RttT winners’ applications will be brought to bear.

Despite over forty years of federal education interventions, and nearly two decades of state-level standards-and-accountability reforms, academic achievement has stagnated. Long-term National Assessment of Educational Progress scores in mathematics and reading for our schools’ “final products” – high-school seniors – have been almost completely flat since the early 1970s, and fourth and eighth-grade “main NAEP” reading scores released just last week demonstrate the same awful trend since the early 1990s. This despite a 123-percent increase in real, per-pupil funding since 1970.  

Quite simply, no degree of legislative tinkering within the system has produced lasting improvements because those who would be held to high standards – teachers, administrators, and bureaucrats – have by far the most political clout in education, and they’ve hollowed out anything “tough” that’s been tried. The only thing that will move us powerfully forward – as extensive research on educational freedom demonstrates – is empowering parents to bypass education politics by freely choosing schools that have the autonomy needed to compete and innovate.

Unfortunately, that kind of reform wouldn’t gain a state so much as a point in the Race to the Top. And the limited choice – charter schools – that could get a state some points? According to the Center for Education Reform, Delaware only gets a B for its charter school law – a grade based generally on how free and competitive charter schools can be – while Tennessee gets an atrocious mark of D.

There’s nothing beautiful about that.

Charters No Substitute for Private Innovation

I wrote about this private school in South Carolina last year. The Voice for School Choice has a new video highlighting the great work of the Eagle Military Academy, which works with many kids the public schools cannot or will not educate.

There’s a lot of talk lately about the transformative power of some charter schools, and it’s easy to lose sight of the fact that many secular and religious private schools have been saving kids all along with no public funds and little or no recognition from the elite opinion class.

We need to open up choice to these schools as well, not just public charter schools that cannot provide the breadth and depth of experiences offered by private schools.

Public charter schools are no substitute for full school choice through education tax credits.