Earlier this month, Policy Matters Ohio released a short report examining how some charter schools evade Ohio’s academic accountability sanctions. Ohio has an academic “death penalty” for charter schools – if a school performs too poorly for too long, the state mandates its closure. The law is heralded as the toughest of its kind in the nation.
Since the law took effect in 2008, twenty charter schools have been subject to automatic closure. Yet, as Avoiding Accountability: How charter operators evade Ohio’s automatic closure lawreveals, eight of these schools closed only on paper and soon after merged with other schools or reopened under new names, retaining the same physical address, much of the same staff, and the same operator. Two of the schools were closed for one year before reopening; six closed in May or June, at the end of a school year, and reopened in time for the start of the following school year. The report details the cases of each school’s “closure” and rebirth and provides information about their sponsors, operators, and academic performance.
Charter schools avoiding accountability is absolutely not okay, and Policy Matters is right to shed light on the issue. Many of the...
Richard Kahlenberg, a senior fellow at the Century Foundation and author of All Together Now, reviewed Mike’s book in the Washington Monthly: “… This book may be a significant—and hopeful—harbinger that the center-right school reform community, battered down by the humbling experience of trying to make separate schools for rich and poor work, may be willing to take a new look at how to reinvent Brown v. Board of Education for the twenty-first century.” (1/13–2/13)
In Education Next, Michael Thomas Duffy called Diverse Schools “nifty” and unflinchingly honest: “The strength of The Diverse Schools Dilemmaas a handbook for urban middle-class parents is borne of Petrilli’s willingness to steer clear of cant. No pious lectures from him, and once he finishes making the case for enrolling
This week, Ed Next’s Mike Petrilli was a guest on "What’s the Big Idea?," a podcast hosted by Josh Starr, superintendent of schools in Montgomery County, Maryland.
Starr has been in the limelight because he has criticized the amount of standardized testing taking place in schools, arguing that there should be a three-year moratorium on testing while we put the new Common Core standards in place. Montgomery County is currently rolling out a new curriculum that is aligned with the Common Core standards.
Some parents in Montgomery County are unhappy that the county is hoping to limit tracking under the new curriculum. In the past, many students in the wealthy county were offered accelerated instruction in math, but Starr believes that because the new curriculum is more challenging, it should not be necessary to accelerate so many students. He also suggested (in the podcast) that some parents push for their children to receive accelerated math instruction for the wrong reasons.
In the podcast, Petrilli challenged Starr’s claim that students with a wide range of abilities (in math in particular) will be able to be taught effectively in the same classroom using the new curriculum. (The issue...
Mike and emerging scholar Morgan Polikoff discuss accusations of discrimination in gifted-and-talented programs, Quality Counts, and lightning rod/tiger mom Michelle Rhee. Amber contemplates whether multiple-choice tests lead students to learn or forget.
The National Alliance for Public Charter Schools should be careful what it wishes for. Although a recent case before the National Labor Relations Board was decided in the direction favored by the Alliance, by vacillating opportunistically on the issue of whether charters are public or private the organization has weakened the charter movement’s long game.
Here’s what happened: Two years back, teachers at the Chicago Mathematics and Science Academy voted to form a union via card check—a power granted to public employees under Illinois labor law. In response, the charter school asked the NLRB to intervene, arguing that it was a privately run institution, not a “political subdivision” of the state—and, therefore, that attempts to organize its employees should fall under federal law...
Should we trust the judgment of pre-adolescents to decide for themselves what makes educational sense? Photo by slightly everything
While visiting a local high school as a liaison between my department at the University of Missouri–St. Louis and the high school’s Advanced Credit program, I had occasion to speak with its young principal—a newly minted doctor of education. I told him about a challenge facing those of us who teach in K–16 education: the difficulty of getting students to summon the patience, stamina, and will to read dense text, particularly book-length writings, in an age of instant gratification, sound-bites, jazzy graphics, and condensed versions of knowledge. In short, I asked him, do students still have the capacity for deep reading, followed by deliberation and reflection? Can they conduct serious discourse? The principal’s response struck me: “Today’s students are actually smarter and better than students of yesteryear, since students today get to choose their own readings.” Really? I immediately wondered whether we should trust the judgment of adolescents, much less pre-adolescents, to decide...
StudentsFirst's much-awaited (and plenty contentious) 2013 State Policy Report Card awarded its highest rankings (B-minuses) to Louisiana and Florida; a dozen states earned an F. After California was flunked, chief deputy superintendent Richard Zeiger took his ire to the New York Times: “‘This group has focused on an extremely narrow, unproven method that they think will improve teaching—and we just flat-out disagree with them.’”
This video's panel discussion digs into the new report card, the future of education reform, and how to bridge the divide between policy and practice.
Simply the threat of pulling the parent trigger could spur complacent administrators to act. Photo from Strollerderby.
There is a reason why, after months of resistance, the Adelanto School Board this week voted unanimously to adopt the parent-triggered charter conversion of Desert Trails Elementary: It’s not the same board. Throughout 2012, all five board members had thwarted the efforts of the Desert Trails Parent Union to enact the nation’s first parent trigger, but only two of those board members are serving the district today.
Gone is Carlos Mendoza, the former school board president who went so far as to flout a California judge’s order to accept the parents’ plan to seek a charter operator for the troubled elementary school; in fact, he lost his re-election bid to a member of the Desert Trails Parents Union. Gone, too, is Jermaine Wright, who vowed to block the schoolhouse door in handcuffs if that’s what it took to prevent a charter conversion. Wright fled the...
Some of Ohio’s largest school districts are embracing charter schools as part of their overall district reform strategies. Mayor Jackson’s education reform plan in Cleveland calls for tripling “the number of Cleveland students enrolled in high-performing district and charter schools from the approximately 11,000 students currently enrolled in these schools to approximately 33,000 by 2018-19.” In Columbus, Mayor Coleman’s “education commission” is exploring ways to encourage “the growth of high performing charter schools.” In Cincinnati the district recently announced a new partnership with the charter operator Carpe Diem (a high-performing blended-learning charter school model based in Arizona).
Fordham has long-advocated, along with groups like the Ohio Alliance for Public Charter Schools, for better cooperation and creative partnerships between school districts and quality charter schools. As far back as 2007, we argued for a “Portfolio Governance Approach to Meeting the Needs of All Dayton Children.”
Great school leaders are high in demand and portfolio districts compete aggressively for them