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Education choice advocates discuss equity for children of color

redefinED staff
redefinED staff

Step Up For Students’ Keith Jacobs made a recent guest appearance on The Soul Purpose Show, a podcast with the goal of educating, enlightening and empowering listeners through engaging and thoughtful conversation on topics including education, relationships and pop culture.

The episode, which aired June 20, was one in a three-part series titled “Education Matters” and was hosted by Keith Harris, CEO of a youth services nonprofit, and Monica Williams Harris, Esq. Appearing with Jacobs were Kendra Spence-Wester, veteran educator and principal of Renaissance Charter School at Cypress in West Palm Beach, Florida; and Katrina Long-Robinson, vice mayor of Westlake, Florida, owner of KLR Consulting and a former charter school administrator.

Running at just under an hour, the podcast touches on a host of issues regarding traditional public and charter schools, exploring questions such as:

·       Is it realistic to say that education is the great equalizer, or is education equity merely an aspirational goal?

·       If education equity is possible, what would it look like?

·       How can communities move beyond blame for a failure to address systemic issues and move toward solutions?

The participants, all of whom benefited from education choice within the traditional public school system when they were students, also discuss the importance of high expectations and rigor for children of color, the intrinsic connection between school funding and education outcomes, and the importance of advocating for change as opposed to settling for a mere promise that education will improve.

You can listen to the podcast here.

The Soul Purpose Show airs every Saturday at 11 a.m. on Facebook Live, YouTube and NTouch News Radio. 

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Charter SchoolsEducation ChoiceEducation ResearchFeaturedNewsPublic School ChoiceSchool Choice

Charter school competition and traditional public school student outcomes

redefinED staff
redefinED staff

A new study from a national group focused on domestic-policy areas has found evidence rebutting the argument that charter school exposure over a meaningful period of time produces declines in the performance of traditional public schools.

The study, conducted by Marcus Winters, senior fellow at the Manhattan Institute, indicates a small but positive relationship between the proportion of students within a geographic district who attend a charter school and test-score growth for students enrolled in traditional public schools in the same district.

Winters used school-level test-score data across the United States made available by Stanford Education Data Archive for students attending a charter school as of 2009 and the test-score growth for students enrolled in traditional public schools in the same district over the following seven years.

As of 2009, charter schools served at least 10 percent of students in 91 of the 947 U.S. school districts with at least 10,000 students.

One important insight to be gained from the study according to Winters is that among districts with very high charter exposure, some did make meaningful gains while others saw declines. Similarly, among districts with little or no charter exposure, similar numbers made increases or decreases.

Winters acknowledged the results of his analysis should not be construed as proof that charter school expansion does not affect traditional public school outcomes, nor that the analysis can rule out other factors that potentially have systematically influenced the test-score outcomes of districts in areas with more or less charter school exposure. However, Winters says, even if it were true that charter school exposure did hamper public schools, his analysis suggests that in practice, public school systems have responded in ways that counterbalance that negative impact.

Bottom line: The analysis finds that charter exposure has either no influence or a positive influence on public school outcomes. According to Winters, the burden of proof remains on those who argue that expansive charter school sectors hurt students in traditional public schools.

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Charter SchoolsCommentary and OpinionCoronavirus / COVID-19CustomizationEducation ChoiceEducation EquityFeaturedPublic School ChoiceSchool ChoiceTechnology and InnovationVirtual Education

The uses of adversity: education innovator Eva Moskowitz on distance learning

Matthew Ladner
Matthew Ladner

Eva Moskowitz, founder and chief executive of Success Academy Charter Schools, has been a teacher, a college professor, an elected official and chair of the New York City Council’s Education Committee.

Sweet are the uses of adversity,

Which, like the toad, ugly and venomous,

Wears yet a precious jewel in his head;

And this our life, exempt from public haunt,

Finds tongues in trees, books in the running brooks,

Sermons in stones, and good in everything.

I would not change it.

— As You Like It, William Shakespeare

 Brian Greenburg, CEO of the Silicon Schools Fund, produced this graphic to categorize varying levels of proficiency achieved by schools that launched impromptu distance learning at the outset of the COVID-19 pandemic. The graphic accompanied a post Greenburg wrote for EducationNext titled, “What we’ve learned from distance learning and what it means for the future.”

The graphic’s horizontal axis organizes schools by general effectiveness: culture, teamwork, flexibility, quality. The vertical axis organizes schools by expertise with technology, low to high. In the worst-case pandemic scenario, you are a child enrolled in a school system with an ineffective bureaucratic culture and a poor grasp of technology. In the best-case scenario – a highly effective, flexible and technically proficient organization – your school quickly reorganized efforts around distance learning to produce high-quality distance instruction.

New York’s Success Academy Charter Schools have been lauded for the high levels of academic proficiency achieved by high-poverty students. Stanford University’s Opportunity Explorer, for instance, shows Success Academy schools posting about three grade levels above average in academic proficiency, despite free and reduced-price lunch eligibility in the 74 to 90 percent range. Plotted against all available data in schools nationwide, this means Success Academy is not only breathing some very thin air in terms of performance, but also that it can lay claim to consistent excellent achievement.

The horizontal axis in the Greenburg chart was not an issue for Success Academy, and as it happens, neither was technological dexterity.

How did Success Academy tackle pandemic-induced distance learning? Well, the Philanthropy Roundtable was curious about that, so it interviewed founder and CEO Eva Moskowitz on how the schools rose to the pandemic challenge. You can watch the video here. What Success Academy pulled off seems potentially revolutionary, and Moskowitz is sharing learning resources free of charge.

I’ll give you my CliffsNotes version of the video.

The most effective lecturer in the entire network of schools on any given subject delivered live instructional lectures, while other teachers broke students into smaller groups online to facilitate group discussion and projects. Teachers monitored ongoing assignments to identify students who were falling behind and proactively required students to attend online remedial tutoring sessions.

In other words, Success Academy staff took great effort to keep students on track.

Why is this potentially revolutionary?

Because Success Academy and anyone else mastering these techniques may be able to offer it as an option to both admission lottery winners and losers in the future. It may be possible, for instance, to serve many students currently floundering in the bottom left quadrant in the Greenburg graphic through these techniques.

Exempt from public haunt, and more importantly, the need to provide very costly school space, a new path to quality and scale may beckon.

This crisis version of Success Academy distance learning should be viewed as a mere prototype. Success Academy and others doubtless will improve upon these techniques.

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Charter SchoolsEducation ChoiceFeaturedOpinionPublic School ChoiceSchool Choice

IDEA charter schools shine in national rankings

Lisa Buie
Lisa Buie

IDEA Brownsville in Brownsville, Texas, opened in 2012 and is one of 96 IDEA schools in Texas and Louisiana serving nearly 53,000 students. IDEA will open schools in Tampa and Jacksonville in the next two years.

A not-for-profit Texas-based charter school company that plans to expand to Florida has received national recognition for 15 of its high schools.

IDEA Public Schools, which is scheduled to open four schools in Hillsborough County next year and four in Jacksonville in 2022, announced that 15 of its college preparatory schools were ranked among the top 1 percent of the most challenging high schools in the nation by the Jay Matthews Challenge Index high school rankings. The index ranks public and private high schools by their ratio of Advanced Placement, International Baccalaureate or Cambridge tests given in a school year, divided by the number of seniors who graduated that year. (The list is intended to rank schools that serve average students; those that serve elite students are ranked separately.)

The index included 11 IDEA schools among the top 25 of all high schools nationwide. Additionally, IDEA schools ranked in the top 25 percent of charter schools nationwide, with eight schools ranked among the top 10 in Texas. IDEA schools also ranked in the top 25 among Texas charter schools; IDEA College Preparatory McAllen was named the top high school in Texas and was ranked third in the nation.

The charter school company, which primarily serves students from low-income families, also was recognized by U.S. News & World Report’s 2020 Best High Schools. Two of its schools were among the top 25 percent of charter schools nationally and nine were among the top 10 percent of high schools in Texas overall. The U.S. News rankings are based on college readiness, reading and math proficiency, reading and math performance, underserved student performance, college curriculum breadth and graduation rates.

“IDEA believes deeply that every child can and will succeed if given the opportunity, and we provide our students with an enriching, nurturing and high-expectations educational experience,” said Adam Miller, vice president of advancement for the nonprofit company, which operates 96 schools in Texas and Louisiana. “We know that if we challenge our students with rigorous content delivered by exceptional teachers, our students will succeed.”

IDEA schools require each student to take at least 11 Advanced Placement courses, a contributing factor, Miller says, in the schools’ 100 percent college admission rate. Miller said the requirement also has helped boost IDEA graduates’ rate of college completion. Fifty percent of the class of 2012 earned bachelor’s degrees within six years, compared with 11 percent of low-income students nationwide who earn four-year degrees by age 24, according to the Pell Institute for the Study of Opportunity in Higher Education.

Nine out of 10 IDEA students are eligible for free or reduced-priced lunch, generally an indicator of poverty. The company typically operates campuses located near traditional schools rated as failing.

When governors in Texas and Louisiana closed school campuses due to the coronavirus pandemic, IDEA quickly pivoted to distance learning for its 52,000 students and distributed more than 12,000 laptops to students in need. IDEA also provided wireless routers and mobile hotspots. Teachers have kept students up to speed with a combination of live instruction, recorded instruction and work packets.

In addition, the company has provided mobile meals to students younger than 18 who live in communities where IDEA schools are located.

“While this has been a new experience for most of us, our students, teachers and families have risen to the challenge,” Miller said.

The coronavirus hasn’t delayed the company’s plans to expand to Florida.

“IDEA is on track to open our first four schools in Tampa in 2021 and Jacksonville in 2022,” Miller said.  “Over the next six years we will open 32 schools across Florida, creating 25,000 high-quality seats for kids in neighborhoods with persistently low-performing public schools.”

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Blog GuestCharter SchoolsCommentary and OpinionCustomizationEducation ChoiceEducation EquityFeaturedJack CoonsSchool Choice

Give them our tired and our poor

John E. Coons
John E. Coons

The leader of our teachers unions, national and local, appear to live in dread of our states subsidizing choice of school for the low-income parent. These mighty monopolies of the children of our have-not families seem convinced of their own schools’ vulnerability to competition; the liberated mother appears all too likely to execute a quick bail-out for her child.

Here in California, we get to watch the union function in constant paranoia; ever protecting the status quo, it has nourished a rare cordiality with Sacramento, where its influence has kept charter schools very limited in numbers far below the evident parental demand. Family choice threatens their sovereignty over the poor; hence, the charter gets labeled a bad influence, a threat to our otherwise ideal system.

Maybe some charters are, in fact, not so good; their teachers can be sloppy, their facilities second rate, the atmosphere gloomy, and test scores a point or two below average. Just because most of them are popular, who needs such disasters becoming available to all parents?

We all do.

Markets, in due course, can dispose of the inferior few that will always exist; we can happily risk the short-lived, third-rate charter in order to secure the only mechanism – choice – that works to clear the system of failures. Competition among institutions allows customers to decide which school should live. If Happy Hollow Elementary disappoints, mothers and fathers can choose again in hope of getting it right this time.

All of us make mistakes (or so I hear). But these inevitable errors can be part of a valuable learning experience for both parent and child. Mother and father may come to realize that Joey was better off back at his underrated assigned public school. Or, more likely, their empowerment will move them to try a second charter (or private) school, one that appears free of the faults of both schools they have decided to abandon.

Learning from our mistakes can have happy consequences for us humans; in our school domain, there are four such outcomes that seem quite obvious:

·       The public school that loses students by parental choice just might awaken to its own failures and mend them, hopefully making itself competitive for the future.

·       The parent will, at last, experience the stimulus of real authority, power, and sheer dignity – hence of responsibility.

·       The child will begin to appreciate the parent as sovereign and caring, hence of family, as a blessing.

·       The society will have given its citizens the chance to become responsible actors in the human story.

Unless our civic aim were to maintain our historical regime of servitude, there is no real downside.

The securing of school choice for the impoverished family can take a wide variety of practical legislative forms. The design of state systems that will truly protect that family from discrimination in the private sector and that will do this without threatening the scholastic identity of the school itself is a challenge.

Over the years, Stephen Sugarman and I designed a half-dozen or more diverse models, all aiming to protect the uniqueness of both seller and buyer; none is perfect, but all, I can hope, would be workable and politically prudent. Of course, the form adopted would very likely vary from state to state in their structure.

Reform in pursuit of choice for the poor may, in many states, entail political earthquake in order to become reality. However, that reality excuses none of us from rejecting this nation’s indefensible and degrading treatment of families lacking the resources that the rest of us carefully display in the parental hope to realize the latent capacities and vision of our descendants.

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Charter SchoolsCourse ChoiceCustomizationEducation ChoiceFeaturedMagnet SchoolsNewsPublic School ChoiceSchool Choice

Choice-rich Miami-Dade stars in U.S. News & World Report’s top high schools list

Lisa Buie
Lisa Buie

School for Advanced Studies, a collegiate high school in Miami, was named fourth-best high school in the country this week by U.S. News & World Report.

Miami-Dade County Public Schools, where nearly three-quarters of students are enrolled in choice programs, led Florida once again on U.S. News & World Report’s annual list of the nation’s best public high schools released earlier this week.

School for Advanced Studies, the top public high school in Florida, was the fourth-best high school in the nation, improving upon last year’s rankings of No. 2 and No. 26, respectively. The school is a combined effort of Miami-Dade County Public Schools and Miami-Dade College that allows students to complete their last two years of high school while attending the state college and earning credit toward an associate degree.

Five other Miami-Dade schools, all either selective magnets or charter schools, ranked in the top 10 in Florida and top 100 nationally: Young Women’s Preparatory Academy, No. 3 in Florida and No. 52 nationally; Design and Architecture Senior High, No. 6 in Florida and No. 72 nationally; Archimedean Upper Conservatory Charter School, No. 7 in Florida and No. 74 nationally; International Studies Charter High School, No. 8 in Florida and No. 83 nationally; and Jose Marti Mast 6-12 Academy, No. 9 in Florida and No. 94 nationally.

“M-DCPS continues to demonstrate that our district … is a leader in academic performance, and that includes providing our students with a remarkable range of educational opportunities,” superintendent Alberto Carvalho said in a news release issued by the school district.

All six schools have minority populations between 74 and 96 percent. The percent of students who qualify for free and reduced-price lunch, generally an indicator of poverty, ranges from 36 percent to 74 percent, with two schools – International Studies Charter High School and Jose Marti Mast 6-12 Academy – qualifying for Title I funds.

Carvalho, a long-time supporter of education choice, decided years ago to embrace rather than fight the opportunities that come with customization. Unlike other school districts that have resisted efforts to establish charter schools or have opposed programs that provide scholarships to private schools, Miami-Dade chose to be leaders in the movement and provide robust choice within the public school system.

“We recognized … that the choice tsunami was upon us,” Carvalho told redefinED in a podcast last year. “And I was not going to do what lot of my colleagues did. Which is, ‘Let’s hope and pray it doesn’t hit us. Or let’s just allow this to go through. Like all things, this is a fad that will go away.’”

Instead, Carvalho anticipated the policy shift taking place in Florida and throughout the country.

“And we were right,” he told redefinED. “It has, quite frankly, materialized exactly as we predicted. But rather than being a spectator, or a victim of it, we were an active participant in it.”

School of Advanced Studies principal Omar Monteagudo said the U.S. News rankings are a reflection of the work educators at the school have undertaken to elevate rigor and accountability.

“Truly, it comes down to all stakeholders committed to the school core values – working collectively and intentionally – on providing our students with a first-rate education,” Monteagudo said.

Each year, U.S. News & World Report publishes the rankings of 18,000 public high schools based on a review of 24,000 schools in all 50 states and the District of Columbia. The magazine analyzes schools relative to college readiness, math and reading proficiency and performance, underserved student performance, college curriculum breadth, and graduation rate.

This year, all top 100 schools were either specialized, magnet or charter schools.

Other Florida schools making the top 100 were Pine View School in Sarasota, No. 24; Westshore Junior/Senior High School in Melbourne, No. 53; Stanton College Preparatory School in Jacksonville, No. 62; and Edgewood Junior/Senior High School in Merritt Island, No. 95.

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Charter SchoolsCoronavirus / COVID-19Education ChoiceFeaturedNewsPublic School ChoiceSchool ChoiceVirtual Education

“We’re not changing the rigor.” In the wake of closures, this school isn’t letting academics slide

Ron Matus
Ron Matus

Dayspring Academy secondary school principal Tim Greenier and assistant principal Jennifer Smith address students in a virtual morning assembly, encouraging them to continue focusing on academics in their online environment.

Editor’s note: Scroll to the end of this post to watch a portion of Dayspring Academy’s virtual morning assembly, in which assistant principal Jennifer Smith encourages students to “finish this year strong.”

PORT RICHEY, Fla. – The new, online, morning assembly at Dayspring Academy began one day last week with a montage of smiling teachers, set to theme music from “Saturday Night Live.” The secondary school principal and assistant principal kept it laid-back, with their ball caps and coffee mugs. But a few minutes in, they had a serious message for 350 middle and high school students watching on screens at home.

“School” is different now, but it’s still school. Course work needs to be done. Tests are coming up. We need to finish the year strong.

“I want everybody to know this,” principal Tim Greenier said, clasping his hands for emphasis. “We’re not changing the rigor.”

“You need to have this education to be prepared for next year,” he continued. “If we were to just stop now, none of you would be ready for next year. And it would create a challenge. We’re just not prepared to do that.”

Across America, schools are scrambling to figure out what’s doable and appropriate as tens of millions of students switch at a snap to distance learning. Many have decided to go light on academics.

But not all of them.

Dayspring is a PreK-12 charter school with 935 students, 50 miles north of Tampa. When the closures happened, it already had a good bit of digital tech in its tool belt. It quickly filled gaps with devices and connections, then sought to construct an online environment that could approximate the style of learning, built around the Core Knowledge curriculum, that existed on its four brick-and-mortar campuses.

The result: Class is still in session. Dayspring elementary students alone have four, 30-minute core classes every morning, using Schoology and Google Classroom platforms with teachers and classmates. After lunch, they do about two hours of art, dance and other electives. Time for group projects is worked in. So is one-on-one time with teachers. From 3 to 4 p.m., most of them cluster for school clubs, from Legos to ukuleles.

Dayspring students are still being graded and tested. They will still have final exams and report cards. And if attendance is an indicator of engagement, the school is locked in. It averaged 35-45 absences a day before the crisis. It’s averaging six a day now.

“We don’t expect to skip a beat,” said John Legg, a former state senator who co-founded Dayspring 20 years ago with his wife, Suzanne Legg. “We think we’re going to use muscles we haven’t used before and strengthen them. We’re going to be sore. But it’s because we’re developing new muscles.”

At this point in America’s big experiment, Dayspring doesn’t appear to be the norm. State officials in Michigan decided online learning won’t count towards seat-time requirements this year. State officials in Oregon initially told virtual charter schools they had to shut down. It’s not hard, via this database from the Center for Reinventing Public Education, to find districts that have deemed online learning “optional,” or determined their schools won’t be grading students.

On the flip side, there are districts pushing hard (like this one), and charter schools and other schools of choice doing likewise (like these, these, and these). In Rhode Island, Gov. Gina Raimondo told students: “This isn’t vacation. This isn’t time to chill out at home. This is school. Work as hard and as serious as you would as if you were in real school.”

In the 16 years Dayspring has been graded by the state, it’s earned 15 A’s. Forty-eight percent of its students are low-income; 27 percent are students of color. That’s compared to 56 percent and 39 percent for the district it resides in.

Legg is a rare bird. A former chairman of the Senate Education Committee, he was regarded by members of both parties as knowledgeable, thoughtful, even-keeled. He recently earned his doctorate in education, with his dissertation on early college high schools. (Legg is also a member of the board of directors for Step Up For Students, which hosts this blog.)

It doesn’t seem right to hold up any school as a model right now. The challenges are so huge and varied. Nobody has all the answers. But it also doesn’t make sense to ignore schools, like Dayspring, that continue to aim for learning gains.

In Ms. Speer’s third-grade class this week, 25 students dove into colonial America. Ms. Speer had them post their questions about colonists into a program called Nearpod. Within a minute, what looked like Post-it notes mushroomed across the screen. How did the Pilgrims survive on the Mayflower? Why were they only in North America and not any other country? Did people celebrate any holidays such as Christmas, Halloween, Easter, or even their birthdays?

“Guys,” Ms. Speer said through the screen, “your questions are amazing.”

In Ms. Manczak’s class, 20 fourth-graders learned soil types, contrasted physical and chemical weathering, and were reminded “humous” isn’t “hummus.” Ms. Manczak put on a master class in multi-tasking. She deftly called on students, fed them bite-sized bits of knowledge and navigated a new learning platform without breaking a sweat. Some of her students were still adjusting to mics and mutes and chat functions, but disruptions were minimal.

In sixth-grade history, Mr. Marecki used a unit on the Industrial Revolution as fodder for debate about whether teachers, lawyers, military officers or the CEO of Apple should make the most money. One student argued for military officers: they’re willing to give up their lives to protect others. True, said another, but teachers trained them for success. Ah, but “anybody can grow up to be a teacher,” said a third. “Only certain people can, like, become a CEO.”

Mr. Marecki smiled without raising an eyebrow.

Dayspring is making changes as teachers learn what works and what doesn’t. There’s consensus the middle school classes should be longer than 30 minutes. There’s worry the more advanced students aren’t being challenged. There’s a desire to provide more social engagement, but a realization they just don’t know how yet.

“We’re building this plane as we’re flying it,” Legg said.

Not easy for any school right now. But at Dayspring, sitting on the runway wasn’t an option.

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Charter SchoolsCourtsEducation and Public PolicyEducation LegislationEducation PoliticsFeaturedNewsSchool Choice

Justices turn down challenge to education law

Special to redefinED
Special to redefinED

Passage of HB 7069, characterized by school boards as an unconstitutional infringement on their rights to operate public schools, was a priority of then-House Speaker Richard Corcoran.

Jim Saunders, News Service of Florida

TALLAHASSEE – Nearly three years after lawmakers passed a controversial measure that sought to bolster charter schools, the Florida Supreme Court on Tuesday turned down a constitutional challenge by county school boards.

The Supreme Court, as is common, did not explain its unanimous decision to decline to take up the case. But the decision effectively let stand an August ruling by the 1st District Court of Appeal and was a victory for the Florida Department of Education and the Republican-controlled Legislature.

School boards argued that the mammoth law, known in education circles by the shorthand HB 7069, was an unconstitutional infringement on their rights to operate public schools. Passage of the law in May 2017 was a priority of then-House Speaker Richard Corcoran, a Land O’ Lakes Republican who is now the state education commissioner.

Corcoran and other school-choice supporters used the measure to try to direct additional money to charter schools and to authorize “schools of hope,” a new type of charter school aimed at areas where children have been served by low-performing traditional public schools.

In a brief asking the Supreme Court to take up the case, attorneys for nine school boards argued that disputed parts of the law “unconstitutionally transfer control over operational decisions from local school boards to unelected Florida state employees” at the Department of Education. Also, they argued the law creates a “parallel system of public schools.”

As examples, the school boards pointed to parts of the law designed to provide more building funds and federal Title I money to charter schools. The building funds involved money raised through local property taxes for capital-improvement projects, while the Title I program provides money to schools that serve large numbers of low-income students.

The nine school boards who appealed to the Supreme Court were from Alachua, Bay, Broward, Hamilton, Lee, Orange, Polk, St. Lucie and Volusia counties.

“On the merits, this case concerns the constitutional balance between the state’s duty to provide for and supervise the system of public education and local school boards’ constitutional duty to operate, control, and supervise local schools,” the school boards’ brief, filed in October, said. “The First District ignored this balance, giving the state carte blanche to regulate what were previously considered local matters.”

But Department of Education attorneys, in a November brief, said the 1st District Court of Appeal had ruled correctly on the issues and that the Supreme Court should not hear the case.

“(The) First District’s decision applied existing decisions interpreting decades-old constitutional provisions,” the department’s attorneys wrote. “Petitioners disagree with those decisions and want this (Supreme) Court to ‘examine’ the interplay between those provisions. But those provisions have been considered, and harmonized, by this court and the district courts, and will continue to be. This court should reject petitioners’ invitation to contemplate a non-existent conflict.”

The Tallahassee-based appeals court rejected the arguments about the property-tax money and Title I funds. It also said school boards did not have legal standing to challenge other parts of the law, including the part establishing schools of hope. It cited court precedents and a legal doctrine that effectively limits the ability of public officials to challenge the constitutionality of state laws.

“The school boards’ constitutional challenge to HB 7069’s provisions represents their disagreement with new statutory duties enacted by the Legislature,” the appeals-court ruling said. “As the foregoing authority makes clear, however, the school boards must presume that the provisions at issue are constitutional.”

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