What Do We Know About Charter Schools?

Much has been said and written recently about the dramatic growth in charter schools and the resultant impact on public education in the U.S., but many of us don't have a full and comprehensive understanding of charter schools, their structure and the "product" they deliver.  Although having served as a school board trustee for ten years, I count myself in that crowd.

There is a strong charter schools push at both the federal and state levels, including a proposal for significantly more federal funding ($253.2M requested by Education Secretary Arne Duncan) and a push to expand the number of charters in Texas.  In doing research on charter schools as part of my public education advocacy efforts, I came across an interesting social media post that I share below.

The article, highlighting several different aspects (and concerns) relating to charter schools can be found at http://bit.ly/1OpKQdz.  For those of us engaged in public education advocacy for the $5.2 million public education students in the State of Texas, this should be required reading.  Understand that there are some positives relating to charter schools but, unfortunately, there are also many negatives.  It's time for all of us to become aware of how they are structured and who the real "winners" are.  Hint: it's not always the kids!.

What if ISD's Were Funded Like Charters?

I recently read an interesting article posted by Raise Your Hand Texas relating to funding of charter schools.  Quoting from the RYHT post on December 7, "... the charter school finance report (was) commissioned by Raise Your Hand Texas to analyze the financing of Texas open-enrollment charter schools, and compare funding to that of Texas public school districts".  The report was commissioned in the Spring of 2014 through Moak, Casey & Associates (MCA).  Click on charter school finance report to access the executive summary of the report.

As I read through the executive summary, I was probably most surprised by the finding that, if ISD's were funded like charters, they would receive an additional $4.7B in funding.  Especially in light of the ongoing school finance litigation now before the Texas Supreme Court, this should be an eye-opening finding for all parties.  Imagine what the 1000+ school districts in Texas could do for the 5.2 million public education students if a different funding model (and revenue source) was in play!

Part of the mystique about charter schools is how little the public knows about the role and structure of charter schools in Texas.  While certainly acknowledged as public schools, they do not face the same requirements relating to accountability as public ISD's do.  They also have the benefit of being able to select (and deselect) their student population.   

I encourage public education advocates and stakeholders to learn more about charter schools.  This is not about denying those who attend charter schools the opportunity for a quality public education.  But it is about leveling the playing field and holding charters to the same system and standards as public ISD's in the State of Texas.  

Thoughts on Every Student Succeeds Act (ESSA)

So what's changed from the Elementary and Secondary Education Act (aka No Child Left Behind) to the Every Student Succeeds Act (ESSA)?  Without question, this is much more than a change in name.  With the signing of the Act by the President last week, ESSA sets a different tone for accountability in our schools.

As I scanned the wealth of information published by a very diverse group of sources, I found one summary, in particular, to be a very good read.  As a former school board trustee, I am privileged to have access to information published by the Governmental Affairs arm of the Texas Association of School Boards.  This week's update on issues relating to public education in the State of Texas included an excellent summary of ESSA.  

Perhaps the most notable aspect of the Act is that the federal government will play a lesser role in decisions made at the state and local level.  States and local districts will have much more discretion when it comes to  accountability and interventions. One specific statement in this summary, noting that the authority of the Secretary of Education is limited, can only be positive for students in Texas.

  

It's important that trustees, and for that matter all education advocates, parents and other stakeholders, become familiar with ESSA and how it will impact the learning opportunities of our children.  Because the Act was only authorized for four years, giving the next administration the opportunity to put their stamp on how this evolves, we all must remain diligent in pursuit of efforts to ensure that the needs of the students are the top priority.  

As a final comment, note the voting summary of the Texas House delegation.  Take time to meet with your legislators, especially if they cast a NO vote, to understand their position and provide input on the continued importance of a positive focus on public education.

Who should be the next Commissioner of Education?

With the impending retirement of Commissioner Michael Williams in January, 2016, much has been written about the qualifications and experience of the individual who will be named by Governor Abbott as the Commissioner.  A number of school boards have recently weighed in on this consideration and offered their views of what the Governor should look for.  In a recent article, Morgan Smith of the Texas Tribune offered a number of names for consideration and did a nice job of noting the complications associated with each group of potential appointees.

Let's take a look at how each of those groups (no mention here of individual names within each category) might fit the position.  And, by the way, the intent here is not to advocate for one over the other.  But there clearly is one group that has little interest in furthering the cause of public education, namely the reform champion group.  In fact, the so-called reform champion would run counter to the need for leadership that will build on the successes being achieved within our public schools.  It's time we recognize the successes and use these as a platform on which to build success and opportunity, not change for the sake of change.

The school administrator group of potential appointees has a similar challenge in that they might be viewed as being somewhat biased in their views on public education and not open to discussion to address the needs of public education as a whole.  Ms. Smith's article does highlight candidates who have repeatedly demonstrated the "big picture" thinking that should certainly be a requirement for this position.

Gov. Abbott has sought the support of the home-schoolers, business-oriented accountability groups, charter school advocates, and voucher proponents.  While each of these interest groups might be, much like the perception of the school administrator group, somewhat myopic in how they view public education, there also likely are individuals who can see the "big picture" and thus should be considered.

Viewing this from my position as a former school board trustee, the politico group represents those who might have the best understanding of the various education alternatives and, more importantly, the ability to make it all work in Austin.  They will likely be the individuals who can most quickly build bridges across the various stakeholder groups. However, this group will largely not have the education-specific experience sought by the resolutions approved by a number of districts.    In my mind, that does not preclude consideration; their qualifications for this position should be viewed in the context of their commitment and actions toward furthering public education for over 5.2 million public education students.

So where does that leave us?  Without question, the approved resolutions are well-intentioned and well thought through.  But I believe that there is an opportunity to find a highly qualified individual who does not necessarily have all of the qualifications outlined in the resolutions.  Hopefully, these resolutions provide a perspective to the Governor that will highlight how trustees view the importance of the position of TEA Commissioner and help him have a balanced perspective on how to approach this important appointment.

This is is an important time for public education as the student population grows, accountability and assessment continue to be debated, and a ruling on the school finance lawsuit is pending from the Texas Supreme Court.  If, as many anticipate, the Court remands the lawsuit back to the District Court, there will be significant delays in a ruling.

The incoming Commissioner will have a major challenge in managing the myriad of issues.  Whether the individual has classroom and campus administration experience is less important to me than the demonstrated willingness and ability of the nominated individual to be able to work across stakeholder groups who each have their own set of interests.  Ultimately, there should be only one goal - who can best lead an organization that addresses the needs of all Texas public education students?

To read Morgan Smith's article, please go to http://www.star-telegram.com/news/state/texas/article45952590.html#storylink=cpy.

So what can trustees do between now and the 85th Legislature?

If you’re like me, service as a school board trustee from 1995 until May of this year, I didn’t take full advantage of the opportunities to connect with legislators during the interim, the time between the close of the 84^th Legislature and the beginning of the 85^th Legislature in January, 2017.  But now is really a great time to initiate dialog with your representatives in Austin (with some caveats) now that they are “home” and spending more time in their district.

The main caveat is that there have been a number of key legislators across the State of Texas who have announced plans not to run for office in 2016.  In many cases, including Rep. Jimmie Don Aycock, chairman of the House Public Education Committee, this will have far reaching consequences for public education.  So you need to make certain that your advocacy efforts are clearly targeted.

 At the same time, open seats represent an opportunity for us to tell our story to a new potential audience.  The caveat here is that many announced candidates will have a primary opponent so it can be a challenge to figure out who will represent you in the 85^th Session.  Starting too early, unless you have no bounds on your time, may not achieve the results you desire.  This is not to discourage you from engaging candidates in dialog but to encourage you to focus your time, energy and messaging.

Especially for those incumbents who have already announced or are likely to run in 2016, now is a great time to sit down and talk with them about public education.  We can expect to see continued focus and discussion surrounding so-called school choice (remember that public education is school choice), vouchers, and other vehicles that will divert funds from public education, as we asl discussions regarding high stakes testing.  

I recently had the opportunity to meet with three key education advocacy groups in Austin, Texans Advocating for Meaningful Student Accountability (TAMSA), Texas Elementary Principals and Supervisors Association (TEPSA), and Pastors for Texas Children.  Along with TASB, these organizations are working hard to have their voices heard in Austin.  

While I won’t pretend to know all of the advocacy groups that support public education, each of you has your favorites.  Stay in touch with them and make certain that you know their position and are able to succinctly tell your story, asking for their support of your position.  And if your district has a legislative platform, share it with everyone at every opportunity. 

Of course, the elephant in the room is the upcoming hearing by the Texas Supreme Court of the school finance case.  While difficult to plan for an unknown outcome, school board trustees should carefully watch the proceedings so that you are poised to respond to whatever decision is made.

The next 12-15 months represent a great opportunity for each of us as public education advocates.  Don’t sit idly on the sidelines thinking you cannot influence those who represent you.  You will find that just the opposite is true!

Thank you, Rep. Jimmie Don Aycock

Those of us involved with public education advocacy need look no further than the office of Rep. Jimmie Don Aycock (R-Killeen) to thank him for his support for public schools during his years of service as a school board trustee, member of the Texas House of Representatives, and most recently the Chairman of the House Public Education Committee.  The announcement by the Texas Schools Public Relations Association (TSPRA) that Chairman Aycock is the recipient of the TSPRA 2015 Key Communicator Award only underscores the value of the contributions he has made to public education in Texas.  Sadly for all of us, Chairman Aycock has indicated that he will retire from the House and not seek reelection in 2016.  His positive influence will be missed by all of us - especially by the 5 million plus students in Texas public schools.

Before lamenting his decision and applauding his contributions, I would like to acknowledge a former winner of the award and a dear friend of mine.  Bobby J Rigues, Aledo ISD trustee and the father of the Make Education a Priority (MEaP) grassroots movement, was named the winner of the TSPRA award in 2011.  Bobby J not only founded the movement but worked diligently to secure approval of a resolution supporting MEaP from a majority of school districts across the State of Texas.

As a former school board trustee in Carroll ISD (Southlake), it has been my honor for more than ten years to have served as an advocate not only for the students in my home district but across the entire state.  It has been equally rewarding to have worked with Bobby J, and with insight from Chairman Aycock, to have developed and delivered presentations at various conferences surrounding the passage of House Bill 5 and the need for effective school board governance.  Chairman Aycock was most gracious in answering questions we posed to him and readily provided his perspective on the challenges of public education.

One need only to watch the leadership he provided in the 84^th Legislative Session to truly appreciate his contributions.  He was a strong advocate of addressing funding challenges and not waiting for the Texas Supreme Court to act.  At the same time, he continued to keep initiatives related to House Bill 5 at the forefront of discussion among his peers in the House.  In recognizing his contributions, TSPRA made mention of Chairman Aycock’s efforts to not only improve the Texas public education system but to simultaneously defend it from the endless attacks by those who seek to undermine a system required under Article 7, Section 1 of the Texas Constitution.  For those not familiar with this, it states that “A general diffusion of knowledge being essential to the preservation of the liberties and rights of the people, it shall be the duty of the Legislature of the State to establish and make suitable provision for the support and maintenance of an efficient system of public free schools.”

Chairman Aycock consistently did his level best to ensure compliance with this requirement and for that we are all grateful.  As I reflected on his contributions, I read one quote that stood out among others.  James B. Crow, Executive Director of the Texas Association of School Boards, acknowledged the Chairman’s efforts very succinctly when he said, “His bravery in attempting to address school accountability, school turnaround measures and school finance in one session will not soon be forgotten.”  

We owe Rep. Jimmie Don Aycock a deep sense of gratitude for consistently keeping the discussion about public education policy as a priority.  He, perhaps more than any other person, demonstrated leadership to keep the focus on the more than 5 million students in the Texas public education system.  Thank you, sir, for your contributions and for making education a priority.

So what happens after NCLB?

As a ten-year former school board member in Carroll ISD (Southlake, TX), I watched with great interest as legislation that was supposed to ensure that kids in public schools had an opportunity to learn turned out to be pretty much the opposite.  Instead of focusing on creativity and learning in the classroom, the No Child Left Behind Act (NCLB) passed in 2002 resulted in students having to take numerous high stakes tests.  And how did they prepare for them?  They took class time so that teachers could "teach to the test".  NCLB had a significant impact not just on the kids but on those who teach kids everyday.  Teachers and administrators found themselves having to do focus their energies toward student preparation to take these tests.

Finally, some sanity.  On July 16, the US Senate (by a vote of 81-17) passed the Every Child Achieves Act (ECAA), legislation that potentially alters the education landscape dramatically.  Among provisions incorporated were amendments that make career and technology education (CTE) a core subject, opportunities for districts to develop local policies regarding opting out of standardized tests, and a cap on the amount of time spent on tests.  Now that is real change.

The House passed similar legislation (Student Success Act) but only by a vote of 218-213.  It will now be up to a conference committee to define legislation that can be approved in both chambers and then sent on to the President.  There is clearly work still to be done.  What's not so clear is how this administration will respond to the legislation that is working its way through the process.

But why should we even care?  Whether you believe statistics that show the United States as significantly lagging in education compared to the rest of the world (and there is data that suggests just the opposite), it's critical that we get behind legislation that restores opportunities for creativity and real learning in the classroom.  Passage of this legislation could, in fact, stem the tide of an exodus of teachers from the profession, many because they had lost the autonomy and ability to truly impact education under NCLB.  At the core of those in the profession is a desire to make a difference in the lives of students; they now may have a renewed opportunity to achieve that.

Regardless of the data, it is time for us to step up and address the constraints that NCLB imposed on our educational system.  All of us have a responsibility to not only understand why the new legislation is important but to actively participate in an educational system that will create a foundation for the future of all of us.