Who Should Oversee Charter Schools?

As I continue my quest to better understand the charter school environment, one of my associates shared with me an article about a stance taken by the Kentucky Education Commissioner regarding oversight of charter schools.  His argument is that local school boards should authorize charter schools and that these schools should be overseen by the state board of education.

The recent appointment of Mike Morath as the TEA Commissioner provides an opportunity for public education advocates to share their views on public and charter school governance.  We should take the time to understand the implications of charter schools and how they fit into an overall public education strategy supporting the needs of 5.2 million Texas public education students.

The article relating to the stance of the Kentucky commissioner can be found at http://bit.ly/1Qenaz1.

ESSA and Local Control - What Does it Mean?

In a blog posted on December 12, I provided an overview of ESSA as shared by TASB Governmental Relations.  While there are certainly positive aspects to this important legislation, there are also a number of issues that still need to be addressed.  But that’s a topic for another blog.  Instead, my focus here is on how ESSA expanded local control by local school boards, an important element in their ability to govern based on the needs of their students.

Public schools are local; the closer people are to their schools, the higher opinion they have of them. While they may be unsure of other schools, people know more about their local schools and are often passionate about supporting them. Public schools are governed by locally elected school boards that oversee management of the schools.  School board trustees are a bridge between the community and the schools and need the flexibility to act in the best interests of the community and schools.

In the last few decades, public schools came more and more under the control of the federal government. With the No Child Left Behind (NCLB) legislation fourteen years ago, the federal government gained a heavy hand in determining how schools measured student performance, how they fixed struggling schools and how they determined that teachers were qualified to teach.  While local school districts had lost various aspects of local control before, this top down approach was a cookie cutter approach which applied to all schools and took away even more local control. School districts implemented the legislation, often with difficulty and great cost, and the next few years were focused on high stakes testing and accountability measures – often to the exclusion of creativity in the classroom and often punitive.

However, passage of the Every Student Succeeds Act (ESSA), which re-authorizes the Elementary and Secondary Education Act of 1965, scales back the role of the federal government in education for the first time since the 1980’s. The law affirms the importance of local governance but also protects the federal government’s interest in Title I for disadvantaged students. It also lessens the impact of standardized testing and one-size-fits-all mandates.  It appears that Congress and the White House now have an appetite for handing back local control to states and districts.

Under ESSA, there will still be required testing, but states have wide discretion about setting goals and standards, holding schools and districts accountable, and deciding how to intervene in low-performing schools. States and school districts must continue to ensure equity for all students.  And while tests will still count, there are other, multiple academic indicators as well – something local parents and communities have long been asking for. Many parents have complained about the overuse of standardized testing and the high stakes that have come with the testing. Local communities have opinions about what kinds of schools they want -- perhaps the federal government heard those voices decided that the pendulum should swing back to more local governance.

Passage of ESSA is good news for schools and communities and will usher in a new era for public education. School board trustees will have an opportunity to engage their communities about the changes and to seek their input about their dreams and goals for their public schools.  Schools must continue to ensure equity, accountability and excellence, and now there will be more flexible – and local – ways to achieve those goals!

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!