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CHARTER SCHOOLS TODAY
Winter 2013
www.charterschoolstoday.com
New York City Charter School Center Inside! a Focus on School Funding
• Federal Programs Must Do More... • Finding Funding Solutions... • New Charter Schools Face Double Hurdle... • Challenges and Ways to Overcome…
Bringing a Pioneering Spirit and Strong Foundation to All Children
Liberty Common School
THE MAG A ZINE FO R CH ARTER SCH O O L E X ECU TIVES
Marc Perez PUBLISHER
Giselle Weiss EDITOR-IN-CHIEF
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J. Daniel Hollinger Margaret Hudson Jessica Kaplan David Lewis Nicole Robinson Alison Sombrey Mitchell Stevens Paul Taylor WRITERS
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Hayley Gold Sara Marriotti Carrie Xie
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Charter Schools Today, launched in 2009 is the first national journal to focus on the business of running and managing charter schools targeting administrators, executives, business managers, superintendents, and essentially all of the movers and shakers in the charter school education movement.
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Copyright 2013. No part of this publication may be reproduced without expressed written permission of the publisher. No part may be transmitted in any form by any means, including electronic, mechanical, photocopying, recording or otherwise, without prior written permission from the publisher. Publisher accepts no liability for solicited or unsolicited materials that are damaged or lost. Views expressed by editorial contributors do not necessarily reflect the views of the publisher.
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Charter Schools Today
Winter 2013
Table of Contents SCHOOL FEATURES
6
Arizona Charter Schools Association Association's Leader Has Bold Plan for State's Charter Model Nicole Robinson
13
Liberty Common School Bringing a Pioneering Spirit and Strong Foundation to All Children Nicole Robinson
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New York City Charter School Center Group Is Committed to Ensuring Parents’ Choice for Fun, Nurturing Setting Miguel Prado
25
Great Hearts Academies Graduating "great-hearted" Young Men and Women With a Sense of Destiny and Purpose for the Greater Good" Nicole Robinson
38
Carpe Diem Schools Dual Learning Environment Offers Charter Students More Options Nicole Robinson
CONTRIBUTING ARTICLE 22
Charter School Capital Finding Funding Solutions for 95% of Charter Schools in Need
PRESS RELEASES 35
Central Michigan University’s Global Campus Understands Charter Schools and What It Takes to Make Them Successful
46
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Table of Contents (cont.) 10
30
Charter School Funding: Federal Programs Must Do More Urban Areas Have the Most Challenges to Overcome Mitchell Stevens
Origin of a Charter Middle School 3D Lab From Tech Challenge Participant to Marker Faire David Lewis, Agilent Technologies
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New Charter Schools Face Double Hurdle Legislation Could Play a Big Part in Funding Margaret Hudson
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Charter Schools On The Rise President's Pledged Stimulus Money Is Up for Grabs Alison Sombrey
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Charter Schools -- After 20 Years, the Movement Is Still Going Strong But Still Have a Lot to Prove Jessica Kaplan
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Executive Coaching for Charter School Leaders Improves Leadership and Schools J. Daniel Hollinger, Ph.D. School Blogs Can Revolutionize Schools And Believe It or Not, Anyone Can Do It Paul Taylor
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School Feature
Arizona Charter Schools Association Association’s Leader Has Bold Plan for State’s Charter Model Nicole Robinson
I
n June 2007 Eileen B. Sigmund joined the Arizona Charter Schools Association as President and CEO. Eileen has a strong background in advocacy, having served as a journalist, litigator, and lobbyist. She began her professional experience as a print journalist for Gannett’s newspaper division. After graduating from law school at Catholic University of America, her career took her to Arizona where she litigated for a decade in the state’s courts. Then politics pulled Eileen into working as a lobbyist for several years at the Arizona legislature. Since joining the Arizona Charter Schools Association, Eileen has been credited with the creation of “valueadded,” which is used for A-F rankings of all Arizona schools; creating training programs that enable teachers and school leaders to collaboratively use data; building web-based services for ongoing formative assessment and remediation; and more.
The Association is the architect of the Arizona Growth Model, which provides “value-added” growth to student test data. . Sigmund explains that “this innovative work has bubbled up to the state level, and the Arizona Growth Model is now 50 percent of the metric that is used to measure all public schools in Arizona’s accountability model, A-F.” She adds that “the growth model is the same exact value-added measurement that is used in Colorado, Indiana, Massachusetts, several other states.”
“In order to find out how charter schools are meeting their statutory mandate to improve student achievement, you must first be able to quantify that information,” says Sigmund. The association spent one year getting the metrics for both student and school achievement and then, based on the findings, published a report in 2008 called “Success Measured: Four Foundational Elements Sigmund tells of another proud accomplishment. “We have empowered parents to select the best option for of Student Growth.” 6|
Charter Schools Today
Winter 2013
their child with the development of our Education communication with schools. Evaluator, an online map providing the public with a way to compare all Arizona K-12 public schools—both For individuals wondering how charter schools are being district and charter.” held accountable, the answer is simple according to Sigmund. “Simply put, a charter is a contract to improve When it comes to the issues that are causing difficulty in student achievement.” When schools don’t meet the gaining additional finding, Sigmund stresses that extra requirements outlined by the Arizona State Board for funding should not be counted on. “I would advise Charter Schools, the state’s primary authorizer, “they schools to work within the existing state budget and are put on a Performance Management Plan and can be rely on other creative ways to fill gaps, such as parent closed.” All schools must submit an annual audit and volunteers and collaboration.” Sigmund says she will comply with additional reporting requirements. Fiscal continue to fight for the expansion of excellent charter and operational compliance is also a major part of a schools. charter’s contract. “If charters are not in compliance, the state charter board can revoke the charter’s contract.” When speaking to the funding issues, Sigmund notes that “we run our association like a business, and have The association is also working on a leadership pipeline. been very cognizant of the limited resources of our “Our Aspiring Leaders Fellowship is a six-month member schools.” experience designed to equip Fellows with the skills and mindsets to be an effective charter school leader. In order to provide valuable information, the Association Our hope is that these Aspiring Leaders will eventually provides free workshops for members. Utilizing its new form schools and serve students in our low-income website and e-newsletters has opened more effective communities.”
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Using evenings and weekends to allow participants to continue their current work or study, Fellows attend workshops and site visits at some of the best urban charter schools throughout the country “so that they can continue with their work or schooling during the days while developing their vision for an effective school model.”
particular sessions over the past few years and a strengthened relationship between corporate members and school leaders.”
A tradition of the annual conference is a huge reception. It’s a “great opportunity where session content does not determine the conversation, and most often we see long-lasting relationships begin at the function,” Fellows are selected for the two-year incubation process Sigmund says. and the Association’s Charter Starter Program. This helps “high-capacity leaders develop a quality charter The success of the Arizona Charter School Association school that improves academic achievement for all can be contributed to continued cooperation with students and maintains a high-level of performance all stakeholders to improve student achievement in throughout its existence,” says Sigmund. In addition, Arizona. The goals for our schools in 2012-2013 include she adds, “graduates could win close to $1 million in “83 percent of member schools achieving average or grants from the Arizona Department of Education high median growth for student achievement.” Sigmund and the Walton Family Foundation.” This is to help also wants 10 high-quality charters serving low-income provide and support the planning and implementation students by 2014, to win the lawsuit, and to “continue of their new school. “Our goal is to have a network of advancement as a strong and credible organization.” more high-performing charter schools intensely focused on serving lowincome students.” In order to bridge the gap between Charter Schools and corporate members, Sigmund explains, “our annual conference is the largest gathering of charter leaders and corporate members in Arizona.” The exhibit floor is kept small to make sure school leaders have a chance to voice their concerns and draw on corporate expertise. “Our vendors appreciate the exclusivity and quality time they experience with charter leaders at our conference,” says Sigmund. Corporate members are offered the chance to share information with attendees through sessions and demonstrations. There have been strict guidelines incorporated to ensure that all presentations provide relevant information. While some of the new guidelines regarding the presentations may seem harsh, “We have seen a huge increase in attendance for these 8|
Charter Schools Today
Winter 2013
They don’t care about Expenses. Payroll. Facilities. Cash flow. Operational efficiency. Working capital.
They deserve the best education they can get. Partnering exclusively with charter schools, we know the pressures you face. We help you navigate and remedy your cash flow issues, look at new ways to aid facility expansion, and even assist in matching your school with grant funding. All this so you stay focused on what’s most important — educating your students.
Ask us how we can help your school. 877.272.1001 www.charterschoolcapital.org ©2012 Charter School Capital, Inc.
Content Article
Charter School Funding: Federal Programs Must Do More
Urban Areas Have the Most Challenges to Overcome Mitchell Stevens
B
parcel taxes. This option is not available for charter schools. Other than this, charter school funding issues are more experienced by newer institutions in this category. Changes in policies have impacted these institutions as funding for them has been frozen for the initial years. Charter schools may thus be losing more than $1,000 per student because of this control.
efore we discuss the topic, it is essential to understand what a charter school is. Charter schools are educational institutions at both the primary and secondary level that are financed by the public. Like other schools, charter institutions may also receive private donations. The difference between charter and public/district schools can be viewed mainly in terms of operation. Charter schools are usually nonprofit organizations that are meant to provide high-quality Some steps have been taken education to the students from low-income families. to overcome the challenges of Charter school funding has been a recurring issue funding charter schools. A few for some time. Despite a defined set of laws and acts examples include: to ensure that there is adequate funding for charter schools, funding problems continue. There have been • The U.S. Department of several studies conducted on charter school funding. Education Credit Enhancement Community Research done in 2010 by Ball State University, for Program. financing instance, revealed a 19-percent, per-pupil funding gap development between charter and other schools. The gap was even organizations were the first larger in urban areas, with a 28-percent difference in to realize the need to support charter schools financially. per-pupil funding amounts. However, the creation of an While the laws encourage and make mandatory for innovative federal program led funding in both school categories to be equivalent, it to actual progress in this area. is not the case in real life. Statistics state that charter In 2001, the federal government schools receive approximately $125 less per-pupil than invested $25 million for a pilot the amount received by traditional public schools. It credit enhancement program, is also evident that public schools have more scope of the Charter School Facilities Demonstration raising extra funds like in the form of school bonds or Financing 10 |
Charter Schools Today
Winter 2013
Grant Program. Later, the Credit Enhancement for Charter School Facilities Program (CE Program) was initiated under the ‘No Child Left Behind Act.’ Since 2003, the project has received annual funding of between $8 million to $37 million.
Charter school funding is an important issue that needs to be a focus of government agencies. These institutions operate solely for the betterment of needy students. The financial support of state and federal agencies is critical to their effective operation and survival.
• As of November 2003, it has been compulsory for school districts to make adequate facilities of a certain size available for charter schools that are operating in the district. • A fixed percentage of the statewide school bond is set aside for the new construction of charter school facilities. In order to qualify for this funding, charter schools must prove that they are financially sound.
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Charter Schools Today
Winter 2013
School Feature
Liberty Common School
Bringing a Pioneering Spirit and Strong Foundation to All Children Nicole Robinson
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organized around the Core Knowledge Sequence.
Liberty came to life with the help of Dr. Randy Everett and his wife, Ruth Ann, after a small group of dissatisfied parents came together to try and find a solution to the current educational problems that faced their community. In 1990 there was no true educational choice. If you were not financially well off and able to pay for your children to attend the best private schools, a local neighborhood school was your only option.
With the help of parents who took their own time to paint and clean run-down buildings, and teachers who stood up against other teachers to work at the school, it became a huge success. The enrollment nearly doubled within two years and had hundreds of children on a waiting list.
iberty common School was founded on the principal that education should not be limited by financial means. Liberty’s mission is to provide excellence and fairness in education to all children. The excellence is delivered from higher-order thinking and values of a democratic society, along with the best staff being employed, offering strong leadership to students.
The educational community fought against this change. Teachers from the district spoke out, claiming it was too hard to learn or to teach in this style. Yet with all the opposition the proposal faced, it was approved and the Washington Core Knowledge School opened its doors that Fall with 125 students in attendance.
The fight however was far from over. There were many appeals, dealings with lawyers, and other battles before the PSD approved the charter. A five-year contract was signed on February 24, 1997. A powerhouse staff with a pioneering spirit was assembled. Teachers and parents joined forces to identify curriculum resources and skills programs to augment the Core Knowledge Sequence.
These parents were upset that not all children had access to the best possible education. So they set off to find a solution—which came from Dr. Everett and his wife. The key elements they identified as most important to parents were parental choice in education; a core curriculum of specific content knowledge; solid, content-driven skill instruction; teaching the values of Liberty’s curriculum, the Core Knowledge Sequence, encompasses language arts, mathematics, science, a democratic society; and school-based management. history, geography, fine arts, and physical education. Hundreds of parents soon joined the cause after the The entire curriculum is characterized by knowledge couple took their ideas on the road, speaking in living that is context-rich, lasting, and unchanging. It is also rooms, meeting halls, and going to local newspapers. cumulative, using students’ previous knowledge and By the Spring of 1993, Dr. Everett was able to submit eliminating repetition and gaps. It is content-specific, a proposal to the PSD Board of Education for the clearly defined knowledge at each grade level that establishment of an elementary school of choice ensures fairness to all students. All material is coherent | 13
with explicit knowledge identifiers that show what the children should be learning at each grade level and what will allow an articulated approach to building knowledge across all grade levels. Liberty offers classic books and books that provide substantial content to children based on their age. Each student is provided the opportunity to read extensively from materials that can stimulate their interests and engage their minds. The areas of learning offered to the children include reading, writing, calculating and speaking. These are learned through a combination of curriculum content, modeling, and coaching and sensible practice.
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Some of the programs offered to aid in this process are Shurley Grammar, Open court Reading, and Singapore Math. Liberty understands that it’s not enough to just acquire knowledge. The students need to have the ability to see patterns and analyze facts, which are necessary to be able to influence and improve the world around them. Progressive thinking skills, unique to each discipline, are an asset in the guide to young people when applying discernment to knowledge. Liberty offers its students extracurricular activities to help engage academic studies. Some of these include spelling Bees, Eco-week for the 6th graders, intramural basketball and other competitive athletics (volleyball
Charter Schools Today
Winter 2013
and track). Liberty also offers a writer’s guild, student council, fall festivals, may fest, a sock hop, and primary grade celebrations, such as a Roman holiday and Colonial Days.
Liberty’s board of directors is comprised of seven elected parents who oversee and establish all of the educational and operational policies of the school. With parents wanting the best education for their children, it only makes sense that the education guide is provided by In looking to provide the best for its students, Liberty those same parents, ensuring their vision of a fair and has designed a mission statement based on a common equally diverse school that maintains its standards. foundation. With the contextual body of organized knowledge that is taught using values of a democratic society, the skills of learning, common virtues, and common sense help to achieve the mission statement.
SLIDE IN TO YOUR NEW www.neenan.com Proud design-builder of Liberty Common Charter School
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School Feature
New York City Charter School Center
Group Is Committed to Ensuring Parents’ Choice for Fun, Nurturing Setting Nicole Robinson
“M
y roll at the Charter Center is chief executive officer, which means that it’s my responsibility to set the goals and direction of our organization, including seeing that charter schools in New York City are fully and fairly funded and have access to both facility funding and space in public school buildings,” says James Merriman. James grew up in Wichita, Kansas, where he attended public school. He moved to NYC for college and law school, and now lives in New Jersey with his wife and three children. With time and resources available for long-term goals, James relays that “I spend a lot of time thinking and working with charter school leaders to think more broadly about charter schools’ role in furthering the success of all of our public schools.”
State University of New York was looking for General Counsel of its authorizing arm, “and I got that job” tells James. “After three years, I was promoted to executive director and helped build a set of practices James’ career practicing law wouldn’t last for long. In and policies that have 1998, when New York’s Charter school law was passed, been widely recognized
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as setting a high standard for what responsible authorizing looks like.” He says the Walton Family Foundation assisted them in making considerable investments in charter schools before arriving at the Charter Center in Fall 2007 Since its inception, Charter Center has supported 136 charter schools now operating in New York City. “[We’ve done it through grants and other programs, including the Center’s new school support and its extensive advocacy and policy initiatives,” says James. “We are never happier than when we get a note from a successful charter leader letting us know that we have played an important part in their getting started.”
“Some of the specific accomplishments we are proudest of include: Our planning and start-up support for new schools—which has helped more than 55 schools launched—and our advocacy efforts—which were key to lifting the statewide charter cap, twice adding 360 schools that could be started. Also, the Charter Center’s Emerging Leader Fellowship (ELF) program has helped build a pipeline of secondary leaders within charter schools. And providing key supports and our policy initiatives have helped charter schools not only serve more of the City’s neediest students, such as those receiving special education services or learning English, but serve them better,” says James.
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Winter 2013
“We have done our own work as well as worked with some of the nation’s most respected academics and institutions to produce gold-standard studies of NYC charter school performance.”
schools.” Apply Right will provide everything necessary to have a successful launch of your school. Start Right provides assistance on how to make sure you maintain the highest standards expected from a charter school.
James also acknowledges that parents are choosing charter schools because the school provides fun in a nurturing, academic setting, with longer school days, shorter breaks, more math and English, while still maintaining time for art and music. “In so doing, they are giving parents a choice of where to send their children to school, a choice that is viewed as a fundamental right for parents of means but one that has generally eluded parents without them.”
When it comes to bringing the Charter Center and vendors together in the hopes of fostering sustainable relationships, our charter schools’ benefit helps void the gap. Individuals must either have worked with a charter school or have been recommended by the schools they work with to gain access. “We occasionally partner with outside organizations that offer resources to charter schools, such as Teach for America and others,” says James. “At the risk of the music starting up as it does when a winner goes on too long, we have many, many partners, public and private, philanthropic and for-profit.” While there is quite an extensive list of names to add to the list of individuals who help the Charter Center, “we work with and learn from the most important people of all—the great leaders, staff, teachers, and parents in New York City’s 136 charter schools. They are the reason we get up in the morning and try with all our might to continue to make New York City the place to be for charter schools.”
Despite the strained U.S. economy and the lack of increased funding for education, there are needs to be overcome. James believes that “charter schools have had to adjust to a world in which education funding is no longer steadily increasing, and getting philanthropic funding is harder.” Unlike the district school board, charter schools have been able to retain staff because they have gone without unsustainable pensions and fringe benefit structures. “While accountability and quality control are the primary responsibilities of the state’s authorizers, the NYC Charter School Center strongly believes that we also should play a role,” says James. The jurisdictions’ authorizers have been given the responsibility to ensure the highest standard for anyone looking to open a charter school. Schools are monitored so that if their behavior is irresponsible the school will be closed down. James provides full support to the authorizers who feel a school needs to be shut down. “We editorialize constantly about the importance of showing good results and acting responsibly.” Charter schools continuously publish data on performance. “When an authorizer moves to close a school, we have been supportive when it is clear that the school has not met standards set by the authorizers.”
Since we work with some of the best support and learning resources, it becomes easy to plan out where our future goals will be, says James. His outlook for the future is that “both charters and district schools can learn from high-achieving schools on both sides. Plus we want to secure facilities funding for charters so that they can continue to open successfully.” Furthermore, adds James, “we aim to work with the mayoral candidates for New York and other elected officials to help advocate for charters and to educate our lawmakers about charter schools to help dispel many of the misconceptions that still remain.
On the other side of that, when training and support is needed, James thinks that it is continuously given. “We have developed two key programs--Apply Right and Start Right—which help to ensure high-quality charter | 21
Contributing Article
Charter School Capital
Finding Funding Solutions for 95% of Charter Schools in Need
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John Helgeson, and Brad Coburn. Their combined experience in business and banking, coupled with their passion for supporting public education options for parents, gave rise to an opportunity to use their talents to mitigate the financial burden charter schools face.
hile charter schools have been an option for the past 20 years, their popularity has begun to explode, with approximately 465 new public charter schools opening from 2009 to 2010. According to the U.S. Department of Education, the number of students enrolled in public charter schools more than quadrupled from 2000 to 2010. Today, this demand for a public option in education has resulted in charter school enrollment of more than 2 million students in 41 states and the District of Columbia, with more than 600,000 students “Operating a charter school is like operating a on waiting lists nationwide. business,” explains Stuart Ellis, President and Historically, charter schools have experienced difficulty CEO at Charter School Capital. “There are accessing much needed funding to help aid growth. expenses, payroll, facilities needs, and more. Most That growth may include expanding or building new importantly, charter schools educate kids. By facilities, adding new technology to classrooms, or investing in charter schools, we provide working paying for buses, new programming, and in some cases capital options that help schools manage their daily additional teachers. A study in 40 states on charter operations so charter schools can do what they do school funding by the Center for Education Reform best—educate students.” in Washington, D.C. found that on average charter schools receive 21.25 percent less public money than Whether a charter school is experiencing growth conventional public schools. Many schools struggle and requires immediate funding, or is faced with to maintain the appropriate cash flow to satisfy daily challenges resulting from state budget shortfalls, operations, while others lack access to capital for Charter School Capital works to provide the expansion or are unable to acquire the funding in a working capital and financial knowledge to help timely manner for accelerated growth plans. Because of school administrators manage cash flow, build reserves, this, many charter schools are at or over capacity, unable and thrive. This approach has helped Charter School Capital provide more than $400 million to organizations to expand to meet the demand. supporting over 250 schools across the country. That Charter School Capital was opened in 2006 by three translates into helping 200,000 students receive the entrepreneurs with the mission to help solve charter opportunity to get a charter school education. school funding challenges. Asked by charter school industry leaders to help solve funding problems in In a recent survey conducted by Charter School California, the company was formed by Stuart Ellis, Capital, 96 percent of respondents agreed that funding 22 |
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Winter 2013
is the biggest challenge facing charter schools, and 88 percent said charter schools need more funding options. Charter schools do not have access to the same funding options that are available to traditional public schools. Charter schools also don’t have collateral to qualify for a loan from most banks. In fact, fewer than 10 percent of charter schools reportedly qualify for bank loans sufficient to support their cash flow. This is where Charter School Capital helps with funding options. Their funding model relies on the creditworthiness of the state, not the school, so 95 percent of those that apply for funding are accepted.
In Minnesota, Academy for Sciences and Agriculture was faced with major funding delays. The state went from withholding 15 percent to 40 percent of charter school funding, leaving many schools crippled and forced to close their doors. The Academy for Science and Agriculture found an opportunity with Charter School Capital.
“There is a whole lot of flexibility in working with Charter School Capital,” says Becky Meyer, Executive Director for Academy for Sciences and Agriculture. “If I had to describe Charter School Capital in one In 2008, Learn4Life, a California-based network of word it would be personal. They got to know us and public charter schools, was faced with a reduction in our funding model. It is clear they are truly interested per-pupil funding and delayed payments from the state, in seeing charter schools succeed. Our school is open hindering the school’s cash flow. today because of Charter School Capital.”
“Learn4Life faced not only a reduction in funding, but also a significant delay in payment from the state,” says Skip Hansen, Learn4Life Senior Vice President. “Charter School Capital came in and was truly a gift. Without their help we would have had to turn away 2,000 students over two years. Those are 2,000 kids that could go on to cure cancer and do something great in our society.”
To provide funding, Charter School Capital purchases a school’s earned revenue (the funding the state is committed to give to the school based on student enrollment figures). Unlike other funding options, Charter School Capital’s one-time, transparent, fixed fee allows the school to know exactly what it will pay. No interest accrues over time and the school can plan its budget appropriately. Charter School Capital assumes | 23
all the financial risk, enabling the school to receive the funding when it needs it and focus on the school’s mission of educating students. The more dollars a charter school has to operate, the more the school is able to focus on helping students learn. Charter School Capital is committed to assisting charter schools succeed and has helped clients navigate the complexities of obtaining alternative funding sources. These range from grant dollars to available entitlements schools may qualify for but either don’t know are available or don’t have the time or staff to obtain on their own. The charter school movement continues to grow because there is a demand from parents to have more choices and from school administrators to have the freedom and ability to be innovative in order to improve the academic achievements of today’s youth. During the past two decades charter schools have proven that regardless of where you live or what your socio-economic status, in the right environment every child is able to achieve high academic levels. However, in order for charter schools to thrive, they need to be able to focus on the curriculum and deliver the best possible education. “Charter schools are a critical option to the future of educating our children,” comments Ellis. “We hope Charter School Capital continues to be more than just a financial resource, but a true partner helping charter schools succeed in their mission to serve more students and improve the future of our communities.”
Charter School Capital 225 SW Broadway, Suite 300 Portland, Oregon 97205 877.272.1001 http://charterschoolcapital.org
Charter Schools Today
Winter 2013
School Feature
Great Hearts Academies
Graduating "great-hearted" Young Men and Women With a Sense of Destiny and Purpose for the Greater Good" Nicole Robinson
D
aniel Scoggin, Chief Executive Officer, attended Santa Clara University in California as an English Literature major. He spent his junior year abroad at the University of Durham in England. While completing his Ph.D. in English Literature at the Claremont Graduate University, Dan taught at Harvey Mudd College, The Phoenix Institute at the University of Notre Dame, Mesa Community College, and coached basketball at Pomona College. In 1998, he returned to his hometown to teach humanities and coach at Tempe Preparatory Academy. In 1999, he was promoted from teacher to headmaster of Tempe Prep and oversaw the first six graduating classes of the Academy. In 2002, Dan worked with Andrew Ellison, the board of directors, and families of Phoenix to help open Veritas Prep Academy.
The success of Great Hearts is based on combining an unwavering commitment to classical, liberal Arts education with the understanding that our schools can constantly be improved through sound, data-driven leadership. “Our founders commissioned the name Great Hearts for the organization because we never want to lose sight of our ultimate purpose—to graduate great-hearted seniors, magnanimous young men and women with the capacity for the meaningful leadership that our culture so desperately needs,” says Scoggin. “Each of our graduates is characterized by a lifelong In 2004, Dan authored the Great Hearts business plan, commitment to the pursuit of truth, goodness, and secured its initial grant funding, and was promoted beauty.” to CEO of this charter management organization. In this role, he has grown the corporation’s central office “The mission of Great Hearts Academies is to create and has overseen the founding of Chandler Prep, Mesa a network of academically rigorous, classical, liberal Prep, Glendale Prep, Scottsdale Prep Academy, Teleos arts primary, middle schools, and high schools in the Prep, and Anthem Prep. Dan is widely quoted in the Phoenix Metropolitan Area,” Dan says. This network media on educational topics and has authored articles will prepare its graduates for success in the most highly on teaching and English Literature. He is a 2008- selective colleges and universities in the nation, and to 2009 Piper Fellow and recently attended the Stanford be leaders in creating a more philosophical, humane, and just society. “Great Hearts public academies surpass University Executive Education Program. | 25
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Charter Schools Today
Winter 2013
the best public and private school options in academic At Archway Veritas we strive to instill into our students outcomes, student moral formation, and comprehensive a scholarly rigor imbued with delight. In an age of extracurricular participation.” pedagogy that reduces all intellectual joy to utility, we seek just the opposite. Erik Twist tells us, “Our The ultimate goal of the organization is to graduate administrators, teachers, and staff work to create a safe “great-hearted” young men and women who possess and challenging environment for our students, and a sense of destiny and purpose that is directed to the to foster open and onset relationships with parents. service of the greater good. By engaging in an intense and I believe that you will not find a team more talented, formative dialogue with the Great Books and Ideas of committed, and caring than the one that we have Western Culture, by conversing with peers and teachers assembled here.” who also seek the truth, students come to understand more fully what it means to be a human being. Chandler Preparatory Academy is a state-chartered public school dedicated to providing a comprehensive Veritas Preparatory Academy, a founding member of arts education. As such, we offer an outstanding the prestigious Great Hearts Academies, is dedicated to opportunity for families who want the very best in a providing the finest liberal arts education possible for college preparatory school. “Our schools believe in families in the Phoenix metropolitan area. Located on each student’s innate potential to comprehend the rich 56th Street just south of Indian School Road, “we offer tradition of Western Civilization to which they are a challenging yet rewarding curriculum to junior high heirs and to grow in the virtues that mark a profound, and high school students who are willing to work hard philosophical life—summarized by the triad of our and develop a deep appreciation for the true, the good, Latin motto: verum, pulchrum, bonum—truth, beauty, and the beautiful,” says Andrew Ellison, Headmaster. and goodness, says Helen Hayes, headmaster.
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Archway Classical is a state-chartered public K-5 school offering a classical liberal arts education that will prepare students to enter a Great Hearts academy in middle school. Archway Classical is the first truly classical Core Knowledge primary school in Arizona. Each student will be provided with a durable foundation in Reading, Writing, Arithmetic, Geometry, Science, and Social Studies, in addition to meaningful and substantive work and play in Spanish, Fine Arts, P.E., and competitive chess,” says headmaster Leanne Fawcett.
chartered public K-4 school offering a classical liberal arts education that will prepare students to enter a Great Hearts academy in middle school. “The mission of Archway Classical is to develop the academic potential and virtuous character in each student through the use of a content-rich rigorous curriculum, with a special emphasis on the cultural heritage of the Western civilization,” says Robby Kuhlman, headmaster. Glendale Preparatory Academy is a state-chartered public school offering a liberal arts education rooted in the Western literary and philosophic tradition, At Mesa Preparatory Academy we envision living in and committed to the pursuit of truth, goodness, and a more just, humane, and philosophical society. “To beauty. “Our academy embraces wisdom and virtue as the proper ends of education, and our school culture is ordered to help foster great-hearted young men and women,” says Headmaster David M. Williams. Teleos Preparatory Academy was founded in 2009 as the sixth member of the Great Heart Academies network of schools. Headmaster Brian Taylor describes the school as “committed to providing the finest liberal arts education possible for families in the downtown Phoenix area.” Bryan Smith, headmaster of Anthem Preparatory Academy describes his school as offering “a challenging yet rewarding curriculum to students grades 3-11 who are willing to work hard and develop a deep appreciation for the true, the good, make that happen each day we educate students for the and the beautiful. If this type of education is attractive lifelong pursuit of truth, goodness, and beauty,” says to you and your children, we invite you to explore our Robert Wagner, headmaster. website to learn more about us.” Scottsdale Preparatory Academy is a state-chartered public school providing an honors-level liberal arts curriculum in the tradition of the finest independent private schools. “As such, we offer an outstanding opportunity for families who want the very best in a college preparatory institution,” notes Headmaster Peter Bezanson.
“Our schools believe in each student’s innate potential to grow and mature into well-educated young men and woman when they are exposed to the rich educational tradition of Western Civilization. At Trivium Prep we offer a challenging, yet rewarding curriculum, to sixth graders through high school seniors who are willing to work hard and are willing to develop a deep appreciation for the for the true, the good, and Archway Classical Academy-Scottsdale is a state- the beautiful,” notes Dave Beskar, headmaster. The 28 |
Charter Schools Today
Winter 2013
Archway K-5 campus is located on the same property as Trivium Preparatory Academy. However, the Archway campus is distinct from the Trivium Prep campus, with a separate entrance, administration, and student area. “The mission of Archway Trivium is to develop the academic potential and virtuous character in each student through the use of a content-rich, rigorous curriculum, with a special emphasis on the cultural heritage of the Western Civilization,” says Beskar.
Great Hearts Academy in middle school. “The mission of Archway North Phoenix is to develop the academic potential and virtuous character in each student through the use of a content-rich, rigorous curriculum, with a special emphasis on the cultural heritage of the Western Civilization,” says Headmaster David Denton.
Maryvale Preparatory Academy is a tuition-free, statechartered public school that opened its doors in August 2012. “We provide students with a durable foundation in Kevin Topper, Headmaster of North Phoenix Prep, Reading, Writing, Arithmetic, Geometry, Science, and utilizes the same motto for his school, which is also Social Studies, as well as knowledge and skills in Spanish, a member of the prestigious Great Heart Academies Music, Art, and Physical Education,” states Mac Esau. network of prep schools in the metropolitan Phoenix area. Great Hearts Academy is proud of all of our chartered schools. We will provide all the support needed to our Archway Classical Academy-North Phoenix is a state- schools, to help maintain the highest level of education, chartered public K-5 school offering a classical liberal and pride, while providing the skills needed to send arts education that will prepare students to enter a highly-skilled professionals into the world.
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Content Article
Origin of a Charter Middle School 3D Lab From Tech Challenge Participant to Marker Faire Speaker David Lewis
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wo years ago a 12-yearold Charter School student got bit by the engineering and design bug and was determined to share it with his school. He was able to build out the first (and only) middle school 3D Printing & Design program in California. This year he is taking a successful middle school program to his high school and continuing to share his passion with other students.
Jeff Rey and Riley Lewis
In 2010 a student team from Discovery Charter School, in San Jose, California entered their device for the Tech Challenge at the San Jose Tech Museum. After an initial set of problems, Riley Lewis, then 12, used the SolidWorks CAD program to do a failure analysis of the device and help the team redesign it. The team went on to be successful in the Challenge. Following that success, Riley met Jeff Rey, then CEO of SolidWorks, who invited him to the SolidWorks World show in San Antonio as recognition for his work. At the show Lewis relentlessly “tin-cupped� vendors for equipment and software so that he could teach more of the students at his middle school the basics of CAD.
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Riley, Mark West (SolidWorks) & Anthony Graves (HSMWorks)
Charter Schools Today
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He left the show with enough equipment, connections, and encouragement that he was able to start building out the DCS Lab when he got back home. We also started writing about his desire to share the engineering with his fellow students. Deelip Menezes was good enough to write about Riley, provide us blog space and introduce us to the folks at 3D systems, a premier maker of 3D printers. Then things really began to take off. At the May 2011 Maker Faire in California, Riley met Abe Reichental and Cathy Lewis, who gave the enthusiastic, then 13-year-old, a Rapman 3.1 3D printer kit from Bits From Bytes and waited to see what we could do with it. By the middle of June and before the end of the school year, we had the printer up and running. It was also attracting the attention of a number of Riley’s classmates. His long-time (since they were 2 years old) friend Vernon began to spend more time with us as we learned to use and tune the printer.
Ben, Riley, Miguel & Tomer from Discovery Charter School As we experimented with both SolidWorks and the printer, “The Herd” got more competent and comfortable with their designs. We frequently had students in the lab three days a week for five to six hours each day. The lab was such a hit that we proposed it as an “enrichment” class for the school beginning in August. The proposal was accepted by the school and we started to teach middle school students 3D Design & Printing. Even though we had just one hour per week with the students (plus lab time on the weekends), the class was a hit. Another 12 kids began learning SolidWorks and 3D printing. We also began to write about our experience as we went.
Riley with the finished Rampan3.1 Printer When school ended, we made the printer and CAD workstations available to the general grade 7 population, and over the summer we had a core group that came out to the “lab” on a regular basis. A lot more folks came by to see what 3D Design & Printing were all about too.
The Lab had also begun to get a little notice from the engineering media, and even some mainstream writers. In October 2011, Popular Science wrote a short piece on what the kids were doing and later Mashable picked it up as well. We had wrapped up the first semester’s work, and thanks to my co-teacher, Mike Tuason, we had a working speaker/amp set that each student had designed. We kept learning, designing and blogging.  We moved into the second semester with a refined vision of how to teach the class (start with printing an
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object) and brought in a new group of kids (this time friends) with multiple reasons to go. May turned into a as young as 11 years old). The new strategy worked well very busy month for the boys. and we began to turn out items, ideas, and beginning CAD users all over again. In addition to the Maker Faire, they also were invited to a workshop at University of California Santa Cruz for In March, our key sponsor, 3D Systems, was getting the regional Gifted And Talented Education (GATE) ready to introduce its newest consumer-ready printer. conference. 3D Systems loaned them a portable printer They hooked Riley into their Bay Area series of events. and they took the event by storm. The Bits from Bytes For his Spring break, Riley travelled around the Bay 3D Touch captivated everyone at the GATE event and Area from Stanford to San Francisco helping to tell the gave many of the students their first look at 3D Printing. story about 3D Printing—and making all sorts of new friends. Rather than doing a single 20-minute workshop, they were allowed to set the printer up in an atrium space At the VLAB stop at Stanford, Riley and Vernon met where they ended up doing nonstop demonstrations for Dale Dougherty of MAKE Magazine and the Maker more than four hours. Faire. After hearing the story of the “shoestring lab,” Dale invited them to the Maker Faire to speak about Right after the GATE workshop and just before Maker what they had done. 3D Systems was also going to be at Faire, Dale Doughtery invited them to the Hardware the Maker Faire, which provided the lads (and a lot of Innovations Conference at PARC Xerox. Once again
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the guys were blown away by the innovation and had Riley has formed an engineering club that will provide their creative fires stoked. They also made another great a place for the students in the engineering track to turn group of connections. their designs into tangible objects and to explore the possibilities of 3D printing. Vernon has established a At the Maker Faire the guys did booth Duty with 3D dedicated lab space at his high school and is working on Systems and were invited speakers on the Education a curriculum for his fellow students. Stage. They spoke on the Education Stage in a televised interview about the importance of exposing students to Both boys will provide mentorship and support for the these technologies as early as possible, and how almost program at Discovery School as that program moves any student can effectively work with the tools if they into its second year. are given a chance. All of this was achieved in California public charter The Maker Faire launched us into summer and decisions schools with huge personal support from 3D Systems about high school. Vernon opted for a new charter and from micro-grants from a number of companies school started by his former seventh-grade teacher. Riley (Advanced Micro Devices, 3D Conexxion, HP, and opted for a more academic charter school modeled on SolidWorks). the “prep school� concept. We wanted to carry the 3D program into these high schools and keep the program Various scenes from the GATE Conference at Discovery School running. at UC Santa Cruz
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Central Michigan University’s Global Campus
understands charter
schools
and what it takes to make them successful
Central Michigan University is the nation’s leading university authorizer of charter schools. CMU’s Global Campus delivers a fully-accredited Master of Arts degree in School Principalship with an emphasis in Charter School Leadership. • 33 credits • Offered completely online in a cohort format where a group of students follows a set schedule of courses from start to finish • Enhances your leadership skills and understanding of public school law, facilities management, and applicable educational issues • Accredited by TEAC
Call toll-free 877-268-4636 for details today! CMUglobal@cmich.edu cmich.edu/globalcampus
Central Michigan University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. CMU is an AA/EO institution (see cmich.edu/aaeo). 33861 6/12
Central Michigan University's Global Campus Understands Charter Schools and What It Takes to Make Them Successful
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OUNT PLEASANT, MI --- Central Michigan University has a long-standing and distinguished history with charter schools. In 1994, CMU became the first university in the nation to authorize a charter public school. With 59 charter schools, CMU is the Founded in 1892, CMU is an accredited state university nation’s leading university authorizer. ranked as the 10th most productive research university CMU’s Global Campus delivers a fully-accredited of its size nationally. More than 70,000 students have Master of Arts degree in School Principalship with graduated from CMU’s Global Campus since 1971. an emphasis in Charter School Leadership, offered CMU prides itself on its quality programs and the completely online in a cohort format. A cohort is a personal service we offer to all of our students. group of students that follows a set schedule of courses from start to finish, and allows students to develop For more information on CMU’s Master of Arts degree long-lasting friendships and professional networks that in School Principalship with an emphasis in Charter School Leadership and other degree programs, call tollcan benefit them throughout their careers. free 877-268-4636 or visit cmich.edu/globalcampus. CMU’s 33 credit program enhances student leadership skills and the understanding of public school law, facilities management, and applicable educational issues. This program is also accredited by the Teacher Education Accreditation Council (TEAC). Central Michigan University’s Global Campus is an innovator and leader in quality programs for adult learners, offering bachelor’s, master’s, and doctoral degrees along with professional development courses tailored to the unique needs of working students. Programs are offered at more than 50 locations across North America and online in compressed terms. | 35
Content Article
New Charter Schools Face Double Hurdle
Legislation Could Play a Big Part in Funding Margaret Hudson
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school activities in fiscal year 1998, up from $51 million early all charter schools face implementation in 1997. obstacles, but newly created schools are most vulnerable. Most new charters are plagued by resource limitations, Charters sometimes face opposition from local boards, state education agencies, and unions. Many educators particularly inadequate start-up funds. are concerned that charter schools might siphon badly Although charter advocates recommend that schools needed funds that would otherwise go to non-charter control all per-pupil funds, in reality they rarely schools. The American Federation of Teachers urges receive as much funding as other public schools. They that charter schools adopt high standards, hire only generally lack access to funding for facilities and special certified teachers, and maintain teachers' collectiveprogram funds distributed on a district basis (Bierlein bargaining rights. Also, some charters feel they face and Bateman 1996). Sometimes private businesses unwieldy regulatory barriers. and foundations, such as the Ameritech Corporation in Michigan and the Annenburg Fund in California, According to Bierlein and Bateman, the odds are stacked provide support ( Jenkins and Dow). Congress and the against charter schools. There may be too few strongPresident allocated $80 million to support charter- law states to make a significant difference. Educators who are motivated enough to create and manage charter schools could easily be burnt out by a process that demands increased accountability while providing little professional assistance. As more states join the movement, there is increasing speculation about upcoming legislation. In an innovation-diffusion study surveying education
policy experts in 50 states, Michael Mintrom and Sandra Vergari (1997) found that charter legislation is more readily considered in states with a policy entrepreneur, poor test scores, Republican legislative control, and proximity to other charter-law states. Legislative enthusiasm, gubernatorial support, interactions with national authorities, and use of permissive charter-law models increase the chances for adopting stronger laws. Seeking union support and using restrictive models presage adoption of weaker laws.
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The threat of vouchers, wavering support for public education, and bipartisan support for charters has led some unions to start charters themselves. Several AFT chapters, such as those in Houston and Dallas, have themselves started charters. The National Education Association has allocated $1.5 million to help members start charter schools. Charters offer teachers a brand of empowerment, employee ownership, and governance that might be enhanced by union assistance (Nathan). More than two dozen private management companies are scrambling to increase their 10 percent share of a "more hospitable and entrepreneurial market" (Stecklow 1997). Boston-based Advantage Schools Inc. has contracted to run charter schools in Arizona, New Jersey, and North Carolina. The Education Development Corporation was planning in the summer of 1997 to manage nine nonsectarian charter schools in Michigan, using cost-effective measures employed in Christian schools.
Building stronger communities via newly designed institutions may prove more productive than charters' Professor Frank Smith, of Columbia University Teachers typical "free-the-teacher-and-parent" approach. College, sees the charter-school movement as a chance to involve entire communities in redesigning all schools Charter schools might also benefit by adopting researchand converting them to "client-centered, learning based schooling models, such as Accelerated Schools cultures" (1997). He favors the Advocacy Center Design and the Success For All Program, and by emulating process used by state-appointed Superintendent Laval successful programs in charter or "grant-maintained" Wilson to transform four failing New Jersey schools. schools in England, Canada, and New Zealand. | 37
School Feature
Carpe Diem Schools
Dual Learning Environment Offers Charter Students More Options Nicole Robinson
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ducational entrepreneur, innovator and leader, Rick Ogston, is a founder and CEO at Carpe Diem Schools. Having been a part of Carpe Diem for almost 12 years, Rick has become a vital part of the success that the schools have seen. Before Rick began his work with charter schools, some of his other roles included Executive Director at Rohi Inc., where he maintained that position for 11 years. He moved on to become an adjunct professor at Arizona Western College for nearly three years. His responsibilities now at Carpe Diem Schools include marketing, strategy, financing, creation of company culture, human resources, compliance, and instruction. Some of Rick’s more specific duties include setting strategy and vision for “[We offer] the power to choose—a place online or a improvement and growth while building culture, a place on our campus,” says Rick. It’s one of the many team-building school environment, financial planning, reasons the charter school is so unique and popular. and capital allocation. Carpe Diem’s innovative online and on-campus Carpe Diem Charter Schools are truly unique. One curriculum combines flexible, customizable “anytime, reason is an accredited online school system that has anyplace” learning, that is accompanied by one-onbeen recognized at the national level for educational one instruction from our highly qualified instructors. innovation. “At Carpe Diem we’re changing the ecology “Students learn independently online while receiving of education, leveraging technology to make learning lesson support provided by a group of dedicated, highly more efficient and more effective for every student. qualified teachers at a local student support center,” We’re much more than just another online school,” Rick conveys. Offering customizable education plans Rick says. that are supported with year-round start dates, early
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graduation options, and the ability to work at their own pace is a welcome change for many students. Using the latest online curriculum, the e2020 comprehensive learning system for instruction, in addition to the uboost online recognition and reward system for progress tracking, our charter schools is one of a kind, says Rick. “e2020 is an engaging, online learning environment designed to capture students’ attention. Carpe Diem strongly believes that each student is unique and acquires information according to their individual learning style.” E2020 has been designed to provide our students with activities that enhance the way they learn best. “A virtual world has been created that integrates Science, Math, Language Arts, Social Studies, and Elective Courses into our students’ everyday world.” Providing online recognition and a reward system for progress tracking, “uboost is an online performance precognition and rewards platform where points are awarded for positive behaviors, then redeemed for relevant reward,” Rick boasts. “Our students are rewarded for their hard work online so that everyone
will put forth maximum effort. Students are able to choose rewards that interest them. For instance, they can purchase merchandise and gift cards; support their favorite charitable cause; customize their own safe, virtual environment; or participate in contests to win premium rewards, such as iPods and Amazon.com gift cards,” says Rick. Carpe Diem Collegiate High School and Middle School campus in Yuma “uses a technology-based educational model which combines online learning with four days per week of classroom instruction,” states Rick. The charter schools offer academic program computerassisted instruction, with computer-based learning and management. This is available to all teachers and students alike. “This program considers individual differences in ability, knowledge, interests, goals, contexts and learning styles.” Additionally, Carpe Diem Collegiate High School instructional resources and strategies give coaches the power to effectively tailor their instructional practices, accommodating the individual need of the learner to achieve the goal of subject mastery, not just
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course completion. “But we aren’t just about teaching the mind—we’re also about helping develop the whole person,” says Rick. “CHCHS offers students a balanced curriculum, including characters education, the arts, languages, and physical education. Education at Carpe Diem is about more than grades; it’s about life.” It doesn’t matter how a student decides to gain their education, online or on campus, Carpe Diem’s tuitionfree approach to academics is student-centered and combines educational technology with one-on-one instruction time to promote subject mastery and to help boost student achievement. “We utilize the latest technology to engage students and provide a
customizable, competency-based curriculum, while our highly qualified teachers ensure that what students are learning online is applicable and relevant to their lives,” says Rick. Carpe Diem is accredited with the North Central Association Commission on Accreditation and School Improvement (NCA CASI). The NCA CASI Office of Postsecondary Education is responsible for the accountability of schools with postsecondary certificate-granting designation in accordance with federal regulations. “It’s just one more unique feature of Carpe Diem Schools,” says Rick.
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Content Article
Charter Schools On The Rise
President's Pledged Stimulus Money Is Up for Grabs Alison Sombrey
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harter schools have been around for 20 years and their numbers have been swelling in recent years— with 2.5 million students and more than 5,700 schools throughout the country, according to a 2011 survey. But this past summer, President Obama gave parents who may not be familiar with charter schools some reasons to consider this alternative to traditional public schools. Those came in no small part from the $4.3 billion in grant money, part of the federal stimulus program, now available through the U.S. Department of Education. States interested in competing for the money have already turned in applications in the first part of the Race to the Top program. The program encourages innovative programs that emphasize several key areas, including turning around low-performing schools and raising standards through test scores and other accountability measures. The president, in interviews since the summer, has made it clear that charter schools are an important part of the Race to the Top initiative, and states with laws that limit the number of charter schools could find themselves on the outside looking in when it comes time to dole out funding.
the 10 states that don't have them," says Paul O'Neill, a senior fellow with EdisonLearning and an adjunct professor at Columbia University, where he teaches education and special education law and has a special course on charter school design. EdisonLearning is an educational management firm that promises to improve school performance in public and charter K-12 schools. It is affiliated with 125 schools and 350,000 students in the United States and Great Britain. Charter schools offer an opportunity to create a school that meets more specific, while still relying on public dollars, according to O'Neill. Charter school organizers can establish their own discipline rules and set up the kind of educational program they want—like the dual Spanish-English curriculum originally established at the Family Life Academy Charter School in the south Bronx in New York—as long as it is approved by governing authorities. For example, there have historically been restrictions on single sex public schools, leaving that arena largely for private and parochial schools. However, changes to federal Title IX rules several years ago eased that ban. A group of parents in Baltimore have taken advantage of the change and created a charter school model for the all-boys Maryland Possibility Prep school.
"The stimulus has had an interesting effect ... It's creating a debate about charter schools—and making Charter school proponents must come up with a that debate even more widespread—particularly in contract with state officials, often from the Board of
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Education, laying out the rules and setup of a proposed school. Depending on the size of the proposed school, and if the charter model is approved, a budget would then be approved. Most charter schools have a “charter term” or contract period of five years, though some are longer. When that period is up, the state decides whether to renew the contract and can examine accountability statistics to determine the future of the school.
schools are exempt from all state and federal laws. In fact, charter schools must follow all federal education laws. Under the charter concept, local governments approve a contract with the charter school. Organizers must show that the school is succeeding, or the governing authority can decide not to renew its contract.
• Charter schools must address the needs of students with disabilities. Not only must charter schools accept Because charter schools have only existed since 1991, those students who apply, there are charter schools set and they are only located in 40 states and Washington, up to specifically serve special education students, says D.C., O'Neill says he routinely runs into parents who O'Neill. An example is the New York Charter School know very little about charter schools. for Autism in East Harlem, with its one-to-one teacherto-student ratio. Charter School Facts • Charter schools are public schools that receive greater Virtual charter schools are becoming popular as well. autonomy in exchange for more accountability. They While charter schools are more commonly seen in urban are created by state law and are currently located in areas, virtual charter schools have begun to surface. 40 states and Washington, D.C. They are funded with These schools are run online, with online instructors public money and must take students through an and an online curriculum. The Provost Academy opened open admissions process—just like traditional public this year as a virtual charter school in South Carolina schools—but they are schools of choice. for 1,500 students. "Often the piece that's missing for charter schools is the money for the facility," O'Neill • Charter schools don't receive special status. Because says. Virtual charter schools can provide an answer advocates for charter schools create rules that may differ where there is no brick and mortar facility. from public schools in a state, many people think the
Content Article
Charter Schools -- After 20 Years, the Movement Is Still Going Strong But Still Have a Lot to Prove Jessica Kaplan
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wenty years ago the first public charter school, City Academy High School, opened in St. Paul, Minnesota. Today, more than 2 million students in 41 states and the District of Columbia attend a charter school—with some 610,000 applicants on waiting lists. Charter schools are publicly funded, but can be privately run. They're often based around the idea of a promise: People who want to create these types of schools can get more flexibility to do things like experiment with curriculum, personnel, and even the structure of the school in exchange for producing results aligned with a charter document that outlines a school's mission and goals. Additionally, charter school teachers don't have to be union members, which gives administrators more leeway over who they can hire, how to pay them, and how to evaluate their performance. Over the last 10 years, Americans have expressed increased support for charter schools, peaking last year with 70 percent in favor, according to Phi Delta Kappa/ Gallup polls. The results of Gallup’s annual Work and Education poll suggest that 61 percent of Americans believe children educated in charter schools receive an “excellent” or “good” education—ranking charter schools ahead of public schools and homeschooling, but behind independent private and parochial schools. Despite increasing popularity, there are few indicators that charter schools are inherently better than public schools overall. A compilation of research showing 44 |
that on average charter schools do not outperform their traditional public school counterparts has led charter school proponents to call for a greater focus on accountability as these schools spread. There are, of course, pockets of excellence, school chains or specific places where charter school students outperform their peers. In fairness, the same could be said for traditional public schools. As this data trickles in, charter school advocates of all political stripes have become attuned to the possibility that they could lose political clout if they don't show results soon. For example, the California Charter Schools Association last December called for districts to discontinue 10 charter schools the group cited as guilty of “consistent academic underperformance.” Last year, Washington, D.C., released its first charter school rankings in an effort to crack down on underperforming charter schools. Amid the movement's internal soul searching regarding accountability for charter schools, a report released last December found that in nearly two decades--as long as charter schools have existed—only 3 percent have ever been closed for underperforming academically. NAPCS points out that although the country’s 5,600plus charter schools represent only 5 percent of American public schools, they are disproportionally represented on the US News & World Report Best High Schools list (at 17 percent), and on Newsweek’s Transformative Charter Schools Today
Winter 2013
High Schools list (at 60 percent). But critics have long contended that charter schools underserve students with disabilities. A recent report providing numbers to back that claim by the U.S. Government Accountability Office determined that charter schools do not enroll students with disabilities at the same rate as traditional public schools. That’s despite federal laws that require all publicly funded schools to serve disabled students. The GAO report, commissioned by Rep. George Miller (D-Calif.), found that 11 percent of students enrolled in public schools during the 2009-10 school year had disabilities, compared to 8 percent of students in charter schools.
In recent years, state legislatures across the country have expanded charter access by lifting their caps on charters statewide. Last June, Maine passed a bill allowing for the creation of the state’s first charter schools, leaving only nine states in the country without a charter school law on the books. In many cases, they were encouraged by the Obama administration, which incentivized charter flexibility in its Race to the Top competition.
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Press Release
IDEA Public Schools
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DEA Public Schools, a growing network of openenrollment, tuition-free K-12 public charter schools, announced today that Deborah Cuellar, an 8th grade student at IDEA College Prep San Benito, received the prestigious Jack Kent Cooke Young Scholars Award. The Jack Kent Cooke Foundation’s Young Scholars Program was founded on the belief that if you provide high-achieving students with the guidance and resources “This award is a blessing,” said Cuellar. “I have worked necessary for them to excel during high school, college, hard my whole life to achieve great academic results and I’m so excited to have extra support throughout high and beyond, their greatness will emerge. school when I will need it most.” Cuellar learned of the scholarship opportunity through her teacher and mentor, Lara Speights. “I am always IDEA Public Schools will complement the support looking for great scholarship opportunities for my Cuellar receives with a rigorous college preparatory students,” said Speights, a Teach for America alumna. curriculum and access to some of the nation’s best “After witnessing Deborah’s dedication in the classroom colleges and universities through their field lesson and passion for academic excellence for herself and her program. Upon graduation, Cuellar will have access peers, I knew she was an ideal applicant for the JKC to additional scholarship support from the Jack Kent Cooke Foundation and additional mentorship Young Scholars Award.” opportunities through IDEA Public Schools’ Alumni Cuellar’s award includes access to an exclusive Affairs Department. mentorship with a representative from the Jack Kent Cooke Foundation. This mentorship program will be available to her for the next five years and will help guide her enrichment activities on her road to college. Additionally, she has access to up to $40,000 to help To learn more about the Jack Kent Cooke Foundation, fund appropriate activities and the items necessary for visit www.jckf.org. her to continue achieving the same level of success.
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Content Article
Executive Coaching for Charter Schools Leaders Improves Leadership and Schools J. Daniel Hollinger, Ph.D.
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deeply devoted to the missions of their schools. They find satisfaction in the passion they feel for the mission of the school, the opportunity to make lasting change in students’ lives, and the autonomy they have as leaders. Many passionate, talented people are stepping up to the challenge of charter school leadership.
harter school leaders face daunting challenges compared to their private and public school counterparts. That said, public and private school leaders also have very complex and demanding jobs. Executive coaching can provide leaders with the support they need to meet challenges and strengthen their leadership abilities. Here we focus on executive coaching for charter school While passion and devotion to a school’s mission are necessary, they are not enough to be a successful charter leaders. school leader. Experience and leadership training are Charter school principals do not have central office critical. services like public schools or the financial resources enjoyed by most private schools. Still, they have similar Executive coaching is perhaps the most effective way responsibilities. They are responsible for all aspects for charter school leaders to learn and get support on of running a school, nurturing trust between adults the job. Research shows that leaders perform better and students, managing limited financial resources, when they are coached rather than "supervised". Clearly, and balancing the inescapable demands of multiple someone who has made it into a school leadership role constituencies in school communities. They must has already demonstrated considerable skills. Yet the recruit students and teachers, supervise and support overwhelming demands faced by charter school leaders teachers, secure and manage facilities, raise money, can quickly lead to burnout or pushout. manage school finances, and work with boards. Coaches can help leaders avoid burnout and pushout, Inadequate facilities, recruiting excellent teachers, continue to be successful, and become more effective. high teacher turnover, low faculty morale, constant Through careful listening and effective questioning, fundraising, low student achievement, discipline executive coaches provide support and guidance as problems, and balancing the budget are a few of the leaders negotiate the complexities of their positions. issues that keep charter school leaders awake at night. Coaches also provide resources and advice when Furthermore, while addressing urgent issues, finding appropriate. However, more often than not, school time for the important issues is a challenge. Strategic leaders arrive at their own answers with assistance from planning, quality review, schoolwide improvement the coach. That's the beauty of coaching and being coached. planning, and new initiatives are lost in the shuffle. Despite the plethora of challenges, charter leaders are | 47
Content Article
School Blogs Can Revolutionize Schools And Believe It or Not, Anyone Can Do It Paul Taylor
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chool blogs can transform virtually every aspect of school life. While that may seem to be a bold claim, I’d like to back it up with a few illustrations. I am also going to show you how easy it is to set up a complete school blogging platform with no technical knowledge whatsoever.
showing some Amazonian wildlife, and links to the National Geographic website. For homework, students will visit his post, possibly leave some comments, and then create their own posts answering the questions he set. (Don't worry, there are many ways to stop plagiarism.) The students have thus had a much richer and creative experience than simply reading a text book. Their work will remain online for future revision. It can even be made public and form part of a showcase of what students are achieving. Not only can this inspire children, it is a wonderful way for parents and grandparents to share in a student's progress. This increased involvement can produce many dividends when fundraising.
Before I go any further though, let me define what I mean by school blogs. Although blogs may have started out rather like online diaries, software such as WordPress (yes, it's a version of WordPress that I am going to recommend) is quite capable of creating complex websites that incorporate multimedia elements. The WordPress platform makes the production of engaging content as simple as using a word processor, allowing users to focus on content. It also allows readers to • Sports: The latest results and performances of the interact through comments—and this is one of the school teams can be shared online through reports, photographs, and videos. Again, a much broader main reasons why school blogs can be so powerful. community can share in the school's activities. So think of a blog as an interactive personal website. • Special Interests: This is a broad catch-all category What I am suggesting is not that the school has a blog, for all the other activities that students may engage but rather that everyone in the school has a blog. That in—from dance, drama and music (reviews of theater means teachers, students, administrators, and even visits, progress on their own productions etc.) to IT, photography, and debating clubs. The blogs of parents. Here are some examples: participant students help their development and • Lessons: Let’s imagine a teacher, Mr. Geography. His publicize what they are doing to a wider audience. The next few lessons will cover the Amazon jungle. So he school becomes a much more vibrant place. transfers an outline of his lesson plan to a blog post and adds some images, a couple of videos from YouTube • Field Trips and Holidays: Parents can be kept informed 48 |
Charter Schools Today
Winter 2013
of what is happening with their children, and the whole the basis for my recommended approach to school experience is enriched and captured for posterity. blogging. If you are considering how to set up school blogs with maximum effectiveness and ease-of-use, I I have only hinted at some of the incredible possibilities would suggest an out-of-the box solution incorporating for using school blogs. I would like to emphasize a few a number of plug-ins. This will allow you to focus on the points. First, most of what is produced is almost a benefits the system can bring rather than spending days byproduct of current activities. This is a different way of tweaking its settings to achieve an inferior solution. working rather than extra work. Second, much of it is created by the students themselves. Finally, despite the About the Author: Paul Taylor, MA(Oxon), MBA, remarkable results that can be achieved, this is actually member of the Chartered Institute of Marketing a very easy tool to implement. and creator of the School Blogs website, a resource highlighting the benefits of school blogs and the I mentioned the WordPress platform earlier. There is a technology that is now available. mutli-user version of WordPress, WPMU, that provides
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Singapore Math, Inc 速 Since 1998 our Singapore Math速 programs have been improving math literacy and test scores in private and public schools across the United States and Canada. Focusing on fewer concepts in much greater depth than traditional math curricula, our programs foster mastery of concepts and skills. For more info and to nd out if our Singapore Math速 programs are right for you, Please visit us online at www.SingaporeMath.com