View
183
Download
1
Category
Tags:
Preview:
DESCRIPTION
This presentation was delivered by Dr. James N. Goenner at the Ferris State University Charter Schools Twelfth Annual Spring Briefing on May 1, 2014. Dr. Goenner reviewed the achievements of charter schools in Michigan, the lessons learned so far, and the critical steps charter schools should take now to provide excellent educational opportunities for all children.
Citation preview
CHARTER SCHOOLS: FULFILLING THE PROMISE
FERRIS STATE UNIVERSITY CHARTER SCHOOLS12TH ANNUAL SPRING BRIEFING
DR. JAMES N. GOENNER | MAY 1, 2014
WWW.CHARTERINSTITUTE.ORG 2
WWW.CHARTERINSTITUTE.ORG
National Charter Schools Institute
• The Institute is a values-driven, nonprofit organization founded in 1995.
• Our mission is to strengthen the performance and productivity of the charter schools sector.
• We coach and consult with boards, schools, authorizers, support organizations and policymakers.
• Our team is composed of passionate professionals.
• We seek to understand, honor and support our clients.
• We believe in and strive to uphold the Golden Rule.
3
WWW.CHARTERINSTITUTE.ORG
Goals for Today
4
Reflect & Celebrate
Inspire Hearts & Minds
Raise Expectations
Learn & Grow Together
Have Fun!
1
2
3
4
5
WWW.CHARTERINSTITUTE.ORG 5
WWW.CHARTERINSTITUTE.ORG
THIS SLIDE DECK IS ACCESSIBLE AT
WWW.CHARTERINSTITUTE.ORG 6
RELATIONSHIPS
“People don’t care how much you know until they
know how much you care.”
WWW.CHARTERINSTITUTE.ORG
Ideals of Public Education
7
• All children should have access to a quality
education regardless of family income.
• All children should be prepared for happy and
productive lives.
• All children should be taught the rights and duties
of citizenship.
• Good schools help foster strong and cohesive
communities.
WWW.CHARTERINSTITUTE.ORG
Charter Advocates Believe . . .
8
• There is a difference between the ideals of
public education and the institution of
public schooling.
• Criticism of the system should not be construed
as an attack on the ideals of public education.
WWW.CHARTERINSTITUTE.ORG
Charter Advocates Believe . . .
9
• Parents make better decisions for their children
than government officials, regardless of how well
intentioned the officials are.
• Taxpayers deserve a better return on their
educational dollars.
• All children deserve quality educational options.
WWW.CHARTERINSTITUTE.ORG
Strategic Idea Behind Chartering
10
1. States should withdraw the exclusive geographic franchises given to school districts.
2. States should create a way to establish new public schools that create competition for existing schools and provide parents with choice.
3. These new public schools should be authorized by an entity that oversees and holds them accountable, but that—unlike a school district—does not own or operate them.
4. These new public schools should be freed from unnecessary rules and regulations in exchange for producing results.
5. These new public schools should be dually accountable: to the marketplace of parental choice and to the standards of the public interest.
WWW.CHARTERINSTITUTE.ORG
Charter Public Schools
11
A legislative strategy to improve public education by changing its paradigm.
“Strong public charter school laws help encourage innovation and competition, as well as provide
increased options for public school choice.” — National Governors Association
WWW.CHARTERINSTITUTE.ORG 12
January 14, 1994
Governor John Engler
signs
Michigan’s Charter School Act.
WWW.CHARTERINSTITUTE.ORG
“ We need real change. And real change means not just more politics, but more principles. Not just talking about putting kids first, but doing it. Not just paying for a world-class education, but delivering one. Not just caving into the special interests, but standing up to them. Because let’s get something straight right from the start. There is only one special interest in this state—our kids. And our kids deserve better.”
— Governor John Engler,
Address to the Michigan Legislature, 1993
WWW.CHARTERINSTITUTE.ORG 14
Changing the Paradigm
• In theory, law, policy and practice
• “Era of Assignment” to “Era of Choice”
• Removed the district’s exclusive franchise
• Schools without boundaries
• Fund students, not schools
• Empowering parents
• Choice and competition
• Dual accountability
WWW.CHARTERINSTITUTE.ORG
““ “Great spirits have always encountered violent opposition from mediocre minds.”
Albert Einstein
WWW.CHARTERINSTITUTE.ORG
Constitutional ChallengeLEGISLATIVE POWERS CASE
16
• 1994: Circuit court ruling blocks state funding for
charter schools.
• 1995: Second law enacted by Legislature takes effect.
The law addresses the circuit court’s immediate
concerns and allows schools to be chartered and funded
while the first law proceeds through the legal system.
• 1996: Appeals court upholds circuit court ruling.
• 1997: Michigan Supreme Court declares original law
constitutional; second law automatically repealed.
Facts do not cease to exist because they are ignored.
— Aldous Huxley
““ “Public schools are thebackbone of this country, . . . and as long as I am superintendent, charter schools will not be welcome in Detroit.” Detroit Superintendent Connie Calloway, Ph.D.,
as reported by the Detroit Federation of Teachers, June 11, 2007
“““I look at charter schools, for example, as prostitutes in the sense that when our police department tries to curb prostitution, they arrest the Johns now as opposed to the prostitutes because the prostitutes are always going to be there. And charter schools are obviously going to be there.”
Detroit School Board President Dr. Jimmy Womack, Detroit News Online Video, July 18, 2007
23
Lack of Public Understanding
• In a Gallup survey:
• 39% believed charter schools are public schools
• 50% believed charter schools are allowed to teach religion
• 60% believed charter schools can charge tuition
• 58% believed charter schools can select students based on their abilities
• Researcher Rick Hess wrote:
“Fifteen years [into the charter movement], what most Americans ‘know’ about
charters is factually incorrect. It’s not just that people are unsure or randomly
incorrect—it’s that they are systematically incorrect in ways that paint charters
in the worst possible light.”
• These numbers are not an accident. Even in states where charter schools excel,
the public thinks they excel because they’re private schools taking away money. Is
it any wonder, then, that elected officials are able to impose caps, bar access to
facilities and deny charter schools equal funding?
“Charter schools are here. That's yesterday's argument. We're having the wrong discussion. We need to have a larger discussion about education. I'm open to good education for all kids.”
— Heaster Wheeler, executive director of
the Detroit Branch NAACP,as quoted in the Detroit Free Press,
September 11, 2009
WWW.CHARTERINSTITUTE.ORG
The First 15 Years:Establishing the Right for Charter Schools to Exist
WWW.CHARTERINSTITUTE.ORG
Lessons
27
• Front-Load: Complexity Is Deceiving
• Start With the End in Mind
• One Size Does Not Fit All
• Opportunity to Align Goals, Standards, Assessment and Evaluation
• Results Matter
• Challenge of Rapid Growth
• Closing a School Is the Ultimate Test
• Surgical Strikes Are Better than Nuclear Bombs
• America Is the Real Experiment
“When I go slow, I go fast.” — Chinese Proverb
WWW.CHARTERINSTITUTE.ORG
Lessons (continued)
28
• One Size Does Not Fit All
• Opportunity to Align Goals, Standards, Assessment and Evaluation
• Can’t Regulate Excellence
• Navigating the Invisible Line: Oversight vs. Support
• How to Differentiate Performance
• What Gets Measured Gets Done
• If You Collect It, Do Something with It
• Closing a School Is the Ultimate Test
“When I go slow, I go fast.” — Chinese Proverb
WWW.CHARTERINSTITUTE.ORG
Lessons (continued)
29
• Trouble Takes Time
• Surgical vs. Nuclear Strikes
• Making Your Case: Data and Knowledge Management
• Capture the Baselines and Benchmark
• Establish Reserve Funds
• You’re Making History—Get a Historian
• Never Get to California If We Waited for the Freeway
• Charters Are Like Mining Gold
• America Is the Real Experiment
• Have Fun!“When I go slow, I go fast.”
— Chinese Proverb
WWW.CHARTERINSTITUTE.ORG
“It is not enough that we do our best; sometimes we have to do what’s required.”
— Winston Churchill
WWW.CHARTERINSTITUTE.ORG
The Next 15 Years:Performance,
Performance & Performance!
WWW.CHARTERINSTITUTE.ORG 32
WHAT REALLY MATTERS
Ensuring all students are prepared for success in
college, work and life.
“ Let me be clear, I am not simply advocating for more charter schools. We need more good charter schools. There needs to be a high bar set for entry during the charter application process, and accountability systems need to link student
achievement to instruction.”
— Arne Duncan,
U.S. Secretary of Education,
Statement on Charter Schools
in Turnaround Business,
June 25, 2009
WWW.CHARTERINSTITUTE.ORG 34
Performance Expectations
1
2
3
ACADEMIC:
All Students Prepared for College, Work and Life
FISCAL:
Greater Productivity, Bigger Bang for the Buck
ORGANIZATIONAL:
Restoring the Public Trust
WWW.CHARTERINSTITUTE.ORG
Academic Achievement
35
• Educational goals must now include demonstrably improved academic achievement for all groups of pupils.
• Increases in academic achievement for all groups of pupils shall be the most important factor in renewing a contract.
The Next 15 Years:Measuring for Success
ACT Scores and Postsecondary Enrollment
Backwards Mapping from the Act:Beginning with the End in Mind
12th Grade
2nd Grade
“The future is not what it used to be.”
— Yogi Berra, Baseball Hall of Famer
Achieving Breakthrough
42
Model the Way
Inspire a Shared Vision
Challenge the Process
Enable Others to Act
1
2
3
4
Encourage the Heart5
Five Practices of Exemplary Leaders
Kouzes and Posner
“““Set the standards higher for yourself than others would set them for you.”
John Maxwell
THANK YOU!
NATIONAL CHARTER SCHOOLS INSTITUTE | 711 WEST PICKARD STREET | MOUNT PLEASANT, MICHIGAN 48858
VIEW THIS SLIDE DECK ONLINE AT WWW.CHARTERINSTITUTE.ORG
Recommended