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Education Reform
Hosted by The Center for
Education Reform
CHECKING UP ON CHARTER SCHOOLS
By Kathryn Ciffolillo and Charles D. Chieppo
June 15, 2000
Fourteen charter schools recently had their five-year charters renewed by the Massachusetts Board of Education. As debate continues over raising the legislative cap on the number of charter schools, it makes sense to look at how this first group of charter schools is doing. The Department of Education hired SchoolWorks, an independent consulting firm, to send a team of inspectors into each school. "Renewal Findings," published by the Massachusetts Charter School Resource Center at Pioneer Institute, reviews the inspection reports and finds that the vast majority of the schools are on their way to being top-notch models of school reform.
Whether they were looking at an urban high school or an elementary school in the suburbs, the protocol was the same: they looked at the stability and effectiveness of the school's governance; the coherence of the academic program and measured results; the strength of the faculty; and whether the school has engaged parents and become an active part of the surrounding community.
Are the schools well run? Unlike district schools, charter schools are governed by boards of trustees. Boards can include representatives of founding non-profit organizations, business leaders, members of the community, parents of current or former students, school faculty, and even students.
Regardless of who sits on the board, the keys to effective governance have proven to be well-defined roles and responsibilities, clear lines of communication and accountability, and the capacity to address both immediate needs and long-term objectives. In a few cases, the governing process has faltered. One board failed to respond to concerns of key stakeholders, another's attempt to achieve consensus was taken beyond reasonable limits, and a couple of others failed to place enough emphasis on strategic planning. Overall, the schools have attracted capable and committed board members, and the boards are moving forward to address long-term issues.
Finding the right principal or headmaster has been an issue for a number of schools, although it looks like most if not all of the schools will begin the next school year with a competent and committed leader.
Are charter schools meeting the academic standards set by the state? The SchoolWorks teams collected information about student achievement based on measures developed within the school and on external or standardized measures, such as the MCAS. About half the schools were found to be doing extremely well, several others had satisfactory achievement, and a couple were in the category of "not quite there yet."
The schools with the highest student achievement had well-developed academic programs-they had clear standards of performance in each grade and subject, and they used consistent and appropriate tools to measure student progress. Most of the schools with lower achievement had yet to complete some program component or to connect their performance standards, testing tools, and instruction at every grade level.
Are they attracting high-quality educators? The schools have developed hiring practices and personnel policies to meet their own needs. Among the highest achieving schools are those that give priority to recruiting faculty who are proficient in their subject areas and are less concerned with certification and pedagogical experience. In the two highest-achieving schools, fewer than half of faculty members have Massachusetts certification. Inspectors did find in a few schools a lack of faculty knowledge in some subjects, with history and science being particular problem areas. These findings are similar to national assessments of teacher quality.
Are they encouraging and enabling parents to participate in their children's education? The charter schools demonstrated extensive school-to-parent communication. Parents volunteer in the classroom and wherever else help is needed. Many of the schools provide parents with substantive information about the curriculum that makes them more effective volunteers and more able to help their kids at home.
Are they sharing best practices with other educators? A number of schools have begun to disseminate best practices through their web sites and through efforts to share curricular units and other resources with district-school teachers and the larger education community.
In sum, the charter schools that have reached the five-year mark are taking advantage of their autonomy and flexibility to create effective learning communities. They are accountable to parents, the local community, and the public. Their staff are sharing what they've learned with other educators. Should we make way for more of them? Absolutely.
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Kathryn Ciffolillo is a freelance writer and editor. Charles D. Chieppo directs the Center for Restructuring Government at Pioneer Institute, a Boston think-tank.
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