Kara Kerwin, Frederick News Post
On the campaign trail back in 2010, former Maryland Gov. Bob Ehrlich conceded that Maryland’s charter school law did not go far enough in creating the necessary safeguards for a thriving charter sector statewide, and more needed to be done to ensure charter schools become a welcomed part of public education.
Four years later, Frederick Classical Charter School is coming to terms with this revelation, as administrators are hitting roadblocks in efforts to secure equitable funding for their students — students who deserve the same resources as students in other public schools.
Upon receiving funding for the upcoming fiscal year from Frederick County Public Schools, Frederick Classical realized a disparity in transportation money, a category under which the school is entitled to receive funding, according to state law. Moreover, Frederick Classical, whether in its initial charter agreed upon with local authorities or subsequently, never forfeited rights to receive such funding. School leaders know full well that any such acknowledgment would potentially undercut critical resources for students.
Now, Frederick Classical must find ways to make up for the shortfall in the most efficient way possible, an unfortunate predicament with which charter schools nationwide are sadly all too familiar.
Maryland’s charter school law is particularly weak, especially when it comes to funding. According to state law and by the direct admission of the state Board of Education, charter school students are not entitled to equitable funding, but, rather, whatever “commensurate” per-pupil formula the local district chooses to apply. This inevitably leads to students in some schools receiving more resources than others, a concept so morally corrupt it’s a wonder how it continues to be tolerated.
The state Board of Education has virtually no authority when it comes to chartering matters. Without multiple independent charter authorizers such as universities that have proven track records of successful charter oversight and accountability in other states, local districts wield unbridled power over funding and operational decisions.
Because Maryland’s charter school law has not been updated to follow best practices, all of these problems are now playing out in Frederick. This situation should be an eye-opener for lawmakers to realize that Maryland’s charter law needs to change to ensure all students, regardless of what type of public school they attend, deserve better, and so contentious situations like these can be avoided in the future.
In the meantime, the onus is on local officials to acknowledge flawed external conditions, and respond to the realities on the ground. There should be an objective among all parties involved to work together and do what’s necessary to give a positive educational experience to all students, including those who attend Frederick Classical.
The district is entirely within its power to adjust the per-pupil allotment, and Frederick Classical is entirely eligible to not only receive equitable funding but also more than capable to use it effectively.
A willingness to collaborate and overcome a systemic problem, which requires the attention of state lawmakers to remedy through structural change in the charter law, would not only represent bold leadership, but also create an overall positive environment for all schools in Frederick County, both charter and traditional.
Like many other local school leaders, the founders of Frederick Classical are dedicated members of the community with the genuine goal of presenting a viable school for students who could benefit from their learning model. Like many other charter schools that strive to fill an educational niche, Frederick Classical relies on the local support of families, to whom educators and administrators are accountable, first and foremost. After undergoing a multi-year-long application process, Frederick Classical opened its doors with local approval in August 2013.
Frederick Classical’s school motto is “Nil sine magno labore,” or, “Nothing without great labor.” Truer words have never been spoken.
Kara Kerwin is president of the Center for Education Reform, based in Washington.