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Parent & Child Magazine
December 31, 2014

If you’re like many modern parents, your own parents’ school choices were simple: kids walked to the local public school or attended the town’s religious school. In contrast, many parents today face a dizzying array of options, from magnet programs, charter schools, virtual schools, and private school vouchers to religious and independent schools. At least 46 states and the District of Columbia offer public school choice, according to the Center for Education Reform.

“There are great schools out there, but the school that most closely meets a child’s needs is the best one for him,” says Myra McGovern, a spokeswoman for the National Association of Independent Schools. “It may not be the best school for the neighbor’s child, and if you have two or more kids, it may not be the best school for a sibling.”

Here are some issues to consider when choosing or changing schools:

• Your child’s needs: Weigh school size, class size, and special programs or interests. Does she need the personalized experience of a small school or the social interaction of a larger community?  Single sex or co-ed? Many schools offer signature programs such as foreign language immersion or a focus on science or performing arts. Does your child have special academic needs, whether the challenge of rigorous course offerings or a curriculum adapted for children with learning differences?
• Your family’s needs: Consider transportation, before- and after-school care, and cost of tuition if applicable. No matter how great the school, “if it’s two hours away, it’s not a good fit. It’s too disruptive to the family,” says McGovern.
• Academics: Examine test score data, then dig deeper and look at the school’s curriculum, style of teaching, and educational philosophy. “Some parents aren’t comfortable if they don’t see desks in a row,” says Jodi Goldberg, director of local programs for GreatSchools, which offers a comprehensive Guide to Choosing the Right Schooland parent ratings of over 120,000 schools. “If you’re not comfortable walking into your child’s school, then you’re not going to be involved. The child will take cues from the parent.”
• Extracurriculars: Experts say art, music, and sports can teach discipline, foster creativity, and help children become more engaged in school. Are these “specials” integrated into the school day? Available after school?
• School finances: Look at the school’s financial health. “Is the school being managed well?” asks Audrey Williams, public affairs manager of the District of Columbia Public Charter School Board. Occasionally, schools close midyear, leaving students scrambling.
• School culture: Make sure the school’s values match your own. Is the environment nurturing or competitive? Is the faculty and student body diverse? Is parent involvement expected? Is there a dress code or uniforms?  

Start the process a year in advance, as many schools have waiting lists or lottery deadlines. Be sure to visit classes, meet the principal, and talk to parents. Though it may seem daunting, investigate all your options. Says Goldberg: “You’re hopefully not making this choice too many times, so you want to explore all your options the first time.”

By Alexandria Neason
The New Orleans Advocate
December 28th, 2014

Kaycee Eckhardt, a former charter school teacher in New Orleans, has decidedly mixed feelings about teachers unions. She believes they play an important role in certain issues, including ensuring teachers aren’t overworked. But she worries they sometimes squelch teacher voices by insisting on a party line.

“You can’t tell teachers what to say,” she said. “Unions do that a lot, even with good intentions.”

So Eckhardt joined America Achieves, one of a growing number of new organizations aimed at amplifying teachers’ voices — but outside of traditional union pathways. The groups go by names like Teach Plus, Educators 4 Excellence and Leading Educators, and they offer teachers everything from media training to peer networking opportunities.

The organizations’ power and influence have been growing, particularly among charter school teachers. But recent developments suggest that unions aren’t dead yet — even in places like New Orleans, where charters are becoming the new norm.

Interviews with several charter school teachers in the city elicited complicated perspectives on the future of unions — a stark contrast to the simplistic, polarized rhetoric that often dominates the national debate.

Like Eckhardt, most teachers want at least some of what traditional unions have to offer, but often they want it in a different and more flexible form. And slowly but surely, they are helping to redefine what it means for teachers to organize.

For some New Orleans charter teachers, that means embracing the new alternative groups; for others, it means working to adapt traditional unions to meet charters’ sometimes unique needs.

“We can create a new and better path forward for unions,” said Greg Swanson, an English teacher at Benjamin Franklin High School, where earlier this year 85 percent of teachers signed a petition in support of unionization. Franklin is one of two New Orleans charter schools — out of about 75 — whose teachers have pushed to unionize over the last year.

But Swanson said the Franklin teachers are steering clear of demanding tenure because “it’s such a poison word.” Instead, they’re pushing for something in between tenure, which can make it difficult to fire even poor teachers, and their current at-will status, which affords them little job protection.

No unions at most charters

Nationally, the vast majority of charter schools have no union affiliation, and most of those charters that have unionized teachers are required to do so by state law. Moreover, the percentage of charters with unionized teachers is shrinking: In 2009, 12 percent of charter schools had some union affiliation compared with 7 percent in 2012, according to a report by the Center for Education Reform, a pro-charter group.

In New York City, the local American Federation of Teachers chapter founded a charter school in Brooklyn that continues to struggle nearly a decade after it opened.

The new organizations like America Achieves differ in their specific goals and structure, but they all seek to amplify teachers’ voice in policy debates, and they rarely, if ever, concern themselves with protecting one of unions’ main reasons for being: teacher tenure.

At times, the groups advocate for specific policy positions, as when Educators 4 Excellence aggressively campaigned against “last in, first out” layoff policies — traditionally espoused by unions — after New York City threatened to lay off 6,000 teachers in 2011. But, as the Educators 4 Excellence campaign showed, some of the groups are just as likely to position themselves against unions as alongside them.

America Achieves, where Eckhardt is now the head of the teacher fellowship program, focuses less on advocating for specific positions and more on helping teachers learn how to advocate for themselves.

At any given time, the fellowship program trains between 50 and 75 teachers from across the country, focusing on public speaking, writing op-ed columns and giving media interviews. Teachers complete an “impact project,” a sort of thesis, on topics such as Common Core.

Mostly, though, the program helps put teachers in front of significant policy makers, as when fellows met with U.S. Secretary of Education Arne Duncan in 2010.

When NBC News launched Education Nation, a multi-day conference in 2010 about the nation’s most pressing educational issues, America Achieves brought nearly 50 teachers to the event. But the group didn’t tell the teachers what to say — something Eckhardt said would never have happened with a union.

“It’s like sitting down and talking about building a building and not inviting an architect,” Eckhardt said. “And then we wonder why the building is constantly crumbling.”

Varying agendas

Jim Testerman, who leads the National Education Association’s Center for Organizing, responded that his union’s agenda comes directly from teachers and is shaped by “tens of thousands” of conversations with members. “This is an association led by members,” he said. “They set the policy.”

Like America Achieves, Boston-based Teach Plus brings together district and charter school teachers with the goal of helping teachers help themselves. Teach Plus works in seven different cities, and their specific agenda and activities vary considerably depending on the locale.

Fellows in Boston partnered with the Boston Public School District to help put in place a recruitment program to place the most effective teachers in the most struggling schools. In Indianapolis, Teach Plus teachers voted to downplay the role of seniority in teacher layoffs, favoring classroom performance. The measure was included in a reform package passed in 2011.

Elizabeth Dean, a Teach Plus fellow, is a special education teacher at Alliance College-Ready Academy High School 16, a charter school in downtown Los Angeles. The program appealed to her because it offered the opportunity to escape the isolation of her classroom and get involved in “big picture” conversations. The Los Angeles group is a mix of district and charter teachers — some unionized and some not.

“So often there is a big rift between charter schools and district ideology, and it’s sort of artificially created,” Dean said.

While Dean, a third-year teacher, has never belonged to a union, she worries that they get absorbed in parochial battles, missing the opportunity to help teachers speak out on more universal issues, like teacher retention.

“We’re all here for the same issues and the same purpose,” she said.

The biggest teachers union, the National Education Association, has teamed up with Teach Plus to win over young teachers, according to Halley Potter, a fellow at the Century Foundation and author of a book about charter schools.

Potter said unions need to find ways to engage and partner with younger teachers, including those at charters, if they hope to remain vital and relevant in the long run.

That’s definitely true in New Orleans, where nearly all of the city’s schools are now charters. Just months after Hurricane Katrina, the city’s school board fired all of the district’s teachers, ending collective bargaining and paving the way for a charter-dominated system where most teachers are at-will employees.

Traditional union values

In recent years, a growing subset of New Orleans teachers, including Franklin’s Swanson, have said they prefer traditional union values that protect teachers’ rights rather than the new union alternatives. A majority of teachers at both Ben Franklin High School and Morris Jeff Community School have voted to unionize, although neither union has yet formalized a contract with the school’s board of directors.

Unions remain “necessary in charters because charters by design are eroding the rights of teachers as workers,” said Rowan Shafer, a third-grade teacher at Morris Jeff and co-president of the school’s fledgling union. “Charters hire young people who will work ridiculous hours and burn out rather than provide a sustainable work environment.”

That said, Shafer stresses that Morris Jeff’s teachers do not feel chronically or systemically abused.

One of the first issues the school’s teachers tackled was letters of employment. In the absence of a contract, teachers weren’t getting any written notice that told them whether they’d be asked back at the end of the school year. The school’s board agreed teachers needed this protection, according to Shafer.

The union also hopes to address the issue of lunch breaks for teachers. At present, some have to eat standing up while monitoring kids.

Teachers at Franklin unionized amid revelations of discrepancies in teacher pay and concerns that teachers were left out of too many decisions.

Mark Quirk, a math teacher at the school, said the staff wants to be consulted when changes are made, even seemingly minor ones.

Last year, for instance, the principal abruptly switched to a new online grading system two weeks before the school year started, Quirk said. Teachers felt that it needlessly made their lives more complicated.

“A lot of complaints building up to our organizing fell on deaf ears,” he said.

Although the teachers remain shy about the word “tenure,” Quirk said their efforts have been motivated by something even more basic: to “know we have a job if we are doing good work and continue to teach kids well.”

Heather Kays
The Heartland Institute
December 12, 2014

Heather Kays of the The Heartland Institute discusses the status of the charter school movement with Kara Kerwin, president of the Center for Education Reform. Kerwin dispels common myths regarding charter schools and addresses recent attacks made against charter schools across the nation.

By Kara Kerwin
Pensacola News Journal
December 13, 2014

There’s a reasonable tendency among Americans to view the education of their kids as an exclusively local issue and distinct to their communities. After all, school buildings are constant fixtures in neighborhoods, sports teams play crosstown rivals and the vast majority of public students still attend schools based solely on ZIP code.

However, the innovations and flurry of activity that takes place in classrooms and communities are guided by the state-level policies that govern them, which is why the 2014 gubernatorial election results matter, and could potentially mean substantial improvements to student learning.

A national analysis found that more than half of governors hold encouraging views or have proven track records on promoting the types of choice and accountability measures that will lift student outcomes and give more power to parents in the educational process.

Post-election media reports signaled an overall victory for candidates with fresh ideas on how to make education the great equalizer. This means that if there are meaningful shifts in policy that facilitate excellent schools, they’re likely to originate from the statehouses and governor’s mansion.

These governors and governors-elect understand that schools cannot be properly held accountable for results if parents don’t have the choice to look around them and find the best educational fit for their child. And the teachers who work hard day in and day out should be rewarded for performing well and going the extra mile for kids.

They appreciate that some students need an alternate environment to master course content, and want to expand charter schools to operate alongside traditional schools, with the necessary autonomy for teachers to cater to particular learning needs.

What remains to be seen is whether state executives and lawmakers appreciate the urgency for action and that the status quo isn’t working for every student. Less than 40 percent of America’s fourth-graders can read and do math at proficiency, according to national assessments; and eighth-graders aren’t faring much better.

At the high school level, the average scores on the SAT remained flat for the sixth year in a row, and only 43 percent of test takers this year met the college-readiness benchmark.

Currently, 14 states plus the District of Columbia make school vouchers available to families, with a lesser number of states containing charter school laws that aren’t just in name only, but equitably fund charters and allow for the autonomy they need to truly thrive.

For these reasons, in addition to the principle that parents should have more say over what happens with their child’s education, this election cycle must serve as the catalyst for change to an education system in need of a shakeup.

Because American voters chose to elect real reformers, innovations that have been gaining traction in statehouses could soon become realities. A full one-third of states are currently considering some form of school-choice legislation, ranging from creation of new programs to strengthening ones in existence. Now that the voters have done their part, it’s now up to elected officials to finish the job.

Kara Kerwin is president of The Center for Education Reform in Washington, D.C.