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DOCUMENT RESUME ED 458 715 EA 031 433 Charter Schools. TITLE INSTITUTION Wisconsin Center for Education Research, Madison. SPONS AGENCY Office of Elementary and Secondary Education (ED), Washington, DC. PUB DATE 2000-00-00 24p.; Theme issue. Published biannually. NOTE AVAILABLE FROM Center Document Service, Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison, 1025 W. Johnson St., Room 242, Madison, WI 53706. Tel: 888-862-7763 (Toll Free); Tel: 608-265-9698; Fax: 608-263-6448. For full text: http://www.wcer.wisc.edu/publications/pub_online.htm. PUB TYPE Collected Works Serials (022) JOURNAL CIT The Newsletter of the Comprehensive Center-Region VI; v5 n1 Spr 2000. r. EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Academic Achievement; *Accountability; Administrative Organization; *Charter Schools; Economic Factors; Educational Change; Educational Quality; Elementary Secondary Education; *Financial Support; Public Schools; *School Culture; *Teacher Improvement ABSTRACT This document deals with the topic of the charter-school movement. Anne Turnbaugh Lockwood's article focuses on selected, key aspects of papers commissioned by the Comprehensive Center-Region VI from experts in the charter-school movement. It discusses the potential for enhanced teaching and learning in charter schools, management issues that can affect the success and development of charter schools, accountability, and key considerations for policymakers. Eva Kubinski's article consists of an interview with Dr. Wayne Sanstead as to the reasons why North Dakota does not have charter schools. Audrey Cotherman's piece compares the vast differences in state laws governing charter schools. Kent Peterson's contribution discusses the purposes of school culture to sharpen the focus of staff and students, to build commitment and sense of community, to foster motivation to achieve valued ends, and to encourage productivity and learning. Stephen Kailin discusses seven common qualities that seem to characterize successful schools. Web resources on charter schools are provided. (Contains 27 references.) (DFR) Reproductions supplied by EDRS are the best that can be made from the original document. THE NEWSLETTER OF THE COMPREHENSIVE CENTERREGION VI charte schools] Volume 5, No. 1 Spring 2000 U.S. DEPARTMENT OF EDUCATION ffice of Educational Research and improvement PERMISSION TO REPRODUCE AND FROM THE DIRECTOR: EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEYOND ME CONTROVERSIAL BEEN GRANTED BY ViThis document has been reproduced as IN CHARTER SCHOOLS received from the person or organization p Po rfer originating it. [ waiter g. secada ] . O Minor changes have been made to improve reproduction quality. CHARTER'SCHOOLS: 161 Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES o document do not necessarily represent DIFFERENT MISSIONS, INFORMATION CENTER (ERIC) official OERI position or policy. 1 COMMON ISSUES [ anne turnbaugh lockwood] DR. WAYNE SANSTEAD: 1113 WHY WE DON'T HAVE CHARTER IN NORTH DAKOTA SCHOOLS kubinski ] eva CHARTER SCHOOL LAWS: MOTIVATORS OR BARRIERS [ audrey cotherman ] al SHAPING POSITIVE CULTURES IN CHARTER SCHOOLS [ kent d. peterson ] PROFESSIONAL DEVELOPMENT 1:13 AND THE SEVEN Cs OF SUCCESSFUL SCHOOLS kailinj [ stephen WEB RESOURCES ON EM CHARTER SCHOOLS [ many chaffee ] COMPREHENSIVE CENTERREGION VI Mit WISCONSIN CENTER EDUCATION RESEARCH _THE. SCHOOL OF EDUCATION UNIVERSITY oF WISCONSINMADISON BEST F COPY M AVAIILAB1 F o 1025 W. JOHNSON ST. MADISON, WI 53706-1796 608.263.4220 FAX: 608.263.3733 888.862.7763 WEB: www.wcer.wisc.edu/ccvi/ E-MAIL: [email protected] THE NEWSLETTER OF THE COMPREHENSIVE CENTER-REGION VI schoo.[Is] [chaTiter Volume 5, No. 1 Spring 2000 0 FROM THE DIRECTOR: BEYOND THE CONTROVERSIAL FROM THE DORECT IN CHARTER SCHOOLS ( waiter g. secada ] BEYN 11. ThEsç fl CHARTER'SCHOOLS: AO LS DIFFERENT MISSIONS, CHA.E fE CO/VIMON ISSUES [ anne turnbaugh Lockwood ] DR. WAYNE SANSTEAD: WHY WE DON'T HAVE CHARTER MI HARTER SCHOOLJPR PUBLIC SCHOOLS IN NORTH DAKOTA [ eva m. kubinski ] SCHOOLS THAT ARE FREED FROM SOME REIGULATIONS.THEY STATE RULES AND CHARTER SCHOOL LAWS: ARE DESIGNED FROM THE GROUND UP MOTIVATORS OR BARRIERS [ audrey cotherman ] BY TEACHERS, PARE TS, AND COMMU- . NITY MEMBERS TO M ET THE NEEDS OF f El SHAPING POSITIVE CULTURES THEIR PARTICULAR P PULATION OF IN CHARTER SCHOOLS [ kent d. peterson ] OOLS MUST STUDENTS. CHARTER S SPECIFY THEIR PURPOSE AND MISSION. El PROFESSIONAL DEVELOPMENT THEY ARE HELD ACCOUNTABLE FOR AND THE SEVEN Cs OF SUCCESSFUL SCHOOLS STUDENT ACHIEVEMENT AND FOR AC- [ stephen kailin ] COMPLISHING THEIR MISSION. WEB RESOURCES ON CHARTER SCHOOLS [ mary chaffee ] dents for example, referring to "cer- Like many,earlier school-based edu- cational innovations, the charter tain elements" whom they are trying to schools movement has experienced its it is also true that many urban escape _ charter schools have an explicit share of controversy. During the fall of . ,,--- 1999, both Education Week and the antiracist mission or a mission to pro- vide enhanced opportunities to students Chronicle of Higher Education contained whose educations would be otherwise numerous articles focused on a contro- constrained. As evident in a cursory versial aspect of this movement, usually concerns about the recruitment of a di- reading of any major newspaper, parents COMPREHENSIVE who live in the nation's inner cities are verse student population. While not de- CENTERREGION VI adamant in wanting quality educations nying that some people associated with WISCONSIN CENTER FOR EDUCATION RESEARCH individual charter schools use well- for their children, and many of these THE. SCHOOL OF EDUCATION .UNIVERSITY OF WISCONSIN-MADISON known code when talking about stu- same parents support charter schools as 1999, Comstock, Inc. (continued on page 19) 1025 W. JOHNSON ST. a MADISON, WI 53706-1796 n 608.263.4220 a 888.862.7763 B FAX: 608.263.3733 WEB: www.wcenwisc.edu/ccvi/ E-MAIL: [email protected] 0: 3 CHARTER SCHOOLS: DIFFERENT MISSIONS, COMMON ISSUES [ anne turnbaugh Lockwood ] Printed by permission of the North Central Regional Educational Laboratory which supported the writing of this article dcospon'sored-the-carifez ei rwkich-thr-fettrarcri-papers-were-deliverP_d. 0 N OCTOBER 22, 1998, PRESIDENT CLINTON SIGNED INTO LAW THE CHARTER SCHOOL EXPANSION ACT OF 1998. THIS NEW LAW SIGNIFIES THE RAPIDLY ESCALATING NATIONAL PREMIUM PLACED ON CHARTER SCHOOLS AND UNDERSCORES THE HOPE MANY EDUCA- TIONAL STAKEHOLDERS HAVE INVESTED IN THIS INCREASINGLY POPULAR EDUCATION REFORM. THIS LEGISLATION, IN FACT, ENCOURAGES CHARTER SCHOOLS TO PROLIFERATE. As PART OF THIS LEGISLATION, STATES THAT HAVE INCREASED THE NUMBER OF HIGH-QUALITY CHAR- TER SCHOOLS, HELD ACCOUNTABLE FOR THEIR OWN SUCCESS, WILL FIND THEIR EFFORTS REWARDED WITH FEDERAL FUNDS (U. S. DEPART- MENT OF EDUCATION, 1998). Afew facts about charter schools re- Although charter schools legislation major impact on the development of has been approved in the majority of veal their increasing visibility : charter schools. These laws determine states, policies influencing the develop- who is allowed to sponsor and operate According to one report, thirty-four ment and success of these schools are vari- a charter school, the level of funding O states, the District of Columbia, and able. Policymakers need to consider the for charter schools, the percentage of Puerto Rico had charter school laws following as they work on charter school state funds they receive, employee re- as of September 1998, although not legislation and regulations for their states: quirements and restrictions, student all states had charter schools in op- 1. Charter schools are supposed to be performance requirements, how many eration (U. S. Department of Educa- diverse and flexible. What is more, charters per state will be granted and tion, 1998). Other states are working charter school means different things in how long they will last (U. S. Depart- on, or have passed, legislation permit- different states (U. S. Department of ment of Education, 1998, p. 4). ting charter schools although edu- Education, 1998). It also can mean dif- cators in a state may not yet have The charter schools movement ex- ferent things in the same state, depend- founded one. ing on whether the charter school is cites many educational stakeholders, but o As of the 1997-98 school year, 717 their enthusiasm often is tempered by newly created or is a conversion school charter schools enrolled more than confusion. While there is considerable (a school that existed in a different form 162,000 students nationwide (U. S. but converted to charter status). information available on charter schools, Department of Education, 1999). 2. Gathering empirical data about the it is difficult to access information that California had the most charter effectiveness of charter schools can also is firmly grounded in solid research O school students 55,764, which rep- be difficult. The laws that affect char- and experience. Clearly, policymakers and resented one percent of the total pub- ter schools vary from state to state, practitioners as well as other educa- lic school enrollment in the state. and these schools and the legislation need a reliable tional stakeholders o During the same school year, Arizona, that influence them are complex and knowledge base on which to base their the second highest-enrolled state, diverse. For these reasons, it can be efforts related to charter schools. had approximately 25,128 students in very misleading to compare charter To contribute to this emerging knowl- schools in one state with those in more than three charter schools edge base, the Comprehensive Center percent of the state's public school Region VI initiated a tightly focused another. Since accountability is a key enrollment (U. S. Department of reason for charter schools, uneven working conference, Charter Schools: Education, 1999). legislation contributes to the difficul- Developing Policy & Practice, which was ties associated with assessment of As of September 1998, the total num- held September 24-25, 1998 in Minne- O ber of operational charter schools charter schools' effectiveness. apolis, Minnesota. This conference was nationwide numbered 1,050 (U. S. cosponsored by the Minnesota Depart- 3. State laws that govern charter schools Department of Education, 1999). vary among themselves and have a ment of Children, Families (Sz. Learning A 1 2 1. tors frequently cited by ed'ucators as educational structures (Manno, 1998). and the North Central Regional Educa- In the case of Fenton Avenue Char- tional Laboratory (NCREL). It was causes of school failure. The majority of Fenton Avenue's ter School, charter school status allowed funded in part by the U. S. Department staff to decide on and enact the follow- students came from households of acute of Education. ing changes which ultimately improved poverty. The neighborhood surrounding The Comprehensive CenterRegion the quality of teaching and learning for the school was riddled with crime. An VI commissioned papers from experts in ever-increasing number of students did all students: the charter schools movement nation- The school's instructional program o not speak English, and staff members were wide, c'arefully seeking a wide variety of became the primary focus as the char- not equipped adequately to deal with their perspectives and experiences. The au- ter petition was written. language needs. Although parents and thors included researchers who have o The school's governance plan included family members may have cared about studied charter schools extensively, char- all educational stakeholders, with all how well their children performed in ter school operators who represented staff participating on school councils school, this was not reflected in parental dramatically different approaches to participation in parent-teacher confer- of their choice. teaching and learning, and advocates/ O The quality of governance was assured ences. And although most staff members proponents of charter schools. These through the presence of an overarching were well intentioned, they were ground papers have culminated in a monograph, governance body which closely moni- down by many of the daily obstacles they Charter Schools: Common Issues, Differ- tors the actions and performance of faced (Surnida, 1998). ent Missions, which has been shaped into school governing councils (the Coun- Today, Sumida continues as Director a practical, research-based guide for prac- cil of Councils). The Council of Coun- of Instruction at Fenton Avenue, but the titioners and policymakers. cils ensures a balance of and . new school now has charter status. Achieve- This article focuses on selected, key ment has improved. Teachers have inexperienced teachers, paraprofession- aspects of these papers that have clear als, parents, year-round staff, and new assumed active roles as school leaders, par- implications for both policy and practice. ticipating in school governing councils or experienced council members. In particular, we discuss: The school day was extended to in- with other educational stakeholders. o the potential for enhanced teaching o clude enrichment activities, small Many faculty departed, finding their edu- and learning in charter schools, group tutorial opportunities, and a quiet cational beliefs and philosophies incom- 15 management issues that can affect the patible with the new emphasis on the study hall with teacher supervision. success and development of charter O Class size was reduced to 25 students quality of instruction for all students. schools as well as the quality of teach- in all grades from a previous count of once dramatic, as when three Crime ing and learning, 33 students per class. siblings rode their bikes to school together accountability in charter schools, and 1m was placed on professional A premium and emerged to find all three bikes stolen O key considerations for policymakers as Eti development, ensuring that teachers has subsided. What happened? they construct and refine charter school remain connected to innovations in legislation in their states. education beyond the walls of the char- INFLUENCING THE QUALITY ter school. This link to high-quality, OF TEACHING AND LEARNING TEACHING AND LEARNING in-depth professional development IN CHARTER SCHOOLS To Sumida and many of her col- wards off the possibility that ideas and -instruction could become insular. When Irene Sumida pushed open leagues in charter schools nationwide, this O A strong focus was plaCed on equity schoolwide improvement can be found in the doors to Fenton Avenue Elemen- the relative freedom charter schools and on improving relationships among tary School in Los Angeles on her first the African American, Hispanic, and day as Director of Instruction, chaos relieved of the bureaucratic bur- enjoy Caucasian communities . Nurturing greeted her. Fenton Avenue Elemen- den that encumbers other public schools. these relationships among Fenton This freedom, while variable from state tary, which had a long, negative repu- to state, allows charter schools to steer Avenue's primary student/family popu- tation as an unsafe school with discour- agingly low student achievement, lation paid off in terms of heightened their own course and establish their own parent/family involvement in their seemed an unlikely candidate for educational visions. And this freedom can children's schooling as well as more schoolwide success. Instead, its staff be heady indeed to educational entrepre- neurs who are eager to educate in ways positive relationships among racial and confronted many out-of-school factors not easily permitted by bureaucratic ethnic groups. common to inner-city schools fac- 5131 levels prior to advancement. Parker divides itself into two broad disciplines: Arts and Humanities juxta- posed with Math, Science, and Technol- ogy (Nehring, 1998). A strong emphasis is placed on interdisciplinary work. 7,..1 Teacher teams discuss, argue, and contend wimbiimme with knotty questions related to curricu- lum not only during their planning time during the summer, but throughout the academic year. Key characteristics of Parker that are facilitated by its charter school sta- tus include: o The work year for teachers includes four weeks during the summer that , are unpaid; this is stipulated at the time .1 faculty are hired. The curriculum is intellectually rig- o o A strong bilingual education program sachusetts, faculty go through an exhaus- orous, much like a high-quality gradu- continued to be a priority at Fenton tive, painstaking process as they plan cur- ate school seminar that challenges Avenue Elementary School for its Lim- riculum for the year ahead. Central to this faculty as well as students. ited English Proficient (LEP) student process is faculty's view of themselves as o Teacher work on curriculum is col- population, despite the passage of Cali- ongoing learners (Nehring, 1998). laborative and interdisciplinary, Rather than seeing themselves as fornia Proposition 227. In addition, par- rather than fragmented, isolated, and ents are able to attend ESL classes authorities whose duty it is to impart a piecemeal. during the evening, taught by a mem- codified body of knowledge to students, o Classes are small in size and focus ber of Fenton Avenue's faculty. faculty have a much more humble view; on in-depth understanding of com- o Weekly parenting classes in the they see themselves as more experienced plex material rather than broad cov- school's Family Center are tailored learners than their students but deeply erage of many superficial concepts to the needs of the parents and fami- invested in the learning process an (Nehring, 1998). lies that comprise the Fenton Avenue investment they model for their students. community. They willingly put in four weeks of un- As these two examples illustrate, o Parents' vocational and social needs paid time in the summer to begin their teaching and learning in charter schools are addressed through an active, on- own contemplation and questioning of can encompass different missions and re- going program of counseling that en- the content that will be the focus of the flect both the values and needs of local compasses everything from vocational academic year ahead. school staff, parents, students, and other There are no grades for student preparation, the acquisition of English educational stakeholders. In fact, charter language skills, to coping with divorce work at Parker. Although most Parker school advocates point to this mirroring and grief (Sumida, 1998). students enroll in selective colleges or of stakeholders' values along with the universities which means they must freedom to enact those values as one score well on standardized tests such as of the most compelling arguments for the SAT other measures of student these public schools of choice. DIFFERENT MISSIONS, learning are valued. Elaborate student COMMON ISSUES But charter school operators must portfolios and exhibitions are the grapple with the practical in ways they Across the country, another charter markers of student progress. Students may not anticipate. They need consider- school has a totally different concept of are not automatically passed from one able management savvy to enact their what it means to engage students and grade to the next; rather, they must educational visions and ensure that they teachers in the learning process. At master the content and thinking em- are appropriate for their students and the phasized at their respective grade Francis W. Parker School in Devon, Mas- families they serve. If they are not pre- 4 but now, keep its expenditures legal from transporting the school's students to pared to deal with a host of new demands, without any help from the chartering acquiring funds to buy adequate instruc- a myriad of management issues could sink agency. On the other hand, it is freed from tional materials. Professional develop- their schools. seeking approval for expenditures. ment, in particular, can be jettisoned as Where does school finance policy charter school operators look at their MANAGEMENT ISSUES enter this picture? Timing is critical. If dwindling resources and try to economize AND CHARTER SCHOOLS funding comes from the state or the dis- yet ongoing professional development trict in which the charter school is housed, is critical to the success of charter schools While the early success from Fenton funds often do not arrive in time for the so that staff can continue to develop and Avenue and Francis W. Parker is encour- school to meet its payroll or to purchase as are similar accounts from refine their skills so that the school's edu- aging necessary materials (Picus, 1998, p. 8). cational mission can be realized. charter school other charter schools Budgets are helpful documents for Policymakers need to be attentive to operators readily admit that even seem- policymakers and charter school opera- the fiscal problems with which charter ingly mundane management issues can tors, Picus emphasizes, because they schools must contend and to how restric- swamp the most carefully conceived vi- should give both groups of educational tive financial policies can be detrimental sions of teaching and learning. As Picus stakeholders a clear image of what the to the development of charter schools (1998) points out, too frequently char- (Manno, 1998, p.12). In particular, school needs in order to enact its mission. ter school applicants receive word that Standards for fiscal reserves established by Manno points to the following common their applications for charter status have state policymakers also are key in guiding been approved and then are expected problems: charter school operators toward accurate to have their schools up and running o a lack of start-up funds, estimates of the monies needed to keep o reduced operating funds if the full with a within a matter of weeks charter schools open and thriving. complement of federal, state, or local brand-new staff, innovative educational Just as charter schools must grapple mission, and strong measures for ac- monies cannot be secured, with the practical issues that suffuse all o uneven cash flow, and countability in place. teaching and learning, they also must o school finance formulas that do not Fiscal matters, once the domain of come to terms with the spotlight that consider the unusual situation of central office personnel, suddenly fall to has been placed on them that demands charter schools (p. 12). charter school operators who may have improved accountability for student per- limited financial experience and exper- formance. In fact, accountability for Picus (1998) emphasizes that char- tise. As a result, they may construct a charter schools will become increasingly ter schools bear a tremendous burden due budget inadequate for the school's needs. prominent as charter schools proliferate. to their precarious financing. Whether Because of the lack of start-up time, they the school is a new, start-up school or a may secure monies that are insufficient conversion school (a school that previ- to hire experienced, certified staff. And ACCOUNTABILITY IN ously existed within a public school dis- CHARTER SCHOOLS because they lack training in fundraising, trict as a noncharter school) influences they may lack the confidence necessary Advocates of charter schools argue the degree of control that the sponsor- to secure additional funds necessary to that these public schools of choice are ing agency maintains over the charter allow the school to function smoothly held to tighter and higher standards than school's financial decisions. (Gruber, 1998). other noncharter public schools. This is Manno and his colleagues on the If a charter school is dependent upon one way, they believe, that charter schools a local school district as its chartering Hudson Institute Charter Schools Study can influence and improve noncharter agency, it needs approval for its expendi- argued that charter schools should be seen public schools. They reason that if stu- tures in advance, and it must follow that but they usually are as small businesses dent achievement in noncharter public agency's expenditure requirements (Picus, managed by staff whose expertise lies out- schools falters or is unsatisfactory, these side the business of running a school 1998). This arrangement offers some, but other schools are able to continue to not enough, freedom from bureaucratic (Vanourek, Manno, Finn, and Bierlein, operate with a "business as usual" attitude restrictions central to the entire argument 1997). If states require charter schools to (Manno, 1998). for charter schools in the first place. open their doors too quickly (immediately But charter schools must show lf, however, a charter school is fiscally after granting the charter), even the most heightened student achievement or face independent of the chartering agency, it brilliantly crafted educational vision can the revocation of their charters after a still must maintain a balanced budget and bog down with problems that can range The charter school's goals should be O of student progress as well as student per- In fact, charter school explicit in the charter proposal; these formance on standardized measures. In advocates point to this goals should be tied to assessment. particular, legislators need to ask: Do The sponsoring agency and prospective mirroring of stakeholders' charter school students meet state-estab- O charter school should agree on the tools lished standards (if such standards exist)? values along with the that will be used to measure student The integrity of the charter school's freedom to enact those values progress prior to granting the charter. mission and educational vision also needs as one of the most Baseline data should be gathered with to be emphasized in the laws that govern Li the help of the sponsoring agency. compelling arguments for charter schools. As sponsoring agencies Charter schools should understand and O consider a charter school proposal, their these public schools of choice. be prepared to comply with state char- criteria should be clear. Does the prospec- ter laws that govern accountability. tive charter school have a sound mission certain period of time (typically, three to Charter school operators should re- O and educational vision? What is the ra- five years). This demand for results pro- view and know about the various mea- tionale for the educational vision? What vokes best practices and it provides an sures that are used in the state as well makes the charter school distinctive? incentive for school staff to focus on out- as non-standardized measures that Are there solid student recruitment comes. But how should student achieve- could complement their assessment of plans in place? What provisions exist for ment be measured in charter schools? Is student progress. hiring and recruiting qualified staff? it fair to compare charter schools to Charter school operators should pre- How will the charter school, if a con- O noncharter public schools given their pare a clear annual rePort that is avail- version school, deal with recalcitrant much briefer existence? able to the sponsoring agency and to staff who are not "on board" with the a As Nathan and Cheung (1998) point variety of educational stakeholders in- school's educational vision? out, charter schools must be responsive cluding parents, news media, students, Finally, legislators need to consider to the same accountability measures used community groups, and legislators. This how sponsoring agencies in their states by noncharter public schools, such as the annual report should be available in ab- can help or confound charter schools as standardized tests that are used within a breviated form as appropriate (Nathan they struggle with management issues state. As public schools, it is unreason- and Cheung, 1998, pp. 19-21). with little start-up time. Do state laws able to expect charter schools not to ad- provide for adequate help to charter here to the same measures as noncharter schools or, is there a "sink or swim" KEY CONSIDERATIONS public schools. However, Nathan and mentality? At their best, state laws can FOR POL1CYMAKERS Cheung also note that charter schools are guide sponsoring agencies so that charter more active than noncharter public As charter schools continue to in- schools will begin operation with ad- schools in employing other, nonstandard- crease in number, policymakers need to equate funds, with the full complement ized measures to assess student achieve- develop legislation that allows the free- of monies available to them, and with ment, such as portfolio assessments. dom so appealing to these schools of assistance in hiring and recruiting the Although issues related to account- choice and their advocates. This freedom most qualified staff. ability and assessment of student achieve- needs to take into account whether there ment are complex, Nathan and Cheung will be caps on the .number of charter recommend some guiding principles for schools allowable in a state and whether REFERENCES both the sponsor and the charter school: the sponsoring agency will allow enough The accountability plan should be latitude to the charter school so that it Gruber, G. (1998, September). Gover- jointly developed and monitored (by truly can operate independently. nance issues for charter schools. Paper prepared for the Comprehen- both sponsor and charter school). Legislators need to make accountabil- sive CenterRegion VI, Wisconsin ra The charter school's mission and ity especially critical. Charter schools Center for Education Research, curriculum should be tied to state should not be exempt from measures of University of WisconsinMadison. standards. student progress to which other public Manno, B. V. (1998, September). I The standard for improved student schools are held. However, since charter Charter Schools: Origins, problems, achievement should be clearly stated schools can be closed if they do not show and future prospects. Paper prepared by the charter school and considered heightened student achievement, legisla- for the Comprehensive Center carefully by the sponsor. tors need to consider a range of measures Region VI, Wisconsin Center for 8 6 ] 1 Education Research, University of DR. WAYNE SANSTEAD: WisconsinMadison. Nathan, J., & Cheung, S. (1998, WHY WE DON'T HAVE CHARTER September). Assessing the impact of public charter schools. Paper prepared for the Comprehensive SCHOOLS IIN NORTH DAKOTA CenterRegion VI, Wisconsin Center for Education Research, University of WisconsinMadison. eva m. kubinski Nehring, J. (1998, September). A focus on teaching and learning: Curricu- lum and assessment at the Francis W. Parker Charter Essential School. ORTH DAKOTA IS A STATE IN A SPECIAL POSITION. WHILE ITS STUDENTS DO WELL Paper prepared for the Comprehen- WHEN COMPARED WITH OTHER STATES ON MEASURES OF ACHIEVEMENT (NORTH DA- sive CenterRegion VI, Wisconsin KOTA DEPARTMENT OF PUBLIC INSTRUCTION, 1998), NORTH DAKOTA IS FACING DE- Center for Education Research, University of WisconsinMadison. CLINING ENROLLMENT AND HAS A TAX BASE THAT RELIES ON AN AGRICULTURE-BASED Picus, L. 0. (1998, September). Man- ECONOMY THAT HAS NOT DONE WELL THIS YEAR. RANGING FROM A HIGH OF APPROXI- agement issues [in charter schools]. MATELY 170,000 STUDENTS IN 1968 TO THE CURRENT LEVEL OF 112,000 STUDENTS, Paper prepared for the Comprehen- STATE ENROLLMENT IS EXPECTED TO DROP YET ANOTHER 10 PERCENT IN THE NEXT DE- sive CenterRegion VI, Wisconsin CADE (EDUCATION WEEK, 1999, NOVEMBER 3). ACCORDING TO THE 1999 NORTH Center for Education Research, University of WisconsinMadison. DAKOTA DEPARTMENT OF PUBLIC INSTRUCTION BIENNIAL REPORT, IN 1961 THERE Sumida, I. (1998, September). Teaching WERE ONE THOUSAND SCHOOL DISTRICTS IN NORTH DAKOTA. CURRENTLY THERE ARE English language learners in a ONLY 229. THIS SAME REPORT STATES THAT FEW DISTRICTS IN THE STATE HAVE STABLE charter school. Paper prepared for the Comprehensive CenterRegion OR INCREASING ENROLLMENTS, WITH RURAL SCHOOLS SEEING THE GREATEST DECLINE. VI, Wisconsin Center for Education ADDITIONALLY, THE SCHOOLS IN THE STATE WITH SIGNIFICANT NUMBERS OF AMERICAN Research, University of Wisconsin INDIAN STUDENTS, PRIMARILY LOCATED IN RURAL COMMUNITIES, CONTINUE TO Madison. STRUGGLE TO RAISE THE ACADEMIC ACHIEVEMENT AND GRADUATION RATES OF ALL U. S. Department of Education (1998). Internet: http://www.uscharter THEIR STUDENTS. schools.org/gen-info/gi-main.htm U. S. Department of Education (1999). Internet: http://www.ed.gov/pubs/ ter schools in North Dakota. What is the Dr. Wayne Sanstead has served North charter3rdyear/8.htm basis of your concerns? Dakota for more than thirty years, Vanourek, G., Manno, B.V., Finn, C. E. including terms as State Representative, Jr., & Bierlein, L. A. (1997, June). One of my major concerns about State Senator, Lieutenant Governor, and, Charter schools as seen by those who charter schools is what I see as a poten- currently, as the most senior Chief State know them best: Students, teachers, tial lack of oversight when they are School Officer in the United States. Part and parents. Charter schools in implemented outside of the public edu- of his charge as the State School Super- action: A Hudson Institute Report. cation system. That lack of oversight can intendent is to promote the continuation Washington, DC: Hudson Institute. lead to excesses that harm the education of educational excellence in North Da- system as a whole. Without accountabil- kota schools. Dr. Sanstead has previously ity and some sort of overview, charter expressed his concerns about the viabil- schools can pull needed resources from ity and potential success of charter schools [ about the author ] public schools, harming their ability to in North Dakota. This interview probes adequately serve their remaining students. his view of charter schools in the context ANNE TURNBAUGH LOCK- For example, a colleague in Arizona of North Dakota's educational system. WOOD is an Associate Researcher recently sent me a news article about a with the Comprehensive Center school district in his state that spent huge Fa" Dr. Sanstead, initially you had ex- Region VI and its newsletter editor. amounts of money on the transportation pressed a hesitancy about having char- (71 a of students to attend a charter school. The to having charter schools in our state. Even with your concerns, you even- transportation costs per student were sig- Transportation costs and a declining en- tually tried to enact legislation that nificantly higher than the cost of trans- rollment in our primarily rural school would allow school districts to set up r. porting those same students to their districts are among the most significant. charter-like schools. Why the change neighborhood schools. The number A lack of legislation allowing for charter of heart? quoted in the article was that charter schools is another barrier. school transportation in Arizona cost up- Transportation costs increase as We sponsored SB 2175 which was wards of $30 million an expense that travel distance increases. Many of the ru- a comprehensive waiver proposal. It was the article calculated could have been ral school districts already bus their stu- a proposed expansion of an existing used to build six new schools (Mesa Tri- dents long distances so they can attend waiver that allows for greater flexibility, bune, 1999, December 28). This story is their home school. Any rural charter with new accountability pieces in the ap- an example of how the system can be school would have to have significant plication process. It came out of our taken advantage of to the detriment transportation costs if they were to attract school improvement process with the in- of other students. enough students to be viable. tent of supporting innovative education I also have strong concerns about Declining enrollment is a factor that projects in a public school setting. The accountability. I think that competition cannot be ignored. In North Dakota, half proposal included a required commitment has a healthy influence on education. This of the public school districts have fewer by participating districts to achieve im- was one of the original reasons for the start than 200 students. Twenty districts have proved student achievement levels. of the charter school movement. A well The intent of proposing this legisla- designed and implemented charter school tion was somewhat of a defensive move As a result of poor economic allows the featuring and supporting of stu- to forestall other versions that could times in this state, due to a re- dent strengths and talents. But in many be more detrimental to public education cent downturn in agriculture, states, we are not really seeing any true in North Dakota. We also wanted to competition or utilization of this oppor- we can ill afford to have more make sure high accountability and a com- tunity to capitalize on the chance to do mitment to work toward achieving to schools competing for ever something special. Instead, charter challenging standards would be required. scarcer dollars. schools are being protected, but not in a Additionally, if it had passed, North Da- way akin to private enterprise. While kota would have been eligible to apply for fewer than two dozen students. These private enterprise is supposed to be self- and receive federal charter school funds small student numbers in most of the regulating, charters are not always doing to fund start-up planning at the district so. Charter schools have also been able state would make it almost impossible for level. However, SB 2175 failed. a charter school and a public school to to use public tax collars unlike private I believe that part of what happened exist within a given community unless businesses. I am concerned that we are start- is that there is a view among the public the charter school was located in the ing to see charter schools that have taken that what is needed is to strengthen lead- same community, or if there were an advantage of the regulatory flexibility with- ership and organization of existing public exceptional level of financial support for out providing improved education. schools before we think about adding transportation. Honestly, I have no problem with more to the system. We were on the right good, well-planned charter schools that Additionally, if an already low-popu- track with the innovative education are under the umbrella and control of lation district's student numbers were re- projects sites legislation. I am especially duced as a result of students' being pulled public schools and are accountable to an pleased at this effort that aimed at both out, the result could be the need to close elected school board. These charters can freeing public schools from restrictive re- give students special opportunities and down the public school. Many districts are quirements and rewarding them for being experiences, be it in arts, in technology, having a hard time keeping their doors open accountable. with their current enrollment. The last with a special instructional focus, or to meet a group of students' special needs. thing they need to be doing is putting their aWhat would your ideal charter time and effort into fighting off a charter school look like? (MI What are some barriers to having school. As a result of poor economic times in this state, due to a recent downturn in charter schools in North Dakota? A I would like to see charter schools agriculture, we can ill afford to have more that promote the development of special za, There are several distinct barriers schools competing for ever scarcer dollars. expertise and talents, with highly corn- 1 0 181

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