EduShyster has a guest columnist, Susan DeJarnatt, a law professor at Temple University and Philadelphia public school parent. She writes here about how Philadelphia’s public schools and children are likely to be affected by a gift of $25 million to open more charter schools. Philadelphia’s public schools were grievously wounded by drastic budget cuts over the past few years, imposed by the state. Its students are overwhelmingly poor and racially segregated.
DeJarnatt writes:
Philadelphia still isn’t quite choicey enough for the choice choosers at the Philadelphia School Partnership (PSP). The PSP wants more charters so much that it has offered to pony up $25 million to cover the cost of 11,000 new *high performing seats.* No one—not even PSP—thinks the math works. But the real math problems are in the demographics of the charters whose expansion the PSP is proposing to underwrite. These *high quality* schools aren’t teaching the same kids that attend District schools, which means that granting them more seats will decimate the remaining District schools. This *gift* will keep on giving—till Philadelphia has no more public schools.
This is not a gift that keeps on giving. It is a very high-maintenance gift:
Philly’s deepest pocketed education reform organization calculates the cost of adding 11,000 new *high performing* seats at $21,783,214. But the real bill will be much more—both because the charters plan to add many more seats, and because PSP low-balled the cost, which the District estimates as $7,000 per seat or $77 million and growing year by year. Confused yet? Perhaps an analogy would help. Say I *give* you $50,000 because your house needs some serious repairs. But you only get the money if you use it to buy a new house for $500,000. The ongoing mortgage and costs will be on you, of course—too bad if you can’t keep up with them and end up in foreclosure.
DeJarnatt points out that there are big differences between the “high-quality” charter operators and the District’s student body. 86% of the District’s students are poor; most of the charters serve smaller percentages of poor students. 10% of Philly’s public school students are English language learners; most of the charters serve fewer or no ELL students. Only 14.18% of the District’s students are white; most of the charters enroll many more white students.
The upshot? With few exceptions, the charters enroll different demographics from the public schools. In addition, the charters benefit from large infusions of extra money provided by their sponsors, and even by the PSP that wants to close public schools and open privately managed charters.
Some of these schools also benefit from very significant infusions of extra cash beyond the funding they get from the District—cash that isn’t available to individual District schools. According to their 990 tax returns, KIPP got just shy of $2 million in grants or contributions in 2012, while Mastery pulled in amounts ranging from a low of $1,237,912 for Clymer up to $9,210,232 for Mastery Charter High School. Most of the Mastery schools listed amounts in the $1 to 2 million range. PSP itself gave Mastery $3.5 million in 2013.
Meanwhile we can’t even attempt to do the math on one other important consideration. Who are PSP’s funders and how do they stand to benefit from any decision to further expand charters in Philadelphia? PSP would benefit from remedial civics classes too—to reinforce the principles that public education is a public good and transparency is key to democracy.
Is this a gift horse or a Trojan horse? Will it deplete the public schools of more students and resources? Of course. Will it promote the collapse of public education in the City of Brotherly Love, the city where our nation’s Constitution was written to establish our government? Most likely.
Strangest of all in the PSP description of charters by is the reference to “high performing seats,” as though chairs in charter schools get higher test scores. Students “perform,” seats do not. The reports on charter school performance show that charters seldom outperform public schools when their enrollments are similar, unless they have far greater amounts of money to spend on small classes and other expensive perks.
PS: At a tumultuous public meeting, the Philadelphia School Reform Commission approved five new charter schools.
Does anyone in Congress or the Senate working on ESEA read Diane’s blog? I hope so because here are the latest updates for you policy wonks on reauthorization sent by my professional organization, CEC.
Despite the fact that Congress is in recess this week – a very good week not to be in Washington with the frigid temperatures! – they have been busy!
1. The House will vote on ESEA next week
The Student Success Act PDF XML ,which was voted out of the House Education and Workforce Committee last week along party lines, is scheduled to be taken up by the full House of Representatives next Wednesday, Thursday and possibly Friday. The House Rules Committee has announced that any Members with amendments to the bill must file them by 3 pm on Monday. The Committee is expected to meet on Tuesday to consider the amendments and issue a rule that will govern how the bill will be considered on the floor on Weds., Thurs. and Fri. There will likely be many amendments including many related to fiscal issues, such as eliminating the controversial portability provision and restoring maintenance of effort and supplement not supplant. A private school voucher amendment will likely be offered.
The White House statement on the House ESEA reauthorization bill can be found here.
HECSE is on record with many other education and disability organizations opposing The Student Success Act.
Click to access CCDLetterESEAReauthorization0215.pdf
Rep. Jared Polis (D-CO) and Rep. Donald Payne (D-NJ) have introduced the Great Teaching and Leading for Great Schools Act which would revise Title II of ESEA to focus on evidence-based practices in teacher and principal preparation, evaluation and support. The bill advances a new definition of professional development. Both teachers unions and many other education groups have endorsed the bill. Read more here http://polis.house.gov/news/documentsingle.aspx?DocumentID=372955#Comments
2. The Senate continues to work on a bipartisan ESEA bill
Staffs of Sen. Alexander (R-TN), HELP Committee chair, and Sen. Patty Murray (D-WA), ranking Democrat on the HELP Committee, continue to work feverishly to develop a bipartisan ESEA reauthorization bill. If the House passes their bill next week, all eyes will be on the Senate for the next move.
HELP Committee member Sen. Chris Murphy (D-CT) and Sen. Murray (D-WA) have introduced the Every Child Counts Act, a bill that would amend ESEA to add the 1% cap to ESEA ensuring that no more than 10% of students with disabilities could be assessed using an alternate assessment aligned to alternate standards. The draft ESEA discussion bill, as well as the Student Success Act in the House remove the cap so that districts could utilize those assessments without a cap. For more about the Every Child Counts Act read here
http://www.murphy.senate.gov/newsroom/press-releases/murphy-murray-introduce-legislation-to-ensure-students-with-disabilities-receive-support-and-resources-they-need-to-succeed
Sen. Al Franken (D-MN), Sen. Michael Bennet (D-CO) and Rep. Susan Davis (D-CA) introduced The School Principal Recruitment and Training Act with the support of both principal organizations. Learn more here: http://www.bennet.senate.gov/?p=release&id=3254
3. House and Senate action related to proposed teacher preparation regulations
Rep. Virginia Foxx (R-NC) introduced the Supporting Academic Freedom through Regulatory Relief Actwhich would repeal multiple higher education regulations and prevent the Department of Education from moving forward on the teacher preparation regulations or the overall higher education rating system. Sen. Richard Burr (R-NC) is expected to introduce a companion bill in the Senate.
Senate HELP Committee members Lamar Alexander (R-TN), Barbara Mikulski (D-MD), Richard Burr (R-NC) and Michael Bennet (D-CO) appointed the Task Force on Federal Regulation of Higher Education in November 2013. The 16 college presidents and CEOs were charged with reviewing Education Department regulations and reporting requirements for the country’s 6,000 institutions. That report called for “smarter” federal regulation of colleges. The reported cited the proposed teacher preparation regulations as an example of federal disregard for the burden and cost of regulatory mandates. The Senate HELP Committee will hold a hearing on the overregulation of higher education next Tuesday which will examine this report. The Chancellor of the University of Maryland system and Vanderbilt University will testify.
http://www.help.senate.gov/hearings/hearing/?id=f5bf107c-5056-a032-52a2-c5f9dbdf4459
JC Grim,
Isn’t it annoying that Congress names bills with wishes? Like “Student Success Act,””College and Career Ready Act,” No Child Left Behind. Saying something doesn’t make it happen. And then they have the nerve to limit the % of students with disabilities who may take an alternate assessment. They aren’t teachers. They don’t know the kids.
These aren’t laws, they’re name brands. We know the financial guys are sprinkling fairy dust and their top shelf lawyers are rewriting loopholes and favors into the laws.
The math works against public education. Privatization is wholly subtractive to public schools by design. Corporate schools can amass large sums of cash from “donors-investors,” but the subtractive formula continues to reduce public school budgets. As long as there are no rules to protect poor students, the private raiding of public coffers will continue unfettered while those with means and access can create selective, designer schools at taxpayers’ expense, and the poor can nibble on the crumbs left behind in cash starved public schools. This is the new math of injustice in America.
I am glad for this blog by Diane spreading the word about this Trojan Horse, but I cannot click “like.” Destroying public schools is not good for Philadelphia. Separate but equal is a falsehood. Millions to create a second “characterized” school system is re-segregating children where some will be left behind. My husband once was the managing editor of the Philadelphia Daily News. We lived in your beautiful city. How has the City and State of Pennsylvania gone so crazy cruel to its children?
“charter-ized” school system