In the past four years, a philanthropic organization called “Choose to Succeed” in San Antonio raised more than $35 million to attract some of the nation’s highest-test-score-producing charter schools to a city that already had many charter schools. The group brought in Great Hearts and BASIS from Arizona, IDEA, and Carpe Diem, while helping KIPP to expand.
Some of the new charter operators are planting campuses in the well-regarded Northside, North East and Alamo Heights independent school districts, indicating that the initial rationale some expressed for Choose to Succeed — that families needed an alternative to underperforming public schools — has evolved into something broader.Their quality is changing the local education landscape. Their locations and students are changing the local debate over school choice.
Scores of charter schools already operated here when Choose to Succeed went looking for its high performers. It lured four new networks — IDEA, BASIS, Great Hearts and Carpe Diem — and helped the established KIPP to expand.
When classes start next month, those five charter networks will have about 8,500 students, more than the enrollments of some smaller local school districts….
If they grow as planned, almost 40,000 students will be in Choose to Succeed-launched schools a decade from now, more than in 13 of Bexar County’s 16 independent school districts….
Great Hearts is known for a liberal arts curriculum built around “the Great Books.” Before graduation, every student acts in four plays (two of them by Shakespeare), sings in a choir, learns a musical instrument, paints, draws, sculpts and takes Latin, Greek and two years of calculus, among other requirements. High school students participate in two-hour Socratic seminars, and every senior defends a thesis before a faculty panel. Uniforms are blue and white; high school boys wear neckties.
Great Hearts Monte Vista was the network’s first venture out of its based in Phoenix. It opened last year and now teaches grades kindergarten through 10 at leased facilities at Temple Beth-El and Trinity Baptist Church.
Monte Vista is an affluent neighborhood, but the school’s location close to downtown and on bus lines makes it accessible to an economically diverse community, said Roberto Gutierrez, senior vice president of advancement for Great Hearts Texas.
Last year, however, only 14 percent of Great Hearts Monte Vista’s 572 students were considered economically disadvantaged. Hawthorne Academy and Cotton Elementary, nearby San Antonio ISD campuses, have economically disadvantaged rates of 89 and 97 percent, respectively.
The disparity is central to what detractors of Great Hearts claim is its tendency to exclude low-income families. More than half of Arizona’s public school students qualify for free or reduced-price lunches, but only two of 19 Great Hearts schools in the Phoenix area participated in the National School Lunch Program and received federal Title I funding for at-risk populations.
In five years, the network hopes to have 6,000 students in six schools here. Great Hearts Northern Oaks will open to about 640 students in grades kindergarten through seven.
NEISD Superintendent Brian Gottardy drives by the construction site every day.
“If they’re a public school and they’re using public tax dollars and the North East Independent School District is at 48 percent economically disadvantaged population, then a public charter school located in the heart of our district … should educate a diverse population,” Gottardy said. “They need to educate the masses just like we do.”
Great Hearts picked its Northern Oaks site based on available land and the cost to build a campus for 13 grades with parking and athletic facilities, but future campuses around Loop 410 and downtown will attract people from all parts of the city, Gutierrez said. The network will advertise in Spanish on the South and West sides, he said.
The CEO of Great Hearts Texas, Dan Scoggin, said he knows the impression that opponents have of Great Hearts: prep schools of tie-wearing students discussing Plato and Aristotle.
“There has been this narrative built that the charter school movement is just only exclusively for low-income kids,” Scoggin said. “Great Hearts also serves middle-income families who we feel are deeply underserved because they don’t have access to a college prep education in a public school setting.”
Both low-income and middle-income kids “don’t have options, in many cases,” he said.
When BASIS San Antonio opened in the Medical Center two years ago, it attracted families interested in its rigorous science, technology, engineering and mathematics curriculum. The network opened BASIS San Antonio North last year near Loop 410, just inside Alamo Heights ISD.
Both schools started with grades five through eight and will become high schools, adding a new grade each year. Students begin Latin in the fifth grade and can choose other languages, including Mandarin, in the seventh. They must rack up at least eight Advanced Placement courses and six AP exams by the end of their junior year.
The network will seek a charter amendment to enroll grades kindergarten through four so it can shift both schools to elementary and middle grades and build a high school between them by 2017, near Castle Hills, said Peter Bezanson, CEO of BASIS’ for-profit management company….
Last year, 10 percent of BASIS San Antonio students were economically disadvantaged, compared with 58 percent at the closest Northside ISD elementary school. At BASIS San Antonio North, 12 percent were economically disadvantaged, compared with 21 percent at Alamo Heights ISD’s Cambridge Elementary.
Brian Woods, superintendent of Northside ISD, and Kevin Brown, the Alamo Heights ISD superintendent, echoed Gottardy’s concerns about charter networks serving relatively affluent populations. Woods said their projected ramp-up could create “further socioeconomic stratification in the city.”
“Schools that receive public funds ought to work to the good of all the kids in the community,” Woods said. “And if you can’t show that you’re doing that, then I’m not sure that you should be eligible to receive public funds.”

I have always thought that the charter schools which have problems, and collapse in failure….Imagine in St. Louis….are not as dangerous to public education in the long run….as those which cherry pick their way to success. It is a form of re-segregation not unlike, but probably worse than racial segregation of public schools.
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And this surprises who? I firmly believe this is the goal of most charters. Why would you want to take the “problem” students? They cost more in money and time. Charters exist to prove they are better than public schools. You have to rig the game to make that idea work. When Albert Shanker originally proposed charters it was to work with the students that couldn’t succeed in a regular public school. Now charters are skimming the best and leaving the public schools to “clean up the mess”!
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What is it about charter schools that seems to fascinate newspaper editors? Unlike the link provided, the San Antonio Express-News put their headline at the top of the front page of last Sunday’s newspaper.
One quote in the article disturbs me greatly. “Great Hearts also serves middle-income families who we feel are deeply underserved because they don’t have access to a college prep education in a public school setting.”
That’s a lie. I teach Pre-AP history. My children took Pre-AP and AP classes at their schools (public). Together they have earned 35+ hours of college credit.
Every charter school teacher I have ever met couldn’t wait to get out and go public.
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Diane, are you basically advocating against tracking? if a charter school opens up specifically to educate motivated and gifted students (essentially tracking), why is that a problem? Obviously, there are charters that cater to just disadvantaged students since that was the original impetus.
But more than that, affirmative action seeks provide opportunities for talented minorities who might not otherwise have had a fair shot. Even though the numbers are lower (10-12% disadvantaged), isn’t worthwhile to give talented but disadvantaged kids a chance at greatness in high school as opposed to waiting till college? Many of those kids would be stuck in heterogeneous classrooms in which the teacher was limited by the pace of the slower children. Most schools in Asia have a similar structure where they identify talented kids, pluck them out of their rural schools and provide them a high quality education in the public magnet schools.
If the charter school movement turns into one that only caters to the rich or gifted, then we have a problem. But there appears to be a variety of motivations for charters from STEM, arts, project-based or even the one in DC that focused on legal careers. We need to have the national debate about whether it’s possible for a single teacher to teach both the gifted and the academically challenged in the same classroom. In fact, many of your teacher readers complain about being evaluated when they have to meet the needs of both populations in their classrooms. I contend that it simply cannot be done and that administrators are at fault for touting this fantasy that one teacher can meet the needs of all types of kids in a class. That is called a miracle and it does NOT happen.
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Virginiasgp, I believe in public education under democratic control, aspiring to equality of educational opportunity.
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“. . . why is that a problem?”
It’s not as long as no tax dollars are going to support those private schools.
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Duane, there are public magnet schools that only admit talented students (various criteria including academics, arts, stem, etc.). These charters are not private schools any more than the public magnets are.
Are you suggesting that public magnet schools be banned? Are you suggesting that we “dumb down” education to the curriculum that the least capable can handle?
We should want to build challenging environments for disadvantaged students. Affluent parents can send their kids to prep schools. Without academically rigorous charters, the poor never have that opportunity.
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I have some sympathy for the middle-class parents in this scenario. Every high school should offer theater and music and Latin and philosophy and calculus; every high school should offer seminars and other opportunities for thoughtful, disciplined conversation and debate. But schools keep having their budgets cut, even as expenses go up, and educational programs are pared back rather than extended and enriched. How can it not be a relief for a charter school to come riding to the rescue, if you are a parent in this situation? And yet: why have we created a system in which the desired educational programs can *only* be offered in separate schools? Millions of public and private dollars are available to put up new buildings and pave new parking lots for charter schools to educate a few hundred students, but there is no money to expand the educational offerings at existing schools that serve thousands. That is unjust.
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It’s a shame because the safety net public schools will get less and less public support as the better-off parents leave for the privatized system. They’ve put those public schools into a death spiral due to adverse selection, where they will larger and larger concentrations of needy kids and fewer people will be willing to pay in.
For people who claim to understand markets they sure haven’t put a lot of thought into the effects on public schools.
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Very true. But for some of the market-based reformers, one suspects, reducing the public school system to rubble is a feature, not a bug.
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Boy, they’re lucky they have the public school system to act as a safety net for the choice schools or they wouldn’t be able to claim “a public school system” at all.
One would think the federal and state ed reformers would be grateful to public schools for serving this role rather than denigrating them constantly.
Do ed reformers believe that they sold this honestly to the public? I don’t know about Texas but voters were told in Ohio this was about “improving public schools”. Looks to me like they’re sacrificing public schools on behalf of “choice” without letting voters in on the plan. Since most children attend the schools that are the designated losers in this scheme, perhaps they should let public school parents know?
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Is anyone in state government asking what happens when the 35 million runs out? Will the costs for the separate school system then be passed to the public?
Did the public consent to paying for a parallel system or will this ongoing cost just be quietly shifted once the “gift” disappears?
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Public schools have become what charters were intended to be.
Socioeconomic factors are the new segregation…but meritocraticly punishes and segregates people of color by telling them if they can’t compete it is their fault.
We are a sick society.
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“gloria41488
July 30, 2015 at 10:30 am
Very true. But for some of the market-based reformers, one suspects, reducing the public school system to rubble is a feature, not a bug.”
I think it starts at the beginning. They came in with a belief that public schools were “broken” and something that is “broken” has very little value and can be sacrificed without much thought. Public schools weren’t contributing anything of value anyway. Why worry about what happens to them? It starts with an assignment of value and that’s where the recklessness springs from. It’s rational if you begin where they begin. They’d have to re-examine the initial premise and I think they’re too far gone for that.
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Judging from the political credo of ‘Nation at Risk’-era pols, I think the ‘schools are broken’ mantra should be read as an outcry against changes wrought through Civil Rights legislation, including a perceived power bloc established among teachers unions, urban voters and the Democrat Party. Their legislative pushback is the ‘accountability’ movement, dreamed up by Friedmanesque deregulation-trickle-downers, union-busters, and privatizers.
And in the ’80’s you still had plenty of ‘red-scared’ voters that piled on against anything looking like ‘big-govt’ [read socialism]. That crowd seems not to diminish, they just glorify capitalism more and vilify communism less. And you have buy-in from Dixiecrat elements who have always wanted public money for sectarian &/or segregated education.
Trying to show such folks that schools aren’t really broken doesn’t work: these values are based on ideologies that they will cling to harder when economic times are difficult. Maybe a strictly dollars-&-cents approch is best: keep the focus on what accountability & privatization are costing taxpayers & whether there are any economic results that justify the premium.
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Chiara: I think the “value” argument is critical.
The rheephormsters just don’t make their underlying assumptions crystal clear—that’s up to us.
For example, if it’s all about winners & losers, and better & worse, and success & failure, and strivers & non-strivers—
Then at a certain point fundamental public presumptions will start to change and folks will start questioning why taxpayers are “investing” in “losing enterprises” like “big government monopoly schools”—with an increasing acceptance of the idea that some kids are “valuable enough to invest in” and many others aren’t. They will demand a ROI that justifies initial outlay—and if the non-strivers don’t and won’t and can’t come up with the goods, then that’s their “choice” to be discarded and thrown away.
That’s why it’s up to those for a “better education for all” to keep hammering away on fundamentals like assumptions and goals and definitions. Make the rheephormistas say in words what they demonstrate in deeds.
It won’t make for good pr for $tudent $ucce$$ but perhaps they need to start building up their “rigor” and “grit.”
😎
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I live in North East ISD. My three children all attended NEISD schools (youngest is now a senior). They are completely comprehensive. There is nothing that a charter school can offer that is not already offered (GT programs, theater, sports, college prep, AP, vocational, magnet schools, etc.) So to say they are serving underserved children is totally bogus.
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Comprehensive high schools can meet the needs of a variety of students. If charters skim off the top performers, it harms to balance and variety of services that can be provided. It negatively impacts the budget while it makes programs less efficient.
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There can be no doubt that vouchers, scholarships, and so on are operating to segregate students by race and income. The Washington Post has a clear picture of this trend in North Carolina.
“The charts also show how racial makeups have shifted over time. By 2014, a fifth of charter schools were overwhelmingly — more than 90 percent — white. In 1998, less than 10 percent of charters were that way.
Parental preferences are part of the problem. The charter school admissions process is itself race-blind: Schools that are too popular conduct lotteries between their applicants. But if a school isn’t white enough, white parents simply won’t apply.
In previous research, Ladd discovered that white North Carolina parents prefer schools that are less than 20 percent black. This makes it hard to have racially balanced charter schools in a state where more than a quarter of schoolchildren are black.
There is more commentary and a not to be missed link to data on this problem compiled in 2014 by Richard Rothstein.
http://www.washingtonpost.com/blogs/govbeat/wp/2015/04/15/white-parents-in-north-carolina-are-using-charter-schools-to-secede-from-the-education-system/
Many large metro areas have long had “choice” public schools without the architecture of a charter system. Some are selective admission schools for academic studies with the legacy of teaching Greek and Latin. One has selective admissions for the visual and performing arts. Many neighborhood schools have morphed to feature Montessori programs, including pathways to K-12 Montessori education. There is a German language immersion program. Some neighborhood schools are community schools with full wrap-around services and so on.
It is true that many public schools can be portrayed as mediocre or worse, but much of that is an artifact of Ohio’s ALEC-inspired grading scheme in tandem with the impossibilities of federal measures of academic performance. Some schools are just overwhelmed by the number of students with special needs.
Compared to some of the charter school fiascos, the metro school system is doing reasonably well, and the elected school board is not (yet) thoroughly co-opted by charter mania. The public school system is still part of an educational landscape that includes private and parocial schools.
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Both my brother and I attended a selective public high school in Philadelphia many years ago before they were called magnet schools. My son attended a regional magnet school in Bergen County, New Jersey. His school was a public school that was divided in career academies. He also had a longer school day and school year. Larger systems lend themselves to more diverse offerings.
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I worked in the NEISD from 2002-2011. It is an excellent school district with a great track record and a wide variety of magnet offerings, the motto when I worked there was something about a 360 degree education. They have an excellent starting salary of over 50k which gets you quite far in affordable San Antonio. Point being if it can happen to Alamo Heights (very affluent) Northside (similar to NEISD) and NEISD it can happen anywhere. These 3 districts all have done a great job and are well respected throughout the state and country. There is no ‘market need’ in those areas. (nor is their in others areas of SA) It is really sad, when I was there I felt the community really supported education, every bond passed and property taxes for school are 3x what they are are here in Florida, but the parents and community still voted for the bonds because of the excellent schools. I don’t exactly what has happened in the 4 years since I left but this has me very sad. I suspect in is the same disease that is infecting other areas of the country…tea party citizens combined with corporate dems and republicans… so very sad for the students and families of a great city.
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