Annie Waldman, writing for ProPublica, examines the curious fate of failing charter schools.
Public schools that don’t get higher test scores are closed or turned over to charter operators.
But what happens to failing charter schools?
They turn into voucher schools!
“This past June, Florida’s top education agency delivered a failing grade to the Orange Park Performing Arts Academy in suburban Jacksonville for the second year in a row. It designated the charter school for kindergarten through fifth grade as the worst public school in Clay County, and one of the lowest performing in the state.
“Two-thirds of the academy’s students failed the state exams last year, and only a third of them were making any academic progress at all. The school had had four principals in three years, and teacher turnover was high, too.
“My fourth grader was learning stuff that my second grader was learning — it shouldn’t be that way,” said Tanya Bullard, who moved her three daughters from the arts academy this past summer to a traditional public school. “The school has completely failed me and my children.”
“The district terminated the academy’s charter contract. Surprisingly, Orange Park didn’t shut down — and even found a way to stay on the public dime. It reopened last month as a private school charging $5,000 a year, below the $5,886 maximum that low-income students receive to attend the school of their choice under a state voucher program. Academy officials expect all of its students to pay tuition with the publicly backed coupons.
“Reverend Alesia Ford-Burse, an African Methodist Episcopal pastor who founded the academy, told ProPublica that the school deserves a second chance, because families love its dance and art lessons, which they otherwise couldn’t afford. “Kids are saying, ‘F or not, we’re staying,’” she said.
“While it’s widely known that private schools convert to charter status to take advantage of public dollars, more schools are now heading in the opposite direction. As voucher programs across the country proliferate, shuttered charter schools, like the Orange Park Performing Arts Academy, have begun to privatize in order to stay open with state assistance.”
Why convert from charter school to voucher school?
Voucher schools are less likely to have any state supervision or accountability than charter schools. If the accountability bar is low for charters, it is almost invisible for voucher schools.
“As private schools, the ex-charters are less accountable both to the government and the public. It can be nearly impossible to find out how well some of them are performing. About half of the voucher and voucher-like programs in the country require academic assessments of their students, but few states publish the complete test results, or use that data to hold schools accountable.
“While most states have provisions for closing low-quality charter schools, few, if any, have the power to shut down low-performing voucher schools…
“The type of voucher program that rescues failed charter schools like Orange Park in Florida may soon be replicated nationwide. Visiting a religious school in Miami last April, Secretary of Education Betsy DeVos praised the state’s approach as a possible model for a federal initiative.
“Typically, voucher programs are directly funded with taxpayer dollars. Florida’s largest program pursues a different strategy. Its “tax-credit scholarships” are backed by donations from corporations. They contribute to nonprofit organizations, which, in turn, distribute the money to the private schools. In exchange, the donors receive generous dollar-for-dollar tax credits from the state. This subsidy indirectly shifts hundreds of millions of dollars annually from the state’s coffers to private schools. More than 100,000 students whose families meet the income eligibility requirements have received the tax-credit coupons this year.
“Of the nearly 2,900 private schools in Florida, over 1,730 participated in the tax-credit voucher program during 2016-17, according to the most recent state Department of Education data. On average, each school received about $300,000 last year.
“While more than two-thirds of these schools are religious, the roundabout funding approach protects the vouchers against legal challenges that they violate the separation of church and state. Earlier this year, the state Supreme Court dismissed a lawsuit by the Florida Education Association, a teacher’s union, challenging the constitutionality of the voucher program.
“In an education budget proposal from May, DeVos detailed her voucher plans, pitching a $250 million plan to study and expand individual state initiatives. She has since suggested that the administration may also create a federal tax-credit voucher scheme through an impending tax overhaul.
“School choice advocates like DeVos have long contended that vouchers improve educational opportunities for low-income families. They reason that competition raises school quality, and that parents, given more options, will select the best school for their children.
“A growing body of research, though, casts doubt on this argument. It shows voucher-backed students may not be performing better than their public school counterparts, and may do worse.”
What has become clear is that the privatization movement is not about providing better education. Choice advocates no longer believe that they are saving “poor kids from failing public schools.” Typically the so-called “failing” public school is superior to the voucher school. It is about choice for the sake of choice. It is about distributing money to religious and for-profit groups, which creates a political base to sustain choice. It is about undermining public education.

Great post, Diane. Thank you.
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The deformers act as if they care about our young, but really all they truly care about is their pocketbooks and having power. DISGUSTING.
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Go PUBLIC SCHOOLS!
http://www.huffingtonpost.com/entry/59c38de1e4b0c87def883585
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DeVos is going to yet another conference that completely excludes public schools:
https://sites.hks.harvard.edu/pepg/conferences/future-of-school-choice-2017/home.html
Not a single public school advocate or representative on the panel.
It’s really outrageous that the US Department of Education excludes 90% of US families by remaining cloistered in this “movement” bubble.
They’re paid to serve all families- not just the families that meet the ed reform requirements.
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Be clear- that Harvard conference that excludes public schools? That’s the ed reform definition of “choice”- public schools need not apply.
This is in a country where NINETY PER CENT of US kids attend public schools. No one can be bothered to advocate on their behalf.
They hold conferences that are supposedly about public education, and exclude 90% of schools. This is a joke.
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Chiara,
We have to get together on the percent of students in public schools. Over many years, about 10% were in religious or independent schools. Now about 5% are in charter private schools. So it is correct, I think, to say that 85% are in public schools.
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I agree on the importance of getting this percentage right. The information is usually updated annually by the National Center for Education Statistics.
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MOST CONFUSINGLY TRUE STATEMENT: “No one can be bothered to advocate on their behalf.” Imagine that a presidential candidate might get into the race and loudly push for the end of high stakes testing and an all-student-inclusive protection of public education (and all of its tax funding)…
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I just wish charter and voucher cheerleaders would be honest. They don’t care about “public education”. If they did they wouldn’t ignore or demean 90% of schools.
They care about charters and vouchers. Public schools are systematically excluded from any and all advocacy or discussion.
Don’t pretend to work for our schools. Just go work for vouchers and charters. Then we can hire some new people who have SOME interest in the unfashionable public schools that ninety per cent of families use.
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It might be really interesting to do an actual comparison of how many people are paid with public funds adding public schools, charter schools, and voucher schools.
Compare that to a straight public school system. It almost has to be more people.
I know this study won’t come out of Harvard or Stanford,but it’s really crucial information for the public since they’re all being told how wonderful privatization is.
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Diane just posted a story from a reader about how the source of this scam is ALEC. Here’s the link. More cookie cutter legislation aimed at destroying the public good and circumventing the US constitution. https://dianeravitch.net/2017/09/20/illinois-alec-slipped-a-vouchers-into-a-blue-state-school-funding-bill/
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Here is a resource which describes the fallacy of choice. Parents do not have complete information to use in making their choices. They do not have equal abilities to obtain information or process whatever information they are presented with. For choice to be true, those things must be present, and we know full well that deformers purposely do not make complete information available to anyone. http://horacemannleague.blogspot.com/2013/01/asymmetric-information-parental-choice.html
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So Jon, given the assertions and assumptions this long time opponent of school choice describes, would you eliminate magnet schools? Would you eliminate the power of wealthy people move to exclusive suburbs with high real estate taxes?
These arguments that some people don’t have equal abilities to obtain and process information were used as arguments against giving women and people of color the power to vote.
One of the central principles of democracy is that that citizens are empowered to make important decisions – not ALL decisions – but many decisions.
So where would you draw the line on letting families choose schools? Should suburbs be eliminated? Magnets? Alternative districts schools? Statewide schools for talented students? Programs like Washington State’s Running Start and Minnesota’s Post Secondary Options?
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Joe,
The presence of inequity does not create a rationale for more inequity.
The issue is how to reduce inequity.
One way to begin would be equitable funding, making sure that every school has the resources it needs for the students it serves.
Another would be to prohibit privatization of public resources so that all public money would be spent where it is needed most.
Another would be a commitment to desegregation, wherever, whenever, and however it can be promoted and encouraged
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Letter from a Minneapolis parent, published in the Minneapolis Star Tribune (Minnesota’s largest daily newspaper)
http://www.startribune.com/you-call-it-fleeing-i-call-it-parent-empowerment/446594443/
By Marguerite Mingus SEPTEMBER 21, 2017 — 6:13PM
You call it ‘fleeing’; I call it parent empowerment
I didn’t leave the Minneapolis Public Schools impulsively in the dark of night. It took tough, deliberate choices that put my kids first.
I appreciated the Star Tribune’s recent analysis of school enrollment trends in Minneapolis, where about one-third of kids now attend a charter school or a school in another district (“Black families are fleeing Minneapolis schools,’’ Sept. 20).
But as a Minneapolis parent whose children are part of these trends, I was frustrated by the notion that parents like me are “fleeing.” To me, “flee” suggests a departure that is swift, impulsive, even cowardly. My deliberate and tough choices on behalf of my children’s education have been anything but that.
At first my only goal was finding a school that was safe for my kids and close to home. But as I saw my oldest son struggle in the same high school where I had succeeded years earlier, and I saw my other children encounter challenges in school, I realized that what works for one child might not work for another.
I first decided to explore other options for my kids when my neighborhood public school started calling me at work several times each week, asking me to pick up my child for behavior issues. The teacher advised that I put my first-grader on Ritalin because he was “obviously ADHD.”
I wanted to make things work at that school; having my son stay in our neighborhood school certainly would have made my life easier. But basing decisions on what’s easy for adults — and not on what children actually need — is how our education system has gotten to where it is today.
Instead of putting my son on medication I knew he didn’t need and keeping him in a school that had preconceived ideas about his potential, I made my first school choice. I enrolled my son in a Montessori school in north Minneapolis, where his independence and curiosity were seen as assets, not burdens.
With this choice, my son thrived, and I found my power as a parent. I learned that a drastic change can literally save a child’s life. I learned to never again let chance, my address or one educator’s opinion determine what is possible for my kids.
Since then, I have tried every type of public school, including traditional district schools, more alternative models such as Montessori and charter schools. Ultimately, charter schools have turned out to be the best fit for my kids.
Because they’re smaller, they provide much greater access to administration and staff members. Instead of getting invitations to huge parent-teacher conferences spread out over three floors, and weekly calls with nothing but bad news, I now attend family nights where the entire school community fits in one room.
I’ve also found that charter schools often have higher concentrations of teachers who look like my kids as well as specific academic focus areas and approaches that engage my children in their learning.
I didn’t leave the Minneapolis Public Schools impulsively or in the dark of night. And I certainly didn’t leave because the district didn’t have enough marketing consultants — nor because my neighborhood school didn’t have a fancy enough gym.
I made the intentional choice — and continue to make the choice every day — to put my children first. I put my children ahead of what is convenient for me, ahead of what would be best for the district’s budget and ahead of what other parents whose kids do just fine in their neighborhood schools think I should do.
I believe we should stop suggesting that parents like me are fleeing. Instead, we should call the trend in Minneapolis what it is: parent empowerment. I believe that we should encourage more parents to make the kinds of choices I’ve been able to make and that more privileged families have been making for generations.
Finally, I believe that if the Minneapolis Public Schools truly want to bring families like mine back, the solution is simple: Do better.
Just as a drastic change was all my son needed to go from struggling to thriving, I believe that real, transformative changes — centered on children and not adults — can turn the Minneapolis Public Schools around.
Until then, you can expect more empowered parents to keep putting their children first.
Marguerite Mingus, of Minneapolis, is the mother of four and an education advocate.
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Agreed, the issue is how to reduce inequity. Funding equity can help. So can shared facilities, also known as community schools. So can strong early childhood programs working both with youngsters and their families. So can providing public school options.
As the parent’s “Op ed” notes, a school that can be great for some can be terrible for others.
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In many states, such as Ohio and Nevada, charters are far worse choices than public schools.
Joe, it is so sad that you ally yourself with the Koch brothers and ALEC
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Diane, one of the things that helps move the world ahead is alliances between people who disagree on many things but agree on some things.
For example, when a group of people successfully convince the NCAA to stop telling high schools which courses were and were not acceptable for college preparation, those involved included Jonathan Kozol, Herb Kohl, Deborah Meir and Jeanne Allen.
In many states, liberals and conservatives who disagree on many things agree on the value of early childhood education.
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The Koch brothers and ALEC at present not just “conservatives.” They are enemies of democracy. I suggest you read Nancy MacLean’s “Democracy in Chains” and Gordon Lafer’s “The One Percent Solution.”
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Since I was raised in Wichita, Kansas, I’ve been challenging the Koch Brothers on many issues for more than 50 years.
Meanwhile, the issue on this thread had to do with what happens with persistently low performing charters, and what the attitude is toward such schools. As I’ve pointed out, the overall attitude in most states is to give them a chance to improve. It that does not happen, they are being closed.
Compare about 2,000 closures with 16 that were allowed to convert to private schools. And, as noted, many of us involved with public school choice efforts oppose and have worked against voucher programs. That includes the chief sponsor of the original Mn chartering legislation and many others who will be making their views clear next month.
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Betsy DeVos and the Koch brothers and ALEC want both charter schools and vouchers. Your efforts are puny compared to theirs. One of every four state legislators in the US belongs to ALEC. They have legislation to promote charter schools.
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Agreed, my efforts are puny if I try to do anything important by myself. However, as you often point out, working together can sometimes help young people and families a lot.
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Context is important.
The ProPublica nationwide review found that “at least 16 failing or struggling charter schools in five states — Florida, Wisconsin, Indiana, Ohio and Georgia — have gone private with the help of publicly funded voucher programs, including 13 since 2010.”
As a believer in multiple measures, I’d like to know the definition of “failing or struggling”. But I don’t think states should have k-12 voucher programs (private and parochial schools receiving state funds to pay for student tuition) . In states that have voucher programs, I don’t think persistently low performing charters should be allowed to convert to voucher schools.
Putting the number 16 (from the ProPublica report) in context, I check with the National Alliance for Public Charter Schools and the National Association of Charter School authorizers. Both reported that their records show from 2005-6, that about 2,100 charters have been closed. Many more were closed before they began keeping records.
So clearly there are widespread successful efforts to close charter schools that for one or more reasons, are not doing well. Yes, this varies state by state and authorizer by authorizer.
But I think it’s important to put these numbers in context.
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What I think we’re seeing here, Joe, is the hole in the dam not being plugged. As more states allow vouchers and other tax schemes to “follow the child” we’ll see more and more charters turning into private schools and taking those monies and absconding with less than stellar academics offered.
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What you describe may happen, Duane. At the same time, isn’t it appropriate to note that more than 2,000 charters have been closed?
Closures took place for a variety of reasons – financial problems, enrollment problems, both of which often are related to low performance. There is a big push coming from the National Alliance to close persistently low performing charters. As they note, the # of charters being closed is increasing.
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