Archives for category: Charter Schools

Pennsylvania has an outdated charter school law that funds charter schools generously. For a long time, the legislature was controlled by Republicans whose billionaire donors wanted to encourage charter schools and defund public schools. The state is also extravagant in funding virtual charter schools, many of which operate for profit. All the virtual charters are low-performing.

The Keystone Center for Charter Change, established by the Pennsylvania School Boards Association, has led a campaign to revise the charter law, especially the funding formula. 89% of the school districts in the state have joined their program for reform.

.@PennsManor Area SD becomes Pennsylvania’s 445th locally elected, volunteer board of school directors to pass a resolution calling upon the General Assembly to pass charter reform.

Keystone Center for Charter Change Website
More than 440 school districts have adopted a resolution calling upon the General Assembly to meaningfully reform the existing flawed charter school funding system to ensure that school districts and taxpayers are no longer overpaying or reimbursing charter schools for costs they do not have. The map and list below will show which school districts have approved a resolution.
If your school board has not yet adopted a resolution, you can find a copy of the resolution and instructions on how to submit the resolution after adoption below.

Writing in The Progressive, Carol Burris raised an important question: Where are the 1.3 million children who didn’t return to school after schools reopened? Burris is the executive director of the Network for Public Education.

As she points out, the lobbyists for the privatizers claim that they must be in charter schools or voucher schools, but Burris shows this is not accurate. Some may be homeschooled; but the data on the number of children being homeschooled is inadequate to know how many children are being tutored at home.

Burris writes:

Between the fall of 2019 and 2021, 1.3 million children left the American public school system, according toEducation Week. For those who care about the welfare of children, this sharp decline is worrisome. We know that enrollment declineswere the steepest in large cities, where our neediest students reside and where COVID-19 was more devastating.

How many have dropped out, working in the underground economy or languishing at home without schooling? The honest answer is that there is no comprehensive accounting of where (or if) all of those 1.3 million children are now being schooled.

However, what should be a national concern centered on the welfare of children has instead become promotional material for those who wish to eliminate public schools. The libertarian right and its allies, including the Center for Education Reform, have chalked up the decline to a story of unhappy public school parents exercising school choice. But is it?

According to a 2020 report from the National Alliance for Public Charter Schools (NAPCS), “hundreds of thousands of families switched to charter schools during the first full school year of the pandemic.” On the surface, that is correct. But the report avoids the elephant in the room—the kinds of charter schools that gained enrollment during this period.

The 2020 charter enrollment spike that NAPCS reported was largely due to increased enrollment in low-quality online charter schools, as I detailed in an analysis for The Washington Post. Enrollment in these schools increased by 175,260 students during the 2020-2021 school year, representing more than 70 percent of the NAPCS’s reported enrollment growth.

The increase in enrollment in online charter schools that occurred during the early years of the pandemic is part of a long-term trend. In 2013, the National Center for Education Statistics (NCES) started tracking the online school sector. In the pre-pandemic years, between 2013 and 2020, online schools accounted for 25 percent of charter enrollment growth, according to the center’s data.

In 2022, NAPCS published another report that presented a dizzying array of data, some of which contradicted the previous year’s report, to make the case that charters had retained the students they gained in the pandemic shift.

According to that report, in fall 2021, there were only 1,436 fewer students in charters compared to 33,308 fewer students in public schools than there were in fall 2020. The most recent NCES numbers tell a different story: According to that data, charter school enrollment dropped by 5,323 students in 2021, while public school enrollment increased by 83,323 students—small shifts but nevertheless important to note.

So, did charter school enrollment go up during the pandemic? Yes. Was this a seismic shift? No….

Leaders of the anti-public school movement promote bootleg homeschools and “micro-schools” as innovative alternatives to public schools, using declines in test scores as the rationale for abandoning the public system. Ironically, however, homeschoolers are not required to provide any evidence of student learning in most states. This includes Arizona, whose ESA voucher program is taxpayer-funded with no standards. Parents can awarda high school diploma based on any criteria they want. According to Ed Choice, the average Arizona ESA account value on January 17, 2023 exceeded $15,500 per year per student. (On January 18, the site updated that figure to $11,332.)

This is akin to an insurance company giving the parent of an ill child a payout to spend on a cure—with no stipulation that the parent goes to a licensed physician or that anyone reports back on the child’s health.

Certainly, there are responsible homeschoolers who have developed sound programs to educate and socialize their child. But without requirements to provide sound evidence of learning, a sudden spike in homeschooling should be a cause for alarm, not celebration.

While libertarian advocacy groups call for a “de-centralized network of schools,” to resemble what existed for American schooling in the nineteenth century, before Horace Mann, the truth is that before it became a universal system of “government funded and operated schools,” schooling in America was an uncoordinated, free-for-all that left most children undereducated, which is exactly where the contemporary school choice movement is headed.

Instead, what we should be concentrating on is locating those 1.3 million children and ensuring they are both educated and safe.


KIPP leadership is not pleased by the efforts of KIPP teachers and other staff in Columbus who want to join a union. Major funders of KIPP, like the Walton Family Foundation, don’t like unions. Some of their teachers object to their “Union-busting” tactics.

Megan Henry of the Columbus Dispatch wrote this article, which was also published in USA Today.

The Ohio Federation of Teachers is accusing KIPP Columbus of using a “unionbusting persuasion campaign” as the charter school’s employees attempt to unionize.

The campaign has involved mandatory and voluntary meetings with “antiunion consultants” and a visit from KIPP’s new CEO Shavar Jeffries, according to OFT President Melissa Cropper.

“Public education funding should be used to educate Ohio students. It should not be used to persuade and intimidate workers who are exercising their legally protected right to organize a union,” Cropper said.

KIPP Columbus received at least $15 million in public funding for the 2021-22 school year, which represents the majority of its funding, union organizers said.

“It is incumbent on KIPP to spend that funding on education, not union-busting,” Cropper said. “If KIPP wants to claim that they are paying for their union-busting through a different source of funding, we feel that is essentially a shell game.”

Teachers, social workers, paraprofessionals, intervention specialists and student life coordinators from KIPP’s primary, elementary, middle and high school are attempting to organize as the KIPP Columbus Alliance for Charter Teachers and Staff (KIPP Columbus ACTS) through OFT.

“We believe that unfair labor practices have occurred, and we may file formal charges on that,” Cropper said. “Currently, we are calling on KIPP to do the right thing and allow their employees to have a secret ballot union election without intimidation and anti-union lobbying from management.”

The Dispatch asked KIPP Columbus officials to address the allegations of union-busting, but they didn’t respond to those specific questions in their written response.

“We are encouraging all of our colleagues to consider all relevant information – from multiple sources – about what it could mean to join a union and what the collective bargaining process entails,” KIPP Columbus said in a statement. “Many of our colleagues have asked questions about these topics, and we are working diligently to ensure that those questions are answered promptly.”

Zach Usmani, a social worker at KIPP elementary and a member of the organizing committee, said the anti-union consultants didn’t share their names during the two-hour meeting he was required to attend.

“It seems very strange that they don’t want to share any information,” Usmani said. “It makes me question what’s going on. People are now even more frustrated because they are getting pulled from their students to go to these meetings.”

Jeffries took over as KIPP’s CEO the first week of January and visited KIPP Columbus that same week, but staff questioned the purpose of his visit.

KIPP Columbus, which is part of a national network of college preparatory schools, has about 2,000 students.

“He used this platform to again push anti-union messaging on our staff,” Usmani said.

Jeffries is planning a tour of all KIPP regions and has already been to Atlanta, Boston, New York and Philadelphia, said KIPP Foundation spokesperson Maria Alcón-Heraux. He also plans to go to Washington, D.C. and New Orleans in the coming weeks, Alcón-Heraux said.

“Shavar Jeffries spoke to KIPP Columbus staff and students about his vision for more alignment across KIPP regions as we deliver educational excellence and equity at a nation-leading level,” Alcón-Heraux said of the visit here.

In December, KIPP Columbus charter schools administration declined to voluntarily recognize KIPP Columbus ACTS.

“While we respect our colleagues’ rights to join a union, we believe that our current model is the best way to create an innovative learning environment for students while supporting and empowering our valued teachers and staff,” KIPP Columbus said in a statement.

Seventy-eight percent of KIPP Columbus’ roughly 130-person staff signed union cards. Union cards were filed with the National Labor Relations Board on Nov. 15, but KIPP Columbus hired the Vorys legal firm, which filed a legal challenge with the NLRB on Nov. 16, which has delayed a secret-ballot union election. An NLRB election won’t be scheduled until the legal challenge is resolved, which could take months, Cropper said.

KIPP Columbus began in 2008 as KIPP Journey Academy with 50 students in the fifth grade at a former Columbus City Schools building in Linden and has since expanded to its present 150-acre campus at 2900 Inspire Drive on the city’s Northeast Side. That campus houses the KIPP Columbus Elementary, KIPP Columbus Primary, KIPP Columbus Middle, KIPP Columbus High, the KIPP Columbus Battelle Environmental Center, the KIPP Columbus Early Learning Center, and the KIPP Athletics & Wellness Complex.

KIPP teachers and staff are unionized at the nonprofit public charter school’s operations in New York City, Baltimore and St. Louis.

If the union is approved by KIPP Columbus’ educators, it would be the 10th charter school to join the OFT. The other OFT unionized charter schools in Ohio are in the Cleveland area: Stepstone Academy in Cleveland, Menlo Park Academy in Cleveland, three schools in the Summit Academy chain (Parma, Painesville and Lorain) and four schools in the ACCEL charter chain.

mhenry@dispatch.com @megankhenry

Jess Piper lives in rural Missouri. She and her husband are farmers with five children. She taught American literature in the local public school. She describes herself as a “woke” progressive. When she added the history of slavery and African American literature to her classes, she said, none of her students (all white) felt embarrassed or uncomfortable. They identified with the abolitionists, not the slaveholders.

She ran for office when she realized that there were no Democrats, and she lost. But she wasn’t discouraged.

I am not a podcast person but I listened to Jess with close attention. On Twitter, she is @piper4Missouri.

You will enjoy listening to her podcast. She has a great voice and a great message.

Jan Resseger keeps close tabs on education in Ohio, which is constantly under attack in the legislature. In this post, she reviews what happened in the past year. The “good” consists of bad things that didn’t happen. The Republican-dominated legislature is intent on constant privatization of public funds. Ohio is rife with failing charters and ineffective vouchers. The legislature wants more failure. The chair of the House Education Committee, Andrew Brenner, calls public schools “socialism.” The Ohio legislature deserves a spot on this blog’s Wall of Shame.

Jan Resseger wrote:

In the midst of the big 2022 Christmas week storm, a frozen sprinkler-system pipe burst at the Ohio Statehouse and flooded the state senate chamber. This year in Ohio’s gerrymandered, supermajority Republican legislature, democracy itself has been so severely threatened that many of us wondered if the event was an expression of cosmic justice.

As Ohio Supreme Court Chief Justice Maureen O’Connor retired due to the state’s mandated age limit,O’Connor—herself a Republican—condemned legislators who created one gerrymandered legislative and Congressional district map after another, O’Connor told the Associated Press: “My advice to them was, please review the Constitution and maybe go back to, what is it, fourth or fifth grade and learn about our institutions… And maybe, just maybe, review what it was like in Germany when Hitler intimidated the judiciary and passed those laws that allowed for the treatment of the Jewish population… This country cannot stand if the judiciary is intimidated.” The AP reports that, “In retirement, she has pledged to champion a constitutional amendment that fixes Ohio’s redistricting process…”

BAD THINGS THAT DID NOT HAPPEN IN 2022

The 134th Ohio General Assembly did not pass Ohio Senate Bill 178 to hollow out the Ohio State Board of Education and shift its primary responsibilities (including overseeing the Department of Education itself) to a new cabinet Department of Education and the Workforce under the Governor. Politics have already to some degree invaded the Ohio State Board of Education, because the governor already appoints 8 of its 19 members. And during the past two years there have been several legislative/gubernatorial interventions to gerrymander the districts of elected members to favor Republicans, and to fire unruly members and appoint new members who would be more faithful to Ohio Republicans’ priorities.

In 2022, the Ohio Senate passed SB 178 to move the important functions of the State Board of Education under the governor’s control, to insulate the state board from the will of the people, and to remove many of the State Board’s responsibilities. In December, during the last week of the legislative session, SB 178 was heard by the House Education Committee, but the bill never came up for committee vote and never was acted on by the Ohio House. At 2:30 AM, before the the 134th General Assembly permanently adjourned at 6:30 AM, Senate President Matt Huffman inserted the entire 2,144 page SB 178 into HB 151 to ban transgender girls from sports, inserted another amendment to ban school vaccine mandates, and sent the entire package back to the Ohio House, where it failed by 6 votes. Although this problematic bill failed in the 134th General Assembly, Senate President Matt Huffman has pledged another attempt during 2023 to politicize the State Board of Education in the 135th Ohio General Assembly.

A Mass of Culture War Bills Will Die Because They Never Came Up for a Vote (For details, see Honesty for Ohio Educationor the Northeast Ohio Friends of Public Education.)

  • HB 322, HB 327, and HB 616 to ban teaching and materials about divisive concepts including racism and sexual orientation.
  • HB 529 to demand that school curricula be posted online.
  • HB 454 to ban gender affirming care for minors.
  • HB 704 to affirm that gender identity is identifiable at birth according to DNA.
  • HB 722 to ban discussion of any ‘sexually explicit’ content and establish a ‘parents bill of rights.’
  • SB 361 to enable former military troops to become teachers with relaxed credentialing.
  • SB 365 to include curriculum about free market capitalism in educational standards.

HB 290, the “Backpack” universal education savings account voucher programnever came up for a vote in the 134th General Assembly. Most people expect, however, that a similar bill will be introduced in the 135th General Assembly, perhaps as part of the FY 2024-2025 biennial budget bill. For more information see here.

GOOD THINGS THAT DID NOT HAPPEN IN 2022

The Ohio Legislature did not pass HB 497 to eliminate the Third Grade Reading Guarantee. After HB 497 passed the Ohio House by a margin of 82-10 and after the bill was unanimously endorsed by the Ohio State Board of Education, HB 497 was never considered by the Ohio Senate Primary and Secondary Education Committee and never forwarded for a vote by the full Ohio Senate. The bill died with the end of the 134th Ohio General Assembly. The bill would have eliminated mandatory retention in third grade of any student who does not reach a proficient score on the state’s third grade achievement test. Research demonstrates that holding kids back in grade damages self esteem and makes it more likely that students will drop out of school before graduating from high school. For background see here.

BAD THINGS THAT HAPPENED IN 2022…

Keep reading to learn about the “Bad Things That Happened in 2022” and the One Good Thing That Happened.

Jan concluded her post:

There is no reason to believe that in 2023 the legislative majority of Ohio’s 135th General Assembly will be supportive of Ohio’s public schools. Persistence will be required as advocates press for the full six year phase-in of adequate school funding under the Cupp-Patterson Fair School Funding Plan. And, as Ohio Public Education Partners declares, we must demand that the Legislature “rejects the school privatization agenda, which includes school voucher schemes (and) charter schools….”

The Network for Public Education has released a new report on for-profit charters, which grew during the pandemic years. The report is titled Chartered for Profit II: Pandemic Profiteering. It builds on the findings of a report published by NPE in 2021. For-profit charters not only divert money away from the public schools, which enroll the vast majority of students in every state, but they skim off profits that should have been spent on students and teachers. The report details the nefarious deals that enrich the charter operators. Every citizen who cares about our future should be aware of the facts detailed in this report. We believe readers will be genuinely shocked by the findings in this report, which shows how scammers and grifters have gotten a stronghold in the charter industry, to the detriment of students, teachers, and taxpayers.

Here is the executive summary:

In March of 2021, the Network for Public Education published Chartered for Profit: The Hidden World of Charter Schools Operated for Financial Gain. In this follow-up report on the charter for-profit sector, we chronicle its expansion during the years of the Covid-19 pandemic by reporting growth in the number of schools, the number of for-profit corporations that run them, and student enrollment.

Acccording to our research, the for-profit sector dominated the charter school sector during the pandemic years. As the pandemic wore on – the percentage of charter schools run by for-profits jumped from 15 percent to 16.6 percent of the charter sector. This is a far greater percentage than is reported by the National Alliance for Public Charter Schools, which inexplicably does not report schools run by for-profit Education Management Organizations (EMOs) that control only one or two schools. These micro-EMOS comprise nearly half of all for-profit EMOs.

However, the number of schools run for profit underestimates the true growth of for-profit schooling during Covid 19. The percentage of students attending a charter school designed to produce a profit for its management company soared. According to the Common Core of Data of the National Center for Education Statistics, the total student enrollment in charter schools during the second year of the pandemic (the 2021-2022 school year) was 3,676,635. Student enrollment in for-profit-run charter schools jumped to 731,406 that year.

That means that 20 percent of all charter school students, 1 in 5, were enrolled in a charter school managed by a for-profit management corporation by the pandemic’s end.

More disturbing is that 27 percent of the students attending for-profit-run schools were enrolled in low-quality virtual charter schools that teach students either exclusively or primarily online. That was in 2021. During the prior year (2020) the number was even higher.

Those who defend for-profit charter schooling claim it is no different from public schools using vendors for transportation services or to purchase textbooks. However, as this report explains, for-profit chartering is very different from vendors who supply discreet products and services. We detail the various ways in which the owners of EMOs extract profit via a lack of oversight and regulation that fails to protect taxpayers from sweetheart deals, sweeps contracts, and related party transactions designed to enrich EMO owners, their friends and their family members. And we explain how the acquisition of real estate and exploitative lease and purchase agreements drive the expansion of for-profit-run charter schools and, in some cases, put the school at financial risk.

Chartered For-Profit II: Pandemic Profiteering makes a case for substantive state and national reform so that the best interests of students and taxpayers trump financial gain. Like our first report, it provides insight into the most controversial sector of the charter school world—charters operated for financial gain.

Entrepreneur Steve Perry opened a charter chain called Capital Preparatory Schools, which recently was a finalist for the Yass Prize, which acknowledges outstanding charter schools. The chain won a prize of $500,000, which it will use to expand. The first-place winner was Arizona Autism Charter Schools, which won $1 million. The Yass Prize is called a STOP award, meaning Sustainable, Transformational, Outstanding, and Permissionless.

On the federal government website for charter schools, the Yass prize is described thus:

The mission of the STOP Awards is to identify and support more best in class education providers who can tackle the challenges and deliver an education for students that is Sustainable, Transformational, Outstanding and Permissionless. The STOP Foundation for Education is not just a philanthropy. And the STOP Award is not just a prize. It’s a movement intended to transform education for everyone. Complete the online application form.

The prize is administered by the Center for Education Reform of Washington, D.C., which supports charter schools, vouchers, and virtual charters, and opposes public schools.

Capital Prep operates in New York City and Connecticut. Its schools were recognized for providing outstanding education, and because 100% of its graduates were accepted at four-year colleges and universities since 2006. Its school in Harlem was co-founded by musician Sean Combs, also known as P. Diddy.

Gary Rubinstein has a history of examining charter schools that claim miraculous results. He took a close look at the Capital Prep Schools and learned from state data that they are actually low-performing schools. Please open the link to see his documentation.

He writes:

The 100% college acceptance graduation rate….implies that the students at the school have been successful in their academics. So I thought I’d go to the public New York State data site to see if this is the case.

In general, the test scores at the Perry / P. Diddy school are some of the lowest in the city. Most notable is that in their 8th grade class of 71 students, exactly 1 scored a passing score of a 3 on the recent state tests…[Scores range from 1-5].

School wide, only 6% of the students in all grades got a 3 on the math state test.

For the older grades, I see that no students passed the Geometry or the Algebra II Regents exams.

Now I’m not saying that test scores are everything, but when only 1 out of 71 8th graders gets a 3 on the state test, this definitely runs counter to the image that the 100% college acceptance rate is supposed to indicate.

The New York Capital Prep schools have only been open for a few years, but the Connecticut Capital Prep schools have been around for over 15 years. So I also looked at the Connecticut publicly available data, which has a lot of useful information on it.

One thing I found was that their Four-Year graduation rate has been as low as 56% in recent years…

On the college readiness index, the school fared very poorly…

The college entrance rate for 2020 was not 100% but about 77%…

That school also had 0% passing an AP exam even though 38% took an AP exam…

So anytime you see a claim that some school is beating the odds because they have a 100% college acceptance rate, you should know that there is usually more to the story than that one statistic.

Again, open the link.

Charter schools have managed to occupy an unusual spot in the spectrum of educational institutions: When it’s time to get public funding, they insist they are “public schools.” But in court cases where charters were fighting to be exempt from state laws governing employment practices or financial accountability, they insist they are not “state actors.” It is logically impossible to be both a public school but not a state actor.

In a current court case, a North Carolina charter chain wants the courts to declare that its schools are not state actors because they enforce policies for girls’ dress that is inconsistent with state and federal law.

Public schools are state actors. In effect, this charter chain wants to be declared “not a public school” even as it continues to be publicly funded. Why? It wants to preserve its right to ignore state and federal laws against discrimination.

Peter Greene explains the background of this case:

In the regularly pro-choice Wall Street Journal, Baker Mitchell and Robert Spencer want to complain about a court decision declaring that their charter schools are, in fact, public schools. This, they warn, “imperils the charter school movement.” Their complaint is a big pile of deep fried baloney.

The case that prompted this whinging

One of the charter schools operated by Roger Bacon Academy was sued by some parents over a dress code requiring girls to wear skirts (or skorts–but none of that pants-wearing stuff, ladies). Such a big deal. Who knew?

“We’re a school of choice. We’re classical in our curriculum and very traditional. I believe that the more of the traditional things you have in place, the more they tend to reinforce each other,” he said in a phone interview. “We want boys to be boys and girls to be girls and have mutual respect for each other. We want boys to carry the umbrella for girls and open doors for them … and we want to start teaching that in grammar school.”

RBA is owned and operated by Baker Mitchell, Jr., one of the titans of charter profiteering. Back in 2014, Marian Wang profiled the “politically-connected businessman who celebrates the power of the free market,” and how he perfected the business of starting nonprofit charter schools and then having those schools lease their buildings, equipment, programs, etc. from for-profit companies owned and operated by Baker Mitchell, Jr. Mitchell (now in his early eighties) thinks the rule is great:

The case bounced up through the various court levels until it landed in front of the full panel of the Fourth Circuit Court of Appeals, which declared that the rule was junk and had to be thrown out. Not a worthwhile call-back to what one dissenting judge called “the age of chivalry” as the majority noted such an age was also the age “when men could assault their spouses” and that chivalry “may not have been a bed of roses for those forced to lie in it.”

Nor did the court accept the argument that girls were still getting good grades. “We cannot excuse discrimination because its victims are resilient enough to persist in the face of such unequal treatment.”

So what’s the big deal? (Spoiler alert: that state actor thing)

Mitchell and Spencer are not whining about the loss of their ability to require girls to show their legs. They protest that the policy was created by parents; well, so was the lawsuit, so that hardly seems like a useful point. And it’s not the main concern,

The case hinged on the question of whether or not charter schools are “state actors” aka actual public schools. The court said, “Yes, they are.”

Mitchell and Spencer complain that no court has ever done such a thing and therefor: The Fourth Circuit’s finding appears to have been based on little more than the convention of calling charters “public charter schools” and their being mostly funded by public sources.

This is kind of hilarious, because the “convention” of calling these school public was created entirely, and purposefully, by the charter industry and its supporters. They have insisted loudly and often that charter schools are absolutely public schools, and have engaged in uncountable arguments with anyone who dares to say otherwise. Of course, they have also frequently insisted that they are private businesses when it’s convenient for fending off state scrutiny or grabbing PPP pandemic relief money.

And despite Mitchell and Spencer’s apocalyptic warnings, you know who applauded the court’s ruling?

The National Alliance for Public Charter Schools. The importance of this case could not be overstated, as it was the first time a federal appellate court considered whether public charter school students deserve the same constitutional civil rights protections as district public school students. The en banc court clearly and unequivocally affirmed that charter schools are public schools and, accordingly, must be bound by the US Constitution. Moreover, public charter school students have the same constitutional and civil rights as their district public school peers.

Galen Sherwin, ACLU senior staff attorney, observed that the ruling was important because The court rightly recognizes that ruling otherwise would leave states free to establish parallel, privately operated public school systems in a constitution-free zone, free to implement race segregation, religious discrimination, etc.

So what are they really, really upset about?

The tell comes a little further down the piece.
The ruling comes at a time when the charter-school movement is growing. Oklahoma’s attorney general recently issued a legal opinion stating that religious organizations must be allowed to operate charter schools in the Sooner State. A key aspect of the opinion was a finding that charter schools are not state actors and, therefore, the Constitution’s Establishment Clause doesn’t prohibit the inculcation of religious values, as it does in government-run schools.

If charter schools are state actors, then that might get in the way of expanding religious charters. And sure enough– we find amicus briefs filed by Catholic Charities of the Diocese of Arlington VA, Notre Dame Law School Religious Liberty Clinic, the Jewish Coalition for Religious Liberty, and the Religious Freedom Institute. “These experts,” say the writers, confusing advocacy and lobbying with expertise, say the Fourth Circuit’s ruling would undercut charter schools.

Well, no. They would undercut the extension of private religious organizations into a sweet, sweet chance to get their hands on public tax dollars while still enjoying unregulated freedom to indoctrinate some students into their religion while also discriminating against whatever students they choose to discriminate against in a taxpayer-funded Constitution-free zone.

Are we done yet?

Of course not. The school has petitioned the Supreme Court to hear their appeal. It invokes the 14th Amendment and features this kind of flag-waving:


North Carolina charter schools—like many throughout the Nation—build upon a critical insight: Empowering private entities to operate publicly funded schools with minimal government oversight supercharges educational innovation and expands parental choice. The decision below profoundly threatens this model.

“Supercharges innovation.” Sure. Making girls wear skirts is one hell of a supercharged innovation. My usual offer stands–name one educational innovation that has come out of the modern charter school sector.

Mitchell and Spencer want you to know that damn ACLU is behind this case, but they aren’t exactly being represented by a Mom and Pop firm. Aaron Streett is an attorney with Baker Botts, a multinational law firm (where both Amy Coney Barrett and Ted Cruz once worked), and that he’s the chair of their Supreme Court and Constitutional Law Group. Streett says that the majority opinion “contradicts Supreme Court precedent on state action…and limits the ability of parents to choose the best education for their children.”

The argument is simple enough–we are not a public school, so we should get to do whatever the hell we want (and be paid by taxpayer dollars while we do it).

It’s a tough call for the charter biz–if they aren’t public schools, then at this point they really aren’t much different from private voucher schools, so what’s the point of them? But if they want to market themselves as public schools, they can damn well operate under public school rules.

Who knows if SCOTUS will hear this, or what they will decide. But regardless of how things end up, it looks like the charter movement’s days of being able to have things both ways may be coming to an end.

Kevin Welner, who is both a lawyer and a professor of education policy at the University of Colorado at Boulder, wrote about these issues on Valerie Strauss’s Answer Sheet blog last June, after the U.S. Supreme Court ruled that Maine could not exclude two religious schools from state funding when it provided public funding to other private schools, even though the religious schools openly discriminate against LGBT students, families, and staff, as well as non-Christians. The case is called Carson V. Makin.

Welner suggests that the Maine case may erase the line between charter schools and vouchers.

Welner wrote:

If charter schools are state actors, they cannot engage in religious teaching or discrimination. The Peltier litigation did not, however, involve any claim by the school that its sexist dress code arose out of protected religious beliefs. If religious-liberty claims were to be asserted around a comparable policy adopted by a charter school run by a religious organization, the state-action inquiry should be very similar, if not identical, and the charter school should be prohibited from engaging in discrimination.

But as today’s Carson v. Makin decision illustrates, the introduction of free-exercise protections could greatly complicate the overall analysis. If courts side with a church-run charter school, finding that state attempts to restrict religiously infused teachings and practices at the school are an infringement on the church’s free-exercise rights, then the circle is complete: Charter school laws have become voucher laws.

If the Supreme Court hears the Peltier case, if it decides that charter schools are not state actors, if charters may discriminate against girls, LGBT students, and non-Christians, then as Welner says, charters are no different from vouchers. But if they are not state actors, then charter schools are not public schools. But they are free to discriminate against any group, without regard to federal law. And they are free to teach religious doctrine and to close their schools to non-believers. States will then be directly funding schools that teach religious zealotry and openly engage in discrimination.

A loss for American democracy, but a victory for Donald Trump, who appointed three religious extremists to the Supreme Court; Mitch McConnell, who refused to allow President Obama to fill Justice Scalia’s empty seat on the Court after the Justice died in March 2016 (on the absurd grounds that it was too close to a presidential election), as well as his rush to allow Trump to name Amy Coney Barrett to fill Justice Ruth Bader Ginsburg’s seat only weeks before the 2020 election; the far-right wing Leonard Leo and the Federalist Society, which selected the judicial candidates for Trump. And while it may be impolitic to say so, I blame Justice Ruth Bader Ginsberg for refusing to resign her seat in 2014 or 2015, when Obama would certainly have been able to replace her. She had had four bouts with pancreatic cancer, and good reason to step down and give Obama a chance to replace her. Instead she stayed on and died at age 87, gambling that Hillary Clinton would replace Obama. She lost her bet, and the nation has a Supreme Court that is imposing a deeply reactionary agenda.

You may have noted, if you have followed this blog for a long time, that I am a big fan of Peter Greene. Peter is a wonderful writer, has a great sense of humor, and was a classroom teacher for 39 years in Pennsylvania. In addition to his own blog Curmudgacation, Peter is a regular columnist at Forbes, where he educates business people.

He writes so much so quickly that I sometimes miss terrific columns. This is one that I missed. It was published in 2019 in Forbes. The topic remains pertinent. Just in the past few days, I have had to defend the proposition that charter schools are not public schools. They call themselves public schools, but that doesn’t mean it is so.

Peter Greene explains here why charter schools are not public schools.

Modern charter schools prefer to attach the word “public” to their descriptions. Many of the charter advocacy groups include “public charter” in their title. And truthfully, there are no regulations attached to the term–any school can attach the word “public” to its title without having to worry about any sort of penalty.

So technically, any charter school can call itself a public school. Heck, any private or parochial school can call itself a public school if it’s so inclined. But while modern charter schools are financed by public tax dollars, they are not truly public schools for the following reasons.

Transparency

When City Paper recently reported on the salaries of DC charter teachers and administrators, it required extra digging to come up with the information because charter schools are exempt from the Freedom of Information Act. In fact, City Paper reported that a teacher employed by the charter was not even allowed to see the salary scale for her own job. In 2014, when the New York state controller wanted to audit the books of Eva Moskowitz’s Success Academy, the charter leader took him to court and won, barring the state from trying to see how public tax dollars were spent.

Public schools are required to provide a transparent look at their finances. At times, some outlets have gone so far as to publish the salaries of individual teachers, and that’s perfectly legal. Nor are public school boards allowed to meet privately or in secret. Everything that happens in a public school is paid for with public dollars, and is therefor subject to public scrutiny. Charters deliberately avoid that level of scrutiny.

Subject To State Law

The details here vary from state to state (here’s a handy chart for looking up your own state), but charter schools generally don’t have to play by the same rules as public schools. Non-discrimination, health and safety, and school year length are often (but not always) exceptions–beyond the specific exceptions, charters operate as they will, and may in some states request additional waivers. So, for instance, many states do not require charter teachers to be certified. Public schools, meanwhile, must play by all the rules laid down by the state.

Student Population

Modern charter schools have a variety of techniques for controlling which students they serve. It begins with advertising, which signals which students are most likely to feel like the school is a good fit for them. Charters are not required to provide programs that meet all special needs; they don’t necessarily turn those students down, but if a school tells you that they do not offer the program that your child needs, will you really enroll there? And while lotteries are supposed to select students randomly, lotteries themselves often require committed parents willing to work their way through the paperwork and bureaucracy, so that the system allows parents to self-select for providing the kind of support and commitment that makes students more successful.

Once the student is in the school, there are a variety of ways to nudge the child out. We’ve seen the “Got To Go” list at Success Academy; families can be nudged out with repeated suspensions and disciplinary action.

Charter supporters note that some public schools, such as magnet or special program schools, do not accept all students either, and that is true. However, even if the child is not selected for the magnet school, the district is still responsible for that child’s education and will enroll her elsewhere. If a student has severe special needs that the district cannot meet in house, the district must still assume financial responsibility for providing the child with an education at some specialized facility.

When students walk out the door of a charter school, they cease to be the charter’s responsibility. But as long as a student lives within the public school’s designated area, that student is the district’s responsibility.

Local Control

Public schools answer to the public. They are run by elected school boards who must meet and take action in public. Charter advocates have expressed frustration with this system and even suggest that school boards be done away with. Many public systems have been attacked on this front, with their school boards thrust aside by state takeover or a switch to mayoral control. Such changes make those systems less public, and often are a step toward converting public schools to charters.

Charter schools could be operated by a locally elected board, but they almost never are. Instead, charter schools are owned and operated by private individuals or boards, sometimes located far away from the school itself. Sometimes control of the charter is separated from the community by a series of managerial handoffs–Group X technically owns and operates the charter, but they hire Corporation Y to actually run the school.

When municipal assets like water systems and parking facilities are handed off to private companies to run, we call it by its name–privatization. Turning a school over to a private company to own and operate is no different.

Why Bother?

Why do charter schools and their boosters insist on using the term “public”? Here’s what Todd Ziebarth, senior vice president at the National Alliance for Public Charter Schools, told Emma Brown of the Washington Post as he argued that charters are public schools.

And it’s a term that matters, he said: Americans have high regard for the importance of public education, and private schools carry connotations of exclusivity that don’t apply to charters.

In other words, “public” carries a host of connotations that are important for marketing purposes. Brown was interviewing Ziebarth in 2016 for his reaction to the National Labor Relations Board ruling that charters are private corporations.

We can talk another day about whether charter schools are helping or hurting, whether they’re good policy or bad. What we should not need to discuss is whether or not they are public.

Next time someone insists that charter schools are public schools, I can send them a link to this article.

There’s another tell that shows what charters are. When COVID began spreading, Congress passed a program for small businesses and nonprofits called the Paycheck Protection Program. The Small Business Administration gave out almost $800 billion to save jobs. Many private and religious schools applied for and received PPP grants, as did churches, synagogues, mosques, and businesses. Public schools were not allowed to apply for PPP money because there was another program specifically for public schools. Some charter schools applied for and received over a billion dollars of PPP money, while also collecting money from the public school fund. The average charter school received far more than the average public school because many of the charters double-dipped from both funds. If charter schools were public schools, they would not have been eligible for PPP money.

Josh Cowen, a professor of education policy at Michigan State University, has engaged in voucher research for two decades. Recently, he realized that the people and groups funding school privatization are the same as those funding other anti-democratic, extremist causes.

He writes:

There’s an old saying that “friends are the family we choose.”

The idea is that none of us played a part in the manner in whichwe were born or raised. We can’t help which city or state or country we grew up in, or whether we had two married parents or parents who divorced, whether one or both of our parents were straight or gay or whether we were only or adopted children. We can’t help which religious tradition—if any—we were raised in although we can decide for ourselves what we believe as adults.

Eventually we come to be known—and to know ourselves—by the company we choose to keep.

I spend a substantial amount of time these days talking to reporters about education policy—not just school privatization but other issues I work on like teacher retention or issues like the dreadful “read or fail” law that Michigan adopted during its Florida-mimicry days. I have a lot of experience trying to explain complicated policy areas to lay readers and writers.

By far and away the most difficult task in that activity has been explaining just how extreme, fringe and even dangerous much of the advocacy around school privatization and school vouchers actually is.

Others have reported at length how artificial the so-called “parents’ rights” groups are, but the drum that needs to be constantly tapped is that the real goal of a voucher system or its latest incarnation of “Education Freedom” is entirely radical.

Let’s walk through it.

First, when we talk about vouchers—or “scholarships” as they’re almost universally euphemized—we’re talking about a policy that’s had catastrophic impacts on student achievement. I’ve written about this here on Diane’s page and in media outlets across the country. You have to look to the COVID-19 pandemic’s impacts on test scores, or to Hurricane Katrina, to find comparable harm to academics. Vouchers are a man-made disaster, and yet the intellectual and political drivers, from Betsy DeVos to Jay Greene, are the same people who were pushing for these policies 25 years ago.

That’s one form of extremism. DeVos herself admitted the Louisiana voucher program—where voucher test score drops were nearly double what COVID did—was “not very well-conceived.” If spending decades and millions of dollars on a policy that did that kind of harm isn’t dangerously radical, I don’t know what is.

But that kind of idolatry-level obsession with a particular public policy begins to make more sense when we look at the other forms of fanatism that voucher activists have linked up with in their organizing.

There’s election denial, for one thing. Voucher activism and research is funded by groups like the Lynde and Harry Bradley Foundation—a key player in the Big Lie push to undermine confidence in the 2020 presidential outcomes. That foundation’s Board Secretary Cleta Mitchell has a starring role in the recently released January 6th Committee Report.

In a way that’s fitting. Vouchers work for kids like Donald Trump won the 2020 election. You have to suspend reality to believe either.

Next, there’s the extreme level of cruelty that voucher activists are increasingly embracing to push toward their goals. The Right-wing voucher-pushing Heritage Foundation has been pumping out screed after screed on topics ranging from book bans to diversity to transgender health care in its explicit exploitation of culture war divisions, and has all-but-encouraged the framing of public school educators as enemies to parents.

So right there that’s election denialism, anti-transgender, anti-diversity and book-banning marching arm and arm with school vouchers.

Add to that Greg Abbott’s busing of migrants to frigid northern cities on Christmas Eve and Ron DeSantis’s similar human trafficking this summer. Abbott is leading the privatization push in Texas with the help of Betsy DeVos staffers, and under DeSantis’s Don’t Say Gay policies, Florida voucher schools are newly empowered to reject LGBTQ kids and parents on the taxpayer dime.

Add further an opposition to reproductive rights. In Michigan for example, the DeVos-backed voucher initiative was led by the same political operatives running the campaign against our constitutional amendment to enshrine the right to choose, and an amendment against voter rights expansions all at the same time!

None of this is an accident. The push to privatize education isfundamentally an effort to discriminate against vulnerable children and to undermine civic institutions ranging from public schools themselves to democratic elections. It’s that extreme.

But really, none of this is new. Many of the younger reporters I talk to have no idea that the voucher movement actually began as part of the South’s “massive resistance” to integration ordered by the Brown v Board of Education decision.

In that sense, it’s hardly surprising that today’s voucher backers want to expel LGBTQ children and lean into book bans all in the name of “values.” As the author William Faulkner once said, “the past is never dead. It’s not even past.”

One of the tricks that advocates for school vouchers and other forms of privatization have been able to pull over the last two decades is to make the erosion of public education seem moderate—even reasonable.

But whether clinging for decades to a voucher policy failure that’s unprecedented in modern education, clinging in the same spirit to a failed presidential candidate’s baseless claims of an electoral victory, or a steadied push to stoke cruelty toward children as a means to an end, the school privatization movement and with it the Right’s attacks on public education are some of the most extreme forces operating today in American politics.

Extreme, and ultimately very dangerous. Defending public schools is becoming increasingly a movement to defend human rights.