Archives for category: Charter Schools

The Guardian in the U.K. reports on a study finding that parents in England are unhappy with the past three decades of “school choice.” By contrast, parents in Scotland are satisfied with their local public schools.

Three decades of school choice in England has left parents feeling more “cynical, fatalistic and disempowered” than their peers in other parts of the UK, according to new research.

A study comparing parents in England, where families can name up to six state schools for their children to attend, with those in Scotland, where children are generally assigned to local state schools, found Scottish families were still more likely to be satisfied with the outcome.

While 75% of parents in England said they had enough choice of schools, 76% of those in Scotland said the same, despite their lack of explicit choices within the admissions process.

Parents in England were more likely to express frustration and disempowerment, with several calling the current school choice policies an “illusion”, in surveys and interviews conducted for the research published in the Journal of Social Policy.

Aveek Bhattacharya, the chief economist at the Social Market Foundation and the author of the paper, said: “This research adds to the growing evidence that school choice policies have failed to bring the benefits they were supposed to.

“For all the emphasis that policymakers in England have put on increasing choice, parents south of the border are no happier with their lot than their Scottish counterparts. Indeed, many are disenchanted and dismayed.

“These findings show that parents offered a range of options for their children’s school are no happier than parents who have less choice about education.”

Gary Rubinstein has followed the progress of the much-lauded Success Academy charter chain, supposedly the most successful in the nation. He has noted that SA graduates only a small fraction of those it admits. He estimates that about 75% are gone before graduation.

Success Academy has argued that a 75% attrition rate isn’t so bad because it is about a 11% attrition per year, compounded, which, they say, is what happens in public schools too. But I don’t think this is a valid argument. Getting into Success Academy is supposed to be like winning the lottery. The attrition rate should be miniscule if Success Academy is as good as they claim. You don’t just give away a winning lottery ticket.

I am delighted to invite you to join a webinar where the eminent Duke historian Nancy MacLean and I will discuss “Public Education in Chains,” on February 3 at 3 pm EST.

To register, open the link and sign up.

The event is sponsored by Public Funds Public Schools and the Network for Public Education.

Dr. MacLean is author of the brilliant book Democracy in Chains, which documents the Koch brothers’ relentless efforts to privatize government functions.

North Carolina has been in the forefront of destructive education policies ever since the Tea Party won control of the state’s General Assembly (legislature) in 2010. Charters, vouchers, TFA, high-stakes testing, hostile indifference to teachers, etc.

But the rightwingers in NC wanted more. They wanted their own version of the Tennessee Achievement School District. They knew that Tennessee lawmakers had created a special district containing the state’s lowest-scoring schools; these schools would show dramatic improvement if handed over to charter operators.

The North Carolina legislators ignored the clear evidence that the Tennessee ASD was a failure, despite the state’s investment of $100 million from Race to the Top funding. Failure was no deterrent, no way to dissuade them from launching the magic elixir of privatization.

In 2016, the North Carolina General Assembly created its very own Achievement School District, which was soon renamed the Innovative School District. Now we know it too has failed. The General Assembly is defunding it.

The Innovative School District was supposed to contain five schools, but every time a school was designated, its district fought to keep the school. The ISD opened with only a single school, and that one school had a principal, a superintendent, and a charter management organization. An awful lot of administrators for one school.

Alex Granados wrote about the collapse of this bad idea in EdNC:

In an experiment, a hypothesis is tested. In the case of the Innovative School District(ISD), the hypothesis was that some of the state’s lowest-performing schools could be improved if they were grouped into one district, given charter school-like flexibility, and turned over to the management of alternative operators.

To judge by the biennium budget passed by the General Assembly in November 2021, North Carolina lawmakers must have concluded that the ISD experiment did not yield the result of improving schools, at least not in the way it was originally conceived. What other conclusion can be drawn from the fact that lawmakers put an end to the project in their two-year spending plan?

Background

The Achievement School District bill was passed during the 2016 General Assembly short session. At the heart of the legislation was the creation of a district that would eventually include five low-performing schools from around the state that could be turned over to charter school operators.

It was originally called the Achievement School District and its first superintendent, Eric Hall, said at the time that it was modeled after similar experiments from other states that had “mixed results.”

“We have an opportunity as a state to redefine what it means in North Carolina,” Hall told the State Board of Education in 2017. But that redefinition never quite came to be.

A single school

The initial plan was that all five schools in the ISD would be up and running by the 2018-19 school year. It is now the 2021-22 school year, and there is still only one school. That is thanks to, in large part, massive resistance from some of the districts approached by the state.

The single school that was taken over as part of the ISD was Southside-Ashpole Elementary School in Robeson County. And it’s been a tough journey both for the school and for the district — since its inception, the ISD has had four superintendents and the school has had three principals.

Current ISD Superintendent Ron Hargrave told the State Board of Education in December 2021 about visiting a kindergarten class at Southside-Ashpole on his first day. A teacher said to him: “‘Well, you’ll be number four,’ and she was talking about the number of superintendents who’ve come through there,” he said.

Hargrave replied, “I’m going to do everything in my power to make sure you don’t need a number five, because I’m here to stay.”

But turnover hasn’t been the only issue.

The nonprofit charter organization that was running the operation was ultimately relieved of its responsibilities by the State Board of Education. You can read about the difficulties with that organization, Achievement for All Children (AAC), in N.C. Policy Watch here and here.

‘No common ground’

Did Southside-Ashpole improve? According to data, no.

Trip Stallings, whose team conducted the external evaluation of the ISD when he was with the Friday Institute for Educational Innovation, said that a single school’s performance can’t really tell us anything about how well the ISD concept might work as a multi-school turnaround program.

“Because they only had one school in three years, you can’t really use that experience to validate or disprove the ISD approach,” he said. But there are a number of issues evident from even the experience of a single school that may have weakened the ISD structurally, according to Stallings.

One issue was that the legislation that created the ISD assumed there would be a wide variety of Charter Management Organizations (CMOs) vying to manage schools in the ISD. Instead, only three CMOs applied to manage Southside-Ashpole. The State Board of Education asked all three to resubmit their original proposals and, ultimately, the revised proposal from AAC was accepted.

“The real question is, ‘Why did other CMOs not apply?’” Stallings said.

Former ISD Superintendent Eric Hall presents to the State Board of Education Thursday, April 5, 2018. Alex Granados/EducationNC

Another problem, according to Stallings, was the disconnect among the operator, the State Board of Education, and the state Department of Public Instruction (DPI) regarding how the ISD as a program should be implemented and managed.

“For example, none of the parties really reached agreement on the question of what this ‘charter-like flexibility’ means,” he said.

As a result, a superintendent, principal, and CMO leader all tried to assert separately how the single school in the district needed to operate. This led to confusion and dysfunction, he said.

Finally, Stallings said that the remote nature of the program was a “significant handicap.” DPI, AAC, and the school were all in separate locations and remote from each other not just geographically, but also culturally.

“They didn’t see many things in the same way,” he said. “For some issues, there was no common ground.”

According to the budget, Southside-Ashpole Elementary School will continue as part of the ISD until 2023-24 at the latest, when it will be returned to the Public Schools of Robeson County.

Craig Horn, a former Republican state representative from Union County, said this is terrible news. Not because he was a big fan of the ISD — he said he wasn’t — but because it is indicative of how the General Assembly operates.

Rep. Craig Horn, R-Union, talking about the education portions of the budget at a 2017 press conference. Alex Granados/EducationNC

Horn, an influential legislator when it came to education, lost his seat when he ran for the state superintendent position and lost to Catherine Truitt in 2020. He was there for the inception of the ISD.

“I’m going to suggest that rather than sit down and work out the problems, it’s easier and faster to say, ‘Ok, we’re done. We’re not doing it,’” he said.

Horn had a lot of problems with the ISD program, but said that if it has failed, he hopes lawmakers have done their homework to understand why.

“If we can say that we did our homework, we actually talked to the people inside, we actually talked to parents and students, we actually made some adjustments and we’re still failing, OK, then we made an informed decision,” he said. “But my experience with the General Assembly is they don’t always make informed decisions.”

Preparing for transition

The State Board of Education heard from the current leaders of the ISD and Southside-Ashpole at the December 2021 meeting.

Derrick Jordan, associate superintendent of agency schools, told the Board that efforts to improve the school are still happening.

“There is absolutely still work to be done, but there is an unwavering commitment to improving outcomes for the students at Southside-Ashpole,” he said.

And Hargrave stressed to Board members that the students in that school are “full of potential.”

“It is a school full of children who desire to be loved and desire to be taught, and they have a hunger for learning,” he said.

Freddie Williamson, superintendent of the Public Schools of Robeson County, said the district is ready to have the school back and is already working with the school and the ISD to prepare for a “smooth, seamless transition.”

There isn’t yet a timeline for the transition, but when Southside-Ashpole does return back to the control of Robeson County schools, State Board of Education member Olivia Oxendine said she hopes it keeps innovation a priority. She said innovation takes a long time, and whatever the ISD, the new teachers, new principal, or the community have done, it should continue.

“Whatever is beginning to happen called innovation, let’s carry it forward,” she said.

Nothing on the record shows that there was either innovation or achievement at the one school in the experimental district. But whatever it is, says Ms. Oxendine, keep doing it, even though it yielded no improvement.

The full story of North Carolina’s failed experiment is fascinating. The bill to create the state’s Innovative School District was sponsored by Republican Rob Bryan. The money to promote the bill was supplied by an ultra-conservative businessman from Oregon named John Bryan (no relation to the legislator). After the bill passed, the state Board of Education selected Achievement for All Children (AAC) as the charter operator, although it had no experience turning around low-performing schools.

Here’s the context, which appeared in NC Policy Watch.

Mecklenburg County Republican Senator Rob Bryan sponsored the bill as a member of the House in 2016 that became law and created the ISD. That law specifies that the ISD can have up to five schools, selected from the lowest-performing in North Carolina.

Bryan argued at the time that the new district would provide much-needed reforms, but the following year, as Policy Watch reported, he received at least $5,000 as a “stipend” for his work with AAC.

Several other low-performing schools, including two in Durham, were targeted for state takeover in 2017, but resisted the move. Then-ISD Superintendent Eric Hall ended his pursuit of those schools.

That left Southside-Ashpole, which began operating as the state’s first and only school within the Innovative School District at the start of the 2018-19 school year. Southside-Ashpole has an enrollment of 270, 95% of whom are students of color: Black, Latinx and American Indian.

In its first year as an ISD school, there was a wholesale house cleaning at Southside-Ashpole: After Superintendent Allen abruptly left, the State Board of Education hired Ellerbe to replace her. School principal Bruce Major also suddenly resigned, and AAC then hired Bowen.

It remains unclear whether the changes were due to job performance.

Meanwhile, there has also been a major upheaval within AAC’s business partner, TeamCFA, a Charlotte-based nonprofit that provides financial, instructional and management support to more than a dozen schools in North Carolina and four in Arizona.

TeamCFA is AAC’s curriculum partner, according to the ISD website.

Tony Helton, one of the state’s most influential charter school leaders, resigned his $160,000-a-year post as southeastern regional director of TeamCFA last August. While holding that position, Helton also worked as chief operating office of AAC. He was replaced by Cotham.

TeamCFA was started by John Bryan (no relation to Rob Bryan), a retired Oregon businessman who has used his wealth to promote school choice causes.

John Bryan is also a major contributor to Republican lawmakers and was instrumental in helping to pass the North Carolina law that created the ISD. From 2013 to 2016, Rob Bryan’s campaign received more than $22,000 in contributions from John Bryan, state reports show. John Bryan also contributed to then-Gov. Pat McCrory, Lt. Gov. Dan Forest, NC House Speaker Tim Moore and Senate President Pro Tem Phil Berger.

Raleigh’s News & Observer reported in October that Bryan and the Challenge Foundation, which Bryan also formed, stopped funding TeamCFA. In his final founder’s letter, Bryan talked about passing on the responsibility to other private investors and philanthropists.

TeamCFA had received as much as 95% of its annual revenue from Bryan and the Challenge Foundation, the paper reported. TeamCFA also receives $510,000 annually from the Charles Koch Foundation.

The NC Republican leadership was heavily funded by John Bryan from Oregon. Bryan was the funder of TeamCFA. TeamCFA was the partner of the only charter operator that applied to manage the district that was created by legislation funded by John Bryan.

What happened to the 270 students in the one school in the Innovative school District? Well, they have had a constant turnover of principals and superintendents. They were Guinea pigs for legislators who don’t know them and apparently don’t care about them.

Arthur Camins, scientist and technologist, warns that public policy in both education and healthcare is deeply flawed and cannot be fixed with patches. No matter how many potholes are fixed, the underlying problems go untouched and unchanged.

Our flawed policy is the result of deeply ingrained flawed thinking.

The United States, he writes, is the victim of a combination of forty years of skepticism of government solutions and acceptance of “let’s be realistic about what we can accomplish” thinking.

For example, for decades scattershot treatments of outcomes have characterized bi-partisan education improvement efforts with little to nothing to show for it except undermined public education and stress. The driving causes of inequitable outcomes, systemic inequity, its enabler, racism, and resultant precarious lives remain rampant and unaddressed. 

Instead, the dominant education interventions have been to push or blame individuals. These include rewards and punishments for educators or students based on standardized test scores; rigid discipline regimes; and, more recently, a focus on developing grit to work through, put up with, or overcome rather than eliminate challenging social and economic conditions.

Equally, if not more, insidious is you-can’t-save-everyone solutions, such as escape hatches for some kids through charter schools and vouchers, most of which are no better than local public schools.  More broadly, the lack of universal health care and inequitable funding of schools through local real estate yield the same help-a-few result.

Open the link and read the rest.

Leonie Haimson, executive director of Class Size Matters and a member of the board of the Network for Public Education, wrote “a short history” of the rise and meteoric fall of Seth Andrews. He founded a no-excuses charter chain called Democracy Prep, which received adulatory praise from the media and millions of dollars in grants from foundations and the federal government. He moved in the top Ed reform circles. He knew all the key players. He was one of them.

After Andrews invited Leonie to tour his charter school, she wrote:

I found him an intriguing character, obsessively throwing a rubber ball against the wall while we walked through the halls of the school, and never taking off his baseball hat though the network had a rigid dress code for students, who were forbidden to wear hats, wear the wrong color socks or the wrong kind of belt.  When we were touring the school, he stopped one student in the hall and berated her for having her Uggs showing. I wondered how long he would last at his own charter school before being suspended or pushed out.  I later learned that his baseball hat was something of a calling card for Seth, and it is even mentioned in the indictment document.

Democracy Prep  is a “no excuses” charter chain, known for its strict disciplinary practices and high attrition rates.  I questioned him about their demerit system which called for keeping students after school for small lapses of behavior, to sit in a room silently, without being able to read or do homework.

But then he was arrested for embezzlement of more than $200,000 from the bank accounts of the charter he founded. His schools were allegedly teaching civic virtue. He is not an exemplar of civic virtue, nor of following the rigid rules he set for his students.

Frances Scarlen Martinez was one of the first students to attend the first KIPP school in the Bronx. David Levin came knocking on her family’s door, recruiting students. Her family taught her that education was the key to success and she eagerly accepted the invitation, feeling fortunate to have been chosen. In the years since, she has a different view of her experience at KIPP. What she remembers most now was the strict control under which she lived.

She writes:

“I showed up for the first day of summer school feeling chosen and unique. What happened next blindsided me. I’d always loved school and learning. At my Bronx elementary I’d regularly made the honor roll. Suddenly adults were policing my every move, my every word. Suddenly I wasn’t good enough. The way I carried myself was no longer acceptable, the way I spoke was not proper. Still, being the high achiever I was, I took all of this as a challenge. I can be silent, keep my body straight and track speakers with my eyes. I can nod my head to show engagement and I can lose my Dominican accent. After all, this was my golden ticket, and my family was counting on it. I was willing to accept anything said to me in order to prove my worth.

“In my experience as a student, I was told how and when to speak, how to dress, where to look, how to nod, how to sit, and how to think from 7:25 am until 5 pm Monday through Friday and from 8-1 pm on Saturdays. Every aspect of our day was controlled, our compliance was routinely tested. At any given moment, the leader of our school would appear in our classroom, demanding to know, “What room is this?” To which we were expected to chant back in unison: “This is the room, that has the kids, that want to learn to read more books, to build a better tomorrow.” If one student did not comply, everyone else would have to repeat the chant again and again until they joined in or were taken away for an individual redirection. The point of this exercise was to keep us on our toes. Just like random cell checks in a prison keep the prisoners from ever feeling at ease, this power exercise was meant to remind us who was in control.”

On reflection, she realized she was part of a “culture of submission” that obliterated her own identity. For most of us, school is a place to explore who we are, what we believe, and what we hope to be. For Frances, school meant submit and obey.

This article is part of a series called “Public Voices for Public Schools,” posted by the Network for Public Education.

Politico reports that Republicans view the pandemic and school closures as an opportunity to promote school closures. This should appeal to the 30% of the population who are unvaccinated and oppose mask mandates and other public health measures. These are probably the same parents who want to block teaching about racism and want parents to decide what their children should be taught (think creationism).

‘A WINNING POLITICAL ISSUE’ — The nation watched as Glenn Youngkin won the Virginia governor’s race last November by tapping into parental outrage over school closures and using the rallying cry “Parents Matter.”

— Now, as the highly contagious Omicron variant complicates the spring school semester and the 2022 midterms ramp up, GOP strategists say it is an opportune time to also propel one of their education priorities: school choice.

— “Parents being able to have a greater role in where and how their children are educated is a winning political issue, and we intend to promote it as much as possible in the coming year,” said South Carolina GOP Chair Drew McKissick, adding that bills to advance school choice initiatives, like education savings accounts, are ready to go this legislative session.

— “We look at education as being the civil rights issue of our time,” he said. McKissick also pointed out that school choice will be a key issue for Sen. Tim Scott, who’s in the middle of a re-election campaign. Scott, in an address to rebut Biden’s first address to Congress, said the pandemic-spurred public school closures created the “clearest case I’ve seen for school choice in our lifetime.”

If education “is the civil rights issue of our time” in South Carolina, why does the state refuse to fund its public schools adequately and equitably?

Carol Burris, executive director of the Network for Public Education, wrote a stunning expose of for-profit charter operators in Ohio. It was published in Valerie Strauss’s blog The Answer Sheet.

Burris writes:

Buckeye Preparatory Academy opened its doors in September 2014, promising “rigorous academic standards” for the 117 students who enrolled. It was started by the for-profit management charter company the Cambridge Education Group, founded by Marcus May. In 2017, three years after Buckeye opened, Cambridge tried to sever all ties with May, who was indicted and later convicted of racketeering and fraud in connection with the charter schools he ran. Buckeye never received a grade from the Ohio Department of Education better than an F during its four-year existence. At the end of 2017, Buckeye Prep was more than $1 million in debt.

That enormous deficit, which equaled nearly all of the tax dollars the school took in, was due, in large part, to the astronomical management costs charged by Cambridge.

According to the 2018 audit, the for-profit took 18 percent of all revenue received by the charter to manage the school. Cambridge also collected $93,398 in overhead fees, pulling a total of $383,505 from the $1.26 million in operating aid that the school received. As debt accrued, Cambridge was charging the school 5 percent interest on money the school owed.

An additional $41,490 went out the door to the authorizing sponsor of the school, Buckeye Community Hope Foundation, whose related for-profit organization, Kent Properties, LLC, was the school’s landlord, receiving $162,000 a year in rental costs.

At the end of the school’s audit, an addendum said that the management of Buckeye Prep was transferred from Cambridge to another for-profit, ACCEL Schools of Ohio, LLC.

On the surface, that transfer might appear to be a lifeline for the students who attended Buckeye Prep. But the small charter school at 1414 Gault St. in Columbus was — and would continue to be — a big moneymaker for for-profit operators and their partners.

The orphanage with no orphans

Some states, such as New Jersey, have only one state entity that authorizes charter schools. In Ohio, there are 20 active authorizers, called sponsors. Sponsors provide oversight, deciding whether a school opens and, later, whether its charter is renewed.

For Buckeye Prep’s sponsor, the Buckeye Community Hope Foundation (BCHF), charter sponsorship is a lucrative business. According to BCHF’s 2017 audit, the foundation, involved with low-income housing, received over $3.1 million for sponsorship and services provided to 50 charter schools that year. Its related for-profit corporation owned the Buckeye Prep building and collected more than $162,000 in building and furniture lease payments during 2017, its final year.

[Biden promised to end federal funding of for-profit charter schools. A new report explains how they operate.]

As the failing school approached the date for charter renewal, its new operator, ACCEL, chose a sponsor that already managed many of its schools — St. Aloysius Orphanage. Despite its name, St. Al’s, as it is called, has not provided a home for orphans since the 1970s. It is a mental health service provider that also sponsors charter schools.

Compared with its other funding streams, charter school sponsorship provides the most income — over $3.6 million in 2019. However, while St. Aloysius collects the fees, it does none of the work. Instead, it hired a for-profit corporation, Charter School Specialists, paying out $2.3 million a year to the for-profit.

The relationship between sponsor and for-profit was so tight that in 2020, the state auditor had to remind schools that their sponsor was St. Aloysius, not Charter Schools Specialists, after several listed the for-profit as their sponsor.

In 2019, the Cleveland Transformation Alliance recommended — to no avail — that St. Al’s no longer sponsor charter schools based on its record of keeping failing schools open. Two years earlier, the same committee raised conflict of interest concerns because some school treasurers were employed by both the charter board and Charter Schools Specialists. That conflict of interest while overseeing the expenditure of millions of dollars in public funds was allowed to continue. In 2021, eight school treasurers were employees of the for-profit overseer and the charter schools’ boards, including Capital Collegiate Preparatory Academy, according to information obtained from the Ohio Education Department.

For-profit operators run more than 62 percent of the schools sponsored by St. Aloysius; many of them are other ACCEL schools.

ACCEL schools

In 2014, the online for-profit charter chain K12 Inc. announced a new, yet-to-be-named company financed by Safanad Limited, a Dubai investment company. Pansophic Learning was launched later that year as the Safanad/K12 joint venture. The name of its American-based charter school company is ACCEL Schools.

The CEO of both Pansophic and ACCEL is Ron Packard, formerly of K12 Inc., now known as Stride. Packard’s background is in finance, and he compounded the revenue of K12 by 80 percent — (a far higher percentage than its 2019-2020 graduation rate of 56.3 percent).

ACCEL’s primary strategy is to pluck schools from established for-profit chains that failed or are folding, including Mosaica, White Hat Management, and I CAN Schools.

With no shortage of failing charter schools to buy, ACCEL’s growth has been fast-paced. It now manages 73 charter schools (brick and mortar or online) in Arizona, California, Colorado, Indiana, Michigan, Ohio, and Washington, and it is attempting to open schools in West Virginia.
[Yes, charter schools can be bought and sold]
Global School Properties, located at the same address as ACCEL and Pansophic in Virginia, is the real estate arm of ACCEL, which allows it to acquire properties and then basically rent their own buildings to themselves — with public funds — through the schools they manage.

ACCEL’s largest portfolio is in Ohio. Forty-six schools list ACCEL as their operator. However, we also found an additional 17 schools run by a superintendent with an ACCEL email address, all but two under the Constellation Schools brand. And in 2018, ACCEL bought out White Hat’s failing online charter school, OHDELA, resulting in a total of 64 schools in that state.

ACCEL and Capital Collegiate Prep

When ACCEL took over Buckeye Prep in 2018, it operated the school as Buckeye for one year — before shutting it down to put another in its place. The for-profit needed to find a board to act as the nonprofit face for the new for-profit-run school. ACCEL’s then vice president, Mark Comaduci, introduced community member Leslie Eaves to Amy Goodson and Carlena Hart, attorneys for Buckeye Prep, via email. Eaves was told to form a board, for which she served as president. She found three educators — Malcolm Cash, Renita Porter and Said Adam — and forensic accountant Rhonda Whitfield.

By January 2019, the new board was formed. In June 2019, Buckeye voluntarily requested contract nonrenewal (see closed community schools). The following day, July 1, Kent School, LLC, sold the school building to Global School Properties for $1,380,635, records show. St. Al’s would be the new sponsor, and the school would now be called Capital Collegiate Preparatory Academy (CCPA).

From the start, the relationship between the charter school’s board and ACCEL was rocky. Unlike many of the boards recruited by for-profit operators, this board included seasoned educators who took their duties of governance seriously. According to emails between Eaves and ACCEL officials, including Ron Packard, the first problems arose with the terms of the management and lease agreements between the school and ACCEL.

Buckeye’s lease agreement was for $12,500 a month or 10.5 percent of state funds received, whichever was greater. ACCEL wanted to increase the lease by $5,500 a month, according to internal emails. In the end, the agreement was for 14 percent of revenue — state funding as well as additional federal entitlements if the grant application was prepared by ACCEL.

In 2020, the school that served only 135 students paid ACCEL’s related real estate company $145,006 in rent, with ACCEL projecting a rent payment of $319,840 for the very same building in 2025. At that rate, ACCEL would recoup what it paid in six years — precisely the length of the school’s charter. If the charter failed and closed, ACCEL would walk away with a million-dollar-plus building largely paid for by the taxpayers of Ohio.

The management contract charges the charter school 15 percent of all revenue received, with a few exceptions. But that is not where payments would end. A read of the management contract clarifies that ACCEL was in charge of, and would be compensated for, all of the school’s day-to-day operations — from the curriculum to student records to all personnel services.

The school was allowed to go into unlimited debt on which it would pay interest to ACCEL, making it nearly impossible for the school to leave the for-profit management company in the future. Financial records from 2020 show the school operating at a loss of over $420,000, with a 2021 projected loss of over $845,000.

Conflicts between the board and ACCEL ignite
The change in school management came with a wave of staff turnover, with just two teachers opting to stick with the new school, where many of the students were behaviorally challenged. ACCEL hired new and inexperienced teachers, and for the first two months, according to former board treasurer Whitfield, the campus didn’t have any pencils or paper in the classrooms. The situation was so dire that an organization that had performed an independent review of the charter school donated paper and pencils.

To get a grasp on student progress, the board authorized the use of I-Ready Assessment. However, ACCEL preferred to use its own assessment product called “Dr. Carr’s Scrimmages” to measure student progress. Carr, who became a vice president of ACCEL, previously worked for the defunct for-profit charter chain Mosaica. Student progress, and lack thereof, was discussed at length during the board meeting of February 2021, which can be found here.

The school’s principal, a former real estate agent, seemed unsure as to why the Scrimmages were being used. I-Ready results showed that most sixth-grade students were performing at two to three years below grade level in reading and math. That led to a discussion as to whether, given the poor progress made by sixth-graders, the school should expand to grade 7 or focus instead on expanding its kindergarten program. Board members expressed worry regarding a seventh-grade addition.

But the principal and the ACCEL superintendent, Ashley Ferguson argued in favor of adding a grade as being in the best interest of students and the school. Ferguson added, “We need to be up by 200 kids to eliminate our deficit. Two kindergartens would not do it.” [ Ferguson, a vice president of ACCEL Schools, attended board meetings as ACCEL’s “superintendent,” even though Shannon Metcalf is listed as superintendent on the state website.]

Board members resign

To get a better understanding of the school’s day-to-day operations, the board hired Tisha Brady in 2020 to serve as a compliance officer. What Brady observed appalled her.

Brady, a former lobbyist for School Choice Ohio and longtime supporter of charter schools, has soured on charter management organizations running schools. During a December 2021 interview with me [ Carol Burris, the author of this post], Brady expressed her concerns regarding where Ohio’s charter schools were going. “[For-profit management] is absolutely not in line with the supposed principles of school choice programs,” she said. “This is simply a cash grab using disadvantaged students as ATMs to launder public funds into the pockets of a private corporation.”

Meanwhile, the concerns of the board grew. It was difficult for the board to get a handle on expenditures and purchases, even with Brady’s assistance. During the June 14, 2021, meeting, the board objected to the $53,000 spent by ACCEL for smartboards for the school. During classroom visits, board members noticed that the smartboards were generic dry erase boards. The meeting minutes noted a prior concern regarding a large expenditure for a curriculum that was missing, as well as a refrigerator that was removed by a vendor. Eaves, the board president, objected to the lack of inventory control of school purchases, according to the minutes.

When Brady and Whitfield entered the school to inventory the items and see how they were being used, they both said, an ACCEL teacher assaulted Whitfield with a cart. Whitfield filed a complaint with the police department and the professional conduct division of the Ohio Department of Education, as well as with ACCEL.

“My concern was for the students in the classroom. I worried about what the kids had witnessed,” Whitfield said. Whitfield resigned from the board a month later. Eaves had previously resigned in October. The school’s website now lists only four board members, still including Whitfield, who is gone — a violation of law that requires five board members, which ironically St. Al’s had used to put the board on probation in the past.

Capital Collegiate Preparatory Academy expands

Despite worry over student performance, a slim majority of the board decided to add the seventh grade. According to Whitfield and Brady, one teacher teaches all subjects on a rotating basis and out of certification. But, those seventh-graders, no matter how poorly prepared, increased the head count, which in turn increased ACCEL’s fees for both rent and management. The school goes further into debt, and ACCEL collects interest.

And so, it will continue until the school’s charter is up in 2025. ACCEL could walk away from the failing school, sell the building to another for-profit, and move on to another failing school.
Right now, nearly half of all charter schools in Ohio are run by for-profits. Most of these charter schools are located in some of the poorest neighborhoods in the United States. The state of Ohio has known about the cycle of for-profits repeatedly preying on failing charter schools for years.

There is more: Capital Collegiate Preparatory Academy, which was no more than the retread of a failing school, received a $250,000 Federal Charter Schools Program (CSP) implementation grant.
Half of all of the grants distributed by Ohio from its 2015 CSP State Entities grant were given to schools run by Ron Packard’s ACCEL.

The article contains many links to sources. To see them all, open the article.

Gary Rubinstein has been following the sad career of Tennessee’s Achievement School District for a decade. The ASD was created with $100 million in Race to the Top funding, a portion of the $500 million won by the state in Arne Duncan’s competition.

The ASD was launched in 2012, when advocates of privatization earnestly believed that charter schools performed miracles. The mere act of turning a low-scoring public school over to a private operator would free the school from regulation and bad teachers and inevitably produce high test scores. Over the years, this assumption has been proven untrue, and the ASD is a leading example of great promises that produced failure.

Gary has tracked the failure of the ASD to transform low-scoring public schools into high-performing charter schools. The irony, as he notes in this overview, is that many states have copied the Tennessee ASD despite its failure to achieve its goals.

Gary writes:

The mission of the ASD was to take schools in the bottom 5% and within 5 years ‘catapult’ them into the top 25%. They started with six schools and over a period of about five years expanded into around 30 schools. The plan was to turn the schools over to charter operators and then after the schools had been successfully catapulted, they would return to the original school district.

After five years, it was clear that at least five of the original six school were still in the bottom 5%. The other one had maybe risen into the bottom 10%. Barbic resigned, Huffman resigned, the ASD changed their mission to something a lot more vague.

Now, ten years after the takeover of the original 6 schools, we learn from Chalkbeat, TN that some of those original 6 schools are returning to their district. I’ve been tracking those six schools for the past 10 years: Brick Church College Prep, Cornerstone Prep — Lester Campus, Corning Achievement Elementary School, Frayser Achievement Elementary School, Humes Preparatory Academy — Upper School, and Westside Achievement Middle School. Year after year, despite having been turned into charter schools, these schools barely budged in the rankings. One of the six, Humes, was already closed down and now, as reported by Chalkbeat, TN, two of them, Frayser and Corning are being returned to their districts even though they did not improve. Ironically, eight years ago Frayser was hailed as a miracle success story proving the effectiveness of the ASD.

There is no reason to celebrate the failure of a school, especially one enrolling vulnerable children. But there is every reason to point to the P.T. Barnum School of Charter School Propaganda. in did not achieve its goals. It disrupted the lives of children, parents, and teachers.

How shallow are the promoters of these grand plans that tear apart communities, then move on to another gig.