Not exact matches
That path is a
limited replication of No Excuses
schools that rely
on a very unusual labor pool (young, often work 60 + hours per week, often
from top universities); the creation of many more
charters that,
on average, aren't different in performance
from district
schools; districts adopting «lite» versions of No Excuses models while pruning small numbers of very low performing teachers; and some amount of shift to online learning.
The EAA model — direct - run
schools with
limited reliance
on chartering and a high - tech approach — is far
from the catastrophe that some critics claim.
Avoid expanding
school privatization options, including privately - operated
charter schools, vouchers and neo-vouchers, such as tax credits and opportunity tax scholarships, which research shows: (1) fail to deliver
on the promise of better learning opportunities and student performance; (2) siphon
limited resources
from local community
schools; (3) open up the potential for violating students» civil rights; (4) hinder transparency and accountability; and (5) tend to lead to more
schools being racially segregated.
Table 1 presents the mean SAT scores in Verbal and Math, plus the percentage of students eligible for FREE lunch (not Free and Reduced because the negative influence
on achievement comes
from FREE lunch eligibility), percentage of students who are
limited English proficient (LEP) and the percentage of students with special needs for districts located in the A, B, (NJ's poorest communities) and I, J DFG's (NJ's wealthiest communities), plus those for
charter schools (denoted by an «R»
on the scatter plots).
From centrist Democrats who think that choice should only be
limited to the expansion of public
charter schools (and their senseless opposition to
school vouchers, which, provide money to parochial and private
schools, which, like
charters, are privately - operated), to the libertarian Cato Institute's pursuit of ideological purity through its bashing of
charters and vouchers in favor of the voucher - like tax credit plans (which explains the irrelevance of the think tank's education team
on education matters outside of higher ed), reformers sometimes seem more - focused
on their own preferred version of choice instead of
on the more - important goal of expanding opportunities for families to provide our children with high - quality teaching and comprehensive college - preparatory curricula.
Join the Thomas B. Fordham Institute
on May 23
from 10:00 to 11:30 a.m. ET for a summary of Fordham's new study,
Charter School Deserts: High - Poverty Neighborhoods with
Limited Educational Options.
As
schools of choice,
charters, like magnet
schools, could be accessible to students
from across a geographic area, rather than
limiting enrollment based
on what neighborhood a child's family could afford to live in, the way many traditional public
schools do.
«However, as written, the NJCSA has concerns with the bill, especially where it lacks truly independent dual authorizing and funding parity, as well as
limits on local politics
from influencing public
charter school applications.»
New
charters and enrollment expansions approved under this law would be exempt
from existing
limits on the number of
charter schools, the number of students enrolled in them, and the amount of local
school districts» spending allocated to them.
... We agree with the Sept. 21st letter to the NAACP
from 170 black educators and leaders, which said that «a blanket moratorium
on charter schools would
limit black students» access to some of the best
schools in America and deny black parents the opportunity to make decisions about what's best for their children.»
(e) The board shall establish the information needed in an application for the approval of a
charter school; provided that the application shall include, but not be
limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed
charter school; (ii) the innovative methods to be used in the
charter school and how they differ
from the district or districts
from which the
charter school is expected to enroll students; (iii) the organization of the
school by ages of students or grades to be taught, an estimate of the total enrollment of the
school and the district or districts
from which the
school will enroll students; (iv) the method for admission to the
charter school; (v) the educational program, instructional methodology and services to be offered to students, including research
on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the
school's capacity to address the particular needs of
limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the
school shall involve parents as partners in the education of their children; (viii) the
school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the
school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the
school; (xi) the provision of
school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that
charter schools shall be open to all students,
on a space available basis, and shall not discriminate
on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the
school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in
schools from which the
charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the
charter school to other non-
charter public
schools.
For example,
charter school regulations in both states, as elsewhere,
limit the ability of
charter schools to set their own mission (e.g., they must be secular), mandate that they administer the state standardized test, forbid them
from setting their own admissions standards, forbid them
from charging tuition,
limit who can teach in the
schools,
limit the growth of the number of
schools, and so
on.
For a district qualifying under this paragraph whose
charter school tuition payments exceed 9 per cent of the
school district's net
school spending, the board shall only approve an application for the establishment of a commonwealth
charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1
school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed
school seeks to serve,
from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv)
limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories
on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of
school based
on predictors determined by the department; (vii) who have dropped out of
school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.
Proponents contend that caps help
limit the growth of the sector, and thus control the overall quality of
charter schools (by encouraging authorizers to be more discerning in approving applications and more rigorous in closing low - performing
schools).79
On the other hand, opponents argue that
charter school caps stifle the growth of high - quality
schools and may deter high - performing operators
from even applying to operate in the state.
I do not think employers elsewhere should reject law graduates
from TWU simply
on the basis of their alma mater, but the incentives to go to a maintstream law
school will hopefully operate to
limit the potentially
Charter - infringing conduct that TWU has engaged in.