Education Week - March 1, 2017 - 21


MARIA FERGUSON is the executive director of the Center on
Education Policy at the George Washington University. The CEP is
a national independent advocate for public education and effective
public schools.

a blind eye to the impact of powerful charter supporters' actions on the children they
are trying to serve. For too long, the reform
movement has remained silent on issues
beyond school walls, focusing advocacy efforts and support solely on issues and politicians in favor of "choice." This comes at
the expense of the greater socioeconomic
interests of students and families. In 2017,
the stakes are too high to remain politically neutral in the name of choice.
Let us wake up and realize that educators in charters and traditional public
schools are working amid the same gross
economic and social inequalities. We as
a country are facing challenges no single
faction can tackle alone. The stakes are too
high to continue to fight on opposite sides
of a false dichotomy that, if won by either
side, would still fail to bring high-quality
education to all students.
It is time for reformers to join in solidarity with teachers' unions, who are already
on the front lines. Together, they must start
a new conversation rooted in the belief that
the possibilities for increasing educational
equity are abundant and not limited to the
choices placed before them now. ■
JIA LOK PRATT spent seven years working with KIPP
Chicago Public Charter Schools, including as the chief
development officer and managing director of the KIPP
Through College program. She is the chief operating
officer of the Sweet Water Foundation, an organization
in Chicago that uses urban agriculture and science,
technology, engineering, arts, and math (STEAM)
education as a vehicle for community economic
development.

"

I wonder when
we will wake
up and realize
that we are
having the
wrong
conversation."

Getty

has been touted as a watershed moment in education. While
not all factions agreed on the idea of the common core (or even
common standards), there was strong consensus around the
notion that today's students need to learn skills and competencies unlike those previously taught. Now, with President
Trump in office, the commitment a majority of states once
made seems to rapidly be falling out of favor.
But is it really wise to backpedal on all that effort simply
because the anti-common-core crowd now has the power of the
administration behind it? Just because President Trump can't
legislatively "end" the common core does not mean he can't do
damage to the effort. The power of the federal bully pulpit is
strong and can be used for good or ill.
The need for state and local leaders to not be so quick to bow
to political rhetoric came to light in one of the most interesting
data points in our research: When we asked teachers about the
significant challenges facing them, many of them identified
external policies and constantly changing demands as major
challenges. Almost half (46 percent) of teachers cited state or
district policies that get in the way of teaching as a major challenge, and about one-third cited constantly changing demands
placed on teachers and students.
It is important to stress that every time lawmakers and educators agree-and then disagree-about strategies to improve
education, there is a very real impact on teachers and local
schools: constantly changing agendas end up costing state taxpayers millions (developing new standards and tests is expensive!), confusing the heck out of parents, and sucking away the
most precious commodity our educators have: time.
After years of effort, millions of students are being taught
to more-rigorous education standards, and they are being assessed with a new generation of assessments. While that process has not been flawless, it has moved forward. Turning tail
now, just when schools and districts are starting to make the
effort their own, is politics at its worst. The education community has in recent weeks shown its willingness to speak out
against those who want to play politics with public education.
It is important for state and local leaders to remember that and
not let their bar-raising efforts for all students go to waste. ■

End the Charter Schools War
By Ron Wolk

P

resident Donald Trump's
selection of billionaire and
school choice advocate Betsy
DeVos as U.S. secretary of
education has further politicized the federal role in education and is heating up the
long-standing conflict over

charter schools.
The rancorous opposition to DeVos' nomination reflects how confusing the issue of school
choice has become. As long as the debate is
framed as charter schools vs. public schools,
there will be no winners, and the big losers
will be the nation's students.
Our country needs a centrist solution-a
strategy that addresses the concerns of both
camps and recognizes that there is truth
on both sides of the debate. That strategy
should reinforce the original purpose of charter schools as expressed by dozens of state
charter laws: To create schools that become
vanguards, laboratories, and an expression
of the ongoing and vital state interest in the
improvement of public education. With the
charter expansion of the 2000s, however, that
worthy goal was often ignored.
Many of the roughly 6,900 current charter
schools do not qualify as innovation laboratories. Most states have not limited charters to
those that promise to be different from traditional public schools. As a result, many are
basically traditional schools on steroids, with
longer hours, student uniforms, and strict
discipline.
Some authorizers, meanwhile, see charters
as a way to avoid unions or regulations, and
offer alternatives to parents unhappy with
their neighborhood options. These are the
charter schools-many of which are run by
large for-profit or nonprofit organizations-
that can be reasonably viewed as competing
with district schools. They give weight to the
argument that the chartering movement is a
concerted effort led by ultrawealthy conservatives to privatize public education.
DeVos' home state makes the case. During
the 2013-14 school year, Michigan had 296
charters operating about 370 schools-61 percent of which were managed by a full-service,
for-profit management company, according
to a study by the Detroit Free Press. Another
17 percent relied on for-profit companies for
other services, such as staffing and human
resources.
Critics insist that charter school operations
undermine public schools, draining scarce
funds from school districts. Charter advocates
argue, among other things, that traditional
public schools do not have the expense of
educating transfer students. But the money
saved is of little consolation to principals who
lose students but cannot reduce teacher-salary costs accordingly, because they must comply with state mandates and union contracts
from which charters are generally exempt.
At their best, the most innovative charter
schools provide convincing evidence that
there are better ways to educate students
(especially disadvantaged ones) than now
prevail in most traditional district schools. In

fact, these pioneering schools bring together
most of the innovative policies and practices
needed to transform the nation's traditional
schools into the most successful in the world.
And yet, most traditional school districts
either ignore or actively resist innovation.
And their processes are so ingrained that
one significant alteration would inevitably
lead to systemic change or even a total redesign. Few public educators can imagine,
let alone undertake, such dramatic change.
So what would a centrist solution look
like? It should be based on two essential
premises:
First, states must recommit to the original purpose of charter schools as innovation
laboratories that will collaborate with district schools to improve practice and student
achievement. Going forward, charters should
be granted only to schools that pledge to collaborate. This will not be easy because with
more than a million students nationwide on
charter waiting lists, the high demand for
charters means there will be pressure from
parents for these schools just to open their
doors.
Second, the growing demand for more
charters creates an even greater urgency
for the improvement of traditional public
schools. Experience suggests that traditional
district schools, on their own, are probably
incapable of adopting the structural and
practice changes necessary to prepare the
majority of students for the challenges of
an uncertain future. The state must provide
the authority and resources to motivate and
help districts adopt successful innovative
practices developed by pioneering charter
and district schools.
The trade-off in a centrist compromise is
clear: If districts do not want to lose students
and funding to a growing charter school sector, then they must build rich interaction with
existing innovative charters and embrace the
practices and philosophy that make those
schools attractive to parents and students.
And if advocates for chartering want to
achieve their original goal of improving public
education, they must agree that new charters
be limited to schools that promise to be nontraditional. The nation does not need more
charter schools that are little different from
the traditional district schools with which
they compete.
Only if both sides in the debate agree that
the goal must be to substantially improve
public education and raise achievement for
all students can such a compromise work.
And states, as the institutions constitutionally responsible for public education, have an
obligation to make such improvements their
highest priority.
Without a centrist solution, we will continue to waste resources, time, and the futures of millions of children. ■
RON WOLK is the founding editor of Education Week
and the board chair emeritus of its nonprofit parent
corporation, Editorial Projects in Education. He is
also a board member for the nonprofit Big Picture
Learning, a network of more than 100 district and
charter schools in the United States and abroad. The
views expressed in this essay are his own.

EDUCATION WEEK | March 1, 2017 | www.edweek.org | 21


http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - March 1, 2017

Education Week - March 1, 2017
Districts, Advocates Warily Await Health-Care Law Overhaul
DIGITAL DIRECTIONS: Teachers Turning To Digital Games For Civics Lessons
Educators Join New Fight to Stop Gun Bills
A State of Limbo for DACA Teachers
News in Brief
Report Roundup
More Students Take AP Tests—and More Are Low-Income
District Leaders Weigh How—and Whether —to Engage DeVos
Can Schools Offer Sanctuary?
Attention Turns to Courts in Battle Over Transgender Rights
Congress May Turn Focus to Higher Education Law
Spec. Ed. Aid a Candidate For Choice?
High Court Backs Family in Case Of Service Dog at School
Transition Update: Trump Administration
Funding Formulas: States Wrangle Over K-12 Aid
State of the States
Maria Ferguson: In Standards Battle, States Should Stay the Course
Jia Lok Pratt: ‘Why Can’t All Schools Succeed?’
Ron Wolk: End the Charter Schools War
Letters
TopSchoolJobs Recruitment Marketplace
Anthony Kim: Predictions for American Education in 2017
Education Week - March 1, 2017 - A State of Limbo for DACA Teachers
Education Week - March 1, 2017 - 2
Education Week - March 1, 2017 - 3
Education Week - March 1, 2017 - News in Brief
Education Week - March 1, 2017 - Report Roundup
Education Week - March 1, 2017 - More Students Take AP Tests—and More Are Low-Income
Education Week - March 1, 2017 - District Leaders Weigh How—and Whether —to Engage DeVos
Education Week - March 1, 2017 - 8
Education Week - March 1, 2017 - 9
Education Week - March 1, 2017 - 10
Education Week - March 1, 2017 - 11
Education Week - March 1, 2017 - Can Schools Offer Sanctuary?
Education Week - March 1, 2017 - 13
Education Week - March 1, 2017 - Congress May Turn Focus to Higher Education Law
Education Week - March 1, 2017 - Spec. Ed. Aid a Candidate For Choice?
Education Week - March 1, 2017 - High Court Backs Family in Case Of Service Dog at School
Education Week - March 1, 2017 - Transition Update: Trump Administration
Education Week - March 1, 2017 - State of the States
Education Week - March 1, 2017 - 19
Education Week - March 1, 2017 - Jia Lok Pratt: ‘Why Can’t All Schools Succeed?’
Education Week - March 1, 2017 - Ron Wolk: End the Charter Schools War
Education Week - March 1, 2017 - Letters
Education Week - March 1, 2017 - 23
Education Week - March 1, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - March 1, 2017 - 25
Education Week - March 1, 2017 - 26
Education Week - March 1, 2017 - 27
Education Week - March 1, 2017 - Anthony Kim: Predictions for American Education in 2017
Education Week - March 1, 2017 - CW1
Education Week - March 1, 2017 - CW2
Education Week - March 1, 2017 - CW3
Education Week - March 1, 2017 - CW4
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