BY: B. Keith Plunkett
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| Derrick Johnson |
Members of the Mississippi NAACP met with lawmakers Tuesday, asking some to reject a bill that would expand the state's current charter school law. But, it didn’t work. SB 2774 passed the State Senate. No doubt it will have a harder time in a House controlled by Democrats where the Legislative Black Caucus wields a big stick.
View SB 2774 in it's entirety
HERE
Derrick Johnson, president of the state National Association for the Advancement of Colored People, said lawmakers should focus on full funding for public education. Johnson sited the tough budget year as a reason to focus spending on traditional education instead of spending money on charter schools.
In the Washington Examiner article Johnson was quoted as saying,
"You have to ask yourself, 'Is this not the same research I want for kids in every school?' If your answer is yes, why do we not have the progressive thinking and wherewithal to make this happen for public schools? The conversation should really be about how we redesign schools to meet the higher expectation for all children."
But, it’s a disingenuous attempt on Mr. Johnson’s part to change the conversation. Redesigning schools is exactly what the conversation is about and exactly why charter schools are being discussed to begin with. Johnson doesn’t want to redesign schools for higher expectations. He wants to keep them exactly as they are to keep expectations low and the teachers unions happy.
Cecil Brown, Democrat from Jackson and long-time proponent of the public school system, worried the measure would take some charter schools from under the scrutiny of the state board and local parent-led boards, but wouldn't provide an alternative oversight for them.
In other words, these “progressive thinkers” care less about progress than they do about control.
Charter schools are given a high level of autonomy in hiring and teacher oversight, and that scares Mississippi Democrats. Their ability to hold on to power is directly correlated to keeping teachers unions blissfully unworried about whether what they are teaching children is actually working.
The National Alliance for Public Charter Schools is a national nonprofit organization committed to advancing the charter school movement. The Alliance works to increase the number of high-performing charter schools available to all families, particularly low-income and minority families who currently do not have access to quality public schools.
In a report released in 2010, the National Alliance for Public Charter Schools showed how public charter schools can produce outstanding results when they have the freedom to hire highly qualified teaching teams, build innovative professional development programs and adjust curriculum or class structure to boost student achievement.
Continuing to throw money at a bottomless pit of the same-old-business-as-usual-problems doesn’t change a thing.
Following the release of the report Nelson Smith, president and CEO of the National Alliance for Public Charter Schools had this to say,
“Freedom and flexibility have long been regarded as crucial to charter school success because they give principals and teacher’s authority to make decisions that directly enhance student achievement. These case studies illustrate why policymakers need to protect charter schools’ freedom to innovate and to act quickly when student success is at stake.”
Teachers at one of the profiled schools meet weekly with instructional coaches. Every teacher is observed weekly for at least 20 minutes and then given immediate, specific feedback for improvement. By contrast, many traditional districts evaluate teachers less than two times each year and give little feedback.
Another charter leader hired a former NASA scientist who responded to an online posting for a science teacher. The candidate was considered unqualified by the traditional district’s standards, which required specific teaching certifications. However, he is a highly-successful teacher at the charter school. Charters in some states may apply for a waiver from teacher certification requirements; in some jurisdictions certification is not required at all.
You can view the entire report
HERE
New Orleans is another example of how charter schools dramatically change lives. In 2005 Orleans Parish was the second-worst-performing school district in the state, and in some schools 30 percent of seniors dropped out over the course of the year. In 2003 one high-school valedictorian failed the math portion of the state exit exam five times and could not graduate.
Immediately following Hurricane Katrina, resources were limited and charter schools filled the void. As a result, students and educators now have unprecedented control of their own education. Students can apply to and, if accepted, choose to attend any of the 46 charter schools or 23 “traditional” schools. The vast majority of schools have open-enrollment policies that allow any student to attend, regardless of past academic success. The prevalence of charters means that in most of the city’s schools, educators can choose how their schools are run. Even in traditional schools, principals have unusual autonomy over the hiring—and firing—of teachers, since the city’s teachers’ union lost its collective-bargaining rights.
Charter schools allow for quick changes that focus on student needs, not on teacher’s union goals. If charter schools see a problem school officials can quickly address it. That type of local control means a loss of power in the well furnished halls of Superintendent’s offices and Departments of Education buildings, and a focus towards putting kid’s achievement first. In fact, it might one day help do away with any need for an NAACP, and then we can all focus soley on everyones advancement. Not just a few with powerful friends.
Currently, more than 1.6 million students attend nearly 5,000 charter schools in 39 states and the District of Columbia.
