Philly’s Schools Phuture?
During the research for my book, one of the most interesting and depressing tidbits I uncovered was that the handful of high-performing, high-poverty traditional public schools described in No Excuses had not been grown by their districts. The central recommendation of my book is that the “four principles of chartering” should be applied across all three sectors; that includes growing great schools of all types (charter, private, and district). Charter growth has been happening via CMOs for more than a decade now, but the Philadelphia Schools Partnership has found a number of district schools to expand. Interesting development.
Addressing Non-urban Poverty
It appears that, slowly but surely, the education-reform community is paying more and more attention to the needs of low-income kids in rural areas (more on this from Bellwether soon). For years now, the primary focus has been on America’s cities. Maybe it should come as no surprise that Teach for America is stepping forward; TFA has long had a number of non-urban outposts. Its new program is designed to train TFA alum for school leadership positions in rural America. This is a tiny program, at least initially, but it’s a start. Good luck, and well done.
Impervious to Competition?
Probably the bitterest pill I’ve had to swallow as a conservative ed reformer is that competition (from charters and choice programs) has had a positive but negligible influence on
Tennessee’s Achievement Schools District is the latest character to enter the stage in the most important and interesting act of contemporary education reform: structural-institutional changes in the running and governing of public schools.
For eons, the plot was the same: a district owns and operates all of the public schools in a geographic area. The subplot, if you were in urban America, was that the district-run schools serving most of your community’s kids did so quite badly.
Chartering, entering stage right in 1991, subtly but revolutionarily, showed that other entities could run public schools. A few years later, Michigan and Massachusetts, adding dimension to the character, showed that non-district entities could also authorize (approve, monitor, renew, close) public schools.
The district’s proprietary grip on public education was broken.
Over the course of the 1990s, chartered schools slowly got more and more stage time, growing to capture larger market shares in America’s cities: 10, 15, 20, 30% in some areas.
The plot developed with a new strand: more and more state departments of education were empowered to take over individual schools and entire districts.
In hindsight, this was the play’s most unfortunate interlude—the jump-the-shark scene, the add-a-precocious-child-to-the-cast strategy, the second season of Friday Night Lights. SEAs, like a dog who chased and caught a car, didn’t know
Over the last few weeks, we've witnessed the spectacle of “outrage” at learning that two major figures in the school reform wars (Leonie Haimson and Michelle Rhee) send their children to private schools.
I'm not interested in rehashing all of the usual debates. I do want to point out that there's public, and then there's “public.” In other words, some of the people expressing indignation, I suspect, may send their children to “public” schools that are much more “private” than most private schools. And starting in September, I will be one of those parents (as anyone who has read my book knows already).
Yes, it's true: Wood Acres Elementary, in Bethesda, Maryland, is a “private public school”—a term that Janie Scull and I coined in a 2010 report for the Fordham Institute. These are “public” schools that serve virtually no poor students. They are open to anyone—anyone who can afford to live in their catchment zones, that is.
We found 2,800 such schools in America back then; I suspect the numbers haven't changed much since.
But here's what you might want to consider: New York City, where Haimson lives, has exactly zero such schools. Nashville, Tennessee, where Rhee's daughters live, has exactly zero. The greater Washington, D.C., area, where many of us policy wonks live, has about seventy.
So before we “public school parents” cast the first stone, let's get serious. Public schools can be just as exclusive—often more exclusive—than private schools.
I get lots of emails from aspiring ed-policy wonks, so this first bullet is for that wayward crew. Understanding the annual federal-budget dance is key to your decent into wonkery. The pre-release, behind-the-scenes process is really quite interesting—e.g., negotiations between the Department, White House, OMB, and other associated agencies. That culminates in a series of documents (from formal congressional submissions to accessible fact sheets) that provide a picture of the administration’s priorities, or at least what the administration wants to public convey as its priorities. (This is just Phase 1; Congress takes over from here.) You might want to spend 30 minutes familiarizing yourself with these products and their contents—you can get your feet wet on this annual ritual and impress your friends at dinner parties! (“Once again, ED’s trying to make a go of TLIF, huh?”)
Per the budget request itself, the initial documents are generally purposely gauzy and vague; this is, after all, partially a public-relations exercise. So there’s only so much we can know until all of the gory details are released. But here are some quick thoughts: More for i3? Quietly chugging along but very interesting ARPA angle. Money for charter replications? Great, but how about the DCOSP? High school redesign? Start new schools, don’t remake old ones. Flat-line-formula grant programs (Title I, IDEA)? Meh. Another push for TLIF? I’m a TIF fan, and these changes are generally good with me. More turnaround
About the Editor
Michael J. Petrilli
Executive Vice President
Mike Petrilli is one of the nation's foremost education analysts. As executive vice president of the Thomas B. Fordham Institute, he oversees the organization's research projects and publications and contributes to the Flypaper blog and weekly Education Gadfly newsletter.
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