While I was on hiatus last month, a letter appeared in the Journal Star from Mayor Jim Ardis promoting the Peoria Charter School Initiative (PCSI). It lays out his argument for supporting a new charter school in Peoria, and concludes with a call to the public to write or call their school board members, asking them to approve PCSI’s application. According to another Journal Star article, that approval would come with a price: “$1.7 million, or 70 percent, of the initial costs.”
In this post, I’ll respond to each of his three arguments:
1. Proven model argument
First, this charter school will follow a proven model that produces outstanding results in urban districts. A similar school in Chicago, the Chicago Math & Science Academy, is rated one of the top three charter schools and non-selective high schools in that city. CMSA graduated its first senior class in 2009. Every graduate was accepted into college (some into multiple schools), and 100 percent entered college this fall. These are exactly the results we want for students in Peoria, and we shouldn’t accept any less.
Yes, they follow a proven model, but it’s not a secret recipe like Kentucky Fried Chicken or Coca-Cola. The model includes all of the usual ingredients for improved student performance: longer school day, smaller class sizes, individualized instruction, parental involvement, highly-qualified teachers, challenging curriculum, community support, etc. Why is it that these things can only be provided by third-party companies like Edison Schools or Concept Schools, Inc. (at considerable cost), but can’t be provided by Peoria Public Schools district-wide? If this model produces “exactly the results we want for students in Peoria,” then why should it be implemented at only one school? Why should only some students benefit?
Keep in mind that the board of the PCSI has made it quite clear that they expect the demographics of the charter school to mirror the demographics of the district at large. So one cannot argue that this method doesn’t work for poor, minority, ELL, or special needs children. According to PCSI, it does. It works for everyone and lifts everyone’s scores. Since the model is no secret, and is universally effective, why the need to bring in Concept Schools, Inc.? Why doesn’t the district just implement the model across the district themselves? Is it lack of money? Political will? Teacher/union cooperation?
The charter school, just like Edison schools, is an attempt to alleviate the symptoms of a deeper problem instead of getting to the root issue. If District 150 education is terrible — and based on test scores, it is for many — shouldn’t our focus be on fixing that problem at the root level and not just trying to provide an escape hatch for some lucky children who (literally) win the lottery to get out of their failing school?
2. School choice argument
Second, District 150 parents want and deserve choice: a high-quality education, a longer school day and year, and more opportunities for their children to be successful. Parents know it is critical for their children to have solid skills in math, science and technology to be prepared for college and career. They’re asking for options, and our School Board must be responsive to those requests.
I expected this argument to be advocating choice between a school with a math and science emphasis and a school with another emphasis, such as fine arts or vocational training. But instead, it appears the choice he’s talking about is between things like a poor education and a high-quality education, or a shorter and a longer school day. What kind of choice is that? Who opts for fewer opportunities for their children to be successful?
District 150 parents want and deserve and have been asking for a high-quality education at every District 150 school. The Board must be responsive to that request first and foremost.
3. Federal funding argument
Third, President Obama and Secretary of Education Arne Duncan are calling for education reform and emphasizing charter schools as a key component. They’ve seen firsthand the success of charter school students. Establishing a charter school in Peoria increases the possibility of additional federal funding for District 150. Without a charter school, we’ll have a much harder time accessing Race to the Top funding.
It’s funny that politicians see “the success of charter school students” when a recent Stanford University National Charter School Study found that 17 percent of 2403 charter schools showed more growth than their traditional public school peers, 46 percent had performance that was “indistinguishable” from traditional public schools, and 37 percent of charter schools were actually worse. But never mind that.
Here’s the carrot for District 150 to say “yes” to spending $1.7 million on PCSI: more federal funding. If you want to get access to “Race to the Top” funding, you first have to race to establish a charter school. Of course, there’s no guarantee you’ll actually get much, if any, “Race to the Top” funding. It just “increases the possibility.” It’s a gamble. Spend $1.7 million on a charter school, spin the wheel, and hope Arne Duncan remembers what a grand time he had with the mayor when he starts writing checks.
The conclusion
I don’t often agree with school board president Debbie Wolfmeyer, but I do in this case: How can the district seriously consider opening a new school for $1.7 million after they just closed Woodruff to save $1.5 million? How can a group like the Chamber of Commerce, who just got through advocating that we close numerous schools — including a high school — because we have excess capacity and need to save money, turn around and say we need to fund a new charter school that includes middle and high school grades?
I share everyone’s desire for District 150 to offer a better education, but I don’t believe the charter school is the answer. I believe it will only exacerbate District 150’s problems the same way Edison has. Because of the money we’re paying to maintain Edison’s contract, cuts have been made in the traditional schools, including a shortened school day for primary school students.
There needs to be a comprehensive solution that improves public school education for all students district-wide. A charter school with limited enrollment in a failing school district is not much of a draw.
First of all, respectfully, it is you’re (you are), not your. D150 has quite a history of jumping on every bandwagon that rolls into town. Sending teachers to in-services, then “forgetting” about instituting it. One example comes to mind over and over again: SRA, I have been to 4 trainings over the years, yet was given no time in my day to institute it into my classroom because Open Court comes first, not to mention no follow-up whatsoever. The reason that surrounding districts are highly desirable is because they hire administrators based on performance, skill set, and experience, not by gender or color. Another reason is because the surrounding districts are fiscally responsible with their district’s money, treating as their own, unlike D150 who thinks they have a garden of money trees in the backyard. As far a restructuring, D150 has done that like a deaf, blind, parapalegic, which is interesting since they have spent so much money on consultants and such. So, what you are saying is “just wait till the dust settles”? I think by the time the dust settles, the state of IL will be taking over D150. Sorry, even the state is broke.
I am not saying district 150 does anything right fiscally, in fact we agree, which is why your pay is correct. You work for a failing business you dont get a raise. The surrounding districts, for whatever reason I have my ideas you have yours, are still fiscally sound and the staff is compensated better. If my business were to go belly up today I wouldnt send out bonus checks to my employees. There is also more community support for the surrounding districts because they know that their increase in revenue is largely due to the quality of the school district, which in turn makes it much easier for teachers and staff to demand more compensation. Most of district 150, in its current state,does little more then provide a giant baby sitting program to the city, so it is harder for the staff to make demands for higher compensation. I think that the surrounding districts have benifited somewhat from better staff but they also do not suffer fromm concentrated poverty like mauch of district 150. It is easier to handle a classroom of upper middle class students who want to learn, not so much in a room full of poverty stricken students who have not been encouraged to value education.
Stephen: I know I am guilty of painting a negative picture of 150–I’m only painting the picture for the schools that aren’t working because of discipline problems. However, I believe there are schools that are doing more than babysitting. Whittier is still doing a great job–I keep daily track of a first grader there and his parents and I have no complaints. Also, even in the worst of schools, there are individual classrooms and teachers that are doing quite well considering the conditions under which teachers are forced to work because 150 administration is unwilling to deal with the discipline problems that prevent teachers from putting full effort into the actual job of teaching. If I had totally given up hope for 150, I wouldn’t be wasting my time pleading with 150 and putting information out so that teachers can get the support they need to do their job.
Im not targeting individual schools or teachers. Overall district 150 is not competitive with its neighboring districts. It is not drawing people to the city instead people have to settle with the district. 150 staff can not demand wage increase based on attracting new tax base dollars or academic results which puts them behind their peers who work in neighboring districts.
SS-Y: let me add on to your last sentence. D150 teachers work just as hard, if not harder than teachers in neighboring districts. Not only are we teaching but, counseling, feeding, clothing, nursing, and loving our students–many of whom get NONE of that at home.
Stephen, public education is not a business where performance can be based solely on results. District 150 teachers work just as hard or harder than do the teachers in surrounding areas. If those “successful” teachers in the suburbs would come to teach in the lower performing 150 schools, their results would not be any better–probably not as good because they are not motivated to work with children who are not as prepared as are their suburban counterparts. I guess it comes down to the question of whether or not the United States still supports the concept of public education. If it does, then the teachers who choose to work in the more difficult areas should not be penalized by lower wages. Obviously, you have found a “safe” haven away from 150’s problems. Would you welcome the 150 students into your schools so that they could get the benefit of the superior education offered to the children in your neighborhood?
My safe haven is Peoria Central. I live basically next door to the old Wal Greens building on Main St. The plot thickens 🙂
150 teacher Im not saying you dont work hard. Many people who work fast food jobs work very hard. Would you be willing to pay more for fast food so they could get a raise. Many labor related jobs are very demanding but do not pay even what you are compensated. Hard work does not equal higher pay. You choose to work in a district that is not managed well meaning that your employer is constantly strapped for cash limiting the ability for you to demand higher wages. Teachers in neighboring districts can make the arguement that without a superior school district the community would not see the influx of new money hence they have leverage to ask for higher pay. Your employer, due to a wide range situations, has no money and unfortunately because you work in an undiserable district you as an employee have no leverage against the community or your employer. Its simple supply and demand.
“D150 teachers work just as hard, if not harder than teachers in neighboring districts.”
I don’t think anyone would argue that they don’t work… hard is a such a relative term, so I won’t comment on that. But $57,000 for 9 months work and not producing effective results… well, it just bothers the majority of people who send their kids to those schools who make 1/2 or less than that. They DO WORK HARD for 12 months… without benefits and insurance and paid vacations and tenure.
Besides, working hard isn’t always working smart, is it?
Perhaps it is (as I have said before) not a problem of the teachers or the students but of the curriculum. Maybe instead of training students for jobs we should be educating them in our public EDUCATION system.
Well said
Stephen, comparing hamburgers to children just doesn’t do it for me. I guess besides the “working hard” angle, I should also have used the educational level, etc., of 150 teachers. Charlie, you and I are never going to agree on this particular subject, so we will just have to agree to disagree (and I’m sure the split on this blog will reflect both our points of view). As always, I would love to see both of you in 150 classrooms so that you could prove your assumptions to be correct–and, Charlie, I do mean with your own ideals: to educate, not to train. Of course, Charlie and Stephen, I also agree that it is unfair that hardworking people at fast-food restaurants do not receive benefits such as insurance–which is why I support national health insurance. I, too, do not believe that my education level and the career I chose should make me special when it comes to access to affordable health care.
I would like to point out one other observation of mine. On this blog we hear criticisms of 150 teachers from many who do not live in the 150 attendance area or do not send their children to 150 schools. I don’t recall hearing from any teachers from the surrounding areas that claim to be superior to teachers in District 150. I believe teachers–no matter where they teach–understand the challenges that face their peers in underperforming schools. I have spoken to teachers in the surrounding areas–all teachers face some kinds of challenges–perhaps not the same challenges, but challenges nonetheless.
One other point of clarification: “Results” are in the eye of the beholder. Right now the only results that seem to count are NCLB scores. Every day teachers in District 150 accomplish great wonders–students do learn and improve, but their “starting point” is behind that of their higher performing peers–so obviously the results aren’t as noticeable.
Stephen: As a West Peorian, I am almost your neighbor–can I assume that you don’t have children in 150?
In location we are neighbors but I would say in regard to neighborhood demographics we are on different planets. Im not comparing hamburgers to children. 150 teacher brought up work load should match compensation. I just made the arguement that many people work as hard if not harder then a teacher and are paid much less. If you want to include education as part of that factor first year teachers make what is considered an average starting pay for individuals with the same level of education. Sharon have I made any claims about being able to handle children in a classroom or what I would do differently as a teacher. I have no urge to use my teaching training because it is not a career I enjoy or have any interest in. All I did was respond to why surrounding districts offer higher levels of pay. Those schools attract students and money to the community, district 150 does not. I feel that few would argue against that. Well except you and 150 teacher. As much as it seems teachers will not admit it you work at a business with a cash flow. Your district has no money. Your employer is broke and needs to either A. change the way it manages its’ money or B. cut costs by closing facilities, offering less in compensation etc…or wait C. raise taxes so the general population can continue to pay for its’ fiscal waste. ie bail out. Throughout this thread I have never claimed that teachers do not work hard or that I could be a better teacher. Basically 150 teachers wants paid the same as a Toyota employee when in reality he/she works at GM.
I have no children Sharon. I do however see 150 as being an important issue if the city wants to improve its inner city. I also feel that because public schools are paid for by the general population, chidlren or not, everyone should have a stance on how they should be run.
Stephen, I am quite sure that the exodus out of Peoria has everything to do with District 150. The exodus didn’t start yesterday–we’re just now seeing the end result of what started in the 1960s. We all know what happened in the 1960s–integration; that’s when the “For Sale” signs went up, and Richwoods, Washington Gifted, Peoria Christian, Peoria Academy, etc., etc., opened their doors and “locked” their doors (doors which recently have opened just a bit to the black population–Richwoods when it came kicking and screaming into 150). I started teaching in the 1960s, and I have watched the demise of 150 and Peoria step by step. I would like not to blame anyone for all of that–it happened all over the country–but it grieves me nonethess. I am convinced that the white middle class population (and the newer black middle class) is not going to move back into District 150 any time soon. I guess this is the first time that I have taken a stab at this stark reality. We have to find a way to stop the exodus–and the charter school is not the answer. District 150’s only hope is to find a way to turn things around with inner city kids (black and white)–those that create the 70% poverty statistics that indicate that educational progress is harder here. I don’t know how to do it, but I am convinced that 150 has to take a hard line on discipline before any change can occur–and that the black community has to come to grips with the fact that they have to part of that effort–or all efforts will fail. The Trewyn lawsuit is an indication that that time has come. Unlike many others, I do understand the point of view of the black administrators (and community) who have a tendency to be far more lenient with children–especially black children (they remember the past, and so do I). However, I don’t agree that leniency is the answer. The simple truth (and common sense truth) is that children cannot learn in chaos and they can’t learn when they only come to school three days a week, etc. Discipline and attendance are the key factors, I believe, before any “magic” programs can do the job. Having started my career in a 90% black school (Roosevelt), I have always been interested in the education and welfare of black children–that hasn’t changed for me. Right now, 150 has a problem on its hands and it is racial. District 150 has to prove to the world that the problems between its administrators and its teachers can be solved (espcially the racial problems that have recently come to the front burner but have been simmering for quite some time). My own experience says that that can be done–but that District 150 has ignored the problem long enough so that it has become a major problem. I know that the black community wants all the same things that the white community wants for children. I speak to former students and their parents all the time–they all see the need for discipline in our schools. If we can’t find a way to work together on this, then all is lost for 150. We aren’t all on the same page–150 needs to find a way to accomplish that.
Interesting exchange between Sharon, Stephen, and 150 teacher. That is what is so great about this blog.
Sharon – I agree with you that the initial flight from Peoria back in the day, was in large part based on race. But I think families of today, at least many, are seeking more diversity of income, race, ethnicity, culture, and religion in their schools, BUT NOT diversity in academic performance.
My children attend a very diverse school and they (we) absolutely love it but the constant variable in the school is that it offers an aggressive college prep program –absolutely every student, parent, teacher, and administrator is geared to that aim. Is the school perfect, not by a long short, but it achieves it goals much more efficiently because it is not trying to be all things to all people.
I agree with you that the District has to gain better control over discipline and that will improve student learning (perhaps) to some degree BUT it will not “fix” the District’s other problem which is skewed demographics. Creating your alternative school or Trewyn School getting its’ act together isn’t going to attract the middle class, be they black or white, to the District. The proposed Charter School might not be that big of a draw but it is a step in the right direction.
Frustrated: I’m concerned about your comment that the charter school might not be that big of a draw but it is a step in the right direction. Unfortunately, D150 does not have the money or resources to take a chance on “trying” anything new right now. Their biggest hurdle is to get their books in order and hired competent administrators. They have not been terribly lucky in the past. After they get their act together, two or three years down the road, then let’s talk charter school, but I don’t think it will be necessary by then. Just a thought.
Respectfully, it is: Their biggest “hurdles are” and “to hire”…
I think I agree that getting the finances in order is probably very important to them, but I don’t see how that makes any difference to the the students.
Did you see the story on revised teacher training.. THAT (IMHO) is the biggest hurdle. We need teachers who know how and want to EDUCATE. We need teachers and administrators that stop pandering to the local economy and start “drawing out” some wisdom, creativity and excitement from these kids, instead of training them to be butchers, bakers and candlestick makers… or in today’s parlance, brokers, bankers and retail clerks.
Charlie: couldn’t agree with you more. More than ten years ago when I came to D150, I taught units on insects and spiders and apples and famous Americans, etc. I have a file drawer filled with fun, innovative, interesting,and educational units that I was told to take home. Starting with Royster telling us that we had only enough time to teach Open Court (reading program), which took up more than 90 minutes each day. For me, that was my entire morning and after lunch I taught the district’s math program, which was as involved as Open Court. I incorporated parts of my units when possible, but to be honest, I was told to stick to the program/curriculum given. Yes, the kids got bored real quick with the same thing everyday over and over. D150 thought this would improve scores…..guess what? it didn’t. Now they are telling us to use only the parts of Open Court we want and, oh, btw, they aren’t buying anymore consumable books for the students so we have to make copies of any work for portfolios. Trust me, it never changes…..I believe a charter school will start out “great guns” and then end up like every other program that has come and gone.
by the way… I was just giving you a trouble about correcting your grammar. No offense meant.
I keep saying it over and over and no one seems to disagree with me, but nothing seems to change… IT IS THE ADMINISTRATION of the public schools as a business that is destroying our kids and society… we have kids that spend 13 years of their lives in “prisons” and we then expect them to go on and be productive citizens. I highly recommend The War on Children as an eyeopening look at schools for those that are not in them everyday.
I have concluded that having an administrative bureaucracy for an academic institution is anathema to the institution’s purpose. The school should be run by its teachers and the parents / residents. Full Stop.
Frustrated: Before I get into the “old” stuff, you introduced a new thought–that people are looking for diversity in religion. What do you mean by that with regard to public schools? When you say that your children attend a “diverse” school, I am assuming you live out of the country and, therefore, diversity (hence the diversity in religion) there probably doesn’t look like diversity in District 150, right? I do recognize that common usage of “diversity” is much too narrow; however, in Peoria diversity means black and white (and as one of my former students once pointed out–let’s not forget our Latino population). Caterpillar does bring in some families of more “diverse” race, culture, etc.–are those the students that you want to bring into 150? Dramatic changes have to occur before 150 becomes cosmopolitan—and the charter school lottery will probably not draw such a diverse group into 150.
I do believe that a change in 150’s discipline mindset would affect all schools. Trewyn may be one of the worst (and some of that is due to the more recent combining of schools–bringing in large numbers of students all at once–as we will be doing with Woodruff), all 150 schools suffer to some degree from laxness in disciplinary and academic standards. District 150 just doesn’t have that many schools any more. All four high schools have their share of discipline problems–the district doesn’t have consistent rules or academic standards (case in point the recent lowering of standards with zero is 50 “suggestion”–I’m not even sure where that stands now). I still believe that it is possible to serve students with diverse academic abilities in one building; we did it successfully at Manual for years. Discipline problems spoiled it because the high performing students left.