^I.^.Ljy^ JMS5. J . UMASS/AMHERST 3ia0btDlbflE30fl3 Charting the Course: Public School Options for the 1990s MENTS Univer: .msetts Copy The Charter School Conference Report December, 1993 The Commonwealth of Massachusetts Executive Office of Education Piedad Robertson, Secretary Ac <? s %- i This report on the October 23, 1993, conference on charter schools was prepared by the Massachusetts Executive Office of Education. For more information regarding charter schools in the Commonwealth of Massachusetts, contact: Executive Office of Education One Ashburton Place, Room 1401 Boston, Massachusetts 02108 Telephone: (617) 727-1313 Fax:(617)727-5570 Publication No. 17487 - 28 - 500 - 1/94 - 1.46 - C. R. Approved by: Philmore Anderson III, State PurchasingAgent Charter School Conference Report December 28, 1993 Dear Friends, With the signing of the Education Reform Act of 1993, the Commonwealth of Massachusetts has embarked on a fresh new course of educational reform, providing for the creation of new "break-the-mold" charter schools. I look forward to the possibilities that these experimental schools offer to the state of public education here in Massachusetts. The recent conference,Charting theCourse: Public School Options in the 1990 s, has given us renewed confidence in the potential of charter schools to stimulate valuable educational innovation. This conference brought together people of diverse backgrounds with unique perspectives to share. It was an exciting experience to witness the atmosphere of enthusiasm and creativity that was generated through discussion and the sharing of ideas. The conference was an ideal way for us to gather valuable new insights as we seek to implement this cutting-edge reform. For all those involved in the creation of charter schools, the work that lies ahead is great. Without collaboration and commitment from various segments in the community, charter school reform will be nothing more than another well- founded, yet unrealizable theory. Let us work together to build new schools whichwill serve as models for public education, notonlyhere inMassachusetts, but across the nation. Sincerely, £L Piedad F. Robertsj Secretary of Education Executive Office ofEducation Page 1 Charter School Conference Report Table of Contents Laboratories of Education: The Massachusetts Vision 4 Charter School Conference Overview 6 What's Next? 11 Charter Schools Nationwide 13 The Education Reform Act of 1993: Charter School Provisions 14 Charter School Conference Participants 18 Executive Office ofEducation Page 3 Charting The Course: Public School Options in the 1990s Laboratories of Education: The Massachusetts Vision American publiceducationwasbornat which can be judged troubled by any criteria thedawn of the American Industrial you care to select, and you will find a school Revolution. The features of public hereoraclassroomthereperformingspectacu- — educationthatmostofus findsofamiliar the larly well. Investigate a little further and you orderly rows, the lesson plans ofmemoryand are likely to discover an inspired teacher or rote, the school day sectioned by ringingbells principal as the primary cause of this success. — into precisework units wereacquired when Theenergywhichtheybringto theclassroom, the American workplace stirred to the synco- their enthusiasm for teaching and learning, pated rhythms of thecog, thespindle, and the their creativity in discovering new ways to wheel.Aproductoftheageofmass-produced, teachold truths willdo farmore toensurethat interchangeableparts,America'snobleexperi- theirclassorschoolsucceedsthananythingwe — ment in universal public education was con- can do to reform "systems" for systems do ducted ona grand scalewitheducators acting not teach children, people do. like foremen using the standardization and regimentationofthefactoriesforwhichgradu- Program Diversity ates were being fitted. As our society has moved forward, undergo- Local Empowerment ingmajorstructuraland institutional transfor- mations, so too has our education system America's earlyeducation system was an effi- adaptedwithnewapproachestopubliceduca- cient and orderly system, and within limits tion. Over time, public education has gradu- served its purpose. Butcould anythingbe less allyevolvedintospecialprogramsdesignedto suited to the complex social environment our better serve different segments of the student schools find themselves in today? To meet population. Programs for the academically or these future challenges our education system artisticallyinclinedweredeveloped.Thosestu- will have toassume theattributesoftheworld dentswithspecialneeds,requiringspecialized for which it is preparing its students: flexible, attention,werenolongerdiscardedorignored, experimental, able to assimilate and adapt to butencouragedandnurtured.Asimplementa- change, far more responsive to the new de- tion of these specialized programs expanded, mands ofa dynamic environment. This is not so did our understanding that, due to their something Massachusetts'present school sys- veryindividuality,childrenlearndifferentskills tem does easily or well. We at different paces. began to accept that providingthe sameprograms fordiverseindi- Amsusoturbseciosmaenmaogreeofininnonvoavtaitvieo,nm,ooruercsrcehaotoilvse viduals is not enough. In other words, we learned that equal does not mean identical. and diverse. Encouraging this creativity and innovation, and giving it room to grow, was the fundamental principle of the recently en- The Charter Experiment acted Education Reform Act, signed into law First we learned to apply this to classrooms, byGovernorWilliamF.WeldonJune 18, 1993. and more recently, to entire schools. As the Education may be the single largest public turnofthecenturydraws near, societyis look- undertaking,butourreforminitiativestressed ing more critically at the large standardized local control, site-based management, teacher schools that deliver public education to our empowermentand parentalchoice. Itrecognized children. Recognizing the need for diverse that despite the elaborate organization that options in public schooling, a central piece of hasgrown up around ourpublic schools,edu- the Education Reform Law is a provision for cation is still very much an individual pursuit the establishment of 25 new charter schools, that struggles against the shackles which our whichwillbecreatedandrunbyindividualsor attempts to perfect systems have imposed. groups. The character ofeach of these schools will vary dramatically, and will reflect the Look at any school system, large or small, unique values and concerns of the school's Page 4 . Charter School Conference Report foundersandlocalcommunity.Charterschools of reform. The social costs of doing nothing, willbeopentoall andwillbepubliclyfunded mostshouldagree,aregreaterthantherisksof Although charter schools will differ as much starting charter schools, between districts as between neighborhoods, their principal characteristics will neverthe- Opportunity for Change less remain constant. Under the Education for education reform to be successful it must ReformActof 1993, acharter school is its own be bold, and it must offer a tangible vision of legal entity, independentofthe schooldistrict what tomorrow's public schools can be. Mas- A inwhichitislocated. charterschool is given sachusetts' charter schools legislation is in- authority to deliver public education through de^ abold step towardsmeaningfuland last- achartergrantedbyastategovernmentalbody, mg educational reform. By giving parents, theExecutiveOfficeofEducation,foraperiod teachers, museums, higher education institu- offiveyears,uponwhichtimetheschoolmust tions, and businesses the opportunity to inno- apply for renewal of its charter. vatewith public schooling, this legislationde- cisively opens the door for change. Enterprise and Innovation The value of charter schools is widely recog- Undoubtedly,charterschoolfounderswillface nized. Unlike other educational reform theo- great obstacles as they seek to create a "break- ries, charter school legislation has seen un- the-mold" school. To dream is one thing; to usual consensus, cutting through traditional convertavisionintoapracticalrealityrequires conservative-liberal divisions. Neither is the much thankless, behind-the-scenes leg work, birth of thenationwide charter schools move- Charter school founders, teachers, and stu- ment simply a political compromise between dents should prepare themselves for intense mecompetingreformconceptsofpublicschool scrutiny, especially during the school's early choice and private school vouchers; it is the days of operation. Regardless of their wide- outgrowth of a widespread recognition mat spread popularity, charter schools will have local empowerment is the key to strengthen- their vocal skeptics who will point to early ingpubliceducation.Whilethestateiscompe- frustrationsassignpostsoffuturefailure.These tenttosetstandards, toraiseexpectations,and alternativeschoolswillperhapsbejudgedwith demand accountability, it is incapable of de- greaterseveritythanwill beapplied tochroni- signing a single program appropriate for the cally under-performing schools in existence educational needs ofmore man850, 000 Mas- today.Thechallengesare indeed great,butfor sachusetts school children. What our public those who persist, the rewards will be even system desperately needs are creative indi- greater. Those who choose to embark on this viduals whohave the freedom to take general uphill journey are those who recognize that educational aspirations and transform them what can be is greater than what is. into specific programs that can be replicated elsewhere, by entire school systems. Despite what some critics of charter schools haveasserted,thedevelopmentoftheseschools isnotpredicatedontheideathatpubliceduca- tion will or should be dismantled. Rather, Massachusetts'25charterschoolswillserveto strengthenpubliceducationbyofferingunique local "laboratoriesofexperimentation"togive thelargersystemnewvisionasitadaptsto the complexsocialandeconomicchallengesofthe 21stcentury. Thosewho dismiss the potential of charter schools are overlooking a rare op- portunity to reinvigorate our public school system from within. Charter schools offer the promiseofintroducingnewdynamicsofenter- prise and competition into a slow-to-change systemofpubliceducation,desperatelyinneed Executive Office ofEducation Page 5 Charting The Course: Public School Options in the 1990s Charter School Conference Overview Without question, charter school State Officials founders will haveto bepioneers. Theconferencebeganwithwelcomingremarks Thefrontier setbeforethemis un- from the Massachusetts Secretary of Educa- known. It is theywho will explore the limits of tion, Dr. Piedad F. Robertson, and from the charter school reform. By entering into un- Commissioner of Education, Dr. Robert V. charted territory, today's charter school Antonucci. In their opening remarks, both es- founders will lay the groundwork for the fu- tablishedthecentralthemefortheconference— hire success of generations of students and oneofcollaborationandopennesstonewideas, educators alike. Secretary Robertson reiterated the primary purpose of the conference was to listen to the Participants concerns and opinions of all participants and These pioneers bear no standard stripes or potential charter school applicants. The Secre- trappings; they are scattered throughout the tary impressed upon the attendees that this Commonwealth in various walks of life. This conference oughttobe utilized as an opportu- past fall, a rare cross-section of these reform- nity to network and share ideas. She also ex- minded people came together to explore the pressed her confidence that Massachusetts new possibilities created by Massachusetts' would remain in the forefront of the nation- charterschoollegislation.OnOctober23, 1993, wide charter school movement, over160individualsfromacrosstheCommon- wealth assembled for an all-day conference, Pioneers entitled "Charting the Course: Public School Op- Conferenceparticipantsweregiventheoppor- tions in the 1990s." This convocation brought tynjtytoiearnmoreaboutcharterschoolinitia- togetheranexceptionallydiversegroupofchar- hves presently underway across the nation, ter school enthusiasts, community leaders, and toleam specificallyabouttheinitiativesin parents, educators, representatives of higher Minnesota and in East Harlem, New York, education institutions, and the private sector. Two nationally known pioneers ofthe charter Uniting this divergent body of participants school concept, Seymour (Sy) Fliegel and Ted wasadeepconcernforthecurrentconditionof Kolderie, presented their first hand perspec- public education, as well as a reformer's zeal tives on the success of charter schools in East focused on the potential of charter schools. Harlem and Minnesota. The conference was co-sponsored by the Bos- Panelists A ton-based Pioneer Institute for Public Policy panel of Massachusetts education policy Research and the Executive Office of Educa- specialists, business leaders, and representa- tion.Thegoalsfortheconferencewerestraight- tives of non-profit education organizations, forward, and ourexpectationsquite simple: to shared their experiences in experimental listen to the concerns and opinions ofall those schooling. The panel discussion was moder- interestedincharterschoolreform,and topro- ated by Jim Peyser, Executive Director of the vide a forum for creative thought. Pioneer Institute for Public Policy Research. The presentations and discussions delivered Oneparticipant,ayoungteacher,captured the by the panelists were as diverse as the ques- prevalentmoodattheconference.Attheendof tions which later followed from the audience, a long day of listening to speakers, participat- Below are some highlighted points made by ing in workshops, and engaging in endless the panelists, dialogue, she remarked that she, surprisingly, wasnot tired from theday'sevent. Rather, she Michael R Superintend^ent of Uxbridge said shehad neverbeensoexcited, so inspired P^ub.Uc^g^, i^nte^d tQ^ similarih/ in aboutwhatconumttedmdividua^canachieve of charter conventional if given tine opportunity. She said that she felt publicschools Heaffirmedthatcharterschools as if she had been given wings to fly. . Page 6 . Charter School Conference Report should not be viewed as a threat to public to "engage in malpracticeyear afteryear after education,butsimplyasamechanismformore year." effectively delivering public school goals. Representing YouthBuild Boston, Inc., Jackie Dr. HubieJones,ofthe McCormackInstitute, Gelb presented a clear example of how local at the University of Massachusetts at Boston, creativityineducationcanpositivelyaffectthe discussed the need for affirmative policies to livesofitsstudents.ShedescribedYouthBuild's ensure thatchartersdonotcreatea"multi-tier mission ofusing alternative modes ofinstruc- system which segregates school populations tion, e.g. construction projects, as a way in by race and class." According to Dr. Jones, which to help young "drop-outs" earn their charter schools should not serve to further GeneralEquivalencyDiplomaandbecomeem- segregateourpublic school systemalong race ployable,productivemembersofsociety.Con- and class lines, but should instead bridge the ference participants had the opportunity to gap by allowing for the creation of schools hearafirsthandtestimonyfromtwoYouthBuild with uniqueand socially innovativemissions, graduates,YvetteRamosandDanielPinckney, abouthowtheprogramhaspositivelyaffected thpir livt*s Judy Burnette, of Coalition of Advocates for Reform in Education, shared some insi°g^hts ,T„he discussion ltLhat. f,o„llowed, was ch.aracter- ft,r/ryoimng,hetorrprer,foof,resms.ti,hoeneadl,,uacnadt,Jipoenrasl,oensattla,/bj.,lo.ius,rhnmeeJynto.f, alzweadr, ebnyJesassoefn,st^eheofme oapnt^yimciosmmpl,e,txietmipeesriendjvLboly\vaendj ova¥JtH.t.uhupeaaeatvnl.°tgwiVn.chrang/3hyoyg°1Japw,;tne,the?rgshans,ehtceoeordfv,,euoee,slnemriotssapntre.nhg°nr,.cfa-oeeutstdne,tiorodz,mcmacec,umodu,uecsrnnt.uhi.thtoseevtalr_real.nearisecncni•te.ihe.s.dg,adjtjt,h_nha,,fetegnffo;,ceff-r,e.ooi.,turr„Eatcinf,sliewfa,soltenanLhocd-°ge-f,, v/Sn,bisneaopyvrvra,teia.i..nhretne.\ay6dig.l,vp.beaaeoprxtnaearpterdrele_,tud,i.nm,i..cs•epcaAtt,itn.otsvpci.aa,tdeo.nt,hesntal_ras.toLevl,t,fatee,cleh*:tfoea.m.hengcetdc,e/,heuoprapca*lt,nait.Lv.lseost.el,lsilni•uwogaseneteus,rsnr,beocerpef.h,cff,r,oaooc*trurvo_hmetni^e.icijdtt.o.reeTh_nrd,jl.heennemd,aj- commitment. i•s not«. an easy one. -Tnh.e exc.han°ge of«f.erejd an nRay Setxata, iC~hui-efirxE?xecutive ™Ofef-icer ofe Aanaliog oprportunitJy for collective discussion ab^out ~De.vJ«i,.cesand, m-e,mb,erofr/C-Er/O^/s rfortF?undjamen- ,bc,hoat\r\htet.r.hesc*ph_roaoclt,.i.rcea,fl.oramn,d, conceprtual, asprects of, ttalChangeinEducation,s.nared, wi.t^,hAt,heaudi,.- encealistofcommoningredients essential for w"OrK. Sn. Ops the success of both charter schools and busi- m meafternoon,attendeesproceededtowork- nesses:aclearvision;aclearsenseofpriorities; fluid organizational structure; autonomy; shoPs where specific topics were explored, Workshopswerefocusedonthefollowingcat- smallerscalesocial units;accountabilitytothe egories: curriculum and school programs, consumer; and, a nurturing network, school finances and start-up issues, school / student evaluation and school management. Sid Smith, formerPrincipalofBostonEnglish High School, stressed the value of making If me large turnout and high level of enthusi- asm at me conference are accurate gauges of charter schools universally accessible to all students, including those who have no one me state-wide support for charter schools, the advocatingontheirbehalf.Withoutconscious ExecutiveOfficeofEducationshouldexpectto effort, Mr. Smith cautioned, charter schools receive a steady flow of innovative charter A will simply become another choice for chil- proposals. majonty of the participants ap- drenwith involved parents whoalreadyhave peared ready to embrace the challenges im- m access to a range of schooling options. Plicit founding, operating, and developing oneofMassachusetts'25new"break-the-mold" Dr. Chester Finn, of the Edison Project, cau- schools. In fact, many came with proposals tionedtheaudienceaboutwhatheperceivesto outlining their vision for a charter school, be a "double standard in evaluating the effi- ^sed on the number of calls and inquiries cacy of reforms and the performance of the made to me Executive Office of Education status quo." Charter schools, he maintained, since me conference, there are many pioneers should notbeheld to unreasonable standards across me state who are both committed and ofperfectionwhile thestatus quo is permitted prepared for this extraordinary undertaking. Executive Office ofEducation Page 7 — Charting The Course: Public School Options in the 1990s Common ThemGS The conference served as a valuable forum to The most outstanding outcome of the confer- stimulate the flow of creative ideas mat will ence was the opportunity it afforded for col- hopefully give birth to Massachusetts' new laboration and dialogue among people inter- charterschools.Theprospectofstartinganew estedineducationalreform.Relationshipswere public school has given many educational in- developed at the conference which may in- novators a renewed zeal for rethinking how deed become the building blocks for Massachusetts delivers public education to its tomorrow's charter schools. Creative energy children. One could sense this critical thought was given voice,asattendees shared theiride- asattendees discussedeveryaspectofstarting als and dreams for public education in Massa- a charter school, from curriculum develop- chusetts.Thefruitofthisexchangeofideaswas ment to more practical matters as finding a anaffirmationofhopein thepotential ofchar- school building. Participants unanimously ter schools, as well as the emergence of some agreed that charter schools should adopt en- commonthemes.Thefollowingdiscussionisa trepreneurial characteristics whenever pos- reflectiononsomeofthehighlightsoftheideas sible, whether in management, finances, per- that surfaced at the conference. sonnel, or school operations. Charter schools mayindeed provideacreativeinfusionofnew blood into a system plagued by inertia. • Focus on learning. Mostconferencepartici- pantsseemed committedtodistillingthefocus ofthe reformdebateon theactual needs ofthe School as a community. With the perva- maincharacterinthepublicschooldrama the sive break-down of the American family and learner. Too often the paramount issue in edu- the demise of the "neighborhood," manychil- — — cation learning is obscured by the particu- dren come to school deprived of the attention laragendas ofmoreperipheral,yetoutspoken and the security theyneed fromcaringadults, actors. Most participants agreed that the bot- Many conference attendees hope to see the torn-line objective of all of Massachusetts' establishment of charter schools which strive twenty-fivenewcharter schools should be the not only to teach students how to think, but advancement of the learning opportunities of also how to live in a meaningful community, our students. With their smaller size and relative local au- tonomy, charter schools will have unprec- Becauseofthe grave social problems affecting edented freedom to foster a close-knit school so many public schools, manyhave reached a environment, one which nurtures the self-es- A pointofdespair,wheresuccess ismeasuredno teem of its students. charter school should longer by how much a student learns, but ideallybe a place where students can develop ratherbyhowfewstudentsdropoutofschool, meaningful relationships with teachers and To re-focus the attention of schools on the staff, and where students can learn to respect learning accomplishments of their students, one another, participants proposed that charter schools be required to develop clear mission statements From the start-up phase to the actual gover- and learning goals for charter eligibility. Fur- nance of the school, charter schools will be thermore, charter school founders should be sustained by the involvement of local people encouraged to re-evaluate current modes of whohavea firsthand stakeinthesuccessofthe curricula and pedagogy, and to strive to in- school. Charter schools havegreatpotential to spire students to greater heights of learning. fostera stronger, more cohesive sense ofcom- munity, not only at the school, but also in the • Laboratories of experimentation. The larger area in which the school is located. To m conference was characterized by an air of ex- oreeffectivelybridgethegapbetweenschool andcommunity,manyenvisioncharterschools citement, as attendees explored the possibili- tiesoffinallybeingabletoputintoactionmany asactingasa"quasi-communitycenter",where ofthereformtheories longfrustratedby forces students, parents, and interested community of inertia in the public school system. Charter members can come together to participate in schools now offer educational reformers an social and educational programs, opportunity to experiment, on a small scale, withnewdynamicsthatalsohavethepotential • Democratic schooling. One importantas- to influence the larger public systems. pectofa child's education is the development Page 8