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This Fight Isn’t About Charter Schools, It’s About Justice for Our Students

This Fight Isn’t About Charter Schools, It’s About Justice for Our Students_5fbe4d8aef851.jpeg
Accountability Charter Schools college access Community Service Dual-Enrollment Program Educational Opportunity goal setting HIgh School for Recording Arts Joe Nathan National Alliance for Public Charter Schools Social Justice Students of Color Teacher Voice

This Fight Isn’t About Charter Schools, It’s About Justice for Our Students

This Fight Isn’t About Charter Schools, It’s About Justice for Our Students

“We’re in the fight of our lives,” according to a number of chartered public school educators with whom I met at the recent National Alliance for Public Charter Schools summer conference. Having helped write the first charter law and similar laws in 27 states, and having been a public school educator, parent and advocate for almost 50 years, people have taught me many things. 

They’ve showed me how chartering and great district or chartered public schools can, in the words of the classic civil rights song, “keep your eyes on the prize.”

Our goals, or “prizes,” should not just be stronger charter laws, more charter schools opening, higher enrollments and eliminating waiting lists. While important, they’re only helpful means to critical ends. 

The first real prize is that virtually all young people graduate from high school with the persistence, courage, creativity and dedication of a leader like Rosa Parks. (Incidentally, in the last decade of her life, Rosa Parks explored founding and creating a charter school.) How can we make that happen? 

Let’s Combine Classwork with Community Service

Part of our work should be to help create, seek and join coalitions that promote greater justice and opportunity outside schools. For example, St. Paul charter students and families are working with their district counterparts and local activists to dramatically reduce homelessness

As shown by the youngsters helping reduce homelessness, promoting justice and opportunity can be part of students’ studies. Why not use research about the value of combining classwork with community service? 

For example, as a teacher, I helped urban 5-8-year-olds design and build a school playground. Since there were no school funds available for this project, they “hustled.” The day that six truckloads of donated sand arrived at school was a big day in the life of the 6-year-old “sand committee” members. They learned they could make a difference.

Philadelphia’s Sharif El Mekki is helping elementary students learn about their heritage as they help strengthen their community. 

My former student, David Ellis, gives us another angle on the power of service to transform lives. Years ago, we met at the district alternative school where I worked. He had been placed there after assaulting a teacher. He was angry and alienated. David agreed to take a class called “Protect Your Rights and Money.” Students solved many real consumer problems that adults referred to the class.

Gradually, David learned to use his anger and creativity to help others. A local newspaper published a story about the class, including David. A few weeks later, David told me he thought his name and picture might appear in a newspaper someday, but he never thought it would be for something good! His life was transformed.

David graduated from that school. He later helped Prince produce a platinum album. After starting his own recording arts studio, David founded High School for Recording Arts (HSRA), a chartered public school focusing on students with whom traditional schools have not succeeded. HSRA students create You-Tube videos. Organizations like State Farm Insurance, Verizon Wireless and the Minnesota Office of Higher Education have hired HSRA students to produce videos for them.

David is also an example of a person of color who founded and is leading a school. We need much more of this. 

Wise Schools of All Kinds Set Goals And Stay Accountable to Them

High School for Recording Arts does something else that the best public high schools do—it helps many of its students earn free college credits. Many Minnesota charters encourage students to use Minnesota’s PSEO law to take free college courses on campus or online. Those, and/or more well-known AP, IB and College in the Schools courses should be encouraged at every high school.

Even without a state program in place, some charters help many students earn dozens of free college credits or even an AA degree. For example, the Geo Academies charters pay for many of their students to take courses on college campuses.

Each high school should have goals posted around the school, on its website and widely understood. For example, a school could set the goal that 75% of high school juniors and seniors will earn college credits before graduating.

Moreover, wise schools use multiple measures to assess progress. Examples from many schools can be found here and here. Test scores are not enough. 

Holding ourselves accountable to the communities we serve also means challenging crooks who are sometimes found in the charter world. We must support action against those who misuse public funds and violate the public’s trust, whether in district or chartered public schools. Some states must increase charters’ transparency and accountability.

Chartering Schools Can Create Break-the-Mold Opportunities

Next, we need to understand and promote the idea of chartering.

The chartering idea did NOT begin with Al Shanker. In 1968, 20 years before Shanker urged giving educators and students more district options, civil rights hero Kenneth Clark urged the creation of new public schools outside the control of local district school boards. The idea of chartering means more than allowing people to create new, non-sectarian public schools, open to all, that are responsible for improving student achievement. 

Chartering means at least one organization other than a local board will have the authority to give permission to educators to create a school. USA Today did not have to get permission from The New York Times to begin publishing. Apple didn’t get AT&T’s “OK” to develop cell phones. Nor should educators need a district’s approval.

Chartering builds on principles that helped the United States attract people from all over the world. What is more American than saying “You may create something new and potentially more effective if you are willing to be responsible for results and operate within some restrictions?

Finally, why not support and encourage terrific district educators, including those who want to create new, potentially more effective schools.? Some are great allies. 

We’re in ”the fight of our lives” partly because some are jealous of our success, and partly because of our mistakes. There’s plenty to do. Rosa Parks kept her eyes on the prize. So should we. 

This column is adapted from a speech Joe Nathan gave in July 2019 on being inducted into the Hall of Fame of the National Alliance for Public Charter Schools.

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