Charter school amendment glides to victory
In a 58 to 42 percent vote, Georgians adopted a constitutional amendment tonight that will put the state back in the business of approving charter schools over the objections of local boards of education.
The amendment was always favored to win, in part because of the benign language of the ballot question put before voters: Shall the Constitution of Georgia be amended to allow state or local approval of public charter schools upon the request of local communities?
The assumption is that the Legislature will reconstitute the appointed commission that was in place before the state Supreme Court struck it down a year ago, setting the stage for this bitter amendment battle. (See my AJC colleague Jim Galloway’s column tomorrow on the political ramifications of this political fight, which pitted the Republican state school superintendent against the GOP governor and House leadership.)
One of the first responses to the amendment passage came from Nina Gilbert, executive director of Ivy Preparatory Schools.
In an email, Gilbert said:
“In the words of statesman Frederick Douglass ‘If there is no struggle, there is no progress.’ We have been in the trenches fighting for the right for parents to choose their children’s schools for more than five years. I am so glad that the end of this fight is near and rests in the hands with the people of Georgia.
Our goal in the charter community has been and always will be to put children first and work to close the achievement gap. We do this by giving parents the option to choose schools with innovative programs, small class sizes and teachers who have the autonomy to make sure students learn at high levels. We offer alternatives for students assigned to low performing schools and students who want a new environment that challenges them. We have done our very best to serve our scholars, engage our parents and meet every requirement mandated by law.”
Also offering comment tonight was state Rep. Alisha Morgan of Austell who said, “This is what happens when you put politics aside and you bring black, white, young and old together and you just focus on the kids. This is the right thing. Kids won tonight.”
–From Maureen Downey, for the AJC Get Schooled blog
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122 comments Add your comment
PMC
November 7th, 2012
2:33 pm
Fulton is going to a charter system without the need of a state board.
If this amendment is necessary how did that happen???
Ron F.
November 7th, 2012
2:36 pm
“If you expect me to play hillbilly halloo with you, look somewhere else”
I try to be nice and state my dedication to my profession and what do I get? Nastiness and derision. And you wonder why so many here didn’t support the amendment effort…
I don’t expect a single thing from you or from anyone else on here gloating and acting like you’ve shown us nasty public school teachers something. We all voted as citizens, and now we have to work to make this happen. I’m fine with that and I’d happily work with you, but you seem determined not to do so. That is your loss. Teaching as solely imparting of knowledge has been proven, time and again, to be useless. Kids can get that from a computer. If you had the training and education and experience I have, you’d know how ridiculous your statements are. Teachers who don’t care don’t succeed.
DeKalb Inside Out
November 7th, 2012
2:54 pm
PMC,
The biggest problem with education is money wasted in administration and unused technology – Right on, but the administrations are the only people that can make these changes. I doubt they will trim their own fat. So what now? We could force smaller class sizes. Anything else?
Why did we need the charter amendment? – actually a very good question. There are various types of charters. Conversion, LEA and Charter Systems are charters approved by local boards. Unfortunately, many local boards refuse to approve charters. 85% of the state commissioned charters operate in counties like that. The GA Supreme Court said in 2011, in a split decision, that the state could not commission charters. This charter amendment affirmed the states right to commission charters.
time4change
November 7th, 2012
4:56 pm
The teachers depressed about the passage of this amendment need to stop whining and see this as an opportunity for entrepreneurship.
Teachers have been complaining on this blog for years that they are micromanaged and cannot run their classrooms the way they see fit. Now successful teachers and administrators have the opportunity to band together, innovate and develop charter petitions for their own schools.
You don’t have to languish in Gwinnett as an assistant principal for 15 years or wait on some biased program to be tapped for administrative leadership training. You don’t have to know the right people that can get you in the pipeline to be principal.
Use your education to create your own destiny and influence the lives of children by offering them a high quality education. Network with grant writers and accountants to join your governing board.
Georgia has a strong need for more career academies and themed charter schools. Other states that out-perform us on the SAT and on graduation rates have charter schools that offer international languages, an arts focus and more.
Dry your tears and get busy brainstorming. If you lose your 9-5 as a teacher leader at a traditional local school, with the right team behind you, and an exceptional charter application, you could eventually become the charter school superintendent of a new charter school.
Most of the start-up charter schools Georgia has today were launched by teachers, administrators and parents with specialized expertise. The journey from charter idea to charter approval may be intimidating, but there are networks in place to help people through the process.
So start networking with some of those parents you love to complain about and create new positions for Georgia public school teachers.
time4change
November 7th, 2012
5:08 pm
The teachers depressed about the passage of this amendment need to stop whining and see this as an opportunity for entrepreneurship.
Teachers have been complaining on this blog for years that they are micromanaged and cannot run their classrooms the way they see fit. Now successful teachers and administrators have the opportunity to band together, innovate and develop charter petitions for their own schools.
You don’t have to languish in Gwinnett as an assistant principal for 15 years or wait on some biased program to be tapped for administrative leadership training. You don’t have to know the right people that can get you in the pipeline to be principal.
Use your education to create your own destiny and influence the lives of children by offering them a high quality education. Network with grant writers and accountants to join your governing board.
Georgia has a strong need for more career academies and themed charter schools. Other states that out-perform us on the SAT and on graduation rates have charter schools that offer international languages, an arts focus and more.
Dry your tears and get busy brainstorming. If you lose your 9-5 as a teacher leader at a traditional local school, with the right team behind you, and an exceptional charter application, you could eventually become the charter school superintendent of a new charter school.
Most of the start-up charter schools Georgia has today were launched by teachers, administrators and parents with specialized expertise. The journey from charter idea to charter approval may be intimidating, but there are networks in place to help people through the process.
So start networking with some of those parents you love to complain about and create new positions for Georgia public school teachers.
Private Citizen
November 7th, 2012
8:24 pm
Ron You’re stuck in the “feelings” trap. A lot of this has been made official and is a way to occupy people and use up their energy while the corporate stamp is coming down upon you. You may or may not know what I am talking about. Regarding, “you wouldn’t know” I have some experience in the field and have taught at 4 different levels in public institutions in the state of Georgia (i.e. schools).
Let me ask you a rhetorical question, “Which country in the world is currently recognized as having the highest efficacy in delivering results / quality education?” This is no secret, as it is widely discussed almost as a buzzword. The answer is “Finland.” Let me repeat, we’re talking about “results” not “feelings.” We’re talking about sending kids out into the world as adults who can choose a career and support their families. I don’t know about you, but that meets my requirement for “compassion” and “duty to provide care.”
Anywhere, where I am going with this is a diagram I saw today from a comparative study of students giving a value to the question, “Most of my teachers really listen to what I have to say.”USA scores at about 75%. Finland scores at about 62%. Conclusion, “In Finland, they must not care about their kids but the sure do a good job preparing them for the world.”
I’ll provide you an image. http://postimage.org/image/gentkk42d/
I might say, “I’m sorry you feeeel that way,” except that I reserve apology for personal matters. Good luck doing the good work. Make sure that when your students are no longer under your care that they leave with their suitcase full.
Private Citizen
November 7th, 2012
8:40 pm
Teachers who don’t care don’t succeed. not particularly concerned about other persons in Georgia definition of “success.” 100% pass rate, nobody getting pregnant or hurt, and everybody leaving in good spirits, self assured and with a bright eye on the future works for me.
Private Citizen
November 7th, 2012
9:22 pm
Hey Ron, if you really want to get your feelings hurt, read some Jean Genet. That guy was gnarly. Nobody makes a good bitter writer like an abused orphan. (warning: some “bad” language) http://www.goodreads.com/author/quotes/29952.Jean_Genet
A hundred years earlier, Paul Verlaine had some shared sentiment with Genet, albeit with a much gentler expression. http://www.poetryintranslation.com/PITBR/French/Verlaine.htm#_Toc263756546
Basically, it is illegal to teach this material in Georgia public schools due to that it is not specified by the state. If you telephoned the DOE and said, “Hey-yuh, can I teach some Genet and Verlaine, is it legal?” they wouldn’t know what you were talking about.
Ron F.
November 7th, 2012
9:42 pm
“I don’t know about you, but that meets my requirement for “compassion” and “duty to provide care.””
As I’ve said to many here, if you have the formula figured out, then come be a teacher and show us how it’s done. I’ll stick to what the kids, their PARENTS, and community members have always told me works. At the end of the day, the parents want us to teach the information and to make it meaningful. That requires a certain amount of emotional involvement, a definite willingness to deal with the emerging individual. You can’t prepare a child for productive life without acknowledging his or her personality and helping that child see learning as more than information processing. We’ve done enough of that as it is, and the test scores show it. Kids don’t value what isn’t important to them, and they don’t pay attention to or want to learn from teachers who are simply information processors. But if you know it so well, then I challenge you to do it and document your experiences. Despite what you think, there are parents out there who are happy with their local schools, who support their child’s teachers, and who do want the teachers to have a passion for working with their child. I have twenty-four successful years in the profession. What do you have besides an armchair quarterback’s analysis?
Private Citizen
November 7th, 2012
10:28 pm
Ron, you were doing pretty well until the last sentence but I guess I can deal with a little chop at the end. I have no problem with parents and students. Sounds like where you are at you have sane administration or some stability with managers. I’ve worked in environments where the building managers move half the teachers in the building every year. I call it playing checkers and I’ve seen the same thing done with principals by the upper system management. Just completely insane juggling and power plays from the main administration who seemed determined to treat everyone like army privates. I’ve seen the best principals that I liked working for subverted and run off. I’m just telling you that to “share” a little of my experience with you. I am guessing you and me have different work experiences re: management environment. As a teacher, there is literally nothing I can do about this when it is happening. Maybe I could do something being real aware and real assertive and insist on transferring to some corner of the system where the upper management is not constantly retooling and re-theming everyone. That’s the hand of fate for me. I certainly did nor intend to work in that type environment and I have not seen it anywhere else. That is one thing about these government school education discussions. Even in Georgia, each system is different. They have different pay methods, different politics, different ways of doing things. I would not say that I envy your stability but let me say I am glad for you.
I acknowledge you assurance, experience and ability. I note you use some of the jargon, “emerging,” but you’re not too stricken with it. Well, I think we have a truce and maybe a good thing. You obviously are capable at building kids and doing it well. I have a little additional agenda, as I would like to see Georgia move out of the prehistoric age and join the civilized world. It is not an easy thing to address or even research, there are so many layers and so many different systems. I mean, we have three, soon to be four, agencies at the state level. There used to be another one, RESA, but they’ve pretty much done away with that. I’ve sure sat through enough of their trainings. Well, you sound pretty real to me. Good to meet you.
Private Citizen
November 7th, 2012
10:39 pm
Ron, You sound a little like Alfie Kohn, which is meant as a compliment. You have a lot of warmth and insight. I’m probably more like Lev Vygotsky, with expanding the proximal zone of development. In other words, pushing the envelope a little bit beyond what the student is used to. I think this can open up horizons and awaken minds. We have different approaches. Perhaps this is another definition of “differentiated instruction.” For me, the best school building is not one where everyone is singing the same tune and using the same method.
Six Flags
November 7th, 2012
11:21 pm
Speaking of corruption…Cobb’s school year calendar that was approved for 2013-2014 was funded by Six Flags Lobbyists putting $$ in the pocket of Superintendent Michael Hinojosa. Over 80% of parents and staff preferred the year round style calendar, but that would’ve cut into Six Flags profits.
Ron F.
November 8th, 2012
8:15 am
“For me, the best school building is not one where everyone is singing the same tune and using the same method.”
Like you, I laugh when another “guru” in education talks about “differentiation” as if it’s some new concept that will revolutionize the world while schools dive deeper into formulaic instruction. Good teachers have been differentiating all along. It’s what we do when we know kids’ abilities and needs. Unfortunately, we took a sudden turn into the insanity of standardized testing as the sole measure of learning and everything had to gear towards that ridiculously low threshhold. Learning has been reduced to a pass/fail number and we have to fight to balance that with real measures of growth and learning that tell us what kids have actually learned and how to plan instruction to move them forward. Current testing protocols have to change to demonstrate real growth and allow for grouping of kids and teachers to address specific needs the data shows beyond just the pass/fail line. I could go on for days about that, but I think you know what I’m thinking.
You might be surprised to find that I actually support charter schools for many of the reasons you do. They can and often do become the places where real innovation occur, and I am following some of them very closely as I wait to see how the results play out over time. I adamantly opposed the constitutional amendment, but not because I fear changing the status quo. It needs changing and soon, but I don’t like the idea of the state funding more schools when they refuse to even discuss a rational funding formula that could be applied to all, charter or traditional. There’s too much partisan politics in this, and that never bodes well for education. We will all end up beholden to a group of politicians whose primary goal isn’t improving education as much as it is advancing a political agenda that is leaning very heavily towards full privatization, and that is not the ultimate solution, IMO.
“You have a lot of warmth and insight. I’m probably more like Lev Vygotsky, with expanding the proximal zone of development”
Now THAT makes sense! Actually, I tend to blend a little of both, although I come across as screamingly Kohn. My history is working with variously labeled struggling learners in high school. I’m constantly looking at data and building instruction around ZPD and how to raise it. I think success lies in being able to do that in an environment where the teacher is both an encourager who can deal with a struggling child’s frustrations and a planner of targeted instruction that raises skills and celebrates the often small progressions kids make. It helps a lot when we can give them a meaningful high five for grasping a previously unknown concept and then plan for the next step in the process. My best work has happened while being the clinical data analyzer and “cheerleader” for kids. Unfortunately for many growth, while significant, doesn’t always mean a kid is magically on grade level with his peers and able to learn at the same rate. I think much more valuable and actionable data can and should be generated, and I see some charter schools attempting to do that. If we do this right by working as much as possible together, instead of letting the politicians turn us into dire enemies, we just might be able to build on the successes and apply them in broader settings. That means we have to get past the notion that all public school teachers are just lazy, incompetent moochers unwilling to grow and learn. Most of us are, but we want to make changes carefully and quit the headlong rush into yet another reform movement that, in a few years, will simply be pushed aside and replaced with yet another hastily planned “cure.”
Ron F.
November 8th, 2012
8:24 am
Private Citizen: the key to system stability is, in my opinion, size. I left Clayton county some years ago because it had become too unwieldy and top heavy, and it was wreaking havoc on the schools. I went to a system of about 3500 kids vs. 50,000 with one middle school and one high school. You should spend some time in some of the smaller systems. That’s where real work can and should be happening, although it’s not in quite a few. I found that the closeness of the smaller systems make everyone a better educator because you’re surrounded by your kids and parents everywhere you go. I teach kids who have grown up with mine, kids who have played on the same teams with my own and whose birthday parties we’ve attended. I’ve been to their homes and heard firsthand what their parents are concerned about and want from us as teachers. My sons’ teachers actually came to their little league games and scout events and are still part of the community. It’s a very, very different world from the large metro counties, and I wouldn’t go back if you doubled my salary. Perhaps one benefit of charters is that they recreate some of that small community focus and feel. That is definitely needed in most of the metro systems!!
FultonParent1
November 8th, 2012
9:56 am
Charter Mom ” Charter schools are public schools and allow all students.”
Ummmm, sorry – they don’t. So for all those touting charters as the only REAL solution – stop it…it’s not. Charter schools may work for some…but remember, a lot of current charter schools have admissions processes that are similar to private schools – and still some have a “lottery”, and let me tell you, after we experienced a very unfair charter lottery, it’s not pretty.
Charters also have the ability (like private) to to take ALL students…they will cherry pick, just like private does
by the way, I’ve had my kids in public, private, and charter -
FultonParent1
November 8th, 2012
10:00 am
correction: charter schools DO NOT have to take all students
DeKalb Inside Out
November 8th, 2012
11:41 am
FultonParent1
There are various types of charters.. Dependent charters are effectively traditional schools with flexibility. State chartered schools are independent from the local school district and have attendance zones and blind lotteries to get in.
a lot of current charter schools have admissions processes that are similar to private schools – Please give us an example
charter schools DO NOT have to take all students – When a state chartered school is full, they stop taking students. Otherwise, there is an attendance zone and a blind lottery to get in.
SB
November 9th, 2012
1:42 pm
I think it’s a shame that no one, not one politician that has spoken for this amendment, speaks of improving our current public schools. Charter schools don’t fix the problem; they are only a diversion for some, not all, students. The problems in education continue. The only reason this amendment was pushed by many of our politicians is because they see money. So, if you think your child’s education was the reason, you are sadly mistaken. If that were the real motiviation behind charter schools, politicians would also be looking at ways to improve our traditional schools as well. And, that is not happening.
DeKalb Inside Out
November 9th, 2012
3:49 pm
SB
Why is it incumbent on Jan Jones, et al to fix traditional schools? Local school districts have superintendents, executive administrations and local boards. Can’t they fix their own house?
Aside from forcing class sizes, what did you have in mind?
Pride and Joy
November 10th, 2012
9:30 am
SB, charter schools are public schools. If you want to “fix” the traditional public schools — then push to convert them to charter schools — it’s called a conversion charter.
Pride and Joy
November 10th, 2012
9:34 am
Dekalb Inside and Out makes good points about all kids being able to go to a charter school if there is room –
It’s just like a tradtional public school, it has to accept all students BUT citizens and parents are clamoring so much to get their kid in a charter school that there are long waiting lists to get in. That’s why we needed amendment one — long waiting lists to get into charter schools but local boards still refused to open more charter schools.
Pride and Joy
November 10th, 2012
9:35 am
Fulton PArent 1 — you say charter schools do not have to take all students. Please provide proof. Tell us the name of the charter school and provide a link to its charter.