Judy Hale: The real truth about charter schools

Judy Hale: The Real Truth about Charter Schools 

(as printed in the Charleston Daily Mail, Aug. 26, 2009)

The Daily Mail has reminded us once again that, in the arena of American culture, criticizing public education has become as fashionable as facebook and text-messaging.   Opponents  of public education, such as Senator Erik Wells,  line up to take potshots at our schools, often in hopes of advancing political causes, such as charter schools.  

Such is the case with the recent Daily Mail editorial, “West Virginia needs to try charter schools”.  Aside from denigrating public education, opinions are expressed that are not, quite frankly, supported by research.  So let us take a moment to provide you with the unvarnished truth.

In a recent report by Stanford University’s Center for Research on Education Outcomes (CREDO) on Charter schools, (an institution hardly known as a bastion of liberalism), the center found that there is a wide variance in the quality of the nation’s charter schools.  The report specifically states that “Students in charter schools are not faring as well as students in traditional public schools.” 

Now, while the report recognized that there is a growing demand for charter schools, only seventeen percent (17%) of charter schools reported academic gains that were significantly better than traditional public schools.  Thirty-seven percent (37%) of charter schools showed academic gains that were worse than their public school counterparts and forty-six percent (46%) demonstrated no significant difference.

As Dr. Margaret Raymond, the center’s director, noted, “The issue of quality is the most pressing problem that the charter school movement faces”. 

So, if, as the study reports that charter schools are not the panacea that Senator Wells and the editors opine, where do we go from here?

Let us start by recognizing that, while our work is far from done in improving public education, we should acknowledge that we are heading in the right direction.    In fact, the overwhelming majority of public schools in West Virginia are succeeding.  Academic achievement is increasing and more West Virginians are going to college than ever before.

West Virginia’s public schools are bursting with dedicated teachers and support staff who are committed to ensuring all students have access to a high quality education.  When it comes to closing the achievement gap and increasing overall student performance, we are confident that, with the right resources, our schools will meet and exceed expectations.

Let’s take advantage of the opportunities created by the Innovative Zone legislation (House Bill 109) passed by the legislature during the May, 2009 special session.  Supported by the stakeholders, the bill establishes zones of educational innovation (by school, or schools or entire county) to allow school employees to collaboratively devise and implement 21st century school improvement strategies that are currently restrained and/or restricted by policies issued by the state board or the West Virginia Code.  In fact, many of the bill’s provisions are remarkably similar to what Senator Wells and the editors advocate for our schools; an exemption from many state regulations and more freedom for educators so that they can teach more effectively. 
 
Let’s work for a system of public education that promises equal access for all students; high academic standards; accountability to parents and the public; a curriculum that promotes good citizenship; a commitment to helping all public schools improve; and a commitment to the employees' right to freely choose union representation.  Senator Wells has yet to propose legislation that embodies these principles.  When he does, we will be ready to jump on board and work with him to make our public schools even more effective.
Judy Hale is President of AFT-WV, the largest union in West Virginia.  With over 15,000 members, the union represents PreK-12 and higher education employees.